year 10 2020 - korowa anglican girls' school year... · 2019. 7. 19. · our global village 30...

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YEAR 102020

CURRICULUM GUIDE

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Contents

MISSION AND VALUES 3YEAR 10 4YEAR 10 CURRICULUM OVERVIEW 6ASSESSMENT, EXAMINATIONS AND REPORTING 7SUBMISSION OF YEAR 10 WORK 8CORE SUBJECTS 9

ENGLISH 9EAL ENGLISH 9MATHEMATICS 10FOUNDATION MATHEMATICS UNIT 1 & 2 10YEAR 10 MATHEMATICS AND YEAR 10A MATHEMATICS 11MATHEMATICAL METHODS 12PHYSICAL EDUCATION 13SCIENCE 14

ELECTIVE SUBJECTS 16BODY IN ACTION 16BRINGING THEATRE TO LIFE 17CREATING, MAKING AND PERFORMING THEATRE 18ESSENTIALLY ART 19FOOD BY DESIGN 20THE HOLOCAUST – HUMANITY’S FAILURE 21INNOVATION ACCELERATOR 22LANGUAGES 23CHINESE 24VCE CHINESE AS A FIRST LANGUAGE 25VCE CHINESE AS A SECOND LANGUAGE 26FRENCH 27GERMAN 28JAPANESE 29OUR GLOBAL VILLAGE 30PERFORMANCE AND LIFESTYLES 31THE PANEL AND THE PITCH (YEAR 10 MEDIA) 32SCULPT IT! 33TAKE IT TO MARKET 34WORLD OF DESIGN 35

VCE UNITS ON OFFER TO YEAR 10 STUDENTS 36AUSTRALIAN AND GLOBAL POLITICS: VCE UNIT 1 & 2 36BIOLOGY: VCE UNIT 1 & 2 37BUSINESS MANAGEMENT: VCE UNIT 1 & 2 38FOOD STUDIES: VCE UNIT 1 & 2 39MUSIC PERFORMANCE SOLO: VCE UNIT 1 & 2 40STUDIO ART: VCE UNIT 1 & 2 41

LOOKING AHEAD TO VCE 42UNIT 3 & 4 STUDIES IN YEAR 11 43CO-CURRICULAR ACTIVITIES AVAILABLE TO YEAR 10 STUDENTS 44YEAR 10 2020: ELECTIVES SELECTION PLANNER 46

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Mission and Values

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Transition to VCE

The Year 10 Program provides a strong foundation in preparation for the Victorian Certificate of Education (VCE). It is designed to provide breadth, challenge and pathways for all students across the range of core and ‘student choice’ subjects on offer.

As girls enter their second year of the Senior Years at Korowa, we remain firm in our belief that each girl’s academic success is reliant upon positive holistic wellbeing, including her capacity to demonstrate proactive and responsive resilience in a range of situations.

Our approach to Wellbeing at Korowa is underpinned by our firm view that positive and meaningful relationships and the principles of positive psychology, shaped by our School’s Values and expectations, are central to our success.

As such, we are dedicated to working with each girl and her family to ensure that as she negotiates the challenges of Year 10, she has the skills, attributes and resources she needs to experience positive academic, social, emotional, spiritual and physical wellbeing in an integrated and successful way.

Year 10 students are encouraged to consider ways in which they might take more control of, and responsibility for, all elements of their lives, including accessing Careers Education specialists to assist in planning for future pathways.

As girls prepare for the transition to the VCE, it is important that they acknowledge that Year 10 presents an opportunity to develop the self discipline and self management required to meet the increased expectations around homework and self-study in the VCE Program.

Success in Year 10

At Korowa, we encourage every Year 10 girl to balance her academic pursuits with a broad co-curricular profile that meets her individual interests and passions. Whether it be social service, music, fine arts, sport, writing, drama, leadership or all of the above, each girl should strive to participate in a wide spectrum of school life.

Participation in House events is a key element of the Year 10 experience and all girls in Senior School are expected to give of themselves to their House of Akehurst, Clarke, Jamieson or Wilkinson through participation in sports, music, drama or debating and all of the House activities on offer. The House system provides invaluable opportunities for girls to be enterprising and to demonstrate leadership and teamwork.

House activities allow girls to enhance and demonstrate a broad range of talents, contribute to the School and wider community and develop meaningful and long lasting relationships with peers and staff across Prep – Year 12.

Year 10 at Korowa also provides our girls with a mix of formal and informal opportunities to further develop, enhance and demonstrate their leadership capacity.

All girls are encouraged to serve both the School community and wider community though formal and informal leadership opportunities.

In 2020, the program ‘Beyond 3146’ allows students to act as social entrepreneurs to develop prototypes to address real world problems while developing a set of soft skills essential for the world of work.

Year 10

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Wellbeing

At Korowa there is a team of staff dedicated to ensuring that each girl has access to the resources she needs to grow and develop into an independent, resilient and self-assured young woman.

Our team of wellbeing leaders includes the Principal, Deputy Principals, Head of Senior Years, Director of Curriculum, Head of Year 10, Advisors, International Student Co-ordinator, School Counsellor and School Psychologist, Chaplain, Careers Counsellor, Learning Support Co-ordinator and School Nurse. These members of staff work closely together with girls and their families to monitor and support student wellbeing on a group and individual basis.

Essential to the success of a Year 10 girl is positive participation in the Advisory, Personal Development and Time Zero Programs. These three key curriculum areas provide our girls with regular opportunities to build relationships with the staff and girls in their House, in particular their Advisor, who acts as the first point of contact for girls and their families. Advisory Time is an important time in each day when girls can connect and engage with their Advisor and the other girls in their Advisory Group.

Year 10 Personal Development provides girls with the opportunity to engage with a range of concepts and key issues that impact the lives of adolescent girls and contemporary young women.

In Personal Development and Time Zero girls have access to a range of experts and educators from within and beyond the Korowa community who assist our girls in developing habits for life, which will prepare them for the challenges of VCE as well as life beyond Korowa, including self-management, self-efficacy and proactive and protective behaviours. In addition, Time Zero offers students the opportunity to access targeted academic assistance that is responsive to girls’ individual needs.

Homework and self-study

Homework is used to complement the study of each subject, while self-study aims to increase student understanding and knowledge through encouraging ongoing, independent learning.

Homework is intrinsically linked to work done in the classroom and is seen as important to every girl’s progress and success.

Students undertaking VCE studies are expected to meet VCE work submission requirements. Each Year 10 girl is expected to develop effective study habits, including a regular homework and self-study routine for all subjects and each subject teacher is committed to supporting their students in this endeavour. Students should complete homework and study each night and whilst the amount of homework completed each night may vary, each student should allocate time to complete set tasks as well as study.

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Year 10 Curriculum Overview

Languages (Counted as two electives)

These are studied for the whole year. Languages provide our students with skills to live in an increasingly globalised world. We encourage students to continue with a minimum of one language.

Other electives

VCE Chinese 1st Language Body in Action

VCE Chinese 2nd Language Bringing Theatre to Life

Chinese Creating, Making and Performing Theatre

French Essentially Art

German Food by Design

Japanese The Holocaust – Humanity’s Failure

Innovation Accelerator

VCE Subjects (Counted as two electives, and only one subject may be chosen at Year 10)

Our Global Village

VCE Australian and Global Politics Unit 1 & 2 The Panel and the Pitch

VCE Biology Unit 1 & 2 Performance and Lifestyles

VCE Business Management Unit 1 & 2 Sculpt It!

VCE Food Studies Unit 1 & 2 Take it to Market

VCE Music Performance Unit 1 & 2 World of Design

VCE Studio Art Unit 1 & 2

Core Subjects

• English

• Mathematics (please refer to the information on pages 10 - 12 regarding the different levels of Mathematics courses. Students will be allocated to the appropriate class based on performance in Year 9 Mathematics. This decision will be communicated in Term 4 of Year 9.)

• Physical Education and Health

• Science

• Students also participate in the Personal Development and Religious Education programs

Student Choice: Electives

Students will complete six electives.

Each elective is a semester-based course except for Languages and VCE subjects which are studied for the whole year. The choice of a Language or VCE subject counts as two elective choices each. Only one elective VCE subject may be chosen.

Electives may not run if insufficient students choose to undertake the elective on offer.

For VCE electives, students must submit an application form in order to determine eligibility. Choosing a VCE subject does not guarantee acceptance into the subject at Year 10.

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Assessment, Examinations and Reporting

VCE in Year 10

Some Year 10 students may be eligible to apply to study a VCE Unit 1 & 2 subject as an elective in Year 10. This means that students enter the subject without having completed the Year 10 level of study beforehand. Students whose academic performance in Year 9 indicates that they have developed a high level of skill and understanding may be considered. A student’s Year 9 Semester 1 report will be a key document in assisting with the decision-making process. The Semester 2 report will also be considered to support decisions previously made. The Director of Curriculum will oversee acceptance of enrolment in VCE subjects at Year 10.

Other important factors which will be considered include:

• Demonstrated evidence of necessary skills, understandings and capabilities to undertake a Unit 1 & 2 subject

• Evidence of sound organisational skills and a strong work/study ethic

The VCE (Baccalaureate)

The VCE (Baccalaureate) has been designed to provide further information about the kind of senior secondary program of study a student has undertaken within the very flexible structure of the VCE. It provides an additional form of recognition for those students who choose to undertake the demands of studying both a higher level mathematics and a language in their VCE program of study.

The VCE (Baccalaureate) is contained within the VCE and is not another senior secondary credential.

Assessment

Year 10 subjects are assessed against a set of ongoing learning outcomes using a variety of assessment tools including student performance in class work, laboratory experiments, written and oral projects, group work, essays, dramatic or musical performance, tests and examinations. Formal assessment pieces are known as Common Assessment Tasks (CATs).

Students enroled in VCE units assume responsibility for satisfactorily achieving all learning outcomes in the Unit in order to obtain an S (satisfactory completion).

Examinations

Year 10 students complete examinations at the end of Semester 1 and 2. This provides further opportunity to introduce students to the protocols of examinations and their role in assessment.

Performance on an examination is one of many indicators of achievement and is reported on as part of continuous online reporting in Semester 1 and 2.

Communication with Parents

Parents are notified if a student has not submitted an assessment task, or in the case of a VCE Unit, is in danger of not achieving an Outcome.

A parent-student-teacher interview is scheduled during Semester 1 and 2. Parents are urged to attend these interviews where there is an opportunity to discuss progress with each of the subject teachers.

Continuous online reporting is used to provide students and parents with formal feedback after a Common Assessment Task has been completed. Performance is reported as a percentage result and comment. Online reports are accessed via the Korowa Portal. The COR will grow as teachers add feedback to the report. At the end of a semester, a PDF version of the entire report is able to be downloaded for record keeping purposes.

Parents are encouraged to contact the Subject Teacher, Advisor or Head of Year, if they have concerns about their daughter’s progress or wish to discuss a matter that has been raised in a report.

Parents are also welcome to contact the Head of Year, School Counsellor, Head of Senior Years, Director of Curriculum or Deputy Principals to discuss their daughter’s learning needs, health or wellbeing. Round-table discussions can be arranged to co-ordinate support structures and negotiate responsibilities when students experience difficulties. The School, parents or the student can initiate such discussions.

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Consequences for the Late Submission of Work

Students are expected to meet due dates set by teachers for the submission of work. Failure to do so may adversely affect the learning of other students, as teachers feel they will need to delay the return of completed work and related feedback to accommodate this. When this does occur, individual circumstances will be considered as part of the review process for the ultimate submission of the work.

Submission of Work for VCE Unit 1 & 2 in Year 10

Students undertaking VCE studies are expected to meet VCE work submission requirements. Students are informed of dates for Assessment Tasks (Unit 1 & 2). Students absent on the day of an Assessment Task (Unit 1 & 2) or School Assessed Coursework (SAC) at Unit 3 & 4 must supply a medical certificate to verify the absence. A medical certificate is required in order to have the missed assessment rescheduled.

Students need to demonstrate satisfactory completion of every Learning Outcome to satisfactorily complete a VCE Unit. An N (not satisfactory) on any one or more Outcome(s) means that N is the assessment for the entire unit of study Parents will be informed of a potential N situation, so that a student has an opportunity to redeem the potential N.

The purpose of the redemption task is to show satisfactory completion and will not change the score awarded in the original Assessment Task.

Attendance for VCE Subjects

Korowa’s VCE (Year 11 and 12) students must attend one hundred per cent (100%) of all their scheduled classes. All VCE teachers are required to keep an accurate record of students’ class attendance. This includes Year 10 students undertaking a VCE subject.

Any missed class is counted as an unexplained absence unless the student has a medical certificate, a note from a parent or other suitable documentation, the student is on a School approved activity, or unless the student is sitting a VCAA externallyassessed performance examination. If a student anticipates missing a class for any further reason, she should notify her teacher ahead of time with a letter from a parent/guardian. Students absent on the day of an Assessment Task or School Assessed Coursework (SAC) task must supply a medical certificate to verify the absence.

Students who do not meet the attendance requirement and who do not qualify for an excused absence may be given an N (not satisfactory) for the VCE Unit.

Submission of Year 10 Work

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Core Subjects

Year 10 English provides an opportunity for students to use their knowledge of language and literature to move beyond understanding complex texts, to being able to critically evaluate them. Through engaging with poetry, news reports, Shakespearean plays, short stories, film and novels, that respond to similar social issues and conform to conventions of specific genres, the students will see how authors use language, visual and narrative devices to develop their own style. By building this knowledge of how texts are constructed, including through innovative ways by different authors, students will be able to compare and justify theirs and others’ judgements of the significance and merit of these texts in relation to the issues they explore and the tradition of communication they belong to.

Comparing texts dealing with similar and complex subject matter enables students to explore, present and respond to such issues and ideas in their own written, oral and multimedia presentations. Producing analytical responses provides them with an opportunity to hone their skills in developing cohesive, substantiated and logical arguments, whilst opportunities for creative responses in a variety of forms, will strengthen their own language skills, establishment of a personal style and understanding of the relationship between structural choices and effect.

Learning Outcomes

At the conclusion of the course, students will:

Understand:

• that text structures can be used in innovative ways by different authors;

• that the selection of language features, images and vocabulary can achieve precision and stylistic effect; and

• that the process of comparing texts allows a deeper understanding of each text’s complex ideas, purpose and stylistic choices.

Know:

• the conventions and structures of different forms, styles and genres;

• the ideas, views, values and issues presented by authors in a range of texts;

• the difference between evaluation and analysis; and

• methods for critical comparison of texts.

Be able to:

• develop and justify their own interpretations of texts;

• evaluate other interpretations, analysing the evidence used to support them;

• make presentations and contribute actively to group discussions; building on other people’s ideas; solving problems; justifying opinions, and developing and expanding arguments;

• listen for ways features within texts can be manipulated to achieve particular effects;

• explain different viewpoints; attitudes and perspectives through the development of cohesive and logical arguments;

• develop their own style by experimenting with language features, stylistic devices, text structures and images;

• create a wide range of text to articulate complex ideas; and

• demonstrate knowledge of grammar, vary vocabulary choices for impact, and accurately use spelling and punctuation when creating and editing texts.

How does the study of English at Year 10 prepare a student for Unit 1 & 2 VCE Literature?

The emphasis on students evaluating the merit of texts on the basis of their use of conventions consistent with their form, builds the knowledge and skills required for increasingly discriminating responses to a range of literary forms and styles in VCE Literature. Comparing texts in Year 10 English that deal with similar social issues across different periods of history, also enables a pathway to identifying author’s concerns and ideas and their relationship to their social context in Literature texts.

ENGLISH

EAL ENGLISHEAL in Year 10 focuses on developing the student’s literacy skills so that they can make discerning language and structural choices to suit the conventions of different forms of creative writing. They will also develop analytical responses to literature and through comparison, have the opportunity to develop a more sophisticated understanding of the social and cultural issues presented in Australian written and film texts.

A gradual development of skills, especially with respect to comprehending and analysing more complex texts also occurs through the study of persuasive texts. Students will develop their knowledge of how argument is shaped and language used to position audiences in both local and global media texts, culminating in the production of their own persuasive text.

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MATHEMATICSStudents master mathematical knowledge, skills and understandings at different rates, proceeding towards proficiency in mathematical problem solving and analysis work. To cater for these individual differences and to challenge all students, three different courses can be offered for students at the Year 10 level.

These three courses are Year 10A Mathematics, Year 10 Mathematics and Foundation Mathematics Unit 1 & 2.

In addition to these programs, students who have successfully completed the Year 10A Mathematics Program in Year 9 may be invited to undertake VCE Mathematical Methods Unit 1 & 2.

This course is designed to cater for those students who find abstract aspects of mathematics more challenging, finding more relevance in topics that are connected directly to everyday life. Once students have completed this course they still have the opportunity to study VCE Mathematics as they will have satisfied the criteria for selection to General Mathematics Unit 1 & 2 in Year 11.

A CAS calculator is permissible for all components of this course.

This course does not have Examinations.

Learning Outcomes

At the conclusion of this course students will:

Understand:

• the connection between the areas of mathematics, other disciplines and their personal and work lives.

Know:

• the relationship between fractions, decimals and percentages;

• the connection between simple and compound interest; and

• the relationship between gross income, tax and net income.

Be able to:

• solve problems involving income, tax, wages and salary, superannuation;

• solve problems involving fractions, decimals and percentages;

• calculate areas of shapes and the volume and surface area of right prisms and cylinders;

• use Excel spreadsheets to create a budget document;

• complete a cost comparison;

• compare data sets by referring to the shapes of the various data displays;

• describe the statistical relationship between two continuous variables; and

• evaluate statistical reports.

FOUNDATION MATHEMATICS Unit 1 & 2

Core Subjects

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YEAR 10 MATHEMATICS AND YEAR 10A MATHEMATICSYear 10 Mathematics and Year 10A Mathematics will offer similar content in the curriculum for Semester One, with a different approach to the delivery for these two groups. Girls participating in the Year 10 Mathematics course will have every opportunity to consolidate skills and will be able to use a CAS calculator for all components of this course. The 10A Mathematics program will have more challenging problem solving tasks built into each topic, and there is a significant component of the course that must be completed without the assistance of technology.

Placement in either Year 10 or Year 10A Mathematics will provide a differentiated approach to learning that will assist each student to gain confidence and to establish a sound mastery of skills so that she is ready to start the final years of her secondary education with the strongest foundation.

The Head of Department, with advice from appropriate staff and information from testing, will determine the selection of students for the appropriate group.

It is important that students realise that the prerequisite for Mathematical Methods Unit 1, is Year 10A Mathematics.

Year 10 Mathematics fulfils the skills required to progress to General Mathematics Unit 1 only.

Learning Outcomes

At the conclusion of these courses students will:

Understand:

• the critical skills and concepts needed to apply their mathematical understanding creatively and efficiently.

Know:

• the relationships between algebraic and graphical representation of relations;

• practical examples and everyday situations can be modelled using probability theories; and

• the characteristics of congruence and similarity.

Be able to:

• solve problems involving linear equations and inequalities;

• evaluate surface area and volume problems relating to composite solids;

• expand binomial expressions and factorise monic and non-monic quadratic expressions;

• find unknown values after substituting into formulas;

• perform the four operations with algebraic fractions;

• solve problems involving quadratic equations and simultaneous linear equations;

• sketch linear and non-linear relations;

• use trigonometry to solve problems involving right angle;

• apply the index laws and work with scientific notation;

• manipulate irrational numbers in surd form;

• list outcomes for multi-step chance experiments and assign relevant probabilities; and

• use digital technologies including CAS (Computer Algebra Systems) to investigate, solve and present mathematical problems.

Core Subjects

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MATHEMATICAL METHODS*

Entry Requirements

Students must have completed Year 10A Mathematics in Year 9 and achieved a minimum of a 80% in both Tests and Exams.

Unit 1

This unit involves the study of graphical representation of simple algebraic functions (polynomial and power functions) of a single real variable and the key features of functions and their graphs such as axis intercepts, domain (including the concept of maximal, natural or implied domain), co- domain and range, stationary points, asymptotic behaviour and symmetry, the behaviour of functions and their graphs is explored in a variety of modelling contexts and theoretical investigations; the algebra of polynomial functions of low degree and transformations of the plane; constant and

average rates of change and an introduction to instantaneous rate of change of a function in familiar contexts, including graphical and numerical approaches to estimating and approximating these rates of change; the concepts of event, frequency, probability and representation of finite sample spaces and events using various forms such as lists, grids, Venn diagrams, Karnaugh maps, tables and tree diagrams.

This includes consideration of impossible, certain, complementary, mutually exclusive, conditional and independent events involving one, two or three events (as applicable), including rules for computation of probabilities for compound events. Students are required to learn, practise and apply mathematical algorithms, routines and techniques by finding solutions to standard problems; undertake an extended investigative project involving the use

of mathematics; and solve problems set in unfamiliar situations and in real-life situations.

Areas of Study

• Functions and graphs

• Algebra

• Probability and statistics

• Calculus

Assessment

Students demonstrate achievement of VCAA-set outcomes via performance on a selection of assessment tasks:

• Examinations;

• Various problem solving tasks; and

• Facts, skills and applicable tests.

Unit 2

This unit involves the study of: graphical representation of functions of a single real variable and the key features of graphs of functions such as axis intercepts, domain (including maximal, natural or implied domain), co-domain and range, asymptotic behaviour, periodicity and symmetry; the algebra of some simple transcendental functions and transformations of the plane; first principles approach to differentiation, differentiation and anti-differentiation of polynomial functions and power functions by rule, and related applications including the analysis of graphs; introductory counting principles and techniques and their application to probability and the law of total probability in the case of two events.

Students are required to learn, practise and apply mathematical algorithms, routines and techniques by finding solutions to standard problems; undertake an extended investigative project involving the use of mathematics; and solve problems set in unfamiliar situations and in real-life situations.

Areas of Study

• Functions and graphs

• Algebra

• Calculus

• Probability and statistics

Assessment

Students demonstrate achievement of VCAA-set outcomes via performance on a selection of assessment tasks including examinations; various problem solving tasks; facts, skills and applications tests and an investigative project.

* Acceptance into Mathematical Methods Unit 1 & 2 as part of core Mathematics is by invitation.

Core Subjects

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Core Subjects

PHYSICAL EDUCATIONThe Year 10 curriculum supports students to further refine and apply strategies for maintaining a positive outlook when making decisions, to continue practising skills for maintaining respectful relationships, and evaluating behavioural expectations in a range of movement activities. They also continue to experience different roles that contribute to the successful participation in physical activity by all.

Students learn to apply increasingly specialised movement skills and increasingly complex concepts and strategies in a range of contexts and environments. They continue to be provided with opportunities to evaluate and refine their own and other’s movement performances. The curriculum also provides further opportunities for students to refine and consolidate the personal and social skills necessary to demonstrate leadership and collaboration in a range of physical activities.

Minor and major games are played alongside the introduction of recreational pursuits that might become lifelong physical activities. Students participate in a variety of activities that may include athletics, aquatics, soccer, lacrosse, volleyball, football codes, dance, racquet sports, minor games, netball and recreational pursuits.

Learning Outcomes

At the conclusion of these courses students will:

Understand:

• the importance of physical activity in daily life and its effect on one’s well-being.

Know:

• which activities best suit their abilities through participation in a broad range of physical pursuits.

Be able to:

• play some sports at a higher level through learning about strategies of attack and defence and improving skill level through practise;

• organise a fixture and administrate umpires, scoring, a progressive ladder and awarding of best player in a round robin competition; and

• promote a team through creating and regularly updating a wiki or blog.

Assessment

• Fitness Testing

• Skill Development

HEALTHYear 10 Health aims to give students an understanding of healthy life choices that will minimise the likelihood of developing diet-related diseases and/or conditions related to physical inactivity and a sedentary lifestyle. Students will analyse Australian Physical Activity and Sedentary Behaviour Guidelines and evaluate their own physical activity levels. Key nutrients and their function for optimal health will also be a focus as students compare different food models and government guidelines for eating, and identify nutritional risk and protective factors. Women’s reproductive and sexual health and the effect of drugs on one’s health will be studied from a risk-taking perspective.

Learning Outcomes


Understand:

• diet-related diseases including obesity, Type 2 diabetes and cardiovascular disease;

• the effect of dietary choices on related systems of the body;

• behaviour choices that lead to diet-related diseases;

• the Australian Physical Activity and Sedentary Behaviour Guidelines for adolescents;

• the effects of sedentary behavior in adolescents;

• the function of essential nutrients for optimal health;

• behaviour choices that lead to diet-related diseases;

• risk-taking behavior – women’s reproductive and sexual health; and

• risk-taking behavior – the effects of using drugs.

Know:

• signs and symptoms of diet-related diseases;

• risk factors for, and protective factors against, developing diet-related diseases;

• the recommendations of government guidelines for physical activity for adolescents;

• the effects of sedentary behavior;

• the preferred nutritional choices for optimal health;

• barriers and enablers for physical activity;

• the consequences of risk-taking behavior; and

• how to access assistance in health matters as an adolescent.

Be able to:

• identify risk and protective factors associated with developing diet-related diseases;

• evaluate person activity levels in the light of government guidelines for adolescents;

• substitute sedentary behaviour for physical activity on a regular basis; and

• recognise risk-taking behaviour and develop strategies to make safe choices for optimal health.

Assessment

• Physical Activity Diary

• Research Task

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SCIENCEScience provides an empirical way of explaining scientific phenomena in the world around us and a platform to design solutions to problems in everyday life from the perspective of the biological, physical and technological world.

In Year 10, students study a common core subject during Semester 1 before selecting their own pathway during Semester 2.

There are two options available:

• Natural Science

• Consumer Science

Students who are considering studying a science (Biology, Chemistry, or Physics) at VCE level are encouraged to consider selecting Natural Science. However, students who select Consumer Science will be able to make a confident transition into VCE sciences with a practical understanding of underlying principles.

Learning Outcomes

At the conclusion of any of these courses students will:

Understand:

• the critical relationship between form and function within the study of the sciences.

Be able to:

• apply their understanding of theoretical models to qualitatively, quantitatively and graphically analyse unfamiliar and complex contexts

• develop questions and hypotheses;

• independently design and carry out appropriate methods of investigation, taking into account the need for accuracy, safety, fairness, ethical actions and collaboration;

• identify where digital technologies can be used to enhance the quality of investigations;

• communicate using scientific language and representations appropriate to the content;

• describe factors that have guided scientific developments;

• predict how the future applications of science and technology may affect people’s lives; and

• evaluate information from a scientific perspective.

Core Subjects

In this course, students explore systems at different scales and connect microscopic and macroscopic properties to explain phenomena. Students explore the biological, chemical, and physical evidence for different theories, such as natural selection. They explore chemical reactions and how they can be controlled as well as furthering their understanding of electrical circuits.

Learning Outcomes

At the conclusion of any of this course students will:

Know:

• the transmission of heritable characteristics from one generation to the next can be predicted through the involvement of genes;

• the theory of evolution by natural selection explains the diversity of living things and is supported by a range of scientific evidence;

• how the principle of Conservation of Mass manifests itself in balanced chemical equations which represent different types of reactions which have predictable products;

• the rates of reactions can be influenced by enumerate factors which can be engineered for a given purpose; and

• how current and voltage are distributed in circuits containing multiple elements.

CORE SCIENCE

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NATURAL SCIENCEThis course prepares students for VCE sciences by developing students’ capacity to abstractly explore the theoretical models which underpin many of the macroscopic phenomena commonly observed in the world around us. Students will quantitatively analyse the interplay between forces and mechanical energy, investigate the properties of hydrocarbons and covalent molecules as well as the function of organelles in their interactions with DNA.

Learning Outcomes

At the conclusion of any of these courses students will:

Know:

• the chemical structure of DNA and the bonding it is able to undergo;

• how cell organelles and proteins work together to cause processes such as DNA replication, cell division, transcription and translation to occur;

• the properties of models describing the intramolecular bonding between compounds of different types;

• the properties and standard reactions involving hydrocarbons;

• how to apply Newton’s laws of motion to analyse the forces acting on an object; and

• how to quantify the conversion of mechanical energy into different forms during motion.

Core Subjects

This course develops students’ capacity to link scientific principles to common daily life contexts. Through experimentation, students will improve their familiarity with the impact chemical-based products such as make up and vaccinations have on the human body, investigate how surfactants such as soaps and cleansers work, as well as discussing the benefits of sustainable energy resourcing.

Learning Outcomes

At the conclusion of any of this course students will:

Know:

• how immunity can be developed in a population via natural interactions and with the support of vaccines;

• the effect chemicals and nanoparticles have on cell structures and functions;

• how surfactants interact with substances which exhibit surface tension to describe the function of cleaning agents;

• the differences between sustainable and non-renewable energy sources and how they impact ecosystems; and

• how modifications can be made to designs to improve energy efficiency.

CONSUMER SCIENCE

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Elective Subjects

This elective will involve students in the study of the muscular, circulatory, respiratory and energy systems in the human body, including acute responses, chronic adaptations and fatigue and recovery, resulting from physical activity. Students are encouraged to research information using a wide range of resources.

Learning Outcomes


Understand:

• the structure and function of the muscular system;

• responses of the circulatory and respiratory systems to exercise;

• the relationship between the energy systems.

Know:

• the muscles of the human body;

• how circulation and respiration occur; and

• what fatigue and recovery are in relation to physical performance.

Be able to:

• identify and describe the muscles of the human body;

• identify and describe specific movements of the muscles of the human body;

• identify and describe the structure and function of the circulatory and respiratory systems;

• identify the energy systems required for different activities;

• calculate resting and maximum heart rates; and

• explain the impact of fatigue and recovery on performance.

BODY IN ACTIONAssessment

• Tests

• Research Task

• End of Semester Examination

How does studying this elective prepare a student for Physical Education Unit 1 & 2, or as an accelerated subject at Unit 3 & 4?

Year 10 Body in Action assists students to prepare for VCE Physical Education Units 1 – 4. This elective provides the opportunity to study systems involved in the body’s responses to exercise and performance, as well as recovery practices.

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Always wondered why you commit so much time to the school musical and it is not even assessed? Well, now’s your chance! We will select and produce a known scripted play/musical for an audience. It could be possible to tie in your involvement in the School Musical (Junior or Senior) in assessing commitment. Students will explore the stagecraft associated with enhancing a performance such as: directing set design, make-up, props, costume, lighting, sound, acting and projection. Students will be able to choose an area in which to specialise and work together to produce a play/musical for performance. Students will take the lead in selecting the style of the play, creating their own interpretation and bringing it to life in front of an audience. Students will receive tuition in each area of stagecraft so that they can select the area that most appeals to them. Communication skills and problem solving will be the main focus along with creating an individual interpretation of a script.

Learning Outcomes


Understand:

• how the different elements of drama can be manipulated to create meaning; and

• that through performance we develop our communication, confidence and creativity.

Know:

• skills of analysis and evaluation, using appropriate drama language, to devised ensemble performances and the performance work of peers;

• which elements go together to create a performance;

• the conventions of a solo and an ensemble performance;

• characterisation;

• playmaking techniques: brainstorming, researching, scripting, revising, editing, rehearsing and refining;

• performance skills: focus, presence, confidence, memorisation of lines and actions; and actor audience relationship;

• non-naturalistic techniques of transformation of character, place, time and object;

• stagecraft, including direction, set design, sound, props, costume, make-up, lighting or sound; and

• dramatic elements of drama including climax, conflict, contrast, mood, rhythm, tension, timing, language, sound, focus, space and symbol.

Be able to:

• use play-making techniques/processes such as brainstorming, researching, scripting, revising, editing, rehearsing and refining;

• improvise with the elements of drama and narrative structure to develop ideas, and explore subtext to shape devised and scripted drama;

• manipulate combinations of the elements of drama to develop and convey the physical and psychological aspects of roles and characters consistent with intentions in dramatic forms and performance styles;

• practise and refine the expressive capacity of voice and movement to communicate ideas and dramatic action in a range of forms, styles and performance spaces;

• structure drama to engage an audience through manipulation of dramatic action, forms and performance styles, and by using design elements;

• perform devised and scripted drama, making deliberate artistic choices and shaping design elements to unify dramatic-meaning for an audience;

• evaluate how the elements of drama, forms and performance styles in devised and scripted drama convey meaning and aesthetic effect;

• analyse a range of drama from contemporary and past times to explore differing viewpoints and enrich their drama-making;

• apply appropriate stagecraft to a particular style of theatre; manipulate expressive skills to present characters within a non-naturalistic ensemble performance;

• use non-naturalistic construction techniques and devices, performance styles and theatrical conventions to give form to an ensemble/solo performance; and

• manipulate dramatic elements, stagecraft and the actor- audience relationship to enhance performance.

How does studying this elective prepare a student for this subject at Unit 1 & 2?

This subject provides a solid basis for those students planning to continue to study VCE Drama or Theatre Studies.

BRINGING THEATRE TO LIFE

Elective Subjects

- 18 -

This elective focuses on developing students’ confidence, communication, creativity and problem solving skills. These theatrical conventions will be manipulated by students and will play an integral role in informing the making of performance tasks. Expressive skills, such as voice, movement and gesture will be developed to assist performers with character creation and improved communication. The relationship between the performer and the audience will be explored as students develop performances of their own interpretation aimed at a specific audience. Students will also participate in theatre visits to view, appreciate and respond to the work of professional theatrical groups. It is also expected that students will learn to dissect dramatic works by watching their peers perform and giving constructive feedback enabling them to develop their ability to articulate a personal framework for critical study. Professional theatre visits and presenting plays to an audience will form part of this course. This is a highly practical, challenging and rewarding program designed to give the student creative control. This subject provides a solid basis for those students wanting to continue to study Drama or Theatre Studies as a VCE option.

Learning Outcomes


Understand:

• how the different elements of drama can be manipulated to create meaning; and

• that through performance we develop our communication, confidence and creativity.

Know:

• skills of analysis and evaluation, utilising appropriate drama language, to devised ensemble performances and the performance work of peers;

• what elements go together to create a performance and characterisation;

• the conventions of a solo and an ensemble performance;

• playmaking techniques: brainstorming, researching, scripting, revising, editing, rehearsing and refining;

• performance skills: focus, presence, confidence, memorisation of lines and actions; and actor audience relationship;

• non-naturalistic techniques of transformation of character, place, time and object;

• stagecraft such as direction, set design, sound, props, costume, make-up and lighting and sound; and

• the dramatic elements of drama including climax, conflict, contrast, mood, rhythm, tension, timing, language, sound, focus, space and symbol.

Be able to:

• use play-making techniques/processes such as brainstorming, researching, scripting, revising, editing, rehearsing and refining;

• improvise with the elements of drama and narrative structure to develop ideas, and explore subtext to shape devised and scripted drama;

• manipulate combinations of the elements of drama to develop and convey the physical and psychological aspects of roles and characters consistent with intentions in dramatic forms and performance styles;

• practise and refine the expressive capacity of voice and movement to communicate ideas and dramatic action in a range of forms, styles and performance spaces, including exploration of those developed by Aboriginal and Torres Strait Islander dramatists;

• structure drama to engage an audience through manipulation of dramatic action, forms and performance styles, and by using design elements;

• perform devised and scripted drama, making deliberate artistic choices and shaping design elements to unify dramatic-meaning for an audience;

• evaluate how the elements of drama, forms and performance styles in devised and scripted drama convey meaning and aesthetic effect;

• analyse a range of drama from contemporary and past times to explore differing viewpoints and enrich their drama-making;

• apply appropriate stagecraft to a particular style of theatre;

• manipulate expressive skills to present characters within a non-naturalistic ensemble performance;

• use non-naturalistic construction techniques and devices, performance styles and theatrical conventions to give form to an ensemble/solo performance;

• create a non-naturalistic ensemble/solo performance; and

• present a devised ensemble performance to an audience and build and maintain a relationship with an audience.

How does studying this elective prepare a student for this subject at Unit 1 & 2?

This subject provides a solid basis for those students planning to continue to study VCE Drama or Theatre Studies.

CREATING, MAKING AND PERFORMING THEATRE

Elective Subjects

- 19 -

Essentially, Art is a visual expression of our thoughts, emotions, intuitions, and desires, but it is even more personal than that. It’s about sharing the way we understand and see the world, which for many is an extension of personality. Art is the communication of individual ideas/concepts that cannot be realistically represented by words alone and so, we must find some other means to convey our vision. The meanings and messages that we introduce through our chosen media (oil paint, pastel, woodcuts, and more), is not in itself the art. Art is to be found in how the media is used (whether it be stenciled, sprayed-on, collaged, layered or otherwise), the way in which the content is expressed through our Visual Language.

This elective is a dedicated 2D visual arts elective that will assist students in developing practical skills and theoretical knowledge in the arts. They will be required to critically analyse traditional and contemporary artworks, referencing an array of Asian, Western and Indigenous visual arts: combining appropriate art language, terminology and conventions. Students will explore a range of 2D studio projects, designing, investigating and experimentating with a range of ideas, materials, techniques and practical processes. Their art will culminate in a resolved body of work that includes their distinctive creative visual responses, using an assortment of media, techniques and methods, such as drawing, painting, printmaking and digital photography.

The design thinking process that students will develop is applicable to their general learning and is an integral component of all the Visual Arts.

Learning Outcomes


Understand:

• that art can be produced to serve a range of purposes and audiences; and

• that art and design can be interchangeable and interdependent.

Know:

• traditional and contemporary art and design techniques, stemming from Indigenous, Western and Asian cultures, such as drawing, painting, printmaking, digital photography and printing; and

• the process of visual analysis of artworks, including their studio work.

Be able to:

• use skills and techniques to create unique and individual artworks for a specific purpose, that communicate meaning based on cultural inspiration; and

• document the development of practical work and solve problems through design thinking processes.

ESSENTIALLY ART

Elective Subjects

- 20 -

This unit investigates food systems in contemporary Australia.

Module 1 focuses on food product development which requires students to use practical skills, knowledge, collaboration and organisation to create a product for an Australian market. Students participate in idea generation, design, problem solving, prototype generation, market generation and evaluation of both product and process in the creation of their food product.

Module 2 involves students analysing and evaluating food information to gain an understanding of the diverse influence that shapes one’s understanding of healthy eating. Students analyse a range of food information sources including the Australian Guide to Healthy Eating, the Live Lighter Campaign, social media, fad diets and web based information.

Module 3 investigates the role of family in shaping food knowledge. Students analyse current eating practices and trends on how families eat, investigate their values with regards to food ethics and sustainability and create a repertoire of family meals in a class generated cook book. They also follow the design process to investigate, design, produce and evaluate in the creation of healthy meals for the family.

Learning outcomes:

At the conclusion of this unit students will:

Understand

• the importance of planning, research, implantation and evaluation in the process of food product development;

• the role of a government and non-government sectors in providing food information;

• the role of the media in shaping food information available to individuals and families;

• the importance of effective collaboration in team work; and

• the role of safe and hygienic work practices when storing, preparing and processing food.

Know

• factors that influence the success of food products for a small scale food operation;

• key features of a range of food information sources;

• ethical and sustainable considerations in food production;

• wet and dry methods of cooking;

• correct methods to handle food in a safe and hygienic manner;

• methods used to enhance the preparation, cooking and presentation of foods;

• communication strategies that enable highly effective team work.

Be able to:

• research, develop and implement strategies to minimise and understand the importance of ethical and environmental implications in food production;

• select and process foods to optimise their sensory properties;

• implement different processes in the preparation, cooking and presentation of key foods to maximise their properties;

• individually or as a member of a team, prepare and evaluate meals for a range of contexts;

• communicate and collaborate effectively within a diverse range of groups;

• evaluate the effectiveness of a range of government and non-government food information sources;

• justify appropriate cooking methods and processes to foods for different purposes;

• analyse the role of the media in influencing food choice; and

• create and celebrate food.

Assessment

• Design brief

• Data analysis and record of practical activity

• Case study and record of practical activity

• Semester examination

FOOD BY DESIGN

Elective Subjects

- 21 -

6 million Jewish men, women and children were obliterated from Earth while ordinary citizens either watched silently or willingly collaborated. The governments of the day were given a choice to intervene, but elected not to. Silence in the face of horrors on an unprecedented scale is nothing short of a failure of humanity, and yet, genocide continues to happen around us. This unit provides a platform not just to come to terms with an historical phenomena, but to closely scrutinise ourselves and what active citizenship entails. Major topics explored in the unit include antisemitism, Hitler and the Nazi state, resistance and death camps, and the role of collaborators, bystanders and perpetrators. The ‘forgotten Holocaust of WWII’ – The Rape of Nanjing – is also examined (and remembered) as well as genocide around the globe.

Learning outcomes

At the conclusion of this course, students will:

Understand:

• the profound implications of events in the first half of the Twentieth Century on our lives today; including modern terrorism and genocide;

• new ideologies of socialism, communism and fascism gained popular support across the globe in the wake of WWI and the failures of democracy and monarchy;

• new fascist governments – how they used the military, education and propaganda to impose controls on the way people lived to exclude particular groups of people and to silence criticism;

• anti-Semitism intensified in Germany leading to The Holocaust;

• Japanese militarism led to horrors in China with profound political consequences;

• Jewish responses to the Holocaust across Europe; and

• responses by collaborators, perpetrators and bystanders across Europe and the implications this has for us today.

Know:

• key vocabulary including communism, socialism, fascism, capitalism, militarism, genocide and terrorism and dictatorship;

• non-Jewish victims of The Holocaust;

• the rise of the Nazi Party and methods they used to maintain power;

• the causes and nature of WWII in Germany and in China and the Pacific; and

• the development of The Holocaust from 1933 - 1945 and its meaning and legacy.

Be able to:

• use questions to shape historical inquiry into the role of perpetrators, bystanders and collaborators to the Holocaust;

• explain the historical significance of events and understand historical patterns;

• scrutinise historical interpretations and shape historical reasoning skills through the analysis and evaluation of documents, films and art;

• construct reasoned arguments and sustain them with historical precision; and

• study in a systematic way in preparation for summative assessments and VCE.

How does studying History prepare a student for either study in History at Unit 1 & 2, or where permissible, as an accelerated Unit 3 & 4 subject in Year 11?

Year 10 History deepens students’ historical literacy and critical thinking which are are vital to success in VCE History. Skills of analysis, reasoning, interpretation and written argument are enhanced. The knowledge, concepts and skills presented offer a direct pathway into Unit 1 & 2 Twentieth Century History, whilst capable students looking for a challenge will be able to use it as a springboard into Unit 3 & 4 Revolutions. Political themes of active citizenship, sovereignty and forms of government also offer a pathway into Unit 1 & 2 Global Politics.

THE HOLOCAUST – HUMANITY’S FAILURE

Elective Subjects

- 22 -

Building upon the design process and technology skills, students will be able to draw upon their own interests to select a challenge of their own choice to pursue. Students will be able to develop their skills by selecting from a suite of technology tools to develop a prototype to address their challenge. Students will learn how to promote their prototypes using online tools. Students will be able to acquire digital micro-credential badges related to the technological and soft skills demonstrated. A series of excursions and pop up learning sessions delivered by external experts will support their understanding and acquisition of skills. The semester will culminate in an exhibition of their prototypes.

Learning outcomes


Understand:

• the important role of the human centred design process to create and reflect upon solutions that make a difference;

• the importance of the application of soft skills such as communication, collaboration, critical thinking skills, creativity and problem finding and solving to address a challenge;

• the important role of communication in promoting a prototype to an audience; and

• the importance of being agile to adapt to new advancements in technologies as they emerge to assist them in their work.

Know:

• the importance of being able to acquire an array of technological skills and determine which tool is suitable for the task will be essential for design and future work; and

• that the human centred design process is an essential approach that involves a high degree of ongoing reflection, adaption and iteration before a final solution is determined.

Be able to:

• use creativity, innovation and enterprise skills with increasing confidence, independence and collaboration;

• learn how to communicate and promote their prototype in an effective digital form;

• select and use appropriate technologies skillfully and safely to produce high-quality designed solutions suitable for the intended purpose;

• test and predict results and implement digital solutions. Students will evaluate information systems and their solutions in terms of risk, sustainability and potential for innovation and enterprise. They share and collaborate online, establishing protocols for the use, transmission and maintenance of data and projects;

• develop thinking skills when designing and producing digital and non-digital solutions; and

• develop and apply skills in project management and evaluation when designing and producing solutions.

INNOVATION ACCELERATOR

Elective Subjects

- 23 -

At Korowa, we emphasise the importance of learning at least one language to Year 12 and strongly encourage the learning of two languages. Language learning is a challenging and rewarding experience which broadens students’ horizons and exposes them to personal, social, and employment opportunities in an increasingly interconnected and interdependent world.

Students studying languages in Year 10 continue to develop the four essential linguistic skills of reading, speaking, listening and writing. They consolidate and build upon their previous knowledge, while developing their understanding of the cultural systems of the language.

Students will continue to:

• communicate in the target language(s) for a variety of purposes in different social and cultural contexts which are personally and culturally appropriate and meaningful;

• understand the relationship between language and culture that is different from their own, thus developing an intercultural perspective and sensitivity;

• develop a respect for other perspectives and understand the diverse, rich, and dynamic nature of the contemporary world;

• reflect on their own and others’ communication and question their existing ideas and practices in relation to others; and

• move between different systems, developing metacognitive capability and understanding themselves as communicators.

It should be noted that currently at VCE, that all students studying a Language receive an upward adjustment, but it is not a uniform adjustment.

www.vtac.edu.au/pdf/publications/abcofscaling.pdf

LANGUAGES

Elective Subjects

- 24 -

Learning Outcomes:


Be able to:

• describe their feelings;

• exchange experiences and opinions, thoughts and feelings;

• plan with others and take action;

• process and interpret information in a range of spoken and written texts;

• apply knowledge of grammatical constructions in various texts;

• memorise thematic vocabulary and apply this correctly in different contexts;

• respond to real and imaginative experiences through letters, emails, diary entries and speeches;

• speak with increasing fluency and accurate pronunciation;

• conduct interviews and conversations in formal and informal contexts;

• develop a perspective towards the everyday life of China; and

• adapt to the different norms of the Chinese community.

Learning Outcomes

At the conclusion of the course students will:

Understand:

• the systems and characteristics of Chinese language and its culture;

• how the Chinese language changes within the context of formal and informal situations;

• the differences that exist between life in China and other and Australia within the themes studied, thus developing an intercultural awareness and capability; and

• the relationship between the Chinese language, its culture and the Chinese identity.

Know:

• the processes involved in learning Chinese;

• that tenses are used for different purposes to convey different meaning;

• that tones convey a different meaning ;

• that various vocabulary is used in different contexts;

• that up to 440 characters will be necessary in writing;

• the appropriate use of thematic vocabulary;

• the different rules of writing formally and informally;

• that differences that exist in formal and informal verbal interactions;

• the differences that exist between the Chinese and Australian school systems; and

• the differences and similarities which exist between everyday life in China and Australia.

How does studying this subject prepare a student for study in Chinese at Unit 1 & 2?

Studying a second language is an accumulative process, where students build upon their previous skills of listening, speaking, reading and writing. Students prepare for VCE by learning more complex structures and vocabulary, incorporating more varied discourse forms in their writing, as well as listening to and speaking about increasingly complex youth and cultural issues.

CHINESE

Elective Subjects

- 25 -

This study (Units 1-4) is designed to enable students to: use Chinese to communicate with others; understand and appreciate the cultural contexts in which Chinese is used; understand their own culture(s) through the study of other cultures; understand language as a system; make connections between Chinese and English, and/or other languages; and apply Chinese to work, further study, training or leisure.

Unit 1

Students are required to demonstrate the achievement of three outcomes: establish and maintain a written exchange related to an issue of interest or concern; listen to and reorganise information and ideas from spoken texts; and produce a personal response to a fictional text.

Themes

• Self and others

• Tradition and change in the Chinese-speaking communities

• Global issues

Assessment

Students produce a 500 - 600 character response to an issue of interest or concern, listen to spoken texts and compare information or ideas obtained in a given format and produce a 500 - 600 character personal response to a fictional text.

Unit 2

Students are required to demonstrate achievement of three outcomes: participate in a spoken exchange focusing on the resolution of an issue; read and extract and compare information and ideas from written texts; and produce an imaginative piece in written form.

Themes

• Self and others

• Tradition and change in the Chinese-speaking communities

• Global issues

Assessment

Students conduct a four to five minutes role play on an issue related to texts studies, read written texts and compare information or ideas obtained in a given format and produce a 500 - 600 character imaginative piece in written form.

Entry: Unit 3 and 4

Chinese First Language is designed for students who will typically have spent some time as a resident and/or have had significant experience of studying Chinese in a country in which Chinese is a major language of communication. Entry is governed by eligibility criteria, which are monitored and published by VCAA.

Unit 3

Students are required to demonstrate achievement of three outcomes: express ideas through production of original texts; analyse and use information from spoken texts and exchange information, opinions and experiences.

Themes

• Self and others

• Tradition and Change in the Chinese-Speaking Communities

• Global Issues

Assessment

Students produce a 500 - 600 character imaginative written piece and a response to specific questions or instructions from a spoken text, analysing and using information requested.

They also take part in a four to five minute evaluative oral presentation focusing on points for and against an aspect related to texts studied.

Unit 4

Students are required to demonstrate achievement of two outcomes: to analyse and use information from written texts; and to respond critically to spoken and written texts which reflect aspects of the language and culture.

Themes

• Self and others

• Tradition and Change in the Chinese-Speaking Communities

• Global Issues

Students produce: a response to specific questions or instructions from written texts, analysing and using information requested; a 500 - 600 character persuasive or evaluative written response such as a report, essay, article or review; and a four to five minute interview on an issue related to texts studied.

Assessment: Unit 3 and 4

The award of satisfactory completion of units is based on the teacher’s decision that students have demonstrated achievement of the set of VCAA-specified outcomes.

• Students’ levels of achievement are determined by:

• School-assessed coursework in Unit 3 and 4: 25% + 25%

• An oral examination: 10%

• A two-hour written examination (plus 15 minutes reading time) in November: 40%

VCE CHINESE AS A FIRST LANGUAGE

Elective Subjects

- 26 -

The study of Chinese is underpinned by the concepts of communicating and understanding languages and cultures. There are five macro skills that inform all language use: listening, speaking, reading, writing and viewing. Connections, comparisons and communities provide the context for learning Chinese while the interpersonal, interpretive and presentational contexts define the ways in which students use Chinese. The integration of these contexts through the teaching and learning program enables students to develop their understanding and skills in the language.

Unit 1

Students are required to demonstrate achievement of three outcomes: to exchange meaning in a spoken interaction in Chinese; to interpret information from two texts presented in Chinese, and to respond in writing in Chinese and in English; to present information, concepts and ideas in writing in Chinese for a specific audience and purpose.

Themes

• The individual

• The Chinese-speaking communities

• The world around us

Assessment

Students demonstrate achievement of VCAA-set outcomes through performance on a selection of assessment tasks including: conversation or an interview; obtaining information from spoken and written texts, and creating a written presentation through the support of media.

Unit 2

Students are required to demonstrate achievement of three outcomes: respond in writing in Chinese to spoken, written or visual texts presented in Chinese; analyse and use information from written, spoken or visual texts to produce an extended written response in Chinese; explain information, ideas and concepts orally in Chinese to a specific audience about an aspect of culture within communities where Chinese is spoken.

Themes

• The individual

• The Chinese-speaking communities

• The world around us

Assessment

Students demonstrate achievement of VCAA-set outcomes through performance on a selection of assessment tasks including: writing a personal answer to an email formal letter, fax or email or participating in a role play or interview; describe in writing an experience seen from different perspectives; and narrating a life story, event or incident that highlights an aspect of culture Students of Chinese continue to consolidate and extend the four essential communication skills of listening, speaking, reading and writing within the contexts of relationships, leisure, daily routine, exchange and the future.

VCE CHINESE AS A SECOND LANGUAGE

Elective Subjects

- 27 -

Students of French continue to consolidate and extend the four essential communication skills of listening, speaking, reading and writing within the contexts of relationships, leisure, daily routine, exchange and the future.

Learning Outcomes


Understand:

• the systems and characteristics of the French language and its culture;

• how the French language changes within the context of formal and informal situations;

• the differences that exist between life in France and other French-speaking communities and Australia within the themes studied, thus developing an intercultural awareness and capability; and

• the relationship between the French language, its culture and the French identity.

Know:

• the processes involved in learning French;

• that past tenses are used for different purposes to convey different meaning;

• that relative pronouns develop the sophistication of writing skills;

• that the conditional mood changes interpretation of a sentence;

• that adverbs can add meaning to verbs;

• that nouns can be replaced with relative pronouns and ‘y’ and ‘en’;

• the application and appropriate use of thematic vocabulary;

• the different rules of writing formally and informally;

• that differences that exist in formal and informal verbal interactions;

• the differences that exist between the French and Australian school systems; and

• the differences and similarities which exist between everyday life in France and Australia.

Be able to:






• memorise thematic vocabulary and apply this correctly in different contexts;

• respond to real and imaginative experiences through letters, emails, diary entries and speeches;



• develop a perspective towards the everyday life of France; and

• adapt to the different norms of the French community.

How does studying this subject prepare a student for study in French at Unit 1 & 2?


FRENCH

Elective Subjects

- 28 -

Students of German continue to consolidate and extend the four essential communication skills of listening, speaking, reading and writing within the context of youth problems, family relationships, school, future careers, exchange experiences and the environment.

Learning Outcomes


Understand:

• the systems and characteristics of the German language and its culture;

• the variability of German within certain contexts, including formal and informal situations;

• the differences that exist between life in Germany and Australia within the themes studied, thus developing an intercultural awareness; and

• the relationship between the German language, its culture and the German identity.

Know:

• the processes involved in learning German;

• the differences which exist between the past, present and future tenses;

• the different forms of comparisons;

• the use of modal verbs;

• the use and rules of interrogatives and conjunctions;

• that prepositions can change the formation of articles;

• that various parts of speech can be reorganised in German word order;

• that adjectives change their endings according to the case;

• the appropriate use and application of thematic vocabulary;

• the different rules of writing and speaking formally and informally, in the singular and plural;

• that cultural differences exist in formal and informal interactions; and

• the differences and similarities which exist between everyday life and attitudes in Germany and Australia.

Be able to:





• memorise thematic vocabulary and apply this in different contexts;

• respond to real and imaginative experiences through letters, emails, diary entries, articles and speeches;



• develop a perspective about the everyday life of Germany and other German-speaking communities; and

• adapt to the different norms in the German community.

How does studying this subject prepare a student for study in French at Unit 1 & 2?


GERMAN

Elective Subjects

- 29 -

Students of Japanese continue to consolidate and extend the four communication skills of listening, speaking, reading and writing within the contexts of daily routines, family, holidays, school and study, shopping, going out, seasons, Japanese festivals and events.

Learning Outcomes


Understand:

• the systems and characteristics of the Japanese language and its culture;

• how Japanese changes with the context of formal and informal situations as well as the traditional and modern context of Japanese culture;

• the differences that exist between life in Japan and Australia thus developing an intercultural awareness and capability; and

• the relationship between the Japanese language, culture and identity.

Know:

• the processes of learning Japanese;

• the use of grammatical constructions, including particles, interrogatives, locaters, tenses, negative and positive forms, modal verbs and conjunctions;

• the use of thematic vocabulary;

• the different codes of writing in Japanese;

• the differences that exist in formal and informal Japanese interactions; and

• the differences that exist between the two school systems in Japan and Australia;

• the differences and similarities which exist between everyday life in Japan and Australia; and

• the importance of Japanese traditions.

Be able to:

• write up to 46 new Katakana script and basic Japanese characters with verbs;



• make plans and take actions with others;


• apply knowledge of grammar in various texts;

• respond and give expression to real and imaginative experiences through letters, emails and speeches;

• develop a perspective towards the everyday life of Japan; and

• adapt to the different behaviours and norms expected in the Japanese community.

How does studying this subject prepare a student for study in Japanese at Unit 1 & 2?


JAPANESE

Elective Subjects

- 30 -

21st Century Australians are members of a global community, connected by culture, economics, politics and environmental issues. This elective recognises that as global citizens we have common goals concerning our environment and the people living in it. The dynamic nature of human population, their ecological impacts, and rapid urbanisation are central to this study. Students investigate contrasting cities in developed and developing countries and why people are moving in increasing numbers to cities. The concept of wellbeing is explored through the analysis of indicators around the world.

Learning Outcomes


Understand:

• how different factors affect the distribution and dynamics of human populations; and

• the role of globalisation in connecting all areas of the world.

Know:

• the top 20 largest cities by population in the world;

• the difference between the characteristics of LEDCs (less economically developed countries) and MEDCs (more economically developed countries);

• the reasons why people migrate; and

• the functions and land use within urban areas.

Be able to:

• calculate their ecological footprint and predict their impact on the global environment;

• draw and interpret population profiles of specific countries using data from the International Data Base; and

• compare living conditions between developed and developing cities in the world.

How does studying Our Global Village prepare a student for study in VCE Geography.

This Global Village elective will provide students with the essential key knowledge, concepts and skills required for studying VCE Geography.

OUR GLOBAL VILLAGE

Elective Subjects

- 31 -

This elective will involve students in the study of fitness. Students will be introduced to basic biomechanical principles and their influence on performance during physical activity. Legal and illegal measures to enhance performance will also be investigated.

Learning Outcomes


Understand:

• fitness components and training principles;

• introduction to biometrics; and

• performance enhancement – legal and illegal.

Know:

• recognise each component and training principle;

• how biomechanics influences performances; and

• how performance can be enhanced legally.

Be able to:

• apply training principles using knowledge of fitness components;

• recommend basic biomechanical adjustments to enhance performance; and

• recommend legal options for enhancing performance.

Assessment

• Tests

• Research Task

• End of Semester examination

How does studying this elective prepare a student for Health and Human Development and Physical Education at Unit 1 & 2, or as accelerated subjects at Unit 3 & 4?

Year 10 Performance and Lifestyles assists students to prepare for VCE Health and Human Development and Physical Education. It provides the opportunity to study fitness and a healthy lifestyle and some health issues facing Australians. The elective introduces the responses of government and non-government agencies to increased rates of musculo-skeletal conditions in Australia and looks at healthy approaches to life.

PERFORMANCE AND LIFESTYLES

Elective Subjects

- 32 -

By the end of this Media course, students analyse how social and cultural values and alternative points of view are portrayed in media artworks they make, interact with and distribute. They evaluate how genre and media conventions and technical and symbolic elements are manipulated to make representations and meaning. They evaluate how social, institutional and ethical issues influence the making and use of media artworks.

Students produce representations that communicate alternative points of view in media artworks for different community and institutional contexts. They manipulate genre and media conventions and integrate and shape the technical and symbolic elements for specific purposes, meaning and style. They collaboratively apply design, production and distribution processes.

Students will learn the inner workings of a TV studio (“the panel”), exploring the codes and conventions of TV and filming technique. Using industry standard equipment students will experience all the different production elements such as camera focus, sound, editing, framing, direction, lighting, vison switching and pre and post production. They will also be exposed to fundamentals of narrative structure to assist them in their ability to tell stories through film.

In the second unit students will learn about advertising (“the pitch”) and its ability to manipulate us. Students will pitch an idea for a new product. They will create an advertising campaign including choosing the media form from a selected list:

• Moving image, for example film, television, video, animation

• Still image, for example photography

• Audio, for example radio, podcast

• Print, for example magazine, zine, comic, graphic novel, newspaper, poster

• Digital, for example online video and audio, streaming video and audio, podcast, magazine, comic, graphic novel, newspaper, video game, blog, website, app

• Convergent or hybridised media: the combination or joining of two or more media forms, such as photography and animation, print productions and a digital game, augmented and virtual reality products.

Students will then pitch their idea to the class.

Students will document their process throughout Pre, Post and Production in a folio.

Learning outcomes


Understand:

• that most media is a constructed reality used to manipulate;

• the creation, visualisation, planning, production, distribution, consumption and reception of media products.

Know:

• key aspects of digital files for specific purposes;

• media has many forms and genre/styles constructed using specific conventions;

• that visual elements can be manipulated to construct meaning;

• how to collaborative, communicate and work with a team;

• how to organise and maintain a work space and a production;

• that media is a construction of a reality;

• that specific techniques are used to attract an audience;

• that messages in media and film can affect an audience and enforce perceptions;

• that media messages contain ideological values;

• that each medium has its own aesthetic; and

• that narratives have sequence and that narrative sequence is specific to genre.

Be able to:

• document their planning and decision making process of a media product;

• purposefully compose a short film/tv program to manipulate meaning;

• demonstrate technical competence using imaging hardware and editing software;

• deconstruct advertising forms using its conventions; and

• create an advertising campaign for an imagined product.

THE PANEL AND THE PITCH (Year 10 Media)

Elective Subjects

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Sculpt It! introduces students to 3D visual art language and design, using a range of production processes. Students are encouraged to develop their unique artistic ideas; through structured units they have input in design. Students in this elective will produce diverse artistic outcomes, from object-based sculpture to installation and public art.

They will use techniques and media, such as:

• Mould-making and casting

• Ceramics

• Modelling

• Assemblage using mixed media such as cardboard/wire/timber etc.

• Recycled materials

They document their ideas by applying understanding of compositional structure (width/depth/height), to create a distinctive personal visual response, while representing either an idea, theme; or subject matter. Students understand how to adapt and manipulate materials, techniques and processes to produce 3D artwork which communicates their artistic objective. Resolved artwork is displayed and appraised, with consideration to personal expression and audience. Students extend their knowledge and use of safe visual arts practices.

Students experience a growing awareness of how and why artists, crafts people and designers are influenced by other artists, art styles, their environment and the contexts of culture, time and place. They continue to apply knowledge of techniques used by other artists in the production of their own work. Students are required to critically analyse traditional and contemporary artwork, referencing a range of Asian, Western and Indigenous visual arts: incorporating appropriate visual art language, terminology and conventions, through their practical and theoretical work.

The design thinking process that they learn is applicable to their general learning and is an integral component of all the Visual Arts.

Elective Subjects

SCULPT IT!Learning Outcomes


Understand:

• that 3D art can be produced to serve a range of purposes and audiences; and

• that 3D art and design can be interchangeable and interdependent.

Know:

• traditional and contemporary art and design sculpture techniques, stemming from Indigenous, Western and Asian cultures, such as carving, casting, modelling and assembling; and

• the process of visual analysis applied to artworks, including their studio work.

Be able to:

• use skills and techniques to create unique and individual artworks for a specific purpose, that communicates meaning based on cultural inspiration; and

• document the development of practical work and solve problems through design thinking processes.

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This elective will introduce students to the following commerce subjects: Business Management, Accounting, Legal Studies and Economics. Students will develop their understanding of the market system of the Australian economy. They will explore the rights and responsibilities of consumers and businesses, and investigate the role that financial records and managing and planning for the future by individuals and businesses play in meeting personal and business goals and objectives. Students will examine the key elements of Australia’s legal system and legal processes including the purpose of laws, constitutional principles, legal rights and responsibilities, the rule of law, and the ways in which Australia’s legal system contributes to democratic principles, rights and freedoms.

This elective will enable students to be engaged and informed participants in the economy. Students are also encouraged to become active and informed global citizens, and develop the awareness and understanding of the diverse society in which they live.

Learning Outcomes


Understand:

• the complexities of successful small business;

• the fundamentals of good financial literacy;

• the fundamental aspects of Australia’s legal system; and

• the impact of supply and demand on consumer choice.

Know:

• key features of an entrepreneur;

• the four critical elements of marketing;

• the function of the accounting equation on the balance sheet;

• the structure of the three tiers of government;

• the difference between criminal and civil law;

• their legal rights and responsibilities as informed citizens; and

• factors impacting business supply and consumer demand.

Be able to:

• research and present a marketing analysis for a chosen product and business;

• complete a cash budget;

• analyse a legal case study with reference to the appropriate laws; and

• use data to create and interpret a supply and demand graph.

How does studying this elective prepare a student for either: study in Commerce subjects at Unit 1 & 2, or where permissible, as an accelerated Unit 3 & 4 subject in Year 11?

Take it to Market provides students with an insight into some basic concepts taught in Accounting, Business Management and Legal Studies which is used as a platform for further studies in VCE.

TAKE IT TO MARKET

Elective Subjects

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Did you know that all fields of Visual Communication Design are essential in informing people’s decisions about where and how they live, what they buy and consume, and can influence what they need or want?

In this elective, students will be introduced to each of the key design fields and will work with design briefs in the context of each of these fields.

• Communication Design: Visual presentation of information with an emphasis on arrangement and relationships between type and image

• Environmental Design: Architectural structures and spaces that people engage with and inhabit

• Industrial Design: The design of essential and non-essential products/objects that humans use and interact with.

Students will be introduced to design terminology and design processes that involve creative, critical and reflective thinking techniques to solve a range of design problems. They will work through design briefs, with an emphasis on manual skill development including drawing and the use of digital design applications such as Photoshop, Illustrator and InDesign. They will also be introduced to 3D processes such as model making, 3D printing and laser cutting in the context of design. Students will also be exposed to design in the historical and social contexts to inform them of the cyclical nature of design trends and practices. The study of this elective provides pathways to Visual Communication Design at VCE level and further pathways to design related tertiary study in graphic design, architecture and Industrial design.

Elective Subjects

WORLD OF DESIGNLearning Outcomes


Understand:

• that Visual Communication Design includes the design fields Communication, Industrial and Environmental design;

• the Design Process is cyclical not linear;

• Design Thinking routines;

• the importance of good design in shaping our current and future living experiences; and

• design has many career pathways including graphic design, UX design, architecture and product design.

Know:

• the cyclical design process;

• how to work through a design process; research, generation of ideas, developing and refining concepts and presenting final designs;

• the design elements and principles and how to apply them in 2D and 3D designs;

• drawing methods including Observational, Visualisation and Presentation drawing;

• digital applications including Photoshop, Illustrator, InDesign and Sketch Up;

• how to analyse 2D and 3D communications using design terminology.

Be able to

• follow a design brief directive;

• seek creative solutions to design problems using appropriate skills;

• articulate design concepts through pitches; and

• present finished designs.

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Unit 1: Ideas, actors and power

In this unit students are introduced to the key ideas relating to the exercise of political power. They explore how these ideas shape political systems, in particular, the characteristics of liberalism. They consider the nature of power in Australian democracy and in a non-democratic political system. They also explore the nature and influence of key political actors in Australia: political parties, interest groups and the media. All these forms of participation in Australian democracy influence the political agenda.

Areas of Study

• Power and ideas

• Political actors and power

Unit 2: Global connections

This unit introduces students to the global community and the global actors that are part of this community. In Area of Study 1, students explore the myriad ways lives are affected by increased interconnectedness – the global links of the world – through the process of globalisation. In Area of Study 2, students consider the extent to which global actors cooperate and share visions and goals as part of the global community. They investigate the ability of the global community to manage areas of global cooperation and to respond to issues of global conflict and instability.

Areas of Study

• Global links

• Global cooperation and conflict

Assessment: Unit 1 & 2

Students demonstrate achievement of VCAA-set outcomes via performance on a selection of assessment tasks which may include: an oral presentation such as a podcast or video; a wiki or blog; a social media campaign; an interactive presentation; a research report; a case study; an essay; test and short-answer questions; extended-response questions and examinations.

AUSTRALIAN AND GLOBAL POLITICS: VCE UNIT 1 & 2

VCE Units on offer to Year 10 Students

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Unit 1: How do living things stay alive?

Students examine the structure and functioning of cells and how the plasma membrane contributes to survival by controlling the substances into and out of the cell. Although the internal structure of a cell varies, all cells require a relatively stable internal environment for optimal functioning.

Areas of Study

• How do organisms function?

• How do living systems sustain life?

• Practical Investigation

Unit 2: How is continuity of life maintained?

Students focus on cell reproduction and the transmission of biological information from generation to generation. The structure, function and role of DNA in both prokaryotic and eukaryotic organisms is examined. The role of stem cells in the differentiation, growth, repair and replacement of cells in humans is examined, and their potential use in medical therapies is considered.

Area of Study

• How does reproduction maintain the continuity of life?

• How is inheritance explained?

• Investigation of an issue


Students demonstrate achievement of VCAA-set outcomes via performance on: practical reports, tests on selected material, research investigations, other tasks as selected and a student designed practical investigation.

How does studying this VCE subject prepare a student for Unit 3 & 4?

Completion of VCE Biology Unit 1 will enable a student to consider Biology Unit 3 & 4 as the necessary pre-requisite work is completed in Unit 1. Students may also consider an alternate Unit 3 & 4 subject if they no longer wish to continue with Biology.

BIOLOGY: VCE UNIT 1 & 2


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Unit 1: Planning a business

Businesses of all sizes are major contributors to the economic and social wellbeing of a nation. Therefore, how businesses are formed and the fostering of conditions under which new business ideas can emerge are vital for a nation’s wellbeing. Taking a business idea and planning how to make it a reality are the cornerstones of economic and social development.

In this unit students explore the factors affecting business ideas and the internal and external environments within which businesses operate, and the effect of these on planning a business.

Areas of Study

• The business idea

• External environment

• Internal environment

Unit 2: Establishing a business

This unit focuses on the establishment phase. Establishing a business involves legal requirements as well as making decisions about how best to establish a system of financial record keeping, staff the business and set up a customer base. In this unit students examine the legal requirements that must be met. They investigate the essential features of effective marketing and consider the best way to meet the needs of the business in terms of staffing and financial record keeping. Students analyse various management practices by applying this knowledge to contemporary business case studies from the past four years.

Areas of Study

• Legal requirements and financial considerations

• Marketing a business

• Staffing a business


The award of satisfactory completion for a unit is based on whether the student has demonstrated the set of outcomes specified for the unit. For this unit students are required to demonstrate three outcomes. As a set these outcomes encompass the areas of study in the unit. Suitable tasks for assessment may be a case study analysis; a business research report; development of a business plan; an interview and a report on contact with business; a school-based, short term business activity; a business simulation exercise; an essay; a business survey and analysis; a media analysis.


Completion of VCE Business Management Unit 1 & 2 will provide the preparation required to undertake Business Management Unit 3 & 4. Students may also consider an alternate Unit 3 & 4 subject if they no longer wish to continue with Business Management.

BUSINESS MANAGEMENT: VCE UNIT 1 & 2


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Australia has a varied and abundant food supply, and food and cooking have become prominent in digital media and publishing. Students investigate the origins and roles of food through time and across the world. They look at Australian indigenous food prior to European settlement and how food patterns have changed since, particularly through the influence of food production, processing and manufacturing industries and immigration. Students investigate cuisines that are part of Australia’s culinary identity today and reflect on the concept of an Australian cuisine.

The students consider the influence of technology and globalisation on food patterns. Throughout this unit students complete topical and contemporary practical tasks to enhance, demonstrate and share their learning with others by the use of ingredients available today that were used in earlier cultures.

Students use practical skills and knowledge to produce foods and consider a range of evaluation measures to compare their foods to commercial products and adapt recipes to suit particular needs and circumstances. They consider the possible extension of their role as small-scale food producers by exploring potential entrepreneurial opportunities.

This study complements and supports further training and employment opportunities in the fields of home economics, food technology, food manufacturing and hospitality and nutrition.

There are no prerequisites for entry into Units 1 & 2.

Units 1 and 2

Areas of Study in Unit 1: Food origins

• Food around the world

• Food in Australia

Areas of Study in Unit 2: Food makers

• Food industries

• Food in the home

Assessment

Students’ level of achievement is determined by satisfactory completion for a unit is based on the teacher’s decision that the student has demonstrated achievement of the set of outcomes specified for the unit. Satisfactory completion of a unit is determined by evidence gained through the assessment of a range of learning activities and tasks.

Progress into Units 3 and 4 of this subject as a Year 11 student is not automatic. A student will need to meet minimum eligibility levels at the Units 1 and 2 level.Students’ level of achievement is determined by:

• Unit 3 School-assessed Coursework: 30%

• Unit 4 School-assessed Coursework: 30%

• End of year examination in November: 40%

FOOD STUDIES: VCE UNIT 1 & 2


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MUSIC PERFORMANCE SOLO: VCE UNIT 1 & 2


Music Performance enables students to gain VCE credit for continuing to learn an instrument, including voice and for being in a school ensemble. Students are expected to have individual regular, weekly lessons with a teacher. During each semester, students perform a number of pieces showing a variety of musical styles. At Unit 1 and 2 level, there is no prescribed list of works, therefore students are free to select works that they would like to play. Some students choose pieces they are preparing for AMEB exams, but this is not a requirement. When choosing works for study in Units 1 and 2, it is wise to develop skills that will enable future study at Unit 3 and 4 level.

Entry

Students generally require at least three years’ experience prior to study of VCE Music Performance and there is an expectation that students will have an understanding of scales, key signatures and chords. This understanding may be observed in the Year 7 and 8 Classroom Music program or AMEB Theory lessons taken in school or externally.

Unit 1 & 2

This course focuses on building performance and musicianship skills.

Timetabled classes focus mainly on the theoretical and aural aspects of the course. Practical classes with an official accompanist enable students to workshop parts of their pieces and technical work for invaluable feedback, as they prepare for a performance of a complete program. Students must belong to at least one school ensemble for the whole school year and an ensemble that performs at the Annual Concert in order to satisfy the ensemble performance requirements.

Working with the class teacher and instrumental tutor, students also identify the technical issues with their pieces and devise technical work and exercises to overcome the technical challenges. In Unit 2 students compose a piece of music that features elements they have noted in one of their pieces.

Unit 1 Areas of Study

• Performance

• Preparing for Performance

• Music Language

Unit 2 Areas of Study

• Performance

• Preparing for Performance

• Music Language

• Organisation of Sound

Assessment

• 15 minute performance including at least one group work and one solo work

• Demonstration of technical work and exercises

• Aural report, backed by written research, that explains how selected technical work and exercises support the student’s development as a performer and preparation of the performance

• Aural test

• Practical and written tasks completed in class

• Composition exercises

Entry Requirements for Unit 3 & 4

Students need to have had at least four years’ experience prior to study of VCE Music Performance and they must be having regular lessons with an instrumental teacher. Students must complete VCE Music Performance Unit 1 & 2 before undertaking Unit 3 & 4 Music Performance. Students work with their teacher to prepare a program of pieces from the Prescribed List of Notated Solo Works that is available on the Victorian Curriculum and Assessment website.

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Unit 1: Studio inspiration and techniques

In this unit students focus on developing an individual understanding of the stages of studio practice and learn how to explore, develop, refine, resolve and present artworks.

Students explore sources of inspiration, research artistic influences, develop individual ideas and explore a range of materials and techniques related to specific art forms.

Using documented evidence in a visual diary, students progressively refine and resolve their skills to communicate ideas in artworks. Students also research and analyse the ways in which artists from different times and cultures have developed their studio practice to interpret and express ideas, source inspiration and apply materials and techniques in artworks. The exhibition of artworks is integral to Unit 1 and students are encouraged to visit a variety of exhibition spaces throughout the unit, reflect on the different environments and examine how artworks are presented to an audience.

Areas of Study

• Researching and recording ideas

• Studio practice

• Interpreting Art ideas and use of Materials and Techniques

Assessment

The award of satisfactory completion for a unit is based on whether the student has demonstrated the set of outcomes specified for the unit. All assessments at Units 1 & 2 are school-based. Procedures for assessment of levels of achievement in Units 1 & 2 are a matter for school decision.

For this unit students are required to demonstrate three outcomes. A set of these outcomes encompass the areas of study in the unit.

Unit 2: Studio exploration and concepts

In this unit students focus on establishing and using studio practice to produce artworks. The studio practice includes the formulation and use of an individual approach to documenting sources of inspiration, and experimentation with selected materials and techniques relevant to specific art forms. Students explore and develop ideas and subject matter, create aesthetic qualities and record the development of the work in a visual diary as part of the studio process. Through the study of art movements and styles, students begin to understand the use of other artists’ work in the making of new artworks.

Students also develop skills in the visual analysis of artworks. Artworks made by artists from different times and cultures are analysed to understand developments in studio practice. Using a range of art periods, movements or styles, students develop a broader knowledge about the history of art.

Areas of Study

• Exploration of studio practice and development of artworks

• Ideas and styles in artworks

Assessment

Satisfactory completion for a unit is based on whether the student has demonstrated the set of outcomes specified for the unit. All assessments at Units 1 & 2 are school-based. Procedures for assessment of levels of achievement in Units 1 & 2 are a matter for school decision.

For this unit students are required to demonstrate two outcomes. As a set these outcomes encompass the areas of study in the unit.


Completion of VCE Studio Art Units 1 & 2 will provide the preparation required to undertake Studio Art Units 3 & 4. Students may also consider an alternate Unit 3 & 4 subject if they no longer wish to continue with Studio Art.

STUDIO ART: VCE UNIT 1 & 2


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Looking Ahead to VCE

Studies on offer to Year 11 and 12 students at Korowa in 2020

VET Studies

Korowa also offers VET (Vocational Education and Training) programs in conjunction with the Inner Melbourne VET Cluster. Please speak with the Careers Counsellor for enrolment information. Additional charges apply for these courses.

Unit 3 and 4 Studies in Year 11

Please refer to the information on the next page regarding acceptance into an accelerated Unit 3 and 4 subject as a Year 11 student. Subjects marked with an asterisk (*) in the above table may be considered by students for acceleration in Year 11.

VCE and Year 12 Students

Year 12 students complete five subjects in Year 12. In Year 11, the usual expectation is that students may complete one Unit 3 & 4 subject.

Year 11 students with permission to study two Unit 3 & 4 subjects must still complete five subjects in Year 12.

Units 1 and 2 Units 3 and 4

Accounting Accounting

Art Art

Biology Biology

Business Management Business Management*

Chemistry Chemistry

Drama Unit 2 / Theatre Studies Unit 2 Drama

English / English EAL English / English EAL

Food Studies Food Studies*

Geography*

Australian and Global Politics Global Politics*

Health and Human Development Health and Human Development*

History: 20th Century History: Revolutions*

Languages: Chinese (1st Language); Chinese (2nd Language); French; German; Japanese

Languages: Chinese (1st Language)*; Chinese (2nd Language); French; German; Japanese

Legal Studies Legal Studies*

Literature Literature

Mathematics:

• General Mathematics (Further)

• Mathematical Methods

• Specialist Mathematics

Mathematics:

• Further Mathematics

• Mathematical Methods

• Specialist Mathematics

Media Studies

Music Performance Music Performance

Physical Education Physical Education*

Physics Physics

Psychology Psychology*

Studio Arts Studio Arts

Visual Communication and Design Visual Communication and Design

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Unit 3 & 4 Studies in Year 11

Year 10 students who complete VCE studies as Year 10 students may wish to pursue Unit 3 & 4 studies in the VCE subject they undertook in Year 10. In order to progress to the Unit 3 & 4 level, students will need to achieve minimum grades at Unit 1 & 2.

Year 10 students who did not complete VCE studies in Year 10 may still consider applying for one accelerated Unit 3 & 4 study. This means the study is entered without having completed Unit 1 & 2. Students whose Year 10 academic performance indicates they have developed a high level of skill and understanding may be considered.

Criteria that the student must meet:

• Level of Performance in the subject closest to the one for which acceleration is being considered: a minimum of 80% across all areas of assessment.*

• Level of Performance in Year 10 English: a minimum of a 70% across all areas of assessment*

• Level of Performance in other subjects: a minimum of 70% depending on the subject

* Performance to be maintained in Semester 2.

The Director of Curriculum will oversee acceptance of enrolment in all Year 11 Unit 3 & 4 studies. All Year 10 students considering Unit 3 & 4 studies in Year 11 will need to demonstrate evidence of:

• The necessary skills, understanding and capabilities to undertake a Unit 3 & 4 study; and

• Sound organisational skills and a strong work/study ethic.

Initially, a student’s Semester 1 report will be a key document in assisting with the decision-making process.

The Semester 2 report will also be considered to support decisions previously made.

Unit 1 & 2 Studies in Year 10

Students who are studying a Unit 1 & 2 subject in Year 10 are required to meet the following criteria in order to continue with Unit 3 & 4 of the study in Year 11.

Subject Criteria

Biology• Average of 60% on all CATs;

• Minimum of 65% on Semester exams

Biology, Chemistry and Physics 3 & 4• Average of 60% on all CATs;

• Minimum of 65% on Semester exams

Business ManagementMinimum of 70% across all areas of assessment in Unit 1 & 2

Chinese 2nd Language Unit 3 & 4Chinese 2nd Language Unit 1 & 2: minimum of 70% across all areas of assessment

Food Studies Approval of Head of Department

Mathematical MethodsMaths Methods Unit 1 & 2: minimum of 80% across tests and examinations in Semester 1

Music Performance Approval of Head of Department

Studio Art Approval of Head of Department

Performance must be maintained in the Semester 2 report.

All Year 12 students undertake 5 VCE subjects in Year 12.

For students to perform at their academic best in Year 11, one Unit 3 & 4 study will be the maximum for most students unless the School decides there are special circumstances to be taken into account. Students need to focus on gaining a solid foundation in their Unit 1 & 2 studies in order to prepare for a full Unit 3 & 4 program in Year 12.

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Co-Curricular Activities Available to Year 10 Students

Music

The large ensemble program enables students of all abilities to become actively involved in music. All students who learn an instrument or voice in the school are expected to belong to at least one school ensemble for the school year.

Each of the following music groups rehearse weekly throughout the year, either at lunchtime, before school or after school. Participation in an ensemble is part of the coursework for VCE Music Performance and participation in ensembles contributes to the awards of Music Colours.

• Korale Choir – open to all Year 7 – 12 students

• Koristers – auditioned group of approximately 20 students from Years 7 – 12

• Contemporary Vocal Ensemble – auditioned group of up to 20 students from Years 7 – 12

• Menuhin Orchestra – instrumentalists Grade 4 and above

• Wind Symphony – brass, woodwind and percussionists Grade 3 and above

• Stage Band – brass, woodwind, drumkit – approximately 20 students

• Saxophone Ensemble

• Chamber Groups – advanced string and woodwind players and pianists

• Amadeus Strings – string players up to Grade 4

• Chamber Strings – string players Grade 5 and above

• Rock Bands – vocalists and instrumentalists in Years 7 – 12

Performance opportunities for all singers and instrumentalists include:

• Annual Concert

• Speech Night

• St Paul’s Cathedral Service

• Senior House Chorals Competition

• Occasional Lunchtime Concerts

• Victorian Schools Music Festival

• School Musicals

• Invitational functions outside Korowa

• Korowa special events such as art shows, Assemblies, Open Days etc.

• Instrumental and vocal soirees, including the Jazz Soiree

Dance and Drama

A wide variety of performance opportunities are offered to students. Students can participate in Performing Arts productions, plays, dance showcases and concerts. A School Production is held every year, alternating between Senior and Cripps year levels.

Speech, Drama and Effective Communication

Private lessons are available in a similar fashion to individual music tuition.This program is designed to develop a student’s individual communication skills and performance techniques. The skills of oracy (reading, listening and speaking) are emphasised to enable students to develop clarity and confidence in all areas of oral communication. Students present their work at soirees and are also encouraged to enter various state festivals and competitions. Students can also choose to undertake the International Speech and Drama examinations of Trinity - Guidhall, London.

Debating

More than 1,000 teams compete in the Debating Associaton of Victoria’s Schools Competition. Korowa is a participating member, with teams from Years 8 - 12. Students can also participate in inter-house debates held at Korowa, or staff-student debates. Debating develops confidence in public speaking, is invaluable for interviews later in life, fosters the ability to analyse and research topics, serves as an excellent aid to essay-writing and stimulates the ability to “think on one’s feet”. It is also great fun and enables students to meet many other students from regional schools.

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Sport

Our Sport philosophy at Korowa considers the far-ranging benefits of fun, fitness and skill development for the future. Korowa is committed to recognising the importance of sport and physical activity to general health and wellbeing. We encourage positive physical activity behaviour through School Sport, Physical Education, recreation and leisure time activities both at School or through community and club links outside School.

Our Sports program complements Physical Education classes, enabling girls to build their skills in particular sports, be part of a multi-year level team and develop their confidence.

Participation for Everyone

At Korowa, all girls have the opportunity to participate in a diverse range of individual or team sports, from tennis to triathlon.

Junior School students from Years 3-6 enjoy Sport in their weekly curriculum to introduce Sport Education and opportunities for personal and team development. Years 5 and 6 students extend these skills during weekly Interschool Sport with the Armadale District playing friendly matches with other local independent girls’ schools.

Girls in both the Junior and Senior Schools compete in House Sport matches and carnivals throughout the year. These include Swimming, Cross Country, Track & Field and team sports such as netball. These are lively events which bring the House community closer together through the relationships with girls across year levels.

In addition to School Sport programs, all girls are able to participate in various sport and leisure opportunities in the co-curricular program. Korowa is a member of School Sport Victoria (SSV) and Girls’ Sport Victoria (GSV). Years 3-12 students may pursue pathways to represent Korowa in interschool Swimming, Diving, Cross Country and Track & Field carnivals. Years 7-12 can participate in weekly interschool and intra-school sporting opportunities, choosing from a vast array. We also invite families to become part of the Club Sports at Korowa in Netball, Snowsports and Rowing.

The Parent Handbooks offer more information on each sporting opportunity at Korowa by year levels.

Lead the Way in Sport

There are many opportunities to demonstrate leadership in sport at Korowa. In addition to the Junior and Senior School Sport Captain and House Captain roles, a captain is also appointed to lead each Senior School Carnival and Club sporting team.

Girls in Years 11 and 12 who are exemplary members of a team, demonstrating commitment and outstanding contribution to their respective sport, are awarded Sports Colours. Girls in Years 7 to 10 are awarded overall Sports Colours for the year based on their participation in a minimum of four representative sporting teams in one school year, also meeting attendance and contribution criteria.

Korowa has a strong sporting legacy established by the many girls who have gone on to win sports scholarships, play at the Club and State level and even the Olympics.

Co-Curricular Activities Available to Year 10 Students

International Exchange Programs

Korowa offers four Languages other than English. Each of these language programs offers Korowa students exchange opportunities to practise their language skills in real life situations and to immerse themselves in a different culture. Korowa has established a partnership with the Hikarigaoka Girls’ High School in Okazaki-shi, Aichi-ken Japan and has a 20 year partnership with the Veit-Höser- Gymnasium in Bavaria, Germany. We have also established links and exchanges with High School Affiliated to Fudan University in Shanghai, China as well as a school network in Bordeaux, France which includes the Lycée des Graves, Sainte Marie Bastide and Lycée Magendie.

The Korowa exchanges take place in November and December each year, and students live for up to four weeks with host families. Students are expected to host their partners in the following year. Outside organisations also offer students scholarships and further exchange possibilities.

Our Korowa students learn to communicate more effectively in another language while attending school and participating in host family activities. They not only gain a deeper understanding of the differences in everyday routines and perspectives, but they also become more open- minded, independent and resilient global citizens.

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Year 10 2020: Electives Selection Planner

Student Choice: Electives• Students complete six electives in

Year 10; three in Semester 1; three in Semester 2.

• Each elective is a semester-based course except for Languages and VCE subjects which are studied for the whole year.

• The choice of a Language or VCE subject counts as two elective choices each. Only one elective VCE subject may be chosen.

Please note:

• Electives run if sufficient students select an elective on offer. Every attempt is made to meet a student’s preferences. A back-up must be provided.

• Students selecting VCE Chinese 1st or 2nd Language are limited to this one VCE subject as an elective.

• VCE electives: an application form is completed to determine eligibility; choosing a VCE subject does not guarantee acceptance into the subject at Year 10.

Student Choice: Electives Preference

Body in Action

Bringing Theatre to Life

Chinese Semester 1

Chinese Semester 2

Creating, Making and Performing Theatre

Essentially Art

French Semester 1

French Semester 2

German Semester 1

German Semester 2

Food by Design

The Holocaust – Humanity’s Failure

Innovation Accelerator

Japanese Semester 1

Japanese Semester 2

Our Global Village

The Panel and the Pitch

Performance and Lifestyles

Sculpt It!

Take it to Market

World of Design

VCE Australian and Global Politics Unit 1

VCE Australian and Global Politics Unit 2

VCE Biology Unit 1

VCE Biology Unit 2

VCE Business Management Unit 1

VCE Business Management Unit 2

VCE Chinese 1st Language Unit 1

VCE Chinese 1st Language Unit 2

VCE Chinese 2nd Language Unit 1

VCE Chinese 2nd Language Unit 2

VCE Food Studies Unit 1

VCE Food Studies Unit 2

VCE Music Performance Unit 1

VCE Music Performance Unit 2

VCE Studio Art Unit 1

VCE Studio Art Unit 2

Semester 2 Science Preference

Natural Science

Consumer Science

year 10 2020 - korowa anglican girls' school year... · 2019. 7. 19. · our global village 30...

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