TABLE OF CONTENTS. Leadership Excellence Acceptance Respect WRSC

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1 Year 11 Curse Cunselling Handbk 2018

2 TABLE OF CONTENTS Principal s message 3 Management f individual pathways 4 Prmtin int year 11 VCAL/VCE prgram 4 Summary f VCE requirements 5 Minimum requirements fr the award f the VCE 5 Assessment 5 Assessment f level f perfrmance 6 Subjects ffered at units 1 & 2 in Hw t chse a pathway fr Tertiary entrance & career develpment 9 An Open Pathway t Senir VCAL r VCE 10 Vcatinal Educatin and Training 11 Schl based apprenticeships & part time traineeships 12 Sample prgrams VCE 13 Curse Descriptins (VCE Units) 16 Accunting 16 Bilgy 17 Business Management 20 Business Management Units 3 & Unit 4 21 Chemistry 22 English/ EAL 23 Fd Studies 25 Design and Technlgy: Textiles 27 Gegraphy 27 Health and Human Develpment 28 Histry 30 Cmputing 31 Legal Studies 32 Literature 34 Mathematics: General Mathematics 35 Mathematics: Mathematical Methds 36 Mathematics: Further Mathematics Units 3 & 4 Fundatin Maths Unit 1 and Unit Media 38 Physical Educatin 39 Physics 42 Psychlgy 43 Psychlgy Units 3 & Unit 4 45 Studi Arts 46 Visual Cmmunicatin Music Perfrmance Unit 1&2 Drama Unit 1 and Unit 2 Initial Expressin f Interest Frm

3 PRINCIPAL S MESSAGE Cngratulatins! Yu are nw mving int the final years f frmal schling befre yu decide n university, TAFE, apprenticeship r wrkplace ptins. It is with great excitement I lk frward t ur wrk tgether in I feel privileged t wrk with yu as yu mve int yur future. This is an exciting time full f pssibilities and will be immensely rewarding if yu value the learning and cntribute with a great deal f hard wrk! Learning is abut curisity- explring the many aspects f Science, Humanities, English, Mathematics, The Arts and Technlgies. The subjects, which are described in detail in this bk, will help yu make the right chices fr yur VCE and VCAL studies in Learning is als abut building knwledge. N matter which subjects yu select t study in Units 1-4 VCE r VCAL, yu are building a bdy f knwledge, which will stand yu in gd stead fr the rest f yur life. Our values are. These values will help yu t persist and excel in study, wrk and life beynd schl. I wish yu every success. Judith Benney Principal 3

4 MANAGEMENT OF INDIVIDUAL PATHWAYS The curse-cunselling prgram at William Ruthven Secndary Cllege is based n the principles f integratin and cllabratin. The prgram brings tgether the student and the key peple in their life and cllabratively, they identify and analyse the student s gals, areas f interest and academic ability. Thrugh this integrated apprach, the student and key stakehlders develp a career actin plan that is understd, aspiratinal and achievable. Students are supprted in selecting their Senir Schl prgram with a careers cunsellr. The careers cunsellr wrks with students during all the planning days and supprts them thrugh their studies. Senir Schl prgrams at William Ruthven Secndary Cllege are designed t cater t the individual. Students may be invlved in a variety f alternative prgrams such as: Vcatinal Educatin and Training (VET) Australia Schl-based Apprenticeships (ASBA) Three Year VCE Prgrams Enhancement Studies (University studies) VCAL Victrian Certificate f Applied Learning Details f the abve prgrams can be fund in this handbk Students will be assisted t select the mst apprpriate curse f study based n their individual learning needs and career ambitins. PROMOTION INTO YEAR 11 PROGRAM PROMOTION POLICY Term One assessment tasks and feedback will be used t identify students at risk f nt being prmted. Year Level Leaders will prepare a list f students at risk f nn-prmtin. Students and their parents/guardians will be cunselled by the apprpriate staff as t the actin they culd take t imprve their perfrmance and prspects f prmtin. During Terms Tw, Three and Fur prgress will be mnitred in an n-ging way by the Year Level Leaders with the supprt f the Senir Schl Leader. The Cllege will prvide every assistance pssible t ensure that student imprvement ccurs. 4

5 Assistance will be individually tailred and may include regular parent cntact, interviews with careers cunsellrs, cnduct and prgress cards, lunchtime and after schl classes, extra help with rganisatinal and diary skills, cntracts and peer r adult mentring. During the curse cunselling prcess fr Year 11 students, teachers recmmendatins abut the likelihd f the satisfactry cmpletin f subjects will be sught as guidance n subject chices and prmtin t Year 12. Year 11 students need a minimum f 8 VCE Units cmpleted t be prmted t Year 12, including at least 1 unit f English. SUMMARY OF VCE REQUIREMENTS Fr all VCE studies, assessment invlves a mix f schl-based assessment and external examinatins, with the external examinatin cntributing up t 66% f the student s final study scre. In mst cases, the schl-based assessment is referred t as Schl-Assessed Cursewrk (SAC) but in studies in which a flder f wrk is accumulated thrughut the year (Art, Design Technlgy, Fd Technlgy, Media, Studi Art and Visual Cmmunicatin & Design, etc.), this wrk is referred t as a Schl-Assessed Task (SAT). Fr Schl-Assessed Cursewrk (SAC), tasks will generally be cmpleted in class time and there will be n drafting f wrk submitted fr assessment, as has been the case in the past. The marks achieved by the students in their SAC will be frwarded t VCAA and will cntribute t the final study scre. Hwever, these will be statistically mderated against the examinatin results f the ttal schl chrt in that study. MINIMUM REQUIREMENTS FOR THE AWARD OF THE VCE The minimum requirement is the satisfactry cmpletin f 16 units, which must include: Three (3) units frm the English grup, with at least ne unit at Units 3 and 4 level. At least three sequences f Units 3 and 4 studies ther than English, which may include any number f English sequences nce the English requirement has been met. The Victrian Tertiary Admissins Centre (VTAC) advises that fr the calculatin f a student s Australian Tertiary Admissin Rank (ATAR), satisfactry cmpletin f bth Units 3 and 4 f an English sequence is required. ASSESSMENT Satisfactry cmpletin f a Unit Each VCE Unit includes tw t fur Learning Outcmes. An S will be awarded fr satisfactry cmpletin f a Unit when a student demnstrates achievement f all utcmes. This decisin will be based n the teacher s assessment f the student s verall perfrmance n the 5

6 designated assessment tasks fr the Unit. If N is awarded fr any utcme this will result in a failure fr the entire Unit. In accrdance with VCAA advice, achievement f an utcme means: The wrk meets the required standard The wrk was submitted n time The wrk is clearly the student s wn There has been n substantive breach f rules. If all utcmes are achieved, the student receives an S fr the unit. A student may nt be granted satisfactry cmpletin if: The wrk is nt f the required standard The student has failed t meet a schl deadline fr the assessment task, including where an extensin f time has been granted fr any reasn, including Special Prvisin The wrk cannt be authenticated There has been a substantive breach f rules including schl attendance rules. If any f the utcmes are nt achieved, the student receives an N fr the unit. Where a student has cmpleted wrk but there has been a substantive breach f class attendance, the student may be awarded an N. ASSESSMENT OF LEVEL OF PERFORMANCE VCE Units 1 and 2 These Units are graded n the basis f wrk undertaken by students in cnnectin with the learning utcmes, called SACs. This will be part f the regular teaching and learning prgram and will be cmpleted mainly in class time. The schl determines grades VCAA des nt reprt graded results fr Units 1 and 2. Units 3 and 4 Frms f Assessment: Schl-Assessed Cursewrk (SAC) Assesses each student s verall level f achievement n the assessments tasks listed in the Study Design. The Study design specifies a range f assessment tasks (e.g. assignment, essay, test, reprt in multi-media frmat) t assess the achievement f each f the Unit s utcmes. Is part f the regular teaching and learning prgram Is cmpleted mainly in class time, within a limited time frame 6

7 Schl-Assessed Tasks (SATs) Cmpleted nly in Units 3 and 4 in Media, Studi Art, Art, Visual Cmmunicatin and Design and Fd Technlgy Designed t assess specific sets f skills fr prducts r mdels Tasks that will be teacher assessed accrding t criteria set by the VCAA. Examinatins End f year examinatins apply t all Unit 3 and 4 studies. General Achievement Test (GAT) All students enrlled in a Unit 3 and 4 study will be required t sit the GAT in that year. The GAT is administered thrugh VCAA and is used t verify student results by cmparing individual GAT, SAC and SAT results. The GAT exam is held in June each year. SUBJECTS OFFERED AT UNIT 1 & 2 IN 2018 ENGLISH OR LITERATURE ARE COMPULSORY FOR ALL STUDENTS Arts/Humanities Accunting Business Management English Gegraphy Health & Human Develpment Histry Twentieth-Century Legal Studies Literature Media Outdr & Envirnmental Studies Physical Educatin Studi Art Visual Cmmunicatin & Design Mathematics, Science & Technlgy Bilgy Chemistry Design & Technlgy - Textiles - Fd Studies Cmputing Mathematics - General Mathematics - Mathematical Methd - Further Mathematics (3 & 4) Physics Psychlgy These subjects are nt guaranteed. Please nte: Subjects will nly run if there are sufficient student numbers. 7

8 HOW TO CHOOSE A PATHWAY FOR Participate in the varius career planning/curse-cunselling activities planned by the schl. 2. Familiarise yurself with the resurces prvided t yu by the schl fr curse planning. VCAA Where t Nw - Guide t the VCE, VCAL and Apprenticeships and Traineeships Jb Guide myfuture.cm.au William Ruthven Secndary Cllege Handbk VICTER Attend the VCE infrmatin evening and receive the William Ruthven Secndary Cllege Handbk. 4. Read thrugh the unit descriptins and the varius VET (Vcatinal Educatin and Training) curses ffered at the Cllege. Discuss the inclusin f these in yur Senir Schl prgram with yur parents and careers cunsellr. 5. Chse VCE units/curses that: Interest yu Yu are gd at Lead t emplyment yu find appealing Are pre-requisite studies fr further training r tertiary curses that yu are cnsidering. 6. Read ver the suggested prgrams t get an idea f what prgrams are pssible. Cnsider the pssibility f cmpleting a VCAL certificate and discuss this ptin with yur careers cunsellr. 7. Use the Initial Expressin f Interest in Subject Selectin Frm at the back f this handbk t select a VCE prgram fr next year. 8. Attend the VCE Infrmatin Evening in term Attend the interview with yur curse selectin teacher and finalise yur selectin. 10. Fill in a Final Expressin f Interest in Subject Selectin Frm and await cnfirmatin f curse in Term 4. 8

9 TERTIARY ENTRANCE & CAREER DEVELOPMENT The Career Resurce Centre, tgether with the careers cunsellr will supprt students t develp their career planning pathways. Each are prvided t assist students t prepare fr Year 12 and t understand the varius terms and infrmatin that are necessary when selecting curses and training pathways fr The VTAC guide lists the curses available t Year 12 students at University, TAFE and ther Private Prviders. T apply thrugh the VTAC system, the minimum tertiary entrance requirements are the satisfactry cmpletin f bth the VCE and English Units 3 and 4 (r English ESL r English Literature). Units 3 and 4 English must be cmpleted in sequence in the same calendar year. Fr TAFE curses listed in the VTAC Guide, an ATAR scre is nt always required. Satisfactry cmpletin f the VCE and Units 3 and 4 English (any) r equivalent Senir Secndary cmpletin such as Senir VCAL is needed. Once yu meet the minimum tertiary entrance requirements, yu will cmpete with ther applicants applying fr a curse. Criteria used fr selectin will vary frm curse t curse. When applying t curses, yu need t ensure yu meet the prerequisite studies and fulfil any extra requirements such as a fli, interview, infrmatin sessin r special test. The Australian Tertiary Admissin Rank (ATAR) is the primary selectin mechanism fr Year 12 students. The ATAR is calculated and distributed by VTAC t all current VCE students wh have successfully cmpleted VCE English Units 3 and 4, and at least three ther Unit 3 and 4 VCE studies and wh have made an applicatin t VTAC. Curses that d nt select n ATAR will have extra requirements that will need t be fulfilled in rder t be cnsidered fr entry. VCAL students will nt be eligible fr an ATAR but may be eligible t apply fr TAFE studies. Students will be assisted t make the transitin t the wrkfrce r further training by the Careers Cunsellr. 9

10 AN OPEN PATHWAY TO VCE OR VCAL At year 11, students are able t take a curse that allws them t cntinue with VCE in Year 12 r chse t undertake the Senir VCAL certificate. In the Open Pathway, all students will study a VET subject n a Wednesday afternn. Als, they will cmplete English and General Maths have a chice f ther VCE subjects ffered, such as Outdr Educatin, Business Management, Design and Technlgy (Fd) and Design and Technlgy (Textiles), Visual Cmmunicatin and Media. T prepare students fr the Senir VCAL certificate in Year 12, students will als undertake a schl based subject fcused n bradening their knwledge f the wrld arund them. This subject will NOT ffer VCE r VCAL credit but will prepare students fr bth. Students will have the pprtunity t cmplete a wrk placement at the end f year 11. Suggested Pathway t Senir VCAL r VCE: English (cmpulsry) VET (cmpulsry) General Maths (cmpulsry) Yu and the Wrld (cmpulsry) A VCE Subject A VCE Subject This Open Pathway prvides students with the ptin t chse t study either VCE r VCAL Senir Certificate in Year 12. Students will be required t apply fr the Year 12 VCAL prgram at the end f Year 11. The applicatin prcess will require a letter f applicatin and an interview. Students wanting t study VCAL in year 12 will need t demnstrate independent learning capacity, rganizatin skills and be able t discuss their chsen career path in depth. YOU AND THE WORLD Yu and the Wrld aims t prepare students fr the Senir VCAL certificate in Year 12. The fcus f this unit will be t explre the wrld beynd themselves and braden students understanding f cntemprary issues and events. In this subject students will study issues relevant t themselves and the cmmunity. Thrugh their study they will develp their skills and knwledge in: Reading Summarising/paraphrasing Cmmunicating (written and ral) Letter writing Organisatin (bth persnal and IT rganisatin) Research Team wrk and Independent wrk Making judgments and supprting them with evidence 10

11 Learning Tasks: cllabratin and critical reflectin planning, develping and wrking t timelines small and large grup activities ral presentatins and feedback where students adapt and mdify wrk accrding t feedback frm audience and self-reflectin guest speakers written essays, reprts and reviews prductin f multimedia and/r web cntent undertaking research prjects Assessment tasks will enable students t: the applicatin f abstract cncepts and technical skills the applicatin f skills and knwledge t tasks that are unfamiliar and challenging. students will demnstrate independent learning and study skills link existing skills and student experiences t unfamiliar and challenging cntexts. Vcatinal Educatin and Training Study Opprtunities (VET) T successfully cmplete yur VCAL certificate at year 12, yu will need t include a curse f study frm the TAFE sectr. Yu can begin the VET curse in year 11. All VET studies available are listed in the Nrthern Melburne VET Cluster Handbk Curse descriptins and csts may vary depending n departmental plicies and funding. Generally, VET curses cst arund $200 per year, depending n the curse chsen. Curses will run depending n student numbers. All curses listed abve will have a cmpulsry infrmatin and enrlment sessin in term 4. Curse Details are available in the Nrthern VET Cluster Handbk. See careers crdinatr fr a cpy f the bklet. This bklet will be available t students n the curse-cunselling day. 11

12 SCHOOL BASED APPRENTICESHIPS/ PART TIME TRAINEESHIPS Schl-based Part-Time Traineeships/Apprenticeships allw students t train and get paid wrk while cmpleting their Senir Schl and TAFE studies. Students wh successfully apply fr this prgram will wrk ne day a week (including schl hlidays) and n ther days, study fr their VCAL and TAFE qualificatin. These studies will satisfy the industry specific strand in the VCAL prgrams. The benefits fr students are: VCAL certificate as well as a TAFE qualificatin. Paid emplyment fr the time spent at wrk. Frmal training with a TAFE Cllege. A current wrk histry t assist in btaining emplyment after leaving schl. A pathway t tertiary educatin. A range f traineeships is available and students will be supprted by the schl where they wish t access them. The areas available include Retail peratins Hrticulture Office Administratin Infrmatin Technlgy Autmtive Hairdressing Hspitality Business Please indicate t Careers Cunsellr if yu have an interest in this area. Yu will need t cnsider a secnd vcatinal prgram if yu are a VCAL student as yur applicatin fr this prgram may be unsuccessful. 12

13 SAMPLE PROGRAMS - VCE Sample prgrams have been prvided fr yu t ffer yu sme suggestins in yur interest areas. Many ther cmbinatins are pssible and all ptins shuld be explred when cnsidering a curse f study. Recmmended Business Prgram Career & Study ptins include: Cmmerce/Business Ecnmics Accunting Travel, Turism & Hspitality Infrmatin Prcessing & Management Business Advertising Banking & Finance Management Real Estate Marketing Public Relatins English Maths Methds General Maths Infrmatin Technlgy Legal Studies Accunting Cmplementary Studies Business Management Psychlgy Literature Arts/Humanities Prgram English Literature General Maths Histry Psychlgy Legal Studies Career & Study ptins include: Educatin Scial Wrk Jurnalism Turism Film, Televisin & Theatre Hspitality Research Writing Administratin Human Resurce Management Plitics Law 13

14 Cmplementary Studies Media Drama Infrmatin Technlgy Music Perfrmance Gegraphy Recmmended Art and Design Prgram English Design & Technlgy General Maths Infrmatin Technlgy Visual Cmmunicatin & Design Studi Arts Career & Study ptins include: Design Industry including: Fashin, Graphic Design, Industrial Design, and, Web Page and Multimedia Design Draftspersn Architect Furniture Designer Painting Printmaking Phtgraphy Cmplementary Studies Maths Methds Media Drama Music Perfrmance Business Management Physics 14

15 Recmmended Science & Technlgy Prgram English Chemistry Physics Bilgy General Maths Maths Methds Career & Study ptins include: Science Engineering Cmputing Building Design & Drafting Electrnics Aviatin Mechanical Cmplementary Studies Psychlgy Health & Human Develpment Physical Educatin Inf Technlgy Recmmended Health, Animal & Envirnmental Prgram English Chemistry Bilgy Physical Educatin General Maths Health & Human Develpment Career & Study ptins include: Bimedical Sciences Chirpractic Science Physitherapy Nursing Medical Labratry Science Radigrapher Fd & Nutritin Fitness Instructin Dental/Medical Cmplementary Studies Physics Physical Educatin Maths Methds 15

16 ACCOUNTING Unit 1: Establishing and perating a service business. This unit fcuses n the establishment f a small business and the accunting and financial management f the business. Students are intrduced t the prcesses f gathering and recrding financial data and the reprting and analysing f accunting infrmatin by internal and external users. The cash basis f recrding and reprting is used thrughut this unit. Using single entry recrding f financial data and analysis f accunting infrmatin, students examine the rle f accunting in the decisin-making prcess fr a sle prprietr f a service business. Outcme 1 On cmpletin f this unit the student shuld be able t describe the resurces required, and explain and discuss the knwledge and skills necessary, t set up a small business. Outcme 2 On cmpletin f this unit the student shuld be able t identify and recrd the financial data, and reprt and explain accunting infrmatin, fr a sle prprietr f a service business. Unit 2: Accunting fr a trading business This unit extends the accunting prcess frm a service business and fcuses n accunting fr a sle prprietr f a single activity trading business. Students use a single entry recrding system fr cash and credit transactins and the accrual methd fr determining prfit. They analyse and evaluate the perfrmance f the business using financial and nn-financial infrmatin. Using these evaluatins, students suggest strategies t the wner n hw t imprve the perfrmance f the business. Students develp their understanding f the imprtance f ICT in the accunting prcess by using a cmmercial accunting sftware package t establish a set f accunts, recrd financial transactins and generate accunting reprts. Outcme 1 On cmpletin f this unit the student shuld be able t recrd financial data and reprt accunting infrmatin fr a sle trader. Outcme 2 On cmpletin f this unit the student shuld be able t recrd financial data and reprt accunting infrmatin fr a single activity sle trader using a cmmercial accunting sftware package, and discuss the use f ICT in the accunting prcess. Outcme 3 On cmpletin f this unit the student shuld be able t select and use financial and nnfinancial infrmatin t evaluate the perfrmance f a business and discuss strategies that may imprve business perfrmance. 16

17 BIOLOGY Unit 1: Hw d living things stay alive? In this unit students are intrduced t sme f the challenges t an rganism in sustaining life. Students examine the cell as the structural and functinal unit f life, frm the single celled t the multicellular rganism, and the requirements fr sustaining cellular prcesses in terms f inputs and utputs. They analyse types f adaptatins that enhance the rganism s survival in a particular envirnment and cnsider the rle hmestatic mechanisms play in maintaining the internal envirnment. Students investigate hw a diverse grup f rganisms frm a living intercnnected cmmunity that is adapted t, and utilises, the abitic resurces f its habitat. The rle f a keystne species in maintaining the structure f an ecsystem is explred. Students cnsider hw the planet s bidiversity is classified and the factrs that affect the grwth f a ppulatin. Area f study 1 Hw d rganisms functin? In this area f study students examine the structure and functining f cells and hw the plasma membrane cntributes t survival by cntrlling the mvement f substances int and ut f the cell. Althugh the internal structure f a cell varies, all cells require a relatively stable internal envirnment fr ptimal functining. Whether life frms are unicellular r multicellular, r hetertrphic r auttrphic, whether they live in a deep cean trench, a trpical rain frest, an arid desert r n the highest muntain peak, all individual rganisms are faced with the challenge f btaining nutrients and water, exchanging gases, surcing energy and having a means f remval f waste prducts. Area f Study 2 Hw d living systems sustain life? In this area f study students examine the structural, physilgical and behaviural adaptatins f a range f rganisms that enable them t survive in a particular habitat and t maintain a viable ppulatin size ver time. Students cnsider the distinctin between the external and internal envirnment f an rganism and examine hw hmestatic mechanisms maintain the internal envirnment within a narrw range f values fr factrs including temperature, bld glucse and water balance. They explre the imprtance and implicatins f rganising and maintaining bidiversity and examine the nature f an ecsystem in terms f the netwrk f relatinships within a cmmunity f diverse rganisms. Students identify a keystne species, explre an rganism s relatinship t its habitat and evaluate the impact f abitic factrs n the distributin and abundance f rganisms within the cmmunity. Factrs affecting ppulatin size and grwth are analysed. Area f Study 3 Practical investigatin 17

18 Survival requires cntrl and regulatin f factrs within an individual and ften utside the individual. In this area f study students design and cnduct a practical investigatin int the survival f an individual r a species. The investigatin requires the student t develp a questin, plan a curse f actin t answer the questin, undertake an investigatin t cllect the apprpriate primary qualitative and/r quantitative data, rganise and interpret the data and reach a cnclusin in respnse t the questin. The investigatin is t be related t knwledge and skills develped in Areas f Study 1 and/r 2 and is cnducted by the student thrugh labratry wrk, fieldwrk and/r bservatinal studies. Unit 2: Hw is cntinuity f life maintained? In this unit students fcus n cell reprductin and the transmissin f bilgical infrmatin frm generatin t generatin. Students learn that all cells are derived frm pre-existing cells thrugh the cell cycle. They examine the prcess f DNA replicatin and cmpare cell divisin in bth prkarytic and eukarytic rganisms. Students explre the mechanisms f asexual and sexual reprductive strategies, and cnsider the advantages and disadvantages f these tw types f reprductin. The rle f stem cells in the differentiatin, grwth, repair and replacement f cells in humans is examined, and their ptential use in medical therapies is cnsidered. Students use chrmsme thery and terminlgy frm classical genetics t explain the inheritance f characteristics, analyse patterns f inheritance, interpret pedigree charts and predict utcmes f genetic crsses. They explre the relatinship between genes, the envirnment and the regulatin f genes in giving rise t phentypes. They cnsider the rle f genetic knwledge in decisin making abut the inheritance f autsmal dminant, autsmal recessive and sex-linked genetic cnditins. In this cntext the uses f genetic screening and its scial and ethical issues are examined. Area f Study 1 Hw des reprductin maintain the cntinuity f life? In this area f study students cnsider the need fr the cells f multicellular rganisms t multiply fr grwth, repair and replacement. They examine the main events f the cell cycle in prkarytic and eukarytic cells. Students becme familiar with the key events in the phases f the cell cycle, and fcus n the imprtance f the prcesses invlved in a cell s preparatin fr cell divisin. Students investigate and use visualisatins and mdelling t describe the characteristics f each f the phases in mitsis. Cytkinesis is explained fr bth plant and animal cells. Students describe the prductin f gametes in sexual reprductin thrugh the key events in meisis and explain the differences between asexual and sexual reprductin in terms f the genetic makeup f daughter cells. Students cnsider the rle and nature f stem cells, their differentiatin and the cnsequences fr human prenatal develpment and their ptential use t treat injury and disease. Area f Study 2 Hw is inheritance explained? In this area f study students build n their understanding f the nature f genes and the use f genetic language t read and interpret patterns f inheritance and predict utcmes f genetic 18

19 crsses. They gain an understanding that a characteristic r trait can be due slely t ne gene and its alleles, r due t many genes acting tgether, r is the utcme f genes interacting with external envirnmental r epigenetic factrs. Students apply their genetic knwledge t cnsider the scial and ethical implicatins f genetic applicatins in sciety including genetic screening and decisin making regarding the inheritance f autsmal and sex-linked cnditins. Area f Study 3 Investigatin f an issue The increasing uses and applicatins f genetics knwledge and reprductive science in sciety bth prvide benefits fr individuals and ppulatins and raise scial, ecnmic, legal and ethical questins. Human clning, genetic mdificatin f rganisms, the use f frensic DNA databanks, assisted reprductive technlgies and prenatal and predictive genetic testing challenge scial and ethical nrms. In this area f study students apply and extend their knwledge and skills develped in Areas f Study 1 and/r 2 t investigate an issue invlving reprductin and/r inheritance. They cmmunicate the findings f their investigatin and explain the bilgical cncepts, identify different pinins, utline the legal, scial and ethical implicatins fr the individual and/r species and justify their cnclusins. Material fr the investigatin can be gathered frm labratry wrk, cmputer simulatins and mdelling, literature searches, glbal databases and interviews with experts. Learning Activities include: Prblem-slving Experimental wrk Case Studies Research. Assessment Tasks Practical and field activities Structured practical reprts Tests Exam Prductin f reprts in nn-text frmats e.g. Psters, multimedia Questins and prblems. Special Requirements Students will be required t attend excursins t cmplete fieldwrk and research activities. 19

20 BUSINESS MANAGEMENT Business management is the study f cncepts, which apply t the management f businesses. It examines the ways in which peple at varius levels within a business rganisatin manage resurces t achieve business bjectives. Students develp an understanding f the challenges, cmplexity and rewards that cme frm business management and gain insight int the varius ways resurces can be managed in businesses whether they be small partnership businesses r large public cmpanies. UNIT 1: Planning a Business Businesses f all sizes are majr cntributrs t the ecnmic and scial wellbeing f a natin. Therefre hw businesses are frmed and the fstering f cnditins under which new business ideas can emerge are vital fr a natin s wellbeing. Taking a business idea and planning hw t make it a reality are the crnerstnes f ecnmic and scial develpment. In this unit students explre the factrs affecting business ideas and the internal and external envirnments within which businesses perate, and the effect f these n planning a business. The three tpic areas are: Business Idea External Envirnment Internal Envirnment UNIT 2: Establishing a Business This unit fcuses n the establishment phase f a business s life. Establishing a business invlves cmplying with legal requirements as well as making decisins abut hw best t establish a system f financial recrd keeping, staff the business and establish a custmer base. In this unit students examine the legal requirements that must be satisfied t establish a business. They investigate the essential features f effective marketing and cnsider the best way t meet the needs f the business in terms f staffing and financial recrd keeping. Students analyse varius management practices in this area by applying this knwledge t cntemprary business case studies frm the past fur years. The three tpic areas are: Legal and Financial cnsideratins Marketing a business Staffing a business Assessment fr Unit 1 and 2 culd include: a case study analysis a business research reprt 20

21 develpment f a business plan and/r feasibility study an interview and a reprt n cntact with business a schl-based, shrt-term business activity a business simulatin exercise an essay a business survey and analysis a media analysis. BUSINESS MANAGEMENT Unit 3 and Unit 4 Units 3 & 4 are nly available t students wh have cmpleted Business Management units 1 and 2 in Year 10. In this unit students explre the key prcesses and issues cncerned with managing a business efficiently and effectively t achieve the business bjectives. Students examine the different types f businesses and their respective bjectives. They cnsider crprate culture, management styles, management skills and the relatinship between each f these. Students investigate strategies t manage bth staff and business peratins t meet bjectives. Students develp an understanding f the cmplexity and challenge f managing businesses and thrugh the use f cntemprary business case studies frm the past fur years have the pprtunity t cmpare theretical perspectives with current practice. Outcme 1 On cmpletin f this unit the student shuld be able t discuss the key characteristics f businesses and stakehlders, and analyse the relatinship between crprate culture, management styles and management skills. Outcme 2 On cmpletin f this unit the student shuld be able t explain theries f mtivatin and apply them t a range f cntexts, and analyse and evaluate strategies related t the management f emplyees. Outcme 3 On cmpletin f this unit the student shuld be able t analyse the relatinship between business bjectives and peratins management, and prpse and evaluate strategies t imprve the efficiency and effectiveness f business peratins. UNIT 4: TRANSFORMING A BUSINESS Businesses are under cnstant pressure t adapt and change t meet their bjectives. In this unit students cnsider the imprtance f reviewing key perfrmance indicatrs t determine current perfrmance and the UNIT 3: MANAGING A BUSINESS strategic management necessary t psitin a business fr the future. Students study a theretical mdel t undertake change, and cnsider a variety f strategies t manage change in the mst efficient and effective way t imprve business perfrmance. They investigate the 21

22 imprtance f leadership in change management. Using a cntemprary business case study frm the past fur years, students evaluate business practice against thery. Outcme 1 On cmpletin f this unit the student shuld be able t explain the way business change may cme abut, use key perfrmance indicatrs t analyse the perfrmance f a business, discuss the driving and restraining frces fr change and evaluate management strategies t psitin a business fr the future. Outcme 2 On cmpletin f this unit the student shuld be able t evaluate the effectiveness f a variety f strategies used by managers t implement change and discuss the effect f change n the stakehlders f a business. Cntributin t final assessment Schl-assessed Cursewrk fr Unit 3 will cntribute 25 per cent. Schl-assessed Cursewrk fr Unit 4 will cntribute 25 per cent. The level f achievement fr Units 3 and 4 is als assessed by an end-f-year examinatin, which will cntribute 50 per cent. CHEMISTRY Chemistry is a key science in explaining the wrkings f ur universe thrugh an understanding f the prperties and interactin f substances that make up matter. Mst prcesses, frm the frmatin f mlecules in uter space t the cmplex bilgical interactins ccurring in cells, can be described by chemical theries. Althugh there are n sharp bundaries between sciences such as chemistry, physics and bilgy, chemistry is used t explain natural phenmena at the mlecular level, as well as create new materials such as medicines and plymers. UNIT 1: THE BIG IDEAS OF CHEMISTRY Key knwledge Elements and the Peridic Table Metals Inic cmpunds Quantifying atms and cmpunds Materials frm mlecules Carbn lattices and carbn nanmaterials Organic cmpunds Plymers The mle cncept including empirical and mlecular frmulas, percentage cmpsitin, Avgadr s cnstant Mdels f bnding t explain bserved prperties including melting temperature, electrical Cnductivity, chemical reactivity, shape, plarity f bnds, intermlecular frces 22

23 Prperties and systematic naming f alkanes and alkenes up t C6 Structural ismers f C4H10 UNIT 2: ENVIRONMENTAL CHEMISTRY Key knwledge: Prperties f water Water as a slvent Acid base (prtn transfer) in water Redx (electrn transfer) in water Water sample analysis Measurement f slubility and cncentratin Analysis fr salts in water Analysis fr rganic cmpunds in water Analysis fr acids and basis in water Calculatins including mass-mass stichimetry and cncentratin and vlume f slutins; ph f strng acids and f strng bases Rle f the atmsphere in maintaining life in the envirnment Assessment: Fr Unit 1 and 2, this will invlve tpic tests, written practical reprts, Practical investigatin (in pster frm) a respnse t stimulus material in written, ral, visual, r multimedia frmat, and an exam at the end f each unit. Assessment based n bilgical, dmestic and industrial industries. ENGLISH Unit 1: Students read and respnd t texts analytically and creatively. They explre hw meaning is created by decisins authrs make and cnsider hw authrs use features such as structure and language t build the wrld f the text. Students als analyse arguments and the use f persuasive language, including written, spken and visual language, in pieces intended t psitin audiences t share the view f the writer r speaker. They create their wn texts intended t psitin audiences. ASSESSMENT: 1. An analytical respnse t a set text 2. A creative respnse t a set text 3. An analysis f the use f argument and persuasive language in texts 4. An ral presentatin that presents an argument r viewpint OUTCOMES: 1. Prduce analytical and creative respnses t texts. 2. Analyse hw argument and persuasive language can be used t psitin audiences and create their wn texts intended t psitin audiences. 23

24 Unit 2: Students explre texts cmpare ideas, issues and themes in ways that can deepen understanding f them bth. They further cnsider hw features f the writing reflect human experience, including histrical and scial cntexts. Students build n their ability t analyse arguments and the use f persuasive language, in particular by cnsidering hw texts are cnstructed and the lgical develpment f ideas within them. Students will craft a piece with the intent f psitining an audience t share the pint f view. ASSESSMENT: 1. A cmparative analytical respnse t set texts 2. An analysis f the use f argument and persuasive language in texts 3. A written text that presents an argument r viewpint OUTCOMES: 1. Cmpare the presentatin f ideas, issues and themes in tw texts 2. Identify and analyse hw argument and persuasive language are used in texts that attempt t influence an audience and create a text which presents a pint f view ENGLISH AS AN ADDITIONAL LANGUAGE Unit 1: Appraches t Literature COURSE OUTLINE: Fcuses n the ways in which the interactin between text and reader creates meaning. Students respnd in a variety f ways t questin and cnsider the ideas and cncerns in texts, thrugh investigatin f literary features and cnventins. Understanding f texts is further develped thrugh the analysis f and respnse t literary criticism. ASSESSMENT: 1. Oral presentatin 2. Fli f respnses 3. Analysis f literary criticism 4. Examinatin OUTCOMES: 1. Respnd t a range f texts and reflect n influences shaping these respnses. 2. Analyse the ways in which a selected text reflects r cmments n the ideas and cncerns f individuals and particular grups in sciety. Unit 2: Cntext and Cnnectins COURSE OUTLINE: Fcuses n the ways literary texts cnnect with each ther and with the wrld. Students cnsider the relatinships between authrs, audiences and cntexts. Ideas, language and structures f different texts frm past and present eras and/r cultures are cmpared and cntrasted thrugh clse analysis. ASSESSMENT: 1. Creative and critical respnse 2. Cmparative respnse 3. Clse analysis 4. Examinatin OUTCOMES: 24

25 1. Analyse and respnd critically and creatively t the ways a text frm a past era and/r a different culture reflect r cmment n the ideas and cncerns f individuals and grups in that cntext. 2. Cmpare texts cnsidering the dialgic nature f texts and hw they influence each ther. FOOD STUDIES Unit 1: Fd Origins This unit fcuses n fd frm histrical and cultural perspectives. Students investigate the rigins and rles f fd thrugh time and acrss the wrld. Area f study 1 Fd arund the Wrld In this area f study students explre the rigins and cultural rles f fd, frm early civilisatins thrugh t tday s industrialised and glbal wrld. Thrugh an verview f the earliest fd prductin regins and systems, students gain an understanding f the natural resurces, climatic influences and scial circumstances that have led t glbal variety in fd cmmdities, cuisines and cultures with a fcus n ne selected regin ther than Australia. The practical cmpnent explres the use f ingredients available tday that were used in earlier cultures. It als prvides pprtunities fr students t extend and share their research int the wrld s earliest fd-prducing regins, and t demnstrate adaptatins f selected fd frm earlier cuisines. Outcme 1: Students shuld be able t identify and explain majr factrs in the develpment f a glbalised fd supply, and demnstrate adaptatins f selected fd frm earlier cuisines thrugh practical activities. Area f Study 2 - Fd in Australia In this area f study students fcus n the histry and culture f fd in Australia. They lk at indigenus fd prir t Eurpean settlement and the attempts f the first nn-indigenus settlers t establish a secure and sustainable fd supply. Students cnsider the develpment f fd prductin, prcessing and manufacturing industries and cnduct a critical inquiry int hw Australian fd prducers and cnsumers tday have been influenced by immigratin and ther cultural factrs. Students cnduct research int fds and fd preparatin techniques intrduced by immigrants ver time and cnsider the resurgence in interest in indigenus fd practices, while reflecting n whether Australia has develped a distinctive cuisine f its wn. The practical cmpnent cmplements the study f ingredients indigenus t Australia and prvides students with pprtunities t extend and share their research int a selected cuisine brught by migrants. Outcme 2: Students shuld be able t describe patterns f change in Australia s fd industries and cultures, and use fds indigenus t Australia and thse intrduced thrugh migratin in the preparatin f fd prducts. Unit 2: Fd makers In this unit students investigate fd systems in cntemprary Australia. 25

26 Area f Study 1 Fd industries In this area f study students fcus n cmmercial fd prductin in Australia, encmpassing primary prductin and fd prcessing and manufacturing, and the retail and fd service sectrs. Students apply an inquiry apprach, with emphasis n the ever-changing and dynamic nature f ur fd industries and their nging imprtance t Australia s ecnmy. Students investigate the characteristics f the varius fd industries and identify current and future challenges and pprtunities. They cnsider the influences n fd industries, and in turn hw they influence peple. Students investigate new fd prduct develpment and innvatin, and the prcesses in place t ensure a safe fd supply. Students undertake a practical cmpnent, creating new fd prducts using design briefs, and applying cmmercial principles such as research, design, prduct testing, prductin, evaluatin and marketing. Outcme 1: Students shuld be able t describe Australia s majr fd industries, analyse relatinships between fd suppliers and cnsumers, discuss measures in place t ensure a safe fd supply and design a brief and a fd prduct that demnstrates the applicatin f cmmercial principles. Area f Study 2 Fd in the hme In this area f study students further explre fd prductin, fcusing n dmestic and smallscale fd prductin. Students cmpare similar prducts prepared in different settings and evaluate them using a range f measures. They cnsider the influences n the effective prvisin and preparatin f fd in the hme. Their practical skills are extended thrugh designing and adapting recipes, encmpassing a range f dietary requirements cmmnly encuntered by the fd service sectr and within families. Students prpse and test ideas fr applying their fd skills t entrepreneurial prjects that ptentially may mve their prducts frm a dmestic r small-scale setting t a cmmercial cntext. Outcme 2: Students shuld be able t cmpare and evaluate similar fds prepared in different settings, explain the influences n effective fd prvisin and preparatin in the hme, and design and create a fd prduct that illustrates ptential adaptatin in a cmmercial cntext. Assessment Schl Assessed Cursewrk Prductin wrk and recrds f prductin Practical tasks Shrt written reprts. Essential Equipment Textbk as shwn n bklist. Subject Material Charge $60.00 per semester* nte this culd change in

27 DESIGN AND TECHNOLOGY TEXTILES UNIT 1: PRODUCT REDESIGN AND SUSTAINABILITY In this unit, students are intrduced t the prduct design prcess, infrmatin technlgy and the prduct design factrs with an emphasis n materials and sustainability. They lk at methds used by designers t design a prduct and apply similar prcesses t dcument the redesigning f an existing garment. They prduce the redesigned garment and cmpare their finished prduct with the riginal design. Assessment: Fli: 40% Garment prductin: 40% Evaluatin: 20% UNIT 2: COLLABORATIVE DESIGN In this unit, students wrk individually and in teams t design and develp an item in a prduct range r cntribute t the design, planning and prductin f a grup prduct. Assessment: Fli: 30% Garment prductin: 40% Evaluatin and jurnal: 30% GEOGRAPHY Unit 1: Hazards and disasters In this unit students undertake an verview f hazards befre investigating tw cntrasting types f hazards and the respnses t them by peple. Hazards represent the ptential t cause harm t peple and r the envirnment whereas disasters are judgments abut the impacts f hazard events. Hazards include a wide range f situatins including thse within lcal areas, such as fast mving traffic r the likelihd f castal ersin, t reginal and glbal hazards such as drught and infectius disease. Students examine the prcesses invlved with hazards and hazard events, including their causes and impacts, human respnses t hazard events and intercnnectins between human activities and natural phenmena. This unit investigates hw peple have respnded t specific types f hazards, including attempts t reduce vulnerability t, and the impact f, hazard events. Types f hazards are cmmnly classified by their causes: gelgical (r gephysical) hazards include vlcanic activity, ersin, earthquakes, tsunamis, landslides and avalanches hydrmeterlgical (weather, climate, water) hazards include drughts, flds, strms, strm surges and bushfires bilgical hazards include infectius diseases such as HIV/AIDS and malaria, animal transmitted diseases, water brne diseases, and plant and animal invasin such as blackberries and cane tads in Australia technlgical hazards are human induced 27

28 and exacerbated hazards including il spills, air pllutin, radiatin leaks, flding primarily caused by land clearances, epidemics caused by pr living cnditins and hazards caused by current climate change such as rising sea levels r increased intensificatin f weather events. There may be cnsiderable intercnnectin between the causes and types f hazards. Fr example, a regin may be at risk frm a number f hazards: high seasnal rainfall may result in a primary fld hazard which may in turn generate a secndary hazard f landslides. Students undertake fieldwrk in this unit and reprt n fieldwrk using the structure prvided Outcme 1 On cmpletin f this unit the student shuld be able t analyse, describe and explain the nature f hazards and impacts f hazard events at a range f scales. Outcme 2 On cmpletin f this unit the student shuld be able t analyse and explain the nature, purpse and effectiveness f a range f respnses t selected hazards and disasters. Unit 2: Turism In this unit students investigate the characteristics f turism, with particular emphasis n where it has develped, its varius frms, hw it has changed and cntinues t change and its impacts n peple, places and envirnments. They select cntrasting examples f turism frm within Australia and elsewhere in the wrld t supprt their investigatins. Turism invlves the mvement f peple travelling away frm and staying utside f their usual envirnment fr mre than 24 hurs but nt mre than ne cnsecutive year (United Natins Wrld Turism Organizatin definitin). Over ne billin turists a year crss internatinal bundaries with greater numbers invlved as dmestic turists within their wn cuntries. The Asia and the Pacific hsts 23 per cent f internatinal arrivals. The scale f turist mvements since the 1950s and its predicted grwth has had and cntinues t have a significant impact n lcal, reginal and natinal envirnments, ecnmies and cultures. The travel and turism industry is directly respnsible fr ne in every twelve jbs glbally and generates arund 5 per cent f its GDP. (UNTWO Annual Reprts ). The study f turism at lcal, reginal and glbal scales emphasises the intercnnectin within and between places. Fr example, the intercnnectins f climate, landfrms and culture help determine the characteristics f a place that can prve attractive t turists. There is an intercnnectin between places turists riginate frm and their destinatins thrugh the develpment f cmmunicatin and transprt infrastructure, emplyment, tgether with cultural preservatin and acculturatin. The grwth f turism at all scales requires careful management t ensure envirnmentally sustainable and ecnmically viable turism. Students undertake fieldwrk in this unit and reprt n fieldwrk using the structure prvided Outcme 1 On cmpletin f this unit the student shuld be able t analyse, describe and explain the nature f turism at a range f scales. Outcme 2 28

29 On cmpletin f this unit the student shuld be able t analyse and explain the impacts f turism n peple, places and envirnments and evaluate the effectiveness f strategies fr managing turism HEALTH & HUMAN DEVELOPMENT Unit 1: Understanding health and wellbeing This unit lks at health and wellbeing as a cncept with varied and evlving perspectives and definitins. It takes the view that health and wellbeing are subject t a wide range f cntexts and interpretatins, with different meanings fr different peple. As a fundatin t the understanding f health, students shuld investigate the Wrld Health Organizatin s (WHO) definitin and als explre ther interpretatins. Wellbeing is a cmplex cmbinatin f all dimensins f health, characterised by an equilibrium in which the individual feels happy, healthy, capable and engaged. Fr the purpses f this study, students shuld cnsider wellbeing t be an implicit element f health. In this unit students identify persnal perspectives and pririties relating t health and wellbeing, and enquire int factrs that influence health attitudes, beliefs and practices, including amng Abriginal and Trres Strait Islanders. Students lk at multiple dimensins f health and wellbeing, the cmplex interplay f influences n health and wellbeing and the indicatrs used t measure and evaluate health status. With a fcus n yuth, students cnsider their wn health as individuals and as a chrt. They build health literacy thrugh interpreting and using data, thrugh investigating the rle f fd, and thrugh extended inquiry int ne yuth health fcus area. Area f Study 1: Health perspectives and influences. Outcme 1: On cmpletin f this unit the student shuld be able t explain multiple dimensins f health and wellbeing, explain indicatrs used t measure health status and analyse factrs that cntribute t variatins in health status f yuth. Area f Study 2: Health and nutritin Outcme 2: On cmpletin f this unit the student shuld be able t apply nutritin knwledge and tls t the selectin f fd and the evaluatin f nutritin infrmatin. Area f Study 3: Yuth health and wellbeing Outcme 3: On cmpletin f this unit the student shuld be able t interpret data t identify key areas fr imprving yuth health and wellbeing, and plan fr actin by analysing ne particular area in detail. 29