2022
CURRICULUM
HANDBOOK
CURRICULUM
HANDBOOK
Western Heights College
2
CONTENTS
COURSE OVERVIEWS ...... 6 GENERAL MATHEMATICS UNITS 1 & 2 ...... 45 SPECIALIST SPORTING PROGRAMS ...... 8 FURTHER MATHEMATICS UNITS 3 & 4 ...... 46 SPECIALIST AFL PROGRAM ...... 9 MATHEMATICAL METHODS UNIT 1 & 2...... 47 SPECIALIST BASKETBALL PROGRAM ...... 10 MATHEMATICAL METHODS UNITS 3 & 4 ...... 48 SPECIALIST NETALL PROGRAM ...... 12 HEALTH AND HUMAN DEVELOPMENT UNITS 1 & 2 ...... 49 YEAR 7 ...... 15 PHYSICAL EDUCATION UNITS 1 & 2 ...... 51 YEAR 8...... 18 PHYSICAL EDUCATION UNITS 3 & 4 ...... 52 YEAR 9 ...... 21 BIOLOGY UNITS 1 & 2 ...... 53 YEAR 9 GEELONG TERTIARY FUTURES PROGRAM ...... 25 BIOLOGY UNITS 3 & 4 ...... 54 YEAR 10 ...... 26 CHEMISTRY UNITS 1 & 2 ...... 55 VCE STUDIES ...... 26 CHEMISTRY UNITS 3 & 4 ...... 56 VET (VOCATIONAL EDUCATION TRAINING)...... 26 PHYSICS UNITS 1 & 2 ...... 57 YEAR 10 - VET CERTIFICATE II/III IN APPLIED LANGUAGES – PHYSICS UNITS 3 & 4 ...... 58 CHINESE ...... 31 PSYCHOLOGY UNITS 1 & 2 ...... 59 YEAR 10 - VET CERTIFICATE II IN HOSPITALITY ...... 31 STUDIO ARTS UNITS 1 & 2 ...... 60 YEAR 10 VOCATIONAL PATHWAYS PROGRAM ...... 33 STUDIO ARTS UNITS 3 & 4 ...... 61 YEAR 11 & 12 ...... 34 VET HOSPITALITY CERT II ...... 62 VCAL PROGRAM ...... 34 VCE VET APPLIED LANGUAGE (CHINESE) ...... 63 VET ...... 35 VET AT WESTERN HEIGHTS COLLEGE ...... 64 SCHOOL BASED APPRENTICESHIPS AND TRAINEESHIPS ...... 35 VET AT GEELONG INDUSTRY TRADE TRAINING CENTRE ...... 65 ENGLISH UNITS 1 & 2 ...... 37 VET AT GEELONG PARTNER SCHOOLS ...... 66 ENGLISH UNITS 3 & 4 ...... 38 VET AT THE GORDON ...... 68 ENGLISH AS AN ADDITIONAL LANGUAGE (EAL) ...... 39 YEAR 10 SUBJECT SELECTION FORM ...... 71 BUSINESS MANAGEMENT UNITS 1 & 2 ...... 40 YEAR 10 VOCATIONAL PATHWAYS APPLICATION FORM ...... 72 BUSINESS MANAGEMENT UNITS 3 & 4 ...... 41 EARLY COMMENCEMENT VCE (YEAR 10) ...... 74 TWENTIETH CENTURY HISTORY UNITS 1 & 2 ...... 42 VICTORIAN CERTIFICATE OF APPLIED LEARNING (VCAL) FORM HISTORY REVOLUTIONS UNITS 3 & 4 ...... 43 ...... 75 LEGAL STUDIES UNITS 1 & 2 ...... 44 SUBJECT SELECTION - VCE YEAR 11 FORM ...... 77 SUBJECT CONFIRMATION - VCE YEAR 12 FORM ...... 78
3 Dear Parents/Carers
At Western Heights College, we pride ourselves on providing individualised learning programs for all students to ensure that they develop their knowledge and skills to prepare them to be successful on their educational journey.
In Year 7-9 the learning program is focused on a range of core studies that enable students to be fully immersed in all domain areas and capabilities which aligns to the prescribed Victorian Curriculum.
Students in Year 10 have the opportunity to select subjects in Humanities, Science, Technologies and Arts that align with their interests and career aspirations. We also provide the option at Year 10 for students to access accelerated learning. Students have the option to apply for early commencement VCE studies, with a Unit 1 and 2 sequence or a VET program. By providing this opportunity, we are enabling students to then complete a Unit 3 and 4 sequence the following year as part of their Year 11 learning program. Alternatively undertaking a VET program in Year 10 enables students to gain a nationally accredited qualification in their identified career pathway. Select VET courses also enable students to achieve a Unit 1 and 2 sequence toward their VCE.
The WHC Pathways Evening occurs in Term 3. This event provides current Year 9, 10 and 11 students, parents and carers with the opportunity to access a range of resources to support their course and subject selections. There will be presentations with information specific to both the Year 10, Year 11 and Year 12 learning programs. Making informed and individualised subject selections is a priority to support success for students.
Individual course counselling takes place for current Year 9, 10 and 11 students on a day where there will be no timetabled classes. Instead, students and parents/carers are expected to book appointments via Compass to meet with a course counsellor. Students must attend this appointment with their parent/carer where they will discuss their learning program options and will also make their subject selections. Students will be required to return a signed hard copy of their finalised subject selection. For accelerated programs, students will have to apply and complete the relevant application forms.
Students moving into Year 11 are enrolled in either VCE (Victorian Certificate of Education) or VCAL (Victorian Certificate of Applied Learning). VET programs (Vocational Educational and Training) are also offered and may be a requirement based on their identified career pathway.
Students moving into Year 12 will be finalising their learning program for their Year 12 studies. VCAL students will confirm their enrolment in their VET course or their School Based Apprenticeship. Current Year 11 students will need to book an appointment via Compass with a course counsellor on course counselling day and attend with their parent/carer. Please note that all students will be required to return a signed hard copy of their subject selection form to the College before their selections can be validated. All subject selections must be finalised by the given date in Term 3.
Course selection is an important and significant event for students and as such, there are a range of factors that need to be taken into consideration: career pathways, student interest, student academic performance and the possibility of acceleration. Getting the selections right for each student is of paramount importance. As such, there are a number of stages in the process that lead to the confirmation and finalisation of choices.
The initial step is for students and families to familiarise themselves with the Curriculum Handbook so that you are fully aware of what is on offer. We offer a range of subjects and then determine which will run based on student interest and pathway programs. This means that we can be responsive to the changing needs of students, with the subjects we run changing each year depending on interest while professionally balancing this with a need to ensure we offer a balanced and comprehensive curriculum.
4 Considerable emphasis is placed on course counselling with processes and timelines communicated to all students and carers. This process involves parents/carers and students together with a course counsellor to ensure each student has an appropriate selection of subjects prior to confirmation. We expect that for each student their subject selections will be well chosen. Changes to student courses may not be possible after the confirmation of courses.
We know that students in well-chosen studies are better connected to their learning and achieve greater outcomes and for this reason, we ask that you give this process consideration. It is vital, using this Handbook as a guide that conversations occur at home regarding the selection of each subject.
We wish you well and look forward to working with you to ensure that you are well placed for successful studies. Please do not hesitate to contact the College should you require further information.
Warwick Lamb Assistant Principal
5 COURSE OVERVIEWS
YEAR 7 CORE SESSIONS YEAR 8 CORE SESSIONS YEAR 9 CORE SESSIONS SUBJECTS SUBJECTS SUBJECTS English 5 English 5 English 5 Mathematics 5 Mathematics 5 Mathematics 5 Science and Digital 3 Science and Digital 3 Science and 4 Technology Technology Digital Technology Humanities 3 Humanities 3 Humanities 4 Chinese 3 Chinese 3 Chinese* 3 (Elective- can be chosen) Physical Education 3 Physical Education (PE) 3 Physical 3 (PE) Education HRC (Health, 2 HRC (Health, Respectful 2 HRC (Health, 3 Respectful Relationships and Respectful Relationships and Careers) Relationships Careers) and Careers) Music 3 Performing Arts 3 Music 3 (1 semester) (1 semester) (1 semester)
Art (1 semester) 3 Art (1 semester) 3 Art (1 semester) 3 Technology – 3 Technology – Product 3 Technology- 3 Product Design Design (Wood) Product Design (Wood) (1 semester) (1 semester) (Wood) (1 semester) Technology – Food 3 Technology – Food 3 Technology – 3 (1 semester) (1 semester) Food (1 semester) GTFP x 1 Semester (all Year 9 students)
TOTAL 30 30 30
6 YEAR 10 CORE SESSIONS YEAR 11 SUBJECTS SESSIONS YEAR 12 SUBJECTS SESSIONS SUBJECTS OFFERED (VCE, VET OR OFFERED (VCE, VCAL) VCAL OR VET COURSES) English 5 English Units 1/2 5 English Units 3/4 5 + 5 other VCE/VET Units + 4 other VCE Units/VET Units Mathematics 5 Maths Methods Units 1/2 5 Maths Methods Units 5 3/4 Science (Select 2 from 4 General Maths Units 1/2 5 Further Maths Units 3/4 5 Biology, Chemistry, Physics and Exercise Sciences) or select General Science Humanities (Select 2 from 4 Physical Education Units 5 Physical Education 5 Civics and Citizenship, 1/2 Units 3/4 History, Economics and Business and Outdoor Environmental Studies) Physical Education (PE) 3 Health and Development 5 Health and 5 Units 1/2 Development Units 3/4 HRC (Health, Respectful 3 Biology Units 1/2 5 Biology Units 3/4 5 Relationships and Careers) Arts, Technologies and 3 Chemistry Units 1/2 5 Chemistry Units 3/4 5 Language (Select from Product Design and Technology (Wood), Art, Multimedia, Digital Technology and Design, and Chinese) Arts, Technologies and 3 Physics Units 1/2 5 Physics Units 3/4 5 Language (Select from Product Design and Technology (Wood), Art, Multimedia, Digital Technology and Design and Chinese) Studio Arts Units 1/2 5 Studio Arts Units 3/4 5 + Optional VCE Unit 1 & 2* 5 History Units 1/2 5 History Revolutions 5 (From Biology, History, Units 3/4 General Mathematics, Health and Human Development, Psychology) Business Management 5 Business Management Units 1/2 Units 3/4 Legal Studies 1/2 or Psychology 1/2 Vocational Pathways or Year 10 Vocational Pathway 5 VCAL - WRS VCAL - WRS Literacy (in place of English) Vocational Pathway 5 VCAL - PDS VCAL - PDS Numeracy (in place of Mathematics) Arts, Technology and VCAL - Literacy VCAL - Literacy Language Electives, Physical Education (PE) and HRC VCAL Numeracy VCAL Numeracy + Structured Work OR OR placement (To be organised) + Option of completing a 5 VET Certificate VET Certificate OR VET at GITTC School Based Apprenticeship (SBA) 25 + 5 TOTAL 30 30 sessions of Private Study
7 SPECIALIST SPORTING INDUSTRY PARTNERSHIPS PROGRAMS To provide each athlete with the highest quality experience, strong partnerships have been Western Heights College has designed a formed with Geelong United Basketball, Geelong progressive model of learning that provides our Falcons AFLW NAB Program, AFL Barwon, Geelong students with the skills, knowledge and values to Cats AFL, and local Geelong Clubs and shape their futures and contribute meaningfully to Associations. the world in which they live. As part of our world class learning environment, the Specialist Sporting Program provides aspiring ATHLETE DEVELOPMENT AFL and basketball athletes with the necessary skills to learn, believe and achieve their goals, Students are also led by exercise programs both academically and athletically. focused on developing strength, speed and Athletes are coached and mentored on a regular power whilst greatly reducing chance of injury. Our basis by elite level coaches, all of whom have coaches will guide each player through tactical, played or coached at a national or international strategic and game sense sessions involving level, with many having worked within professional cutting-edge video analysis. clubs and with professional athletes and international representatives. The 200 minutes per week of highly tailored The program aims to develop the ‘whole athlete’ Athlete Development focuses on ensuring the with a focus on nutrition, physiotherapy, sports complete physical, mental and emotional psychology, mindfulness and resilience along with wellbeing of each individual athlete. regular wellness monitoring. Our Athlete Development sessions include:
Strength & Conditioning LEADING CAREER PATHWAYS Each student is provided with an individualised program focusing on developing strength, speed,
agility, durability, and preventing injury. Our Specialist Sporting Program is focused on opening up future opportunities for all of our Performance Psychology athletes. We specifically cater for footballers Students have access to Western Heights looking to enter the AFL draft or follow the AFL College’s psychologist to ensure they are in a pathway and basketball players who aspire to positive frame of mind both in class and in the enter the US College System and placements sporting setting. through Basketball Australia.
Injury Management ELITE LEVEL COACHING Western Heights College has partnered with Corio Bay Health Group to provide students access to Western Heights College is committed to physiotherapists to manage short-term and long- providing elite national and international level term injuries. coaches in both AFL and basketball for athletes to gain the same level of knowledge and insights Diet & Nutrition that current professional players receive. Access to accredited practicing dieticians and exercise physiologists for guidance on healthy STATE-OF-THE-ART FACILITIES nutrition and supplementation to enhance concentration, improve sleep and increase sporting performance. Western Heights College provide a state-of-the- art High Performance Centre with a fully catered gym, recovery and video review facilities, plus access to a number of modern stadiums in the local area.
8 Sports Science ELITE LEVEL COACHING & We have joint partnerships with Victoria University, Deakin University and Federation University for TRAINERS expert advice and input into a range of sport science fields. Brendan McCartney Head of AFL Program Performance Feedback Developed with GOYA Sporting software to Former: provide coaches and athletes with real-time AFL Head Coach – Western Bulldogs feedback ability to closely monitor individual AFL Assistant Coach – Geelong Cats FC, workload and overall athlete wellbeing. Melbourne Demons FC
Current: TECHNICAL TRAINING Head Coach – Geelong Falcons AFLW
Our 300 minutes of tailored training is aimed at Kris Blicavs High Performance Manager / Strength and each athlete's individual physical requirements, developing their knowledge, skills, strength and Conditioning Coordinator durability to promote long term success in their Strength and Conditioning Coach - Southside chosen sport. Flyers WNBL / Geelong Supercats NBL1 / Basketball Australia 3X3
A personalised academic package for each athlete is provided through career counselling to TECHNICAL TRAINING & ensure individual short-term and long-term goals are met, with regular monitoring and feedback. ATHLETE DEVELOPMENT
Academic acceleration programs are also offered Each athlete is provided with 500 minutes of to students who show potential to be long term weekly Technical Training and Athlete high achievers. Development. This includes:
Left and right hand disposal skills Contested and uncontested marking Body use and spatial awareness SPECIALIST AFL PROGRAM Specific positional skills Speed, agility and quickness training As the current AFL game continues to evolve and Tactical and strategic skills become more specialised, today’s younger AFL Team offensive and defensive concepts players need a sporting environment to keep Countering opposition tactics pace.
The Western Heights College AFL Sporting Program provides athletes with a truly unique FACILITIES & INDUSTRY opportunity to combine a quality education with PARTNERSHIPS up to six years of specialised development in AFL. Western Heights College has developed close Opening up pathways to: connections with Geelong Cats, Geelong Falcons, Under 18 Representation NAB program and AFL Barwon. These partnerships Regional Representation provide athletes with access to professional level State Representation sporting environments to maximise their sporting Geelong Falcons careers. VFL / VFLW AFL / AFLW
9 SPECIALIST AFL PROGRAM – SPECIALIST BASKETBALL ENROLMENT & SELECTION PROGRAM PROCESS The popularity of basketball both in Australia and
around the globe opens up incredible Enrolments for the Specialist AFL Program are opportunities for young athletes to pursue their limited to 25 athletes per year level from Year 7 to sporting passion. Year 10. Our Specialist Basketball Program is built on To apply, please complete our website current game trends and aims to develop the application form which includes a current coach necessary skills to excel. reference by the closing date. On receipt of an invitation, you will be asked to attend the Opening up pathways to: appropriate selection trial. If shortlisted, this will be Victorian Junior Basketball League followed by a formal interview. Successful Regional, State, National Representation applicants will then be sent an enrolment Basketball Australia Centre of Excellence package and student contract. NCAA Scholarships
NBL1 / NBL1 W PROGRAM FEES & ASSISTANCE NBL / WNBL
$950 per student for the year plus uniform costs and college charges. Payment plans available upon request. ELITE LEVEL COACHING &
TRAINERS
David Herbert Head of Basketball
Former: FWNBL & NBL1 Head Coach - Townsville Fire / West Coast Waves / Geelong Supercats
Current: Head Coach of Australia’s Under 19 Gems
Kris Blicavs High Performance Manager / Strength and Conditioning Coordinator
Strength and Conditioning Coach - Southside Flyers WNBL/Geelong Supercats NBL1/ Basketball Australia 3X3
The program provides students with a once-in-a- lifetime opportunity to combine a quality education with up to six years of specialised development in basketball.
10 TECHNICAL TRAINING & PROGRAM FEES & ASSISTANCE ATHLETE DEVELOPMENT $950 per student for the year plus uniform costs and college charges. Payment plans available Each athlete is provided with 6 sessions of weekly upon request. Technical Training and Athlete Development during school time. Additional before and after school time may be required. This includes:
Offensive and defensive plays Ball handling, rebounding and passing Shooting technique and consistency Finishing at the basket One-on-one moves Speed, agility and quickness training Body use and spatial awareness Specific positional training
FACILITIES & INDUSTRY PARTNERSHIPS
Our basketball program is conducted in partnership with the City of Greater Geelong and Geelong United, with access to the stunning Geelong Arena and AWA Alliance Bank Stadium. Western Heights College has also developed a close connection with Geelong United Basketball.
SPECIALIST BASKETBALL PROGRAM – ENROLMENT & SELECTION PROCESS
Enrolments for the Specialist Basketball Program are limited to 25 athletes per year level.
To apply, please complete our website application form which includes a current coach reference by the closing date. On receipt of an invitation, you will be asked to attend the appropriate selection trial. If shortlisted, this will be followed by a formal interview. Successful applicants will then be sent an enrolment package and student contract.
11 SPECIALIST NETALL PROGRAM Dedicated simulated match play sessions
The WHC Netball Specialist Sport Program will be launched in 2022. The program aims to: STRENGTH & CONDITIONING • Combine academic study with intensive sport AND ATHLETE DEVELOPMENT training during school hours. • Develop skills, tactical and strategic Each student will be provided with an knowledge, and athletic ability in order to be individualised strength and conditioning program best placed to attain entry to higher level administered by specialist coaches in our fully netball. equipped gymnasium. Athlete development • Compliment the student’s existing out-of- sessions will include: school netball commitments and offer a value • Weekly physiotherapy assessment adding experience. These netball • Cardiovascular sessions commitments include The Victorian Netball League (VNL), State Team commitments, • Speed and agility sessions Australian Team commitments and local • Individualised strength and conditioning netball representative teams. program. • Provide opportunities and mentoring enabling students to become leaders and to value teamwork. TOURNAMENTS Students take part in a carefully structured, individualised program aimed at developing them Teams can participate in the following to their full potential. competitions through the year: The focus is on fundamental skill acquisition and • School Sport Victoria (SSV) Championships progressing through our unique format to • Netball Victoria State Schools Championships integrate these skills into game knowledge incorporating strategic and tactical training. SPECIALIST NETBALL PROGRAM – ENROLMENT & ELITE LEVEL COACHING & SELECTION PROCESS TRAINER Enrolments for the Specialist Basketball Program Susan Meaney are limited to 25 athletes per year level. Head of Netball To apply, please complete our website Former: application form which includes a current coach Australian Netball Diamond Representative reference by the closing date. On receipt of an Queensland Firebirds Specialist Coach invitation, you will be asked to attend the appropriate selection trial. If shortlisted, this will be Current: followed by a formal interview. Successful Assistant Coach of Melbourne Vixens applicants will then be sent an enrolment package and student contract.
TECHNICAL TRAINING & PROGRAM FEES & ASSISTANCE
ATHLETE DEVELOPMENT $950 per student for the year plus uniform costs and college charges. Payment plans available Will include the following: upon request. Skill acquisition Positional specific skills and fitness training Tactical and strategic training
12 YEAR 7, YEAR 8 AND YEAR 9 English Mathematics CURRICULUM Physical Education The Arts, including Performing Arts/Music The Victorian Curriculum F-10 is the curriculum for The Humanities (History, Geography, Economics Victorian schools and is the basis for the learning and Business, Civics and Citizenship) in Years 7-10 at WHC. The curriculum is accessed Languages: Chinese – Mandarin from the Victorian Curriculum F-10 website, and Science and Digital Technology this booklet provides a brief overview of the focus Technology – Product Design – Food and Wood, of learning in the Year 7, 8 and 9 subjects at WHC. Health, Respectful Relationships and Careers Standards and levels of The Victorian Curriculum F–10 is structured as a continuum across levels of All Year 9 students participate in the Geelong learning achievement not years of schooling. This Tertiary Futures Program. This requires them enables the development of targeted learning attending 10 full days at The Gordon where they programs for all of our students, where the will complete both the practical and theoretical curriculum is used to plan in relation to the actual components of 5 different preview courses. Details learning level of each student rather than their of some of the courses currently on offer are assumed level of learning based on age. included in the subject information section of the handbook. In Term 4, students will be asked to Our curriculum is separated into two stages and nominate their preferences and will be allocated reflects the Victorian Curriculum priorities: to classes.
• Breadth stage (Years 7, 8, 9) Students have the Integrated within the Year 7, 8 and 9 program is opportunity to fully engage with all learning areas the Health Respectful Relationships and Careers and capabilities, with a focus on English, program (HRC). The HRC Program aligns with the Mathematics and Science. These years provide an Victorian Curriculum delivering students the opportunity to explore a ‘breadth’ of subjects as prescribed Victorian Curriculum Health Education, their pathways and career options start to the Respectful Relationships program and develop. Pathways education. The HRC program aims to support students to develop and explore their • Pathways stage (Years 10–12) Students will career aspirations throughout their schooling. engage in a broad education and plan their senior secondary program of study. INSTRUMENTAL MUSIC PROGRAM COURSE OF STUDY Students are also able to continue with or enrol in The Year 7, 8 and 9 courses are organised into Instrumental Music. In Instrumental Music, students semesters of equal lengths. This means that a are given the opportunity to learn the techniques changeover occurs approximately 2 weeks prior and performance skills of an instrument. They will to the Term 3 break. All students in Years 7, 8 and be withdrawn from classes on a rotational basis 9 study the following subjects for the year; - for 50 minutes per week. Students who have studied an instrument are encouraged to continue their studies throughout their learning in Year 7-12.
13 ENGAGEMENT AND WELLBEING: MENTOR MEETINGS
Mentor meetings are held at the beginning of each day. The aim of these meetings includes ensuring that students are on time and prepared for learning and connecting on a regular basis with their mentor/s to enable oversight of learning and opportunities to celebrate successes and/or work through challenges. Mentors also support the development and monitoring of Individual Learning Plans through their knowledge of each student and participate in pathways work.
14 YEAR 7 CURRICULUM
YEAR 7 ENGLISH Students will consolidate knowledge of fractions, decimals and percentages. Problem solving is the
core of Numeracy. Students will be given Students will study English for 250 minutes a week opportunity to construct problems to apply over the year, a core and important element of problem solving skills in authentic situations. the Year 7 Curriculum Program.
Year 7 English allows students to further develop and enhance skills in thinking, reading, writing, listening and speaking. They will begin to develop YEAR 7 SCIENCE AND DIGITAL a sense of what it looks like to be an active learner of English in secondary school, which will involve TECHNOLOGY establishing skills and strategies associated with becoming a more independent learner. Students Year 7 Science introduces the students to the will have the opportunity to explore a range of equipment, methods and language of science. fiction and non-fiction texts through discussion, They learn how to use the equipment safely, how analysis and writing. Understanding how to to write up scientific reports, and how to compare develop, communicate and interpret different and record results so that valid conclusions can kinds of texts is at the heart of studies in English. be made from their experiments. They are introduced to the major fields of science, such as Biology, Physics and Chemistry and recognise that this knowledge will be built upon YEAR 7 MATHEMATICS every year as they progress through secondary schooling. Areas of study include separating Students will study Mathematics for 250 minutes techniques, classification and food webs, space each week for the year, another core and and simple machines. Students are introduced to important element of Year 7 curriculum program. coding using Edison robots and Lego Mindstorms. They will continue to develop skills and understanding in Number and Algebra, Measurement and Geometry, and Statistics and YEAR 7 HUMANITIES Probability. Students will study Humanities for 150 minutes per Students will complete set tasks, individual skill week. Humanities combines the study of History, activities and interactive tasks to build Geography, Economics and Civics and understanding of the concepts in Mathematics. Citizenship to provide students with a learning This subject develops the numeracy capabilities experience that focuses on developing students will need in their personal and work life. understanding, knowledge and skills. Students It will provide them with the fundamentals on investigate social and environmental issues that which mathematical specialties are built. are relevant to their lives now and in the future. Students will continue to develop skills in the basic In Term 1, students study an integration of Civics operations of addition, subtraction, multiplication and Citizenship and Geography, investigating and division of positive and negative numbers. their role as a citizen at a local and global level. They will learn construction techniques using a They explore how maps are made and the use of ruler, a compass and a protractor. They will learn maps to better understand the connection to simplify, expand and factorise algebraic between people and place. expressions and solve and graph linear In Term 2, they investigate aspects of ancient equations. Students will consolidate their prior civilisations around the world, including Australian learning when finding the perimeter, area and Indigenous history. Using historic research skills volume of simple and composite shapes. they explore forces that shape past societies.
15 In Term 3, students continue to develop their works in order to build a strong foundation of understanding of Civics and Citizenship, focusing vocabulary and structure to extend their on Australian identity and the diversity of cultures language ability at the next level. within Australia. They also develop an The main focus of the Chinese classes will be understanding of economics and business to build students’ confidence and skills in concepts by exploring what it means to be a spoken Chinese so that they are using the consumer, a worker and a producer in the market, language in a practical way which develops and the relationships between these groups. fluency faster. In Term 4, students learn about water as a vital Students will also begin written Chinese by and important resource on our planet. They will learning how to self-introduce, make investigate the importance of water for all living arrangements and appointments as well as things (including ourselves) and explore ideas for raise opinions using PinYin (Mandarin managing, using and sharing this resource phonetics). sustainably.
YEAR 7 HEALTH AND PHYSICAL YEAR 7 ART
EDUCATION In this subject, students build upon previous skills
Students will participate in this subject for 150 with an emphasis on the imagination and self- minutes each week for the year. They will expression. They will increase their knowledge of participate in a range of activities as they the art elements as they make decisions on the continue to develop their fitness, skills and goal composition of their two dimensional and three setting for improvement. Students will participate dimensional art works. Through practical in a variety of sports and activities (including exercises students will enhance their gymnastics, volleyball (beach), softball, soccer, understanding of how colour and line can be cross country and other ball sports and games) as perceived by the viewer. Students will also make they focus on working cooperatively and considered decisions when preparing their own contributing positively as a member of a team. artwork for display. They will learn to use Students will also develop their skills and appropriate art language when talking about perspective on each of these games and sports. their own and others art pieces. They will also Exposure to this range of activities provides learn to interpret, in a culturally respectful manner, students with the confidence to ‘have a go’ when the symbols and stories present in selected given the opportunity, to play and perform in a indigenous artworks. Students will gain an new activity, represent the College in team sports understanding of perspective and be able to and participate into their futures. create a realistic landscape. They will progress their skills in drawing, painting, and printmaking. Artworks from past and present cultures will be studied and students will discuss the way images YEAR 7 LANGUAGES – and forms can communicate ideas and feelings. CHINESE – MANDARIN Students will study Chinese-Mandarin for 150 minutes per week. This program is designed to YEAR 7 MUSIC introduce students to the language and In this subject, students begin to explore the world culture of China through the development of of music for 150 minutes per week for one basic foreign language skills. Students will semester. Students will explore classical, popular begin to develop an understanding of who and non-western forms of music through listening, they are and how they fit into the world in creating and performing. They will use keyboards, general through making comparisons guitars, percussion and other instruments to between their own language and culture, and explore the elements of music and will use these that of the Chinese culture. elements to create and perform music of their Students will begin to develop a basic own. Students will use musical terminology to understanding of how the Chinese language discuss how composers and performers create
16 music that communicates purposefully with the will be introduced to the need for hygiene in the audience. They use software to record and create kitchen. They will work on basic tasks such as music, manipulating the elements of music to measuring, knife skills and working through basic explore different sounds and effects. Students processes and recipes. Students will investigate develop skills reading and writing musical food preparation and presentation, different notation, using digital notation software to cooking methods and cookery terms. There is a produce sheet music for their own compositions. focus on health and safety in the kitchen, to The subject cultivates a foundation of broad research the nutrients necessary for good health musical appreciation and provides students with and learn about the skills required to plan and an opportunity to further develop their own prepare balanced meals. They research key musical identity. foods and their natural components through various food models. YEAR 7 PRODUCT DESIGN AND Students are encouraged to experience the cultural influences of society on food and food TECHNOLOGY technologies. Students will produce a range of meals and dishes suitable for a variety of diets Students will study Product Design and and lifestyles utilising simple and complex cookery Technology for 150 minutes per week for one methods. semester. Students are introduced to a number of hand tools, basic woodworking tools and techniques. Students are given an introduction YEAR 7 HRC into safe use of tools, equipment and safe work Students will study HRC (Health, Respectful practices. They will use the Design Brief process, Relationships and Careers) for 100 minutes each which includes designing, investigating, week for the year. HRC will support the transition producing and the need for evaluating. Students of students into the Western Heights College look at the different timber classification and community. begin to look at the sustainability of certain timbers. Students will use a Design Brief to The health and respectful relationships complete a number of practical projects such as components of the program aims to empower a sliding lidded box, book ends and a speaker students around making safe and informed box for a phone, using several timber construction decisions for their individual health and wellbeing. techniques. Students will discover the answers to questions Students can use a wider range of materials (if like: What is health? What do respectful their design work leads them this way), such as relationships look like? What are my rights? How plastics, sheet-metal and leather, to develop do I build my resilience? How can I keep myself basic hand skills. safe? Students are required to wear leather shoes. Students, through career education, will develop YEAR 7 FOOD TECHNOLOGY personal learning and career plans, identifying strengths and potential areas for improvement. In Year 7 students will study food technology for 150 minutes per week for one semester. Students
17 YEAR 8 CURRICULUM
YEAR 8 ENGLISH In Year 8 students will study English for 250 minutes YEAR 8 SCIENCE AND DIGITAL per week. Each semester of work will involve the core English components of Speaking and TECHNOLOGY Listening, Reading and Writing. Students will read and create a range of texts including essays, Students will study Science and Digital creative pieces, poetry and reports. They will Technology for 150 minutes per week. In Year 8, analyse literary texts that explore themes and students will carry out experimental issues related to their own life and create written investigations, during which they learn scientific and oral responses to the texts. They will use and skills including: working safely, collection and analyse persuasive language and develop a recording of data, analysing and evaluating deeper understanding of how these techniques results and using different equipment and are used in media to persuade. Additionally, they chemicals. will have the opportunity to improve on their Areas of study include elements, mixtures and structural English, using the language more compounds, chemical reactions, acids and bases, effectively through the proper use of punctuation, energy, light and cells and body systems. spelling, grammar and vocabulary.
YEAR 8 HUMANITIES
YEAR 8 MATHEMATICS Students will study Humanities for 150 minutes per Mathematics is studied in Year 8 for 250 minutes week in Year 8. Humanities is a subject that per week. It is organised into three content combines the study of History, Geography, strands, with each content strand being further Economics and Civics and Citizenship to provide divided into sub-strands. students with a learning experience that focuses Number and Algebra: Integers, Index Laws, Rates on developing skills, understandings and and Ratios, Real Numbers, Applications of knowledge of people, places, culture and change. Percentages, Algebra and Linear Equations, This extends to developing a range of skills while Coordinates and Linear Graphs. investigating issues that are relevant in real life. Measurement and Geometry: Measurement In Semester 1, students will consider the role of including perimeter, area and volume of simple consumers and producers, the laws of demand and composite shapes and circles, Congruence and supply and how Australia’s resources are and Transformations. used at a local and global level. Statistics and Probability: Representing and The history focus will be on the Middle Interpreting Data and Probability. Ages/Medieval period. Using historic research Students will be exposed to the maths that skills students investigate the forces that shaped emerges in everyday life and develop their past societies. confidence in making effective use of In Semester 2, students will explore the concept of mathematical ideas, techniques and processes. urbanisation and the reasons why people across They will also be exposed to ideas and processes the globe live where they live. They also explore that lead to a variety of pathways beyond geographic systems, landforms and rivers, along secondary school. with the use of maps and how they are constructed. In the Civics and Citizenship unit, they also learn about Australia’s system of government and the Constitution and its role in modern Australia. They will develop an understanding of Australia’s legal system and how a democracy works as well as the
18 importance of being an active and informed YEAR 8 HEALTH AND PHYSICAL citizen. EDUCATION
Students will participate in this subject for 100 YEAR 8 LANGUAGES – minutes each week for the year. They will CHINESE MANDARIN participate in a range of activities as they continue to develop their fitness, skills and goal In Year 8 students will study Chinese Mandarin for setting for improvement. Students will participate 150 minutes per week. Chinese in Year 8 involves in a variety of sports and activities (including revision and extension work on basic Chinese gymnastics, volleyball (beach), softball, soccer, language concepts taught in Year 7. Students will cross country and other ball sports and games) as look at a variety of texts and engage in a range they focus on working cooperatively and of meaningful conversations in order to extend the contributing positively as a member of a team. skills and knowledge of Chinese they received in Year 7. Students will also develop their skills and At Year 8, students will develop their narrative perspective on each of these games and sports. writing by learning to construct complex Exposure to this range of activities provides sentences with conjunctions in order to add students with the confidence to ‘have a go’ when sophistication in their narrative composition. given the opportunity, to play and perform in a Students will engage in a variety of activities and new activity, represent the College in team sports events which focus on widening their vocabulary and participate into their futures. and improving their language fluency through a medium of mostly Chinese instruction. Students will also get opportunities to lead YEAR 8 PERFORMING ARTS different events pertaining to Chinese language & culture around the school and into the wider In this subject, students begin to explore the community. Topics will include Bargaining & world of the Performing Arts. They will study Shopping, School Life in Australia & China, elements of Drama, Dance, Music and Media for Festivals & Events and the Environment. 150 minutes per week for one semester. The subject is designed to help develop confidence and enhance communication skills. Students will YEAR 8 ART develop physical and creative skills through performance and workshops and learn to be confident and work cooperatively in a creative At this year level the students will be improving and dynamic environment. They will also their artistic skills and be progressing to a stage continue to develop an understanding of where they are able to draw what they see using musical history throughout different decades. the ‘drawing on the right-hand side of the brain’ Some of the activities include: method. They will build upon their previous skills • Creating characters, inventing their own with an emphasis on observational drawing and scenes and working in a supportive developing a personal style. Their knowledge of environment to learn fun improvisation games, the art elements will be consolidated and through role-play and participate in drama activities practical exercises the students will enhance their as well as be introduced to the thinking skills in representing tone and complex shapes. involved in working with scripts. Students will explore how their artwork is to be • Exploring dance forms and styles through presented and viewed by others. Students will choreography and performance as well as analyse their own and selected artworks using evaluating their own and other’s class discussion, reflections and written exercises. performances. Students will investigate how and why art works • Planning, designing, filming and editing TV are made and will also create a folio of work from commercials, movie trailers, music videos, drawing, painting and printmaking. news reports and composing backing tracks.
19 YEAR 8 PRODUCT DESIGN AND ingredients in cooking and various methods of cooking. They will be making some mouth- TECHNOLOGY watering dishes such as baked potato, apple pie, curry, biscuits, caramel cupcakes and a range of Students will study this subject for 150 minutes other enticing meals. Students will have the each week for one semester. They will have the opportunity to design their own muffin based on opportunity to learn practical, hands-on skills to creating food solutions for healthy eating. make functional and Systems (basic electrical Students will also engage with the Stephanie circuits) based projects. They will learn how to Alexander Kitchen Garden Program Secondary safely use a variety of tools and equipment in Schools Curriculum and through our garden order to use, manipulate and join different develop skills in the ‘paddock to plate’ theory. materials; primarily wood with the potential to include plastic and metal too, depending on the choice of their designs. They will use the design YEAR 8 HRC process where they will develop project/s and use the skills learned to manufacture their own Students will study HRC (Health, Respectful product/s which will have working electrical parts. Relationships and Careers) for 100 minutes each Students are required to wear leather shoes. week for the year.
YEAR 8 FOOD TECHNOLOGY In the Health and Respectful Relationships program students will be empowered around In Year 8 students will study food technology for making safe and informed decisions for their 150 minutes per week for one semester. Students individual health and wellbeing. Students will will build on their skills from Year 7. On a weekly discover the answers to questions like: What is basis, students are timetabled for a double health? What do respectful relationships look like? session, and this is usually for food preparation What are my rights? How do I build my resilience? activities and a single lesson, which is usually for How can I keep myself safe? theory and demonstrations. Year 8 Food Technology advances the skills and In their Careers Learning, students will develop understandings developed in Year 7. Food safety personal learning and career plans, identifying is reinforced, and there is a continued emphasis on strengths and potential areas for improvement. creating healthy meals highlighting macro They will begin to explore career choices and the nutrients and their importance in bodily processes pathways to achieve their career aspirations. and development. Students will focus on the physical, sensory and chemical properties of food and develop an understanding of the role of
20 YEAR 9 CURRICULUM
YEAR 9 ENGLISH YEAR 9 MATHEMATICS
In Year 9 English students study English for 250 Students will study mathematics for 150 minutes minutes per week all year. English involves the per week all year. This course provides students following: with essential mathematical skills and knowledge in Number and Algebra, Measurement and Reading and Viewing: As part of their literacy Geometry, and Statistics and Probability. learning, they will select a number of texts during Students will complete set tasks, individual skill the year and participate in Literature Circle activities and interactive tasks to build their groups. They will chunk and read identified parts understanding of the concepts. They will attend of their text prior to each Literature Circle session workshops; participate in hands on activities and as preparation for participating in group tutorial videos to reinforce their knowledge and discussion and completing learning tasks. They will understanding of mathematical concepts and select from a wide choice of texts to read over the knowledge. This subject develops the numeracy course of the year. capabilities that students will need in their
Individual reading: Students will select and read personal and work life. It will provide them with the a range of personal reading material with a focus fundamentals on which mathematical specialties on improving their comprehension skills. They are are built. Students are assessed through encouraged to read a range of texts, including completion of assessment tasks, including post- informative texts, and to focus on identifying and tests, skills practices and research projects. Topics analysing structure, purpose and text types. include Indices, Pythagoras’ Theorem, Algebra, Area, Surface Area and Volume, Trigonometry, Film study: Students will also study films as text, Statistics and Probability. with a focus on comprehension, while analysing storytelling through an audio/visual medium. YEAR 9 HEALTH AND PHYSICAL Writing: Writer’s Workshop is the strategy used to EDUCATION teach writing to ensure that students will improve their writing skills. They will learn to improve their writing skills for different purposes and audiences. Students will study Physical Education for 150 Students will complete a range of tasks designed minutes per week all year. Health and Physical Education provides students with opportunities to enable them to demonstrate their writing skills including persuasive writing, creative writing and for on-going development, assessment and goal magazine publishing while building on their setting skills. Introduction to a variety of sports comprehension and analysis skills. Students will and activities (including Korfball, Soccer, Aussie continue to improve their use of language Rules, Touch Football, Netball, Basketball, conventions (spelling, grammar, punctuation and Racquetball and Futsal) focuses them on working vocabulary) supported through conferencing with cooperatively and contributing positively in a their teacher. team. During these sports, working through a Speaking and Listening: Opportunities for program of skill development, management and speaking and listening tasks and assessment are adjudication, they will develop team skills as well embedded throughout this subject with the aim as practical skills in each game. As part of the that you will build confidence and ability while program, you will participate in a session at a gym and complete a Passive Recreation unit where delivering a message to a group. you will play Lawn Bowls and Ten Pin Bowls.
21 humans have altered biomes to produce food, industrial materials and fibres, and the environmental effects of these alterations. They YEAR 9 SCIENCE AND DIGITAL will also investigate the challenges in feeding the TECHNOLOGY current and projected populations of Australia and the rest of the world. In Economics and All Year 9 students will study Science for 200 Business, students will explore the roles of minutes per week all year. The course will cover the consumers and producers and how Australia’s Biological, Chemical, Physical and Earth and economy is managed. They will also research the Space Sciences. way the work environment is changing in Chemistry: Students will discover the world of the contemporary Australia and analyse the atom. Students will experiment with and implications for current and future work. The Civics investigate some common materials, exploring and Citizenship course will cover the role of how chemical structure influences physical political parties and independent representatives properties. in Australia’s system of government and the Biology: Students will investigate how body process through which government policy is systems work together to maintain a functioning shaped and developed. Students will also analyse body with particular focus on the nervous and how citizens’ political choices are shaped and endocrine systems. Students will explore examine the influence of the media on this interactions between organisms such as process. Textbook to be announced predator/prey, parasites, competitors, pollination and disease. Physics: Students will investigate electrical circuits YEAR 9 LANGUAGES – CHINESE and properties of magnets. MANDARIN Earth Science: Students will explore the theory of Plate Tectonics and how it can be used to explain Students can select to study Chinese the occurrence of volcanoes and earthquakes. Mandarin for 150 minutes per week all year in They will explore the features of the Universe Year 9. At this year level, students will begin to including galaxies, stars and solar systems. consolidate their learning from Year 7 and 8 to Student will also learn to code Arduinos using C++. begin to apply their knowledge in Mandarin The study of Science aims to help students with greater depth, focusing on the practical develop an interest in Science, expand their and social use of the language. curiosity and willingness to explore, ask questions For example, they will start to inject dialogue about and speculate on their changing world. in their narrative writing with the aim to Students will have the opportunity to plan and enhance their ability to hold an extended carry out practical investigations in order to conversation. They will also be involved in analyse, interpret and communicate findings several projects such as creating maps, menus and brochures with written text as well as YEAR 9 HUMANITIES other forms of medium. Students at this level are working towards
In Year 9, students will study Humanities for 200 certain initial outcomes and requirements for minutes per week all year. The History course will the VET Applied Languages program should cover the making of the modern world from 1750 they consider to continue their studies in to 1918. It looks at the period of industrialisation Chinese Language in the later years pathway. and rapid change in the ways people lived, worked and thought, the era of nationalism and imperialism, and the colonisation of Australia that was part of the expansion of European power. The period 1750 – 1918 culminated in World War I 1914- 1918, the ‘war to end all wars’. In Geography, students will study the distribution and characteristics of biomes, the ways in which
22 YEAR 9 ART YEAR 9 MUSIC
In this subject, students will be progressing their In this subject, students build musicianship through art skills while developing their individual art style music theory, instrumental studies, practical group and self-expression. Students will have the rehearsal and performance. Students develop opportunity to create both a major skateboard instrumental skills and explore how a convincing shaped artwork as well as finished drawings, musical performance is presented to an audience. watercolours and prints with an emphasis on form. They will learn how to perform as a member of an Students will experiment with and learn about a ensemble, providing the foundations of music variety of painting techniques with watercolour performance and collaboration with other musicians. and acrylic mediums. They will present their work They develop skills in evaluating the performances of in a folio format demonstrating a knowledge of others and their own and use these skills through the art process and the importance of reflective practice to shape a final summative documenting the development of artwork through performance. Students will have an opportunity to images and annotation. The students will study use recording and mixing equipment in both a live compositional rules and proportion. They will and studio context. They gain experience using increase their art vocabulary and be able to use digital music processors and editing tools that can the correct terminology when they write about be utilised in professional recordings and live their chosen artist and the meaning of their performances. Students will also study music theory artwork. Students will also explore, research and through written works and aural perception, building view a wide range of artworks from Europe and a greater appreciation of music composed, Australia. performed, and heard.
YEAR 9 PRODUCT DESIGN AND TECHNOLOGY YEAR 9 FOOD TECHNOLOGY
In Year 9 all students will study Product Design for 150 minutes for one semester. Students will design, Year 9 Food Technology is scheduled for 3 sessions construct and evaluate a table or a type of per week for one semester. On a weekly basis, storage furniture using wood or metal. They will students are timetabled for a double session, and consider constraints that they may face when this is usually for food preparation activities and a designing a piece of furniture. Students will also single session, which is usually for theory and design a decorative product that is made from demonstrations. Year 9 Food Technology advances miscellaneous metal bits ‘n’ pieces. For example: a the skills and understandings developed in Year 7 ‘nuts and bolts’ man. They will produce the and 8 Food Technology courses. Food safety is product that they have designed, using various reinforced and there is a continued emphasis on metal working skills such as cutting, filing, bending, spot welding and brazing. As part of the process, creating healthy meals whilst living on a budget. In they will also evaluate their final product against this unit, students will also explore how to make the process criteria. They will learn and apply most of the nutrition found in food through a wide construction techniques and skills required to variety of different recipes and theory investigations. construct their piece of furniture. As part of the Students will learn to understand how the senses process they will learn elements of design, an play an integral part of our enjoyment of food and awareness of materials and types of decorations how to evaluate what we eat using simple and and finishes. complex terminology. The students will have a couple Students are required to wear leather shoes. of opportunities to design and create their own dishes, depending on the set criteria.
23 YEAR 9 HRC
Students will study HRC (Health, Respectful Relationships and Careers) for 100 minutes each week for the year.
The Health and Respectful Relationships components of the program empowers students around making safe and informed decisions for their individual health and wellbeing. Students will discover the answers to questions like: What is health? What do respectful relationships look like? What are my rights? How do I build my resilience? How can I keep myself safe?
Careers education supports students to explore their skills and interests. Students begin to explore pathways and begin to map their key milestones.
Students have access to additional supports including participating in the Geelong Tertiary Futures Program and using the Morrisby online discovery tool. The three focus areas are: Who am I? Who are we? What can I be?
24 YEAR 9 GEELONG TERTIARY FUTURES PROGRAM
In Year 9, students will spend 10 full days at a campus of The Gordon, participating in practical and theoretical components of five different Preview Courses. On completion of the course, they will receive a credit towards Certificate 1 in
Employment Pathways. The Preview Courses available include the following, noting that there may be further additions or deletions: Preview Courses:
• Allied Health • Animal Studies • Automotive Collision Repairs • Automotive Mechanics • Bricklaying • Carpentry • Children’s Services • Conservation and Land Management • Cookery • Electrical • Engineering Fabrication • Engineering Mechanical • Fashion Design • Fitness • Floristry • Furnishing • Hairdressing and Beauty • Horticulture • Hospitality • Interactive Digital Media • IT Networking • Painting and Decorating
25 YEAR 10 CURRICULUM
satisfactory completion of a Unit 3 and 4 prior to COURSE OF STUDY Year 12 and opportunities to undertake other
The Year 10 course is organised into semesters of studies as part of their course. equal lengths. This means that a changeover Students must apply to do this and this will be occurs approximately 2 weeks prior to the Term 3 determined on their academic performance break. All students in Year 10 study the following (including PAT and On Demand Testing, as well subjects as core for the year. as subject based performance) and teacher recommendation. English Mathematics Physical Education VET (VOCATIONAL HRC (Health, Respectful Relationships and EDUCATION TRAINING) Careers) Students can apply at Year 10 to accelerate their Electives can be chosen within the following learning by choosing at least one VCE or VET subjects: subject. Western Heights College offers 2 internal VET subjects (Please refer to the handbook for Science (2 units, 1 each semester) course information); - Humanities (2 units, 1 each semester) Technologies, Arts and Language (2 units, each Certificate II/III in Applied Language- Chinese – year long) Mandarin Certificate II in Hospitality Students can apply to complete either (1) Unit 1 and 2 VCE Unit or (1) VET Course (please refer to Additional VET subjects can be accessed from the handbook for VCE and VET Subjects other providers. Please see the VET offerings available to students) based on their career plan listed in the rear of this book. and academic performance. Please note, VET is delivered by external Students are also able to continue with or enrol providers and the payment of fees is essential to in Instrumental Music. secure enrolment.
Alternatively, students can elect a Vocational Students can choose to study a VET subject in Pathway stream. This will include Vocational either Year 10, Year 11 or Year 12 dependent on Pathway Literacy and Numeracy, Technology, meeting the requirements of their overall study Arts and Language Electives, PE, HRC and program. Structured Work Placement.
VCE STUDIES VICTORIAN CURRICULUM
Some students in Year 10 may apply to CAPABILITIES accelerate their learning by choosing one VCE or VET subject. This will enable the student to The Victorian Curriculum Capabilities: Critical complete at least one VCE Unit 3 and 4 sequence and Creative Thinking, Ethical, Intercultural and, as part of their Year 11 study. Note: the Personal and Social Capabilities are integrated expectation is that students will complete this in KLA studies. study as a 3-4 sequence in the following year. The advantages of doing this includes having the
26 EXAMINATIONS • ‘The Way We Roll’ by Scot Gardner • ‘Macbeth’ by William Shakespeare Year 10 Exams are conducted under VCAA VCE (Published by Insight) conditions and take place for each core study at the end of each semester. Exam timetables are developed and communicated to students and YEAR 10 PHYSICAL families. EDUCATION
In Year 10, students will study Health and Physical ENGAGEMENT AND WELL Education for 150 minutes per week. During this BEING: MENTOR MEETINGS study, students learn to apply more specialised movement skills and strategies. They will analyse Mentor meetings are held at the beginning of how participation in physical activity and sport each day. The aim of these meetings includes influence an individual’s identity. Students will ensuring that students are on time and prepared have opportunities to refine personal and social for learning and connecting on a regular basis skills in demonstrating leadership, teamwork and with their mentor/s to enable oversight of collaboration is a range of physical activities. learning and opportunities to celebrate successes and/or work through challenges. YEAR 10 MATHEMATICS Mentors also support the development and monitoring of Individual Learning Plans and In Year 10 students will study mathematics for 250 through their knowledge of each student, minutes per week. Students must study one of participate in pathways work. the following mathematics subjects. Their current mathematics teacher will assist them in making and confirm your selection. COURSE COSTS Mathematics 10A The aim of our program is to keep costs to In this study, students will explore the following students and parents to a minimum. Information topics: Algebraic fractions, Indices, Linear regarding costs including the Year 10 Resource Graphs, Trigonometry, Simultaneous Equations, Charge will be communicated to parents as Measurement and Geometry, Algebraic outlined in the handbook. techniques and Linear and Quadratic equations. These learning experiences will help them to YEAR 10 ENGLISH demonstrate the understanding and knowledge that is required for VCE Mathematical Methods In Year 10, students will study English for 250 and Specialist Mathematics. minutes per week. They will learn to listen, read, view, speak, write and reflect on spoken, written Year 10 Core Mathematics and multimodal texts across a range of contexts. In this study, students will explore the following Students will use the English language in all its topics: Business Mathematics, Measurement, variations and develop a sense of its richness Trigonometry, Linear equations and graphs, and power to evoke feelings, convey information, Algebraic techniques, Geometry, Probability and form ideas, facilitate interaction with others, Statistics. They will extend their knowledge and entertain, persuade and argue. Students will skills through real world application and analysis learn to understand how Standard Australian tasks. Students will be using ‘hands on’ tasks and English works in spoken and written forms of applying these practical skills to real life communication to create meaning, improve skills situations. These learning experiences will help inquiring into texts and develop an informed students to demonstrate the understanding and appreciation of literature. Assessment is based knowledge that is required for VCE General on a variety of tasks including oral presentations, Mathematics, Further Mathematics or VCAL analysis and comparison of texts, analysis of Numeracy. argument and semester exams. The following set texts will need to be purchased from the College Booklist for this subject:
27 YEAR 10 SCIENCE from the Ancient Greek’s “ATOMOS” to our understanding of the Quantum model of the
Atom. They will learn how to interpret the In Year 10, students will study Science for 200 information given by the Periodic table and study minutes per week. The study offerings will how the properties of different substances relate embrace the key skills required to undertake to the elements they are made from, including Biology, Chemistry, Physics, Health and Human Nanotechnology. Students will observe and Development and Physical Education in VCE. understand various chemical reactions such as
Acids and Bases, Polymers and Reactions that Students are required to choose 2 Sciences to produce electricity. During this semesters work, study (each for a semester) from: students will undertake an extended • Biology experimental investigation based on one of the • Chemistry reactions types covered. • Physics • Exercise Science PHYSICS
Alternatively, they can select General Science Students will embrace the key skills and content which will run all year. required to undertake Physics in VCE. Topics covered during the elective will be: BIOLOGY • Motion and Energy • Electricity and Magnets Students will explore the biological, chemical, • Particle and Astrophysics geological and physical evidence for different theories, including the theories of natural Students will begin the unit by revising key skills selection and the Big Bang theory. Students will such as graphing, using formulas, scientific explain the operation of cells and systems, at a notation and writing practical reports. In the range of scales including microscopic & Motion and Energy module, students will be macroscopic. They will also explore the ways in introduced to key concepts such as distance, which the human body as a system responds to displacement, velocity, speed, acceleration and its external environment through homeostasis work. In the Electricity and Magnets module, and coordination of the central nervous system, students will investigate charge and attraction the transmission of heritable characteristics from forces and magnetic fields. They will create series one generation to the next involving DNA and and parallel circuits and investigate current, genes and the interdependencies between voltage and resistance. In the Particle and biotic and abiotic components of ecosystems Astrophysics module students will investigate The and investigate how interactions can lead to Big Bang, behavior of light, types of nuclear pest and threatened species. They will develop a radiation and subatomic particles. Students will more sophisticated view of energy transfer carry out a practical investigation, where they will through trophic levels in food webs. Students will need to plan and implement their own practical investigate how the relationships between on one of the topics covered in the semester. aspects of the living, physical and chemical world are applied to systems on a local and global EXERCISE SCIENCE scale, enabling students to predict how changes will affect equilibrium within these systems like Students will study Exercise Science for 200 climate change and human impacts. minutes a week in this semester-long subject. Exercise Science provides students with the CHEMISTRY opportunity to develop their understanding in the areas of human physiology, biology, psychology,
chemistry, nutrition and physics looking at how Students will be given the chance to develop our bodies respond to exercise and movement. knowledge and skills required to be successful in Students will explore the role of the use of VCE Chemistry. Students will study the historical technology and how it assists with performance development of our understanding of the atom, outcomes for athletes. An introduction to
28 exercise physiology looking at biomechanics, the HISTORY musculoskeletal system, energy systems and training & recovery practices will be offered. The impact of performance enhancing substances The History course will cover the history of the will also be investigated and the students will modern world and Australia from 1918 to the have the opportunity to look at the psychology present. It looks at the transformation of the of athletes and performance. Students who modern world during a time of political turmoil, select this subject will develop skills and global conflict and international co-operation. knowledge that support them in VCE Science, This provides the vital context for understanding Health & Human Development and Physical Australia’s development, its place within the Education subjects. Asia-Pacific region and its global standing.
OUTDOOR ENVIRONMENTAL GENERAL SCIENCE STUDIES In the Year 10 General Science elective, students will study Science for 200 minutes per week for Outdoor Environmental Studies provides the whole year. This study will embrace the key students with opportunities to develop their skills required to undertake Biology, Chemistry, or understanding of environmental change and Physics in VCE. Topics such as Genetics and management, geographies of inter connection Evolution will be covered in the Biology module. whilst learning about local history of the areas Ionic and Molecular Compounds, Chemical that they will explore through excursions. Reactions and Balancing Equations will be covered in the Chemistry module. Newton’s Laws, Students explore the processes that have Motion and Energy will be covered in the Physics shaped and which continue to shape outdoor module. Students will also carry out a STEM environments and learn about a range of investigation. Students selecting this study will motivations for seeking outdoor experiences. have the opportunity to demonstrate (Note will have a cost attached for excursions understanding through the design and and 3 day camp that are essential to the completion of a number of practical experiments completion of this course). in all of the key science areas. Students will develop their skills in writing practical reports using scientific terminology and methodology. ECONOMICS AND BUSINESS
YEAR 10 HUMANITIES The Economics and Business course will look at
the performance of the Australian economy and In Year 10, students will study Humanities for 200 the importance of its interactions and minutes per week and build on their knowledge relationships with the Asia region and the global and skills from Year 9. They have the option to economy in achieving growth and prosperity. choose electives in Humanities that are designed Students will continue to develop their consumer to prepare students with the necessary skills and and financial literacy knowledge and skills by understandings to undertake further study at identifying sources of finance for consumers, VCE in Legal Studies, History, Business businesses and the government and explaining Management and Outdoor Education the role of financial institutions in their Students are required to choose 2 Humanities to interactions with consumers, businesses and the study (each for a semester) from: government. They will also investigate the • Civics and Citizenships different strategies for managing financial risks and maximising rewards across an ever • History changing financial landscape. • Economics and Business • Outdoor Environmental Studies
29 CIVICS AND CITIZENSHIP are encouraged to consider other materials like metals, plastics, glass, concrete and ceramics.
This wider range of materials leads to an In Civics and Citizenship, students will compare extensive range of equipment being required like Australia’s system of government with another angle grinders, welders, the plasma cutter, system of government in the Asian region. They plastic vacuum moulder and concrete mixer. will also investigate the features and principles of With the range of power tools, materials and Australia’s court system, including its role in equipment available, there will be a heavy applying and interpreting Australian law. In emphasis on safety where students will be addition, students will examine global instructed in how to work safely in an industrial connectedness and how this is shaping setting. With the introduction of new materials contemporary Australian society. comes the importance of a better understanding of how the materials can be used from a safety
perspective; in production; and the sustainability YEAR 10 ARTS, of the chosen material. Students are required to TECHNOLOGIES AND wear leather shoes. LANGUAGES
In Year 10, students will study Arts, Technology DIGITAL TECHNOLOGY AND and Languages for 300 minutes per week and DESIGN build on their knowledge and skills from Year 9. They have the option to choose electives that are designed to prepare students with the Digital technology & Design will enable students necessary skills and understandings to to become confident and creative developers undertake further study at VCE and VET Level of digital solutions through the application of information systems and specific ways of thinking
about problem solving. Students will learn Students are required to choose 2 Arts, general capabilities about how to use and apply Technology and Language subjects to study ICT knowledge across a broad range of domains (each for a full year) from: using different platforms, technical aspects of • Product Design and Technology multimedia where students will use programming • Digital Technology and Design & scripting software in order to create, develop and automate, design & development both • Art collaborative and independently and investigate • Multimedia key concepts that are useful now and into the • Chinese Language future. Students will also engage with specialised learning in preparation for learning in the senior PRODUCT DESIGN AND secondary years. TECHNOLOGY YEAR 10 ART
Product Design & Technology will give students Students will be consolidating their art skills and the opportunity to design and make complex preparing for further Arts pathways. At this level the students will be encouraged to products found in everyday use in the develop their own concepts and themes to community. Students will get to use more express ideas about culture and society while complex equipment and materials, much of consolidating an individual and recognisable art which is still in industry today including an style. There will be a focus on the art principles of extensive range of power tools, like routers, scale, repetition and emphasis. There will also be jigsaws and belt sanders. There is a focus on a focus on using the art language while creating, wood primarily, but given the access to a wider making and analysing artworks. Students will range of equipment the expectation is that they have the opportunity to construct and complete
30 a canvas painting and an art assemblage as well Careers Education will focus on planning their as studying portraiture and perspective. pathway to achieve broad career goals that Students will be creating a folio documenting the offer a range of options. Students use their art process, using a visual language as well as increased self-knowledge and deeper written self-reflections. Students will study understanding of education and training traditional and contemporary artists’ works and requirements to inform these decisions. Students analyse and interpret their meanings and investigate national and global economic, social, messages. Chosen finished artwork will be technological and environment changes on the presented in a digital exhibition format and type and availability of work and examine the displayed around the college trends that may impact on their chosen career pathway. They focus on the need to be flexible and the importance of networks to create and YEAR 10 MULTIMEDIA make opportunities. In their career action plan students will identify This unit is designed for students who are their preferred future pathway and explore a interested in exploring aspects of arts and digital range of scenarios that will provide optional technologies through photography, video and pathways. digital design. This will prepare them for pathways in both Arts and Design. The focus is YEAR 10 - VET CERTIFICATE around a studio process, in which students develop an understanding of how to explore, II/III IN APPLIED LANGUAGES – develop and communicate their own unique CHINESE ideas using digital mediums. Students will extend and develop skills in photography and film units Students studying LOTE Chinese at Year 10 will from previous years and experiment with a range be working towards attaining a Certificate II in of mixed media techniques, different production VET Applied Languages. The rigours of the techniques and different equipment. There may certificate will ensure that students attain a be the opportunity for exploration of traditional competency in using the Chinese language in analogue processes in the school darkroom and order to be able to apply it in a practical access to the Arts Mac Lab for editing purposes. scenario. This is usually to gain an employment Some students may also choose to work on the advantage with the ability to apply the Chinese production of the College Magazine. Students language in a workplace. will continue to refine their visual literacy skills and consolidate their own artistic style using digital Students doing the course will be able to identify technologies. key vocabulary in an ordinary conversation. They will also communicate with native speakers of Chinese in a social setting so that they can gain a better understanding of the cultural nuances YEAR 10 HRC between their own culture and Chinese culture. Additionally, students will apply instructional and Students in year 10 will study HRC for 150 minutes directional language so that they can apply their a week. HRC combines Health, Respectful linguistic skills in a social and workplace setting. Relationships and Career education. This will potentially lead to opportunities for Cert III VET Applied Languages at a Year 11 level. During this study students will be able to improve both their own and others health and well-being, develop their sense of self, learn how to build and maintain respectful relationships and improve YEAR 10 - VET CERTIFICATE II their resilience. Students will also become familiar IN HOSPITALITY with support services and resource available within the community. There will be a focus on the In Year 10, students have the option of choosing identification of strategies to minimise harms a VET Certificate II in Hospitality – Kitchen associated with particular situations or Operations. This is a one-year course and is behaviours. undertaken primarily in 250 minutes per week class time. However, students will have the
31 opportunity to work as part of a team that will cater for functions and undertake structured workplace learning. This certificate leads to a pathway to Certificate III in Hospitality and a Hospitality SBAT. This course provides a Unit 1 and 2 VCE subject sequence.
Students who have a keen interest in the preparation and cooking of food will enjoy this course. It includes training in food handling and occupational safety. This certificate provides students with knowledge, skills and a qualification to seek part-time work in the hospitality industry.
Outcomes: Completion of the Certificate II in Hospitality – Kitchen Operations include the development of enhanced communication with key stakeholders. Employment skills in organisation, time management and planning. Students will gain industry specific knowledge and skills including legal, safety and ethical responsibilities. Pathways: Work in various hospitality settings including chef, catering assistant, bar attendant, café attendant, front office/house assistant, Learning Areas: Work health and safety, hygiene practices, cookery methods and working effectively with others in a hospitality environment
Work may be undertaken as part of a team and would be performed under supervision.
32 YEAR 10 VOCATIONAL PATHWAYS PROGRAM In the classroom, the program will incorporate The WHC Vocational Pathways Program is a new sections of the Victorian Curriculum into a program specifically designed for students who collaborative and integrated approach. Literacy wish to follow a pathway into an apprenticeship and Numeracy skills will focus on industry and skill and want to gain a head start before entering a preparedness. Students will study aspects of vocational stream of learning (VCAL). In selecting Science and Humanities through authentic this pathway, students at WHC will be immersed in activities. Students will participate in Arts and practical vocational activities. Students learning will Technology electives, choosing from Product be linked to practical knowledge and skills that will Design and Technology, Digital Technology and support them to be job ready. Design, Performing Arts/Music and Art. The program will be complimented by Physical With a focus on providing skills and knowledge to Education, Health, Respectful Relationships and improve employability, students who select this Careers Education. program will be required to undertake Structured Workplace Learning throughout the year. This will Students completing this pathway will be well give them on the job training and preparedness in prepared to progress to Year 11 VCAL the their chosen field. Added to this, students will have following year. the option to undertake a choice of VET course to support their chosen pathway.
33 YEAR 11 & 12 CURRICULUM
COURSE OF STUDY VICTORIAN VIRTUAL LEARNING Students in Year 11 and 12 are able to enrol in a Victorian Certificate of Education (VCE) or the NETWORK (VVLN) Victorian Certificate of Applied Learning (VCAL) program. Students make this decision based on A small group of students are able to undertake pathway preferences and counselling. Unit 3 and 4 studies through the VVLN. The VVLN is In selecting a Year 11 and 12 course of study, based at Bendigo Senior College and enables students should consider the following: students across the state to complete studies that their home school may not be able to timetable. Post-secondary school aspirations: - what are Students have ready access to their VVLN they? teachers through Skype; learning is through the Moodle platform. In 2021, the VVLN will offer studies Do you want a direct link to a tertiary course in the following areas: requiring an ATAR? http://vln.bssc.edu.au/
Are you an applied learner? VCAL PROGRAM Is a TAFE, certificate course or employment your next step? The Victorian Certificate of Applied Learning Are you seeking an apprenticeship? (VCAL) is an accredited senior secondary certificate undertaken in Years 11 and/or 12. VCAL Do you want to ‘keep your options’ open? provides an alternative to VCE, enabling access Do you want to include a VET, SBAT, or Traineeship for all students to complete secondary schooling. in your course? Students can be enrolled in either a Foundation, Intermediate or Senior VCAL course, this is The following provides a brief outline of VCE and customised to the needs of the individual student. VCAL options. VCAL is targeted to students who prefer applied learning and have indicated a pathway to an VCE PROGRAM apprenticeship or employment. The focus is on vocational training and work readiness skills. The Victorian Certificate of Education (VCE) Assessment in VCAL is based on demonstrating provides access to diverse pathways including competencies. Students enrolled in the VCAL study at university, TAFE and employment. VCAA program do not receive an ATAR. VCAL is not a requires students to complete their VCE over a direct entry to university study. minimum two (2) year period. VCAL requires a high level of maturity, motivation VCE is usually undertaken in Years 11 and 12; and responsibility from students as they are however, students at Western Heights College required to have an integrated approach to their have the opportunity to commence their VCE learning based on both their interests and program in Year 10 by selecting a Unit 1/2 developing their competencies in Literacy, sequence. (Please note this is subject to Numeracy, Work-Related Skills and Personal availability following completion of Year 1 course Development. Students are expected to work selection). Successful completion of VCE requires independently and collaboratively – the learning students to satisfactorily complete 16 units that program includes strategies to enable this. must include: Three (3) units from the English group, two (2) of A key component of VCAL is undertaking which must be a Unit 3-4 sequence. At least three Structured Work Place Learning in Year 11 with the (3) Unit 3 and 4 sequences once the English aim of accessing an SBAT in Year 12. requirement has been met.
34 Students undertaking a VCAL course of study must Hospitality within their VCE or VCAL course of include a VET, SBAT or Traineeship as part of their study. Externally, VET courses are accessible course. through the Geelong Industry Trade Training Centre (GITTC) of which WHC is a partner. Specific details about the course, including Alternatively, VET options are provided at Geelong outcomes and assessment, is available at the Schools, The Gordon and RTOs. Prospective VCAA website. students can refer to pages 64 – 70 for details. Associated costs are provided in this handbook. https://www.vcaa.vic.edu.au/Pages/vcal/index.a spx How do I enrol in VET?
How do I apply? Students considering applying for a VET external
to WHC need to complete an application process. 1. Select VCAL and the appropriate In course selection students need to: application form 1. Identify that they are applying for a VET 2. Access, complete and submit the 2. Complete the ‘Expression of Interest’ application form. application 3. Attend an interview 3. Set a time for a pathways meeting to discuss 4. Accept an offer (this requires you to pay and lodge a VET application. Details of VET the VCAL charge) by the nominated date. options will be provided. 5. Enrol in a VET* 4. Pay the application fee ($200.00) to enable
the application to be processed. Successful *Note VET providers are external to the school and payment of a deposit is required at the time of applicants will have the fee credited to their enrolment to secure placement. This is the course cost and this will appear in their responsibility of the parent/carer. Full payment will statements. Unsuccessful applicants’ fee will be required at course confirmation in February. be redirected /refunded.
Confirmation of entry to the VCAL course will be Please note that applications will not be communicated to students upon the completion progressed without payment of application fee. of the process.
5. The cost of VET courses varies – please refer VET to pages 64-70 in this Handbook. 6. Confirmation of VET courses will be What is VET? communicated to students as they are confirmed by providers in Term 4. Full payment VET refers to Vocational Education and Training will be required. that enables students to include a VET course as part of their Year 11 /12 course. VET courses are SCHOOL BASED applied learning and nationally accredited competency based certificates. Most courses run APPRENTICESHIPS AND over two years. TRAINEESHIPS VET courses enable you to gain credits towards either VCE or VCAL, gain a nationally accredited Western Heights College supports students who certificate and in some instances achieve a wish to undertake a school-based apprenticeship contribution towards an ATAR score. Students are or traineeship. A school-based apprenticeship or encouraged to regularly access the VCAA website traineeship (SBAT) is an apprenticeship or for accreditation updates. traineeship undertaken by a student enrolled in a senior secondary program (VCE or VCAL), with at Students can access VET studies within study least one day per week timetabled to be spent on options at WHC and/or the VET Geelong cluster. the job or in training during the normal school At WHC, students are able to enrol in VET week. The program provides students with the
35 opportunity to combine their studies with work in a STUDIES recognised field and undertake a nationally accredited certificate related to the industry in The following studies are offered at Western which they are working. Heights College:
The benefits of the program are that students gain practical part-time experience in the workplace/workforce. School based apprentices and trainees are registered with appropriate boards and are paid an hourly rate for work and training. For some students, it is a pathway to a full time apprenticeship or employment. School based apprenticeship training and Traineeship are available in the following areas. Students are encouraged to schedule an appointment with a Course Counsellor to discuss options. Aged Care, Agriculture, Beauty Therapy, Child Care, Communications Systems, Concreting, Construction – Bricklayer, Construction – Builder, Construction – Cabinet Maker, Construction – Plasterer, Education Support, Electrician, Engineer, Fitness, Florist, Hairdresser, Horticulture – Green Keeper, Hospitality – Chef, Hospitality – Commercial Caterer, Information Technology, Mechanics – auto/diesel, Retail, Office Administrator, Plumber, Sign Writer, Sport and Recreation
ENGAGEMENT AND WELL BEING: MENTOR MEETINGS
Mentor meetings are held at the beginning of each day. The aim of these meetings includes ensuring that students are on time and prepared for learning and connecting on a regular basis with their mentor/s to enable oversight of learning and opportunities to celebrate successes and/or work through challenges. Mentors also support the development and monitoring of Individual Learning Plans and through their knowledge of each student, participate in pathways work.
COURSE COSTS
The aim of our program is to keep costs to students and parents to a minimum. Information regarding costs including the Year 11 and 12 Resource Charge will be communicated to parents as confirmed. Students are also required to purchase some resources from the booklist.
36 ENGLISH UNITS 1 & 2
DESCRIPTION
The art of confident public speaking, active listening and skilled writing will be developed in this unit. By identifying, discussing, comparing, and analysing the ways that texts convey characters, ideas and themes, you will develop the ability to create and present quality tasks of your own. A deep understanding of the influences of the audience, context, and purpose of the text, together with knowledge of how skilled writers persuade audiences are all areas that will be explored and developed by participants in this course.
WHAT KNOWLEDGE & SKILLS WILL I BE WHAT OTHER FIELDS COULD THIS ABLE TO BUILD? LEAD TO? It is becoming much more common for • Reading and responding to texts analytically universities to list English study scores as a and creatively. pre-requisite for a variety of courses in all fields. • Analyse arguments and the use of persuasive In most cases, the pre-requisite is a study score language in texts and create their own texts of 25 or higher. intended to position audiences. • Comparing the presentation of ideas, issues and themes in texts. WHAT ELSE DO I NEED TO KNOW? • Creating written, spoken and multimodal texts. Texts required for purchase: • Jasper Jones by Craig Silvey • Dark Roots by Cate Kennedy • Romeo and Juliet: abridged version (Insight texts)
37
ENGLISH UNITS 3 & 4
DESCRIPTION
Expressing ideas confidently is a key component of this unit. You will develop ideas and opinions from reading, discussing, comparing and creating a variety of texts. In Unit 3, you will respond to the set texts through analytical and creative responses. You will also analyse arguments from multi- modal material, including newspapers, blogs and webpages. In Unit 4 you will develop a comparative response to a set of texts, as well as presenting an oral presentation on current issues within the global community. Through a variety of sources such as novels, speeches, films and the material noted above you will be provided the platform to analyse, interpret, compare and explain viewpoints and context.
WHAT KNOWLEDGE & SKILLS WHAT OTHER FIELDS WILL I BE ABLE TO BUILD? COULD THIS LEAD TO? It is becoming much more common for • Reading and responding to texts analytically universities to list English study scores as a and creatively. pre-requisite for a variety of courses in all fields. • Analyse arguments and the use of persuasive In most cases, the pre-requisite is a study language in texts and create their own texts score of 25 or higher. intended to position audiences. Strong communication skills are essential • Comparing the presentation of ideas, issues and for work readiness. themes in texts. • Creating written, spoken and multimodal texts. WHAT ELSE DO I NEED TO KNOW? Texts required for purchase: • 7 Stages of Grieving by D. Mailman & W. Enoch • The Longest Memory by Fred D’Aguiar • Nine Days by Toni Jordan
ENGLISH 3 & 4
38
ENGLISH AS AN ADDITIONAL LANGUAGE (EAL)
ENGLISH UNITS 3 & 4
DESCRIPTION
The EAL coursework includes all the elements described in the English Units 3 & 4 overview. It is also assessed against the same criteria. However, EAL students are required to read/view fewer texts; for example, The 7 Stages of Grieving is used in two assessment tasks. In addition, EAL students are also assessed on their listening skills, which occurs through coursework and in the final examination.
WHAT KNOWLEDGE & SKILLS WHAT OTHER FIELDS WILL I BE ABLE TO BUILD? COULD THIS LEAD TO? It is becoming much more common for universities to list English study scores as a • Reading and responding to texts analytically pre-requisite for a variety of courses in all and creatively. fields. In most cases, the pre-requisite is a study • Analyse arguments and the use of persuasive score of 25 or higher. language in texts and create their own texts
intended to position audiences. • Comparing the presentation of ideas, issues and WHAT ELSE DO I NEED TO themes in texts. KNOW? • Creating written, spoken and multimodal texts. • Understanding how structure, language and Texts required for purchase: delivery of spoken texts affects by the context in • 7 Days of Grieving by D. Mailman & which they are presented W. Enoch • The Longest Memory by Fred D’Aguiar
39 BUSINESS MANAGEMENT UNITS 1 & 2
DESCRIPTION
In Unit 1, you will study the business idea - how business ideas are created and how conditions can be fostered for new businesses to emerge. You will explore how a culture of business innovation and entrepreneurship may be fostered in a nation. You will also develop a business plan for your own business idea. In Unit 2, you will study the external environment. Discover the legal, political, social, economic, technological, global and corporate social responsibility factors that affect the decisions you will make as a business leader.
WHAT KNOWLEDGE & SKILLS WHAT OTHER FIELDS WILL I BE ABLE TO BUILD? COULD THIS LEAD TO?
• Managerial Roles in Small, Medium and Large-Scale Businesses • Identify business opportunities • Business Administration • Define, describe and apply relevant business • Marketing management concepts and terms • Human Resources • Acquire, record, interpret and share business
information and ideas • Research and analyse case studies and WHAT ELSE DO I NEED TO contemporary examples of business KNOW? management applicable to planning a business • Apply business management knowledge to You will need: practical and/or simulated business situations. • A computer to be able to access class resources including internet connectivity • A copy of the Jacaranda Key Concepts in VCE Business Management Units 1 and 2 Textbook
2
40
BUSINESS MANAGEMENT UNITS 3 & 4
DESCRIPTION In Unit 3, students explore the key processes and issues concerned with managing a business efficiently and effectively to achieve the business objectives. Students examine the different types of businesses and their respective objectives. They consider corporate culture, management styles, management skills and the relationship between each of these. Students investigate strategies to manage both staff and business operations to meet objectives. Businesses are under constant pressure to adapt and change to meet their objectives. In Unit 4, students consider the importance of reviewing key performance indicators to determine current performance and the strategic management necessary to position a business for the future. Students study a theoretical model to undertake change and consider a variety of strategies to manage change in the most efficient and effective way to improve business performance. They investigate the importance of leadership in change management. Using a contemporary business case study from the past four years, students evaluate business practice against theory.
WHAT KNOWLEDGE & SKILLS WHAT OTHER FIELDS WILL I BE ABLE TO BUILD? COULD THIS LEAD TO? • Managerial Roles in Small, Medium and Large-Scale Businesses • Define, describe and apply relevant business • Business Administration management concepts and terms • Marketing • Analyse case studies and contemporary • Human Resources examples of business management • Interpret, discuss and evaluate business information and ideas WHAT ELSE DO I NEED • Apply business management knowledge to TO KNOW? practical and/or simulated business situations You will need: • A computer to be able to access class resources including internet connectivity • A copy of the Jacaranda Key Concepts in VCE Business Management Units 3 and 4 Textbook 5th Edition
41
TWENTIETH CENTURY HISTORY
UNITS 1 & 2
DESCRIPTION In Unit 1, you will study ‘Ideology and Conflict’ during 1918-1939. In this area of study, you will explore events, ideologies and movements of the period after World War One; the emergence of conflict and the causes of World War Two. You will investigate the impact of the treaties which ended the Great War and which redrew the map of Europe and broke up the former empires of the defeated nations.
In Unit 2, you will explore the nature and impact of the Cold War and challenges and changes to existing political, economic and social arrangements in the second half of the twentieth century. In particular, you will explore the influence of competing ideologies on the beginning and ending of the Cold War and resulting challenges and changes.
WHAT KNOWLEDGE & SKILLS WHAT OTHER FIELDS WILL I BE ABLE TO BUILD? COULD THIS LEAD TO?
History assists students to understand Initiative and enterprise (generating a range of themselves, others and their world. It options; being creative) broadens their social, political, economic Planning and organising (planning the use of and cultural understanding. resources including time management; collecting, It is a valuable subject for fields as diverse analysing and organising information) as tourism, law, government Problem solving (developing practical solutions; administration, anthropology, sociology, testing assumptions taking the context of data and librarian and journalism. circumstances into account) Self-management (evaluating and monitoring own performance; taking responsibility) WHAT ELSE DO I NEED TO Communication (listening and understanding; KNOW? reading independently; writing to the needs of the audience; persuading effectively) Historical thinking skills – historical inquiry questioning, cause and consequences, continuity Required texts: and change. Cambridge – Twentieth Century History Use and analysis of primary and secondary sources, Other: historical perspectives, ethical and historical A computer for internet research and arguments. access to class notes Historic writing and vocabulary skills. Critical reading skills.
42 HISTORY REVOLUTIONS UNITS 3 & 4
DESCRIPTION You will study two revolutions; The Russian Revolution of October 1917 and The American Revolution of 1776. In the “Causes of Revolution” area of study, you will analyse the long-term causes and short-term triggers of revolution. You will evaluate how revolutionary outbreaks are caused by the interplay of significant events, ideas, individuals and popular movements and assess how these were directly or indirectly influenced by the social, political, economic and cultural conditions.
In the “Consequences of Revolution” area of study, you will analyse the consequences of the revolution and evaluate the extent to which it brought change to society. The success of the revolution was not inevitable; therefore, you will analyse the significant challenges that confronted the new regime after the initial outbreak of revolution.
WHAT KNOWLEDGE & SKILLS WHAT OTHER FIELDS WILL I BE ABLE TO BUILD? COULD THIS LEAD TO?
History assists students to understand Initiative and enterprise (generating a range of themselves, others and their world. It options; being creative) broadens their social, political, economic Planning and organising (planning the use of and cultural understanding. It is a valuable resources including time management; collecting, subject for fields as diverse as tourism, law, analysing and organising information) government administration, anthropology, Problem solving (developing practical solutions; sociology, librarian and journalism. testing assumptions taking the context of data and circumstances into account) Self-management (evaluating and monitoring own WHAT ELSE DO I NEED TO performance; taking responsibility) KNOW? Communication (listening and understanding; reading independently; writing to the needs of the Required texts: audience; persuading effectively) Cambridge – Analysing the Russian Revolution Cambridge – Analysing the American Revolution Other: A computer for internet research and access to class notes.
ORY REVOLUTIONS 3 & 4
43
LEGAL STUDIES UNITS 1 &2
DESCRIPTION VCE Legal Studies examines the institutions and principals which are essential to Australia’s legal system. Students develop an understanding of the rule of law, law makers, key legal institutions, rights protections in Australia and the justice system. Through applying knowledge of legal concepts and principles to range of actual and/or hypothetical scenarios, students develop their ability to use legal reasoning to argue a case for or against a party in a civil or criminal matter. Students explore the principles of justice; fairness (fair legal processes are in place and all parties receive a fair hearing), equality (all people are treated equally before the law, with an equal opportunity to present their case) and access (understanding of legal rights and ability to pursue their case).
WHAT KNOWLEDGE & SKILLS WHAT OTHER FIELDS WILL I BE ABLE TO BUILD? COULD THIS LEAD TO?
• This study enables students to become active • Careers and further tertiary in legal and informed citizens by providing them with professions including becoming a valuable insights into their relationship with the lawyer, paralegal, legal secretary law and the legal system and careers in the courtroom • Careers and further study in justice • Develop knowledge and skills that enhance their including police, criminal and social confidence and ability to access and participate justice, sociology, politics, youth in the legal system. Students learn how they can justice and support agencies create change to laws and the legal system
• Research and analysis of legal information and WHAT ELSE DO I NEED TO applying legal reasoning and decision-making skills KNOW? In this study you will need: • Critical thinking skills to solve legal problems • A computer to access Google classroom and class resources including internet connectivity • Legal Studies for VCE Units 1 & 2 Access and Justice 14E
44 GENERAL MATHEMATICS UNITS 1 & 2
DESCRIPTION
You will study the use of simple data and how to display and interpret different types of graphs. You will use formulas to calculate interest and hire purchase during business maths. You will learn some of the features of the TI-nspire calculator and use it to manipulate simple algebraic formula in a range of contexts. You will also be introduced to the topics of matrices, Pythagoras’ Theorem, measurement and trigonometry. You will have an opportunity to demonstrate your knowledge and learning through skills testing, application and analysis tasks, and the use of technology to assist you in your understanding of these tasks in real life scenarios.
WHAT KNOWLEDGE & SKILLS WHAT OTHER FIELDS WILL I BE ABLE TO BUILD? COULD THIS LEAD TO?
General Mathematics offers a course of study involving non-calculus based topics This study enables students to: and prepares students for Year 12. Further Mathematics is a prerequisite for many • consolidate and develop mathematical bachelor degrees in information and concepts, knowledge and skills communication technology, science, • apply mathematics to analyse, investigate and education and health science. model a variety of contexts and solve practical Many universities will be introducing and theoretical problems in situations that range Mathematics prerequisites in the next few from well-defined and familiar to open-ended years. and unfamiliar • use technology effectively as a tool for working mathematically. WHAT ELSE DO I NEED TO KNOW? Text required for purchase: • Cambridge Senior General Math VCE 1&2 • TI-nspire Calculator
45
FURTHER MATHEMATICS UNITS 3 & 4
DESCRIPTION
In this course, you will study the following topics: data analysis (statistics and number crunching), geometry (lengths and angles), business-related mathematics (interest and hire purchase) and matrices (a method to solve linear equations). You will be assessed through the demonstration of skills (classwork and tests), the applications of these skills (analysis and application tasks), and the use of technology (calculator) to assist in your solutions. This course provides you with preparation for employment or further study. Assumed knowledge and skills for Further Mathematics Units 3 & 4 are contained in General Mathematics Units 1 & 2. Students who have studied Mathematical Methods Units 1 & 2 will also have had access to assumed knowledge and skills to undertake Further Mathematics.
WHAT KNOWLEDGE & SKILLS WHAT OTHER FIELDS WILL I BE ABLE TO BUILD? COULD THIS LEAD TO?
Further Mathematics is a prerequisite for many bachelor degrees in information and This study enables students to: communication technology, science, education and health science. • develop mathematical concepts, knowledge and Many universities will be introducing skills Mathematics prerequisites in the next few years. • apply mathematics to analyse, investigate and model a variety of contexts and solve practical and theoretical problems in situations that range WHAT ELSE DO I NEED TO from well-defined and familiar to open-ended KNOW? and unfamiliar Text required for purchase: • use technology effectively as a tool for working • Maths Quest 12 Further Maths VCE mathematically 3&4 • TI-nspire Calculator
46 MATHEMATICAL METHODS UNIT 1 & 2
DESCRIPTION
You will study the following: functions and graphs (sketching different types of curves), calculus (finding the slope of curves and the area under curves), algebra (modelling and solving real life problems) and probability (finding the possibility of different events occurring). You will be able to apply newly acquired skills and knowledge to model, explain and analyse real life problems with the aid of computer algebra systems. You will be assessed using skills tests, analysis tasks and final examinations. Unit 1 & 2 Mathematics Methods will prepare you well for Mathematical Methods Units 3 & 4.
WHAT KNOWLEDGE & SKILLS WHAT OTHER FIELDS WILL I BE ABLE TO BUILD? COULD THIS LEAD TO?
Mathematical Methods is a prerequisite This study enables students to: for many bachelor degrees in aviation, engineering and information and • develop mathematical concepts, knowledge and communication technology. skills There is a demand for mathematics skills • apply mathematics to analyse, investigate and across a range of sectors. Mathematicians model a variety of contexts and solve practical work in the petroleum and nuclear and theoretical problems in situations that range industries, medicine and health, IT, from well-defined and familiar to open-ended business consultancy and operational and unfamiliar research, space science and astronomy, • use technology effectively as a tool for working as well as many forms of engineering and mathematically different government departments.
WHAT ELSE DO I NEED TO KNOW? Text required for purchase: • Cambridge Senior Math Methods VCE 1&2 • TI-nspire Calculator
47
MATHEMATICAL METHODS UNITS 3 & 4
DESCRIPTION
In this course, you will study the following topics: functions and graphs (sketching different types of curves), calculus (finding the slope of curves and the area under curves), algebra (modelling and solving real life problems) and probability (finding the possibilities of different events occurring). You will be able to apply newly acquired skills and knowledge to model, explain and analyse real life problems with the aid of computer algebra systems. You will demonstrate your skills and understanding of topics through the application task, analysis tasks and final examinations. Mathematical Methods Units 3 & 4 will provide an appropriate background for further study in, for example, science, humanities, economics or medicine.
WHAT KNOWLEDGE & SKILLS WHAT OTHER FIELDS WILL I BE ABLE TO BUILD? COULD THIS LEAD TO?
There is a demand for mathematics skills across a range of sectors. Mathematicians This study enables students to: work in the petroleum and nuclear industries, medicine and health, IT, • develop mathematical concepts, knowledge and business consultancy and operational skills research, space science and astronomy, • apply mathematics to analyse, investigate and as well as many forms of engineering and model a variety of contexts and solve practical different government departments.
and theoretical problems in situations that range from well-defined and familiar to open-ended WHAT ELSE DO I NEED TO and unfamiliar KNOW? • use technology effectively as a tool for working Text required for purchase: mathematically • Cambridge Senior Math Methods VCE 3&4 • TI-nspire Calculator
48
HEALTH AND HUMAN DEVELOPMENT UNITS 1 & 2
DESCRIPTION
Health and Wellbeing concepts are discussed at the beginning of the course. Nutrition is evaluated and food marketing is investigated. The lifespan ‘Youth’ is studied as well as values, expectations and health promotion programs relating to youth. Healthy relationships, parenting and skills to prepare them to be informed consumers of health services.
WHAT KNOWLEDGE & SKILLS WHAT OTHER FIELDS WILL I BE ABLE TO BUILD? COULD THIS LEAD TO?
This study enables students to: Health and Human Development (HHD) • Understand the complex nature of health and can lead into any of the health and/or wellbeing, and human development. social sciences. HHD equips students with written, oral and • Develop a broad view of health and wellbeing, presentation skills that adds to incorporating physical, social, emotional, mental employability opportunities through and spiritual dimensions, and biological, planning, communicating and the use of sociocultural and environmental factors. technology. • Examine how health and wellbeing may be influenced across the lifespan by the conditions WHAT ELSE DO I NEED TO into which people are born, grow, live, work and age. KNOW? • Develop health literacy to evaluate health Text required for purchase: information and take appropriate and positive action to support health and wellbeing and • Key Concepts VCE HHD 1&2 - manage risks. Jacaranda • Develop understanding of the Australian healthcare system and the political and social values that underpin it. • Apply social justice principles to identify health and wellbeing inequities and analyse health and wellbeing interventions. • Apply the objectives of the United Nations’ Sustainable Development Goals to evaluate the effectiveness of health and wellbeing initiatives and programs. • Propose and implement action to positively influence health and wellbeing, and human development, outcomes at individual, local, national and/or global levels.
49
HEALTH AND HUMAN DEVELOPMENT UNITS 3 & 4
DESCRIPTION Students come to terms with ‘health and wellbeing’ and the associated dimensions. Optimal health is studied at an individual, national and global level. Australia’s health status and the biological, sociocultural and environmental factors that influence health are researched as well as smoking, BMI and diet in terms of their health impact. Reviewing Australia’s health since 1900, the models of health including the Ottawa Charter for Health Promotion are explored. Australia’s health system and health promotion programs around smoking, skin cancer, diet and road safety are studied. Awareness of Indigenous initiatives for better health are taught. Global health and health status and understanding high, middle and low-income country’s health outcomes and classification are topics covered. Sustainable Development Goals, United Nations, international aid provided by Australia, NGOs and features of aid programs are explained and analysed.
WHAT KNOWLEDGE & SKILLS WILL I BE ABLE TO BUILD?
This study enables students to: • Propose and implement action to • Understand the complex nature of health and positively influence health and wellbeing, and human development. wellbeing, and human development, • Develop a broad view of health and wellbeing, outcomes at individual, local, national incorporating physical, social, emotional, mental and/or global levels. and spiritual dimensions, and biological, sociocultural and environmental factors. WHAT OTHER FIELDS • Examine how health and wellbeing may be influenced across the lifespan by the conditions COULD THIS LEAD TO? into which people are born, grow, live, work and Health and Human Development (HHD) age. can lead into any of the health and/or • Develop health literacy to evaluate health social sciences. information and take appropriate and positive HHD equips students with written, oral and action to support health and wellbeing and presentation skills that adds to manage risks. employability opportunities through • Develop understanding of the Australian planning, communicating and the use of healthcare system and the political and social technology.
values that underpin it. • Apply social justice principles to identify health WHAT ELSE DO I NEED TO and wellbeing inequities and analyse health and wellbeing interventions. KNOW? • Apply the objectives of the United Nations’ Text required for purchase: Sustainable Development Goals to evaluate the effectiveness of health and wellbeing initiatives • Key Concepts VCE HHD 3&4 - Jacaranda and programs.
50
PHYSICAL EDUCATION UNITS 1 & 2
DESCRIPTION
Students explore how the musculoskeletal and cardiorespiratory systems work together to produce movement. Through practical activities, students explore the relationships between the body systems and physical activity, sport and exercise, and how the systems adapt and adjust to the demands of the activity. Using a contemporary approach, students evaluate the social, cultural and environmental influences on movement. They consider the implications of the use of legal and illegal practices to improve the performance of musculoskeletal and cardiorespiratory systems, evaluating perceived benefits and describing potential harms. Students’ will develop an understanding of physical activity, sport and society from a participatory perspective. Students are introduced to types of physical activity and the role participation in physical activity and sedentary behaviour plays in their own health and wellbeing as well as in other peoples’ lives in different population groups.
WHAT KNOWLEDGE & SKILLS WHAT OTHER FIELDS WILL I BE ABLE TO BUILD? COULD THIS LEAD TO?
This study enables students to: Physical Education can lead to the health • Use practical activities to underpin & sports sciences, careers that demand a contemporary theoretical understanding of the high level of physical labour, careers in the influences on participation and performance in health & fitness industry and defence force careers. physical activity, sport and exercise. • Develop an understanding of the anatomical, biomechanical, physiological and skill acquisition WHAT ELSE DO I NEED TO principles, and of behavioural, psychological, KNOW? environmental and sociocultural influences on Text required for purchase: performance and participation in physical activity across the lifespan. • Nelson Physical Education VCE 1 & 2 • Engage in physical activity and movement experiences to determine and analyse how the body systems work together to produce and refine movement. • Critically evaluate changes in participation from a social-ecological perspective and performance in physical activity, sport and exercise through monitoring, testing and measuring of key parameters.
51
PHYSICAL EDUCATION UNITS 3 & 4
DESCRIPTION
Students are introduced to the biomechanical and skill acquisition principles used to analyse human movement skills and energy production from a physiological perspective. They will investigate the relative contribution and interplay of the three energy systems to performance in physical activity, sport and exercise. In particular, they investigate the characteristics of each system and the interplay of the systems during physical activity. Students analyse movement skills from a physiological, psychological and sociocultural perspective and apply relevant training principles and methods to improve performance within physical activity at an individual, club and elite level. Students participate in a variety of training sessions designed to improve or maintain fitness and evaluate the effectiveness of different training methods.
WHAT KNOWLEDGE & SKILLS WHAT OTHER FIELDS WILL I BE ABLE TO BUILD? COULD THIS LEAD TO?
This study enables students to: Physical Education can lead to the health • Use practical activities to underpin & sports sciences, careers that demand a contemporary theoretical understanding of the high level of physical labour, careers in influences on participation and performance in the health & fitness industry and defence force careers. physical activity, sport and exercise. • Develop an understanding of the anatomical, biomechanical, physiological and skill acquisition WHAT ELSE DO I NEED TO principles, and of behavioural, psychological, KNOW? environmental and sociocultural influences on performance and participation in physical Text required for purchase: activity across the lifespan. • Nelson Physical Education VCE 3 & 4 • Engage in physical activity and movement experiences to determine and analyse how the body systems work together to produce and refine movement. • Critically evaluate changes in participation from a social ecological perspective and performance in physical activity, sport and exercise through monitoring, testing and measuring of key parameters.
52
BIOLOGY UNITS 1 & 2
DESCRIPTION
Through a variety of practical investigations you will explore cells, including different types of cells and cellular activities, discover features that are common and unique, as well as the biochemical processes that are fundamental to life. You will study the organism as a whole and examine how the structure and functioning of interdependent body systems are needed in order for them to survive. You will analyse types of adaptations that enhance the organism’s survival in a particular environment. You will investigate how a diverse group of organisms form a living interconnected community that is adapted to, and utilises, the abiotic resources of its habitat.
You will study the processes of sexual and asexual reproduction. The role of stem cells and their potential use in medical therapies will be considered. You will use chromosome theory to analyse patterns of inheritance and interpret pedigree charts and make predictions about genetic crosses. You will consider the role of genetic knowledge in decision making about the inheritance of autosomal dominant, autosomal recessive and sex-linked genetic conditions. In this context, the uses of genetic screening and its social and ethical issues are examined.
WHAT KNOWLEDGE & SKILLS WHAT OTHER FIELDS WILL I BE ABLE TO BUILD? COULD THIS LEAD TO?
You will develop skills including: What you learn in Biology can be applied in many fields of endeavour including • developing aims and questions, formulating biotechnology, botany, genetics, hypotheses and making predictions immunology, microbiology, pharmacology, zoology dentistry, • planning and undertaking investigations ecology, education, food science, • conducting investigations to collect and record forestry, healthcare, horticulture, data medicine, optometry, physiotherapy and veterinary science.
WHAT ELSE DO I NEED TO KNOW? Text required for purchase: • Heinemann Biology 1 VCE SB 5th Ed. • Heinemann Biology 1 VCE Student Workbook 2nd Ed.
53
BIOLOGY UNITS 3 & 4
DESCRIPTION
Have you wondered how cells communicate with each other to coordinate and regulate cellular activities in our bodies? Through practical activities, you will investigate the production of biological molecules and the biochemical processes found in all life forms. You will determine the role of proteins in cells, how organisms protect themselves from disease. You will carry out investigations of photosynthesis, enzyme action and movement across membranes as well as the role of hormones in maintaining blood glucose levels and the cause of diabetes. You will investigate the way in which our immune system responds to invading pathogens and diseases. You will also look at Australian and global biosecurity measure put in place to prevent emergence and spread of diseases.
You will discover the relationship between heritable variations and the environment in relation to evolution. Through practical activities and a visit to the Gene Technology Access Centre at University High, you will study DNA manipulation techniques and investigate technological applications that can change the genetic makeup of living organisms. This will include a genetic cross with fruit flies and a simulation of cell reproduction. A report on evolutionary relationships in mammalian anteaters and marsupials as well as a multimedia presentation on genetically modified organisms will give you an opportunity to demonstrate your understandings.
WHAT KNOWLEDGE & SKILLS WHAT OTHER FIELDS WILL I BE ABLE TO BUILD? COULD THIS LEAD TO?
You will further develop skills learnt in Biology units What you learn in Biology can be applied 1&2 by developing skills including: in many fields of endeavour including biotechnology, botany, genetics, immunology, microbiology, • analysing and evaluating scientific data, methods pharmacology, zoology dentistry, and models ecology, education, food science, • drawing evidence-based conclusions forestry, healthcare, horticulture, • communicating and explaining scientific ideas medicine, optometry, physiotherapy and • studying techniques for synthesising large veterinary science. amounts of information and remembering biological vocabulary applying theory in describing biological concepts WHAT ELSE DO I NEED TO KNOW?
Text required for purchase: • Heinemann Biology 2 VCE SB 5th Ed. • Heinemann Biology 2 VCE Student Workbook 3rd Ed.
54 CHEMISTRY UNITS 1 & 2
DESCRIPTION
You will investigate the chemical properties of a range of materials from metals and salts to polymers and nanomaterials. You will use Avogadro’s number to calculate the Chemistry unit, the Mole and begin to carry out calculations involving reactant and products. You will investigate how different atoms bond together and how this bonding affects the Chemical and Physical properties of everyday materials. You will also conduct and present the findings of an independent investigation into one aspect of the discoveries and research that have underpinned the development, use and modification of useful materials or chemicals. You will explore the physical and chemical properties of water, the reactions that occur in water and various methods of water analysis. You will examine the origin and chemical nature of substances that may be present in a water supply, including contaminants, and outline sampling techniques used to assess water quality. You will study the categories of chemicals known as acids and investigate reactions involving electron transfer and its uses in simple electrochemical cells. You will learn to balance chemical equations and expand your knowledge on how to carry out calculations involving amounts of product and reactants in solutions. You will also design and conduct a practical investigation on one aspect of chemical analysis techniques.
WHAT KNOWLEDGE & SKILLS WHAT OTHER FIELDS WILL I BE ABLE TO BUILD? COULD THIS LEAD TO?
The study of Chemistry offers career VCE Chemistry enables students to explore the paths in the fields of forensics, nature of chemicals and chemical processes. pharmacology, healthcare, In undertaking this study, students biotechnology, nanotechnology, toxicology, agriculture, materials and • apply chemical principles to explain and food science. quantify the behaviour of matter, as well as undertake practical activities that involve the WHAT ELSE DO I NEED TO analysis and synthesis of a variety of materials. KNOW? • design and conducting observational and experimental studies Text required for purchase: • investigate, analyse and interpret data, finding • Heinemann Chemistry 1 VCE 5th Ed. patterns and drawing conclusions, approach problems in an analytical and rigorous way, formulating theories and applying them to solve problems 1 & 2
55
CHEMISTRY UNITS 3 & 4
DESCRIPTION
The global demand for energy and materials is increasing with world population growth. In this unit you will explore energy options and the chemical production of materials with reference to efficiencies, renewability and the minimisation of their impact on the environment. Students compare and evaluate different chemical energy resources, including fossil fuels, biofuels, galvanic cells and fuel cells. You will investigate the combustion of fuels, including the energy transformations involved, the use of stoichiometry to calculate the amounts of reactants and products involved in the reactions, and calculations of the amounts of energy released and their representations. You will consider the purpose, design and operating principles of galvanic cells, fuel cells and electrolytic cells. You will analyse manufacturing processes with reference to factors that influence their reaction rates and extent. We will investigate and apply the equilibrium law and Le Chatelier’s principle to different reaction systems; including predicting and explaining the conditions that will improve the efficiency and percentage yield of chemical processes. The carbon atom has unique characteristics that explain the diversity and number of organic compounds that not only constitute living tissues but are also found in the fuels, foods, medicines and many of the materials we use in everyday life. In this unit students investigate the structural features, bonding, typical reactions and uses of the major families of organic compounds including those found in food. You will process data from instrumental analyses of organic compounds to confirm or deduce organic structures, and perform volumetric analyses to determine the concentrations of organic chemicals in mixtures. You will consider the nature of the reactions involved to predict the products of reaction pathways and to design pathways to produce particular compounds from given starting materials. During this year, you will also undertake a self- designed practical investigation related to an aspect of energy and/or food.
WHAT KNOWLEDGE & SKILLS WHAT OTHER FIELDS WILL I BE ABLE TO BUILD? COULD THIS LEAD TO?
VCE Chemistry enables students to explore the The study of Chemistry offers career nature of chemicals and chemical processes. In paths in the fields of forensics, undertaking this study, students learn to: pharmacology, healthcare, • apply chemical principles to explain and quantify biotechnology, nanotechnology, the behaviour of matter, as well as undertake toxicology, agriculture, materials and practical activities that involve the analysis and food science. synthesis of a variety of materials. • design and conducting observational and WHAT ELSE DO I NEED TO experimental studies KNOW? • investigate, analyse and interpret data, finding patterns and drawing conclusions • approach problems in an analytical and Text required for purchase: rigorous way, formulating theories and applying • Heinemann Chemistry 2 VCE 5th Ed. them to solve problems
56 PHYSICS UNITS 1 & 2
DESCRIPTION
You will investigate thermodynamic principles and concepts used to model electricity and the origins of atoms that make up matter. You will describe and explain motion. You will choose one topic from a list of twelve topics, which will include an investigation of stars, life beyond Earth’s Solar System, forces acting on the human body, AC electricity conversion to DC, flight, fusion and fission, radiation used in health, particle accelerators, vision, how instruments make music, ball sports and electricity within the human body. You will investigate motion of bodies under the effect of different forces. You will undertake a practical investigation of one of these topics.
WHAT KNOWLEDGE & SKILLS WHAT OTHER FIELDS WILL I BE ABLE TO BUILD? COULD THIS LEAD TO?
In VCE Physics students develop their inquiry, The study of Physics offers career paths in analytical and communication skills. They apply the fields of engineering, aerospace, data critical and creative thinking to analyse analysis, metallurgy, geophysics, defence, contemporary physics-related issues, and energy, telecommunications, information communicate their views from an informed position. technology, finance and health. Key science skills include: • Developing aims and questions, formulating hypotheses and making predictions WHAT ELSE DO I NEED TO • Planning and undertaking investigations KNOW? • Complying with safety and ethical guidelines • Conducting investigations to collect and record Text required for purchase: data • Heinemann Physics 11 VCE 4th Ed. Analysis and evaluation • • Drawing evidence-based conclusions • Communicating and explaining scientific ideas
57
PHYSICS UNITS 3 & 4
DESCRIPTION In this unit students explore the importance of energy in explaining and describing the physical world. They examine the production of electricity and its delivery to homes. Students consider the field model as a construct that has enabled an understanding of why objects move when they are not apparently in contact with other objects. Applications of concepts related to fields include the transmission of electricity over large distances and the design and operation of particle accelerators. They explore the interactions, effects and applications of gravitational, electric and magnetic fields. Students use Newton’s laws to investigate motion in one and two dimensions, and are introduced to Einstein’s theories to explain the motion of very fast objects. You will investigate waves, light and matter. They consider how developing technologies can challenge existing explanations of the physical world, requiring a review of conceptual models and theories. You will undertake a practical investigation.
WHAT KNOWLEDGE & SKILLS WHAT OTHER FIELDS WILL I BE ABLE TO BUILD? COULD THIS LEAD TO?
In VCE Physics students develop their inquiry, The study of Physics offers career paths in analytical and communication skills. They apply the fields of engineering, aerospace, data critical and creative thinking to analyse analysis, metallurgy, geophysics, defence, contemporary physics-related issues, and energy, telecommunications, information communicate their views from an informed position. technology, finance and health. Key science skills include: • Developing aims and questions, formulating WHAT ELSE DO I NEED TO hypotheses and making predictions • Planning and undertaking investigations KNOW? • Complying with safety and ethical guidelines Text required for purchase: • Conducting investigations to collect and record data • Heinemann Physics 12 VCE 4th Ed. • Analysis and evaluation • Drawing evidence-based conclusions • Communicating and explaining scientific ideas
58
PSYCHOLOGY UNITS 1 & 2
DESCRIPTION In Unit 1 students investigate criminal psychology to answer the critical question; are criminals born or made? Across the semester students investigate this intriguing question from multiple psychological perspectives. Students will also examine multiple social influence aspects to interpret their own behaviour and those around them, including the influence of conformity, power and obedience. In Unit 2 students are given the opportunity to explore how the brain enables individuals to make meaning and respond to the world around them. Through a range of practical experiments and activities students learn about their senses and how easily they can be misled. Students analyse the roles of specific areas of the brain and the interactions between different areas of the brain.
WHAT KNOWLEDGE & SKILLS • Specialist fields of psychology WILL I BE ABLE TO BUILD? include counselling and clinical contexts as well neuropsychology, • Psychology provides students with a social psychology and sophisticated framework for understanding the developmental psychology. complex interactions between biological, and • psychological factors that influence thought, Opportunities may involve working emotions and behaviour. with children, adults, families and communities in a variety of settings • The study assists students to further develop such as academic and research effective language skills for communication, and institutions, management and numeracy skills for research, data analysis and human resources, and government, other applications. corporate and private enterprises. • Psychologists also work in cross- • In addition, students develop a range of broader disciplinary areas such as medical skills including those of problem solving, critical research, allied health and welfare evaluation and the application of processes of or as part of on-going or emergency scientific inquiry. support services in educational, institutional and industrial settings.
WHAT OTHER FIELDS COULD WHAT ELSE DO I NEED TO THIS LEAD TO? KNOW? • Psychology provides for continuing study In this study you will need: pathways within the discipline and leads to a • A computer to access Google classroom range of careers in education, environmental and class resources including internet fields, forensic work, health, sport and connectivity • organisational psychology Jacaranda Psychology VCE Units 1 and 2 Textbook
• Jacaranda Psychology VCE Units 1 and 2 Workbook
59
STUDIO ARTS UNITS 1 & 2
DESCRIPTION In these units, you will explore a variety of techniques to develop your own artistic ideas, with the focus on photographically based or inspired artworks. This includes the development of skills in the use of digital cameras, digital manipulation and traditional darkroom techniques. You will also have opportunities to experiment with a range of mixed media techniques and materials. There will be an opportunity for those interested in painting, drawing or film to create artworks using these mediums in consultation with the teacher. An excursion to view and explore other artworks is usually included as part of this course. The focus is on developing an understanding of a studio process, learning how to critically analyse, reflect upon and evaluate your own and other’s artworks and styles. Assessment is based on the development of a folio of artworks, photographic skills and the production of several final artworks. You will also be assessed on your written evaluations of artwork and investigations into the styles and practices of other artists. In Unit 2, you will have an opportunity to have artworks in the end of year Exhibition as part of ‘CREATE’.
WHAT KNOWLEDGE & SKILLS WHAT OTHER FIELDS COULD WILL I BE ABLE TO BUILD? THIS LEAD TO? The skills developed through the Arts and • Generating Ideas and sources of inspiration digital Arts are consistently recognised as • Exploring different materials and Techniques those considered to be high among the • Translating ideas and observations into a Enterprise skills valued in our rapidly changing Visual Language workforce. Skills such as: • Using a Studio process to create • Creativity and Innovation Images/Artworks • Digital Literacy • Ability to critically assess information • Project management • Confidence and agency
These are part of a skill set that is transferrable across different jobs and found to be as powerful a predictor of long-term job success as technical knowledge.
WHAT ELSE DO I NEED TO KNOW? Materials Required: • You will need two A3 display Folders • A memory stick, glue stick, HB pencil, eraser, sharpener, coloured pencils.
60 STUDIO ARTS UNITS 3 & 4
DESCRIPTION
These Units are based around the development of your independent Studio Process. Students will develop skills in the development and evaluation of their own artistic ideas as they work towards the refinement and presentation of several photographically inspired artworks. You will produce a written proposal in the beginning of the year that outlines a studio process of your own. Using your chosen idea as a base, you will then record your individual explorations of different materials, techniques and processes in a Folio. The artistic and photographic practice of others is also investigated. In Unit 4, you will research different presentation and conservation methods that a designer and/or artist need to consider. This will include attendance at several exhibitions. You will be assessed on a range of written investigations, your studio process (folio based) and your final artworks. While these Units are based around Photography, there will be an opportunity for those interested in painting, drawing or film to create artworks using these mediums in consultation with the teacher.
WHAT KNOWLEDGE & SKILLS WHAT OTHER FIELDS COULD WILL I BE ABLE TO BUILD? THIS LEAD TO?
Curator, Artist, Designer, Photographer, Stylist, • Generating Ideas and sources of Interior Decorator. The skills developed through the inspiration Arts and digital Arts are consistently recognised as those considered to be high among the Enterprise • Exploring different materials and skills valued in our rapidly changing workforce. Skills Techniques such as: • Translating ideas and observations into a • Creativity and Innovation Visual Language • Digital Literacy • Using a Studio process to create • Ability to critically assess information images/Artworks • Project management • Confidence and agency These are part of a skill set that is transferrable across different jobs and found to be as powerful a predictor of long-term job success as technical knowledge. WHAT ELSE DO I NEED TO KNOW? You will also attend two or three exhibitions over the course of the year. Materials Required: • You will need two A3 display Folders • A memory stick • Adobe Photoshop installed on your laptop • Glue stick, HB pencil, eraser, sharpener, coloured pencils
61 (YEAR 10, 11 & 12) VET HOSPITALITY CERT II
DESCRIPTION This course is a gateway to exploring the hospitality/tourism industry. This course enables you to gain an insight into this exciting, versatile profession. It doesn’t matter if you are going to university (this assists you with part-time/casual work) or if you want to be able to be the next Jamie Oliver or Kylie Kwong – you will learn extensive skills as well as receiving employability skills along the way.
The Hospitality SBAT Program at Western Heights College enable students to complete a Certificate III in Hospitality and to work the equivalent of one day per week in industry. It prepares students with a range of hospitality operational skills and basic knowledge. Includes units such as; prepare/serve expresso coffee, non-alcoholic beverages, food and beverage service, advice on food, and functional transactions.
WHAT KNOWLEDGE & SKILLS WHAT OTHER FIELDS WILL I BE ABLE TO BUILD? COULD THIS LEAD TO?
• Skills preparing and serving food • Tourism Industry • Communication skills • Hospitality • Teamwork skills • Travel Industry • Barista Qualification • RSA Qualification WHAT ELSE DO I NEED TO • Real life experience working in a hospitality setting. KNOW? This course is focused on the development of practical skills by working in a real-life hospitality environment. You will be required to wear the appropriate uniform and work the equivalent of one day per week. A number of hospitality work-based programs are available. Participation in Western Heights College functions is mandatory.
62
(YEAR 10, 11 & 12) VCE VET APPLIED LANGUAGE (CHINESE)
DESCRIPTION
VCE VET Applied Language (Chinese) offers two distinct programs:
• Program 1: 10297NAT Certificate II in Applied Language (Year 10) • Program 2: 10661NAT Certificate III in Applied Language for the VCE VET Applied Language programs. The identified units of competency have been grouped to form Units 1 and 2 and a Units 3 and 4 sequence for VCE recognition purposes.
WHAT KNOWLEDGE & SKILLS WHAT OTHER FIELDS WILL I BE ABLE TO BUILD? COULD THIS LEAD TO?
• Tourism This course is designed to provide individuals with • Foreign Affairs language skills and intercultural knowledge of the • Business Chinese language to enable them to communicate in social and workplace situations in a language other than English, both in Australia and overseas. WHAT ELSE DO I NEED TO KNOW? This course is interactive requiring students to have access online. It also engages students through real life interaction with practical scenarios.
63 V ET – VOCATIONAL EDUCATION AND TRAINING 2022
VET courses enable students to develop skills and knowledge relevant to a particular vocation. They learn to develop competence in a range of tasks specific to the industry. Western Heights College supports our students to access a range of VET courses. VET courses are offered at a range of locations in and around the Geelong region including a number of schools, TAFEs and Training Centres. The costs of the courses vary, as do the application processes. Applications to some courses is dependent on attending information sessions and aptitude tests. Details specific to each course can be found in the Western Heights College VET Handbook. A summary of the courses, locations and costs are listed below. It is important to note that Western Heights College now offers our students the opportunity to undertake VET courses as part of our regular scheduled timetable. These courses can be accessed by students in Years 10, 11 and 12.
*PLEASE NOTE ALL PRICES LISTED ARE 2021 PRICES. 2022 PRICES ARE YET TO BE DETERMINED AND WILL BE COMMUNICATED TO PROSPECTIVE STUDENTS AS SOON AS THEY ARE AVAILABLE.
VET AT WESTERN HEIGHTS COLLEGE Students who wish to apply for these courses should do so when selecting their course. A deposit of $200 must be paid to Western Heights College to secure a place in this course by the closing date in Term 3. The balance of the combined course materials fees and Transport must be paid to Western Heights College by the following February. For the delivery of the course, associated fees must be paid by the set dates. Unpaid fees will result in students being unenrolled from their course. This will impact the opportunity to meet the requirements to achieve both VCE and VCAL certificates.
NAME OF DELIVERY DURATION OF COURSE TOTAL COURSE COURSE MATERIALS COST FEE TO BE PAID TO WHC
Certificate II in Applied Language 5 sessions per week 1 year $150 $150 - Chinese Certificate II in 5 sessions per week 1 year $300 $300 Hospitality
64 VET AT GEELONG INDUSTRY TRADE TRAINING CENTRE
The Geelong Trade Training Centre is located in North Geelong. The VET courses offered at GITTC are available to students in Year 10, Year 11 and 12.
To apply for a course at the Geelong Trade Training Centre you must firstly apply via the Couse Selection process. You must then complete a Geelong VET Delivered to Secondary Students Application Form. It should be submitted to the VET Admissions box in the Western Heights College General Office.
A deposit of $200 must be paid to Western Heights College to secure a place in this course by the closing date in Term 3. The balance of the combined course materials Fees and transport is to be paid to Western Heights College by the following February. These courses are delivered by an external provider and not Western Heights College. Unpaid fees will result in students being unenrolled from their course. This will impact the opportunity to meet the requirements to achieve both VCE and VCAL certificates.
*Please note that the College subsidises the cost of transport.
COURSE DAY OF CONTRIBUTION PRAC VS DURATION COURSE BUS TOTAL DELIVERY TO ATAR THEORY OF MATERIALS COST COST COURSE FEE APPROX
Automotive Vocational 10% as 5th or Preparation TBC 6th after 2 60% - 40% 2 years $290 $40 $330 Certificate ll years (Year 1 and 2) Building & Construction 10% as 5th or (Carpentry) TBC 6th after 2 70% - 30% 2 years $350 $40 $390 Certificate ll years (Year 1 and 2) Engineering Studies Scored Certificate ll TBC Assessed 60% - 40% 2 Years $270 $40 $310 (Ford after 2 years Program) (Year 1 and 2) Engineering Scored Studies TBC Assessed 60% - 40% 2 years $270 $40 $310 Certificate ll after 2 years (Year 1 and 2) Salon Assistance No TBC 60% - 40% 1 year $250 $40 $290 Certificate II Contribution TBC Retail Cosmetics No TBC 60% - 40% 1 Year $250 $40 $290 Certificate II Contribution TBC
65 VET AT GEELONG PARTNER SCHOOLS
A variety of schools and educational facilities in Geelong partner together to provide VET training for students throughout the region. These courses are available to students in Year 11 and 12. Bus transport is provided to these locations. Please note that the College subsidises the cost of this transport. Please see VET Coordinator Fran Smith for further details. To apply for a course at one of these schools you must complete a Geelong VET Delivered to Secondary Students Application Form. A deposit of $200 must be paid to Western Heights College to secure a place in this course by the closing date in Term 3. The balance of the course material fees is to be paid to Western Heights College by the following February. These courses are delivered by an external provider and not Western Heights College. Unpaid fees will result in students being unenrolled from their course. This will impact the opportunity to meet the requirements to achieve both VCE and VCAL certificates.
Legend NGSC = North Geelong Secondary College, NBC=Northern Bay College, BH=Belmont High School, GHS=Geelong High School, MFGSC=Matthew Flinders Girls Secondary College, OC= Oxygen College, COV=Covenant College
COURSE SCHOOL DAY CONTRIBUTION PRAC VS COURSE COURSE BUS TOTAL TO ATAR THEORY LENGTH MATERIAL COST COST FEES APPROX PAID TO WHC
Beauty Services Certificate 10% as 5th or III 1st year (partial NGSC Wed 6th after 2 50% - 50% 2 years $300 $40 $340 completion) years Beauty Services Certificate nd 10% as 5th or III 2 Year (partial NGSC Mon 50% - 50% 2 years $300 $40 $340 completion) 6th
Dance Certificate II Scored First year GHS Wed Assessed 70%-30% 2 years $275 $40 $315 after 2 years Dance Certificate II 2nd Scored Year and partial GHS Mon 60%-40% 2 years $275 $40 $315 completion of Cert III Assessed Equine Studies Certificate st Scored III – 1 Year BSC Wed Assessed 50% - 50% 2 years $350 $40 $390 after 2 years Equine Studies Certificate Scored nd III – 2 Year BSC Mon Assessed 50% - 50% 2 years $350 $40 $390 after 2 years Certificate III in Music Industry Scored (Performance) BHS Wed Assessed 50%-50% 2 years $310 $40 $350 Certificate III after 2 years 1st Year Music Industry (Performance) Scored BHS Mon 50%-50% 2 years $250 $40 $290 Certificate III Assessed 2nd Year Music Industry (Performance) Scored BSC Wed 70%-30% 2 years $150 $40 $190 Certificate III Assessed 1st Year Music Industry (Performance) Scored BSC Mon 70%-30% 2 years $150 $40 $190 Certificate III Assessed 2nd Year
66 Music Industry (Sound Production) Scored Certificate lll GHS Wed Assessed 50% - 50% 2 years $275 $40 $315 after 2 years
Sport and Recreation Certificate II No NGSC Wed Contribution 55%-45% 1 year $250 $40 $290
Outdoor Recreation No BHS Certificate II Wed Contribution 50%-50% 1 year $780 $40 $820
Sport and Recreation Certificate III (Must have Scored completed Cert II BHS Mon Assessed 40%-60% 1 year $700 $40 $740 Outdoor Rec at BHS) Agriculture Certificate II 1st Year and 2nd Year 10% as 5th or COV Wed 6th after 2 50% - 50% 2 years $525 $40 $565 years
Horticulture Certificate II 10% as 5th or COV Wed 6th after 2 50% - 50% 2 years $525 $40 $565 years
Animal Studies Certificate II Scored First1st Year COV Wed assessed 50% - 50% 2 years $525 $40 $565 after 2 years
Animal Studies Certificate II Scored S2nd Year COV Mon assessed 50% - 50% 2 years $525 $40 $565
67 VET AT THE GORDON
The Gordon has two campuses, one in Geelong City and the other at Geelong East. These courses are available to students in Year 11 and 12. Bus transport is provided to both campuses and is subsidised by the College. If you are considering applying for a VET course at The Gordon please read the Western Heights College VET Handbook carefully. Each course has specific application procedures. Some courses require students and parents/guardians to attend information sessions and aptitude tests. To apply for a course at The Gordon you must first apply via the Course Selection process. You must then complete an online application directly to The Gordon. A deposit of $150 must be paid to Western Heights College to secure a place in these courses by the closing date in Term 3. The balance of the course material fees is to be paid to Western Heights College by the following February. These courses are delivered by an external provider and not Western Heights College. Unpaid fees will result in students being unenrolled from their course. This will impact the opportunity to meet the requirements to achieve both VCE and VCAL certificates.
Please note that some courses at The Gordon require students to purchase specific requisites that become the possession of the student. These items are purchased directly from The Gordon. The costs of these items are listed below to ensure students and parents/guardians are aware of the overall cost of the courses. It is important to note that these costs are approximate and subject to change.
COURSE YEAR MATERIALS BUS TOTAL COURSE AND COST COST REQUISITES COURSE PAYABLE PAYABLE RESOURCES TO WHC TO THE GORDON Certificate lll in Allied 1st Year $130.00 $40.00 $170.00 NA Health Assistance 2nd Year $175.00 $40.00 $215.00 NA Certificate ll in Animal 1st Year $205.00 $40.00 $245.00 NA Studies 2nd Year $215.00 $40.00 $255.00 NA Certificate ll in Applied 1st Year $360.00 $40.00 $400.00 $90.00 Fashion Design & Technology 2nd Year $360.00 $40.00 $400.00 $50.00 Certificate ll in Automotive 1st Year $135.00 $40.00 $175.00 $160.00 Studies (Mechanics) 2nd Year $135.00 $40.00 $175.00 NA Certificate ll in Automotive 1st Year $135.00 $40.00 $175.00 $160.00 Studies (Panel & Paint) 2nd Year $135.00 $40.00 $175.00 NA Certificate lll in Beauty 1st Year $415.00 $40.00 $455.00 $410.00 Services 2nd Year $385.00 $40.00 $425.00 $235.00 Certificate ll in Building & 1st Year $383.00 $40.00 $423.00 $212.95 Construction (Bricklaying) 2nd Year $140.00 $40.00 $180.00 NA Certificate ll in Building & 1st Year $403.00 $40.00 $443.00 $322.95 Construction (Carpentry) 2nd Year $170.00 $40.00 $210.00 $70.00 Certificate ll in Business 1st Year $110.00 $40.00 $150.00 $222.95 Certificate II in Civil 1st Year $200.00 $40.00 $240.00 Construction 2nd Year $200.00 $40.00 $240.00
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COURSE YEAR MATERIALS BUS TOTAL COURSE AND COURSE COST COST REQUISITES RESOURCES PAYABLE TO PAYABLE TO WHC THE GORDON Certificate ll/lll in 1st $330.00 $40.00 $370.00 NA Community Services Year 2nd $120.00 $40.00 $160.00 NA Year Certificate III in 1st $200.00 $40.00 $240.00 Design Year Fundamentals 2nd $200.00 $40.00 $240.00 Year Certificate lll in 1st $210.00 $40.00 $250.00 $ 125.00 Early Childhood Year Education & Care 2nd $430.00 $40.00 $470.00 NA Year Certificate ll in 1st $333.00 $40.00 $373.00 $340.00 Electrotechnology Year Studies 2nd $130.00 $40.00 $170.00 $140.00 Year Certificate ll in 1st $110.00 $40.00 $150.00 $150.00 Engineering Studies Year 2nd $110.00 $40.00 $150.00 $ 50.00 Year Certificate lll in 1st $225.00 $40.00 $265.00 $70.00 Events Year 2nd $190.00 $40.00 $230.00 $25.00 Year Certificate ll in 1st $190.00 $40.00 $230.00 $170.00 Furniture Making Year 2nd $190.00 $40.00 $230.00 NA Year Certificate lll in 1st $125.00 $40.00 $165.00 $30.00 Information Digital Year Media & 2nd $125.00 $40.00 $165.00 $ 100.00 Technology Year Certificate lll in 1st $160.00 $40.00 $200.00 NA Laboratory Skills Year 2nd $160.00 $40.00 $200.00 NA Year Certificate llI One $360.00 $40.00 $400.00 $410.00 Makeup Year 2nd $330.00 $40.00 $370.00 $410.00 Year Certificate ll in 1st $315.00 $40.00 $355.00 Patisserie Year 2nd $350.00 $40.00 $390.00 Year Certificate ll in 1st $473.00 $40.00 $513.00 $210.00 Plumbing Year 2nd $230.00 $40.00 $270.00 $50.00 Year Certificate ll in 1st $140.00 $40.00 $180.00 $20.00 Printing & Graphic Year Arts (General) 2nd $140.00 $40.00 $180.00 $20.00 Year Certificate ll in One Salon Assistant Year $230.00 $40.00 $270.00 $400.95 (Hairdressing) Certificate lll in 1st $140.00 $40.00 $180.00 $555.00 Screen & Media Year 2nd $140.00 $40.00 $180.00 N Year
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Certificate III in 1st $140.00 $40.00 $180.00 NA Screen & Media Year Game Design 2nd $140.00 $40.00 $180.00 NA Year Certificate II in 1st $100.00 $40.00 $140.00 NA Warehouse Year
Operations 2nd $100.00 $40.00 $140.00 NA Year
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WESTERN HEIGHTS COLLEGE YEAR 10 SUBJECT SELECTION
NAME: HOMEGROUP:
CURRENT SSP: YES NO SPORT: ______
2 x Humanities, 1 per Semester (Order 1 – 4, in preference, 1- most want, 4- least want)
Civics and Citizenship
History
Economics and Business Studies
Outdoor Environmental Studies
2 x Sciences, 1 per Semester (Order 1 – 5, in preference, 1- most want, 5- least want)
Biology
Chemistry
Physics
Exercise Science
General Science (runs for the whole year)
2 x Technology, Arts and Language, Run All Year (Order 1 – 4, in preference, 1- most want, 4- least want)
Product Design and Technology (Wood/Metal)
Digital Technology and Design
Art
Multimedia
Chinese
Parent Signature:
Student Signature :
Mentor: (Date/Time)
All forms are to be submitted to Mentor Teacher-no later than the 3/9/2021 *Note Sports Academy students will only receive 1 of their preferences in Technology Arts and Language *Early Commencement VCE Students will miss out on some of their choices depending on their choice of subjects
71 WESTERN HEIGHTS COLLEGE YEAR 10 VOCATIONAL PATHWAYS APPLICATION FORM APPLICANT DETAILS Year Level Name Mentor Group EVIDENCE What are your post-school goals and pathway ambitions? What study or job would you like to do after school?
Explain your reasons for requesting entry to the Year 10 Vocational Pathways Course?
What key skills do you have?
Are you interested in a VET? If so what and why?
Structured Workplace Learning is a key component of VCAL. All students are required to complete a work placement in Year 11. What types of vocations/careers are you interested in pursuing for your Structured Work Placement?
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My behaviour is: Socially I am: I am able to: My work habits are: Do you like? Good Cooperative Work in a team Lack Guest speakers Average A leader Work on my own concentration coming into class Poor Shy Complete work Don’t participate Learning different unsupervised Don’t do ways to learn new Severe Stay on my things problems own Represent the homework Do all tasks asked Working in teams DENT AND Talker school in a PARENT community Do some of my Working DECLARATION Project work but not all unsupervised Completing projects Going on excursions
I am able to:
Organise work placement myself Work cooperatively with WHC Pathways and VCAL staff to organise a work placement Attend school, work and VET Contact the school and other appropriate people if I am unable to attend to attend school, work or VET
STUDENT AND PARENT DECLARATION Student Signature Date
Parent Signature Date OFFICE USE ONLY Approval granted by VCAL Team? Date If no, give brief explanation
Interview Time Date
73 WESTERN HEIGHTS COLLEGE EARLY COMMENCEMENT VCE (YEAR 10)
NAME:
HOMEGROUP:
SUBJECT (please tick):
Biology Units 1 and 2
History Units 1 and 2
Health and Human Development Units 1 and 2
Psychology Units 1 and 2
General Mathematics Units 1 and 2
In relevant Subject:
Victorian Curriculum Victorian Curriculum Level (2020): Level (Sem1 2021):
On Demand Level 2021 Reading (Numeracy If General Mathematics):
PAT Scale Score Reading (Numeracy if General Mathematics):
Current Subject Teacher Recommendation:
Parent Signature:
Student Signature:
Year 10 Leader: (Date/Time)
To be submitted to Year 10 Learning Community Leader, Roger Conron, no later than Friday 3 September,2021.
74 WESTERN HEIGHTS COLLEGE VICTORIAN CERTIFICATE OF APPLIED LEARNING (VCAL) APPLICATION FORM APPLICANT DETAILS Year Level Name Mentor Group EVIDENCE What are your post-school goals and pathway ambitions? What study or job would you like to do after school?
Explain your reasons for requesting entry to VCAL?
List if you have completed a VET subject in 2021:
VET is a compulsory component of VCAL. List your VET subject preferences for 2022:
How will this VET/VCAL course help you in your future goals?
75 Structured Workplace Learning is a key component of VCAL. All students are required to complete a work placement in Year 11. What types of vocations/careers are you interested in pursuing for your Structured Work Placement?
My behaviour Socially I am: I am able to: My work habits Do you like? is: Cooperative Work in a team are: Guest speakers Good Lack A leader Work on my own coming into class Average concentration Learning different Shy Complete work Poor unsupervised Don’t ways to learn new Stay on my participate things Severe own Represent the problems school in a Don’t do Working in teams Talker homework DENT AND community Working unsupervised PARENT project Do all tasks Completing projects DECLARATION asked Going on excursions Do some of my work but not all
I am able to: Organise work placement myself Work cooperatively with WHC Pathways and VCAL staff to organise a work placement Attend school, work and VET Contact the school and other appropriate people if I am unable to attend to attend school, work or VET STUDENT AND PARENT DECLARATION Student Signature Date
Parent Signature Date OFFICE USE ONLY Approval granted by VCAL Team? Date If no, give brief explanation
Interview Time Date
76 WESTERN HEIGHTS COLLEGE SUBJECT SELECTION - VCE YEAR 11
Name:
Homegroup:
Current SSP: BASKETBALL FOOTBALL
Please List Subject and Units. Eg Health and Human Development Units 1 and 2
Subject Preferences Year 11 Units Completed in Year 10 (Note English Units 1 and 2 is compulsory)
1. VCE English Units 1 and 2
2.
3.
4.
5.
6.
7.
Parent Signature:
Student Signature:
Year 10 Leader: (Date/Time)
To be submitted to Year 10 Learning Community Leader, Roger Conron, no later than Friday 3, September 2021.
77 WESTERN HEIGHTS COLLEGE SUBJECT CONFIRMATION - VCE YEAR 12
Name:
Homegroup:
Current SSP: BASKETBALL FOOTBALL
Please List Subject and Units. Eg Health and Human Development Units 3 and 4
Units Completed in Year 10 Units Completed in Year 11 Selections for Year 12
English Units 1 and 2 1. VCE English Units 3 and 4
2.
3.
4.
5.
Parent Signature:
Student Signature:
Year 10 Leader: (Date/Time)
To be submitted to Year 11 Learning Community Leader, Brett Bullock, no later than Friday 3, September 2021.
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Western Heights College
37-61 Vines Road Hamlyn Heights 3215 P.O. Box 784 Geelong Victoria 3220
T: 03 5277 1177 [email protected]
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