Key Contact Information

(1)

(2)

Key Contact Information

College Reception

03 8847 8300

[email protected]

HEAD OF SECONDARY SCHOOL

John Presant

VCE COORDINATOR

Natalie Farmer

YEAR 9 & 10 COORDINATOR

Adele Appleby

YEAR 7 & 8 COORDINATOR

Christa Cloete

WELLBEING COORDINATOR

Marina Heading

HEAD OF LEARNING & TEACHING - SECONDARY

Doug Allison

MATHEMATICS

Angel Wong

ENGLISH

Lisa Wilks-Beasy

SCIENCE

Greg Crotty

HUMANITIES

Penelope Connolly

VISUAL ARTS

Marina Heading

PERFORMING ARTS

Luke Batty

DIGITAL TECHNOLOGIES

Roland Hall

BIBLICAL STUDIES

Mardi Easton

LANGUAGES

Lynne Marks

PHYSICAL EDUCATION & HEALTH

Andrew Farmer

(3)

Dear Parents, Guardians and Students

This booklet exists to assist you in the process of making informed decisions regarding the many choices available for Secondary School students at St Andrews Christian College.

At St Andrews we provide a well-rounded education in a spiritual, emotional, social and academic capacity. One of the great assets of our school is the ability to provide a community where students are known. All studies are developed with a framework of our Christian faith – class work and discussions occur through a Creation-Fall- Redemption worldview.

Please do not hesitate to contact the Head of Secondary School and VCE Coordinator, or individual subject teachers, if you require information regarding specific subject content or requirements. We are here to help. It is important to consider a range of subjects of potential interest. In providing subject preferences, the College makes every attempt to meet all student preferences but this may not be possible due to timetabling requirements.

Take care in detailing the order of your preferences.

Students find Secondary School to be productive and enjoyable. They develop lasting friendships with other students and staff members through shared endeavours, mission and service opportunities, sports, camps and other co-curricular activities. The role of senior secondary students within our school community is strategic, and their leadership and loyalty is highly valued. It is expected that all students uphold the values of this school and contribute positively to community life. We hope all students can look back with fondness on their final stage of secondary education at St Andrews and find satisfaction at having “finished well.”

John Presant Doug Allison Natalie Farmer

Head of Secondary School Head of Teaching & Learning VCE Coordinator

Secondary School - Subject Information

|

¹

(4)

Table of Contents - Secondary School - Subject Information

Letter to Parents, Guardians & Students 1

1.0 YEAR 7-9 - Subject Guide 3

1.1 YEAR 7 - Curriculum Overview 4

1.2 YEAR 8 - Curriculum Overview 5

1.3 YEAR 9 - Curriculum Overview 6

1.4 YEAR 8 - Elective Subject Guide 8

1.5 YEAR 9 - Elective Subject Guide 10

1.6 YEAR 10 - Overview 12

1.7 YEAR 10 - Subject Structure 13

1.8 YEAR 10 - Elective Subject Guide 14

1.9 VCE Accelerated VCE Program 20

1.10 VCE Accelerated Subject Application Form 21

2.0 Building a Program 23

2.1 VCE Course Requirements 24

2.2 VCE VET 25

2.3 Distance Education 26

2.4 Calculating an ATAR Score 26

2.5 Subject Preference Selection Process 27

2.6 VCE Subjects Available at St Andrews Christian College 27

3.0 Subject Prerequisites & Descriptions 29

Accounting 30

Applied Computing 31

Biology 32

Business Management

33

Certificate III in Christian Ministry & Theology 34

Chemistry 35

Chinese First Language 36

Chinese Second Language 37

English as an Additional Language (EAL) 38

Geography 39

Health & Human Development 40

History 41

Legal Studies 42

Literature 43

General & Further Mathematics 44

Mathematical Methods 45

Specialist Mathematics 46

Music Investigation 47

Music Performance 48

Physical Education 49

Physics 50

Psychology 51

Studio Art 52

Text and Traditions 53

Theatre Studies 54

(5)

YEARS 7-9

Subject Guide

|

³

1.0

(6)

YEAR 7-8

Curriculum Overview

Core Subjects Specialist Subjects

• Biblical Studies • Drama

• Chinese • Music

• Digital Technologies • STEM

• English • Visual Arts

• Health • Humanities • Mathematics • Physical Education • Science

Each student will complete the four Specialist subjects: Drama, Music, STEM and Visual Arts over the course of the year. Two subjects are completed in Semester One and the remaining two subjects in Semester Two. Each subject is timetabled for one double period each week. The Year 7 timetable at St Andrews Christian College is organised around six 50-minute periods per day in a 10-day cycle. The table below indicates the period allocations per subject per 10-day cycle.

Subject Periods per cycle Subject Periods per cycle

English 9 Chinese 4

Mathematics 9 Digital Technologies 3

Science 8 Biblical Studies 2

Humanities 8 Health 2

Specialist Subjects 8 CSEN Sport 2

Physical Education 4 Pastoral Care 1

TOTAL 60 PERIODS

Year 7 ^1.1

In Years 7, 8 and 9 students will be building a firm foundation to prepare them for their VCE Studies.

In Year 7 students are given exposure to a range of subject areas to build their breadth of knowledge. There

is a focus on how to build good study habits and develop the skills which will enable them to have success in the

future. As students progress through Year 8 and 9 an array of elective options are presented to them to choose

from. This allows students to develop their passions and interests, building towards making selections of

VCE subjects. In all core subjects across Year 7-9 students are expected to think critically about the content

presented; honing their skills to critically analyse the world around them. At St Andrews, our core priority

to is teach all subjects from a Biblical Worldview, helping students to learn more about God’s creation.

(7)

|

⁵

Core Subjects Elective Subjects

• Biblical Studies • Drama: Comic Theatre • Chinese or Chinese: Advanced • Drama: Creating Characters

• Digital Technologies • Media Arts: Cracking the Media Code • English • Media Arts: Youth Culture and the Media

• Health • Music

• Humanities • Music: Advanced

• Mathematics • STEM: Electronics

• Physical Education • STEM: Product Design and 3D Printing • Science • Visual Art: Passion Projects and Modern Art

• Visual Art: Personal Portraits and Typography

Each student will complete four Elective Subjects over the course of the year. Two subjects are completed in Semester One and the remaining two subjects in Semester Two. Each subject is timetabled for one double period each week. The Elective Subjects are organised into three Blocks on the Timetable to give students maximum flexibility in choosing subjects. Elective Subjects are designed as semester length subjects. Students can freely choose subjects within these Blocks with the only condition being that they are not permitted to repeat a unit.

Note: Chinese and Chinese: Advanced are included in the Elective Blocks for organisational purpose. However, it is expected that students complete one of these subjects in each Semester.

Year 8 ^1.2

The Year 8 timetable at St Andrews Christian College is organised around six 50-minute periods per day in a 10-day cycle. The table below indicates the period allocations per subject per 10-day cycle.

Subject Periods per cycle Subject Periods per cycle

English 9 Mathematics 9

Science 8 Humanities 8

Specialist Subjects 8 Physical Education 4

Chinese or Chinese: Advanced 4 Digital Technologies 3

Biblical Studies 2 Health 2

CSEN Sport 2 Pastoral Care 1

TOTAL 60 PERIODS

(8)

YEAR 9

Curriculum Overview

Core Subjects Elective Subjects

• Biblical Studies • Business Studies • Chinese or Chinese: Advanced • Chinese (FL/SL/SLA)

• English • Digital Technologies: Real World Programming

• Health • Electronics and 3D Printing

• Humanities • Media Arts: Wise Media and Storytelling • Mathematics • Media Arts: Documentary and Ethics of Selling • Physical Education • Music: Improvisation and Performance Skills

• Science • Music: Technology

• Robotics

• Theatre Studies: Stagecraft

• Theatre Studies: Theatre Sports and Improvisation

• Visual Art: Two-Dimensional Art

• Visual Art: Three-Dimensional Art

Each student will complete six Elective Subjects over the course of the year. Three subjects are completed in Semester One and the remaining three subjects in Semester Two. Each subject is timetabled for five periods over the ten-day cycle. The Elective Subjects are organised into three Blocks on the Timetable to give students maximum flexibility in choosing subjects. Elective Subjects are designed as semester length subjects. Students can freely choose subjects within these Blocks with the only condition being that they are not permitted to repeat a unit.

Year 9 ^1.3

(9)

|

⁷

Elective Blocks – Semester 1: Elective Blocks – Semester 2:

Chinese: Advanced Chinese: Advanced

Visual Art: Personal Portraits and Typography Visual Art: Personal Portraits and Typography Media Arts: Cracking the Media Code Media Arts: Youth Culture and the Media Drama: Comic Theatre Drama: Creating Characters

Chinese Chinese

Visual Art: Passion Projects and Modern Art Visual Art: Passion Project and Modern Art

Music: Advanced 1 Music: Advanced 2

STEM: Electronics STEM: Product Design and 3D Printing

Chinese Chinese

Music Music

STEM: Electronics STEM: Product Design and 3D Printing

Drama: Comic Theatre Drama: Creating Characters

The Year 9 timetable at St Andrews Christian College is organised around six 50-minute periods per day in a 10-day cycle. The table below indicates the period allocations per subject per 10-day cycle.

Subject Periods per cycle

English 9

Mathematics 9

Science 8

Humanities 8

Specialist Subjects 15

Physical Education 4

Biblical Studies 2

Health 2

CSEN Sport 2

Pastoral Care 1

TOTAL 60 PERIODS

(10)

YEAR 8

Elective Subjects

Year 8 Elective descriptions ^1.4

Year 8 – Drama: Comic Theatre

Students will explore the great comic traditions of Commedia dell’Arte and Melodrama as they build their skills in acting, staging and presenting theatre pieces designed to make an audience laugh. They will learn how to use their voice and body in comic ways, and how to add value to their performance through the inclusion of carefully selected stagecraft elements.

Year 8 – Drama: Creating Characters

Students will explore the methodologies of theatre practitioners such as Stanislavski and Laban as they learn how to make a character leap off the page. They will build their acting and analytical skills as they consider how to interpret scripts and build three- dimensional characters that connect meaningfully with an audience.

Year 8 – Media Arts: Cracking the Media Code

In this unit, students create a portfolio of works that show they can identify technical effects in a piece of media and how they communicate meaning to an audience. They debate how strong or weak media elements conflict or work together in a media product, such as: sound, lighting, framing, voice. They learn to critically read and creatively produce professional communications.

Year 8 – Media Arts: Youth Culture and the Media

This unit allows students to explore youth sub-culture from a Biblical worldview to help them become wise digital citizens. Students are supported to develop discernment - which God uses to promote holiness and godly living. They will discuss themes such as:

fact and truth; bias and integrity. Students work to produce a piece of film media that helps them to develop specific media skills whilst focussing in on authorship, purpose, content, context, credibility, interpretation and audience.

Year 8 – Music

In Year 8 Music students will form bands using standard rhythm section instruments (Drums, Guitar, Bass and Keyboard). Through these bands students will work on their performance presentation and rehearsal skills. Students will use these bands as a way to practically apply music theory that is learnt throughout the Semester. The Music Theory covered in class will have a focus on Tonality, Transposition and the Expressive Elements of Music.

Year 8 – Music: Advanced

In Year 8 Music Advanced students utilise their prior knowledge and ability on their

instruments to enhance the content in the Music Curriculum. In addition to performing in

small ensembles there will be a focus on composing and arranging music so that a student

can participate in the class on an instrument that they are already learning. The Music

Theory in this subject will cover Scales, Diatonic Harmony, Tonality and Aural Skills.

(11)

|

⁹

Year 8 – STEM: Electronics

In this subject students will explore the design process and enable them to be creative and responsive designers. Students will build and investigate simple circuits and gain an understanding of voltage, current, and resistance.

Year 8 – STEM: 3D Printing

Students will design 3D models using Fusion 360 modelling software. This can then include 3D printing the designed object. Students will work from a design process which will include planning, modifying and executing a finished piece of work.

Year 8 – Visual Art: “What’s my Story?”

During Personal Portraits & Typography students essentially develop ways to tell their story. Students compare and contrast portraiture from both Christian and non-Christian and Aboriginal and Torres Strait Islander artists. Students carefully and respectfully look for story and symbolism to find help them find ways of communicating their own story in the genre of Portraiture. 'Whether it's on our phones, in books or on websites, we're constantly digesting written words...type is all around us. We reflect on the power of the written word, but rarely do we consider...the tone of a word or sentence', What is Typography and Why is it Important?' Jaye, H 2020. In this unit, students explore elements of type (hierarchy, colour, alignment, consistency, contrast), typography trends and the power in cross-cultural communications.

Year 8 – Visual Art: “Passion Projects”

Elective 2 incorporates two units: Passion Projects & Modern Art. Firstly, in Passion Projects, students develop their own personal intent as a communicator as they explore the College annual theme. Students construct an artwork that shows a development of skill in their chosen medium (drawing, painting, typography, ceramics, textile, print making, mixed-media construction, baking and more). The project requires a Proposal, Timeline, Experimentation, Folio Documentation & Analysis and a Final Submission. Students working in this Elective develop strong skills in self- management and problem-solving. Secondly, students compare and contrast artworks from the Modern Art Movement. They discuss and reflect upon the way artists capture particular political, environmental and economic times in the history of humanity.

They then create their own artwork that makes commentary on their experiences of

this time of their lives.

(12)

YEAR 9

Elective Subject Guide

Year 9 – Business Studies

This elective gives students the opportunity to further develop their understanding of economics and business concepts by exploring the interactions within the global economy. Students are introduced to the concept of an ‘economy’ and explore what it means for Australia to be part of the Asia region and the global economy. The responsibilities of participants operating in a global workplace are also considered.

Students will also study personal finance and learn about budgets, savings accounts, credit cards and other ‘life essential’ skills to help manage their finances in the future.

Year 9 – Chinese

Students will focus on the following learning areas: Pin Yin, 4 tones, homophones, logographs, character components, stroke order, word formation, sentence structures, dialogues, culture-based language expressions (how to show respect through language) and activities (calligraphy, art and craft, Chinese songs etc.). This will run as a year- long subject.

Year 9 – Electronics

This elective covers basic electrical and electronic theory and practice, providing an introduction as to how various devices and systems are used in the development of Robotic (Mechatronic) equipment. The subject addresses Ohm’s and Kirchoff’s laws, basic circuit analysis, power systems and semiconductor devices; as well as digital computer basics emphasising system design using flow-charting. There is also an introduction to micro-controllers (PIC) and logic. Students are required to assemble an Arduino controller and an experimenter module, they will then be required to program the unit to perform a series of tasks.

Year 9 – Literature

In this elective students will look at all kinds of texts such as novels, short stories, poetry and films. They will have time to discuss, debate, analyse, write, research and present how writers, poets and filmmakers explore their ideas. Students must be prepared to think critically and creatively in this class. This elective will help to prepare them for the Literature Year 10 elective and Literature Unit 1 & 2.

Year 9 – Media Arts: Wise Media and Storytelling

In this elective, students to explore various genres of media from a Biblical worldview to help them become wise digital citizens. They create a portfolio of works that show they can identify technical effects in a piece of media and how they communicate meaning to an audience whilst developing discernment and uncovering potential subtle or overt messages within the context of the media. Students will also develop cultural awareness of and empathy for Australia's Indigenous peoples by viewing 12 Canoes: the stories of the Yolngu people of Ramingining, of the northern part of Central Arnhem land in Australia's Northern Territory

Year 9 – Music: Technology

Students will learn many elements of music technology through this elective; from how P.A. systems work, to how to write music using various computer and iPad programs.

They will develop skills in how to use Logic, Garage Band and Sibelius software in both a recording/compositional capacity and as a MIDI sequencer. Students will be

Year 9 Elective descriptions ^1.5

(13)

|

¹¹

Year 9 – Music: Improvisation and Performance Skills

This elective will teach students the four main ways of improvising – chordal, free, blues, and modal. Music theory is an integral element of this elective. Students will learn about the structure of scales in improvising and how chord scale relationships work. There will be regular performance classes for the students to put theory into practice.

Students will be assessed on their portfolio of improvisations and their development of their performance skills.

Year 9 – Robotics

This elective covers basic robotics and Artificial Intelligence (AI) theory and practice.

Robotics is a highly effective way to develop essential work skills like collaboration, problem solving and project management. Students will be motivated and engaged through this subject, where they will assemble a robot, using Lego Mindstorm.

Year 9 – Theatre Studies: Stagecraft

In this elective students will build upon what has been learnt in Middle School Drama and prepare them for further study in the subject. This subject focuses on “behind the scenes” aspects of theatre, teaching students how to enhance performances by using theatre technologies. Students will learn about actor-audience relationships through design focus, and areas of stagecraft such as set, lighting, sound, hair and makeup, costume, props, and publicity.

Year 9 – Theatre Studies: Theatresports and Improvisation

In 1991, American film critic and theoretician Bill Nichols proposed that there were six different modes of documentary: poetic, expository, reflexive, observational, performative, and participatory: each containing its own specific characteristics. This unit focuses on identifying conventions within the documentary genre by analysing film scenes and sequences. Students explore how genre intersects with other film elements and supports storytelling. Students will also discuss and debate the ethics of television commercials. They focus on topics such as neuromarketing, fear-based advertising, targeting & positioning, sexism & stereotyping and regulatory issues.

Year 9 – Visual Art: 2D Art

Students will create a variety of 2D artworks inspired by painters, drawers and photographers from historical art movements. Drawing and painting skills will be developed as students learn to express aesthetic qualities through an exploration of line, colour, shape and form. Through negotiating the challenges of self-directed creativity, students will document their design process in their visual art diary and demonstrate the development of individual ideas. This elective offers students an opportunity to express their God-given creativity as they learn what it means to be made in the image of our Creator God

Year 9 – Visual Art: 3D Art

Students will create a variety of three-dimensional artworks inspired by the works of

sculptors, craftsmen, and installation artists from historical art movements. Throughout

the unit, students will learn modelling, assemblage, moulding, and carving skills,

and they will develop an awareness of spatial practice through the installation and

presentation of sculpture within an exhibition space. Students will learn to document

their design process in their visual art diary and to demonstrate the development of

individual idea. This elective provides a platform for students to discover and express their

God-given creativity, as they consider what it means to be made in the image of our

Creator God.

(14)

YEAR 10

Overview

Year 10 Overview

Students in Year 10 will be expanding on skills learnt in Year 9 with a strong focus on VCE preparation. They will experience more flexibility in their classes and an increased diversity in subject choices.

There are some compulsory subjects that all students must complete during Year 10. There are also electives which will help develop students’ understanding of particular areas of study to assist them in their VCE subjects.

Electives run as a semester-based subject, and students will undertake 3 electives per semester. Each student must take one semester of a Physical Education subject, and one semester of a History subject.

Students can apply to undertake an Accelerated VCE subject as part of their Year 10 program. An Accelerated VCE subject will take the place of one elective per semester. It must be noted that permission to acceler- ate is dependent upon the student’s academic performance and work ethic in related subjects as well as in English and Mathematics.

In Year 10, students will also have the opportunity to participate in Work Experience. They will complete one week of Work Experience in the final week of Term 2. This provides students with work-related skills, and can ignite potential passions for their post-school endeavours.

1.6

(15)

|

¹³

CORE SUBJECTS

Maths Science

English Biblical Studies

History (1 semester) Sport

Physical Education (1 semester) Careers

ELECTIVE CLASSES

(Students complete a maximum of 6 of these)

Art: Sculptural Practice

Art: Two-Dimensional Image Making Businessg

Chemistry Chinese

Computing and Game Making Environmental Science Geography

Law and Society

Literature

Music: Performance & Musicianship

Music: Performance, Composition & Arranging Robotics

Physical Education: Sport Science Physical Education: Health Foundations Psychology

Theatre Studies: Staging a Production

Year 10 Subject Structure ^1.7

(16)

YEAR 10

Elective Subject Guide

Year 10 Art – Sculptural Practice

During Sculptural Practice students will investigate methods of three-dimensional art making that has been explored in a variety of historical and cultural contexts.

Through hands-on learning, students will investigate the modelling and clay techniques of the Renaissance, as well as a variety of emerging sculptural materials that have been developed in the modern era. Students will produce a final artwork that will be exhibited at the end of the semester. Guided by an appreciation and critical analysis of visual art, students will be taught to develop spatial awareness and emotional intelligence. This subject will provide opportunities for students to discover their God-given gifts and abilities through creative experimentation.

Year 10 Art – Two-Dimensional Image Making

During Two-Dimensional Image Making, students will investigate a variety of image-making techniques, exploring the art forms of drawing, painting, photography, lumen printing, digital art, and mixed media. As a folio-based unit, students will learn that self-reflective experimentation is the backbone of a creative process. Students will be given agency to produce a final artwork of their chosen material, to be exhibited at the end of the semester. This course offers students an opportunity to express their God-given creativity, as they learn what it means to be made in the image of our Creator God.

Year 10 Computing and Game Making

Students will learn the art of game making using Unity, Unreal Engine or Python to create games. They will be introduced to game design, including game user interface, terrain building, object interaction, and scoring systems. Students will be able to design both 2D and 3D games as a major assessment task.

Year 10 Robotics

Students will be introduced to VEXEDR building and programming to solve problems in the real world, as well as programming VEXIQ robots. Emphasis will be on working in teams to produce a robot that would compete against other schools in the EDR or IQ challenges.

Elective Subject Guide ^1.8

(17)

|

¹⁵

Year 10 Geography

Geography aims to ensure that students develop a sense of wonder, curiosity and respect about places, people, cultures and environments throughout the world, together with a deep geographical knowledge of their own locality, Australia, the Asia region and the world. Students study environmental and humanitarian issues.

The implications and effects of different world views are discussed, including honouring the Creator by caring for Creation. Students explore environmental issues, including sustainable resource use, climate change, pollution, and threats to biodiversity. They investigate coastal processes and human impacts on the coast, along with management strategies, at local and national scales. Finally, students also study human wellbeing, with emphasis on gender equality and population growth.

Year 10 Business

The Year 10 Business Studies elective is designed as an introduction to VCE Accounting, VCE Business Management and VCE Legal Studies, providing students with fundamental concepts and understanding they will use as they continue on to VCE studies. Business dealings were certainly a part of society in Biblical times, and we are encouraged by example to be wise stewards of our worldly resources. We explore different business management concepts, the characteristics of successful businesses, and how financial management and entrepreneurial behaviour contributes to business success.

This elective gives students the opportunity to further develop their understanding of economics and business concepts by considering Australia’s economic performance, including the ways governments manage economic performance and how living standards differ within and between economies. Students examine the consequences of personal financial decisions and the responses of business to changing economic conditions.

Year 10 Law and Society

In this unit students examine the methods and institutions in the justice system and consider their appropriateness in determining criminal cases and resolving civil disputes. Students are asked to consider how effective the legal system is at achieving principles of justice for all people. The bible gives guidelines for how to respond to the government and the legal system, but calls for justice for the poor, widows and sick. Students are asked to grapple with the concepts of justice for those who do wrong in society, with compassion for those who are grieving, and the opportunity for redemption for those who have transgressed societies’

laws. In this unit, students will explore the courts—learning about Criminal and

Civil law. Students will also learn about recent changes while building on their

knowledge to develop recommendations for further improvements.

(18)

YEAR 10

Elective Subject Guide

Year 10 Environmental Science

The planet we live on was designed and created by God. Upon making all other parts of creation, God created man in his own image and gave mankind dominion over the planet and all other life forms therein. History shows us that to have dominion brings with it responsibility. Mankind has responsibility for the planet and all other living things that God has placed here. This unit of study explores the structure of this wonderful creation with all of its interwoven systems and processes and considers the intricate balance that God established which sustains His living creation. It also explores the challenges that have arisen as a result of man’s interactions with creation. It looks at the impact of human activities for example: the many consequences of rising pollution levels and the effect of development on biodiversity. It also explores challenges such as: how can the growing food needs of the human population be met, or how can the energy needs of a technologically advancing society be met in more sustainable ways?

Year 10 Chemistry

This elective is designed to provide students with a level of understanding of the basic principles of chemistry and how it affects modern society. Students are guided to make informed decisions about VCE Chemistry selection for Years 11 and 12. This is a year-long elective for students to enjoy as they explore the various aspects of chemistry.

Year 10 Psychology

The human species, arguably the best creation of God, has certain capabilities or attributes that distinguish it from the other species. The ability to reason, self- consciousness and being a part of a culturally established society make the human race a unique subject to study. This course explores the study of the human mind, thought, feeling and behaviour, and the creativity God has displayed in making every individual special. It looks at the interactions that humans have which are deemed “normal” or “abnormal” and challenges these findings in light of students’

walk with God. Students will be given the opportunity to use appropriate

scientific knowledge to identify questions that can be answered through the

scientific process to understand the natural world and the changes made to it by

human activity. Students will then be challenged to draw conclusions and to take

action based on their research and findings.

(19)

|

¹⁷

Year 10 Chinese

By the end of Year 10, students use spoken and written Chinese to initiate and sustain extended interactions with others in their social world and in the Chinese-speaking community. They ask questions and adapt language use for a range of contexts and roles. They identify and evaluate key points of information from different spoken, written and multimodal authentic sources and use this information to develop a position and to inform and convince others. They move between Chinese and English to create simple bilingual texts.

Students interpret, interact with and create a range of texts for imaginative, informative and persuasive purposes and for different audiences. Sentences include a range of structures, including formal expressions to connect ideas. They also use relative and attributive clauses, conditionality and indefinite pronouns.

Students compare information and ideas, and explain or justify opinions. They

apply knowledge of metaphors and idioms in their own writing.

(20)

YEAR 10

Elective Subject Guide

Year 10 Physical Education —Sport Science

This course will contain two major units: The Human Body in Motion and Skill Acquisition in Coaching. Each unit will consist of both practical and theoretical components. Through practical experiments and activity, students explore the relationship between basic body and skeletal structures, body systems and physical activities. This includes fitness tests, sporting injuries and designing effective warm-ups and cool downs. Students will also investigate the body's Energy Systems and basic Bio-mechanics, the stages of learning for skill acquisition and the importance and benefits of physical activity on the health and fitness of all age groups in society. They will also demonstrate and apply their learning by running a three week skill acquisition program for primary aged students and will assist those students to develop increased levels of physical activity.

Year 10 Physical Education —Health Foundations

The Health Foundations course will investigate fundamental health literacy and connect this with what is happening in nations across the world. Students will explore health as a concept, nutrition, and human development. The content covered in this course will provide a pathway into VCE Health and Human Development. Each unit will consist of both practical and theoretical components.

Year 10 Literature

This elective is for those who love reading and writing and are interested in

spending time looking at different kinds of texts (novels, short stories, poetry,

films) from the past and present. Students will develop their enjoyment and

appreciation of these texts and learn important analytical and critical thinking

skills. Activities will include discussion, debates, analytical and creative writing

activities, individual research and writing, group work and presentations. This

elective will help to prepare students for VCE Literature.

(21)

|

¹⁹

Year 10 Music: Performance and Musicianship

In this unit students will focus on their performance skills in addition to the Music Language and Musicianship required in VCE Music Performance. Students will need to prepare pieces in conjunction with their instrumental music teacher for weekly class performances where they will receive feedback and develop a rehearsal schedule to help them deal with any problem areas in their playing.

There will also be time spent developing the students’ aural, written, and visual music theory skills required at a VCE level. This will allow for students to have a greater understanding of the Music Language used in their chosen pieces and in turn allow for a greater level of Musicianship to permeate their performances.

Year 10 Music: Performance, Composition and Arranging

In this unit students will focus on Composing and arranging pieces of music for both solo and group performances. Students will also be given performance opportunities to perform the arrangements of other class members in a small ensemble setting. There will be some music theory and music language class to help students with their compositions and arrangements. The expectation is that there will be weekly ensemble rehearsals as a class with at least one performance period per week.

Year 10 Theatre Studies: Behind the Scenes

Students learn about the people who make up a production team to take a play

‘from page to stage’. Through a combination of theoretical and practical activities, students explore what it means to work as a director, designer, actor, dramaturg and stage manager. They also watch a full-scale production in order to understand how all this work combines to create a meaningful theatrical experience for an audience.

Year 10 Theatre Studies: Staging a Production

Students work as a production team to take a play ‘from page to stage’. They learn

how to analyse a script and apply this knowledge to practical work, evaluating

and reflecting on their process and progress. The class collaborates to create a final

performance which they will present to an audience.

(22)

YEAR 10

Accelerated VCE Program

Year 10 Accelerated VCE Program

Students in Year 10 have the opportunity to undertake accelerated VCE Units, providing the entry requirements are met.

Students must apply for permission using the appropriate form provided. Extra copies are available from the VCE Coordinator or the Secondary School Administrator.

Normally a student in Year 10 would complete a maximum of one Unit 1 and 2 sequence as an Accelerated Unit.

To be selected for the Accelerated Program, students must meet the following conditions:

• Previous performances in related areas have been consistently high (>80%), indicating potential for further success;

• Have demonstrated a positive attitude and approach to studies in this area;

• Have demonstrated organisational skills and completion of work; and

• Have discussed this application with parents/guardians who have signed the application form.

The value of this program depends on the readiness of the student to undertake these units. This is why a selection process operates in order to ensure the student has a likelihood of experiencing success. A limited range of subjects is offered for students to select as a preference.

Students need to complete the ‘Year 10 Accelerated VCE Form’ and submit it to the VCE Coordinator or Secondary School Administrator no later than 24th June 2021.

Students who do not submit a completed form will not be eligible for consideration to undertake an accelerated Unit 1/2 subject in 2022. The students’ application along with their marks in Semester 1 will be taken into account when making decision about entry into the Accelerated Program. Ultimately, the final decision of a student's suitability will be determined by the Head of Secondary School in consultation with the VCE Coordinator and and Head of Learning and Teaching- Secondary.

1.9 ACCELERATED SUBJECTS

Accounting Legal Studies

Applied Computing Physical Education

Business Management Psychology

Chinese Second Language/Advanced Studio Art

Geography Applied Computing

Health & Human Development Theatre Studies

History

(23)

|

²¹

Accelerated VCE Subject

Application Form VCE Units 1 & 2 Only

Name: Homeroom

:

Preference 1:

Reserve 1: Reserve 2:

Reason for Application:

Include Prior performance/results in this area & extra involvement/interest in this area

_____________________________________________________________________________________

N

otE

: Please carefully complete the details on this form and

submit to the VCE Coordinator or Secondary School Administrator no later than 24th June 2021.

Student Signature: Date:

Parent/Guardian Signature: Date:

1.10

(24)

(25)

|

²³

BUILDING

A Program

2.0

(26)

VCE Course Requirements

The VCE (Victorian Certificate of Education) is normally completed by students over a minimum of two years. The Victorian Curriculum Assessment Authority (VCAA) is the government authority responsible for the administration of the VCE and each student’s program must be approved by this authority.

Each subject in the VCE is divided into four semester length units. Units 1 and 2 are normally taken at Year 11 level and Units 3 and 4 at Year 12 level. Units 3 and 4 must be studied as a sequence. The Acceleration Program allows Year 11 students to undertake a Unit 3 and 4 sequence. Students must demonstrate an aptitude for these subject areas before permission is granted. A student will generally study only one extension subject.

Each student’s two-year program of study normally comprises 24 units of work. To successfully complete the requirements for the VCE, students must achieve satisfactory completion of a total of no less than 16 units and must include:

• Three of the four units of English, English Literature or English as a Additional Language (EAL).

This must also include a sequence of units 3 and 4;

• Three sequences of Units 3 and 4 studies other than English or EAL; and

• In order to obtain a study score Units 3 and 4 must be completed in a sequence.

At St Andrews, Year 11 students are expected to take 12 units of study (6 subjects) of which English Units 1 and 2 are compulsory.

Year 12 students are expected to take 10 units of study (5 subjects) of which English/EAL Units 3 and 4 are compulsory. Variations may occur due to exceptional circumstances.

Listed on the following pages of this booklet are the VCE studies on offer to students at St Andrews including a written description of what each unit involves to assist students in the process of making appropriate choices.

N

ote

: Some subjects that are able to be selected as a preference may not run if insufficient numbers of students select them.

Students are expected to purchase textbooks as required by their subjects. Any additional costs to the subject are listed.

2.1

(27)

VCE VET (Vocational Education & Training)

Vocational Education and Training (VET) in the VCE allows students to include vocational studies within their senior secondary certificate. Students undertake nationally recognised training that contributes to their VCE.

Why choose VET:

1. An extra qualification

Successfully completing most VCE VET programs over two years will give you a full qualification. For example, Certificate II in Engineering Studies can be completed through the VCE VET Engineering Studies.

2. Contribution towards VCE

VET may contribute to the VCE at the Units 1 and 2 or Units 3 and 4 level, and may also contribute to the Australian Tertiary Admission Rank (ATAR).

3. Practical skills and knowledge

VET can strengthen your education by giving you the opportunity to gain practical skills and knowledge that complement your VCE studies. For example, if you want to be an engineer and you are studying VCE Physics and VCE Mathematical Methods, you can develop practical skills, technical knowledge and industry insight by doing VCE VET Engineering Studies.

4. Employment opportunities

VET can lead to full-time, part-time or casual employment opportunities.

5. Education pathways

VET can lead to TAFE or university.

VCE VET programs:

Animal Studies, Automotive, Building and Construction, Christian Ministry and Theology, Cisco, Community Services, Design, Electrical, Engineering, Events, Furnishing, Hair and Beauty, Health, Hospitality, Information Technology, Laboratory Skills, Plumbing, Screen and Media, Sport and Recreation.

VCAA VET in the VCE

St Andrews is part of the VET Mullum Cluster

|

²⁵

2.2

(28)

Distance Education

Study through the Virtual School Victoria and the Victorian School of Languages is a service available for students who need to undertake a subject not currently available at St Andrews.

The fee is payable at the time of enrolment and is non-refundable after the subject has commenced. In 2021, the fees for the Virtual School Victoria were $810.00 per subject ($405 per unit). The fees for the Victorian School of Languages are $560.00 per language. The costs for 2022 will be made available later in 2021.

Students undertaking studies with either of the Distance Education schools need to be self-motivated and disciplined as this form of study involves an enormous amount of organisational responsibility.

The Distance Education schools provide opportunities for students to attend seminars relevant to the area of study. Transportation and supervision of students attending seminars or other activities organised by these schools is the sole responsibility of the parents.

Calculating an ATAR Score

The ATAR (Australian Tertiary Admission Rank) is a percentile rank allocated to students based on study scores achieved.

The ATAR (<30 to 99.95) is used by universities and TAFE institutions to select students for their courses.

When calculating the ATAR, after scaling, the study scores used are as follows:

• English + top three studies (primary four).

• l0% of any 5th and 6th study undertaken and completed, or VCE VET subjects.

Scaling by the Victorian Tertiary Admissions Centre (VTAC) affects all subjects and occurs as a reflection of the level of competition in each respective subject. The scaling process is designed to avoid students being advantaged by taking a study that has attracted a higher proportion of less able students, or disadvantaged by taking a study that has attracted a higher proportion of more able students. The scaling of a study should not influence subject choice. Choices should be made on aptitude and enjoyment - these qualities will lead to the achievement of the best possible ATAR score.

For more information on scaling, you can visit http://www.vtac.edu.au/pdf/publications/abcofscaling.pdf Approved VCE VET Units 3/4 sequences will include scored assessments from which a study score for the

2.3

2.4

(29)

|

²⁷

Subject Preference Selection Process

For 2022 applications all course preferences will completed online via Web Preferences. Each student will receive a form with a personalised login and password on Tuesday 15

^th

June 2021.

This will need to be completed by 11:59pm on 24th June 2021.

At the conclusion of submitting preferences, students need to print their receipt and it will need to be signed by the student and their parents. The receipt will need to be submitted to the Secondary School Administrator.

No further submissions will be allowed beyond this deadline.

Any issues/concerns about the web preferences login details/process should be directed to Mr John Presant, Head of Secondary School.

VCE Subjects available at St Andrews Christian College

The following pages of this booklet covers the VCE studies on offer to students at St Andrews Christian College, including a written description of what each unit involves to assist students in the process of making appropriate choices.

N

^ote

: Some subjects that are able to be selected as a preference may not run if an insufficient numbers of students select them.

2.5

2.6

(30)

(31)

|

²⁹

SUBJECT

Prerequisites & Descriptions

3.0

(32)

SUBJECT

Prerequisites & Descriptions

Accounting

Prerequisites

There are no prerequisites for entry to Units 1, 2 and 3. Students must undertake Unit 3 prior to undertaking Unit 4.

Types of Assessment

Assessment tasks for this unit are selected from the following: folio of exercises (manual and ICT-based), test (manual and/or ICT-based), assignment (manual and/or ICT-based), case study (manual and/or ICT-based), classroom presentation (oral or multimedia), report (written, oral or multimedia). Students must use ICT in at least two of the selected assessment tasks.

Unit 1

This unit explores the establishment of a business and the role of accounting in the determination of business success or failure. In this, it considers the importance of accounting information to stakeholders. Students analyse, interpret and evaluate the performance of the business using financial and non-financial information. They use these evaluations to make recommendations regarding the suitability of a business as an investment. Students record financial data and prepare reports for service businesses owned by sole proprietors. Where appropriate, the accounting procedures developed in each area of study should incorporate the application of the Conceptual Framework and financial indicators to measure business performance, and take into account the range of ethical considerations faced by business owners when making decisions, including financial, social and environmental.

Unit 2

In this unit students develop their knowledge of the accounting process for sole proprietors operating a trading business, with a focus on inventory, accounts receivable, accounts payable and non- current assets. Students use manual processes and ICT, including spreadsheets, to prepare historical and budgeted accounting reports. Students analyse and evaluate the performance of the business relating to inventory, accounts receivable, accounts payable and non-current assets. They use relevant financial and other information to predict, budget and compare the potential effects of alternative strategies on the performance of the business. Using these evaluations, students develop and suggest to the owner strategies to improve business performance.

Where appropriate, the accounting procedures developed in each area of study should incorporate application of the Conceptual Framework, financial indicators and ethical considerations for business owners when making business decisions, including financial, social and environmental.

Unit 3

This unit focuses on financial accounting for a trading business owned by a sole proprietor, and highlights the role of accounting as an information system. Students use the double entry system of recording financial data and prepare reports using the accrual basis of accounting and the perpetual method of inventory recording. Students develop their understanding of the accounting processes for recording and reporting and consider the effect of decisions made on the performance of the business. They interpret reports and information presented in a variety of formats and suggest strategies to the owner to improve the performance of the business. Where appropriate, the accounting procedures developed in each area of study should incorporate the application of the Conceptual Framework, financial indicators to measure business performance, as well as the ethical considerations of business owners when making decisions, including financial, social and environmental.

Unit 4

In this unit students further develop their understanding of accounting for a trading business owned by a sole proprietor and the role of accounting as an information system. Students use the double entry system of recording financial data, and prepare reports using the accrual basis of accounting and the perpetual method of inventory recording. Both manual methods and ICT are used to record and report. Students extend their understanding of the recording and reporting process with the inclusion of balance day adjustments and alternative depreciation methods. They investigate both the role and importance of budgeting in decision-making for a business. They analyse and interpret accounting reports and graphical representations to evaluate the performance of a business. Where appropriate, the accounting procedures developed in each area of study should incorporate application of the Conceptual Framework and financial indicators to measure business performance, as well as the ethical considerations of business owners when making decisions, including financial, social and environmental.

Unit 3 & 4 Assessment

(33)

|

³¹

Applied Computing

Prerequisites

N/A

Types of Assessment

Unit 1 & 2 Applied Computing

• Five individual SACs in the form of assignments or projects, often based on case studies

• One team collaborative project SAC (web site creation)

• Semester examinations

Unit 3 & 4 Data Analytics

• A written response to a design brief.

• A major SAT (School Assessed Task) where students must apply a series of steps to produce a solution for a problem they identify.

• A detailed written report based on a case study.

Unit 1

In this unit students focus on how data, information and networked digital systems can be used to meet a range of users’ current and future needs. In Area of Study 1 students collect primary data when investigating an issue, practice or event and create a digital solution that graphically presents the findings of the investigation. In Area of Study 2 students examine the technical underpinnings of wireless and mobile networks, and security controls to protect stored and transmitted data, to design a network solution that meets an identified need or opportunity. They predict the impact on users if the network solution were implemented. In Area of Study 3 students acquire and apply their knowledge of information architecture and user interfaces, together with web authoring skills, when creating a website to present different viewpoints on a contemporary issue.

Unit 2

In this unit students focus on data and how the application of computational, design and systems thinking skills support the creation of solutions that automate the processing of data. In Area of Study 1 students develop their computational thinking skills when using a programming or scripting language to create solutions. In Area of Study 2 students develop a sound understanding of data and how a range of software tools can be used to extract data from large repositories and manipulate it to create visualisations that are clear, usable and attractive, and reduce the complexity of data. In Area of Study 3 students apply all stages of the problem-solving methodology to create a solution using database management software and explain how they are personally affected by their interactions with a database system.

Unit 3

In Unit 3 students consider data and how it is acquired, managed, manipulated and interpreted to meet a range of needs. In Area of Study 1 students investigate the way organisations acquire data using interactive online solutions, such as websites and applications (apps), and consider how users interact with these solutions when conducting online transactions. They examine how relational database management systems (RDBMS) store and manipulate data typically acquired this way. Students use software to create user flow diagrams that depict how users interact with online solutions, and acquire and apply knowledge and skills in the use of an RDBMS to create a solution. Students develop an understanding of the power and risks of using complex data as a basis for decision making. In Area of Study 2 students complete the first part of a project. They frame a hypothesis and then select, acquire and organise data from multiple data sets to confirm or refute this hypothesis. Students take an organised approach to problem solving by preparing project plans and monitoring the progress of the project.

Unit 4

In this unit students focus on strategies and techniques for manipulating, managing and securing data and information to meet a range of needs. In Area of Study 1 students draw on the analysis and conclusion of their hypothesis determined in Unit 3, Outcome 2, and then design, develop and evaluate a multimodal, online solution that effectively communicates the conclusion and findings. The evaluation focuses on the effectiveness of the solution in communicating the conclusion and the reasonableness of the findings. Students use their project plan to monitor their progress and assess the effectiveness of their plan and adjustments in managing the project. In Area of Study 2, students explore how different organisations manage the storage and disposal of data and information to minimise threats to the integrity and security of data and information and to optimise the handling of information.

Unit 3 & 4 Assessment Breakdown

Unit 3 SACs: 10 per cent, Unit 4 SACs: 10 per cent, School Assessed Task: 30 per cent, End-of-year examination: 50 per cent

(34)

SUBJECT

Prerequisites & Descriptions

Biology

Prerequisites

It is recommended that students complete Units 1 and 2 before attempting Units 3 and 4, however in some circumstances exemptions may be made.

Types of Assessment

Assessment tasks for this unit are selected from the following: practical work, modelling structures, modelling processes, role play, research tasks, video analysis, projects, tests and end of semester examination.

Unit 1

In this unit students marvel at both the unity and diversity of God's creation by exploring cells as the building blocks of life, and the requirements for sustaining cellular processes.

They focus on cell growth, replacement and death and the role of stem cells in differentiation, specialisation and renewal of cells. They explore how systems function through cell specialisation in vascular plants and animals, and consider the role homeostatic mechanisms play in maintaining an animal’s internal environment.

Unit 2

This unit focuses on the way in which biological information is passed from generation to generation and the impact this has on species diversity. The structure and function of DNA, God's signature within all living creation, and classical genetics are explored and used to explain patterns of inheritance and inherited disorders. Within the framework of a Christian worldview, the use of reproductive cloning technologies are examined. From an understanding of inheritance, students examine how adaptations arise and analyse how they enhance an organism’s survival.

They then explore interdependences between species and their environment and consider the contributions of indigenous knowledge and perspectives in understanding the survival of organisms in Australian ecosystems.

Unit 3

This unit continues to focus on the cell as God's building block for life. Students explore the relationship between nucleic acids and proteins as key molecules in cellular processes and analyse their structure and function, focussing on features that suit them to their purposes. From a Biblical Worldview, students examine the biological consequences of manipulating the DNA molecule and applying biotechnologies. They also explore the structure, regulation and rate of biochemical pathways, with reference to photosynthesis and cellular respiration and investigate how the application of biotechnologies to biochemical pathways could lead to improvements in agricultural practices.

Unit 4

This unit examines the continual change and challenges to which life on Earth has been, and continues to be, subjected to and consider the mechanisms that God has placed within living things to cope with such changes. Within this scope, students study the ways in which the human immune system provides immunity to specific pathogens, and consider how the application of biological knowledge can be used to respond to bioethical issues and challenges related to disease. The effects of change events on gene pools are also explored together with their contribution to the theory of evolution by natural selection and possible explanations for relatedness between species.

Various sources of evidence such as paleontology, structural and molecular homology and comparative genomics are examined in the context of evolutionary theory including theories for the evolution of man.

Unit 3 & 4 Assessment Breakdown

Unit 3 School Assessed Coursework: 20 per cent Unit 4 School Assessed Coursework: 30 per cent End-of-year examination: 50 per cent