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...St Brigid's College...
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TABLE OF CONTENTS Introductory
Message Year
10 Studies 2008 Enrolment Core Subjects Elective
Subjects Appendix
1 Choosing a Career Section 6 Useful Information from VTAC Tertiary Selection and the ENTER Section 7 Terms and Abbreviations
This handbook has been prepared for students who are moving through the middle years of secondary schooling. It contains important details about the subjects available for YEAR 10 students at St. Brigid’s College, Horsham. During August to October, Year 9 students will be making important choices and with the help of this booklet the process, hopefully, will be made easier. In making subject choices students are reminded to consider their future career options. Students need to consider the scope of the work that is necessary to complete YEAR 10; and select subjects that both interest the student as well as cater to a student’s feeling that he or she can cope with the depth of the subject. A preliminary subject choice will be made in August or September. Later, students will make their preferred selection. This latter stage will be completed after consultation with the parents, the YEAR 10 Co-ordinator and subject teachers. St. Brigid’s considers academic excellence important, but it is not the only aspect of a student’s development that is considered. The College aims to promote the personal development and the personal determination and responsibility of each student. Our College aims to foster the full potential of all students by promoting personal development, individual determination and responsibility and academic excellence. We continually aim
to: YEAR 10 students
are required to study the following core subjects for two semesters
each year: YEAR 10 students have the opportunity to supplement their core studies by selecting from a broad range of semester length courses. The YEAR 10 Elective Program, and all relevant enrolment and assessment criteria, are detailed below. Our VCE Enrolment policy allows students at YEAR 10 level to enrol in up to two VCE Unit 1 / 2 sequences.
Students enrolled in YEAR 10 courses will be required to accept more responsibility for their learning than when studying in Years 7 and 8, and to be actively engaged in the collection and analysis of material that is relevant to a particular study. “Out of class” requirements make it essential for students at the YEAR 10 level to become more independent and to relate the learning to the community and the world in which they live. YEAR 10 Studies at St. Brigid’s 2008 This section of the document is currently being updated. VCE Subject, VET Enrolment Policy for YEAR 10 Students The curriculum
of St. Brigid’s encompasses all the opportunities for learning
and for the full Christian development of individual students. We recognise
that some of our students need academic challenge and this policy clearly
sets the criteria for those who seek out that challenge by studying
VCE Unit 1 and 2 whilst enrolled in YEAR 10. Information in this section is currently being updated. Information in this section is currently being updated. YEAR 10, VET and other Vocational Pathways This section of the document is currently being reviewed.
This section of the document is currently being reviewed. Graduation from
YEAR 10 depends on the satisfactory completion of the units that make
up each of your studies based on outcomes. Outcome 2 Outcome 3 Your teacher decides whether you have satisfactorily completed a unit by achieving the outcomes for the subject. In order to make this decision, your teacher will set assessment tasks to see how you are progressing. Your teacher will give you a list of the work and the deadlines for submission. You would need to give a very good reason for a deadline to be extended, so if you have more than one deadline within a short time you’ll need to plan to get all your work done by the time it’s due. Failing to meet your school’s deadlines may mean not satisfactorily completing a unit. Assessment at St.
Brigid’s College complements the courses students undertake in
each subject. Modern POLT theories are practised in assessing student’s
knowledge and understanding of course content at all stages of learning.
Assessments offer challenges and engage students in higher order thinking,
and assist students in developing skills, knowledge and understanding
by providing feedback in the form of clear, helpful and accurate information
on the student's level of performance on particular tasks, and level
of achievement in the skills, knowledge and understandings taught in
particular learning areas. Students may choose
to sit the University of New South Wales English Examination, the Westpac
Science or the Westpac Maths competitions. Assessment Grades and Study Scores Detailed and formal
written reporting takes place at the end of each semester. In 2007 the
English, Health and Physical Education, Mathematics and SOSE faculties
are reporting to the VELS guidelines promoted by the Victorian Government
and the Catholic Education Office, Ballarat Diocese. The remaining faculties
will report in detail on student progress and achievement in all course
requirements and provide an informative paragraph communicating the
individual student’s efforts, achievements and future learning
strategies. By 2010 all reports will reflect the philosophy and guidelines
of the Victorian Essential Learning Standards. If a student is
absent from the dates/periods set aside for assessment tasks due to
illness, that student must provide the teacher with a medical certificate
specifically stating that illness made it impossible for them to attend.
A general note is not acceptable. If the certificate presented is considered
acceptable to the teacher and the YEAR 10 Co-ordinator, it will entitle
the student to an official alternative assessment task at an alternative
time It is the responsibility
of every student to ensure that all unacknowledged work is genuinely
his or her own work. The teacher monitors the development of the work
during class time and keeps a record of the process to attest that the
work is the student's own. Should work be deemed to be not that of the
student, then that work will not be assessed as part of the finished
work and additional steps may be taken. YEAR 10 students involved in co-curricular activities, such as sports teams, musical activities, camps etc. are to give priority to their timetabled studies and, in particular, any assessment of coursework. In exceptional circumstances, a student will be required to seek Special Arrangements due to a clash of a co-curricular activity with coursework assessment. This must be in writing, giving three days notice and presented to the YEAR 10 Coordinator. The school policy is to inform students of their performance in tasks as soon as these become available. At all times, teachers must advise students that these are interim results and subject to statistical moderation, since coursework scores may change following that process. Submission of Work by Due Dates Information in this section is currently being updated.
Elective
Subjects
Rationale Religious Education lies at the heart of the curriculum of Catholic Schools, synthesizing, enriching and complementing the learning experiences of students. Religious Education engages students with the intellectual, ethical and spiritual richness of human spirituality, with a focus on our Catholic tradition. Religious education promotes a life-long journey of awakening to the deep meaning of human life and community. Religious education
intends to awaken learners intellectually by Structure In semester one students focus on Sacraments, the effective signs of Christ’s saving presence, and communal celebrations of Christian identity. Through a study of the signs, symbols, rituals and word of the Eucharist, students will focus on the communal nature of Eucharist and explore ways of living out the Eucharist in daily life. Students focus on the structural components of the Eucharist i.e. ritual and their connection to ordinary events of life. They investigate and explore the meaning of key signs, symbols and rituals used in the Eucharist and develop an understanding of the significant place of Scripture in the celebration and living. In the unit “Death and New Life” students will examine the central Christian belief in the resurrection of Jesus as the foundation of Christian hope. Through a study of Church teachings on death and eternal life, students will deepen their understanding of how, for Christians, death has been transformed by Jesus. Students will develop an awareness of the grief process and examine Christian funeral rites and practices within the context of Christian hope and belief in eternal life and the Kingdom of God. In semester two students study VCE Religion and Society, Unit 1. The unit titled "Religion in Society" focuses on the role of religious traditions in shaping personal and group identity. It examines ways in which individuals and groups affect and change religious traditions, and are affected and changed by them. The unit provides the opportunity for students to understand the often complex relationships that exist between individuals, groups, religious traditions and the society in which they live. Throughout this unit at least two or three religious traditions are studied. Entry There are no prerequisites for entry into these courses. Outcomes By the end of “Eucharist: Source of Life” the students should be able to: • Identify
structural components of the Eucharist i.e. ritual and their connection
to ordinary events of life. By the end of “Death and New Life” students will be able to: • Examine
texts that illustrate the struggles of the early Christian community
to express the significance of the resurrection of Jesus. By the end of VCE
Unit 1, “Religion in Society”, students should be able to: Outcome 2 Outcome 3 Assessment The award of satisfactory completion for a unit is based on a decision that the student has demonstrated achievement of the set of outcomes specified for the unit. This decision will be based on the teacher’s assessment of the student’s overall performance on assessment tasks designated for the unit. Satisfactory Completion Demonstrated achievement of the set of outcomes specified for the unit. Levels of Achievement Units 1 and 2 Religious Education (Core Subject) Rationale This section of the document is currently being updated. Structure This subject is broken into two parts. Two lessons per week are devoted to the study of Religious Education within the classroom and the other two lessons are devoted to Community Service. During Community Service, students go out into the community and serve people in need. Topics that students study in the classroom setting are from the new Ballarat Diocese “Awakenings” Curriculum. The two topics chosen for study at this level are: • TITLE: Eucharist
– Source of Life • TITLE: Death
and New Life Outcomes UNIT 1 OUTCOMES:
By the end of this unit students should be able to: UNIT 2 OUTCOMES:
By the end of this unit students should be able to: Assessment This section of the document is currently being updated. Reporting Student reporting is via interim reports at the end of terms 1 and 3, and non-VELS Reports at the end of terms 2 and 4.
Rationale The course aims to develop and extend student’s understanding of the world around them by increasing language skills, and to build on the skills of speaking, listening, reading and writing already developed in Years 7 – 9, in order to prepare for confident and competent study of senior English. English at YEAR 10 is not simply a preparation for V.C.E. studies in Years 11 & 12, but the skills required at the V.C.E. level are its focus. Structure Novels will form part of the reading activities each term. In addition, newspapers and class sets (plays, grammar/vocabulary/comprehension, and poetry) provide reading material. Students’ own work also provides opportunity for reading, speaking and listening activities. The novels read by all students each term provide a basis for a variety of activities that focus on a particular theme. Students are encouraged to participate in reading aloud in order to identify appropriate tone, pronunciation and atmosphere. The novels also provide activities in oral and written comprehension as well as characterisation, plot development, imagery and theme. Issues identified in novels can promote class discussions and further reading. Writing activities take a number of forms, from personal and imaginative to persuasive or informative. Students are encouraged to identify the purpose of their writing and the audience for whom they are writing. Such writing activities will evolve from related reading of novels, newspapers, magazines and other oral and listening activities such as debates, films, plays, guest speakers and audio/visual matter. The speaking of the English language will occur through class readings of novels and other print matter, prepared formal speeches, debates, class discussions, dramatisation and less formal and personal discussions. The listening mode of language takes place by incorporating the speaking, writing and reading areas as outlined. This may involve listening to guest speakers, other students, audio visual material, plays or even the students listening (and viewing) themselves on tape. Entry Successful completion of a Year 9 English course is a requirement for enrolment in this subject. Outcomes By the end of the course, students are expected to be able to write competently and accurately Assessment Text Responses and Writing Folios; Summaries and Evaluations of Issues; Examinations Reporting Student progress is reported via Interim Reports at the end of Terms 1 and 3, and VELS Reports are issued at the end of Terms 3 and 4
Rationale Year 10 Mathematics aims to provide students with the knowledge needed to understand the work outlined in the Structure section below. It provides students with the opportunity to practise the skills required in both theoretical and practical situations. Students are involved in developing problem solving skills and the construction of mathematical models of real situations. Mathematics touches on many and various aspects of our lives. It has applications in many activities and provides a universal way of solving problems in areas such as science and engineering, business and finance, technology, arts and crafts and many everyday activities. Competence in mathematics may enhance both our understanding of the world and the quality of our participation in society. Structure • Statistics Entry Successful completion of Year 9 Mathematics is required for enrolment in YEAR 10 Mathematics. Outcomes During the course
students will engage in activities that develop: By studying mathematics
students will work towards: Assessment Assessment will
be made by means of: Reporting Student progress is reported via Interim Reports at the end of Terms 1 and 3, and VELS Reports are issued at the end of Terms 3 and 4 Rationale Science in YEAR 10 expands on the four major areas being developed throughout years 7, 8 and 9. These areas are: • Biological
Sciences The Science focuses
on building student understanding of the overarching conceptual ideas
of science. These include understanding: Structure The Biology course runs for one quarter of the school year (about 10 weeks). The course deals with areas of Biology that relate directly to the condition and health of the students. Students are challenged to place the information they learn into a personal context, i.e. to recognise that what they learn will have great potential for practical application in their own lives, their own state of health and their day-to-day activities. Students study: • Microscopy
and Cells The Chemistry course runs for one quarter of the school year (about 7 weeks). It has been designed to be accessible (at a conceptual level) to all students. Students are asked to explore situations and knowledge that are taken from within their concrete experiences and from these, progress into explanations based on knowledge and understanding of Chemistry. The course has a blend of theory and practice. It provides a solid foundation for further study in Chemistry or other sciences and has the capacity to provide a stimulus for the advanced students and/or those with a special interest in Chemistry. Students study: Physics is studied in order to understand the physical world around us. We attempt to develop in the students an enquiring and logical mind. Discussion in the classroom is strongly encouraged. The course is based on hands-on learning. The course consists
of three components namely Motion, Gravity and Electricity. It incorporates
the following key topics: The course consists
of the following areas of study culminating in a major assignment “
Australia Over Time” Entry Year 9 Science must have been successfully completed. Outcomes Within the four areas detailed above, focus is given to skills and a knowledge base in preparation for VCE subjects (Biology, Physics and Chemistry) and an ability to understand the real world applications of science and current topical and ethical debates such as GM cropping, genetic engineering, and the physics of the road and driving. Student Outcomes
- Biology Student Outcomes
- Physics Assessment • Assessment
will be made by means of: Reporting Reporting will take place at the end of semester, June and December.
Rationale This subject aims
to develop skills relating to Australia and the study of geography and
history in this framework. Structure • Water Wise Entry Successful completion of Year 9 SOSE studies is required. Outcomes Through the study
of SOSE students will: Assessment • Bookwork Reporting Student progress is reported via Interim Reports at the end of Terms 1 and 3, and VELS Reports are issued at the end of Terms 3 and 4 Skills for Life (Core Subject) Rationale The Skills for Life program helps students become more self confident, communicate more effectively both at home and at school, make decisions and solve conflicts based on facts rather than social pressure. Try surviving in this world without an understanding and knowledge of Economics, for example. For many, the best opportunity to learn how to interface with banks, lending institutions, government departments, real estate agents etc will be at school. After that it’s sink or swim in an ocean full of sharks! “Skills for Life” gives our students skills to help them function in the real world, skills that will make the daily grind a little easier. Structure Students may, at the discretion of the teacher involved, undertake courses as varied as First Aid, Driver Education, Car Maintenance and Formal Dance Skills. This program incorporates the Work Experience Program in which students, for one full week, experience life in the workforce. Students will undertake discussions with community professionals about business practices and will also study skills associated with renting, budgeting, car ownership, and avoiding scams. Entry No previous studies have dealt with the curriculum covered in this course and therefore there are no pre-requisite studies for this course. Outcomes Students will produce a Workbook Folio in which they must keep documentation on each topic. Assessment The Folio, including research gathered throughout the course, will be assessed. Reporting Interim Reports,
focusing on behaviour, effort and attitude are provided at the end of
Term One and three. Reports, including course descriptions, grades and
comments are provided at the end of Semester One (June) and Semester
Two (December).
Rationale Art promotes creativity and imagination, exercises the emotions and intellect simultaneously, encouraging self-expression and individuality while promoting social skills and responsible actions. This unit provides students with the opportunity to experience and work with a wide range of artistic mediums. Structure • Drawing Entry There is no pre-requisite study or standard of achievement for enrolment in this elective. It is desirable to have a background and interest in the visual arts. Outcomes Students produce
a series of finished works from following a design process. Reporting Interim Reports, focusing on behaviour, effort and attitude are provided at the end of Term One and three. Reports, including course descriptions, grades and comments are provided at the end of Semester One (June) and Semester Two (December).
Business Management – VCE (Elective Subject) 2005 - 2008 Rationale In contemporary Australian society, there is a wide variety of business organisations which vary in terms of size, ownership, objectives, resources and location. These organisations are managed by people who put in place systems and processes to achieve a range of objectives. Business Management examines the ways in which people at various levels within a business organisation manage resources to achieve the objectives of the organisation. Students develop an understanding of the challenges, complexity and rewards that come from business management and gain insight into the various ways resources can be managed in small, medium and large-scale organisations. The study recognises that there is a range of management theories rather than a single theory of management. Each unit examines some of these theories and, through exposure to real business scenarios and/or direct contact with business, tests them against management in practice. In studying Business Management, students develop knowledge and skills that enhance their confidence and ability to participate effectively, as socially responsible and ethical members of the business community, and as informed citizens, consumers and investors. Structure The study is made
up of four units: Entry There are no prerequisites
for entry to Units 1, 2 and 3. Students must undertake Outcomes Outcomes include a summary statement and the key knowledge and skills that underpin them. Only the summary statements have been reproduced below and must be read in conjunction with the key knowledge and skills published in the study design. Unit 1: Small Business
Management Outcome 1 Outcome 2 Outcome 3 Unit 2: Communication
and Management Outcome 1 Outcome 2 Outcome 3 Unit 3: Corporate
Management Outcome 1 Outcome 2 Outcome 3 Unit 4: Managing
People and Change Outcome 1 Outcome 2 Assessment Satisfactory Completion Levels of Achievement Units 1 and 2
Foods and Technology – Semester 1 Rationale The main purpose of this course is to provide students with the opportunity to further develop more complex food preparation skills and techniques. Structure • Production
work: students will explore The Dinner Menu - this will involve the
students planning, producing and evaluating a Dinner Party for invited
guest. Entry No entry requirements for Year 10 Food and technology. Outcomes By the end of this
course students are expected to: Assessment Students will be assessed in the following areas: Workbook, Production Work, Working in Teams, Class and Assignment Work and the Entertaining Project. There will also be a practical exam. Reporting Interim Reports, focusing on behaviour, effort and attitude are provided at the end of Term One and three. Reports, including course descriptions, grades and comments are provided at the end of Semester One (June) and Semester Two (December).
Foods and Technology – Semester 2 Rationale This course will provide students with the opportunity to develop an understanding of the natural components found in food and their function within food preparation. They will consider some of the following key foods: Cereals and Grains; Fruit; Vegetables; Eggs; Dairy foods; Meat; Legumes and Nuts and Seeds. They will further develop more complex food preparation skills and apply the knowledge and skills required for safe and hygienic work practices. Structure • Production
Work: Students will explore Cake Making and Making pastry. They will
plan, produce and evaluate an Afternoon Tea party for invited guests. Entry No entry requirements are required for Year 10 Food and Technology.. Outcomes By the end of this
course students are expected to: Assessment Students will be assessed in the following areas: Workbook, Production Work, Working in Teams, Class and Assignment Work (includes material testing) and the Afternoon Tea Production. There will also be a practical exam. Reporting Interim Reports, focusing on behaviour, effort and attitude are provided at the end of Term One and three. Reports, including course descriptions, grades and comments are provided at the end of Semester One (June) and Semester Two (December).
Rationale • To encourage
and develop independent learning in the area of Information Technology Structure This subject may be offered as VET CERTIFICATE II in INFORMATION TECHNOLOGY. Students are required to use a variety of software packages reflecting the way computers are used in the real world. Students will be required to solve problems and create a range of products using computer technology. A number of information processing tasks will be investigated and evaluated. Entry This section of the document is currently being updated. Outcomes • Communication
in the Workplace Assessment Competency will
be assessed through Reporting Interim Reports, focusing on behaviour, effort and attitude are provided at the end of Term One and three. Reports, including course descriptions, grades and comments are provided at the end of Semester One (June) and Semester Two (December).
LOTE – Italian (Elective Subject) Rationale YEAR 10 Italian
aims to: We must encourage our students to reach out to a world which is increasingly global in its outlook and perspective, a world in which economic opportunities are no longer restricted by borders or treaties. In this global age it is increasingly important that our young people learn a second language. It has never been easier or cheaper to communicate with people from all walks of life and cultures, what is difficult in these times is communicating effectively with people from diverse ethnic and linguistic backgrounds. Effective communication between diverse cultural groups creates understanding, appreciation and insight into the experiences of others. With this understanding and insight our students can learn to embrace and celebrate the diversity and richness of our world. Learning a LOTE is building a bridge to the world. When our students learn a second language they develop a deeper understanding of the culture of the country whose language is being studied. Appreciation and knowledge of a culture other than their own can make students more tolerant of others’ points of view and help them celebrate, rather than reject, diversity. Studying a second language has been proven to assist skills and grades in Mathematics and English because doing so improves analytical and interpretive capacities. The study of a second language helps students gain a sense of personal achievement and enhances insights into diverse or difficult linguistic practices. This, in turn promotes awareness and confidence in the correct use of English. It is very common to hear send language learners claim that learning the language actually helped them better understand the grammar and vocabulary of their primary language. Language students learn cognitively, use the tool of repetition to scaffold their learning and are required to develop memorisation skills in order to progress. Each of these skills is transferable to other learning areas. In fact they are indispensable in LOTE, Mathematics, Science and a host of other subjects. Studying a LOTE helps our students should reach out to the world, expand their personal horizons, become active participants in the global family, enhance their employment prospects and benefit our community and economy. Learning a second language, like learning the piano, Maths, Science etc, adds to who we are. Structure • Discuss
certain topics which relate to the Italy-Australian cultures Semester 1 Semester 2 Entry Successful completion of a Year 9 LOTE – Italian course is required. Outcomes Student Outcomes
Semester 2 Assessment • Self evaluation
through written and oral work Reporting Interim Reports, focusing on behaviour, effort and attitude are provided at the end of Term One and three. Reports, including course descriptions, grades and comments are provided at the end of Semester One (June) and Semester Two (December).
Materials and Technology – Woodwork – Semester 1 – Cabinets (Elective Subject) Rationale Students will develop and refine their drawing skills, practicing their freehand sketches and learning about using working drawings in a more formal style and why this is important. This will cover correct graphic presentation showing construction details. Views such as isometric and orthographic projection will be dealt with when appropriate. The types of working drawings needed may vary depending on the particular design and information necessary to make it. Structure Each unit of work will consist of work requirements which must be completed. Each unit will lead to at least one final production. Making a Television Cabinet, for example, reinforces design concepts of shape, size and function, as well as introducing alternative joining methods. It also introduces the use of portable electric tools, eg drill, sanders and the electric router. Entry There is no pre-requisite for enrolment in this elective. Outcomes The completed production
will be expected to demonstrate that the student has effectively: Assessment This section of the document is currently being updated. Reporting Interim Reports, focusing on behaviour, effort and attitude are provided at the end of Term One and three. Reports, including course descriptions, grades and comments are provided at the end of Semester One (June) and Semester Two (December).
Materials and Technology – Woodwork – Semester 2 - Own Production (Elective Subject) Rationale YEAR 10 students will have gained sufficient knowledge and skills to enable them to design and analyse the stages of production as well as making and evaluating the project. This will require students to make increasing complex judgements on the appropriateness of materials, tools and techniques. Structure Entry There is no pre-requisite for enrolment in this elective. Outcomes All information,
as with all stages, will be recorded in the students work book. Assessment This section of the document is currently being updated. Reporting Interim Reports,
focusing on behaviour, effort and attitude are provided at the end of
Term One and three. Reports, including course descriptions, grades and
comments are provided at the end of Semester One (June) and Semester
Two (December).
Rationale Maths for Life develops the knowledge needed to understand a variety of mathematics modelling real life situations. It aims to provide students with the opportunity to practise the skills required to use this knowledge in practical and theoretical situations. Students need to learn how to apply their mathematical knowledge to problem solving and they will practise this throughout the course, as well as developing the strategies for the construction of mathematical models of real situations. Structure This section of the document is currently being updated. Entry Successful completion of Year 9 Mathematics is a pre-requisite for enrolment in this subject. Outcomes This section of the document is currently being updated. Assessment Assessment will
be made by means of: Reporting Student progress is reported via Interim Reports at the end of Terms 1 and 3, and VELS Reports are issued at the end of Terms 3 and 4 Rationale Year 10 Music continues the development of music understanding and appreciation in theoretical, performance and aural works. At this level of study, students will have developed their personal musical style. This will be focused upon as they create, perform and interpret instrumental and vocal works in a range of styles. Music students need to gain an understanding of the characteristics and role of music in different cultural and historical contexts. The performance and composition of music is a key area of personal expression, and as such, the student's solo and ensemble performance skills will be particularly encouraged as a means of developing confidence in presentation and authenticity in performance. The understanding of the evolution of musical style is crucial for the advancement of performance and composition skills and thus students will be presented with a study of important musical genres relating most specifically to the Baroque, Classical and Romantic periods. Structure Students prepare and present works in selected styles, as a soloist, in an ensemble or as conductor. Students demonstrate technical competence and artistic and aural awareness in playing a chosen instrument. Students also plan and promote music program that cater for specific audiences and purposes. Other important
areas of the course include music language studies, appreciation and
listening skills, aural skills and score reading and analysis work closely
linked to the creative theory studies. Entry Students wishing to enrol in this study must have successfully completed a Year 9 Music course. Outcomes Students will be
able to: Homework Students will be expected to focus on their instrumental or vocal studies as their major homework commitment, but other written or composition work may be set for homework completion. Assessment • Evaluation
of one’s own work and the work produced by other students in the
class. Reporting Interim Reports,
focusing on behaviour, effort and attitude are provided at the end of
Term One and three. Reports, including course descriptions, grades and
comments are provided at the end of Semester One (June) and Semester
Two (December).
Outdoor and Environmental Studies Units 1 and 2 Rationale Outdoor and Environmental
Studies is a study of the ways humans interact with and relate to natural
environments. The study is directed towards enabling students to make
critically informed comment on questions of environmental sustainability
and to understand the importance of environmental health, particularly
in local contexts. Structure The study is made
up of four units: Each unit deals with specific content and is designed to enable students to achieve a set of outcomes. Each outcome is described in terms of key knowledge and skills. Entry There are no prerequisites for entry to Units 1, 2 and 3, although having completed Outdoor Education in Yr 9 would be an advantage. Students must undertake Unit 3 prior to undertaking Unit 4. Outcomes Outcomes include a summary statement and the key knowledge and skills that underpin them. Only the summary statements have been reproduced below and must be read in conjunction with the key knowledge and skills published in the study design. Unit 1: Understanding
Outdoor Experiences Outcome 1 Outcome 2 Assessment Satisfactory Completion Levels of Achievement Units 1 and 2
Photography (Elective Subject) Rationale The Photography
course aims to introduce students to the appropriate skills that will
enable them to use a camera competently, develop digital colour and
black and white photographs. This is done by students progressing through
a series of tasks and assignments with a workbook being used to document
their experiences. Students will be introduced to the following skills: Structure Students are expected to produce a Workbook in which they will document their various experiences. A research project on the Elements of Art also needs to be completed. In Semester 2 students need to add to their Workbook and produce a further 2 folios; one based on a ‘Still Life’ composition and the other is a ‘Free Choice’ folio. A research project on a significant Australian Photographer also needs to be completed. Entry No entry requirements Outcomes Learn how to use
a digital camera Reporting Interim Reports, focusing on behaviour, effort and attitude are provided at the end of Term One and three. Reports, including course descriptions, grades and comments are provided at the end of Semester One (June) and Semester Two (December).
Physical Education (Elective Subject) Rationale Physical Education
is an essential part of the total education process. Through sporting
and physical activities it provides the opportunity for continuous development
of each student’s physical, mental, social and emotional capabilities.
It is aimed to stimulate an awareness of one’s own physical fitness
and simultaneously develop an interest and appreciation of sport and
physical activity. Structure Students are required
to participate in physical activities which will involve a degree of
cooperation with others in a changing environment. Entry There is no pre-requisite study or achievement level for enrolment in this subject. Outcomes Students will complete a variety of units with an emphasis of sport within the community such as croquet, golf, lawn bowls, self defence and completion of their Bronze Medallion. Assessment Classes will be
assessed on the following criteria: Reporting Students will receive VELS compliant reports at the end of each semester – June and December.
Students are invited to improve their ability and confidence to communicate with a variety of audiences for a variety of purposes by joining this oral class. This elective is an opportunity for students to develop skills that will be useful in VCE oral presentations, job interviews and future careers such as law, teaching, coaching, customer service positions, nursing and drama productions. Structure In a supportive environment, students will practice skills in a ‘non-threatening’ setting “before it counts”. Formal presentations including speeches both prepared and impromptu for various purposes, debating, readings and presentations of famous political and theatrical speeches and a range of discussions will be part of the course of study. So, if students wish to develop speaking skills, this is an opportunity to learn how to make a real impact on your audience. Entry The only pre-requisite for this elective is a willingness to learn! Outcomes Tasks will be undertaken as an individual and in groups of various sizes to improve confidence. By the end of this
course, students are expected to be able to know how to write a speech
and present it by being aware of the following: By the end of this
course, students are expected to have a detailed knowledge about the
following topics: Assessment All assessments will be through participation in oral tasks designed to develop specific aspects of your oral performance. Reporting Student reporting is via interim reports at the end of terms 1 and 3, and non-VELS Reports at the end of terms 2 and 4.
Rationale Textiles emphasises engagement in designing, creating and evaluating process, products and technological systems using a range of materials as a way of developing creativity and innovation. Creativity in this domain can be described as applying imagination and lateral and critical thinking throughout design and development processes. Innovation is an outcome of the broad exploration of ideas, materials/ingredients, and technical processes that can occur when individuals are involved in investigating, designing, producing, analysing and evaluating their own and others’ products and/or systems. Structure Students continue to pose and define design problems by working with a variety of design briefs in various contexts. Students develop design briefs and consider and investigate aspects of function and aesthetics. Students become discerning and discriminating thinkers, able to address controversial, complex and ethical design and technology issues and dilemmas, such as trade-offs in the selection and use of materials. Students further develop the capacity to assemble products and communicate their ideas verbally, and with two-dimensional drawing and three-dimensional modelling. They develop appropriate evaluation criteria and use them to assess design ideas, choice of materials and production techniques. Entry There is no entry requirement for this course. Outcomes COURSEWORK Reporting Interim Reports, focusing on behaviour, effort and attitude are provided at the end of Term One and three. Reports, including course descriptions, grades and comments are provided at the end of Semester One (June) and Semester Two (December).
The Travel and Tourism Industry is one of Australia’s, and the worlds, fastest growing. It presents many employment and leisure opportunities. Students will focus on a broad range of travel and tourism providers; local, national and international. Students will be introduced to the skills and knowledge required for employment in the Travel industry. Structure This course will be three periods per week for 20 weeks throughout semester one OR semester two. Entry There is no pre-requisite for enrolment in this elective. Outcomes Students will be equipped with beneficial skills and knowledge for the Travel and Tourism workforce as well as skills to assist their individual future travel and tourism experiences. Students will study
some of the following aspects of Travel and Tourism: Assessment Participation in
class activities and successful completion of homework / study, tests
and projects will be required in order to successfully complete this
study.
Rationale Visual Communication and Design (VCD) enables students to develop their visual understanding and practical problem solving skills using graphic techniques. VCD aims to have students satisfy the needs for potential clients by solving design problems while gaining an understanding of the design process. Students develop skills in using the conventions and standards (rules and requirements) involved in using technical and architectural drawing skills. Class work will explore the potential of symbols, illustrations, instrumental and architectural drawings, 3D model/forms, packaging – logo/corporate identity, 2D layout, multimedia to solve design problems. This unit develops the student’s 2 and 3 dimensional drawing and presentation skills. Students will be expected to appreciate, analyse and understand and the visual work of other designers and students. Structure Students will focus
on the following: Entry Successful completion of Year 9 Visual Communication and Design is preferred, but not essential. Outcomes The course will
develop an understanding of: Assessment Students are expected
to complete Reporting Interim Reports, focusing on behaviour, effort and attitude are provided at the end of Term One and three. Reports, including course descriptions, grades and comments are provided at the end of Semester One (June) and Semester Two (December).
APPENDIX
1 Choosing a Career Choosing a Career path is not always easy. For most people there is not one right occupation, but several occupations they could do and enjoy. Different occupations will satisfy you in different ways. Different occupations will suit you at different times. Your career is your whole working life, which can be made up of a wide range of occupations and involve many changes in direction. It is important that you make informed choices. It is wise to base your career decisions on a good understanding of yourself, as well as a thorough knowledge of the occupations and courses open to you. It takes time to think about yourself, to decide what sort of lifestyle you want, to talk to people and to explore occupations. If you want to find work that is satisfying, however, there are no shortcuts-and without this knowledge, you may be tempted to react to whatever luck brings your way. It is important that you take charge of your career. Only you can make career choices that work for you. You are the person best suited to choose work that suits your own unique skills, knowledge, personality and interests. So be positive and
act now by taking three small steps. How Can You Start
Thinking About Possible Careers? You might take time to familiarise yourself with what is available on this very useful website. It also has links to TAFE, University and other providers. There are over 1100 jobs and related information available to view. At this site there are links to Australian Careers Directory and Futurefinder. In the Australian Careers Directory open Careers Guidance and then Self Assessment Tools and then The Career Key (http://www.careerkey.org/english/) Here you can access the ‘you’ and do a simple quiz to get a score in six areas related to job choice. These are based on Holland’s personality types described at the end of this dissertation. As well work environments that suit particular personality types and other type-related jobs could be investigate Step 2 The World of Work The two largest employing industries in Australia are retail and manufacturing. For more information on finding a job, log onto the Youth Employment Link website at www.yel.vic.gov.au. Additionally, there are shortages of skilled workers across a wide range of trades and professions including accountants, pharmacists, motor mechanics, computing specialists, maths, science and art teachers, nurses, chefs, hairdressers and child care workers.
About Jobs, Employment
and Training
There are hundreds of apprenticeships and traineeships available in a large range of industries, including arts and entertainment, tourism and hospitality, finance, insurance and business services, the food industry, primary industry and mining. New Apprenticeships are also available part time and can even be undertaken while you are still at school! The great thing about these schemes is their flexibility. Sometimes training is delivered entirely in the workplace. Sometimes the trainee or apprentice goes to a local TAFE for part of their training. Many of the qualifications lead on to further vocational education training and may provide a pathway for you into university studies via what is called credit transfer. In Victoria, New Apprenticeships are coordinated by the Department of Education and Training. To find information on how to become an apprentice or obtain a traineeship or to simply check out the frequently asked questions, log onto either www.otte.vic.gov.au/studinfo/ or www.employmentnational.com.au/apprentice.htm Group Training Companies employ apprentices and trainees, and then place them with 'host employers', usually from small to medium sized businesses. Each year over 40,000 apprentices and trainees are employed by Group Training Companies. To find out more, log onto www.grouptraining.com.au or telephone: 1800 8110 747.
Step 3 In addition, VTAC:
VTAC is not a selection authority and does not determine selection criteria used by institutions. VTAC is not a government body. VTAC is funded both by participating institutions and the processing fees paid by applicants. The VTAC website is www.vtac.edu.au A VCE student may login by using their VCE number and initially a password that is their date of birth e.g. 01011 for 10th of November. It is not necessary to be a VCE student to access information. Information about courses, the ENTER, applying for institutions, relevant dates, a useful glossary of terms, and a lot of other topics is available. APPENDIX 2 Some
Strategies to Help You Learn More About Yourself APPENDIX
3 Personality Types • Realistic
Examples of occupations that have a Realistic environment are: Farmer Forester
Fire Fighter The two work environments that are closest to the Realistic type are Conventional and Investigative. The farthest away is the Social type. Other personality types can be accessed on www.careerkey.org/english/you/readthrough.html
Section 6 Useful Information from VTAC
The Victorian Tertiary Admissions Centre (VTAC) assists tertiary institutions with selection. VTAC runs the application and offer processes, and provides information about the applicants (including VCE information) to the selection officers. Because of this, students are able to indicate the order of preference they have for the tertiary courses for which they are applying. In selecting students, course selection officers largely use information about each applicant's VCE performance. The information used, and how it is used, varies from course to course. First, a student must satisfy any VCE prerequisites for the course. Students not satisfying the prerequisites are generally not considered further for the course. The second factor used in selection is an overall measure of how well the student has performed in his or her VCE studies. This measure is called the Equivalent National Tertiary Entrance Rank (ENTER). The name ENTER emphasises that the purpose of the ranking is only to compare different applicants for tertiary entrance, not to summarise VCE performance for other purposes such as employment. ENTERs are only calculated for students who have been successful in their VCE studies and have met tertiary entrance requirements. How important the ENTER is in selecting students for a course depends on the selection criteria of the course concerned. Depending on the selection criteria for the course, a third set of considerations may also play a role in selection. These considerations could include interviews, detailed consideration of the student's VCE results, work experience, auditions, or the assessment of an art folio. Applications for special consideration are also taken into account. How the ENTER is
used For some courses (about half) it is used to select a large percentage of students. In these courses, selection for up to about 80% of places for students completing the VCE is determined by the ENTER. For the remainder of places in these courses, additional information is considered. Students considered for these places are said to be in the middle-band. These students do not have ENTERs high enough to guarantee automatic selection, but have ENTERs above that which leads to automatic rejection. They are in 'the middle-band', and they are evaluated in accord with the middle-band criteria laid down in the VTAC Guide for the course concerned. Such criteria often include performance in prerequisite studies, more detailed consideration of VCE results, results in particular graded assessments, interviews, and applications for special consideration. For other courses
(about half), the ENTER plays a lesser role. Each of these courses has
an index of selection criteria, and the student's ENTER is only one
of the items in the index. The ENTER may be
used: For each course
the index of selection criteria is laid down in the VTAC Guide under
‘Selection Mode’. A study score of 50 indicates that the student has finished at the top of the cohort. A study score of 0 indicates that the student has finished at the bottom of the cohort. A study score of 30 indicates that the student has finished in the middle of the cohort. Study scores are awarded so that they cluster around 30. For any study, about 70% of students get a study score between 23 and 37. Conversely 15% get above 37 and 15% below 23. VCAA does not determine any measure of overall performance in the VCE. VTAC uses study scores as a basis for determining a student's ENTER. The ENTER is an overall ranking based on VCE performance, but one which is only designed for use in tertiary selection. Scaling Secondly, all studies count equally in determining the ENTER. Study scores however, only give the ranking of the students in each study. To compare rankings and study scores fairly from study to study requires that the strength of competition in each study is about the same. It is like asking 'is coming tenth in the Boston marathon as good as coming tenth in the Sydney marathon?' Before we can answer the question we need to know how strong the competition was in each marathon field. They are comparable performances only if the strength of competition was about the same. Thirdly, students should be able to take the studies that they enjoy, that they need, and that they are good at. The ENTER should be calculated in such a way as to allow this to happen, and not to introduce any other factor which interferes with the student's choice of studies. Scaling is a process which adjusts VCAA study scores to take account of these three facts before using the scores to calculate the ENTER. VCAA study scores are adjusted by VTAC to allow for any variation in the strength of competition between the cohorts of students taking the various studies that year. Thus students taking various combinations of studies can be compared, and students can choose their studies in a sound way without fear that they will be disadvantaged by the choice. If a variation is required to reflect the strength of competition in that study that year, the scaling process adjusts VCAA study scores to become scaled scores. The strength of competition in a study is judged by looking at the total performance of the cohort of students taking that study. That is, the performance of that group of students in all their VCE studies is compared with their performance in that study. This comparison is carried out for each VCE study. The scaling process
leaves a top VCAA study score as a top scaled score, and never lowers
a top score of 50. Bottom scores of 0 are also unchanged. First, an ENTER aggregate is found by adding the scaled score for the English study, the next best three scaled scores (of an allowable combination), and 10% of any fifth and sixth scaled score that is available. The increment for the fifth and/or sixth study may be replaced with the appropriate increment for a VET in schools program within the VCE. The increment for the sixth study may be replaced with the appropriate increment for an approved university study as part of the VCE extension study program. At most six results contribute directly to the ENTER aggregate. Where more than six results are available the six legitimate results yielding the highest ENTER aggregate are used. The ENTER aggregate
is a number between 0 and a little over 210. Thirdly, the percentage
rank is converted to an ENTER, which is the estimate of where the student
came in the relevant age group, taking account of the students who have
successfully completed VCE as well as those who moved or left school
before Year 12.This is achieved using a method agreed to by all states,
and has the effect (except for the maximum percentage rank), of raising
the rank of those who successfully complete the VCE and qualify for
tertiary entrance. A Note of Caution
in Choosing VCE Studies In particular there is no bias favouring the sciences over the humanities, or any other particular combination or focus of study. The LOTE adjustment is an incentive for the student to keep studying a LOTE, provided that the student has a reasonable background or performance level in that LOTE. There is no imperative for a student to maintain a LOTE in order to achieve a high ENTER. INFORMATION FROM
VTAC WEBSITE ENTER Min. ENTER
aggregate
Section 7 Terms and Abbreviations Accreditation period: The period during which a study is accredited as a VCE study. Assessment task: A task set by the teacher to assess students’ achievements of unit outcomes (see also Outcomes). Authentication: The process of ensuring that the work submitted by students for assessment is their own. Equivalent National Tertiary Entrance Rank (ENTER): The overall ranking on a scale of 0–100 that a student receives, based on his or her Study Scores. The ENTER is calculated by VTAC and used by universities and TAFE institutes to select students for courses. Examinations: Assessments set and marked by staff at St Brigid’s College. All studies have at least one examination. Written examinations are held in June and November. Outcomes: What a student must know, or be able to do, in order to satisfactorily complete a unit as specified in the study design. Satisfactory completion: School decision that a student has demonstrated achievement of the outcomes for a unit. Students receive an ‘S’ for the satisfactory completion of a unit. If they do not satisfactorily complete a unit, they receive an ‘N’ for it. Students qualify for the VCE when they satisfy units that meet the program requirements. Semester: One half of the academic year. Most units are completed in one semester. Sequence: Units
3 and 4 are designed to be taken as a sequence at Year 12 level. Statistical moderation: The process used to ensure that schools’ assessments are comparable throughout the State. It involves adjusting each school’s coursework scores for each study to match the level and spread of the combined examination and GAT scores for the students in that school doing that study. Studies: The subjects available in the YEAR 10. VCAA: Victorian Curriculum and Assessment Authority VCE Certificate: The Certificate awarded to students who meet the requirements for graduation of the VCE. See also Statement of Results. VCE provider: A school or other institution authorised to offer VCE units. YEAR 10 Vocational Education and Training (YEAR 10/VET): Nationally recognised vocational certificates integrated within the YEAR 10. VTAC: Victorian
Tertiary Admissions Centre acts on behalf of universities, TAFEs and
other providers facilitating and coordinating the joint selection system.
It calculates and distributes the Equivalent National Tertiary Entrance
Rank (ENTER).
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St. Brigid's College, PO Box 542, Horsham VIC 3400 Ph (03) 5382 3545 Fax (03) 5382 0757 Email principal@stbc.vic.edu.au
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