YEAR 10 SUBJECT SELECTION INFORMATION 2021
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YEAR 10
SUBJECT SELECTION INFORMATION
2021
Contents
Introduction .................................................................................................................................................................. 4
Important Contacts ...................................................................................................................................................... 5
Curriculum Pathways ................................................................................................................................................... 6
English ..................................................................................................................................................................... 6
Mathematics ............................................................................................................................................................ 7
Science .................................................................................................................................................................... 8
Compulsory Subjects ................................................................................................................................................... 9
English ..................................................................................................................................................................... 9
Health and Physical Education .............................................................................................................................. 10
Industry and Enterprise (Unit 1)............................................................................................................................. 11
Mathematics .......................................................................................................................................................... 12
Pre-Methods Mathematics..................................................................................................................................... 13
Mathematical Methods Units 1 and 2 .................................................................................................................... 14
Religious Education – Thomas Carr College ........................................................................................................ 15
Science (Semester) ............................................................................................................................................... 16
Science (Year) ....................................................................................................................................................... 16
ELECTIVES ............................................................................................................................................................... 17
A Good Life ............................................................................................................................................................ 17
Ancient Civilisations ............................................................................................................................................... 17
Applied Computing Units 1 and 2 .......................................................................................................................... 18
Art: Painting and Drawing ...................................................................................................................................... 19
Art Sculpture .......................................................................................................................................................... 20
Body Systems ........................................................................................................................................................ 21
Business for IT ....................................................................................................................................................... 21
Civil Rights and Migration ...................................................................................................................................... 22
Creative Photography ............................................................................................................................................ 22
Design Technology: Wood, Metal and Plastic ...................................................................................................... 23
Drama .................................................................................................................................................................... 24
Electro-Mechanical System Design ....................................................................................................................... 24
From Page to Screen ............................................................................................................................................ 25
Game of Life .......................................................................................................................................................... 26
Food Technology: Foods of the Pacific Rim.......................................................................................................... 27
Food Technology: Indulgent Desserts ................................................................................................................... 27
Language: Indonesian ........................................................................................................................................... 28
Language: Italian ................................................................................................................................................... 29
Mind Your Own Business ...................................................................................................................................... 30
Music: Arranging and Composing ......................................................................................................................... 31
2
Music Solo Performance ....................................................................................................................................... 31
Outdoor Education Semester Elective .................................................................................................................. 32
Robotics ................................................................................................................................................................. 34
Rule the World ....................................................................................................................................................... 35
Sustainability and our Future ................................................................................................................................. 36
Textiles Streetwear ................................................................................................................................................ 37
Textiles Couture .................................................................................................................................................... 37
The Evolution of English ........................................................................................................................................ 38
Timeless Tales of Gods and Heroes ..................................................................................................................... 39
VCD: Product Design ........................................................................................................................................... 40
VCD: Space and Architecture................................................................................................................................ 40
Websites for Gaming and Design .......................................................................................................................... 41
World War Two ...................................................................................................................................................... 41
Geography Units 1 and 2....................................................................................................................................... 43
History Units 1 and 2 (20th Century History) .......................................................................................................... 44
Legal Studies Units 1 and 2................................................................................................................................... 45
For more informtion about the VCE options offered at Year 10 including a full list of Accelerated VCE Options
please contact Ms. McIntrye (Director of Learning and Teaching – Senior School).
3
Introduction
Thomas Carr College is committed to providing an engaging and innovative learning environment and developing in
students independent thinking and informed decision-making. Entering the Senior School at Thomas Carr College is a
significant transition for our students. This document provides information for students who are entering the Senior School
at Year 10, subjects from which students will choose, as well as optional VCE and VET offerings and important contact
information.
Thomas Carr College is offering students the opportunity to apply to be a part of the PreCAL program. This program offers
an alternative to mainstream core classes, for students interested in pathways like VCAL and/or going into the workplace
after Year 10. Further information about this program is outlined in the PreCAL VCAL handbook, along with how to apply.
Thomas Carr College offers a range of student pathways. At the senior school level, the pathways include the Victorian
Certificate of Education (VCE), Victorian Certificate of Applied Learning (VCAL), as well as Vocational Education and
Training in School (VET) courses. Thomas Carr College Trade Training Centre will offer VET certificate courses in
Carpentry, Bricklaying and Furniture Making. The College is also part of the Wyndham VET cluster of schools offering a range
of VET certificates for students in the cluster, a complete list can be found in the VET Handbook 2021.
Student success is often dependent upon good organisational skills and a healthy balance between the demands of
the Senior School and life beyond the school. Year 10 students will be able to apply to study either a VCE or a VET subject
(subject to approval).
Each year, every effort is made to meet the subject selection preferences for the maximum number of students. Some
of the options listed may not be offered due to insufficient student demand. Individual students cannot always be
guaranteed of their first preference.
Compulsory Subjects
Year 10 are required to complete the following:
• English
• Health and Physical Education
• Industry and Enterprise
• Mathematics
• Religious Education
• Science – (Semester based) OR Science - (Full Year)
• One Semester of Humanities
4
Important Contacts
To learn more about the Year 10 curriculum and learning pathways offered at Thomas Carr College, please refer to
the below contacts.
For all subject-specific questions please contact your subject teacher or the relevant Head of Learning.
For all the other questions related to the subject selection process and to learn more about the subjects offered at
Years 10 including VCE options please contact Ms. Geraldine McIntyre (Director of Learning and Teaching – Senior
School).
For questions related to the College’s VCAL or VET programs please contact Ms. Natasha Le Noel (VCAL/VET Co-
ordinator).
For information about Careers and other pathway options please contact Ms. Naomi Nolan (Careers Team Leader).
Role Name Email
Deputy Principal - Learning and Teaching Mr Andrew Bryson andrew.Bryson@thomascarr.vic.edu.au
Director of Faith and Mission Mrs Geralyn McCarthy geralyn.mccarthy@thomascarr.vic.edu.au
Director of Learning & Teaching: Ms Geraldine McIntyre geraldine.mcintyre@thomascarr.vic.edu.au
Senior School
Director of Learning & Teaching: Mr Nick Ambrozy nick.ambrozy@thomascarr.vic.edu.au
Middle School
Careers/Pathways Mrs Naomi Nolan naomi.nolan@thomascarr.vic.edu.au
Head of Learning: Religious Education Mrs Elizabeth Holligan elizabeth.holligan@thomascarr.vic.edu.au
Head of Learning: English/Languages Ms Jessica Atwood jessica.atwood@thomascarr.vic.edu.au
Head of Learning: Humanities Ms Renata Machado renata.machado@thomascarr.vic.edu.au
Head of Learning: Mathematics Mr George Toth george.toth@thomascarr.vic.edu.au
Head of Learning: Science/HPE Mr Stephen Manitta stephen.manitta@thomascarr.vic.edu.au
Head of Learning: Arts/Technology Mrs Joanna Grujovski joanna.grujovski@thomascarr.vic.edu.au
VCAL/VET Co-ordinator Ms Natasha Le Noel natasha.lenoel@thomascarr.vic.edu.au
5
Curriculum Pathways
English
Curriculum Map: English
YEAR 7 YEAR 8 YEAR 9 YEAR 10 YEAR 11 YEAR 12
Creative Writing From Page to Literature Literature
Screen
It's Lit - Magis
English English
(Magis Elective) (Magis Elective)
Communication English English English
English English
The Evolution of English English
English Language Language
6
Mathematics
Curriculum Map: Mathematics
YEAR 7 YEAR 8 YEAR 9 YEAR 10 YEAR 11 YEAR 12
Math General
Math Math General Math Further Math
(Core) Math
Math Math Math Pre Math
Math Methods Math Methods
(Magis Elective) (Magis Elective) (Magis Elective) Methods
Specialist Math Specialist Math
Accounting,
The Game of Life Economics
Pathway
7
Science
Curriculum Map: Science
YEAR 7 YEAR 8 YEAR 9 YEAR 10 YEAR 11 YEAR 12
Science
Food Lab (Semester) Biology Biology
(Magis Elective)
Psychology Psychology
Science Science Investigation
Environmental
Sustainability and Environmental
Science
our Future Science
(2021)
Learning in Depth All In the Mind
Science
Chemistry Chemistry
(Full Year)
Science
(Magis Elective)
Science
Changing World Physics Physics
(Magis Elective)
8
Compulsory Subjects
English
Rationale The study of English is central to the learning and development of all young Australians; it helps
create confident communicators, imaginative thinkers and informed citizens. It is through the study
of English that individuals learn to analyse, understand, communicate with and build relationships
with others and with the world around them.
The study of English helps young people develop the knowledge and skills needed for education,
training and the workplace. It helps them be ethical, thoughtful, informed and active members of
society. In this light, English plays an important part in developing the understanding, attitudes and
capabilities of those who will take responsibility for Australia’s future.
Learning Focus In Year 10, students communicate with peers, teachers, individuals, groups and community
members in a range of face-to-face and online/virtual environments. Students create and engage
with a variety of texts for enjoyment. The primary purpose of these texts is aesthetic, as well as
texts designed to inform and persuade. These include various types of media texts, including
newspapers, film and digital texts, fiction, non-fiction, short stories, dramatic performances and
multimodal texts with themes and issues involving levels of abstraction, higher order reasoning
and inter- textual references.
Students develop critical understanding of the contemporary media and the differences between
media texts. Students will study texts from a range of genres that involve challenging plot
sequences and hybrid structures. These texts explore themes of human experience, ethical and
global dilemmas within real world and fictional settings from multiple perspectives.
In Year Ten, students will use a higher proportion of unfamiliar, technical and figurative language.
Outcomes/ In Year 10, students complete a variety of in-class and out-of-class assessments including:
Assessment
• text response essays
• creative response essays
• oral presentations
• comparative responses
• semester examinations
Pathways Students continue with English as core throughout the Middle and Senior School. The study of
subject English is regarded as a priority throughout secondary schooling and is compulsory at
every level.
At the VCE level, students can select English, English Language or Literature.
9
Health and Physical Education
Rationale Health and Physical Education teaches students how to enhance their own and others’ lives
through improving health, wellbeing and physical activity participation in variety of contexts.
At Year 10, there is a focus on the health benefits of physical activity and lifelong physical
activities. Students develop the knowledge, understanding and skills to make active choices
and to explore the range of influences on physical activity participation and choices, and
how participation in physical activity can enhance health-related fitness and wellbeing
across the lifespan.
Students apply this knowledge through participating in a range of practical activities and
sports, and design personalised plans for improving or maintaining their own and others’
physical activity and fitness levels.
Learning Focus Through completing this subject students will understand what a physical, sport related skill is
and know how to train to improve these skills, the effects of drinking and driving, the effects
of people speeding while driving, the dangers when people are distracted while driving, road
deaths for both male and females.
Outcomes/ The subject will be assessed in a variety of ways:
Assessment
• Topic test(s)
• Group presentation task
• Skills Test(s)
• General Participation
Pathways There are no prerequisites for this subject.
This study will link to studies in Year 10 such as First Aid, VCE Health and Human
Development and VCE Physical Education.
10Industry and Enterprise (Unit 1)
VCE Industry and Enterprise provides students the opportunity to develop both personal and
Rationale work-related skills through structured workplace learning. It encourages students to develop
appropriate attitudes and behaviours, allowing them to recognise opportunity, manage risks
and mobilise in resources in relation to community and work settings.
Twenty-first century career pathways are complex and changing. Traditional concept of work
is no longer applicable to many careers.
Learning Focus This Unit allows students to develop personal career goals and plan career pathways through
work experience participation, career exploration, industry focus and post year 12 options
This Unit also prepares students for job interviews through developing a resume, writing a cover
letter and email for a job application, addressing selection criteria and participating in a “mock”
interview with a panel.
This Units focuses on personal awareness through developing core employability skills
(Communication, Teamwork, Problem-Solving, Initiative and Enterprise, Planning and
Organising, Self-Awareness, Learning, Technology)
Outcomes/ Outcomes:
Assessment
1. Student will be able to explain the importance of Australia having a skilled workforce,
investigate career pathways and analyse current and future work options
2. Student will be able to explain entry-level requirements for obtaining work in two selected
industries, discuss the importance of developing work-related skills and conduct a self-
assessment to gauge personal work performance
3. Student will be able to explain the OH&S requirements and one other work-related issue
for a selected occupation in a specific workplace and discuss ways in which work-related
skills may be used to deal with that issue.
Assessment:
1. Preparation for Work Experience
2. Reflection of Work Experience participation
3. Resume, Cover Letter for Job Application
4. Mock Interview Participation
5. Career Research Project
6. Case Studies and Group Presentation
7. TAFE and/or Industry Guest Speaker report
Pathway/Career Exploration/Subject Interview with Careers team.
Pathways Students might have the opportunity to study Industry and Enterprise (Units 3 and 4) at a later
stage, subject to program availability at the College.
11Mathematics
Rationale Learning mathematics creates opportunities and enriches the lives of all Australians. The
Australian Curriculum: Mathematics provides students with essential mathematical skills and
knowledge in Number and Algebra, Measurement and Geometry, and Statistics and
Probability. It develops the numeracy capabilities that all students need in their personal,
work and civic life, and provides the fundamentals on which mathematical specialties and
professional applications of mathematics are built.
Learning Focus The proficiency strands of Understanding, Fluency, Problem Solving and Reasoning are an
integral part of how mathematics is taught and learned.
Understanding refers to students building a robust knowledge of mathematical concepts and
structures.
Fluency refers to students developing skills in choosing appropriate procedures and carrying
them out flexibly, accurately and efficiently.
Problem Solving refers to students developing the ability to make choices, interpret, formulate,
model and investigate problem situations.
Reasoning refers to students developing skills such as conjecturing, hypothesising, analysing,
proving, evaluating, explaining, inferring, justifying, refuting, abstracting and generalising.
Number and Algebra
• Linear equations and inequations
• Linear graphs
• Expansion and factorisation of monic quadratic expressions
• Quadratic equations
• Algebraic fractions
• Simultaneous equations
• Surds and Indies
Measurement and Geometry
• Surface Area and Volume
• Triangle and angle properties
• Congruence and Similarity
• Trigonometry
Statistics and Probability
• Sample space of multi-step chance experiments
• Probability
• Statistics, Box-plots, median, quartiles interquartile range
Outcomes/ The subject will be assessed in a variety of ways:
Assessment • Topic test(s)
• Bookwork
• Quizzes
• Problem solving
• End of year examinations
Pathways On successful completion of Year 10 Mathematics, students can choose to study General
Mathematics Unit 1&2.
12Pre-Methods Mathematics
Rationale Learning mathematics creates opportunities and enriches the lives of all Australians.
Mathematics provides students with essential mathematical skills and knowledge in Number
and Algebra, Measurement and Geometry, and Statistics and Probability. It provides the
framework for thinking and a means of symbolic communication that is powerful, logical,
concise and precise.
It also provides the numeracy capabilities that all students need in their personal, work and
civic life, and provides the fundamentals on which mathematical specialties and professional
applications of mathematics are built.
Learning Focus The proficiency strands of Understanding, Fluency, Problem Solving and Reasoning are an
integral part of how mathematics is taught and learned.
Understanding refers to students building a robust knowledge of mathematical concepts and
structures.
Fluency refers to students developing skills in choosing appropriate procedures and carrying
them out flexibly, accurately and efficiently.
Problem Solving refers to students developing the ability to make choices, interpret, formulate,
model and investigate problem situations.
Reasoning refers to students developing skills such as conjecturing, hypothesising, analysing,
proving, evaluating, explaining, inferring, justifying, refuting, abstracting and generalising.
Areas of Study
Number and Algebra
• Linear and non-linear relationships
• Expansion, factorisation and simplification of algebraic expressions
• Solving equations and inequations
• Simultaneous equations
• Exponential and Logarithmic functions
• Surds and Indies
• Polynomials
Measurement and Geometry
• Pythagoras’ Theorem in 2D and 3D
• Trigonometry
Statistics and Probability
• Venn diagrams, lists, tables and tree diagrams
• Conditional probability
• Independent and mutually exclusive events
• Mean and standard deviation
Outcomes / The subject will be assessed in a variety of ways:
Assessment • Topic test(s)
• Bookwork
• Quizzes
• Problem solving
• End of year examination
Pathways On successful completion of Year 10 Pre-Methods Mathematics, students can choose to study
General Mathematics Unit 1&2 and/or Mathematical Methods (CAS) Units 1&2, and/or
Specialist Mathematics Unit 1&2.
13Mathematical Methods Units 1 and 2
Mathematics is the study of function and pattern in number, logic, space and structure. It
provides both a framework for thinking and a means of symbolic communication that is
powerful, logical, concise and precise. It also provides a means by which people can
understand and manage their environment. Essential mathematical activities include
Rationale
calculating and computing, abstracting, conjecturing, and proving.
This subject is offered as a pathway for those students who have successfully completed
Year 9 Magis Mathematics and wish to further extend and challenge themselves.
Mathematical Methods Units 1 and 2 provide an introductory study of simple elementary
functions of a single real variable, algebra, calculus, probability and statistics and their
applications in a variety of practical and theoretical contexts.
In undertaking this unit, students are expected to be able to apply techniques, routines and
processes involving rational and real arithmetic, sets, lists and tables, diagrams and geometric
Learning constructions, algebraic manipulation, equations, graphs and differentiation with and without the
Focus
use of technology.
Areas of Study
• Functions and graphs
• Algebra
• Rates of Change and Calculus
• Probability.
Outcomes
1. Able to define and explain key concepts and apply a range of related mathematical
routines and procedures.
2. Able to apply mathematical processes to non-routine contexts.
3. Able to use numerical, graphical, symbolic and statistical functionalities of technology to
Outcomes / develop mathematical ideas, produce results, and carry out analysis.
Assessment
Assessment
Students studying Units 1 and 2 Mathematical Methods will be expected to complete the
following assessments:
• A total of 6 examination-style tests (SAC), 3 per semester
• Semester examination
The recommended prior learning is the Pre-Methods Mathematics subject at Year 10.
On successful completion of Mathematical Methods 1&2, students can choose Further
Pathways
Mathematics Unit 3&4, Mathematical Methods (CAS) Unit 3&4 and Specialist Mathematics
Unit 3&4.
14Religious Education – Thomas Carr College
Rationale: The world is the primary context and place of God’s self -disclosure to all of humanity. It is
in the lived reality of our daily lives that we are called to experience God as Creator, Jesus
as Savior and the Holy Spirit as Guide.
The Catholic school is part of the world and part of the community of the Church, inviting all
the members of the school community to search for God in the world and to live a life framed
by the words and actions of Jesus.
Learning Focus: In Year 10, students apply a n d r e c o n t e x t u a l i s e Gospel themes to a variety of modern-
day situations. Students identify the main elements of Mark’s Gospel and Mark’s portrayal
of Jesus.
Students learn to appreciate the relevance of the teachings of Jesus within their lives.
Students focus on their personal moral decision-making and how it can be nurtured by a well-
informed conscience through the guidance of Catholic Social Teachings.
Students learn that healthy relationships are built on respect, moral maturity and that these
moral decisions are complex, thus the need for growth in moral character. Students appreciate
the relevance of a theme or historical period to the life and mission of the Church today by
demonstrating knowledge of the key aspects of an important theme or period within Church
history. They learn to pose questions, research and communicate information about those key
aspects.
Students conclude the course by analysing elements of the Eucharist and its place as the central
focus of worship for Catholics. They describe the development, structure and significance of
the Eucharist.
Outcomes / The primary purpose of assessment is to assist in improved teaching and learning. Assessment
Assessment: of student achievement across all the content strands (Scripture and Jesus, Church and
Community, God, Religion and Life, Prayer, Liturgy and Sacraments, Morality and Justice) is
an essential component of the educational nature of Secondary Religious Education.
Students will have one formative Assessment Task and one Summative Unit Test at the end
of each term. Students will have a formative Assessment Task and a Summative Unit Test at
the end of Terms 1 and 3. During Term 2 and Term 4 students will complete a formative
Assessment Task and an End of Semester Examination.
Pathways: Students continue to study Religious Education in VCE by electing to undertake one of the
following areas of study: Religion in Society Unit 1 and 2; Religion and Society Unit 3 and 4.
15Science (Semester)
Rationale Offering students an opportunity to see where Science can be used in the general community.
Forensics is a diverse aspect of Science that is not covered in the VCE curriculum, yet can be
studied at a tertiary level and this unit offers the students an introduction to some aspects of
this Science
Learning Focus This learning sequence will cover major concepts in Science, including Biology, Chemistry and
Physics. In completing this subject, students will explore how science influences the community
and how the community influences science. They will also examine what it means to be a global
citizen in scientific community. this will be achieved through exploring how science is used to
solve crimes?
Students will search for evidence, gather clues and investigate mysteries. Students examine
techniques, including facial identification, fingerprints, footprints, genetic material, entomology,
fabrics, fibres, firearms, handwriting analysis and dental models.
Students thus understand how materials and substances can be identified, what events have
taken place and who is involved, leading to the discovery of the perpetrators. This includes
investigating ways of crime prevention, primarily focusing on road safety. Exploring Blood
alcohol concentration and designing a road safety advertisement.
Outcomes / This subject will be assessed in the following way:
Assessment • An ongoing case study of a crime
• This subject will also be assessed with an examination at the end of the semester.
Pathways There are no prerequisites for the study of this subject. Forensics is a diverse aspect of Science
that is not covered in the VCE curriculum yet can be studied at a tertiary level.
Science (Year)
Rationale This learning and Teaching sequence is targeted at students who have a love and passion for
Science. This subject is a yearlong science stream that prepares students for any of the four
VCE science units (Biology, Chemistry, Physics and Psychology). Through completing this
subject, students will explore key aspects of all four of the major science units gaining a
foundation for further studies. This Year long Science will engage students in critical and
creative thinking activities and provide them with opportunities to draw connections between
the major science streams and how this impacts our society
Learning Focus In this subject, students will explore the following topics:
• Genetics and inheritance
• Human evolution and the impact of technology on evolution
• Trends for the periodic table and how this influences chemical reactions
• How molecules bond/react based on their atomic structure
• The universe and our place within it
• Motion and how external and internal forces affect every atom in the universe
• Biological bases of behaviour and forms of conditioning
• Historical and future contexts of psychologists and pseudo psychology.
Outcomes / This subject will be assessed in the following way:
Assessment • Experiments
• Practical reports
• Empirical Research Activities
• Examinations
Pathways There are no prerequisites for the study of this subject. Students who choose to complete this
subject can easily transition into any of the four major VCE science subjects (Biology,
Chemistry, Physics, and Psychology). This subject has been specially designed for those
students who wish to pursue a Science sequence in VCE.
16ELECTIVES
A Good Life
Rationale What makes a good life? How and why is it different around the world?
In this Geography elective, students will look at the idea of human wellbeing and how this can
be measured. Areas of focus will include health, wealth, education and the influence of
technology. They will develop an understanding of how these change between developing
and developed countries.
Learning Focus Students will investigate and research Indicators of human wellbeing and the impact health,
wealth and education has on wellbeing, Sustainable development goals, Influence of NGOs
and government organisations. They will investigate and conduct research into what things
can influence these areas, they will also evaluate policies and programs that are designed to
improve human wellbeing.
Additional areas of focus will include statistical analysis, mapping, patterns of distribution.
This unit will involve Fieldwork.
Outcomes Assessments include:
/Assessment • Research Report
• Fieldwork- case study (local scale)
• Examination
Pathways Students can continue to study at a VCE level by electing to undertake studies in
• Geography Unit 1 and 2
• Health and Human Development Unit 1 and 2
• Outdoor and Environmental Studies Unit 1 and 2
Ancient Civilisations
Rationale In this Humanities elective, students will have the opportunity to learn about our Ancient
Civilisations. They will be given the chance to analyse the different perspectives of people in
the past and evaluate how these perspectives are influenced by significant events, ideas,
location, beliefs and values in today’s world.
Students will investigate the impact these Ancient civilisations have had on our past and how
they can affect communities today.
Learning Focus Students will be offered an exciting new curriculum on the Ancient Civilisation. They will explore
the wonders of the Ancient communities of Central and South America, focusing on the Incas,
Mayans and Aztecs. Looking at their ancient traditions and comparisons to the native way of
life.
Students investigate Ancient China and Ancient Rome to explore mythology, warfare, the
Dynasties and how developments from this period have affected our world today.
Outcomes Students will be assessed in the following ways:
/Assessment: • Project based tasks
• Source Analysis responses
• Essay
• Semester examination
Pathways: There are no prerequisites for this subject. For students wanting to study this topic further, they
can choose VCE Ancient History Units 1 and 2
17Applied Computing Units 1 and 2
Rationale Technology continues to evolve rapidly, providing opportunities for enterprising individuals to
create new technologies and innovative uses for existing technologies.
This study equips students with the knowledge and skills required to adapt to a dynamic
technological landscape, including the ability to identify emerging technologies, envisage new
uses for digital technologies and consider the benefits that these technologies can bring to
society at a local and at a global level.
VCE Applied Computing facilitates student-centred learning that enables students to build
capabilities in critical and creative thinking, and to develop communication and collaboration,
and personal, social and information and communications technology (ICT) skills.
Students are provided with practical opportunities and choices to create digital solutions for
real-world problems in a range of settings.
Learning Unit 1: Applied computing
Focus In this unit students are introduced to the stages of the problem-solving methodology. Students
focus on how data can be used within software tools such as databases and spreadsheets to
create data visualisations, and the use of programming languages to develop working software
solutions.
Unit 2: Applied computing
In this unit students focus on developing innovative solutions to needs or opportunities that they
have identified and propose strategies for reducing security risks to data and information in a
networked environment.
Outcomes/ • A presentation (oral, multimedia, visual) of an innovative solution
Assessments • A written report
• An annotated visual report
• A case study with structured questions
• The design of a wireless network or a working model of a wireless network.
• Examinations
Pathways VCE Applied Computing provides a pathway to further studies in areas such as business
analysis, computer science, cybersecurity, data analytics and data science, data management,
games development, ICT, networks, robotics, software engineering and telecommunications,
and other careers relating to digital technologies.
18Art: Painting and Drawing
Rationale Students investigate a range of traditional and contemporary arts forms, styles, media,
materials, equipment and technologies in Visual Arts. They experiment with imaginative and
innovative ways of generating ideas and manipulating arts elements and principles to explore
the potential of ideas, gaining inspiration from a broad range of sources.
With some guidance, they maintain a record of their planning and development (for example,
in a visual diary or multimedia journal) noting when they are achieving their aim.
Students learn to evaluate their own and other people’s artworks showing some understanding
of selected arts forms and their techniques and processes as well as an emerging
understanding of the qualities of arts elements and principles.
Learning Focus Observational Drawing: Students are provided drawing exercises based on the writings of Dr
Betty Edwards, which allow them to engage the right-brain mode of seeing and gain confidence
and skill in drawing realistically. Blind-contour, grid, up-side down, negative space and
observational drawing exercises are included.
Appropriating the Renaissance: Focusing on tinting, shading and painting techniques,
students select and paint 3 sections from a large gridded artwork. The gridding of the artwork
correlates with Edwards’s thesis, while the sharing of the task is very successful in promoting
the engagement of students in full class participation, discussion and collaboration, particularly
in the areas of colour mixing and image alignment.
The Renaissance: This theory assessment looks at artworks and artists from the Renaissance
and the innovations that made Renaissance art so new and realistic. It compares Renaissance
art to the art from Classical Greece and Rome, as well as the Medieval period.
Outcomes/ Task 1: Observational Drawing:
Assessments Task 2: Appropriating the Renaissance
Task 3: The Renaissance -theory assessment presented as a booklet.
Examinations
Pathways VCE Art
VCE Studio Art
19Art Sculpture
Rationale Clay is a malleable material that has been used to sculpt art forms for thousands of years. Its
versatility is ideal for exploring three-dimensional form, enabling students to add or subtract
volume easily when considering and working on projects in the round (from all angles). The
current task involves the designing, making and decorating of a ceramic skull.
A task appropriate for lower year levels, a more challenging task is set out below whereby
students will design and make a tea pot. Involving 4 key aspects - body, lid, spout and handle
– the design/making of a tea pot will engage problem solving in the planning and concept stage
through to the manipulation of materials, techniques and processes.
Students will be guided through the documentation of all stages in the art process in line with
and in readiness for entry into VCE Art/Studio Arts/VCD.
Learning Focus Slip Casting and Decorative Techniques: Mimicking the steps undertaken in VCE art,
students will be introduced and trial the slip casting, a construction technique, to make ceramic
vessels. Students will then trial several decorative techniques, including, sgraffito, slip trailing,
shellac, decal, and inlay which will be applied to the slip cast vessels. Al steps of these
decorative processes will be documented in student’s visual diaries, using annotation and
photographs of each technique.
Sculptural Tea Pot: Students will follow the art process to design, produce and decorate a
sculptural tea pot using clay. Students will select a theme for their tea pot and document all
steps of the art process in their visual diary using annotation and photographs.
Japanese Tea Ceremony/Bauhaus: This theory assessment will look at the Japanese Tea
Ceremony and the design and symbolism behind tea pot designs.
Outcomes/ Task 1: Trials - Slip Casting and Decorative Techniques:
Assessments Task 2: Sculptural Tea Pot
Task 3: Japanese Tea Ceremony/ Bauer Haus
EXAMINATION
Pathways VCE Art
VCE Studio Art
20Body Systems
Rationale Students will learn about the various dimensions of health and their impact on the health of
an individual and population. To prepare the students for Year 11 and 12 PE, to give them an
understanding of how the body works in relation to exercise.
Through Physical Education and Sport students will gain and understanding of how the body
works in relation to the different body systems.
Learning Focus Students will research and discover how the body works through the understanding of the
various body systems. The cardiovascular system, respiratory system, skeletal system and
muscular system will all be explored in depth in relation to the responses to exercise.
Students will develop an understanding of injuries, prevention methods and legal and illegal
methods to enhance performance.
Students will put the theory into practice and participate in laboratories in to help further
enhance the students understanding of the content. An in depth look at training programs,
supplementation, and substances both legal and illegal will be covered.
Outcomes/ Students studying Year 10 Body Systems will complete the following assessments:
Assessment • Worksheets
• Topic Tests
• Practical Reports
• Semester Examinations
Pathways There are no prerequisites for this subject.
Students may continue their study in VCE Physical Education or Health and Human
Development.
Studying this Physical Education elective may also benefit students wishing to undertake the
study of VCE Biology
Business for IT
Rationale Using digital technology is an important aspect in the world of business. This subject is
designed to give an understanding of various tools used in the businesses.
Learning Focus Students in IT for Business will develop an understanding of how to use the following tools:
• How networks are created and used in small/ large scale businesses
• How to create and use Databases for managing information like clients’ details, stock
information
• Flow systems for streamlining and automating tasks
• Problem solving for business
Outcomes/ Students will be assessed using the following tasks:
Assessments • Creating a database
• Flow portfolio
• Network Portfolio
• Examination
Pathways There are no prerequisites for this subject. Pathways after this subject:
• VCE Visual Communications
• VCE Applied Computing
• VET Screen and Media
• VET Integrated Technologies
• VET Information, Digital Media and Technologies
21Civil Rights and Migration
Rationale An awareness of the world’s history is essential to understanding our world today and can
develop a students’ curiosity and critical thinking. It promotes the understanding of societies,
events, movements and developments that have shaped humanity from earliest times.
This subject focuses on the development of equality in Australia by looking at civil rights around
the world and how these impacted Aboriginal rights in Australia.
Learning Focus Students will explore the effects and influence of the US 1950’s civil rights movement on
Australia and the struggle of Aboriginal and Torres Strait Islander peoples, including the 1967
referendum to have equal rights and acknowledgement of land.
Students will also engage with the recent Black Lives Matter movement and how this again has
influenced media coverage in Australia. Students will also investigate the development of
Australian culture by various influences, such as migration to Australia after wars and multi-
culturalism.
Outcomes/ Students studying this subject will be expected to:
Assessment • Write an historical essay
• Complete document analysis under test conditions
• Complete a Semester Examination
Pathways For students wanting to study this topic further, they can choose VCE History Units 1 and 2.
Creative Photography
Rationale The study of Creative Photography aims to encourage, develop and enhance a student’s
deepest thoughts, through the visual language of Photography. Visual perception allows the
development of spatial intelligence, a language of communication, which can be interpreted
by many different cultures worldwide.
Photography allows students to release and document their feelings and ideas via many types
of intelligences such as kinaesthetic, intra and interpersonal intelligences.
Learning Focus Students are introduced or continue to learn about the features and functions of Single Lens
Reflex (SLR) cameras. The practical folio focuses on further exploring ideas and continuing
to experiment with both traditional and creative black and white techniques and digitally
produced and enhanced imagery.
This unit is designed to offer revision to those students who have previously undertaken
photography unit in Year 9. Black and white darkroom activities and digital tasks are offered
and a deeper focus on folio development is a key assessment area.
Creative Photography aims to develop individuals who are both aware of their environments
and its aesthetic qualities and the health and safety aspects of handling photographic
chemicals. Students study the conservation and preservation of the photographic art form
and the display methods involved with this light sensitive art form during exhibitions.
Written assessment tasks are also focused on photographic analysis.
Outcomes/ • Practical Visual Folio.
Assessments • Theoretical Assignments
• Examination
Pathways VCE Studio Art
VCE Art
22Design Technology: Wood, Metal and Plastic
Rationale The study of Design Technology gives students a broad understanding of design with key
learning broken down into the following stages of Investigating, Designing, Producing and
Evaluating. Through the production of complex products students gain essential practical
skills.
Students develop an understanding of the design process as well as an appreciation of how
social, cultural, economic and environmental factors influence the development of their design
ideas. Students plan a realistic and logical sequence of the production stages, incorporating
time, cost and resources needed for production.
Through the study of timber and the methods of timber processing students develop an
understanding of the properties and characteristics of different types of timber.
Learning Focus Design Technology (Wood) at year 10 students explore and understand Technology by
applying theoretical and practical outcomes to develop a product produced from timber.
The focus in Semester One for Design Technology is on developing student skills in the
preparation, of design briefs and to further develop students understanding of the Technology
Process (Investigating and Designing; Producing; Analysing and evaluating) and its
application in the Technology studies process.
The Semester One focus for theory lessons is on workshop and personal safety OHS. In
addition to learning about OHS, students make use of Computer Aided Design/Drafting
techniques to develop their designs.
In the workshop they develop skills in the safe use of hand tools and power tools to produce
their product. Students learn about the proprieties, characteristics and classification of timber
in both practical and theory lessons. They study aspects of forest management and the impact
of controlled logging has on the environment.
Outcomes/ Students studying Year 10 Design Technology will be expected to complete the following
Assessments assessment tasks:
• Design Brief
• Investigation in Wood Joints and OHS
• Assessment Task on Plantation Timber
• Production and Evaluation (Bread Box)
• Examination
Pathways VCE Product Design and Technology
23Drama
Rationale The study of Drama allows students to create and critically explore performances in
contemporary and traditional genres. Learning in this domain allows students to develop skills
in creativity, to refine their expressive skills and to communicate ideas through performance.
Learning Focus This course focuses on non-naturalistic theatre styles from a range of cultural and historical
sources. Students use stimulus material to create and present solo and ensemble
performances. These performances explore various themes, issues and ideas, using various
non-naturalistic devices and techniques.
Students analyse their own work and that of other students. They study non-naturalistic
ensemble performance, exploring various styles, conventions and devices. Students use
prescribed stimulus material to create and perform a non-naturalistic ensemble performance.
They then study various forms of solo performance, such as monodrama, monologue and
soliloquy.
Students use playmaking techniques such as research, brainstorming, improvisation,
scriptwriting and editing to create and present a solo performance drawn from a literary
stimulus.
Outcomes/ Students of Year 10 Drama will be assessed on the following tasks:
Assessments • Solo performance
• Group performance
• Written reports
• Examinations
Pathways VCE Drama
VCE Theatre Studies
Electro-Mechanical System Design
Rationale This subject offers students the opportunity to acquire an understanding of how technological
concepts play a pivotal role in designing the systems and structures used in modern life.
The subject will also provide a sound basis for those students who choose Systems
Engineering at VCE level.
Learning Focus Students will be exposed to a variety of learning opportunities focussed on Electro –
Mechanical system design. The course will involve four discrete sections.
• Structures and Forces
• Mechanisms and Motion
• Electronic Systems
• Electro – Mechanical System Design
Outcomes/ • A group task involving the design and construction of a solution to a set problem.
Assessments • A short engineering design folio realising their design ideas.
• Constructing simple electronic control circuitry and completing associated worksheets
explaining the reasoning behind their chosen solutions.
• The Electro – Mechanical System Design section will be assessed individually with
students required to successfully combine their previously designed Mechanisms and
Motion project with their Electronic Control System designs.
• Semester examination
Pathways VCE Systems Engineering
24From Page to Screen
Rationale What is better, the movie or the book? This subject is all about those works of literature that
have found their way from page to the big screen. Through studying movie adaptations or
transformations and their well-known written counterparts, students will develop their
comparative writing and close scene analysis skills.
Students will be reading and discussing a variety of classic and modern literary texts, their
social and historical contexts, characterisation, setting and related issues and concerns,
and they will compare, contrast, and evaluate these with their on-screen equivalents.
Learning Focus Students will study the following topics:
• Literary and Cinematic Techniques – discovering and analysing the techniques
employed by authors and directors, as well as the impact on readers and audiences.
• Critical Review – researching critical reviews and using them to direct students’ own
writing.
• Directorial and Authorial Views and Values – How does an author or director’s own
context impact upon their work?
Symbolism and Translation to the Screen – What is symbolism? How is symbolism used?
How does a literary work translate to the ‘big screen’?
Outcomes/ Students will be assessed in the following ways:
Assessments
• Identification of Cinematic and Literary Techniques – small group task
• Written critical and comparative review of a chosen pair of texts – written review
• Research task of a chosen pair of author and director – individual research task
Close analysis of a selected scene and matching literary passage – individual analysis task.
Pathways There are no prerequisites for this subject.
Components of this study will assist with the study of VCE Literature and will aid in the
Reading and Comparing area of study in VCE English.
VCE Media Studies
VET Screen and Media
25Game of Life
Rationale Life can sometimes throw in unexpected challenges. Being prepared for these situations can
require forward planning and budgeting. This subject provides students with hypothetical
wages and situations. Each week they will face various challenges and learn about important
aspects of finance, budgets and costing in real world situations. Students will develop
important skills in financial literacy.
Too often when students finish Year 12 and enter the world, they are lacking crucial skills in
money management, understanding tax and the ins and outs of personal finances. On top of
this, young adults have an inflated and generally inaccurate view on the reality of salary and
wages in real industries.
However, when students engage with ‘The Game of Life’, they will learn how to take control
of their finances and how to overcome some of challenges that adulthood can bring. Students
will develop important skills in financial maths.
Learning Focus Through undertaking this study students will learn how to allocate funds from yearly salaries
to support a life beyond secondary school. Students will learn the importance of budgeting
and the impact unforeseen circumstances can have on their financial situations.
Using data from population studies involving wage distribution students will estimate
population means and medians and use this information to apply for jobs, buy a house, a car
and other major purchases.
Through this they will explore the effect of interest rates on mortgage repayments and car
leasing, how interest is calculated and charged and how different geographical locations can
influence these rates.
Students will investigate their chosen industry to explore innovations to gain a competitive
edge on the national and global markets.
Outcomes / This subject will be assessed through the generation of an ongoing portfolio that clearly
Assessment documents the decisions, consequences of those decisions and reflections the student has
made throughout the course of the subject.
The portfolio will contain all the steps taken to make key decisions, including the research,
mathematics and data analysis which informed their decisions.
Pathways There are no prerequisites for the study of this subject. Students who choose to undertake
‘The Game of Life’ will have an opportunity to continue their learning in Year 10 General
Maths, Unit 1 Accounting and commerce studies.
This study also allows for the transition into PreCAL Maths.
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