VERMONT SECONDARY COLLEGE

YEAR 10 STUDY DESCRIPTIONS 2015

2015 - Year 10 Handbook – Subject Guide

SUBJECT INDEX Advance (Duke of Edinburgh)  Advanced English  An Introduction to Psychology  Animation  Art  Biology  Ceramics  Commerce (Year 10)  Digital Photography  Drama Acting Styles in Performance  English  English Consolidation  English EAL  English Language  Exploring the Cosmos  Food & Hospitality  Food & Technology  Forensic Science  French  Further Mathematics  Gangsters, Wars & the Black Struggle  General Mathematics  German  Health and Personal Development  Independence, Slaves & Indians  Literacy for Life  Literature (Year 10)  Managing the Environment  Mathematical Methods 

 

Mathematics in Careers  Media Studies: Advertising, Radio & Video Music  Music Technology:  Garage to Stage  Philosophy  Physical Education ‐ Leisure Education  Physical Education – Major Games/Mixed  Sport   Physical Education ‐ Personal  Improvement  Physical Education ‐ Team Sports (Boys)  Physical Education ‐ Team Sports (Girls)  Physics and Chemistry for Life  Politics and Economics – The Running of  Australia  Product Design & Technology – Glass  Product Design & Technology – Metal/Plastics  Product Design & Technology – Textiles  Product Design & Technology – Wood  Programming and Game Development  Terrorist or Freedom Fighter  The Big Picture (Global Issues)  Theatre Studies: The Play in Performance  VCE Literature Units 1 & 2  Visual Communication Design  Web Development  VSC VET Program Summary 2015 

                                                       

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2015 - Year 10 Handbook – Subject Guide

ADVANCE (Duke of Edinburgh) Advance is a school-based program for young people to volunteer in their community. It is a partnership between the Department of Human Services, Victorian Government secondary schools and community organisations. Through Advance, young people, schools and community organisations develop networks of relationships while achieving shared goals. The program also encourages communities to support and recognise young people’s participation and positive role in society. Advance gives young people a chance to do something great in their community based on their choice. Young people are able to plan projects, meet new people, build skills and make a difference in their community. Students will also have the opportunity to work as a community by participating in an 8 Day Hike along the Great Southwest Walk in Term 4. OBJECTIVES:  To provide students with practical skills and training, whilst working with a community organisation.  To build positive partnerships with community organisations, and to give young people the feeling of success at being a part of local and school community life through organised activities  To provide students an opportunity to be part of a team and find success within their schooling.  To provide students with an opportunity to undertake formal training that may not otherwise be easily available to them – Bronze Duke of Edinburgh Award  To build positive relationships within the “class community” and participate together in an 8 day hike along the Great Southwest Walk. AREAS OF STUDY  The three learning modules of Advance – Community, Communication and Project Management  Formal training that will directly assist them with their project - "Bronze Duke of Edinburgh Award  Excursions/field trips to help/assist with the development of their project.  Team building activities and specific school and local community based initiatives.  Relevant Outdoor Education topics to prepare students for their 8 day hike ASSESSMENT TASKS Community Project (related to chosen topic); Community Project Plan; Community Project Log Presentation/Celebration of Project Students will also be assessed through negotiated assignment work that is directly related to the project they develop, and the 3 learning modules: Community, Communication and Project Management. Participation in an 8 Day Hike along the Great Southwest Walk in Term 4. APPROX. COSTS INVOLVED: Refer to Booklist for required texts (if applicable) and to Year 10 elective levies advice sheet for levy cost. Students will also be required to provide certain equipment for the hike e.g. suitable sleeping bag, walking shoes, thermals etc. A small cost could be payable for the camp (actual cost TBC prior to camp) LINKS TO VCE/VET STUDIES: Advance does not have direct links to VCE subjects – but would provide excellent background for studies in Commerce and Health and Physical Education such as: Outdoor Education Physical Education Business Management Industry & Enterprise Health & Human Development VET – Community Services. LINKS to CAREER/POST-SCHOOL PATHWAYS: This subject will be of benefit to any training or vocation that requires initiative, team work and development of project tasks. Careers in: Public Relations, Health Services, working with community organisations and local government are such examples. This subject will also benefit students undertaking volunteer and community work.

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2015 - Year 10 Handbook – Subject Guide

ADVANCED ENGLISH This semester long elective subject has been designed for students who have demonstrated a high level of proficiency in their English skills (performing at the top of the cohort in this study) and wish to accelerate their skill development to undertake the more academic challenges they will be facing in VCE English. The subject is intended to allow applicable students to consolidate their competitive advantage in this compulsory VCE area of study. The unit will focus build upon already acquired skills and encourage students to use higher order thinking skills in the examination of texts, ideas and issues. The English content and skills covered in this course are above the AUSVELS “expected” level for Year 10. It is therefore recommended that students have demonstrated consistently strong results in their English studies, and have sought the recommendation of their Year 9 English teacher, before undertaking this course. AREAS OF STUDY: The three areas of study for this course are based on the skills required for achievement in VCE English:  Reading and responding.  Creating and presenting.  Using language to persuade. OBJECTIVES: Reading and Responding: Students will closely analyse texts to develop a sound understanding of these works and the contexts in which they are created. Students will interpret, critically analyse, reflect upon and develop their understanding of a range of texts, including novels, films and poetry. Creating and Presenting: Students will undertake a wider ‘Context Study’, where they will examine a novel, short stories and media texts, as well as historical and current events which connect to the contextual setting. Students develop on their skills of writing sustained and cohesive narratives and expository texts that experiment with different techniques and show attention to chronology, thematic considerations, characterisation and a consistent point of view. Students will also be required to develop explanations for their work demonstrating considerations of audience, purpose, context, language and form. Using Language to Persuade: Students read and analyse a range of informative and persuasive texts and identify the multiple purposes for which they are created. Students will study an issue as presented in the media and analyse how a range of language techniques are used to position readers to accept particular views. Students will also look at comparative analysis in direct preparation for VCE English. ASSESSMENT TASKS Text study including visual texts Creating and Presenting - Writing Folio Oral Presentations Issues Analysis Text Examination

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APPROX. COSTS INVOLVED: Refer to Booklist for required texts. Refer to Year 10 elective levies advice sheet for levy cost. HOMEWORK: You will be required to read regularly for approximately four hours a week. Exercises, redrafting of writing, researching and text responses require an additional two to four hours. Links to Further studies: Pathway to VCE English (Units 1&2) LINKS to CAREER/POST-SCHOOL PATHWAYS: Satisfactory completion of one of the English studies at Year 11 and 12 is a prerequisite for being awarded the VCE. One English study will be included first in the calculation of your ATAR. The English Enhancement class will work towards extending the sophistication of students’ English skills towards maximising their potential to achieve a desirable result for this compulsory study. 

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2015 - Year 10 Handbook – Subject Guide

AN INTRODUCTION TO PSYCHOLOGY This unit introduces students to the scientific field of Psychology. The early part of the unit not only introduces students to the many different branches of Psychology but also to the general principles and methodologies that are typically applied across the entire field. Further into the unit, there will be specific focus on the areas of Criminal, Social and Sports Psychology. The unit will explore areas such as profiling criminal behaviour, the psychologist role in the court room and the nature of testimony. Students will also investigate the growing field of Sports Psychology and how psychologists are increasingly involved in preparing elite athletes to perform at their best. OBJECTIVES: To provide students with the opportunity to appreciate the applied nature of Science in the field of Psychology. To expose students to the nature of Psychology as a Science, to assist them in making an informed decision when considering it as a VCE option. To illustrate to students the necessity of applying sound scientific methodology, when undertaking any form of research. AREAS OF STUDY  The different branches of Psychology.  Approaching Psychological Research  Criminal (Forensic) Psychology  Social Psychology or  Sports Psychology ASSESSMENT TASKS  Tests  Research Tasks  Examination  Practical Investigations / Exercises  Posters APPROX. COSTS INVOLVED: Refer to Booklist for required texts (if applicable) and to Year 10 elective levies advice sheet for levy cost LINKS TO VCE/VET STUDIES: Whilst this unit is not a prerequisite, students are advised that a Year 10 Science study is almost essential to provide the scientific background needed to study VCE Psychology. LINKS to CAREER/POST-SCHOOL PATHWAYS: VCE Psychology provides a useful background to study Psychology at a tertiary level.

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2015 - Year 10 Handbook – Subject Guide

ANIMATION Animation is the rapid display of a sequence of 2D or 3D images positioned in order to create an illusion of movement. In this subject you will learn different types of animations. You will learn how to create and develop your own character and scenes, using an array of eLearning Technologies and a variety of materials and techniques (e.g. drawing, digital image and clay modelling). There is a large emphasis on free-hand drawing. OBJECTIVES:  To develop skills in using a number of software including graphic software, sound editing, animation and digital video editing packages  To develop an understanding in the process of designing and creating storyboarding taking into account of audience, purpose and context AREAS OF STUDY:  The history of animation  Develop skills in using a variety of software and hardware  Design Folio (design, develop, refine and complete artwork)  Sound production and editing using Audacity  Movie editing using Adobe Premiere ASSESSMENT TASKS:  A number of mini projects  Character(s) Design Folio  Self, peer and teacher assessment RESOURCES: A4 Visual Diary  A4 Display folder  Minimum 4Gb USB removal storage device 

APPROX. COSTS INVOLVED: Refer to Booklist for required texts (if applicable) and to Year 10 elective levies advice sheet for levy cost LINKS TO VCE/VET STUDIES:  VCE VET Digital Interactive Media  VCE Visual Communication Design LINKS TO CAREER / POST-SCHOOL PATHWAYS: Graphic Design  Game Industry  Web Development  Advertising  Entertainment Industry  Movie Industry 

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2015 - Year 10 Handbook – Subject Guide

ART Students will experiment with an extended range of media, materials and techniques. Students will work on 2 dimensional and 3 dimensional art works. Appropriate artists who provide inspiration will be studied to enable students to appreciate the art of the past and its influences on art of the present OBJECTIVES:  Building skills and experience in a variety of methods and media, materials and techniques  To extend skills in drawing techniques and drawing styles  To develop skills in using a visual portfolio to generate, develop and refine ideas  To understand the conventions of different art genres such as portraiture and landscapes.  To have an understanding of and experience with producing both 2D and 3D artworks in a range of contexts  To understand the influence of past artists and art styles on current art  To be able to constructively criticise, evaluate and reflect on student’s own and other people’s work  To become skilled in identifying and using the Art Elements and Art Principles  To be able to talk about Art using the correct terminology with confidence  To be able to prepare and present art works for exhibition  To draw on students creativity and originality AREAS OF STUDY: Arts Dimension – Creating and Making  Students use research to generate and develop ideas when making and presenting art works  Students demonstrate a range of skills, techniques and processes in organising art elements and principles and structure art works in both traditional and contemporary styles Arts Dimension – Exploring and Responding  Students learn how art works visually communicate ideas and feelings and develop an understanding of the ways in which art works are made in particular cultural and historical contexts Resources Required  Equipment as listed on booklist.  Protective clothing (old shirt) OUTCOMES: Practical Work  Presentation of visualfolio with annotated reflection of exploration into art making processes  Media trials and finished art works required in each unit of work  Participation in mounting of works and group exhibitions Research Work  Idea generation

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Research on past art styles and artists

Homework Tasks: Completion of projects, written work and other investigation/research as appropriate ASSESSMENT:  Assessment is carried out on each of the work requirement tasks including visual portfolio, finished pieces, homework tasks and presentations (written and/or oral) COST INVOLVED: Refer to Booklist and to Year 10 elective levies advice sheet for levy cost VCE LINKS:

Art leads on to VCE Studio Art Units 1 to 4

LINKS to CAREER/POST-SCHOOL PATHWAYS:  Tertiary entry into Visual Arts courses, photography etc.  Interior design / Illustration.  Industrial design / Graphic design.  Theatre and costume design. 5

2015 - Year 10 Handbook – Subject Guide

BIOLOGY This SUBJECT or Physics and Chemistry for Life is a pre-requisite for Biology in VCE In Biology, students will cover key areas in the fields Biology and Chemistry. Students will explore the topics of Genetic Inheritance and Evolution with some exploration of gene technology and its place in the modern world. Students will explore the properties of elements and how this is used to arrange elements in the periodic table as well as examining the relationship between atomic structure and how atoms behave during chemical reactions with special emphasis on the importance of chemical processes in the functioning of living things. OBJECTIVES:  Develop and apply the skills of scientific investigation, reasoning and analysis.  Develop and apply knowledge of scientific ideas to explain and predict events in the physical world  Develop practical skills in a range of scientific procedures and in the manipulation of specific scientific equipment.  Develop scientific attitudes such as curiosity, respect for evidence and critical reflection as tools to consider the social implications of new scientific technologies. AREAS OF STUDY Atoms, molecules, ions, and elements. The arrangement of atoms in the Periodic table and types of chemical bonding and representing chemical formulae.  Biochemical Molecules - Water, Macromols, subunits, functions.  DNA structure and function.  Patterns of genetic inheritance.  Techniques for genetic modification.  The theory of natural selection and its role in evolution.  Reproduction, classification and technologies. 

ASSESSMENT TASKS Practical Reports; Tests; Assignments and Projects; Experimental Investigation APPROX. COSTS INVOLVED: Refer to Booklist for required texts and to Year 10 elective levies advice sheet for levy cost HOMEWORK: Students will be expected to complete problem sheets on a regular basis as well as follow-up tasks based on the questions in the textbook. In addition, each student will be required to complete an “Extended Experimental Investigation”, the write up of which will primarily be completed outside of class. LINKS TO VCE/VET STUDIES: This unit will provide a direct pathway into VCE Biology. LINKS to CAREER/POST-SCHOOL PATHWAYS: Biology is prerequisite for most Nursing courses and provides an excellent background in anatomy and physiology for students interested in sport and health related courses

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2015 - Year 10 Handbook – Subject Guide

CERAMICS Students will experiment and develop skills with clay and a range of associated media such as glass, producing three dimensional objects such as mosaics and sculpture. They will use both reductive and constructive techniques such as carving, casting and wire armatures OBJECTIVES:  To develop skills in working from a design brief using the design process to generate, develop and refine ideas  Students will acquire skills in the manipulation of various materials and gain an understanding of techniques and processes  To be able to identify the properties and characteristics of the materials used  To become skilled in identifying and using Product Design Factors  To have an ability to talk about their work using the correct terminology with confidence  To explore the concepts of form, function, imagination, decoration and utility  To be competent in producing large and small scale works  To understand the influence of past ceramicists and sculptures on current work  To develop the student’s ability to write critically about their own work and that of other artists AREAS OF STUDY: Design, Creativity and Technology Dimension - Investigating and Designing  Students use research to generate and develop ideas when making and presenting 3D works  Students discuss the ways in which 3D works are made in historical contexts Design, Creativity and Technology Dimension - Producing  Acquisition of necessary skills and processes required for each material  Students will demonstrate a range of skills, techniques and processes in organising product design factors to plan works Design, Creativity and Technology Dimension - Analysing and Evaluating  Students learn how to identify, analyse and interpret 3D works  Students evaluate their work against the provided design brief Resources Required  Equipment as listed on booklist  Protective clothing (old shirt) OUTCOMES: Practical Work  Visual Portfolio with ideas and preparatory drawings  Trials of different materials  Functional and decorative work using throwing wheel, armature and hand building processes Research Work  Idea generation  Research on the history of ceramics and ceramic artists Homework Tasks: Completion of projects, written work and other investigation/research as appropriate ASSESSMENT:  Assessment is carried out on each of the work requirement tasks including design folio, finished pieces, homework tasks and presentations (written and/oral) COST INVOLVED: VCE LINKS:

Refer to Booklist and to Year 10 elective levies advice sheet for levy cost

Ceramics leads on to VCE Studio Arts Units 1-4 and Product Design & Technology Units 1-2

LINKS to CAREER/POST-SCHOOL PATHWAYS: Visual Art and design; Industrial Design and Theatre and costume design Courses 7

2015 - Year 10 Handbook – Subject Guide

COMMERCE (YEAR 10) What does your future hold?  What is your ideal job?  Will you be able to afford your ideal car?  Will you take an overseas trip?  How can you ensure you stay on the right side of the law?  Will you know who to vote for or understand the headlines in the newspaper? Imagine if you could have a ‘trial run’ of those big decisions in life before you have to make them? In ‘Year 10 Commerce’ you will be making these decisions and try to survive the world of commerce. What challenges will you encounter? What would you do if you lost your job? Will you end up with money in the bank or a big debt? You get to decide!! OBJECTIVES: This subject is designed to enable students to develop life skills in the area of commerce. Students will be presented with hypothetical situations and will have to make decisions to deal with the challenges they face. In particular, in the areas of: Career pathways  Financial literacy – banking, investing, stocks and shares  Legal rights and responsibilities  Politics and parliament  Consumerism Students will develop their knowledge of the range of commerce resources available within the community and will enhance their skills in problem solving and communication. Most importantly, students will be encouraged to start thinking about their life beyond school. ASSESSMENT TASKS  Develop a comprehensive folio based on the experiences of a young adult. At the end of the semester students will present their scrapbooks.  Undertake a research task in to an infamous crime  Participate in a school based Stock Market Game – prize will be awarded to the team who is able to increase on their initial investment  Budgeting Task – Students will be required to budget for their lifestyle based on the salary they earn, their housing costs, car repayments etc.  Tests APPROX. COSTS INVOLVED: Refer to Booklist for required texts (if applicable) and to Year 10 elective levies advice sheet for levy cost HOMEWORK: Students will be required to complete any outstanding class work for homework and will also be expected to develop their folio, which may require some research. LINKS TO VCE/VET STUDIES: Commerce will be useful if you are interested in taking the following VCE studies:  Accounting; Business Management; Economics  Legal Studies; Politics; Industry and Enterprise It will also be useful if you are considering VET Financial Services LINKS to CAREER/POST-SCHOOL PATHWAYS: There are loads of careers in the world of business and civics. Here are just a few: Accountant, financial advisor, banker, stockbroker, Entrepreneur, small business owner, marketing manager, sales manager, personal assistant, human resource management, Solicitor, barrister, legal aid worker Member of Parliament, council worker, community worker

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2015 - Year 10 Handbook – Subject Guide

DIGITAL PHOTOGRAPHY This course is designed for students in learning and understanding the basics of Digital Photography. In this subject students will learn the design elements and design principles in relation to photography. They will learn basic terminology and how to compose and take good photographs. They learn how to take photographs of different subject matters and in different conditions. How to edit photographs using editing software programs such as pixlr (freeware) and Adobe Photoshop. Students learn how to present photographs both in digital and hardcopy format and how to be creative and take photographs with a selected theme. Learning how to take good photographs is a great skill and is transferable in so many areas of advertising, fine art, design and media. OBJECTIVES:  Develop an understanding of visual composition and photographic composition  Develop an understanding of the exposure triangle  Understand how to operate a digital SLR camera and the subsequent equipment  Research and analyse photographic exemplars from well-known Australian and international photographers  Learn how to edit photographs using selected software  Work together in a team. AREAS OF STUDY: Arts Practice – Creating and Making  Students use research to generate and develop ideas when making and presenting photographic works.  Students will demonstrate a range of skills, techniques and processes in organising design elements, principles and concepts to structure visual art works in print. Arts Practice – Exploring and Responding  Students learn how to identify, analyse and interpret art works; discuss responses and develop an understanding of the ways in which art works are made in particular and historical contexts. Resources Required:  Equipment as listed on booklist.  OUTCOMES: Practical Work  Trials and finished art works required in each unit of work.  Participation in mounting of works and group exhibitions. Research Work  Written essay and papers on contemporary and historical photographers Homework Tasks  Completion of projects, written work and other investigation/research as appropriate ASSESSMENT:  Assessment is carried out on each of the work requirement tasks including design folio, finished pieces, homework tasks and presentations (written and/oral) COST INVOLVED:  Refer to Booklist and to Year 10 elective levies advice sheet for levy cost. VCE LINKS: Year 10 Digital Photography leads on to VCE Studio Art Units 1 to 4. LINKS to CAREER/POST-SCHOOL PATHWAYS  Fine Arts  Graphic Design,  Media and Advertising,  Photography,  Video and Film 9

2015 - Year 10 Handbook – Subject Guide

DRAMA: ACTING STYLES IN PERFORMANCE Are you interested in a subject that is highly practical, fun, low on theory yet challenging and extremely rewarding? Drama: Acting Styles in Performance is for you! What are some of the top personal qualities that employers look for today? Communication skills, ability to work in a team, capacity to solve problems, initiative, self-confidence and creativity. Drama -Acting Styles in Performance aims to develop these attributes through fun, practical activities designed to be engaging. Acting Styles in Performance is the study of acting and performance skills. It examines a variety of theatrical performance styles (Comedy, tragedy and group/self devised) and looks at how the actor develops characters and performances using the conventions of these styles. Through this highly practical course students will work in groups and individually to solve problems, constantly developing their ability to communicate through exercises designed to target their expressive skills. Students will need to work creatively to develop original performance works and present these to an audience, enhancing the student’s sense of ownership of the work and consequently their own self-confidence. OBJECTIVES: Acting Styles In Performance is designed to further develop students’ abilities in a variety of dramatic skills acquired in establishing character, using the space, interpreting dramatic stimulus, employing imagination and role-play. Students will gain an insight into how character and meaning is conveyed to an audience. It is also designed to integrate students’ abilities in research, script-writing and evaluation.  Develops expressive skills and improve students’ ability to communicate effectively.  Develops creativity, develops ability to solve problems and develops confidence  Develops acting and performance skills  Further develops students understanding of specific Drama terminology  Assists in the development of script-writing skills.  Develops an understanding of different styles of theatre. AREAS OF STUDY There are four principal areas of study: 1. Dramatic Skills Development: A series of class exercises on particular dramatic skills required for performance. 2. Research: A series of class exercises and writings that examine theatre history and characters of significance. 3. Performance: Small group ensemble performances designed to highlight the skills acquired. The unit will focus on 2 areas - a period of theatre history and the creation and performance of a solo character. 4. Analysis: Written and verbal evaluation of their own work as well as that of others. ASSESSMENT TASKS Workshop tasks; Written scripts and a developmental folio; three major performances. Students will see a live performance and evaluate it. Attendance, participation and co-operation in class are taken into account. APPROX. COSTS INVOLVED: Refer to Year 10 elective levies advice sheet for levy cost. There will be an excursion to a play which will incur a cost to be advised at the time of excursion. . LINKS TO VCE/VET STUDIES: VCE Drama VCE Theatre Studies VCE Literature and English

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LINKS to CAREER/POST-SCHOOL PATHWAYS: Could be useful for any career/pathway that involves communication/human interaction, e.g. Acting, Directing, Producing, Script writing, Communications, Advertising, Education, Law, Human Resources

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2015 - Year 10 Handbook – Subject Guide

ENGLISH This subject is a pre-requisite for English, English Language and Literature in VCE. At Year 10 the study of English continues the study of three dimensions: Reading, Writing, Listening and Speaking. It is the last year at which English is assessed under the VELS and is seen as a bridging year in developing the skills needed to commence at VCE. OBJECTIVES: In the Reading dimension you will work closely with texts to develop a sound understanding of them and the contexts in which they are created. The study of Reading will lead to the development of your understanding, interpreting, critically analysing and reflecting upon and enjoying a wide range of texts, including novels, plays, films, video clips and poetry. In the Writing dimension you will develop your understanding of audience and purpose which also requires knowledge about the use of appropriate language in formal and informal contexts. The Speaking and Listening dimension develops your understanding of the concepts of audience and purpose when using language to convey and receive meaning, including the use of body language and voice. You will continue to develop your understanding of oral language and the way it is used according to the conventions of different spoken texts. These include every day communication, group discussion and formal presentations. You will be encouraged to learn about and further consolidate strategies used for active listening. AREAS OF STUDY Reading Writing Speaking and Listening

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ASSESSMENT TASKS Text study including visual texts Wide Reading tasks Writing Folio Oral Presentations Issues Analysis Text Examination

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APPROX. COSTS INVOLVED: Refer to Booklist for required texts (if applicable) and to Year 10 elective levies advice sheet for levy cost HOMEWORK: You will be required to read regularly for approximately four hours a week. Exercises, redrafting of writing, researching and text responses require an additional two to four hours. LINKS TO VCE/VET STUDIES: Pathway to VCE English, English Language and Literature at Units One and Two. The key concepts of text and language in the VELS are also the central concepts in VCE English studies.

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LINKS to CAREER/POST-SCHOOL PATHWAYS: Satisfactory completion of one of the English studies at Year 11 and 12 is a prerequisite for being awarded the VCE. One English study is included first in the calculation of your TER score.

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2015 - Year 10 Handbook – Subject Guide

ENGLISH CONSOLIDATION Subject Description: This semester length elective subject is designed for those students entering Year 10 who have been struggling to perform “at”* the expected level of English proficiency under the AUSVELS English curriculum. In short, the course is remedial by nature, designed to assist those students struggling with their English studies to help them “catch up” to where they need to be in their English proficiency, in order to satisfy the requirements of entering VCE English. English Consolidation has an intensive focus on the skills and knowledge required to demonstrate competence in core English. English Consolidation is in no way a replacement for Year 10 English. Rather, the course will run parallel to the compulsory Year 10 English course (that all Year 10 students undertake) providing a complimentary and consolidating focus on the ‘bare necessities’ required, so that students may demonstrate performance “at” the “expected” Year 10 level. * “at expected level” performance generally indicates AUSVELS English report results of “C” or “C+” whereas AUSVELS results in the “D” or “E” range are considered “below the expected level”. OBJECTIVES:  Provide scaffolding through prior content  Consolidate and build upon prior AUSVELS English content covered in Years 9 & 10, in a way that complements the compulsory Year 10 English.  The content delivered will take a narrow focus to help students consolidate the core knowledge skills required to demonstrate competency in Year 10 English (to a standard appropriate for entry into Year 11 English).  To provide a sound foundation for the mainstream VCE English pathway. AREAS OF STUDY READING AND RESPONDING Text Response: Students will closely analyse a text to develop a sound understanding of this work. Students will interpret, critically analyse, reflect upon and develop their understanding of this text and consolidate their ability to write a formal text response essay. USING LANGUAGE TO PERSUADE Part 1 (Issues Analysis): Students will read and analyse a range of persuasive texts and identify the multiple purposes for which they are created. Students will study an issue as presented in the media and analyse how a range of language techniques are used to position readers to accept particular views. Part 2 (Oral Presentation): Students will research an issue presented in the media and present their point of view on this topic, in an oral delivery. ASSESSMENT TASKS  Text study including visual texts  Oral Presentations  Issues Analysis APPROX. COSTS INVOLVED: Refer to Booklist for required texts. Refer to Year 10 elective levies advice sheet for levy cost. HOMEWORK: Students will be expected to read/view the texts at home prior to study and may be expected to complete some writing tasks at home. Links to VCE Subjects: English Consolidation links to VCE English (mainstream only). Students who are underperforming in mainstream/core Year 9 and 10 English studies would not be counselled into VCE English Language or VCE Literature, as these two specialist subjects are more difficult (academically) than the mainstream VCE English option. LINKS to CAREER/POST-SCHOOL PATHWAYS: Satisfactory completion of one of the English studies at Year 11 and 12 is a prerequisite for being awarded the VCE. One English study will be included first in the calculation of your ATAR. The English Consolidation class will work towards extending the sophistication of students’ English skills towards maximizing their potential to achieve a desirable result for this compulsory study.

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2015 - Year 10 Handbook – Subject Guide

ENGLISH AS AN ADDITIONAL LANGUAGE (EAL) Students with less than four years of schooling in Australia are required to list this unit as one of their elective choices. This unit is designed for students who learn English as a second or further language. It supports and complements the Year 10 English curriculum and is taken in addition to Year 10 English. Students will develop their vocabulary and general English skills, including fast and effective reading, grammar, syntax and essay writing. Students will acquire successful personal learning strategies and develop their confidence and competency in using oral language. Participating in a range of individual and group learning tasks, EAL students will develop team work and independent study skills required for their VCE studies. AREAS OF STUDY:  Develop core English skills (reading, writing, listening and speaking) in view of VCE requirements  Develop appropriate learning strategies for VCE success and educational pathways in Australia RESOURCES REQUIRED:  Notebook or exercise book  USB  Bilingual dictionary OUTCOMES:  Reading comprehension: Decoding fiction & non-fiction using dictionaries effectively  Summarising/paraphrasing to avoid plagiarism  Effective online research & note taking  Written grammar tests and essays  Effective participation in class discussions  Short oral presentations ASSESSMENT: AusVELS: Language: knowing about the English language  Language for interaction  Text structure and organisation  Expressing and developing ideas Literacy: expanding the repertoire of English usage  Creating texts  Texts in context  Interacting with others  Interpreting, analysing and evaluating

ENROLMENT IN THIS SUBJECT WILL BE ON THE BASIS OF ENGLISH TEACHERS’ AND THE EAL COORDINATOR’S RECOMMENDATIONS

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2015 - Year 10 Handbook – Subject Guide

ENGLISH LANGUAGE Suggested for those interested in English Language

English Language is a course designed for students who are interested in figuring out how English works in real life. You see English used around you every day, not just in books and films and this is the English that we look at. This subject offers students a closer look at the codes and systems of English, from syllables to grammar to new types of electronic communication and invented language. Students will look at new ways to form words, codes and sign languages, use their knowledge to create their own and then justify their creations. Students will gain a broader understanding of how language works and how English in particular has captured the world’s interest. OBJECTIVES: This subject is designed to enable students to:  Develop an understanding of the English language in relation to the rest of the world.  Develop skills in analysing the different ways that people use English in everyday life.  Understand how codes are created and create their own.  Read the OED correctly.  Research the history of words and phrases to gain a better understanding of their meaning.  Think objectively about their use of language in electronic communication.  Think objectively and critically about the texts they are presented with.  Analyse the effectiveness of created words and languages.  Develop interpersonal skills whilst working in small groups. AREAS OF STUDY Codes and Systems  Creative Formations  Electronic Communication  Etymology 

ASSESSMENT TASKS Short Answer Test, Short translation, Report and Survey, Exam, Blog analysis and entry, Etymology PowerPoint, Analytical Essay COSTS INVOLVED: Refer to Booklist for required texts (if applicable) and to Year 10 elective levies advice sheet for levy cost HOMEWORK: Students will be given some research tasks and practice activities to do at home. They are expected to read newspapers to search for articles on language. Any work that is not completed in classes must be completed at home before the next class. LINKS TO VCE/VET STUDIES: English Language  English 

LINKS to CAREER/POST-SCHOOL PATHWAYS: Linguist, Etymology Researcher, Lexicographer, Journalist, Cryptologist

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2015 - Year 10 Handbook – Subject Guide

EXPLORING THE COSMOS This unit introduces students to the scientific fields of Astronomy and Cosmology. It focuses on our place in space with a detailed study of the solar system. It also introduces students to the notion of relativity and its importance in understanding the concepts of space and time and will allow them to discover and explore the paradoxes of potential time travel. Students will study what technologies humans have developed, to allow us to explore space more fully and understand the nature of the Cosmos and its importance to our everyday lives back here on Earth. OBJECTIVES:  Explore the historical and current aspects of solar exploration and space technologies.  Explore the origin and evolution of the Universe. AREAS OF STUDY  The structure and the formation of the Earth  History of Rocketry and space flight  Solar system – moon, plants, sun, recent discoveries  Astronomical observations and techniques  Life cycle and processes of stars  Possibility of Interstellar travel, relativity and the speed of light  Cosmology – the origin and fate of the Universe  Evolution  Life in Space – are we alone? ASSESSMENT TASKS  Assignments, Projects, Posters  Experiments and Simulations  Tests RESOURCES REQUIRED:  1 Exercise Book (A4)  Plastic folders for Handouts APPROX. COSTS INVOLVED: Refer to Booklist for required texts (if applicable) Refer to Year 10 elective levies advice sheet for levy cost HOMEWORK:  Completion of any unfinished class work  Set assignments, activities and essays  Regular revision for tests LINKS TO VCE/VET STUDIES: Exploring the Cosmos does not lead directly into any VCE Science study, however, it will provide some useful background to VCE Physics when studied in conjunction with Chemistry and Physics for VCE (the prerequisite unit for VCE Physics). LINKS to CAREER / POST-SCHOOL PATHWAYS: This unit would provide an important insight into the field of Astrophysics if a student completed the appropriate Physics and Mathematics units in VCE.

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2015 - Year 10 Handbook – Subject Guide

FOOD AND HOSPITALITY What’s your favourite restaurant? What’s your favourite food? Who’s your favourite celebrity chef? If you can answer these three questions this is the subject for you! Food & Hospitality is designed for students interested in working in the hospitality industry as a future career or just looking to gain experience for part-time jobs, whether it be in the fast-food industry or at a local café/ restaurant. In this subject you will be introduced to the basics of the hospitality industry, from food handling and hygiene practises to catering and planning/management. Students will be encouraged to design and prepare new foods, investigate and taste new things, and evaluate to understand food technology. Students will be developing their own restaurant and they will be in charge of everything from planning, costing and producing the meals. This will give students a hands-on experience of the industry and will be a major assessment task. (Note: No nuts will be used but students may be exposed to products containing traces of nuts. Students will not be allowed to bring in nuts for any productions) OBJECTIVES:         

To develop skills in Investigating & Designing, Producing, and Analysing & Evaluating Work independently and as a member of a team to plan and prepare meals to meet the requirements of design briefs To develop skills in using The design process and its role in planning and evaluating meals in the hospitality industry Understand social and cultural factors that impact on planning, including beliefs and customs, lifestyle of consumers across life span, purpose of the meal To understand the impact of resources on planning, including access to ingredients, skills, equipment, time, money and transport in the hospitality industry Research and implement appropriate modifications or changes to food preparation techniques to improve the final product Analyse recipe modifications Evaluate the outcomes of planning and production activities To prepare for VCE, VET & TAFE Food Technology Pathways

AREAS OF STUDY:  Safety and hygiene- Production work  Processes in food preparation- Production work  Prepare and evaluate meals- Production work  Presentation techniques to optimise sensory properties.  Hospitality management- Design briefs  Production/function management- Design briefs ASSESSMENT TASKS: Records of planning and evaluation, evaluation production tests, topic questions/ assigned tasks, “My Restaurant”: folio and presentation, production work RESOURCES REQUIRED: Sealable food container COST INVOLVED: There will be a levy charge for this subject which will cover the majority of food used in productions and the maintenance or equipment used throughout the semester. LINKS TO VCE/VET STUDIES:  VCE- Food and Technology  VET & TAFE- Food and Hospitality LINKS TO CAREER/POST-SCHOOL PATHWAYS: Certificate in Hospitality, Kitchen Operations, Chef/Cookery Apprenticeship, Event & Tourism Management, Responsible Service of Alcohol, Food Safety & Hygiene Food Scientist, Dietician/Nutritionist

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2015 - Year 10 Handbook – Subject Guide

FOOD AND TECHNOLOGY Food and Technology is a course designed for students interested in all aspects of food production from confectionary to bread. Everything we consume has originated from a plant or animal source and been processed and manipulated by someone to result in an edible food, from the simple to extravagant. As we move into the future we need to maintain a sustainable food supply for our continued existence. We need to continue to work with the food available to create enjoyable meals that will sustain us. There is an emphasis on production (cooking) in this subject. (Note: No nuts will be used, however, students may be exposed to products containing traces of nuts. Students will not be allowed to bring nuts for any production.) OBJECTIVES:  Develop organisational and physical skills in a time efficient manner.  Develop skills in cooking methods and processes.  Develop the ability to work from a design brief to plan, create and evaluate the students own production.  Develop interpersonal skills whilst working with others. AREAS OF STUDY Confectionary  Yeast Cookery  Food preservation 

ASSESSMENT TASKS Design plans and evaluations.  Design Folios  Short answer responses. 

RESOURCES REQUIRED:  Display folder with plastic pockets to store recipes.  1 GB memory stick.  Sealable, appropriate sized container COST INVOLVED: There will be a levy charge for this subject which will cover the majority of food used in productions and the maintenance or equipment used throughout the semester. Students will be advised of special production requirements as the need arises. LINKS TO VCE/VET STUDIES: Food and Technology Units 1 - 4  Health & Human Development Units 1 - 4  VET Hospitality 

LINKS to CAREER/POST-SCHOOL PATHWAYS: Chef/cook, Food Stylist, Food Scientist, Dietician / Nutritionist, Food Writer / Critic

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2015 - Year 10 Handbook – Subject Guide

FORENSIC SCIENCE This unit looks at the popular and rapidly expanding field of Forensic Science and its increasing importance in criminal investigation. Students will cover a wide range of forensic techniques and undergo a number of activities that illustrate the collection procedures and analysis of physical evidence. The course will investigate a number of high profile criminal cases that will lead to an understanding of the processes involved in solving crimes. Forensic Science is a very topical and interesting way to expand students’ knowledge of Science and highlight its relevance in the modern world. OBJECTIVES:  To provide students with an Understanding of the role of a forensic scientist in criminal investigation.  To learn and apply specific forensic techniques that are employed by forensic scientists to analyse evidence  To explain the process of a criminal investigation: collection, analysis and comparison of evidence  To discuss relevant case studies, to illustrate the role of a forensic scientist  To enable students to undertake experiments involving scientific analysis and develop an appreciation of the scientific method. AREAS OF STUDY  The structure and nature of DNA and methods used for its analysis  Cell structure and microscopic examination techniques  Blood typing and genetic profiling  Crime scene analysis  Methods of Chemical Analysis including Spectrometry and Chromatography  Fingerprinting  Chemical and physical analysis of Trace Evidence  Ballistics  Roles and function of Forensic Experts (Pathologists, Anthropologist, Odontologist and Entomologist)  Examination of key forensic case studies. ASSESSMENT TASKS Practical activities and reports, Topic tests and practical tests, Assignments including a case study APPROX. COSTS INVOLVED: Refer to Booklist for required texts (if applicable) and to Year 10 elective levies advice sheet for levy cost. LINKS TO VCE/VET STUDIES: Forensic Science may provide a possible pathway into VCE Biology but it is recommended that students who are confident that they wish to study Biology in VCE should be selecting Year 10 Biology. LINKS to CAREER/POST-SCHOOL PATHWAYS: Students who possess a genuine interest in Forensic Science as a possible career pathway should almost certainly be studying Chemistry as a minimum in their VCE. They would therefore be required to select either Chemistry and Physics for VCE and Biology. Forensic Science may provide a useful entry point into VET Laboratory Skills, however this study is not offered at VSC.

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2015 - Year 10 Handbook – Subject Guide

FRENCH Were you good at or did you enjoy learning French in Year 7, 8 and 9? Here are some good reasons for continuing your language studies in Year 10: 

You will get bonus marks on your Year 12 TER score

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Having a second language gives you an edge in the job market

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There is a new focus on languages in Australia – even our Prime Minister can speak one!

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French is spoken as a first or second language in 54 countries and across all continents. It is an official language of all United Nations agencies and a large number of international organisations.

Learning a second language is challenging, however it is also rewarding. In Year 10 French you continue to study a variety of topics to expand your skills in the language and you will also develop your knowledge of French culture. OBJECTIVES: This subject is designed to enable students to develop their language skills in French. Through a variety of topics and tasks, students will focus on speaking, writing, reading and listening skills. Students will also gain a deeper understanding of the grammar used in French. ASSESSMENT TASKS A variety of assessment tasks will be completed from the following list.  Reading comprehension and reading aloud  Listening comprehension tasks  Oral presentations (talks and role-plays)  Assignments  Writing tasks APPROX. COSTS INVOLVED Refer to Booklist for required texts (if applicable) and to Year 10 elective levies advice sheet for levy cost. HOMEWORK: Students will be required to complete any outstanding class work for homework. There will also be weekly homework tasks set based on the topic being studied in class. Students should be aware that a key to success when learning a second language is the frequent revision of new words and phrases (approximately 10 minutes per night). LINKS to CAREER/POST-SCHOOL PATHWAYS: There are many careers where the ability to speak French would be an asset. Here are just a few:  Interpreter or translator  Travel Agent or tour guide  Teacher  In the hospitality industry (in the domains of food and wine especially, where French speakers are highly sought after, as well as in hotels)  Art and design  Overseas Volunteer  Work in the Department of Foreign Affairs  Work with a Multi-National corporation.

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2015 - Year 10 Handbook – Subject Guide

FURTHER MATHEMATICS This SUBJECT is a pre-requisite for Mathematical Methods Units 1 & 2 and Specialist Mathematics Units 1 & 2 in VCE. (Specialist Mathematics must be taken in conjunction with Mathematical Methods Units 1 & 2) This unit is designed to provide students who have the recommendation from their Maths teacher and have successfully completed Year 9 LEEP Mathematics or Year 9 Extension Mathematics with the opportunity to study more complex mathematical concepts not covered in Year 10 Mathematical Methods. This unit will run in Semester 1 ONLY, and for these students, will replace Year 10 Mathematical Methods in Semester 1. Students undertaking this unit will also need to be enrolled in Year 10 Mathematical Methods in Semester 2. OBJECTIVES:  Demonstrate useful mathematical and numeracy skills for successful general employment and functioning in society  Solve practical problems with mathematics, especially real life applications  Develop specialist knowledge in mathematics that provides for further study in the discipline  See mathematical connections and be able to apply mathematical concepts, skills and processes in posing and solving mathematical problems AREAS OF STUDY Number and Algebra  Measurement and Geometry  Statistics and Probability 

ASSESSMENT TASKS Topic tests, Application Tasks, Semester Examinations

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APPROX. COSTS INVOLVED: Refer to Booklist for required items and to Year 10 elective levies advice sheet for levy cost. HOMEWORK: Students are required to complete a variety of tasks outside of the classroom These include: Completing exercises/activities started during class time; Revising work/making study notes/preparing for assessment tasks; Completing homework assignments/sheets LINKS TO VCE/VET STUDIES: Mathematical Methods - Units 1 to 4  Specialist Mathematics – Units 1 & 2  General Mathematics F – Units 1 & 2  Further Mathematics - Units 3 & 4 

LINKS to CAREER/POST-SCHOOL PATHWAYS: Many courses require VCE Mathematical Methods and students are advised to check prerequisites carefully. Some engineering courses specifically require Mathematical Methods and/or Specialist Mathematics Most employees require a reasonable level of mathematical understanding, and undertaking Mathematical Methods at Year 10 creates a pathway to any VCE Mathematics

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2015 - Year 10 Handbook – Subject Guide

GANGSTERS, WARS AND THE BLACK STRUGGLE The study will focus on people, and social and political events which shaped the history of the United States of America in the Twentieth Century. You will examine the concept of the American Dream. You will also study the effects of the massive immigration program in the early 1900’s and the causes of WW1 and the extent of the USA’s involvement. You will examine Prohibition and the rise of the gangster, completing a case study of Al Capone. Students will gain an understanding of the causes and effects of the Great Depression. You will undertake an examination of the causes of WW2, studying the rise of Adolf Hitler and Nazi Germany and the Japanese Empire. You will discover the extent of the USA’s involvement from Pearl Harbour to the dropping of the Atom Bomb. You will be involved in an analysis of the Cold War focusing on the Berlin Airlift, the Korean War, Cuba and Vietnam. Finally you will examine the fight of African Americans for civil rights, with the focus on Martin Luther King and organisations like the Ku Klux Klan.

OBJECTIVES:      

To enable students to understand contemporary society through an examination of the past To enable students to learn about personal, cultural and national identity To enable students to develop skills in making judgements about sources of evidence, learning that there are multiple, conflicting and biased interpretations of events. To enable students to learn how to provide evidence to support a contention To enable students to develop research and enquiry skills To enable students to develop tolerance and understanding of different cultures and values so that they may become constructive global citizens

AREAS OF STUDY        

The American Dream The Huddled Masses World War 1 The Roaring Twenties, Prohibition and Gangsters The Great Depression World War 2 The Cold War The Black Struggle

ASSESSMENT TASKS   

Topic tests Film study Essay

APPROX. COSTS INVOLVED: Refer to Booklist for required texts (if applicable) and to Year 10 elective levies advice sheet for levy cost

HOMEWORK: Students will be required to complete a variety of homework activities including: Revision for topic tests, Completion of the Essay and Completion of the Film study

LINKS TO VCE/VET STUDIES:     

VCE History Units 1 and 2 – Twentieth Century History VCE History Units 3 and 4 - Revolutions VCE History Units 3 and 4 – Australian History VCE History Units 1, 2 ,3 and 4 VCE International Relations Units 1, 2, 3 & 4

LINKS to CAREER / POST-SCHOOL PATHWAYS: Journalism, Law, Marketing, Foreign Affairs and Diplomacy, Librarian, Politics, Research Assistant, Teacher Public Servant, Armed Forces

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2015 - Year 10 Handbook – Subject Guide

GENERAL MATHEMATICS Year 10 General Mathematics is a course which delivers an understanding of Mathematics for everyday use, as well as providing a pathway for studying VCE General and Further Mathematics. There is a lesser focus on Algebra and a greater focus on Statistics and Measurement content. Students develop practical mathematical skills applicable to jobs which involve less algebraid practices. Completion of a VCE Mathematics is a prerequisite for a large number of university and TAFE courses. OBJECTIVES:  Demonstrate useful mathematical and numeracy skills for successful general employment and functioning in society  Solve practical problems with mathematics, especially real life applications  Develop specialist knowledge in mathematics that provides for further study in the discipline  See mathematical connections and be able to apply mathematical concepts, skills and processes in posing and solving mathematical problems  Be confident in one’s personal knowledge of mathematics  Be empowered through knowledge of mathematics as a numerate citizen, able to apply this knowledge critically in societal and political contexts  Develop understanding of the role of mathematics in life, society and work; the role of mathematics in history AREAS OF STUDY Number and Algebra  Measurement and Geometry  Statistics and Probability 

ASSESSMENT TASKS Topic tests  Application Tasks  Semester Examinations 

APPROX. COSTS INVOLVED: Refer to Booklist for required items and to Year 10 elective levies advice sheet for levy cost HOMEWORK: Students are required to complete a variety of tasks outside of the classroom. These include:  Completing exercises/activities started during class time  Revising work/making study notes/preparing for assessment tasks  Completing homework assignments/sheets LINKS TO VCE/VET STUDIES: General Mathematics - Units 1 & 2 Further Mathematics - Units 3 & 4 LINKS to CAREER/POST-SCHOOL PATHWAYS: Many courses require VCE Mathematics and students are advised to check pre-requisites carefully  Most employees require a reasonable level of mathematical understanding, and undertaking General Mathematics at Year 10 creates a pathway to VCE Further Mathematics 

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2015 - Year 10 Handbook – Subject Guide

GERMAN Were you good at or did you enjoy learning German in Year 7, 8 and 9? Here are some good reasons for continuing your language studies in Year 10 

You will get bonus marks on your Year 12 TER score



In a difficult job market, having a second language gives you an edge to get a job or a promotion.



There is a new focus on foreign languages in Australia – even our Prime Minister can speak one!



German is the most commonly spoken language in the European Union and Germany is home to numerous international corporations.

Learning a second language is challenging, however it is also rewarding. In Year 10 German you continue to study a variety of topics to expand your skills in the language and you will also develop your knowledge of German and European culture. Further, in Year 10, you can take part in the exchange program to Kaufungen, our sister school near Frankfurt. The Year 10 program will also offer you an insight into German companies in our area. OBJECTIVES: This subject is designed to enable students to develop their language skills in German. Through a variety of topics and tasks, students will focus on speaking, writing, reading and listening skills. Students will also gain a deeper understanding of the grammar used in German. ASSESSMENT TASKS A variety of assessment tasks will be completed from the following list.  Reading comprehension and reading aloud  Listening comprehension tasks  Oral presentations (talks and role-plays)  Assignments  Writing tasks APPROX. COSTS INVOLVED: Refer to Booklist for required texts (if applicable) and to Year 10 elective levies advice sheet for levy cost HOMEWORK: Students will be required to complete any outstanding class work for homework. There will also be weekly homework tasks set based on the topic being studied in class. Students should be aware that a key to success when learning a second language is the frequent revision of new words and phrases (approximately 10 minutes per night). LINKS to CAREER/POST-SCHOOL PATHWAYS: There are many careers where the ability to speak German would be an asset. Here are just a few:  Careers in International Business, The Arts & Design  Geoscience and/or Environmental research  Overseas Volunteer  Space research and space applications  Information Technology  Foreign Affairs  Scientific research  Automotive Industry  Hospitality & Tourism  Teaching

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2015 - Year 10 Handbook – Subject Guide

HEALTH & PERSONAL DEVELOPMENT (HPD) Health and Personal Development will equip students with essential life skills. This health and technology subject allows students to explore and gain knowledge about challenges youth face such as drugs, relationships, contraception, STIs and self-esteem. This course also has a cooking component equipping students with skills to prepare healthy recipes from a ‘Teenage Foods’ booklet, which is provided. Note: No nuts will be used but students may be exposed to products containing traces of nuts. Students will not be allowed to bring in nuts for any production. OBJECTIVES:  To develop knowledge and information on the issues and challenges that affect young people today.  To build students skills and provide them with strategies that enable them make healthy life choices.  To provide the opportunity for students to develop skills which will benefit their current and future health and wellbeing.  Food preparation component provides information on good nutrition.  Weekly preparation by students of a meal or snack especially selected to appeal to teenagers. AREAS OF STUDY  Sexuality  Contraception and STI’s  Drug misuse and abuse  Communication  Self esteem and self concept  Decision making  Healthy food choices for teens ASSESSMENT TASKS  Weekly food productions – self evaluation of process and outcome.  Research assignment.  Class activities. RESOURCES REQUIRED:  A4 folder with lined paper and five plastic pockets.  Sealable appropriately sized food container.  1GB memory stick. COST INVOLVED: There will be a levy charge for this subject which will cover the majority of food used in productions and the maintenance or equipment used throughout the semester. Students will be advised of special production requirements as the need arises. LINKS TO VCE/VET STUDIES:  Food & Technology Units 1 - 4  Health and Human Development Units 1 - 4  Psychology  VET and TAFE Food and Hospitality LINKS to CAREER/POST-SCHOOL PATHWAYS: Nutritionist, Dietician, Home economist, Community Development Worker, Youth worker, Teacher, Personal trainer, Nursing, Health promotion, Psychologist, Chef, Cookery Apprenticeship, Event and Tourism Management.

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2015 - Year 10 Handbook – Subject Guide

INDEPENDENCE, SLAVES AND INDIANS The study will focus on people, and social and political events which shaped the history of the United States of America from European settlement until the late 1800s. You will study the effects of European settlement on both European colonists and the Native Americans. You will examine the colonists struggle for Independence and the founding of a new nation called the United States of America in independence from Great Britain. Students will gain an understanding of the role of the Sons of Liberty, George Washington, and the War of Independence. You will undertake an examination of slavery, studying the reasons for the enslavement of Africans in the Americas and the treatment of slaves. You will research the rise of the Abolitionists and division of the USA, north from south, over the issue of slavery. You will be involved in an analysis of the Civil War, focusing on the role of Abraham Lincoln. Finally you will examine the dispossession of the Native Americans and the fight to keep their land, studying the Battle of the Little Bighorn and the roles of Sitting Bull and General Custer. OBJECTIVES:  To enable students to understand contemporary society through an examination of the past  To enable students to learn about personal, cultural and national identity  To enable students to develop skills in making judgements about sources of evidence, learning that there are multiple, conflicting and biased interpretations of events.  To enable students to learn how to provide evidence to support a contention  To enable students to develop research and enquiry skills  To enable students to develop tolerance and understanding of different cultures and values so that they may become constructive global citizens AREAS OF STUDY  The First Americans  European Settlement (the French, the Spanish and the English)  The French and Indian War  The American War of Independence  Slavery and the Civil War  The Dispossession of the Native Americans

  

ASSESSMENT TASKS Topic tests Film study Essay APPROX. COSTS INVOLVED: Refer to Booklist for required texts (if applicable) and to Year 10 elective levies advice sheet for levy cost LINKS TO VCE/VET STUDIES:  VCE History Units 1 and 2 – Twentieth Century History  VCE History Units 3 and 4 - Revolutions  VCE History Units 3 and 4 – Australian History  VCE History Units 1, 2 ,3 and 4  VCE International Relations Units 1, 2, 3 and 4 LINKS to CAREER/POST-SCHOOL PATHWAYS: Foreign Affairs and Diplomacy, Journalism, Law, Marketing, Librarian, Politics, Research Assistant Teacher, Public Servant, Armed Forces

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2015 - Year 10 Handbook – Subject Guide

LITERACY FOR LIFE (ALTERNATIVE) YEAR 10 ENGLISH AIM Students may be placed in Literacy for Life after consideration has been given to teacher feedback; Edutest, Naplan and literacy results, collected since their enrolment at secondary college. This is a heavily modified English program that focuses on the continued development of reading, writing, oral and cognitive skills necessary for effective communication in a variety of situations and settings. In a small, informal class, students revisit punctuation and grammar rules as well as how to structure sentences and paragraphs as a means to developing and expressing their ideas more effectively, for differing audiences and purposes. If successfully completed, this subject leads students to mainstream Year 10 English the following year. OBJECTIVES Students will continue to develop reading, writing and speaking and listening skills while also focussing on personal skills such as:  Self management and using initiative  Organisation and planning/reviewing and reflecting  Problem solving and risk taking  Clear communication and Team work  Skills Development and Technology AREAS OF STUDY Literacy for Life is divided into four major areas of study: Literacy for Practical Purposes  Students will learn to obtain meaning from reading simple informative and instructional texts.  They will also be required to create their own piece of instructional writing for assessment and complete a variety of forms.  Oral assessment will be obtained anecdotally for this area of study in Semester One while in Semester Two it will relate more to audiences outside the classroom. Literacy for Self Expression  Students will study a variety of text types which may take the form of novels, short stories, films or audio tapes.  Through these they will consider the narrative, personal and recount form and develop their understanding and appreciation of plot, characterisation, levels of interpretation etc.  Students will be expected to write a short recount, narrative on a familiar subject or a personal response to a chosen text.  They will also be expected to present an informal presentation in which they recount a special moment in their life. Literacy for Knowledge  Students will be presented with variety of informative texts from both books, the internet, newspapers and TV, to discuss and evaluate.  They will then be expected to write a report on a subject of their choice.  Class discussions and an informal report to the class will be included in this area of study. Literacy for Public Debate  Students will be presented with a variety of persuasive pieces of writing. They will learn about how and why people persuade.  Students will be expected to write their own persuasive piece using the techniques discussed in class.  They will also be required to participate in class and small group discussions as well as present an oral presentation to the class.

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2015 - Year 10 Handbook – Subject Guide

LITERATURE (Year 10) Year 10 Literature is a semester based specialist English elective. The subject is targeted at those students interested in reading, analysing and discussing a range of text types. This subject is only recommended for those students already performing at a high standard in their mainstream English studies, who possess enthusiasm for books, films, plays and poetry. The subject provides students with a solid basis to enhance their prospects at the VCE level. As all students undertaking VCE must undertake the compulsory English study component (see VCE handbook) Year 10 Literature provides the opportunity for students to trial one of the three VCE English pathways, prior to making the commitment at the VCE level. OBJECTIVES: This unit explores the ideas raised in reading and the process of storytelling. Students will discuss how texts comment on the interests of individuals and groups in society. Students will develop their interpretations to show understanding of the points of view being presented. Students will find evidence in details such as how a scene is structured, the style of the language and the behaviour of the characters. Students will respond both critically and creatively to texts. AREAS OF STUDY: Exploring individuals and society in texts- Students read and discuss novels, plays, film texts and song lyrics. They maintain a reading journal to comment on the reading experience. Creating an interpretation- Students respond creatively and critically to the studied texts. They will use the skills developed in this course to show understanding of the writers’ attitudes and concerns. Interpreting a play for performance- Students read and discuss a play, view a film text or a live performance and complete a review. Year 10 Literature includes the study of the following texts and writers: Novels and short stories: Of Mice and Men (John Steinbeck), Catcher in the Rye (JD Salinger), Plays: The Crucible (Arthur Miller) Films: The Dead Poets’ Society American Poetry ASSESSMENT TASKS: ・ Film Study ・ Live Performance Review ・ Creative Response ・ Oral Presentation ・ Journal Entries ・ Class Discussions APPROX. COSTS INVOLVED: Refer to Booklist for required texts LINKS TO VCE/VET STUDIES: Students experience an early taste of the challenges and rewards involved in VCE Literature. Many students subsequently choose to study VCE Literature instead of VCE English. LINKS to CAREER/POST-SCHOOL PATHWAYS: Actor, Novelist, Screenwriter, Journalist, Publisher, Librarian, Researcher, Teacher

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2015 - Year 10 Handbook – Subject Guide

MANAGING THE ENVIRONMENT This unit will look at how humans can manage the environment in a sustainable way to support human activity in a future where population will grow rapidly. The unit begins with an overview of the environmental functions that support all life, the major challenges to their sustainability, and the environmental worldviews that influence how people perceive and respond to these challenges. Students will investigate a specific type of environment and environmental change in Australia and at least one other country. They will apply a systems approach to understand the causes and consequences of the change and geographical concepts and skills to evaluate and select strategies to manage the change. We will investigate coastal environments, completing fieldwork at various coastal locations around Port Phillip Bay. We look at the physical geography of coasts including the natural processes and human activities that affect these areas. In addition, we examine human elements such as the development and the management of areas such as Noosa and other popular tourist destinations. We will also look at the future of coastal development in light of the possible impacts of climate change on sea levels both in Australia and globally. OBJECTIVES: This subject aims to encourage students to develop a love for the outdoors by embarking on fieldwork that is relevant and engaging: Students will  Learn to put theory into practice through practical exercises, fieldwork and fieldwork reports  Put the geographical skills learnt in the classroom into use  Develop skills in mapping and data representation AREAS OF STUDY Local Environmental Management (Vermont SC & City of Whitehorse) Australian Coasts – including physical geography and the management. Climate Change – The impact on coastlines Australia & The Netherlands.

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ASSESSMENT TASKS  Fieldwork reports  Assignments  Practical Exercises  Research Assignments (student directed) APPROX. COSTS INVOLVED: Refer to Booklist for required items. No upfront Elective Levy will be charged but students in the subject will be required to attend multiple excursions as part of their coursework. These excursions will be individually charged and must be paid for prior to each excursion. Please note, the cost of these excursions may be up to (but not exceeding) $200. HOMEWORK: Students will be required to keep up-to-date with current affairs. Tasks not completed in class will be set as homework. LINKS TO VCE/VET STUDIES:  Geography (units 1 or 2)  Geography (units 3 or 4) LINKS to CAREER/POST-SCHOOL PATHWAYS: Teaching, Information Services such as Journalism and Foreign Affairs Business and finance, Management and Administration, Education and social services, Environmental management, Science

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2015 - Year 10 Handbook – Subject Guide

MATHEMATICAL METHODS This SUBJECT is a pre-requisite for Mathematical Methods Units 1 & 2 and Specialist Mathematics Units 1 & 2 in VCE. (Specialist Mathematics must be taken in conjunction with Mathematical Methods Units 1 & 2) Mathematical Methods is a rigorous course aimed at students reaching VELS Level 10 or beyond. This course builds on the skills introduced in the Junior school. There is increased complexity across all strands and encompasses high level Algebra concepts. This subject is for those students who enjoy Mathematics and have had a good level of success in Year 9 Mathematics. OBJECTIVES:  Demonstrate useful mathematical and numeracy skills for successful general employment and functioning in society  Solve practical problems with mathematics, especially real life applications  Develop specialist knowledge in mathematics that provides for further study in the discipline  See mathematical connections and be able to apply mathematical concepts, skills and processes in posing and solving mathematical problems AREAS OF STUDY Number and Algebra  Measurement and Geometry  Statistics and Probability 

ASSESSMENT TASKS Topic tests, Application Tasks, Semester Examinations

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APPROX. COSTS INVOLVED: Refer to Booklist for required items and to Year 10 elective levies advice sheet for levy cost. HOMEWORK: Students are required to complete a variety of tasks outside of the classroom These include: Completing exercises/activities started during class time; Revising work/making study notes/preparing for assessment tasks; Completing homework assignments/sheets LINKS TO VCE/VET STUDIES: Mathematical Methods - Units 1 to 4  Specialist Mathematics – Units 1 & 2  General Mathematics F – Units 1 & 2  Further Mathematics - Units 3 & 4 

LINKS to CAREER/POST-SCHOOL PATHWAYS: Many courses require VCE Mathematical Methods and students are advised to check prerequisites carefully. Some engineering courses specifically require Mathematical Methods and/or Specialist Mathematics Most employees require a reasonable level of mathematical understanding, and undertaking Mathematical Methods at Year 10 creates a pathway to any VCE Mathematics

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2015 - Year 10 Handbook – Subject Guide

MATHEMATICS IN CAREERS Mathematics in Careers is a course aimed at students consolidating basic numeracy skills. Most of the content has been covered previously, however there is a greater emphasis on simple real life applications and the basic skills required to survive in the real world. Students cannot self select for this subject. It is specifically for those students who have struggled with Mathematics in the past, perhaps having undertaken modified courses or have been on an IEP. Students have the opportunity to focus on the sorts of skills specifically required in their vocation of interest. It should be noted that this course is Semester based and does NOT lead to any VCE Mathematics. OBJECTIVES:  Demonstrate useful mathematical and numeracy skills for successful general employment and functioning in society  Solve practical problems with mathematics, especially industry and work-based problems related to specific apprenticeships  Be confident in one’s personal knowledge of mathematics  Develop relevant computer skills AREAS OF STUDY Number and Algebra  Measurement and Geometry  Statistics and Probability 

ASSESSMENT TASKS Topic tests  Application Tasks 

APPROX. COSTS INVOLVED: Refer to Booklist for required items and to Year 10 elective levies advice sheet for levy cost. HOMEWORK: Students are required to complete a variety of tasks outside of the classroom These include: Completing exercises/activities started during class time, Revising work/making study notes/preparing for assessment tasks and completing homework assignments/sheets LINKS TO VCE/VET STUDIES:

NIL

LINKS to CAREER/POST-SCHOOL PATHWAYS: Many courses require VCE Mathematics and students are advised to check pre-requisites carefully, as this subject does NOT lead to any VCE Mathematics Most employees require a reasonable level of mathematical understanding, and undertaking Mathematics in Careers will consolidate basic numeracy skills.

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2015 - Year 10 Handbook – Subject Guide

MEDIA STUDIES: ADVERTISING, RADIO AND VIDEO The media have a significant impact on modern life. The media manipulate, entertain, educate, inform, and provide channels of communication. The media can reflect society and comment on culture. Media studies looks at the effects of the different forms of media on society, and hopes to impart knowledge and skill in the following areas: Advertising, Radio and video. This is a challenging course with a good mix of practical activities such as film making and creating a radio program, and written tasks relating to how the media manipulate society. Our study of the media will also touch on the Press and TV and will be largely based on popular culture. OBJECTIVES:  Develop an understanding of different media forms  Develop an understanding of differing Media codes and conventions  Learn about narrative in film  Learn about the language of film (shots, camera angles etc…) and develop their own media product  Learn about the language of advertising, and develop their own media product  Make an inquiry into radio, and develop their own media product AREAS OF STUDY Radio Film Narrative Representation Violence and the media Advertising Story-boarding Media codes and conventions

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ASSESSMENT TASKS  Media products: Radio broadcast, Shot film/animation, Advertisement  Exam  Written tasks. APPROX. COSTS INVOLVED: Refer to Booklist for required items and to Year 10 elective levies advice sheet for levy cost HOMEWORK: Varied tasks related to class work: collection of media, editing, watching media (TV/Film), written tasks, and study. LINKS TO VCE/VET STUDIES:  Media studies  VET multimedia  English  VCD  Drama  Theatre Studies LINKS to CAREER/POST-SCHOOL PATHWAYS:  Advertising  Journalism  Film making and Editing  Radio  Acting  Technician  Any job within the media

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2015 - Year 10 Handbook – Subject Guide

MUSIC The Year 10 Music course concentrates on many aspects of music including: performance (playing music); composition (creating music); and musical analysis (thinking about music). It is all about working with sound. Year 10 Music is a course designed to encourage student motivation, responsibility and teamwork in an enjoyable and relaxed environment. It prepares students for VCE music subjects and provides a pathway for students interested in becoming involved in the creative music industry. OBJECTIVES of the SUBJECT: This subject is designed to enable students to:  Develop skills in performing live music.  Research and analyse examples of western art music to inform and influence their own work.  Develop skills in the use of music technologies, including recording (microphones and recording equipment), composing (computer software), and performance (amplification devices).  Develop skills in arranging and editing pre-recorded and live sound and music.  Develop interpersonal skills whilst working with others. AREAS OF STUDY  Performance  History and Styles  Creative Organisation  Music Language (Theory)  Music Technology ASSESSMENT TASKS Performances Presentations Aural Tests Music writing skill tasks

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APPROX. COSTS INVOLVED: Refer to Booklist for required texts and to Year 10 elective levies advice sheet for levy cost HOMEWORK: Students will have projects and assessment tasks (such as writing music, planning class presentations) which will require completion at home. They may also need to practice for performances tasks. These tasks are assessed at school and count towards the passing of the subject and will assist in the development of time management and planning skills. LINKS TO VCE/VET STUDIES: Music Performance Music History and Styles VET Music Industry Skills VET Interactive Digital Media

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LINKS to CAREER/POST-SCHOOL PATHWAYS: Music Industry; Composer/Arranger; Performer Sound Engineering Radio or Music Technician Music Teacher (Instrumental)

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2015 - Year 10 Handbook – Subject Guide

MUSIC TECHNOLOGY – GARAGE TO STAGE Music Technology: Garage to Stage covers all aspects of putting on a music concert including the creative (composing, performing and design), the technical (recording, sound production, mixing, lighting) and the event management (marketing, advertising, event management, stage management, budget and publishing). Students will learn the skills to be able to run their own music concert. Every member of the class will take one or more vital roles in the show and will have a practical knowledge of all that is required. This subject will suit students that are interested in:  Music composition and performance  Theatre, stage lighting and sound  Recording live performances  Running events Although this subject focuses on music concerts, students do not need to be able to perform on an instrument, there are many other jobs to learn. OBJECTIVES In this subject, students will ‘design, explore, make and present’ musical works. Students will learn and perform songs which reflect their personal interests and individual styles. This could be either collaboratively or individually. As well as this, students will be able to communicate their works through different interpretations. AREAS OF STUDY CREATING AND MAKING - Students will:  Apply decision making skills concerning design, production and management as well as organization and interpretation. Communication and teamwork are some other skills that can apply to the decision making process.  Evaluate and critique each other’s performances.  Design, create and produce art works that are influenced by particular artists and culture.  Use a range of materials and equipment that relate to sound production that will be used to help enhance the students performances. Testing ways in which sound can be produced consistently and reliably. EXPLORING AND RESPONDING - Students will:  Research and analyse methods of sound production.  Listen and research musical works that apply to the chosen work of their choice.  Analyse, interpret and compare how their interpretations differ to other peoples performances. They will challenge ideas and realize the impact of art in society. INVESTIGATION AND DESIGNING - Students will:  Investigate new styles of music, as well as investigating methods of sound production.  Design a format for their performances, in terms of lighting and stage lists. Students may also design compositions that can be played as a part of their performance. ASSESSMENT TASKS: A Concert (Individual Roles), Skills Competency, Advertising and Recording Project. APPROX. COSTS INVOLVED: Refer to Booklist for required texts (if applicable) and to Year 10 elective levies advice sheet for levy cost LINKS TO VCE SUBJECTS: This subject leads to the VET: Music Industry and VCE Music Performance subjects. LINKS TO CAREER/POST SCHOOL PATHWAYS : Further Training: Certificate, Diploma and/or Bachelor Degrees in Applied Music Live Production, Theatre and Events, Music Industry, Sound Production / Engineering

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2015 - Year 10 Handbook – Subject Guide

PHILOSOPHY This SUBJECT is not a prerequisite for VCE What makes us human is our ability to think. The Ancient Greeks were the first society to think about ideas, they asked important questions about us and our place in the world. This way of thinking about ourselves was the seed of the enormous tree of philosophy that has been developed since then. Philosophy grapples with some of the most profound questions, such as: What is the nature of reality? Is it possible to achieve absolute certainty about anything? Are our ideas of morality filtered through society? OBJECTIVES: This subject is designed to enable students to:  Develop the ability to clarify concepts, analyse problems and construct arguments.  Build their ability to think independently and develop critical thinking skills.  Think about their place in the world and who they are.  Arrive at their own conclusions in regards to topics such as ethics, comparative religion and skepticism.  Be prepared for VCE Philosophy. ASSESSMENT TASKS:  Classroom discussion  Oral presentation  Document analysis  Research project  Essay HOMEWORK: Students will be expected to complete a variety of homework activities, including the analysis of written and visual documents. They will also research, plan and draft their essays. They will be expected to research and report on a specific philosopher, or philosophical idea. These are all Work Requirements that will be reported on at the end of the semester. LINKS TO VCE/VET SUBJECTS  VCE Philosophy 1/2 and 3/4  VCE History Units 1/2 – Twentieth Century History  VCE History Units 3/4 – Australian History  VCE History Units 3/4 – Revolutions  VCE Politics 1/2 and 3/4 LINKS TO CAREER/POST-SCHOOL PATHWAYS:  Journalism  Law  Marketing  Foreign Affairs and Diplomacy  Librarian  Politician  Scientist  Philosopher  Public Servant  The Armed Forces

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2015 - Year 10 Handbook – Subject Guide

PHYSICAL EDUCATION ‐ LEISURE EDUCATION Do you like learning outside of the classroom? Are you interested in outdoor recreational activities? If you answered YES to either of these questions, then Leisure Education is for you. Leisure Education is a practical and theoretical insight into the role of leisure and recreational pursuits for a range of different groups within the community. It also provides students with the opportunity to gain practical knowledge in a wide variety of leisure based activities such as scuba-diving, surfing, windsurfing, golf, horseriding, canoeing, wheelchair sports, tenpin, squash, lawn bowls and rock-climbing. *This elective can be undertaken in conjunction with any other Physical Education elective. OBJECTIVES:  To maximise the extent to which students are able to make educated, relevant and safe choices regarding their personal use of leisure time.  To increase students’ levels of knowledge and skill across a wide range of recreational pursuits.  To broaden student awareness in relation to the sort of leisure choices available to the wider sections of the community.  To promote an appreciation of, and interest in, physical activity in the outdoors. AREAS OF STUDY  History of Work, Leisure & Recreation  Functions of Leisure  Positive Use of Leisure Time  Safety in Recreation  Role of Recreation in Stress Management  Leisure for People with Disabilities  Skills and Knowledge in Practical Activities ASSESSMENT TASKS Practical Participation in Activities Performance of Practical Skills Prac-related Theory in class Leisure & Recreation Theory Major Project and Oral Presentation

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RESOURCES REQUIRED: Appropriate activity clothing (for Practical Excursions)

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APPROX. COSTS INVOLVED: Refer to Booklist for required texts (if applicable) and to Year 10 elective levies advice sheet for levy cost HOMEWORK: Revision of class theory Preparation of Major Project / Oral Presentation

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LINKS TO VCE/VET STUDIES: VCE Outdoor and Environmental Studies (Units 1-4) VCE Physical Education (Units 1-4) VCE Environmental Science (Units 1-4) VET Outdoor Recreation

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LINKS to CAREER/POST-SCHOOL PATHWAYS: Outdoor Recreation Tourism / Ecotourism Resort Management Tour Guide/Operator

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2015 - Year 10 Handbook – Subject Guide

PHYSICAL EDUCATION – MAJOR GAMES / MIXED SPORT This unit is a practical and theoretical insight into a range of sporting pursuits undertaken competitively within the wider community. It provides students with the opportunity to participate and gain knowledge in all aspects of these sports, eg. rules of the game, umpiring, fitness programming, assessment and skills testing. This is a mixed sex class, allowing the students to interact socially and competitively, while still participating to the best of their ability in a selection of modified and non-modified sporting activities. A range of Health and Fitness issues will also be an important component of the theoretical aspect of this subject. This elective can be undertaken in conjunction with any other Physical Education elective. OBJECTIVES:  To promote physical activity as an acceptable and normal part of our everyday lives  To facilitate an interest in specific areas of physical activity by providing a wide range of activities  To broaden student awareness in relation to sporting and health related issues  To develop knowledge in relation to accurate fitness assessment, program development and training methodology. AREAS OF STUDY (selected from) Sport Specific Rules & Guidelines Volleyball Baseball Badminton Aussie Rules

Fitness and Health Related Issues Basketball Unihoc Soccer Cricket

ASSESSMENT TASKS  Practical Participation  Practical Skill Performance  Tactics & Strategies  Coaching & Umpiring  Sport-Specific Fitness Testing & Training Program  ‘Health and Fitness Issues’ Theory  Assignments / Presentations / Tests RESOURCES REQUIRED:  Practical Activity Clothing HOMEWORK: Preparation of assignments & presentations; Sport-specific fitness training program LINKS TO VCE/VET STUDIES:  VCE Physical Education (Units 1-4)  VET Sports Management  VET Sports Administration LINKS to CAREER/POST-SCHOOL PATHWAYS:  Sporting Professional  Sports Management  Sports Administration  Personal Training  Fitness Leadership  Physical Education (Primary & Secondary)  Sports Coaching

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2015 - Year 10 Handbook – Subject Guide

PHYSICAL EDUCATION – PERSONAL IMPROVEMENT This unit is a practical and theoretical insight into a selection of recreational pursuits available to individuals seeking personal improvement within the wider community. It provides students with the opportunity to participate and gain knowledge in all aspects of these activities, e.g. fundamentals, philosophy, choreography, fitness programming, training and assessment. A range of Health and Fitness issues related to the recreational participants in these forms of activity will also be an important component of the theoretical aspect of this subject. *This elective can be undertaken in conjunction with any other Physical Education elective. OBJECTIVES:  To promote physical activity as an acceptable and normal part of our everyday lives  To facilitate an interest in recreational participation by providing a range of activities  To broaden student awareness in relation to health services provision and health related issues  To develop knowledge in relation to accurate personal fitness assessment, program development and training methodology. AREAS OF STUDY  Fitness and Health Related Issues  Fitness Assessment  Personal Fitness Programming  Choreography  Self Defence (with outside instructors)  Dance (with outside instructors)  Group Fitness Classes ASSESSMENT TASKS  Practical Participation  Practical Skill Performance  Dance Choreography  Personal Fitness Testing & Training Program  ‘Health and Fitness Issues’ Theory  Assignments / Presentations / Tests RESOURCES REQUIRED: Practical Activity Clothing Theory Workbook

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APPROX. COSTS INVOLVED: Refer to Booklist for required texts (if applicable) and to Year 10 elective levies advice sheet for levy cost LINKS TO VCE/VET STUDIES: VCE Physical Education (Units 1-4) VCE Health & Human Development (Units 1-4) VET Fitness Leadership

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LINKS to CAREER/POST-SCHOOL PATHWAYS: Sporting Professional Sports Management and/or Sports Administration Personal Training Fitness Leadership Physical Education (Primary & Secondary) Sports Coaching

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2015 - Year 10 Handbook – Subject Guide

PHYSICAL EDUCATION – TEAM SPORTS (BOYS) This unit is a practical and theoretical insight into a range of sporting pursuits undertaken competitively by males within the wider community. It provides students with the opportunity to participate and gain knowledge in all aspects of these sports, e.g. rules of the game, umpiring, fitness programming and assessment, skills testing. This is a single sex class, allowing the students to participate to the best of their ability in a non-modified setting, unimpeded by the different physical capacities apparent between the sexes at this age group. A range of Health and Fitness issues will also be an important component of the theoretical aspect of this subject. *This elective can be undertaken in conjunction with any other Physical Education elective. (except Team Sports – Girls) OBJECTIVES:  To promote physical activity as an acceptable and normal part of our everyday lives  To facilitate an interest in specific areas of physical activity by providing a wide range of activities  To broaden student awareness in relation to sporting and health related issues  To develop knowledge in relation to accurate fitness assessment, program development and training methodology. AREAS OF STUDY Sport Specific Rules & Guidelines Volleyball Baseball Badminton Aussie Rules American Football

Fitness and Health Related Issues Basketball Soccer Cricket Rugby Gaelic Football

ASSESSMENT TASKS  Practical Participation  Practical Skill Performance  Tactics & Strategies  Coaching & Umpiring  Sport-Specific Fitness Testing & Training Program  ‘Health and Fitness Issues’ Theory  Assignments / Presentations / Tests RESOURCES REQUIRED:  Practical Activity Clothing APPROX. COSTS INVOLVED: Refer to Booklist for required texts (if applicable) and to Year 10 elective levies advice sheet for levy cost HOMEWORK: Preparation of assignments & presentations; Personal fitness training program LINKS TO VCE/VET STUDIES:  VCE Physical Education (Units 1-4)  VET Sports Management  VET Sports Administration LINKS to CAREER/POST-SCHOOL PATHWAYS: Sporting Professional Sports Management and/or Sports Administration Personal Training Fitness Leadership Physical Education (Primary & Secondary) Sports Coaching

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2015 - Year 10 Handbook – Subject Guide

PHYSICAL EDUCATION – TEAM SPORTS (GIRLS) This unit is a practical and theoretical insight into a range of sporting pursuits undertaken competitively by females within the wider community. It provides students with the opportunity to participate and gain knowledge in all aspects of these sports, e.g. rules of the game, umpiring, fitness programming and assessment, skills testing. This is a single sex class, allowing the students to participate to the best of their ability in a non-modified setting, unimpeded by the different physical capacities apparent between the sexes at this age group. A range of Health and Fitness issues will also be an important component of the theoretical aspect of this subject. *This elective can be undertaken in conjunction with any other Physical Education elective. (except Team Sports – Boys) OBJECTIVES:  To promote physical activity as an acceptable and normal part of our everyday lives  To facilitate an interest in specific areas of physical activity by providing a wide range of activities  To broaden student awareness in relation to sporting and health related issues  To develop knowledge in relation to accurate fitness assessment, program development and training methodology. AREAS OF STUDY  Sport Specific Rules & Guidelines  Netball  Softball  Badminton  Aussie Rules

Fitness and Health Related Issues Basketball Unihoc Soccer Korfball

ASSESSMENT TASKS  Practical Participation  Practical Skill Performance  Tactics & Strategies  Coaching & Umpiring  Sport-Specific Fitness Testing & Training Program  ‘Health and Fitness Issues’ Theory  Assignments / Presentations / Tests RESOURCES REQUIRED:  Practical Activity Clothing APPROX. COSTS INVOLVED: Refer to Booklist for required texts (if applicable) and to Year 10 elective levies advice sheet for levy cost HOMEWORK: Preparation of assignments & presentations; Sport-specific fitness training program LINKS TO VCE/VET STUDIES:  VCE Physical Education (Units 1-4)  VET Sports Management  VET Sports Administration LINKS to CAREER/POST-SCHOOL PATHWAYS:  Sporting Professional  Sports Management and/or Sports Administration  Personal Training  Fitness Leadership  Physical Education (Primary & Secondary)  Sports Coaching

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2015 - Year 10 Handbook – Subject Guide

PHYSICS AND CHEMISTRY FOR LIFE This SUBJECT is a pre-requisite for Physics and/or Chemistry in VCE Physics and Chemistry for Life covers key areas in the fields Physics and Chemistry. Students will explore the topic of Force and Motion with particular emphasis on its relevance to vehicular collisions and road safety. They will also examine the relationship between electricity and magnetism and how this relationship is utilised to develop devices used in our technological world. In the field of Chemistry, students will explore the properties of elements and how this is used to arrange elements in the periodic table as well as examining the relationship between atomic structure and how atoms behave during chemical reactions. OBJECTIVES:  Develop and apply the skills of scientific investigation, reasoning and analysis.  Develop and apply knowledge of scientific ideas to explain and predict events in the physical world  Develop practical skills in a range of scientific procedures and in the manipulation of specific scientific equipment.  Develop scientific attitudes such as curiosity, respect for evidence and critical reflection as tools to consider the social implications of new scientific technologies. AREAS OF STUDY Chemical Science:  Atoms, molecules, ions, and elements. The arrangement of atoms in the Periodic table  Types of chemical bonding and representing chemical formulae.  Types of reactions and representing the outcomes using chemical equations. Physical Science:  The concepts of speed and acceleration.  The principle of the Conservation of Energy.  The relationship between force and movement  The relationship between magnetism and electricity ASSESSMENT TASKS  Practical Reports  Tests  Assignments and Projects  Experimental Investigation APPROX. COSTS INVOLVED: Refer to Booklist for required items and to Year 10 elective levies advice sheet for levy cost HOMEWORK: Students will be expected to complete problem sheets on a regular basis as well as follow-up tasks based on questions in the textbook. In addition, each student will be required to complete an “Extended Experimental Investigation”, the write up of which will primarily be completed outside of class. LINKS TO VCE/VET STUDIES: This unit will provide a direct pathway into either VCE Physics and/or Chemistry. This unit would also help prepare students who go onto study VCE Biology. LINKS to CAREER/POST-SCHOOL PATHWAYS: Chemistry is the typical prerequisite subject for most tertiary Science courses. Physics is essential background for any of the tertiary Engineering course

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2015 - Year 10 Handbook – Subject Guide

POLITICS AND ECONOMICS ‐ THE RUNNING OF AUSTRALIA The study of politics and economics is central to understanding why individuals, groups, organisations and governments in our society behave as they do. This Study will provide Year 10 students with a basic knowledge and understanding of Australian Politics and Economics and help them become more informed citizens, voters, consumers, workers, producers, savers and investors. This Study will provide Year 10 students with an introduction to VCE Politics, VCE Economics and VCE Legal Studies. It will also help students understand related concepts covered in VCE History.

OBJECTIVES: The Study is designed to allow students to:  understand fundamental political concepts and structures in the context of the governing of Australia  understand how the Australian economy operates  understand government policies used to manage the economy  understand current political and economic issues in the media

AREAS OF STUDY 

An introduction: Democracy vs Dictatorship On completion of this topic students will have an understanding of political ideologies including democracy, communism/socialism and fascism. Students will also understand the meaning of political terms including left wing, right wing, conservative, reactionary, progressive and radical.

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Government and politics in Australia On completion of this topic students will have an understanding of the political structure in Australia – the nature and structure of the Commonwealth or Federal Parliament, the major political parties and their platforms, and the electoral (voting) system in Australia.  The House of Representatives – structure and role  The Senate – Structure and Role  Australian Labor Party, Liberal Party, The National Party, The Greens  Independents  Elections – preferential voting, proportional voting  Winning government - Prime Minister, Ministers and Opposition  Legislation

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The Australian Economy – a market capitalist system On completion of this topic students will have an understanding of the structure of the Australian economy and the role of markets in the allocation of resources in the Australian economy.  Constructing a model of the Australian economy  Markets – the role of demand and supply in the determination of prices and the role of prices in allocating resources in Australia

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Government and economic policy On completion of this topic students will have an understanding of policy initiatives undertaken by the government to address economic and environmental issues.  The government’s economic goals  Strong and sustainable economic growth  Full employment and Low inflation  Equity in income distribution  Government policies to manage the economy and achieve economic goals  interest rates  outlays and taxes in the Federal Budget  the carbon tax and emissions trading

ASSESSMENT Assessment will be based on students’ performance on the following assessment tasks:  Topic tests  A folio of annotated media commentaries using print or electronic materials  Case studies  Analysis of political cartoons

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2015 - Year 10 Handbook – Subject Guide

PRODUCT DESIGN & TECHNOLOGY ‐ GLASS In this study students will learn skills, joinery techniques and decorative techniques with glass. Students will create 2D work such as stained glass windows and create 3D glass objects OBJECTIVES:  To learn construction and finishing techniques for glass  To develop skills in following a design brief and using a folio to generate, develop and refine ideas  To become skilled in identifying and using Product Design Factors  To be able to identify the properties and characteristics of glass  To have an ability to talk about Glass using the correct terminology with confidence  To explore the concepts of form, function, decoration and utility  To be competent in producing large and small scale glass works  To explore the work of past glass workers and their influence on current glass work  To develop the student’s ability to write critically about their own work and that of glass artists AREAS OF STUDY: Design, Creativity and Technology Dimension - Investigating and Designing  Students use research to generate and develop ideas when making and presenting glass works  Students discuss the ways in which glass works are made in historical contexts Design, Creativity and Technology Dimension - Producing  Students will demonstrate a range of skills, techniques and processes in organising product design factors to structure works in glass  Students work in a safe manner using appropriate safety precautions and equipment Design, Creativity and Technology Dimension - Analysing and Evaluating  Students learn how to identify, analyse and interpret glass works  Students evaluate their work against the provided design brief OUTCOMES: Practical Work  Visual folio with ideas and preparatory drawings  Trials of different construction techniques  Scale drawings of chosen design  2D and 3D works with glass Research Work  Idea generation  Research on the history of glass and glass artists Homework Tasks: Completion of projects, written work and other investigation/research as appropriate ASSESSMENT:  Assessment is carried out on each of the work requirement tasks including design folio, finished pieces, homework tasks and presentations (written and/oral) COST INVOLVED:  Refer to Booklist and to Year 10 elective levies advice sheet for levy cost  VCE LINKS: Glass leads on to VCE Studio Arts Units 1-4 and Product Design & Technology Units 1-2 LINKS to CAREER/POST-SCHOOL PATHWAYS:  Tertiary Art and design courses  Diploma of Visual Arts  Lead-lighting courses

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2015 - Year 10 Handbook – Subject Guide

PRODUCT DESIGN & TECHNOLOGY ‐ METAL/PLASTICS Students enrolled in Product Design & Technology Metal/Plastics will be given the opportunity to learn about industrial production and manufacturing in the processing of a variety of metals, plastics and jewellery making techniques OBJECTIVES:  To learn processes and tools required to work with sheet metal.  To learn a range of joining techniques for metal and plastic – riveting, soldering, welding etc  To extend skills with jewellery making techniques including: ring-making, wire techniques, saw-piercing, bending, shaping, silver soldering  To develop skills in following a design brief and using the design process to generate, develop, refine ideas and finished work  To be able to critically evaluate finished product and production processes against established criteria  To become skilled in identifying and using Product Design Factors  To be able to identify the properties and characteristics of ferrous and non-ferrous metals and thermoplastic  Students will be learning the safe use of materials, hand tools and power in the production and manufacturing of a number of design products  Students will develop creative options as possible solutions to problems AREAS OF STUDY: Design, Creativity and Technology Dimension - Investigating and Designing  Students follow and design brief and use research to generate and develop appropriate ideas  Students investigate properties and characteristics of metal and plastic  Students consider environmental and sustainability issues Design, Creativity and Technology Dimension - Producing  Students use appropriate techniques, processes and equipment to a specified standard and finish  Students demonstrate an understanding of the product design factors  Students work in a safe manner using appropriate safety precautions and equipment Design, Creativity and Technology Dimension - Analysing and Evaluating  Students learn how to identify, analyse and interpret works in metal and plastic  Students evaluate their work against the provided design brief  Students are able to use appropriate subject specific terminology OUTCOMES: Practical Work  Workbook containing all class notes  Visual folio with design process: design brief, research, ideas, plans, evaluations  Trials of different construction techniques Research Work  Idea generation  Research on properties, characteristics and safety requirements for relevant materials Homework Tasks: Completion of projects, written work and other investigation/research as appropriate ASSESSMENT: Assessment is carried out on each of the work requirement tasks including design folio, finished pieces, homework tasks and presentations (written and/oral) COST INVOLVED:

Refer to Booklist and to Year 10 elective levies advice sheet for levy cost

VCE LINKS: Metal/Plastic leads on to VCE Product Design & Technology Units 1-4 LINKS to CAREER/POST-SCHOOL PATHWAYS: Product/Industrial Design courses; Metal Industry (design & engineering); Steel Construction Industry, Jewellery-making courses 43

2015 - Year 10 Handbook – Subject Guide

PRODUCT DESIGN & TECHNOLOGY ‐ TEXTILES In this study students will build on their previous textile experiences by extending their range of machine construction techniques and decorative techniques and will be introduced to pattern making OBJECTIVES:  Students will extend skills in construction techniques and manipulating fabrics with a range of techniques  Students will extend a range of creative techniques used for decorating fabric such as printing, dyeing, hand and machine embroidery and applique  Students will acquire an understanding of the properties and characteristics of different textile and fabric types and their appropriate use  Students will learn how to follow and modify existing commercial patterns  Students learn about different textile applications – furnishings, clothing and accessories  Students will gain an understanding of both traditional and contemporary fabric design and designers  Students will learn about merchandising clothing – fashion parades, care labels, fashion illustrations AREAS OF STUDY: Design, Creativity and Technology Dimension - Investigating and Designing  Students investigate textile artists who work in sustainable ways and/or use recycled materials  Students investigate historical aspects of textiles Design, Creativity and Technology Dimension - Producing  Students will demonstrate a range of skills in the use of sewing machines, construction techniques and decorative processes to structure works with textiles  Complete at least two major projects to produce at least one article of practical use Design, Creativity and Technology Dimension - Analysing and Evaluating  Students learn how to identify, analyse and interpret textile works  Students evaluate their work against the provided design brief Resources Required  Equipment as listed on booklist and Protective clothing (old shirt) OUTCOMES: Practical Work  Presentation of visual folio to show development of ideas, media trials, and designs for finished work  Production of major design projects including at least one article of practical use Research Work  Idea generation  Research on textile artists Homework Tasks: Major written assignment and other investigation/research as appropriate ASSESSMENT:  Assessment is carried out on each of the work requirement tasks including design folio, finished pieces, homework tasks and presentations (written and/oral) COSTS INVOLVED:  Refer to Booklist and to Year 10 elective levies advice sheet for levy cost.  Additional cost or supply of materials if necessary for the execution of the major work VCE LINKS: Textiles leads on to VCE Product Design (Textiles) Units 1 to 4 and Studio Arts Units 1 to 4 LINKS to CAREER/POST-SCHOOL PATHWAYS: Fashion Design at RMIT, Theatre and costume design, Visual Art courses

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2015 - Year 10 Handbook – Subject Guide

PRODUCT DESIGN & TECHNOLOGY ‐ WOOD In this study students will build on their previous Visual Materials Technology experiences by extending their range of skills, joinery and finishing techniques. Students will use hand and power tools and produce products using a range of joinery techniques OBJECTIVES:  Students will learn about the properties and characteristics of timber and timber products  Students will learn the safe use of tools, equipment and processes  Students follow the design process from design brief, research, design, planning, manufacture and evaluation  To be able to prepare design options that specify materials and techniques with consideration to the Product Design Factors  Students learn how to critically reflect on their work in terms of how it meets the design brief, how effective their work plan was and how well made the final product is  Students consider sustainability issues AREAS OF STUDY: Design, Creativity and Technology Dimension - Investigating and Designing  Students work from a design brief and research areas that will support their design  Students will design products that meet the set constraints and considerations Design, Creativity and Technology Dimension - Producing  Students will demonstrate a range of skills in the use of hand tools and power tools, construction techniques and finishing processes to structure works with timber  Complete small and large projects using timber Design, Creativity and Technology Dimension - Analysing and Evaluating  Students evaluate their work against the provided design brief RESOURCES REQUIRED:

Equipment as listed on booklist

OUTCOMES: Practical Work  Workbook containing all class notes  Design folio covering the design process  Skills in using materials and equipment in a safe manner Research Work  Idea generation  Research on the history of furniture and furniture designers Homework Tasks  Major written assignment and other investigation/research as appropriate ASSESSMENT: Students will be assessed on all course work including design folio, investigation, production work and evaluations. COST INVOLVED: Refer to Booklist and to Year 10 elective levies advice sheet for levy cost VCE LINKS: Materials Technology leads onto VCE Design and Technology Units 1 to 4. LINKS to CAREER/POST-SCHOOL PATHWAYS:  Art & Design and Industrial/Product Design  Furniture design and Carpentry  Building and Construction

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2015 - Year 10 Handbook – Subject Guide

PROGRAMMING & GAME DEVELOPMENT Programming and Game Development is a course designed for students interested in creating computer games. In this subject you will learn the basis of game design. You will learn how to plan and get the computer to understand your instructions. Two programming packages – Visual Basic and Game Maker will be utilised to develop your own computer games. If you have an interest in computers, games and multimedia then this is the subject for you! OBJECTIVES: This subject is designed to enable students to:  Develop an understanding of programming concepts  Progressively develop competence in Software Development Cycle (propose, design, implement and evaluate)  Develop skills in the use of Visual Basic and Game Maker software packages  Develop interpersonal skills whilst working with other  Reflect on learning opportunities  Research and Assess the reliability and relevance of ICT information from Internet  Increases awareness of computer games addiction AREAS OF STUDY Problem Solving methodology  Algorithm design  Event Driven programming  Object Driven programming  Sprite and Collision detection  Sound and animation  Storyboard  Game Design principles 

ASSESSMENT TASKS  Folio  Programming Projects  Computer Games Addiction Project  Timed Assessment Tasks of major concepts and applications LINKS TO VCE/VET STUDIES: VCE Information Technology units 1 & 2  VCE Software Development units 3 & 4  VCE VET Digital Interactive Media 

LINKS to CAREER/POST-SCHOOL PATHWAYS: Programming  Information Technology  Game / Multimedia Industry  Software Engineering  System Analyst 

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2015 - Year 10 Handbook – Subject Guide

TERRORIST OR FREEDOM FIGHTER? One person’s freedom fighter is another person’s terrorist. For all of civilised human history, people have been fighting for independence, freedom from the yoke of oppression and power. For the past 100 years this type of resistance has become more organised and deadly. We ask the question, “Is this type of resistance justified or is it cold-blooded murder?” This subject will focus on three different movements. The Irish Republican Army (IRA) from 1916 to the present, the African National Congress (ANC) during Apartheid in South Africa and Islamic revolutionary organisations in Palestine and Israel. Their respective backgrounds, tactics, objectives and perceived successes will be covered in this unit. The ethics of their movements will also be debated. The world you live in can be complicated, get to know it. OBJECTIVES: This subject is designed to enable students to:  Understand the far reaching causes of problems, not just the consequences. They will also understand the relationship between events and people’s actions and intentions. Peoples’ pasts influence their present and future.  Learn about personal, cultural, and national identity, and people’s contributions to that identity.  Develop skills in making judgements about sources of evidence, learning that there are multiple, conflicting, often biased and partial interpretations of events. They recognise these interpretations are used to justify the actions of particular groups in society.  Frame questions using their own knowledge and experiences and to develop research and inquiry skills.  Understand the global nature of the world they live in, helping them become constructive and tolerant international citizens. AREAS OF STUDY The rise of the IRA and its ensuing struggle in the twentieth century. The ANC during Apartheid. Islamic resistance movements in the disputed territories of Palestine and Israel.

  

ASSESSMENT TASKS Written document analysis Research project Essay Film study

   

APPROX. COSTS INVOLVED: Refer to Booklist for required texts (if applicable) and to Year 10 elective levies advice sheet for levy cost HOMEWORK: Students will be expected to complete a variety of homework activities, including the analysis of written and visual documents. They will also research, plan and draft their essay. They will be expected to research and report on another resistance movement outside of the areas of study, examples include Gandhi, the Tamil Tigers, Fretilin, The Red Army Faction, and Al-Qaeda. LINKS TO VCE/VET STUDIES:  VCE History Units 1/2 – 20th History  VCE History Units 3/4 – Revolutions  VCE History Units 34 – Australian History  VCE Politics 1/2 and 3/4  VCE International Relations 1/2 and 3/4 LINKS to CAREER/POST-SCHOOL PATHWAYS: Journalism, Law, Marketing, Foreign Affairs and Diplomacy, Librarian, Politics, Research Assistant, Personal Assistant, Secretary, Teacher, Public Servant, the Armed Forces

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2015 - Year 10 Handbook – Subject Guide



THE BIG PICTURE (GLOBAL ISSUES) This is a fast–paced and relevant study of the world, with a focus on global issues. A Safari trip to Werribee Open Range Zoo and fieldwork will be integral in gaining an insight into issues such as:  Biodiversity Loss, including endangered animals, introduced species and use of palm oil  Poverty and fair trade: “Half the world - nearly three billion people - live on less than two dollars a day”  Developing economies  People and population including refugees: “7 billion people and counting!”  Coral reefs OBJECTIVES: Analysis of information and critical thinking Interpretation and development of data; The analysis and development of policies Excellent preparation for all VCE studies with a particular emphasis on VCE Geography

   

AREAS OF STUDY  Closing the Gap (poverty and fair trade)  Biodiversity Loss  Too many people? Megacities  Coral Reefs ASSESSMENT TASKS Fieldwork reports Assignments Practical Exercises Research Assignments (student directed)

   

APPROX. COSTS INVOLVED: Refer to Booklist for required items and to Year 10 elective levies advice sheet for levy cost. Payment of excursion to Werribee Open Range HOMEWORK Students will be required to keep up to date with current affairs. Tasks not completed in class will be set as homework. LINKS TO VCE/VET STUDIES: Geography (units 1 or 2) OR Geography (units 3 or 4) LINKS to CAREER / POST-SCHOOL PATHWAYS: Geography can be counted as one of your best four subjects in determining your ENTER for a tertiary degree in Science or Arts. Some examples include Psychology At Victoria University; Electronic Engineering at La Trobe and Law at Monash University  Teaching  Leisure, travel and tourism  Information Services such as Journalism and Foreign Affairs  Business and finance  Management and Administration  Education and social services  Environmental management  Science

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2015 - Year 10 Handbook – Subject Guide

THEATRE STUDIES: THE PLAY IN PERFORMANCE Do you like Drama but find the technical/stagecraft side of theatre is more up your alley? Would you like to develop your ability to design and make costumes, apply theatrical make-up, operate sound and lighting equipment and increase your awareness of what it takes to stage and improve a performance? Theatre Studies: The Play in Performance is a subject that is highly student focussed - the teacher will be taking a back seat. You will be able to make choices to focus on your own particular strengths of stagecraft. As a class you will be responsible for every area of developing and performing a number of scripted plays. After reading the play students will bring the script to life. From direction to publicity – YOU MAKE IT HAPPEN!!! The Play in Performance is a study of stagecraft and performance skills. It examines the different areas of stagecraft and behind the scenes work that is essential to any production. Students will then apply that knowledge and take responsibility for an area of production. Students will also form part of a scripted ensemble/solo performance and present it to an external audience. Students will participate in workshops aimed at developing an understanding of the main stagecraft areas used in the theatre industry: Direction, Acting, Lighting, Sound, Props, Costume, Set Design and Make-up. Students will then apply chosen elements to selected scripts, being responsible for two of these areas of stagecraft. This course will also help to develop students’ creativity, problem solving skills, teamwork, communication skills and self confidence. OBJECTIVES: The Play in Performance is designed to provide students with an overview of the various stagecraft areas used in performance. It will also allow students an avenue of personal enquiry into stagecraft. The project aims to develop experience and interest in the wider range of dramatic activities whilst promoting the students’ skills in independent research and analytical abilities. Students will need to develop an understanding of the dramatic and stagecraft elements and demonstrate their ability to apply them to a study of a particular character. Students will also be encouraged to develop an appreciation of the work of others and to reflect upon and evaluate their own work. AREAS OF STUDY There are four principal areas of study: 1. Dramatic Skills Development: A series of class exercises on particular dramatic skills required for performance work. 2. Research: A series of class exercises and writings that investigate the various aspects of stagecraft. 3. Performance: Small or large group performances designed to highlight the skills acquired. Students will look at the creation and performance of an ensemble/solo performance. 4. Analysis: Written and verbal evaluation of their own work as well as that of others. ASSESSMENT TASKS Workshop Tasks, Folio, Performance of a play, attend the live performance of a play for evaluation Application of appropriate stagecraft APPROX. COSTS INVOLVED: Refer to Year 10 elective levies advice sheet for levy cost. There will be an excursion to a play which will incur a cost to be advised at the time of excursion. HOMEWORK: Students will be required to complete a number of written exercises and a Stagecraft assignment in addition to any performance preparation. LINKS TO VCE/VET STUDIES:

VCE Theatre Studies, VCE Drama, VCE English, VCE Literature

LINKS to CAREER/POST-SCHOOL PATHWAYS: Any career that utilises creativity, problem solving, self confidence, teamwork and strong communication skills. Acting or Directing, Set or Lighting design, Costume or prop design, Theatre Management Working in TV, Theatrical lighting operation, Sound engineer, Theatrical Technician, Education, Law, Advertising/Marketing, Business Management.

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2015 - Year 10 Handbook – Subject Guide

VCE LITERATURE UNITS 1 & 2 This “advanced placement” subject is only to be taken by those students entering Year 10 who have demonstrate a high level of proficiency in their English studies. English Studies and the ATAR: The VCE English study score is the only compulsory score that must be included for a student’s tertiary entrance ranking (ATAR). The English study is always used first, while other subjects will be ranked and used based the score achieved in these studies (English & top 3 100% + 10% of a 5th and 6th). For this reason, students seeking a competitive ATAR score cannot afford to perform poorly in their chosen VCE English study. All academically competitive students are aware of this fact, and thus seek to maximise their potential to score well in English. Subject Rationale: As of 2012, the Vermont SC English Department and Teaching and Learning committee endorsed advanced placement VCE Literature for Year 10 students, as an approach towards increasing students’ academic potential in their VCE English studies. As VCE Literature and VCE English share significant common ground, those students undertaking this combination will receive a unique opportunity to extend the sophistication of their VCE English skills prior to reaching their Year 12 year (even if these students choose not to continue on with VCE Literature in 2015). If students continue on with both studies then they will also benefit from having their compulsory English score (for the ATAR) being drawn from the best of these two subjects. For the above reasons, many students choose to commence both VCE Literature and VCE English in Year 11. However, those students commencing Literature as an advanced placement subject (in Year 10) will finish the Year 12 content in their Year 11 year, therefore allowing for a greater level of flexibility in subject choice for their Year 12 year. As this subject requires students to have a high level of proficiency in their English skills, students will be recommended for this study on the basis of their academic record and staff endorsement.

UNIT 1

UNIT 2

This unit enables students to develop effective reading strategies, to examine the ideas and views of life which are presented in the literature studied and relate what they read to their own lives and social contexts. Students develop an understanding of, and a critical response to the ways texts represent human experience, and analyse and interpret texts for a variety of purposes. The unit covers various kinds of literature (including novels, short stories, poetry, plays and filmas-text) to inform their understanding through knowledge of the conventions.

The focus of this unit is on developing creative and critical responses to literature, and an understanding of how aspects of the text, notably style, characterization, language and structure. Students understand the ways their own culture and the cultures represented in the text can influence their interpretations and shape different meanings. AREAS OF STUDY 1. The text, the reader and their contexts 2. Comparing texts

AREAS OF STUDY: 1. Readers and their Responses 2. Ideas and Concerns 3. Interpreting Non-print texts

LEARNING OUTCOMES On completion of this unit students should be able to: Outcome 1: Analyse and respond both critically and creatively to the ways in which a text produced in an earlier historical period than their own, reflects or comments on the concerns and ideas of individuals and groups at that time.

LEARNING OUTCOMES On completion of this unit students should be able to: Outcome 1: Discuss how personal responses to literature are developed and justify their own responses to one or more literary texts.

Outcome 2: Produce an extended comparative piece of interpretive writing with a particular focus; for example, form, theme, genre, author, period, social or cultural context.

Outcome 2: Analyse and respond both critically and creatively to the ways in which one or more texts reflect or comment on the concerns and ideas of individuals and particular groups in society.

ASSESSMENT Demonstration of achievement for the 3 outcomes from 3 different texts is necessary for satisfactory completion of this unit, which will include classwork, formal essays and creative compositions and oral presentations.

Outcome 3: Analyse the construction of a film (fictional), television, multimedia or radio text and comment on the ways in which it presents an interpretation of ideas and experiences. ASSESSMENT: Demonstration of achievement for the 3 outcomes from 3 different texts is necessary for satisfactory completion of this unit, which will include classwork, formal essays and creative compositions and oral presentations.

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2015 - Year 10 Handbook – Subject Guide

VISUAL COMMUNICATION DESIGN In this subject you will learn the basis of all design – The Design Elements & Design Principles. You will learn how to draw in freehand and use drawing instruments. You will use computer software and materials to develop designs for real and ‘made up’ clients. If you have an interest in Art, Drawing, Architecture, Advertising, Graphic or Industrial Design, Media, and designing and making models then this is the subject for you. OBJECTIVES:  Develop an understanding of how ideas and information can be shown visually  Develop skills in freehand and instrumental drawing  Understand and be able to use the design elements and design principles  Research and analyse examples of visual communication to inform and influence their own work  Develop skills in the use of design software to research, develop and create designs  Develop skills in using different media, materials and production methods in development and production  Understand the different fields of Communication, Industrial and Environmental Design AREAS OF STUDY: Arts Practice – Creating and Making  Understanding and using the Design Elements and Principles  Freehand & Instrumental Drawing  Working to a Design Brief  Working with a Design Folio (Research, Development, Refinement, Finished Artwork & Evaluation) Arts Practice – Exploring and Responding  Students learn to describe and evaluate how visual communications present ideas and messages within particular cultural and historical contexts  Students evaluate their own work in context Resources Required  Equipment as listed on booklist OUTCOMES: Practical Work  Assessment is through the presentation of a folio of works that clearly demonstrates competency in technical and freehand drawing and the design process, investigation work and finished presentations Research Work  Idea generation  Research on past design styles and designers Homework Tasks Completion of projects, written work and other investigation/research as appropriate ASSESSMENT:  Assessment is carried out on each of the work requirement tasks including visual diary, finished pieces, homework tasks and presentations (written and/or oral) VCE LINKS:

Visual Communication Design leads on to VCE Visual Communication Design Units 1 – 4

LINKS TO CAREERS/POST SCHOOL PATHWAYS: Tertiary entry into Graphic Design courses, photography etc Interior design / Illustration Industrial design / Product design / Architecture & Drafting / Engineering Fashion Design, Theatre and costume design Advertising / Computer Game and Web Design 

    

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2015 - Year 10 Handbook – Subject Guide

WEB DEVELOPMENT Web Development is a course for those students who are interested in designing and developing a professional website for a micro business in our local community. In this elective you will have the opportunity to develop a website under ‘real-life’ conditions; you will work in teams, interact with people from our local community, design a logo and website for the business and all is done within a time constraint. If you enjoy a challenge, then this is definitely for you! OBJECTIVES: This subject is designed to enable students to:  Develop skills in digital imaging using Photoshop  Research and analyse websites to understand the design principles  Develop an understanding of how information can be shown visually taking into account audience, purpose and context  Understand and learn how to upload the website live on the Internet  Develop interpersonal skills by working in teams and understanding the client’s needs AREAS OF STUDY: ‘Copyright’ issues relating to the Internet  Design Folio (business logos, banners and stationery)  Web hosting and Domain names 

ASSESSMENT TASKS: Copyright Research Project  Individual Design Folio  Group Project (professional logo and website for Client)  Presentation to Client  Self & Group Evaluation Reports  Exam 

RESOURCES REQUIRED: An A4 Visual Diary  An A4 display folder  Minimum 4Gb USB removable storage device 

APPROX. COSTS INVOLVED: Refer to Booklist and to Year 10 elective levies advice sheet for levy cost LINKS TO VCE/VET STUDIES: VCE VET Digital Interactive Media  VCE Information Technology units 1 & 2  VCE IT Applications units 3 & 4 

LINKS to CAREER/POST-SCHOOL PATHWAYS: Web Development  Interactive Digital Media  Information Technology  Entertainment Industry 

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2015 - Year 10 Handbook – Subject Guide

VCE VET PROGRAM SUMMARY FOR 2015 VCE VET programs are designed to provide a more vocational VCE and to prepare young people for the workplace of the future. VCE VET programs expand opportunities for senior secondary students, assist students in meeting the needs of Australian workplaces, and link students to industry and training providers through VCAA approved programs that lead to nationally recognised qualifications. Students undertaking a VCE VET program have the opportunity to receive both a senior secondary certificate (VCE or VCAL) and a nationally portable VET qualification. The following table provides a summary of the VCE VET programs available for enrolment in 2015 on VASS in certificate type ‘VES’. Some of these VCE VET programs offer a study score as indicated below: Study Score Available

VCE VET Program

Certificate Code & Title

Agriculture, Horticulture, Conservation & Land Management

AHC20110 Certificate II in Agriculture



AHC20410 Certificate II in Horticulture



AHC21010 Certificate II in Conservation and Land Management



Animal Studies

ACM20110 Certificate II in Animal Studies



Applied Fashion Design & Technology

LMT21707 Certificate II in Applied Fashion Design and Technology and selected units of competency from Certificate III in Applied Fashion Design and Technology



Automotive

22015VIC Certificate II in Automotive Technology Studies (Pre-vocational)



Building & Construction

21844VIC Certificate II in Building and Construction (Pre-apprenticeship) (partial completion)



Business

BSB20107 Certificate II in Business and selected units of competency from Certificate III in Business



Cisco

CISCO1 Cisco (Discovery and Exploration)



Community Services

CHC20108 Certificate II in Community Services and selected units of competency from Certificate III in Community Services Work and Certificate III in Children’s Services



Dance*

21764VIC Certificate II in Dance



Engineering*

22019VIC Certificate II in Engineering Studies



Equine Industry

21908VIC Certificate II in Equine Industry



Furnishing

LMF20309 Certificate II in Furniture Making and selected units of competency from Certificate III in Furniture Making



Health

HLT21207 Certificate II in Health Support Services



HLT32407 Certificate III in Allied Health Assistance



HLT32507 Certificate III in Health Services Assistance



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2015 - Year 10 Handbook – Subject Guide

Study Score Available

VCE VET Program

Certificate Code & Title

Hospitality

SIT20207 Certificate II in Hospitality and selected units of competency from Certificate III in Hospitality



SIT20307 Certificate II in Hospitality (Kitchen Operations)



ICA20105 Certificate II in Information Technology



ICA30105 Certificate III in Information Technology (partial completion)



Integrated Technologies

22071VIC Certificate II in Integrated Technologies



Interactive Digital Media

CUF20107 Certificate II in Creative Industries (Media)



CUF30107 Certificate III in Media



Laboratory Skills

MSL30109 Certificate III in Laboratory Skills



Music

CUS20109 Certificate II in Music



CUS30109 Certificate III in Music



CUS30209 Certificate III in Technical Production



Small Business

21956VIC Certificate II in Small Business (Operations/Innovation)



Sport & Recreation

SIS20210 Certificate II in Outdoor Recreation



SIS20310 Certificate II in Sport and Recreation



SIS30510 Certificate III in Sport and Recreation



Information Technology*

* Qualifications contained in these VCE VET programs will change for implementation from 2013. Up to eight VCAA endorsed VCE VET units may be included in a student’s VCE program. However only one VCE VET Unit 3 & 4 sequence may be included in the Primary Four in an ATAR determination. The only students undertaking Year 12 at Vermont Secondary College who may take VCE Vet units 3 & 4, are those who have taken Units 1 & 2 in the VCE VET study. For the VET studies that have a study score associated with Units 3 & 4, the scored assessment must be taken for that study to be included in the ATAR. VET studies that do not have scored assessment at Units 3 & 4, contribute to the ATAR as an increment. The increment is taken as 10% of the average study score of the Primary Four. VCE studies only contribute to the ATAR if both Units 3 & 4 have been satisfactorily completed. Students entering Year 10 - 12 who wish to continue with their VET program must: (i) (ii) (iii) (iv) (v)

Register with The Pathways Team. Include the VET study on their Web Preferences Application. Apply for their VET study directly, through The Pathways Team. Pay the designated application fee prior to commencing the study. Some VET programs have additional equipment, material and uniform costs which are paid directly to the provider. Details of these costs may be obtained from The Pathways Team.

FOR MORE INFORMATION PLEASE CONTACT MS REBECCA EAMES, DIRECTOR OF PATHWAYS AND TRANSITIONS, VIA [email protected] OR ON (03) 8872 6321. 54