VIEWS: 8 PAGES: 75 POSTED ON: 10/15/2011
St Joseph’s College Melbourne SENIOR PROGRAMS Handbook 2009 Vce / vet / vcal CONTENTS CONTENTS 1 LIST OF ACRONYMS 3 FOREWORD 5 FREQUENTLY ASKED QUESTIONS 6 The Victorian Certificate of Education 7 Vocational Education Training (VET) 10 Victorian Certificate of Applied Learning (VCAL) 11 Australian School Based Apprenticeships (ASbA) 13 Completing a Unit 3 & 4 sequence in Year 11 14 ESL STATUS 15 RELIGIOUS EDUCATION 16 PATHWAYS 17 Study Options 18 Business Studies Options 19 Behavioural Science Options 20 Community and Welfare Studies Options 21 Electronic/Electrical Options 22 Graphic Design and Art Options 23 Humanities Options 24 Information Technology Options 25 Mathematics and Science / Engineering Options 26 Medical and Health Science Options 27 Media and Performing Arts Options 28 Planning and Architecture Options 29 Sport and Recreation Options 30 Technology and Design Options 31 SUBJECT OUTLINES 33 Accounting 34 Biology 35 Business Management 36 Chemistry 37 Design and Technology 38 Economics 39 English 40 Food and Technology 41 St Joseph’s College Melbourne - Senior Programs Handbook 2009 Page 1 of 75 History – Twentieth Century 42 Information Technology Unit 1 & 2 43 Information Technology (IT Applications Unit 3 & 4) 44 Information Technology (Software Development Unit 3 & 4) 45 Information Technology (VET Certificate II) 46 Literature 47 LOTE (Italian) 48 LOTE (Japanese) 49 Legal Studies 50 Mathematics (Foundation) 51 Mathematics (General A and Further Maths) 52 Mathematics (General B and Specialist Maths) 53 Mathematical Methods 54 Media 55 Outdoor and Environmental Studies 56 Philosophy: Unit 1 (Existence, Knowledge & Reasoning) 57 Philosophy: Unit 2 (Ethics & Philosophy Investigation) 58 Philosophy: Unit 3 & 4 (The Good Life / Mind, Science & Knowledge) 59 Physical Education 60 Physics 61 Psychology 62 Religion and Society: Unit 1 (Religion in Society) 63 Religion and Society: Unit 2 (Ethics & Morality) 64 Religion and Society: Unit 3 & 4 (The Search for Meaning, Challenge & Response) 65 Studio Arts 66 Systems Engineering 67 Texts and Traditions: Unit 2 (Texts in Society) 68 Texts and Traditions: Unit 3 & 4 69 (The Gospel of Luke, Texts and the Early Tradition, Texts and their teachings) Visual Communication & Design 70 CURRICULUM PLANNER 71 St Joseph’s College Melbourne - Senior Programs Handbook 2009 Page 2 of 75 LIST OF ACRONYMS ACC Associated Catholic Colleges ASbA Australian School Based Apprenticeships ENTER Equivalent National Tertiary Entrance Rank ESL English as a Second Language GAT General Achievement Test LLEN Local Learning and Employment Network N Not Satisfactory NA Not Assessed S Satisfactory SAC School Assessed Coursework SAT School Assessed Task TAFE Technical and Further Education UG Ungraded VASS Victorian Assessment Software System VCAA Victorian Curriculum and Assessment Authority VCAL Victorian Certificate of Applied Learning VCE Victorian Certificate Of Education VET Vocational Education and Training VICTER Victorian Entrance Tertiary Requirement VTAC Victorian Tertiary Admissions Centre St Joseph’s College Melbourne - Senior Programs Handbook 2009 Page 3 of 75 At St Joseph’s College Melbourne 2009 FOREWORD Having made the decision to continue secondary education in the post-compulsory years, students are invited to explore their own sense of what learning is about and are challenged to accept and express a high level of self-discipline and seriousness as they engage in their studies. A thoughtful respect for independent learning, the importance of exercising the mind, and respect for the rights of other learners are key elements for a successful approach by the individual student to his learning. St Joseph’s College Melbourne proclaims and commits itself to providing education which: challenges and supports all members of the College community to develop self-worth and abilities. is innovative and creative encourages life-long learning is diverse and comprehensive caters for individual needs, abilities and interests integrates awareness and knowledge of Australian Indigenous cultures embraces teaching practices suited to the learning styles of boys The compulsory courses in Religious Education and Spirituality recognise the centrality of the Catholic faith and the tradition of Blessed Edmund Rice to all that happens at St Joseph’s. A wide range of options are provided for students in Years 11 and 12, including V.C.E., V.E.T., ASbA’s and V.C.A.L. programs. It is crucial that all students select units and programs based on interests and talents, thus creating an individual pathway to their future career. Reflection Days and Excursions are designed to enrich the curriculum experience of students and to foster community membership and personal spirituality for all students. We offer student leadership opportunities, social service programs and supportive school structures (Pastoral Care), policies and programs to ensure a cohesive community spirit. I wish to express my appreciation to the College staff for the talent and skill they brought to bear in devising and implementing this programme for our students. Ms Therese Wilson, B Sc, M Ed. Mr Neville Box, JP CPA Director of Learning & Staff Formation Head of Campus St Joseph’s College Melbourne - Senior Programs Handbook 2009 Page 5 of 75 FREQUENTLY ASKED QUESTIONS THE VICTORIAN CERTIFICATE OF EDUCATION (VCE) What do I need to do to be awarded the VCE? 7 What are the minimum requirements to be awarded the VCE? 7 What are the minimum requirements in English that must be met to be awarded the VCE? 7 What is a learning outcome? 7 What does the Unit Structure at VCE mean? 8 What does satisfactory completion mean? 8 How long does a unit run for? 8 What do I need to consider when planning my VCE course? 8 How is the VCE assessed in Year 11? 8 How is the VCE assessed in Year 12? 8 What is the GAT? 8 What if I am having trouble meeting a deadline? 9 What if I change my mind about doing a particular subject? 9 Where can I get more information about the VCE? 9 Having considered all those questions, what should I do next? 9 What else is important to remember? 9 What courses of study are available in 2009? 9 VOCATIONAL EDUCATION TRAINING (VET) What is VET? 10 Where are the courses held? 10 Features of VET 10 What courses are accessed through the Inner Melbourne VET Cluster? 10 Courses accessed through the NTEC (Northland Secondary College) include 10 VICTORIAN CERTIFICATE OF APPLIED LEARNING (VCAL) What is the Victorian Certificate of Applied Learning (VCAL) 11 Course information 11 AUSTRALIAN SCHOOL BASED APPRENTICESHIPS (ASbA) What is an Australian School Based Apprenticeship (ASbA)? 13 How does an ASbA work? 13 Who is eligible to be an Australian School Based Apprentice? 13 What are the rewards for students? 13 What is the difference between an ASbA and a VET program? 13 How to locate a suitable employer? 13 COMPLETING A 3 & 4 SEQUENCE IN YEAR 11 In which studies can I complete a 3&4 sequence in Year 11? 14 Are there any criteria that I need to be aware of when deciding to apply to study a Unit 3 14 and 4 sequence in Year 11? St Joseph’s College Melbourne - Senior Programs Handbook 2009 Page 6 of 75 THE VICTORIAN CERTIFICATE OF EDUCATION What do I need to do to be awarded the VCE? The VCE is awarded on the basis of the satisfactory completion of units. The decision about satisfactory completion of a unit is distinct from the assessment of levels of performance. Study is normally completed over at least two years, but students may accumulate units over a number of years. What are the minimum requirements to be awarded the VCE? The minimum requirement to be awarded the VCE is the satisfactory completion of 16 units that include: three units from the English group, with at least one unit at Unit 3 or 4 level three sequences on Units 3 and 4 studies other than English, including VCE, VET, Units 3 and 4 sequences NB: VTAC advises that for the calculation of a student’s ENTER, satisfactory completion of both Units 3 and 4 of an English sequence is also required. What are the minimum requirements in English that must be met to be awarded the VCE? To be awarded the VCE a student must satisfactorily complete three units from the English group, with at least one at Unit 3 or 4 levels. (See above note) The following table provides examples of how the English requirement may apply. NB: all possible combinations of units from the English group have not been listed in this table. English Group English Group Units English Units 1 & 2 Units 3 & 4 Contributing Requirement Note Satisfactorily Satisfactorily to 16 unit Met? Completed Completed Count 1 Eng units 1 & 2 Eng Units 3 & 4 Yes 4 Eligible for study score. 2 Eng units 1 & 2 Lit Units 3 & 4 Yes 4 Eligible for study score. Since there is no S for Lit 4 there 3 Eng Units 1 & 2 Lit Unit 3 Yes 3 will be no Study Score 4 Lit Units 1 & 2 Lit Units 3 & 4 Yes 4 Eligible for study score. Only two of these units count Lit units 1 & 2 towards the English requirement. 5 No 4 Eng Units 1 & 2 The student needs at least one S from units 3 or 4 What is a learning outcome? For every subject there is a series of ‘learning outcomes’. These outcomes state what you will be studying during the unit, and what you should be able to do by the end of the semester. These are the things that you will assess on and you must satisfactorily complete them. What does the unit structure at VCE mean? Each VCE Unit is numbered 1, 2, 3 or 4. Units 1 and 2 Units 1 and 2 may be done separately or as a pair. Please check recommendations from each subject area when selecting your units. It is recommended that where possible students choose to study a Unit 1 and 2 sequence. St Joseph’s College Melbourne - Senior Programs Handbook 2009 Page 7 of 75 Units 3 and 4 and eligibility for a study score Units 3 and 4 of all studies must be done as a sequence. Unit 3 must be studied in semester 1 and Unit 4 must be studied in Semester 2. A student must enrol in a Unit 3 and 4 sequence. If a student gains an S for both units 3 and 4 of a study, then they are eligible to receive a study score. What does Satisfactory Completion mean? The student will receive an S for a unit when the school determines that all outcomes are achieved satisfactorily. This means that you have demonstrated a satisfactory level of knowledge through the completion of various tasks as set by your teacher. The consequence of failing to satisfactorily complete an outcome is quite serious. The unit cannot be counted towards your VCE and you may even find yourself having to repeat it. In addition you can be given an N (non satisfactory) if you: hand in work late copy someone else’s work help someone else to cheat accept “undue assistance” for the work breach the school’s attendance rules. How long does a unit run for? All units are semester based. Generally in Year 11 students will complete Unit 1 and 2 sequences, whilst in Year 12 they will complete Unit 3 and 4 sequences. Some students after consultation and approval may enter a Unit 3 and 4 sequence in Year 11. Please refer to the guidelines and criteria related to this. What do I need to consider when planning my VCE course? When deciding which units to choose for the first year of your VCE, consider the following. What subjects am I currently completing in Year 10 that I am good at? What subjects am I currently completing in Year 10 that I am interested in? What are my strengths as a student? Have I thought about a career path that I may wish to follow? Have I asked other students who have studied these subjects what work is involved? Have I looked at any prerequisite subjects needed for possible tertiary entrance? Have I spoken with my Career’s Counsellor if I am still confused? How is the VCE assessed in Year 11? You are assessed on two levels in Year 11. Firstly your teacher will determine whether you have satisfactorily completed all outcomes in a unit. This will be shown on your end of semester report as an “S” or “N”, and will be reported to VCAA. Secondly, your performance in the subject will be graded A+ to E (UG). This performance grade is not reported to VCAA but will also appear on your end of semester report. A student whose grades are unsatisfactory in a subject may not be recommended to do the same subject in Units 3 and 4. How is the VCE assessed in Year 12? The satisfactory completion of all outcomes will be reported as “S” or “N”, the same as in Year 11. For every subject you will also be doing a number of School Assessed Tasks/Coursework, which are completed in class. The mark you get for these in a particular subject will be your school assessed task/coursework mark, and will be sent to VCAA. It will then be statistically moderated against your performance in the examination, and added to your examination result/s to determine your study score for that unit of study. For each Study, details of assessment will be published annually by the VCAA in an “Assessment Guide” publication. The College publishes annually assessment rules pertaining to the completion of work, extensions to SAC/SAT submission dates and promotion to the next level of study. Students must make themselves familiar with all relevant course documentation. What is the GAT? The GAT or General Achievement Test is run by VCAA for all students studying a Unit 3 and 4 sequence. The GAT is used to monitor a student’s performance on SAC’s, SAT’s and on examinations. Therefore, it is very much in your interest to do your best on the GAT. St Joseph’s College Melbourne - Senior Programs Handbook 2009 Page 8 of 75 What if I am having trouble meeting a deadline? If work is not submitted on time, you run the risk of receiving an “N” for an outcome, and thus for the entire unit. Extensions will only be granted in genuine cases of significant hardship or when supported by medical documentation and at the discretion of the Head of Campus. All applications should be discussed with your Pastoral Leader before submitting them to the Head of Campus. What if I change my mind about doing a particular subject? You may be able to change to a new subject within the first two weeks of a semester. Sometimes this can be difficult. The class you may wish to change to may be full, or a subject change may mean altering your whole timetable, which will affect your other subjects. If you wish to change a subject, see your Pastoral Leader as soon as possible. Where can I get more information about the VCE? For general VCE information consult your Pastoral Leader or Head of Campus. For subject specific information, consult your subject teacher. Useful websites on VCE and tertiary selection are www.vcaa.vic.edu.au and www.vtac.edu.au Having considered all those questions, what should I do next? You should start mapping out your selections using the draft planner found on page 71. List the units that you would like to complete, including units at Unit 1, 2, 3, and 4 levels. Once you have mapped out a draft of your selections, show it to your Pastoral Care Teacher, Pastoral Leader or Head of House, subject teachers, parents and any other significant person who may be able to discuss this with you. Also check that you have met the requirements for the English group of subjects as outlined earlier in this document. NB: in most cases units 1, or 2 can be studied without any previous study in the subject, but continuity is important so that a student can be successful in Units 3 and 4. In a few cases, units 3 & 4 may be studied wit out having completed units 1 & 2, but this is not always recommended. For more information please refer to the individual subject areas for their recommendations on this. What else is important to remember? While the College offers many units of study, it always depends on sufficient numbers of students choosing a unit to make it educationally or economically viable. Those students would be invited to make a new selection. What courses of study are available in 2009? Accounting (ACCT) Philosophy Unit 1(PHI) Biology (BIOL) Physical Education (PE) Business Management (BMGT) Physics (PHYS) Chemistry (CHEM) Psychology (PSYC) Design& Technology (DT) Religion & Society (R&S 1) English (ENG) Studio Arts (SART) Economics (ECO) Systems Engineering(SYST) Foundation Maths (FM) Religion & Society Units 3 & 4 (R&S 3/4) Food & Technology (FOOD) Texts & Traditions 2 (T&T 2) General Maths A (GMA) Texts & Traditions 3 & 4 (T&T 3/4) General Maths B (GMB) History (HIST) Information Technology (IT) Italian (ITAL) Japanese (JAP) Legal Studies (LS) Maths Methods (MM) Media Literature (LIT) Media (MS) Visual Communication & Design (VIS) Outdoor & Environmental Studies (OE) St Joseph’s College Melbourne - Senior Programs Handbook 2009 Page 9 of 75 VOCATIONAL EDUCATION TRAINING (VET) What is VET? Vocational Education and Training (VET) courses provide an opportunity for students to gain a nationally recognised vocational qualification as part of either the VCE or VCAL. Scored VET subjects (courses that have a final exam) receive a study score for Units 3& 4 studies that contributes to the ENTER. Block credit recognition is available for subjects which are not scored. VET subjects have a Unit 1-4 sequence. Unlike some VCE subjects, it is not possible to start a VET course at Unit 2 or 3, therefore, Year 12 students who begin a VET course begin at Unit 1. Where are the courses held? VET courses are delivered by a Registered Training Organisation, such as a TAFE, and may include a Structured Workplace Learning Placement, where students demonstrate acquired skills and knowledge in an industry setting. The VET course may be delivered at a TAFE or a host school. Features of VET VET: is a two year program combining general VCAL or VCE studies and accredited vocational education and training. enables students to complete a nationally recognised vocational qualification and senior studies at the same time. focuses on students developing industry specific and workplace skills. is a vocationally orientated program designed to meet the needs of industry. programs count towards VCE and VCAL programs. programs can contribute to the ENTER score. prepares students for the workforce. programs articulate directly into further education and training at TAFE. What courses are accessed through the Inner Melbourne VET Cluster? Depending on student demand the following VET programs are offered. Certificate II in Agriculture Certificate II in Hairdressing Certificate II in Automotive Certificate II in Hospitality Technology Studies Certificate III in Information Certificate II in Business Administration Technology Certificate II in Broadcasting Certificate II in Make-up Artistry Certificate III in Concept Certificate III in Multimedia Development or Clothing Products Certificate III in Music Industry Certificate II in Community Recreation (Performance) Certificate II in Community Services Certificate III in Music (Technical Certificate II in Dance Production) Certificate II in Engineering Studies Certificate I in Vocational Preparation Certificate II in Furnishings Courses accessed through NTEC (Northland Secondary College) include: Certificate II in Automotive Certificate II in Furnishings Certificate II in Electrotechnology Certificate II in Horticulture (Landscaping) * There may be changes to the range of VET courses offered. Arrangements for 2009 are still in progress. There may be additional courses which will be published in the IMVC Handbook. St Joseph’s College Melbourne - Senior Programs Handbook 2009 Page 10 of 75 VICTORIAN CERTIFICATE OF APPLIED LEARNING (VCAL) The Victorian Certificate of Applied Learning (VCAL) is a senior school qualification designed to provide additional pathways for Year 11 & 12 students interested in vocationally orientated career options such as a traineeships, apprenticeships, diplomas and advanced diplomas, and employment. It sits alongside the VCE but provides a wider range of education and training pathways. It offers a different style of learning where students learn through practical activities, work and community partnerships. On the completion of Year 12 Senior VCAL, students can take one of two pathways. They can commence an apprenticeship or traineeship or they can continue with their studies at TAFE. Successful completion of many TAFE courses allows students to commence further studies either at university or TAFE. Students are not required to complete exams and are not issued with an ENTER score. In 2009 VCAL will be offered at three Certificate levels- Foundation, Intermediate and Senior, depending upon the level that matches the student’s needs and abilities. Students will attend school for 4 days per week, and work one day a week. The work component will be organised as an Australian School Based Apprenticeship (ASbA), a traineeship or work experience. Students commencing work experience will be expected to find paid employment during the year. VCAL has four compulsory strands- Literacy and Numeracy Skills Work Related Skills Industry Specific Skills Personal Development Skills. Literacy, Numeracy, Work Related and Personal Development strands are delivered through a program run at the College. The Industry Specific Skills are delivered through enrolment in a VET course or an Australian School Apprenticeship. Students must be enrolled in one or the other in order to qualify for VCAL. Course Information Personal Development This involves students exploring the concepts of teamwork, project organization, self-management, leadership and responsibility. Students undertake and develop the knowledge and skills that lead to personal and social responsibility, building community, civic responsibility and improving self confidence. They will engage in a community partnership where they work with people outside of the school community. Literacy Literacy is divided into two areas 1. Reading and writing 2. Oral Curriculum encourages the development of knowledge/skills in the contexts of family, community, employment and further learning Numeracy Curriculum develops the use of mathematical skills within society related to design, measuring, time, travel, etc. Religious Education Students study the core beliefs of major world religions; undertake reflection activities and become involved in ministry action. St Joseph’s College Melbourne - Senior Programs Handbook 2009 Page 11 of 75 Work Related Skills: Focuses on enterprise, teamwork, communication, resume writing, job applications, researching industry areas, OH&S, etc. The unit may include structured work placements and Australian School Based Apprenticeships. Industry Specific Skills: Develops the knowledge and skills related to one or more vocational areas in preparation for work or further training. Places in VCAL are limited. Selection will be based on student’s vocational goals and suitability for the program. Application procedures and selection criteria will be available at the compulsory Information Evening which will be held at the North Melbourne Campus on June 17, 2008. St Joseph’s College Melbourne - Senior Programs Handbook 2009 Page 12 of 75 AUSTRALIAN SCHOOL BASED APPRENTICESHIPS (ASbA) Australian School Based Apprenticeships allow students to work part time in traineeships or apprenticeships whilst completing their VCE or VCAL. Students, parents, the employer and the Registered Training Organisation are required to sign a Training Contract. Students are required to commit an average of 15 hours a week to the ASbA and may be required to work or to complete the TAFE component of their ASbA during weekends and/or term breaks. How does an ASbA work? You will 1. Be enrolled in VCAL. 2. Sign a training contract in conjunction with your employer, RTO and parents. 3. Be paid while you train. 4. Attend TAFE or other registered training organisation (RTO) one day a week, after school or on block release. 5. Commit to 10-15 hours per week in work and training. Who is eligible to be an Australian School Based Apprentice? 1. Students over 15 years of age who are permanent residents. 2. Students who attend school and are committed to completing their secondary studies. 3. Students who are prepared to commit a minimum of 15 hours a week to work and training. 4. Students need to be available during the school week and school holidays. 5. Students who can manage their time between three settings, school, work and training. What are the rewards for students? 1. Great career prospects. 2. A certificate that is recognised all over Australia. 3. Getting paid for training. 4. Gaining credits towards your VCAL and apprenticeship. 5. Finishing secondary school with two certificates. 6. Improved employment prospects. What is the difference between an ASbA and a VET program? An ASbA combines a full VET certificate program with paid employment. In this way students can benefit from part time work whilst still completing a full course of study at school. VET programs while offering structured workplace learning do not offer paid employment as part of their course. How to locate a suitable employee? A key feature of the ASbA program is finding suitable employment. There are two methods a student can use to locate an employer for their ASbA program. 1. Approach family, friends and employers in sourcing suitable employment. 2. Use the services provided by the Job Networks (see the ASbA or Careers Coordinator at the College). St Joseph’s College Melbourne - Senior Programs Handbook 2009 Page 13 of 75 COMPLETING A UNIT 3 & 4 SEQUENCE IN YEAR 11 In which studies can I complete a 3 and 4 sequence in Year 11? Students may complete a Unit 3 and 4 sequence of study in Year 11 in Biology Business Management History – Twentieth century Information Technology. There are two possibilities to choose from. These are IT Applications and Software Development Legal Studies Media Outdoor and Environmental Studies Philosophy Physical Education Psychology Religion and Society Studio Arts Texts and Traditions Visual Communication and Design Are there any criteria that I need to be aware of when deciding to apply to study a Unit 3 and 4 sequence in Year 11? Students who are considering applying to study a Unit 3 and 4 sequence in Year 11 need to be able to demonstrate their suitability to be able to cope with the demands of this level of study. When deciding whether a student will be permitted to complete a study at Unit 3 and 4, staff of the College will consider the following. The student’s Year 10 report in related studies of which an average grade of B or higher is recommended The student’s level of organisation and commitment to the completion of homework and assessment tasks by stated deadlines Attendance record General attitude to school life and study Reasons for wishing to study a 3 and 4 sequence NB: Students please note that entry into a 3 & 4 sequence in Year 11 is not automatic. St Joseph’s College Melbourne - Senior Programs Handbook 2009 Page 14 of 75 ESL STATUS Do I qualify for ESL status? To determine eligibility to be considered an ESL (English as a Second Language) student for VCE assessment purposes for English Units 3 and 4, students must meet two criteria – one regarding Residence and the other regarding The Language of School Instruction. 1. Residency Students must not have lived in Australia more than seven (7) years immediately prior to the first of January of the year in which Units 3 and 4 of English are undertaken. 2. Language of Second Instruction English must not have been the major language of instruction in the schools attended for more than seven (7) years prior to the first of January of the year in which Units 3 and 4 of English are undertaken. What documentation is required? A photocopy of the dates of entry into Australia procured from the passport Evidence of having been taught in a language other than English, such as o school reports o letters from the previous Principal o an affidavit The school determines ESL status on the basis of this documentation; however appeals can be made in certain circumstances. St Joseph’s College Melbourne - Senior Programs Handbook 2009 Page 15 of 75 RELIGIOUS EDUCATION YEARS 11 and 12 The Religious Education program for 2009 offers a wide choice for students. Religious Education is compulsory for all students and involves: A choice of one VCE unit or a Unit 3 / 4 sequence 20 hours of Ministry Action Participation in the spiritual and liturgical life of the College. VCE UNIT CHOICES YEAR 11 YEAR 12 Philosophy Unit 1 Philosophy Unit 2 Religion and Society Unit 1 Philosophy Units 3 /4 Religion and Society Units 3 / 4 Religion and Society Unit 2 (Ethics) Texts and Traditions Unit 2 Religion and Society Units 3 / 4 Texts and Traditions Units 3 / 4 Texts and Traditions Units 3 / 4 Ministry Action As an Edmund Rice school, we are committed to reaching out to others and working with them for justice. Staff and students work in areas of personal choice that include tutoring at the Edmund Rice Center St Albans and Sunshine; Young Vinnies, Edmund Rice Justice Network, The Christian Brothers’ Foundation (Africa), Indigenous Ministry, Amnesty International and many others often suggested by students. In term one, our focus is Caritas Project Compassion and as the year progresses, students have opportunities to attend workshops, meetings, conferences etc designed to support us in our work for justice. Spirituality and Liturgy All students are expected to attend and participate in the celebrations, prayers and liturgies that feature in the life of the College. These activities include Pastoral Care, morning prayer, assemblies, College Start of Year Assembly, class Masses, campus Masses, Feast Days, Walkathon, Presentation Night, Graduations and the many events and people we remember and celebrate together. Mr. Michael Leonard Director of Religious Education and Spirituality St Joseph’s College Melbourne - Senior Programs Handbook 2009 Page 16 of 75 PATHWAYS Business Studies 19 Behavioural Science 20 Community Welfare 21 Electronic / Electrical 22 Graphic Design 23 Humanities 24 Information Technology 25 Mathematics & Science Engineering 26 Medical & Health Science 27 Media and Performing Arts 28 Planning and Architecture 29 Sport and Recreation 30 Technology and Design 31 St Joseph’s College Melbourne - Senior Programs Handbook 2009 Page 17 of 75 STUDY OPTIONS In selecting your two-year VCE program, it is important for you to keep in mind what you may wish to pursue after you complete your VCE. This is not always easy or straightforward for many students who are in Year 10 or 11, but it is something that should be addressed. Several ‘Study Options’ are listed on the following pages which are designed to assist you to plan a program of study for your two years of VCE which may best suit your future plans, whether they be for employment or tertiary study. These proposed subject ‘packages’ should only be seen as a guide to your course planning. In no sense are they meant to replace the various consultations that must take place before you can make a wise choice of VCE subjects. That process of consultation should include discussions with such people as your subject teachers, careers teachers and parents. In addition, you need to make a detailed examination of the Victorian Tertiary Entrance Requirements (VICTERs) for 2009-2010 this will indicate to you which subjects are compulsory pre-requisites for particular courses of study and which are highly recommended or carry bonus marks. You will notice that each ‘Study Option’ embraces a range of suggested subjects that could be undertaken in that area. For example, the Business Studies Option includes Accounting and Business Management. However, if you feel that you have a particular skill or interest in the area of Visual Communication and Design, you could substitute this subject for Business Management without any problem – i.e. there may well be some flexibility within the Study Option. In every case, it is your responsibility to check your VICTER if you plan to undertake tertiary study. Victorian Tertiary Entrance Requirements (VICTERs) are available from VTAC 40 Park Street South Melbourne 3205 Phone: 1300 364 133 www.vtac.edu.au St Joseph’s College Melbourne - Senior Programs Handbook 2009 Page 18 of 75 BUSINESS STUDIES OPTIONS These options are designed for students who wish to pursue studies that will lead to employment or further study in the following fields: ACCOUNTING HUMAN RESOURCE MANAGEMENT BUSINESS ADMINISTRATION MARKETING AND SALES BANKING AND FINANCE LEGAL STUDIES CORE STUDIES English Units 1-4 CHOOSE FROM OTHER SUGGESTED UNITS Accounting 1-4 Accounting Economics 1-4 Studio Arts Legal Studies 1-4 History Business Management 1-4 Psychology Information Technology 1-4 L.O.T.E. Mathematics Visual Communication & Design FUTURE OPTIONS PATHWAYS TO TAFE DIRECT EMPLOYMENT UNIVERSITY CERTIFICATES (I-IV) DIPLOMA TRAINEESHIPS BACHELOR BUSINESS AND ADVANCED DIPLOMA Local Government Banking and Finance Banking and Finance Retailing Marketing Applied Economics Insurance Marketing/Japanese Business Administration Textiles Business Advertising Travel and Tourism Clothing Credit Management Economics Footwear Travel and Tourism Marketing Banking International Trade Retail Management Clerical Hospitality Catering & Hotel Management Real Estate Merchandising & Marketing Law/Commerce Public Service Accounting International Trade Teaching St Joseph’s College Melbourne - Senior Programs Handbook 2009 Page 19 of 75 BEHAVIOURAL SCIENCE OPTIONS These options are designed for students who wish to pursue studies that will lead to employment or further study in the following fields: HEALTH PROMOTION SOCIAL WORKER COMMUNITY SERVICES PSYCHOLOGY OCCUPATIONAL THERAPY CHILD CARE COUNSELLING/WELFARE NURSING CRIMINOLOGY CORE STUDIES English Units 1-4 At least 2 Units of studies from the Arts/Humanities Grouping At least 2 Units of studies from the Mathematics/Science/Technology Grouping CHOOSE FROM OTHER SUGGESTED UNITS Psychology 1-4 Physical Education Biology 1-4 LOTE Mathematics 1-4 Information Technology History Outdoor &Environmental Studies Legal Studies Chemistry FUTURE OPTIONS PATHWAYS TO TAFE CERTIFICATES (I-IV) UNIVERSITY DIRECT EMPLOYMENT DIPLOMA AND ADVANCED BACHELOR ARTS DIPLOMA Limited opportunity for Managing Social & Psychology direct entry after VCE Community Services. Social & Behavioural Sciences Residential & Community Human Services Services B.BEHAVIOURAL SCIENCE Child Care BACHELOR BUSINESS Community Development Human Resource Management Community Justice Studies BACHELOR SCIENCE Welfare Biological Science Marine Science B.APPLIED SCIENCE Psychology Psychophysiology Human Biology Human Movement Occupational Therapy St Joseph’s College Melbourne - Senior Programs Handbook 2009 Page 20 of 75 COMMUNITY AND WELFARE STUDIES OPTIONS These options are designed for students who wish to pursue studies that will lead to employment or further study in the following fields: SOCIAL WORK LEGAL STUDIES POLICE FORCE PRIMARY TEACHING INTERPRETING WELFARE STUDIES YOUTH WORK RELIGIOUS STUDIES PSYCHOLOGY CORE STUDIES English Units 1-4 At least 2 Units of studies from the Arts/Humanities Grouping At least 2 Units of studies from the Mathematics/Science/Technology Grouping CHOOSE FROM OTHER SUGGESTED UNITS Psychology 1-4 Information Technology Physical Education Mathematics Legal Studies 1-4 Chemistry Japanese Biology History Outdoor & Environmental Studies Italian Religion in Society FUTURE OPTIONS PATHWAYS TO TAFE DIRECT EMPLOYMENT CERTIFICATES (I-IV) UNIVERSITY TRAINEESHIPS DIPLOMA AND ADVANCED BACHELOR BUSINESS DIPLOMA Local Government Auslan Psychology Hospitality Medical Laboratory Disability Studies Public Administration Residential & Community Serv. Interpreting/Translation Child care Intellectual Disability Language/Culture Studies Youth/Child Urban Studies Child Care Social Work Community Development Community Development Community Justice Studies General Family Studies Humanities Social Science Welfare Studies Early Childhood Pastoral Studies Religion & Theological Studies St Joseph’s College Melbourne - Senior Programs Handbook 2009 Page 21 of 75 ELECTRONIC/ELECTRICAL OPTIONS These options are designed for students who wish to pursue studies that will lead to employment or further study in the following fields: ELECTRICIAN ELECTRICAL ENGINEER ENGINEER ELECTRICAL MECHANIC CORE STUDIES English Units 1-4 CHOOSE FROM OTHER SUGGESTED UNITS Systems & Engineering (Electronics) 1-4 Visual Communication and Design Physics 1-4 Chemistry Mathematics 1-4 Business Management Information Technology FUTURE OPTIONS PATHWAYS TO TAFE DIRECT EMPLOYMENT CERTIFICATES (I-IV) UNIVERSITY TRAINEESHIPS DIPLOMA AND ADVANCED BACHELOR ENGINEERING DIPLOMA Electrical Engineering Electrical Electronics Electrical Computer Systems Vehicle Electronics Communication Electronics Aircraft Aerospace Systems Computer Technology Engineering Audio/Visual Technology Aerospace B.APPLIED SCIENCE Computer Science Maths & Computer Science Digital Technology Computing & Instrumentation Microprocessor Application Computing & Accounting St Joseph’s College Melbourne - Senior Programs Handbook 2009 Page 22 of 75 GRAPHIC DESIGN AND ART OPTIONS These options are designed for students who wish to pursue studies that will lead to employment or further study in the following fields: GRAPHIC DESIGN ART/PHOTOGRAPHY INTERIOR DESIGN SIGNWRITING FINISHED ART VISUAL MERCHANDISING PRINTING FASHION DESIGN CORE STUDIES English Units 1-4 CHOOSE FROM OTHER SUGGESTED UNITS Studio Arts 1-4 Systems Engineering Visual Communication and Design 1-4 Design & Technology Media Business Management Information Technology Mathematics FUTURE OPTIONS PATHWAYS TO TAFE DIRECT EMPLOYMENT CERTIFICATES (I-IV) UNIVERSITY TRAINEESHIPS DIPLOMA AND ADVANCED BACHELOR ARTS DIPLOMA Sign writer Applied Design Applied Art Screen printer Applied Photography Graphic Design Painter/Decorator Australian Art Fashion Visual Arts Silver smithing/Jewellery Ceramics Art & Design Floristry Computer Aided Art & Design Fashion Graphic Reproduction Graphic Art Textile Design Printing Illustration Interior Design Screen-printing Design Industrial Design Studio Textiles Fine Art Visual Arts Architecture Visual Merchandising Wood Design Interior Decoration & Design St Joseph’s College Melbourne - Senior Programs Handbook 2009 Page 23 of 75 HUMANITIES OPTIONS These options are designed for students who wish to pursue studies that will lead to employment or further study in the following fields: JOURNALISM VIDEO PRODUCTION LOCAL GOVERNMENT LAW MEDIA STUDIES POLITICS LIBRARIAN PHOTOGRAPHY LANGUAGE STUDIES CORE STUDIES English Units 1-4 CHOOSE FROM OTHER SUGGESTED UNITS Italian Physical Education Japanese Psychology History Studio Arts Legal Studies Visual Communication and Design Studio Art Religion in Society English Literature Information Technology Literature Mathematics FUTURE OPTIONS PATHWAYS TO TAFE DIRECT EMPLOYMENT CERTIFICATES (I-IV) UNIVERSITY TRAINEESHIPS DIPLOMA AND ADVANCED BACHELOR ARTS DIPLOMA Australian Public Service Auslan Asian Studies Commonwealth Statutory Applied Language – Australian Studies Auth Japanese Legal Office Professional Writing & Editing European Studies Local Government Media Education Travel Office Corporate Video Production Language & Culture Studies Library Services Multicultural Studies ON JOB TRAINING Multidisciplinary Lighting Operator Psychology CADETSHIP Behavioural Science Newspaper/Publisher Social Science Family Studies Journalism Media Studies Teaching St Joseph’s College Melbourne - Senior Programs Handbook 2009 Page 24 of 75 INFORMATION TECHNOLOGY OPTIONS These options are designed for students who wish to pursue studies that will lead to employment or further study in the following fields: COMPUTER PROGRAMMING DATA PROCESSING COMPUTER OPERATOR MANAGEMENT COMMUNICATIONS ACCOUNTING CORE STUDIES English Units 1-4 CHOOSE FROM OTHER SUGGESTED UNITS IT Applications Economics Information Technology 1-2 Visual Communication & Design Mathematics 1-4 Legal Studies Physics 1-4 Psychology Accounting 1-4 Systems & Engineering Software Development FUTURE OPTIONS PATHWAYS TO TAFE DIRECT EMPLOYMENT CERTIFICATES (I-IV) UNIVERSITY TRAINEESHIPS DIPLOMA AND ADVANCED BACHELOR BUSINESS DIPLOMA Technology Traineeship Scientific Computing Information Systems Office Clerical Information Technology Computing Travel Officer Automated Systems Accounting/Information Sys. Technology-Computing BACH.SOCIAL SCIENCE Information Management BACHELOR COMPUTING Digital Technology BACH. INFORMATION SYS BACHELOR ARTS Inf. Management/Librarian Teaching St Joseph’s College Melbourne - Senior Programs Handbook 2009 Page 25 of 75 MATHEMATICS AND SCIENCE / ENGINEERING OPTIONS These options are designed for students who wish to pursue studies that will lead to employment or further study in the following fields: ENVIRONMENTAL SCIENCE PHYSICS MATHEMATICS/STATISTICS BIOLOGY CHEMISTRY VETERINARY SCIENCE TECHNICIAN/TECH OFFICER FISHERIES & WILDLIFE SURVEYING CORE STUDIES English Units 1-4 CHOOSE FROM OTHER SUGGESTED UNITS Mathematics 1-4 Information Technology 1-2 Physics 1-4 IT Applications Chemistry 1-4 Visual Communication & Design Biology 1-4 Software Development Systems & Engineering 1-4 IT Applications FUTURE OPTIONS PATHWAYS TO TAFE DIRECT EMPLOYMENT CERTIFICATES (I-IV) UNIVERSITY TRAINEESHIPS DIPLOMA AND ADVANCED BACHELOR ENGINEERING DIPLOMA Lab Assistant Animal Technology Mechanical Tech Assistant Plastics Wood & Fibre Marketing Civil Municipal Maintenance Environ. Waste Management Building Water Operations Resource Management Manufacturing Gas & Fuel Pipe Laying Laboratory Technology Aerospace Materials Engineering Environmental APPRENTICESHIPS Aeronautics Municipal Fitting & Turning Aviation Industrial Welding Engineering/Aerospace Syst. Electrical Motor Mechanic Audio Visual Technology Maritime Aircraft Maintenance Civil Engineering Optical Electrical/Electronic Computer Systems B. SCIENCE Mechanical Engineer Electrical/Electronic B. APPLIED SCIENCE Mechanical/Manufacturing St Joseph’s College Melbourne - Senior Programs Handbook 2009 Page 26 of 75 MEDICAL AND HEALTH SCIENCE OPTIONS These options are designed for students who wish to pursue studies that will lead to employment or further study in the following fields: NURSING MEDICAL ADMINISTRATION AMBULANCE SERVICES DENTISTRY MEDICAL SERVICES PHYSIOTHERAPY PHARMACY HEALTH PROMOTION CORE STUDIES English Units 1-4 CHOOSE FROM OTHER SUGGESTED UNITS General Mathematics 1-2 Physical Education 1-4 Mathematical Methods 1-4 Outdoor Education 1-4 Further Mathematics 3-4 IT Applications Specialist Mathematics 3-4 Systems and Engineering Biology 1-4 Japanese Chemistry 1-4 Italian Physics 1-4 IT Applications Psychology 1-4 Software Development FUTURE OPTIONS PATHWAYS TO TAFE CERTIFICATES DIRECT EMPLOYMENT (I-IV) UNIVERSITY TRAINEESHIPS DIPLOMA AND ADVANCED BACHELOR ARTS DIPLOMA Ward Assistant Applied Science: Medical Lab Bachelor – Nursing Nursing Assistant Applied Science: Biological Sci B.App.Sci – Human Movement Applied Science: Chemical Sci B.Health Sci – Occup.Therapy Applied Science: Forensic Sci B.Physiotherapy Recreation: Sports Coaching B.Disability Studies Myotherapy B.Food Science & Nutrition B.Health Studies B.Sports Coaching & Admin. B.Podiatry B.Pharmacy B.Medical Radiation St Joseph’s College Melbourne - Senior Programs Handbook 2009 Page 27 of 75 MEDIA AND PERFORMING ARTS OPTIONS These options are designed for students who wish to pursue studies that will lead to employment or further study in the following fields: FILM NEWSPAPERS & MAGAZINES TELEVISION TEACHING DANCE RADIO ARTS ADMINISTRATION THEATRE PUBLIC RELATIONS DESIGN JOURNALISM & WRITING GRAPHICS MEDIA MUSIC INDUSTRY ADVERTISING TEACHING CORE STUDIES English Units 1-4 CHOOSE FROM OTHER SUGGESTED UNITS Studio Arts 1-4 Physical Education IT Applications Outdoor Education Visual Communication and Design 1-4 Business Management Media IT Applications Software Development FUTURE OPTIONS PATHWAYS TO TAFE CERTIFICATES DIRECT EMPLOYMENT UNIVERSITY (I-IV) TRAINEESHIPS BACHELOR ARTS DIPLOMA AND ADVANCED DIPLOMA Limited options exist Small Companies and Community Theatre. Media for direct Corporate Video Production Performance Studies employment without Dance Instruction & Mgmt Media Arts work experience. Theatre Technology Performing Arts Sound Production Dance Media Film & Television Photography St Joseph’s College Melbourne - Senior Programs Handbook 2009 Page 28 of 75 PLANNING AND ARCHITECTURE OPTIONS These options are designed for students who wish to pursue studies that will lead to employment or further study in the following fields: ARCHITECTURE URBAN STUDIES/PLANNING BUILDING & CONSTRUCTION DRAFTING SURVEYING CORE STUDIES English Units 1-4 CHOOSE FROM OTHER SUGGESTED UNITS Visual Communication and Design 1-4 Studio Arts Mathematics 1-4 History Physics 1-4 Business Management Design & Technology 1-4 Accounting Economics Chemistry Information Technology Psychology IT Applications Economics Software Development FUTURE OPTIONS PATHWAYS TO TAFE DIRECT EMPLOYMENT CERTIFICATES (I-IV) UNIVERSITY APPRENTICESHIPS DIPLOMA AND ADVANCED BACHELOR ARTS DIPLOMA Boat Building Architectural Drafting Visual Com Planning & Design Brick Laying Building Construction Urban Studies Cabinet Making Building Inspection Industrial Design Carpentry & Joinery Technology – Furniture Architecture Furniture making Cartography Building Engineering Surveying Interior Design Town Planning St Joseph’s College Melbourne - Senior Programs Handbook 2009 Page 29 of 75 SPORT AND RECREATION OPTIONS These options are designed for students who wish to pursue studies that will lead to employment or further study in the following fields: LEISURE AND RECREATION FITNESS PHYSICAL EDUCATION AND HUMAN SPORTS ADMINISTRATION MOVEMENT SPORTS PSYCHOLOGY CORE STUDIES English Units 1-4 CHOOSE FROM OTHER SUGGESTED UNITS Physical Education 1-4 IT Applications Outdoor Education 1-4 Business Management Biology 1-4 Mathematics Chemistry 1-4 History Accounting Software Development FUTURE OPTIONS PATHWAYS TO TAFE DIRECT EMPLOYMENT CERTIFICATES (I-IV) UNIVERSITY TRAINEESHIPS DIPLOMA AND ADVANCED BACHELOR APPLIED SCIENCE DIPLOMA Sports Administration Fitness Instruction Recreation Hospitality Myotherapy Urban Studies Local Government Recreation Management Physical Education Travel Fitness Leadership Outdoor Education AFL Traineeships Personal training Youth Affairs Horticulture BACHELOR OF SCIENCE Retail General Information technology Human Movement Parks & Recreation BACHELOR OF BUSINESS Sports Management Sports Coaching Travel & Tourism Catering & Hotel Management St Joseph’s College Melbourne - Senior Programs Handbook 2009 Page 30 of 75 TECHNOLOGY AND DESIGN OPTIONS These options are designed for students who wish to pursue studies that will lead to employment or further study in the following fields: CARPENTRY & JOINERY BUILDING CONSTRUCTION PATTERN MAKING TECHNOLOGY DESIGN FURNITURE PLUMBING TECHNOLOGY METAL FOUNDING DRAFTING CORE STUDIES English Units 1-4 CHOOSE FROM OTHER SUGGESTED UNITS Design & Technology 1-4 Business Management Mathematics 1-4 Legal Studies Visual Communication and Design 1-4 Studio Arts Systems and Engineering Physics IT Applications Software Development FUTURE OPTIONS PATHWAYS TO TAFE DIRECT EMPLOYMENT CERTIFICATES (I-IV) UNIVERSITY APRENTICESHIPS DIPLOMA AND ADVANCED BACHELOR ARTS DIPLOMA Carpentry & Joinery Building Construction Industrial Design Boat Building Architectural Drafting Technology Painting & Decorating Further Technology Design Wood Machining Interior Design Manufacturing Technology Engineering Fabrication Computer Aided Art & Design Building Construction Pattern Making Design Metal Founding Graphic Art Plumbing Illustration Panel Beating Screen Printing Design Motor Mechanic Wood Design St Joseph’s College Melbourne - Senior Programs Handbook 2009 Page 31 of 75 SUBJECT OUTLINES Accounting 34 Biology 35 Business Management 36 Chemistry 37 Design and Technology 38 Economics 39 English 40 Food and Technology 41 History – Twentieth Century 42 Information Technology Unit 1 & 2 43 Information Technology (IT Applications Unit 3 & 4) 44 Information Technology (Software Development Unit 3 & 4) 45 Information Technology (VET Certificate II) 46 Literature 47 LOTE (Italian) 48 LOTE (Japanese) 49 Legal Studies 50 Mathematics (Foundation) 51 Mathematics (General A and Further Maths) 52 Mathematics (General B and Specialist Maths) 53 Mathematical Methods 54 Media 55 Outdoor and Environmental Studies 56 Philosophy: Unit 1 (Existence, Knowledge & Reasoning) 57 Philosophy: Unit 2 (Ethics & Philosophy Investigation) 58 Philosophy: Unit 3 & 4 (The Good Life / Mind, Science & Knowledge) 59 Physical Education 60 Physics 61 Psychology 62 Religion and Society: Unit 1 (Religion in Society) 63 Religion and Society: Unit 2 (Ethics & Morality) 64 Religion and Society: Unit 3 & 4 (The Search for Meaning, Challenge & Response) 65 Studio Arts 66 Systems Engineering 67 Texts and Traditions: Unit 2 (Texts in Society) 68 Texts and Traditions: Unit 3 & 4 (The Gospel of Luke, Texts and the Early Tradition, Texts and their teachings) 69 Visual Communication & Design 70 St Joseph’s College Melbourne - Senior Programs Handbook 2009 Page 33 of 75 ACCOUNTING Unit 1 of V.C.E. Accounting focuses on accounting and financial management of service businesses. This unit produces the fundamental process of gathering, recording, reporting, analysing, interpreting and evaluating financial information in relation to small businesses. The area of financial planning is also covered, including investing (the share market and superannuation are covered), accounting for the GST, income tax and price setting strategies. Unit 2 moves on to a detailed examination of the financial operations of trading firms. Included in this is the recording and reporting of both cash and credit transactions in manual and computerised systems. Areas covered include managing cash, managing stock and evaluating business performance. The use of computers is a compulsory part of Accounting and therefore students will be exposed to computer applications such as Microsoft Excel®, PowerPoint and Quick Books Pro®. Internet applications are also used during the course. AREAS OF STUDY UNIT 1 UNIT 2 “Establishing and operating a Service Business” “Accounting for a Trading Business” Recording, Reporting And Understanding Recording, Reporting And Understanding Accounting Information. Accounting Information forms of business ownership managing cash measuring wealth managing stock designing accounting systems cash v profit recording and reporting accounting for the GST accounting for the GST balance day adjustments and reporting Decision Making Decision Making price setting strategies report evaluation budgeting key performance indicators investment decisions personal taxation In Units 3 & 4 the following areas are covered: Units 3 and 4 of Accounting expand on the knowledge gained by students in Units 1 and 2. A full examination of double entry accounting is covered. This subject is an excellent preparation for students going on to University or TAFE courses in Accounting. Students cover the recording of financial information, as well as the preparation of Profit and Loss statements, Balance sheets and Cash flow statements. UNIT 3 UNIT 4 Double entry recording Accounting for returns The GST Buying and selling non-current assets Perpetual inventory Managing debtors and stock Balance day adjustments Budgeting Depreciation Analysis of reports Accounting reports St Joseph’s College Melbourne - Senior Programs Handbook 2009 Page 34 of 75 BIOLOGY Biology is the study of living organisms and the processes needed for life. Since it is such a huge field including animals, plants, microbes, medicine, agriculture, genetics and ecology etc., only some areas can be covered in four units of VCE. The course has a strong knowledge content but emphasis is placed on practical work and the skills of working logically within a scientific framework. These skills include being able to comprehend and analyse ideas, think logically and critically and come to reasonable conclusions. These skills are practised on excursions and in the laboratory. Assessment of the Outcomes is by excursion reports, laboratory investigations, tests and a semester examination. In Unit 1, students are given an overview of life and types of organisms. They are introduced to scientific methods of research and investigation. They will investigate cell structure and the requirements for life to be sustained. An examination of how living things are organised and classified is also undertaken. In Unit 2 the environmental factors impacting on living things is explored, as are adaptations that living organisms possess that allows them to survive. Relationships between organisms within an ecosystem are examined, as are the impacts of human intervention and climate change on survival prospects. AREAS OF STUDY UNIT 1 UNIT 2 Cells in action – Cell functioning Adaptations of Organisms Requirements of Living Things Environmental factors Classification of organisms Adaptations Functioning Organisms Dynamic Ecosystems Population Dynamics For students wishing to undertake Units 3 & 4 the following areas are covered: UNIT 3 UNIT 4 Signatures of life Continuity and change This unit focuses on the study of molecules and This unit focuses on molecular genetics biochemical processes that are indicators of life including the role genes play in establishing and focuses on the structure of DNA, genes and biodiversity. Also included is a study of the code for production of proteins. evolution including the historical development of ideas and the use of evidence. Unit 2 is highly recommended as very important background knowledge. St Joseph’s College Melbourne - Senior Programs Handbook 2009 Page 35 of 75 BUSINESS MANAGEMENT Business Management students in the first year of V.C.E. investigate the management of small business and the concept of management generally. They focus mainly on the small business sector but also on communication and marketing. In the second year of VCE, Business Management students turn to the world of big business, where they study corporate management, human resource management and change in Large Scale Organisations (LSOs). The focus is mainly on how LSOs can achieve objectives through the management of its primary resource, human resources. As part of this course, students run their own small business and have direct contact with business managers and large corporations. AREAS OF STUDY UNIT 1 UNIT 2 Business Concepts Management, Change, And Innovation. Small Business: Decision Making, Planning And Management And Communication Operation. Managing The Marketing Process This involves looking at such things as: This involves looking at such things as: the characteristics of business reasons for change measures of business performance methods of communication business support services barriers to communication strategies for decision making, planning types of information and evaluating small business market research methods marketing strategies UNIT 3 UNIT 4 Corporate Management Managing People and Change Area of Study 1: Area of Study 1: Large Scale Organisations in Context: The human resource management function Characteristics of an LSO Human Resource Management Economic Contributions Motivational Theories Types of LSOs The Employment Cycle Environments of LSOs Employee Relations Area of Study 2: Area of Study 2: Internal Environments of LSO The management of change Management Structures Change – Sources, Forces and Theories Key Management Roles Significant Change Issues Management Styles and Skills Ethical and socially responsible management of the internal environment Area of Study 3: The Operations Management Function: Key Elements of Operations management Operations Management Strategies Ethical and socially responsible operations management Business Management Units 3 & 4 has a single exam which takes place at the end of Term 4 St Joseph’s College Melbourne - Senior Programs Handbook 2009 Page 36 of 75 CHEMISTRY Chemistry is a key science in explaining the workings of our universe, through an understanding of the properties and interaction of substances that make up matter. Most processes, from the formation of molecules in outer space to the complex biological interactions occurring in cells, can be described by chemical theories. Chemistry is used to explain natural phenomena at the molecular level, as well as create new materials such as medicines and polymers. The development of modern society has been intimately linked with the successful integration of chemical knowledge into new technologies and this trend continues with emerging fields such as biotechnology and nanotechnology. In Unit 1, students investigate the basic building block of matter – the atom. Electronic configurations of different elements are related to the position of those elements in the Periodic Table, which is seen as a unifying framework for studying the chemistry of the elements. Students investigate the structures, properties and uses of a wide range of materials. Unit 2 involves a study of Environmental Chemistry, centering on water as a crucial compound for life. Students study the interaction between living things and gases of the atmosphere. Students investigate how chemistry is used to respond to the effects of human activities on our environment. The principles and applications of green chemistry to processes and practices are included. AREAS OF STUDY UNIT 1 UNIT 2 The Big Ideas of Chemistry Environmental Chemistry The Periodic Table and Materials Water and The Atmosphere historical development, trends bonding and the properties of water atomic theory chemical reactions and equations chemical bonding chemical calculations reactions and equations kinetic molecular theory chemical calculations carbon and nitrogen cycles properties of materials roles of major gases introduction to organic chemistry impact of human activities on the polymers environment surface chemistry and nanotechnology UNIT 3 UNIT 4 In Unit 3, students investigate analytical Unit 4 focuses on chemistry at work. Large principles using everyday items and issues as industrial-scale production of chemicals is the focus. They are introduced to instrumental studied with particular emphasis on one chosen analytical techniques. They study chemical chemical. Students investigate the production pathways, applying learnt skills and knowledge and use of energy in non-living systems. to the understanding of developments in biochemical fuels and of medicines. Students need to study Units 1 & 2 in order to be able to confidently take up Units 3 & 4. St Joseph’s College Melbourne - Senior Programs Handbook 2009 Page 37 of 75 DESIGN AND TECHNOLOGY (WOOD – METAL – PLASTICS) Design and Technology is the starting point within the VCE for a wide range of career choices, especially so for those wishing to pursue a trade either through an apprenticeship or a TAFE Traineeship. The type of trade is not critical to studying this subject as all trades are based on finding a practical solution to a problem. They also require you to be able to use tools, know why you are using them and, most require you to be able to communicate your thoughts via a drawing. In Design and Technology you will be taught the theory and principles of design, how to do free hand drawings of what you are going to make, how to make it and finally how to evaluate it to see if it works. You may end up making such diverse products as an acoustic guitar to a bedside lamp. NOTE: Students who do this subject are also expected to choose Visual Communication and Design as well as this subject will greatly assist you in building up your skills. AREAS OF STUDY UNIT 1 UNIT 2 Materials, processes and design Parameters of design Properties and use of materials Design considerations and constraints Methods of communicating ideas Materials in design, development and Production processes production. Design and realisation UNIT 3 & 4 In Units 3 and 4 the following areas are covered: Production development: designer, client and end user Product development in industry Designing for others Product analysis and comparison Product manufacture Product evaluation and promotion St Joseph’s College Melbourne - Senior Programs Handbook 2009 Page 38 of 75 ECONOMICS In VCE Economics students learn about the economic decisions made by individuals, governments, producers, unions and our trading partners. Students examine topics such as unemployment, inflation, distribution of income and wealth, industrial relations, globalisation and foreign trade. Units 1 & 2 provide students with an understanding of what is happening in the Australian economy starting with a visit to the Queen Victoria Market to analyse how buyers and sellers interact to determine prices of goods. For other topics, newspaper articles and recent statistics are analysed and current events are discussed to determine their likely impact on the economy. Most students enjoy studying these units because Economics helps them to understand how they and their families will be affected by changing economic conditions e.g.: GST, increasing interest rates, rising value of the Australian dollar and the impact of drought and increasing petrol prices. AREAS OF STUDY UNIT 1 UNIT 2 A Market System Australia’s External Relationships Economic decision-making, resources, Trade agreements and alliances, importing, consumers, producers, government, unions exporting, tariffs, foreign currency exchange, pressure groups, financial institutions and exchange rates and foreign debt between property, shares and produce markets within Australia and it trading partners. Australia. Economic Issues Economic Globalisation economic growth effects on stakeholders employment and unemployment case-studies eg. Mcdonalds, Nike etc. inflation and prices mass production distribution of income & wealth role of technology workplace relations multinational organisations In Units 3 & 4 the following areas are covered: UNIT 3 UNIT 4 Australia’s Economic Objectives Australia’s Economic Policies Microeconomics Budgetary/Fiscal Policy Macroeconomics Monetary Policy Economic Growth Microeconomic Reform Inflation Methods and impact of each policy on the Full Employment economy External Stability Interrelationship of policies to produce an Efficient Resource Allocation appropriate policy mix. Equity and the Distribution of Income and Use of each policy to achieve each Wealth objective covered in unit 3. Relationship between economic objectives Economics Units 3 & 4 has a single exam which takes place at the end of Term 4 St Joseph’s College Melbourne - Senior Programs Handbook 2009 Page 39 of 75 ENGLISH The focus of this study in Units 1 and 2 is the enjoyment of reading a range of texts, including one Australian text; understanding the ways texts are constructed and interpreted including analysis of persuasive language and developing competence and confidence in creating written, oral and multimodal texts. There are three outcomes to be achieved in each of Units 1 and 2. Demonstration of achievement of outcomes is based on the student’s performance in a selection of assessment tasks. In Outcome 1 Unit 1 the student will be able to identify and discuss key aspects of a set text, and to construct a response in oral or written form. In Unit 2 students extend this to include ways of thinking about characters, ideas and themes. In Outcome 2, the student will be able to create and present persuasive, imaginative and/or multimodal texts taking into account audience, purpose and context and showing evidence of planning, editing and revision. In Outcome 3 Unit 1the student will be able to identify and discuss either in writing and/or orally, how language can be used to persuade readers and/or viewers. In Unit 2 students extend this to include presenting a reasoned point of view in oral or written from. Assessment will be part of the regular learning program and must be completed mainly in class within a limited time frame. This includes two responses to text, two writing folios, one oral presentation, three topic tests in each of Units 1 and 2 and a mid year and end of year examination. AREAS OF STUDY UNIT 1 UNIT 2 Reading and responding. Reading and responding Creating and presenting. Creating and presenting. Using language to persuade Using language to persuade. UNIT 3 UNIT 4 The focus of this unit is on reading and The focus of this unit is on reading and responding both orally and in writing to a range responding in writing to a range of texts in of texts. Students analyse how the authors of order to analyse their construction and texts create meaning and the different ways in provide an interpretation. Students create which texts can be interpreted. They develop written or multimodal texts suggested by their competence in creating written texts by reading within the chosen Context and exploring ideas suggested by their reading within explain creative choices they have made as the chosen Context, and the ability to explain authors in relation to form, purpose, choices they have made as authors. language, audience and context. There are three outcomes to be achieved in Unit There are two outcomes to be achieved in 3. Assessment will be part of the regular learning Unit 4. Assessment will be part of the regular program and must be completed mainly in class learning program and must be completed within a limited time frame. This includes an mainly in class within a limited time frame. This analysis of 3 media texts published in Australia, includes an interpretation of a selected text an oral presentation of a point of view on an and a response to a chosen Context. issue, an analytical or expository response to a selected text and a response to a chosen Context. ESL English is also established pathway accessible through Student Services. UNIT 3 UNIT 4 Reading and responding Reading and responding Creating and presenting Creating and presenting Using language to persuade St Joseph’s College Melbourne - Senior Programs Handbook 2009 Page 40 of 75 FOOD AND TECHNOLOGY Food and Technology is designed to give students a greater understanding of food as a commodity, and knowledge of food preparation and production from a small-scale perspective to mass production in industry. The food production industry is diverse and constantly changing. New and modified products are developed to meet the changing social, economic and environmental needs of society. There has been rapid development of technology related to the manufacture of food. This has influenced the way food is produced, processed, packaged and marketed. The amount and type of food eaten by the Australian population is becoming a health issue. The Food and Technology Study Design informs students about selecting and serving foods which are beneficial for health. Throughout the four units students will develop skills in the planning, preparation and evaluation of food products and examine the theory behind food production and product development and management. AREAS OF STUDY UNIT 1 UNIT 2 Food and its preparation Planning and development Properties of food Planning in food preparation Factors in food preparation Food and technological developments Food hygiene and safety UNIT 3 & 4 In Units 3 and 4 the following areas are covered: Food preparation and processing. Maintaining food safety in Australia. Product development. The design process. New and emerging food trends. St Joseph’s College Melbourne - Senior Programs Handbook 2009 Page 41 of 75 HISTORY (TWENTIETH CENTURY) History is the practice of understanding and making meaning of the past. It is also the study of the problems of establishing and representing that meaning. It is a synthesising discipline that draws upon most elements of knowledge and human experience. Students learn about their historical past, their shared history and the people, ideas and events that have created present societies and cultures. The first half of the twentieth century (1900-1945) was a period marked by significant change. In the nineteenth century there still remained a sense of a certain natural order of society. This order was challenged and overturned in the first half of the twentieth century. Old certainties were replaced by new uncertainties. Societies and individuals were in a state of flux and all that seemed guaranteed was more change. Since 1945, there has been the interplay between domestic and regional events and international developments. This period has also been dominated by post-war reconstruction and significant growth in material living standards. AREAS OF STUDY Unit 1 considers the way in which Western societies responded to changes, how they affected people’s lives and the development of domestic and international crises. Unit 2 provides the opportunity to investigate major themes and principal events of post-war history: the Cold War, the Vietnam war, the emergence of social movements such as the Black Civil Rights movement and peace movements, the collapse of the Soviet bloc, the end of apartheid and the development of organisations such as the European Union. Alternatively, in Unit 2 we may focus on the history of South Africa and in particular the struggle against the system of Apartheid. UNIT 1 UNIT 2 “Twentieth Century History” (1900-1945) “Twentieth Century History” (since 1945) Crisis and Conflict Ideas and Political Power Social Life Social movements Cultural expression The growth of internationalism UNIT 3 & 4 In Units 3 & 4 the following areas are covered: Revolutions will be studied in Year 12. The French Revolution will be covered in unit 3 and the Russian Revolution (1905-1917) will be the basis of unit 4 studies. These units will cover the following areas of study: *Crisis in the Old Regime, *Revolutionary ideas, movements and leaders, *Creating a new society. Each History unit is treated as a separate study with its own structure, key knowledge and skills and assessment. There are no pre-requisites for entry into units 1, 2 or 3 History but units 3 and 4 are designed to be studied as a sequence. The student’s level of achievement for Units 3 and 4 will be determined by school-assessed coursework and an end-of-year examination. St Joseph’s College Melbourne - Senior Programs Handbook 2009 Page 42 of 75 INFORMATION TECHNOLOGY UNITS 1 & 2 Unit 1 of V.C.E. Information Technology focuses on how individuals use, and can be affected by information and communications technology (ICT) in their daily lives. Students acquire and apply a range of knowledge and skills to create information that persuades, educates or entertains. They also explore how their lives are affected by ICT and strategies for influencing how ICT is applied. Students develop an understanding of the role technology plays in inputting, processing, storing and communication data and information. Unit 2 focuses on how individuals and organizations, such as sporting clubs, charitable institutions, small businesses and government agencies use ICT. Students acquire and apply a range of knowledge and skills to create solutions and information products that meet personal and clients’ needs. They also examine how networked information systems are used within organisations. AREAS OF STUDY UNIT 1 UNIT 2 “IT in action” “IT pathways” IT techniques Programming and pathways Web authoring and multimedia Programming Data management Networks Database management Tools, techniques and procedures ICT issues Successful completion of Units 1 &2 Information Technology enables students to undertake Units 3 & 4 IT Applications or Units 3 &4 Software Development. St Joseph’s College Melbourne - Senior Programs Handbook 2009 Page 43 of 75 INFORMATION TECHNOLOGY IT APPLICATIONS UNITS 3 & 4 Units 3 and 4 of IT Applications are designed to be taken as a sequence. In Unit 3, students use web authoring and database management software to solve information problems. In Unit 4 of IT Applications, students use web authoring or multimedia authoring software as well as spreadsheet software to solve information problems. Additional software can be used to support the development of solutions and information products, for example, web authoring software, such as Dreamweaver. AREAS OF STUDY UNIT 3 UNIT 4 Problem-solving Organisations and information needs Organisations: Networks and collaborative Data and information security problem-solving It is highly recommended that students complete Units 1 & 2 prior to commencing units 3 and 4. Those students who have not completed units 1 or 2 will be required to undertake additional preparatory work. St Joseph’s College Melbourne - Senior Programs Handbook 2009 Page 44 of 75 INFORMATION TECHNOLOGY SOFTWARE DEVELOPMENT UNITS 3 & 4 Units 3 and 4 of Software Development are designed to be taken as a sequence. Unit 3 focuses on the techniques and procedures for determining the ability of networked information systems to meet organisational needs and on how the development of purpose-designed software, using a programming language, helps fulfil these needs. Students explore the roles and functions of networked information systems, and the types of networks. They apply three phases of the waterfall model of the systems development life cycle (SDLC): analysis, design and development. They use this concept as the methodology for making changes to networked information systems. Unit 4 of Software Development focuses on techniques, procedures and strategies to develop, implement and evaluate proposed networked information systems. Students explore the technical, human, procedural, economic and management factors that need to be considered when undertaking these phases of the systems development life cycle (SDLC). The development phase is realised through the creation of software solutions using the programming language studied in Unit 3. AREAS OF STUDY UNIT 3 UNIT 4 Operations of networked information systems Systems development life cycle Systems development life cycle Software development Software development It is highly recommended that students complete units1 and 2 prior to commencing units 3 and 4. Those students who have not completed units 1 or 2 will be required to undertake additional preparatory work. St Joseph’s College Melbourne - Senior Programs Handbook 2009 Page 45 of 75 INFORMATION TECHNOLOGY VET CERT II Information Technology involves the use of electronic equipment to assist people in processing, managing and communicating information to solve problems and make decisions. The impact of information technology can be felt in all areas of our society, in our homes, in our workplaces and in our leisure activities. New uses for computers and improvements to existing technology are continually being developed. This study focuses on the processing and management of information to meet a range of individual and societal needs. Its purpose is to give you the knowledge you need to understand how computers work and how computers are used by people and organisations to gather and analyse information to make better decisions. This study will provide participants with the knowledge and skills to achieve competencies that will enhance their employment prospects in the Information and Communications Technology related industries. It will also allow participants to gain a recognised credential and to make a more informed choice of vocation or career path. You will learn: To follow workplace safety procedures. How to use a range of software tools to design and implement a solution to an information problem that meets the users’ needs. How to operate computer hardware and use computing packages. How to integrate commercial computing packages How to use a computer operating system To work effectively in an Information Technology environment. AREAS OF STUDY UNITS 1 and 2 (Units of competence) Follow workplace safety procedures Design organisational documents using computer packages Operate computer hardware Operate computing packages Integrate commercial computing packages Use computer operating system Work effectively in an IT environment Communicate in the workplace VET CERTIFICATE II CONTRIBUTES TO VCE AND TAFE CREDITS. Once Units 1 and 2 have been completed the students can progress to Units 3 and 4 to undertake the VET Certificate III in Information Technology. In Unit 3 the focus is on the components of information systems and how these components are managed to produce information that achieves particular requirements. Unit 4 focuses on the techniques and procedures associated with managing changes to information systems and the effects of information technology applications on individuals, organisations and society. St Joseph’s College Melbourne - Senior Programs Handbook 2009 Page 46 of 75 LITERATURE The aim of this study is to develop an enjoyment of literature through the understanding of a variety of human experiences and emotions, represented in novels, plays, poetry and films. Students will draw on their essay writing skills and their oral communication skills to complete most tasks during class time. Demonstration of achievement of outcomes will be based on the student’s performance on a selection of assessment tasks. Assessment tasks will be completed under test conditions. Students are able to undertake Units 3 and 4 independently of Units 1 and 2. Units 1 and 2 can now be counted towards satisfactory completion of the compulsory English component of the VCE, serving as an alternative or an addition to English 1 and 2. AREAS OF STUDY UNIT 1 Unit 2 Readers and their responses. The text, the reader and their contexts. This area of study focuses on the way in which This area of study focuses on the relationships literature recreates and explores human between the text, readers and their social and experience. Students discuss how personal cultural contexts. Students analyse and respond responses to literature are developed and justify both critically and creatively to the ways texts their own response to one or more texts. from a past era can reflect the ideas and concerns of individuals and groups at that time. Ideas and Concerns in Texts Comparing Texts This area of study focuses on the ideas and This area of study focuses on the way two or concerns of texts and the ways social and cultural more texts relate to each other. Students interpret contexts are represented. Students analyse and and compare texts with a particular focus such respond both critically and creatively to the ways as the form, ideas, or social, cultural or historical in which texts reflect or comment on the interests context. and ideas of individual or groups in society. Interpreting Non Print Texts This area of study focuses on the construction of a film, television, and multimedia or radio text and explores the way it represents ideas and experiences. UNIT 3 UNIT 4 Adaptations and transformations Creative responses to texts This area of study focuses on the ways in which This area of study focuses on the imaginative various kinds of literature are constructed. techniques for creating and recreating a literary Students use these understandings to analyse how work. Students respond imaginatively to a text meaning changes when the form of text changes. and comment on the connections between the text and the response. Views, values and contexts. Close analysis This area of study looks at the views and values in This area of study focuses on a detailed scrutiny texts and their relationship with the cultural, social, of the style, concerns and construction of a text. historical or ideological contexts in which they are Students critically analyse features of a text produced and read. Students analyse, interpret relating them to an interpretation of the whole and evaluate the text’s views and values and the text. ideas, social conventions and beliefs the text appears to endorse or challenge. Considering alternative viewpoints This area of study focuses on how various interpretations and judgements about a text can contribute to the students’ interpretations. Students evaluate views of a text and make comparisons with their own interpretation. St Joseph’s College Melbourne - Senior Programs Handbook 2009 Page 47 of 75 LOTE - ITALIAN The areas of study for Italian comprise themes and topics, text types, kinds of writing, vocabulary and grammar. They are common to all four units of the study, and they are designed to be drawn upon in an integrated way, as appropriate to the linguistic needs of the student, and the outcomes for the unit. The themes and topics are the vehicle through which the student will demonstrate achievement of the outcomes, in the sense that they form the subject of the activities and tasks the student undertakes. The text types, kinds of writing, vocabulary and grammar are linked, both to each other, and to the themes and topics. Together, as common areas of study, they add a further layer of definition to the knowledge and skills required for successful achievement of the outcomes. The common areas of study have been selected to provide the opportunity for the student to build upon what is familiar, as well as develop knowledge and skills in new and more challenging areas. There are three prescribed themes: The individual The Italian-speaking communities The changing world Each of these comprises a number of sub-topics. AREAS OF STUDY UNIT 1 UNIT 2 On completion of this unit the student should be On completion of this unit the student should be able to: able to: establish and maintain a spoken or written participate in a spoken or written exchange exchange related to personal areas of related to making arrangements and experience completing transactions listen to, read and obtain information from to listen to, read, and extract and use spoken and written texts information and ideas from spoken and produce a personal response to a text written texts focusing on real or imaginary experience give expression to real or imaginary experience in spoken or written form UNIT 3 UNIT 4 On completion of this unit the student should be On completion of this unit the student should be able to: able to: express ideas through the production of analyse and use information from written original texts texts analyse and use information from spoken texts respond critically (in oral and written form) to exchange information, opinions and spoken and written texts which reflect experiences aspects of the language and culture of Italian-speaking communities St Joseph’s College Melbourne - Senior Programs Handbook 2009 Page 48 of 75 LOTE - JAPANESE The areas of study for Japanese First Language comprise themes and topics, text types, kinds of writing, vocabulary and grammar. They are common to all four units of the study, and they are designed to be drawn upon in an integrated way, as appropriate to the linguistic needs of the student, and the outcomes for the unit. The themes and topics are the vehicle through which the student will demonstrate achievement of the outcomes, in the sense that they form the subject of the activities and tasks the student undertakes. The text types, kinds of writing, vocabulary and grammar are linked, both to each other, and to the themes and topics. Together, as common areas of study, they add a further layer of definition to the knowledge and skills required for successful achievement of the outcomes. The common areas of study have been selected to provide the opportunity for the student to build upon what is familiar, as well as develop knowledge and skills in new and more challenging areas. There are three prescribed themes: • Self and others • Tradition and change in the Japanese-speaking communities • Global issues Each of these comprises a number of sub-topics. AREAS OF STUDY UNIT 1 UNIT 2 On completion of this unit the student should On completion of this unit the student should be be able to: able to: establish and maintain a spoken or written participate in a spoken or written exchange exchange related to an issue of interest or focusing on the resolution of an issue. concern. listen to, read, and extract and compare listen to, read, and reorganise information information and ideas from spoken and and ideas from written and spoken texts. written texts. produce a personal response to a fictional produce an imaginative piece in spoken or text. written form. UNIT 3 UNIT 4 On completion of this unit the student should On completion of this unit the student should be be able to: able to: express ideas through the production of analyse and use information from written original texts. texts. analyse and use information from spoken respond critically to spoken and written texts texts. which reflect aspects of language and exchange information, opinions and culture. experiences. St Joseph’s College Melbourne - Senior Programs Handbook 2009 Page 49 of 75 LEGAL STUDIES In the first year of V.C.E. Legal Studies, students learn where our laws come from, focusing on Parliament and the Courts, and why society needs laws in order to run smoothly. The areas of Criminal Law and Civil Law will be explored in detail. Alternative ways of resolving disputes rather than taking court action is also researched. The operation of the Law will be explored through various topics. In the second year of V.C.E. Legal Studies, students study the processes involved in the attainment of justice by the legal system. As part of this course, students visit the Victorian Parliament House and Victorian Courts. AREAS OF STUDY UNIT 1 UNIT 2 Criminal Law and Justice Civil Law and the law in focus Criminal Law Civil Disputes Legal and non-legal rules Civil laws Law making through Parliament Tort law and related defenses Types of crime and related defenses Contract law and related defenses Sanctions. The Courtroom Civil Law in Action Court hierarchy Pre-trial and trial procedures in civil cases Criminal jurisdiction of the courts Alternative Dispute Resolution Methods Court procedures Civil Remedies Features of adversary system Role of the jury The Law in Focus Families and the Law UNIT 3 UNIT 4 Law Making Dispute Resolution Parliament and the citizen Criminal Cases and Civil Disputes Parliamentary system Court Hierarchy Legislative Process ADR Constitution and protection of Human Rights Court Processes and Procedures Division of power between State and Elements of an effective legal system Commonwealth Trial procedures High Court Interpretation Adversary System Protection of Human Rights Jury System Role of the Courts Doctrine of Precedent Statutory interpretation Legal Studies Units 3 & 4 has a single exam which takes place at the end of Term 4 St Joseph’s College Melbourne - Senior Programs Handbook 2009 Page 50 of 75 MATHEMATICS - FOUNDATION Foundation Mathematics is a course designed to prepare students for TAFE or Apprenticeship opportunities and ensure that course pre-requisites are met. The rigor of this level of Mathematics is similar to that of General Mathematics but does not allow the student to continue Mathematical studies in Year 12. It is important to ensure that students consider their options carefully and if they have average ability in most areas of Year 10 Mathematics, VCE General A may be a more flexible option. Technology is an increasingly important part of people’s lives. A variety of technologies, both electronic and mechanical, are used in Foundation Mathematics. In such cases the use of technology is meant to make tasks easier and information more accessible. AREAS OF STUDY There are succinct areas of study in Foundation Mathematics: Patterns in Number Systems, Space and Shape, Measurement and Design, and Data Handling. UNIT 1 UNIT 2 Budgeting Statistics & Data Number Systems Interest/Business Calculations Geometry Mapping Measurement. Volume/Capacity/Mass Gears & Ratios Foundation Mathematics is a terminating course. There is no Unit 3 and 4 sequence for which Foundation Mathematics is a pre-requisite. St Joseph’s College Melbourne - Senior Programs Handbook 2009 Page 51 of 75 GENERAL MATHEMATICS A and FURTHER MATHEMATICS. General Mathematics A & B are courses designed for the student who wishes to study a level of Mathematics for one or two years. The courses are suitable preparation for further study in such areas as the Social Sciences, Sciences, Engineering, Electronics, Business Studies and Apprenticeships. They consist of different levels of difficulty between Foundation Mathematics and Mathematical Methods. AREAS OF STUDY General Mathematics A UNIT 1 UNIT 2 Arithmetic Mensuration – areas, volumes and surface Applications of Arithmetic areas. Linear Graphs and Modelling - Straight line Bivariate Data – Tabulating two variables, theory, intercepts, gradients. Pearson’s coefficient. Univariate Data – types of data, organising Trigonometry – Pythagoras’ Theorem, Intro and displaying data, summaries, central to Sine and Cosine Rules. tendencies, shapes and reports. Linear Relations and Equations – simultaneous equations. Geometry General Mathematics A is recommended for students wishing to undertake Further Mathematics Units 3 & 4. Further Mathematics Students who do Mathematical Methods Units 1 & 2 but do not wish to complete that course are eligible to do Further Mathematics 3 & 4. UNIT 3 UNIT 4 Geometry – similar figures, volumes and Graphs & Linear Relationships – Break even surface areas. analysis, line segment graphs, step graphs, Trigonometry – Sine & Cosine rules, Areas non-linear graphs, inequalities, feasible using Trigonometry. regions, Objective functions. Univariate Data – Standard Deviation, Matrices – definitions, operations, inverses, Normal distributions, Standard Scores Applications of inverses, transition matrices. Bivariate Data – Correlation & Causality, Correlation Coefficient and Coefficient of Determination, Regression lines, Transformations. Calculators – Since calculators are used on a daily basis and the skills involved are necessary to do further mathematics, a calculator for individual students is compulsory. The texts’ examples on use of the calculator are based on calculators from the Texas Instruments – TI 83, TI 84, TI 84+ and TI 89. Hence each student is expected to have one of these calculators. St Joseph’s College Melbourne - Senior Programs Handbook 2009 Page 52 of 75 GENERAL MATHEMATICS B and SPECIALIST MATHEMATICS General Mathematics B and Specialist Mathematics are the most challenging levels of Mathematics offered within the VCE programme and require a substantive level of ability, interest and consistent application from the student. These courses are designed for students intent upon pursuing tertiary studies which require a significant mathematical base. AREAS OF STUDY General Mathematics B UNIT 1 UNIT 2 Number Systems Graphs & Functions Algebra Vectors Variation Kinematics Circular Trigonometric Functions Circular Trigonometric Applications Theorems and Proofs Complex Numbers General Mathematics B is strongly recommended for students wishing to undertake Specialist Mathematics Units 3 & 4 and Mathematical Methods 3 & 4. A student would normally be concurrently undertaking Mathematical Methods 1 & 2 with General Mathematics B. A TI 89 CAS calculator is required when undertaking this unit sequence Specialist Mathematics UNIT 3 UNIT 4 Circular Trigonometric Functions Differential Equations Complex Numbers Vectors Functions and Graphs Vector Calculus Antidifferentiation Techniques Kinematics Integration Dynamics Statics A student must be concurrently undertaking Mathematical Methods 3 & 4 with Specialist Mathematics 3 & 4. A TI 89 CAS calculator is required when undertaking these unit sequences St Joseph’s College Melbourne - Senior Programs Handbook 2009 Page 53 of 75 MATHEMATICAL METHODS Mathematical Methods is a challenging level of Mathematics that requires a substantive level of capacity and consistent application. The course is designed for students interested in pursuing tertiary studies with a mathematical base. Mathematical Methods Units 1 & 2 should normally be taken with General Mathematics B, Units 1 & 2, although they may be taken alone. It contains materials needed for studies in Mathematical Methods Units 3 & 4 and Specialist Mathematics Units 3 & 4. A TI 89 CAS calculator is required when undertaking these unit sequences. 1 AREAS OF STUDY UNIT 1 UNIT 2 Polynomials Circular Functions Equations Exponential Functions Relations and Functions Differential Calculus Rates of Change Antidifferentiation Probability Combinatorics UNIT 3 UNIT 4 Algebra Applications of Differentiation Functions & Graphs Integral Calculus Circular Trigonometric Functions Discrete and Continuous Random Exponential & Logarithmic Functions Variables and Distributions Differential Calculus For students undertaking Mathematical Methods 3 & 4 in 2009, a TI 83, TI 84 or TI 84 plus Graphics Calculator is required. The TI 89 CAS Calculator may not be used. St Joseph’s College Melbourne - Senior Programs Handbook 2009 Page 54 of 75 MEDIA Studying Media the course looks at all aspects of the mass communication, the media industry practices and the creation media products. Students learn about new and emerging technologies and the impact it has on the world today. How and why people and organizations are represented in the media in particular ways. Produce unique, individual and exciting media products ranging from traditional formats like newspapers, magazines and photography or recently accessible formats for students like pod-casting, websites, animation and digital video. Analyse the function of role and processes involved film, television and newspapers. Learn how the media influences audiences and how social values of particular historical period effects the media in what products they produce. AREAS OF STUDY UNIT 1 UNIT 2 Representation and technologies of Media Production and the Media Industry Representation Representation: Media Production: Exercises in how the media is represent reality Demonstrating specialist skills in the production of to audience through selection, construction a media product . and representation. Technologies of representation: Media Industry Production: Being able to describe, produce and Identify and analyse industry and production compare in a variety of media forms. issues concerning the production stages within the media industry. New Media: Australian Media Organisations: Recognising and evaluate the creative and Characteristics of Australian media organisations cultural implications of new media and discussing the social and industrial context technologies. within these organisations. UNIT 3 UNIT 4 Narrative and Media Production Design Media Process, Social Values and Media Influence Narrative: Media Process: Discussing the nature and function of Presenting a product from their media production and story elements in film. production design plan that meets the audience’s expectations. Media Production Skills: Social Values: Demonstrating a variety of media production Evaluating how the media is shaped and reflects skills which explore technical equipment, the social values of the period. process and applications. Media Production Design: Media Influences: Planning for as major media production using Theories about media influences on audiences specifications appropriate to the chosen and issues about the nature and extent of media media product. influence. St Joseph’s College Melbourne - Senior Programs Handbook 2009 Page 55 of 75 OUTDOOR AND ENVIRONMENTAL STUDIES Outdoor and Environmental Studies is a study of the relationships humans have with the outdoor environment. For many, natural environments have become places for recreation, which provide opportunities for adventure and challenge. For others, the natural environment provides a connectedness with nature and our past, present and future. Outdoor and Environmental Studies aims to provide the skills and knowledge to safely participate in outdoor activities so that the environment is respected and appreciated by participants. There is a substantial amount of practical work in this subject as learning is greatly enhanced by hands on experience. Assessment of the Outcomes is by Written Reports, Short Reports of Outdoor Experiences and Tests. In Unit 1, students examine the ways in which humans understand and relate to natural environments. The Unit focuses on human-nature relationships, different understandings of nature and different types of outdoor environments. Unit 2 focuses on human related impacts on natural environments and how our changing lifestyles are impacting upon the environment. AREAS OF STUDY UNIT 1 UNIT 2 Humans and Nature The environments impact on people Access to outdoor environments Types of natural environments Safe participation and minimal impact in the Social responses to risk taking outdoors Humans impact on Nature Technology and the outdoors Impact of changing lifestyles on the Characteristics of natural environments environment Short and long term changes on environments In Unit 3, students investigate ecological, historical and social context of relationships between humans and natural environments in Australia. Students also analyse the impact of these relationships on the natural environments. Unit 4 focuses on the sustainable use and management of natural environments and examines contemporary state of environments in Australia. AREAS OF STUDY UNIT 3 UNIT 4 Interactions and relationships with the The importance of healthy natural Australian environment as expressed by environments and biodiversity for the indigenous cultures; the first non-indigenous future of individual physical and settlers; those from the Gold rush period to emotional well-being; for the future of Federation; and those since Federation; society and the potential impact on Patterns and types of interaction with natural society of significant damage to the environments, including conservation environment; practices, passive and active recreation, and Conflicts of interest between people commerce; involved in uses of natural environments, The role of contemporary views of nature and such as tourism, national parks, public outdoor experiences in shaping relationships land, farming, conservation and differing with natural environments; types of outdoor recreation; Both units involve hands on, practical component that includes camps, day trips and short trips to visit local environments and take part in outdoor-based activities. St Joseph’s College Melbourne - Senior Programs Handbook 2009 Page 56 of 75 PHILOSOPHY (Unit 1) EXISTENCE, KNOWLEDGE AND REASONING ‘What is ‘real’? How can we know? These questions have driven mankind for millennia and underpin endeavours in every field such as justice, science, the arts. In this unit, students will engage with basic philosophical problems through active, guided investigation and critical discussion of two areas - Metaphysics and Epistemology. With the emphasis on philosophical enquiry, logical thinking will be most important. Philosophy means “love of wisdom” and philosophical enquiry is essentially ‘thinking about thinking’. The unit studies practical questions that arise from ‘Knowledge” and “Reality”. The study aims to understand the nature of philosophy and its methods formulate philosophical questions engage in philosophical argument about central questions understand significant philosophical ideas, viewpoints and arguments and their historical contexts analyse philosophical arguments and how they are constructed understand the relationship between responses to philosophical questions and contemporary issues express ideas and argue with clarity, precision and logic AREAS OF STUDY UNIT 1 Metaphysics Analyse metaphysical problems, Evaluate viewpoints and arguments arising from these. Analyse philosophical issues in relevant contemporary debates. Epistemology Analyse epistemological problems. Evaluate viewpoints and arguments arising from these. Analyse philosophical issues in relevant contemporary debates. Introduction to logic and reasoning. St Joseph’s College Melbourne - Senior Programs Handbook 2009 Page 57 of 75 PHILOSOPHY (Unit 2) ETHICS AND PHILOSOPHICAL INVESTIGATION This unit engages students in philosophical investigation and critical discussion of two key areas of philosophy. Students explore basic principles of morality, assess ethical arguments and uncover assumptions about values that underpin ethical viewpoints. In the second half of the unit, students focus on Aesthetics (beauty) and Philosophy of religion. AREAS OF STUDY UNIT 2 Ethics On completion of this unit, students should be able to analyse ethical problems, evaluate viewpoints and arguments arising from these, and analyse philosophical issues in relevant contemporary debates. Meta-ethics Normative ethics Applied ethics Other great questions in Philosophy On completion of this unit students should be able to analyse problems, evaluate viewpoints and arguments arising from contemporary debates. Aesthetics Philosophy of religion Techniques of reasoning On completion of this unit, students should be able to apply methods of philosophical inquiry. Analyse arguments Apply techniques of reasoning and argument Recognize and describe errors of reasoning and fallacies Use appropriate terminology St Joseph’s College Melbourne - Senior Programs Handbook 2009 Page 58 of 75 PHILOSOPHY (Unit 3 and 4) THE GOOD LIFE / MIND, SCIENCE AND KNOWLEDGE Unit Three considers the question of what living well means. What is happiness? What role does pleasure play in living the good life? What does the good life have to do with being morally decent to other people? This unit discusses two periods of history, ancient and modern in which philosophers have affected our western understanding of the good life. Unit Four explores two contemporary philosophical debates and their historical development. The two areas are metaphysical “What is the mind?” and epistemology “Does science provide us with knowledge?” Texts: In this study, “texts” refer to a text or extract from a philosophical work or works. These texts will be prescribed by the VCAA and are referred to as “set texts”. They will be published annually in the VCAA Bulletin. AREAS OF STUDY UNIT 3 UNIT 4 The Good Life Mind, Science and Knowledge Critical analysis of philosophical views on the The nature of mind and body. good life. Discuss concepts of mind and body. Students should be able to analyze and evaluate the set texts in relation to the good life. Critical comparison of philosophical views on the Knowledge, belief and science good life. Discuss concepts of knowledge, evaluate Students should be able to critically compare the viewpoints in set texts. viewpoints and arguments on the good life developed in the set texts Analysis and critical comparison of philosophical and other ways of thinking about the good life. Students should be able to critically compare the viewpoints and arguments on the nature of the good life in the set texts to other ways of thinking about how we should live, and evaluate their implications for contemporary debates Assessment in Unit three will include at least one essay and a range of other tasks including short answer responses, tests, written analyses, reflections and responses, oral presentations such as a dialogue or debate Assessment in Unit four will include at least one essay and a range of other tasks including short answer responses, tests, written analyses, reflections and responses, oral presentations such as a dialogue or debate Examination: There will be a two hour examination in November that contributes 50% of the study score for this study. All outcomes in both units are examined. St Joseph’s College Melbourne - Senior Programs Handbook 2009 Page 59 of 75 PHYSICAL EDUCATION The course is designed to integrate both theory and practice. Participation in various physical activities and the development of skills is critical and enables students to reflect on what specific factors affect their performance and participation in physical activity. Assessment of the Outcomes is by Laboratory Reports, Research Project, Case Study Analysis, Data Gathering, Tests and a Semester Examination. The Study of Physical Education has its focus on the biological, cultural and social aspects of physical activity (exercise), sport and recreation. In Unit 1, students are introduced to the concepts of how people learn physical skills and the processes with which this occurs. They investigate the systems of the body and how they have an affect on the performance of skills and analyse the biomechanical principals used in the execution of these skills. In Unit 2, students investigate the dimensions of physical activity and the various channels in which physical activity is promoted at the local, state and national level. The development of technology in the sporting field and its affect on participation is also analysed. AREAS OF STUDY UNIT 1 UNIT 2 Learning physical skills Energy Systems Biomechanics Dimensions of physical activity Body Systems Promoting physical activity Sports coaching Sports injury prevention Unit 3 focuses on patterns of participation in physical activity and the National Physical Activity Guidelines. Using subjective methods such as recall, self-report logs or diaries, or objective methods such as heart rate telemetry, pedometry, accelerometry and observational tools, students assess their own or others activity levels. During Unit 4 Students experience a variety of practical activities involving a range of training methods and fitness activities. Students learn to accurately assess the particular energy and fitness needs of the sport or activity for which the athlete is training, through analysis of data collected from a game or activity. AREAS OF STUDY UNIT 3 UNIT 4 National Physical Activity Guidelines & methods Fitness definitions and components of assessing physical activity levels Data collection & activity analysis Promoting physical activity Assessment of fitness Stages of change model Training principles and methods Food fuels and energy systems Managing training loads Oxygen uptake, debt and deficit Performance enhancement Muscular fatigue mechanisms St Joseph’s College Melbourne - Senior Programs Handbook 2009 Page 60 of 75 PHYSICS Physics is a subject that opens many career doors because students of physics need to demonstrate a logical and creative mind, which is able to handle abstract ideas and practical skills. Students need to be reasonably competent in mathematics. In Unit 1 there are three Outcomes and in Unit 2 there are three also. These Outcomes are assessed through various tasks, namely, written reports, response to media items, tests and practical investigations. Apart from the usual practical activities, some practical investigations will use data logging techniques. Simulation activities are also used to assist in the understanding of some ideas. AREAS OF STUDY UNIT 1 UNIT 2 Wave-like properties of light Movement The wave model is used to explain reflection, Describe and explain movement. refraction of light and some of its applications Use the force and work-energy approaches. Nuclear and Radioactivity Physics Electricity Describe the uses and hazards of nuclear Apply DC circuit theory. reactions and radioactivity Safe use of electricity. Detailed study: Medical Physics Detailed Study: Astrophysics Medical Physics Investigation: Nature and origan of the universe. UNIT 3 UNIT 4 Motion in one and two dimensions: Electric power: Newtonian laws of motion in the context of The generation, transmission, distribution transport and safety on Earth, and motion in of power. space Interactions of light and matter. Electronics and photonics: The study of models and explanations to The use of electronic and photonic devices interpret evidence about the and systems in domestic and industrial interaction of light and matter contexts. Detailed study: sound. Detailed study: structures and materials: Explore models of sound and properties of structures and materials in the electromagnetism in the context of context of construction and design music, and speaking and hearing. It is highly recommended that students intending to study Units 3 and 4 Physics study Unit 2 Physics. St Joseph’s College Melbourne - Senior Programs Handbook 2009 Page 61 of 75 PSYCHOLOGY Psychology is the systematic study of thoughts, feelings and behaviours. It is one of the newer sciences and aims to describe, explain and predict behaviour. It relies on empirical procedures rather than intuition. In Unit 1 there are three outcomes and in Unit 2 there are four outcomes. These are assessed by means of written reports, collection of data and analysis of data and poster reports. AREAS OF STUDY UNIT 1 UNIT 2 Introduction to psychology. Introduction to neurons and the nervous system On completion of this unit the student should On completion of this unit the student should be able to explain how the field of psychology be able to explain the roles of neurons, provides scientific explanations of behaviour synapses, neurotransmitters and with particular principles, procedures and neuromodulators, and describe the function of approaches to data. the central nervous system. Social Relationships. Individual differences. On completion of this unit the student should On completion of this unit the student should be able to identify the characteristics of pro- be able to analyse the strength and limitations social behaviour and anti-social behaviour and in scientific approaches to defining ‘normality’ evaluate the factors that influence them. and in the application of psychological assessment in this area. Development of individual behaviour. Social attitudes. On completion of this unit the student should On completion of this unit the student should be able to outline the key developmental be able to describe attitude formation and stages in perception, cognition and factors that affect prejudice. understanding of self, and describe the main developmental theories in this area. UNIT 3 UNIT 4 In Unit 3 psychology students will investigate the In Unit 4 psychology students will investigate the major functions of the brain including a study of present understanding of the theories of hemispheric specialisation and the role of the memory. This will include sensory memory, short nervous system. Evaluation of the strength and term memory and long term memory. weaknesses of the various brain research Techniques for effective storage of information methods will be undertaken. in these aspects of memory will be explored. Students will investigate the nature of the Students will also explore the different theories processes involved in visual sensation and of learning. These will entail classical perception. In particular students will conditioning, operant conditioning and understand the psychological factors that observational learning. Effective processes for influence our view of the world. learning will be explored. Finally students will investigate the process of Throughout the above theories students will be normal waking consciousness compared with introduced to research methods in order to various altered stats of consciousness. In explore the issues involved. particular students will understand the various factors that ensure satisfactory sleep. St Joseph’s College Melbourne - Senior Programs Handbook 2009 Page 62 of 75 RELIGION AND SOCIETY (Unit 1) RELIGION IN SOCIETY In this study, religion is understood as forms of belief and practice through which people express their sense of ultimate reality. These beliefs and practices form an important part of human experience- both individual and collective. Religious communities, such as the Catholic Church have formed and developed beliefs and practices. The study proposes that the Catholic- and other religious traditions- can be understood as a system of meaning that has eight interrelated aspects that guide us in the study. The unit explores these aspects from the perspective of both the Catholic and Traditional Aboriginal traditions. It also investigates the adherence of major religions in Australia, the origins and spread of the Catholic tradition in Australia, the role of religion in a person’s identity, and the ways religion supports and enriches the individual and wider society. The table below summarizes the content of the unit. Aspect Catholic Tradition Traditional Aboriginal Belief Creed Relationship with Earth Myths Creation Creation Sacred texts Gospel Art Ritual Sacraments of Initiation Initiation, Funeral Symbols Cross, Fish, Pelican Dreaming Social structure Priesthood Tribe Ethics Personal moral responsibility Aboriginal law Spirituality Prayer Land AREAS OF STUDY UNIT 1 Overview of religious traditions Describe the core beliefs and practices, origin and geographical distribution of the Catholic and Traditional Aboriginal traditions. Diversity of religious communities in Australia Describe the current distribution of religions in Australia and a variety of ways in which Catholics and Traditional Aboriginals express their identity and interact with other traditions and wider Australian society Religious identity and life experience Be able to recognize and discuss the interplay between a person’s individual identity and their religious community. St Joseph’s College Melbourne - Senior Programs Handbook 2009 Page 63 of 75 RELIGION AND SOCIETY (Unit 2) ETHICS AND MORALITY Ethics is a discipline that investigates morality. It involves reflection on what ‘right’ or ‘wrong’; ‘good’ or ‘bad’ mean when applied to human decisions and actions. It is concerned with discovering ways of acting that are worthy of being chosen and discerning those that are unworthy. This unit is particularly concerned with the justification for moral choices- the reasons and arguments behind them. The effect of every individuals’ and groups’ decisions determines the quality of the individual’s personal, social and working life, the health of the environment and ultimately the fate of the world. Ethical questions are raised at the personal, family, local, national and global level. Ethics is not just a matter of individual awareness and personal decision-making. Family, community and traditional connections tie people together and provide an ethical background to what individuals do, supporting some choices and disapproving others. Generations have always wanted to pass on to their children the values they hold dear and these values are tied in with religious traditions. Today, the Catholic Church has to compete with powerful alternative cultural and philosophical values of the twenty-first century represented in the media and popular culture. Nevertheless, society still relies on moral values centered on human dignity and basic justice. These values are fundamental to legal and social systems are a starting point and common ground for ethical discussion in a pluralistic society. AREAS OF STUDY UNIT 2 Ethical method Analyse the ideas and principles that are associated with ethical decision making in a pluralist society. Religion and morality Examine values that are upheld by the Catholic and one other tradition and analyse the ways in which these values are applied to selected ethical issues. Contemporary ethical issues Evaluate two contemporary ethical debates. St Joseph’s College Melbourne - Senior Programs Handbook 2009 Page 64 of 75 RELIGION AND SOCIETY (Units 3 and 4) THE SEARCH FOR MEANING CHALLENGE AND RESPONSE These units focus on how core religious beliefs create meaning for individuals and communities. The core beliefs refer to views about ultimate reality held by individuals and groups. These core beliefs are communicated to members of the religious tradition by creeds, symbols, rituals, myths and stories, social structures, codes of behaviour and spirituality. The core beliefs to be studied are The concept of ultimate reality The nature and purpose of human life The relationship between human life and the rest of the world Unit 3 focuses specifically on the Eucharist- its origins and development, and the life and work of Edmund Rice. Unit 4 investigates a contemporary challenge of the shortage of vocations to priesthood in the Catholic Church and how the Church has responded. AREAS OF STUDY UNIT 3 UNIT 4 Meaning in Catholic tradition Historical challenge Explain and evaluate the significance of a Analyse how the Catholic Church range of core beliefs within the Catholic responded to a significant internal or tradition external challenge and evaluate the outcome for the Church. Continuity and maintenance of beliefs: Contemporary challenge Explain continuity and maintenance of Analyse the interplay between religious Catholic core belief about the Eucharist. beliefs and the vision of the Church for society. Life experience and religious beliefs Draw conclusions about the interplay between religious beliefs and significant life experiences Assessment tasks: may be a report in written or multimedia format, test, essay, media analysis, structured questions, case study, extended responses or analytical exercises. School-assessed coursework in Units 3 and 4 will contribute 25% each to the study score. A 2- hour examination will be held in November and will contribute 50% to the study score. St Joseph’s College Melbourne - Senior Programs Handbook 2009 Page 65 of 75 STUDIO ARTS Studio Art has great potential to tap into students creative impulses. Learn to document concepts, inspirations and techniques through the use of visual records. Resolve problems with aesthetics and design, while using a range of materials and techniques. We can offer creating artworks in a great range of mediums, materials and techniques. Create two-dimensional artworks using watercolours, acrylic and oil paints. Use printing techniques like etching, lino prints, silk screen and wood cuts. Make sculptures in clay, plaster, wire, found objects or wood. Now we can use computers to create innovative and original artworks, in could be photography, digital manipulation or video production. Historical and cultural events have influenced all artists. The students will develop skills in research and expression that will enhance their artistic knowledge. Other skills the students learn about are the essential understanding an artist needs to be a professional artist. Like how galleries operate, how to preserve artworks, which current issues affect the art industry and lots more. AREAS OF STUDY UNIT 1 UNIT 2 Artistic Inspiration and Techniques Design Exploration and Concepts Developing Art Ideas: Design Exploration: Using a range of techniques to develop Develop a design process including visual concepts in art. research and inquiry in order to produce a variety of design explorations and a number of artworks. Materials and Techniques: Ideas and Styles in Artworks: Exploration and use a variety of materials and On completion of this unit the student should techniques to record and develop ideas and be able to analyse and discuss the ways in sources of inspiration for the production of which artists from different times and locations artworks and source ideas and inspiration and have created aesthetic qualities in artworks, use a variety of methods to translate these into communicated ideas and developed styles. visual form. Interpretation of Art Ideas and use of Materials and Techniques: Discuss how artists from different times and locations have interpreted sources of inspiration and used materials and techniques in the production of artworks. UNIT 3 UNIT 4 Studio Production and Professional Practice Studio Production and Art Industry Contexts The Work Brief: Focus Statement: Written document on how Preparation of a brief that formulates the potential solutions will be used to produce a content and parameters of the design process cohesive folio of finished artworks. and plan how this will be undertaken. Design Folio: Folio: Production of a range of potential solutions to A folio of finished artworks that demonstrates the aims and ideas documented in the brief. the refinement and resolution of ideas, aesthetics and techniques. In the design process. Professional Art Practices and Styles: Art Industry Contexts: The art practices in relation the cultural and Analysis and discussion of the roles and historical contexts and the influence a methods involved in the presentation of distinctive styles in art. artworks. And current art industry issues. St Joseph’s College Melbourne - Senior Programs Handbook 2009 Page 66 of 75 SYSTEMS ENGINEERING Systems Engineering is another starting point within the VCE for a wide range of career choices, especially so for those wishing to pursue a trade either through an apprenticeship or a TAFE Traineeship. The type of trade is not critical to studying this subject as all trades are based on finding a practical solution to a problem. They also require you to be able to use tools, know why you are using them and most require you to be able to communicate your thoughts via a drawing. In this subject students study systems concepts and technological principals; design and produce, evaluate and sustain technological systems, and study the implications of technology systems in work environments. There are three main areas of study; Electronics Electricity Mechanics In units 1 and 2 there are three Outcomes, which are assessed through various tasks, namely records of planning and production, production work, tests and short written reports. AREAS OF STUDY UNIT 1 UNIT 2 Fundamentals of mechanical technological Fundamental electro-technology systems. engineering principals. Applied design and technological Designing, producing and evaluating processes. technological systems. Analysing a technological system in society. New and emerging technologies. UNIT 3 UNIT 4 Designing and producing integrated Integrated systems and control. technological systems. Designing, producing, testing and Energy use and effects on engineering evaluating controlled technological systems and the environment. systems. It is highly recommended that students complete units1 and 2 prior to commencing units 3 and 4. Those students who have not completed units 1 or 2 will require to undertaken additional preparatory work St Joseph’s College Melbourne - Senior Programs Handbook 2009 Page 67 of 75 TEXTS AND TRADITIONS UNIT 2 TEXTS IN SOCIETY In this study, students explore the special relationship the Catholic tradition has with the sets of writings that include stories, myths and references that shape the Church and are the foundation of its organization, rituals, beliefs, values and actions. These texts are a source of authority within the Church as well as conflict and dissent over the extent to which texts should influence individual behaviour. The study aims to enable students to develop an understanding of texts and their interpretation within the Catholic Church the variety of types of texts their place in the Catholic Church their historical development the ways in which their message is shaped and communicated the questions and methods appropriate to commentaries skills of investigation, description, analysis and interpretation. In this unit, texts are studied as a means of investigating the themes of justice, ecology, authority and gender roles. Texts are chosen that call for change in attitudes and values as well as those that justify or support existing social and political institutions. AREAS OF STUDY UNIT 2 The texts in the past Describe the origin and development of selected texts that express the Church’s relationship to society. The texts today Describe the kind of authority that the Church attributes to its texts and how those texts affect the Church’s understanding of its relationship to society. St Joseph’s College Melbourne - Senior Programs Handbook 2009 Page 68 of 75 TEXTS AND TRADITIONS UNITS 3 AND 4 THE GOSPEL OF LUKE TEXTS AND THE EARLY TRADITION TEXTS AND THEIR TEACHINGS Teachings contained in texts are regarded as essential for the continuation of the Church because they function as law, wisdom or understanding or because they contain the key teachings of Jesus. Other texts are regarded as essential because they communicate teachings or understanding about the relationship between people and God. Over time, the texts are re-interpreted and these developments are studied in Unit 4 AREAS OF STUDY UNIT 3 UNIT 4 Texts and the early tradition Texts and their teaching The background of the Tradition Interpreting texts (Part 2) Identify events, people and places relating to the Apply basic exegetical methods to the early development of the tradition. interpretation of Gospel of Luke and discuss major themes of the text. Approaches to texts Religious ideas, beliefs and social themes Analyse issues that relate to writing of the text, its Discuss a significant religious idea, belief or literary structure and major themes. social theme in the Gospel of Luke and show how the belief or them has been reinterpreted at a later stage. Interpreting texts (Part 1) Apply basic exegetical methods to the interpretation of Gospel of Luke. An examination will be held in November that comprises 50% of the study score for this study. St Joseph’s College Melbourne - Senior Programs Handbook 2009 Page 69 of 75 VISUAL COMMUNICATION AND DESIGN Visual Communication and Design enables students to enhance and develop skills in creativity in order to communicate through visually stimulating material. Designers and our students use a great variety of drawing methods including computer generated imagery. The folio work throughout the two years of study contains the units in both practical and theoretical areas. Students develop the ability to understand the visual communications process in a professional practice context and also in the reasons a designer will make particular decisions in design solutions. Visual Communication and Design is suitable for those students who are interested in areas such as architecture, engineering, industrial design, graphic design, illustration, advertising and visual merchandising. Those working in these areas present information in dynamic, original, expressive and creative format while still following accepted rules in design. AREAS OF STUDY UNIT 1 UNIT 2 Visual Communication Communication in Context Instrumental Drawing: Representing Form: Creating a folio of technical paraline drawings. A folio of complex instrumental drawings using manual and computer drawing systems. Freehand Drawing and Rendering: Developing Imagery: Completion of a range of freehand drawings A range of drawings that explore two point from observation using a variety of rendering perspective and rendering techniques. techniques. Design Elements and Design Principles: Visual Communication Solutions: Application of design elements and principles Using a brief to develop a range of visual to the visual communication process. communication solutions to a problem. Visual Communication in Context: The Design Process: The study of how historical, cultural and A detailed analysis of the visual communication technological advances alter the production process. process of visual communication. UNIT 3 UNIT 4 Visual Communication Practices Designing to a Brief Visual Communication Design: The Design Brief: Creation of a design folio including A written brief that states the client’s developmental work that contributes to a final communication need, the audience and presentation. specifies possible resolution with the final presentations. Visual Communication Analysis: Evaluating and Developmental Work: analysing the effectiveness of a range of visual Preparation of exploration, conceptual and communication. developmental work that fulfils the requirements of the design brief. Professional Practice in Visual Communication: Final Presentations: Describing the roles of designers and the Production of two distinct final presentations process and procedures professional that satisfy the design brief. undertake. St Joseph’s College Melbourne - Senior Programs Handbook 2009 Page 70 of 75 St Joseph’s College Melbourne STUDENT NAME: PC GROUP: CURRICULUM PLANNER 2009 PC TEACHER: Semester English Group Study 7 Study 8 Study 2 Study 3 Study 4 Study 5 Study 6 Study 1 1 st Preference 2 nd Preference 1 2 3 4 Write down any questions that you need to ask. ................................................................................................................................................................................................ ............................................................................................................................................................. ................................................................................................................................................................................................ ............................................................................................................................................................. ................................................................................................................................................................................................ ............................................................................................................................................................. St Joseph’s College Melbourne STUDENT NAME: PC GROUP: CURRICULUM PLANNER 2009 PC TEACHER: Semester English Group Study 7 Study 8 Study 2 Study 3 Study 4 Study 5 Study 6 Study 1 1 st Preference 2 nd Preference 1 2 3 4 Write down any questions that you need to ask. ................................................................................................................................................................................................ ............................................................................................................................................................. ................................................................................................................................................................................................ ............................................................................................................................................................. ................................................................................................................................................................................................ .............................................................................................................................................................
Pages to are hidden for
"SENIOR PROGRAMS Handbook 2009 Vce vet vcal"Please download to view full document