Curriculum Handbook So That You Are Fully Aware of What Is on Offer

Western

Heights College

2021

Curriculum

Handbook

CURRICULUM

HANDBOOK

CONTENTS

USING THE 2021 HANDBOOK ...... 5 BUSINESS MANAGEMENT 3 & 4 ...... 37 SPECIALIST SPORTING PROGRAM 2021 ...... 7 TWENTIETH CENTURY HISTORY 1 & 2 ...... 38 YEAR 7, YEAR 8 AND YEAR 9 CURRICULUM...... 11 HISTORY: REVOLUTIONS 3 & 4 ...... 39 YEAR 7...... 13 GENERAL MATHEMATICS 1 & 2 ...... 40 YEAR 8 ...... 16 FURTHER MATHEMATICS 3 & 4 ...... 41 YEAR 9 ...... 19 MATHEMATICAL METHODS 1 & 2 ...... 42 YEAR 10 ...... 24 MATHEMATICAL METHODS 3 & 4...... 43 VCE STUDIES ...... 24 HEALTH AND HUMAN DEVELOPMENT 1 & 2 ...... 44 VET (VOCATIONAL EDUCATION TRAINING) ...... 24 HEALTH AND HUMAN DEVELOPMENT 3 & 4 ...... 45 VET – TASTER ...... 24 PHYSICAL EDUCATION 1 & 2 ...... 46 WORK EXPERIENCE ...... 25 PHYSICAL EDUCATION 3 & 4 ...... 47 YEAR 10 - VET CERTIFICATE II/III IN APPLIED BIOLOGY 1 & 2 ...... 48 LANGUAGES – CHINESE ...... 27 BIOLOGY 3 & 4...... 49 YEAR 10 – VET CERTIFICATE II IN OUTDOOR CHEMISTRY 1 & 2 ...... 50 RECREATION...... 27 CHEMISTRY 3 & 4 ...... 51 YEAR 10 - VET CERTIFICATE II IN HOSPITALITY ...... 28 PHYSICS 1 & 2 ...... 52 YEAR 10 VOCATIONAL PATHWAYS PROGRAM ...... 29 PHYSICS 3 & 4 ...... 53 YEAR 11 & 12 ...... 30 STUDIO ARTS 1 & 2 ...... 54 VCE PROGRAM ...... 30 STUDIO ARTS 3 & 4 ...... 55 VICTORIAN VIRTUAL LEARNING NETWORK (VVLN) ...... 30 VET HOSPITALITY CERT II ...... 56 VCAL PROGRAM ...... 30 VET OUTDOOR RECREATION CERT II ...... 57 VET ...... 31 VCE VET APPLIED LANGUAGE (CHINESE) ...... 58 SCHOOL BASED APPRENTICESHIPS AND VET – VOCATIONAL EDUCATION AND TRAINING . 59 TRAINEESHIPS ...... 31 VET AT WESTERN HEIGHTS COLLEGE ...... 59 ENGLISH 1 & 2 ...... 33 VET AT GEELONG INDUSTRY TRADE TRAINING ENGLISH 3 & 4 ...... 34 CENTRE...... 60 ENGLISH AS AN ADDITIONAL LANGUAGE (EAL) ..... 35 VET AT GEELONG PARTNER SCHOOLS ...... 61 BUSINESS MANAGEMENT UNITS 1 & 2 ...... 36 VET AT THE GORDON ...... 63

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 fully for a rapidly changing world of work.

In Year 7-9 the learning program includes a range of core studies to enable them to be fully immersed in all domain areas and capabilities which connect closely to the essential skills requirement of the Victorian Curriculum.

In 2021, all students in Year 10 will have an accelerated learning program as they will choose from either a VCE study with a Unit 1 and 2 sequence or a VET program that is delivered on-site at Western Heights College. 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 and develop a work-skill set. These VET courses also enable students to achieve a Unit 1 and 2 sequence toward their VCE.

The WHC Pathways Fair is scheduled for Wednesday 12 August from 5pm until 7pm. In response to the current situation with the COVID-19 pandemic we will run the Pathways Fair remotely via Google Classrooms. 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 for 2021. There will be live presentations with information specific to both the Year 10, Year 11 and Year 12 2021 learning programs. The Leader of each Domain will also have a live meet session scheduled where they will present information specific to the subjects on offer in their learning area.

Individual course counselling will take place for current Year 9 and 10 students on Wednesday 26 August from 11am until 7pm. There will be no timetabled classes for these students on this day. Instead students and parents/carers are expected to book appointments via Compass to meet with a course counsellor. Students are expected to attend this appointment, along with their parent/carer where they will discuss learning program options for 2021 and will also make their subject selections. Students will be required to return a signed hard copy of their finalised subject selection form to their mentor meeting.

Year 11 students are currently enrolled in either a VCE or VCAL course and in some instances VET programs. The majority of Year 11 students will be making slight adjustments to their current program when choosing their subjects for 2021. For example, most VCE students will be deciding which of their current subjects they do not wish to continue with in 2021. For example, most VCE students will be deciding which of their current subjects they do not wish to continue with in 2021. VCAL students will be confirming their enrolment in their VET course as these are generally of two year duration. Based on this scenario, current Year 11 students have two options when completing their subject selections. Firstly, they are welcome to book an appointment via Compass with a course counsellor from 11am until 7pm on course counselling day Wednesday 26 August and attend with their parent/carer. The second option for current Year 11 students is to make their subject selections during workshops that will operate during mentor meetings. 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 Friday 4 September.

Course selection is a significant event for students and as such, there are a range of factors that need to be taken into consideration: career pathways, cost, student interest and the possibility of acceleration are just a few

3 examples. 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 in 2021 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 are also addressing pathways.

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 2021 subject selections will be well chosen. It is not anticipated that changes to student courses will be necessary after the confirmation of courses. Course confirmation normally occurs in early October. However, due to COVID- 19 this year, course confirmations may end up being available in November.

We know that students in well-chosen studies are better connected to their learning and tend to achieve higher 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 content of each subject and why it is or is not appropriate for the student.

We wish you well and look forward to working with you to ensure that you are well placed for successful studies in 2021. Please do not hesitate to contact the College should you require further information.

Lu Temelkovski Curriculum Leader

Students in Year 7, 8 or 9 (at the completion of USING THE 2021 HANDBOOK semester 1 2021) can accelerate their learning Your curriculum handbook has been designed vertically into the next year level if they are to assist you to choose your 2021 course. The showing more than 6 months learning growth handbook provides information relevant to all above expected levels in the desired learning year levels and courses. area and subject discipline. For example, English. Students wishing to accelerate their learning in a desired domain learning area ACCELERATION OF INDIVIDUAL should contact their Learning Community Leader. All students in Year 10 will accelerate STUDENTS and study a VCE unit or if they are more hands-on learning focused, a VET subject on Each student has the ability in 2021 to offer. accelerate their individual learning vertically.

YEAR 7 CORE SESSIONS YEAR 8 CORE SUBJECTS SESSIONS YEAR 9 CORE SESSIONS SUBJECTS SUBJECTS English 5 English 5 English 5 Mathematics 5 Mathematics 5 Mathematics 5 Science and Digital 3 Science and Digital 3 Science and 3 Technology Technology Digital Technology Humanities 3 Humanities 3 Humanities 3 Chinese 3 Chinese 3 Chinese 3 HAPE 3 HAPE 3 HAPE 3 AVID Program 2 AVID Program (Personal 2 AVID Program 2 (Personal Learning Learning and Pathways) (Focus, Personal and Pathways) Learning and Pathways) Performing Arts 3 Performing Arts 3 Visual Arts – 3 (1 semester) (1 semester) Painting and Drawing (1 semester)

Art (1 semester) 3 Art (1 semester) 3 Media Arts – 3 Photography and Digital Media (1 semester) Technology - Wood 3 Technology – Wood 3 Technology – 3 (1 semester) Food (1 semester) Technology – Food 3 Technology – Food 3 Technology – 3 (1 semester) (1 semester) Metal (1 semester) GTFP x 1 Semester (all Year 9 students)

TOTAL 30 30 30

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/ or EAL Units 1/2 5 English/ or EAL Units 5 3/4 + 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 and Digital 5 General Maths Units 1/2 5 Further Maths Units 5 Technology 3/4 Humanities 5 Physical Education Units 5 Physical Education 5 1/2 Units 3/4 HAPE 3 Health and 5 Health and 5 Development Units 1/2 Development Units 3/4 Careers 2 Biology Units 1/2 5 Biology Units 3/4 5 Chemistry Units 1/2 5 Chemistry Units 3/4 5 Physics Units 1/2 5 Physics Units 3/4 5 Studio Arts Units 1/2 5 Studio Arts Units 3/4 5 History Units 1/2 5 Business 5 Management Units 3/4 Business Management 5 Units 1/2 OR VCAL - WRS VCAL - WRS VCAL - PDS VCAL - PDS VCAL - Literacy VCAL - Literacy VCAL Numeracy VCAL Numeracy OR OR + 1 VCE Unit OR 5 + 1 VET Certificate 5 VET Certificate VET Certificate OR offered on site at School Based WHC; - Apprenticeship (SBA) • VET Chinese (Certificate II and III) • Outdoor Recreation Certificate II • Hospitality Certificate II OR a VET Unit Offered at the Geelong Trade Training Centre

25 + 5 TOTAL 30 30 sessions of Private Study

SPECIALIST SPORTING INDUSTRY PARTNERSHIPS PROGRAMS 2021 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 Center with a fully catered gym, recovery and video review facilities, plus access to a number of modern stadiums in the local area.

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

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 2021 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 Friday 18th September 2020. On receipt of an invitation, you will be asked to attend Opening up pathways to: the appropriate selection trial. If shortlisted, this Victorian Junior Basketball League will be 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.

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 500 minutes of upon request. weekly Technical Training and Athlete Development. 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 2021 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 Friday 18th September 2020. 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.

YEAR 7, YEAR 8 AND YEAR 9 Languages: Chinese – Mandarin Science and Digital Technology CURRICULUM Technology – Product Design – Food, Wood, Metal, Engineering The Victorian Curriculum F-10 is the curriculum for The AVID Program (Advancement Via Individual Victorian schools and is the basis for the learning Determination, Personal Learning and Pathways) in Years 7-10 at WHC. It incorporates the Australian Curriculum and reflects Victorian Students are also able to continue with or enrol in standards and priorities. The curriculum is Instrumental Music. In Instrumental Music, students accessed from the Victorian Curriculum F-10 are given the opportunity to learn the techniques website, and this booklet provides a brief and performance skills of an instrument. They will overview of the focus of learning in the Year 7, 8 be withdrawn from classes on a rotational basis and 9 subjects at WHC. Standards and levels of for 50 minutes per week. Students who have The Victorian Curriculum F–10 is structured as a studied an instrument are encouraged to continuum across levels of learning achievement continue their studies throughout their learning in not years of schooling. This enables the Year 7-12. development of targeted learning programs for all of our students, where the curriculum is used to plan in relation to the actual learning level of each In Semester 1, all Year 9 students participate in the student rather than their assumed level of learning Geelong Tertiary Futures Program. This requires based on age. them attending 10 full days at The Gordon where they will complete both the practical and Our curriculum is separated into two stages and theoretical components of 5 different preview reflects the Victorian Curriculum priorities: courses. Details of some of the courses currently on offer are included in the subject information • Breadth stage (Years 7, 8, 9) Students have the section of the handbook. In Term 4, students will opportunity to fully engage with all learning areas be asked to nominate their preferences and will and capabilities, with a focus on English, be allocated to classes. Mathematics and Science. These years provide an opportunity to explore a ‘breadth’ of subjects as Integrated within the Year 7, 8 and 9 program is their pathways and career options start to the AVID program. The AVID Program aligns with develop. the Victorian Curriculum general capabilities: Critical and Creative Thinking, Ethical, • Pathways stage (Years 10–12) Students will Intercultural, Personal, and Social. Key engage in a broad education and plan their components of the AVID Program include applied senior secondary program of study. learning, connecting to and supporting community and pathways. The AVID program aims to prepare students to meet the demands of 2021 COURSE OF STUDY higher levels of study in VCE and VCAL, and beyond to post-secondary study and readiness The Year 7, 8 and 9 courses are organised into for the workforce. semesters of equal lengths. This means that a changeover occurs approximately 2 weeks prior The AVID curriculum is driven by WICOR – Writing, to the Term 3 break. All students in Years 7, 8 and Inquiry, Collaboration, Organisation and Reading. 9 study the following subjects for the year; - Students will learn organisational and study skills, work on critical thinking and asking in-depth English questions, get academic help from peers and Mathematics university tutors and participate in enrichment Health and Physical Education and motivational activities to raise aspirations. The Arts, including Performing Arts The Humanities (History, Geography, Economics and Business, Civics and Citizenship)

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.

YEAR 7 CURRICULUM

YEAR 7 ENGLISH to simplify, expand and factorise algebraic expressions and solve and graph linear equations. Students will consolidate their prior Students will study English for 250 minutes a week learning when finding the perimeter, area and over the year, a core and important element of volume of simple and composite shapes and the Year 7 Curriculum Program. circles. Students will consolidate knowledge of Year 7 English allows students to further develop fractions, decimals and percentages. Problem and enhance skills in thinking, reading, writing, solving is the core of Numeracy. Students will be listening and speaking. They will begin to develop given opportunity to construct problems to apply a sense of what it looks like to be an active learner problem solving skills in authentic situations. of English in secondary school, which will involve establishing skills and strategies associated with becoming a more independent learner. Students will have the opportunity to explore a range of YEAR 7 SCIENCE AND DIGITAL fiction and non-fiction texts through discussion, analysis and writing. Understanding how to TECHNOLOGY develop, communicate and interpret different kinds of texts is at the heart of studies in English. Year 7 Science introduces the students to the equipment, methods and language of Science. They learn how to use the equipment safely, how to write up scientific reports, and how to compare YEAR 7 MATHEMATICS and record results so that valid conclusions can be made from their experiments. Students will study Mathematics for 250 minutes They are introduced to the major fields of Science, each week for the year, another core and such as Biology, Physics and Chemistry and important element of your Year 7 curriculum recognise that this knowledge will be built upon program. They will continue to develop skills and every year as they progress through secondary understanding in Number and Algebra, schooling. Areas of study include separating Measurement and Geometry, and Statistics and techniques, classification and food webs, space Probability. and simple machines. Students are introduced to coding using Edison robots and Lego mindstorms. Students will complete set tasks, individual skill activities and interactive tasks to build understanding of the concepts in Mathematics. YEAR 7 HUMANITIES They will begin each lesson with numeracy “warm up” activities, explicit instruction, participate in Students will study Humanities for 150 minutes per hands on activities and tutorial videos to reinforce week. Humanities combines the study of History, knowledge, skill and understanding of Geography , Economics and Civics and mathematical concepts and knowledge. This Citizenship to provide students with a learning 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

13 maps to better understand the connection YEAR 7 LANGUAGES – between people and place. In Term 2, they investigate aspects of ancient CHINESE – MANDARIN civilisations around the world, including Australian Students will study Chinese-Mandarin for 150 Indigenous history. Using historic research skills minutes per week. This program is designed to they explore forces that shape past societies. introduce students to the language and In Term 3, students continue to develop their culture of China through the development of understanding of Civics and Citizenship, focusing basic foreign language skills. Students will on Australian identity and the diversity of cultures begin to develop an understanding of who within Australia. They also develop an they are and how they fit into the world in understanding of economics and business general through making comparisons concepts by exploring what it means to be a between their own language and culture, and consumer, a worker and a producer in the market, that of the Chinese culture. and the relationships between these groups. Students will begin to develop a basic In Term 4, students learn about water as a vital understanding of how the Chinese language and important resource on our planet. They will works in order to build a strong foundation of investigate the importance of water for all living vocabulary and structure to extend their things (including ourselves) and explore ideas for language ability at the next level. managing, using and sharing this resource The main focus of the Chinese classes will be sustainably. to build students’ confidence and skills in spoken Chinese so that they are using the YEAR 7 HEALTH AND PHYSICAL language in a practical way which develops fluency faster. EDUCATION Students will also begin written Chinese by learning how to self-introduce, make Students will participate in this subject for 100 arrangements and appointments as well as minutes each week for the year. They will raise opinions using PinYin (Mandarin participate in a range of activities as they phonetics). continue to develop their fitness, skills and goal setting for improvement. Students will participate in a variety of sports and activities (including gymnastics, volleyball (beach), softball, soccer, YEAR 7 ART cross country and other ball sports and games) as they focus on working cooperatively and In this subject students build upon previous skills contributing positively as a member of a team. with an emphasis on imagination and self- Students will also develop their skills and expression. They will increase their knowledge of perspective on each of these games and sports. the art elements as they make decisions on the Exposure to this range of activities provides composition of their two dimensional and three students with the confidence to ‘have a go’ when dimensional art works. Through practical given the opportunity, to play and perform in a exercises students will enhance their new activity, represent the College in team sports understanding of how colour and line can be and participate into their futures. perceived by the viewer. Students will also make considered decisions when presenting their own The health program is 50 minutes a week for the artwork. They will learn to use appropriate art year and aims to empower students around language when talking about their own and making safe and informed decisions for their others art pieces. They will also learn to interpret individual health and wellbeing. Students will in a culturally respectful manner the symbols and discover the answers to questions like: What is stories present in selected indigenous artwork. health? What do respectful relationships look Students will gain an understanding of like? What are my rights? How do I build my perspective and be able to create a realistic resilience? How can I keep myself safe? landscape. They will progress their skills in drawing, painting, printmaking and sculpture.

YEAR 7 PERFORMING ARTS basic hand skills. Students are introduced to a range of tools and equipment and are inducted In this subject, students begin to explore the world into the safe use of these tools and equipment. of the Performing Arts. They will study elements of Students are required to wear leather shoes. Drama, Dance, Music and Media for 150 minutes per week for one semester. The subject is YEAR 7 FOOD TECHNOLOGY designed to help develop confidence and enhance communication skills. Students will In Year 7 students will study food technology for develop physical and creative skills through 150 minutes per week for one semester. Students performance and workshops and learn to be will be introduced to the need for hygiene in the confident and work cooperatively in a creative kitchen. They will work on basic tasks such as and dynamic environment. Some of the activities measuring, knife skills and working through basic could include: processes and recipes. Students will investigate food preparation and presentation, different • Creating characters, inventing their own cooking methods and cookery terms. There is a scenes and working in a supportive focus on health and safety in the kitchen, to environment to learn fun improvisation research the nutrients necessary for good health games, role-play and participate in drama and learn about the skills required to plan and activities as well as be introduced to the prepare balanced meals. They research key thinking involved in working with scripts. foods and their natural components through various food models. • Exploring dance forms and styles through Students are encouraged to experience the choreography and performance as well as cultural influences of society on food and food evaluating their own and other’s technologies. Students will produce a range of performances. meals and dishes suitable for a variety of diets • Planning, designing,filming and editing TV and lifestyles utilising simple and complex cookery commercials,movie trailers and composing methods.

backing tracks. YEAR 7 AVID

YEAR 7 PRODUCT DESIGN AND Students will study AVID (Advancement via Individual Determination) for 100 minutes each TECHNOLOGY week for the year. AVID will support the transition

Students will study Product Design and of students into the Western Heights College Technology for 150 minutes per week for one community. The focus of learning is on ‘knowing semester. Students are introduced to a number of yourself as a learner’ and developing the skills to hand tools, basic woodworking tools and manage the student’s own learning. They will techniques. Students are given an introduction learn how to identify and prioritise tasks as an into safe use of tools, equipment and safe work independent learner and to negotiate and practices. They will use the Design Brief process, collaborate with other students as they complete which includes designing, investigating, group tasks. producing and the need for evaluating. Students They will develop personal learning and career look at the different timber classification and plans, identifying strengths and potential areas begin to look at the sustainability of certain for improvement. timbers. Students will use a Design Brief to The AVID curriculum is driven by WICOR – Writing, complete a number of practical projects such as Inquiry, Collaboration, Organisation and Reading. a sliding lidded box, book ends and a speaker Students will learn organisational and study skills, box for a phone, using several timber construction work on critical thinking, ask in-depth questions techniques. and participate in enrichment and motivational Students can use a wider range of materials (if activities to raise aspirations for future pathways. their design work leads them this way), such as The four focus areas are: plastics, sheet-metal and leather, to develop Who am I? What is AVID? Who are we? What can I be?

YEAR 8 CURRICULUM

YEAR 8 ENGLISH students will carry out experimental investigations, during which they learn scientific In Year 8 students will study English for 250 minutes skills including: working safely, collection and per week. Each semester of work will involve the recording of data, analysing and evaluating core English components of Speaking and results and using different equipment and Listening, Reading and Writing. Students will read chemicals. and create a range of texts including essays, Areas of study include elements, mixtures and creative pieces, poetry and reports. They will compounds, chemical reactions, acids and bases, analyse literary texts that explore themes and energy, light and cells and body systems. issues related to their own life and create written and oral responses to the texts. They will use and analyse persuasive language and develop a YEAR 8 HUMANITIES deeper understanding of how these techniques Students will study Humanities for 150 minutes per are used in media to persuade. Additionally, they week in Year 8. Humanities is a subject that will have the opportunity to improve on their combines the study of History, Geography, structural English, using the language more Economics and Civics and Citizenship to provide effectively through the proper use of punctuation, students with a learning experience that focuses spelling, grammar and vocabulary. on developing skills, understandings and

knowledge of people, places, culture and change.

This extends to developing a range of skills while YEAR 8 MATHEMATICS investigating issues that are relevant in real life. Mathematics is studied in Year 8 for 250 minutes In Semester 1, students will consider the role of per week. It is organised into three content consumers and producers, the laws of demand strands, with each content strand being further and supply and how Australia’s resources are divided into sub-strands. used at a local and global level. Number and Algebra: Integers, Index Laws, Rates The history focus will be on the Middle and Ratios, Real Numbers, Applications of Ages/Medieval period. Using historic research Percentages, Algebra and Linear Equations. skills students investigate the forces that shaped Measurement and Geometry: Measurement, past societies. Coordinates and Linear Graphs, Congruence and In Semester 2, students will explore the concept of Transformations. urbanisation and the reasons why people across Statistics and Probability: Representing and the globe live where they live. They also explore Interpreting Data and Probability. geographic systems, landforms and rivers, along Students will be exposed to the maths that with the use of maps and how they are emerges in everyday life and develop their constructed. confidence in making effective use of In the Civics and Citizenship unit, they also learn mathematical ideas, techniques and processes. about Australia’s system of government and the They will also be exposed to ideas and processes Constitution and its role in modern Australia. They that lead to a variety of pathways beyond will develop an understanding of Australia’s legal secondary school. system and how a democracy works as well as the importance of being an active and informed citizen. YEAR 8 SCIENCE AND DIGITAL TECHNOLOGY

Students will study Science and Digital Technology for 150 minutes per week. In Year 8,

YEAR 8 LANGUAGES – Students will participate in this subject for 100 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. The Health program is 50 minutes a week for the Students will also get opportunities to lead year and aims to empower students around different events pertaining to Chinese language & making safe and informed decisions for their culture around the school and into the wider individual health and wellbeing. Students will community. Topics will include Bargaining & discover the answers to questions like: What is Shopping, School Life in Australia & China, health? What do respectful relationships look like? Festivals & Events and the Environment. What are my rights? How do I build my resilience? How can I keep myself safe?

YEAR 8 ART YEAR 8 PERFORMING ARTS

At this year level the students will be improving In this subject students will continue to develop their artistic skills and be progressing to a stage their Performing Art skills in an integrated manner. where they are able to draw what they see using They will build upon their past skills to learn how to the ‘drawing on the right hand side of the brain’ use facial expressions, voice, body and gestures method. They will build upon their previous skills to communicate fantastic and exaggerated with an emphasis on observational drawing and characters to different audiences. Students will developing a personal style. Their knowledge of develop their understanding of the historical the art elements will be consolidated and through connection between classic performing arts and practical exercises the students will enhance their styles and contemporary films and television. skills in representing tone and complex shapes. Through this they will develop an understanding of Students will explore how their artwork is to be how to use a stage correctly to communicate with presented and viewed by others. Students will an audience. Some of the activities could include: analyse their own and selected artworks using • An introduction to safe dance practices, class discussion, reflections and written exercises. elements of dance, body actions and Students will investigate how and why art works improvisations to explore movement and are made and will also create a folio of work from drawing, painting, printmaking and sculpture. define dance techniques. • Reading musical notation and learning music YEAR 8 HEALTH AND PHYSICAL language in which students can develop an EDUCATION understanding of musical theory. • Producing of News Reports and also Music

Videos with their own backing track.

YEAR 8 PRODUCT DESIGN AND cooking. They will be making some mouth- watering dishes such as baked potato, apple pie, TECHNOLOGY curry, biscuits, caramel cupcakes and a range of other enticing meals. Students will have the Students will study this subject for 150 minutes opportunity to design their own muffin based on each week for one semester. They will have the creating food solutions for healthy eating. opportunity to learn practical, hands-on skills to Students will also engage with the Stephanie make functional and Systems (basic electrical Alexander Kitchen Garden Program Secondary circuits) based projects. They will learn how to Schools Curriculum and through our garden safely use a variety of tools and equipment in develop skills in the ‘paddock to plate’ theory. order to use, manipulate and join different materials; primarily wood with the potential to include plastic and metal too, depending on the YEAR 8 AVID choice of their designs. They will use the design process where they will develop project/s and use Students will study AVID (Advancement via the skills learned to manufacture their own Individual Determination) for 100 minutes each product/s which will have working electrical parts. week for the year. The focus of their learning is on Students are required to wear leather shoes. ‘knowing yourself as a learner’ and developing the skills to manage their own learning as they YEAR 8 FOOD TECHNOLOGY become more independent. They will learn how to identify and prioritise tasks as an independent In Year 8 students will study food technology for learner and to negotiate and collaborate with 150 minutes per week for one semester. Students other students as they complete group tasks. will build on their skills from Year 7. On a weekly They will develop personal learning and career basis students are timetabled for a double plans, identifying strengths and potential areas session, and this is usually for food preparation for improvement. activities and a single lesson, which is usually for The AVID curriculum is driven by WICOR – Writing, theory and demonstrations. Year 8 Food Inquiry, Collaboration, Organisation and Reading. Technology advances the skills and Students will learn organisational and study skills, understandings developed in Year 7. Food safety work on critical thinking and ask in-depth is reinforced, and there is a continued emphasis on questions and participate in enrichment and creating healthy meals highlighting macro motivational activities to raise aspirations for nutrients and their importance in bodily processes future pathways. The four focus areas are: and development. Students will focus on the Who am I? What is AVID? physical, sensory and chemical properties of food Who are we? What can I be? and develop an understanding of the role of ingredients in cooking and various methods of

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. analysing structure, purpose and text types. YEAR 9 HEALTH AND PHYSICAL Film study: Students will also study films as text, with a focus on comprehension, while analysing EDUCATION storytelling through an audio/visual medium. Students will study Physical Education for 150 Writing: Writer’s Workshop is the strategy used to teach writing to ensure that students will improve minutes per week all year. Health and Physical their writing skills. They will learn to improve their Education provides students with opportunities writing skills for different purposes and audiences. for on-going development, assessment and goal Students will complete a range of tasks designed setting skills. Introduction to a variety of sports and activities (including Korfball, Soccer, Aussie to enable them to demonstrate their writing skills including persuasive writing, creative writing and Rules, Touch Football, Netball, Basketball, magazine publishing while building on their Racquetball and Futsal) focuses them on working comprehension and analysis skills. Students will cooperatively and contributing positively in a continue to improve their use of language team. During these sports, working through a conventions (spelling, grammar, punctuation and program of skill development, management and vocabulary) supported through conferencing with adjudication, they will develop team skills as well their teacher. as practical skills in each game. As part of the Speaking and Listening: Opportunities for program, you will participate in a session at a gym speaking and listening tasks and assessment are and complete a Passive Recreation unit where embedded throughout this subject with the aim you will play Lawn Bowls and Ten Pin Bowls. that you will build confidence and ability while The Health program is 50 minutes a week for the year and aims to empower students around delivering a message to a group. making safe and informed decisions for their individual health and wellbeing. Students will discover the answers to questions like: What is

19 health? What do respectful relationships look like? humans have altered biomes to produce food, What are my rights? How do I build my resilience? industrial materials and fibres, and the How can I keep myself safe? environmental effects of these alterations. They will also investigate the challenges in feeding the YEAR 9 SCIENCE AND DIGITAL current and projected populations of Australia and the rest of the world. In Economics and TECHNOLOGY Business, students will explore the roles of consumers and producers and how Australia’s All Year 9 students will study Science for 250 economy is managed. They will also research the minutes per week all year. The course will cover the way the work environment is changing in Biological, Chemical, Physical and Earth and contemporary Australia and analyse the Space Sciences. implications for current and future work. The Civics Chemistry: Students will discover the world of the and Citizenship course will cover the role of atom. You will experiment with and investigate political parties and independent representatives some common materials, exploring how chemical in Australia’s system of government and the structure influences physical properties. process through which government policy is Biology: Students will investigate how body shaped and developed. Students will also analyse systems work together to maintain a functioning how citizens’ political choices are shaped and body with particular focus on the nervous and examine the influence of the media on this endocrine systems. You will explore interactions process.Textbook to be announced between organisms such as 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 will study Chinese Mandarin for 150 the occurrence of volcanoes and earthquakes. minutes per week all year in Year 9. At this year They will explore the features of the Universe level, students will begin to consolidate their including galaxies, stars and solar systems. learning from Year 7 and 8 to begin to apply Student will also learn to code Arduinos using C+. their knowledge in Mandarin with greater The study of Science aims to help students depth, focusing on the practical and social use develop an interest in Science, expand their 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 150 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

YEAR 9 MEDIA ART – awareness of materials and types of decorations and finishes. PHOTOGRAPHY AND DIGITAL Students are required to wear leather shoes. MEDIA YEAR 9 VISUAL ARTS – In Year 9 Media Arts students create visual representations that communicate, challenge PAINTING AND DRAWING and express their own and others’ ideas, as both Students will continue to build upon their practical artist and audience. They develop their skills from previous years. There will be a focus on the perceptual and conceptual understandings, development of their own visual language, individual critical reasoning and practical skills by exploring art style and artistic self-expression. Students will the world through the media arts. They will have the opportunity to create both a major Artwork develop skills with the use of digital cameras and as well as finished drawings, watercolours and prints. digital manipulation and in developing their own They will experiment with a variety of painting Visual Language. This will include knowledge of techniques using watercolour and acrylic mediums. different composition and editing techniques and They will present their work in a folio format the study of codes and conventions in films and demonstrating a knowledge of the art process and screen-based media. the importance of documenting the development of

artwork through images and annotation. The Students may also have opportunities to students will study compositional rules and experiment with a range of alternative mixed proportion. They will increase their art vocabulary media techniques and materials, including an and be able to use the correct terminology when introduction to traditional photographic they write about their chosen artist and the meaning techniques using the school darkroom. of their artwork. Students will also explore, research There will also be a few opportunities for and view a wide range of artworks from Europe and involvement in the school yearbook for students Australia and write about the way images and forms who are wishing to extend their skills and express ideas and feelings. knowledge, as ‘Photographers’, ‘Editors’,

‘Designers’ and/or ‘Photojournalists’. YEAR 9 FOOD TECHNOLOGY YEAR 9 PRODUCT DESIGN AND TECHNOLOGY Year 9 Food Technology is scheduled for 3 sessions per week for one semester. On a weekly basis In Year 9 all students will study Product Design for students are timetabled for a double session, and 150 minutes for one semester. Students will design, this is usually for food preparation activities and a construct and evaluate a table or a type of single session, which is usually for theory and storage furniture using wood or metal. They will demonstrations. Year 9 Food Technology advances consider constraints that they may face when the skills and understandings developed in Year 7 designing a piece of furniture. Students will also and 8 Food Technology courses. Food safety is design a decorative product that is made from reinforced and there is a continued emphasis on miscellaneous metal bits ‘n’ pieces. For example: a creating healthy meals whilst living on a budget. In ‘nuts and bolts’ man. They will produce the product that they have designed, using various this unit, students will also explore how to make the metal working skills such as cutting, filing, bending, most of the nutrition found in food through a wide spot welding and brazing. As part of the process, variety of different recipes and theory investigations. they will also evaluate their final product against Students will learn to understand how the senses process criteria. They will learn and apply play an integral part of our enjoyment of food and construction techniques and skills required to how to evaluate what we eat using simple and construct their piece of furniture. As part of the complex terminology. The students will have a couple process they will learn elements of design, an of opportunities to design and create their own dishes, depending on the set criteria.

YEAR 9 AVID

Students will study AVID (Advancement via Individual Determination) for 100 minutes each week for the year. The focus of learning is on developing the skills to manage the student’s own learning as they become increasingly independent. They will learn how to identify and prioritise tasks as an independent learner and to negotiate and collaborate with other students as they complete group tasks. They will develop personal learning and career plans, identifying strengths and potential areas for improvement. The AVID curriculum is driven by WICOR – Writing, Inquiry, Collaboration, Organisation and Reading. Students will continue to learn organisational and study skills, work on critical thinking, ask in-depth questions and participate in enrichment and motivational activities to raise aspirations for future pathways. This includes 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?

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 in 2021 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

YEAR 10 CURRICULUM

2021 COURSE OF STUDY VET (VOCATIONAL

The Year 10 course is organised into semesters of EDUCATION TRAINING) equal lengths. This means that a changeover occurs approximately 2 weeks prior to the Term 3 It is expected that all students in Year 10 will break. All students in Year 10 study the following accelerate their learning by choosing at least subjects as core for the year. one VCE or VET subject. In 2020, Western Heights College will be offering 3 internal VET subjects English (Please refer to the handbook for course Mathematics information); - Health and Physical Education Science and Digital Technology Certificate II in Outdoor Recreation Humanities Certificate II/III in Applied Language- Chinese – HAPE Mandarin Careers Certificate II in Hospitality

Students can choose to study a VET subject in Students will then choose to complete either (1) either Year 10, Year 11 or Year 12 dependent on Unit 1 and 2 VCE Unit or (1) VET Course (please meeting the requirements of their overall study refer to the handbook for VCE and VET Subjects program. available to students for 2021).

Students are also able to continue with or enrol in Instrumental Music. VET – TASTER

Year 10 students can also choose to enrol in the VCE STUDIES VET Taster Program in addition to a VET Subject or a VET Course offered internally at Western It is expected that all students in Year 10 will Heights College (VET Applied Language, accelerate their learning by choosing at least Hospitality or Outdoor Recreation). The VET one VCE or VET subject. This will enable the Taster Program is designed for students who may student to complete at least one VCE Unit 3 and be considering a hands-on program or 4 sequence as part of their Year 11 study. Note: vocational education pathway. the expectation is that students will complete this study as a 3-4 sequence in the following VET Taster offers students the opportunity to year. The advantages of doing this includes complete four (4) units. Students seeking having the satisfactory completion of a Unit 3 enrolment in this program will be asked to and 4 prior to Year 12 and opportunities to nominate choices in preferential order. 2020 undertake other studies as part of their course. In Taster options included Hospitality, Building and considering this option, students are required to Construction, Automotive, Engineering, Joinery, discuss this with their teacher in the learning Hair, and Beauty. area, their mentor, the Learning Community Leader and their Pathways Counsellor. Enrolment in this program is limited. Students

apply through an application process and are required to attend an interview. On selection, students will have the opportunity to nominate their course choices from those confirmed for 2020.

The VET Taster Program means that the COURSE COSTS students will not attend the College for one (1) day per week. They will be required to attend The aim of our program is to keep costs to their program at the Geelong Industry Trade students and parents to a minimum. Information Training Centre (GITTC) of which WHC is a regarding costs including the Year 10 Resource partner school. Students are required to organise Charge will be communicated to parents as their own transport to and from the centre. outlined in the handbook.

WORK EXPERIENCE YEAR 10 ENGLISH

Work Experience is an integral part of the Year 10 program. The WHC Work Experience program In Year 10, students will study English for 250 enables Year 10 students to negotiate and minutes per week. They will learn to listen, read, access work experience placements at all stages view, speak, write and reflect on spoken, written of their Year 10 course. For some students, this and multimodal texts across a range of contexts. may mean several experiences. Students will Students will use the English language in all its have the opportunity to work individually with variations and develop a sense of its richness members of the pathways team to understand and power to evoke feelings, convey information, the process and to access work experience. form ideas, facilitate interaction with others, entertain, persuade and argue. Students will learn to understand how Standard Australian VICTORIAN CURRICULUM English works in spoken and written forms of CAPABILITIES communication to create meaning, improve skills inquiring into texts and develop an informed The Victorian Curriculum Capabilities: Critical appreciation of literature. Assessment is based and Creative Thinking, Ethical, Intercultural and, on a variety of tasks including oral presentations, Personal and Social Capabilities are integrated analysis and comparison of texts, analysis of in KLA studies. argument and semester exams. The following set texts will need to be purchased from the College Booklist for this subject: 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 HEALTH & PHYSICAL families. EDUCATION

In Year 10, students study Health and Physical ENGAGEMENT AND WELL Education for 150 minutes per week. BEING: MENTOR MEETINGS Physical Education: During this study, students learn to apply more specialised movement skills Mentor meetings are held at the beginning of and strategies. They will analyse how each day. The aim of these meetings includes participation in physical activity and sport ensuring that students are on time and prepared influence an individual’s identity. Students will for learning and connecting on a regular basis have opportunities to refine personal and social with their mentor/s to enable oversight of skills in demonstrating leadership, teamwork and learning and opportunities to celebrate collaboration is a range of physical activities. successes and/or work through challenges. Health: During this study students will be able to Mentors also support the development and improve both their own and others health and monitoring of Individual Learning Plans and well-being, develop their sense of self, learn how through their knowledge of each student, to build and maintain respectful relationships participate in pathways work. and improve their resilience. Students will also become familiar with support services and resource available within the community. There 25 will be a focus on the identification of strategies module. Students will also carry out a STEM to minimise harms associated with particular investigation. Students selecting this study will situations or behaviours. have the opportunity to demonstrate understanding through the design and YEAR 10 MATHEMATICS completion of a number of practical experiments in all of the key science areas. Students will In Year 10 students will study mathematics for 250 develop their skills in writing practical reports minutes per week. Students must study one of using scientific terminology and methodology. the following mathematics subjects. Their current This study will embrace the key skills required to mathematics teacher will assist you in making undertake Biology, Chemistry, or Physics in VCE. and confirm your selection. YEAR 10 HUMANITIES

Mathematics A In this study, students will explore the following In Year 10, students will study Humanities for topics: Algebraic fractions, Indices, Linear 250 minutes per week and build on their Graphs, Trigonometry, Simultaneous Equations, Measurement and Geometry, Algebraic knowledge and skills from Year 9. The History techniques and Linear and Quadratic equations. course will cover the history of the modern These learning experiences will help them to world and Australia from 1918 to the present. demonstrate the understanding and knowledge It looks at the transformation of the modern that is required for VCE Mathematical Methods world during a time of political turmoil, global and Specialist Mathematics. conflict and international co-operation. This

Mathematics B provides the vital context for understanding In this study, students will explore the following Australia’s development, its place within the topics: Business Mathematics, Measurement, Asia-Pacific region and its global standing. In Trigonometry, Linear equations and graphs, Geography, students will continue to analyse Algebraic techniques, Geometry, Probability and environmental changes caused by human Statistics. They will extend your knowledge and actions, with a focus on: global warming, skills through real world application and analysis climate change, land degradation, tasks. Time, Managing Money, Fractions, Decimals, Percentages, Ratios and Rates, desertification and pollution. Different types Measurement, Probability, Statistics and of environments will be examined, including Geometry. Students will be using ‘hands on’ tasks coastal environments, marine environments and applying these practical skills to real life and urban environments. The Economics and situations. These learning experiences will help Business course will look at the performance you to demonstrate the understanding and of the Australian economy and the knowledge that is required for VCE General importance of its interactions and Mathematics, Further Mathematics or VCAL Numeracy. relationships with the Asia region and the global economy in achieving growth and prosperity. Students will continue to develop YEAR 10 SCIENCE AND their consumer and financial literacy DIGITAL TECHNOLOGY knowledge and skills by identifying sources of finance for consumers, businesses and the In Year 10, students will study Science for 250 government and explaining the role of minutes per week. This study will embrace the key financial institutions in their interactions with skills required to undertake Biology, Chemistry, or consumers, businesses and the government. Physics in VCE. Topics such as Genetics and They will also investigate the different Evolution will be covered in the Biology module. Ionic and Molecular Compounds, Chemical strategies for managing financial risks and Reactions and Balancing Equations will be maximising rewards across an ever-changing covered in the Chemistry module. Measuring financial landscape. In Civics and Citizenship, Motion and Speed will be covered in the Physics students will compare Australia’s system of 26 government with another system of Additionally, students will apply instructional and government in the Asian region. They will also directional language so that they can apply their investigate the features and principles of linguistic skills in a social and workplace setting. This will potentially lead to opportunities for Cert Australia’s court system, including its role in III VET Applied Languages at a Year 11 level. applying and interpreting Australian law. In addition, students will examine global connectedness and how this is shaping YEAR 10 – VET CERTIFICATE II contemporary Australian society. IN OUTDOOR RECREATION Textbook (to be announced) In Year 10, students have the option of choosing

a VET Certificate II in Outdoor Recreation. This is YEAR 10 CAREERS a one-year course and is undertaken primarily in 250 minutes per week class time. However, a Students in year 10 will study the subject Careers range of excursions are integral to the training in for 100 minutes per week all year. In this subject, this course. This certificate leads to a pathway to Year 10 students focus on planning their pathway Certificate III in Sports and Recreation. This to achieve broad career goals that offer a range course provides a Unit 1 and 2 VCE subject of options. Students use their increased self- sequence. knowledge and deeper understanding of Students who have a keen interest in the education and training requirements to inform outdoors, promoting the environment, and these decisions. responding to a range of scenarios in the Students investigate national and global outdoors will be well suited to this course. This economic, social, technological and environment qualification provides skills and knowledge for an changes on the type and availability of work and individual to be competent in performing core examine the trends that may impact on their skills in outdoor recreation environments and chosen career pathway. They focus on the need assisting with the conduct of a range of outdoor to be flexible and the importance of networks to activities. create and make opportunities. Students may take part in a range of outdoor In their career action plan students will identify activities such as: their preferred future pathway and explore a • Bushwalking range of scenarios that will provide optional • Mountain Bike Riding pathways. • Rock Climbing YEAR 10 - VET CERTIFICATE • Canoeing • Surfing II/III IN APPLIED LANGUAGES – • Navigating in a controlled outdoor CHINESE environment Outcomes: Completion of the Certificate II in Students studying LOTE Chinese at Year 10 will Outdoor Recreation includes the development of be working towards attaining a Certificate II in enhanced communication with key stakeholders. VET Applied Languages. The rigours of the Employment skills in organisation, time certificate will ensure that students attain a management and planning. Students will gain competency in using the Chinese language in industry specific knowledge and skills including order to be able to apply it in a practical legal, safety and ethical responsibilities. scenario. This is usually to gain an employment Pathways: Outdoor activity assistant, school advantage with the ability to apply the Chinese camp assistant, watersports activities assistant, language in a workplace. outdoors supplier retail assistant, outdoor participant. Students doing the course will be able to identify Learning Areas: Conducting outdoor recreation key vocabulary in an ordinary conversation. They sessions, first aid and emergency situations, will also communicate with native speakers of safety in the outdoors, environmental Chinese in a social setting so that they can gain sustainability, working effectively in the outdoors. a better understanding of the cultural nuances between their own culture and Chinese culture. 27

YEAR 10 - VET CERTIFICATE II IN HOSPITALITY

In Year 10, students have the option of choosing a VET Certificate II in Hospitality – Kitchen Operations. This is a one-year course is undertaken primarily in 250 minutes per week class time. However, students will have the 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.

YEAR 10 VOCATIONAL In the classroom, the program will incorporate sections of the Victorian Curriculum into PATHWAYS PROGRAM collaborative and integrated units of work. Literacy and Numeracy skills will focus on industry specific needs. Students will study aspects of Science and The WHC Vocational Pathways Program is a new program specifically designed for students who Humanities through authentic activities involving the “Stephanie Alexander Kitchen Garden wish to follow a pathway into an apprenticeship and want to gain a head start before entering the Program”, Geelong Motor Museum and the Geelong Technical School. Students will also undertake the work force. In selecting this pathway, students at WHC will be immersed in practical vocational regular PE and Health program. activities through involvement in the local Students completing this pathway will then be able community and businesses and will participate in a to continue into the year 11 VCAL program and will variety of work place experiences both individually gain access to the school Horticulture traineeship and as part of a team. program. With a focus on providing skills and knowledge to improve employability, students who select this program will be required to undertake the VET taster program on Thursday’s and will select one of the VET certificates offered internally at WHC (Cert 2 in Outdoor Rec, Cert 2 in Hospitality). Added to this, students will undertake work and activities to obtain Australian industry recognized Units of Competency from certificates in Community Services, Horticulture and Hospitality.

YEAR 11 & 12 CURRICULUM

2021 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 In 2020, a small group of students were able to pathway preferences and counselling. In undertake Unit 3 and 4 studies through the VVLN. selecting a Year 11 and 12 course of study, students The VVLN is based at Bendigo Senior College and should consider the following: enables students across the state to complete studies that their home school may not be able to Post-secondary school aspirations: - what are timetable. Students have ready access to their they? VVLN teachers through Skype; learning is through the Moodle platform. In 2021, the VVLN will offer Do you want a direct link to a tertiary course studies 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 Structured Work Place Learning in Year 11 with the three (3) Unit 3 and 4 sequences once the aim of accessing an SBAT in Year 12. English requirement has been met. 30

Students undertaking a VCAL course of study SBAT and Traineeship Handbook for details. must include a VET, SBAT or Traineeship as Associated costs are provided in this handbook. part of their course. How do I enrol in VET? Specific details about the course, including outcomes and assessment, is available at the Students considering applying for a VET external VCAA website. to WHC need to complete an application process. https://www.vcaa.vic.edu.au/Pages/vcal/ind In course selection students need to: ex.aspx 1. Identify that they are applying for a VET 2. Complete the ‘Expression of Interest’ How do I apply? application 1. Select VCAL as your preference on the 3. Set a time for a pathways meeting to discuss and lodge a VET application. Details of online selection 2. Access, complete and submit the 2021 VET options will be provided. application form. 4. Pay the application fee ($150.00) to 3. Attend an interview enable the application to be processed. 4. Accept an offer (this requires you to pay Successful applicants will have the fee the VCAL charge) by the nominated date. credited to their course cost and this will 5. Enrol in a VET appear in their statements. In the case of unsuccessful applicants, the fee will be Confirmation of entry to the VCAL course will redirected/refunded. Please note that take place in Term 4. applications will not be progressed without

payment of application fee. VET 5. The cost of VET courses vary – please refer to the WHC VET, SBAT and Traineeship What is VET? Handbook. 6. Confirmation of VET courses for 2021 will VET refers to Vocational Education and Training be communicated to students as they are that enables students to include a VET course as confirmed by providers in Term 4. part of their Year 11 /12 course. VET courses are applied learning and nationally accredited competency based certificates. Most courses run SCHOOL BASED over two years. APPRENTICESHIPS AND

VET courses enable you to gain credits towards TRAINEESHIPS either VCE or VCAL, gain a nationally accredited certificate and in some instances achieve a Western Heights College supports students who contribution towards an ATAR score. Students are wish to undertake a school-based apprenticeship encouraged to regularly access the VCAA website or traineeship. A school-based apprenticeship or for accreditation updates. traineeship (SBAT) is an apprenticeship or traineeship undertaken by a student enrolled in a Students can access VET studies within study senior secondary program (VCE or VCAL), with at options at WHC and/or the VET Geelong cluster. least one day per week timetabled to be spent on At WHC, students are able to enrol in VET the job or in training during the normal school Hospitality within their VCE or VCAL course of week. The program provides students with the study. Externally, VET courses are accessible opportunity to combine their studies with work in through the Geelong Industry Trade Training a recognised field and undertake a nationally Centre (GITTC) of which WHC is a partner. accredited certificate related to the industry in Alternatively, VET options are provided at which they are working. Geelong Schools, The Gordon and RTOs. Prospective students are referred to the WHC VET, The benefits of the program are that students gain practical part-time experience in the

31 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 2021 booklist.

2021 STUDIES

The following studies are offered for 2021:

ENGLISH 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 WHAT OTHER FIELDS COULD THIS BE ABLE TO BUILD? LEAD TO? It is becoming much more common for • Reading and responding to texts universities to list English study scores as a pre- analytically and creatively. requisite for a variety of courses in all fields. • Analyse arguments and the use of In most cases, the pre-requisite is a study score persuasive language in texts and create of 25 or higher. their own texts intended to position audiences. • Comparing the presentation of ideas, WHAT ELSE DO I NEED TO KNOW? issues and themes in texts. • Creating written, spoken and Texts required for purchase: multimodal texts. • Jasper Jones by Craig Silvey • Dark Roots by Cate Kennedy • Romeo and Juliet: abridged version (Insight texts)

ENGLISH 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 universities to list English study scores as a analytically and creatively. pre-requisite for a variety of courses in all fields. • Analyse arguments and the use of In most cases, the pre-requisite is a study persuasive language in texts and create score of 25 or higher. their own texts intended to position Strong communication skills are essential audiences. for work readiness. • Comparing the presentation of ideas, issues and themes in texts.

• Creating written, spoken and multimodal WHAT ELSE DO I NEED TO

texts. KNOW?

Texts required for purchase:

• 7 Days of Grieving by D. Mailman & W. Enoch • The Longest Memory by Fred D’Aguiar • Nine Days by Toni Jordan

ENGLISH AS AN ADDITIONAL LANGUAGE (EAL) ENGLISH 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 • Reading and responding to texts universities to list English study scores as a analytically and creatively. pre-requisite for a variety of courses in all fields. • Analyse arguments and the use of persuasive language in texts and create In most cases, the pre-requisite is a study score of 25 or higher. their own texts intended to position

audiences. • Comparing the presentation of ideas, issues WHAT ELSE DO I NEED TO and themes in texts. KNOW? • Creating written, spoken and multimodal texts. Texts required for purchase: • Understanding how structure, language • 7 Days of Grieving by D. Mailman & W. and delivery of spoken texts affects by the Enoch context in which they are presented • The Longest Memory by Fred D’Aguiar

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 • Marketing business 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 You will need: • Apply business management knowledge to • A computer to be able to access practical and/or simulated business class resources including internet situations. connectivity • A copy of the Jacaranda Key Concepts in VCE Business Management Units 1 and 2 Textbook

BUSINESS MANAGEMENT 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 • Define, describe and apply relevant business Businesses management concepts and terms • Business Administration • Analyse case studies and contemporary • Marketing examples of business management • Human Resources • Interpret, discuss and evaluate business information and ideas • Apply business management knowledge to WHAT ELSE DO I NEED practical and/or simulated business TO KNOW? 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

TWENTIETH CENTURY HISTORY 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; It is a valuable subject for fields as diverse collecting, analysing and organising information) as tourism, law, government Problem solving (developing practical solutions; administration, anthropology, sociology, testing assumptions taking the context of data librarian and journalism. and 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, Required texts: continuity and change. Cambridge – Twentieth Century History Use and analysis of primary and secondary Other: sources, historical perspectives, ethical and A computer for internet research and historical arguments. access to class notes Historic writing and vocabulary skills. Critical reading skills.

HISTORY REVOLUTIONS 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. resources including time management; It is a valuable subject for fields as diverse collecting, analysing and organising information) as tourism, law, government Problem solving (developing practical solutions; administration, anthropology, sociology, testing assumptions taking the context of data librarian and journalism. and 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) Required texts: Cambridge – Analysing the Russian Revolution Cambridge – Analysing the American Revolution Other: A computer for internet research and access to class notes.

GENERAL MATHEMATICS 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, 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 education and health science. Many and model a variety of contexts and solve universities will be introducing practical and theoretical problems in Mathematics prerequisites in the next few situations that range from well-defined and years. familiar to open-ended 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

FURTHER MATHEMATICS 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 1 & 2 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. Many • develop mathematical concepts, universities will be introducing knowledge and 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 WHAT ELSE DO I NEED TO situations that range from well-defined and KNOW? familiar to open-ended and unfamiliar Text required for purchase: • use technology effectively as a tool for • Maths Quest 12 Further Maths VCE working mathematically 3&4 • TI-nspire Calculator

MATHEMATICAL METHODS 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, communication technology. knowledge and skills There is a demand for mathematics skills • apply mathematics to analyse, across a range of sectors. Mathematicians investigate and model a variety of work in the petroleum and nuclear contexts and solve practical and industries, medicine and health, IT, theoretical problems in situations that business consultancy and operational range from well-defined and familiar to research, space science and astronomy, open-ended and unfamiliar as well as many forms of engineering and • use technology effectively as a tool for different government departments. working mathematically WHAT ELSE DO I NEED TO KNOW? Text required for purchase: • Cambridge Senior Math Methods VCE 1&2 • TI-nspire Calculator

MATHEMATICAL METHODS 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, business consultancy and operational knowledge and skills research, space science and astronomy, • apply mathematics to analyse, as well as many forms of engineering and investigate and model a variety of different government departments.

contexts and solve practical and theoretical problems in situations that WHAT ELSE DO I NEED TO range from well-defined and familiar to open-ended and unfamiliar KNOW? Text required for purchase: • use technology effectively as a tool for working mathematically • Cambridge Senior Math Methods VCE 3&4 • TI-nspire Calculator

HEALTH AND HUMAN DEVELOPMENT 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. • Develop a broad view of health and wellbeing, HHD equips students with written, oral incorporating physical, social, emotional, mental and presentation skills that adds to and spiritual dimensions, and biological, employability opportunities through sociocultural and environmental factors. planning, communicating and the use of • Examine how health and wellbeing may be technology. influenced across the lifespan by the conditions into which people are born, grow, live, work and age. WHAT ELSE DO I NEED TO • Develop health literacy to evaluate health KNOW? information and take appropriate and positive action to support health and wellbeing and manage risks. Texts required for purchase: • Develop understanding of the Australian healthcare system and the political and social • Key Concepts VCE HHD 1&2 - values that underpin it. Jacaranda • 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.

HEALTH AND HUMAN DEVELOPMENT 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 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. • Develop a broad view of health and wellbeing, HHD equips students with written, oral and incorporating physical, social, emotional, mental presentation skills that adds to and spiritual dimensions, and biological, employability opportunities through sociocultural and environmental factors. planning, communicating and the use of • Examine how health and wellbeing may be technology. influenced across the lifespan by the conditions into which people are born, grow, live, work and age. WHAT ELSE DO I NEED TO • Develop health literacy to evaluate health KNOW? information and take appropriate and positive action to support health and wellbeing and manage risks. • Develop understanding of the Australian Texts required for purchase: healthcare system and the political and social • Key Concepts VCE HHD 3&4 - values that underpin it. Jacaranda • 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.

PHYSICAL EDUCATION 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 influences on participation and performance in the health & fitness industry and defence physical activity, sport and exercise. force careers. •Develop an understanding of the anatomical, biomechanical, physiological and skill acquisition principles, and of behavioural, psychological, WHAT ELSE DO I NEED TO environmental and sociocultural influences on KNOW? performance and participation in physical activity across the lifespan. Texts required for purchase: •Engage in physical activity and movement • Nelson Physical Education VCE 1&2 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.

PHYSICAL EDUCATION 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 physical activity, sport and exercise. force careers. •Develop an understanding of the anatomical, biomechanical, physiological and skill acquisition principles, and of behavioural, psychological, WHAT ELSE DO I NEED TO environmental and sociocultural influences on KNOW? performance and participation in physical activity across the lifespan. Texts required for purchase: •Engage in physical activity and movement experiences to determine and analyse how the • Nelson Physical Education VCE 1&2 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.

BIOLOGY 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?

What you learn in Biology can be applied in many fields of endeavour including You will develop skills including: biotechnology, botany, genetics, immunology, microbiology, pharmacology, • developing aims and questions, formulating zoology dentistry, ecology, education, hypotheses and making predictions food science, forestry, healthcare, • planning and undertaking investigations horticulture, medicine, optometry, physiotherapy and veterinary science. • conducting investigations to collect and record data 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.

BIOLOGY 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?

What you learn in Biology can be applied You will further develop skills learnt in Biology in many fields of endeavour including units 1&2 by developing skills including: biotechnology, botany, genetics, immunology, microbiology, pharmacology, zoology dentistry, • analysing and evaluating scientific data, ecology, education, food science, methods and models forestry, healthcare, horticulture, • drawing evidence-based conclusions medicine, optometry, physiotherapy and • communicating and explaining scientific ideas veterinary science. • studying techniques for synthesising large amounts of information and remembering biological vocabulary WHAT ELSE DO I NEED TO applying theory in describing biological concepts KNOW? Text required for purchase: • Heinemann Biology 2 VCE SB 5th Ed. • Heinemann Biology 2 VCE Student Workbook 3rd Ed.

CHEMISTRY 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?

VCE Chemistry enables students to explore the The study of Chemistry offers career paths nature of chemicals and chemical processes. in the fields of forensics, pharmacology, healthcare, biotechnology, In undertaking this study, students nanotechnology, toxicology, agriculture, materials and food science. • apply chemical principles to explain and quantify the behaviour of matter, as well as WHAT ELSE DO I NEED TO undertake practical activities that involve the analysis and synthesis of a variety of KNOW? materials. • design and conducting observational and experimental studies Text required for purchase: • investigate, analyse and interpret data, • Heinemann Chemistry 1 VCE 5th Ed. finding patterns and drawing conclusionsapproach problems in an analytical and rigorous way, formulating theories and applying them to solve problems

CHEMISTRY 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 paths in nature of chemicals and chemical processes. In the fields of forensics, pharmacology, undertaking this study, students learn to: healthcare, biotechnology, nanotechnology, • apply chemical principles to explain and toxicology, agriculture, materials and food quantify the behaviour of matter, as well science. as undertake practical activities that involve the analysis and synthesis of a variety of materials. WHAT ELSE DO I NEED TO • design and conducting observational KNOW? and experimental studies • investigate, analyse and interpret data, finding patterns and drawing Text required for purchase: conclusions • Heinemann Chemistry 2 VCE 5th Ed. • approach problems in an analytical

and rigorous way, formulating theories and applying them to solve problems

PHYSICS 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 technology, finance and health. position. Key science skills include: • Developing aims and questions, WHAT ELSE DO I NEED TO formulating hypotheses and making KNOW? predictions • Planning and undertaking investigations • Complying with safety and ethical Text required for purchase: guidelines • Heinemann Physics 11 VCE 4th Ed. • Conducting investigations to collect and record data • Analysis and evaluation • Drawing evidence-based conclusions • Communicating and explaining scientific ideas

PHYSICS 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?

• Planning and undertaking investigations • Complying with safety and ethical Text required for purchase: guidelines • Heinemann Physics 12 VCE 4th Ed. • Conducting investigations to collect and record data • Analysis and evaluation • Drawing evidence-based conclusions • Communicating and explaining scientific ideas •

STUDIO ARTS 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 & WHAT OTHER FIELDS COULD SKILLS WILL I BE ABLE TO THIS LEAD TO? BUILD? The skills developed through the Arts and • Generating Ideas and sources of digital Arts are consistently recognised as inspiration those considered to be high among the • Exploring different materials and Enterprise skills valued in our rapidly changing Techniques workforce. Skills such as: • Translating ideas and observations into • Creativity and Innovation a 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? Materials Required: • You will need two A3 display Folders • A memory stick • Glue stick, HB pencil, eraser, sharpener, coloured pencils.

STUDIO ARTS 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 & WHAT OTHER FIELDS COULD SKILLS WILL I BE ABLE TO THIS LEAD TO? BUILD? 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 • Creativity and Innovation observations into a Visual • Digital Literacy Language • Ability to critically assess information • Project management Using a Studio process to create • Confidence and agency images/Artworks 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 55

(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.

(YEAR 10, 11 & 12) VET OUTDOOR RECREATION CERT II

DESCRIPTION

The Certificate II in Outdoor Recreation provides students with the knowledge and skills to be competent in performing core skills in outdoor recreation environments and assisting with the conduct of a range of outdoor activities. Units in the program include assisting in conducting outdoor recreation sessions, responding to emergency situations and working effectively in sport and recreation environments. Electives can be chosen from a range of streams including Bushwalking, Cycling, Canoeing and Surfing. The following are indicative job roles for this qualification: • outdoor activity assistant • outdoor participant.

WHAT KNOWLEDGE & SKILLS WHAT OTHER FIELDS WILL I BE ABLE TO BUILD? COULD THIS LEAD TO?

This qualification provides the skills and • Travel Industry knowledge for a student to become competent • Sporing Industry in performing core skills in outdoor recreation • Tourism Industry environments and assisting with the conduct of a range of outdoor activities. Work may be undertaken as part of a team and would be performed under supervision. Work WHAT ELSE DO I NEED TO would be undertaken in field locations such as KNOW? camps or in indoor recreation centres or facilities, in differing environments such as This course is focused on the development water- based, dry land and mountainous of practical skills and you will need to be terrains, using a diverse range of equipment. prepared to participate in excursions and camps.

(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 • Foreign Affairs with language skills and intercultural knowledge • Business of the 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.

VET – VOCATIONAL EDUCATION AND TRAINING

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.

VET AT WESTERN HEIGHTS COLLEGE Students who wish to apply for these courses should do so when selecting their course online via Compass. A deposit of $150 must be paid to Western Heights College to secure a place in this course by Friday 4th September 2020. The balance of the combined Course Materials Fees and Transport is to be paid to Western Heights College by Friday 12th February 2021.

NAME OF DELIVERY DURATION OF COURSE TOTAL COURSE COURSE MATERIALS COST FEE TO BE PAID TO WHC

Certificate II in 5 sessions per week 1 year $150 $150 Applied Language - Chinese Certificate II in 5 sessions per week 1 year $300 $300 Hospitality Certificate II in 5 sessions per week 1 Year $350 $350 Outdoor Recreation

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 11 and 12.

To apply for a course at the Geelong Trade Training Centre you must firstly apply via the Couse Selection process on Compass. You must then complete a: Geelong VET Delivered to Secondary Students Application Form 2021. This can be found in the VET Section of the Pathways 2021 Google Classroom. It should be submitted to the VET Admissions box in the Western Heights College General Office.

A deposit of $150 must be paid to Western Heights College to secure a place in this course by Friday 4th September 2020. The balance of the combined Course Materials Fees and Transport is to be paid to Western Heights College by Friday 12th February 2021.

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 Wed 10% as 5th or 60% - 40% 2 years $290 $40 $680 Vocational 6th after 2 Preparation years Certificate ll (Year 1 and 2) Building & Wed 10% as 5th or 70% - 30% 2 years $350 $40 $390 Construction 6th after 2 (Carpentry) years Certificate ll (Year 1 and 2) Engineering TBA Scored 60% - 40% 2 Years $270 $40 $310 Studies Assessed Certificate ll after 2 years (Ford Program) (Year 1 and 2) Engineering Wed Scored 60% - 40% 2 years $270 $40 $310 Studies Assessed Certificate ll after 2 years (Year 1 and 2) Salon Wed No 60% - 40% 1 year $250 $40 $290 Assistance Contribution Certificate II TBC Retail Wed No 60% - 40% 1 Year $250 $40 $290 Cosmetics Contribution Certificate II TBC

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. Details of each course can be found in the Western Heights College VET Handbook. To apply for a course at one of these schools you must complete a Geelong VET Delivered to Secondary Students Application Form 2021. This can be found in the VET Section of the Pathways 2021 Google Classroom. To apply for a course at the Geelong Trade Training Centre you must firstly apply via the Couse Selection process on Compass. You must then complete a: Geelong VET Delivered to Secondary Students Application Form 2021. This can be found in the VET Section of the Pathways 2021 Google Classroom. A deposit of $150 must be paid to Western Heights College to secure a place in this course by Wednesday 4th September 2020. The balance of the Course Materials Fees is to be paid to Western Heights College by Friday 12th February 2021.

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 CONTRIBUTIO PRAC VS COURSE COURSE BUS TOTAL N TO ATAR THEORY LENGTH MATERIAL COST COST FEES APPROX PAID TO WHC

Beauty Services Certificate NGSC Wed 10% as 5th or 50% - 50% 2 years $300 $40 $340 III 1st year (partial 6th after 2 completion) years

Beauty Services Certificate NGSC Mon 10% as 5th or 50% - 50% 2 years $300 $40 $340 III 2nd Year (partial 6th completion)

Dance Certificate II GHS Wed Scored 70%-30% 2 years $275 $40 $315 First year Assessed after 2 years Dance Certificate II 2nd GHS Mon Scored 60%-40% 2 years $275 $40 $315 Year and partial Assessed completion of Cert III Equine Studies Certificate BSC Wed Scored 50% - 50% 2 years $350 $40 $390 III – 1st Year Assessed after 2 years

Equine Studies Certificate BSC Mon Scored 50% - 50% 2 years $350 $40 $390 III – 2nd Year Assessed after 2 years Information, Digital Media BHS Wed Scored 50% - 50% 2 years $200 $40 $240 and Technology Certificate Assessed III 1st Year (Partial after 2 years Completion) Information, Digital Media BHS Mon Scored 50% - 50% 2 years $200 $40 $240 and Technology Certificate Assessed III 2nd Year (Partial Completion)

Music Industry BHS Wed Scored 50%-50% 2 years $310 $40 $350 (Performance) Assessed Certificate III after 2 years 1st Year Music Industry BHS Mon Scored 50%-50% 2 years $250 $40 $290 (Performance) Assessed Certificate III 2nd Year Music Industry BSC Wed Scored 70%-30% 2 years $150 $40 $190 (Performance) Assessed Certificate III 1st Year Music Industry BSC Mon Scored 70%-30% 2 years $150 $40 $190 (Performance) Assessed Certificate III 2nd Year Music Industry GHS Wed Scored 50% - 50% 2 years $275 $40 $315 (Sound Production) Assessed Certificate lll after 2 years

Music Certificate IV MFGSC Wed 10% as 5th or 60% - 40% 2 years $436 $40 TBC (Sweethearts) 6th after 2 TBC years

Sport and Recreation NGSC Wed No 55%-45% 1 year $250 $40 $290 Certificate II Contribution

Outdoor BHS Wed No 50%-50% 1 year $780 $40 $820 Recreation Contribution Certificate II

Sport and Recreation BHS Mon Scored 40%-60% 1 year $700 $40 $740 Certificate III (Must have Assessed completed Cert II Outdoor Rec at BHS) Agriculture Certificate II COV Wed 10% as 5th or 50% - 50% 2 years $525 $40 $565 1st Year and 2nd Year 6th after 2 years

Horticulture Certificate II COV Wed 10% as 5th or 50% - 50% 2 years $525 $40 $565 6th after 2 years

Animal Studies COV Wed Scored 50% - 50% 2 years $525 $40 $565 Certificate II assessed 1st Year after 2 years

Animal Studies COV Mon Scored 50% - 50% 2 years $525 $40 $565 Certificate II assessed 2nd Year

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 aptitudes tests. To apply for a course at The Gordon you must first apply via the Course Selection process on Compass. 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 Friday 4th September 2020.The balance of the Course Materials Fees is to be paid to Western Heights College by Friday 12th February 2021. 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 however, 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

COURSE YEAR MATERIALS BUS TOTAL COURSE AND COURSE COST COST REQUISITES RESOURCES PAYABLE PAYABLE TO 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 Early 1st $210.00 $40.00 $250.00 $ 125.00 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 & Technology 2nd $125.00 $40.00 $165.00 $ 100.00 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 Salon One $230.00 $40.00 $270.00 $400.95 Assistant Year (Hairdressing)

Certificate lll in 1st $140.00 $40.00 $180.00 $555.00 Screen & Media Year 2nd $140.00 $40.00 $180.00 Year Certificate III in 1st $140.00 $40.00 $180.00 Screen a& Media Year Game Design Certificate II in 1st $100.00 $40.00 $140.00 NA Warehouse Year Operations 2nd $100.00 $40.00 $140.00 NA Year

Western Heights College

37-61 Vines Road Hamlyn Heights 3215 P.O. Box 784 Geelong Victoria 3220

T: 03 5277 1177

[email protected] 66