YEAR 10 SUBJECT SELECTION INFORMATION 2022

YEAR 10

SUBJECT SELECTION INFORMATION 2022

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Introduction ................................................................................................................................................................... 4

Important Contacts ....................................................................................................................................................... 5

Curriculum Pathways ................................................................................................................................................... 6

English ...................................................................................................................................................................... 6

Mathematics ............................................................................................................................................................. 7

Science ..................................................................................................................................................................... 8

Compulsory Subjects ................................................................................................................................................. 10

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

Health and Physical Education .............................................................................................................................. 11

Industry and Enterprise (Unit 1) ............................................................................................................................. 12

Mathematics ........................................................................................................................................................... 13

Pre-Methods Mathematics ..................................................................................................................................... 14

Mathematical Methods Units 1 and 2 ..................................................................................................................... 15

Religious Education – Thomas Carr College ......................................................................................................... 16

SCIENCE (elective options) ....................................................................................................................................... 17

Science (Semester-based) ..................................................................................................................................... 17

Science (Year-long) ................................................................................................................................................ 18

HUMANITIES (elective options) ................................................................................................................................. 20

History: Civil Rights and Immigration ..................................................................................................................... 20

History: World War Two ......................................................................................................................................... 21

Commerce: Business and Legal ............................................................................................................................ 22

Commerce: Money Matters (Accounting and Economics) ..................................................................................... 23

Geography: Human Geography ............................................................................................................................. 24

SEMESTER-BASED ELECTIVES ............................................................................................................................. 25

Art: Painting and Drawing....................................................................................................................................... 25

Art Sculpture ........................................................................................................................................................... 26

Business for IT........................................................................................................................................................ 27

Creative Photography ............................................................................................................................................. 27

Design Technology: Wood, Metal and Plastic ...................................................................................................... 28

Drama ..................................................................................................................................................................... 29

Electro-Mechanical System Design ....................................................................................................................... 29

From Page to Screen ............................................................................................................................................. 30

Food Technology: Foods of the Pacific Rim .......................................................................................................... 31

Food Technology: Indulgent Desserts ................................................................................................................... 31

Language: Indonesian ............................................................................................................................................ 32

Language: Italian .................................................................................................................................................... 33

Music: Arranging and Composing .......................................................................................................................... 34

Contents

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Music Solo Performance ........................................................................................................................................ 34

Pre-VCE Physical Education .................................................................................................................................. 35

Pre-VCE-Health and Human Development - Promoting community health and wellbeing ................................... 36

Rocketry ................................................................................................................................................................. 37

Robotics .................................................................................................................................................................. 38

Sustainability and our Future.................................................................................................................................. 39

Textiles Streetwear ................................................................................................................................................. 40

Textiles Couture ..................................................................................................................................................... 40

The Evolution of English ......................................................................................................................................... 41

Timeless Tales of Gods and Heroes ...................................................................................................................... 42

Visual Communication Design: Product Design ................................................................................................... 43

Visual Communication Design: Space and Architecture ....................................................................................... 43

Websites for Gaming and Design .......................................................................................................................... 44

Accelerated VCE Units ........................................................................................................................................... 45

Applied Computing Units 1 and 2 ........................................................................................................................... 45

Biology Units 1 and 2 ............................................................................................................................................. 46

Business Management Units 1 and 2 .................................................................................................................... 47

Geography Units 1 and 2 ....................................................................................................................................... 48

Health and Human Development Units 1 and 2 ..................................................................................................... 49

Legal Studies Units 1 and 2 ................................................................................................................................... 50

Media Studies Units 1 and 2 .................................................................................................................................. 51

Psychology Units 1 and 2 ....................................................................................................................................... 53

For more information about the VCE options offered at Year 10 including a full list of Accelerated VCE Options please contact Ms. McIntyre (Director of Learning and Teaching – Senior School).

Acceleration Guidelines For current Year 9 students wishing to undertake a VCE Unit 1 & 2 subject in Year 10: • Selection by application only • Students must meet selection criteria

an average grade of at least 80% in the relevant subject. an average grade of at least 80% in the relevant subject in English. Other subject results might also be considered.

VCE subjects offered at Year 10 are: Applied Computing (Information Technology) Legal Studies Biology Media Studies Business Management Outdoor Education Health and Human Development Psychology Geography

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Introduction At Thomas Carr College we are committed to achieving improved learning outcomes for all students and establishing a learning and teaching program that incorporates breadth, balance and depth across the key eight learning areas including Religious Education. Students can undertake a combination of core year-long subjects and can select from various semester-based subjects including the the following pathway options (Study Streams) at Year 10:

• Mainstream (no VCE or VET subjects). • Mainstream including a VCE subject. • Mainstream including a VET subject. • PreCAL.

Thomas Carr College offers a range of student pathways. At the senior school level, the pathways include the Victorian Certificate of Education (VCE), Victorian Certificate of Applied Learning (VCAL), as well as Vocational Education and Training in School (VET) courses. Thomas Carr College offers students the opportunity to apply to be a part of the PreCAL program. This program offers an alternative to mainstream core classes, for students interested in pathways like VCAL and/or going into the workplace after Year 10. Further information about this program is outlined in the PreCAL VCAL handbook, along with how to apply. Thomas Carr College Trade Training Centre will offer VET certificate courses in Carpentry, Bricklaying and Furniture Making. The College is also part of the Wyndham VET cluster of schools offering a range of VET certificates for students in the cluster, a complete list can be found in the VET Handbook 2021. The Year 10 curriculum is structured to allow students to select subjects based on their strengths, interests, further study options, and possible career options and future aspirations. Outlined below is the learning and teaching program offered for Year 10 students. Mainstream Compulsory (core) Subjects Year 10 students study the following subjects for Semester 1 and 2.

• Religious Education 6 periods • English 9 periods • Industry and Enterprise (Unit 1) 3 periods

Mathematics (9 periods per cycle) All students study Mathematics in Year 10. Students can select from the following Mathematics options:

• Year 10 General Mathematics. • Pre-Methods Mathematics (recommended for students planning to study Mathematical Methods as part of their VCE

program). • VCE Mathematical Methods Units 1 and 2 (a possible Mathematics option for MAGIS students).

Health and Physical Education (5 periods per cycle) All students will study Health and Physical Education in Year 10. Students will study General HPE for one semester and are required to select from ONE of the following Health and Physical Education elective options for the other semester.

• Recreational Sports (new in 2022) • Team Sports (new in 2022)

Science and Humanities (9 periods per cycle) All Year 10 students will select from ONE of listed Science and Humanities options. Semester-Based Electives (9 periods per cycle) Students are required to select a combination of SIX electives. This will also include a combination of the listed Science, Humanities and/or accelerated VCE or VET options. Note: All subject details are outlined in this Handbook.

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MAGIS Program The College’s MAGIS program was introduced in 2018 and aims to provide an enhanced learning pathway for students who wish to extend their learning through a gifted and talented pathway. New students may apply to participate in this program and entry is based on their current academic results and overall approach to learning with students undertaking testing prior to Year 7. At Year 10, students undertaking the MAGIS Program can accelerate in two VCE subjects including Mathematical Methods. They may also wish to pursue additional VCE and other university pathway options that will continue to enhance and extend their learning beyond Thomas Carr.

Important Contacts To learn more about the Year 10 curriculum and learning pathways offered at Thomas Carr College, please refer to

the below contacts.

For all subject-specific questions please contact your subject teacher or the relevant Head of Learning.

For all the other questions related to the subject selection process and to learn more about the subjects offered at

Years 10 including VCE options please contact Ms. Geraldine McIntyre (Director of Learning and Teaching – Senior

School).

For questions related to the College’s VCAL or VET programs please contact Mr. Casey Backhouse (VCAL/VET

Co-ordinator).

For information about Careers and other pathway options please contact Ms. Naomi Nolan (Careers Team Leader).

Role Name Email

Deputy Principal - Learning and Teaching Mr Andrew Bryson [email protected]

Director of Faith and Mission Mrs Geralyn McCarthy [email protected]

Director of Learning & Teaching:

Senior School

Ms Geraldine McIntyre [email protected]

Director of Learning & Teaching: Middle School

Mr Nick Ambrozy [email protected]

Careers/Pathways Mrs Naomi Nolan [email protected]

Head of Learning: Religious Education Mrs Elizabeth Holligan [email protected]

Head of Learning: English/Languages Ms Jessica Atwood [email protected]

Head of Learning: Humanities Ms Renata Machado [email protected]

Head of Learning: Mathematics Mr George Toth [email protected]

Head of Learning: Science/HPE Mr Stephen Manitta [email protected]

Head of Learning: Arts/Technology Mr Jacob Levy [email protected]

VCAL/VET Co-ordinator Mr Casey Backhouse [email protected]

mailto:[email protected]












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Curriculum Pathways

English

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Mathematics

8

Science

9

Humanities

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Compulsory Subjects

English

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

Learning Focus In Year 10, students communicate with peers, teachers, individuals, groups and community members in a range of face-to-face and online/virtual environments. Students create and engage with a variety of texts for enjoyment. The primary purpose of these texts is aesthetic, as well as texts designed to inform and persuade. These include various types of media texts, including newspapers, film and digital texts, fiction, non-fiction, short stories, dramatic performances and multimodal texts with themes and issues involving levels of abstraction, higher order reasoning and inter- textual references. Students develop critical understanding of the contemporary media and the differences between media texts. Students will study texts from a range of genres that involve challenging plot sequences and hybrid structures. These texts explore themes of human experience, ethical and global dilemmas within real world and fictional settings from multiple perspectives. In Year Ten, students will use a higher proportion of unfamiliar, technical and figurative language.

Outcomes/ Assessment

In Year 10, students complete a variety of in-class and out-of-class assessments including: • text response essays • creative response essays • oral presentations • comparative responses • semester examinations

Pathways Students continue with English as core throughout the Middle and Senior School. The study of subject English is regarded as a priority throughout secondary schooling and is compulsory at every level. At the VCE level, students can select English, English Language or Literature.

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Health and Physical Education

Rationale

Health and Physical Education teaches students how to enhance their own and others’ lives

through improving health, wellbeing and physical activity participation in a variety of

contexts.

At Year 10, there is a focus on the health benefits of physical activity and lifelong physical

activities. Students develop the knowledge, understanding and skills to make active choices

and to explore the range of influences on physical activity participation and choices, and

how participation in physical activity can enhance health-related fitness and wellbeing

across the lifespan.

Students apply this knowledge through participating in a range of practical activities and

sports, and design personalised plans for improving or maintaining their own and others’

physical activity and fitness levels.

All students will complete one Semester of General P.E. They will select either Recreational

Sports or Team Sports for their second Semester.

Learning Focus

Through completing this subject, students will understand what a physical, sport related skill

is and know how to train to improve these skills, the effects of drinking and driving, the effects

of people speeding while driving, the dangers when people are distracted while driving, road

deaths for both male and females.

Recreational Sports: students who select recreational sports as their second semester of PE

will take part in various activities such as yoga, pilates, self defence, tennis, golf and boccee.

This subject is focused on the enjoyment of activities and based on participation and social

interactions.

Team Sports: students who select team sports as their second semester of PE will take part

in various team sports such as Football, Soccer, Basketball, Netball, Hockey and European

Handball. This subject is focused on team participation and healthy competition. Students will

rotate various positions within the teams to maximize their understating of team roles.

Outcomes/

Assessment

The subject will be assessed in a variety of ways:

• Topic test(s)

• Group presentation task

• Skills Test(s)

• General Participation

Pathways

There are no prerequisites for this subject.

This study will link to studies in Year 11 such as VCE Health and Human Development and

VCE Physical Education.

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Industry and Enterprise (Unit 1)

Rationale

VCE Industry and Enterprise provides students the opportunity to develop both personal and work-related skills through structured workplace learning. It encourages students to develop appropriate attitudes and behaviours, allowing them to recognise opportunity, manage risks and mobilise in resources in relation to community and work settings. Twenty-first century career pathways are complex and changing. Traditional concept of work is no longer applicable to many careers.

Learning Focus

This Unit 1 VCE subject is taught over the whole year and allows students to develop personal career goals and plan career pathways. Through work experience participation and career exploration, students can gain a better and well-informed understanding of chosen industries and post year 12 options. This Unit also prepares students for job interviews through developing a resume, writing a cover letter and email for a job application, addressing selection criteria and participating in a “mock” interview with a panel. This Units focuses on personal awareness through developing core employability skills (Communication, Teamwork, Problem-Solving, Initiative and Enterprise, Planning and Organising, Self-Awareness, Learning, Technology).


Outcomes:

1. Student will be able to explain the importance of Australia having a skilled workforce, investigate career pathways and analyse current and future work options

2. Student will be able to explain entry-level requirements for obtaining work in two selected industries, discuss the importance of developing work-related skills and conduct a self-assessment to gauge personal work performance

3. Student will be able to explain the OH&S requirements and one other work-related issue for a selected occupation in a specific workplace and discuss ways in which work-related skills may be used to deal with that issue.

Assessment: 1. Preparation for Work Experience 2. Reflection of Work Experience participation 3. Resume, Cover Letter for Job Application 4. Mock Interview Participation 5. Career Research Project 6. Case Studies and Group Presentation 7. TAFE and/or Industry Guest Speaker report Pathway/Career Exploration/Subject Interview with Careers team.

Pathways

Students might have the opportunity to study Industry and Enterprise (Units 3 and 4) at a later stage, subject to program availability at the College.

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Mathematics

Rationale

Learning mathematics creates opportunities and enriches the lives of all Australians. The Australian Curriculum: Mathematics provides students with essential mathematical skills and knowledge in Number and Algebra, Measurement and Geometry, and Statistics and Probability. It develops the numeracy capabilities that all students need in their personal, work and civic life, and provides the fundamentals on which mathematical specialties and professional applications of mathematics are built.

Learning Focus

The proficiency strands of Understanding, Fluency, Problem Solving and Reasoning are an integral part of how mathematics is taught and learned. Understanding refers to students building a robust knowledge of mathematical concepts and structures. Fluency refers to students developing skills in choosing appropriate procedures and carrying them out flexibly, accurately and efficiently. Problem Solving refers to students developing the ability to make choices, interpret, formulate, model and investigate problem situations. Reasoning refers to students developing skills such as conjecturing, hypothesising, analysing, proving, evaluating, explaining, inferring, justifying, refuting, abstracting and generalising. Number and Algebra

• Linear equations and inequations • Linear graphs • Expansion and factorisation of monic quadratic expressions • Quadratic equations • Algebraic fractions • Simultaneous equations • Surds and Indies

Measurement and Geometry

• Surface Area and Volume

• Triangle and angle properties

• Congruence and Similarity

• Trigonometry

Statistics and Probability

• Sample space of multi-step chance experiments • Probability • Statistics, Box-plots, median, quartiles interquartile range


The subject will be assessed in a variety of ways: • Topic test(s) • Bookwork • Quizzes • Problem solving • End of year examinations

Pathways

On successful completion of Year 10 Mathematics, students can choose to study General Mathematics Unit 1&2.

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Pre-Methods Mathematics Rationale

Learning mathematics creates opportunities and enriches the lives of all Australians. Mathematics provides students with essential mathematical skills and knowledge in Number and Algebra, Measurement and Geometry, and Statistics and Probability. It provides the framework for thinking and a means of symbolic communication that is powerful, logical, concise and precise. It also provides the numeracy capabilities that all students need in their personal, work and civic life, and provides the fundamentals on which mathematical specialties and professional applications of mathematics are built.

Learning Focus

The proficiency strands of Understanding, Fluency, Problem Solving and Reasoning are an integral part of how mathematics is taught and learned. Understanding refers to students building a robust knowledge of mathematical concepts and structures. Fluency refers to students developing skills in choosing appropriate procedures and carrying them out flexibly, accurately and efficiently. Problem Solving refers to students developing the ability to make choices, interpret, formulate, model and investigate problem situations. Reasoning refers to students developing skills such as conjecturing, hypothesising, analysing, proving, evaluating, explaining, inferring, justifying, refuting, abstracting and generalising. Areas of Study Number and Algebra

• Linear and non-linear relationships • Expansion, factorisation and simplification of algebraic expressions • Solving equations and inequations • Simultaneous equations • Exponential and Logarithmic functions • Surds and Indies • Polynomials

Measurement and Geometry

• Pythagoras’ Theorem in 2D and 3D • Trigonometry

Statistics and Probability

• Venn diagrams, lists, tables and tree diagrams • Conditional probability • Independent and mutually exclusive events • Mean and standard deviation

Outcomes / Assessment

The subject will be assessed in a variety of ways: • Topic test(s) • Bookwork • Quizzes • Problem solving • End of year examination

Pathways On successful completion of Year 10 Pre-Methods Mathematics, students can choose to study General Mathematics Unit 1&2 and/or Mathematical Methods (CAS) Units 1&2, and/or Specialist Mathematics Unit 1&2.

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Mathematical Methods Units 1 and 2

Rationale

Mathematics is the study of function and pattern in number, logic, space and structure. It provides both a framework for thinking and a means of symbolic communication that is powerful, logical, concise and precise. It also provides a means by which people can understand and manage their environment. Essential mathematical activities include calculating and computing, abstracting, conjecturing, and proving. This subject is offered as a pathway for those students who have successfully completed Year 9 Magis Mathematics and wish to further extend and challenge themselves.

Learning

Focus

Mathematical Methods Units 1 and 2 provide an introductory study of simple elementary

functions of a single real variable, algebra, calculus, probability and statistics and their

applications in a variety of practical and theoretical contexts.

In undertaking this unit, students are expected to be able to apply techniques, routines and

processes involving rational and real arithmetic, sets, lists and tables, diagrams and geometric

constructions, algebraic manipulation, equations, graphs and differentiation with and without the

use of technology.

Areas of Study

• Functions and graphs • Algebra • Rates of Change and Calculus • Probability.


Outcomes 1. Able to define and explain key concepts and apply a range of related mathematical

routines and procedures.

2. Able to apply mathematical processes to non-routine contexts.

3. Able to use numerical, graphical, symbolic and statistical functionalities of technology to develop mathematical ideas, produce results, and carry out analysis.

Assessment Students studying Units 1 and 2 Mathematical Methods will be expected to complete the following assessments:

• A total of 6 examination-style tests (SAC), 3 per semester • Semester examination

Pathways

The recommended prior learning is the Pre-Methods Mathematics subject at Year 10. On successful completion of Mathematical Methods 1&2, students can choose Further Mathematics Unit 3&4, Mathematical Methods (CAS) Unit 3&4 and Specialist Mathematics Unit 3&4.

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Religious Education – Thomas Carr College Rationale: The world is the primary context and place of God’s self -disclosure to all of humanity. It is

in the lived reality of our daily lives that we are called to experience God as Creator, Jesus as Savior and the Holy Spirit as Guide. The Catholic school is part of the world and part of the community of the Church, inviting all the members of the school community to search for God in the world and to live a life framed by the words and actions of Jesus.

Learning Focus: In Year 10, students apply a nd reco ntex tu a l i se Gospel themes to a variety of modern-day situations. Students identify the main elements of Mark’s Gospel and Mark’s portrayal of Jesus. Students learn to appreciate the relevance of the teachings of Jesus within their lives. Students focus on their personal moral decision-making and how it can be nurtured by a well-informed conscience through the guidance of Catholic Social Teachings. Students learn that healthy relationships are built on respect, moral maturity and that these moral decisions are complex, thus the need for growth in moral character. Students appreciate the relevance of a theme or historical period to the life and mission of the Church today by demonstrating knowledge of the key aspects of an important theme or period within Church history. They learn to pose questions, research and communicate information about those key aspects. Students conclude the course by analysing elements of the Eucharist and its place as the central focus of worship for Catholics. They describe the development, structure and significance of the Eucharist.

Outcomes / Assessment:

The primary purpose of assessment is to assist in improved teaching and learning. Assessment of student achievement across all the content strands (Scripture and Jesus, Church and Community, God, Religion and Life, Prayer, Liturgy and Sacraments, Morality and Justice) is an essential component of the educational nature of Secondary Religious Education. Students will have one formative Assessment Task and one Summative Unit Test at the end of each term. Students will have a formative Assessment Task and a Summative Unit Test at the end of Terms 1 and 3. During Term 2 and Term 4 students will complete a formative Assessment Task and an End of Semester Examination.

Pathways: Students continue to study Religious Education in VCE by electing to undertake one of the following areas of study: Religion in Society Unit 1 and 2; Religion and Society Unit 3 and 4.

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SCIENCE (elective options) All students will study Science in Year 10. Students are required to select from ONE of the below Science options: ▪ Science (full year) ▪ Advanced Science (full year) ▪ Science (one semester)

Science (Semester-based)

Rationale

Offering students an opportunity to see where Science can be used in the general community. The Semester based Science course will expose the students to the minimum requirements

for the satisfactory completion of Science at Year 10.

Students will cover Science as Human Endeavor, Science skills and Science, Knowledge and

understating. This will be explored by covering the major studies of Biology, Chemistry, Physics

and Earth Science.

Students who complete the Semester Science course will not be recommended to enter any of

the VCE Sciences the following year.

Learning Focus

Students will cover the following topics. • Genetics and inheritance • Human evolution and the impact of technology on evolution • Chemical reactions such as acid base neutralisation and it is safety in the home • The theories of the origin of the universe.

• Motion and the application of Newtons Law’s on an object, in particular car safety Skills developed:

• Scientific method including data analysis, critical thinking, questioning, and predicting, planning, and conducting, recording, and processing

• Analysing and evaluating data and experimental evidence. • Communication.


This subject will be assessed in the following methods: • Experimental / research investigations • Topic tests / assignments • Examinations

Pathways

There are no pre-requisites for the study of this subject. This subject does not lead into any VCE Sciences

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Science (Year-long)

Rationale

This learning and Teaching sequence is targeted at students who have a love and passion for science. This subject is a year-long science stream that prepares students for any of the VCE science units. Through completing this subject, students will explore key aspects of all the major science units gaining a foundation for further studies. This Year long Science will engage students in critical and creative thinking activities and provide them with opportunities to draw connections between the major science streams and how this impacts our society.

Learning Focus

In this subject, students will explore the following topics: • Genetics and inheritance • Human evolution and the impact of technology on evolution • Trends for the periodic table and how this influences chemical reactions • How molecules bond/react based on their atomic structure • The universe and our place within it • Motion and how external and internal forces affect every atom in the universe

Skills developed:


• Analysing and evaluating data and experimental evidence. • Communication.


This subject will be assessed in the following methods: • Experimental / research investigations • Topic tests / assignments • Examinations

Pathways

There are no pre-requisites for the study of this subject. Students who choose to complete this subject can easily transition into any of the major VCE science subjects. This subject has been specially designed for those students who wish to pursue a Science sequence in VCE.

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Science (Advanced)

Rationale

This learning and Teaching sequence is targeted at students who have a love and passion for science. This subject is a yearlong science stream that prepares students for any of the VCE science units. This subject is designed for students to gain an in-depth view of science in industry. This course is challenging and is aimed to better prepare students for any of the VCE sciences. Through completing this subject, students will explore key aspects of all four of the major science units gaining a foundation for further studies. This Year long Science will engage students in critical and creative thinking activities and provide them with opportunities to draw connections between the major science streams and how this impacts our society.

Learning Focus

In this subject, students will explore the following topics, in greater detail than full year and with strong links to industry and application:

• The structure and function of DNA and inheritance • Protein synthesis and mutations and contribution to genetic diversity. • Human evolution and the impact of technology on evolution through exploring

genetic engineering • Trends for the periodic table and how this influences properties and interactions

between elements, molecules (bonding) leading to chemical reactions and their applications

• The origins of our universe and how theories evolve over time. • Motion and how external and internal forces affect atoms in the universe, by

examining Newtons Laws. Skills developed:


• Analysing and evaluating data and experimental evidence.

• Communication.


This subject will be assessed in the following way:

• Experimental / research investigations • Topic tests / assignments • Examinations

Pathways

It is advised that students who have progressed through the Magis pathway select this Science. Students who choose to complete this subject can transition into any of the major VCE science subjects. This subject has been specially designed for those students who wish to pursue a Science sequence in VCE.

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HUMANITIES (elective options) All students will study a Humanities subject for at least ONE semester in Year 10. Students are required to select from ONE of the below History, Geography or Commerce options: History Civil Rights and Immigration Word War II Commerce Business and Legal ** new in 2022 Money Matters: Accounting and Economics ** new in 2022 Geography Human Geography ** new in 2022 Note: Students can also select any of the below listed subjects as an additional elective to study in Semester 1 or 2.

History: Civil Rights and Immigration

Rationale For students to understand the challenges facing Australia today, they need to understand the challenges Indigenous Australians have faced in the past and also the various experiences of migrants coming to Australia.

Learning Focus This subject focuses on the development of equality in Australia by looking at laws and policies that were introduced from 1901 and their impact on Indigenous Australians through studying the Stolen Generation. Students will explore the effects and influence of the US 1950’s civil rights movement on Australia and the struggle of Aboriginal and Torres Strait Islander peoples, including the 1967 referendum to have equal rights and acknowledgement of land. This subject investigates the development of Australian culture by studying waves of migration to Australia after wars and Australia's refugee and asylum seeker policies.


Students studying this subject will be expected to: • Write an historical essay • Complete document analysis under test conditions • Complete a Semester Examination

Pathways For students wanting to study this topic further, they can choose VCE History Units 1 and 2.

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History: World War Two Rationale To study history is to understand why events took place in the hopes of not repeating

history’s mistakes. World War Two and its consequences killed more people than any other conflict in modern history. This Humanities elective delves into how the end of the First World War brought about the beginning of the Nazi Party and encouraged Hitler to spread his power throughout the world. This subject is for students wanting to learn about direct conflict in the 20th century in Europe and the Pacific.

Learning Focus Students examine the key events and ideologies that led to the Second World War. Students study conflict in the European and Pacific regions, such as Bomber Commands, the Desert War and Kokoda. Students study the War in the Pacific and the impact it had on Australia, analysing Pearl Harbour and its effect on the war effort and how events in Hiroshima played a vital role in the war. Australia’s efforts in World War Two are examined by studying how the Rats of Tobruk and the bombing of Darwin have shaped Australia today.

Outcomes /Assessment

Students studying History: World War II will be expected to: • Present their knowledge to the class • Write an historical essay • Complete document analysis under test conditions • Complete a Semester Examination

Pathways Students can continue to study History in the VCE by electing to undertake studies in History Unit 1 and 2.

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Commerce: Business and Legal Rationale For students interested in taking a Commerce career path at VCE or further study.

This Commerce elective introduces students to the role of innovation and its influence on

business success. Students explore ways the work and business environment is changing in

contemporary Australia and the implications this has on current and future work practices.

By undertaking this unit students will begin to understand the introductory concepts of Unit 1

Business Management and Unit 1 Legal Studies.

Learning

Focus

This elective contains a unit on Business Studies and Legal Studies.

The Business unit introduces students to the nature of innovation and how businesses seek to

create and maintain a competitive advantage in the market. Students will explore the impact of

social media and artificial intelligence and the adoption of sustainable practices as a way of

demonstrating corporate social responsibility.

The unit will also introduce students to the number of participants in the Australian workplace.

Students will explore contemporary business issues in a local, national and global context.

The unit on Legal Studies asks students to discuss the challenges facing democracy and identify

aspects of Australia’s court systems.

Students learn about the role of laws and the legal system in achieving social cohesion and

protecting the rights of individuals, the characteristics of an effective law, the relationship

between parliament and the courts and different types of law such as criminal law and civil law.

Outcomes

/Assessment

Students will be assessed in the following ways:

• Case Study and Structured Questions • Criminal and Civil Cases with Structured Questions • Semester examination

Pathways Students can continue to study at a VCE level by electing to undertake studies in

• VCE Business Management Units 1 and 2 • VCE Legal Studies Units 1 and 2

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Commerce: Money Matters (Accounting and Economics) Rationale For students interested in taking a Commerce career path at VCE or further study. This subject

also assists students in managing money and budgets, the importance of budgeting and the

impact unforeseen circumstances can have on their financial situations.

This Commerce elective introduces students to concepts of income, expenses, budgets and

paying bills. Students are also introduced to economic principles such as needs, wants and the

problem of scarcity.

By undertaking this unit students will begin to understand the introductory concepts in Units 1

and 2 Accounting and Economics.

Learning

Focus

This elective contains a unit on Accounting and Economics.

The Accounting unit introduces students to managing an income and budgeting expenses using

Microsoft Excel. Students also study how businesses record and manage financial information.

They appreciate how accounting contributes to the successful operation of a business.

Students will develop skills of financial literacy as they analyse documentation and implement

decision-making using contemporary examples. They apply critical thinking to resolve problems.

The unit on Economic principles and Australia’s economy introduces students to the key

economic principles of supply, demand and market forces. Students learn about the economy,

their place within it and the various impacts the economic climate can have on their lives and

their futures. They also think critically and creatively about approaches to economic problems

that might arise.

Outcomes

/Assessment

Students will be assessed in the following ways:

• Topic test • Budgeting portfolio using Excel • Case Studies relating to real life business examples • Graph preparation and interpretation • Semester examination

Pathways Students can continue to study by electing to undertake studies in

• VCE Accounting Units 1 and 2 • VCE Economics Units 1 and 2

This subject also benefits the VCAL pathway and assists students in managing their income, as well as preparing for life outside of the school setting including introducing concepts relevant for future business management and decision making.

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Geography: Human Geography

Rationale What makes a good life? How and why is it different around the world? In this Geography elective, students will look at the idea of human wellbeing and how this can be measured. Areas of focus will include health, wealth, education, and the influence of technology. They will develop an understanding of how these change between developing and developed countries.

Learning Focus Students will investigate and research Indicators of human wellbeing and the impact health, wealth and education has on wellbeing, Sustainable development goals, Influence of NGOs and government organisations. Students will investigate and conduct research into what things can influence these areas, they will also evaluate policies and programs that are designed to improve human wellbeing. Additional areas of focus will include statistical analysis, mapping, patterns of distribution. This unit will involve Fieldwork.


Assessments include: • Research Report • Fieldwork- case study (local scale) • Examination

Pathways Students can continue to study at a VCE level by electing to undertake studies in • Geography Unit 1 and 2 • Health and Human Development Unit 1 and 2 • Outdoor and Environmental Studies Unit 1 and 2

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SEMESTER-BASED ELECTIVES Students are required to select a combination of SIX electives. This will also include a combination of the above listed Science, Humanities and/or accelerated VCE or VET options.

Art: Painting and Drawing

Rationale Students investigate a range of traditional and contemporary arts forms, styles, media, materials, equipment and technologies in Visual Arts. They experiment with imaginative and innovative ways of generating ideas and manipulating arts elements and principles to explore the potential of ideas, gaining inspiration from a broad range of sources. With some guidance, they maintain a record of their planning and development (for example, in a visual diary or multimedia journal) noting when they are achieving their aim. Students learn to evaluate their own and other people’s artworks showing some understanding of selected arts forms and their techniques and processes as well as an emerging understanding of the qualities of arts elements and principles.

Learning Focus

Observational Drawing: Students are provided drawing exercises based on the writings of Dr Betty Edwards, which allow them to engage the right-brain mode of seeing and gain confidence and skill in drawing realistically. Blind-contour, grid, up-side down, negative space and observational drawing exercises are included. Appropriating the Renaissance: Focusing on tinting, shading and painting techniques, students select and paint 3 sections from a large gridded artwork. The gridding of the artwork correlates with Edwards’s thesis, while the sharing of the task is very successful in promoting the engagement of students in full class participation, discussion and collaboration, particularly in the areas of colour mixing and image alignment. The Renaissance: This theory assessment looks at artworks and artists from the Renaissance and the innovations that made Renaissance art so new and realistic. It compares Renaissance art to the art from Classical Greece and Rome, as well as the Medieval period.

Outcomes/ Assessments

Task 1: Observational Drawing: Task 2: Appropriating the Renaissance Task 3: The Renaissance -theory assessment presented as a booklet. Examinations

Pathways VCE Art VCE Studio Art

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Art Sculpture

Rationale Clay is a malleable material that has been used to sculpt art forms for thousands of years. Its versatility is ideal for exploring three-dimensional form, enabling students to add or subtract volume easily when considering and working on projects in the round (from all angles). The current task involves the designing, making and decorating of a ceramic skull. A task appropriate for lower year levels, a more challenging task is set out below whereby students will design and make a tea pot. Involving 4 key aspects - body, lid, spout and handle – the design/making of a tea pot will engage problem solving in the planning and concept stage through to the manipulation of materials, techniques and processes. Students will be guided through the documentation of all stages in the art process in line with and in readiness for entry into VCE Art/Studio Arts/VCD.

Learning Focus Slip Casting and Decorative Techniques: Mimicking the steps undertaken in VCE art, students will be introduced and trial the slip casting, a construction technique, to make ceramic vessels. Students will then trial several decorative techniques, including, sgraffito, slip trailing, shellac, decal, and inlay which will be applied to the slip cast vessels. Al steps of these decorative processes will be documented in student’s visual diaries, using annotation and photographs of each technique. Sculptural Tea Pot: Students will follow the art process to design, produce and decorate a sculptural tea pot using clay. Students will select a theme for their tea pot and document all steps of the art process in their visual diary using annotation and photographs. Japanese Tea Ceremony/Bauhaus: This theory assessment will look at the Japanese Tea Ceremony and the design and symbolism behind tea pot designs.


Task 1: Trials - Slip Casting and Decorative Techniques: Task 2: Sculptural Tea Pot Task 3: Japanese Tea Ceremony/ Bauer Haus EXAMINATION

Pathways VCE Art VCE Studio Art

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Business for IT

Rationale Using digital technology is an important aspect in the world of business. This subject is designed to give an understanding of various tools used in the businesses.

Learning Focus Students in IT for Business will develop an understanding of how to use the following tools: • How networks are created and used in small/ large scale businesses • How to create and use Databases for managing information like clients’ details, stock

information • Flow systems for streamlining and automating tasks • Problem solving for business


Students will be assessed using the following tasks: • Creating a database • Flow portfolio • Network Portfolio • Examination

Pathways There are no prerequisites for this subject. Pathways after this subject: • VCE Visual Communications • VCE Applied Computing • VET Screen and Media • VET Integrated Technologies • VET Information, Digital Media and Technologies

Creative Photography

Rationale The study of Creative Photography aims to encourage, develop and enhance a student’s deepest thoughts, through the visual language of Photography. Visual perception allows the development of spatial intelligence, a language of communication, which can be interpreted by many different cultures worldwide. Photography allows students to release and document their feelings and ideas via many types of intelligences such as kinaesthetic, intra and interpersonal intelligences.

Learning Focus Students are introduced or continue to learn about the features and functions of Single Lens Reflex (SLR) cameras. The practical folio focuses on further exploring ideas and continuing to experiment with both traditional and creative printing techniques and digitally produced and enhanced imagery. This unit is designed to offer revision to those students who have previously undertaken photography unit in Year 9. Creative photographic printing activities and digital tasks are offered and a deeper focus on folio development is a key assessment area. Creative Photography aims to develop individuals who are both aware of their environments and its aesthetic qualities and the health and safety aspects of handling photographic chemicals. Students study the conservation and preservation of the photographic art form and the display methods involved with this light sensitive art form during exhibitions. Written assessment tasks are also focused on photographic analysis.


Students will be assessed using the following tasks: • Practical Visual Folio. • Theoretical Assignments • Examination

Pathways VCE Studio Art VCE Art

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Design Technology: Wood, Metal and Plastic

Rationale The study of Design Technology gives students a broad understanding of design with key learning broken down into the following stages of Investigating, Designing, Producing and Evaluating. Through the production of complex products students gain essential practical skills. Students develop an understanding of the design process as well as an appreciation of how social, cultural, economic and environmental factors influence the development of their design ideas. Students plan a realistic and logical sequence of the production stages, incorporating time, cost and resources needed for production. Through the study of timber and the methods of timber processing students develop an understanding of the properties and characteristics of different types of timber.

Learning Focus Design Technology (Wood) at year 10 students explore and understand Technology by applying theoretical and practical outcomes to develop a product produced from timber. The focus in Semester One for Design Technology is on developing student skills in the preparation, of design briefs and to further develop students understanding of the Technology Process (Investigating and Designing; Producing; Analysing and evaluating) and its application in the Technology studies process. The Semester One focus for theory lessons is on workshop and personal safety OHS. In addition to learning about OHS, students make use of Computer Aided Design/Drafting techniques to develop their designs. In the workshop they develop skills in the safe use of hand tools and power tools to produce their product. Students learn about the proprieties, characteristics and classification of timber in both practical and theory lessons. They study aspects of forest management and the impact of controlled logging has on the environment.


Students studying Year 10 Design Technology will be expected to complete the following assessment tasks: • Design Brief • Investigation in Wood Joints and OHS • Assessment Task on Plantation Timber • Production and Evaluation (Bread Box) • Examination

Pathways VCE Product Design and Technology

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Drama

Rationale The study of Drama allows students to create and critically explore performances in contemporary and traditional genres. Learning in this domain allows students to develop skills in creativity, to refine their expressive skills and to communicate ideas through performance.

Learning Focus This course focuses on non-naturalistic theatre styles from a range of cultural and historical sources. Students use stimulus material to create and present solo and ensemble performances. These performances explore various themes, issues and ideas, using various non-naturalistic devices and techniques. Students analyse their own work and that of other students. They study non-naturalistic ensemble performance, exploring various styles, conventions and devices. Students use prescribed stimulus material to create and perform a non-naturalistic ensemble performance. They then study various forms of solo performance, such as monodrama, monologue and soliloquy. Students use playmaking techniques such as research, brainstorming, improvisation, scriptwriting and editing to create and present a solo performance drawn from a literary stimulus.


Students of Year 10 Drama will be assessed on the following tasks: • Solo performance • Group performance • Written reports • Examinations

Pathways VCE Drama VCE Theatre Studies

Electro-Mechanical System Design

Rationale This subject offers students the opportunity to acquire an understanding of how technological concepts play a pivotal role in designing the systems and structures used in modern life. The subject will also provide a sound basis for those students who choose Systems Engineering at VCE level.

Learning Focus Students will be exposed to a variety of learning opportunities focussed on Electro – Mechanical system design. The course will involve four discrete sections. • Structures and Forces • Mechanisms and Motion • Electronic Systems • Electro – Mechanical System Design


Students will be assessed using the following tasks: • A group task involving the design and construction of a solution to a set problem. • A short engineering design folio realising their design ideas. • Constructing simple electronic control circuitry and completing associated worksheets

explaining the reasoning behind their chosen solutions. • The Electro – Mechanical System Design section will be assessed individually with

students required to successfully combine their previously designed Mechanisms and Motion project with their Electronic Control System designs.

• Semester examination

Pathways VCE Systems Engineering

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From Page to Screen

Rationale What is better, the movie or the book? This subject is all about those works of literature that have found their way from page to the big screen. Through studying movie adaptations or transformations and their well-known written counterparts, students will develop their comparative writing and close scene analysis skills. Students will be reading and discussing a variety of classic and modern literary texts, their social and historical contexts, characterisation, setting and related issues and concerns, and they will compare, contrast, and evaluate these with their on-screen equivalents.

Learning Focus Students will study the following topics:

• Literary and Cinematic Techniques – discovering and analysing the techniques employed by authors and directors, as well as the impact on readers and audiences.

• Critical Review – researching critical reviews and using them to direct students’ own writing.

• Directorial and Authorial Views and Values – How does an author or director’s own context impact upon their work?

Symbolism and Translation to the Screen – What is symbolism? How is symbolism used? How does a literary work translate to the ‘big screen’?


Students will be assessed in the following ways: • Identification of Cinematic and Literary Techniques – small group task • Written critical and comparative review of a chosen pair of texts – written review • Research task of a chosen pair of author and director – individual research task Close analysis of a selected scene and matching literary passage – individual analysis task.

Pathways There are no prerequisites for this subject. Components of this study will assist with the study of VCE Literature and will aid in the Reading and Comparing area of study in VCE English. VCE Media Studies VET Screen and Media

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Food Technology: Foods of the Pacific Rim Rationale To provide students with the practical skills and theoretical knowledge needed to investigate,

design, produce and analyse a range of traditional food items from the Pacific Rim. They work with a range of ingredients and traditional utensils used in the preparation of specific Asian and South American countries located along the Pacific Rim. Students investigate, design, produce and analyse traditional Pacific Rim (Asian and South American) dishes for family members and school staff.

Learning Focus Throughout this unit, the learning focus will be: 1. The exploration of various ingredients, cooking techniques, flavours and traditional

equipment used in the preparation and production of Asian and South American Pacific Rim dishes.

2. Gain the knowledge and experience required to design and produce Pacific Rim inspired dishes based on dietary needs and preferences

3. Design, produce and analyse Pacific Rim dishes for different contexts – home and school.


Students complete the following tasks throughout this unit. • Practical Evaluations - Completion of teacher generated evaluations of dishes prepared

throughout the semester • Survey and analysis - of Pacific Rim Dishes (Asia and South America) based on client

preferences and needs. • Design and Production Task - Students design suitable dishes for clients such as family

members and college staff based on teacher generated design brief.

•

Pathways VCE Unit 1 and 2 Food Studies VET Kitchen Operations

Food Technology: Indulgent Desserts

Rationale To provide students with the practical skills and theoretical knowledge needed to investigate,

design, produce and analyse desserts which are suitable for commercial or large-scale production

Learning Focus Throughout this elective, the learning focus will be: • The exploration of various ingredients, cooking techniques, flavours and traditional

equipment used in the preparation and production of desserts. • Gain the knowledge and experience required to design and produce desserts based on

dietary needs and preferences • Design, produce and analyse desserts which replicate the quality standards of

commercial dessert making. • Compile a portfolio of tasks based on several desserts which are suited for different

clients, contexts and budgets


Students complete the following tasks throughout this unit: • Poster Presentation Festive Desserts • Survey and analysis of Dessert Preferences and Needs: • Cultural Influences on student food Intake • Design and Production Task • Students design suitable dessert prototypes for commercial clients based on teacher

generated design brief • Examination

Pathways VCE Unit 1 and 2 Food Studies VET Kitchen Operations

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Language: Indonesian

Rationale As students work towards competency in Indonesian speaking, listening, reading and writing, they compare aspects of life in Indonesia with those in multicultural Australia, and the impact of some of these aspects on the way people behave and use language. Students explore the extent and limitations of their Indonesian, whilst developing strategies for maximising and extending the skills and knowledge and cultural understanding they have acquired. They understand that language is a complex system with rules, and differences from English. They realise that words and concepts may not have a direct equivalent in another language.

Learning Focus They practise using Indonesian in an increasing range of contexts; for example, in the community, and begin to manipulate language to express their own personal meanings. They understand a range of spoken and written conventions in Indonesian, and they initiate and participate in class and chat room discussion, conduct research using print and electronic resources, and reorganise information to produce effective extended spoken and written discourses in a range of forms. Students become increasingly aware of the distinctive cultural, social and linguistic nature of the study of Indonesian and acknowledge the need to extend and reinforce their own learning in a sequential and systematic way. They contribute to decisions about the context for learning and the sequencing of topics according to their interests and needs, including future studies and career goals. Students who select Indonesian at Year 10 must study it for two semesters to ensure a consistent acquisition of the language skills.


In Year 10, students complete a variety of in-class and out-of-class assessments including: • Written tasks • Speaking tasks • Listening tasks • Oral presentations • End of semester examinations

Pathways It is strongly recommended that students have completed Year 9 Indonesian to adequately prepare themselves for this subject. However, students may request a meeting with the Head of Learning: Languages to discuss the opportunity to study Year 10 Indonesian without having completed Year 9 Indonesian. This could include students who want to learn both Indonesian and Italian in Year 10. Students who take Year 10 Indonesian have the option to progress to VCE Indonesian Units 1 and 2 in Year 11, and Units 3 and 4 in Year 12.

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Language: Italian

At Thomas Carr we encourage students to study a Language in addition to English. The Victorian School of

Languages is an Institution committed to excellence in teaching different languages from Year 7 through to Year 12.

These classes may be an additional option for you to consider if you wish to study a Language which is not offered

at Thomas Carr.

For further information, please visit the School’s website at https://www.vsl.vic.edu.au/ or discuss with the College’s

Head of Languages.

Rationale As students work towards competency in Italian speaking, listening, reading and writing, they compare aspects of life in Italian with those in multicultural Australia, and the impact of some of these aspects on the way people behave and use language. Students explore the extent and limitations of their Italian, whilst developing strategies for maximising and extending the skills and knowledge and cultural understanding they have acquired. They understand that language is a complex system with rules, and differences from English. They realise that words and concepts may not have a direct equivalent in another language.

Learning Focus They practice using Italian in an increasing range of contexts; for example, in the community, and begin to manipulate language to express their own personal meanings. They understand a range of spoken and written conventions in Italian, and they initiate and participate in class and chat room discussion, conduct research using print and electronic resources, and reorganise information to produce effective extended spoken and written discourses in a range of forms. Students become increasingly aware of the distinctive cultural, social and linguistic nature of the study of Italian and acknowledge the need to extend and reinforce their own learning in a sequential and systematic way. They contribute to decisions about the context for learning and the sequencing of topics according to their interests and needs, including future studies and career goals. Students who select Italian at Year 10 must study it for two semesters to ensure a consistent acquisition of the language skills.


In Year 10, students complete a variety of in-class and out-of-class assessments including: • Written tasks • Speaking tasks • Listening tasks • Oral presentations • End of semester examinations

Pathways It is strongly recommended that students have completed Year 9 Italian to adequately prepare themselves for this subject. However, students may request a meeting with the Head of Learning: Languages to discuss the opportunity to study Year 10 Italian without having completed Year 9 Italian. This could include students who want to learn both Indonesian and Italian in Year 10. Students who take Year 10 Italian have the option to progress to VCE Italian Units 1 and 2 in Year 11, and Units 3 and 4 in Year 12.

https://aus01.safelinks.protection.outlook.com/?url=https%3A%2F%2Fwww.vsl.vic.edu.au%2F&data=04%7C01%7Cjessica.atwood%40thomascarr.vic.edu.au%7C02ceba9835044289d97808d9521c1f15%7Ca876e0db70174234918a0cfa61d63d44%7C0%7C0%7C637631103091504530%7CUnknown%7CTWFpbGZsb3d8eyJWIjoiMC4wLjAwMDAiLCJQIjoiV2luMzIiLCJBTiI6Ik1haWwiLCJXVCI6Mn0%3D%7C1000&sdata=xTJIqBFpUKWf12tkM1Gci8q7qhl6MH%2BOOr9wOwcbbUY%3D&reserved=0

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Music: Arranging and Composing

Rationale Music at Thomas Carr College is an integral part of the education of every student and takes place in both the curriculum and co-curriculum of the School. Being actively involved in performing and creating music helps students to discover and improve their capacity for creativity and can build and strengthen young people’s identity and self-esteem. Music offers unique opportunities for creativity and self-expression.

Learning Focus This course focuses on students arranging an existing musical work/s to a specific brief. This brief outline the occasion, the instrumentation and the musical style given to the work. The realisation and the performance of the work may be in the solo or ensemble situation. Students also according to a brief compose a song for an event or situation. The composition utilises existing compositions models and modes. The performance of this work is performed to an audience outlined in their brief. Both the arrangement and the composition use ICT and the software Sibelius as an integral part of the process.


• Students present to a selected audience a solo or group performance of an arrangement of a popular song they have devised and published. Students also present a solo or group performance of an original composition using a written brief and a traditional musical form as the basis.

• A theoretical examination is undertaken that focuses on scales, intervals, chords and melodic and aural recognition.

Pathways Units 1 and 2 Music Performance VETiS Music Industry.

Music Solo Performance

Rationale Music at Thomas Carr College is an integral part of the education of every student and takes place in both the curriculum and co-curriculum of the School. Being actively involved in performing and creating music helps students to discover and improve their capacity for creativity and can build and strengthen young people’s identity and self-esteem. Music offers unique opportunities for creativity and self-expression.

Learning Focus This course focuses on preparing a solo performance program on the students chosen instrument. The program relies on students selecting and interpreting a wide and varied program with works. The chosen works come from a variety of contrasting genres and musical styles. Performance conventions are focused upon to help shape and give style to their performances. To assist in interpreting works theory lessons in chords, scales, melodic and rhythmic dictation are integral to the subject. It is recommended that all students have a weekly individual lesson their instrument.


1. Students construct and perform a diverse solo performance program that includes works from a variety of genres and composers with musical pieces appropriate to their chosen audience.

2. Students present a selection of technical work that assist and support their playing of their solo program.

3. A theoretical examination is undertaken that focuses on scales, intervals, chords and melodic and aural recognition.

Pathways VCE Music Performance Units 1 and 2 leading to Music Performance 3 and 4. Alternatively, or in conjunction, students can study VETis Music Industry.

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Pre-VCE Physical Education

Rationale: Pre VCE PE enables students the opportunity for practical application of theoretical content. Whether it is an interest in physical education, a curiosity of the body’s systems and how they create movement, or you are intrigued by training and how it can optimise performance in sport, Pre VCE PE lets students experience what a career in the sports industry may behold. Students can delve into the wide variety of employment and further study opportunities that are available in the thriving sports industry such as exercise and sport science, health science, education, recreation and sport development. This is a Pre VCE elective that is designed to provide a solid foundation for further studies into VCE PE.

Learning Focus: In this subject, students will learn about a variety of topics in preparation for VCE Physical Education. By experiencing, examining, and analysing a variety of key concepts, students will develop a deeper understanding of topics including, but not limited to:

• Students study students examine the musculoskeletal, respiratory and muscular systems of the human body work together to produce movement.

• Students consider the cardiovascular, respiratory and muscular systems and the roles of each in supplying oxygen and energy to the working muscles.

• Students examine the biomechanical and skill acquisition principles that can be applied when analysing and improving movement skills used in physical activity and sport.

• Students form the foundation of an effective training program using an activity analysis to determine the fitness requirements of a selected physical activity through the application of appropriate training principles and methods.

Outcomes/ Assessment:

This subject will be assessed in the following methods: • Topic Tests • Research tasks • Semester Examination

Pathways: There are no Pre-requisites for this subject although students are encouraged to complete Elite Sports Performance in Year 9. This subject leads into VCE Physical Education Units 1 & 2 and further VCE Physical Education Units 3 & 4.

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Pre-VCE-Health and Human Development - Promoting community health and wellbeing

Rationale Pre VCE HHD enables students to explore the concepts of health and wellbeing. Whether it is an

interest in how important health and wellbeing is to individuals, families, communities, nations and

global society, a curiosity of factors that support and improve health and wellbeing and those that

put it at risk, or you are intrigued by development occurs across the stages of lifespan, Pre VCE

HHD lets students experience what a career in health industry may behold.

Students can delve into the wide variety of employment and further study opportunities that are

available in the thriving health industry such as such as health promotion, community health

research, allied health and education.

This is a Pre VCE elective that is designed to provide a solid foundation for further studies into

VCE HHD.

Learning Focus In this subject, students will learn about a variety of topics in preparation for VCE Health and

Human Development. By experiencing, examining, and analysing a variety of key concepts,

students will develop a deeper understanding of topics including, but not limited to the following:

• Students will understand the concept of health and wellbeing, including its five dimensions

and how they are interrelated (impact on each other).

• Students will develop an understanding of the health status indicators used to compare

the health status of different populations, and they will analyse and interpret data

associated with the health status of individuals within their community.

• Students explore the health services available in the health care system and how these

improve health and wellbeing outcomes.

• Students will then explore health promotion initiatives within their local community that aim

to promote the health and wellbeing of individuals within that community. They will apply

the action areas of the Ottawa Charter for Health Promotion to analyse these health

promotion initiatives and design their own health promotion campaign.

Outcomes/

Assessment

Students studying Promoting community health and wellbeing will complete the following

assessments:

• Topic Tests

• Research tasks

• Semester Examination

Pathways There are no Pre-requisites for this subject although students are encouraged to have completed

Health Performance in Year 9.

This subject leads into VCE Health and Human Development n Units 1 & 2.

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Rocketry Rationale This course is designed for students who have a passion for science, technology,

engineering, and mathematics. Rocketry will provide students with the opportunity to engage with rocket systems, coding, and entrepreneurship. This course links in with industry experts to build essential skills, through a ‘hands on’ and teamwork approach to learning.

Learning Focus Students will explore a wide variety of industry applications of rockets and the future of

rockets in humanities story. Students will design, prototype a working rocket, and gain deep

understandings into the science and technology behind how rockets work.

This will be explored through the following:

• The importance of rocket systems

• Colonisation

• Rocket design

• Prototyping

• Artificial intelligence

• Space: the final frontier.


Students studying Year 10 Rocketry will complete the following assessments: • Learning Portfolio • Practical - Live firing of rocket • Written Report – Planning for the future.

Pathways There are no prerequisites for this subject, however it is recommended that students complete the Aviation elective in Year 9. Students may continue their study in VCE Physics and Chemistry.

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Robotics

Rationale In the 21st Century, robotics is a fast-growing industry with automated systems being created to solve problems. How has Artificial intelligence developed in the service industry and at what point does AI go too far? Students will develop and design prototypes using 3D printing and electronics, allowing them to get a glimpse into the changing world of robotics. Robotics will be a growth industry in the future of digital and design technology, students how have an interest in robotics and robotic literacy will find many new avenues of learning and employment open to them.

Learning Focus Students will learn about the following • What are robots? • Artificial intelligence and ethics • Designing and creating simple prototypes


• Design Portfolio • Prototype • Investigation • Examination •

Pathways • VCE Applied Computing • VET Screen and Media • VET Integrated Technologies • VET Information, Digital Media and Technologies • VCE Systems Engineering

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Sustainability and our Future Rationale The future of the environment is a highly debated concept in today’s political climate. It is crucial

that people understand the impact of waste and non-renewable energy sources has on the future of humanity. When students take part in ‘Sustainability and our Future they will explore the hard-hitting facts surrounding climate change and some of things we can do to protect the future generations. In undertaking this study students will have the opportunity to work with experts in industry to explore sustainable solutions to some of the real-world challenges that our community is faced with.

Learning Focus In ‘Sustainability and our Future’, students develop a range of inquiry skills involving practical experimentation and research, analytical skills including critical and creative thinking, and communication skills. Students will focus on the following topics: • Renewable energy sources exploring the advantages, disadvantages and the challenges • Global warming, examining the real causes and the future both apocalyptic and pristine. • Conservation practices and techniques to prevent extinction and protect endangered

organisms • Human impact and our impact as living members in a delicate global system.


The assessment for this subject will consist of one or more of the following: • a fieldwork reports • a case studies • a report of a practical activity involving the collection of primary data • Scientific poster • Community engagement/awareness campaign. • Practical report using primary and/or secondary data •

Pathways There are no prerequisites for this subject. This study will lead into VCE Environmental Science Unit 1 and 2, Geography, Biology and Outdoor Ed

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Textiles Streetwear

Rationale Streetwear is a style of road fashion established in Californian surf and skate culture. It has developed to envelop components of hip-hop design, Japanese street form, and present-day high fashion. Students will become critical users of technologies, designers and producers of designed solutions for sustainable futures. They will use critical and creative thinking strategies to generate innovative ethical design ideas to communicate to a range of audiences. Using industry practices students will learn how to manipulate a range of materials and components to transfer the knowledge and skills from design and technologies to create new design options.

Learning Focus: Students’ progress from basic drawing to using technical terms and techniques and using digital technologies to produce three-dimensional drawings and prototypes focusing on fast fashion streetwear. Students consider the economic, environmental and social impacts of technological change and how the choice and use of technologies may contribute to a sustainable future.


1. Folio 1: Investigate & Generate 2. Folio 2: Planning, managing & Evaluation 3. Production: Streetwear 4. Semester Examination

Pathways: VCE Product Design and Technology Textiles VCE VET Cert II Applied Fashion Design and Technology

Textiles Couture

Rationale: Textiles Couture is an introduction to what High End Fashion is. It aims to create high quality designed solutions across a range of technologies contexts. Students research the haute couture fashion industry and the designers that have embraced and influenced fashion to the next level, Chanel, Dior and Yves Saint Laurent. Students plan and manage projects from design ideas to realisation making their garment. Students will apply design thinking and processes to investigate ideas, generate and refine ideas, plan and manage, produce and evaluate solutions. They develop a sense of pride, satisfaction and enjoyment from their ability to create innovative designed solutions.

Learning Focus: Students will spend a substantial amount of time engaged in developing processes and production skills required for delicate finishes in couture fashion. Through the practical application of technologies, students develop fine motor skills and coordination through experiential activities to produce an elegant piece of clothing.


1. Folio 1: Investigate and Generate 2. Folio 2: Planning, managing and Evaluation 3. Production: Evening Wear 4. Semester Examination

Pathways: VCE Product Design and Technology Textiles VCE VET Cert II Applied Fashion Design and Technology

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The Evolution of English

Rationale: This subject will cover the ‘building blocks’ of the English language. Students who have an interest in learning words, their origins, and the many ways they can be used, would enjoy this subject. This subject provides a taster of what is required in VCE English Language, without having to commit to that pathway in Year 11 and 12. If you are someone who finds reading novels and plays boring, but still have an interest in the language you speak, this subject might be for you. From phonetics (how we make the ‘sounds’ of English), to the history of English language, this subject is all about what makes English… English!

Learning Focus: Students will study the following topics: • The ‘nuts and bolts’ of English – grammar and punctuation. • Phonics and the significance in spelling. • How the English language that we are familiar with was created? • How is English linked to other languages of the world? • How was ‘acceptable’ English decided upon? • How is English used to interact in modern society? Students who study this subject will develop a deeper understanding of the English language both in written and oral form and will find this knowledge transferable to every subject that uses English as the primary mode of communication.


Students will be assessed using a variety of methods including: • Written reports • Class presentations • Written tests • Research projects

Pathways: There are no prerequisites for this subject. Components of this study will assist with the study of VCE English Language, and VCE English, in Year 11 and 12.

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Timeless Tales of Gods and Heroes

Rationale This unit examines the comparative study of myth and storytelling and their importance in the history of anthropological thought. The unit focuses predominantly on forms, recurrent themes and cross-cultural comparisons of myth and stories across multiple faiths.

Learning Focus Students will investigate mythology across many different religions and compare it to Christianity. Students will gain an insight into how stories of creation, heroism and Godliness shaped beliefs. Students will also analyse creation myths, eternal return, and the concept of mythical archetypes such as trickster and hero. The unit critically evaluates different theoretical approaches centring on concepts of mythical thought and the human unconscious. Students will compare tricksters from mythology to that found in the New Testament. Heroes will also be explored, with a focus on the different ideas of heroism across cultures. Through this unit, students can understand core religious beliefs, myth and how these stories have influenced many facets of life. Students can understand how myth has developed peoples feeling of belonging in the world. Students will learn about myth validity and how it shapes cultures.


This subject will be assessed through the following: • Exegesis type of assessment where students will read a Norse Myth and try to ascertain

the underlying meaning within the story. • Comparison of mythology • Students to find a myth and present to class as a way of seeing it through a Catholic

lens • Test on the purpose of these stories. • Capabilities will be assessed through each assessment

Pathways Students do not need any pre-requisite subjects for this elective; however, any additional history units undertaken would be useful. This unit would develop some key knowledge and skills from the VCE Texts and Traditions Design.

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Visual Communication Design: Product Design

Rationale Students investigate a range of contemporary design processes, styles, media, materials, equipment and technologies in VCD. They experiment with imaginative and innovative ways of generating ideas and manipulating arts elements and principles to explore the potential of ideas, gaining inspiration from a broad range of sources. With some guidance, they maintain a record of their planning and development (for example, in a visual diary or multimedia journal) noting when they are achieving their aim. Students learn to evaluate their own and other people’s designs showing some understanding of selected designers and design forms and their techniques and processes as well as an emerging understanding of the qualities of design elements and principles.

Learning Focus Students further develop their knowledge of relevant technologies, equipment and mediums to create design. The emphasis will be on product and promotional design: conceptual development of design language. They apply the techniques needed to produce their final designs, incorporating elements of art elements and principles of composition (e.g. exploring different textures and forms in Adobe Illustrator). Students also analyse and interpret the content, structure, characteristics and the role of design in different cultural contexts: they achieve this though studying the work of famous Australian and international designers.


• Practical Design Folio: Exploring product design and promotional material • Theoretical Assignment: Design Analysis

Pathways Unit 1 and 2 Visual Communication and Design

Visual Communication Design: Space and Architecture

Rationale Students investigate a range of traditional design and drawing processes, styles, media, materials, equipment and technologies in VCD. They learn ways of constructing designs through paraline drawing techniques. With some guidance, they keep a record of their planning and development (for example, in a visual diary or multimedia journal) documenting their progress towards achieving their aim. Students learn to self-evaluate and appraise other people’s designs showing some appraisal of selected designers and design forms and their techniques and processes as well as an emerging understanding of the qualities of design elements and principles.

Learning Focus Students consolidate their knowledge of pertinent technologies, equipment and mediums to construct design. The emphasis will be on instrumental drawing and interior/architectural design. They apply the techniques needed to produce their final designs, incorporating art elements and principles of composition. Students also analyse and interpret the content, structure, characteristics and the role of design in different cultural contexts: they achieve this though studying the work of famous Australian and international designers.


• Practical Design Folio: Exploring technical drawing systems such as perspective and paraline conventions

• Theoretical Assignment: Design Analysis

Pathways Unit 1 and 2 Visual Communication and Design

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Websites for Gaming and Design

Rationale Being able to manipulate websites in a world heavily based in the world wide web is an important skill to develop. In this subject, students will develop a basic understanding of how websites work, good website design and how to use coding to build and tweak websites.

Learning Focus Students will have the opportunity to use html to create a website, templates and tweak html for problem solving. Students with an interest in gaming will use their website as a gaming platform for different 2D games, students with an interest in business and design will build websites to host these types of interests. Students will learn to integrate media properties, use templates, tweak code and write coding for websites. In addition, students will investigate current website design practices, copy write legislation, and design elements and principles.


Students will be assess using the following tasks: • Investigation project • Website project • Examination

Pathways There are no prerequisites for this subject. Pathways after this subject, • VCE Visual Communications • VCE Applied Computing • VET Screen and Media • VET Integrated Technologies • VET Information, Digital Media and Technologies

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Accelerated VCE Units For more information about the VCE options offered at Year 10 including an application form, please contact Ms. McIntyre (Director of Learning and Teaching – Senior School).

Applied Computing Units 1 and 2

Rationale Technology continues to evolve rapidly, providing opportunities for enterprising individuals to create new technologies and innovative uses for existing technologies. This study equips students with the knowledge and skills required to adapt to a dynamic technological landscape, including the ability to identify emerging technologies, envisage new uses for digital technologies and consider the benefits that these technologies can bring to society at a local and at a global level. VCE Applied Computing facilitates student-centred learning that enables students to build capabilities in critical and creative thinking, and to develop communication and collaboration, and personal, social and information and communications technology (ICT) skills. Students are provided with practical opportunities and choices to create digital solutions for real-world problems in a range of settings.

Learning Focus

Unit 1: Applied computing In this unit students are introduced to the stages of the problem-solving methodology. Students focus on how data can be used within software tools such as databases and spreadsheets to create data visualisations, and the use of programming languages to develop working software solutions. Unit 2: Applied computing In this unit students focus on developing innovative solutions to needs or opportunities that they have identified and propose strategies for reducing security risks to data and information in a networked environment.


• A presentation (oral, multimedia, visual) of an innovative solution • A written report • An annotated visual report • A case study with structured questions • The design of a wireless network or a working model of a wireless network. • Examinations

Pathways VCE Applied Computing provides a pathway to further studies in areas such as business analysis, computer science, cybersecurity, data analytics and data science, data management, games development, ICT, networks, robotics, software engineering and telecommunications, and other careers relating to digital technologies.

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Biology Units 1 and 2 Rationale: Biology enables students to investigate the processes involved in sustaining life at cellular,

system, species and ecosystem levels. In undertaking this study, students examine how life has evolved over time and understand that in the dynamic and interconnected system of life all change has a consequence that may affect an individual, a species or the collective biodiversity of Earth. The study gives students insights into how knowledge of molecular and evolutionary concepts underpins much of contemporary biology, and the applications used by society to resolve problems and make advancements.

In Biology students, develop a range of inquiry skills involving practical experimentation and research, analytical skills including critical and creative thinking, and communication skills.

Students use scientific and cognitive skills and understanding to analyse contemporary biology-related issues and communicate their views from an informed position.

Learning Focus: Biology is a diverse and evolving science discipline that seeks to understand and explore the

nature of life, past and present. Despite the diversity of organisms and their many adaptations for survival in various environments, all life forms share a degree of relatedness and a common origin. The study explores the dynamic relationships between organisms and their interactions with the non-living environment. It also explores the processes of life, from the molecular world of the cell to that of the whole organism, that maintain life and ensure its continuity.

Students study cell reproduction and the transmission of biological information from generation to generation. Students examine classical and contemporary research, models and theories to understand how knowledge in biology has evolved and continues to evolve in response to new evidence and discoveries.

An understanding of the complexities and diversity of biology leads students to appreciate the interconnectedness of the content areas both within biology, and across biology and the other sciences.


Students studying Unit 1 and 2 Biology will be expected to complete the following Assessments:

• Semester examinations • Practical investigations • Tests • Research Investigation

Pathways After the completion of this subject students can further their studies of Biology by completing Biology Units 3 and 4.

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Business Management Units 1 and 2 Rationale: It is the small business sector that provides a wide variety of goods and services for both

consumers and industries, such as manufacturing, construction and retail. This, combined with employment opportunities, makes the small business sector a vital component in the success, growth and stability of Australia. Small businesses are tangible to students as they are visible and accessible in daily life. VCE Business Management examines the ways in which people at various levels within a business organisation manage resources to achieve the objectives of the organisation.

Learning Focus: Students develop an understanding of the complexity, challenges and rewards that come from business management and gain an insight into the various ways' resources can be managed in small, medium and large-scale organisation. Students will learn that small rather than large businesses make up most of all businesses in the Australian economy. This unit provides an opportunity for students to explore the operations of a small business and its likelihood of success. Students investigate communication both internal and external to the business. They develop knowledge of aspects of business communication and are introduced to skills related to its effective use in different contexts. The vital functions of marketing and public relations are considered, with students developing an understanding of the important role these functions play in the ultimate success of a business.


Students studying Business Management Units 1 and 2 will be expected to: • Explain a set of generic business characteristics and apply them to a range of businesses.

• Apply decision-making and planning skills to establish and operate a small business and

evaluate the management of an ethical and a socially responsible small business.

• Discuss one or more of the day-to-day operations associated with an ethical and a socially responsible small business and apply the operation/s to a business situation.

• Apply and justify a range of effective communication methods used in business-related situations. Analyse and evaluate effective marketing strategies, processes and public relations and apply these to small business-related situations.

Pathways Students can continue to study Business Management in the VCE by continuing to pursue further studies in Business Management Units 3 and 4.

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Geography Units 1 and 2 Rationale VCE Geography enables students to examine natural and human phenomena, how and why

they change, their interconnections and the patterns they form across the Earth’s surface. In doing so, they develop a better understanding of their own place and its spaces and those in other parts of the world. These spatial perspectives, when integrated with historical, economic, ecological and cultural perspectives, deepen understanding of places, environments and human interactions with these. Interpretative and analytical skills enable students to interpret information presented in a variety of formats including maps, graphs, diagrams and images.

Learning Focus Unit One: Hazards and Disasters Students will undertake investigations into how hazards develop. These can include geological, hydro meteorological, biological and technological hazards. They will compare two different types of hazards and how people respond to them. Unit Two: Tourism In this unit students investigate the characteristics of tourism, with emphasis on where it has developed, it is various forms, how it has changed and continues to change and its impacts on people, places and environments. They select contrasting examples of tourism from within Australia and elsewhere in the world to support their investigations.


Students will be assessed in the following ways: • A Fieldwork Report • Short Answer Questions • Data Analysis • Examination

Pathways Students can continue to study Geography in the VCE by electing to undertake studies in Geography Unit 3 and 4.

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Health and Human Development Units 1 and 2 Rationale: VCE Health and Human Development provides students with broad understandings of

health and wellbeing that reach far beyond the individual. Students learn how important health and wellbeing is to themselves and to families,

communities, nations and global society. Students explore the complex interplay of biological, sociocultural and environmental factors that support and improve health and wellbeing and those that put it at risk. The study provides opportunities for students to view health and wellbeing, and development, holistically – across the lifespan and the globe, and through a lens of social equity and justice.

VCE Health and Human Development is designed to foster health literacy. As individuals and as citizens, students develop their ability to navigate information, to recognise and enact supportive behaviours, and to evaluate healthcare initiatives and interventions. Students take this capacity with them as they leave school and apply their learning in positive and resilient ways through future changes and challenges. VCE Health and Human Development offers students a range of pathways including further formal study in areas such as health promotion, community health research and policy development, humanitarian aid work, allied health practices, education, and the health profession.

Learning Focus: Students explore health and wellbeing as a concept with varied and evolving perspectives and definitions. It takes the view that health and wellbeing are subject to a wide range of contexts and interpretations, with different meanings for different people. As a foundation to the understanding of health, students should investigate the World Health

Organization’s (WHO) definition and also explore other interpretations. Wellbeing is a complex combination of all dimensions of health, characterised by an equilibrium in which the individual feels happy, healthy, capable and engaged. Students investigate the transitions in health and wellbeing, and development, from lifespan

and societal perspectives. Students look at changes and expectations that are part of the progression from youth to adulthood. This unit promotes the application of health literacy skills through an examination of adulthood as a time of increasing independence and responsibility, involving the establishment of long-term relationships, possible considerations of parenthood and management of health-related milestones and changes.


Students are assessed by a variety of methods including:

• a short written report, such as a data analysis, a research inquiry or a case study analysis

• structured questions, including extended written responses and detailed data analysis.

Pathways Students may continue their studies of Health and Human Development by studying Unit 3

and 4 Health and Human Development.

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Legal Studies Units 1 and 2 Rationale

VCE Legal Studies examines the processes of law-making, dispute resolution and the administration of justice in Australia. Students develop an understanding of the impact of the legal system on the lives of citizens, and the implications of legal decisions and outcomes on Australian society. The study provides students with an appreciation of how individuals can be involved in decision-making within the legal system, encouraging civic engagement and helping them to become more informed and active citizens.

Learning Focus

The law influences all aspects of society – at home, at work and in the wider community. Laws are used by society to preserve social cohesion, and to ensure the protection of people from harm and from the infringement of their rights. These laws can be grouped according to their source and whether they are criminal or civil in nature. Following an overview of the law in general, this unit focuses on criminal law. Students examine the need for laws in society. They investigate the key features of criminal law, how it is enforced and adjudicated and possible outcomes and impacts of crime. Through a consideration of contemporary cases and issues, students learn about different types of crimes and explore rights and responsibilities under criminal law. Students investigate the processes and procedures followed by courts in hearing and resolving criminal cases. They explore the main features and operations of criminal courts and consider the effectiveness of the criminal justice system in achieving justice.


Students studying Legal Studies Units 1 and 2 will be expected to: • Describe and analyse the need for Law; the elements of criminal liability law, crimes

against the person and property, the court hierarchy, the role of courts in law making, the process of dispute resolution and the protection of rights.

• Identify and evaluate criminal and civil law, criminal sanctions, the jurisdiction of courts within the hierarchy and the processes of dispute resolution.

Pathways Students can continue to study Legal Studies in the VCE choosing Legal Studies Unit 3 and 4.

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Media Studies Units 1 and 2 Rationale: VCE Media provides students with the opportunity to analyse media concepts, forms and

products in an informed and critical way. Students consider narratives, technologies and processes from various perspectives including an analysis of structure and features. Students examine debates about the media’s role in contributing to and influencing society. Students integrate these aspects of the study through the individual design and production of their media representations, narratives and products, ultimately producing their own Media Productions.

Learning Focus: This study enables students to: • investigate and analyse their and others’ experience of the media and examine the

relationship between audiences and the media

• understand the codes and conventions that are used to construct media narratives, products and to develop an understanding of traditional and contemporary media forms, products, institutions and industries through theoretical study and practical application

• develop an understanding of the nature, roles, structure and contexts of creation and distribution of media forms, products and to analyse media stories and narratives to understand how meaning is constructed and how audiences are engaged

• develop skills in critically understanding the significance and aesthetics of the media and refine skills in the design, production, evaluation and critical analysis of media products in a range of contexts and forms for different audiences.


Unit 1: Media forms, representations and Australian stories Unit 2: Narrative across media forms These include written SAC’s, and Media Productions (SAT’s) which are the project-based assessments. These can be in the form of short films, podcasts, and print based media.

Pathways: Unit 3&4 Media Studies VCE Drama

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Outdoor Education (VCE)

Rationale VCE Outdoor and Environmental Studies provides students with the skills and knowledge to

safely participate in activities in outdoor environments and to respect and value diverse

environments. The blend of direct practical experience of outdoor environments with theory-

based study enables informed understanding of human relationships with nature.

Learning Focus Outdoor and Environmental Studies is designed to help students develop a practical

understanding of the world around them. Students develop experiential relationships with, and

knowledge of, outdoor environments.

In Unit One, Students will explore human’s motivation for outdoor experiences while

investigating why it is that they choose to interact with outdoor environments.

In Unit Two, Students will investigate humans understanding of different outdoor environments

while discovering how we have an impact on outdoor environments.

Students will gain practical experience by participating in a variety of outdoor activities that are

designed to challenge and engage students in a safe and controlled learning environment.

Students will be required to participate in a range of physical activities in and out of College,

along with some overnight experience that explores our connection with the environment.

Outcomes

/Assessment

Experience based Journal (Students will complete a journal for the duration of this subject.

This journal will highlight students’ interactions and exploration of the different environments

that will be studied over the course of year).

One of the following:

• Case study

• Written report

• Multimedia presentation or podcast

Pathways There are no prerequisites for the study of this subject.

Outdoor and Environmental Studies offers students a range of pathways including further

formal study in areas where interaction with outdoor environments is central, such as natural

resource management, nature-based tourism, outdoor leading and guiding, environmental

research and policy, education, and agriculture.

Students may also choose a pathway that focuses hands-on learning such as apprenticeships

or traineeships.

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Psychology Units 1 and 2

Rationale: Psychology provides students with a framework for exploring the complex interactions between

biological, psychological and social factors that influence human thought, emotions and behaviour. In undertaking this study, students apply their learning to everyday situations including workplace

and social relations. They gain insights into a range of psychological health issues in society. .

Learning Focus: In Unit 1, students investigate the structure and functioning of the human brain and the role it plays in the overall functioning of the human nervous system. Students explore brain plasticity and the influence that brain damage may have on a person’s psychological functioning. They consider the complex nature of psychological development, including situations where psychological development may not occur as expected. Students examine the contribution that classical and contemporary studies have made to an understanding of the human brain and its functions, and to the development of different psychological models and theories used to predict and explain the development of thoughts, feelings and behaviours.

In Unit 2, students investigate how perception of stimuli enables a person to interact with the world around them and how their perception of stimuli can be distorted. They evaluate the role social cognition plays in a person’s attitudes, perception of themselves and relationships with others. Students explore a variety of factors and contexts that can influence the behaviour of an individual and groups. They examine the contribution that classical and contemporary research has made to the understanding of human perception and why individuals and groups behave in specific ways.


Assessments include:

• Brain and Nervous System Test • Lifespan Development Test • Semester Exam • Empirical Research Activity on Sensation and Perception • Media Analysis on Attitude

• Student-directed practical investigation • Semester Examinations

Pathways Students can continue to study Psychology Units 3 and 4 in the VCE after successful completion of Units 1 and 2.

YEAR 10 SUBJECT SELECTION INFORMATION 2022

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