BridgesLevel A - E

KARDINIAINTERNATIONAL COLLEGE

2017

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Contents 1. The Vertical Curriculum ....................................................................................................................... 2

2. Compulsory units ................................................................................................................................. 3

2.1 Health curriculum requirements .................................................................................................... 3

2.2 Language other than English requirements .................................................................................. 3

2.3 Chiang Mai requirements ............................................................................................................. 3

3. Choosing units ..................................................................................................................................... 4

3.1 Overview ...................................................................................................................................... 4

3.2 The code system ......................................................................................................................... 4

3.3 Information for continuing students in years 7 to 10 .................................................................... 5

3.4 Information for new students in years 7 to 10 .............................................................................. 5

3.5 Acceleration ................................................................................................................................. 6

4. Planning for Year 11 and 12 and beyond ............................................................................................ 6

Arts .............................................................................................................................................................. 7

English ...................................................................................................................................................... 10

English as an Additional Language (EAL) ............................................................................................... 13

Health & Physical Education ..................................................................................................................... 15

Humanities ................................................................................................................................................ 17

Languages Other Than English (LOTE) ................................................................................................... 20

LOTE – French ......................................................................................................................................... 21

LOTE – Japanese ..................................................................................................................................... 23

LOTE – Spanish ........................................................................................................................................ 25

Mathematics .............................................................................................................................................. 26

Performing Arts – Music ............................................................................................................................ 28

Performing Arts – Drama and Dance ........................................................................................................ 30

Science ..................................................................................................................................................... 32

Technology – Systems Engineering (Electronics) .................................................................................... 34

Technology – Food ................................................................................................................................... 35

Technology – Computing .......................................................................................................................... 36

Technology - Product Design Technology ................................................................................................ 37

Multi-Disciplinary and Vision Units ............................................................................................................ 39

VCE units and IB subjects offered in 2017/18 .......................................................................................... 40

IB Subjects offered in 2017/18 .................................................................................................................. 40

 

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1. The Vertical Curriculum The College offers a Vertical Curriculum to students in Years 7–10, leading to either the Victorian Certificate of Education or the International Baccalaureate Diploma Programme in Years 11 and 12.

The Vertical Curriculum offers semester units in all key learning areas. These are organised into five sequential levels A – E.

Typically, students in Years 7-10 undertake seven units each semester. By the end of Year 10 students must have completed a minimum number of units in each key learning area as described in the following table:

Departments Minimum number of units that

students should study over their first four years 

English 8

Mathematics 7

Humanities 6

Science 6

LOTE • French • Japanese

4

Health and Physical Education 4

Arts • Art • Visual Communication and Design • Media

3

The Performing Arts • Dance • Drama • Music

3

Technology • Systems Engineering • Food • Product Design

3

Technology – Computing 2

Total 46

The Vertical Curriculum offers students the opportunity to:

complete their secondary education over five, six or seven years having studied all units at an age appropriate level;

accelerate in one or more key learning area(s);

consolidate, if necessary, in one or more areas;

specialise in some areas by taking extra units in key learning areas in which they are particularly talented or interested;

complete VCE units as part of their program before entering Year 11, and undertaking the Victorian Certificate of Education or the International Baccalaureate;

opt to complete either the Victorian Certificate of Education or the International Baccalaureate in Years 11 and 12.

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2. Compulsory units 2.1 Health curriculum requirements

There are two compulsory Health units:

HPA13 The Bare Necessities – to be taken by all Year 7 students in either semester 1 or 2.

HPC13 Life’s Essentials – to be taken by all Year 9 students in either semester 1 or 2.

2.2 Language other than English requirements

Students must complete a sequence of four units of a ‘Language other than English’ (LOTE) over the first two years of secondary school.

Kardinia students may choose to take either French or Japanese. Students can study both languages in their first year of secondary school, provided they study at least one language during their second year, so as to complete a full sequence of four units.

2.3 Chiang Mai requirements

There are two units which must be taken by Year 9 student during the semester in which they participate in the Chiang Mai Programme:

ENC15 Chiang Mai, the Journey (English)

SCC16 Science Across Asia (Science)

An exemption is permissible if the student is accelerating in either subject area. If seeking an exemption, the student should discuss the matter with the Director of Learning or Instructional Programme Co-ordinator.

 

Kardinia S

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3. Choosing units 3.1 Overview

Students in Years 7-10 plan courses and select units twice each year: in May for Semester 2 and in September for Semester 1 in the following year.

In Years 7-10 students typically study seven units each semester.

A complete list of unit offerings with content outlines is provided later in this document.

In this section of Bridges, the process for selecting semester units is outlined for continuing and new students. Advice regarding acceleration is also included.

3.2 The code system

For convenience of timetabling and other purposes, a code system is used to identify the units in the Kardinia Vertical Curriculum.

The code is made up of three parts. The first part of the code comprises two letters which indicate the Department to which the unit belongs:

AR = THE ARTS

EN = ENGLISH

EA = ENGLISH AS AN ADDITIONAL LANGUAGE (EAL) - for Overseas Students

HP = HEALTH / PHYSICAL EDUCATION

HU = HUMANITIES

LO = LANGUAGES OTHER THAN ENGLISH (LOTE)

MA = MATHEMATICS

SC = SCIENCE

TE = TECHNOLOGY

VIS = VISION PROGRAM

The second part of the code is a letter following the department’s letters. This letter indicates the level at which the unit is offered:

A B C D E Level A Level B Level C Level D Level E

One multi-disciplinary unit – “Written By…” - is offered that has a “cross level” aspect to its content. The teacher’s role is that of “mentor,” and the code contains the letters MENT.

The last part of the code is a number which distinguishes between units at the same level in the same department.

For example, a breakdown of ARC23 All That Jazz would indicate that it is an Arts unit, based at a Level C difficulty, with a unit number of twenty-three assigned to it.

AR = The Department C = Level C 23 = Unit Number

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3.3 Information for continuing students in Years 7 to 10

Subject selections should be made in consultation with subject teachers and parents. To assist, students will be provided with a printed record of the units they have studied, organised by department. Background shading will provide students with a visual reminder of their status with respect to the minimum number of units that need to be studied in each department. This printed record is called a curriculum map which, together with past academic results, will inform the process.

When selecting units, students must be mindful of the following:

English is always your first preference. Maths should be your second preference. You must list TEN selections in order of preference without including more than one English or

Maths unit. If you are in Year 7 or 8 you must select a LOTE unit (French or Japanese) in your top three

preferences. If you are in Year 7 or 9 you must complete the compulsory Health/Physical Education unit for

your year level, during semester one or two. These units are:

Year 7: HPA13 Bare Necessities Year 9: HPC13 Life’s Essentials

If you are a Year 9 student who will be participating in the Chiang Mai Journey, you must select the following units during the semester you will be away, unless you are accelerating in either Science or English.

These units are:

SCC16: Science Across Asia ENC15: Chiang Mai the Journey

Finally, if you wish to accelerate in a subject area you must have your parent’s consent and your current subject teacher’s approval. If you do not currently have a teacher in the subject, consult your House Leader.

There are a minimum number of units which you must complete by the end of Year 10 for each curriculum area (please see page 2). These are indicated by the shading on your curriculum map. Be sure to balance your unit selections to achieve this outcome.

Once selected it is usually anticipated that student courses will remain unchanged for the semester. However, in exceptional circumstances and where the academic progress and the welfare of the student may be better served, changes may be made in consultation with the student’s House Co-ordinator. If supported by the student’s House Co-ordinator an application should be made to the Instructional Programme Co-ordinator.

3.4 Information for new students in Years 7 to 10

Course planning and unit selection for all new students will be completed during an individual course planning meeting with either the Instructional Programme Co-ordinator or the student’s House Co-ordinator. New students are subject to the same requirements as continuing students. Please refer to 3.1

Course selection conferences are held in October for all new enrolments for the following year, and by arrangements with the College Registrar for later enrolments.

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3.5 Acceleration

Continuing students, who wish to accelerate, or to undertake VCE units when they are in Year 10, must have the written agreement of their current subject teacher, a House Co-ordinator, and a parent or guardian.

New enrolments in Years 8-10 may be permitted to accelerate based on their past school assessments and reports.

New Year 7 students will have the opportunity to accelerate in English and/or Mathematics based on their result in testing completed at the school late in the year prior to their enrolment. Details of this testing will be available at the New Parent Information Evening, held in October each year. New Year 7 students who have studied Japanese previously have the opportunity to accelerate (please see page 20 for additional information).

In the first semester, Year 7 students may only take other units at higher levels than A, after consultation with their House Leader.

4. Planning for Year 11 and 12 and beyond

At Kardinia International College students can undertake either the Victorian Certificate of Education (VCE), or the International Baccalaureate Diploma (IB). Details of these two courses are available separately on the College Website, and in the Bridges VCE and IB Supplements. Both of these supplements are available on the College Intranet.

Each year the College holds an information session for Year 8 and 9 parents in term one. Information about the VCE, VET, IB and tertiary study is presented to assist students and parents to make informed decisions about future study pathways in the Vertical Curriculum.

During the second semester, each year, the College holds an information night for parents of students in Year 10. Information about the VCE, VET and IB is presented. Apprenticeships, traineeships, TAFE courses, and University Courses are also covered.

Year 10 students participate in two career and course planning seminars during semester two. These seminars assist them to identify potential careers and learn about the post-secondary school training these careers will require. They also learn about any pre-requisite studies they will need to do during Year 11 and 12, so as to be eligible to apply for entry into their preferred tertiary courses.

A list of the units and subjects that are on offer to students in 2017 is included at the end of this document (p. 40).

Please note that these units / subjects are subject to change each year.

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Arts - Art, Visual Communication and Design, Media

Level A Level B Level C Level D Level E

Art

ARA10 ARB10 ARC10 ARD10 ARE10

Hands on Art Art is me Art, Then and Now

Art and Ideas Perspectives on Art

ARA11 ARB11 ARC11 ARD11

International Art Art Insight Public Art Sculptural Creations

ARB12 ARD12

Wear for Art Thou?

Artistic Design

ARD14

Fibre Art

Visual Communication and Design

ARB40 ARC41 ARD40

Drawn to Design Graphics in Action

Graphic Perspectives

ARC44 ARD41

The Visual Design Process Graphic Design

Media

ARC61 ARD62 ARE63

Animation KIC TV

Advanced Digital Photography &

Design

ARC62 ARD63

Moving Pictures Photography

The Arts programme is designed to encourage artistic development through involvement in a range of practical and research tasks. Students have the opportunity to explore various media, experience a range of techniques, and produce art works that explore themes, issues and ideas.

Students are taught to use problem solving skills and the design processing in response to given tasks. Students visit galleries and meet artists as a means of gaining an appreciation of others’ art works and to help develop their own ideas for practical tasks. The Arts is an area which helps educate the ‘whole person’. It fosters an appreciation of the environment, our cultural heritage and helps enhance personal growth.

It is highly recommended that students wishing to study VCE or IB Art should do one unit of Art at Level D and/or Level E.

Current

VCE units

Studio Arts

Visual Communication

and Design

Media

Current

IB subjects

Visual Arts

HL / SL

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Art

ARA10 Hands On Art

Do you enjoy creating things? If so “Hands on Art” is for you. This unit encourages exploration and imagination. Students will experience a variety of techniques and develop skills in creating two and three dimensional art works and gain an understanding of how to use the Elements of Design to create their own art works. They will be introduced to selected art works and will learn how to discuss and appraise them.

ARA11 International Art

Would you like to know more about the art forms produced in different cultures/countries, what they mean and how they are made? In this unit students will find answers to these questions then use their findings to produce art works that reflect the characteristics and features of the different art forms from various cultures. Research of the art forms is completed to assist their understanding of the Visual Arts on a global level.

ARB10 Art Is Me

The aim of this unit is to extend the basic skills experienced in Level A. Students investigate ‘self’ and are involved in designing and creating art works using a range of familiar and new media. Skills in a range of techniques are explored and enhanced as they are introduced to various art works and learn how to discuss and analyse them.

ARB11 Art Insight

Making 3-dimensional and sculptural forms is what this unit is about. Students explore and investigate a selection of materials, learn specific skills and complete a series of art works based on personal interpretation of themes and topics. Sculptural forms from the past and present are also discussed, researched and evaluated.

ARB12 Wear for Art

Thou?

Students selecting this course will be exposed to the world of fashion as an art form. This study revolves around building a sound knowledge of the “Haute Couture” scene around the world. Areas covered will include the use of traditional costuming and the contemporary art scene where designers use the human form as the armature for art works. Those undertaking the course will construct their own wearable art work, research and appreciate contemporary designers and delve into the world of cultural costumes, body art and theatrical costuming.

ARC10 Art, Then and

Now

This unit is designed to extend students’ skills so they experience new techniques and use different media for communicating their ideas. Skills in both 2 and 3-dimensional projects are covered. Students learn to effectively use the design process to develop their ideas into finished art works. They are also introduced to art through research and learning to discuss and analyse selected art works.

ARC11 Public Art

This unit is designed to explore the reasons and issues behind public art works and displays. The students learn the value of Art in public places and the critical issues of placement, appreciation and openness of displaying art for others to see. Students are introduced to many of the public art works in Victoria and produce collaborative pieces for exhibition around the school grounds.

ARD10 Arts and Ideas

This unit explores personal responses to a series of concepts that emerge from a range of starting points and stimuli. Under the guidance of the teacher, students will experience a variety of media, materials, techniques and solutions relating to Art history, theories and practices. Students develop and enhance their ability to develop art work independently.

ARD11 Sculptural Creations

Sculptural Creations is about making 3-dimensional art works that explore concepts and develops technical skills with a selection of media. This unit encourages students to further enhance their creativity through lateral thinking, problem solving and related research. Students will research the works of artists and will be encouraged to discuss and debate their feelings and ideas about sculpture.

ARD12 Artistic Design

This unit focuses on folio development and drawing skills. There is a strong emphasis on drawing techniques and medium exploration. Skills in drawing from observation and developing imaginative responses to given themes form the basis of the unit. Students view art works then discuss and analyse them.

ARD14 Fibre Art

This unit looks at new generation fibre art/textiles. Students will explore a range of techniques to produce their fabric utilising a variety of textile bespoke methods which will include felting, nuno silk making, hot textiles and alternative dyeing techniques. Students will complete a range of fibre art samples before making a 3-dimensional object (sculpture or wearable art) combing some of the new techniques they have learned. This unit will support folios in IB and Studio Arts in the areas exploration through the media and new techniques.

ARE10 Perspectives

on Art

This is an extension unit which requires self-discipline, commitment and motivation. The emphasis is on in-depth development and investigation of media. Students produce a folio of experimental exercises as well as resolved art pieces. Students also research and analyse art works from contemporary society. The students are not only encouraged, but also expected to develop an ability to work independently and follow their own decisions for the production of their folio of art work.

Visual Communication and Design

ARB40 Drawn to Design

Do you enjoy drawing and design? This unit gives a solid grounding in the basics of Visual Communication and Design. Students learn to draw and render with the Graphic Elements: Line, Tone, Texture, Colour, Point, Form, Typeface and Shape. Students use imagination in drawing and designing, as well as drawing from observation. They are introduced to computers, mixed media and the developmental process. Students produce innovative and original final concepts to create effective visual communications.

ARC41 Graphics in

Action

This unit extends and accelerates students’ skills and knowledge in 2-dimensinal design, focusing on professional design and developmental processes. Students use both the computer and more traditional methods to produce their work – for example Gouache, pencils, pastels, technical and freehand drawings. Students develop an understanding of the design processes and complete a wide variety of projects which develop their ability to think and solve problems creatively and imaginatively. Students will apply the design process to create visual communications.

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Visual Communication and Design (continued)

ARC44 The Visual

Design Process

Throughout this unit students will develop an understanding of various communication concepts and skills, related to graphic production techniques and Principles of Design, by using computer and other various mediums. Students experience a number of desktop programs and learn how to draw on the computer. The unit also introduce students to illustration, scanning, printing process, technical drawing, freehand drawing and the developmental process. Students produce creative and original final concepts according to the Design Briefs

ARD40 Graphic

Perspectives

This unit extends and accelerates students’ skills and knowledge in design briefs and two dimensional design, focusing on professional design and developmental processes. Students use both the computer and more traditional methods to produce their work – for example gouache, coloured pencils, pastels, technical and freehand drawing. Advertising campaigns are investigated and analysed. Students develop final concepts according to the Design Brief.

ARD41 Graphic Design

This unit extends and accelerates students’ skills and knowledge in 2-dimensional design, focusing on professional design and developmental processes. Students use both the computer and more traditional methods to produce their work – for example Gouache, airbrush, pencils, pastels, photography, technical, and freehand drawings. Students develop an understanding of the design processes and complete a wide variety of projects which develop their ability to think and solve problems creatively and imaginatively. Students produce final concepts according to the Design Briefs.

Media

ARC61 Animation

Throughout this unit, students study styles and techniques of animators from the past and present. They will be given the opportunity to design and develop their own characters and styles based on their investigations. Students have the opportunity to experience computer aided animation programs and create cartoon magazines.

ARC62 Moving Pictures

This unit investigates the world of video. Students look at the process involved in producing video from planning through to post production. A variety of devices will be used to capture the video. Projects will include videos used for training such as those used in industry as well as creative pieces. Theory and the history of film is also explored. Developmental work is presented in a visual diary that students must maintain. Various software packages are explored in the post production phase of the course.

ARD62 KIC TV

This unit involves the making of TV programs: producing the news or current affairs, making short films sit-coms skits or dramas, music video clips, and your own advertisements. The unit also aims to develop technical and creative competence in the production of video information and entertainment programs. Students will develop skills in the scripting, production, editing and delivery of television programs.

ARD63 Photography

“A picture tells a thousand words”. We are surrounded by photos every day, but taking good photos takes skill. This unit gives an understanding on the basics of digital and film photography. Students learn how to take photographs and print them using both digital technologies and darkroom processes. Students have access to Nikon digital SLR cameras, digital editing programs, film SLR cameras and the school’s darkroom. Students develop an awareness of how to use a camera effectively, how to process and print film photos, and are introduced to digital software. A folio of practical and theoretical assignments are assessed.

ARE63 Adv. Digital

Photography and Design

In this unit students will learn how to use a digital SLR camera effectively and manipulate photos using various computer programs such as Photoshop CS6 and Illustrator 6. In addition, students will develop an awareness of how to scan, save files and print photographs. Students will develop an understanding of the Elements and Principles of Design and develop finished pieces in accordance with their design brief.

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English

Level A Level B Level C Level D Level E

English

ENA10 ENB11 ENC10 END15 ENE11 The

Extraordinary Into the Future A Perfect World Justice Such is Life

ENA11 ENB13 ENC12 END17 ENE14 Action and Adventure

Survival Oz English Breaking Away Fringe Dwellers

ENA13 ENB14 ENC14 END18

Animalia Sea and Sand Pure Magic A Fork in the

Road

ENA14 ENB15 ENC15 END19

Telling Tales Thriller! Chiang Mai … The Journey

Identity

ENB70 ENC16

Literary Worlds Future Dreaming

Literature

END50 ENE51

Prejudice Master Class

END51 ENE52

Power and Corruption

Between the Lines

The English units offered have been carefully planned and constructed to cover all aspects of Speaking and Listening, Reading and Writing. Each unit has a Literature element and because they are built around themes, issue writing and personal responses are intrinsic to them. “Film as text” is encouraged and can be part of VCE courses. The Literature units are built around requirements for VCE Literature and IB Language A. Each unit is designed to prepare students for the next level.

Unit outlines ENA10

The Extraordinary

This is a unit of fantasy and imagination, myths and legends, tales from ‘around the twist’, heroes and the unknown - the emphasis is fiction; although there are also times when factually extraordinary people and events become the focus. Students experience some of the successful writing in this genre. They also examine the techniques of writing effective fantasy.

ENA11 Action and Adventure

Young people are naturally attracted to the concept of adventure. There are modern adventures, adventures with friends, adventures on your own, adventures back in history, and present-day adventures of many kinds. Films, novels, short stories and references to the media are part of this course.

ENA13 Animalia

This unit uses a variety of texts including short stories, mass media presentations, novels and films which are linked by a common theme - animals. The unit develops all English skills: reading, listening, speaking and writing. Emphasis is placed on: reading for enjoyment, using the media for current issues relating to animals, building confidence as a speaker and developing skills, especially as a writer of narrative, informative and descriptive forms.

Current

VCE units

English

Literature

Current

IB subjects

English

HL / SL

11

English (continued)

ENA14 Telling Tales

"Telling Tales" is all about stories. Long before people could read and write, telling stories was a way of passing on knowledge, a form of entertainment and much more. This unit looks at a range of stories, from those that are "tall tales" to those that are personal. All tales are 'telling' in that each storyteller is trying to reveal a message of some kind. There is also a focus on storylines and how they are developed, why some stories are told by a character involved in the story and why some stories are written by an observer of the events.

ENB11 Into the Future

This is the unit for those who are ‘Into the Future’, as the unit title suggests. The texts studied in this unit are drawn from the science fiction genre. A science fiction film will also be studied, along with selected poetry and other texts. Students will be encouraged to reflect on the themes and issues presented in these texts. Students will be expected to produce writing in a variety of styles, including an extended creative piece. There will be opportunities for students to present their own ideas about the future in planned oral presentations. The conventions of English will be studied and consolidated throughout this unit.

ENB13 Survival

This is a unit about the human spirit. There are so many questions that can be posed. What difficulties, problems, adversities, pitfalls, dilemmas, and horrors do people survive? How do they survive? What does it take? Do they rely on others? Does chance play a part? What choices and compromises need to be made? How much integrity is maintained or discarded along the way? How are morality and personal ethics accounted for? Why is it so important to survive? The main texts for study cover the diversity of survival stories. These form a part of the understanding of how intrinsic survival is to life itself. In addition, documentaries provide the widest possible array of stimulus material to help develop students’ writing.

ENB14 Sea and Sand

Human beings have an endless fascination with the sea: its moods, its creatures, and its beauty. This unit is both an examination and celebration of humanity’s relationship with ‘the blue, the fresh, and the ever free’. This unit explores different aspects of life connected with the sea and the seashore and draws on each student’s personal experience and the experiences of others. There will be opportunities to discuss and write about people’s continuing fascination with the sea, its marine life, and the excitement and dangers associated with life on and by the sea. Through a variety of activities and literary genres, students ‘smell the salty air and feel the sand between their toes.’

ENB15 Thriller

This English unit is definitely not for the faint hearted! Students are invited to enter the world of mystery and suspense. Thrilling tales, based in both fact and fiction, form the basis of this unit. Amateur detectives are challenged to use their logic and ‘sixth sense’ to solve famous mysteries and bizarre events. The study of intriguing texts leads to an understanding of the techniques used by authors in the horror, mystery and thriller genres, and assists students with their own gripping creations.

ENB70 Literary Worlds

This unit is only available to Year 7 students in Semester One who have the recommendation of the Department Head. This is an introductory unit for students in Year 7 who have qualified to enter the Level B English stream via the college’s written test. The course aims to introduce students to the analytical study of texts, in different genres, and to develop essay writing skills. There is also considerable focus on effective writing for varying purposes and audiences. By the end of the unit, students will be familiar with the expectations of reading, writing and speaking at this level.

ENC10 A Perfect World

This unit covers a range of ideas about what makes a ‘perfect world’: is it possible, is it attainable? Imagine, as John Lennon did, a world with no problems. What would it really be like? Imagine a world of conformity: everyone the same. Imagine a world in the future. Does it begin with the ‘perfect family’? The ‘perfect person’? The possibilities are endless. In this unit there are opportunities for creative writing, personal writing, cinema studies and the study of texts. Students may never view their own world in the same light again.

ENC12 Oz English

How English is our ‘English’? In this unit, the focus is on Australian language and literature. Its main concern is the Australian experience and how it has been relayed over the years. What kinds of characters and themes have dominated our writing and story-telling and why? From the early bush ballads to very contemporary novels, there is much to explore. Our unique colloquialisms and slang also have a place in this unit, as well as some quintessential Australian film and poetry. Students create writing with their own Australian flavour and also explore issues that affect our society.

ENC14 Pure Magic

In this unit, students focus on the world of fantasy writing and film. Students will consider the stereotypical way in which the battle between good and evil is presented. They will also discuss other common themes and examine reasons for the popularity of this genre. There are opportunities for students to create their own fantasy worlds. This includes writing aimed at younger children and a range of other audiences. The fantasy themes of good versus evil and the importance of a quest are both considered in a modern day context. Students also share their reading experiences, recommending quality fantasy writing for others. Throughout the unit there is an emphasis on the mechanics of language skills necessary to enhance clear communication of ideas.

ENC15 Chiang Mai … The Journey

This unit is structured for the students who are going to Chiang Mai at some stage during the semester. Only those students can select it. This unit explores the notion that life is a journey: physical, emotional and spiritual. By the end of the unit, students find themselves open to almost everything that happens, and everything they read, in terms of the journey. Students journey into the human condition, back in time, and into their own consciousness. There is opportunity to reflect upon the challenge of the journey to Chiang Mai and to discuss both expectations and outcomes, as well as to contemplate the experience of others.

ENC16 Future

Dreaming

The triumph of the human spirit in overcoming adversity and the understanding of what is possible in the future for all Australians is the focus of this unit. Stories of Aboriginal experience are told through the voices of Aboriginal people, moving through the past history of conflict with European settlers to the present day and beyond. Through a variety of stimulus material, students are encouraged to develop understanding and empathy for the challenges faced by Aboriginal people since the arrival of the British in 1788. The impact that this may still have today is explored and students are introduced to a future of well-being and equality for all.

END15 Justice

This unit explores the concept of justice: reward and punishment and whether people ultimately get what they deserve. Truth and justice are concepts traditionally connected, particularly in Western democracy. Should they automatically be associated? What of travesties of justice? What of truth being manipulated? On the level of both society and the individual, pursuit of justice continues to be a driving force. The texts in this unit explore triumphs where justice is upheld and conversely, terrible miscarriages of justice where unfairness is felt bitterly. Discussion of issues in society and film text serve to challenge some preconceived notions of justice, fair play and retribution. ‘An eye for an eye’? It’s never that simple.

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English (continued)

END17 Breaking Away

The broad focus of this unit is to explore issues related to adolescence and identity. This theme is studied through a selection of relevant classic texts. Students also read a contemporary novel, selected short stories and poetry. The unit continues to develop all aspects of English skills including the development of personal reflective writing and text study. Issues relating to adolescence, individuality and growth are discussed at length, and the media is used extensively for support material.

END18 A Fork In the

Road

‘I took the one less travelled by, And that has made all the difference’ (Robert Frost- ‘The road not taken’)

Is it possible that there could be a defining moment in life that shapes a person? Could a single decision shape a life? This unit is concerned with the idea of choices and repercussions, of momentous moments and of the paths taken or not taken.

END19 Identity

Discovering who you are and where you fit in can be a gradual process or can be the result of a crisis. Inevitably, at some point in their lives, people ask the questions: ’Who am I?’ and ‘Where do I fit?’ The struggle to come up with answers is central to the texts within this unit. There are many uplifting revelations as well as sobering truths that result from the search for, or stumbling across, a greater sense of self.

END50 LITERATURE

Prejudice

This unit is recommended for students who are interested in Literature and who are considering studying IB or VCE Literature in their senior years. The theme is prejudice and the unit explores literature that examines the human tendency to discriminate on the basis of culture, race, religion or gender. The texts cover a variety of genres and students consider the effect of various narrative styles in delivering the authors’ messages. The ways in which writers use language to engage us is as important as the compelling subject matter in this unit.

END51 LITERATURE

Power and Corruption

This unit is for students with an interest in literature and who are considering studying IB or VCE Literature. The course covers a variety of genres with the theme of power, politics and corruption. It includes classic literature as well as some more contemporary works. Of particular interest in these texts are: the oppressed, those who manipulate and those who display courage in the face of abuses of power.

ENE11 Such Is Life!

Plato once wrote that “The life that is unexamined is not worth living”. This unit examines many different lives. It concentrates on the biographical and autobiographical work of writers and film-makers. Students are encouraged to speak and write about themselves and others who interest them. They ponder why it is we each develop our own personality, ethics and interpretation of the world. To add the spice of imagination, students write fictional accounts of people’s lives, while media studies ground them in the reality of the lives and attitudes of those around us.

ENE14 Fringe Dwellers

This unit explores the experiences and the views of those who, for one reason or another, live on the edge of society. Inevitably it entails an examination of lives which are different to the ‘norm’. It covers a wide range of concerns such as why some people are excluded from mainstream society; whether some people desire isolation and want to ‘escape from it all’ and where such people find strength and hope. All of the characters who appear in this unit are living on some sort of “fringe.” The texts include novels, documentaries, plays and poetry. Some are classics and others contemporary. Support material is provided by various current media issues.

ENE51 LITERATURE Master Class

This unit is recommended for those students who are considering studying VCE Literature or the IB (Standard or Higher levels). The emphasis is on the study of literature and literary techniques and the texts chosen are the works of the great masters of English literature. Significant novels, plays and poems form the basis of a close study of both themes and the writers’ techniques. Students explore the ways in these works have left their mark and stood the test of time. Individual response is encouraged as students develop effective ways to express their appreciation in written and oral formats.

ENE52 LITERATURE Between the

Lines

This unit is recommended for those students who are considering studying VCE Literature or the IB (Standard or Higher levels). In this unit, students will be exposed to a wide variety of writing styles in both poetry and prose. Some of the works studied will be unconventional and others rich in traditional literary techniques. The capacity to create powerful impressions with written language will be the focus of this unit. Students will become familiar with discussing and analysing literature, and appreciating the effect of authors’ choices when they write.

13

English as an Additional Language (EAL)

Courses are offered to students for whom English is an additional language. On arrival students will discuss language requirements with key College staff and a program will be customised to meet their needs.

Level A Level B / C Level D

Foundation Intermediate High Level

EAF10 EAI10 EAH10 Getting Started 1 How Are You Going? 1 English for Academics

EAF11 EAI11 EAH20 Getting Started 2 How Are You Going? 2 English for Further Study

EAF20 EAI20 Making Progress 1 Settling In 1

EAF21 EAI25 Making Progress 2 Settling In 2

Unit outlines

EAF10 Getting Started

1

This is an introductory course for students in their first semester in Australia. The language level required is elementary. It allows students to develop the four macro skills; speaking, listening, reading and writing. Emphasis is placed on pronunciation and basic grammar and gives students the opportunity to learn essential vocabulary for school and social interactions. Work is arranged around topics such as school, shopping, using public transport, socialising and differences in culture. The course aims to teach the skills required for successful study in the Australian education system.

EAF11 Getting Started

2

This is an introductory course for students in their first semester in Australia. The language level required is elementary. It allows students to develop the four macro skills; speaking, listening, reading and writing. Emphasis is placed on pronunciation and basic grammar and gives students the opportunity to learn essential vocabulary for school and social interactions. The course aims to teach the skills required for successful study in the Australian education system.

EAF20 Making

Progress 1

A consolidation class available for students who need more practice at the elementary/lower intermediate level. Students continue to work on the four macro skills; speaking, listening, reading and writing and consolidate their grasp of elementary level grammar, vocabulary and pronunciation. The topic based course is adjusted to the level of the class and focuses on communication, academic and social skills.

EAF21 Making

Progress 2

A consolidation class available for students who need more practice at the elementary/lower intermediate level. Students continue to work on the four macro skills; speaking, listening, reading and writing and consolidate their grasp of elementary level grammar, vocabulary and pronunciation. The topic based course is adjusted to the level of the class and focuses on communication, academic and social skills.

EAI10 How Are You

Going? 1

A course at intermediate level for students who have been in Australia for one semester or who enter the College with intermediate level English. The course focuses on developing fluency in oral and written English and gives more opportunities for reading and listening practice at the appropriate level, so that progress is possible.

Current VCE units

English as an Additional Language

14

EAL (continued)

EAI11 How Are You

Going? 2

A course at intermediate level for students who have been in Australia for one semester or who enter the College with intermediate level English. The course focuses on developing fluency in oral and written English and gives more opportunities for reading and listening practice at the appropriate level, so that progress is possible.

EAI20 Settling In 1

This course allows students to consolidate their skills at the intermediate level. The course focuses on developing fluency in speaking and reading and more accuracy in listening and writing. Students continue to consolidate their language skills and become more conversant with English grammar through a topic based approach to language learning.

EAI25 Settling In 2

This course allows students to consolidate their skills at the intermediate level. The course focuses on developing fluency in speaking and reading and more accuracy in listening and writing. Students continue to consolidate their language skills and become more conversant with English grammar through a topic based approach to language learning.

EAH10 English for Academics

This course focuses on the skills required for VCE success in EAL English. It assumes an advanced level of English competence and an independent approach to language learning. Areas of study include essay writing for a variety of audiences and purposes, text analysis and oral communication. Students study mainstream texts; media and literary, in preparation for VCE study.

EAH20 English for

Further Study

This course continues to prepare students for VCE study in EAL English. An independent approach to learning is required along with an advanced level of English competence. Emphasis is placed on the study of mainstream texts; literary and media, and writing in a variety of styles to suit purpose and audience. Oral skills are strengthened through discussion and formal oral presentations.

15

Health & Physical Education

Level A Level B Level C Level D Level E

HPA11 HPB11 HPC12 HPD10 HPE11 Defending

Fitness Bushwhacked Huff and Puff A Healthy

Balance Beyond the

Basics

HPA13* HPB13 HPC13* HPD15 HPE14 The Bare

Necessities Wide World of

Sport Life’s Essentials Just Do It!

Coach Just for the Health of it

HPB15

Mind, Body and Soul

HPB12 Underwater

World

Students completing their first year of secondary schooling must complete HPA13*

Students completing their third year of secondary schooling must complete HPC13*

Both courses cover aspects of human relations, health and human development.

Recommendations

For students contemplating doing VCE Physical Education or VCE Health and Human Development, it is recommended that they do the following units (in addition to the two compulsory units).

VCE Subject Recommended Unit (s)

Physical Education HPC12 Huff and Puff HPE11 Beyond the Basics

Health and Human Development HPD10 A Healthy Balance HPE14 Just For the Health of It

Unit outlines

HPA11 Defending

Fitness

Students take part in Judo classes where they develop an understanding of the skills of Judo. In conjunction with the practice of these skills, students study biomechanical principles inherent in all Judo techniques. Students combine fitness training and technique practice. In theory classes the students study the nature and history of judo. They also investigate the status of judo in context of modern sports. In practical classes the students attempt to pass the yellow belt grade and compete in a tournament. Aside from developing specific skills, the focus of the unit is upon character development and upon learning through experience.

HPA13 The Bare

Necessities

This unit explores changes and challenges that students experience during their early years of secondary education, both physically and emotionally. Some of the areas of study will include: relationships, lifestyle diseases, puberty and mental health. There is also a physical activity component which will give the students opportunities to develop their Fundamental Motor Skills through minor games and gymnastics, Swimming techniques and their ability to work as part of a team.

HPB11 Bushwhacked

This unit has a strong outdoor education emphasis. The areas that are studied include: rock climbing, canoeing, bushwalking, orienteering, water safety and cycling. A major emphasis is on the environmental impact of humans using the natural environment and the appropriate strategies to be utilized when in this setting. This has a strong participation component where students should be prepared to be fully involved both in and outside the classroom.

Current VCE units

Physical Education

Health and Human

Development

Current IB subject

Sports, Exercise &

Health Science SL

In the IB Diploma, this

subject belongs to the Science Department.

16

Health / Physical Education (continued)

HPB12 Underwater

World

Underwater World caters for students with a specific interest in water and water based activities. The practical sessions will be held in the Goodfellow Aquatic Centre where students will: learn how to play underwater hockey and water polo; have the opportunity to learn the basics of SCUBA diving and snorkelling as well as underwater photography; and also learn about water safety. Theory sessions will include the basic rules of underwater hockey and water polo; the theoretical component of SCUBA diving; students will have a chance to explore the role of fresh water in our society; they will investigate water activities that humans can participate in; they will study the ocean and how we interact with it; and will look at the oceans from a sustainability perspective to see how we can preserve and protect for future generations.

HPB13 Wide World of

Sports

This unit is introducing students to the sporting world from a global perspective. Students undertake an in-depth analysis of the Olympic Games and the Commonwealth Games where they explore similarities and differences between the two. Students explore the reasons for sponsorship, sports participation and the cultural, economic and environmental issues placed on certain nations. On a practical level students experience a wide range of culturally diverse sports.

HPB15 Mind, Body

& Soul

This unit promotes a positive and healthy lifestyle relating to the students’ mind, body and soul. Using the resources of the World Health Organisation, this subject is based on the notion that a healthy body leads to a healthy state of mind. Specifically, adolescent mental health, obesity and risk taking are a major focus along with organ donation and the need to be 'sun smart' in Australia. The practical setting looks at the development of personal fitness through participation in a range of mind, body and soul application activities.

HPC12 Huff and Puff

This unit promotes physical activity and provides students with an in-depth understanding of why physical activity is important to their lives. Areas that are studied include: fitness, training methods, training principles, sports and the media, and changing attitudes of Australians towards fitness. Most of the practical sessions involve vigorous fitness activities where students' level of fitness is challenged and further improved. The final area of study includes drugs and nutrition in sport.

HPC13 Life’s Essentials

This unit is designed to help equip students to deal with pressures placed on them by the outside community. The course focuses on risk identification and harm minimization strategies. The “Docs and Teens” package forms part of the unit which looks into safe sex and healthy relationships. Other topics which are covered are First Aid and Harm Minimisation Strategies for both drugs and alcohol. The practical side of the subject focuses on minor games, codes of football, netball and ultimate frisbee.

HPD10 A Healthy Balance

Students study important health issues within various sections of our society. The areas of study include: Healthy Diet, Road Safety and Global Health. Students participate in practical sessions throughout the unit. They aim to not only improve their physical skills, but to also improve their game sense and sportsmanship.

HPD15 Just Do It!

Coach!

This level D health and physical education unit is designed to provide keen and able students with the opportunity to learn the theoretical requirements needed to coach. Leadership skills, sports coaching styles and applications of sports medicine provide the major focus of this study. Students gain hands-on experience with the evaluation and the implementation of coaching styles and techniques. The unit culminates at the Junior School of the College where senior students coach young children under the supervision of the subject teacher.

HPE11 Beyond the

Basics

This unit provides students with basic knowledge in areas that are studied in VCE Physical Education. Areas that are studied include: anatomy, physiology, biomechanics, exercise physiology, and skill acquisition. The practical sessions include laboratories and activities where theoretical concepts are reinforced.

HPE14 Just For the Health of It

Students gain an insight into the health of Australians as well as those who live in developing countries. They identify issues that impact on the health and development of peoples. The National Health Priority Areas will be closely analysed and a major assessment task is completed that encourages enquiry into the Health promotion strategies design to support the National Health Priority areas.

17

Humanities

Level A Level B Level C Level D Level E

History

HUA10 HUB10 HUC16 HUD19 HUE11

Geelong My Place

Time Traveller Convicts,

Conflicts and Gold

Researching the Modern World

Big History

HUA14 HUB14 HUC17 HUD20

Ancient Egypt, Rome and China

Vikings,

Shoguns and Aztecs

Australia and World War 1

World War 2

Geography

HUA11 HUB11 HUD14 Into the

Unknown Drought and

Flooding Rain Environmental Management

HUA12 HUB13

Planet Ocean Landscapes and

Changing Nations

Economy and Society

HUC10 HUD11 HUE10 Religions of the

World

Mind Your Own Business

I Think Therefore

I Am

HUC12 HUD15 Money, Money,

Money Markets, Money

and Courts

HUC14 HUD18 People, Power

and Politics Global Voices

Humanities incorporates:

During the fourth year of secondary school, students are encouraged to take note of the following:

VCE/IB Unit Recommended Level D/E Unit Accounting, Economics, Legal Studies HUD11 Mind Your Own Business & HUD15 Markets, Money and Courts

IB & VCE Business Management HUD11 Mind Your Own Business History HUD17 World War 2 & HUD19 Researching the Modern World Politics HUD18 Global Voices IB Theory of Knowledge HUE10 I Think Therefore I am and/or HUE11 Big History

History GeographyCommerce

• Accounting• Economics• Legal Studies• Business Management

Politics

Current VCE units

Accounting

Australian and Global Politics

Economics

History

Legal Studies

Current

IB subjects

Business and Management

HL / SL

History HL / SL

Psychology HL / SL

18

Humanities (continued)

HUA10 Geelong, My

Place

This unit comprises a study of a wide range of sociological, historical and geographical features of Geelong and the surrounding region. The development of a wide range of geographical skills is undertaken enabling examination of Geelong and its surroundings to occur. The unit concentrates upon experiencing Geelong’s historical, industrial and tourist development. Students gain greater insight into their local community, develop research skills and explore the unique history of the Geelong region.

HUA11 Into the

Unknown

This unit involves both an historical and geographical study of a number of new frontiers. The unit explores the objectives, experiences and means of exploration by Europeans of the "new world" between the 15th and 19th centuries. There is a focus is on the European discovery of Australia and the inland exploration of the continent. A study of the exploration and habitation of Antarctica is also undertaken. The last frontier, the universe, is the final area of study within the unit.

HUA12 Planet Ocean

This unit focuses on a study of the oceans of the world. The development of a wide range of geographical skills is undertaken enabling examination of the ‘oceans’ to occur. The unit then concentrates upon the ocean as a resource. Students identify and describe the location of the world’s major water bodies. The ways in which oceans are both used and abused are intensively investigated. The unit’s activities involve students scanning source material and extracting key relevant material on a topic. Students are required to revise and further develop map construction and interpretive skills

HUA14 Ancient Egypt,

Rome and China

This unit studies life in the ancient world, with a particular focus on three societies. It begins with an overview identifying important features of the period from approximately 60,000 BC to 650 AD. Through depth studies on each of Egypt, Rome and China, the unit examines the evidence for the emergence and establishment of ancient societies (including art, iconography, writing tools and pottery), as well as important features of ancient societies (such as farming, trade, social classes, religion, rule of law). An underlying thread through all content areas is the development of key historical skills that are central to all studies of History.

HUB10 Time Traveller

This unit enables students to explore aspects of civilisation through the ages. It begins with an exploration of the concept of chronology and the identification of the stages of human prehistory and history. Students investigate the changing nature of Domestic Life, Travel and Transport, Crime and Punishment, and Health and Hygiene in a comparative study of life from Medieval to Modern Times. Students identify and evaluate the lasting contributions of each era. Use is made of a wide range of resources from artefacts and modern objects to written sources and electronic resources.

HUB11 Drought and

Flooding Rain

This unit comprises a study of the various natural disasters that occur throughout the world. It investigates the factors that give rise to their existence, explore the frequency of the various disasters, their detection and ways in which they can be prevented. Students use a database to statistically and analytically comment on disasters that occurred during the current year. Particular attention is given to the natural disasters that are common to Australia – bushfires, floods and droughts.

HUB13 Landscapes

and Changing Nations

This Geography unit begins with a study of landscapes and their landforms. It develops students’ understanding of the concept of environment and enables them to explore the significance of landscapes to people, using studies drawn from Australia and throughout the world. With a focus then on Changing Nations, the course proceeds to investigate the changing human geography of countries, as revealed by shifts in population distribution. A framework for developing students’ geographical knowledge, understanding and skills is provided through the inclusion of inquiry questions and specific inquiry skills, including the use and interpretation of maps, photographs and other representations of geographical data.

HUB14 Vikings,

Shoguns and Aztecs

This unit identifies and examines important features of the period 650 to 1750 AD. The course begins with a general overview of the transition of societies from the ancient world to the modern world. Three depth studies form the basis of the course content. Viking societies and conquests are examined. Shogunate Japan is studied in relation to the organisation and decline of its society. The Aztec society is investigated with attention to both its traditional form and to challenges faced with the Spanish conquest of the Americas. An underlying thread through all content areas is the development of key historical skills that are central to all studies of History.

HUC10 Religions of the

World

In this unit, religions are those forms of belief and practice through which human beings express their sense of ultimate reality. Such beliefs and practices form an important part of the experience of human beings, and this experience is both individual and collective as religions are formed and understood by individuals within religious communities. This unit is designed for all students interested in the great questions of life. It also seeks to develop understanding and respect for the perceptions of the participants in religious traditions, and thus values and promotes open inquiry without bias towards any one tradition in particular.

HUC12 Money, Money,

Money

No matter who we are or what we may do, the way we deal with our personal finances is very important. This unit aims to encourage students to investigate the world of finance and banking. It also provides an introduction to the knowledge and skills required to operate as an informed consumer within the commercial world. In particular the unit examines topics such as investing, borrowing, budgeting, credit, consumer rights, taxation and basic record keeping.

HUC14 People, Power

and Politics

This unit begins with a study of the need for laws and the types and functions of government as an introduction to a study of the Australian Parliamentary System. This particular study covers the development of Australia’s government from colonial autocracy to federal parliamentary democracy. It examines the executive, legislative and judicial processes at the three levels of government - federal, state and local. Finally the role of the individual citizen within the electoral system is examined as well as the major political parties.

HUC16 Convicts,

Conflicts and Gold

This unit examines the early history of Australia in the context of wider world history. The influence of the Industrial Revolution on both the slave trade and on the general movement of people is a starting point with an ensuing focus on the convict era and free settlement in Australia. The impact of settlement is examined, including the effects on the migrants themselves and in terms of the impact upon Aboriginal people. The experiences of other non-European groups were also significant during the colonial era. The gold rush is regarded as a defining moment in Australia’s history and is a key focus of this course.

19

Humanities (continued)

HUC17 Australia and World War 1

This unit focuses on two significant events: the making of the Australian nation and World War 1. The course begins with the rise of nationalism that led to Federation in 1901. The changing world of the early 20th Century provides a segue into a depth study of World War 1. The causes of the war are analyzed and an investigation of the course of the war and its impact is undertaken. Australia’s ‘baptism by fire” into the war at Gallipoli is studied, along with the involvement on the Western Front and in other theatres. The effects of World War I are examined, in terms of political, economic and social consequences.

HUD11 Mind Your Own

Business

This unit focuses on the operation and management of small business in Australia. The importance and structure of small business within Australia is also investigated. It utilises the experience of students to establish and build the skills and resources needed to run a small business enterprise. Students form a cooperative board of management and devise a formal business plan, identifying the client base and a market for their selected product or service. Particular attention is paid to planning and decision making in the areas of marketing, finance and performance review.

HUD14 Environmental Management

This unit involves an investigation of man's use and management of natural and human resources. It looks at economic choice and opportunity cost in relation to resource allocation. It investigates the different types of environments which exist in Australia and the impact of human choices and activities on those environments and the effects of natural disasters on the environment. Coursework includes research activities and an investigation of resource use in the local area.

HUD15 Markets, Money

and Courts

This unit encompasses the themes of economics, the law and citizenship. The unit serves as an ideal introduction into the major commerce areas studied in the senior years; namely Legal Studies and Economics. Specifically, the course will examine the following topics: national & global economic issues; associated political decision-making; as well as the legal framework, focusing on contemporary legal issues in Australia. Values and attitudes are also explored to assist students to make considered decisions about present and future financial and civic responsibilities. This will provide students with the knowledge, skills and opportunities to be a responsible citizen.

HUD18 Global Voices

This unit covers the concept of internationalism. Key political figures and their roles on the world stage are studied. It examines the concerns and challenges facing the United Nations such as Terrorism, Civil and Human Rights and Global Warming. Students analyse the impact of terrorist attacks in recent years. The end of the Kyoto Protocol and the failure of the Copenhagen conference are also examined with respect to the future management of the world's environmental challenges.

HUD19 Researching the Modern World

This Level D History unit has two distinct aims: (i) to provide students with an historical study of post-1945 society; and also (ii) to develop the vital skills of research and essay-writing in preparation for VCE and IB studies. The course begins with an overview of the modern world and Australia since the end of World War 2, including the importance of the Cold War and the issue of rights and freedoms. The globalizing world is then examined via depth studies on Popular Culture and Migration Experiences. This overview leads into extended historical research on a selected topic and the subsequent writing of a major research essay.

HUD20 World War2

This Level D History unit focusses on the causes, course and impact of World War 2. It examines the aftermath of World War 1 in terms of international relations, as well as the impact of the Great Depression and the rise of totalitarian states. The course pivots on World War 2 – in terms of political, economic, social and military themes. Students develop valuable skills in historical research, analysis and writing as the course progresses to look at the eventual end of World War 2 and the impact this had on lives, nations and the world.

HUE10 I Think

Therefore I Am

This unit examines questions central to the study of philosophy. It encompasses epistemology, or theories of knowledge, ethics and philosophical theology. As well as theory, students engage in practical ethics. Some of the topics for investigation are: the meaning of life, the nature of God, freedom, beauty and art. The unit is designed to enable students to develop and practise their analytical skills through both written work and discussion. Students discover the long history and contemporary relevance of philosophy.

HUE11 Big History

Explore 13.7 billion years of shared history and consider the big questions about our Universe, our planet, life and humanity. Big History looks at the history of the Universe, from the Big Bang to modernity, and explores common themes and patterns that can help us better understand people, civilizations and the world we live in. The unit also considers what the past means for where we are going in the future. It allows students the opportunity to engage in a powerful learning experience that prepares them for broader, more integrative thinking.

20

Languages Other Than English (LOTE) A LOTE student must undertake four (4) consecutive units of either French or Japanese. It is not possible to skip a LOTE unit and then retake it a semester later. A student can study both Japanese and French in Year 7, but must take a sequence of at least 4 semesters in at least one of the languages.

Students entering Year 7 have several LOTE choices, depending on their interest and language skills:

1 Students can choose between Japanese and French Level A units.

2 Some students with a particular interest in language may decide to choose both French and Japanese. Able students may then continue with either or both languages through to VCE or IB.

3 Students who have had experience with the Japanese language at primary level, and have already covered the hiragana script, may choose to select the accelerated A level unit LOB15 (applicants may be required to undertake an entry test).

4 Entry level students who wish to take Level B French will undertake an entry test to assess an appropriate Unit choice.

Students of LOTE who have achieved excellent results in all aspects of their Level A LOTE studies may be invited to undertake accelerated units. These students would already be planning to continue their language studies to VCE or IB and will be able to complete an E level year of extension LOTE studies prior to VCE or IB. Students of:

1 Japanese can continue into LOB10, or with permission, accelerate into LOC15.

2 French can continue into LOB32, or with permission, accelerate into LOB35.

Students contemplating VCE or IB Japanese and/or French should complete eight sequential units, including 2 level D or E units in the particular subject.

Students completing 4 years of study in two languages other than English will undertake a total of 16 units. This will mean that they may not be able to complete the minimum number of units for all departments. Students undertaking such a program of languages should consult the Director of Learning to discuss their overall learning program.

LOTE exchange programs

Kardinia International College offers students the opportunity to travel overseas to develop their language and cultural understandings. All programs complement study at the VCE or IB level.

The Japanese Department offers two exchange programs. The first is the Japan Study Program. This is designed for students who wish to study at our sister school in Japan for three months. Students attend school activities and homestay with a local family. The second is the Japan Study Tour. It accommodates Year 10 and 11 students who wish to spend about three weeks in Japan for a cultural experience. This option includes a 7 day sightseeing tour.

The French Department offers the French Study Tour for students in Year 10 and 11. The tour runs in alternate years and comprises a 5-day sightseeing tour of Paris and a 2 week visit to our sister school in Clermont-Ferrand where students homestay with a local family and attend school with their host brother or sister. There is also the opportunity for students to host a French student when they visit Kardinia International College.

21

LOTE – French Semester ONE LOA32 Ma Famille et Moi

Semester TWO LOA42 C’est Bon Ça!

Semester ONE LOB32 LOB35

La Vie de tous les

jours

Baguettes et Boomerangs

Semester TWO LOB42 LOB45 La Vie Sociale Chez Les Français

Semester ONE LOC30 LOC36 Nous, Les Jeunes C’est La Vie

Semester TWO LOC41 LOC46

Vive Les Vacances L’Avenir

LOE55 is an introductory unit

for year 10 students

Semester ONE LOD31 LOE30

Bon Voyage C’est Parti!

Semester TWO LOD41 LOE40 LOE55 Ça m’intéresse Demain Déjà Salut! C’est Moi!

LOD41 or LOE40 are pathways into VCE French

and IB French HL or SL

Current VCE units Current IB subjects

French French HL / SL French Ab initio SL

Studying French in the International Baccalaureate (IB)

“Ab initio” French is a course designed for beginners. Students who have completed more than two years of French or have completed units in the accelerated program are not eligible for Ab Initio. Students should consider carefully the implications when dropping French in either Year 9 or 10.

Further information can be obtained from the IB Coordinator or the Director of Learning or by referring to the Bridges IB Supplement (available online).

It is recommended that students taking the IB French Ab Initio course take LOE55 Salut! C’est moi! in Semester Two. This course provides a good preparation for students to meet the challenges of IB French Ab Initio Level.

22

French (continued) LOA32

Ma Famille et Moi

This unit provides an introduction to the French language. Students learn greetings, numbers, and days of the week and classroom objects. They learn to say where they live and talk about their family, home and pets. Students become aware of the differences in pronunciation between English and French.

LOA42 C’est Bon Ça!

This unit continues the student's introduction to aspects of French life and language. Topics covered in this unit include talking about the weather, the seasons, sport and other leisure activities. Students will be able to talk about places in a town and ask for and obtain directions. Furthermore, they will understand and tell the time in French and talk about a typical school day.

LOB32 La Vie de

Tous les Jours

Students will extend their communication skills of listening, speaking, reading and writing. They will learn about buying and eating food in France as well as learning how to discuss their own food preferences, their leisure activities and travelling in France. While extending their vocabulary and strengthening their language skills, students also enhance their knowledge of France and its place in Europe.

LOB35 Baguettes Et Boomerangs

The aim of this unit is to extend students' skills in all facets of French study and to increase their awareness of the French culture. They will develop confidence in speaking and writing in French through the revision of basic language structures and the study of new topics such as describing where they live and their family life, discussing school routines, talking about travel and holiday activities as well as investigating food and shopping in France. Students wishing to do LOB35 must complete a selection process prior to Unit Selection and they will have already demonstrated excellent achievement in all aspects of Level A French studies.

LOB42 La Vie Sociale

Students extend their communication skills in all facets of this course. They develop their knowledge of basic vocabulary and language structures as well as their cultural appreciation through a study of social life in France. Topics covered include food, travel, appearance and health as well as leisure interests and making plans to go out with friends.

LOB45 Chez les Français

This accelerated unit extends students' skills in all facets of French study. They develop their comprehension skills as well as their confidence in speaking and writing in French through the study of different topics, such as buying food and eating out, train travel, an adolescent's lifestyle, tourism in Paris and leisure interests. They improve their pronunciation and intonation and further expand their knowledge of vocabulary and grammar. Pre-requisite: successful completion of LOB35

LOC30 Nous, les jeunes

This unit aims to further students' knowledge of the French language and francophone cultures. The topics studied are relevant to young people and include arranging to go out, describing everyday life, family and friends as well as discussing leisure activities, parts of the body and illnesses. New grammatical structures and tenses are studied. Students participate in various oral and written communicative tasks throughout the semester. Pre-requisite: successful completion of LOB42 or LOB45.

LOC36 C'est la vie!

This accelerated unit focuses on further developing students’ language skills while extending their vocabulary and range of grammatical structures and awareness of the French culture. New vocabulary and grammatical structures are introduced. The themes studied include one's home town and region, school life and future work plans, French theme parks and health. Pre-requisite: successful completion of LOB45.

LOC41 Vive les

vacances

In this unit, students develop their comprehension skills as well as their confidence in speaking and writing in French through the study of different topics, such as leisure interests and tourism in Paris and other parts of the Francophone world. They improve their pronunciation and intonation and expand their knowledge of vocabulary and grammar. More complex grammatical structures and varied vocabulary are introduced. Students develop greater fluency in written and conversational French. Pre-requisite: successful completion of LOC30 or LOC36 or equivalent.

LOC46 L'avenir

This accelerated unit focuses on students’ acquisition of a broader vocabulary and mastery of more complex grammatical structures and tenses. The themes studied include: life in the city and the country, holidays, staying with a French family and school life. Pre- requisite: successful completion of LOC36.

LOD31 Bon Voyage!

In this unit students continue to develop their language skills prior to entering the VCE or IB programs. Students acquire more varied vocabulary and study new grammatical structures and tenses. The new topics studied include staying fit and healthy, discussing holiday plans and accommodation and the young person’s world. Relevant oral and written communicative tasks are assessed throughout the semester.

LOD41 Ça m’intéresse

This unit aims to develop students’ knowledge of the French language and Francophone cultures before they enter VCE or IB French. Topics studied include one's home town and region, school life and future work plans. Students will also discuss meals and eating habits. Relevant oral and written communicative tasks are assessed throughout the semester.

LOE30 C'est parti!

This unit develops students' knowledge of the French language and francophone cultures before they enter VCE or IB French. Topics studied include: making holiday arrangements and talking about an ideal holiday. Students also discuss health issues; they describe an accident, learn how to make an appointment with a doctor and describe symptoms. Students develop more varied vocabulary, and study new grammatical structures and tenses through different text types. Relevant oral and written communicative tasks are assessed throughout the semester. Pre-requisite: successful completion of LOC46 or LOC41 with teacher’s approval.

LOE40 Demain Déjà

This unit is recommended to students who are planning to study IB or VCE French. This unit further develops student’s language skills in listening, speaking, reading and writing. The target language is used in all classroom instructions and activities. Topics studied include future plans and the world of work and problems with the environment. Students study and produce a wider variety of text types. They broaden their vocabulary and study new grammatical structures and tenses through selected assessed tasks. Pre-requisite: successful completion of LOE30 or LOD31 with teacher’s approval.

LOE55 Salut!

C’est moi!

The aim of this unit is to offer year 10 students an introduction to the French language, France and the French-speaking communities throughout the world. Students also learn about basic geography and history of France, major attractions in Paris, and some aspects of life in France. They start to recognise similarities and differences between the French and English languages.

23

LOTE – Japanese

Students who are new to the study of Japanese

Students who have studied Japanese previously – please

see page 20

Semester ONE LOA10 LOA15 Konnichiwa Hashiru

Semester TWO LOA20 LOA25 Genki Jitensha

Semester ONE LOB10 LOC15 Kazoku Baiku

Semester TWO LOB20 LOC25 Tomodachi Kuruma

Semester ONE LOC10 LOD15 Omoshiroi Densha

Semester TWO LOC20 LOD25 Tanoshii Shinkansen

Semester ONE LOD10 LOE15 Dekiru Hikouki

Semester TWO LOD20 LOE25 Kantan Roketto

LOD20 or LOE25 are pathways into VCE Japanese and IB Japanese SL

Current VCE units Current IB subject

Japanese Second Language Japanese SL

Unit outlines

LOA10 Konnichiwa

This unit introduces the Japanese language and basic Japanese language skills through the study of Life in Japan and Australia. Topics covered include Greetings, Dining out and Friends. Emphasis is placed on developing clear and accurate pronunciation in spoken Japanese and consolidation of reading and writing of the hiragana script. Aspects of Japanese culture are introduced in relation to the theme being studied and compared to Australian culture. Thus students continue to enrich their understanding of Japanese society. Based upon their performance, students can move easily into the accelerated course (LOA25) at the completion of this unit by doing extra study to cover an extra unit in the textbook.

LOA15 Hashiru

“Hashiru” is the first in a series of accelerated units in Japanese. Primarily designed for students who have had experience of Japanese in junior school, students focus more on consolidation of the written language. Aspects of Japanese culture are introduced in relation to the theme being studied. Thus students continue to enrich their understanding of Japanese society. The accelerated stream of Japanese gradually moves ahead of the mainstream Japanese course.

LOA20 Genki

This unit continues to develop basic Japanese language skills through the study of school life in Japan and Australia. Topics covered include Family, My town and My weekend. Emphasis is placed on developing clear and accurate pronunciation in spoken Japanese, and upon consolidating reading and writing of the hiragana script. Aspects of Japanese culture are introduced in relation to the theme being studied and compared to Australian culture, thus students continue to enrich their understanding of Japanese society. Based upon their performance students can move easily into the accelerated course (LOC15) at the completion of this unit, by doing extra study to cover an extra unit in the next textbook.

24

Japanese (continued)

LOA25 Jitensha

This unit is the second in a series of accelerated units in Japanese. Primarily designed for students who have had experience of Japanese in junior school, the unit can also be taken on by students who have completed LOB15 in a satisfactory manner or by students who have permission by the head of department to move into the advanced stream after having excelled in LOA10. The accelerated stream of Japanese gradually moves ahead of the mainstream Japanese course.

LOB10 Kazoku

In this unit students aim to become fluent in reading and writing hiragana as well as learning some Kanji. Katakana, the counterpart to Hiragana, is introduced. Students build confidence in speaking Japanese within a limited range of topics. They study grammatical structures and vocabulary which enables them to communicate on topics such as family and school life. Essay writing is introduced via reading and writing of short passages (e-mails).

LOB20 Tomodachi

In this unit students continue to improve language skills introduced so far. Emphasis is placed on oral and written interaction in a variety of situations to aid the development of confidence in communication and pronunciation. Students write short descriptions of their daily life. They are required to read a variety of material and recognize important details in written and spoken Japanese, including tense and grammatical sentence patterns.

LOC10 Omoshiroi

Students undertaking this unit extend the skills developed in earlier units. They further their ability to talk about themselves and their surroundings. Students build on their knowledge of Kanji scripts and consolidate Katakana. Participation in rehearsed and unrehearsed oral situations helps students to build confidence in their speaking and listening skills. Students are introduced to grammatical concepts and vocabulary which enables them to use dates and follow written instructions.

LOC15 Baiku

This unit is the third in a series of accelerated units in Japanese. Primarily designed for students who have completed LOB25 in a satisfactory manner, it can be taken by students who have permission by the head of department to move into the advanced stream after having excelled in LOA20. In this unit students continue to develop their Japanese language skills. In particular, students learn to communicate about school life and their interests. They also extend their knowledge of Japanese culture and geography.

LOC20 Tanoshii

The students continue to learn more complex forms of grammar and increase their ability to communicate in Japanese. In particular, students learn to communicate in more detail about time, arrangements and giving directions. They participate in rehearsed dialogues, performing in structured conversational and transactional role-plays. More kanji are studied and students are required to write lengthier passages for both informational and social purposes.

LOC25 Kuruma

In this advanced unit the students continue to extend their usage of Japanese. Students develop their Japanese language by extending their intercultural understanding and learning to communicate their interests and what they do in their leisure time. Students are expected to consolidate their skills of reading and writing all the alphabet sounds in Katakana. Usage of adjectives, verbs and particles are extended.

LOD10 Dekiru

Students learn to communicate in more detail about making arrangements for travel, school activities, and part-time work. The grammar structures studied in this and the next unit will lay the foundation for successful studies in VCE/IB Japanese. Unrehearsed oral situations are practised and assessed; listening, reading and writing skills are developed through regular practice. Students are introduced to many kanji characters while further developing fluency with the katakana script.

LOD15 Densha

In this advanced unit the students continue to extend their usage of Japanese. Students learn to communicate about themselves and other in more detail and discussing and giving reasons for their actions based on evidence. They also extend their knowledge of Japanese life and geography, of traditional and current life-styles.

LOD20 Kantan

In this unit, students develop their Japanese language skills. The emphasis of this unit is on students learning to recognise the plain form of verbs, how to talk about their future aspirations and make intercultural observations in the Japanese. Memorisation of an increasing range of vocabulary and kanji, and careful completion of homework tasks are essential aspects of this pre-VCE/IB program.

LOD25 Shinkansen

This unit leads into the E level units, which are designed as preparatory units for IB Japanese. The emphasis is on building an extensive vocabulary bank and on developing reading and writing kanji skills. Students continue to develop language skills. They learn to make, accept and decline invitations, as well as describing the local area in which they live. Students also practice telling time in greater detail as well as counting various objects.

LOE15 Hikouki

Using the Textbook as a basis for themes, topics and grammar, students begin to experience a full Japanese language classroom. The grammar structures studied in this and the next unit will lay the foundation for successful studies in VCE/IB Japanese. Unrehearsed oral situations are practised and assessed; listening, reading and writing skills are developed through regular practice. Students are introduced to many kanji characters while further developing fluency with the katakana script.

LOE25 Roketto

Students complete their pre-VCE/IB studies of Japanese. They are introduced to a range of more colloquial, personal speech patterns. They learn to explain, suggest and give opinions. They focus on Japan's seasonal celebrations and broaden their understanding of life in Japan today. Students learn to recognise and use a wide range of text types, incorporating grammar and vocabulary covered during their pre-VCE/IB studies.

25

LOTE – Spanish Studying Spanish in the International Baccalaureate Diploma Programme (IB)

Like Ab initio French, Ab initio Spanish is an IB language course designed for beginners.

Further information can be obtained from the IB Coordinator, or the Director of Learning, or by referring to the Bridges IB Supplement (available online).

Students who are considering studying Ab initio Spanish are encouraged to take LOE65 Tango, Tapas y Toros!! in the year before they start the IB.

LOE65 is an introductory unit for pre-IB students

LOE65

Tango, Tapas y Toros!!

Current IB subjects

Spanish Ab initio SL

Unit outline

LOE65 Tango, Tapas y

Toros!!

The aim of this unit is to offer pre IB students, considering Ab initio Spanish, an introduction to Spanish language and culture of Spain and the Spanish-speaking countries in the Americas. Students also learn about the basic geography and history of these countries and their connections, major attractions in most important cities, and some aspects of life in both continents. They will also start to recognise similarities and differences between the Spanish and English languages.

26

Mathematics Semester ONE MAA10 MAB70

Select entry by test. High achieving students can accelerate via this unit

Mathematics A1 Mathematics B7

Semester TWO MAA20 Mathematics A2

Semester ONE MAB10 MAB30 High achieving students in

Level A can accelerate with teacher permission

Mathematics B1 Mathematics B3

Semester TWO MAB20 Mathematics B2

Semester ONE MAC10 Mathematics C1

Semester TWO MAC20 Mathematics C2

Semester ONE MAD10 MAD30 MAD30/40 are designed for students who wish to study General Maths B in

year 11, followed by Further Maths in

year 12.

Mathematics D1 Mathematics D3

Semester TWO MAD20 MAD40 Mathematics D2 Mathematics D4

Semester ONE MAE10 Mathematics E1

Semester TWO MAE20 Mathematics E2

MAD20 and MAE20 lead to VCE and IB – consult your maths teacher for customised advice.

Current VCE units Current IB subjects

Maths Methods 1 & 2

General Maths A General Maths B

Maths HL / SL

Maths Studies SL

Maths Methods 3 & 4 Specialist Maths Further Maths

As Mathematics is a subject that builds on prior knowledge and skills, it is recommended that units are completed in sequence.

Students who are performing at a very good level in Mathematics, and would like the challenge of being accelerated, may take accelerated units MAB70 or MAB30. These units compress one year of a normal Mathematics course into one semester. This means that accelerated students cover all of the Mathematics course, rather than skipping sections of the course. Students are selected into these accelerated units after consultation with their Mathematics teacher. Students entering Year 7 and wish to enrol in the accelerated unit MAB70 must undertake a grading exam in October of the year preceding entry to the Senior School.

In the case that a student demonstrates an outstanding level of ability in Mathematics it is possible to take VCE Mathematics in Year 10. This involves an early entry to a Year 11 Mathematics unit. It should be stressed this would not be a regular occurrence and will require advice from the relevant Mathematics teacher.

Students are able to be accelerated or slowed down to consolidate their study in a variety of ways depending on their ability. These are just a few sequences. In all cases acceptance into accelerated units is dependent on the recommendations of the Mathematics teacher.

27

Mathematics (continued)

In each Mathematics unit:

Topics use technology to enhance the enjoyment and learning experiences of each student.

Skills are assessed through tests and a semester examination. Students also work on a series of problem solving tasks in each test. Revision work is given throughout the unit to prepare students for each test and the semester examination.

Calculators and computer software are used - where appropriate.

The content covered in each unit is determined by the Australian Curriculum.  

MAA10 Mathematics A

The topics covered in this unit: Numeracy, Positive Integers, Indices and Primes, Positive and Negative Integers, Measurement, Decimals, Percentages, Geometry - Angles & Shapes, Views of 3D Shapes.

MAA20 Mathematics A2

The topics covered in this unit: Rational Numbers, Algebra, Linear Equations, Coordinates and the Cartesian Plane, Probability, Representing and Interpreting Data, Money, Transformations.

MAB70 Mathematics B7

This unit is only available to Year 7 students in Semester One who have performed to a high standard in the College Entrance Exam which they would have sat at the end of Grade 6. Hence, this unit is designed to cater for students who have demonstrated an outstanding understanding of Level A Mathematics.

The topics covered in this unit: Real Numbers, Application of Percentages, Integers & Indices, Algebra, Ratio & Rate, Geometry - Angles & Shapes, Problem Solving. Subject to the grades achieved and the recommendation of the Mathematics teacher, these students are able to proceed into MAC20 Mathematics in the following Semester.

MAB20 Mathematics B2

The topics covered in this unit: Representing and Interpreting Data, Probability, Coordinates and Linear graphs, Linear Equations, Measurement, Congruence and Transformations, Measurement, Problem Solving.

MAB30 Mathematics B3

This unit is designed to cater for students who have demonstrated an outstanding understanding of Level A Mathematics. Students select this unit on the recommendation of the Mathematics Faculty.

Topics covered in this unit: Integers, Index Laws, Algebra, Linear and non Linear Graphs, Linear Equations, Measurement, Ratio & Rate, Problem Solving. Subject to the grades achieved and the recommendation of the Mathematics teacher, these students are able to proceed into MAC20 Mathematics in the following Semester.

MAC10 Mathematics C1

Topics covered in this unit include: Numeracy, Financial Mathematics, Algebra, Linear and Non Linear Graphs, Linear Equations, Number Skills, Indices, Measurement, Problem Solving.

MAC20 Mathematics C2

Topics covered in this unit: Pythagoras’ Theorem and Trigonometry, Functions, Quadratic Algebra, Quadratic Functions, Proportion and Rates, Probability, Statistics, Congruence and Similarity, Problem Solving.

MAD10 Mathematics D1

This unit has been designed to cater for students who in a VCE course wish to study Maths Methods at Year 11 or Standard Level Maths in the IB.

Topics covered in this unit: Indices, Linear Algebra, Coordinate Geometry, Simultaneous Linear Equations and Inequations, Surface Area and Volume, Trigonometry, Univariate Data, Bivariate Data, Problem Solving, Real Numbers.

MAD20 Mathematics D2

The topics covered in this unit: Probability, Financial Maths, Statistics in the Media, Quadratic Expressions, Quadratic Equations, Functions, Deductive Geometry, Problem Solving, Matrices.

MAD30 Mathematics D3

These two units have been designed to cater for students who, in a VCE course, wish to study General Maths B at Year 11 followed by Further Maths at Year 12. Students who choose this unit should be quite sure they are not going to undertake Mathematical Methods at VCE. Students should be mindful of the pre-requisites of any Tertiary pathways they are interested in.

Topics covered in this unit: Number, Linear Relationships, Trigonometry, Geometry, Statistics, Probability.

MAD40 Mathematics D4

Topics covered in this unit: Linear Programming, Trigonometry, Sequences and Series, Geometry, Matrices.

MAE10 Mathematics E1

The topics covered in this unit: Real Numbers, Advanced Trig, Circle Geometry, Polynomials, Functions and Relations, Interpreting Data.

MAE20 Mathematics E2

The topics covered in this unit: Coordinate Geometry, Circles, Hyperbolae and simultaneous equations, The parabola, Polynomials, Functions and Logarithms.

28

Performing Arts – Music

Level A Level B Level C Level D Level E

ARA23 ARB23 ARC22 ARD22 ARE22

Bandstand Sounds and

Images Song Writing A World of Music

Clever or Chaos?

ARA26 ARB28 ARC23 ARD24 ARE24

Musical Mayhem Guitar Mania And All that Jazz Like a Version Oz All Over

ARA27

Encore

Students who wish to select ARC22: Song Writing, ARC23: All That Jazz, ARD24: Like a Version, ARE22: Clever or Chaos? and ARE24: Oz All Over should have prior music experience and instrumental or vocal skills.

Students who are considering taking VCE or IB Music are strongly encouraged to enrol in Level D and E units to prepare for their VCE/IB studies.

Students who wish to enrol in VCE or IB Music should have reached a minimum of Grade 5 AMEB (or equivalent) on their instrument. Please read the VCE and IB Bridges booklets for a detailed description of the syllabus.

Unit outlines

ARA23 Bandstand

This unit is for those students who would like to learn a band instrument (e.g. flute/clarinet/trumpet/saxophone/percussion) and play in a Concert Band. Lessons on these instruments will be provided by specialist instrumental music teachers and tuition fees for these lessons will not be charged. In the unit, students will learn how to play in a band and prepare for a concert. The unit will also cover the basics of music theory, listening skills and music appreciation. Students choosing this unit will be encouraged to complete a second semester in ARA27 Encore to develop their playing skills further. It is hoped that after completing this course, students will consider taking some of the practical music units the following year, and so develop their skills as concert musicians.

ARA26 Musical

Mayhem!

Musical Mayhem explores some of the many creative ways different musical elements are combined to produce effective rhythm and percussion pieces. Students will be immersed in practical music making activities, developing their own ideas while learning about the language of music. In addition to practical sessions the unit covers the instruments of the orchestra, music appreciation and activities to develop the students’ listening skills and theoretical knowledge.

ARA27 Encore

In this unit students are given the opportunity to develop their musical skills on a band instrument by participating in class ensemble rehearsals. Students may continue to improve their skills on a previous instrument or may choose to take up a second instrument. Students should have the ability to read simple music if they wish to enrol in this unit. The students’ understanding of music theory is developed through class work, practical application and simple arrangement tasks. Their aural and critical listening skills are developed through listening exercises, class singing and class band performances.

ARB23 Sound and

Images

Sound and Images covers an introduction and exploration of technology to create music, music videos and film scores. Students will develop a basic knowledge of the techniques used by the music industry to manipulate musical elements to create multimedia presentations and examine the ways musical elements are used to enhance our physical world. Sound and Images will expose students to a world of music technology whilst developing their understanding of how musical elements are also used in more traditional ways.

Current VCE units

Music Investigation

Music Performance

Current

IB subjects

Music HL / SL

29

Music

ARB28 Guitar Mania

This unit has been designed for students with little or no experience on the guitar. Starting with basic note picking and fingering, students will learn how to read and play simple melodies and accompaniments, performing as a soloist and in an ensemble. Students will also have the opportunity to learn about the evolution of the guitar and how it has come to be one of the most popular instruments today. Alongside this, students will also learn some basic music theory and notation and be able to improve their listening skills. For the practical classes when the guitar is to be used, students may use one of the class set of guitars available.

ARC22 Song Writing

This unit is designed for those who wish to know how to write solo or ensemble music for voice or instruments. After listening to and analysing music of different styles, students develop their own ideas with others, creating original works which are then performed and discussed. Students will develop their theoretical knowledge in ways which will assist them to write their ideas down with enhanced music language. They will also better appreciate elements of music such as scales, intervals, melodic patterns, chord types and rhythms. It is recommended that students who wish to enrol in this unit have completed Level A or B Music, or have been learning a musical instrument for two years.

ARC23 And All That

Jazz

This unit introduces students to the history and evolution of some of the most popular jazz artists and music styles of America of the 20th Century. Beginning with music of the 1940s students will experience new ideas that appeared in styles such as Bebop, Latin, Cool Jazz and Fusion and will trace their influence on the freer styles of artists such as John Coltrane and Herbie Hancock. Students will be introduced to improvisation and basic arranging techniques in practical and ensemble-based projects as well as developing their theoretical and aural skills through listening activities. Students wishing to enrol in this unit should have completed a Level B music unit and will be expected to participate enthusiastically in practical sessions on an instrument or voice.

ARD22 A World of

Music

In this unit students are taken on a tour around the world to discover fascinating similarities and differences in music from other cultures. Students study Asia, South America and the Caribbean, the Pacific and Africa to find out how folk and tribal music from different cultures has been passed down through the generations to today. They experience the different styles of music by listening to and playing instruments they may have never heard of before. By creating original compositions students also develop skills in reading, notating and playing music using unfamiliar scales and patterns.

ARD24 Like a Version

‘Like a Version’ is a good follow-on unit from ‘Song Writing’ as it continues to allow students to develop their musical ideas in different styles and genres, including rock, pop and classical. The unit aims to give students the skills to write and arrange music for different combinations of instruments in both a practical sense and through the use of notation software. Practical sessions are then used to rehearse and perform their own versions of songs and pieces. As some theoretical knowledge is necessary it is recommended that students who wish to take this unit have completed a Level C Music unit or have been learning a musical instrument or voice for two years or more. Students who are unsure of their performance level or suitability should discuss this with a member of the music staff.

ARE22 Clever or Chaos?

Students who are considering taking VCE or IB Music are strongly encouraged to enrol in this unit, which provides an overview of musical innovations in classical music of the twentieth century. The extremes of progress and violence in society and the rapid developments in technology and science had an enormous influence on music and led to radical breaks with conventional music composition. Students will discover how music of the mid-twentieth century broke with tradition and caused uproar in musical circles. The compositional techniques and musical styles of neoclassicism, expressionism, serialism and electronic music are analysed, giving students an understanding of the innovative and clever approaches composers used in their music. This unit also has a practical component and students should be prepared to participate in performance activities on their instrument. Students wishing to enrol in this unit should have already completed at least Level C Music.

ARE24 Oz All Over

This unit provides an overview of musical styles seen in Australian popular and art (classical) music in recent times. Students will discover how this music has developed and been influenced by technology, globalisation and social awareness by analysing the compositional techniques and musical elements used in rock, pop and art music style. This unit also has a solo and group practical component so students must be prepared to participate in practical and performance activities on an instrument (incl. voice). Students wishing to take this unit should have completed Level C and/or D Music. Those who are considering taking VCE or IB Music are strongly encouraged to enrol in this unit.

30

Performing Arts – Drama and Dance

Level A Level B Level C Level D Level E

Drama

ARA30 ARB31 ARC31 ARD30 ARE34

On Stage Character Acting Express Yourself All the World’s a

Stage World Theatre

ARA31 ARB32 ARC32 ARD32

The Dark Side Physical Theatre It’s A Classic Backstage

Dance

ARA50 ARB50 ARC52 ARD53 ARE51

Hip Hop Moving Moments Off Broadway Dance

Production Dance

Revolution ARB51 ARC53

Dance World Physical Graffiti

Drama and Dance units are offered at Levels A-E and develop self-confidence as well as collaborative and presentation skills. Students can progress by completing either the first semester or second semester units offered. Students may take any combination of units in Drama and Dance. Students considering VCE Theatre Studies or IB Theatre are encouraged to complete at least 2 units at Levels C, D or E.

Unit outlines

ARA30 On Stage

This is a dynamic unit providing an introduction to Drama. Students experiment with many theatrical forms including mime, clowning and Melodrama through performance. Emphasis is on understanding basic stagecraft and developing physical, vocal and character skills. Students also develop their directorial skills through research and observation of performance. Students are encouraged to explore and experiment with ideas for Drama from a variety of sources. Throughout the semester opportunities for personal development in creative expression and integration into group work are provided. All students are given opportunities to perform for various audiences.

ARA31 The

Dark Side

Students experiment with forms of world puppet theatre including shadow, glove, body and marionette and develop an understanding of puppets in various cultural settings. Students collaboratively write and develop performance scripts and puppet characters. Material is drawn from a variety of both non-western and western sources such as folk tales, comics, film scripts, plays, and current affairs. Students develop their creativity by assembling, operating and performing with puppets for a variety of audiences.

ARA50 Hip Hop

Students learn about Hip Hop dance styles: street dance, break dance, funk styles. They also study the history and culture of Hip Hop. Students choreograph dance works using a variety of stimuli to develop themes and ideas. They complete a research assignment on Hip Hop culture and analyse dance works. Students perform a group dance choreographed by the teacher at the end of semester.

ARB31 Character

Acting

This unit prepares students for acting on the stage and the screen by developing their understanding of the inner life of a character, supported by the expressive skills of movement, gesture, voice and facial expression. Students study a variety of theories and methods to further their acting and character building skills. They explore acting techniques, including Stanislavsky’s ‘Method’ and Laban’s Movement Analysis in order to create Character. Students deconstruct a variety of texts and analyse scripts to further their performance skills and express their creativity through Solo and Ensemble performances and work from a wide range of texts.

ARB32 Physical Theatre

This unit explores theatre as a dynamic physical and visual medium that spans narrative theatre, music, multimedia and visual arts. Students research the work of international companies such as Cirque du Soleil and Legs on the Wall. Students experiment with a variety of styles which use the language of gesture and movement as well as words, to convey meaning to the audience. Students create their own theatre texts, costume and makeup for their highly visual and energetic theatre performances.

Current VCE units

Theatre Studies

Dance

Current

IB subjects

Theatre Arts HL / SL

31

Drama and Dance (continued)

ARB50 Moving

Moments

Students are introduced to dance-making concepts, in particular the Elements of Movement, with a focus on Space, Body Actions (G.L.E.F.T.S) and Group Structures. Through collaboration they learn to choreograph dance works using a variety of stimuli to develop themes and ideas. Students investigate Youth Dance Practices in Australia and create their own Dance Company. Students perform a group dance choreographed by the teacher and analyse their own and other’s dance works.

ARB51 Dance World

Students extend their knowledge about the values and lifestyles of various cultures and subcultures around the world. They research and analyse dance works of various cultures, exploring tradition and ritual as well as informing their own dance-making practice. Students explore the influences of music and dance, and compare modern movement to other dance styles. Students collaborate to create group dance works and continue to develop physical skills for dance.

ARC31 Express Yourself

In this unit students write and create their own plays and performances from a range of stimulus material such as novels, picture books, journal articles and news events. Students can include song, music and multimedia in their devised work. Students discover the craft of writing for performance and develop the self-confidence to explore issues of interest and concern to them.

ARC32 It’s A Classic

Students study the great traditions of Ancient Greek and Elizabethan (Shakespeare’s) Theatre through practical performance. They create Character Masks and explore their potential to both disguise and reveal character and participate in masked Greek chorus as well as solo performances. Students explore Presentational Theatre and develop their ability to project their voice and express movement in a large venue. Students deconstruct the text of a Shakespearean comedy and develop the ensemble performance skills required to deliver soliloquies, monologues, dialogue and scene extracts.

ARC52 Off Broadway

In this unit students will explore the history of dance in Musicals, as well as the use of dance to give meaning and to enhance a storyline. They will also learn the specifics of the stage technique of Jazz, applying this knowledge to compose Jazz inspired dance works. They will create group and duo dance compositions with an expressive intention and perform learnt phrase material. Students will also continue to develop physical skills in dance such as balance, flexibility, co-ordination, control and stamina. There will be opportunities to perform student composition during the semester.

ARC53 Physical Graffiti

Students learn the techniques and processes of contemporary and traditional partner styles, physical theatre and dance composition. They explore safe dance methods with a focus on lifts, contact performance, counterbalance & group structures. Students investigate current practices and explore the history of different styles through various ICT mediums. Students compose original dance works and broaden their dance terminology.

ARD30 All the World's a

Stage

This unit prepares students for both VCE and IB Theatre by exploring the techniques of some of the most influential theorists and directors of theatre. Students are introduced to the social, political and cultural contexts that influenced the work of these theorists and directors. They develop short ensemble performance pieces in the style of each master and develop a broad understanding of the various approaches to acting and staging theatre. Students gain self-confidence in presenting plays and analysing professional productions.

ARD32 Backstage

This unit is predominantly practical in nature, but involves a detailed study and practical development of the various elements of backstage and pre-production work required for a theatrical performance. The study is based around the staging of major College events. This unit also provides an introduction to directing, designing and performance processes and requires some reading and interpretation of play texts and concert programs.

ARD53 Dance

Production

The teacher and the class negotiate a focus for a staged dance production. The production may be in the genre of: a revue, cabaret, dance theatre, dance on screen/film, or any other form that the whole group decides. The first term will comprise investigation, movement creation and assignment of production tasks (costumes, make-up, set design, publicity, AV). During the second term, choreography and production tasks will be finalised, culminating in a performance evening for an invited audience. Students will maintain a detailed Production and Performance folio.

ARE34 World Theatre

In this unit students are introduced to the rich theatrical traditions of non - Western theatre. This enables them to appreciate the diversity of cultural performance styles within the world and prepares them for both VCE and IB Theatre. The unit involves the investigation of theatre as an art form across a range of regions and periods. Students select a practical project of their choice and create a performance based on their research and exploration of the art form chosen.

ARE51 Dance

Revolution

This subject leads into VCE. Using various ICT mediums students undertake research and analysis of Dance History from pre 20th Century through to the 21st Century. Students continue to develop their physical skills for dance. Students learn, rehearse, perform and analyse choreographed dance works. Group and solo compositions are developed that implement various stimuli, such as artworks and current global issues, to communicate meaning through dance.

32

Science

Level A Level B Level C Level D Level E

SCA10 SCB11 SCC13 SCD10 SCE12 Science Skills for

the Future All Creatures

Great and Small Science in

the Home Microbiology World of

Chemistry

SCA11 SCB12 SCC16 SCD12 SCE16 How Does Your Garden Grow?

Forensic Science

Science Across Asia

Light, Sound and Action The Big Bang

SCA13 SCB13 SCC17 SCD15 Loud, Bright

Sparks Into Space Science of

the Sea All in the Mind

SCB15 SCC19 SCD16

Chemistry Rocks Sustaining our Planet

Chemistry of Life

SCB16 SCC20 SCD20

Future foods, fins and fowl

Things That Go Vroom Just Genes

Recommendations for students wanting to choose sciences in VCE/IB:

VCE/IB Subject Recommendation

Biology SCD20 Just Genes (S1), SCD10 Microbiology (S2), SCD16 Chemistry of Life (S1)

Chemistry SCD16 Chemistry of Life (S1), SCE12 World of Chemistry (S2)

Environmental SCC19 Sustaining our Planet (S2)

Psychology SCD15 All In The Mind (S2)

Physics SCD12 Light, Sound, Action (S1), SCE16 The Big Bang (S2)

• Proposed for Semester One (S1) or Semester Two (S2). • These units are not prerequisites. However, they provide background and introductory material for

the VCE/IB subjects

Unit Outlines

SCA10 Science Skills for the Future

Science Skills for the Future provides students with an introduction to laboratory safety and the skills involved in handling equipment such as Bunsen burners, balances, glassware and measuring equipment whilst trying out some experiments. Students describe the structure and properties of solids, liquids and gases in terms of a simple particle model. They devise and demonstrate methods of separating mixtures and investigate filtration, evaporation, crystallisation and distillation to separate substances in solution.

SCA11 How Does Your Garden Grow?

This unit explores the wonderful world of plants! Students are introduced to the process of classification and explore the major categories of plants in the plant kingdom. They explore the structure and function of the flowering plant, and learn the many processes by which a flowering plant may be reproduced – both naturally and by propagation techniques. Students cultivate a garden plot and undertake laboratory work gaining practical skills as they do so.

SCA13 Loud, Bright

Sparks!

Loud, Bright, Sparks introduces energy and its many forms. Students investigate the transformation and transfer of sound, light and electricity through designing and carrying out experiments. They will learn about forces such as magnetism and why these ideas are important in the modern world. Through exploration and research, pupils will find out how energy efficiency can be achieved and heat losses slowed.

Current VCE units

Biology

Chemistry

Environmental Science

Physics

Psychology

Current

IB subjects

Biology HL / SL

Chemistry HL / SL

Physics HL / SL

Sports, Exercise &

Health Science SL

Psychology HL / SL

In the IB Diploma, this

subject belongs to the

Humanities Department.

33

SCB11 All Creatures Great & Small

The rich diversity of animal life on Earth is a focus of this unit. Students learn how to classify living things, explaining how the physical structures and appearance of different animals are related to the environment and habitats. They investigate cells, organs and body systems such as digestion, circulation and respiration. Opportunity is provided to participate in an animal dissection. Micro-organisms such as bacteria and viruses are investigated.

SCB12 Forensic Science

How does science solve crime? Students search for the evidence, gathering clues and investigating mysteries. Students examine chromatography techniques, facial identification, finger prints, foot prints, genetic material, entomology, fabrics, fibres, handwriting analysis and dental models. Students thus understand how materials and substances can be identified, what events have taken place and who is involved, leading to the discovery of the perpetrators.

SCB13 Into Space

Students undertaking this unit become astronomers and Earth scientists. They examine the planets and other bodies in our solar system and how the Earth’s position gives us the tides, seasons and eclipses. Students will follow the efforts mankind has made to travel throughout the universe. Comparisons are drawn between Earth's structure and atmosphere and those of the planets that make up our solar system. They consider their place in space and how they need to look after their own planet to support its unique properties that support life.

SCB15 Chemistry

Rocks!

In Chemistry Rocks students become geologists and chemists. They examine the Earth's structure and how we derive materials such as minerals, oil, gems and precious metals from the ground. Students recognise our dynamic planet with a look at earthquakes and volcanos. While the main focus is geological, students also examine the chemistry of materials extracted from the Earth for their value.

SCB16 Future foods, fins and fowl

In this unit students will gain ‘hands on’ experience with food production from a scientific, environmental and practical perspective. They will investigate various food production systems in the hope of discovering if there is a truly efficient and sustainable method to provide food for the world of the future. Students will explore the theoretical aspects of food production by investigating various systems in and around Geelong. At school, they will gain experience with aquaponics systems, vertical vegetable gardens, indigenous food production skills, and organic farming principles. This unit will culminate in a short food production challenge where students will try to live off the food they have produced earlier in the course.

SCC13 Science in the Home

Students studying this unit will gain an understanding of the science that lies behind everyday life. They will look at body systems, some basic chemistry, and physics. Students will undertake many exciting experiments to investigate the world around them. They will research how things work, such as mobile phones and radios. This unit will give students a taster of the strands of science that they may wish to carry into further studies.

SCC16 Science

Across Asia

This unit offers the opportunity to explore a number of scientific issues specific to the Asian region. Students will be able to use their practical skills to investigate topics. Asia as a cradle for areas of modern science will also be investigated. This unit will be undertaken by students in the semester that they visit Chiang Mai.

SCC17 Science of

the Sea

This unit will appeal to lovers of the oceans and the wonderful assets that make up this marine environment. Students will investigate the ecology of the organisms that make the sea their home. They will examine some of the issues that threaten and challenge this precious environment such as resource management, pollution and mining.

SCC19 Sustaining Our Planet

This unit focuses on Environmental Science with the emphasis on sustaining and managing our current resources to aid the survival and longevity of our planet. Climate change, pollution, biodiversity, ecosystems, alternative energy sources, waste and recycling, and sustainable design are explored. Students gain an understanding of the structure, function and diversity of ecosystems on this planet and evaluate the impacts of human activities upon them, as well as examining the application of science to ecologically sustainable management and development.

SCC20 Things That Go Vroom

This unit explores the science behind past, current and potential land transport vehicles. Students investigate various types of transport and how they function, using physical theories involving the transfer of energy. They examine the chemistry behind the combustion of fuels and their impact on the environment. Students explore how cars are made up of basic simple machines built into larger complex ones. Technological advances and future speculations are also investigated for their design merits.

SCD10 Microbiology

In this unit students investigate the role microbiology plays in the production of food, the preservation of food items, methods of food preparation and food additives. They gain the laboratory skills of microbiologists, including safe handling of biological samples. Students also examine the role microbes play in human diseases and health, such as plague, botulism and bioterrorist weapons. Basic biology such as cell structure and the function of cell components are also explored.

SCD12 Lights,

Sound, Action

Students completing this unit investigate a wide variety of energy forms. They investigate kinetic and gravitational potential energy associated with motion and kinematics, the nature and behaviour of light and sound, and the characteristics and uses of different parts of the electromagnetic spectrum. Students complete practical work which involves the interpretation of the outcomes of a variety of simple investigations in terms of energy transformations and the conservation of energy. This provides an introduction to some of the theory studied in VCE and IB Physics.

SCD15 All in the Mind

This introductory unit focuses on the scientific nature of psychology as well as the roles and responsibilities of practising psychologists. Students investigate Sports Psychology, examining what motivates athletes, professional accounts of sports psychologists, goal setting, stress and relaxation and mental skills for peak performance. They also investigate aspects of Forensic Psychology, including the functioning of the legal and criminal justice system, roles of a forensic psychologist and criminal profiling.

SCD16 Chemistry

of Life

This unit investigates a range of chemical structures and how they are involved in our bodies. Students will receive an excellent introduction to Chemistry and Biology prior to entering VCE or IB. Topics covered will include some basic chemistry then investigations of proteins, carbohydrates and industrial polymers. Students will research some of the chemicals associated with drugs in sport, human growth and reproduction as well as chemicals in our food.

SCD20 Just Genes

This unit investigates in detail the genes that make us who we are. It looks at the structure and role of DNA in determining life processes and the genetic basis of inheritance. Students will use the genetic language and explore Mendelian genetics to identify traits in human pedigrees and to predict the outcome of crosses in plants and animals. They will also look at Darwin’s theory of natural selection as evidence for evolution, and gain an understanding of the techniques and uses of Biotechnology.

34

Science (continued)

SCE12 World of

Chemistry

Students gain a strong grounding for studies of Chemistry at VCE level by undertaking this unit. The unit introduces students to the Periodic Table and enables them to describe simple patterns in the arrangement of elements based on their knowledge of atomic structure and the formation of molecules and ions. Students study a range of chemical equations, solubility quantities in chemistry, nanotechnology and metals.

SCE16 The Big Bang

In this unit students get a starter in Astrophysics. The Big Bang theory, stars, galaxies and cosmology are explored and discussed. They also study of basic electric circuits, simple DC Circuits and the relation between voltage, current and resistance for series and parallel circuits. Some fundamentals of radioactivity are explored to unveil some mysteries around nuclear physics. Students studying ‘The Big Bang’ will gain a taste of the Physics they will encounter in VCE and IB.

Technology – Systems Engineering (Electronics)

Level B Level C Level D Level E

TEB31 TEC30 TED32 TEE30

Moving Bugs Live Wires Microcontroller

Basics Robotics

TEC42 TED33 Fast Cars and

Fancy Bugs Engineering

Challenges

TEC34

Rapid 3D Printing

Unit outlines

TEB31 Moving Bugs

This unit involves students learning the basics of electromechanical control using microcontrollers. Students are introduced to the microcontroller through the building of a small robotic vehicle which is designed to move away from objects that it encounters. Students will be introduced to a range of skills and knowledge relating to basic electronics, motor control and programming. They make printed circuit boards, identify and use electronic components, solder components to a PCB and use a range of connectors and wiring techniques.

TEC30 Live Wires

This unit involves students in learning more advanced ideas and principles behind electricity. Students build a number of electronic projects. They will use software to simulate, manipulate and design circuits. Thereby gain an insight into how every day devices work. Students explore the function and uses of more advanced electronic components. They will use their designs to etch out printed circuit boards and construct models using different techniques. At the end of this unit students are able to recognise various components, read the values of various components being used and begin basic diagnostic testing.

TEC42 Fast Cars and Fancy Bugs

In this unit, students experience a holistic approach to technology and the design and manufacturing processes by combining materials and electronics to solve a range of problems. The structured course will be delivered through both skills lessons, in each discipline area, and joint extended projects involving combinations of speed, light and sound, thus experiencing technology in its wider sense, to solve set design problems. The students will be expected to continually evaluate their work and where necessary modify their solutions to enable the required design criteria to be fulfilled. Safe working practices will be taught throughout the course.

TEC34 Rapid 3D Printing

Students get the opportunity to use computer aided design (CAD) software and 3D printing technologies to produce plastic 3-dimensional models. This new technology is collectively known as ‘Rapid-Prototyping’ as it allows for useful 3D plastic parts to be produced accurately and quickly. Each week, students will use a variety of techniques to design their 3D models with accuracy, considering various design constraints and processes. Students will produce simple models such as a working lighthouse, movie characters and logos, simple mechanical models or other small objects and products. Students will also use the internet to discover how powerful 3D printers will become in our future lives.

TED32 Microcontroller

Basics

In this popular unit, students are introduced to microcontrollers: small computer chips that sense and control the world around them. Using a range of exercises, students develop their knowledge of Programming, electronic components and circuit design and construct simple control systems using the “Arduino microcontroller” kits provided. During the semester, students will develop a project demonstrating their programming and design abilities. They will also research how micro-controller’s influence society as these miniature computerised devices exist in many electrical devices that we use every day! This unit should be considered if students wish to undertake VCE Systems Engineering in the future, however anyone with a curious mind is welcomed.

Current VCE units

Systems Engineering

35

TED33 Engineering Challenges

This unit involves students learning the basic principles of systems engineering through a range of problem solving exercises. Students will engage in projects which use simple everyday materials and apply the principles of physics to solve real-world and technological problems. Examples of projects could include; catapults, bridge building, all-terrain vehicles, energy efficient buildings, flying vehicles, hovercrafts and other smaller design challenges. Students follow a design process to plan and develop their projects and to communicate their design features accordingly. Students will be able to use a large range of workshop tools and equipment and will gain all of the skills required to safely and effectively produce their projects.

TEE30 Robotics

In this unit, students will enter the world of Robotics design and manufacturing. This unit hopes to lead students as painlessly as possible into the world of robots, from those being dreamt up in University labs, to bots built for the factory floor, to those being put together by the enthusiast. The students will be exposed to a crash course in robot history, basic robot science, the various schools of thought driving robot evolution, and more. This course is not only to give them some background in robotics, but also to give them some conceptual tools for how to think about robots as they begin to build bots themselves.

Technology – Food Level A Level B Level C Level D

TEA20 TEB22 TEC20 TED20 Food, Glorious

Food Fabulous Food A World of Food Food for Life

TEC21

Thinking About

Food

Food Technology is an exciting and useful subject area where students learn valuable life skills and gain an understanding of the relationship between food and health. An integrated approach is used in each unit, with students learning about food, nutrition and technology through a range of activities involving theoretical concepts and practical applications. Students identify, discuss and investigate issues relating to food selection, nutritional needs and health, and examine the role of technology in food production and preparation. Through the various production sessions, they gain an understanding of safe and hygienic food practices, as well as developing food preparation skills. The technology process (investigating, designing, producing and evaluating) is an important element of each unit.

It is recommended that students complete at least one unit of Food Technology at the A or B Level prior to enrolling in Level C or Level D units.

TEA20 Food, Glorious

Food

This unit introduces students to basic food preparation and cooking procedures. It enables them to gain an understanding of the following: (i) basic foods and ingredients; (ii) the methods and terminology used in Food Technology. Students extend their practical skills through the preparation of a range of products, while developing a comprehensive understanding of the different food groups of The Australian Guide to Healthy Eating. They also gain an awareness of the applications of this food selection model as a means of choosing foods for a nutritious diet. The students gain an understanding of appropriate and safe food handling procedures. The practical skills developed in this unit enable students to develop independence and confidence in relation to the preparation and presentation of food.

TEB22 Fabulous Food

In this unit, students explore specific food, diet and health issues and develop an understanding of basic nutrition concepts. They study a range of different ingredients and foods, and develop their understanding of the physical and chemical properties of food substances. Students consolidate their understanding of The Australian Guide to Healthy Eating and learn about the applications of The Healthy Eating Pyramid. Practical skills continue to be developed, with an emphasis on the preparation of nutritious products. Students develop an understanding of the continuing impact of technology through studying the various kitchen appliances available to the consumer today. They also develop their research and report-writing skills by conducting a survey in this area.

TEC20 A World of Food

This unit involves a study of food patterns, nutrition and meal planning. The emphasis is on foods from other lands. The unit aims to develop in students: (i) an understanding of major nutrients and their functions; (ii) a knowledge of the uses of food selection guides and the Australian Dietary Guidelines in planning and evaluating diets; (iii) an appreciation of the social and cultural factors which influence food selection and food consumption patterns; (iv) familiarity with the technology process (investigating, designing, producing and evaluating).

TEC21 Thinking About

Food

In this unit, students study in detail the various factors which influence our food choices. They gain an appreciation of the impact of influences such as migration/cultural background, lifestyle, technology, lifespan stages, nutrition and health status. A detailed examination of the influence of advertising also takes place. The second part of the unit involves a study of the components of menus, including an examination of hors d’oeuvres, entrees, main courses and desserts. Production classes extend and reinforce concepts covered in theory classes. Students also further extend their understanding of the technology process and broaden their knowledge of the nutritional requirements of adolescents.

TED20 Food for Life

Through this unit, students develop a comprehensive understanding of the links between food intake and health. Adolescent nutrition and diet-related health problems are the major areas of study. The students examine the changes in food consumption patterns that have contributed to poor health in the general population. Some of the topics covered include heart disease, obesity and osteoporosis. Students develop skills for planning and preparing nutritious meals, and further improve their understanding of the technology process (investigating, designing, producing and evaluating). They also gain an appreciation of elements of food styling and recipe development.

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Technology – Computing Level A Level B Level C Level D Level E

TEA13 TEB13 TEC12 TED10 TEE12 Computer

Driving Licence Groovy Graphics Web Site Design Powerful

Programming Dynamic Web

Sites

TEA14 TEB15 TEC15 TED14 TEE13

Game Lab Lego Robotics Code.Com Fun with Flash Awesome Apps

All students should take the ‘Computer Driving Licence’ unit to learn how to use their computer efficiently and effectively.

It is strongly recommended that students who wish to undertake VCE Computing have completed the level D unit: TED10 Powerful Programming.

Unit outlines

TEA13 Computer

Driving Licence

In this introductory Computing unit students gain knowledge of a range of concepts and develop understanding and skills in computational thinking. Students have the opportunity to create a range of digital solutions including: managing data and creating information using spread sheets; storing and retrieving data from databases; creating, mixing and editing digital audio files; using a visual programming interface to build programs from a logical design.

TEA14 Game Lab

Students in this unit are introduced to the fundamentals of programming by building simple games and animations. Students develop an understanding of, and gain skills in computational thinking as they design, construct, debug and evaluate the programs and games they create.

TEB13 Groovy

Graphics

This unit is designed to familiarise students with the equipment and techniques used to acquire and manipulate digital images. Students are required to demonstrate knowledge of the difference between vector and raster graphics as well as the properties of file types produced by a variety of graphics programs. Students use an appropriate device to acquire digital images for manipulation, and apply a variety of digital manipulation techniques to acquired images.

TEB15 Lego Robotics

This course looks at all aspects of introductory robotics. Students use the Lego EV3 system together with Mindstorms to instruct a robot to perform a series of tasks. Students learn the mechanics of programming as well as developing an understanding of the use of robotics in society.

TEC12 Web Site Design

A web presence is ubiquitous for individuals and businesses in today’s society. In this unit, students learn the principles of good web design including, the need for mobile friendly web sites. Students are introduced to the concepts and tools required to build a web site, including: Hypertext Markup Language (HTML), Cascading Style Sheets (CSS), folder structure, file naming conventions, mock-ups and site maps. Professional web authoring software and online web building tools are also used to enable students to build a web site without the need to code.

TEC15 Code.Com

Steve Jobs, one of the founders of Apple, famously once said “Everybody should learn how to program a computer… because it teaches you how to think”. Coding or computer programming teaches students skills in logical thinking and problem solving, as well as how to build applications for computers and mobile devices. In this unit, students will be introduced to a number of different coding languages via interactive online teaching. As part of the unit, students will have the opportunity to compete in online coding competitions against other students from around the country.

TED10 Powerful

Programming

Students in this unit learn the basics of computer programming using a number of different languages including VB.Net, Python and PHP. Students develop skills in coding simple programs incorporating the three control structures: sequence, selection and iteration. As part of the unit, students also participate in the National Computer Science School Challenge run by the University of Sydney.

TED14 Fun with Flash

In this unit, students use Flash to discover ways in which rich media and animation created with this software can improve digital communication. The focus of the unit is building Flash skills, understanding how professionals use those skills to strengthen communication with interaction and animation, and using Flash to enhance a user's experience on a web site.

TEE12 Dynamic Web

Sites

The focus of this unit is building advanced web applications using Open Source Software. With Apache web server and MySQL database installed and running on their notebook computers, students create a development environment for building dynamic web sites. Using Open Source Content Management Systems, students design, develop and evaluate web sites for clients. The essentials of programming in PHP and linking to a MySQL database are also included in the course. All completed applications are uploaded to a remote web server.

TEE13 Awesome Apps

Mobile devices are ubiquitous in today’s society and form a critical part of many students' daily lives. Students rarely consider where mobile applications come from, how they are built, and how they work. This unit creates an engaging and exciting learning experience that brings the physicality of the mobile device together with the intangibility of Computer Science concepts. Students with no prior application programming experience learn how to design, develop, test and evaluate smart phone and tablet applications for different mobile platforms.

Current VCE units

Computing

37

Technology - Product Design Technology

Level B Level C Level D Level E

TEB40 TEC40 TED40 TEE40 Measure, Cut

and Shape Creative

Constructions Storage Design Furniture Design

TEC43 TED42 TEE45

Made from

Scratch Metal Objects Metal Mania

TEC44

Eco

Manufacturing and Design

When considering which units to select, the following points should be noted:

Product Design Technology Levels B, C and D are stand-alone units. If you wish to study PRODUCT DESIGN TECHNOLOGY to VCE however, it is highly recommended that you do at least one unit at Level D and one unit at Level E in preparation for VCE.

Product Design Technology is a multi-media, multi-material (wood, metal and plastics) structured course delivered through both skills lessons and extended project. Students use the design and manufacturing processes to solve problems which increase in difficulty and skill acquisition.

Unit outlines

TEB40 Measure, Cut &

Shape

In this unit, students work on solving problems using the basic principles of the Design and Manufacturing Processes with the emphasis placed upon creative thinking. They are introduced to the need to measure, cut and shape accurately in order to produce quality finished products in a variety of materials. The students continually evaluate their work and where necessary modify their solutions to enable the required design criteria to be fulfilled. Safe working practices are taught throughout the course. Students are also introduced to Computer Aided Design through the software package Google Sketch-Up.

TEC40 Creative

Constructions

In this unit students are encouraged to think very creatively and to be innovative. They work on solving problems using the Design and Manufacturing Processes - identifying a need, gather and analyse relevant information, produce design proposals to fulfil the design criteria, develop their chosen solution and finally plan and produce a quality three dimensional product within stated constraints and limitations. The students continually evaluate their work and where necessary modify their solutions to enable the required design criteria to be fulfilled and ensure success. The use of further materials in addition to metal, wood and plastics is encouraged as the design solution demands. Safe working practices are taught throughout the course. Students are introduced to Computer Aided Design through the software package Google Sketch-up.

TEC43 Made From

Scratch

In this unit, students work on a number of practical tasks introducing them to a range of metal fabrication techniques, processes, materials, tools and equipment. The students are encouraged to be creative and innovative towards their approach to the Design Brief. They work on problem solving using the Design Process to identify a need, research relevant information, develop their chosen design and then produce their final product. Students are encouraged to continually evaluate their work and where necessary modify their designs to meet the Design Brief. Students will use a range of materials including plastics, timbers and metals such as silver, copper, brass and aluminium. Safe working practices are taught throughout the course.

TEC44 Eco

Manufacturing and Design

In this unit students will experience a holistic approach to technology and the design and manufacturing process by combining multiple technologies to produce a range of eco- friendly products. Alternative and renewable energy sources will be used to power the student’s designs. Students will be encouraged to make use of re-cycled materials.

Current VCE units

Product Design Technology

38

Product Design Technology (continued)

TED40 Storage Design

They then use the knowledge and skills gained to solve more complicated problems. The main project requires students to work through the Design and Manufacturing Processes – identifying a need, gather and analyze relevant material, produce a design proposals to fulfill the design criteria, develop their chosen solution and finally plan and produce a quality three dimensional product within stated constraints and limitations. The students continually evaluate their work and where necessary modify their solutions to enable the required design criteria to be fulfilled and ensure success. The use of further materials in addition to metal, wood and plastics is encouraged as the design solution demands. Safe working practices are taught throughout the course. Students are introduced to Computer Aided Design through the software package Google Sketch-Up.

TED42 Metal Objects

In this unit, students work on a series of practical tasks introducing them to a range of predominately metal working techniques, processes, materials, tools and the equipment. Although the students will use a range of materials during the construction of the product, they will predominately use a range of non-ferrous metals with the focus on building the students skills in working with such materials. The students will be encouraged to be creative and innovative towards their approach to the set Design Brief. They work on problem solving using the Design Process to identify a need, research relevant information, develop their chosen design and then produce a final product of a quality finish. Students are encouraged to continually evaluate their work and where necessary modify their designs to meet the Design Brief. Safe working practices are taught throughout the course.

TEE40 Furniture Design

In this unit student’s first work on more advanced focused practical tasks involving the construction and use of complex joints and then a more demanding problem solving project. The main project requires students to work through the “Design Process” – identify a need, produce a design proposal, develop their ideas and plan and make their chosen solution within stated constraints and limitations. The students continually evaluate their work and where necessary modify their solutions to enable the required design criteria to be fulfilled. The use of further materials in addition to metal, wood and plastics is encouraged as the design solution demands. Safe working practices are taught throughout the course. The use of Computer Aided Design is encouraged during the course using the software package Google Sketch-Up.

TEE45

Metal Mania

This unit has been designed to give students an understanding and an appreciation of the processes and skills needed when designing and making objects primarily in metal. There will be an expectation on students to expand their application of the processes involved in producing objects in a variety of metals. Initially students will cover the fundamentals in this area such as saw piercing, drilling, soldering, cold connections, basic forming then move to more complicated processes, for example, further experiments at the soldering bay, further forming metal into hollowware pieces, and much more.

39

Multi-Disciplinary and Vision Units

Multi-Disciplinary unit

MENT32

Written By …

This multi-disciplinary unit is open to all students studying pre-VCE/IB courses. The aim of this unit is to create options for students who have individual needs, complementing the vertical curriculum.

Vision units

VIS VISLS VISNS

Vision:

Learning Support Vision:

Literacy Support Vision:

Numeracy Support

The decision to enrol a student in the Vision unit is made by the relevant House Co-ordinator in consultation with:

the student’s parents the Head of Senior School the Vision Unit Manager the student’s subject teachers

 

Unit outlines

MENT32 Written By …

In this unit students create their own sustained piece of writing. Some write a biography. Others choose to write a fantasy novel or a collection of short stories or an instructional manual. While doing this they explore how other writers approach their craft. They talk with professional writers and explore aspects of publishing and copyright. They read and reflect on good examples of writing in their chosen genre. They discuss their progress and share their drafts with the class group, with the teacher and with a chosen mentor. Students record details of their progress as their work evolves. At the end of the unit they present their finished work (or part of it) and reflect on their success.

VISION: Vision Learning

Support

The Learning Support Program is designed to assist students in optimising their well-being and developing their study skills, academic skills and motivation to make educational progress. Students receive assistance to complete their homework and study the mainstream curriculum areas in which they are currently enrolled. They are provided with extra assistance and models to plan, draft and complete essays, projects and reports. The program aims to develop each student's emotional intelligence, particularly their confidence, problem solving skills, ability to work in a team and to set and achieve personal goals.

VISLS Vision Literacy

Support

The Literacy Support Program provides Secondary Students from Year 7 – 10 with intensive tutorials specifically focusing on oral, expressive and receptive language. The program aims to provide support to students experiencing difficulties with spelling, writing, reading or handwriting. The semantics, syntax and phonemic structure of language are studied. Students work in small groups at their individual level and their development is evaluated at the beginning and end of the semester.

VISNS Vision

Numeracy Support

The Numeracy Support Program is designed to provide secondary students from Years 7 – 10 with mathematical tuition in a small group. This program is designed to offer remediation for pupils who may require attention to weaknesses in fundamental mathematical topics. This program will target some areas in which students frequently have difficulties, such as the specialised language incorporated in Mathematics.

40

VCE units and IB subjects offered in 2017/18 Please note that these units / subjects are subject to change each year.

English Health & Physical Education Mathematics

• English • Literature • English as an Additional

Language

• Physical Education • Health & Human Development

• General Mathematics • Further Mathematics • Mathematical Methods • Specialist Mathematics

Humanities Science Technology • Accounting • Business Management • Economics • History • Legal Studies • Australian & Global Politics

• Biology • Chemistry • Physics • Environmental Science • Psychology

• Computing • Product Design & Technology • System Engineering

Performing Arts Visual Arts LOTE • Dance • Theatre Studies • Music Investigation • Music Performance

• Media • Visual Communication • Studio Arts

• French • Japanese

IB Subjects offered in 2017/18

Group 1: Studies in Language and Literature Group 2: Language Acquisition English A: Literature Higher & Standard Level English A: Language & Literature Higher & Standard

Level

French B Higher & Standard Level Japanese B Higher & Standard Level French ab initio Standard Level Spanish ab initio Standard Level

Group 3: Individuals and Societies Group 4: Experimental Sciences Business Management Higher & Standard Level** History Higher & Standard Level Psychology Higher & Standard Level

Biology Higher & Standard Level Chemistry Higher & Standard Level** Physics Higher & Standard Level Sports, Exercise and Health Science Standard Level

Group 5: Mathematics Group 6: The Arts Mathematics Higher Level Mathematics Standard Level Mathematical Studies Standard Level

Music Higher & Standard Level Theatre Higher & Standard Level Visual Arts Higher & Standard Level

** Timetabled as an alternative to Group 6 subject.