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Senior Years
2021
Subject Choices
Senior Years 2021 Subject Choice
Contents
Handbook Acronyms ................................................................................................................................. 8
Handbook Glossary.................................................................................................................................... 9
Christian Studies in the Senior Years ......................................................................................................12
Year 10-11 Early Access VCE...................................................................................................................13
Year 10 Core Subjects..............................................................................................................................15
Year 10 Electives ......................................................................................................................................23
Year 10 Elective Course Descriptions .....................................................................................................24
The Victorian Certificate of Education (VCE) .........................................................................................41
Minimum Requirements for the Award of the VCE ................................................................................41
Unit Selection ............................................................................................................................................41
Satisfactory Completion of a VCE Unit....................................................................................................42
Reporting Students Results to VCAA ......................................................................................................42
Counting Results to Calculate an ATAR ..................................................................................................42
Restrictions ...............................................................................................................................................42
Learning Pathways ...................................................................................................................................43
VCE (Baccalaureate).................................................................................................................................44
VCE Industry Pathways ............................................................................................................................45
VCE Course Descriptions ..........................................................................................................................46
Accounting (VCE Business and Economics) ..........................................................................................46
Biology (VCE Science) ..........................................................................................................................47
Business Management (VCE Business and Economics).........................................................................48
Chemistry (VCE Science) ......................................................................................................................49
Classical Studies (VCE Humanities) ......................................................................................................50
Applied Computing (VCE Digital Technologies) ....................................................................................51
Dance (VCE Performing Arts) ...............................................................................................................52
English (VCE English) ...........................................................................................................................53
Food Studies (VCE Technologies) .........................................................................................................54
Foundation Mathematics (VCE Mathematics)......................................................................................55
Further Mathematics (VCE Mathematics) ............................................................................................56
General Mathematics (VCE Mathematics) ...........................................................................................57
German (VCE Languages) ....................................................................................................................58
Health and Human Development (VCE Health and Physical Education) ...............................................59
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History: Twentieth Century (VCE Humanities Units 1-2).......................................................................60
History: Revolutions (VCE Humanities Units 3-4) .................................................................................60
Industry and Enterprise (VCE Business and Economics) .......................................................................61
Legal Studies (VCE Business and Economics) .......................................................................................62
Mathematical Methods (VCE Mathematics) ........................................................................................63
Media (VCE Visual Arts) .......................................................................................................................64
Music (VCE Performing Arts) ...............................................................................................................65
Outdoor and Environmental Studies (VCE Health and Physical Education) ...........................................66
Philosophy (VCE Humanities) ..............................................................................................................67
Physical Education (VCE Health and Physical Education) ......................................................................68
Physics (VCE Science) ..........................................................................................................................69
Product Design and Technology (VCE Technologies) ............................................................................70
Textiles/Yarns/Fibers/Fabrics – Wood/Timber.....................................................................................70
Psychology (VCE Science) ....................................................................................................................71
Religion and Society (VCE Humanities) ................................................................................................72
Studio Arts (VCE Visual Arts)................................................................................................................73
Systems Engineering (VCE Technologies) .............................................................................................74
Theatre Studies (VCE Performing Arts) ................................................................................................75
Visual Communication Design (VCE Visual Arts)...................................................................................76
Vocational Education and Training (VET) ...............................................................................................77
Pathways and possible destinations .......................................................................................................79
Scaling Study Scores for the ATAR .........................................................................................................95
Studies with Additional Scaling ...............................................................................................................96
Frequently Asked Questions ....................................................................................................................97
Course and Subject Selection Resources and Further Reading ............................................................98
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Senior Years Course and Subject Selection Programme: Key Personnel
Mrs Christine Taylor Head of Senior Years taylorc@goodnews.vic.edu.au
Mr Rodney Latham VCE Coordinator lathamr@goodnews.vic.edu.au
Ms Celeste Cameron Careers Coordinator cameronc@goodnews.vic.edu.au
Ms Kirsten Lange VET Coordinator langek@goodnews.vic.edu.au
Note: Course offerings are subject to student selection and staffing availability
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GNLC Senior Years Philosophy
Intellectual
development
Spiritual Social
development development
Christ Centred
Holistic
Education for All
Cultural Emotional
development development
Pathways
development
Living Christ’s M ission Em pow ering Inquiring M inds P reparing Global Citizens
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The Senior Years at Good News Lutheran College (GNLC) consists of Years 10-12.
Motto
Make Every Day Count.
This is the day that the Lord has made; we will rejoice and be glad in it (Psalm 118:24).
Purpose
As and safe and supportive educational community, we are committed to encouraging
young people to achieve their potential spiritually, intellectually, socially, emotionally, and
culturally, while preparing them for their pathways beyond GNLC.
Spiritually through:
• Christian Studies
• Devotions and prayer in Pastoral Care groups
• Chapel
• Mission and service work
• Relationships
Intellectually through:
Offering a broad and balanced curriculum, which provides intellectual challenge and a
strong connection between studies and the world beyond GNLC. The curriculum platforms
used to engage students are:
• The IB Middle Years Program (MYP) – a challenging framework that encourages
students to make a practical connection between their studies and the real world,
by encouraging life-long, active, independent, creative and curious learners (Year
10)
• The Australian Curriculum - has eight learning areas, which provide a modern
curriculum framework for every student in Australia (Year 10)
• The Victorian Certificate of Education (VCE) – Empowering students to follow their
chosen pathway through VCE and VET (Years 10 – 12)
• Encouraging the development of a growth mindset
Socially through:
• Learning how to become caring international citizens through the MYP, Pastoral
Care programs and the opportunity for international immersion programs
• Modeling and encouraging a restorative approach to relationships, as a means of
building resilience and fostering positive relationships with all (Restorative Practice)
• Learning how to be enthusiastic, contributing team members through all areas of
the curriculum and co-curricular activities such as camps, excursions, RedX Racing,
the Middle/Senior Years musical etc.
• Fostering the development of positive and respectful relationships with teachers,
parents and peers
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• Allowing for and facilitating student voice through positive contributions to Student
Leadership Council (SLC)
Emotionally through:
• Strong pastoral care programs based on Growing Deep, a Lutheran Education
Leadership Formation Framework
• Strong pastoral support: College Principal, Head of Senior Years, VCE Coordinator,
Year Level Coordinators, PC Teachers, College Pastor, Chaplin and College
Counsellor
• Provision of trained Mental Health First Aid staff
Pathways development through:
• Careers counselling and careers mapping, using tools such as The Morrisby Report
to enhance personal growth and self-awareness
Culturally through:
• Understanding the culture of GNLC by being Christ Centred and following the values
of our community
• Being part of the GNLC Senior Years community where all strive to be the best they
can be in all areas of their lives – all should be given the opportunity to maximize
their potential and Make Every Day Count
• Celebrating the diversity of cultures within the GNLC community
• Extending kindness, love and grace to all
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Handbook Acronyms
ASP: Accelerated Studies Program
ATAR: Australian Tertiary Admission Rank
CAPS: Career Action Plans (formerly MIPS)
DEECD: Department of Education and Early Childhood Development
EAL: English as an Additional Language (formerly ESL)
GA: Graded Assessment
GAT: General Achievement Test
LOTE: Language/s Other Than English
PSD: Programs for Students with Disabilities
SAC: School-assessed Coursework
SAT: School-assessed Task
SEAS: Special Entry Access Scheme
SEW: Student Engagement and Wellbeing
TAFE: Technical and Further Education
TER: Tertiary Entrance Requirements
VCAA: Victorian Curriculum and Assessment Authority
VCAL: Victorian Certificate of Applied Learning
VCE: Victorian Certificate of Education
VET: Vocational Education and Training
VCE VET: VCAA – managed VET programs comprised of VCE VET Units
VSL: Victorian School of Languages
VTAC: Victorian Tertiary Admissions Centre
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Handbook Glossary
Assessment Task
A task set by the teacher to assess student achievement of unit outcomes for School-assessed
Coursework (see also Outcomes).
Australian Tertiary Admission Rank (ATAR)
The overall ranking on a scale of zero to 99.95 that a student receives based on his/her study scores.
The ATAR is calculated by VTAC and used by universities and TAFE Institutes to select students for
courses. Formerly known as Equivalent National Tertiary Entrance Rank (ENTER).
Award Level (Victorian Certificate of Applied Learning (VCAL))
In the VCAL there are three award levels: Foundation, Intermediate and Senior.
Examination
External assessments set and marked by the VCAA. All VCE Units 3 & 4 studies have at least one
examination. Written examinations are held in October and November. Performance examinations
and oral components of LOTE examinations are held in October.
General Achievement Test (GAT)
A test of knowledge and skills in: writing, mathematics, science and technology, humanities and
social sciences and the arts.
Graded Assessmen
All VCE studies have three Graded Assessments for each Unit 3 & 4 sequence except for scored VCE
VET programs, which have two. Each study includes at least one examination; most studies have
School-assessed Coursework (SAC), while some have School-assessed Tasks (SAT).
Languages Other Than English (LOTE)
Forty-six languages other than English are offered at VCE.
Outcomes
What a student must know and be able to do in order to satisfactorily complete a unit, as specified
in the VCE study design or VCAL unit.
Prerequisite Studies
Prerequisite studies are those VCE studies that you must have successfully completed in order to
qualify for a course.
Satisfactory Completion: VCE
Students receive an S for the satisfactory completion of a unit. If they do not satisfactorily complete
a unit, they receive an N. Students qualify for the VCE when they accumulate sufficient units to
meet the program requirements.
School-assessed Coursework (SAC)
This is a school-based assessment that is reported as a grade for either a VCE Units 3 & 4 sequence
or individual Unit 3 & Unit 4. School-assessed Coursework consists of a set of assessment tasks that
assess the student’s level of achievement of VCE Units 3 & 4 outcomes (this also applies to
Units 1 & 2).
School-assessed Task (SAT)
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A school-based assessment for a VCE Units 3 & 4 sequence set by the VCAA and assessed by
teachers in accordance with published criteria. Schools’ assessments of tasks are subject to review
by a panel appointed by the VCAA.
School-based Apprenticeships and Traineeships (SBAT)
An SBAT is a structured training arrangement, usually involving on and off the job training, for a
student employed under an apprenticeship/traineeship training contract. SBATs may include
apprenticeships, part-time apprenticeships or traineeships.
Semester
One half of the academic year; VCE and VCAL units are designed to be completed in one semester.
Sequence
VCE Units 3 & 4 are designed to be taken as a sequence.
Special Examination Arrangements
This refers to arrangements that are approved to meet the needs of students who have disabilities,
illnesses or other circumstances that affect their ability to sit examinations.
Special Entry Access Scheme (SEAS)
This scheme allows selection officers to grant extra consideration for course entry to applicants, but
it is not used as a replacement for course entry requirements. Consideration of SEAS may relax some
aspects of the specific requirements but not exempt them.
Special Provision
Arrangements that are made to allow students who are experiencing significant hardship to achieve
the learning outcomes and demonstrate their learning and achievement.
Statement of Marks
For each examination including the GAT, students can apply for a statement showing the marks they
obtained for each question/criteria and the maximum mark available. A fee is charged for each
statement.
Statement of Marks: Study Score
A statement showing the scores for each of the Graded Assessments and describing the calculation
of the Study Score. A fee is charged for each statement.
Statement of Results
The document/s issued by the VCAA showing the results a student achieved in the VCE and/or VCAL,
and whether he/she has graduated. See also VCE/VCAL Certificate.
Statistical Moderation
The process used to ensure that school assessments are comparable throughout the state. It
involves adjusting each school’s School-assessed Coursework scores for each study, to match the
level and spread of the external reference scores for students enrolled in that study at that school.
Student Number
The unique number assigned to each student enrolled in VCE, VCE VET and VCAL.
Study Score
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A score from zero to fifty which shows how a student performed in a VCE study, relative to all other
Victorian students enrolled in that same study in a result year. It is based on the student’s results in
school assessments and examinations.
Tertiary Entrance Requirements
The minimum entrance requirements established by each institution for general entry.
VCE / VET
Nationally recognised VET certificates developed into full programs of study within the VCE and
contributing to satisfactory completion of the VCE under the same recognition arrangements as for
VCE studies.
Victorian Certificate of Education (VCE)
The VCE is an accredited senior secondary school qualification.
Vocational Education and Training (VET)
Nationally recognised vocational certificates; these certificates may be integrated within a VCE or
VCAL program.
Victorian Tertiary Admissions Centre (VTAC)
VTAC acts on behalf of universities, TAFEs and other providers to facilitate and coordinate the joint
selection system. VTAC calculates and distributes the ATAR.
References
VCAA: http://www.vcaa.vic.edu.au/
VTAC: http://www.vtac.edu.au/
DEECD: http://www.education.vic.gov.au/school/parents/Pages/default.aspx
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Christian Studies in the Senior Years
In keeping with the Lutheran ethos of the College, Christian Studies is part of the curriculum at
every year level. There is a particular focus on Christianity and the Bible is a prescribed text. The
students are encouraged to think for themselves and to approach the study of religion with
intellectual commitment, openness, honesty and respect for others. Assessments reflect this multi-
faceted approach, based on participation in classroom activities, the appreciation of real-life
subject knowledge, as well as intellectual understanding and knowledge.
Year 10
The course begins with critical thinking and interpretation skills of the Bible and the importance of
reading the Bible through the lens of Jesus. Students examine confronting biblical passages on the
nature of God, identifying current values and practices that these challenges. They research the
responses to crises in the environment and the responses to human suffering and the motivation
and rationales purpose a character for community life, providing Biblical support. Students identify
the relationship between Sin and Grace. They investigate various religions and philosophical
worldviews and their responses to essential life questions.
Year 11
In Year 11 we provide opportunities for students to explore connections between faith and life.
The course beings with examining spirituality, through Christian and secular views and the
importance of wellbeing during VCE. Students will explore the different traditions of Christian
spirituality and deepen their understanding of them to explore the presence of God in human
experience. They apply Biblical teaching for leadership in their school community and apply for
leadership positions. Students research, describe and analyse a range of scriptural perspective on
the identity and mission of Jesus of Nazareth and read the gospel of Mark.
Year 12
In their final year, students have an opportunity for discussion on a wide range of ethical topics.
The course beings with students using the Myers Briggs questionnaire to discover their unique God
given characteristics and explore how God continues to sculpt them to be children of God. They
then build connections about who they are and to how they serve others in the community and
the Christian call to think globally and act locally. Students investigate justice issues facing our
world today and explore Church teachings and scripture relevant to these issues. Finally, they
explore the notion of fellowship while reading Phillipians and look back at the fellowships they
have had during their school years.
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Year 10-11 Early Access VCE
Advanced placement subjects in VCE
Students are sometimes offered the opportunity to take VCE subjects early e.g. Units 1&2 (Year
11) in Year 10 and Units 3&4 (Year 12) in Year 11 or externally provided university level subjects
in Year 12. These are offered on a conditional basis as these subjects are designed for the
respective year levels and they involve either:
• more complex ideas
• greater volume of work
• or general difficulty than the current student academic year level
While some see these offerings as a way to gain advantage at the end of VCE, this is not
necessarily the case so GNLC always retain the right not to allow students to take subjects earlier
than their academic year level.
The conditions that must be fulfilled for taking an advanced placement subject are:
• a consistent 70% score in English (the only required VCE subject) in the previous year or a
MYP assessment score of ‘5’
• a 60% average in all subjects or a MYP assessment of ‘5’
GNLC always reserves the right to raise concerns about any student’s skill level and move students
to a more appropriate subject level.
Distance Education / Victorian School of Languages (VSL)
Students are sometimes offered the opportunity to take VCE subjects via Distance Education
and/or Victorian School of Languages. These are also offered on a conditional basis like the
advanced placement subjects because they involve either more complex ideas, greater volume of
work or general difficulty than the current student year level and they require a high degree of
independence. The issue of working virtually or at a distance rather than in a classroom with a
teacher present creates different types of accountability which may not be appropriate for all
students.
Note: While some see these offerings as a way to gain advantage at the end of VCE, this is not
necessarily the case.
The conditions that must be fulfilled for taking Distance Education and/or Victorian School of
Languages subject are:
• a consistent 70% score in English (the only required VCE subject) in the previous year or a
MYP assessment of ‘5’.
• a 60% average in all subjects or a MYP assessment of ‘5’
GNLC always reserves the right to raise concerns about any student’s skill level.
Further note: these subjects will incur additional costs to parents as they are outside of the subject
offerings made by GNLC.
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Student progression in Maths and Sciences
Students often desire to take more challenging subjects in Maths and Science such as Maths
Methods and Physics or Chemistry when their skill levels have not been demonstrated to a certain
predetermined level. These subjects are offered on a conditional basis like the advanced
placement subjects because they involve either more complex ideas, greater volume of work,
general difficulty and/or requiring a higher level of independence than the current student’s
academic year level or skill level.
The conditions that must be fulfilled for students taking the more advanced Maths and Science
subjects are:
• a consistent 70% score in English (the only required VCE subject) in the previous year or a
MYP assessment of ‘5’
• a 60% average in all subjects or a MYP assessment of ‘5’
• having taken Pre-Methods for both semesters of Years 10 (for Physics)
• average of ‘5’ in MYP Assessments with a teacher recommendation
• science / maths interviews will be conducted after Week 0 with the Head of Learning Area
GNLC always reserves the right to raise concerns about any student’s skill level and move students
to a more appropriate subject level.
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Year 10 Core Subjects
At Year 10 seven subjects are considered core subjects and are studied by all students:
• Christian Studies
• English
• German
• Health and Physical Education
• Humanities
• Maths
• Science
On the following pages you will find a description of each core subject offered by the College.
Students study core subjects for the full year.
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Year 10 English
Study Summary: Language and Literature MYP Year 5
Semester 1:
• Students learn to respond to a set text creatively and analytically. In 2021 the
selected text for study during Semester 1 is Twelve Angry Men by Reginald Rose.
Students demonstrate their understanding of the key characters, moments and
themes of the text in their assessment tasks.
• Students also learn skills for presenting and analysing an argument through the study
of ‘speeches that changed the world’. Students present their own speech on an issue
important to them and learn to analyse the rhetorical and linguistic devices used to
persuade their audience.
Semester 2:
• Students learn comparative analysis through the study of a pair of texts. In 2021
these texts for study will be Macbeth by William Shakespeare and the film Black
Panther directed by Ryan Coogler. Students compare the way that the creators of the
texts present themes and ideas to their audience.
• Students also continue to develop their analytical skills through the study of
contemporary media texts, in preparation for the VCE English studies.
How are students assessed?
A combination of assessment tasks, some completed in class in test conditions and others
drafted both at home and during class. Tasks include:
• Creative responses to text
• Analytical text response essays
• Persuasive oral presentations
• Argument and language analysis essays
• Comparative text response essays
• End of semester examinations
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Year 10 German
Study Summary:
Year 10 German summarises and expands on the German Language learning the students
have been going through so far. It supports students gaining independence in understanding
of and responding in German.
Semester 1:
• Meine Familie, meine Freunde und ich – My family, friends and I, Meine Freizeit –
spare time activities (activities using media and sport).
Semester 2:
• Andere Länder, Andere Sitten – Custums and traditions in German speaking countries,
students’ cultures, Wie ich wohne – The way we live.
How are students assessed?
There is a minimum of 4 summative assessments per semester. Prior to summative
assessments formative or practice assessments will be held.
Students are assessed in Reading Comprehension and Listening Comprehension
(understanding facts and ideas, responding to a written text, identifying text specific
features) as well as Writing and Speaking.
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Year 10 Health and Physical Education
Study Summary:
Health and Physical Education at Year 10 provides students with the opportunity to engage in
health knowledge and team sports, with a particular focus on developing self-organisation,
communication and reflective skills. Students will participate in activities where they are
required to plan a course of action, and will have the experience of fulfilling different roles
especially within a sports and team setting.
Semester 1:
Health Education:
• Looking Out for Each Other
• Respectful Relationships and Positive Emotions
Physical Education:
• Sofcrosse
• Touch Football
• Floorball – SEPEP (Sports Education in Physical Education Program)
Semester 2:
Health Education:
• Country, Community & Physical Activity
• Evaluating Health Information & Action
Physical Education:
• Fitness
• Ultimate Frisbee – SEPEP (Sports Education in Physical Education Program)
How are students assessed?
• First Aid Scenario Re-Enactments
• Community Landscape Design
• Observation of Performance
• Individual Training Program Design
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Year 10 Humanities
Study Summary:
Students will study the historical time periods of World War 2, the US and Australian Civil
Rights Movements and Changes in Popular Culture both globally and in Australia 1950 –
1980. Students will extend their Civil and Human Rights understanding by investigating the
current Australia Day Debate within Australia, using current media as evidence to develop
their own opinion on this Civics and Citizenship issue. Integrating geography and economics,
students will firstly, engage with recent climate change activities and other global
environmental topics in case studies on environmental management and human impact; and
secondly consider the disparities among Human Wellbeing of other nations in the areas of
location, health, wealth, education, gender and security, among other things.
Semester 1:
• Australians at War Spirit of ANZAC Prize entry; Civil Rights and Reconciliation report;
Australia Day Debate essay;
Semester 2:
• Social Changes and Technological Developments in Popular Culture, 1950s to 1980s;
• Geographies of Human Wellbeing comparisons; Case Studies of Environmental
Change and Management
How are students assessed?
• Criterion A: Knowing and understanding
• Criterion B: Investigating
• Criterion C: Communicating
• Criterion D: Thinking critically
• Creative Task: Spirit of ANZAC Prize
• Research and Analysis report
• Essay – SAC Style, in class, time
• Semester One Source Based Examination
• Multi-Media creation
• Infographic
• Case study report – in class, SAC style
• Semester Two Examination
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Year 10 Pre-Mathematical Methods
Study Summary:
Year 10 Pre-Mathematical Methods provides an introductory study of simple elementary
functions, algebra, Linear Relations, other graphs, probability and statistics and their applications
in a variety of practical and theoretical contexts. There is also the inclusion of technology (CAS
graphing calculators) to develop mathematical ideas, produce results and carry out analysis in
situations requiring problem-solving, modelling or investigative techniques or approaches.
Semester 1:
• Linear Relations
• Indices and surds
• Logarithms
• Trigonometry
• Measurements
Semester 2:
• Geometry
• Quadratics
• Parabolas and other graphs
• Probability and statistics
• Polynomials
How are students assessed?
• Unit tests
• Application Tasks
• Modelling Tasks
• Problem-solving Tasks
• End of Semester Exams
Mathematics Pathways in Year 11:
It is a requirement for students to undertake Year 10 Pre-Mathematical Methods in order to
take Year 11 Mathematical Methods and Physics course.
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Year 10 Pre-General Mathematics
Study Summary:
Year 10 Pre-General Mathematics focuses in rational and real arithmetic, sets, lists and
tables, diagrams and geometric constructions, algebraic manipulation, equations and graphs
with and without the use of technology. It requires mental and by-hand approaches to
estimation and computation.
Semester 1:
• Linear Relations
• Indices and surds
• Logarithms
• Trigonometry
Semester 2:
• Financial Mathematics
• Probability and Statistics
• Measurements
How are students assessed?
• Unit tests
• Application Tasks
• Modelling Tasks
• Problem-solving Tasks
• End of Semester Exams
Pathways to VCE Studies:
A student taking Year 10 Pre-General Mathematics can either do Year 11 Foundation
Mathematics or Year 11 General Mathematics.
They cannot progress towards VCE Mathematical Methods due to the structure of the courses
at Year 10.
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Year 10 Science
Study Summary:
The Year 10 science programme at GNLC brings together many aspects of our MYP science
programme in developing students critical and creative thinking skills and personal and social
capabilities as well as the ability to undertake hands on practical investigations.
The Year 10 senior secondary Science subjects become more formalised across subject areas
which include:
• Biology
• Chemistry
• Earth and Environmental Science
• Physics
These play an important part in paving the way towards our VCE courses offered to students
in years 11 and 12.
Semester 1:
• Physics - Astronomy and Movement
• Biology – DNA and Forensics
Semester 2:
• Chemistry – Materials and Industrial Chemistry
• Earth and Environmental Science – Contemporary Issues related to our world
How are students assessed?
Assessments follow a similar format to that at MYP which include:
• Independently and collaboratively Investigating Issues.
• Hypothesising and developing a procedure
• Safe and Ethical Practical procedures
• Observing and Recording data
• Analysing and drawing conclusions
• Researching
• Critically Analysing investigations and data
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Year 10 Electives
Year 10 Electives run for a full year. Students are required to choose two from the selection below.
Full descriptions are on the following pages.
Ancient Worlds Dance Design Technology - Textiles
Design Technology - Wood Digital Design Digital technologies –
Programming
Drama Exercise Physiology Food Studies
How to Run a Small Business Literature Music
Outdoor Ed Philosophy Service in Action
Studio Art Young People and the Law Year 10 Early Access VCE
(See VCE Subjects)
Unit 1-2 Early Access Subjects available for Year 10 Students in 2021
Early access subjects are studied in place of one elective and Physical Education classes. Students
can only select one early access course if they are deemed eligible.
Units 1-2 Religion in Society
Units 1-2 Theatre Studies
Units 1-2 Physical Education
Units 1-2 Industry and Enterprise
Admission to an early access subject is conditional upon meeting academic requirements. Requests
are considered individually and must be approved by the Head of Senior Years and VCE
Coordinator prior to enrolment.
*All electives are run subject to sufficient demand.
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Year 10 Elective Course Descriptions
Year 10 Ancient Worlds
Study Summary:
This study involves an investigation of how the ancient world has been represented. This
involves an exploration of the remaining sources and how they have been interpreted.
Students focus on issues relevant to the investigation of the ancient world to develop an
introduction to historiography. Students will study at least TWO issues related to evidence
including the authentication, preservation, ownership and/or display of material from the
ancient world. Students also study how evidence has been used in interpretations and
representations of ONE ancient site, event or change, individual or group through to modern
times.
This study provides an opportunity to explore key artifacts, events, legends, personalities and
controversies of the ancient world, focusing on an analysis and evaluation of the differing
ways in which they have been interpreted and represented from ancient to modern times.
Students investigate the past through an examination of issues relevant to the nature of the
evidence including the ethical practice, ownership and representation of the ancient world.
The key conceptual understandings of this unit include: the reliability and usefulness of
sources, custodianship of the past, interpretations and representations.
Studies may focus on a range of ancient civilisations such as Egypt, Greece, Rome or
Mesopotamia.
Semester 1:
• Emergence of Western Civilisation
Semester 2:
• Conflict and change in the ancient world
How are students assessed?
Students are assessed using a range of methods such as:
• Research Essays
• Presentations
• Structured questions
• Evaluations
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Year 10 Dance
Study Summary:
The year 10 dance course involves both theoretical and practical components.
Theoretical components
Students will analyse dance performances to identify choreographer’s uses of the elements of
dance, choreographic devices, form and production elements to communicate choreographic
intent in dances they make, perform and view. They will evaluate the impact of dance from
different cultures, places and times on Australian dance.
Practical component
Students choreograph dances by manipulating and combining the elements of dance,
choreographic devices, form and production elements to communicate their choreographic
intent. They choreograph, rehearse and perform dances, demonstrating technical and
expressive skills appropriate to the genre and style.
Semester 1:
• “Movers and shakers”; influential international choreographers of the 20th and 21st
centuries
• Safe dance practices and anatomy
• Improvisation
Semester 2:
• “Australian story”; influential Indigenous Australian choreographers and companies of
the 20th and 21st centuries
• Safe dance practices and anatomy
• Improvisation
How are students assessed?
• Analysis tasks
• Process journal
• Research-based tasks
• Composition and performance of learned and choreographed dances
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Updated: July 2020Senior Years 2021 Subject Choice
Year 10 Design Technology – Wood
Study Summary:
Students respond to a design brief to manufacture basic furniture pieces with a focus on
design throughout the production and evaluation process. Students work individually and in
teams, to explore and assess design features, characteristics and properties of selected
materials and production techniques in relation to the design brief. Students at this level are
open to the creative nature of the design process and the importance of continuous reflection
when addressing design and technology situations and problems. They develop an increasing
range of investigation, questioning and checking techniques when investigating, designing,
planning and evaluating products. Students safely and efficiently construct products to
specifications and standards. They make decisions about safety precautions and wear
personal protective clothing and equipment when necessary. Students further develop skills
in using a range of techniques, equipment, tools, some of which are complex for example,
the router, biscuit joiner. They are encouraged to adjust tools and equipment and carry out
basic maintenance. They learn to use time and resources economically and try to minimise
waste. Students are encouraged to document their design, production and evaluation
activities in an electronic or manually produced portfolio. They participate in and lead
discussions on evaluating their own and other people's thinking in relation to creative and
innovative products.
Semester 1:
Unit 1: Product re-design and sustainability
This unit focuses on the analysis, modification and improvement of a product design with
consideration of the materials used and issues of sustainability.
Area of Study 1 provides an introduction and structured approach towards the Product design
process and Product design factors. Students learn about intellectual property (IP), its
implications related to product design and the importance of acknowledging the IP rights of
the original designer. In Area of Study 2, students produce a re-designed product safely using
tools, equipment, machines and materials, compare it with the original design and evaluate it
against the needs and requirements outlined in their design brief.
Semester 2:
Unit 2: Collaborative design
In this unit students work in teams to design and develop an item in a product range or
contribute to the design, planning and production of a group product.
In Area of Study 1, students work both individually and as members of a small design team
to address a problem, need or opportunity and consider user-centred design factors. They
design a product within a range, based on a theme, or a component of a group product.
demonstrate an understanding of user-centred design factors.
Area of Study 2 Producing and evaluating within a team.
In this area of study students apply knowledge, skills, techniques and processes, including
risk management, to make their product, designed in Area of Study 1, in accordance with the
team requirements.
How are students assessed?
• The award of satisfactory completion for a unit is based on a decision that the student
has demonstrated achievement of the set of outcomes specified for these units.
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Updated: July 2020Senior Years 2021 Subject Choice
Year 10 Design Technology - Textiles
Study Summary:
Textiles and integrated technologies will be investigated. The application of new technology
into clothing to increase its’ functionality will be considered, together with the sustainability of
fashion.
The focus of the unit, is development of construction skills and techniques that will have
multiple applications. Students are required to make a fitted garment with set in sleeves.
Knowledge of fibre properties and fabric characteristics will be extended through the
development of a fabric catalogue. The implementation of the design processes will be
fundamental course work. Students develop knowledge and competency using a sewing
machine and reading patterns
Students learn the properties of fibres and fabrics that will enable the appropriate selection
and application of materials to meet design briefs. They explore sustainability of production
process and the life cycle of textiles. Students recycle and redesign an existing product and
develop research skills and drawing techniques.
Semester 1:
Students will design and create a product from recycled material/ fabrics. The final product
may be entered into the Secondary School section of The Fashion Awards Australia.
(Optional)
Students alternatively can present a research/art folio addressing the topics of sustainability,
trends, fast fashion and influence.
Semester 2:
Students will design and create an outfit using a topic of inspiration presented to them. The
purpose is to enhance creativity by drawing upon the world around them.
Students alternatively can present a research/art folio to enhance their creativity and explore
design through drawing technique.
How are students assessed?
• Folio tasks
• Process journal
• Research-based tasks
• Final product design
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Updated: July 2020Senior Years 2021 Subject Choice
Year 10 Digital Design
Study Summary:
Students will have the opportunity to design and produce designed solutions factoring social,
ethical and sustainability considerations using digital technology tools. Students will develop
production skills through creation of an individual project with a real-world application as the
goal. Students will have the option to explore 3D printing, programming, application
development, data manipulation and other digital systems and tools towards that goal.
Students will also reflect on the impact of emerging technologies on design decisions within
their project.
Semester 1:
• Analysing real-world products, their evolution alongside emerging technologies and
the impact they have had on the world
• Identifying a real-world need, design and justify a solution that could be produced
with digital tools available. Students must also develop criteria to form a both a target
and evaluation tool for their project
Semester 2:
• Create a solution as per the plan previously developed using iterative builds and
regular testing
• Evaluate the project’s effectiveness against the success criteria and its impact on the
target market and society
How are students assessed?
• Students will have opportunities to present the findings of their investigations through
a variety of formats
• In addition to building a functional prototype solution that is to be judged against
their determined success criteria, students are to keep a journal of their efforts. This
will be used to present a written summative evaluation report detailing what steps
were taken throughout the process as well as what issues arose and subsequent
adjustments to the plan took place
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Updated: July 2020Senior Years 2021 Subject Choice
Year 10 Digital Technologies - Programming
Study Summary:
Students focus on further developing understanding and skills in computational thinking such
as precisely and accurately describing problems and the use of modular approaches to
solutions. They learn how to develop multilevel abstractions to drill down from overarching
plans to detailed instructions to perform a task such as utilizing standard algorithmic
elements such as searching and sorting.
Students will develop techniques for acquiring, storing and validating quantitative and
qualitative data from a range of sources, visualizing their results as they research a need to
create a digital solution for. They will have the opportunity to analyse this data and then
design, implement and evaluate a digital solution relying on code-based instructions.
Semester 1:
• Coding fundamentals
• Data acquisition, analysis and presentation
Semester 2:
• Interactions and impact
• Solution development
How are students assessed?
• Students will gather data to research a need in the community and present their
findings in accordance with Infographic standards and conventions. They are then to
design a digital solution to a problem and develop it to a prototype stage with as
much function as possible.
• Students evaluate an existing information system and prepare a report of its benefits
and risks to society.
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Updated: July 2020Senior Years 2021 Subject Choice
Year 10 Drama
Study Summary:
Students will study the historical development of 19th and 20th century drama, theatrical
styles and the structure of the stage. As a large part of their theory component to this
course, students will understand and appreciate the gradual changes of theatrical
performances over time and the impact of technologies upon the skill and profession of
Drama. As part of their practical studies, students will study, rehearse and perform a scripted
monologue or solo performance. In a step towards practice for VCE requirements, students
will work collaboratively to script and perform a play, written by themselves, inspired from a
selection of styles, scripts and topics provided.
Expected Content Students will develop an understanding of:
• Drama and the background required to perform a play
• Dramatics elements required in Drama and Theatre Studies
• Theatre stagecraft procedures
Semester 1:
• Critical Review of Performances based on Top Class Drama and Theatre Studies
performance excursion at the Arts Centre; 19th and 20th Century theatrical style
research and script experimentation; Monologue rehearsal and performance using
multi-functional prop items
Semester 2:
• Collaborative Script Writing using on an identified 20th Century theatrical style;
Backstage research assessment based on a potential theatrical career; Complete
backstage and rehearsal preparation of their script for performance; public
performance of their play at “On Display”
How are students assessed?
Practical Elements for Assessment:
• Criterion B: Developing Skills
• Criterion C: Thinking Creatively
• Participation in all practical activities in classes
• Monologue rehearsal and performance
• Active contributions to all backstage and rehearsal elements to prepare their script for
public performance
• Collaborative Script Performance at “On Display”
Written Elements for Assessment:
• Criterion A: Knowing and Understanding
• Criterion D: Responding
• Critical Review
• Research and Analysis report
• Journals – Monologue and Collaborative Script
• Backstage Career Research Assessment
• Complete Published Script
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Updated: July 2020Senior Years 2021 Subject Choice
Year 10 Exercise Physiology
Study Summary:
Exercise Physiology provides students with theoretical and practical opportunities to build on
the understanding of the physical, mental and social aspects of health, physical activity and
exercise. This fundamental knowledge is centered on a variety of subjects including human
anatomy, physiology, nutrition, fitness and coaching. Through this study, those students who
wish to proceed on to VCE Physical Education will have the opportunity to build a foundation
for the key knowledge required within the VCE Study.
Semester 1:
• Area of Study 1: Body Systems and their Contribution to Physical Activity
• Area of Study 2: An Introduction to Energy Systems
• Area of Study 3: Nutrition and Sports
Semester 2:
• Area of Study 1: Components of Fitness
• Area of Study 2: Fitness Principles and Programs
• Area of Study 3: Sports Coaching
How are students assessed?
• Tests (Multiple Choice & Short Answer)
• Laboratory Reports
• Fitness Program Design, Implementation & Evaluation
• Peer Coaching Session Design, Implementation & Evaluation
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Updated: July 2020Senior Years 2021 Subject Choice
Year 10 Food Studies
Study Summary:
This subject builds upon students’ knowledge and understanding of the Design process in the
context of food product design.
Students study food around the globe through a unit titled Gourmet Traveller. Through this
unit students have the opportunity to investigate a culture and cuisine of their choice.
Students will develop their own food product designs inspired by the cuisine they have
investigated, create a chosen design and evaluate their product against the design
specifications.
Students also study contemporary food trends in society. This unit builds on the skills
students have learnt in developing their own design briefs as they individually identify the
context and target market for their designs. The students then utilise their design brief to
design a range of innovative food items that showcase contemporary food trends.
Safety and hygiene aspects of food preparation, use of kitchen equipment and appliances and
using correct terminology are included in the content. The process of creating meals is
recorded, reflected on and evaluated through the Design Cycle.
Semester 1:
• Gourmet Traveller
Semester 2:
• Food Trends
How are students assessed?
Students are assessed using the IB MYP Design objectives as follows:
• Criteria A – Inquiring and Analysing
• Criteria B – Developing Ideas
• Criteria C – Creating the Solution
• Criteria D – Evaluating
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Updated: July 2020Senior Years 2021 Subject Choice
Year 10 How to Run a Small Business
Study Summary:
Small Business (Operations/Innovation) provides learners with exposure to key skills and
knowledge required in small business workplaces.
The aim of this subject is to prepare students to be able to meet the current and future
industry requirements to work effectively within small business contexts across a range of
industry sectors with the skills, knowledge and attributes to:
• Support safe and sustainable small business operations
• Support the daily financial management of small business operations
• Demonstrate elementary professional skills and approaches to engage in small
business contexts
• Apply effective communication, creative thinking and problem-solving techniques to
underpin cooperative relationships between stakeholders within a small business
context
• Support the implementation and review of innovation and change within a small
business context.
Semester 1:
• Basic business skills for small business including work, health and safety along with
basic financial and business procedures
Semester 2:
• Developing and maintaining basic daily workplace activities and routines
How are students assessed?
Series of structured practical questions and observation of activities:
• A folio of applied exercises (manual and ICT)
• A case study (manual and/or ICT)
• A test (manual and/or ICT)
• A report (written, oral or multimedia)
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Updated: July 2020Senior Years 2021 Subject Choice
Year 10 Literature
Study Summary:
The study of literature provides an opportunity for students to examine the ways in which a
variety of texts represent experience and to consider these in the light of their own
understanding and life experience. A range of challenging and layered texts is chosen for
study, including poetry, plays, film texts, novels and short stories. This subject is designed as
an extension opportunity for students to develop deeper skills and literary appreciation than
in their core English classes and a pathway to VCE Literature studies.
Semester 1:
• The Classics – students study a range of classic literature texts in order to develop
higher level critical and analytical thinking and interpretation skills. This unit will look
at the structure of the texts, delve critically into the views and values presented
through the texts and analysing how interpretations of these have shifted over time.
Semester 2:
• Modern literature – students study a range of modern literature texts in order to
develop higher level critical and analytical thinking and interpretation skills. This unit
will look at the purpose and construction of texts, analysing the views and values
presented as well as responding creatively to set texts.
How are students assessed?
A variety of tasks will form the assessment:
• Students will write creative responses to texts, such as rewriting the end of a story,
adding a page in the author’s style or placing themselves amongst the action
• Oral communication skills will be refined through class discussions and oral
presentations. Students will complete close passage analysis and further develop their
analytical writing skills, which is the foundation of literary study
Page 34 of 98
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