HIGHfacts

Ballarat High School Year 10-12 Course Descriptions

YEAR 10 ARTS

Art: Drawing/ 3D Sculpture

Art 2D

Photography

Video–Making

Visual Communication Design

YEAR 10 DIGITAL TECHNOLOGIES

Digital Technologies - Programming

Digital Technologies - Informatics

YEAR 10 ENGLISH

English

Foundation English

Literature & Communication

English Language

YEAR 10 HAPE

Year 10 PE - Active Lifestyles

Year 10 PE - Sports Performance

Year 10- Outdoor Education

Health and the Community

Health and the Individual

YEAR 10 HUMANITIES

Business Studies

Law

Our World – Past & Present

World War II History

Philosophy

YEAR 10 LANGUAGES

German

Japanese

YEAR 10 MATHS

Year 10 Foundation Mathematics

Year 10 General Mathematics

Year 10 Math Methods

Year 10 VCE General Mathematics

YEAR 10 PERFORMING ARTS

Music Classroom

Music Performance

Certificate III in Music Performance

Drama

YEAR 10 SCIENCE

Biology

Chemistry

Earth and space science

Physics

YEAR 10 TECHNOLOGY

VET Certificate II in Automotive (Light Vehicle Mechanics)

VET Certificate II (partial) in Building and Construction

Electronics

Design and Technology: Metal

Design and Technology: Wood

Home Economics: Advanced Foods

Home Economics: Food by Design

Home Economics: Food for Life

Textiles/Fashion Design & Production

VCE ARTS

Art

Studio Art

Studio Art: Photography

Media

Visual Communication Design

VCE DIGITAL TECHNOLOGIES

Information Technology

VCE ENGLISH

English

English Language

Literature

VCE HAPE

Health & Human Development

Outdoor Education and Environmental Studies

Physical Education

VCE HUMANITIES

Accounting

Business Management

History – Twentieth Century

History – Revolutions

Philosophy

Legal Studies

VCE LANGUAGES

German

Japanese

VCE MATHS

Units 1 & 2 Foundation Mathematics

Units 1 & 2 General Mathematics

Units 1 & 2 Mathematical Methods

Units 1 & 2 Specialist Mathematics

Units 3 & 4 Further Mathematics

Units 3 & 4 Mathematical Methods

Units 3 & 4 Specialist Mathematics

VCE PERFORMING ARTS

Music Performance (Solo Performance)

Certificate III in Music Performance

Certificate IV in Music Performance (Partial Completion)

VCE PERFORMING ARTS

Drama

Theatre Studies

VCE SCIENCE

Biology

Chemistry

Physics

Psychology

VCE/VET TECHNOLOGY

      Food Studies

Product Design and Technology

Systems Engineering and Technology

Certificate II in Automotive (Light Vehicle Mechanics)

Certificate II in Hospitality (Kitchen Operations)

Art: Drawing/ 3D Sculpture

Course Outline

This unit will involve students drawing ideas and making 3D artworks, using construction techniques with ceramics and various other materials (plaster, papier mache, wire, plastics). Through observation, drawing and experimentation students will develop their own ideas in response to different creative topics.  Students will research and discuss how other artists, past and present, have developed ideas and used materials in their sculptures.

Assessment

• Finished artworks
• Visual Diary of ideas and the design process.
• Artist research project and artwork analysis.

CONTACT:         Kaitlyn Fry

Art 2D

Course Outline

This unit will introduce students to creating 2D artworks including; painting, drawing, printmaking and multimedia tasks. Students will also research various artists’ work practices and specific art periods and styles.

Assessment

• A folio of work using various mediums such as painting, drawing, printmaking and multimedia will be produced.
• Research assignment
• Art analysis of specific artists
• Investigations into the design process will be required in the visual diary

CONTACT:         Kaitlyn Fry

Photography

Course Outline

This unit will introduce students to the basics of black and white photography, digital photography and computer manipulation. Students will be required to maintain a workbook of ideas and processes and present a research assignment.

Each topic will require students to learn about photography by planning and taking photos and then processing, printing and presenting their images. Topics include:

• Camera basics, including manual SLR camera use, exposure, lighting effects, lenses.
• The art of photography, including composition, camera angle, depth of field, lighting techniques, exposure and exploring subject matter, genres (styles) of photography
• Digital image development: using Photoshop to create interesting effects with your images
• Black and white darkroom photography, analogue (film) photography
• The history of photography, including the study of influential photographers, the history of the camera.

Assessment

• Photography folio
• Visual diary of ideas and the design process
• Research assignment

CONTACT:         Kaitlyn Fry

Video–Making

Course Outline

The course covers both theory and practical work. Students are taught to plan shot sequences (storyboard), film (shot composition) and edit the final master tape (editing occurs on Ballarat High's editing suite).

Eventually the class divides into four groups to produce a major project. These groups may produce an interview, a documentary, a pop clip, dance clip, comedy sketch or dramatic sketch, depending on class interests and abilities.

The course offers an excellent understanding of how television and film works by 'doing it'.

Students will be taken through a range of activities and topics including:

• Camera work and shot composition.
• Storyboards planning shot sequences cf. "live" TV studio approach
• One camera approach
• Editing
• Possible excursion to see television production

Assessment

• Two assignments
•  Exam
• Participation in practical work and theory

CONTACT:         Kaitlyn Fry

Visual Communication Design

Course Outline

Visual Communication Design focuses on the design, drawing and presentation techniques which are used in a variety of design industries such as: graphic design, product design, architecture, landscape architecture, illustration, engineering, drafting, computer aided design, packaging design, web design and game design.

Assessment

1. Develop an understanding of the ways in which creative professionals generate ideas and develop them into high quality presentations.
2. Describe and understand visual presentations and the design process.
3. Learn to generate imagery using a variety of methods including:

• Freehand illustration (drawing)
• Technical (Engineering) Drawing – Orthogonal and Isometric
• Adobe Photoshop – photo manipulation
• Adobe Illustrator – digital illustration
• Rhino – 3 Dimensional computer modelling and rendering

CONTACT:         Kaitlyn Fry

Digital Technologies - Programming

Course Outline 

In Digital Technologies, students are actively engaged in the processes of analysing problems and opportunities, designing, developing and evaluating digital solutions, and creating and sharing information that meets a range of current and future needs. Students learn to safely and ethically exploit the capacity of information systems to create digital solutions. This course will have a dual focus on informatics and programming. With informatics students will use a range of software applications (such as databases, spreadsheets and other data systems) to analyse, visualise and model salient aspects of data. The programming aspect of the course will aim to develop specific coding skills as well as developing standard thinking routines used to develop problem solutions or algorithms. Throughout the course students will be encouraged to evaluate their solutions and information systems in terms of risk, sustainability and potential for innovation. Hardware and software concepts/issues will also be covered in the course.

Assessment

• Networking, Hardware and Data Structure Test
• Folio of Application Tasks: Spreadsheets, Databases and other data repositories
• Website Project: Collaborative Google Site - Evaluation of Risks and Sustainability Issues
• Folio of Programming Modules
• Semester Examination

CONTACT:         Dan Devaney

Digital Technologies - Informatics

Course Outline 

In Digital Technologies, students are actively engaged in the processes of analysing problems and opportunities, designing, developing and evaluating digital solutions, and creating and sharing information that meets a range of current and future needs. Students learn to safely and ethically exploit the capacity of information systems to create digital solutions. This course will have a dual focus on informatics and programming. With informatics students will use a range of software applications (such as databases, spreadsheets and other data systems) to analyse, visualise and model salient aspects of data. The programming aspect of the course will aim to develop specific coding skills as well as developing standard thinking routines used to develop problem solutions or algorithms. Throughout the course students will be encouraged to evaluate their solutions and information systems in terms of risk, sustainability and potential for innovation. Hardware and software concepts/issues will also be covered in the course.

Assessment

• Networking, Hardware and Data Structure Test
• Folio of Application Tasks: Spreadsheets, Databases and other data repositories
• Website Project: Collaborative Google Site - Evaluation of Risks and Sustainability Issues
• Folio of Programming Modules
• Semester Examination

CONTACT:         Dan Devaney

Literature & Communication

Course Outline

Year 10 Literature & Communication is a full year subject that seeks to provide an introduction to a range of knowledge and skills required to undertake either VCE English and/or VCE Literature.

Poetry: Students read a variety of poetry and explore poetic techniques and styles.

Thematic study: Students will study texts based on a theme and produce a variety of creative texts

Persuasion: students study a range of media texts, persuasive language techniques and analyse how authors seek to persuade us.

Novel study: students engage in a variety of analytical tasks examining themes, characters and how the author constructs meaning and complete an analytical responses to the text. The focus is on developing essay writing skills.

Shakespeare - Play & film: Students will identify similarities and differences between different texts and examine how literary texts can be adapted to suit different audiences.

The Craft of Writing: Students will examine how writers write and use the writing process to produce their own writing in a variety of styles and genres.

Assessment 

• Poetry Analysis
• Creative Response to Text
• Language Analysis & Research Presentation
• Text Analysis Essay
• Comparative Essay
• Writing Folio
• Exam

CONTACT:         Dan Kelly

Foundation English

Course Outline 

The VCE Foundation English course offered at Year 10 is designed for students who may require a more vocationally oriented approach to English because they aim to enter the workforce or undertake the VCAL Certificate in Years 11 & 12. It is also aimed at students who need additional time and assistance to strengthen and refine their literacy skills.

The course integrates speaking, listening, reading, viewing and writing across all areas of study to enhance students’ knowledge about the structures and functions of written and oral language. The course allows students to improve their skills in comprehending and responding to a variety of texts, and to enhance their communication skills.

Assessment

The Foundation English course is designed around one compulsory area of study, Essentials of English. The teacher will then choose from the five optional areas of study: Communication and the workplace; Technology and communication; The study of texts; The analysis and construction of argument; Information literacy.

CONTACT:         Dan Kelly

English Language

Course Outline

The new Year 10 English Language unit is a single semester elective which provides students with an introduction to the fundamental knowledge, concepts, metalanguage and analytical skills that form the basis of VCE English Language. The four topics covered throughout the semester include:

The History of the English Language: Students study the origins of the English language and the ways in which it has evolved from its earliest historical form in the fifth century to the language we use today.

Introductory Linguistics: Students study how the English language is structured and organised with respect to the five subsystems of the English language: phonetics and phonology, morphology and lexicology, syntax, semantics, and discourse.

Language features and language in use: Students apply their knowledge of introductory linguistics and and analyse the ways in which language is used by individuals and groups and how it reflects our thinking, attitudes and values.

Analysis of written and spoken texts: Students will analyse and describe the structures and features of a range of specific written and spoken texts and how they differ according to their level of formality.

Assessment

Students will be assessed on each of the above topics and will sit an examination which covers all content at the conclusion of the semester. Students are assessed as follows:

• History of the English Language:        Essay
• Introductory linguistics:                        Test
• Language features:                        Folio
• Written and spoken texts:                Analytical commentary
• All topics:                                Examination

CONTACT:         Dan Kelly

It is government policy that all students participate in physical activity every week in Year 10. Students are encouraged to choose a minimum of one Physical Education subject each semester to fulfil this requirement.

Year 10 PE - Active Lifestyles

PE-Active Lifestyles aims to cater for those students who are willing to physically push themselves and further their knowledge about different training methods. Student will enhance their overall general fitness and wellbeing through three periods of theoretical content and a double period of practical participation.

Theoretical topics covered

• Training for healthy lifestyles- principles and methods
• Designing an exercise program
• Bodies response to exercise- energy systems
• Supplement programs- ergogenic aids

Practical topics covered

• Activities to improve speed, strength, balance, endurance, coordination and flexibility while increasing confidence and having fun

Assessment

• Assignments and investigations
• Topic test
• End of semester exam

CONTACT: Faith Scholten

Year 10 PE - Sports Performance

PE- Sports Performance studies how the healthy body works during exercise, and how sport and physical activity promote health for the whole body. Students will use ICT to develop an understanding of enhancements in the sport and recreation area. This is a practical and theoretical subject.

Theoretical topics covered

• Anatomy- muscular, skeletal and cardiorespiratory system
• Physiology- responses to exercise and energy systems
• Biomechanics- technological advancements
• Sports coaching

 Practical topics covered

• Coaching/ Peer teaching
• Responses to exercises
• Sport activities   

Assessment

• Assignments and investigations
• Topic test
• End of semester exam

CONTACT: Faith Scholten

Year 10 Outdoor Education

In year 10 Outdoor Education students are introduced to outdoor environments. They will study a range of activities and develop knowledge and skills in a variety of natural settings.

Topics:

• Indigenous culture
• Australia before humans
• Climate change
• Native and introduced flora and fauna
• Effects of technology on outdoor experiences
• What makes outdoor environments healthy?

Practical activities:

• Water, soil and air quality testing
• Trangia cooking
• Camp preparation
• Waubra wind farm
• Base camp and adventure activities at Narmbool- 2 nights

Assessment:

• Tests
• Journal and camp reflections
• Presentations
• Healthy environments report
• Exam

Contact:  Faith Scholten

Health and the Community

Students in Health and the Community will focus on the emotional, physical and social health of adolescents. This unit aims to address issues and provide practical skills that can be used in everyday lives.

Topics covered include:

• Body Image
• Nutrition
• Homelessness
• Being Physically Active

Assessment:

• Assignments and investigations
• Topic test
• End of semester exam

CONTACT: Faith Scholten

Health and the Individual

Using adolescent health issues as a base, students will develop their knowledge and understanding of prevention, harm minimisation and support services.

Topics covered include:

• Mental health
• Relationships and sexuality
• Drugs

Assessment:

• Assignments and investigations
• Topic test
• End of semester exam

CONTACT:  Faith Scholten

Business Studies

This subject is an introduction to VCE Business Management, Economics and Accounting. Students will study personal finance (budgeting, saving and credit); investment options (property, shares and superannuation); small business management, incorporating business planning, marketing, location and structure, focusing on local businesses; and small business record keeping as an introduction to accounting, including the balance sheet and the cash journal. Students will also look at the Basic Economic Questions, how markets work and explore a current economic issue in Australia.

Topics:

• Personal Finance
• Accounting
• Business Management
• Economics

Assessment

Managing personal finances, creating a business plan, accounting assessment task, an economic test and an end of semester examination of 1½  hours.

CONTACT:         Fiona Lindsay

Law

Course Outline

Law is an introduction to VCE Legal Studies. Students study the structure of parliament, law making, the distinction between criminal and civil law, and the impact of law on society and law reform. They investigate the concepts of being a global citizen focusing on human rights. There will be a visit to the Ballarat Magistrates Court.

Topics

• The government and you

• The law and you

• Human Rights & Global Citizenship

Assessment

• Political parties presentation

• Court visit report

• Police poster

• Human rights/ global citizenship report

• Semester examination of 1½ hours

CONTACT:         Fiona Lindsay

Our World – Past & Present

Course Outline

In Our World – Past & Present students study both Geography and History. Students examine Australian History post 1945 covering such topics as Australia during the Cold War and the Indigenous civil rights movement. They will look at resource use in Australia as well as a range of environmental issues. Students will then choose an inquiry related to one of these topics and research their area of interest.

Assessment

• Class tasks

• Research assignments
• Semester examination of 1½ hours

CONTACT:         Fiona Lindsay

World War II History

Course Outline

Australia’s involvement in the Second World War influenced the way in which Australians thought about the role their country played in world politics. It changed the emphasis of our allegiance from Britain to the United States of America.

In WWII, for the first time, conflict actually reached our shores, with the bombing of Darwin and Broome, and midget subs entering Sydney Harbour. Our POWs were brutalised, starved and became slaves to the Japanese and those at home agonised over the fate of their loved ones. Together the Allies defeated Hitler’s bold plans for a superior race and world domination. The dropping of atomic bombs on two Japanese cities both ended the war and heralded in the nuclear age.

Assessment

• Class tasks
• Assignments
• Presentations

CONTACT:         Fiona Lindsay

Philosophy

Course Outline

Philosophy is about thinking clearly in the search to find answers to the really big questions. Have you ever wondered where the universe comes from? Whether there is a god? Whether a machine might think? Why there is evil in the world? If so, you have begun to think philosophically. Philosophy has challenged the best minds that have ever existed but that does not mean you have to be one of the all–time great thinkers to take part – all that is needed is a sense of wonder or curiosity.

Topics covered include:

• Metaphysics/ Introduction to Philosophy – themes and thinkers. What’s out there?
• Study of Existence –the nature of being and the world.
• Philosophy of religion – A study of diverse religious traditions; the purpose and nature of religion today.
• Philosophical reasoning – Where do we start? Philosophy is not only about ideas; it’s also about arguments. Learn the basic skills of philosophical argument and debate – fact, opinion and interpretation, logical argument and critical thinking.
• Political philosophy – What actions are permissible? Political philosophy is the study of government and the relationship of individuals and communities to the state. It includes questions about justice, the good, law, property, and the rights and obligations of the citizen.
• Ethics – What should I do? Ethics and moral philosophy is associated with notions of right and wrong and how people ought to act. A range of ethical issues will be studied.
• Aesthetics – Why is this art? What can life be like? Aesthetics deals with beauty, art, enjoyment, sensory– emotional values, perception, and matters of taste and sentiment.

Assessment

A range of assessment strategies will be used: Oral presentations/reflection, class discussion/dialogue, multi– media presentation, research report, short answer responses, extended essays, group work, exam.

CONTACT:         Fiona Lindsay

German

Prerequisite: Satisfactory completion of year 9 German.

Year 10 German continues to build skills in grammar and fluency, focusing on practical language skills for everyday communications. Students continue to gain an understanding of what it is like to use the language in real–life situations, complemented by exposure to authentic texts such as films, stories and interviews.

Topics are particularly relevant to social settings and integrate speaking and listening, reading and writing. The biennial exchange with our sister school in Germany, reciprocated by their exchange to BHS, provides further opportunities for in-depth language use with native German speakers, and further promotes cross-cultural communication and understanding. Friendships developed through these three-week exchanges are often long-lasting and lead to significant travel opportunities and ongoing cultural exchange.

Completion of year 10 German will allow students to proceed to VCE German, which has the added advantage of an ATAR increase (for Units 3-4) of around 10% scaled up.

Contact:         Anja Tusek

Japanese

Prerequisite: Satisfactory completion of year 9 Japanese.

Year 10 Japanese continues to build skills in grammar and fluency, focusing on practical language skills for everyday communications. Students continue to gain an understanding of what it is like to use the language in real–life situations, complemented by exposure to authentic texts such as films, stories and interviews.

Topics are particularly relevant to social settings and integrate speaking and listening, reading and writing. The biennial exchange with our sister school in Japan, reciprocated by their exchange to BHS, provides further opportunities for in-depth language use with native Japanese speakers, and further promotes cross-cultural communication and understanding. Friendships developed through these three-week exchanges are often long-lasting and lead to significant travel opportunities and ongoing cultural exchange.

Completion of year 10 Japanese will allow students to proceed to VCE Japanese, which has the added advantage of an ATAR increase (for Units 3-4) of around 10% scaled up.

Contact:         Simon Coles

Mathematics pathways at Ballarat High School:                        

CONTACT:  Debra Hutchinson

Year 10 Foundation Mathematics

This subject is intended for students who have found Maths in Year 9 difficult and do not wish to study Mathematics in Year 12. It does not provide enough background for students to complete Year 11 General Mathematics but students can move into Year 11 Foundation Maths as a Unit 1 & 2 subject only.

Year 10 Foundation Maths

↓ leads onto studies in…

Foundation Maths Unit 1 & 2

Or

VCAL Numeracy Year 11

Year 10 General Mathematics

This subject is the standard Australian Curriculum Mathematics course. It is the subject that satisfies the requirements for all the VCE Mathematics courses available in Year 11 and 12. Students who wish to study a Year 12 Mathematics course need to enrol in either Year 10 General Mathematics or VCE General Mathematics.

Year 10 General Maths

↓ leads onto studies in…

Year 11 General Maths

(for students who have satisfactorily completed Year 10 General Maths)

Year 11 Math Methods 1/2

        (for students who have demonstrated outstanding levels at Year 10 General Maths)

Year 11 Specialist Maths 1/2

        (for students who have demonstrated outstanding levels at Year 10 General Maths)

Year 12 Further Maths 3/4

(for students who have satisfactorily completed Year 11 General Maths)

Year 12 Math Methods 3/4

        (for students who have satisfactorily completed Year 11 Math Methods)

Year 12 Specialist Maths 3/4

        (for students who have satisfactorily completed Year 11 Specialist Maths)

Year 10 Math Methods

This subject is intended for students who have achieved very high results in Mathematics in Year 9 and wish to study Methods and Specialist Mathematics in their VCE. It provides enough background for students to complete Year 11 Math Methods and Specialist.

Year 10 Maths Methods

↓ leads onto studies in…

Math Methods Unit 1 & 2

Or

Specialist Maths Unit 1 & 2

Please note: This subject runs for the whole year.

Year 11 VCE General Mathematics

This subject is intended for capable mathematics students. It is recommended for students who completed Advanced Maths in Year 9. It is Units 1 and 2 of Year 11 General Mathematics and provides students the option of completing a VCE subject in Year 10.

Students intending to study Specialist Mathematics in Year 11 and 12 are strongly advised to select VCE General Mathematics in Year 10. Students intending to study Specialist Mathematics 3/4 in Year 12 must concurrently study Mathematical Methods 3/4. These students must study Mathematical Methods 1/2 in Year 11 and it is highly recommended they concurrently study Specialist Maths 1/2 .

VCE General Mathematics

        ↓ leads onto studies in…

Year 11 Mathematical Methods 1/2

        (for students who have demonstrated outstanding levels at VCE General Mathematics)

Year 11 Specialist Mathematics 1/2

        (for students who have demonstrated outstanding levels at VCE General Mathematics)

Year 12 Further Mathematics

(for students who have satisfactorily completed Year 11 General Mathematics)

Year 12 Mathematical Methods 3/4

        (for students who have satisfactorily completed Year 11 Math Methods)

Year 12 Specialist Mathematics 3/4

        (for students who have satisfactorily completed Year 11 Specialist Maths)

Music Classroom

Course Outline 

This subject is intended for those students who wish to further develop their listening, creative and performing skills. Students will have the use of a fully equipped practical room consisting of drum kits, PA’s, electric guitars, bass guitars and keyboards.

Students will develop skills through activities such as:

• Compositions

• Playing in class practical activities

• Studying basic music theory and writing

• Studying various music styles

• Music technology

Assessment

Performance – any group performance will be assessed. Unit Tasks – includes listening, creative work and all work undertaken throughout the semester.

CONTACT:         Damien Woods

Music Performance

Course Outline

• Students can do Music Performance through to Year 12. Almost any instrument can be studied (although the standard expected at Year 12 is quite high).

• Students doing Year 10 Music Performance should, therefore, be interested in pursuing Music through to Year 11 or 12 as well as furthering their skills in Year 10

• Students should be able to play an instrument at a reasonable standard – this would require a minimum of 2–3 years of study.

• As students must present a solo performance, they are strongly encouraged to have a teacher for their instrument. If students are not being taught at school, private lessons may be required.

• Examples include voice, guitar, electric bass, drum–kit, piano, brass and woodwind. Many of these are offered at school.

Assessment

Practical: there are two areas of work: solo and group Listening: development of aural skills Creativity: creating original music through improvisation, arranging music, and melody writing Performance: ensemble and solo performance to an audience Unit tasks: students will keep a workbook or folio of all classroom activities including the set theory work

CONTACT:         Damien Woods

Certificate III in Music Performance

SEE subject description and career opportunities in VCE & VET section.

CONTACT:         Damien Woods

Drama

Course Outline 

This is an activity based course which will offer experience in a variety of dramatic techniques – movement, mime, voice, improvisation, scripted work and role play. Students will work towards the performance stage and be involved in learning the technical aspects involved in performance. The course is designed to develop life skills of communication, co–operation, leadership, use of initiative, self–confidence and self–discipline. Students learn skills related to both performance and technical aspects of theatre.

Assessment

• Practical Workshop: Students must attend and participate in all practical classes.
• Performance analysis of live theatre.
• Successful completion is based on, contributions to workshops, rehearsals and performances.
• Assessment is based on a major assignment and a variety of practical activities. It is expected that students will see at least one piece of theatre.

CONTACT: Jess Quick

All students entering Year 10 must complete at least one semester of science. Students can complete more than one semester of science but should not choose the same subject twice. If Unit 1 & 2 of Psychology is undertaken at year 10, a semester of science is still required.

Biology

Course Outline

Biology is the study of living things. It is the science which examines the way in which individual organisms function, how they are structured, and how they co–exist with other life on Earth. In addition, this subject introduces students to more in–depth analysis of biological issues, which affect them and their environment. This unit provides a sound basis for biological studies at higher levels.

Topics include:

• Structure of cells
• Genetics
• Inheritance
• Evolution

Assessment

• Practical work and reports
• Topic tests
• End of semester exam
• Reports and assignments

CONTACT:         Elizabeth Kent

Chemistry

Course outline

Chemistry is the science that asks questions about materials, the differences between them, how they react with one another, and how heat or other forms of energy affect them. What is water made of? What happens when hydrogen burns? How are plastics made? All these questions are of interest to chemists. This unit is an introduction to chemical theory and techniques, as well as providing an insight into the study of Chemistry at higher levels.

Topics studied include:

• Matter                                • Atomic Structure

• Formation of Compounds        • Chemical Change

• Writing of Chemical Equations        • Acids and Bases

• Precipitation Reactions                • Rate of Reactions

Assessment

• Topic tests                        • Assignments and investigations

• End of semester exam                • Research project

• Lab reports

CONTACT:         Elizabeth Kent

Earth and space science

Course Outline

This unit is an investigation of global systems and how humans impact on environments. Scientists are working on solutions to the current issues of renewable energy resources and sustainability with some remarkable results, but further research is needed before all the problems are solved.

Topics include:

• Climate change
• Biodiversity and the effects of human activity
• Global systems and cycles
• The greenhouse effect and global warming

Assessment

Wherever possible, topics will be introduced and developed by practical exercises and experiments. Assessment includes:

• Practical work and reports         
• Investigations
• Topic tests                        
• End of semester exam
• Research investigations
• Reports and assignments

CONTACT:         Elizabeth Kent

Physics

Course Outline

This subject introduces you to the study of Physics, its practical uses and some of the social issues it raises. Physics doesn’t just happen in laboratories. It is all around you, in the school, home, farms and factories. It takes place deep inside the Earth and far out in space. You will find physics everywhere.

Topics include:

• Motion: speed, velocity and acceleration.
• Forces: speeding up and slowing down, gravity and weight, reaction forces.
• Energy: potential and kinetic energy, energy changes.
• Electro–magnetic radiation: production, uses and properties.
• Electricity: charges, currents, voltage, resistance and circuits.

Assessment

Topics are covered through theory and practical work, research and investigations. Assessment includes:

• Topic tests
• End of semester exam
• Investigations
• Practical reports
• Research project

CONTACT:         Elizabeth Kent

Certificate II in Automotive (Light Vehicle Mechanics)

Description 

This course will suit you if you are looking towards a career in the automotive industry. It covers the competency to carry out research activities and perform generic mechanical tasks that are encountered in the automotive industry sector. The program is of approximately 400 hours duration to be taken over two full years of study and delivered in class time at Ballarat High School. The units selected are from the pre–apprenticeship descriptor for motor mechanics.

Career opportunities

On completion of this course, you will have the opportunity to pursue a career in such areas as automotive mechanics, engine reconditioning, automotive electrician and electronics, vehicle body repair, painting, panel beating and trimming.

CONTACT: Steve White

Certificate II in Hospitality (Kitchen Operations)

Description

This course aims to provide students with the skills and knowledge to be competent in a range of kitchen functions and activities to work in various hospitality enterprises where food is prepared and serviced. This includes restaurants, hotels, catering operations, clubs, pubs, cafes, cafeterias and coffee shops. It will also provide credit towards an apprenticeship. The course runs for two years.

Career opportunities

Completion of Certificate II and (partial) III in Hospitality will assist students in entering the hospitality industry. With additional training and experience, future employment outcomes may include food & beverage attendant, hospitality manager, chef, cafe owner/manager or kitchen assistant.

CONTACT: Shona Maloney

Electronics

Course outline

Electronics is designed to cater to students with a special interest in developing their skills in the electronics field. Students will undertake to design and produce a small electronic model. There will be theory on the use and function of various electronic components. Students will research and investigate component design, function, and work tasks leading to model production.

Assessment

• A strong practical focus, with students undertaking a research project that leads to the production of a practical model
• Students then evaluate what they have produced with a view to improvements

CONTACT:         Malcolm Clarke

Design and Technology: Metal

Course Outline

In Metal, students run through a program of skill building exercises to further enhance their metal–working techniques.

Topics covered include:

• Safe use of tools and equipment
• Steel fabrication
• Working from plans
• Pattern making
• Welding and design

Assessment

• Skill building exercises
• Exam

CONTACT:         Peter Every

Design and Technology: Wood

Course Outline

This program has been designed to allow students the opportunity to participate in the VCE PRODUCT DESIGN AND TECHNOLOGY course which introduces students to the Development, Design, Production and Evaluation of timber products. Unit 1 and Unit 2 are both semester courses, students can choose either or both and they are assessed at a school level that prepares students for the requirements of Units 3 and 4, in senior years, which are externally assessed. The tasks the students are required to complete are available through Google Classrooms allowing students to work independently through the content at their own pace or be modified for students’ individual needs.

Unit 1: Sustainable Product Redevelopment

Area of Study 1 - Sustainable redevelopment of a product

Area of Study 2 - Producing and evaluating a redeveloped product

Unit 2: Collaborative Design

Area of Study 1 - Designing within a team

Area of Study 2 - Producing and evaluating within a team

Unit 3: Applying the product design process

Area of Study 1  - Designing for end-user/s

Area of Study 2  - Product development in industry

Area of Study 3  - Designing for others

Unit 4: Product development and evaluation

Area of Study 1  - Product analysis and comparison

Area of Study 2  - Product manufacture

Area of Study 3  - Product evaluation

Assessment

• Presentation of Design Folio (comprises of work submitted through Google Classroom)
• Individual or group project production
• End semester test

CONTACT:         Malcolm Clarke

Home Economics: Advanced Foods

Course Outline

Students undertaking this course will be expected to develop advanced abilities in preparation, cooking and service of foods for formal functions. This course provides a broad grounding for students wishing  to enter careers in catering, and can assist VCE Food Studies or VET Hospitality.

Theory application includes nutrition, menu planning, time management, meal service, budgeting and assignments.

Areas of practical study will include:

● Garnishes and hors–d'oeuvres

● Soups and entrees

● Fish, meat and poultry dishes

● Vegetable preparation

● Desserts

Assessment

● Investigations/folio

● Written and/or practical exam

CONTACT: S.Maloney

Home Economics: Food by Design

Course Outline

This unit uses the technology process of investigate, design, produce and evaluate to introduce Year 10 students to concepts that are important in enabling them to build their food skills.

Using the daily meal plan of breakfast, lunch and dinner, practical session will include interesting and challenging ways to prepare and cook suitable foods, developing important skills they will keep for life.

The activities undertaken during this unit will extend students’ knowledge, experiences, skills and understanding of many foods related topics. This will also help develop students’ skills in solving problems, time management and decision making.

This unit  provides a broad grounding  for students pathways in VCE Food Studies or VET Hospitality.

Assessment

Various design plans, self–evaluations, worksheets, skill development and practical applications, practical and/ or written exam.

CONTACT: F. Finnegan

Home Economics: Food for Life

Course Outline

The primary focus of this unit is food and nutrition, incorporating the technology process for assessment..

Practical activities includes Muffin variations, Souvlaki, Chicken wraps, Apple Custard Tarts and Lemon Chicken with Bok Choy Stir Fry just to name a few.

Topics such as ‘nutrition’, ‘culinary terminology’, ‘factors influencing food choice’ ,sustainability and ‘meal planning’ are incorporated into the unit.

The activities undertaken during this unit will not only extend students’ knowledge, experiences, and skills but also provide an understanding of many food and nutrition related topics  relevant to our society today. This unit will also help develop students’ skills in solving problems, time management, decision making and understanding how to make good  food choices..

This unit  provides a broad grounding for pathways for VCE Food Studies or VET Hospitality.

Assessment follows the Technology Process:

Investigate, Design, Plan & Manage, Produce & Evaluate.

And a Practical /written exam

CONTACT: T. Maple

Textiles/Fashion Design & Production

Course Outline

This course could be taken as a stand alone unit which would benefit students entering Graphics, Studio Arts, Textiles, Wood or Metal at VCE units 1, 2, 3 & 4. It is designed to extend student understanding of the design process. Students will undertake a series of exercises designed to build confidence and understanding of:

• CAD and freehand approaches to the design process.

• Folio development to promote and present design ideas.

• Effective planning and management of production activities.

Assessment

1. Computer design

• Scanning processes

• Research & development techniques

• Computer composite mood boards and client profiles

• Layouts, presentation justifications, production plans & evaluation plans

2. Design and development

• The design elements and principles

• The product design process.

• Design briefs

• Development of evaluation criteria

• Research techniques

• Fashion illustration techniques

• Design development techniques

• Presentation techniques

3. Textiles/fashion production

• Students will investigate traditional and new materials to determine appropriate qualities and processes

• Students will be introduced to a range of traditional and new techniques and processes which could be incorporated into production work

• Students will assess product design according appropriate to purpose and function

• Students will undertake production activities related to their given work brief

• Student will investigate and apply the most appropriate quality finishes related to their product

• Production planning

• Evaluation of final product and production activities

CONTACT:         Fran Deutscher

Art

ART is designed to introduce students to ‘life’ as a practising Artist. Each student will learn how to work through the Artistic process – working through or continuing with a specific theme, mediums or techniques to suit each individual student’s needs. Students will explore ideas and demonstrate effective working methods as well as explore a range of technical skills. Students will develop skills in a variety of materials and techniques including painting, drawing, printmaking and mixed media. Students will also be trained to respond to art in an articulate and informed manner.

UNIT 1 – ARTWORKS, EXPERIENCE AND MEANING

This unit focuses on artworks as objects and examines how structural qualities such as art elements, materials and techniques communicate meaning. Students examine the experiences and personal influences on various artists, and develop their own points of view about the meanings and messages of the studied artworks.In their own practical work, students explore the characteristics and qualities of materials and develop technical skills as well as exploring areas of personal interest to generate their own artworks. Students maintain a folio of experimentation and visual responses to set tasks and are encouraged to explore a variety of styles in their own artmaking.

UNIT 2 – ARTWORKS AND CONTEMPORARY CULTURE

In this unit students become aware that artworks can be created as forms of cultural expression for specific contexts, and discuss the differing roles and purposes of art in these contexts. Students identify ways in which art expresses and reflects culture as well as the different ways contemporary artists communicate ideas . In their practical work, students continue to explore techniques and develop personal and creative responses in their art making. They explore the effects on their own artwork of cultural contexts and social attitudes to art.

UNIT 3- ARTWORKS, IDEAS AND VALUES

Students work on their own practical folio across both units 3 and 4, producing at least one finished artwork in Unit 3. Students work as if they are a practising artist; developing their own ideas, letting them evolve, reflecting and evaluating and then resolving ideas into finished artworks.

In Unit 3, students study artists to look for specific meanings and message within the artworks being studied, make comparisons and judgements about the artworks and students are encouraged to interpret their own meanings and messages from within the artworks studied.

UNIT 4- ARTWORKS, IDEAS AND VIEWPOINTS

In Unit 4, students continue to work on their own practical folio, refining and resolving their ideas into an additional final artwork.

In Unit 4, students study art issues such as street art and public art and form their own opinion on these issues based on their research. Students explore the way that art can change the way that people think, while also reflecting societal issues and ideas.

CONTACT: Kaitlyn Fry

Studio Arts

Studio Arts is designed to provide students with the opportunity to specialise in a particular art form because of special interest or career aspiration or to prepare for further Art based studies at a tertiary level. Studio Arts has been divided into 2 major separate Art practices. These will run as separate courses as outlined below:

• Studio Arts: Photography Unit 1 and 2 / Unit 3 and 4
• Studio Arts: Painting, Drawing and 3D Unit 1 and 2 / Unit 3 and 4

Therefore, you can ONLY select to do –

Units 1 & 2 Photography OR Units 1 & 2 Painting, Drawing and 3D

Units 3 & 4 Photography OR Units 3 & 4 Painting, Drawing and 3D

Students who wish to study art forms such as painting, drawing and ceramics as well as photography must therefore choose ‘Studio Art: Photography’ and ‘Art’ (see page 33).

Careful consideration will need to be given when deciding the choice of which Studio Arts course a student will undertake. It is recommended that you follow through your choice of Art form from Unit 1 & 2 into Units 3 & 4, giving you the advantage of very well developed skills and ideas for Units 3 & 4, where more independent study is required.

Studio Arts: The Art forms studied in this course could include Painting, Drawing, Printmaking, Sculpture, Ceramics and related processes such as airbrushing, collage and mixed media.

UNIT 1 – STUDIO INSPIRATION AND TECHNIQUES

The focus is mainly on methods of developing and documenting ideas and inspirations. Students will also develop skills in using various art materials and techniques. By experimenting with a variety of art materials, students can decide which art form/s they are interested in so they can develop their skills further in future. This will be achieved by responding to different topics, such as portraits, landscapes and still life, in a variety of ways, and recording their findings in a WORKBOOK. These workbook experiments will then lead to some finished artworks which will form a FOLIO. Students are required to study current and past artists, their inspirations, subject matter, techniques and materials, and to submit this as written research.

UNIT 2 – STUDIO EXPLORATION AND CONCEPTS

The focus of this unit is to explore the process of designing and making a finished artwork, from initial inspiration and trialling, through to completed artwork. Students will explore how art elements effect the communication of ideas within an artwork. Students will study how established artists communicate ideas and meaning within their artwork.

UNIT 3 – STUDIO PRACTICES AND PROCESSES

The focus of this unit is to develop ideas and specific art techniques that will be used to create a folio of finished artworks in Unit 4. Students will select their own theme for this exploration, write a plan for how they will develop their ideas and art skills, and then follow through this plan, presenting all this exploration work in a folio. Students will study how established artists develop ideas, use specific materials and techniques and develop their own unique style of art.

UNIT 4 – STUDIO PRACTICE AND ART INDUSTRY CONTEXTS

The focus of this Unit is to create a Folio of finished artworks based on the ideas and trials developed in Unit 3. The aim is to refine skills and imagery to complete artworks which demonstrate a high level of skill. Students will also study the art industry, including all aspects involved in the exhibition of artworks in a professional Art Gallery.

CONTACT: Kaitlyn Fry

Studio Arts: Photography

The art form studied in this course is photography and its related processes. Students will be able to explore their interests in Digital SLR photography, image processing and printing techniques– including some black and white film photography and darkroom techniques.

UNIT 1 – STUDIO INSPIRATION AND TECHNIQUES

The focus is mainly on methods of developing and documenting ideas and inspirations. Students will also develop skills in using various art materials and techniques. This will be achieved by responding to different topics, such as portraits, landscapes and still life, in a variety of ways, and recording their findings in a WORKBOOK. These workbook experiments will then lead to some finished artworks which will form a FOLIO.

UNIT 2 – STUDIO EXPLORATION AND CONCEPTS
The focus of this unit is to explore the process of designing and making a finished artwork, from initial inspiration and trialling, through to completed artwork. Students will explore how art elements affect the communication of ideas within an artwork. Students will study how established artists communicate ideas and meaning within their artwork.

UNIT 3 – STUDIO PRACTICES AND PROCESSES

The focus of this unit is to develop ideas and specific art techniques that will be used to create a folio of finished artworks in Unit 4. Students will select their own theme for this exploration, write a plan for how they will develop their ideas and art skills, and then follow through this plan, presenting all this exploration work in a folio. Students will study how established artists develop ideas, use specific materials and techniques and develop their own unique style of art.

UNIT 4 – STUDIO PRACTICE AND ART INDUSTRY CONTEXTS

The focus of this Unit is to create a Folio of finished artworks based on the ideas and trials developed in Unit 3. The aim is to refine skills and imagery to complete artworks which demonstrate a high level of skill. Students will also study the art industry, including all aspects involved in the exhibition of artworks in a professional Art Gallery.

CONTACT: Kaitlyn Fry

Media

Students take an analytical and creative approach to studying aspects of the media, ranging from film, television, radio, internet and print. They will have the opportunity to explore texts from different eras as well as creating their own media products.

UNIT 1 – MEDIA FORMS,REPRESENTATIONS AND AUSTRALIAN STORIES

In this unit you will learn about how images are presented, related and ordered. Also the codes and conventions involved in creating images will be explored. The equipment used to produce images will be examined and used by you to create a media product.

UNIT 2 – NARRATIVE ACROSS MEDIA FORMS

You will discover how the TV News is constructed and how newspapers are produced, and gain experience in developing your own product.

UNIT 3 – MEDIA NARRATIVES AND PRE-PRODUCTION

You will study two films and learn how to analyse the various components. You will devise a project of your own and design a plan for it. While doing this you will gain the appropriate technical expertise to complete your project in Unit 4.

UNIT 4 – MEDIA PRODUCTION AND ISSUES IN THE MEDIA

You will complete your project and examine the influence of the media on society.

CONTACT: Jamie Greenwood

Visual Communication Design

Visual Communication focuses on the development of design skills and can be of benefit to students with an interest in any design field. Graphic, Industrial, Product, Architectural,  Interior, Landscape, Fashion, Web and are some examples. Students work through practical projects to develop drawing, illustration and presentation skills, including the use of digital techniques and processes. They also study the vocabulary and grammar of visual communication, which includes an understanding of, and application of drawing and drawing convention, design elements, and principles and function of design in communication.

UNIT 1 – INTRODUCTION TO VISUAL COMMUNICATION DESIGN

Students focus on the development of essential drawing skills, the use of the design elements and principles through design projects and explore the historical and cultural factors which impact on design.

UNIT 2 – APPLICATIONS OF VISUAL COMMUNICATION DESIGN

Students study Technical Drawing, Typography and undertake a series of advanced design projects.

UNIT 3 – DESIGN THINKING AND PRACTICE

Students analyse the professional practice of existing designers from a variety of fields and use this learning to inform and refine their own design process. Students establish a plan for their major design task in unit 4.

UNIT 4 – DESIGN DEVELOPMENT AND PRESENTATION

Students engage in a highly developed design process from initial brainstorming through to final presentation. They then pitch their designs to the class.

CONTACT: Jack Marshall

Information Technology

Year 11 – Computing: Informatics Unit 1

In this unit, students focus on how data, information and networked digital systems can be used to meet a range of users’ current and future needs. In Area of Study 1 students collect primary data when investigating an issue, practice or event and create a digital solution that graphically presents the findings of the investigation. In Area of Study 2 students investigate how networks with wireless capability allow data and information to be exchanged locally and within the global environment. Area of Study 3 students are encouraged to work in small group and use web authoring software to create a website which presents an overview of an issue associated with the use of mobile devices.

Year 11 – Computing: Programming Unit 2

In this unit students focus on data and how the application of computational, design and systems thinking skills support the creation of solutions that automate the processing of data. In Area of Study 1 students develop their computational thinking skills when using a programming or scripting language to create solutions. They engage in the design and development stages of the problem-solving methodology. In Area of Study 2 students develop a sound understanding of data and how a range of software tools can be used to extract data from large repositories and manipulate it to create visualisations that are clear, usable and attractive, and reduce the complexity of data. In Area of Study 3 students apply all stages of the problem-solving methodology to create a solution using database management software and explain how they are personally affected by their interactions with a database system.

Year 12 – Informatics Unit 3

In Informatics Units 3 and 4 students focus on data, information and information systems. In Unit 3 students consider data and how it is acquired, managed, manipulated and interpreted to meet a range of needs. In Area of Study 1 students investigate using interactive online solutions, such as websites and applications (apps). Students use software to create user flow diagrams that depict how users interact with these online solutions, and acquire and apply knowledge and skills in the use of an RDBMS to create a solution. In Area of Study 2 students complete the first part of a project. where data is manipulated using tools such as spreadsheets or databases to help analyse and interpret it so that students can form a conclusion regarding their hypothesis. Students take an organised approach to problem solving by preparing project plans and monitoring the progress of the project. The second part of the project is completed in Unit 4.

 Year 12 – Informatics Unit 4

In this unit students focus on strategies and techniques for manipulating, managing and securing data and information to meet a range of needs. In Area of Study 1 students draw on the analysis and conclusion of their hypothesis determined in Unit 3, Outcome 2, and then design, develop and evaluate a multimodal, online solution that effectively communicates the conclusion and findings. The evaluation focuses on the effectiveness of the solution in communicating the conclusion and the reasonableness of the findings. Students use their project plan to monitor their progress and assess the effectiveness of their plan and adjustments in managing the project. In Area of Study 2, students explore how different organisations manage the storage and disposal of data and information to minimise threats to the integrity and security of data and information and to optimise the handling of information.

CONTACT:         Dan Devaney

Year 10 students are unable to select VCE English subjects.

English

English is concerned with enhancing a student’s communication skills through the modes of reading, writing and speaking.

UNIT 1: In this unit, students read and respond to texts analytically and creatively. They analyse arguments and the use of persuasive language in texts and create their own texts to position audiences.

UNIT 2: In this unit, students compare the presentation of ideas, issues and themes in texts. They analyse arguments presented and the use of persuasive language in texts and create their own texts intended to position audiences.

UNIT 3: In this unit, students read and respond to texts analytically and creatively. They analyse arguments and the use of persuasive language in texts.

UNIT 4: In this unit, students compare the presentation of ideas, issues and themes in texts. They create an oral presentation intended to position audiences about an issue currently debated in the media.

English Language

This study aims to combine learning about the nature of language in human thought and communication with learning how to use English more effectively and creatively. It is informed by the discipline of linguistics and integrates a systematic exploration of the nature of the English Language. Students develop skills in the description and analysis of a diverse range of spoken and written English texts.

UNIT 1 & 2: Language and communication and Language change: The use of language is an essential aspect of human behaviour, the means by which individuals relate to each other and to their own particular communities. Unit One is concerned with the nature and functions of language and the way language is organised so that it provides its users with the means by which they can make sense of their experience and have contact with others. Unit 2 looks at the inevitability and the continual process of change. The unit explores the development of English in its many forms.

UNITS 3 & 4: Language variation and social purpose and Language variation and identity: these units can be studied without having studied Units One and Two. They involve extensive study of how people use language and what can be learnt about people and their background from the way they use language, how they write and how they speak. There is scope to examine film and television, the print media, advertising, letters, speeches, extracts from literature, indeed any area where language, in whatever form, is used.

Literature

When you study literature you develop knowledge and enjoyment of a wide range of literary texts, poetry, novels, short stories, plays and films. The study will require you to respond creatively and critically to the texts, discuss the ideas expressed and participate in excursions to view plays. Texts will include novels, poetry, plays, short stories and films both contemporary, and from the past.

UNIT 1: In this unit, students focus on the ways in which the interaction between text and reader creates meaning.

UNIT 2: In this unit, students explore the ways literary texts connect with each other and with the world.

UNIT 3: In this unit, students consider how the form of a text affects meaning, and how writers construct their texts. 

UNIT 4: In this unit, students develop critical and analytic responses to texts.

CONTACT: Dan Kelly

Health & Human Development

UNIT 1: UNDERSTANDING HEALTH AND WELLBEING

This unit looks at health and wellbeing as a concept with varied and evolving perspectives and definitions.

It takes the view that health and wellbeing are subject to a wide range of contexts and interpretations, with different meanings for different people. As a foundation to the understanding of health, students should investigate the World Health Organization’s (WHO) definition and also explore other interpretations.

Area of Study 1 - Health perspectives and influences

Area of Study 2 - Health and nutrition

Area of Study 3 - Youth health and wellbeing

UNIT 2: MANAGING HEALTH AND DEVELOPMENT

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

Area of Study 1 - Developmental transitions

Area of Study 2 - Health care in Australia

UNIT 3: AUSTRALIA’S HEALTH IN A GLOBALISED WORLD

This unit looks at health, wellbeing and illness as multidimensional, dynamic and subject to different interpretations and contexts. Students begin to explore health and wellbeing as a global concept and to take a broader approach to inquiry. As they consider the benefits of optimal health and wellbeing and its importance as an individual and a collective resource, their thinking extends to health as a universal right. Students look at the fundamental conditions required for health improvement, as stated by the World Health Organization (WHO).

Area of Study 1- Understanding health and wellbeing

Area of Study 2 - Promoting health and wellbeing

UNIT 4: HEALTH AND HUMAN DEVELOPMENT IN A GLOBAL CONTEXT

This unit examines health and wellbeing, and human development in a global context. Students use data to investigate health status and burden of disease in different countries, exploring factors that contribute to health inequalities between and within countries, including the physical, social and economic conditions in which people live. Students build their understanding of health in a global context through examining changes in burden of disease over time and studying the key concepts of sustainability and human development

Area of Study 1- Health and wellbeing in a global context

Area of Study 2 - Health and the Sustainable Development

CONTACT: Hayley Munro

Outdoor Education and Environmental Studies

It is recommended that students, who wish to undertake OES, complete it in Year 10 and Y11 to minimise the impact on Year 12 studies.

UNIT 1:  EXPLORING OUTDOOR EXPERIENCES

Students will examine motivations for and responses to nature and outdoor experiences. They investigate a range of contemporary uses and meanings of the term ‘nature’, and examine a variety of different types of outdoor environments. Students are introduced to a cultural perspective on the ways humans relate to nature. Camp: Anglesea $250

Area of study 1

Motivations for outdoor experiences

Area of study 2

Influences on outdoor experiences

UNIT 2: DISCOVERING OUTDOOR ENVIRONMENTS

Students are introduced to a variety of outdoor environments from a number of perspectives. They develop appropriate practical skills for safe and sustainable participation in outdoor experiences.

Area of study 1

Investigating outdoor environments

Area of study 2

Impacts on outdoor environments

Camp: Rubicon $300

UNIT 3: RELATIONSHIPS WITH OUTDOOR ENVIRONMENTS

Students explore how Australians have understood and interacted with outdoor environments over time. Students examine the unique nature of Australian outdoor environments and investigate a range of human relationships with outdoor environments, from various Indigenous cultural experiences, through to the influence of a number of major events and issues subsequent to European settlement. They also study the social, cultural, economic and political factors that influence these relationships between humans and the environment.

Area of study 1

Historical relationships with outdoor environments

Area of study 2

Relationships with Australian environments since 1990

Camp: Grampians rock climbing trip $200

UNIT 4: SUSTAINABLE OUTDOOR RELATIONSHIPS

Students explore the contemporary state of environments in Australia and the importance of natural environments for individuals and society. They examine the nature of sustainability and evaluate the health of outdoor environments. Students also focus on the sustainability of environments in order to support the future needs of ecosystems, individuals and society, and the skills needed to be an environmentally responsible citizen.

Area of study 1

Healthy outdoor environments

Area of study 2

Sustainable outdoor environments

Camp: Falls Creek Snow trip $700-$800

CONTACT: Hayley Munro

Physical Education

UNIT 1: HUMAN BODY IN MOTION

In this unit students explore how the musculoskeletal and cardiorespiratory systems work together to produce movement. Through practical activities students explore the relationships between the body systems and physical activity, sport and exercise, and how the systems adapt and adjust to the demands of the activity. Students investigate the role and function of the main structures in each system and how they respond to physical activity, sport and exercise.

Area of Study 1 - How does the musculoskeletal system work to produce movement?

Area of Study 2 - How does the cardiorespiratory system function at rest and during physical activity?

UNIT 2: PHYSICAL ACTIVITY, SPORT AND SOCIETY

This unit develops students’ understanding of physical activity, sport and society from a participatory perspective. Students are introduced to types of physical activity and the role participation in physical activity and sedentary behaviour plays in their own health and wellbeing as well as in other people’s lives in different population groups.Through a series of practical activities, students experience and explore different types of physical activity promoted in their own and different population groups. They gain an appreciation of the level of physical activity required for health benefits. Students investigate how participation in physical activity varies across the lifespan. They explore a range of factors that influence and facilitate participation in regular physical activity.

Area of Study 1 - What are the relationships between physical activity, sport, health and society?

Area of Study 2 - What are the contemporary issues associated with physical activity and sport

UNIT 3: MOVEMENT SKILLS AND ENERGY FOR PHYSICAL ACTIVITY

This unit introduces students to the biomechanical and skill acquisition principles used to analyse human movement skills and energy production from a physiological perspective. Students use a variety of tools and techniques to analyse movement skills and apply biomechanical and skill acquisition principles to improve and refine movement in physical activity, sport and exercise. They use practical activities to demonstrate how correct application of these principles can lead to improved performance in physical activity and sport.

Area of Study 1 - How are movement skills improved?

Area of Study 2 - How does the body produce energy?

UNIT 4: TRAINING TO IMPROVE PERFORMANCE  

In this unit students analyse movement skills from a physiological, psychological and sociocultural perspective, and apply relevant training principles and methods to improve performance within physical activity at an individual, club and elite level. Improvements in performance, in particular fitness, depend on the ability of the individual and/ or coach to gain, apply and evaluate knowledge and understanding of training.

Students analyse skill frequencies, movement patterns, heart rates and work to rest ratios to determine the requirements of an activity. Students consider the physiological, psychological and sociological requirements of training to design and evaluate an effective training program.

Area of Study 1 - What are the foundations of an effective training program?

Area of Study 2 - How is training implemented effectively to improve fitness?

Contacts: Michael Sordello and Jill Muir

Accounting

UNIT 1 - ROLE OF ACCOUNTING IN BUSINESS
In this unit students explore the various reasons why people establish their own business, ownership structures and factors that relate to the success of failure of a business. Students then look at the role accounting and the significant role accounting has in the success of failure of a business. Students also look at ways to record and report accounting information, including both manual and ICT methods.

UNIT 2 - ACCOUNTING AND DECISION-MAKING FOR TRADING BUSINESSES

In this unit, students record, analyse and evaluate business performance related to inventory, accounts receivable, accounts payable and non-current assets. Students study and discuss the possible effects of financial and non-financial information in regards to inventory, including ethical considerations. Students also study strategies for recording and reporting transactions in relation to accounts receivable and accounts payable and must consider the ethical considerations involved in managing accounts.

*Unit 3 and 4 to be offered the following year.

CONTACT:         Fiona Lindsay

Business Management

VCE Business Management examines the way businesses manage resources to achieve their objectives. Students develop an understanding of the challenges, complexity and rewards that come from managing a business.

UNIT 1 – PLANNING A BUSINESS

This unit provides an opportunity for students to explore the 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.

UNIT 2 – ESTABLISHING A BUSINESS

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.

UNIT 3 – MANAGING A BUSINESS

In this unit students explore the key processes and issues concerned with managing a business efficiently and effectively to achieve the business objectives. Students examine the different types of businesses and their respective objectives. They consider corporate culture, management styles, management skills and the relationship between each of these.

UNIT 4 – TRANSFORMING A BUSINESS

In this unit students consider the importance of reviewing key performance indicators to determine current performance and the strategic management necessary to position a business for the future. Students study a theoretical model to undertake change, and consider a variety of strategies to manage change in the most efficient and effective way to improve business performance.

CONTACT:         Fiona Lindsay

History – Twentieth Century

This unit allows students to examine some of the world’s major political, economic and cultural events in the twentieth century.

UNIT 1: TWENTIETH CENTURY HISTORY (1900–1945)

1900 to 1945 in Europe can be considered an exciting time because of the many social, political and economic changes that occurred. Many of these changes led to conflicts between individuals and nations. Through a study of Europe in 1914 at the beginning of and during World War 1 and the rise of Hitler and Germany during World War 2 students can come to understand the issues and events, which have shaped the modern world. Students study the conflicts during World War 1, the changes to German society in the 1930’s, the influence of propaganda and the issues of the Holocaust complicity.

Areas of Study:

• Crisis and conflict • Social life • Cultural expression

UNIT 2: TWENTIETH CENTURY HISTORY (1945–2000)

This unit allows students the opportunity to investigate major themes and principal events of post war history: the Cold War, the Vietnam War, the emergence of social movements such as the Black Civil Rights movement and peace movements, the collapse of the Soviet bloc, the end of apartheid and the development of organisations such as the European Union and the North American Free Trade Agreement (NAFTA).

 Areas of Study:

• Ideas and political power • Movements of the people • Issues for the millennium

History – Revolutions

Revolutions have always tried to destroy regimes that do not represent the interests of its people. They quickly try to build new societies or governments but in so doing cause destruction and construction, dispossession and liberation. As processes of dramatically accelerated social change, revolutions have a profound impact on the country in which they occur, as well as important international repercussions. Students will examine a number of issues related to revolutions. What was the cause of the revolution and what led to a loss of confidence in the previous government? With the collapse of the old order what revolutionary ideas or movements will replace it? What roles do individuals play in change? What difficulties were faced in changing society?

Units 3 & 4 – Students will study two out of the following four– the American, French, Russian or the Chinese Revolution.

Areas of Study:

• Causes of Revolution

• Consequences of Revolution

CONTACT:         Fiona Lindsay

Philosophy

UNIT 1 – EXISTENCE, KNOWLEDGE AND REASONING
What is knowledge? Do we have free will? What does it mean for something to be good? What is justice? These are some of the fundamental questions which have engaged students of philosophical enquiry over millennia, and they are just as relevant today. This Unit begins the journey to explore the philosophical concepts and processes behind such questions.

Areas of Study

• Metaphysics – Self and Identity, Mind and Body.

• Epistemology – the nature and sources of knowledge, rationalism and empiricism

• Introduction to philosophical reasoning

UNIT 2 – QUESTIONS OF VALUE
This area of study explores practical philosophical issues relevant to living in the contemporary world.

Areas of Study

• Ethics & moral philosophy – meta–ethics, normative ethics and applied ethics

• Further problems in value theory – a negotiated area of study

• Techniques of philosophical reasoning

UNIT 3 – MINDS, BODIES AND PERSONS
This unit considers basic questions regarding the mind and the self through two key questions: Are human beings more than their bodies? Is there a basis for the belief that an individual remains the same person over time?
 Areas of Study
• Minds and Bodies: Armstrong, Descartes, Plato

• Personal Identity: Conze, Hume, Locke and Santidev.

UNIT 4 – THE GOOD LIFE
This unit explores ideas concerning the nature of the good life as developed by ancient and modern philosophers, and encourages students to compare these ideas with the notions of the good life in traditions with which they may be familiar. We will look at the answers that different philosophical traditions give to the question, ‘Is there a purpose, or meaning to life?’
Areas of Study

• Ancient Greek conceptions of the good life: Socrates, Plato, Aristotle

• Living the good life in the 21st century: Nietzsche, Singer

CONTACT:         Fiona Lindsay        

Legal Studies

VCE Legal Studies is an introduction to the study of Australian law. It looks at how law affects us in our everyday lives and what our rights and responsibilities are. We study both criminal and civil law and how cases are presented in court.

UNIT 1 – GUILT AND LIABILITY 

This unit focuses on the importance of criminal and civil law in protecting the rights of individuals. Students study the foundations of criminal and civil law, the presumption of innocence, civil liability and will be required to apply these concepts to case studies.

UNIT 2 – SANCTIONS, REMEDIES AND RIGHTS

This unit focuses on what occurs once an individual's rights have been infringed. Students are required to study at least two criminal and two civil cases, in depth, and make judgements about sanctions and remedies. Students will also study a number of ways in which rights are protected in Australia and compare this to one other country.

UNIT 3 – RIGHTS AND JUSTICE

This unit explores both the Victorian criminal justice system and the Victorian Civil justice system. Students discuss the principles of justice, fairness, equality and access and the key concepts of each justice system.

UNIT 4 – THE PEOPLE AND THE LAW

In this unit, students take a closer look at the relationship between the people and the Australian Constitution. Students will discuss the significance of High Court cases and the role of the courts and parliament in creating and interpreting the law.

CONTACT:        Fiona Lindsay

German

German is the most widely spoken language in Europe. It is spoken by 100 million native speakers in Germany, Austria, Switzerland and bordering areas. Another 20 million native speakers of German live in countries in and outside Europe. German has always had a strong standing as a language for science and technology. Every seventh publication in the world is in German. Economists predict that German will soon be one of the major trading languages in the world. It is already a leading trading language in the European community. Germany is Australia’s fourth largest trading partner. Also German forms part of the Australian cultural heritage. It is marked as a priority language in the national Languages Policy. There is a notable community interest in reviving the knowledge of German.

Unit 1

In Unit 1, students study topics related to everyday life. This may include family, sport and health, or school. They demonstrate their increased understanding of German through assessments such as listening tests, an interview and reading comprehensions.

Unit 2

In the second semester of Year 11, students study German cities, the environment or fairy tales. They continue to develop their ability to communicate in German in both spoken and written forms. Possible assessments include a journal entry, an interview or a formal letter.

Unit 3

In Unit 3, students begin their detailed study. In School Assessed Coursework they write a 250 word personal or imaginative piece. They also analyse and use information from spoken texts and complete a 3 to 4 minute role play.

Unit 4

In this unit, students are preparing for the end of year oral and written exams. School Assessed Coursework includes a 3 to 4 minute interview and a 250–300 word persuasive, informative or evaluative piece.

CONTACT: Dani Bjelanovic

Japanese

Japanese is spoken by over 120 million people and Japan is one of Australia’s largest trading partners. Japanese language and cultural sensitivity is vital for a growing number of employers. Learning a foreign language, and particularly an Asian language, can give a student an advantage ahead of other applicants seeking employment, not only for their ability to communicate in another language, but for their proven capability to learn one. Australians’ interest in Japanese cuisine, lifestyle and culture (such as martial arts, sports and flower arranging) is growing rapidly, and so learning this language provides opportunities to expand a student’s interest.

Unit 1

Students will learn structures related to describing, explaining and commenting on past, present or future events. Students also practice listening to spoken texts (e.g. conversation, interviews, broadcasts) to obtain information.

Unit 2

This unit focuses on vocabulary and expressions appropriate to the themes of giving advice or assistance, suggesting, explaining, and agreeing. Over the course of the unit, students will exercise both oral and written skills in Japanese.

Unit 3

In this unit students will practise creating a personal or imaginative text focusing on an event or experience in the past or present, using a range of text types to organise and sequence ideas.

Unit 4

In the final unit students will show awareness of different social contexts required for different types of language. They will select and make use of relevant reference materials related to detailed study. The students’ level of achievement for unit 4 will be determined by school–assessed course work and the end–of–year examinations.

CONTACT: Hwaja Johnston

CONTACT: Debra Hutchinson

Mathematics is a study of  function and pattern in number, logic, space and structure, and of randomness, chance, variability and uncertainty in data and event. It provides a symbolic communication that is powerful, logical, concise and unambiguous and a means by which people can understand and manage the environment.

There are four mathematics subjects offered at VCE Units 1 and 2 level:

• Foundation Mathematics – 1 & 2

• General Mathematics - 1 & 2

• Mathematical Methods - 1 & 2

• Specialist Mathematics - 1 & 2

There are three Mathematics subjects offered at the VCE Units 3 and 4 level:

• Further Mathematics - 3 & 4

• Mathematical Methods - 3 & 4

• Specialist Mathematics - 3 & 4

Units 1 & 2 Foundation Mathematics

In Foundation Mathematics there is a strong emphasis on the use of mathematics in practical contexts encountered in everyday life in the community, at work and at study. It is recommended for students who may still require VCE maths but have not coped with Year 10 General Mathematics.

• Space, Shape and Design

• Patterns and Number

• Data

• Measurement

Units 1 & 2 General Mathematics

General Mathematics is designed to prepare students for Further Mathematics 3 & 4; however it can also be taken by students who only wish to study two units of mathematics in their VCE.

• Statistics

• Networks

• Financial Arithmetic

• Matrices

• Sequences and Series

Units 1 & 2 Mathematical Methods

Mathematical Methods 1 & 2 is designed as a preparation for Mathematical Methods 3 & 4. Students will develop CAS technology skills and apply these to solve mathematical applications. There is a strong emphasis in the course on Graphing and Algebra.

Areas of Study:

• Functions and Graphs

• Algebra

• Calculus

• Probability

Units 1 & 2 Specialist Mathematics

Specialist Mathematics 1 & 2 is designed as a preparation for Specialist Mathematics 3 & 4. Students will be introduced to topics like complex numbers, vectors and conics which will be developed further the following year.

Areas of Study:

• Algebra and structure

• Arithmetic and number

• Geometry, measurement and trigonometry

• Graphs of non-linear relations

• Statistics

Units 3 & 4 Further Mathematics

This is the main mathematical course studied for Year 12. Further Mathematics 3 & 4 has a prescribed core of Data Analysis and Recursion & Financial Modelling plus two modules selected from:

• Geometry and measurement

• Graphs and Relations

• Networks and Decision Mathematics

• Matrices

Units 3 & 4 Mathematical Methods

 Mathematical Methods Units 3 and 4 are completely prescribed and extend the introductory study of simple

elementary functions of a single real variable, to include combinations of these following areas of study:

• Functions & Graphs

• Algebra

• Calculus

• Probability & Statistics

Units 3 & 4 Specialist Mathematics

This subject is an extension of many of the topics covered in Specialist Maths 1 & 2 and must be studied concurrently with Methods 3 & 4.

The topics covered are:

• Vectors

• Complex Numbers

• Circular Functions

• Differentiation

• Integration

• Kinematics

• Differential Equations

• Dynamics

Music Performance (Solo Performance)

This subject is for instrumentalists / singers who would like to continue developing on their instrument as part of their school study. These students can pursue an enormous range of options from bagpipes, electric bass and violin to modern vocal. Students MUST have a teacher from within or outside the school. In the five periods, students work on performances (solo and group), developing their aural/listening skills, creative work and investigating music styles. Being able to read music is an advantage in the aural section of the course. Because units 1 and 2 measure improvement, it is easier to do year 11 than year 12 (where very high standards are set.) Students should see Mr. Woods before selecting to do units 3 and 4.

UNITS 1 & 2

You will focus on improving on your solo instrument. The grade you receive will reflect this growth rather an absolute standard. You will perform in groups, develop listening skills (aural), engage in a range of creative activities (composing, arranging, improvising) and investigate musical styles. All assessment is carried out by the school.

UNITS 3 & 4

The school assesses 25% of the final mark, 50% is assessed on the solo performance externally, 25% aural and written test assessed externally. The solo performance is graded by an external examiner based on absolute standards.

CONTACT: Damien Woods

Certificate III in Music Performance

Description

In this subject, students will extend their music skills which will enhance their employment prospects within the Music Industry. Students who complete this program will obtain the expertise to compose and record their own music, work in a group and solo, improvisation, work at a music event, explore career options and understand copyright. The course runs for two years.

Career Opportunities 

On completion of this course, you will have the opportunity to pursue an occupation in such areas as musician, music teacher, singer, songwriter or jingle writer, stage producer, music technician, stage manager, director or music editor, broadcaster, and disk jockey.

CONTACT: Damien Woods

Certificate IV in Music Performance (Partial Completion)

Description

This course offers a broadening experience for students and provides training in practical skills and background knowledge related to the music industry. It extends their knowledge of the music industry including its commercial aspects, copyright and OH&S issues. The course runs for one year.

More specifically this course aims to give students the opportunity to achieve the following outcomes:

• Music performance and presentation before live audiences

• Progress to higher level tertiary studies in music and employment opportunities in the music industry

Career Opportunities 

There are a number of employment opportunities resulting from this course, and graduates can look forward to careers in the music industry, in roles that include performing, recording or multimedia music production.

CONTACT: Damien Woods

Drama

The study of Drama both continues and introduces skills and activities associated with performance Drama, such as role play, solo performance, and ensemble work. It also involves the examining of theatre styles through theatre excursions so there will be some cost involved.

UNIT 1– DRAMATIC STORYTELLING 

You will develop characters from theatre history and modern situations and transform these into performance in both group and solo activities.

UNIT 2 – CREATING AUSTRALIAN DRAMA 

Here you will use play scripts to create and present dramatic performances, as well as analyse the work of professional theatre companies.

UNIT 3 ENSEMBLE PERFORMANCE 

You will work as an ensemble and perform to explore non–realistic drama.

UNIT 4 – SOLO PERFORMANCE 

In this unit you will study theatre history and select from a list of topics, develop a solo performance.

CONTACT:         Jess Quick

VCE Theatre Studies

You will study the traditions, styles, conventions and crafts of theatre. It also involves the examining of theatre styles through theatre excursions so there will be some cost involved.

Areas of Study

 UNIT 1 – THEATRICAL STYLES OF THE PRE–MODERN ERA

Stagecraft in this unit forms the basis by which students learn to realise play scripts. Stagecraft includes equipment and materials, design, construction, artistic and business management. You will focus on works prior to the 1880s.

UNIT 2 – THEATRICAL STYLES OF THE MODERN ERA 

You will focus on plays from the 1880s to the present. Here you will explore a range of performance styles and the theatrical conventions that are appropriate to these styles.

UNIT 3 – PRODUCTION DEVELOPMENT 

Here you will produce a play or excerpts to explore the production process.

UNIT 4 – PERFORMANCE INTERPRETATION

You will select a monologue from a prescribed text and develop it to performance.

CONTACT:        Jess Quick

Biology

UNIT 1: HOW DO LIVING THINGS STAY ALIVE? 

This unit focuses on the activities of cells, their processes and their importance. Students investigate systems of organisms and how they function to maintain a constant environment.

UNIT 2: HOW IS CONTINUITY OF LIFE MAINTAINED? 

Students investigate the reproductive strategies of different types of organisms, human genetics and patterns of inheritance.

UNIT 3: HOW DO CELLS MAINTAIN LIFE?

In this unit an investigation is undertaken of the activities of cells, their diversity and the reactions occurring within them. A study of pathogens and the response of organisms to disease are also made.

UNIT 4: HOW DOES LIFE CHANGE AND RESPOND TO CHALLENGES OVER TIME?

This unit investigates the basis of inheritance and the importance of DNA in the development all aspects of gene technology. A study of evolution, natural selection and the evolution of humans is undertaken.

CONTACT: Elizabeth Kent

Chemistry

Chemistry Chemical processes have led to new drugs, synthetic materials, biotechnology, microelectronics, new forms of food preservation, fuels, transportation and communication systems. Chemical processes are important in improving human health, preventing environmental problems and rehabilitating degraded environments.

UNIT 1 – HOW CAN THE DIVERSITY OF MATERIALS BE EXPLAINED?

In this unit students focus on the nature of chemical elements, their atomic structure and their place in the periodic table. Students will also investigate the nature of metals and their properties, including metallic nanomaterials. Fundamental quantitative aspects of chemistry are introduced.

UNIT 2 – WHAT MAKES WATER SUCH A UNIQUE CHEMICAL?

This unit introduces the role of water in the environment and the principles of green chemistry. Acid–base and redox reactions are developed, and the use of chemical calculations is extended. Students explore the physical and chemical properties of water, the reactions that occur in water and various methods of water analysis.

UNIT 3 – HOW CAN CHEMICAL PROCESSES BE DESIGNED TO OPTIMISE EFFICIENCY?

In this unit students focus on the options for energy production and how can the yield of a chemical product  can be optimised

UNIT 4 – HOW ARE ORGANIC COMPOUNDS CATEGORISED, ANALYSED AND USED?

In this unit students investigate how the diversity of carbon compounds are explained and categorised, and the chemistry of food

CONTACT: Elizabeth Kent

Physics

Physics aims to develop an understanding of the behaviour of the material world. It has been a challenge to the human mind. Great scientists like Einstein, Newton and Galileo have given us some of the answers as to how the Universe operates, from the smallest nucleus in an atom to the enormity of space. Their imagination and ingenuity have given us a fundamental understanding which applies to a wide range of rewarding careers in science and technology. Users of physics get excited by exploring all sorts of physical things like sound, movement, electricity, light, atoms, astronomy, health, materials, machines and electronics. They have fun experimenting to gain a better knowledge of these physical phenomena.

UNIT 1: WHAT IDEAS EXPLAIN THE PHYSICAL WORLD?

• Thermodynamics

• Electricity

• Matter

UNIT 2: WHAT DO EXPERIMENTS REVEAL ABOUT THE PHYSICAL WORLD?

• Motion

• Student/Teacher negotiated area of study

• Extended practical investigation (thermodynamics or electricity)

UNIT 3 - HOW DO FIELDS EXPLAIN MOTION AND ELECTRICITY?

• How do things move without contact

• How are fields used to move electrical energy

• How fast can things go

UNIT 4 - HOW CAN TWO CONTRADICTORY MODELS EXPLAIN BOTH LIGHT AND MATTER?

• How can waves explain the behaviour of light

• How are light and matter similar

• Practical investigation

CONTACT: Elizabeth Kent

Psychology

Psychology is the systematic study of behaviour and mental processes. In learning about their own and others’ behaviour, students become aware of the complexities and variations involved in all kinds of behaviour. Students also develop knowledge and skills about scientific research methods, including an appreciation of ethics and controversial issues involved in psychology.

Psychology is relevant to most careers dealing with people, and is included as a component, in a broad range of tertiary studies including education, health, welfare, industry, business and administration. Psychology is also a career path for students interested in counselling and/or behavioural research. Fields include early childhood learning, industrial relations, criminal matters, sports motivation and personal development.

Unit 1 - HOW ARE BEHAVIOUR AND MENTAL PROCESSES SHAPED?

Students investigate the structure and functioning of the human brain and the role it plays in the overall functioning of the human nervous system. They consider the complex nature of psychological development and the development of thoughts, feelings and behaviours.

Unit 2 - HOW DO EXTERNAL FACTORS INFLUENCE BEHAVIOUR AND MENTAL PROCESSES?

Students investigate how perception of stimuli enables a person to interact with the world around them and how their perception of stimuli can be distorted.

Unit 3 - HOW DOES EXPERIENCE AFFECT BEHAVIOUR AND MENTAL PROCESSES?

Students investigate the nervous system and how it influences behaviour. They explore how stress may affect a person’s psychological functioning and consider the causes and management of stress. Students investigate how mechanisms of memory and learning lead to the acquisition of knowledge.

Unit 4 - HOW IS WELLBEING DEVELOPED AND MAINTAINED?

Students examine the nature of consciousness and how changes in levels of consciousness can affect mental processes and behaviour. They consider the role of sleep and the impact that sleep disturbances may have on a person’s functioning. Students explore the concept of a mental health continuum and apply a biopsychosocial approach.

CONTACT: Elizabeth Kent

VCE Food Studies

VCE Food Studies allows students develop their understanding of food while acquiring practical skills that enable them to take greater ownership of their food decisions and eating patterns. This study complements and supports further training and employment opportunities in the fields of home economics, food technology, nutrition, food manufacturing, food science, and hospitality.

Unit 1

This unit focuses on food from historical and cultural perspectives. Students investigate the origins and roles of food through time and across the world including the evolution of food/agriculture, Indigenous food and food from international cultures.

Unit 2

In this unit students investigate food systems in contemporary Australia. Students gain insight into the significance of food industries to the Australian economy and investigate how the food industry provides safe, high-quality food that meets the needs of consumers.

Unit 3

This unit investigates the many roles and everyday influences of food. Area of Study 1 explores the science of food while Area of Study 2 focuses on influences on food choice: how communities, families and individuals change their eating patterns over time and how our food values and behaviours develop.

Unit 4

In this unit students examine debates about global and Australian food systems. Area of Study 1 focuses on issues about the environment, sustainability, technology, and the challenges of food security. Area of Study 2 focuses on individual responses to food information and misinformation, and the development of food knowledge, skills and habits to empower consumers to make food choices.

CONTACT: Fiona Finnegan

Product Design and Technology

VCE Product Design and Technology is open to all students studying in years 10, 11 and 12 at Ballarat High School. Non-scored VCE, VCAL and VCE students and Year 10 students still deciding on an appropriate pathway are welcome to apply. Students participating in Units 3 and 4 will be required to purchase their own materials after class discussion about appropriate projects for individual students based on their personal budgets.

VCE Product Design and Technology offers students a range of career pathways in design fields such as industrial, transport, service, interior and exhibition, engineering, fashion, furniture, jewellery, textile and ceramics, at both professional and vocational levels. Moreover, VCE Product Design and Technology informs sustainable behaviours and develops technical skills enabling students to present multiple solutions to everyday life situations. It contributes to developing creative problem solvers and project managers well-equipped to deal with the multidisciplinary nature of modern workplaces.

There are no prerequisites for entry to Units 1, 2 and 3 and students can apply for a single semester course participating in Units 1 to 3 though students must undertake Unit 3 and Unit 4 as a sequence. Units 1 to 4 are designed to a standard equivalent to the final two years of secondary education.

Non-scored VCE students and VCAL students do not need to participate in the external examination process to receive a satisfactory in the course outcomes.

Unit 1: Sustainable Product Redevelopment

Area of Study 1 - Sustainable redevelopment of a product

Area of Study 2 - Producing and evaluating a redeveloped product

Unit 2: Collaborative Design

Area of Study 1 - Designing within a team

Area of Study 2 - Producing and evaluating within a team

Unit 3: Applying the Product Design Process

Area of Study 1 - Designing for end-user/s

Area of Study 2 - Product development in industry

Area of Study 3 - Designing for others

Unit 4: Product Development and Evaluation

Area of Study 1 - Product analysis and comparison

Area of Study 2 - Product manufacture

Area of Study 3 - Product evaluation

If you require more information related to Product Design and Technology please visit http://www.vcaa.vic.edu.au   or   Victorian Certificate of Education PRODUCT DESIGN AND TECHNOLOGY STUDY DESIGN Accreditation Period 2018–2022 from which this information has been sourced.Alternatively contact: Malcolm Clarke (Wood), Fran Deutsher (Textiles)

Why study Product Design and Technology?

Product Design and Technology is a valuable subject for students considering employment in building surveying, cabinet making, landscape architecture, furniture design, fashion design, fabric design, fashion marketing, metal fabrication, fitting and machining and more. It is not usually a prerequisite for tertiary courses but it can be a useful tool for the demonstration of related skills when applying for places in courses.

Systems Engineering and Technology

Systems Engineering and Technology provides an opportunity for students to develop capabilities in, and knowledge about, the design, operation, construction, assembly, maintenance, diagnosis, repair and evaluation of technological systems. These are applicable to a diverse range of fields such as engineering, manufacturing, automation, control technologies, mechatronics, electrotechnology, robotics, and energy management. Students gain awareness and understanding of the interactions of these systems with human society and natural ecosystems.

Unit 1: Introduction to Mechanical Systems Fundamentals of mechanical system design 

In this area of study students learn about the fundamental mechanical engineering principles and the components and parts required to produce an operational system. The term ‘mechanical systems’ includes systems that utilise all forms of mechanical components and their linkages. Students learn the fundamental principles of how mechanisms and simple mechanical systems provide movement and mechanical advantage, and how the specific parts of a system or an entire mechanical system can be represented diagrammatically. Students are introduced to the Systems Engineering Process and commence researching, designing, planning and modelling a functional (operational) mechanical or electro–mechanical system. Students consider relevant factors that influence the design, planning, production and use of their system and document their findings and the process they use.

Unit 2: Introduction to Electro Technology Systems Fundamentals of electro technology system design

In this area of study students focus on electro technology engineering principles and the elements that make operational electro technology systems. The term ‘electro technology’ encompasses systems that include electrical, electronic and microelectronic circuitry. Students develop understanding of commonly used components, their physical appearance, and how they can be represented in schematic circuit diagrams and in circuit simulation software. A table of electronic symbols is provided as support material on the Systems Engineering study page of the Victorian Curriculum and Assessment Authority website.

Unit 3: Integrated systems engineering and energy Controlled and integrated systems engineering design

This area of study focuses on engineering knowledge associated with the integration and control of mechanical and electrotechnology systems, how they work and can be adjusted, as well as how their performance can be calculated and represented diagrammatically in a range of forms. A table of electronic symbols is provided as support material on the Systems Engineering study page of the Victorian Curriculum and Assessment Authority website. Students use fundamental physics and applied mathematics to solve systems engineering problems. Using selected theoretical concepts and principles they apply the Systems Engineering Process to manage the design and planning of an integrated system and commence its construction. They investigate the factors that will influence the design, planning, production and use of their integrated system. Students demonstrate innovation and creativity as well as comprehensive project management skills. The system commenced in Unit 3 is completed and evaluated in Unit 4, Area of Study 2.

Unit 4: Systems control and new and emerging technologies Producing, testing and evaluating integrated technological systems

In this area of study students apply their knowledge and skills to manage and construct the integrated and controlled system they designed and developed in Unit 3, Area of Study 1, through to its final stages of construction, testing, and evaluation. The completed operational system demonstrates selected theoretical concepts and principles studied in Units 3 and 4 of this study. Students support the production, testing, diagnosis and evaluation of their system with appropriate documentation, with reference to technical data. In their evaluation they refer to the Systems Engineering Process and the factors that have influenced the design, planning, production and use of the system, and consider improvements that could be made to both the system and processes.

CONTACT: Kym Raneberg

VET Certificate II in Automotive (Light Vehicle Mechanics)

SEE subject description and career opportunities Year 10 Technology section.

CONTACT:         Steve White

Certificate II in Hospitality (Kitchen Operations)

SEE subject description and career opportunities Year 10 Technology section.

CONTACT:         Shona Moloney