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Year 10 Curriculum Guide 2017

KOROWA YEAR 10 CURRICULUM GUIDE 2017 1

YEAR 10 2017

Values of Korowa Anglican Girls’ School

OUR VALUESAt Korowa, our students are encouraged to

• develop optimism, enthusiasm, resilience and the motivation to achieve their personal best;

• demonstrate initiative and extend themselves beyond the classroom environment;

• develop the skills to become independent, creative, inquiring and reflective thinkers;

• demonstrate Christian values such as honesty, integrity, empathy, understanding and respect;

• become responsible global citizens with a social conscience and sense of justice;

• be aware of environmental issues and act to ensure a sustainable future for all;

• understand and value their own cultural heritage, whilst respecting the cultural heritage of others, especially our indigenous people;

• accept responsibility for their own learning and the consequences of their decisions; and

• embrace technology whilst becoming discerning users.

OUR STAFF• are positive role models through their words, attitudes and behaviours;

• encourage excellence in all endeavours;

• are professional, progressive and passionate educators;

• provide a nurturing environment which values and affirms every individual yet challenges them to reach their full potential; and

• support the School’s Mission and are active ambassadors for the School.

FOR OUR COMMUNITY, KOROWA SEEKS TO…• provide a welcoming environment where people feel valued and comfortable;

• foster positive and productive relationships with our Parent Groups and Korovians;

• promote positive and professional parent-teacher-student relationships through open communication;

• build strong links globally and locally; and

• reach out to the local and wider community in a spirit of service.

OUR MISSIONKorowa is committed to excellence in learning, teaching and leadership.

Students at Korowa become empowered to make a positive contribution in a rapidly changing world.

We value diversity and respect our Anglican tradition.

Contents

Values of Korowa Anglican Girls’ School 1

Year 10 2

Year 10 Curriculum Overview 4

Assessment, Examinations and Reporting 5

Submission of Year 10 Work 6

Core Subjects 7

English 7

History 8

Mathematics 9

General Mathematics (Year 10) 9

Year 10 Mathematics and Year 10 & 10A Mathematics 10

Mathematical Methods* 11

Physical Education 12

Science 13

Elective Subjects 14

Art @ 21: Component 1 14

Body in Action 15

Bringing Theatre to Life 16

Business Studies 17

Communication Design 18

Creating, Making and Performing Theatre 19

Design Can Change The World! 20

Global Justice and The UN 21

Languages 22

Chinese as a Second Language 23

French 24

German 25

Japanese 26

Mobile Phone App Development 27

Our Global Village 28

Performance and Lifestyles 29

Visual Art – ArtEffects: Component 2 30

Biology: VCE Units 1 & 2 31

Business Management: VCE Units 1 & 2 32

Food Studies: VCE Unit 1 & 2 33

Literature: VCE Units 1 & 2 34

Music Performance Solo: VCE Units 1 & 2 35

Studio Art: Units 1 & 2 36

Looking Ahead to VCE 37

Unit 3 & 4 Studies in Year 11 38

Co-Curricular Activities Available to Year 10 Students 39

Year 10 2017: Student Choice – Electives Planner 41


Year 10

Transition to VCEThe Year 10 program provides a strong foundation and 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 Senior School at Korowa, we remain firm in our belief that each girl’s academic success is reliant upon positive holistic wellbeing. 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 House through participation in some or all of the sports, music, drama, 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 from 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 have the opportunity to serve both the School community and wider community though formal and informal participation in such Committees as Social Service, Environment, Student Representative Council and the Palm Leaf (Korowa Magazine) Committee. All girls are encouraged to consider carefully serving our School in this way.

Year 10 Personal Development, which is delivered through the Term 1 Retreat and Seminar Days, 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 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.

The Religious Education Program at Year 10 encompasses a range of themes to enhance physical, emotional and spiritual wellbeing in the context of our Anglican School ethos. Lesson reflection time will be centred on building a sense of community focused on inner peace, healing and positive relationships, as well as developing a generosity of spirit and service.

VCE 2017

WellbeingAt 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 Principal, Co-ordinators, Advisors, International Student Co-ordinator, School Counsellor, Chaplain, Careers Counsellor, Dean of Studies, Head of Academic Support and Health Carer. These members of staff work closely 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 both the Advisory and the Personal Development Program. These two 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, before moving into their academic lessons, during which they are grouped with a variety of girls from across the four Houses.

“I have the chance to get involved in anything and everything. I don’t have to be the best to give it a try.”

Homework and self-studyHomework 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 will continue 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.


YEAR 10 2017

Year 10 Curriculum Overview

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.

Languages: these are studied for the whole year

• Chinese (2nd Language)

• French

• German

• Japanese

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 Biology Unit 1 & 2

• VCE Business Management Units 1 & 2

• VCE Food Studies Units 1 & 2

• VCE Literature Units 1 & 2

• VCE Music Performance Units 1 & 2

• VCE Studio Arts Units 1 & 2

• Art @ 21

• Body in Action

• Bringing Theatre to Life

• Business Studies

• Communication Design

• Creating, Making and Performing Theatre

• Design Can Change the World

• Global Justice and the UN

• Mobile Phone App Development

• Our Global Village

• Performance & Lifestyles

• Visual Art: ArtEffects

* Electives run if sufficient students elect to undertake the elective on offer.

* VCE electives: an application form must be completed in order to determine eligibility; choosing a VCE subject does not guarantee acceptance into the subject at Year 10.

* EAL and International students undertake one less elective.

Core Subjects: All students will complete• English

• History

• Mathematics**

• Physical Education

• Science

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

** Students enrol in either Mathematical Methods Units 1 & 2, Year 10 & 10A Mathematics or Year 10 Mathematics. 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.

VCE in Year 10Some 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 Dean of Studies 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

Assessment, Examinations and Reporting

AssessmentYear 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.

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

Grades (A+ to E, UG, NS, NG or NA) indicating the level of achievement reached in aspects of each subject are used in semester reports.

For VCE subjects, each learning outcome in a Unit will also be assessed as satisfactory (S) or not satisfactory (N). For a Unit to be satisfactorily completed, all the Learning Outcomes in the Unit must receive an S.

ExaminationsYear 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 in Semester 1 and 2 Reports.

Communication with ParentsParents 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.

Students will receive written reports at the end of Term 2 and Term 4. Parents are encouraged to contact the Subject Teacher, Advisor or House Coordinator if they have concerns about their daughter’s progress or wish to discuss a matter that has been raised in the written report.

Parents are also welcome to contact the Dean of Studies or Deputy Principal 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.


YEAR 10 2017

Submission of Year 10 Work Core Subjects

Consequences for the Late Submission of WorkStudents 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 Units 1 and 2 in Year 10Students undertaking VCE studies are expected to meet VCE work submission requirements. Students are informed of dates for Assessment Tasks (Units 1 & 2). Students absent on the day of an Assessment Task (Units 1 & 2) or School Assessed Coursework (SAC) at Units 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 SubjectsKorowa’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 externally-assessed 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.

ENGLISHIn Year 10 English all the skills that students have learnt previously come together in an integrated whole. These skills are increasingly demonstrated in a sophisticated way at a mature level. Students see how reading influences their writing, which, in turn, influences their understanding and everyday conversation as well as their perspectives on social issues. and how culture shapes identity in the anthology ‘Growing Up Asian in Australia’. By comparing texts ‘Life is Beautiful’ and ‘The Book Thief’ students explore the different perspectives on a situation and how one text deepens our understanding of another. They examine how the filmic elements of ‘On the Waterfront’ convey meaning to the viewing audience. Students enjoy the Shakespearean play ‘Romeo and Juliet’, delve into media texts and let loose their persuasive and imaginative powers in writing.

The specific aims of the Year 10 English course are to:

• bolster understanding and control of the English language, thereby establishing a level of competence adequate for the demands of further education;

• foster self-esteem through language competence;

• encourage a lifetime love of reading and competence in critical reading; and

• enable the girls to think in both a linear and lateral manner so that they can write extended responses both by hand and when using a computer.

Learning Outcomes

At the conclusion of the course, students will:

Understand:

• that their identity and the way in which they engage with the world is closely allied to and influenced by their power of communication;

• that critical thinking is a vital component of being an engaged human being; and

• that quality relationships between people and cultures are forged in part by quality communication and connection.

Know:

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

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

• that the choice of language features, images and vocabulary contributes to the development of individual style.

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 class and 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 texts 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 VCE Literature Unit 1 & 2, either as a Year 10 elective or as preparation for Year 11?

The study of Year 10 English dovetails with the study of Unit 1 & 2 Literature, especially in the way that Year 10 English examines closely not only what particular films and pieces of written literature say, but how they are constructed. As students take up the study of Literature, increasingly they need to turn their attention to the construction of texts, both print and film.


YEAR 10 2017

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 General Mathematics (Year 10), Year 10 Mathematics and Year 10 & 10A Mathematics.

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

GENERAL MATHEMATICS (YEAR 10)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 Foundation Mathematics Units 1 & 2 in Year 11.

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.

HISTORY The Twentieth Century is studied predominately through the lens of WW2. At the beginning of the 20th Century, it seemed that governments were failing. Wars were killing millions and economies were collapsing. Movements and peoples looked to new rulers and dramatically new systems of government to challenge the status quo. Many of these new leaders and systems did not live up to expectations; they brought horror and destruction on an unprecedented scale. This course, called ‘Tyrants, Terror and Total War’, will examine concepts such as the rise of the one-party state and the origins and development of WW2. Detailed case studies will look at topics such as Nazi propaganda, youth groups such as the Hitler Youth, the Atomic Bomb, The Holocaust and the Pacific Front. Students will also examine youth freedom and counter-culture movements that dominated the 60s as a response to the military aggression of governments, including those that claimed to be free and democratic.

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;

• the period after World War One was characterised by significant social and cultural change in the 1920s and 1930s;

• new ideologies of socialism, communism and fascism gained popular support across the globe;

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

• in Germany, the persecution of the Jewish people became intensified;

• Japan became increasingly militarised and anti-western;

• Imperialist greed and military aggression of western nations drew more people into conflict;

• writers, artists, musicians, choreographers and filmmakers reflected, promoted or resisted political, economic and social changes; and

• as a result of wars and militarism ordinary people, particularly students questioned authority and convention.

Know:

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

• political, economic and social consequences of WW1 up to the 1960s and beyond;

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

• the causes and nature of WW2;

• the Pacific Front and the Rise of Japan; and

• significant events including The Holocaust, Pearl Harbour, Hiroshima and Nagasaki, Invasion of China and The Fall of Singapore; the counter-culture movements of the 1960s and their connection to WW2.

Be able to:

• use questions to shape historical inquiry into the events of the 20s and 30s;

• explain the historical significance of events;

• explain continuity and change in the period between the world wars;

• explain the causes and consequences of World War Two;

• compare attitudes, beliefs and values of ideologies of the period;

• analyse perspectives of people from the period on political and economic change as reflected in primary sources;

• construct arguments about the causes and consequences of World Wars using primary sources and historical interpretations as evidence;

• sustain an argument, writing with historical precision; and

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

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 is essential to building the skills that are vital to success in VCE History. Skills of analysis, reasoning, interpretation and 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.

Core Subjects


YEAR 10 2017

Core Subjects

YEAR 10 MATHEMATICS AND YEAR 10 & 10A MATHEMATICS Year 10 Mathematics and Year 10 & 10A Mathematics will offer similar content in the curriculum, allowing for a different approach to the delivery for these two groups. Girls participating in the Year 10 Mainstream Mathematics course will have every opportunity to consolidate skills; the 10 & 10A program will have more challenging problem solving tasks built into each topic where students will be encouraged to carry out independent research and the Australian Curriculum 10A content will be built into the program.

Placement in either Year 10 Mathematics or Year 10 & 10A Mathematics will not influence the selection of courses at VCE level. In fact, this differentiated approach to learning 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.

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.

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

Unit 1

This course is only available to those students who have completed the Year 9, 10 & 10A Mathematics Program. This unit involves the study of: introductory probability and statistics; functions and graphs covering graphical representation of functions of a single real variable and the study of key features of graphs of functions; algebra; and probability and combinatorics which covers introductory counting principles and techniques.

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

• Probability and statistics

• Functions and graphs

• Algebra

Assessment

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

• examinations;

• various problem solving tasks;

• facts, skills and applications tests; and

• an investigative project.

Unit 2

This unit involves the study of: functions and graphs, covering graphical representation of trigonometric and exponential functions; rates of change covering average rate of change and instantaneous rate of change; calculus, covering differentiation and anti-differentiation of polynomial functions and simple power functions and related applications including graph sketching; and algebra.

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

• Calculus & Rates of Change

• Algebra

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 applications tests.


YEAR 10 2017

Core Subjects

PHYSICAL EDUCATION The Year 10 curriculum supports students to further refine and apply strategies for maintaining a positive outlook when making decisions and 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 movement 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


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.

SCIENCE Science provides an empirical way of answering interesting and important questions about the biological, physical and technological world. The knowledge it produces has proved to be a reliable basis for action in our personal, social and economic lives. In Year 10, Science students explore systems at different scales and connect microscopic and macroscopic properties to explain phenomena. Students explore the biological, chemical, geological and physical evidence for different theories, such as the theory of natural selection. Atomic theory is developed to understand relationships within the periodic table. Understanding motion and forces are related by applying physical laws. Relationships between aspects of the living, physical and chemical world are applied to systems beyond Earth and how the knowledge gained can be applied on a global scale.

Learning Outcomes


Understand:

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

Know:

• the transmission of heritable characteristics from one generation to the next involves DNA and genes;

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

• the atomic structure and properties of elements are used to organise them in the Periodic Table;

• different types of chemical reactions are used to produce a range of products and can occur at different rates;

• the universe contains features including galaxies, stars and solar systems and the Big Bang Theory can be used to explain the origin of the universe; and

• the relationships between force, mass and acceleration.

Be able to:

• 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.

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

Science studies prepare students in terms of understanding the interdisciplinary nature of science as a human endeavour, including its possibilities, limitations and sociocultural influences. Students will apply their scientific understanding in order to formulate hypotheses, operationalise variables, collect data, analyse and critically interpret. VCE Psychology students develop and build upon a range of inquiry skills involving practical experimentation and research, analytical skills including critical and creative thinking, and communication. As a scientific model, this approach considers biological, psychological and social factors and their interactions in the understanding of psychological phenomena.


YEAR 10 2017

Elective Subjects

ART @ 21: COMPONENT 1What does Art look like in the 21st century? This is your opportunity to develop the important creative design thinking skills we are told we need to have for the future. You will examine contemporary art practices by looking at a combination of traditional media and technology including, but not restricted to, drawing, painting, collage, digital imaging, photography, sculpture and video. Research of a range of artists will be supported through studio and local gallery visits and artist workshops.

Learning Outcomes

At the conclusion of the course the students will:

Understand:

• that contemporary art reflects the blending of technology with traditional artistic styles; and that art can reflect these contemporary and traditional ideas

Know:

• how artists work in their studios through studio visits;

• styles of art in modern and post-modern eras;

• how to look at, review and critique artworks through analysis; and

• the array of opportunities for visual artists in the 21st Century.

Be able to:

• learn new skills and techniques using technology combined with traditional techniques to create personal visual images based on selective use of art elements and principles;

• document a record of the development of studio work and reflect on the process and outcomes using appropriate art terminology to describe artworks; and

• learn about how galleries operate and the different roles in a gallery environment.

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

VCE Art and VCE Studio Art courses (Unit 1 & 2) require students to have an understanding of traditional and contemporary art practices in both the practical and theoretical components. Students in Year 10 will gain a greater understanding of these outcomes along with gaining experience of how to negotiate and build strategies regarding working in a self-directed environment. The Year 10 Art course will also prepare students for analysing artworks using the Analytical Frameworks and this is a direct link to VCE Unit 1 & 2. Experience in the design process, gallery routines and visual analysis links directly with Unit 1 & 2 Studio Art.

BODY IN ACTION 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 will explore the impact of performance enhancing methods, both legal and illegal. Students will also be introduced to the Socio-Ecological Model for Change.

Students are encouraged to research information using a wide range of resources and different formats for presentation are expected.

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;

• legal and illegal methods for performance enhancement; and

• the need for the Socio-Ecological Model for Change.

Know:

• the muscles of the human body;

• how circulation and respiration occur;

• which performance enhancement methods are legal and illegal;

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

• the Socio-Ecological Model for Change.

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 legal and illegal performance enhancement methods used in sport;

• identify the energy systems required for different activities;

• calculate resting and maximum heart rates;

• explain the impact of fatigue and recovery on performance; and

• recognise the different levels of the Socio-Ecological Model for Change.

How does studying this elective prepare a student for Physical Education at 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. It also introduces socio-ecological models which assist a student’s understanding of the monitoring and promotion of physical activity.


YEAR 10 2017

Elective Subjects

BRINGING THEATRE TO LIFE 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) with this subject and get assessed for your 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 before 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;

• what 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: direction, set design, sound, props, costume, make-up and lighting and 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 Physical Education at Unit 1 & 2, or as an accelerated subject at Unit 3 & 4?

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

BUSINESS STUDIES 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

At the conclusion of the course students will:

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 Business Studies 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?

Business Studies 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.


YEAR 10 2017

Elective Subjects

COMMUNICATION DESIGNThis elective will introduce students to the Visual Communication Design process through completion of design projects using the Adobe Creative Suite design programs as a design toolkit. Students will look at design projects relating to contemporary trends in the field of Communication Design which includes designing for print and digital applications.

They will work to design briefs and initially develop their designs through a process of research and generation of ideas through manual and digital methods. Students will then use digital design methods, and the design elements and principles to develop and refine designs for communications such as posters, book covers, brochures, magazines, billboards, stationary, websites, moving image and other digital presentation formats. They will then present and evaluate final solutions.

Learning Outcomes


Understand:

• designing for an audience requires research and analysis and awareness of societal trends;

• effective design outcomes are a result of a following a cyclical design process; and

• Contemporary communication design must suit a range of formats from apps to billboards to business cards.

Know:

• a range of Photoshop, Illustrator and digital drawing tools and techniques for design output;

• the effective methods for gathering, analysing and interpreting digital communications;

• the effective manual and digital methods for generating and refining design ideas;

• the appropriate file types used for different design formats; and

• the key Design Elements and Design Principles used in Communication Design.

Be able to:

• research, analyse and interpret digital visual communications;

• work to a design brief using the design process;

• use tutorials and screencasts for learning new tools and skill development;

• use appropriate digital programs for desired styles and output formats;

• use design elements and principles effectively to create individual design styles; and

• evaluate, analyse and reflect on final design solutions.

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

In Year 10 Design, students are introduced to processes and terminology used in VCE Visual Communication Design including: Design Process, Design Elements and Principles and Design Methods Media and Materials. They work with design briefs which state the client needs, audience, purpose and context which is the format used in folio development at VCE level. They will also learn practical skills in digital design using the Adobe Creative Suite which provide sound building blocks for the mandatory digital design components required at VCE level.

CREATING, MAKING AND PERFORMING THEATREThis 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.


YEAR 10 2017

DESIGN CAN CHANGE THE WORLD!

Elective Subjects

This elective will introduce students to the Visual Communication Design process through completion of design projects that take into consideration how design impacts the environment in which we live. Students may tackle design tasks that range from designing communications for school related events to sustainable packaging and environmental design. Students will use a combination of manual and digital design methods and a range of media and materials to work through the design process including: instrumental drawing, 3D construction, and digital design using Photoshop and Illustrator. Students will also gather, analyse and interpret material for research, apply observational and visualisation freehand drawing techniques and be able to create presentations of final design solutions.

Learning Outcomes


Understand:

• designers play an important role in the practice of sustainability;

• effective design comes from following a design process that is non-linear;

• drawing is an important means of communicating ideas; and

• effective design uses specific design elements and principles.

Know:

• the effective methods for gathering, analysing and interpreting research;

• a range of design drawing methods;

• basic Photoshop and Illustrator techniques for design;

• the 16 design elements and principles; and

• appropriate presentation techniques for final design solutions.

Be able to:

• identify communications needs;

• analyse and interpret visual communications;

• work to the guidelines of a design brief;

• use different methods, media and materials to trial design options;

• use design elements and principles effectively to create a personal design style; and

• present and evaluate final design solutions


In Year 10 Design, students are introduced to processes and terminology used in VCE Visual Communication Design including: Design Process, Design Elements and Principles and Design Methods Media and Materials. They work with design briefs which state the client needs, audience, purpose and context which is the format used in folio development at VCE level. They also learn practical skills in digital and 3D processes which provide sound building blocks for these skills required at VCE level.

GLOBAL JUSTICE AND THE UNThis elective traces the emergence of global systems of representation and governance in the 20th Century. It examines contemporary world movements of peace, co-operation and communication, and reconciliation. The evolution of the United Nations, the International Criminal Court (The Hague and Arusha), the European Court of Human Rights, Amnesty International and the WCC Act For Peace campaign will be the focus of this unit, together with the idea that ‘people everywhere can unite in solidarity for justice and freedom’. This study builds a pathway to Global Politics. It consolidates previous knowledge of related concepts and approaches to global justice, service, citizenship and diversity in the public arena.

Learning outcomes

At the conclusion of this course students will

Understand:

• principles underlying concepts of global peace, justice and service in the United Nations;

• how competing world views, nations and states influence decision making;

• strategic management involved in the establishment of an advocacy agency;

• a global response to an historical challenge; and

• a range of global responses to a contemporary issue.

Know;

• the framework of global agencies and the exercise of their powers;

• the concepts of UN representation and participation;

• factors that influence decision making in the context of democratic freedom, sovereignty, and autonomy;

• the role of the International Criminal Court; and

• challenges posed by contemporary international life.

Be able to:

• interpret and synthesise source material;

• identify particular ideas and principles concerning representation, human rights, tolerance of diversity and freedom of speech;

• explore, explain and evaluate a global issue, the forces that shape it and the responses to it;

• identify key global actors in a global crisis;

• advocate, negotiate, collaborate and problem solve in the context of a global dilemma;

• establish a round table discussion panel, a diplomacy game and a Model United Nations;

• connect social justice action and complex conceptual thinking with networking in the real world;

• outline and evaluate the work of the work of Amnesty Int.; and

• engage with the promotion of the WCC Act for Peace campaign.

How does studying this subject prepare a student for Global Politics Units 3 & 4 or History Units 1 & 2?

Students’ skills of analysis, reasoning, interpretation and argument are enhanced, which are fundamental skills in the study of VCE History or Global Politics.


YEAR 10 2017

Elective Subjects

LANGUAGES 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 to understand the diverse, rich, and dynamic nature of the contemporary world;

• reflect on their own and others’ communication and to 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, all students studying a LOTE receive an upward adjustment. www.vtac.edu.au/pdf/publications/abcofscaling.pdf

CHINESE AS A SECOND LANGUAGE Be able to:

• describe their feelings;

• write up to 200 new Chinese characters;

• exchange experiences and opinions, thoughts, feelings, and plans with others;

• take action as participants in interaction with others;

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

• apply knowledge of grammatical constructions in various texts;

• memorise thematic Chinese characters and apply these in different contexts;

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

• speak with increasing fluency, correct intonation and accurate pronunciation;

• conduct interviews and conversations;

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

• adapt to the different codes of behaviours expected in the Chinese community.

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.

Students of Chinese as a Second Language continue to consolidate and extend their four communication skills of listening, speaking, reading and writing within the contexts of school life, leisure, travel, transport, health and exchange. Students with background knowledge of Chinese undertake a more advanced study to enhance their skills.

Learning Outcomes


Understand:

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

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

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

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

Know:

• the processes involved in learning Chinese;

• the use and application of grammatical constructions, including tenses, adverbs, particles, interrogatives, comparatives and conjunctions;

• the appropriate use of thematic vocabulary;

• the different rules of writing in Chinese;

• that differences exist in formal and informal verbal interactions;

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

• the different ways of addressing others in formal settings;

• the differences and attitudes that exist in Chinese society and family hierarchy; and

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


YEAR 10 2017

FRENCH 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.

Elective Subjects

Be able to:


• 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;


• 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 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?


GERMAN 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 in each tense;

• 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:


• plan with others and take action;



• memorise thematic vocabulary and apply this in different contexts;

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

• speak with increasing fluency and accurate pronunciation;

• conduct interviews and conversations in formal and informal contexts;

• 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 German at Unit 1 & 2?



YEAR 10 2017

Elective Subjects

JAPANESE 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;

• 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 Chinese 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?


MOBILE PHONE APP DEVELOPMENTThis elective will introduce students to programming concepts, design and computational thinking strategies to enable students to design and develop mobile phone applications. Students will develop an appreciation of what is required to become an app developer by working individually and collaboratively in teams in this practical and hands-on course.

Students will learn the importance of user interaction and user experience from a design perspective and then learn the basics of the app ecosystem and the Software Development Lifecycle. After developing an understanding of HTML, CSS and Javascript they will learn about code modification and basic app coding skills including variables, data types, conditionals and simple library classes. Using APIs students will extend their mobile apps to use smartphone technologies such as geolocation.

Students will constructively critique their peer’s work and develop a portfolio of mobile apps that include simple games and business marketing. Students will be required to use a wide variety of software technologies however; no prior programming or app development experience is required for this subject. Students will be required to have a smartphone that they will use in class for development and testing purposes.

Understand:

• designing apps requires considered planning for user interaction and user experience; and

• effective app development follows an understanding of the app ecosystem and the software development cycle.

Know:

• fundamental knowledge of HTML, CSS and Javascript and vector based design programs such as Illustrator or Inkscape;

• computational thinking strategies for problem solving and debugging;

• programming language and concepts; and

• structure of programs including the use of variables, conditional processing and basic program logic and decision making.

Be able to:

• design the user experience of a digital system by evaluating alternative designs against criteria including functionality, accessibility, usability, and aesthetics;

• design using wireframes, flow charts and layout diagrams and develop using programming methodologies;

• create interactive solutions for sharing ideas and information online, taking into account safety, social contexts and legal responsibilities;

• define and decompose real-world problems precisely, taking into account functional and non-functional requirements and interviewing stakeholders to identify needs;

• plan and manage projects using an iterative and collaborative approach, identifying risks and considering safety and sustainability;

• compile an App for different platforms; and

• apply digital marketing and branding strategies to promote apps.


This elective offers students a pathway to learn pre-requisite key knowledge and key skills for VCE Informatics (Units 1 & 2). Students are introduced to some processes and terminology that are used in VCE Visual Communication Design.


YEAR 10 2017

OUR GLOBAL VILLAGE 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 to cities in increasing numbers. The process of urban renewal is also explored through a field trip to Melbourne Docklands.

Learning Outcomes


Understand:

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

• the role of globalization 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;

• the functions and land use within urban areas; and

• the process of urban renewal.

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;

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

• investigate through field work the concepts of urban change, sustainability and urban renewal; and

• write up a formal report using data collected in the field.

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

This Global Village elective will provide students with the essential key knowledge, concepts and skills required for studying either Unit 1 or 2 Geography in Year 11 or, where permissible, Units 3 & 4 Geography in Year 11.

PERFORMANCE AND LIFESTYLES Be able to:

• apply training principles using knowledge of fitness components;

• identify selected nutrients, their food sources and functions;

• explain the development of government and non-government food models for Australians;

• analyse personal dietary intake against the Australian Dietary Guidelines and Healthy Eating Pyramid;

• recognise lifestyle behaviours that might contribute to health related conditions and offer alternative approaches; and

• explain the specific role of coaches and sports scientists in assisting people with their performance and health.

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, nutrition, a healthy lifestyle and health issues facing Australians. The elective introduces the responses of government and non-government agencies to increased rates of diet-related conditions in Australia and looks at healthier approaches to life through coaching and sports science.

This elective will involve students in the study of fitness and the body’s responses to energy input and output. Selected nutrients will be investigated in relation to achieving optimal performance and health for individuals. Lifestyle behaviours, focusing on the avoidance of factors that pose a risk to health will be explored in light of government and non-government initiatives which provide dietary advice to Australians. Students will also research the role of coaches and sports scientists in assisting individuals to achieve optimal performance and health.

Learning Outcomes


Understand:

• fitness components and training principles;

• the body’s responses to energy input and output including digestion and physical activity;

• selected nutrients and their benefits;

• dietary advice provided by government and non-government agencies including the Australian Dietary Guidelines and the Healthy Eating Pyramid;

• diet-related conditions including obesity, cardiovascular disease and type 2 diabetes;

• lifestyle behaviours that lead to optimal health and performance; and

• the role of professionals, in particular coaches and sports scientists, who assist individuals to achieve optimal performance and health.

Know:

• recognise each component and training principle;

• the body’s responses to eating and exercise -kilojoule intake and physical activity output;

• the function and food source of selected nutrients;

• the health promotion messages of government and non-government agencies;

• risk factors associated with obesity, cardiovascular disease and type 2 diabetes; and

• what coaches and sports scientists do to assist individual performance and health.

Elective Subjects


YEAR 10 2017

VISUAL ART – ARTEFFECTS: COMPONENT 2

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

VCE Art and VCE Studio Art courses (Unit 1 & 2) require students to have an understanding of traditional and contemporary art practices in both the practical and theoretical components. Students in Year 10 will gain a greater understanding of these outcomes along with gaining experience of how to negotiate and build strategies regarding working in a self-directed environment. The Year 10 Art course will also prepare students for analysing artworks using the Analytical Frameworks and this is a direct link to VCE Unit 1 & 2. Experience in the design process, gallery routines and visual analysis links directly with Unit 1 & 2 Studio Art.

Elective Subjects

Painting, Printing, Photography and Sculpture

Using personal starting points students work in a studio environment that takes them into the world of the Artist’s Atelier. How do artist’s work? They develop an idea, they test it out, develop it and refine it and then often exhibit it in a selected forum. This process can be adapted depending on the purpose of the artwork such as, for example, project based designs which can be more of a collaborative process.Artworks can be created working with teachers and/or visiting artists or industry experienced professionals and mentors. So plan your project, and then select your medium – any medium or process is open for discussion because this is an opportunity for you to lead your own learning whether in painting, printing, photography or sculpture.

Learning Outcomes

At the conclusion of the course the students will:

Understand:

• how artists use a design process in a studio environment or when tendering for a project.

Know:

• traditional and contemporary art making techniques; and the array of opportunities for visual artists in the 21st century;

• art works can be created for a number of purposes and that this relates directly to the intention or reason for the creation of the artwork; and

• different art processes, media and techniques.

Be able to:

• work independently and use design thinking strategies to establish a clear path within a work process;

• to understand the process for independent art making;

• to be able to control and manage a work environment when working in a range of media; and

• to be able to exhibit work in a range of forums.

BIOLOGY: VCE UNITS 1 & 2Unit 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

Assessment: Units 1 & 2

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 Units 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.

VCE Units on offer to Year 10 students


YEAR 10 2017


BUSINESS MANAGEMENT: VCE UNITS 1 & 2Unit 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 of a business’s life. Establishing a business involves complying with legal requirements as well as making decisions about how best to establish a system of financial record keeping, staff the business and establish a customer base. In this unit students examine the legal requirements that must be satisfied to establish a business. 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 in this area 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

Assessment: Units 1 & 2

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, shortterm business activity; a business simulation exercise; an essay; a business survey and analysis; a media analysis.


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

FOOD STUDIES: VCE UNITS 1 & 2Australia 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 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.

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

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 are 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 & 2 level.


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


YEAR 10 2017


LITERATURE: VCE UNITS 1 & 2Unit 1

In this unit students focus on the ways in which the interaction between text and reader creates meaning. Students’ analyses of the features and conventions of texts help them develop increasingly discriminating responses to a range of literary forms and styles. Students respond critically, creatively and reflectively to the ideas and concerns of texts and gain insights into how texts function as representations of human experience. They develop familiarity with key terms, concepts and practices that equip them for further studies in literature. They develop an awareness of how the views and values that readers hold may influence the reading of a text.

Areas of Study

• Reading practices

• Ideas and concerns in text

Assessment

Students demonstrate achievement of the VCAA-set outcomes specified for each unit via performance on a selection of assessment tasks. They are asked to construct personal and analytical responses to a range of texts.

Unit 2

In this unit students explore the ways literary texts connect with each other and with the world. They deepen their examination of the ways their own culture and the cultures represented in texts can influence their interpretations and shape different meanings. Drawing on a range of literary texts, students consider the relationships between authors, audiences and contexts. Ideas, language and structures of different texts from past and present eras and/or cultures are compared and contrasted. Students analyse the similarities and differences across texts and establish connections between them. They engage in close reading of texts and create analytical responses that are evidence-based. By experimenting with textual structures and language features, students understand how imaginative texts are informed by close analysis.

Areas of Study

• The text, the reader and their contexts

• Exploring connections between texts

Assessment

Students demonstrate achievement of the VCAA-set outcomes specified for each Unit via performance on a selection of assessment tasks. They are asked to construct personal and analytical responses to a range of texts.


Completion of VCE Literature Units 1 & 2 will provide the preparation required to undertake Literature Units 3 & 4. Consideration must be given to meeting the grade criteria for entry to Units 3 & 4. As VCE is a two-year program, in Year 12 students will also complete English Units 3 & 4. Literature Units 3 & 4 in Year 11, along with English in Year 12 means that the higher scaled study score of the two subjects will be the score used for the ‘English study’ in the calculation of the ATAR.

MUSIC PERFORMANCE SOLO: VCE UNITS 1 & 2Music Performance Solo enables students who have been playing an instrument or learning voice to use this as part of a VCE subject. During each semester students work with their instrumental/vocal teacher, having weekly lessons, to prepare a 10 – 15 minute performance of works on their main instrument or voice as well as performing pieces in an ensemble, such as choir or orchestra. When practising pieces, students identify the parts of the pieces that are challenging and with the instrumental teacher, choose scales and/or exercises to improve these areas. To make practice more efficient, students play music they have not seen before. Theory work is covered to enable students to write down music that is played. If students wish to study VCE Music Performance at Unit 3 & 4 level, they must complete Music Performance Units 1 & 2. There will also be an expectation that students will have an understanding of scales, key signatures prior to commencement of Unit 1 & 2. Students will be required to demonstrate these competencies to the Director of Music in order to undertake this study.

Learning Outcomes


Understand:

• that consistent practice is required to master the performance of a range of works and to be able to perform confidently;

• that identifying and managing the technical challenges in a piece of music is one of the keys to creating a convincing performance;

• strategies performers can use to bring out the intent of the composers; and

• the link between highly developed aural comprehension skills and performance.

Know:

• strategies for developing effective rehearsals and practice routines, including control of instrumental techniques and evaluation of performances;

• the melodic, harmonic, rhythmic, structural and expressive aspects of music language; and

• music systems, notation conventions, terminology and language, scales, modes, intervals, chords, diatonic harmony, strategies to identify and notate chord progressions, rhythmic values, organization and conventions including strategies for identifying and notating rhythm patterns.

Be able to:

• prepare and perform a program of group and solo works in a range of music styles;

• devise a composition that uses music language evident in work/s being prepared for performance;

• complete aural and theory exercises; and

• listen to recordings and discern how the performers create character.


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


YEAR 10 2017

STUDIO ART: UNITS 1 & 2Unit 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. As a set 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 a 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

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 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.

Units 1 and 2 Units 3 and 4

Accounting Accounting

Art Art

Biology Biology

Bridging English (EAL Students only)

Business Management Business Management*

Chemistry Chemistry

Drama Unit 2 / Theatre Studies Unit 2 Drama

English / English EAL English / English EAL

Food Studies*

Geography Geography*

Global Politics*

Health and Human Development Health and Human Development*

History: 20th Century History: Revolutions*

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

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

Legal Studies Legal Studies*

Literature Literature

Mathematics:• General Maths (Further)• Mathematical Methods • Specialist Maths

Mathematics:• Further Mathematics• Mathematical Methods• Specialist Mathematics

Music Performance Music Performance

Physical Education Physical Education*

Physics Physics

Psychology Psychology*

Studio Art Studio Art

Theatre Studies #

Visual Communication Design Visual Communication Design

Looking Ahead to VCE Studies on offer to Year 11 and 12 students at Korowa in 2017

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.

# Theatre Studies Unit 3 and 4 is available for study at Sacre Coeur; however, it can only be studied if a student is concurrently enrolled in Drama Unit 3 and 4.

Languages Subject Score

It should be noted that each Language (not English or EAL) is adjusted up by adding five to the initial ATAR Subject Score mean. This means that all students of a Language receive an adjustment, but it is not a uniform adjustment.

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


YEAR 10 2017

Co-Curricular Activities available to Year 10 studentsMusicThe 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.

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

• Senior Choir – open to all Year 9 – 12 students

• Koristers – auditioned group of approximately 20 students from Years 9 – 12

• Swing Choir - auditioned group of approximately 20 students from Years 9 – 12

• Menuhin Orchestra – Instrumentalists Grade 4 and above

• Wind Symphony – Brass and woodwind and percussionists Grade 3 and above

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

• Saxophone Ensemble

• Chamber Groups – advanced String players and pianists

• Amadeus Strings – String Players up to Grade 4

• Chamber Strings – String Players Grade 5 and above

• Rock Bands – vocalists and instrumentalists Years 7 – 12

• Performance opportunities for all singers and instrumentalists include:

• Annual School Concert (Term Three)

• Speech Night (Term Four)

• St Paul’s Cathedral Service (Term Two)

• Senior House Chorals Competition (Term One)

• Autumn Concert (Term One)

• Soirees

• Lunchtime concerts

• Victorian Schools Music Festival (Term 3)

• School Musicals

• Invitational functions outside Korowa

• Korowa special events such as art shows, assemblies, open days etc.

Sport Korowa encourages all students to participate in interschool and House sport. Participation in sport helps students enhance levels of fitness and manage stress related to the added workload and responsibilities of Senior School. Participation in sport, as in other co-curricular activities, is an excellent way to enhance leadership and teamwork skills and offers the opportunity for students to be enterprising as they participate in sports competitions with other school groups and in the wider community.

Korowa’s outstanding success in interschool sport is a measure of the School’s commitment to, and enjoyment of, a wide range of sports. The list below provides details of sporting opportunities and competitions available to students at both House and interschool competitions. House sports give the opportunity to all students to compete in one carnival sport and one other sport each term. House sport develops spirit and helps prepare students for interschool competition.

House and interschool competitions in:

• Swimming

• Athletics

• Tennis

• Softball

• Hockey

• Netball

• Cross Country

• Basketball

• Soccer

• Volleyball

• Rowing (Year 9 - 12

Other interschool competitions include:

• Cricket

• Snowsports

• Golf

• Diving

• Waterpolo

• Badminton

• Equestrian

• Triathlon

Korowa is a member of the Girls Sport Victoria (GSV) competition. This Association comprises 24 Independent Girls Schools in Melbourne as its members. The GSV hosts major carnivals in swimming, diving, cross country and athletics and weekly competition in a range of other team sports. Korowa may also enter teams in the state competitions in swimming, athletics, cross country and netball. Sports offered each term are:

Term 1: Interschool Golf, Swimming, Diving, Tennis, Softball, Triathlon and Rowing; House Athletics, Cross Country, Tennis, Softball and Volleyball

Term 2: Interschool Netball, Hockey, Waterpolo, Cross Country and Senior Basketball; House Netball and Hockey

Term 3: Interschool Athletics, Soccer, Snowsports and Badminton; House Basketball and Soccer

Term 4: Interschool Cricket, Years 7-10 Basketball; House Swimming

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 Units 1 and 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 Units 1 and 2. Students whose Year 10 academic performance indicates that 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 A across all areas of assessment.*

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

• Level of Performance in other subjects: a minimum of B across all areas of assessment*

* Performance to be maintained in Semester 2.

The Dean of Studies 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 study Chinese 2nd Language, Mathematical Methods Units 1 & 2 or Literature Units 1 and 2 are required to meet the following criteria in order to continue with Unit 3 & 4 of the study in Year 11.

Subject Criteria

Chinese 1st or 2nd Language Unit 3 & 4

Chinese Units 1 & 2: minimum of B across all areas of assessment

Mathematical Methods Unit 3 & 4 Maths Methods Units 1 & 2: minimum of C across tests and examinations in Semester 1 and maintained across Unit 2

Music Performance Units 3 & 4 Approval of Director of Music

Literature Unit 3 & 4 English Year 10: minimum of A across all areasLiterature Units 1 & 2: minimum of A across all areas

Other Year 10 VCE subjects will publish eligibility criteria during the course of 2017.

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 Units 1 & 2 studies in order to prepare for a full Unit 3 & 4 program in Year 12.

40 KOROWA YEAR 10 CURRICULUM GUIDE 2017 41

YEAR 10 2017

Year 10 2017: Student Choice – Electives 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.

1. Languages: these are studied for the whole year. We encourage students to continue with a minimum of one language. Please highlight the language/s you are continuing with in Year 10.

Chinese 2nd Language Semester 1

Chinese 2nd Language Semester 2

French Semester 1 French Semester 2

German Semester 1 German Semester 2

Japanese Semester 1 Japanese Semester 2

(one language counts as two elective choices)

2. Other electives:

Student Choice: Electives Preference

Art @ 21

Bringing Theatre to Life

Body in Action

Business Studies

Communication Design

Creating, Making and Performing Theatre

Design Can Change the World

Global Justice and the UN

Mobile Phone App Development

Our Global Village

Performance & Lifestyles

Visual Art: ArtEffects

VCE Biology Unit 1

VCE Biology Unit 2

VCE Business Management Unit 1

VCE Business Management Unit 2

VCE Food Studies Unit 1

VCE Food Studies Unit 2

VCE Literature Unit 1

VCE Literature Unit 2

VCE Music Performance Unit 1

VCE Music Performance Unit 2

VCE Studio Art Unit 1

VCE Studio Art Unit 2

Please note:

• Electives run if sufficient students elect to undertake the elective on offer. Every attempt is made to meet a student’s preferences. Please nominate an additional choice in case all of your preferences cannot be met.

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

• EAL and International Students undertake one less elective each semester, so need only choose 4 choices, plus one back-up option.

Debating Year 10 students are encouraged to participate in the Debating Association of Victoria competition. Debates are held on five evenings during Term 1 to 3, generally at Scotch College, where students compete against teams from other schools. Teams qualifying for the finals competition continue debating against other qualifying teams from other debating regions until they are knocked out. Some topics are known in advance and some are secret until an hour prior to the starting time. Debating develops confidence, the ability to think sequentially, skills of analysis and synthesis, directly bolstering all the other formal academic subjects that the students take.

Co-Curricular Activities available to Year 10 students

International Exchange Programs Each of Korowa’s four language programs offers Korowa students exchange opportunities to practise their language skills in real-life situations and to immerse themselves in a different culture. Students learn to communicate more effectively in another language while attending school and participating in host family activities. They can gain a deeper understanding of the differences in everyday routines and become more open-minded, resilient and confident global citizens. Korowa has a long established partnership with the Edogawa Girls’ High School in Tokyo, Japan and the Veit-Höser-Gymnasium in Bavaria, Germany. Korowa has also established strong links and exchanges with the school network in Bordeaux, France and the Fudan High School in Shanghai, China. The exchanges take place in November each year. They are timed so as not to interfere with the students’ ongoing academic studies. Korowa students are expected to host their exchange partners in the following year. Outside organisations also offer students scholarships and further exchange possibilities.

Drama Each year, a variety of drama activities are organised for Korowa students, but there are also opportunities to negotiate participation in additional events. Students may audition for the School musical (Senior School) which alternates from year to year with the Middle School theatrical event.

Speech and Drama/ Effective Communication Students at all levels may take extra Speech and Drama and Effective Communication classes. Students present their work at soirees and are also encouraged to enter various State festivals and competitions, including Dandenong, Mordialloc, Manningham and Ballarat, where Korowa students in Years 7 - 12 have enjoyed many successes. Students may take the Trinity College, London examinations. These examinations are of great benefit giving students excellent presentation skills and increased self-confidence.

Korowa Anglican Girls’ School10–16 Ranfurlie Crescent, Glen IrisVictoria, Australia 3146ABN: 53 007 133 646CRICOS Provider 01022GT: +61 3 9811 0200F: +61 3 9885 8378E: [email protected]

The information contained in this document was correct at time of printing. Students and parents will be informed of any changes to this information.

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