CURRICULUM INFORMATION HANDBOOK

WANTIRNA COLLEGE CURRICULUM INFORMATION HANDBOOK 2 0 1 8

WANTIRNA COLLEGE CURRICULUM INFORMATION 2018 CONTENTS Year 7 and 8 Curricuum at a Gance... 2 Engish... 3 Heath and Physica Education... 3 Humanities... 4 Languages... 5 Mathematics... 6 Science... 6 Technoogy... 7 The Arts... 8 Outdoor Education... 9 Year 9 Curricuum Overview...10 Year 9 Subject Seection at a Gance...10 Engish...12 Heath and Physica Education...13 Humanities...14 Languages...14 Mathematics...15 Science...16 Technoogy...16 The Arts...18 Outdoor Education...20 Year 10 Curricuum Overview...21 Year 10 Curricuum at a Gance...23 Engish...24 Heath and Physica Education...24 Humanities...26 Languages...27 Mathematics...28 Science...29 Technoogy...30 The Arts...32 VCE Curricuum Overview...35 VCE Curricuum at a Gance...36 VCE Study Summaries...37 VCAL Curricuum Overview...61 VET Curricuum Overview...62 VET Offerings at a Gance...63 Engish Pathways Year 7-12...64 Heath and PE Pathways Year 7-12...65 Humanities Pathways Year 7-12...66 Languages Pathways Year 7-12...67 Maths Pathways Year 7-12...68 Science Pathways Year 7-12...69 The Arts Pathways Year 7-12...70 Technoogy Pathways Year 7-12...71 WANTIRNA C O LLE G E Wantirna Coege Curricuum Information 2018 1

YEAR 7 AND 8 CURRICULUM OVERVIEW Our Year 7 and 8 curricuum is a broad and comprehensive academic program based on the Victorian Curricuum F- 10. It is structured to ensure students are exposed to a wide range of subjects and have the opportunity to sampe every subject we offer at entry eve. Students choose which Language they wi study, Spanish or Chinese; a other subjects are core experiences and are undertaken by a students. The Victorian Curricuum F- 10 is structured around discipine based earning and capabiities. Learning Areas - Discipine based earning. Tweve semester subjects are studied in both Year 7 and 8 across the year. We increase students depth of knowedge in Engish (iteracy) and Mathematics (numeracy) and buid their breadth of knowedge through a range of studies in Science, The Arts, Technoogy, Humanities, Languages and Heath and Physica Education. Capabiities. The Victorian Curricuum F 10 capabiities are a set of discrete knowedge and skis that are taught through the earning areas. The four capabiities in the Victorian Curricuum F 10 are: Critica and Creative Thinking Ethica Intercutura Persona and Socia Each subject ensures students deveop an understanding of the discipine and subject content whist deveoping, practising and demonstrating the capabiities in, and through, their earning across the curricuum. YEAR 7 AND 8 CURRICULUM AT A GLANCE Ours is a 10 day timetabe thus a cyce occurs every two weeks. Learning Area Year 7 Subject Semesters Periods per Cyce Year 8 Subject Semesters Periods per Cyce Learning Mentor Program 2 2 Learning Mentor Program 2 2 Engish Engish 2 9 Engish 2 9 Mathematics Mathematics 2 9 Mathematics 2 9 Science Science 2 8 Science 2 6 Humanities Humanities 2 8 Humanities 2 8 Languages Chinese or Spanish 2 6 Chinese or Spanish 2 6 Heath and PE Physica Education 2 6 /4 Physica Education 2 4 Peer Support 1 2 Heath 1 4 The Arts Art 1 6 Visua Communication 1 6 Music 1 6 Drama 1 6 Technoogy Home Economics 1 4 Home Economics 1 4 Digita Technoogy 2 4 Product Design 1 6 Systems Technoogy (Robotics) 1 6 2 Wantirna Coege Curricuum Information 2018

YEAR 7 AND 8 CURRICULUM ENGLISH Year 7 One of the cornerstones of strong iteracy skis is reading and a key component of the Engish course in the first year of Wantirna Coege is the introduction of the Independent Reading Program which spans Years 7-9. Students are activey invoved in the seection of texts for this program which, through specia workshops, teaches a number of key strategies such as prediction, questioning and inking the text to the sef to enabe better reading comprehension skis. These skis are constanty practised and deveoped during reguar reading times and with the cass texts that are expored during the year, namey biographica texts, a cass nove, short stories, a fim text and poetry. Students are aso invoved in specia conferences with teachers and parent vounteers to monitor their reading skis. The teaching of grammar is integrated into the curricuum and students foow an innovative speing program introduced in 2015 that encourages reguar speing testing and aso improves vocabuary. In addition, students put together a portfoio of written pieces across the year, incuding biographies, stories, poetry and persuasive pieces; the fexibiity of our teaching space aowing teachers to provide workshops to target the deveopment of particuar written skis and encourage students to improve their abiity to write for different purposes and audiences. Constant opportunities are provided throughout the year for students to improve their skis in speaking and istening. After an initia transition period where students work cosey with their Engish teacher, students are mixed in a variety of types of groups to encourage team work. Forma assessment of ora presentation skis occurs throughout the course and incudes an introductory tak at the start of year that aows pupis to introduce themseves to their home groups and teachers. Easy access to students own aptops aows for seamess integration of digita toos and mutimoda texts. Year 8 As far as possibe, Engish at Year 8 is taught in the speciaist iteracy buiding known as Byrne House. The Centre houses pods a computer room, five cassrooms and a fexibe centra earning area. In addition, two pairs of cassrooms are separated by arge siding doors, aowing them to become arger spaces that further faciitate fexibiity in teaching and earning. The course at Year 8 buids on the skis gained in Year 7. Students continue with the Independent Reading program, choosing from a wide range of up to date texts, acquired with the invovement of Home Groups. They are encouraged to appy the strategies of Independent Reading during reguar reading times and workshops and during the study of cass texts. In ine with the new Victorian Curricuum for Engish a number of innovative units of study are undertaken, incuding the exporation of a range of stories, poems and other texts that draw on indigenous Austraian and Asian cutures, the anaysis of news reporting in a range of media and the reading of gothic written and fim texts. A number of written tasks are integrated into these units, which encourage the deveopment of writing in different forms for different purposes and audiences and incude stories, poems, anaytica text response essays as we as more informa pieces. The innovative speing program introduced in 2015 ensures students empoy new words in sentences and find antonyms and synonyms to extend their vocabuary. Students are given the opportunity to become more confident and articuate in their speaking skis by participating in group and individua presentations and forma debates. Pair and group discussion and peer evauation is a constant feature of the Engish cassroom. Easy access to aptops aows for seamess integration of digita toos and mutimoda texts. HEALTH AND PHYSICAL EDUCATION Peer Support Program This haf-year program invoves sma groups of Year 7 students working cosey with speciay trained Year 10 students. The oder students assist the Year 7 students in their transition to their new schoo by providing a first point of contact and by assisting them with adjusting to ife at Wantirna Coege. Discussions, games and other sef-confidence and support activities make up the main approaches in this subject. The topics covered in this program incude transition issues, mentoring, sef-esteem, sef-awareness, friendship, trust, vaues and buying. Year 7 Physica Education The focus at Year 7 is on the deveopment of the skis needed to work effectivey in a group as we as motor skis, incuding throwing, catching, kicking and striking. Students wi aso expore the concept of fitness and participate in a range of fitness tests. At the concusion of the year, students wi be introduced to the Sport Education in Physica Education Program (SEPEP). This wi expose students to a range of different roes required in sport, such as umpiring, scorekeeping and coaching. A compete set of Coege Physica Education uniform (incuding Coege cap) is required. Wantirna Coege Curricuum Information 2018 3

YEAR 7 AND 8 CURRICULUM Year 8 Physica Education In Year 8, students measure and anayse their own fitness and physica activity eves. Students wi appy a combination of motor skis, strategies and tactics to improve individua and team performance within various sports. Students aso expore and deveop a wide variety of sequentia movement patterns that require timing, rhythm and creativity. Students wi have the opportunity to choreograph a performance invoving various eements from Gymnastics, Dance and Aerobics. Students wi continue to combine motor skis, strategic thinking and tactica knowedge to improve individua and team performance through a Sport Education in Physica Education Program (SEPEP), with a focus on Basketba. Students coordinate and manage their own sporting experience by integrating their individua roe within a sporting team. A compete set of Coege Physica Education uniform (incuding coege cap) wi be required. Year 8 Heath Year 8 Heath promotes attitudes and behaviours that support equaity and respect among schoo-aged chidren. Students earn to appreciate diversity and vauing individua differences and perspectives. It encourages positive attitudes and behaviours that enabe students to make informed decisions regarding respectfu reationships. Students expore factors that infuence an individua s overa heath, incuding body image, sef-esteem, nutrition and physica activity. HUMANITIES Year 7 and 8 In the Victorian Curricuum, Humanities has four strands; History, Geography, Civics and Citizenship and Economics. At Wantirna Coege, the Civics and Citizenship and Economics strands are taught in the context of History and Geography. Year 7 and 8 History History requires students to deveop curiosity and empathy and is an act of both investigation and imagination. Throughout Year 7 and 8 students wi earn historica concepts such as chronoogy, continuity and change, cause and effect and wi deveop skis in asking questions and using evidence to deveop answers. In Year 7 students wi earn about different sources of information about the past incuding artefacts, primary and secondary sources and ora histories. They wi earn to ask questions to interrogate these sources to deveop an understanding of how peope ived in different periods of time. They wi aso earn about experiences within ancient civiisations as they compare and contrast different ancient societies seected from India, Egypt, Greece, China and Rome. The poitica, socia and economic structures in these cutures wi be drawn out to aow for the teaching of the Civics and Economics concepts required. In Year 8, students wi continue deveoping skis such as cause and consequence, chronoogy and change and continuity that aow them to study source materia to draw concusions, research, anayse and evauate effectivey. In particuar, they wi study how civiisations deveoped across Europe and Asia by earning about Medieva Europe and Japan under the Shoguns, buiding on the concepts begun in Year 7 where students focused on ancient civiisations. They wi aso compare and contrast how these civiisations evoved poiticay, sociay, cuturay and economicay and research how diseases such as the Back Death had an impact on their continued evoution. To ead students towards a better understanding of how this word bridged the gap between feuda societies and our own, they wi study the Renaissance period and ook at the shift the word began to take towards Enightenment principes and corresponding advances in the areas of science, medicine, phiosophy and art. Year 7 and 8 Geography Geography is the study of the earth s andscapes, peopes, paces and environments. It focuses on how human activity impacts on the word around us, and how the word around us impacts on human activity. In studying Geography students wi deveop vita skis in mapping, research, anaysis, drawing concusions from data and decision-making skis. Pace and Liveabiity focuses on the concept of pace through an investigation of iveabiity. Initiay students wi investigate the provision of services and faciities in Knox and anayse how these support and enhance our ives. Areas of focus incude safety and heath, oca environment conditions, the quaity of socia interaction and opportunities for recreation. Water in the Word examines the many uses of water, the ways it is perceived and vaued, its different forms as a resource, the ways it connects paces as it moves through the environment and its scarcity. Water in the word is investigated using studies from Austraia and countries of the Asia region. At Year 8 students wi examine the processes that shape individua andforms, the vaues and meanings paced on andforms and andscapes by diverse cutures, hazards associated with andscapes, and management of andscapes. This unit deveops students understanding of the concept of environment and enabes them to expore the significance of andscapes to peope, incuding Aborigina and Torres Strait Isander Peopes. The Changing Nations unit investigates the changing human geography of countries, as reveaed by shifts in popuation distribution. The unit examines the process of urbanisation and draws on a study of a country of the Asia region to show how urbanisation changes the economies and societies of ow and midde-income countries. 4 Wantirna Coege Curricuum Information 2018

YEAR 7 AND 8 CURRICULUM LANGUAGES The study of Spanish or Chinese at Year 7 and 8 wi empower students to understand differences and simiarities of ifestyes in Austraia and those respective countries. Students wi study cross cutura communication skis essentia to today s gobaised economy. The anguage skis they wi gain incude sautations, descriptions of their persona words and earning environments, an awareness of different grammar structures and the abiity to express basic persona information about themseves in their second anguage. Year 7 Spanish The curricuum focus wi encourage students to engage in a variety of earning experiences. The aim is to provide students with vauabe skis to conduct themseves in simpe conversation. Cutura activities wi be incuded to enhance students understanding about the traditiona aspects of Spanish speaking countries. Each theme of study wi deveop skis in: istening, speaking, reading and writing. Topics studied during the year incude: Basic greetings and conversation Spanish cutura events and ceebrations Introduction to the Spanish speaking word Art and craft Numeracy incuding expression of time and age Cooking Spanish speaking countries, fags and cuture Year 8 Spanish The curricuum focus wi continue from Year 7 providing students with a broad range of earning experiences and opportunities. This wi aim to encourage cross-cutura understanding and a deeper appreciation of the diversity that exists in Spanish speaking countries. Students who engage in earning Spanish at this eve wi deveop a more eaborate vocabuary and be encouraged to appy this in practise in order to reate to everyday experiences and interests. The context of the program invoves anguage and content drawn from students and communities experiences. Each theme of study wi deveop skis in: istening, speaking, reading and writing. Topics studied during the year incude: Schoo Life Famiy descriptions Hobbies and interests Weather Likes/disikes Trave Food/Masterchef chaenge Year 7 Chinese Mandarin The curricuum focus is on deveoping students understanding of the Chinese anguage through istening, speaking, reading and writing. The fexibe nature of this course is designed to ensure it caters to the needs of those who are new to the anguage in addition to those who speak Chinese in the famiy home. Students wi deveop these skis further as they progress to a higher eve. Topics studied during the year: Persona detais and famiy members Time and weather Schoo Life, Jobs and Hobbies Food Numbers and measuring words Transport Year 8 Chinese Mandarin The curricuum focus wi continue from Year 7 providing students with a broad range of earning experiences and opportunities. This wi aim to encourage cross-cutura understanding and a deeper appreciation of China s history and cuture. The anguage program wi focus on deveoping functiona and practica anguage skis reated to everyday experiences and interests. The context of the program invoves anguage and content drawn from students and communities experiences. Topics studied during the year: Friends Seeing a doctor My house Cothes and coours Shopping Traveing Schoo ife Cutura activities study of Chinese invention and Weather cutura ceebrations. Wantirna Coege Curricuum Information 2018 5

YEAR 7 AND 8 CURRICULUM MATHEMATICS Students wi study mathematica topics from the Victorian Curricuum: Number and Agebra, Measurement and Geometry and Statistics and Probabiity. In the Midde Years, Mathematics equips students with important concepts and skis to deveop as successfu earners. They deveop an understanding of the roe of mathematics in ife, society and work. Through probem soving and inquiry students demonstrate how to appy mathematica processes across the discipines. We aim for students to be confident in their knowedge and appication of mathematica concepts in order to attain new knowedge and skis when needed and to be successfu numerate citizens. Reguar, if not daiy, practice of mathematica skis is necessary to consoidate skis earnt in the cassroom, so if students have not been set any specific homework they shoud be practising their tabes, revisiting questions from cass, deveoping their ogbooks or competing tasks on Mathspace. A students are required to have access to Mathspace as this provides an interactive earning and assessment program. Mathspace is the word s first maths program that aows students to show every step of their maths reasoning, writing naturay into mobie devices. With Mathspace, a written steps are made digita, captured in the coud, and are avaiabe for students and teachers to review. Each ine of work is marked as students compete it, giving them rea-time, formative feedback at each step of a question, and supports them at every step with hints, videos and next steps. This data aso drives the adaptive earning engine, which personaises a student s path through a curricuum. This means students have a more adaptive and personaised earning path. Maths Boost is run by Maths teachers one night per week. A students are wecome to attend to compete homework, use computers or ask for specific hep. Chess cub is aso run one unchtime a week by mathematics teachers. Year 7 Mathematics is taught in the fexibe earning space of Mason House. Students begin the year by investigating How big is big? which is a unit of work designed to assess the students mathematica knowedge and confidence through a variety of cosed and open-ended activities. Throughout term 1, students wi predominanty work with their maths teacher in their home group or in a pair of home groups. During term 2, students wi begin to work in more fexibe groupings across haf a year eve to cater more specificay for their earning needs. This wi continue throughout most of the year, with students coming together as a home group at different points and for the ast few weeks, so that they can prepare themseves for the stye of earning in Year 8. The Year 7 curricuum has been deveoped with a range of earning activities to aow mutipe entry and exit points, so that a students achieve success. Mathematics has many mathematica aids to support students with different earning styes. Year 8 As far as possibe, Mathematics at Year 8 is taught in Rees House, the numeracy buiding. The Year 8 course buids on the skis acquired in Year 7 and athough casses are taught in home groups, there are many opportunities for team teaching, and group work in the centra earning area. This encourages students to become more independent and fexibe earners, extending the strategies they have deveoped in Year 7. SCIENCE Year 7 Students in Year 7 rotate through a range of science topics which hep them understand and expain everyday phenomenon. They are introduced to the science aboratory and instructed in the safe and effective use of a range of scientific equipment used to conduct scientific investigations. They expore major theoretica ideas in Chemistry reated to properties of matter, the difference between eements, compounds and mixtures. They appy their understanding in an extended student-designed experiment reated to separating mixtures. Students wi aso study Bioogy focussing on the cassification of organisms and the biodiversity of species in ecosystems. The physics reated to forces and simpe machines sees students further deveoping practica skis, and the Earth Space Science unit ooks at how the force of gravity and the reative position of bodies within the soar system affect natura phenomena, ike tides and seasons, on Earth. Year 8 In year 8, students start the year with a unit that is aimed at specificay buiding their skis in scientific writing. They have greater experience in working in the aboratory and with scientific equipment which enabes them to begin to design and conduct more compex experimenta investigations with greater precision and accuracy. Students wi continue to expore key scientific concepts within Bioogy, Chemistry, Earth and Space, Physics and Science as a Human Endeavour. 6 Wantirna Coege Curricuum Information 2018

YEAR 7 AND 8 CURRICULUM There is a focus on deveoping an understanding of ce theory and the ink between ces, tissues and organs through an investigation of the digestive system and nutrition. Students wi be introduced to atomic theory and chemica reactions invoving acids and bases as we as undertaking an extended investigation into the many different forms of energy and issues of sustainabiity. TECHNOLOGY Year 7 Digita Technoogy In Year 7, Digita Technoogy students wi deveop their 21st Century computationa thinking and digita iteracy skis. Students are introduced to how technoogica devices operate behind the traditiona user interface. This incudes the introduction of binary, data and fie types and hardware and software. In addition to this, students wi begin to earn to touch type, investigate search engines and appropriate data vaidation as we as onine privacy and safety issues. Moving into the second semester, students wi compete project work based around programming, game design, appication design, website design and databases. This is introduced at this eve to prepare students to enter a technoogicay advanced job market and word. Year 7 and 8 Home Economics In Year 7, students deveop an understanding of kitchen operations, stove and oven use, kitchen safety incuding persona hygiene practices. Theoretica knowedge is inked to the practica essons to increase student understanding. Students earn how to safey cook a range of nutritious food products using basic ingredients and processes. This study aso incudes: the roe of breakfast, ethica food choices, food for energy, cutura aspects and preventing food wastage. In Year 8 students buid on the knowedge and skis earnt in Year 7 to create baanced nutritious meas for good heath. Food sustainabiity incuding indigenous and Asian favour infuences are studied. Students refer to the Austraian Guide to Heathy Eating to deveop understanding of better food choices. This study aso incudes: safety in the kitchen, new technoogies, food groups for heathy eating, baking and design work. Year 8 Product Design This subject uses materias such as timber, metas, pastics and composite materias to produce practica products. Students earn skis using a wide range of equipment and techniques to manipuate and transform the chosen materia in producing their product. The subject deveops and consoidates the principes of probem soving using the design process as students think about technica, socia, ecoogica and environmenta aspects of the materias appication. Working with various materias in producing a product enabes students to: Assess materia form, function, potentia and suitabiity Seect and use materias to achieve the desired effect Use various types and combinations of materias Understand and use toos and pieces of equipment that are suited to the manipuation of the seected materia Create specific products and effects using materias Process, preserve, and recyce resources. Year 8 Systems Technoogy Systems Technoogy aows students to deveop skis using eectronic components to buid projects and expore mechanica concepts. A system may be eectrica, eectronic or mechanica in its operation. Components may be discrete transistors to micro-processors. Working with systems enabes students to: Observe, dismante, assembe, construct and modify eectronic and mechanica devices. Examine how systems form, function and perform. Understand how energy is used, transferred and converted in a system. Evauate the impications of using various systems in different appications. Wantirna Coege Curricuum Information 2018 7

YEAR 7 AND 8 CURRICULUM THE ARTS Year 7 Art The Year 7 Art course is designed to give students an introduction to Art and a grounding in fundamenta Art skis. Students wi buid on their current skis in painting, drawing and 3D art-making, and earn to use the Design Process and the Eements of Art to deveop their artworks. They wi be introduced to various historica art movements and use this knowedge to inform their art production and theory work. The theory component wi aso incude research skis and written anaysis of artworks using appropriate art terminoogy to anayse artworks using the eements of art. Year 8 Visua Communication Students earn and buid foundation skis and knowedge in Visua Communication. They earn manua freehand drawing skis, printmaking skis, technica drawing systems and their appication in the design fieds. Students engage with design thinking to create imaginative soutions to design probems in response to a brief. Students earn to anayse and interpret visua communications. Year 7 Cassroom Music The Year 7 Music Course is designed to give students an introduction to the Word of Music. The semester ong subject comprises three units; Instruments of the Orchestra, Music Styes & Composition and Word Music. The course has eements of performance, composition, musica anaysis, research and sef-refection. Students wi expore cassica, popuar and non-western forms of music. Students are assessed in a range of ways incuding group performance, theory and aura test and through cass presentations. A students wi have an opportunity to pay and tria a range of orchestra instruments and if successfu, commence enroment in the Coege Instrumenta Music Program. Year 8 Drama Students wi participate in creating, making and presenting dramatic work. Students wi work towards deveoping voca, physica, stagecraft and performance skis whist exporing the foowing topics: Storyteing through sound and movement Performance using a variety of styes and stimuus Comedy from past to present. 8 Wantirna Coege Curricuum Information 2018

YEAR 7 AND 8 CURRICULUM ENHANCEMENT AND SUPPORT Instrumenta Music (additiona) Every student at Wantirna Coege has the opportunity to participate in the Instrumenta Music Program. This invoves a weeky esson on a chosen instrument and a weeky Ensembe rehearsa. Students are paced in an Ensembe based on their proficiency and technica abiity not by their age or year eve. Ensembes deiver a number of performances throughout the year at many schoo and community events. They aso participate in a variety of festivas and competitions and attend Music Camp. Many students find that their music study eads to a ifeong rewarding pastime whist others find it becomes their career. A students who take up instrumenta music add something specia to their time at the Coege and they wi carry the benefits of an education in music with them for ife. This is a user-pays program. Outdoor Education Students in Year 7 and Year 8 wi take part in bike riding, canoeing and kayaking through a series of one day excursions in Term 2 & 4. These experiences focus on teamwork and cooperation and aso aim to enhance the persona skis of resiience, perseverance and determination. The activities deveop skis that students wi need for the Coege camping programs in Year 7, 9 and 11, in addition to deveoping ifeong recreationa skis and an appreciation of the outdoor environment. The curricuum at Year 9 aows our students to deveop their understanding of, and connection to their community and the word around them. Students begin to focus on areas of particuar interest reated to both their future schooing and intended pathways beyond schoo. Skepsi The Skepsi program is offered to Year 7 students who have demonstrated high eve ski in both Engish and Mathematics. Skepsi students undertake the same core subjects as the rest of the year eve with a greater emphasis on enrichment. The program has been deveoped in ine with current educationa research, indicating when taented students work together they chaenge each other to further deveop their knowedge and skis. There is a greater emphasis on probem soving skis as we as inquiry. The Skepsi cass remains as a singe cass from Years 7 to 9. Skepsi students are offered further enrichment opportunities as they proceed through Later Years. QuickSmart Numeracy Students who have been identified as needing additiona support in reading or numeracy are referred to the QuickSmart program for further diagnostic assessment. At Wantirna Coege we are extremey fortunate to have in pace the QuickSmart Reading and Numeracy Intervention Programs. The program was designed by the University of New Engand in Armidae, New South Waes and is proven to dramaticay improve the skis of students. It is based on our growing understanding of neuroscience and how our brains work when earning, aiming to improve automaticity. Students participate in three, 30 minute sessions per week with a highy trained tutor and two students. The program operates from a dedicated space in Byrne House for Reading and in Rees House for Numeracy. QuickSmart Literacy QuickSmart Reading intervention sessions are structured to incude a number of short and focused activities aimed at improving students speed of word recognition, reading fuency and comprehension skis. Each week, the three reading intervention sessions incude: Timed fashcard activities based on a set of focus words; Vocabuary activities; Repeated readings of text to improve reading fuency; Scaffoded use of comprehension strategies; Reading games designed to consoidate students word recognition and word meaning knowedge. QuickSmart Numeracy QuickSmart Numeracy intervention sessions are aso structured to incude a number of short and focused activities aimed to improve accuracy and reca of numerica data by moving menta processing to automatic reca. As students compete the 30 week program they deveop strategies to sove number probems and confidenty articuate their thinking process to sove number probems. The numeracy intervention sessions incude the foowing strategies: Fashcard fuency Speed sheets Graded independent worksheets Games promoting automatic reca Wantirna Coege Curricuum Information 2018 9

YEAR 9 CURRICULUM OVERVIEW Engish Mathematics Humanities Science Heath/PE The Arts Technoogy Eective Semester Engish Mathematics Humanities Science (core) Heath (Core) The Arts Eective Technoogy Eective Language Eective or other Eective 9 periods 9 periods 8 periods 8 periods 8 periods 8 periods 8 periods 8 periods Semester Engish Mathematics Humanities Science Eective Heath/PE Eective Eective Eective Language Eective or other Eective YEAR 9 SUBJECT SELECTION AT A GLANCE LEARNING AREA SUBJECT CODE LEARNING AREA SUBJECT CODE Engish Engish (Core) Eectives Literature- Fantasy and Horror Journaism Quicker and Smarter in Engish Engish as an Additiona Language E9EN E9FH E9JO E9QS E9EA Humanities Humanities (Core) Shopvie: Business in the 21 st Century H9HU H9SB Heath and Physica Education Students must choose at east one Heath (Core) Eectives Court Team Sports- Boys Court Team Sports- Girs Fied Team Sports- Boys Fied Team Sports- Girs Lifestye fitness for boys Lifestye fitness for girs Racquet Sports P9HR P9CB P9CG P9FB P9FG P9LB P9LG P9RS Technoogy Students must choose at east one Eectives Taste of Asia Bakery Cafe Information Technoogy Product Design Technoogy Integrated Systems Engineering Robotics Texties- Creative Toys Texties- Young Designers T9TA T9BC T9IT T9PD T9SE T9RO T9CT T9YD Languages Chinese- Mandarin Semester 1 Semester 2 Spanish Semester 1 Semester 2 L9CH L9SP The Arts Students must choose at east one Eectives Art Ceramics Digita Art Digita Photography Dance Drama Media Music: Theory and Performance Music: Industry and Technoogy Theatre Studies Visua Communication & Design A9AR A9CE A9AD A9DP A9DA A9DR A9ME A9MA A9MB A9TS A9VC Science Students must choose at east one Science (Core) Eectives Science of Ces and Systems Science of the Environment and Living Things Science of Earth and Space Science of Pastics and Poymers S9SC S9CS S9EL S9ES S9PP Mathematics Mathematics (Core) Eectives Agebra Eective Numeracy Eective M9MA M9AE M9NE Core Studies Students are required to study Engish, Maths and Humanities for the entire year. Core Science and Heath are studied for one semester. 10 Wantirna Coege Curricuum Information 2018

OVERVIEW OF SUBJECT CHOICE Core Subjects- Semester 1 &/or 2: Engish Maths Science (1) Humanities Heath (1) Students may seect the foowing Semester 1 & 2 courses: Language Spanish or Chinese Seect one eective from the foowing earning areas: Science Technoogy The Arts Seect any 2 or more from any eectives. Eective Studies Eective studies are semester based. A tota of six eectives (3 per semester) are undertaken by Year 9 students. They must study at east one eective unit from Heath and Physica Education, Science, Technoogy and The Arts. Students may choose from the fu range of eective subjects for the remaining choices. Language Studies A fu year of Year 9 Language is required to continue with a study of Language in year 10 and beyond due to the sequentia nature of the study of Language. Students who do not choose two semesters of Language wi not be abe to continue their study of Language in year 9 and beyond. Year 9 Course Seection Shoud a subject that a student seects NOT run, their reserve subjects wi be utiised. Pease note that for fina studies to run, they are subject to: sufficient student demand for units, avaiabiity of staff to teach units & timetabing arrangements which minimise unit cashes NB Reading a Course Code: Year 9 Art Ceramics: A9CE First character: Initia of the first etter of the Learning Area e.g. A9CE=The Arts Second character: Year eve 9 = Year 9 0 = Year 10 Third & fourth character: Identifying initias of the eective name e.g. A9CE CE= Ceramics Wantirna Coege Curricuum Information 2018 11

YEAR 9 CURRICULUM OVERVIEW ENGLISH Core Engish E9EN The course at Year 9 buids on the skis gained in Years 7 and 8. Students continue with the Independent Reading program, choosing from a wide range of up to date texts, acquired with the invovement of Home Groups. They are encouraged to appy the strategies of Independent Reading during reguar reading times and workshops and during the study of cass texts. The Speing Program supports vocabuary deveopment and speing accuracy. A number of innovative units of study are undertaken incuding Shakespeare s sonnets, a chaenging cass nove, the study of sciencefiction and a media unit focusing on how reaity teevision works to manipuate its audience. Written and ora tasks are integrated into the units to deveop students abiities to write for a range of purposes and audiences and speak in groups and forma presentations incuding debates. Easy access to students own aptops aows for seamess integration of digita toos and mutimoda texts. Engish Eective Curricuum E9EA Engish as an Additiona Language (EAL) Students choosing this course wi be predominanty EAL earners who have been in Austraia ess than 7 years. This unit aims to soidify and extend students skis in writing, reading, speaking and istening in Engish. It consists of three areas of study: Comprehension across the curricuum focusing on the study of written, visua and ora texts from across the curricuum. Students wi be guided in understanding, anaysing and evauating texts by using various communicative and thinking skis, and they wi aso be taught inguistic structures and features through the study of texts. Research skis, using books and print and eectronic media that are transferabe across the curricuum. Literature awareness focusing on exporing a range of text types, incuding fim, short stories and poetry. E9FH Literature: Fantasy and Horror Students choosing this unit wi be encouraged to read widey and enjoy and expore a variety of contemporary, cassic and popuar texts. Students wi investigate the genres of fantasy, science fiction and horror through examination of characters, anaysis of themes, pot, issues, setting and cutura contexts. Students wi compete a variety of ora and written tasks, incuding writing their own fantasy and/or horror story. The areas of study in horror wi be Gothic short stories from Edgar Aan Poe and Road Dah, in addition to a variety of poetry. Students wi aso read and examine Shakespeare s A Midsummer Night s Dream, present a sef seected text and contribute to a poetry anthoogy. E9JO Journaism Students choosing this course wi have the opportunity to anayse print and onine news media, considering the different purposes they fufi in our society. Students wi be expected to maintain a journa of a activities and compete anaysis exercises. Students wi consider the roe of the modern journaist in today s increasingy digita word. The journaism cass wi aso create news stories, with students taking on the authentic roes required to produce news pubications. E9QS Quicker and Smarter In Engish The emphasis of this eective is on assisting students who need practica ways to buid their iteracy skis. The course wi hep students improve their abiity to speak, read and write independenty. Specific iteracy strategies using games and interactive activities wi be taught to students. A range of texts wi be empoyed incuding fim, muti-moda and iterary texts. This course is highy recommended for any student who has competed Quicksmart Literacy in Year 7 or 8. Pease note: Students who are wishing to extend their Engish skis and want to read and expore chaenging texts and topics shoud consider the other Engish eectives offered in Year 9. 12 Wantirna Coege Curricuum Information 2018

YEAR 9 CURRICULUM HEALTH AND PHYSICAL EDUCATION Core Heath P9HR Students wi undertake the study of positive psychoogy, menta heath and harm minimisation. Students are provided with the knowedge and skis on how to promote positive menta heath. They deveop an understanding of coping mechanisms and warning signas, and expore various services, products and paces that young peope can access for support when they or others are deaing with menta heath probems. Students wi aso deveop awareness of how to ive their ives more positivey. Students are provided with knowedge and skis on how to prevent injury and harm, as we as anayse the infuences on decision-making and strategies to promote safe behaviour. Heath and Physica Education Eective Curricuum P9CB Court Team Sports Boys AND P9CG Court Team Sports Girs Students choosing this course wi be expected to participate in, and compete, topics ranging from Basketba, Netba, European handba, Voeyba, Futsa, Tchoukba and any other simiar sports which are payed on encosed court areas. Students wi deveop knowedge, skis and strategies in these sports during the practica sessions. Strategies wi then be incorporated into competitions in each of the sports. Some cassroom based sessions wi concentrate on theoretica aspects of sport coaching with the aim for students to partake in peer coaching in the practica essons. A compete set of Coege Physica Education uniform (incuding Coege cap) wi be required, as we as a water botte. P9FB Fied Team Sports Boys AND P9FG Fied Team Sports Girs Students choosing this course wi be expected to participate in, and compete, a number of topics to be seected from Soccer, Austraian Footba, Gaeic Footba, Hockey, Touch Rugby, Touch Gridiron, Lacrosse or other games payed on arge grassed fieds. Students wi deveop knowedge, skis and strategies in these sports during the practica sessions, whie some cassroom based sessions concentrate on theoretica aspects. A compete set of Coege Physica Education uniform (incuding cap) wi be required. P9LB Lifestye Fitness for Boys AND P9LG Lifestye Fitness for Girs Lifestye Fitness for Girs / Boys wi deveop the knowedge and skis students need to ead an active and heathy ifestye. Students wi work towards competing a fitness based event that wi chaenge their physica, menta and socia capabiities. Students wi design and impement their own persona training pan, participate in teacher-ed sessions, as we as training sessions ran by professiona fitness instructors. Students wi expore a range of activities, such as circuit and weight training, group fitness, yoga, Piates and recreationa pursuits, that they can then adapt to their own interests and ifestye, in order to deveop and maintain one s own heath and fitness. Guest instructors and excursions wi contribute to the range of experiences offered. Students wi evauate a range of heathy eating programs and consider menta heath issues, such as body image and persona identity, with a focus on empowering femaes. An exporation of the concept of mindfuness wi occur through the teaching of reaxation and meditation strategies. Students wi deveop sef-confidence and a positive attitude to heath, fitness and we-being in this fexibe course, which wi adapt to the needs of the group. Students choosing this eective are expected to participate, in appropriate attire, in a practica casses and to satisfactoriy compete a theoretica and practica assessments. P9RS Racquet Sports Students choosing this unit wi participate in the sports of Tennis, Tabe Tennis, Badminton, and Squash. Students wi deveop knowedge, skis and strategies in these sports during the practica sessions, whie some cassroom based sessions concentrate on theoretica aspects. Most activities wi take pace at the Coege; however both tennis and squash wi invove students using externa faciities. There is aso an opportunity for externa excursions which may invove an additiona cost of approximatey $60. A compete set of Coege Physica Education uniform (incuding Coege cap) wi be required. Wantirna Coege Curricuum Information 2018 13

YEAR 9 CURRICULUM HUMANITIES Core Humanities H9HU Students wi study four key areas; Geography, History, Economics and Civics and Citizenship. Students deveop vita skis across a areas incuding mapping, research, anaysis, drawing concusions from data and decision making skis. Topics across the year wi incude the making of the modern word through revoutions such as the French Revoution and the Industria Revoution, and the significance of Austraia s invovement in Word War 1. In Geography, students wi study biomes and food security, and the interconnectedness of peope and paces throughout the word. The fina area of study wi incude the roe of pariaments and courts in our ega system. City Experience is embedded in the Humanities core program. Prior to City Experience, students, in sma groups, deveop a hypothesis that is researched during their time in Mebourne. Students trave to the CBD of Mebourne each day for a week. City Experience provides the opportunity for students to orientate themseves and to expore a range of ocations that broaden their understanding of the socia, cutura, poitica and ega features of a major city. Students wi aso be given time to activey investigate their hypothesis. Humanities Eective Curricuum H9SB- Shopvie: Business in the 21st Century Through deveoping their own business students wi engage with a areas of business of the 21st century. The core goa of this subject wi be for students to gain the understanding, skis and knowedge to design their own business. Students wi earn about a variety of topics incuding suppy and demand, product deveopment, onine business, budgeting, marketing and pubicity. Students wi earn the basics of opening and running a business incuding procedures for taxation and organising and obtaining a bank oan. Throughout the entire semester, students wi buid a portfoio of design ooking at their own business. LANGUAGES Languages Eective Curricuum L9CH Chinese Mandarin (2 semesters) Students choosing this course wi practise and enhance their anguage skis and cutura awareness in the foowing topics: City and Environment, Schoo Life, Heath, House and Furniture. They wi earn the basic facts, vaues and traditions in reation to these topics. Students wi compare schoo ife in China and Austraia to increase their awareness of ife in other countries. Students wi aso be given chances to have a ook into the traditiona Chinese medicine incuding Chinese massage, acupuncture, herba medicine and Qi Gong. They wi study heath reated issues in China and compare this to trends in Austraia. They wi aso discuss the issues in reation to the media operation in China. Students wi have the opportunity to utiise information technoogy and mutimedia to enhance their earning outcomes. L9SP - Spanish (2 semesters) Students wi earn and deveop an understanding of Spanish cutura traditions, customs and way of ife by engaging in practica activities such as Spanish Cinema and Spanish Cooking. These activities wi aim not ony to enhance students knowedge and communicative abiities in the anguage but to enhance their understanding of the cutura norms and issues in Spanish-speaking countries. The activities wi focus on the use of grammar in writing such as foowing instructions when using a recipe. Students wi aso deveop knowedge of vocabuary, verbs and improve sentence structure by watching, describing and anaysing Spanish fim. They wi earn the anguage to express ideas and their views about Spanish cuture and famiiar persona topics such as schoo ife and daiy routines and activities. This course incudes a visit to the Spanish precinct in Mebourne as we as the Internationa Fim Festiva. The students wi aso be using onine Spanish anguage programs to reinforce topics and their earning. Aso, the organisation and deivery of the popuar Friday Fiesta Cub. 14 Wantirna Coege Curricuum Information 2018

YEAR 9 CURRICULUM MATHEMATICS Core Mathematics M9MA Students wi study mathematica topics from the Victorian Curricuum: Number and Agebra, Measurement and Geometry and Statistics and Probabiity. In the Midde Years, Mathematics equips students with important concepts and skis to deveop as successfu earners. They deveop an understanding of the roe of mathematics in ife, society and work. Through probem soving and enquiry students demonstrate how to appy mathematica processes across the discipines. We aim for students to be confident in their knowedge and appication of mathematica concepts in order to attain new knowedge and skis when needed and to be successfu numerate citizens. As far as possibe, Mathematics at Year 9 is taught in Rees House, the numeracy buiding. Rees House contains the Maths staffroom, QuickSmart Numeracy and eight additiona cassrooms, of which five are ocated around a arge centra earning area, housing a cass set of desktop computers. The Year 9 course buids on the skis acquired in Year 8. Casses are taught in home groups with opportunities for team teaching, and group work in the centra earning area. This encourages students to become more independent and fexibe earners, extending the strategies they have deveoped in Years 7 and 8. The CAS cacuator is introduced at Year 9 so that students may become confident and proficient in its use. Students wi predominanty use the cacuator to engage in agebraic, statistica and geometric investigations and to simpify routine processes. Reguar, if not daiy, practice of mathematica skis is necessary to consoidate skis earnt in the cassroom, so if students have not been set any specific homework they shoud be practising their tabes, revisiting questions from cass, deveoping their ogbooks, competing tasks on Mathspace. A students are required to have access to Mathspace as this provides an interactive earning and assessment program. Mathspace is the word s first maths program that aows students to show every step of their maths reasoning, writing naturay into mobie devices. With Mathspace, a written steps are made digita, captured in the coud, and are avaiabe for students and teachers to review. Each ine of work is marked as students compete it, giving them rea-time, formative feedback at each step of a question, and supports them at every step with hints, videos and next steps. This data aso drives the adaptive earning engine, which personaises a student s path through a curricuum. This means students have a more adaptive and personaised earning path. Maths Boost is run by Maths teachers one night per week. A students are wecome to attend to compete homework, use computers or ask for specific hep. Chess cub is aso run one unchtime a week by mathematics teachers. Mathematics Eective Curricuum M9AE Agebra Eective This course is designed for the capabe Mathematics student who wishes to increase the breadth and depth of earning outcomes in the study of Agebra. The course aims to enrich and extend the agebra skis studied in Core Mathematics. Topics studied wi depend on the eve and needs of the individua students and be supported from an array of sources. This eective wi provide the opportunity for students to undertake more chaenging agebraic probem soving activities and to experience agebra that they woud not experience in Core Mathematics. Throughout the unit students wi be given the opportunity to deveop skis using a CAS cacuator. This unit provides a foundation for Mathematics-Advanced Core in Year 10. M9NE- Numeracy Eective This course is designed to consoidate the mathematica skis and knowedge of students. It aso aims to improve the basic number of skis of students so that they may progress more quicky and smoothy through their mathematica studies. It compements the Year 9 core course. Reinforcement and practice in areas such as directed number manipuation, fractions, decimas, percentages and agebra wi enabe students to deveop greater mathematica understanding and gain confidence in their mathematica skis. In each case, the emphasis wi be on strengthening the understanding of core concepts needed for future use in Mathematics. This course is highy recommended for any student that has competed QuickSmart Numeracy in Year 7 or 8. Wantirna Coege Curricuum Information 2018 15

YEAR 9 CURRICULUM SCIENCE Core Science C9SC In Core Science, students wi undertake units of study in Bioogy, Chemistry and Physics. Students wi expore the nervous and endocrine systems, incuding how organisms contro and respond to changes. They wi aso investigate chemica reactions and the changes in bonding between partices, as we as the nature and behaviour of ight as form of energy. Students wi investigate these concepts using a range of activities incuding experiments and extended research tasks. Eective Science Curricuum S9CS Science of Ces and Systems Students choosing this unit wi examine chaenges to surviva and the bioogica mechanisms which enhance the surviva of humans. In particuar, they wi investigate various body systems to earn about their structure and function in a heathy person. This knowedge wi then be used to research the effects of diseases that affect different body systems. Students wi investigate issues deaing with heath and medica aspects of the body. This unit provides a foundation for VCE Bioogy. S9EL Science of the Environment and Living Students choosing this unit wi be introduced to the components and interactions within the environment. The unit aso covers concepts surrounding food webs, cassification and conservation through experiments, simuations and case studies. At the end of the unit, students have an opportunity to demonstrate their knowedge and appy it to fighting extinction in ine with Zoos Victoria s goas. They wi investigate a species in decine and choose an action to hep fight its extinction. This unit provides a foundation for VCE Environmenta Science. S9ES Science of Earth and Space Students choosing this unit wi expore the science invoved with earth and space. There wi be investigations on: the soar system, astronomy, the design and use of rockets, space exporation and trave, spectroscopy, the ife cyce of stars and gaaxies, the interactions between astronomica bodies and the ike. Through experimenta design to investigate the physica phenomenon invoved with gravity, students wi buid upon the skis acquired in their core science unit. Students wi be encouraged to work in groups for the investigation and the content wi provide an integrated approach to finding out more about Earth and Space science. S9PP Science of Pastics and Poymers This subject wi begin with students earning about the sources and production of the raw products required to make pastics and poymers. This knowedge wi then ead into the production of countess different poymers such as nyon, Bakeite, rayon, sime, synthetic rubber, acohos and many more. The properties of poymers and their historica deveopment wi aso be investigated. No study of pastics woud be compete without ooking at the environmenta issues surrounding their production and disposa. TECHNOLOGY Technoogy Eective Curricuum T9TA- Taste of Asia A subject charge of $110 appies to this unit. Does Pad Thai or Indian Samosas, Chinese Pork Dumpings, Vietnamese Spring Ros, Japanese Teriyaki Steak or Lime Cheesecake, Meringue Nests with Asian fruit and Ginger Creams interest you? Then this course is for you! Learn how to cook these and other tantaising dishes when you join the cuinary tour throughout Asia, using the ingredients and 16 Wantirna Coege Curricuum Information 2018

YEAR 9 CURRICULUM fresh herbs and spices of South East Cuisine. Students earn how to produce the authentic favours such as you woud enjoy in any Asian restaurant. Students aso acquire the skis and techniques of constructing different foods using Asian cooking impements such as the Wok, Bamboo Steamer, Deep Fryer and the Char-Gri. Foowing the Design Process, students aso research the food and cuture of an Asian country of their own choice and then design and produce a unique in house dining experience at schoo. T9BC - Bakery Cafe A subject charge of $110 appies to this unit. Learn to make your own bread, pastries and other sweet and savoury deicacies that you woud find in a bakery cafe. Quick casua meas wi be produced and presented in cafe stye dining. Using the design process students wi expore key nutrients, ingredients and cooking process for casua dining. Students wi deveop, pan produce and evauate their own individua bakery and cafe deights. T9IT - Information Technoogy In Year 9, students wi expore the word of Animation and Game Deveopment through using a range of software toos. During the animation unit, students wi deveop skis in using Adobe Animate, which is used in industry by professionas to deveop a range of appications from animations, games, websites and more. Students wi undertake design skis in storyboarding to hep pan their fina animation piece where they wi produce an animation of their choice. During the Programming unit, students wi be introduced to the fundamentas of program design and deveopment through using the object orientated programming environment, Visua Studio. Visua Studio aows for the deveopment of computer appication and programs, aowing students to earn vita coding skis, preparing them to become active and engaged digita citizens. Finay, students wi finish the course by ooking at the topic of technoogies impact on present day society, with a focus on video games, in particuar whether or not they have had a positive impact on modern day ife. Students wi undertake a research task and participate in a cass debate surrounding the infuence of video games. Students wi work coaborativey in sma teams and formuate an argument based on research they have coected. T9PD Product Design Technoogy A subject charge of $45 appies to this unit. Students choosing this course wi be buiding on the skis deveoped in Year 8. Students are activey encouraged to expore their own ideas. They may design sma individuay seected materia design choices to produce a product or products for their own needs or requirements. Aternativey they may choose a arge construction utiising either individua or combined materias incuding wood, meta and/or acryic. Using the product design process, students compete practica investigation requirements to come up with a design soution. Students wi then design, produce and evauate their own products. This is a good ead into Year 10 where power toos are more activey utiised in manufacture. T9SE Integrated Systems Engineering A subject charge of $50 appies to this unit. This subject is designed to introduce students to the practices of design and construction using eectronic circuits and mechanisms in an engineering context. This unit is primariy focussed on deveoping skis in constructing and understanding concepts in appications in a number of areas. Overa, the emphasis is that students wi buid practica and thinking skis to deveop soutions to engineering tasks and probems. A design brief is utiised to satisfy the needs and requirements of any specific issue. T9RO-Robotics A subject charge of $50 appies to this unit. Students choosing this unit wi expore the technoogy invoved with the understanding of Robotics. They wi incude in their studies: types of robots, design, construction and contro, together with robotics in society and their evoution. Students wi focus on utiising skis that are appicabe to practica probem soving. They wi have the opportunity to use Lego Mindstorm kits to buid their robots. In addition there wi be practica robot based eectronic and mechanica construction project. Wantirna Coege Curricuum Information 2018 17

YEAR 9 CURRICULUM T9CT - Texties Creative Toys A subject charge of $20 appies to this unit. This is a new eective being offered in 2018. Creative toys offers students the opportunity to design and create their own toys using fabrics. Both hand stitched and machine made toys wi be designed and created by students who enjoy working with fabrics, notions and construction of seams. Units of work incude the socia and emotiona roe of toys, using patterns and markings, design and construction skis using the design process. Students wi earn about durabiity of different fabric types incuding considerations such as naps and textura effects and evauate their products recommending modifications. Students wi be provided with a the necessary patterns and imited seection of fabrics and fiing from schoo. Students wi need to bring any speciaty items not avaiabe at schoo. T9YD - Texties Young Designers Do you wonder why some peope aways ook good in what they wear? Ever tried on a piece of cothing and it doesn t suit you? This unit of study wi assist you in discovering why. The course is designed to deepen your understanding and knowedge of the design eements and principes of fashion. It invoves students investigating body shapes and fashion designs to achieve aesthetics in their cothing choices. Students wi expore fashion iustrations and the design process for production of garments. They wi produce garments using commercia patterns to construct knitted and woven garments. Students wi need to provide fabric and notions for the practica component of study and a visua diary for documentation. THE ARTS The Arts Eective Curricuum A9AR Art A subject charge of $20 appies to this unit. This subject buids on the knowedge and skis taught in Year 7 Art. Students wi continue to deveop skis in drawing and using the Design Process. They wi earn new skis and refine existing skis in a range of Art media, which may incude acryic paint, pencis, charcoa, pastes, printmaking and scupture mediums. Students wi study three historica Art movements and use this knowedge to inform their own Art practice, and for the purpose of anaysis. Students wi buid on their knowedge of the Eements of Art and go on to aso earn about the Principes of Art. They wi tria and deveop creative responses to tasks in their visua diary to produce finished artworks. Students wi aso buid on their anaytica knowedge to produce written anaysis about other artists work. A9CE Ceramics A subject charge of $30 appies to this unit. Students wi expore art production using cay. They wi produce a visua diary of experimentation and panning which wi ead to a foio of finished ceramic works. Students wi be introduced to the three basic construction methods of pinch pot, coi and sab construction. They wi cover a range of decorative techniques such as intagio and gazing. Students wi aso deveop skis in anaytica writing, using the Eements and Principes of Art to anayse and discuss a range of ceramic artworks. A9AD Digita Art A subject charge of $30 appies to this unit. This subject buids on the knowedge and skis taught in Year 7 Art. Students wi continue to deveop skis in using the Design Process and conceptua thinking. They wi earn to use a variety of software to produce digita art. Students wi expore different types of digita toos to deveop a range of digita artforms, such as digita painting, coage and image manipuation, and scuptura forms using 3D printing. Students wi study three historica art movements and use this knowedge to inform their own art practice, and for the purpose of anaysis. Students wi buid on their knowedge of the Eements of Art and go on to aso earn about the Principes of Art. They wi tria and deveop creative responses to tasks in their visua diary to produce finished artworks. Students wi aso buid on their anaytica knowedge to produce written anaysis about other artists work. 18 Wantirna Coege Curricuum Information 2018

YEAR 9 CURRICULUM A9DP Digita Photography A subject charge of $20 appies to this unit. Students wi use digita cameras to earn about the art of taking aestheticay peasing photographs. They wi expore topics such as depth of fied, the effects of ight and shutter speed on an image, and composition using the Eements and Principe of Art. Students wi have the opportunity to use both automatic digita and DSLR cameras (having your own digita camera is an advantage). Students earn to edit and manipuate photographs using Photoshop. Students wi keep records of their progress in their visua diaries and expore the visua imagery of significant photographers and artists. Students wi present their fina images as a foio of finished works. They wi deveop skis in anaytica writing, using the Eements and Principes of Art to anayse and discuss photographic artwork. A9DA Dance Students choosing this unit do not need any previous dance experience. In cass, students deveop coordination, baance, fexibiity, strength and endurance in a safe and enjoyabe environment. Through structured warm-ups, they earn about injury prevention, body aignment, focus, rhythm and different dance techniques. Students work both by themseves and in groups to choreograph and present pieces based on the eements of dance shape, space, time and dynamics. Whie experimenting with movement, students deveop an awareness and contro of their own movements, and earn to use their own experiences in their approaches to creating dances. In addition, students wi rehearse, memorise and reproduce pre-made patterns and sequences in a range of dance styes. Students wi utiise technoogy and digita mediums to extend their understanding and appreciation of dance as an art form. A9DR Drama Students choosing this course wi work extensivey on the deveopment of scripted duoogues (script for two actors) and a cass production. They wi ook at current techniques used by actors to create roe and character. They wi gain skis in script anaysis to create an effective performance. This wi incude enriching their understanding and ski in manipuating the dramatic eements of space, focus, tension and mood. They wi aso earn about direction and bocking and the use of stagecraft eements. There wi be a cost invoved for students to attend a professiona performance in order to compete a performance anaysis. A9TS Theatre Studies Students choosing this course wi expore eements of stagecraft incuding acting, ighting, costume, set and sound. They wi have hands-on experience with the technoogy avaiabe incuding the ighting board and computer programs. Students wi then speciaise in one area of stagecraft design and acting and work in sma groups to enabe them to use their skis. Finay the cass wi work on a production for performance. There wi be a cost invoved for students to attend a professiona performance in order to compete a performance anaysis. A9ME Media Students choosing this unit wi expore Media in a variety of contexts. They wi examine Media Institutions and how they operate to communicate to various audiences, how advertising works, the operation of targeted media campaigns, and the nature of communication and bias in news reporting. Students wi examine the techniques and protocos used in media production incuding genre, pre-production scripts, storyboards and media production (camera, ighting, editing, acting, framing, direction, sets, ocations and casting). Students aso have the opportunity to use production toos to prepare and create media narratives. A9MA Music Theory and Performance This course is designed to accommodate students of different eves of ski in music. Areas of study incude practica aspects of soo and group performance, music theory, aura training anaysis and evauation activities. The curricuum aims to deveop musica iteracy, aura and anaytica skis and confidence with both soo and group performance. As this is a performance based subject it is recommended that students wi have some experience in paying a musica instrument. Students who are in the Instrumenta music program are strongy encouraged to seect this subject. Students are expected to attend an excursion to view a Mebourne Sympathy Orchestra rehearsa in Mebourne. Wantirna Coege Curricuum Information 2018 19

YEAR 9 CURRICULUM OVERVIEW A9MB Music: Industry and Technoogy This course is designed to accommodate students of different eves of ski in music. Areas of study incude; music industry, technoogy (recording, notating & aura training software), composition, theory, aura training, soo and group performance. The curricuum aims to deveop an understanding of the popuar music industry in Austraia. It is designed to give students hands on experience with the current technoogy and software used to create, notate and record music, such as Sibeius, Cubase, Auraia and Garageband. Students are aso expected to attend an excursion to Box Hi Institute. Students who are in the Instrumenta music program are strongy encouraged to seect this subject. A9VC Visua Communication and Design A subject charge of $20 appies to this unit. Students choosing this course wi participate in activities aimed at further deveoping their knowedge and skis taught in Year 8 Visua Communication Design. The course aims to deveop an understanding of environmenta, industria and communication design areas. Students compete creative and conventiona drawing projects and earn design thinking strategies. They use free hand, instrumenta and computer aided methods. YEAR 9 OUTDOOR EDUCATION A students in Year 9 undertake a Chaenge camp experience in term 4. These programs are designed to chaenge students to move beyond their comfort zone and to chaenge themseves physicay, inteectuay and emotionay. Camps are varied in the eve of physica chaenge students are expected to undertake. Parents and students wi be invited to an information evening during Term 2 2018. 20 Wantirna Coege Curricuum Information 2018

YEAR 10 CURRICULUM OVERVIEW Year 10 is the fina year of the Victorian Curricuum. Students continue to undertake subjects across a broad range of subject areas and begin to identify their future earning/career pathway. In order to aow a breadth of experience many subjects are sti offered for a singe semester. There are cear guideines in pace at Year 10 to ensure students sti take studies across a broad range of earning areas Semester 1 Engish Mathematics Advanced Core Or Core Or Modified Core Geography, History, Economy and Society or Goba Poitics Eective One Eective Three Eective Five or VCE eary start VCE Bootcamp or VET 9 periods 9 periods 9 periods 9 periods 9 periods 9 periods 4 periods Semester 2 Engish Mathematics Advanced Core Or Core Or Modified Core Science Eective Two Eective Four Eective Six or VCE eary start Private Study or VET 9 periods 9 periods 9 periods 9 periods 9 periods 9 periods 4 periods OVERVIEW OF SUBJECT CHOICE Core Subjects- Semester 1 & 2: Engish Science (one semester) Students must seect their mathematics course (based on recommendation) Advanced Core Core Modified Core Students must seect one of the foowing Humanities courses: Economy and Society Geography History Goba Poitics Seect any 6 or more from any eectives. Wantirna Coege Curricuum Information 2018 21

YEAR 10 CURRICULUM Eary Start VCE High achieving students in year 10 are invited to appy to undertake an Eary Start VCE or VET subject. There is a great advantage to this as it aows students to get a fee for what to expect in VCE as we as aowing them to undertake one additiona subject which can add to their ATAR score at the end of year 12. Eary start VCE is offered in the foowing subjects: Literature Chinese 2nd Language & Computing Heath and Human Deveopment Advanced Art Physica Education Chinese 1st Language Dance Accounting Mathematica Methods Media Business Management Bioogy Studio Arts Geography Psychoogy Theatre Studies History-20th Century Environmenta Science Visua Communication and Lega Studies Food Studies Design Year 10 Course Seection Students who wish to undertake an Eary Start VCE subject are required to compete an appication process. This process incudes referring to previous academic performance and an interview. Shoud a subject that a student seects NOT run, their reserve subjects wi be utiised. Pease note that for fina studies to run, they are subject to sufficient student demand for units, avaiabiity of staff to teach units & timetabing arrangements which minimise unit cashes. 22 Wantirna Coege Curricuum Information 2018

YEAR 10 CURRICULUM YEAR 10 CURRICULUM AT A GLANCE LEARNING AREA YEAR 10 Eary Start VCE Engish Core Engish Engish as an Additiona Language Eective Literature: Is the Book Better? Literature: Love and Hate Linguistics: How our anguage works E0EN E0EA E0BB E0LL E0LI Literature 1LIT Heath and Physica Education Major Team Games: Boys Major Team Games: Girs Persona Training Peer Support Recreationa Pursuits Sports Coaching Sports Science Your Heath P0MB P0MG P0PT P0PS P0RP P0SC P0SS P0YH Heath and Human Deveopment Physica Education 1HHD 1PED Humanities Big History Core Economy and Society Core Geography Core History: Austraia s roe in the Modern Word Core Goba Poitics Goba Issues History Through Fim Managing your Finances H0BH H0ES H0GG H0HI H0GP H0GI H0HF H0MF Accounting Business Management Geography History-20th Century Lega Studies 1ACC 1BMN 1GEO 1HIS 1LGS Languages Chinese - Mandarin (Semester 1 and 2) Spanish (Semester 1 and 2) L0CH L0SP Chinese 2nd Language & Advanced Chinese 1st Language 1CHI 1CHF Mathematics Year 10 Mathematics (Advanced Core) Year 10 Mathematics (Core) Year 10 Mathematics (Modified Core) Numeracy Eective M0AC M0MC M0MM M0NE Mathematica Methods 1MMM Science Psychoogy, Sef and Others Science (Core) Science of Biotechnoogy Science of Crime Science of Food Science of Medicines Science Above & Beyond S0PS S0SC S0SB S0SR S0SF S0SM S0AB Bioogy Psychoogy Environmenta Science 1BIO 1PSY 1ENV Technoogy Taste of Europe Texties: Fashion Making & Iustrating Texties: Experimenta Texties Hospitaity Food for Nutrition Information Technoogy Product Design and Technoogy Integrated Systems Engineering 1 Integrated Systems Engineering 2 T0TE T0FM T0ET T0HO T0FN T0IT T0PD T0S1 T0S2 Food Studies Computing 1FST 1ITC The Arts Art: Ceramics Art: Digita Art Art: Drawing, Painting and Printmaking Art: Photography Dance Theatre Studies Production Theatre Studies Acting Music: Industry and Technoogy Music Theory and Performance Media Visua Communication and Design: Architectura Design and Drawing Visua Communication and Design: Making and Marketing A0CE A0AD A0DP A0PH A0DA A0TS A0DR A0MI A0MT A0ME A0VA A0VM Art Dance Media Studio Arts Theatre Studies Visua Communication and Design 1ART 1DAN 1MEA 1SAR 1THS 1VCD Wantirna Coege Curricuum Information 2018 23

YEAR 10 CURRICULUM ENGLISH Core Engish Curricuum E0EN The Year 10 course is designed to meet the requirements of the Victorian Curricuum and prepare students for VCE study. Units of work therefore incude the study of cass texts, comparison of a fim text and memoir, a study of Austraian Literature, exporation of persuasive anguage and an in depth reading of Shakespeare s Macbeth. A visiting theatre company presents a condensed stage version of this cassic pay to further assist in students understanding. Ora and written tasks which deveop students abiities to speak and write for different audiences and purposes are seamessy integrated into these units. Much emphasis is paced on further enhancing students skis in thinking independenty, writing anayticay and empoying a rich vocabuary. Easy access to students own aptops aows for the use of digita toos and mutimoda texts. Engish as an Additiona Language E0EA Students choosing this Engish course wi be EAL earners i.e. Students who quaify for EAL at VCE because they have been studying in Austraia for five or ess than five years. The course consists of three areas of study reated to preparing students for VCE EAL and invoving deveopment of ora and written skis. Engish Eective Curricuum E0BB Is the Book Better? Students choosing this unit wi undertake an in-depth study of how written text is interpreted into a modern context in fims and teevision. Students wi anayse written texts and then consider and evauate them in reation to their modern fim adaptations to determine which medium is the most effective and thus answer the question Is the book better? E0LL Literature: Love and Hate Students choosing this unit wi undertake an in-depth study of iterary texts based on the centra theme of ove through time and in various cutures. The areas of study incude defining and exporing the various kinds of ove such as fiia, spiritua and romantic and a study of famous ove stories and coupes such as Romeo and Juiet. The course wi aso focus on the study of gender perceptions of ove and other issues reated to ove. This theme wi be expored through noves, poetry, fim, drama and other texts. E0LI Linguistics How our anguage works Students choosing this unit wi be introduced to the fascinating study of Linguistics- how anguage works. They wi study the buiding bocks of anguage- the sound system (phonoogy), how words are made (morphoogy), how we buid sentences (syntax), how texts are created (discourse) and the meaning of it a (semantics). Students wi aso examine how we first earn anguage and the ways in which we use it. They wi earn the Internationa Phonetic Aphabet (I.P.A.) and discover how the Engish anguage has changed over time, with a focus on Austraian Engish. This unit is particuary usefu for students considering studying Engish Language in VCE or for those who have a strong interest in Engish or in anguage generay. HEALTH AND PHYSICAL EDUCATION Heath & Physica Education Eectives P0MB Major Team Games Boys AND P0MG Major Team Games Girs Students choosing this subject wi participate in a range of major team sports, incuding fied invasion games, fied striking games and court games. In the first unit of work, the focus is on the deveopment of ethica behaviour within sports pay. Students then expore a range of principes of coaching with a focus on deveoping ski acquisition in other students. The reationship between principes of biomechanics and the execution of skis in a range of sports is aso expored, as are the common eements of strategy that ead to success. In the fina unit, students wi perform a games anaysis, 24 Wantirna Coege Curricuum Information 2018

YEAR 10 CURRICULUM identifying components of fitness and energy systems that are essentia to successfu performance in a specific sport. A compete set of Coege Physica Education uniform (incuding Coege cap) and a working aptop wi be required, as per Coege poicy. P0PT Persona Training Students choosing this unit wi participate in a range of chaenging practica activities designed to measure and enhance their fitness. Students wi gain an understanding of energy systems, fitness components, principes of training and types of training. They wi aso earn processes invoved in preparing a cient for a training program and strategies used to monitor, care for and motivate the cient during the impementation of the program. Practica activities incude; fitness testing, interva running, aerobic conditioning and resistance training (both with and without free weights and machine weights). The subject aims to utimatey have students training for an end goa of their choice, which can have a sport or fitness focus. A compete set of Coege Physica Education uniform and a aptop computer wi be required, as per Coege poicy. P0PS Peer Support The peer support program aims to educate students on the vaue of peer-to-peer support. It provides students with eadership skis and opportunities for sef-deveopment and sef refection. Students earn how to become an effective eader and deveop 21st century skis such as communication, creativity, coaboration, probem soving and critica thinking. Students take responsibiity for a number of incoming Year 7 students and provide younger students a supportive environment during Semester 1, in which to deveop their sef-confidence, individuaity, resiience and persona strength. P0RP Recreationa Pursuits Students choosing this unit wi work on deveoping their skis in a range of recreationa activities that are avaiabe in the oca community. Exampes of the types of activities are Ten Pin Bowing, Orienteering, Gof, Aquatic activities, Bocce, Indoor Rock Cimbing and Tennis. Some activities wi be hed at venues outside the Coege and woud invove cost. The cost for excursions throughout the semester woud be approximatey $80. This unit wi provide a good base knowedge for some of the tasks undertaken within a VET recreation unit. A compete set of Coege Physica Education uniform (incuding Coege cap) wi be required. P0SC - Sports Coaching This subject focuses on the deveopment of practica coaching knowedge and skis. It wi enhance students sefconfidence, improve their communication and eadership skis and nurture responsibiity and sporting behaviour. Students wi earn the reasons for participation in physica activity, the roe of the coach, training methods and principes, panning coaching essons, ski teaching, ethics and codes of conduct, group management, discipine and sports safety. Depending on the group of students, there is potentia to gain their Beginning Coaching Genera Principes accreditation onine through the Austraian Sports Commission. There is a theoretica and practica component to this subject. A compete set of Coege Physica Education uniform (incuding Coege cap) wi be required. P0SS - Sport Science Students who are ooking towards VCE Physica Education woud be strongy encouraged to take up this eective. It is offered as a semester run subject designed to prepare students with the knowedge and skis required for VCE Physica Education. Emphasis wi be on: The Body Systems (skeeta, muscuar, cardiovascuar and respiratory) and energy for physica activity and the roe of nutrition when physicay active. Students wi aso earn how to measure acute responses such as heart rate. They wi expore a range of biomechanica principes and appy them to a range of sports or activities to enhance athetes performance. There is aso an opportunity for externa excursions which may invove an additiona cost of approximatey $30. A compete set of Coege Physica Education uniform (incuding Coege cap) wi be required. P0YH Your Heath Students who are ooking towards VCE Heath and Human Deveopment woud be strongy encouraged to take up this eective. It is offered as a semester run subject designed to prepare students with the knowedge and skis required for VCE Heath and Human Deveopment. Emphasis wi be on: The physica, socia and menta aspects of heath The measurements of heath status Bioogica, behavioura and environmenta infuences on heath Factors which affect the nutritiona status of Austraians. Wantirna Coege Curricuum Information 2018 25

YEAR 10 CURRICULUM Students wi aso deveop an understanding of heath issues amongst teenagers and some of the Government strategies which aim to improve the heath of Austraians. Students wi be given the opportunity to research using a variety of resources, interpret and anayse data as we as share in insightfu group discussions. HUMANITIES Humanities Core Curricuum In Year 10, students compete one of four Humanities subjects: Economy and Society, Geography, History or Goba Poitics. H0ES Core Economy and Society We a need an understanding of the aw, government, and the economy. These areas wi affect us for the rest of our ives. This course covers each topic by going over the important areas and provides information that wi hep a person make decisions in the future. The first topic wi cover the ega system and the courts and how they affect daiy ife. The second topic wi be the Austraian nationa government and the poitics that run it. It wi provide an overview of how the government is seected and managed. The third topic wi be the Austraian economy. The course reviews the basic eements of the economy, how companies affect the economy and how the economy impacts a person s ife. H0GG Core Geography There are two units of study to investigate. The Environmenta Change and Management unit focuses on investigating environmenta geography through an in-depth study of a specific environment: coasts. The unit begins with an overview of the environmenta functions that support ife, the major chaenges to their sustainabiity, and the environmenta wordviews that infuence how peope perceive and respond to these chaenges. Students investigate the specific environment of coasts and examine environmenta change to coasts in Austraia and one other country. Geographies of Human Webeing focuses on investigating goba, nationa and oca differences in human webeing between paces. Students examine the different concepts and measures of human webeing, and the causes of goba differences in these measures between countries. They expore spatia differences in webeing within and between countries, and evauate the differences from a variety of perspectives. These distinctive aspects of human webeing are investigated using studies drawn from Austraia, India and the word as appropriate. H0HI Core History Year 10 History ooks at the modern word and Austraia from 1918 to the present, with an emphasis on Austraia in its goba context. The twentieth century became a critica period in Austraia s socia, cutura, economic and poitica deveopment. Areas to be studied incude the inter war years between Word War 1 and Word War 2, incuding the Treaty of Versaies, The Roaring Twenties and the Great Depression. The course wi review the efforts in post Word War 11 to achieve a asting peace and security in the word, incuding Austraia s roe in UN peacekeeping. It wi cover Austraia s invovement in the Cod War and post Cod War confict (Korea, Vietnam, the Guf Wars, Afghanistan), incuding the rise in infuence of Asian nations since the end of the Cod War. Other areas to be covered are deveopments in technoogy, pubic heath, ongevity and standard of iving during the twentieth century and concern for the environment and sustainabiity. H0GP Core Goba Poitics Loca and internationa poitics increasingy infuence our ives in diverse and compex ways. Our word is now gobaised and hence as an internationa community, we are highy interconnected through various communication mediums, such as: teevision, radio, print and socia media. Goba Poitics focuses on an understanding of poitics through earning about key poitica concepts such as democracy, citizenship, goba citizenship and the rights and responsibiities that co-exist with these. It goes on to buid an understanding of how these concepts are being infuenced by a markedy increased visibiity of current goba poitica events, poitica trends and poitica socia movements. The course wi investigate how forms of goba confict and cooperation emerge and what the consequences of these are. By studying this course, students wi deveop skis in critica anaysis and evauation, as we as research and the formation of persuasive arguments. Competion of this course shoud aid in deepening student understanding of cutura diversity and difference. 26 Wantirna Coege Curricuum Information 2018

YEAR 10 CURRICULUM Humanities Eective Curricuum H0GI Goba Issues The condition of our word is not due to random events and coincidences but is a resut of the actions and inaction of humankind. Goba Issues focuses on the causes of the current word condition and chaenges students to seek aternatives and soutions. Students wi expore key socia, geographica, historica, poitica and economic issues from recent or current events in the word that revove around concepts of change, identity and diversity, rights and responsibiities, peace buiding and weath, sustainabiity and goba justice. The emphasis is on students participating in activities aong with thinking about and discussing the key issues. They wi deveop skis of anaysis, synthesis, evauation and argument whist earning about the word in which we ive and the chaenges that face our current and future generations. H0HF History through Fim The story of the twentieth century can be tod in fim. Changes in peope s attitudes and beiefs have been communicated around the word through the medium of fim and popuar cuture. This eective unit wi invove students in deveoping an understanding of the major historica changes that have occurred in the twentieth century and how the cinema has portrayed those events. This wi ead into an anaysis of how Austraia has been infuenced by the cutura and poitica changes shown in fims made both overseas and in Austraia. Students wi study four feature fims and other short fims and excerpts in this unit, whist further deveoping their skis in anaysis, synthesis and evauation. H0BH Big History Big History uses evidence and insights from many scientific and historica discipines across a 13.7 biion-year historica narrative in order to gain insight into human civiisations past, present and future. This subject covers many of the concepts found in the fastest growing unit in the word and is proudy supported wordwide by the Gates Foundation. Big History wi expore how we are connected to everything around us and where we may be heading. It provides a foundation for thinking about the future and the changes that are reshaping our word. Big History wi chaenge students to think criticay and broady and tries to ignite a passion for inquiry. The course provides an overview of scientific concepts in an historic context, focusing on four major themes: Time threshods, Scae, Caim testing, and Coective earning. Students practise critica reading and writing skis through investigations, projects and activities. They aso gain a strong interdiscipinary foundation which provides a usefu context for understanding word events in the past, present and future. H0MF Managing your Finances The course provides students with skis in financia decision making such as: credit management, budgeting, banking and bank reconciiation. Managing our money is becoming increasingy compex. Students can benefit greaty from knowedge of accounting methods and techniques, particuary using computers. Careers in accounting coud aso begin with this course. A case study approach wi be used to engage students in earning the accounting techniques needed to sove financia probems and manage money wisey. Students wi use software packages to assist in managing their finances and to create soutions to financia probems. Students wi gain a background in concepts and procedures, which wi assist them in future studies in accounting. LANGUAGES Languages Eective Curricuum L0CH Chinese: Mandarin (Students wishing to study VCE Chinese must compete a two semester course) The Market Life & Chinese Cuisine Students wi study the skis to speak Chinese in market areas and restaurants. They wi earn about Asian groceries by visiting Chinatown in Litte Burke St and practise communicating with merchants and shop owners of Chinese background. Students wi compare markets and city ife in Austraia and China to increase their goba awareness about ife in other countries. Students wi aso earn about Chinese food preparation and wi conduct an instructiona esson of cooking a favourite dish. They wi visit a Chinese restaurant where they wi experience authentic cuisine cooked and served using traditiona methods and rituas. Students wi have the opportunity to practise their Chinese anguage Wantirna Coege Curricuum Information 2018 27

YEAR 10 CURRICULUM by ordering food and engaging in conversation about food. Students wi aso investigate changes that have occurred in China since fast food became avaiabe in China. They wi study heath reated issues in China and compare this to trends in Austraia. Students wi have the opportunity to utiise information technoogy and mutimedia to enhance their earning. L0SP Spanish (Students wishing to study VCE Spanish must compete a two semester course) Famiy ife, Environment and Heath Students wi deveop skis to famiiarise themseves with the requirements for VCE study. They wi deveop anguage skis to express past experiences, as we as chidhood routine and experiences. Students wi write creative stories to share with students at other schoos that offer Spanish. Students wi deveop opportunities to exchange information about their ife, environment, country and socia issues that affect their ives via emai with their Spanish pen friends in Spain or Spanish America. There wi be an opportunity to deveop coaborative units with them by using mutimedia and information technoogy with the aim of enhancing their anguage deveopment. They wi aso deveop a better understanding of issues affecting the peope and the environment in Spanish speaking countries. Students wi attend a number of excursions to restaurants, the CBD, and the cinema. Students wi have to conduct interviews, write etters and speak pubicy to enhance their inguistic and communicative skis. Studying a anguage outside schoo. The Coege supports students who wish to study a anguage outside schoo, (on the weekends), however under the foowing guideines. 1. Students MUST seect & inform the Coege of this on the Onine Seection Program Web Preferences during Term 3, 2017. 2. Faiure to inform the Coege of this wi resut in the Coege NOT approving you studying at a Language Schoo. 3. If the Coege runs the chosen VCE Language subject in 2018, students must compete that subject with Wantirna Coege, with the Coege operating as the assessing schoo. 4. Students are then wecome to undertake Language Schoo, but ony for tuition purposes ony they wi not assessed at the Language Schoo. 5. If you meet these criteria, the student MUST ensure that the correct VCAA paperwork is competed by the Language Schoo and returned to the Later Years Administrator for processing. MATHEMATICS Mathematics Core Curricuum M0MC Core Mathematics This course provides entry into VCE Genera Mathematics and Mathematica Methods. However, ony students with a very strong resut in Core Mathematics shoud consider the study of Mathematica Methods. Year 10 Core Maths buids on the skis and concepts of arithmetic, agebra, trigonometry and statistics. Probem soving and modeing of rea ife probems is deveoped progressivey through the course. CAS cacuators are integrated into the course to aid the understanding of mathematica concepts. M0AC- Advanced Core Mathematics This course has been deveoped to aow students severa pathways through VCE Mathematics. It is the best preparation for students wishing to study Mathematica Methods or Speciaist Mathematics in Year 11, as we as, support for those choosing Eary Start Mathematica Methods in Year 10. Successfu competion of the course offers a pathway to study Further Mathematics Units 3 and 4 in Year 11. The course extends the curricuum beyond the Year 10 Core Mathematics course. Students buid on skis obtained from previous study in the areas of arithmetic, agebra, geometry, coordinate geometry and trigonometry, CAS cacuators are used extensivey and modeing of rea ife probems is deveoped throughout the course. M0MM Modified Core Mathematics Modified Mathematics is designed for students who need consoidation of basic mathematica skis and who do not intend on studying Mathematics as part of their Year 12. There is strong emphasis on using Mathematics in practica contexts reating to everyday ife, persona work, and study. Students are encouraged to use appropriate technoogy in a areas of study. Topics in this subject incude, number arithmetic, space, handing data, measurement and design. Students wi need career counseing before seecting Modified Mathematics. 28 Wantirna Coege Curricuum Information 2018

YEAR 10 CURRICULUM Mathematics Eective Curricuum M0NE Numeracy Eective This eective is designed for students considering a VCE Mathematics pathway who need consoidation of the mathematica skis deveoped in the Core Mathematics courses. There wi be an emphasis on basic number skis to hep students progress more quicky and smoothy through their mathematica exercises. Revision of work covered in the Year 9 course wi be undertaken as necessary. The consoidation of number skis woud aso benefit students in the Modified Core course. Numeracy Eective shoud be seected if Core Mathematics is chosen against the recommendation of the Year 9 teachers. SCIENCE Science Core Curricuum S0SC In core Science, students wi undertake units of study in Bioogy, Physics and Chemistry. They wi examine the genetic basis of inheritance and the moecuar structure of DNA. Understanding the aws of inheritabiity aows students to become famiiar with how genetic disorders are inherited and the contribution of their genetic make- up to their own characteristics. In Physics, students wi study Newton s Laws of Motion and undertake a range of experiments concerning movement, acceeration, inertia and forces. They wi appy this understanding of motion to research road science and safety. Finay, in Chemistry students wi investigate chemica reactions and appications of chemica bonding. Science Eective Curricuum S0PS Psychoogy, Sef and Others Who am I? What is the reationship between my mind and my brain? Are there others ike me? Why do I behave the way I do? These are some of the questions that have driven the deveopment of Psychoogy since it evoved from phiosophy into a science. Psychoogy is the scientific study of human behaviour and menta processes. In this unit students wi earn to distinguish between behaviours and menta processes and wi focus on the scientific nature of Psychoogy. They wi undertake investigations that assist them in understanding the distinction between science and pseudoscience as they pan and conduct experiments that examine astroogy as an indicator of personaity. The course wi examine both inteigence and personaity as psychoogica concepts examining how these are assessed a measured in a scientific manner. The concept of normaity wi be expored in reation to menta heath and menta iness. S0SB Science of Biotechnoogy Students choosing this unit wi examine biotechnoogy and how it makes an impact on our everyday ives. This unit wi cover areas of study such as genetic engineering incuding; the basic concept of introducing genes from one organism into another; how geneticay modified foods are made; what coning is and how DNA fingerprinting is carried out and used by poice. They wi study microbioogy incuding; what is invoved with sterie techniques; growing micro-organisms and infection contro. Students taking this eective wi be investigating aspects of biotechnoogy that are current and impacting on our ives aready. Links wi be made to topics covered in the core science units. A set task wi invove keeping up with current issues and discoveries. This eective is highy recommended to students that wish to undertake VCE bioogy. S0SR Science of Crime The work of a forensic scientist invoves an appication of ski and knowedge from a range of scientific discipines incuding Bioogy, Chemistry and Physics. The focus of this eective is to introduce students to a range of investigative techniques used by forensic scientists in the aboratory and in the fied at crime scenes. Students wi act as both crime scene investigators and scientists to anayse crime scenes and deveop an understanding of crime scene procedures incuding contamination and continuity of evidence. They wi anayse physica evidence such as fingerprints, bood and make casts and impressions of too or track marks. Students wi aso deveop some understanding of the nature of crime and the impact on our community. S0SF Science of Food The science of nutrition and food production impacts a peope from deveoping countries to modern western communities. The heath impications of poor nutrition and the use of food as medicine is we understood by heath Wantirna Coege Curricuum Information 2018 29

YEAR 10 CURRICULUM scientists and is of great genera interest to individuas. To deveop a true understanding of the science of food, this unit wi expore the production and use of chemicas used to enhance food production. It wi examine the major macronutrients of protein, fats and carbohydrate and the chemica processes invoved in their digestion. It wi investigate the roe of additives and preservatives in foods and enabe students to successfuy identify and evauate abeing of foodstuffs in Austraia. Students wi examine the environmenta impact of food production and expore issues of sustainabiity, waste and poution and current advances in food science incuding geneticay modified foods. S0SM Science of Medicines Students choosing this unit wi investigate medicines through the history and deveopment of a range of pharmaceutica products incuding vitamins, anagesics and natura medications. This study wi encompass the effects each has on the mind and body. Students wi investigate both short and ong term physioogica effects that some medicines have on a system. The chemica aspects of this course wi enhance student s aboratory work with the opportunity to make products ike sports rub, aspirin and to extract caffeine. There wi be an appied focus with an emphasis on practica work and the deveopment of skis associated with this. This eective is highy recommended to students who wish to undertake VCE Chemistry. S0AB Science Above and Beyond This eective is designed to prepare students for three of the VCE Science subjects, namey Bioogy, Chemistry and Physics. The content wi combine with the Year 10 core science to provide an experience that wi prepare students for the rigors of VCE. Emphasis wi be on the fundamenta knowedge and skis that students wi need for VCE Units 1 and 2 in the three subjects. They wi undertake a variety of practica activities that are aimed to deveop the necessary skis in experimenta design, data coection and anaysis, measurement, observation and experimenta report writing. Students wi compete a practica assessment task for physics, chemistry and bioogy as we as an exam at the end of the unit. TECHNOLOGY Technoogy Eective Curricuum T0FM Fashion Making & Iustrating A subject charge of $20 appies to this unit. You enjoy sketching fashion garments but woud ike to do better! You wish to know how to achieve the fashion iustrations ook. Once sketched you woud ike to make it but you re not sure how? Fashion Making and Iustrations wi assist you. You wi be shown how to create fashion tempates to draw from, and the techniques to communicate your design ideas onto paper. The other part of this unit of study, you wi use commercia patterns to construct an item of cothing. With guidance you be ead through the maze of construction terminoogy to discover the techniques and procedures to make the specified piece of cothing. Students wi need to provide materias and notions for the practica component. For any student considering VET Fashion this unit of study is highy recommend to hep in presenting design work for their portfoio and obtaining essentia knowedge for garment construction. T0TP Experimenta Texties A subject charge of $20 appies to this unit. Not interested in making cothes but ove experimenting with texties medium? Do you want to know how to get that printed image onto an item of cothing? Are you interested in making your own funky bag or jeweery? Woud you ike to know how to get the gitz or bing into your creations? How about earning to make your own hat / beanie using the different forms of fabric construction? Experimenta Texties aims to give you an insight into some of the knowedge and skis to achieve that creative fair or the current ook to your projects. T0HO Hospitaity A subject charge of $110 appies to this unit. Are you interested in cooking restaurant or party foods? Do you want to earn about producing food for different menus with professiona food stying techniques ike Masterchef? Then, this course is for you! This unit covers different sectors of the hospitaity industry, exporing and designing food for different functions and cients, informa and forma 30 Wantirna Coege Curricuum Information 2018

YEAR 10 CURRICULUM dining, food safety, group and team work for food design work and working cooperativey with others in the kitchen setting. This unit aso provides an introduction for students interested in future hospitaity pathways. T0FN Food for Nutrition A subject charge of $110 appies to this unit. Learning practica skis and choosing ingredients to cook heathy nutritious meas for you and your famiy is a ski for ife. This subject wi teach advanced cooking skis using ingredients from scratch to produce a variety of foods both sweet and savoury which are high in nutritiona vaue. Students wi earn about macronutrients, the function of ingredients and adjusting recipes for heathier options. Panning and preparing heathy menus foowing the Austraian Guide to Heathy Eating wi be undertaken where students are taught how to substitute ingredients for heathier choices whie maximising nutrition and favour. Goba Sustainabiity and Food Wastage issues wi be covered. Students wi earn to be informed consumers and anayse commerica food products through understanding food abes. T0TE Taste of Europe A subject charge of $110 appies to this unit. Do Itaian pasta, French pastries, Greek Souvaki or Spanish Tapas interest you? Come on a cuinary journey to earn how to cook the signature dishes of these countries. In this unit of study, students wi gain an understanding of the cutura aspects of European ife through the study of the food and cuture; European ingredients; food safety; the science of food and design work. Throughout the practica sessions, students wi deveop the skis and knowedge of more compex processes such as pasta, bread and pastry making. Students wi acquire, through their own research and investigation of a European country, the abiity to appy the design process to create foods for their own unique European cutura occasion at schoo. T0IT Information Technoogy A subject charge of $110 appies to this unit. Students wi be introduced to the words of both website design and deveopment and appication deveopment for mobie devices. Beginning with web deveopment, students wi be introduced to basic eves of programming using both HTML and CSS anguages. Students wi use up to date industry eve software such as Adobe Dreamweaver and Adobe Photoshop to deveop their fina website for a mock or rea ife cient. No prior knowedge is required for this subject as students wi be taught everything from the beginner eve. This course is aimed at students who wish to expore the more technica side of computing. T0PD Product Design and Technoogy A subject charge of $50 appies to this unit. Students choosing this course are abe to expore their own design freey using individuay seected materias, or aternativey, they may choose a arger construction utiising either individua or combined materias. There is a strong emphasis on the introduction and safe use of various fixed and portabe power toos as students are activey encouraged to expore and produce a product to meet their own needs or requirements. Using the product design process, students compete practica investigation requirements to come up with a design soution. Students wi then design, produce and evauate their own products with possibe use of router, pate and housing joining techniques. T0S1 Integrated Systems Engineering 1 A subject charge of $55 appies to this unit. Students who are ooking towards VCE Systems Engineering woud be strongy encouraged to take up this eective. It is offered as the first of a two unit program designed to introduce students to the practices of design and construction using eectronics and mechanisms in an engineering context. This introductory unit is primariy focused on deveoping basic skis in constructing and appying different devices to a given situation. The emphasis is that students shoud deveop practica and thinking skis to satisfy the needs of a design brief, taking into account the requirements of the specific probem. Students wi study the design process, mechanisms, evers, pueys, gears, cranks, eectronic systems and the design and appication of a circuit. Wantirna Coege Curricuum Information 2018 31

YEAR 10 CURRICULUM T0S2 Integrated Systems Engineering 2 A subject charge of $55 appies to this unit. Students who are ooking towards VCE Systems Engineering woud be strongy encouraged to take up this eective as the second part of the systems engineering course. This unit is focussed on deveoping essentia skis in constructing and appying different devices to a given situation. The emphasis is that students shoud deveop key skis to satisfy the needs of a design brief taking into account the requirements of the specific probem. Students wi study appication of eectronics, integration of eectronics and advanced contro systems engineering. Students wi use eectromechanica kits and other technoogy resources to compete their projects. THE ARTS The Arts Eective Curricuum A0CE-Ceramics A subject charge of $40 appies to this unit. In Year 10 Ceramics students wi expore art production using cay, producing functiona and decorative pieces. They wi produce a visua diary of experimentation and panning, which wi ead on to a foio of finished ceramic work. Students wi cover the 3 basic construction methods of pinch pot, coi and sab construction, expanding on previous skis if they did Ceramics in Year 9. They wi aso have the opportunity to earn whee thrown pottery and sip casting. They wi cover a range of decorative techniques, such as Intagio, Gazing, Sip and Sgrafitto. Students wi aso deveop skis in anaytica writing using the Eements and Principes of Art to anayse and discuss a range of ceramic artworks. This subject can ead into VCE Art or VCE Studio Arts. A0AD Digita Art A subject charge of $30 appies to this unit. This subject buids on the knowedge and skis taught in Year 9 Digita Arts (athough this is not a prerequisite for seecting this subject), and Year 7 Art. Students wi continue to deveop skis in using the Design Process and conceptua thinking. They wi earn to use a variety of software to produce digita art, which may incude painting, coage, image manipuation and scupture, using a 3D printer. Students wi extend and refine their existing skis to produce thoughtfu, we deveoped artworks. Students wi study three historica art movements and use this knowedge to inform their own art practice and for the purpose of anaysis. Students wi buid on their knowedge of the Eements and Principes of Art. They wi tria and deveop creative responses to tasks in their visua diary, to produce finished works. Students wi aso buid on their anaytica knowedge to produce written anaysis of other artists work. This subject can ead into VCE Art or VCE Studio Arts. A0DA Dance Students choosing this unit wi not need any previous dance experience. In cass, students deveop coordination, baance, fexibiity, strength and endurance. Through structured and sequentia warm-ups, they earn about injury prevention, body aignment, focus, rhythm and different dance techniques in an enjoyabe and safe environment. Students improvise and compose dances independenty, as we as contributing to group dance making processes. They are encouraged to choreograph pieces based on rea, imagined and abstract themes and earn to use their own experiences in their approaches to dance making. Whie experimenting with movement, students deveop an awareness and contro of their own body movements. In addition, students wi rehearse, memorise and reproduce choreographed patterns and sequences in a range of dance styes. They wi experiment with technoogy and digita mediums to extend their range of dance expression and wi earn to describe, anayse, interpret and evauate dance using appropriate dance terminoogy. A0TS Theatre Studies Production Students choosing this unit wi investigate a aspects of Theatre, from rehearsa to production, using stagecraft and performance techniques. Students wi expore text in depth, further deveoping their characterisation, voca, and physica skis. They wi deveop expertise and eadership skis in one stagecraft area of their choice. Students wi create a foio that refects the growth of these skis. Students undertaking this course must be wiing to attend extra rehearsas during unch as we as one weekend rehearsa. Students wishing to pursue VCE Theatre Studies are strongy recommended to undertake either Theatre Studies Production and/or Theatre Studies Acting. There wi be a cost invoved for students to attend a professiona performance and/or workshop with a theatre company. 32 Wantirna Coege Curricuum Information 2018

YEAR 10 CURRICULUM A0DR Theatre Studies Acting Students choosing this unit wi expore individuay and/or in groups a range of performance styes. They wi ook at how acting and stagecraft differ in each of these styes. As a cass, they wi focus on one stye of presentation and deveop a cass production for performance. Students wishing to pursue VCE Theatre Studies are strongy recommended to undertake either Theatre Studies Production and/or Theatre Studies Acting. There wi be a cost invoved for students to attend a professiona performance and/or workshop with a theatre company. 0DP Art: Drawing, Painting and Printmaking A subject charge of $20 appies to this unit. Students wi deveop their skis and earn techniques in Drawing, Painting and Printmaking. They wi produce origina, creative responses to tasks in various media using the Design Process to deveop and refine their ideas in their visua diary. They wi use the Eements and Principes of Art to communicate their ideas and intentions within their artworks. Students wi study three Art movements, using this knowedge to inform their practica work and for the purpose of written Art Anaysis. They wi deepen their understanding and ski of Art Anaysis through more thorough discussion and research. This subject wi give students considering VCE Art or Studio Arts a good grounding in both the theory and practica skis required. A0MT Music: Theory and Performance This course wi incude practica aspects of soo and group performance, music theory, aura training, anaysis and evauation activities. The curricuum aims to deveop musica iteracy, aura and anaytica skis and confidence with both soo and group performance. Athough this course is designed to accommodate students of differing eves of music skis due to the performance component it is recommended that students have at east two years experience with a musica instrument. A0MI Music: Industry and Technoogy This course aims to deveop an understanding of the popuar music industry in Austraia. It is designed to give students hands on experience with the current technoogy and software used to create, notate and record music, such as Sibeius, Cubase and Auraia. Areas of study incude: music industry and technoogy (recording, notating & aura training software). A0ME Media Students choosing this unit wi study media texts from different cutures, deveop production knowedge and skis and experiment with different approaches to presentation. This wi invove the deveopment of a media product from pre-production to post-production, and the fina presentation of a product deveoped during the unit. This subject provides a sound basis for VCE Media and is particuary vauabe for students interested in advertising, marketing and communication through technoogy. A0PH Art: Photography A subject charge of $85 appies to this unit. Students choosing this unit wi earn basic techniques of back and white fim photography. They wi use a pinhoe camera based on the first traditiona camera (camera obscuras), undertake darkroom experiments and sma digita tasks. Using a 35mm SLR camera, students wi go on a cass photo shoot to take ros of back and white fim. Upon returning to schoo, students wi process this fim using chemicas. They wi earn darkroom techniques to create and manipuate back and white photographs for their foio. These photographs wi be mounted for presentation. A experiences wi be recorded in a visua diary. Students wi anayse their own and other s photographs. They wi aso compete written work that expores photographic materias, techniques, styes, and art eements and principes. Students are expected to attend the compusory excursion to Mebourne. This subject can ead into VCE Art or VCE Studio Arts. Wantirna Coege Curricuum Information 2018 33

YEAR 10 CURRICULUM A0VA Visua Communication: Architectura Design and Drawing A subject charge of $20 appies to this unit. Students choosing this unit wi focus on environmenta design, drawing and probem soving. Students design and present a house pan, three-dimensiona rendered drawings of structures and computer aided drawings and rendered structures of the buit environment. Students work through the design process and use a variety of mediums and techniques such as freehand, instrumenta and computer aided design. A0VM Visua Communication and Design: Making and Marketing A subject charge of $20 appies to this unit. Students choosing this unit wi focus on the industria and communication design area. Students earn conceptua design thinking strategies and techniques. They work through the design process to find soution to design probems. Students design an object, a product or package, producing two and three dimensiona working drawings. Students create promotiona materia for their products. They deveop skis using a variety of media utiising freehand, instrumenta and digita methods. 34 Wantirna Coege Curricuum Information 2018

VCE CURRICULUM OVERVIEW VCE is a four semester course undertaken over Year 11 (Unit 1 & 2) and Year 12 (Unit 3 & 4). Over the four semesters most students wi undertake 22 units of study. Normay this invoved 6 studies in Year 11 (12 units) and 5 studies in Year 12 (10 units). The Coege offers a wide range of subjects across a Learning Areas. To be awarded the VCE students must satisfy the earning outcomes in at east 16 units of study incuding a minimum of 3 units of an Engish study and at east 3 pairs of unit 3/4 studies other than Engish. ENGLISH Year 11 Semester 1 At east 1 of: Engish Literature Engish Language EAL Subject Choice (e.g. Bioogy) Subject Choice (e.g. Psychoogy) Subject Choice (e.g. Heath) Subject Choice (e.g. Maths Methods) Subject Choice or VET course (Lab Skis Yr1) Year 11 Semester 2 At east 1 of: Engish, Literature Engish Language EAL Subject Choice (e.g. Bioogy) Subject Choice (e.g. Psychoogy) Subject Choice (e.g. Heath) Subject Choice (e.g. Maths Methods) Subject Choice or VET course (Lab Skis Yr1) Year 12 Semester 3 At east 1 of: Engish, Literature Engish Language EAL Subject Choice (e.g. Bioogy) Subject Choice (e.g. Psychoogy) Subject Choice (e.g. Maths Methods) Subject Choice or VET course (Lab Skis Yr 2) Year 12 Semester 4 At east 1 of: Engish, Literature Engish Language EAL Subject Choice (e.g. Bioogy) Subject Choice (e.g. Psychoogy) Subject Choice (e.g. Maths Methods) Subject Choice or VET course (Lab Skis Yr 2) VCE course seection Shoud a subject that a student seects NOT run, their reserve subjects wi be utiised. Pease note that for fina studies to run, they are subject to sufficient student demand for units, avaiabiity of staff to teach units and timetabing arrangements which minimise unit cashes. Studies undertaken esewhere If a subject is not running at Wantirna Coege, students may compete them through other providers (e.g. other Knox Network Secondary Schoos, Dance schoos or Distance Education). Students may undertake Vocationa Education and Training (VET) programs at a oca TAFE or schoo to contribute to the VCE and the attainment of a VET Certificate. You are referred to the section in this booket Schoo to TAFE Pathways for more information. Students are encouraged to undertake Language units that are not offered by Wantirna Coege, at the Victorian Schoo of Languages (Saturday morning Schoo) or other private providers. Wantirna Coege Curricuum Information 2018 35

VCE CURRICULUM AT A GLANCE LEARNING AREA YEAR 11 (UNIT 1 AND 2) YEAR 12 (UNIT 3 AND 4) Engish Engish Engish as an Additiona Language Literature Engish Language Bridging Engish as an Additiona Language 1ENG 1EAL 1LIT 1ENL 1BEL Engish Engish as an Additiona Language Literature Engish Language 3ENG 3EAL 3LIT 3ENL Heath and Physica Education Heath and Human Deveopment Physica Education 1HHD 1PED Heath and Human Deveopment Physica Education 3HHD 3PED Humanities Accounting Business Management Geography History Twentieth Century History Lega Studies 1ACC 1BMN 1GEO 1HIS 1LGS Accounting Business Management Geography History Revoutions Lega Studies 3ACC 3BMN 3GEO 3REV 3LGS Languages Spanish Chinese 2nd Language & Advanced Chinese 1st Language 1SPA 1CHI 1CHF Spanish Chinese 2nd Language & Advanced Chinese 1st Language 3SPA 3CHI 3CHF Mathematics Foundation Mathematics Genera Mathematics Speciaist Mathematics Mathematica Methods 1MFN 1MGM 1MSM 1MMM Further Mathematics (Year 11 students may appy for Eary Start VCE) Speciaist Mathematics Mathematica Methods 3MFM 3MSM 3MMM Science Bioogy Chemistry Environmenta Science Physics Psychoogy 1BIO 1CHE 1ENV 1PHY 1PSY Bioogy Chemistry Environmenta Science Physics Psychoogy 3BIO 3CHE 3ENV 3PHY 3PSY Technoogy Computing Product Design and Technoogy Wood Food Studies Systems Engineering 1ITC 1PDW 1FST 1SYS Informatics Product Design and Technoogy Wood Food Studies Systems Engineering 3ITI 3PDW 3FST 3SYS The Arts Art Dance Media Music Performance Studio Arts Theatre Studies Visua Communication and Design 1ART 1DAN 1MEA 1MUP 1SAR 1THS 1VCD Art Dance Media Music Performance Studio Arts Theatre Studies Visua Communication and Design 3ART 3DAN 3MEA 3MUP 3SAR 3THS 3VCD 36 Wantirna Coege Curricuum Information 2018

VCE CURRICULUM VCE STUDY SUMMARIES These are provided by the VCAA as a guide and at the time of printing were as on the VCAA web site. This wi be updated ater this year and students shoud access it prior to starting the Study. VCE Accounting Rationae Accounting is the process of recording, reporting, anaysing and interpreting financia data and accounting information which is then communicated to interna and externa users of this information. It pays an integra roe in the successfu operation and management of businesses. Unit 1: Estabishing and operating a service business This unit focuses on the estabishment of a sma business and the accounting and financia management of the business. Students are introduced to the processes of gathering and recording financia data and the reporting and anaysing of accounting information by interna and externa users. The cash basis of recording and reporting is used throughout this unit. Using singe entry recording of financia data and anaysis of accounting information, students examine the roe of accounting in the decision-making process for a soe proprietor of a service business. Unit 2: Accounting for a trading business This unit extends the accounting process from a service business and focuses on accounting for a soe proprietor of a singe activity trading business. Students use a singe entry recording system for cash and credit transactions and the accrua method for determining profit. They anayse and evauate the performance of the business using financia and non-financia information. Using these evauations, students suggest strategies to the owner on how to improve the performance of the business. Students deveop their understanding of the importance of ICT in the accounting process by using a commercia accounting software package to estabish a set of accounts, record financia transactions and generate accounting reports. Unit 3: Recording and reporting for a trading business This unit focuses on financia accounting for a singe activity trading business as operated by a soe trader and emphasises the roe of accounting as an information system. Students use the doube entry system of recording financia data and prepare reports using the accrua basis of accounting. The perpetua method of stock recording with the First In, First Out (FIFO) method is used. Unit 4: Contro and anaysis of business performance This unit provides an extension of the recording and reporting processes from Unit 3 and the use of financia and non-financia information in assisting management in the decision-making process. The unit is based on the doube entry accounting system and the accrua method of reporting for a singe activity trading business using the perpetua inventory recording system. Students investigate the roe and importance of budgeting for the business and undertake the practica competion of budgets from cash, profit and financia position. Students interpret accounting information from accounting reports and graphica representations, and anayse the resuts to suggest strategies to the owner on how to improve the performance of the business. Entry There are no prerequisites for Units 1, 2 and 3. Students must undertake Unit 3 and 4 as a sequence. Students are strongy recommended to compete Units 1 and 2 and may need to compete preparatory work if they start at Unit 3. VCE Art A subject charge of $40 appies to both Units 1-2 and 3-4. The stated materias charge covers commony used Art mediums such as, Drawing, Painting and Printmaking. If students seect to work in a more expensive or unusua Art mediums, such as Darkroom Photography, Ceramics, Texties etc. an additiona materias evy may be incurred eary in 2018. Rationae VCE Art introduces the roe of art, in a forms of media, in contemporary and historica cutures and societies. Students buid an understanding of how artists, through their practice and the artworks they produce, communicate their experiences, ideas, vaues, beiefs and viewpoints. Students deveop their own artistic practice, expression and communication of ideas using a range of processes, materias and techniques. In the process of making and examining art, students use and deveop their imagination, creativity, fexibiity, adaptabiity, innovation and risk-taking. Wantirna Coege Curricuum Information 2018 37

VCE CURRICULUM Unit 1: Artworks, experience and meaning Students focus on artworks as objects and examine how art eements, art principes, materias and techniques and artistic processes communicate meaning. They examine artists in different societies and cutures, and historica periods, and deveop their own viewpoints about the meanings and messages of artworks. Students expore the practices of artists who have been inspired by ideas reating to persona and cutura identity. Students appy the Structura Framework and the Persona Framework to interpret the meanings and messages of artworks and to document the refection of their own ideas and art making. In their practica work, students expore areas of persona interest and the characteristics of materias, techniques and the art process. Students deveop an understanding of the use of visua anguage to document their exporation and deveopment of ideas, techniques and processes in a visua diary. Unit 2: Artworks and contemporary cuture Students use the Cutura Framework and the Contemporary Framework to examine the different ways that artists interpret and present socia and persona issues in their artistic practice. In students own practice, they continue to use the art process and visua anguage to expore and experiment with materias and techniques and to deveop persona and creative responses. They expore the way cutura contexts and contemporary ideas and approaches to art have infuenced their artwork. Students investigate how artworks can be created as forms of expression for specific cutura and contemporary contexts. Students use the Contemporary Framework to examine artworks from different periods of time and cutures. Unit 3: Artworks, ideas and vaues Students study seected artists who have produced works before 1990 and since 1990. Students use the Anaytica Frameworks for anaysing and interpreting the meaning of artworks. Their art making is supported through investigation, exporation and appication of a variety of materias, techniques and processes. Students deveop confidence in using the anguage and content of the Anaytica Frameworks in their refection of the structura, persona, cutura and contemporary aspects of their own deveoping artworks. Diverse ideas and approaches are expored in reation to societa changes, incuding postmodernism, post cooniaism, gobaisation and environmenta issues. Unit 4: Artworks, ideas and viewpoints Students study artworks and deveop and expand upon persona points of view. They support their point of view and informed opinions about art ideas and issues with evidence. They buid their earning and conceptua understanding around the discussion of broad themes, ideas and issues reated to the roe of art in society and consider how ideas and issues are communicated through artworks. From research, students choose an art idea and issue to expore. Students seect the artwork/s of at east one artist and use this artwork/s and seected reated commentaries and viewpoints to discuss the chosen art idea and reated issues. Students continue to buid upon the ideas and concepts begun in Unit 3 and further deveop their own artistic practice. Students present a body or work and at east one finished artwork accompanied by documentation of artistic practice. Entry There are no prerequisites for Units 1, 2 and 3. Students must undertake Unit 3 prior to undertaking Unit 4. VCE Bridging Engish as an Additiona Language Rationae VCE Bridging EAL is designed for a range of EAL students from diverse anguage and educationa backgrounds and experiences. The study design draws on and strengthens the anguage skis and knowedge students have acquired, recognising their diverse educationa backgrounds and Engish experiences. The nature and fexibiity of this course provides teachers with the opportunity to focus on the needs and interests of their students. Ora and aura skis are emphasised, aong with expicit, cose study of inguistic features, structures and meaning in Standard Austraian Engish, and in iterary and non-iterary texts. By engaging refectivey and criticay with a range of increasingy compex spoken, written and mutimoda texts, students work individuay and coaborativey to create their own texts for different audiences, purposes and contexts. Through this process, students deveop their confidence, fuency and abiity to make accurate and appropriate choices in Engish anguage when engaging with a variety of issues and perspectives. This is a Unit 1 and 2 course ony. It is recommended that students who require extra assistance with Engish study this in addition to Year 10 EAL or Year 11 VCE EAL. Unit 1 In this unit, students buid their understanding of how spoken and written Standard Austraian Engish (SAE) is used to communicate effectivey in a variety of contexts and for a range of purposes. Students deveop the abiity to isten, speak, read and write for everyday and academic purposes. They expore how anguage features, structures and conventions can be used to express ideas and opinions, and to create their own spoken and written texts. 38 Wantirna Coege Curricuum Information 2018

VCE CURRICULUM Unit 2 In this unit the eective areas of study enabe students to extend their understanding of how Engish is constructed and used to communicate in a variety of contexts and for a range of purposes. Unit 2 is made up of two eectives seected from 1 -Engish for academic purposes, 2 - Engish iterature, 3 - Engish in the media 4 - Engish for the workpace. It is ikey that eectives 1 and 4 wi be studied. VCE Bioogy Rationae Bioogy is a diverse and evoving science discipine that seeks to understand and expore the nature of ife, past and present. The study expores the dynamic reationships between organisms and their interactions with the non-iving environment. It aso expores the processes of ife, from the moecuar word of the ce to that of the whoe organism, that maintain ife and ensure its continuity. Unit 1: How do iving things stay aive? In this unit students are introduced to some of the chaenges to an organism in sustaining ife. Students examine the ce as the structura and functiona unit of ife, from the singe ceed to the muticeuar organism, and the requirements for sustaining ceuar processes in terms of inputs and outputs. Students investigate how a diverse group of organisms form a iving interconnected community that is adapted to, and utiises, the abiotic resources of its habitat. The roe of a keystone species in maintaining the structure of an ecosystem is expored. Unit 2: How is continuity of ife maintained? In this unit students focus on ce reproduction and the transmission of bioogica information from generation to generation. Students earn that a ces are derived from pre-existing ces through the ce cyce. They examine the process of DNA repication and compare ce division in both prokaryotic and eukaryotic organisms. The roe of stem ces in the differentiation, growth, repair and repacement of ces in humans is examined, and their potentia use in medica therapies is considered. Students use chromosome theory and terminoogy from cassica genetics to expain the inheritance of characteristics and anayse patterns of inheritance. They expore the reationship between genes, the environment and the reguation of genes in giving rise to phenotypes. They consider the roe of genetic knowedge in decision making about the inheritance of autosoma dominant, autosoma recessive and sex-inked genetic conditions. In this context the uses of genetic screening and its socia and ethica issues are examined. Unit 3: How do ces maintain ife? In this unit students investigate the workings of the ce from severa perspectives. They expore the importance of the insoubiity of the pasma membrane in water and its differentia permeabiity to specific soutes in defining the ce, its interna spaces and the contro of the movement of moecues and ions in and out of such spaces. Students consider base pairing specificity, the binding of enzymes and substrates, the response of receptors to signaing moecues and reactions between antigens and antibodies to highight the importance of moecuar interactions based on the compementary nature of specific moecues. Students study the synthesis, structure and function of nuceic acids and proteins as key moecues in ceuar processes. They expore the chemistry of ces by examining the nature of biochemica pathways, their components and energy transformations. Ces communicate with each other using a variety of signaing moecues. Students consider the types of signas, the transduction of information within the ce and ceuar responses. At this moecuar eve students study the human immune system and the interactions between its components to provide immunity to a specific antigen. Unit 4: How does ife change and respond to chaenges over time? In this unit students consider the continua change and chaenges to which ife on Earth has been subjected. They investigate the reatedness between species and the impact of various change events on a popuation s gene poo. The accumuation of changes over time is considered as a mechanism for bioogica evoution by natura seection that eads to the rise of new species. Students examine change in ife forms using evidence from paaeontoogy, biogeography, deveopmenta bioogy and structura morphoogy. They expore how technoogica deveopments in the fieds of comparative genomics, moecuar homoogy and bioinformatics have resuted in evidence of change through measurements of reatedness between species. Students examine the structura and cognitive trends in the human fossi record and the interreationships between human bioogica and cutura evoution. The bioogica consequences, and socia and ethica impications, of manipuating the DNA moecue and appying biotechnoogies is expored for both the individua and the species. Entry There are no prerequisites for entry to Units 1, 2 and 3. However, students who enter the study at Unit 3 may need to do preparatory work. Students must undertake Unit 3 and 4 as a sequence. Wantirna Coege Curricuum Information 2018 39

VCE CURRICULUM VCE Business Management Rationae In studying VCE Business Management, students deveop knowedge and skis that enhance their confidence and abiity to participate effectivey as sociay responsibe and ethica members, managers and eaders of the business community, and as informed citizens, consumers and investors. The study of Business Management eads to opportunities across a facets of the business and management fied such as sma business owner, project manager, human resource manager, operations manager or executive manager. Further study can ead to speciaisation in areas such as marketing, pubic reations and event management. Unit 1: Panning a business Businesses of a sizes are major contributors to the economic and socia webeing of a nation. Therefore how businesses are formed and the fostering of conditions under which new business ideas can emerge are vita for a nation s webeing. Taking a business idea and panning how to make it a reaity are the cornerstones of economic and socia deveopment. In this unit students expore the factors affecting business ideas, the interna and externa environments within which businesses operate and the effect of these on panning a business. Unit 2: Estabishing a business This unit focuses on the estabishment phase of a business s ife. Estabishing a business invoves compying with ega requirements as we as making decisions about how best to estabish a system of financia record keeping, staff the business and estabish a customer base. In this unit students examine the ega requirements that must be satisfied to estabish a business. They investigate the essentia features of effective marketing and consider the best way to meet the needs of the business in terms of staffing and financia record keeping. Students anayse various management practices in this area by appying this knowedge to contemporary business case studies from the past four years. Unit 3: Managing a business In this unit students expore the key processes and issues concerned with managing a business efficienty and effectivey to achieve the business objectives. Students examine the different types of businesses and their respective objectives. They consider corporate cuture, management styes, management skis and the reationship between each of these. Students investigate strategies to manage both staff and business operations to meet objectives. Students deveop an understanding of the compexity and chaenge of managing businesses, and through the use of contemporary business case studies from the past four years, have the opportunity to compare theoretica perspectives with current practice. Unit 4: Transforming a business Businesses are under constant pressure to adapt and change to meet their objectives. In this unit students consider the importance of reviewing key performance indicators to determine current performance and the strategic management necessary to position a business for the future. Students study a theoretica mode 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 eadership in change management. Using a contemporary business case study from the past four years, students evauate business practice against theory. Entry There are no prerequisites for entry to Units 1 and 2. Students must undertake Unit 3 and 4 as a sequence. VCE Chemistry Rationae Chemistry expores and expains the composition and behaviour of matter and the chemica processes that occur on Earth and beyond. Chemica modes and theories are used to describe and expain known chemica reactions and processes. Chemistry underpins the production and deveopment of energy, the maintenance of cean air and water, the production of food, medicines and new materias, and the treatment of wastes. Unit 1: The Big Ideas of Chemistry VCE Chemistry enabes students to expore key processes reated to matter and its behaviour. Students consider the reationship between materias and energy through four themes: the design and composition of usefu materias, the reactions and anaysis of chemicas in water, the efficient production and use of energy and materias, and the investigation of carbon-based compounds as important components of body tissues and materias used in society. Students examine cassica and contemporary research, modes and theories to understand how knowedge in chemistry has evoved and continues to evove in response to new evidence and discoveries. Unit 2: What makes water such a unique chemica? Water is the most widey used sovent on Earth. In this unit students expore the physica and chemica properties of water, the reactions that occur in water and various methods of water anaysis. Students examine the poar nature 40 Wantirna Coege Curricuum Information 2018

VCE CURRICULUM of a water moecue and the intermoecuar forces between water moecues. They expore the reationship between these bonding forces and the physica and chemica properties of water. In this context students investigate soubiity, concentration, ph and reactions in water incuding precipitation, acid-base and redox. Students are introduced to stoichiometry and to anaytica techniques and instrumenta procedures, and appy these to determine concentrations of different species in water sampes, incuding chemica contaminants. Unit 3: How can chemica processes be designed to optimise efficiency? In this unit students expore energy options and the chemica production of materias with reference to efficiencies, renewabiity and the minimisation of their impact on the environment. They investigate the combustion of fues, incuding the energy transformations invoved, the use of stoichiometry to cacuate the amounts of reactants and products invoved in the reactions, and cacuations of the amounts of energy reeased and their representations. Students consider the purpose, design and operating principes of gavanic ces, fue ces and eectroytic ces. In this context they use the eectrochemica series to predict and write haf and overa redox equations, and appy Faraday s aws to cacuate quantities in eectroytic reactions. Students anayse manufacturing processes with reference to factors that infuence their reaction rates and extent. Unit 4: How are organic compounds categorised, anaysed and used? In this unit students investigate the structura features, bonding, typica reactions and uses of the major famiies of organic compounds incuding those found in food. Students study the ways in which organic structures are represented and named. They process data from instrumenta anayses of organic compounds to confirm or deduce organic structures, and perform voumetric anayses to determine the concentrations of organic chemicas in mixtures. Students consider the nature of the reactions invoved to predict the products of reaction pathways and to design pathways to produce particuar compounds from given starting materias. Students investigate key food moecues through an exporation of their chemica structures, the hydroytic reactions in which they are broken down and the condensation reactions in which they are rebuit to form new moecues. Entry There are no prerequisites for entry to Units 1, 2 and 3. Students who enter the study at Unit 2 or 3 may need to undertake preparatory work. Students must undertake Unit 3 and 4 as a sequence and in view of the sequenced nature of the study it is strongy advised that students undertake Units 1 to 4. VCE Chinese First Language Rationae The study of Chinese deveops students abiity to understand and use a anguage which is spoken by about a quarter of the word s popuation. It is the major anguage of communication in China and Singapore, and is widey used by Chinese communities throughout the Asia-Pacific region, incuding Austraia. From Year 10 onwards students must study their VCE Chinese subject in formay assessed mode at Wantirna Coege except for the foowing circumstances; They have never studied Chinese at Wantirna Coege in any year eves prior to taking a VCE Chinese, or There is not an appropriate VCE Chinese subject running at Wantirna Coege that year They are studying with a anguage schoo in tuition mode ony Chinese first Language wi ony run as a separate subject given there are the numbers to warrant a cass. It wi not be combined with Chinese as a Second Language Advanced or Chinese as a Second Language. Units 1 4: Common areas of study The areas of study for Chinese First Language comprise themes and topics, text types, kinds of writing, vocabuary and grammar. The common areas of study provide the opportunity for the student to buid upon what is famiiar, as we as deveop knowedge and skis in new and more chaenging areas. Sef and others Tradition and change in the Chinese-speaking communities Goba issues It is not expected that a topics wi require the same amount of study time. The ength of time and depth of treatment devoted to each topic wi vary according to the outcomes being addressed, as we as the inguistic needs and interests of the student. Wantirna Coege Curricuum Information 2018 41

VCE CURRICULUM VCE Chinese (Second Language/Second Language Advanced) Structure The study is made up of four Rationae This study deveops students abiity to understand and use a anguage which is spoken by about a quarter of the word s popuation. Chinese is especiay important in Austraia because it is widey spoken in the community and the study of it by Austraians wi contribute to the positive features of a cuturay diverse society. Studying a anguage other than Engish contributes to the overa education of students, particuary in the area of communication, but aso in crosscutura understanding, cognitive deveopment, and iteracy. Unit 1 The areas of study comprise themes and topics, grammar text types, vocabuary and kinds of writing. This unit shoud aow student to estabish and maintain a spoken or written exchange, isten to, read and obtain information from written and spoken texts and produce a persona response to a text focusing on rea or imaginary experience. Unit 2 The areas of study comprise themes and topics, grammar text types, vocabuary and kinds of writing. This unit wi aow the student to participate in a spoken or written exchange, isten to, read and extract and use information and ideas from spoken and written texts and give expression to rea or imaginary experience in written or spoken form. Units 3 and 4 The areas of study comprise themes and topics, grammar text types, vocabuary and kinds of writing. In these units students undertake a detaied study of either Language or Cuture through texts, or Language and Cuture through VET. Students shoud be abe to express ideas through the production of origina texts, anayse and use information from spoken and written texts and exchange information, opinions and experiences. They shoud aso be abe to respond criticay to spoken and written texts which refect aspects of the anguage and cuture of Chinese speaking communities. Entry Chinese Second Language is designed for students who do not have a Chinese background, that is, students who have earnt a the Chinese they know in an Austraian schoo or simiar environment. These students wi, typicay, have studied Chinese for at east 400 hours at the competion of Year 12. It is possibe, however, that some students with ess forma experience wi aso be abe to meet the requirements successfuy. Students must compete an appication form from the VCAA giving detais of their background in Chinese, if they wish to enro in this study. These forms are avaiabe from the Later Years office and must be submitted by the end of Term 3, 2017. Units 3 and 4 are to be studied as a sequence. Studying a Language outside schoo: The Coege supports students who wish to study a anguage outside schoo, (on the weekends), however under the foowing guideines. 1. Students MUST seect & inform the Coege of this on the Onine Seection Program Web Preferences during Term 3, 2017. 2. Faiure to inform the Coege of this wi resut in the Coege NOT approving you studying at a Language Schoo. 3. If the Coege runs the chosen VCE Language subject in 2018, students must compete that subject with Wantirna Coege, with the Coege operating as the assessing schoo. 4. Students are then wecome to undertake Language Schoo, but ony for tuition purposes ony they wi not be assessed at the Language Schoo. 5. If you meet these criteria, the student MUST ensure that the correct VCAA paperwork is competed by the Language Schoo and returned to the Later Years Administrator for processing. VCE Computing Rationae VCE Computing provides students with opportunities to acquire and appy knowedge and skis to use digita systems efficienty and effectivey when creating digita soutions both individuay and as part of a network. VCE Computing focuses on the appication of a probem-soving methodoogy, and strategies and techniques for managing information systems in a range of contexts, to create digita soutions that meet specific needs. The study examines each component of an information system (data, peope, processes and digita systems) and how their interreationships affect the types and quaity of digita soutions. Through a structured approach to probem soving, incorporating computationa, design 42 Wantirna Coege Curricuum Information 2018

VCE CURRICULUM and systems thinking, students are equipped to orient themseves towards the future, with an awareness of the technica and societa impications of digita systems. Unit 1: Computing Students focus on how data, information and networked digita systems can be used to meet a range of users current and future needs. There are three areas of study: Data and graphic soutions; Networks, and Coaboration and communication and they draw on the four study concepts of Approaches to probem soving, Data and information, Digita systems and Interactions and impact. Unit 2: Computing Students focus on data and how the appication of computationa, design and systems thinking skis support the creation of soutions that automate the processing of data. There are three areas of study: Programming, Data anaysis and visuaisation, and Data management and they draw on the four study concepts of Approaches to probem soving, Data and information, Digita systems and Interactions and impact. Unit 3: Informatics Students focus on how the characteristics of data and how it is acquired, managed, manipuated and interpreted to meet a range of needs. There are two areas of study: Organisations and data management, and Data anaytics: drawing concusions and they draw on the four concepts that underpin the study. In Area of Study 1, students use reationa database management system software to create a database soution and a graphics too to represent how data fows on a website when users undertake onine transactions. Area of Study 2 forms part of a Schoo-assessed Task (SAT), and is the first part of a practica project. Students frame a hypothesis, and gather, manipuate and interpret data to draw concusions that support or refute the hypothesis. Students use software toos to document a project pan and capture, store, prepare and manipuate data. Unit 4: Informatics Students focus on strategies and techniques for manipuating, managing and securing data and information to meet a range of needs. There are two areas of study: Data anaytics: presenting the findings, and Information management and they draw on the four concepts that underpin the study. Area of Study 1 forms the second part of the SAT. Students create a mutimoda onine soution that present the concusions drawn from their hypothesis. This invoves using software to create a web-based soution that contains mutipe data types. Students aso evauate the quaity of the soution and assess how we their project pan heped them monitor the progress of their project. In Area of Study 2 students focus on how organisations protect the integrity and security of data that they dispose and store. Students do not use software to demonstrate this outcome. Entry There are no prerequisites for entry to Units 1, 2 and 3. However, it is assumed that students enroing in VCE Informatics have sound design thinking skis. Students must undertake Unit 3 prior to undertaking Unit 4. VCE Dance Rationae VCE Dance deveops students physica skis, persona movement vocabuary, and appication of choreographic and anaytica principes. Students create and perform their own dance works as we as studying the dance works of others through performance and anaysis. They consider infuences on the expressive intention and movement vocabuary of their own dances and aso on works created by choreographers working in a range of styes, genres and traditions. Infuences on aspects of production in dance works are aso studied. Unit 1 In this unit students expore the potentia of the body as an instrument of expression. They earn about and deveop technica and physica skis. Students discover the diverse range of expressive movement by exporing body actions, and commence the process of deveoping a persona movement vocabuary. Knowedge of physioogy, incuding care and maintenance of the body, is appied to the execution of body actions through the safe use of technica and physica skis. Unit 2 This unit focuses on expanding students persona movement vocabuary and choreographic skis through the exporation of the eements of movement; time, space (incuding shape) and energy and the study of form. Students are aso introduced to dance traditions, styes and works. Dance traditions, styes and works seected for study might encompass dance traditions of indigenous cutures or other cuturay specific dance through to the works of baet choreographers, modern dance, eary musica theatre/ fim choreography and the work of tap/jazz or street performers. Wantirna Coege Curricuum Information 2018 43

VCE CURRICULUM Unit 3 This unit focuses on choreography, rehearsa and performance of a soo dance work and invoves the physica execution of a diverse range of body actions and use of technica and performance skis. Students aso earn a group dance work created by another choreographer. The dance-making and performance processes invoved in choreographing, rehearsing and performing the soo dance work, and earning, rehearsing and performing the earnt group dance work are anaysed. Unit 4 This unit focuses on choreography, rehearsa and performance of a unified soo dance work which has a beginning, deveopment/s and resoution. When rehearsing and performing this work students focus on expressive and accurate execution of choreographic variations of spatia organisation and demonstration of performance skis. Students aso document and anayse the dance-making and performance processes invoved in the choreography, rehearsa and performance of the unified soo dance work. Entry There are no prerequisites for Units 1, 2 and 3. It is recommended that students shoud have three to four years dance and/or movement experience prior to the commencement of VCE Dance. VCE Engish/Engish as an Additiona Language Rationae The study of Engish contributes to the deveopment of iterate individuas capabe of critica and creative thinking, aesthetic appreciation and creativity. This study aso deveops students abiity to create and anayse texts, moving from interpretation to refection and critica anaysis. Through engagement with texts from the contemporary word and from the past, and using texts from Austraia and other cutures, students studying Engish become confident, articuate and criticay aware communicators and further deveop a sense of themseves, their word and their pace within it. Engish heps equip students for participation in a democratic society and the goba community. Unit 1 In this unit, students read and respond to texts anayticay and creativey. They anayse arguments and the use of persuasive anguage in texts and create their own texts intended to position audiences. Unit 2 In this unit students compare the presentation of ideas, issues and themes in texts. They anayse arguments presented and the use of persuasive anguage in texts and create their own texts intended to position audiences. Unit 3 In this unit students read and respond to texts anayticay and creativey. They anayse arguments and the use of persuasive anguage in texts. EAL students aso isten and respond to texts. Unit 4 In this unit students compare the presentation of ideas, issues and themes in texts. They create an ora presentation intended to position audiences about an issue currenty debated in the media. Entry There are no prerequisites for entry to Units 1, 2 and 3. Students must undertake Unit 3 and 4 as a sequence. VCE Engish Language Rationae Knowedge of how anguage functions provides a usefu basis for further study or empoyment in numerous fieds such as arts, sciences, aw, poitics, trades and education. Students wi earn about persona and pubic discourses in workpaces, fieds of study, trades or socia groups. Unit 1: Language and communication This unit covers the way anguage is organised so that its users have the means to make sense of their experiences and to interact with others. Students expore the various functions of anguage and the nature of anguage as a highy eaborate system of signs. The reationship between speech and writing as the dominant modes of anguage and the impact of situationa and cutura contexts on anguage choices are aso considered. Students investigate chidren s abiity to acquire anguage, and the stages of anguage acquisition across a range of subsystems. Unit 2: Language change Languages are dynamic and change is an inevitabe and a continuous process. Students consider factors contributing to change over time in the Engish anguage and factors contributing to the spread of Engish. Attitudes to anguage 44 Wantirna Coege Curricuum Information 2018

VCE CURRICULUM change vary consideraby and these are aso considered. They consider how the goba spread of Engish has ed to a diversification of the anguage, and to Engish now being used by more peope as an additiona or a foreign anguage than as a first anguage. Students aso consider the cutura repercussions of the spread of Engish. Unit 3: Language variation and socia purpose In this unit students investigate Engish anguage in the Austraian socia setting. They consider anguage as a means of societa interaction, understanding that through written and spoken texts we communicate information, ideas, attitudes, prejudices and ideoogica stances. Students examine forma and informa anguage, how texts are infuenced by different contexts and how anguage can be indicative of reationships, power structures and purposes. Unit 4: Language variation and identity The roe of anguage in estabishing and chaenging different identities is examined in this unit. Many varieties of Engish exist in contemporary Austraian society, incuding nationa, regiona, cutura and socia variations. Students expore how our sense of who we are is constanty evoving and responding to the situations in which we find ourseves and is determined not ony by how we see ourseves, but by how others see us. Entry There are no prerequisites for entry to Units 1, 2 and 3. Students must undertake Unit 3 and 4 as a sequence. VCE Environmenta Science Rationae Environmenta science is an interdiscipinary science that expores the interactions and interconnectedness between humans and their environments and anayses the functions of both iving and non-iving eements that sustain Earth systems. In VCE Environmenta Science, Earth is understood as a set of four interdependent systems: the atmosphere, biosphere, hydrosphere and ithosphere. The study expores how the reationships between these systems produce environmenta change over a variety of time scaes. Unit 1: How are Earth s systems connected? In this unit students examine Earth as a set of four interacting systems: the atmosphere, biosphere, hydrosphere and ithosphere. Students appy a systems perspective when exporing the physica requirements for ife in terms of inputs and outputs, and consider the effects of natura and human-induced changes in ecosystems. They investigate the physica environment and its components, the function of oca ecosystems and the interactions that occur in and between ecoogica components over different timescaes. Students consider how the biotic and abiotic components of oca ecosystems can be monitored and measured. Unit 2: How can poution be managed? In this unit students expore the concept of poution and associated impacts on Earth s four systems through goba, nationa and oca perspectives. They distinguish between wastes, contaminants and poutants and examine the characteristics, measurement and management of poution. They anayse the effects of poutants on the heath of humans and the environment over time. Students consider the rues for use, treatment and disposa of poutants and evauate the different perspectives of those who are affected by poutants. They expore the significance of technoogy, government initiatives, communities and individuas in redressing the effects of poutants, and consider how vaues, beiefs and evidence affect environmenta decision making. Unit 3: How can biodiversity and deveopment be sustained? In this unit students focus on environmenta management through the examination and appication of sustainabiity principes. They expore the vaue and management of the biosphere by examining the concept of biodiversity and the services provided to a iving things. They anayse the processes that threaten biodiversity and appy scientific principes in evauating biodiversity management strategies for a seected threatened endemic species. Students use a seected environmenta science case study with reference to the principes of sustainabiity and environmenta management to expore management at an Earth systems scae, incuding impact on the atmosphere, biosphere, hydrosphere and ithosphere. Unit 4: How can the impacts of human energy use be reduced In this unit students anayse the socia and environmenta impacts of energy production and use on society and the environment. They expore the compexities of interacting systems of water, air, and and iving organisms that infuence cimate, focusing on both oca and goba scaes, and consider ong-term consequences of energy production and use. Students examine scientific concepts and principes associated with energy, compare efficiencies of the use of renewabe and non-renewabe energy resources, and consider how science can be used to reduce the impacts of energy production and use. They distinguish between natura and enhanced greenhouse effects and discuss their impacts on iving things and the environment, incuding cimate change. Wantirna Coege Curricuum Information 2018 45

VCE CURRICULUM VCE Food Studies A subject charge of $220 appies to both Units 1-2 and Units 3-4 Rationae This study examines the background to Austraia s abundant food suppy and expores reasons for our food choices. VCE Food Studies is designed to buid the capacities of students to make informed food choices. Students deveop their understanding of food whie acquiring skis that enabe them to take greater ownership of their food decisions and eating patterns. Unit 1: Food Origins This unit focuses on food from historica and cutura perspectives. Students investigate the origins and roes of food through time and across the word. Students expore how humanity has historicay sourced its food, examining the genera progression from hunter-gatherer to rura-based agricuture, to today s urban iving and goba trade in food. Students consider the origins and significance of food through inquiry into particuar food-producing regions of the word. They ook at Austraian indigenous food prior to European settement and how food patterns have changed since, particuary through the infuence of food production, processing and manufacturing industries and immigration. Students investigate cuisines that are part of Austraia s cuinary identity today and refect on the concept of an Austraian cuisine. They consider the infuence of technoogy and gobaisation on food patterns. Throughout this unit students compete topica and contemporary practica tasks to enhance, demonstrate and share their earning with others. Unit 2: Food Makers In this unit students investigate food systems in contemporary Austraia. Students gain insight into the significance of food industries to the Austraian economy and investigate the capacity of industry to provide safe, high-quaity food that meets the needs of consumers. Students use practica skis and knowedge to produce foods and consider a range of evauation measures to compare their foods to commercia products. They consider the effective provision and preparation of food in the home, and anayse the benefits and chaenges of deveoping and using practica food skis in daiy ife. In demonstrating their practica skis, students design new food products and adapt recipes to suit particuar needs and circumstances. They consider the possibe extension of their roe as sma-scae food producers by exporing potentia entrepreneuria opportunities. Unit 3: Food in daiy ife Students expore the science of food: our physica need for it and how it nourishes and sometimes harms our bodies. Students investigate the physioogy of eating and appreciating food, and the microbioogy of digestion. They aso investigate the functiona properties of food and the changes that occur during food preparation and cooking. They anayse the scientific rationae behind the Austraian Dietary Guideines and the Austraian Guide to Heathy Eating and deveop their understanding of diverse nutrient requirements. Students inquire into the roe of food in shaping and expressing identity and connectedness and the ways in which food information can be fitered and manipuated. They investigate behavioura principes that assist in the estabishment of ifeong, heathy dietary patterns. The practica component of this unit enabes students to understand food science terminoogy and to appy specific techniques to the production of everyday food that faciitates the estabishment of nutritious and sustainabe mea patterns. Unit4: Food issues, chaenges and futures Students examine debates about goba and Austraian food systems. They wi focus on issues about the environment, ecoogy, ethics, farming practices, the deveopment and appication of technoogies, and the chaenges of food security, food safety, food wastage, and the use and management of water and and. They wi expore individua responses to food information and misinformation and the deveopment of food knowedge, skis and habits to empower consumers to make discerning food choices. The practica component of this unit provides students with opportunities to appy their responses to environmenta and ethica food issues, and to extend their food production repertoire refecting the Austraian Dietary Guideines and the Austraian Guide to Heathy Eating. Entry There are no prerequisites for entry to Units 1 and 2. Students must undertake Unit 3 and 4 as a sequence. VCE Geography Rationae VCE Geography enabes students to examine natura and human phenomena, how and why they change, their interconnections and the patterns they form across the Earth s surface. In doing so, they deveop a better understanding of their own pace and its spaces and those in other parts of the word. These spatia perspectives, when integrated with historica, economic, ecoogica and cutura perspectives, deepen understanding of paces, environments and human interactions with these. 46 Wantirna Coege Curricuum Information 2018

VCE CURRICULUM Interpretative and anaytica skis enabe students to interpret information presented in a variety of formats incuding maps, graphs, diagrams and images. Students undertake fiedwork in Units 1, 2 and 3. Unit 1: Hazards and disasters In this unit students undertake an overview of hazards before investigating two contrasting types of hazards and the responses to them by peope. Hazards invove a wide range of situations incuding those within oca areas, such as fast moving traffic or the ikeihood of coasta erosion, to regiona and goba hazards such as drought and infectious disease. Students examine the processes invoved with hazards and hazard events, incuding their causes and impacts, human responses to hazard events and interconnections between human activities and natura phenomena. This unit investigates how peope have responded to specific types of hazards, incuding attempts to reduce vunerabiity to, and the impact of, hazard events. Unit 2: Tourism In this unit students investigate the characteristics of tourism, with particuar emphasis on where it has deveoped, its various forms, how it has changed and continues to change and its impacts on peope, paces and environments. The study of tourism at oca, regiona and goba scaes emphasises the interconnection within and between paces. There is an interconnection between paces tourists originate from and their destinations through the deveopment of communication and transport infrastructure, empoyment, together with cutura preservation and accuturation. The growth of tourism at a scaes requires carefu management to ensure environmentay sustainabe and economicay viabe tourism. Unit 3: Changing the and This unit focuses on two investigations of geographica change: change to and cover and change to and use. Students investigate three major processes that are changing and cover in many regions of the word. Students investigate the distribution and causes of these three processes. At a oca scae students investigate and use change using appropriate fiedwork techniques and secondary sources. They investigate the scae of change, the reasons for change and the impacts of change. Unit 4: Human popuation trends and issues In this unit students investigate the geography of human popuations. They expore the patterns of popuation change, movement and distribution, and how governments, organisations and individuas have responded to these changes in different parts of the word. Popuation movements such as vountary and forced movements over ong or short terms add further compexity to popuation structures and to economic, socia, poitica and environmenta conditions. Entry There are no prerequisites for entry to Units 1, 2 and 3. Students must undertake Unit 3 prior to undertaking Unit 4. VCE History Rationae The study of VCE History assists students to understand themseves, others and their word, and broadens their perspective by examining peope, groups, events, ideas and movements. Through studying VCE History, students deveop socia, poitica, economic and cutura understanding. They aso expore continuity and change: the word is not as it has aways been, and it wi be subject to change in the future. In this sense, history is reevant to contemporary issues. It fosters an understanding of human agency and informs decision making in the present. Unit 1: Twentieth century history 1918 1939 In Unit 1 students expore the nature of poitica, socia and cutura change in the period between Word Wars 1 and 2. The post-war treaties ushered in a period where the word was, to a arge degree, reshaped with new borders, movements, ideoogies and power structures. Economic instabiity caused by the Great Depression aso contributed to the deveopment of poitica movements. The period after Word War One was characterised by significant socia and cutura change in the 1920s and 1930s. New fascist governments imposed contros on the way peope ived, to excude particuar groups of peope and to sience criticism. In Germany, the persecution of the Jewish peope intensified. In the USA, the consumerism and materia progress of the 1920s was tempered by the Great Crash of 1929. In the end, the word woud again be overtaken by war in 1939. Wantirna Coege Curricuum Information 2018 47

VCE CURRICULUM Unit 2: Twentieth century history 1945 2000 In Unit 2 students expore the nature and impact of the Cod War and chaenges and changes to existing poitica, economic and socia arrangements in the second haf of the twentieth century. The estabishment of the United Nations in 1945 was intended to avoid war, resoving poitica tensions and addressing threats to human ife and safety. The Universa Decaration of Human Rights adopted in 1948 was the first goba expression of human rights. The second haf of the twentieth century was dominated by the competing ideoogies of democracy and communism, setting the backdrop for the Cod War. The period aso saw chaenge and change to the estabished order in many countries. Od conficts aso continued and terrorism became increasingy goba. The period aso saw the rise of socia movements that chaenged existing vaues and traditions, such as the civi rights movement, feminism and environmenta movements. Units 3 and 4: Revoutions In Units 3 and 4 Revoutions, students investigate the significant historica causes and consequences of poitica revoution. This investigation is conducted in the context of the French Revoution of 1789 in unit 3, and the Russian Revoution of October 1917 in unit 4. Revoutions represent great ruptures in time and are a major turning point which bring about the coapse and destruction of an existing poitica order resuting in a pervasive change to society. Revoutions are caused by the interpay of ideas, events, individuas and popuar movements. Their consequences have a profound effect on the poitica and socia structures of post-revoutionary society. Progress in a post-revoutionary society is not guaranteed or inevitabe. Post-revoutionary regimes are often threatened internay by civi war and externay by foreign threats. These chaenges can resut in a compromise of revoutionary ideas and extreme measures of vioence, oppression and terror. In these units students deveop an understanding of the compexity and mutipicity of causes and consequences in the revoutionary narrative. They construct an argument about the past using primary sources as evidence and evauate the extent to which the revoution brought change to the ives of peope. They consider how perspectives of the revoution give an insight into the continuity and change experienced by those who ived through dramatic revoutionary moments. Students evauate historica interpretations about the causes and consequences of revoution and the effects of change instigated by the new order. Entry There are no prerequisites for entry to Units 1, 2 and 3. Students must undertake Units 3 and 4 as a sequence. VCE Heath and Human Deveopment Rationae VCE Heath and Human Deveopment provides students with broad understandings of heath and webeing that reach far beyond the individua. Students earn how important heath and webeing is to themseves and to famiies, communities, nations and goba society. Students expore the compex interpay of bioogica, sociocutura and environmenta factors that support and improve heath and webeing and those that put it at risk. The study provides opportunities for students to view heath and webeing, and deveopment, hoisticay across the ifespan and the gobe, and through a ens of socia equity and justice. VCE Heath and Human Deveopment is designed to foster heath iteracy. As individuas and as citizens, students deveop their abiity to navigate information, to recognise and enact supportive behaviours, and to evauate heathcare initiatives and interventions. Students take this capacity with them as they eave schoo and appy their earning in positive and resiient ways through future changes and chaenges. VCE Heath and Human Deveopment offers students a range of pathways incuding further forma study in areas such as heath promotion, community heath research and poicy deveopment, humanitarian aid work, aied heath practices, education, and the heath profession. Unit 1: Understanding heath and webeing This unit ooks at heath and webeing as a concept with varied and evoving perspectives and definitions. It takes the view that heath and webeing are subject to a wide range of contexts and interpretations, with different meanings for different peope. As a foundation to the understanding of heath, students shoud investigate the Word Heath Organization s (WHO) definition and aso expore other interpretations. Webeing is a compex combination of a dimensions of heath, characterised by an equiibrium in which the individua fees happy, heathy, capabe and engaged. For the purposes of this study, students shoud consider webeing to be an impicit eement of heath. In this unit students identify persona perspectives and priorities reating to heath and webeing, and enquire into factors that infuence heath attitudes, beiefs and practices, incuding among Aborigina and Torres Strait Isanders. Students ook at mutipe dimensions of heath and webeing, the compex interpay of infuences on heath and webeing and the indicators used to measure and evauate heath status. With a focus on youth, students consider their own heath as individuas and as a cohort. They buid heath iteracy through interpreting and using data, through investigating the roe of food, and through extended inquiry into one youth heath focus area. 48 Wantirna Coege Curricuum Information 2018

VCE CURRICULUM Unit 2: Managing heath and deveopment This unit investigates transitions in heath and webeing, and deveopment, from ifespan and societa perspectives. Students ook at changes and expectations that are part of the progression from youth to aduthood. This unit promotes the appication of heath iteracy skis through an examination of aduthood as a time of increasing independence and responsibiity, invoving the estabishment of ong-term reationships, possibe considerations of parenthood and management of heath-reated miestones and changes. Students enquire into the Austraian heathcare system and extend their capacity to access and anayse heath information. They investigate the chaenges and opportunities presented by digita media and heath technoogies, and consider issues surrounding the use of heath data and access to quaity heath care. Unit 3: Austraia s heath in a gobaised word This unit ooks at heath, webeing and iness as mutidimensiona, dynamic and subject to different interpretations and contexts. Students begin to expore heath and webeing as a goba concept and to take a broader approach to inquiry. As they consider the benefits of optima heath and webeing and its importance as an individua and a coective resource, their thinking extends to heath as a universa right. Students ook at the fundamenta conditions required for heath improvement, as stated by the Word Heath Organization (WHO). They use this knowedge as background to their anaysis and evauation of variations in the heath status of Austraians. Area of Study 2 focuses on heath promotion and improvements in popuation heath over time. Students ook at various pubic heath approaches and the interdependence of different modes as they research heath improvements and evauate successfu programs. Whie the emphasis is on the Austraian heath system, the progression of change in pubic heath approaches shoud be seen within a goba context. Unit 4: Heath and human deveopment in a goba context This unit examines heath and webeing, and human deveopment in a goba context. Students use data to investigate heath status and burden of disease in different countries, exporing factors that contribute to heath inequaities between and within countries, incuding the physica, socia and economic conditions in which peope ive. Students buid their understanding of heath in a goba context through examining changes in burden of disease over time and studying the key concepts of sustainabiity and human deveopment. They consider the heath impications of increased gobaisation and wordwide trends reating to cimate change, digita technoogies, word trade and the mass movement of peope. Area of Study 2 ooks at goba action to improve heath and webeing and human deveopment, focusing on the United Nations (UN s) Sustainabe Deveopment Goas (SDGs) and the work of the Word Heath Organization (WHO). Students aso investigate the roe of non-government organisations and Austraia s overseas aid program. Students evauate the effectiveness of heath initiatives and programs in a goba context and refect on their capacity to take action. Entry There are no prerequisites for entry to Units 1, 2 and 3. Students must undertake Unit 3 and 4 as a sequence. VCE Lega Studies Rationae This study is about the way the aw reates to and serves both individuas and the community. It focuses on deveoping an understanding of the way in which aw is generated, structured and operates in Austraia. Unit 1: Crimina Law in Action This unit expores the distinction between ega and non-ega rues, and the process of making aws through pariament. It focuses on the roe of poice, their powers of investigation, the procedures of a crimina tria and an examination of possibe sanctions that are avaiabe to the crimina courts. Unit 2: Issues in Civi Law This unit focuses on the effective resoution of civi disputes. It ooks at the processes and procedures invoved in civi itigation and the possibe defences to civi caims within our ega system avaiabe to enforce the civi rights of our citizens. As we as the judicia procedure to resove civi disputes, the unit aso investigates the aternative avenues of dispute resoution and their effectiveness. This unit provides students with the opportunity to expore specific areas of aw and to anayse contemporary ega issues, as we as how Austraians have been abe to change the aw through aunching test cases. Unit 3: Law Making The purpose of this unit is to enabe students to deveop an understanding of the institutions that make aws and the processes by which aws are made. It considers reasons why aws are necessary and the impact of the Commonweath Constitution on the operation of the ega system, together with the Constitution s roe in protecting human rights in Austraia. Students undertake an evauation of the strengths and weaknesses of the aw-making bodies and the processes used to infuence change and reform. Wantirna Coege Curricuum Information 2018 49

VCE CURRICULUM Unit Four: Resoution and Justice This unit expores the function and jurisdiction of the courts and tribunas and the means of dispute resoution with a view to comparing and evauating how effectivey they work. Students deveop an understanding of crimina and civi pre-tria and tria processes and procedures which operate within the Victorian ega system. The current operation of the jury system in crimina and civi trias wi be examined and students wi aso review the operation of the adversary system, giving consideration to its strengths and weaknesses. Students wi compare features of the adversary and inquisitoria systems of dispute resoution. In this unit students evauate the effective operation of the Victorian ega system and make recommendations for possibe improvement and reform. Entry There are no prerequisites for entry to Unit 1, 2 and 3. Students must undertake Unit 3 and 4 as a sequence. VCE Literature Rationae VCE Literature provides opportunities for students to deveop their awareness of other peope, paces and cutures and expore the way texts represent the compexity of human experience. Students examine the evoving and diaogic nature of texts, the changing contexts in which they were produced and notions of vaue. They deveop an understanding and appreciation of iterature, and an abiity to refect criticay on the aesthetic and inteectua aspects of texts. It is strongy recommended that students aso study mainstream Engish. Students shoud be aware that we deveoped reading and writing skis are essentia for this study. Unit 1: Approaches to Literature In this unit students focus on the ways in which the interaction between text and reader creates meaning. Students anayses of the features and conventions of texts hep them deveop increasingy discriminating responses to a range of iterary forms and styes. Students respond criticay, creativey and refectivey to the ideas and concerns of texts and gain insights into how texts function as representations of human experience. They deveop famiiarity with key terms, concepts and practices that equip them for further studies in iterature. They deveop an awareness of how the views and vaues that readers hod may infuence the reading of a text. Unit 2: Context and connections In this unit students expore the ways iterary texts connect with each other and with the word. They deepen their examination of the ways their own cuture and the cutures represented in texts can infuence their interpretations and shape different meanings. Drawing on a range of iterary texts, students consider the reationships between authors, audiences and contexts. Ideas, anguage and structures of different texts from past and present eras and/or cutures are compared and contrasted. Students anayse the simiarities and differences across texts and estabish connections between them. Unit 3: Form and Transformation In this unit students consider how the form of a text affects meaning, and how writers construct their texts. They investigate ways writers adapt and transform texts and how meaning is affected as texts are adapted and transformed. They consider how the perspectives of those adapting texts may inform or infuence the adaptations. Students draw on their study of adaptations and transformation to deveop creative responses to texts. Unit 4: Interpreting Texts In this unit students deveop critica and anaytic responses to texts. They consider the context of their responses to texts as we as the ideas expored in the texts, the stye of the anguage and points of view. They investigate iterary criticism informing both the reading and writing of texts. Students deveop an informed and sustained interpretation supported by cose textua anaysis. For the purposes of this unit, iterary criticism is characterised by extended, informed and substantiated view on texts and may incude reviews, peer-reviewed artices and transcripts of speeches. VCE Mathematics Rationae Mathematics is the study of function and pattern in number, ogic, space and structure, and of randomness, chance, variabiity and uncertainty in data and events. It is both a framework for thinking and a means of symboic communication that is powerfu, ogica, concise and precise. Mathematics aso provides a means by which peope can understand and manage human and natura aspects of the word and inter-reationships between these. Essentia mathematica activities incude: conjecturing, hypothesising and probem posing; estimating, cacuating and computing; abstracting, proving, refuting and inferring; appying, investigating, modeing and probem soving. This study is designed to provide access to worthwhie and chaenging mathematica earning in a way which takes into account the interests, needs, dispositions and aspirations of a wide range of students, and introduces them to key aspects of the discipine. It is aso designed to promote students awareness of the importance of mathematics in everyday ife in 50 Wantirna Coege Curricuum Information 2018

VCE CURRICULUM a technoogica society, and to deveop confidence and the disposition to make effective use of mathematica concepts, processes and skis in practica and theoretica contexts. A students in a the mathematica units offered wi appy knowedge and skis, mode, investigate and sove probems, and use technoogy to support earning Mathematics and its appication in different contexts. The study is made up of the foowing units: Foundation Mathematics Units 1 and 2 Further Mathematics Units 3 and 4 Genera Mathematics Units 1 and 2 Mathematica Methods Units 3 and 4 Mathematica Methods Units 1 and 2 Speciaist Mathematics Unit 3 and 4 Speciaist Mathematics Units 1 and 2 Units 1 and 2: Foundation Mathematics Foundation Mathematics provides for the continuing mathematica deveopment of students entering VCE who need mathematica skis to support their other VCE subjects incuding VET studies and who do not intend to undertake Unit 3 and 4 studies in VCE Mathematics in the foowing year. In Foundation Mathematics there is a strong emphasis on using Mathematics in practica contexts reating to everyday ife, recreation and study. Students are encouraged to use appropriate technoogy in a areas of their study. The areas of study for these units are space, shape and design, patterns and number, handing data, financia Mathematics and measurement. Units 1 and 2: Genera Mathematics Genera Mathematics provides a range of courses of study invoving non-cacuus based topics for a diverse groups of students and may be impemented in a number of ways. The areas of study for Genera Mathematics are: Agebra and structure, Arithmetic and number, Discrete mathematics, Geometry, measurement and trigonometry, Graphs of inear and non-inear reations and Statistics. Units 1 and 2: Mathematica Methods These units are designed in particuar as preparation for Mathematica Methods Units 3 and 4. The areas of study are: Functions and graphs, Agebra, Cacuus and Probabiity and statistics. Units 1 and 2: Speciaist Mathematics Speciaist Mathematics provides a combination of prescribed and seected non-cacuus based topics and provides courses of study for students interested in advanced study of mathematics, with a focus on mathematica structure and reasoning. The areas of study are: Agebra and structure, Arithmetic and number, Discrete mathematics, Geometry, measurement and trigonometry, Graphs of inear and non-inear reations and Statistics Units 3 and 4: Further Mathematics Further Mathematics consists of two areas of study, a compusory Core area of study to be competed in Unit 3 and an Appications area of study to be competed in Unit 4. The Core comprises Data anaysis and Recursion and financia modeing. The Appications comprises two modues to be competed in their entirety, from a seection of four possibe modues: Matrices, Networks and decision mathematics, Geometry and measurement and Graphs and reations. Units 3 and 4: Mathematica Methods Mathematica Methods consists of the areas of study Functions and graphs, Cacuus, Agebra and Probabiity and statistics, which must be covered in progression from Unit 3 to Unit 4,with an appropriate seection of content for each of Unit 3 and Unit 4. Units 3 and 4: Speciaist Mathematics Speciaist Mathematics consists of the foowing areas of study: Functions and graphs, Agebra, Cacuus, Vectors, Mechanics and Probabiity and statistics. The deveopment of course content shoud highight mathematica structure, reasoning and appications across a range of modeing contexts with an appropriate seection of content for each of Unit 3 and Unit 4. Entry Units 3 and 4 of a study are designed to be taken as a sequence. Students must undertake Unit 3 of a study before attempting Unit 4 of that study. Students are abe to seect the foowing combinations of Mathematics subjects: Genera Mathematics 12 (and/or Mathematica Methods 12) = Further Mathematics 34 Mathematica Methods 12 (and Speciaist Mathematics 12) = Mathematica Methods 34 (and/or Further Mathematics 34) Mathematica Methods 12 (and Genera Mathematics 12 or Speciaist Mathematics 12) = Mathematica Methods 34 Wantirna Coege Curricuum Information 2018 51

VCE CURRICULUM Mathematica Methods 12 and Speciaist Mathematics 12 = Mathematica Methods 34 and Speciaist Mathematics 34 Enroment in Speciaist Mathematics Units 3 and 4 assumes a current enroment in, or previous competion of, Mathematica Methods Units 3 and 4. Note: It is highy recommended that students study Advanced Core in Year 10 before studying Units 1 and 2 Mathematica Methods and Speciaist Mathematics Units 1 and 2. VCE Media Rationae This study provides students with the opportunity to examine the media in both historica and contemporary contexts whie deveoping skis in media design and production in a range of media forms. VCE Media provides students with the opportunity to anayse media concepts, forms and products in an informed and critica way. Students consider narratives, technoogies and processes from various perspectives incuding an anaysis of structure and features. They examine debates about the media s roe in contributing to and infuencing society. Students integrate these aspects of the study through the individua design and production of their media representations, narratives and products. VCE Media supports students to deveop and refine their panning and anaytica skis, critica and creative thinking and expression, and to strengthen their communication skis and technica knowedge. Students gain knowedge and skis in panning and expression vauabe for participation in and contribution to contemporary society. This study eads to pathways for further theoretica and/or practica study at tertiary eve or in vocationa education and training settings; incuding screen and media, marketing and advertising, games and interactive media, communication and writing, graphic and communication design, photography and animation. Unit 1: Media forms, representations and Austraian stories The reationship between audiences and the media is dynamic and changing. Audiences engage with media products in many ways. They share a common anguage with media producers and construct meanings from the representations within a media product. In this unit students deveop an understanding of audiences and the core concepts underpinning the construction of representations and meaning in different media forms. They expore media codes and conventions and the construction of meaning in media products. Students anayse how representations, narrative and media codes and conventions contribute to the construction of the media reaities audiences engage with and read. Students gain an understanding of audiences as producers and consumers of media products. Through anaysing the structure of narratives, students consider the impact of media creators and institutions on production. They deveop research skis to investigate and anayse seected narratives focusing on the infuence of media professionas on production genre and stye. Students deveop an understanding of the features of Austraian fictiona and non-fictiona narratives in different media forms. Students work in a range of media forms and deveop and produce representations to demonstrate an understanding of the characteristics of each media form, and how they contribute to the communication of meaning. Unit 2: Narrative across media forms Fictiona and non-fictiona narratives are fundamenta to the media and are found in a media forms. Media industries such as journaism and fimmaking are buit upon the creation and distribution of narratives constructed in the form of a series of interconnected images and/or sounds and/or words, and using media codes and conventions. New media forms and technoogies enabe participants to design, create and distribute narratives in hybrid forms such as coaborative and user-generated content, which chaenges the traditiona understanding of narrative form and content. Narratives in new media forms have generated new modes of audience engagement, consumption and reception. In this unit students further deveop an understanding of the concept of narrative in media products and forms in different contexts. Narratives in both traditiona and newer forms incude fim, teevision, sound, news, print, photography, games, and interactive digita forms. Students anayse the infuence of deveopments in media technoogies on individuas and society, examining in a range of media forms the effects of media convergence and hybridisation on the design, production and distribution of narratives in the media and audience engagement, consumption and reception. Students undertake production activities to design and create narratives that demonstrate an awareness of the structures and media codes and conventions appropriate to corresponding media forms. Unit 3: Media narratives and pre-production In this unit students expore stories that circuate in society through media narratives. They consider the use of media codes and conventions to structure meaning, and how this construction is infuenced by the socia, cutura, ideoogica and institutiona contexts of production, distribution, consumption and reception. Students assess how audiences from different periods of time and contexts are engaged by, consume and read narratives using appropriate media anguage. Narratives are defined as the depiction of a chain of events in a cause and effect reationship occurring in physica and/or virtua space and time in non-fictiona and fictiona media products. Students use the pre-production stage of the media production process to design the production of a media product for a specified audience. They investigate a media form that aigns with their interests and intent, deveoping an understanding of the media codes and conventions appropriate to audience engagement, consumption and reception within the seected media form. They expore and experiment with media technoogies to deveop skis in their seected media form, refecting on and documenting their progress. 52 Wantirna Coege Curricuum Information 2018

VCE CURRICULUM Students undertake pre-production processes appropriate to their seected media form and deveop written and visua documentation to support the production and post-production of a media product in Unit 4. Unit 4: Media production and issues in the media In this unit students focus on the production and post-production stages of the media production process, bringing the media production design created in Unit 3 to its reaisation. They refine their media production in response to feedback and through persona refection, documenting the iterations of their production as they work towards competion. Students expore the reationship between the media and audiences, focusing on the opportunities and chaenges afforded by current deveopments in the media industry. They consider the nature of communication between the media and audiences, expore the capacity of the media to be used by governments, institutions and audiences, and anayse the roe of the Austraian government in reguating the media. Entry There are no prerequisites for entry to Units I, 2 and 3. Students must undertake Unit 3 and 4 as a sequence. VCE Music Performance VCE Music offers students opportunities to engage in the practice of performing, creating and studying music that is representative of diverse genres, styes and cutures. Students deveop knowedge of styistic, aesthetic and expressive quaities and characteristics of music and deveop their abiity to communicate their understanding through music making: performing, composing, arranging and/or improvising; and musicianship: aura perception, anaysis and music anguage. VCE Music offers students opportunities for persona deveopment and to make an ongoing contribution to the cuture of their community through participation in ife-ong music making. Unit 1 This unit focuses on buiding performance and musicianship skis. Students present performances of seected group and soo music works using one or more instruments. They study the work of other performers and expore strategies to optimise their own approach to performance. They identify technica, expressive and styistic chaenges reevant to the works they are preparing for performance and practise technica works to address these chaenges. They aso deveop skis in performing previousy unseen music. Students study aura, theory and anaysis concepts to deveop their musicianship skis and appy this knowedge when preparing and presenting performances. Unit 2 In this unit students buid their performance and musicianship skis. They present performances of seected group and soo music works using one or more instruments. Students study the work of other performers through istening and anaysis and use specific strategies to optimise their own approach to performance. They aso study strategies for deveoping technica and expressive performance skis. They identify technica, expressive and styistic chaenges reevant to the works they are preparing for performance and practise reated technica works. They deveop skis in performing previousy unseen music and study specific concepts to buid their musicianship knowedge and skis. Students aso devise an origina composition or improvisation. Unit 3 This unit prepare students to present convincing performances of group and soo works. In this unit students seect a program of group and soo works representing a range of styes and diversity of character for performance. They deveop instrumenta techniques that enabe them to interpret the works and expressivey shape their performances. They aso deveop an understanding of performance conventions they can use to enhance their performances. Students deveop skis in unprepared performance, aura perception and comprehension, transcription, music theory and anaysis. The focus for the anaysis is works and performances by Austraian musicians. Unit 4 In this unit students refine their abiity to present convincing performances of group and soo works. Students seect group and soo works that compement works seected in Unit 3. They further deveop and refine instrumenta and performance techniques that enabe them to expressivey shape their performance and communicate their understanding of the music stye of each work. Students continue to deveop skis in aura perception and comprehension, transcription, theory and anaysis and unprepared performance. Students continue to study ways in which Austraian performers interpret works that have been created since 1910 by Austraian composers/songwriters. Entry To undertake Units 1 and 2 students shoud first have competed: Music: Theory and Performance and Music: Industry and Technoogy in Year 9, OR Music: Theory and Performance and Music: Industry and Technoogy in Year 10, OR Music: Theory and Performance in Year 9 Music and Music: Industry and Technoogy in Year 10. Wantirna Coege Curricuum Information 2018 53

VCE CURRICULUM Minimum of AMEB Grade Three Theory (or equivaent). To undertake Units 3 and 4 study students must first have competed: VCE Music: Performance Units 1 and 2 Minimum of AMEB Grade Four Theory (or equivaent) Students must undertake Unit 3 and 4 as a sequence. Note - A students are required to speak with the Leader of Performing Arts BEFORE enroing in this subject. VCE Physica Education Rationae The study of VCE Physica Education enabes students to integrate a contemporary understanding of the theoretica underpinnings of performance and participation in physica activity with practica appication. Through engagement in physica activities, VCE Physica Education enabes students to deveop the knowedge and skis required to criticay evauate infuences that affect their own and others performance and participation in physica activity. This study equips students with the appropriate knowedge and skis to pan, deveop and maintain their invovement in physica activity, sport and exercise across their ifespan and to understand the physica, socia, emotiona and cognitive heath benefits associated with being active. The study aso prepares students for empoyment and/or further study at the tertiary eve or in vocationa education and training settings in fieds such as exercise and sport science, heath science, education, recreation, sport deveopment and coaching, heath promotion and reated careers. Unit 1: The human body in motion In this unit students expore how the muscuoskeeta and cardiorespiratory systems work together to produce movement. Through practica activities students expore the reationships between the body systems and physica activity, sport and exercise, and how the systems adapt and adjust to the demands of the activity. Students investigate the roe and function of the main structures in each system and how they respond to physica activity, sport and exercise. They expore how the capacity and functioning of each system acts as an enaber or barrier to movement and participation in physica activity. Using a contemporary approach, students evauate the socia, cutura and environmenta infuences on movement. They consider the impications of the use of ega and iega practices to improve the performance of the muscuoskeeta and cardiorespiratory systems, evauating perceived benefits and describing potentia harms. They aso recommend and impement strategies to minimise the risk of iness or injury to each system. Unit 2: Physica activity, sport and society This unit deveops students understanding of physica activity, sport and society from a participatory perspective. Students are introduced to types of physica activity and the roe participation in physica activity and sedentary behaviour pays in their own heath and webeing as we as in other peope s ives in different popuation groups. Through a series of practica activities, students experience and expore different types of physica activity promoted in their own and different popuation groups. They gain an appreciation of the eve of physica activity required for heath benefits. Students investigate how participation in physica activity varies across the ifespan. They expore a range of factors that infuence and faciitate participation in reguar physica activity. They coect data to determine perceived enabers of and barriers to physica activity and the ways in which opportunities for participation in physica activity can be extended in various communities, socia, cutura and environmenta contexts. Students investigate individua and popuation-based consequences of physica inactivity and sedentary behaviour. They then create and participate in an activity pan that meets the physica activity and sedentary behaviour guideines reevant to the particuar popuation group being studied. Students appy various methods to assess physica activity and sedentary behaviour eves at the individua and popuation eve, and anayse the data in reation to physica activity and sedentary behaviour guideines. Students study and appy the socia-ecoogica mode and/or the Youth Physica Activity Promotion Mode to critique a range of individua- and settings-based strategies that are effective in promoting participation in some form of reguar physica activity. Unit 3: Movement skis and energy for physica activity This unit introduces students to the biomechanica and ski acquisition principes used to anayse human movement skis and energy production from a physioogica perspective. Students use a variety of toos and techniques to anayse movement skis and appy biomechanica and ski acquisition principes to improve and refine movement in physica activity, sport and exercise. They use practica activities to demonstrate how correct appication of these principes can ead to improved performance in physica activity and sport. Students investigate the reative contribution and interpay of the three energy systems to performance in physica activity, sport and exercise. In particuar, they investigate the characteristics of each system and the interpay of the systems during physica activity. Students expore the causes of fatigue and consider different strategies used to postpone fatigue and promote recovery. Unit 4: Training to improve performance In this unit students anayse movement skis from a physioogica, psychoogica and sociocutura perspective, and appy reevant training principes and methods to improve performance within physica activity at an individua, cub and eite 54 Wantirna Coege Curricuum Information 2018

VCE CURRICULUM eve. Improvements in performance, in particuar fitness, depend on the abiity of the individua and/ or coach to gain, appy and evauate knowedge and understanding of training. Students anayse ski frequencies, movement patterns, heart rates and work to rest ratios to determine the requirements of an activity. Students consider the physioogica, psychoogica and socioogica requirements of training to design and evauate an effective training program. Students participate in a variety of training sessions designed to improve or maintain fitness and evauate the effectiveness of different training methods. Students critique the effectiveness of the impementation of training principes and methods to meet the needs of the individua, and evauate the chronic adaptations to training from a theoretica perspective. Entry There are no prerequisites for entry to Units 1, 2 and 3. Students must undertake Unit 3 and 4 as a sequence. VCE Physics Rationae Physics seeks to understand and expain the physica word. It examines modes and ideas used to make sense of the word and which are sometimes chaenged as new knowedge deveops. By ooking at the way matter and energy interact through observations, measurements and experiments, physicists gain a better understanding of the underying aws of nature. VCE Physics provides students with opportunities to expore questions reated to the natura and constructed word. Students wi be abe to expore from a seection of topics which may incude: atomic physics, eectricity, fieds, mechanics, thermodynamics, quantum physics and waves. astrophysics, bioeectricity, biomechanics, eectronics, fight, medica physics, nucear energy, nucear physics, optics, sound and sports science. Unit 1: What ideas expain the physica word? Ideas in physics are dynamic. As physicists expore concepts, theories evove. In this unit students expore how physics expains phenomena, at various scaes, which are not aways visibe to the unaided human eye. They examine some of the fundamenta ideas and modes used by physicists in an attempt to understand and expain the word. Students consider therma concepts by investigating heat, probe common anaogies used to expain eectricity and consider the origins and formation of matter. Students use thermodynamic principes to expain phenomena reated to changes in therma energy. They appy therma aws when investigating energy transfers within and between systems, and assess the impact of human use of energy on the environment. Students examine the motion of eectrons and expain how it can be manipuated and utiised. Unit 2: What do experiments revea about the physica word? In this unit students expore the power of experiments in deveoping modes and theories. They investigate a variety of phenomena by making their own observations and generating questions, which in turn ead to experiments. Students make direct observations of physics phenomena and examine the ways in which phenomena that may not be directy observabe can be expored through indirect observations. In the core component of this unit students investigate the ways in which forces are invoved both in moving objects and in keeping objects stationary. Unit 3: How do fieds expain motion and eectricity? In this unit students expore the importance of energy in expaining and describing the physica word. They examine the production of eectricity and its deivery to homes. Students consider the fied mode as a construct that has enabed an understanding of why objects move when they are not apparenty in contact with other objects. Appications of concepts reated to fieds incude the transmission of eectricity over arge distances and the design and operation of partice acceerators. They expore the interactions, effects and appications of gravitationa, eectric and magnetic fieds. Students use Newton s aws to investigate motion in one and two dimensions, and are introduced to Einstein s theories to expain the motion of very fast objects. Unit 4: How can two contradictory modes expain both ight and matter? In this unit, students expore the use of wave and partice theories to mode the properties of ight and matter. They examine how the concept of the wave is used to expain the nature of ight and expore its imitations in describing ight behaviour. Students further investigate ight by using a partice mode to expain its behaviour. A wave mode is aso used to expain the behaviour of matter which enabes students to consider the reationship between ight and matter. Entry There are no prerequisites for entry into Units 1, 2 and 3, athough students are advised to take Unit 2 before Unit 3. Students who commence the study at Unit 3 shoud be wiing to undertake some preparation as specified by the teacher. Students must undertake Unit 3 prior to Unit 4. Wantirna Coege Curricuum Information 2018 55

VCE CURRICULUM VCE Product Design and Technoogy - Wood A subject charge of $70 appies to both Units 1-2 and Units 3-4 Rationae Design pays an important part in our daiy ives. Design determines the form and function of products. Students deveop an understanding of the consequences of product design choices. They deveop the necessary skis to anayse existing products and deveop their own creative soutions with the assistance of production activities. Unit 1: Product re- design and sustainabiity This unit focuses on the anaysis, modification and improvement of a product design with consideration of the materias used and issues of sustainabiity. Students are to re-design a product using suitabe materias with the intention of improving aspects of the product s aesthetics, functionaity or quaity, incuding consideration of sustainabiity. Unit 2: Coaborative Design Students wi work both individuay and as members of a team to design, pan a product and produce a product range in response to a design brief based on a common theme. They wi justify, manage and use appropriate production processes to safey make a product to be part of the product range or group product. Unit 3: Appying the product design process This unit examines roe of a designer and the stages of deveoping of a product that meets the needs of a cient or end user. It invoves study of different settings of producing a product and takes students through the Production design process as they design for others. Unit 4: Product deveopment and evauation Students continue to deveop and manufacture the product design in unit 3. They evauate the outcomes of the designing, panning and production activities. Entry There are no prerequisites for entry to unit 1, 2 or 3. Students must undertake Unit 3 and 4 as a sequence. VCE Psychoogy Rationae Psychoogy is a broad discipine that incorporates both the scientific study of human behaviour through bioogica, psychoogica and socia perspectives and the systematic appication of this knowedge to persona and socia circumstances in everyday ife. VCE Psychoogy enabes students to expore how peope think, fee and behave through the use of a bio psychosocia approach. As a scientific mode, this approach considers bioogica, psychoogica and socia factors and their compex interactions in the understanding of psychoogica phenomena. The study expores the connection between the brain and behaviour by focusing on severa key interreated aspects of the discipine: the interpay between genetics and environment, individua differences and group dynamics, sensory perception and awareness, memory and earning, and menta heath. Unit 1: How are behaviour & menta processes shaped? Human deveopment invoves changes in thoughts, feeings and behaviours. In this unit students investigate the structure and functioning of the human brain and the roe it pays in the overa functioning of the human nervous system. Students expore brain pasticity and the infuence that brain damage may have on a person s psychoogica functioning. Students examine the contribution that cassica and contemporary studies have made to an understanding of the human brain and its functions, and to the deveopment of different psychoogica modes and theories used to predict and expain the deveopment of thoughts, feeings and behaviours. Unit 2: How do externa factors infuence behaviour and menta processes? A person s thoughts, feeings and behaviours are infuenced by a variety of bioogica, psychoogica and socia factors. In this unit students investigate how perception of stimui enabes a person to interact with the word around them and how their perception of stimui can be distorted. They evauate the roe socia cognition pays in a person s attitudes, perception of themseves and reationships with others. Students expore a variety of factors and contexts that can infuence the behaviour of an individua and groups. They examine the contribution that cassica and contemporary research has made to the understanding of human perception and why individuas and groups behave in specific ways. Unit 3: How does experience affect behaviour and menta processes? In this unit students examine both macro-eve and micro-eve functioning of the nervous system to expain how the human nervous system enabes a person to interact with the word around them. They expore how stress may affect a person s psychoogica functioning and consider the causes and management of stress. Students investigate how mechanisms of memory and earning ead to the acquisition of knowedge, the deveopment of new capacities and 56 Wantirna Coege Curricuum Information 2018

VCE CURRICULUM changed behaviours. They consider the imitations and faibiity of memory and how memory can be improved. Students examine the contribution that cassica and contemporary research has made to the understanding of the structure and function of the nervous system, and to the understanding of bioogica, psychoogica and socia factors that infuence earning and memory. Unit 4: How is webeing deveoped and maintained? Consciousness and menta heath are two of many psychoogica constructs that can be expored by studying the reationship between the mind, brain and behaviour. In this unit students examine the nature of consciousness and how changes in eves of consciousness can affect menta processes and behaviour. They consider the roe of seep and the impact that seep disturbances may have on a person s functioning. Students expore the concept of a menta heath continuum and appy a biopsychosocia approach, as a scientific mode, to anayse menta heath and disorder. They use specific phobia to iustrate how the deveopment and management of a menta disorder can be considered as an interaction between bioogica, psychoogica and socia factors. Students examine the contribution that cassica and contemporary research has made to the understanding of consciousness, incuding seep, and the deveopment of an individua s menta functioning and webeing. Entry There are no prerequisites for entry in Units 1, 2 and 3. Students must undertake Unit 3 and 4 as a sequence. However, students who enter the study at unit 3 may need to undertake preparatory work. VCE Spanish Rationae This study deveops students abiity to understand and use a anguage, which is spoken by over 550 miion peope, and is one of the officia Languages of the United Nations and the European Union. Studying a anguage other than Engish contributes to the overa education of students, particuary in the area of communication, but aso in the areas of crosscutura understanding, cognitive deveopment and iteracy. Unit 1 The areas of study comprise themes and topics, grammar text types, vocabuary and kinds of writing. This unit shoud aow the student to estabish and maintain a spoken or written exchange, isten to, read and obtain information from written and spoken texts and produce a persona response to a text focusing on rea or imaginary experience. Unit 2 The areas of study comprise themes and topics, grammar text types, vocabuary and kinds of writing. This unit wi aow the student to participate in a spoken or written exchange, isten to, read and extract and use information and ideas from spoken and written texts and give expression to rea or imaginary experience in written or spoken form. Units 3 and 4 The areas of study comprise themes and topics, grammar text types, vocabuary and kinds of writing. In these units students undertake a detaied study of either Language or Cuture through texts. Students shoud be abe to express ideas through the production of origina texts, anayse and use information from spoken and written texts and exchange information, opinions and experiences. They shoud aso be abe to respond criticay to spoken and written texts, which refect aspects of the anguage and cuture of Spanish-speaking communities. Entry Spanish is designed for students who wi, typicay, have studied Spanish for at east 400 hours at the competion of Year 12. It is possibe, however, that some students with ess forma experience wi aso be abe to meet the requirements successfuy. Students must undertake Unit 3 and 4 as a sequence. Studying a Language outside schoo. The Coege supports students who wish to study a anguage outside schoo, (on the weekends), however under the foowing guideines: 1. Students MUST seect & inform the Coege of this on the Onine Seection Program Web Preferences during Term 3, 2014. 2. Faiure to inform the Coege of this wi resut in the Coege NOT approving you studying at a Language Schoo. 3. If the Coege runs the chosen VCE Language subject in 2015, students must compete that subject with Wantirna Coege, with the Coege operating as the assessing schoo. 4. Students are then wecome to undertake Language Schoo, but ony for tuition purposes ony they wi not assessed at the Language Schoo. 5. If you meet these criteria, the student MUST ensure that the correct VCAA paperwork is competed by the Language Schoo and returned to the Later Years Administrator for processing. Wantirna Coege Curricuum Information 2018 57

VCE CURRICULUM VCE Studio Arts A subject charge of $50 appies to both Units 1-2 and 3-4. The stated materia charge covers commony used Art mediums such as Drawing, Painting and Printmaking. If students seect to work in more expensive or unusua mediums, such as Darkroom Photography, Ceramics, Texties etc. an additiona materias evy may be incurred eary in 2018. Rationae VCE Studio Arts introduces students to the roe and practices of artists in society. Students deveop an understanding of the way artists work in a range of cutures and periods of time, the artists perceptions, beiefs and actions and their reationship with the viewer. Student research focuses on critica, refective and creative thinking, the visua anaysis of artworks and the investigation of how artists have interpreted sources of inspiration and infuences in their art making. Students examine how artists deveop their practice and have used materias, techniques and processes to create aesthetic quaities in artworks. Students use this knowedge to inform their own studio practice and to support art making. Students aso consider the ways in which artists work to deveop and resove artworks, incuding their use of inspiration and their creative process. Students research aspects of the art industry incuding the presentation, conservation and marketing of artworks. The exhibition of artworks is integra to Studio Arts and students are encouraged to visit a variety of exhibition spaces. Students must visit at east two different exhibitions during the current year of study. Unit 1: Studio inspiration and techniques Students focus on deveoping an individua understanding of the stages of studio practice and earn how to expore, deveop, refine, resove and present artworks. Students expore sources of inspiration, research artistic infuences, deveop individua ideas and expore a range of materias and techniques reated to specific art forms. Using documented evidence in a visua diary, students progressivey refine and resove their skis to communicate ideas in artworks. Students aso research and anayse the ways in which artists from different times and cutures have deveoped their studio practice to interpret and express ideas, source inspiration and appy materias and techniques in artworks. Unit 2: Studio exporation and concepts Students focus on estabishing and using a studio practice to produce artworks. The studio practice incudes the formuation and use of an individua approach to documenting sources of inspiration, and experimentation with seected materias and techniques reevant to specific art forms. Students expore and deveop ideas and subject matter, create aesthetic quaities and record the deveopment of the work in a visua diary as part of the studio process. Through the study of art movements and styes, students begin to understand the use of other artists work in the making of new artworks. Students aso deveop skis in the visua anaysis of artworks. Using a range of art periods, movements or styes, students deveop a broader knowedge about the history of art. Anaysis is used to understand the artists ideas and how they have create aesthetic quaities. Unit 3: Studio practices and processes Students focus on the impementation of an individua studio process eading to the production of a range of potentia directions. Students deveop and use an exporation proposa to define an area of creative exporation. They pan and appy a studio process to expore and deveop their individua ideas. Anaysis of these exporations and the deveopment of the potentia directions is an intrinsic part of the studio process to support the making of finished artworks in Unit 4.The exporation proposa supports the student to identify a direction for their studio process. This process records triaing, experimenting, anaysing and evauating the extent to which art practices successfuy communicate ideas presented in the exporation proposa. From this process students progressivey deveop and identify a range of potentia directions. Students wi seect some of these potentia directions from which to deveop at east two artworks in Unit 4. The study of artists and their work practices and processes may provide inspiration for students own approaches to art making. Students investigate and anayse the response of artists to a wide range of source materia and examine their use of materias and techniques. They expore professiona art practices of artists from different historica and cutura contexts in reation to particuar artworks and art forms. Unit 4: Studio practice and art industry contexts Students focus on the panning, production and evauation required to deveop, refine and present artworks that ink cohesivey according to the ideas resoved in Unit 3. To support the creation of artworks, students present visua and written evauation that expains why they seected a range of potentia directions from Unit 3 to produce at east two finished artworks in Unit 4. The deveopment of these artworks shoud refect refinement and skifu appication of materias and techniques, and the resoution of ideas and aesthetic quaities discussed in the exporation proposa in Unit 3. Once the artworks have been made, students provide an evauation about the cohesive reationship between the artworks. This unit aso investigates aspects of artists invovement in the art industry, focusing on a east two different exhibitions, that the student has visited in the current year of study. Students investigate the methods and considerations of the artist and/or curator invoved in the preparation, presentation and conservation of artworks dispayed in exhibitions. Students examine a range of environments for the presentation of artworks. 58 Wantirna Coege Curricuum Information 2018

VCE CURRICULUM VCE Systems Engineering A subject charge of $60 appies to both Units 1-2 and 3-4. Rationae VCE Systems Engineering invoves the design, creation, operation and evauation of integrated systems, which mediate and contro many aspects of human experience. Integra to Systems Engineering is the identification and quantification of systems goas, the deveopment of aternative system designs concepts, tria and error, design trade-offs, seection and impementation of the best design, testing and verifying that the system is we buit and integrated, and evauating how we the competed system meets the intended goas. This study can be appied to a diverse range of engineering fieds such as manufacturing, and, water, air and space transportation, automation, contro technoogies, mechanisms and mechatronics, eectrotechnoogy, robotics, pneumatics, hydrauics, and energy management. Systems Engineering considers the interactions of these systems with society and natura ecosystems. The rate and scae of human impact on the goba ecoogy and environment demands that systems design and engineering take a hoistic approach by considering the overa sustainabiity of the systems throughout their ife cyce. Key engineering goas incude using a project management approach to attain efficiency and optimisation of systems through innovation. Lean engineering and ean manufacturing concepts and systems thinking are integra to this study. Unit 1: Introduction to mechanica systems This unit focuses on engineering fundamentas as the basis of understanding underying principes and the buiding bocks that operate in simpe to more compex mechanica devices. Whie this unit contains the fundamenta physics and theoretica understanding of mechanica systems and how they work, the main focus is on the construction of a system. The construction process draws heaviy upon design and innovation. Students appy their knowedge to design, construct, test and evauate operationa systems. The focus of the system shoud be mechanica; however, it may incude some eectronic components. The constructed operationa systems demonstrate seected theoretica principes studied in this unit. Through research, students expore and quantify how systems use or convert the energy suppied to them. Students are introduced to the Systems Engineering Process. Unit 2: Introduction to eectrotechnoogy systems In this unit students study fundamenta eectrotechnoogy engineering principes. Through the appication of their knowedge and the Systems Engineering Process, students produce operationa systems that may aso incude mechanica components. In addition, students conduct research and produce technica reports. Students wi focus on the construction of eectrotechnoogy systems drawing heaviy upon design and innovation. Students study fundamenta eectrotechnoogy principes incuding appied eectrica theory, representation of eectronic components and devices, eementary appied physics in eectrica circuits, and mathematica cacuations that can be appied to define and expain eectrica characteristics of circuits. Unit 3: Integrated systems engineering and energy In this unit students study the engineering principes that are used to expain the physica properties of integrated systems and how they work. Through the appication of their knowedge, students design and pan an operationa, mechanica-eectrotechnoogy integrated and controed system. They earn about the technoogies used to harness energy sources to provide power for engineered systems. Students wi work on the design, panning and construction of one substantia controed integrated system. Students earn about sources and types of energy that enabe engineered technoogica systems to function. Comparisons are made between the impacts of the use of renewabe and nonrenewabe energy sources. Students earn about the technoogica systems deveoped to capture and store renewabe energy and technoogica deveopments to improve the credentias of non-renewabes. Unit 4: Systems contro and new and emerging technoogies In this unit students compete the production work and test and evauate the integrated controed system they designed in Unit 3. Students investigate new and emerging technoogies, consider reasons for their deveopment and anayse their impacts. Students use their investigations, design and panning to continue the fabrication of their mechanicaeectrotechnoogy integrated and controed system using the Systems Engineering Process. Students expand their knowedge of new and emerging deveopments and innovations through their investigation and anaysis of a range of engineered systems. They anayse a specific new or emerging innovation, incuding its impacts. VCE Theatre Studies Rationae This study invoves students in the interpretation of pay texts and the production of pays. Students study theatre through the ages and acquire knowedge of its tradition and history. They deveop skis in the use of stagecraft and performance. They aso appy skis of anaysis and evauation to performances. Due to the nature of the course students wi often have to work in groups. This may require rehearsa time outside of cass and occasiona weekend rehearsas. Students wi aso be expected to present their performance work to audiences after schoo. Wantirna Coege Curricuum Information 2018 59

VCE CURRICULUM Unit 1: Pre-modern theatre This unit focuses on the appication of acting and other stagecraft in reation to theatrica styes of the pre-modern era. Students work with pay scripts from the pre-modern era of theatre, focusing on works created up to 1920 in both their written form and in performance. They aso study theatrica and performance anaysis and appy these skis to the anaysis of a pay in performance. Unit 2: Modern Theatre In this unit students study theatrica styes and stagecraft through working with pay scripts in both their written form and in performance with an emphasis on the appication of stagecraft. Students work with pay scripts from the modern era, focusing on works from the 1920s to the present. They study theatrica anaysis and production evauation and appy these skis to the anaysis of a pay in performance. Unit 3: Pay Script Interpretation In this unit students deveop an interpretation of a pay script through the stages of the theatrica production process. Students speciaise in two areas of stagecraft, working coaborativey in order to reaise the production of a pay script. They use knowedge they deveop from this experience to anayse the ways stagecraft can be used to interpret previousy unseen pay script excerpts. Students aso attend a performance and anayse and evauate the interpretation of the pay script in the performance. Unit 4: Performance Interpretation In this unit students study a scene and associated monoogue and deveop a theatrica treatment that incudes the creation of a character by an actor, stagecraft possibiities, and appropriate research. Students interpret a monoogue from within a specified scene using seected areas of stagecraft to reaise their interpretation. Students work for Outcomes 1 and 2 is supported through anaysis of a performance they attend. Entry There are no prerequisites for entry to Units 1, 2 and 3. Students must undertake Unit 3 and 4 as a sequence. VCE Visua Communication A subject charge of $80 appies to both Units 1-2 and Units 3-4 Rationae Visua communication design can inform peope s decisions about where and how they ive and what they buy and consume. The visua presentation of information infuences peope s choices on what they think they need or want. The study provides students with the opportunity to deveop an informed, a critica and a discriminating approach to understanding and using visua communications, and nurtures their abiity to think creativey about design soutions. Design thinking, which invoves the appication of creative, critica and refective techniques, processes and dispositions, supports ski deveopment in areas beyond design, incuding science, business, marketing and management. Unit 1: Introduction to visua communication design This unit focuses on using visua anguage to communicate messages, ideas and concepts. This invoves acquiring and appying design thinking skis as we as drawing skis to make messages, ideas and concepts visibe and tangibe. Unit 2: Appications of visua communication design This unit focuses on the appication of visua communication design knowedge, design thinking skis and drawing methods to create visua communications to meet specific purposes in designated design fieds. Students use presentation drawing methods that incorporate the use of technica drawing conventions to communicate information and ideas associated with the environmenta or industria fieds of design. They investigate how typography and imagery are used in visua communication design. Unit 3: Design thinking and practice In this unit students gain an understanding of the process designers empoy to structure their thinking and communicate ideas with cients, target audiences, other designers and speciaists. Through practica investigation and anaysis of existing visua communications, students gain insight into how the seection of methods, media, materias and the appication of design eements can create effective visua communications for specific audiences and purposes. Unit 4: Design deveopment and presentation The focus of this unit is the deveopment of design concepts and two fina presentations of visua communications to meet the requirements of the brief. Having competed their brief and generated ideas in Unit 3, students continue the design process by deveoping and refining concepts for each need stated in the brief. Entry There are no prerequisites for entry to Units 1, 2 and 3. Students must undertake Unit 3 and 4 as a sequence. 60 Wantirna Coege Curricuum Information 2018

VCAL CURRICULUM OVERVIEW The Victorian Certificate of Appied Learning (VCAL) is an aternative to the VCE. It is designed for students who do not want direct entry into University. It can be a one or two year quaification. This course wi suit students interested in vocationay orientated career options, further study at a TAFE institution or moving straight into empoyment. The VCAL runs parae to the VCE and provides students with a wide range of educationa and training pathways. The Coege offers VCAL at the foowing eves: Intermediate Leve (Year 11) deveops ski eves in more specific vocationa and empoyabiity contexts and is conducted under some teacher supervision. Senior Leve (Year 12) deveops high eves of ski in iteracy and communication as we as the areas of empoyabiity and technica and speciaised knowedge. Senior VCAL students are required to work with minima teacher supervision. Rationae At Wantirna Coege, we strive to provide students with a chaenging, contemporary and reevant curricuum that is taiored to meet the needs of each individua student. To achieve this, we have designed a program that acknowedges the strengths, skis, earning preferences and abiities of each individua student. Broady, VCAL advocates project based appied earning which empowers and motivates students, whie assisting them to deveop key skis and knowedge required for empoyment, further education and active participation in their communities that focuses on ife-ong earning. Intermediate VCAL (Year 11) A subject charge of $250 appies for Intermediate VCAL. Persona Deveopment Skis (PDS) 7 periods. Work Reated Skis (WRS) 3 periods. Literacy Skis 9 periods. Appied Business Management 8 periods. Structured Workpace Learning 1 day per week. Vocationa Education and Training (VET) 1 day per week. Mathematics (VCE Foundation OR Genera Maths) 9 periods. Senior VCAL (Year 12) A subject charge of $225 appies for Senior VCAL. Persona Deveopment Skis (PDS) 8 periods. Work Reated Skis (WRS) 3 periods. Literacy Skis 7 periods. Structured Workpace Learning 2 days per week. Vocationa Education and Training (VET) 1 day per week. Student Expectations: The Coege has the same expectations of a of our Year 11 and 12 students. Strand 1 At Wantirna Coege, students wi compete the numeracy requirement through Foundation Maths 1 / 2 or Genera Maths 1 / 2 and the iteracy requirement through VCAL Literacy. Strand 2 A VCAL program must incude industry specific units such as one of the VET programs offered through the Muum Custer. Strand 3 In order to deveop empoyabiity skis, VCAL provides students with the choice of undertaking a Structured Workpace Learning (SWL) pacement or a Schoo Based Apprenticeship or traineeship and/or part time work. Students aso study units and modues that wi hep prepare them for work, for exampe occupationa heath and safety or job interview skis. Students are required to compete a minimum of 100 hours of work pacement in each semester (200 hours in Year 12). To ensure fu ega protection for students it is essentia that a Work Pacement form is competed and in the possession of the Coege before a student begins a work pacement. The students wi be visited in the workpace by a member of staff who wi record and report on the competencies being demonstrated by the student in the work setting. Strand 4 As part of each VCAL earning program, students must compete the Persona Deveopment strand. This requires students to participate in oca community based projects and activities, vountary work and/or structured activities that wi hep deveop persona attributes such as sef-confidence, teamwork, respect and other skis for work and ater ife. Wantirna Coege Curricuum Information 2018 61

VET CURRICULUM OVERVIEW Vocationa Education and Training (VET) combines genera VCE/VCAL studies with vocationa training and experience in the workpace. Successfu competion of a VET in the VCE program may provide students with: Two quaifications: a Victorian Certificate of Education (VCE) or Victorian Certificate of Appied Learning (VCAL) issued by the Victorian Curricuum and Assessment Authority and a VET Certificate issued by a Registered Training Organisation (RTO) Two Statements of Resuts issued by the Victorian Curricuum and Assessment Authority giving detais of units competed in the VCE and modues/units of competence competed in the VET quaification An enhanced Austraian Tertiary Admissions Rank (ATAR) which can improve access to further education The abiity to move into further vocationa education and training courses Workpace experience incuding Structured Workpace Learning, offered in some courses. How does a VET Course contribute to VCE? VET Courses in the VCE contribute to the ATAR in one of two ways: 1. Courses with a Scored Assessment are aocated a scaed Study Score in exacty the same manner as other VCE Studies. VET courses with a Scored Assessment are: Business, Community Services, Creative and Digita Media, Dance, Engineering, Equine Studies, Furnishing, Hospitaity, Information, Digita Media and Technoogy, Integrated Technoogies, Laboratory Skis, Music Industry, and Sport and Recreation. 2. Courses without a Scored Assessment are awarded a 10% increment towards the ATAR as a 5th or 6th subject. Timetabe Arrangements VET Programs The majority of VET subjects occur on a Wednesday afternoon but some do run over the course of the whoe day on Wednesday or on another day, particuary the KIOSC programs. Pease note that students who undertake a VET Program wi do one ess VCE subject at schoo. Arrangements for 2018 VET programs at Wantirna Coege have not been finaised and confirmation can ony be given after negotiations with TAFE Institutes, RTOs and other schoos in the area. Students interested in appying for a VET course in 2018 are required to: Register their interest during the Subject Seection Interview by competing and submitting a 2018 VET Expression of Interest Form. List the VET program on the Course Seection Sheet and choose the appropriate VET course using Subject Seection Onine (SSO) Program. VET Programs Offered to Wantirna Coege Students The range of VET Programs students at the Coege can choose from are isted on the foowing page. The Coege works in conjunction with the Muum Custer, and when the programs are finaised, the ist wi be distributed to students in time for 2018 subject seections. Each program is described in more detai in individua VET Program fyers avaiabe from the Later Years Office or onine at www.muumvetcuster.com.au Pease consut the 2018 Muum Custer Handbook. Students and parents are wecome to contact Shane Kruger, Leader of Curricuum and Student Learning, if they require any further information. Cost of VET/TAFE Courses Based on ast year s charges, we expect most courses to cost between $250 and $1800 per year. This payment covers materia costs. Parents are required to pay Wantirna Coege directy and not the TAFE or schoo invoved in the deivery. Fina costing cannot be finaised unti a charges and government subsidy eves are known. This is usuay announced in Term 4. A deposit for the materias fee wi be due on Tuesday 5th September 2017 to secure a pace in VET. When students register their interest by competing the 2018 VET Expression of Interest Form, they wi receive a 2018 VET Enroment Pack which wi outine the deposit amount required for each VET course. The baance of fees must be finaised by Thursday 7th December 2017. Students wi be withdrawn from their VET seection if the baance of fees is not received by the end of the 2017 schoo year and aocated to another unit of study subject to avaiabiity. Unfortunatey, there are no concession subsidies avaiabe for VET subjects. Some courses aso charge extra for books over and above the materias fees. Parents wi be notified if this is the case before enroment is confirmed. 62 Wantirna Coege Curricuum Information 2018

VET OFFERINGS AT A GLANCE Courses are deivered by schoos in the Muum VET Custer. Indicative ist of offerings for 2018: Name of Course UNITS Location Day Offered Acting (Screen) 1-2 3-4 Aust. Coege of Dramatic Arts at MBCTA Youth Theatre, Boronia Monday 5-8 pm Wednesday pm Aied Heath 1-2 3-4 Box Hi Institute Wednesday pm Appied Fashion 1-2 3-4 Automotive Technoogy 1-2 3-4 Beauty Services 1-2 3-4 Buiding and Construction (Carpentry) 1-2 3-4 Chidren s Services 1-2 3-4 Christian Ministry & Theoogy 1-2 3-4 Community Services Work 1-2 3-4 Dance 1-2 3-4 Design Fundamentas 1-2 3-4 Eectrotechnoogy 1-2 3-4 Engineering Studies 1-2 3-4 Emmaus Coege, Donvae Christian Coege Ringwood Trade Training Headmasters, Mebourne Wantirna Coege Fairhis High Schoo Box Hi Institute Waverey Christian Coege Box Hi Institute Fairhis High Schoo KIOSC Wednesday pm Thursday pm Thursday am or pm Wednesday pm Wednesday am or pm Wednesday pm Wednesday pm Wednesday pm Wednesday am Wednesday pm Wednesday pm KIOSC: Swinburne Tues or Thurs a day Weds or Thurs a day KIOSC: Swinburne, Ringwood Trade Thurs a day KIOSC, Training Weds am RTTF Weds a day KIOSC Weds pm RTFF Equine Industry 1-2 Box Hi Institute Wednesday pm 3-4 Hairdressing 1-2 (ony) Headmasters Mebourne Wednesday a day Hairdressing and Retai Makeup & Skin Care 1-2 (ony) One to One (Boronia) Wednesday pm (Dua Certificate) Horticuture (Landscape) 1-2 KIOSC Wednesday a day 3-4 Hospitaity (Kitchen Operations) 1-2 3-4 Hospitaity (Food and Beverage) 1-2 3-4 Integrated Technoogies 1-2 3-4 Interactive Digita Media 1-2 3-4 Information Technoogy 1-2 3-4 Laboratory Skis 1-2 3-4 Live Production 1-2 3-4 Music 1-2 3-4 Music (Technica Production) 1-2 3-4 Printing and Graphic Arts 1-2 3-4 Sport & Recreation (Basketba) 1-2 3-4 Sport & Recreation (Fitness) 1-2 3-4 The Knox Schoo, Aquinas Coege, Mater Christi Aquinas Coege, Mater Christi The Knox Schoo, Aquinas Coege, Mater Christi Aquinas Coege, Mater Christi RTTF Upwey High Schoo Boronia K-12 Fairhis High, East Doncaster SC East Doncaster SC KIOSC: Swinburne Boronia K-12 Scoresby Secondary Coege Aquinas Coege, Upwey High Schoo KIOSC; Swinburne Fairhis High Schoo Scoresby Secondary Coege Wednesday pm or Tuesday pm Wednesday pm Wednesday pm or Tuesday pm Wednesday pm Wednesday a day Wednesday pm Wednesday pm Wednesday a day Wednesday am Wednesday pm Wednesday 12 4 pm Wednesday pm Monday a day Wednesday a day Wednesday pm VET courses, ocations and times are based on 2016 offerings and are subject to change. Wednesday 12 4 pm Wantirna Coege Curricuum Information 2018 63

PATHWAYS YEAR 7-12 ENGLISH PATHWAYS YEAR 7-12 Year 7 Year 8 Year 9 Eective choice optiona Year 10 Eective choice optiona Year 11 Year 12 Core Engish Core Engish Core Engish Core Engish Engish Engish Linguistics Engish Language Engish Language Skepsi Skepsi Skepsi Literature Fantasy and Love and Hate Horror Literature Literature Literature Journaism Is the Book Better? Quicker and Smarter Bridging Engish as an Additiona Language EAL EAL EAL EAL 64 Wantirna Coege Curricuum Information 2018

PATHWAYS YEAR 7-12 HEALTH AND PE PATHWAYS YEAR 7-12 Year 7 Year 8 Year 9 One compusory eective choice Year 10 One compusory eective choice Year 11 Year 12 Lifestye Fitness for Boys/Girs Sports Science Physica Education Unit 1&2 Physica Education Unit 3&4 Core Physica Education Core Physica Education Fied Team Sports Major Team Games Court Team Sports Racquet Sports Persona Training Recreationa Pursuits Sports Leadership Heath and Human Deveopment Physica Education Your Heath Heath and Human Deveopment Physica Education Peer Support Core Heath Core Heath Peer Support Heath and Human Deveopment Heath and Human Deveopment Wantirna Coege Curricuum Information 2018 65

PATHWAYS YEAR 7-12 HUMANITIES PATHWAYS YEAR 7-12 Year 7 Year 8 Year 9 Year 10 Year 11 Year 12 Eective choice optiona One compusory core choice, eective optiona Core History Core Goba Poitics History 20th Century History Revoutions History 20th Century History Revoutions Big History History through Fim Goba Issues Geography Geography Core Geography Geography Geography Humanities Humanities Humanities Core Economy and Society Lega Studies Lega Studies Lega Studies Lega Studies Managing your Finances Accounting Accounting Accounting Accounting Shopvie Business Management Business Management Business Management Business Management 66 Wantirna Coege Curricuum Information 2018

PATHWAYS YEAR 7-12 LANGUAGES PATHWAYS YEAR 7-12 Year 7 Year 8 Year 9 LANGUAGES optiona after Year 9 Year 10 LANGUAGES optiona after Year 9 Year 11 Year 12 Core Spanish Core Spanish Spanish Semester 1&2 Spanish Semester 1&2 Spanish Spanish Chinese SL & SLA Chinese SL & SLA Core Chinese Core Chinese Chinese Semester 1&2 Chinese Semester 1&2 Chinese Chinese Chinese SL & SLA Chinese SL & SLA Chinese Chinese Wantirna Coege Curricuum Information 2018 67

PATHWAYS YEAR 7-12 MATHS PATHWAYS YEAR 7-12 Year 7 Year 8 Year 9 Year 10 Year 11 Year 12 Eective choice optiona Agebra Eective Eective choice optiona. Pathways choice compusory Maths Methods Skepsi Skepsi Skepsi Maths Core Advanced (4 options) Maths Core Maths Core Maths Core Maths Core (2 options) Numeracy Eective Maths Core Modified Numeracy Eective Maths Methods Speciaist Maths Further Mathematics Maths Methods Genera Maths Further Foundation Maths University Enhancement Speciaist Maths Maths Methods CAS Further Maths 68 Wantirna Coege Curricuum Information 2018

PATHWAYS YEAR 7-12 SCIENCE PATHWAYS YEAR 7-12 Year 7 Year 8 Year 9 Year 10 Year 11 Year 12 Compusory eective choice, others optiona Science of Environment and Living Things Compusory eective choice, others optiona Environmenta Science Environmenta Science Environmenta Science Environmenta Science Psychoogy Psychoogy, Sef and Others Science of Crime Science of Food Core Science Core Science Core Science Core Science Science of Ces and Systems Science of Earth and Space Pastics and Poymers Science of Biotechnoogy Bioogy Science Above and Beyond Science of Medicines Psychoogy Psychoogy Bioogy Bioogy Physics Chemistry Psychoogy Bioogy Physics Chemistry Wantirna Coege Curricuum Information 2018 69

PATHWAYS YEAR 7-12 THE ARTS PATHWAYS YEAR 7-12 Year 7 Year 8 Year 9 Compusory eective choice, others optiona Year 10 Compusory eective choice, others optiona Year 11 Year 12 Cassroom Music Music Industry and Technoogy Music Industry and Technoogy Music Performance Music Performance Music Theory and Performance Music Theory and Performance Dance Dance Dance Dance Dance Dance Drama Theatre Studies Theatre Studies Theatre Studies Drama Theatre Studies Acting Theatre Studies Production Theatre Studies Theatre Studies Media Media Media Media Media Visua Communication Visua Communication Media Visua Communication and Design Architectura Design and Drawing Visua Communication Visua Communication Making and Marketing Art Visua Communication Studio Arts Studio Arts Digita Art Art: Drawing, Painting and Printmaking Ceramics Ceramics Digita Photography Photography Studio Arts Studio Arts Art Digita Art Art Art Art 70 Wantirna Coege Curricuum Information 2018

PATHWAYS YEAR 7-12 TECHNOLOGY PATHWAYS YEAR 7-12 Year 7 Year 8 Year 9 Year 10 Year 11 Year 12 Compusory eective choice, others optiona Compusory eective choice, others optiona Home Economics Home Economics Taste of Asia Bakery Cafe Tastes of Europe Hospitaity Food Studies Food Studies Food for Nutrition Food Studies Food Studies Systems Technoogy Integrated Systems Engineering Integrated Systems Engineering 1 Systems Engineering Systems Engineering Robotics Integrated Systems Engineering 2 Digita Technoogy Information Technoogy Information Technoogy Computing Unit 1 & 2 Informatics Computing Informatics Product Design Product Design Technoogy Wood Product Design Technoogy Wood Product Design and Technoogy Wood Product Design and Technoogy Wood Texties: Creative Toys Fashion Making and Iustrating Texties: Young Designers Experimenta Textie Wantirna Coege Curricuum Information 2018 71

THOUGHTS, IDEAS & PREFERENCES 72 Wantirna Coege Curricuum Information 2018

WANTIRNA COLLEGE Harod Street Wantirna VIC 3152 T: 9801 9700 wantirnacoege.vic.edu.au