SVC Handbook 2016

0

LEARNING AND TEACHING HANDBOOK

GRADES 9 and 10

2016

1

Learning and Teaching for Grades 9 and 10 in 2016

During 2016, students in Grades 9 and 10 will undertake 50 hours of study per

fortnight. This time is divided as follows:

Core Subjects 30 hours

Elective Subjects 17 hours

Singing, Assembly, Welfare 3 hours

Core Subjects

The Core Subjects are:

Religious Education

Australian Curriculum English

Australian Curriculum Mathematics

Australian Curriculum Science

Australian Curriculum History

Australian Curriculum Health and Physical Education

More information about the Australian Curriculum is available at

www.australiancurriculum.edu.au

Elective Subjects

The Elective Subjects for Grades 9 and 10 are offered in semesters. Students can choose

three electives per semester. Most electives run for one semester, however, a small

number of electives are full year courses.

This booklet contains descriptions of the available elective subjects. The aim is to give

students access to a wide variety of subjects to allow them the greatest possible chance

to explore their interests and possible learning pathways.

It is essential that your son gives very considered deliberation to his final choices, as

once the classes are published changes are very difficult to facilitate. It is also

imperative to observe the due dates for selection forms as some subjects fill early,

especially practical subjects which require smaller class sizes.

http://www.australiancurriculum.edu.au/

2

Selection Process

The timeline for subject selection is as follows:

Monday September 7 Student subject information presentation

Online subject selection opens

Tuesday September 8 Parent subject information presentation

Wednesday September 18 Online subject selection closes

Please note that there are some restrictions regarding selections of certain subjects.

They are indicated on the relevant subject descriptions.

More information

If you wish to get more information about any of the subjects, please ask the relevant

Leading Teacher. They are available, along with some of the subject teachers, at the

Parent Information Night.

3

Learning

Area Leading Teacher Core and Elective Courses

RE

Mr Daniel Lapolla Religious Education – Core

Art

s

Mrs Jodie Williams

Art: Guggenheim

Art: Louvre

Media Arts: Documenting and Storytelling

Media Arts: Creative Imagery and Design

Contemporary Music

Rock Studies

Launch into Music

Music Performance

Music Studies: Level 2

Launch into Drama

Live and Celebrate Drama

Drama Foundation: Level 2

Dance

Stage Crew

Production Design

Des

ign

an

d T

ech

no

log

ies

Mrs Julia Denniss

Food for Now and Food for Later

Coffee, Café and Catering

Mixed Mediums: Designs Combining Metal and

Wood

Mixed Mediums: Furniture Design

Wood: Cabinetry

Wood: Interlocking Furniture

Metal: Fabrication, Welding and Associated

Techniques

Metal: Machining/Blacksmithing and More

Systems Technology: Automotive

Systems Technology: Powered Equipment Design

Graphics: Technical Drawing

Design Graphics: Graphics and Design

Dig

ital

Tec

hn

olo

gie

s

Mr Rob Morgan

Digital Technology: Hardware/Systems

Digital Technology: Software

Digital Technology: Project

Gaming

4

Learning


En

gli

sh

Miss Lucy Dalton

Australian Curriculum English - Core

Sports Journalism

Literature: The Classics

Literature: Crime Fiction

Literature: Alternative Realities Texts

Work Studies: World of Work

Work Studies: Make your Own Future

Hea

lth

an

d P

hy

sica

l E

du

cati

on

Mr James Dalton

Australian Curriculum HPE – Core

Recreational Leadership: School Visits/Service

Recreational Leadership: Sports First Aid

/Coaching/Umpiring

Outdoor Education: Land Based Activities

Outdoor Education: Water Based Activities

Outdoor Experience: River Expeditions

Outdoor Experience: Bushwalking Expeditions

Athlete Development: Training, Knowledge and

Practice

Athlete Development: Sport Injury/Nutrition and

Recovery

Sports Development: Fit for Life/Fitness beyond

Sport Science: Introduction

Sport Science 10: Extending

Hu

man

itie

s

Mr Sonny Azzopardi

Australian Curriculum History – Core

American History

History of War

Geography: Managing the Earth

Geography: Global Futures

The Law: Law and Order

The Law: Criminology

Business Management

Business Communications

Japanese

French

Psychology

Sociology

5

Learning


Mat

hem

atic

s

Mr Chris Thomson

Mr John Waldock

Australian Curriculum Mathematics - Core

Mathematical Modelling

Statistics in the Media

Financial Mathematics

Mathematics Methods Foundation: Level 2

Sci

ence

Dr Peter Wilson

Australian Curriculum Science - Core

Aquatic Biology: Aquarium

Aquatic Biology: Aquaculture

Agriculture Science: The Land

Agriculture Science: Livestock

Quantitative Chemistry

Quantitative Physics

Inquiry Science

Physical Science Foundation: Level 2

VE

T

Mrs Julia Denniss

VET Automotive Practices

VET Construction

VET Engineering

VET AgriFood

VET Hospitality

Lea

rnin

g

En

rich

men

t

Mrs Cherie Gibson Information about Learning Enrichment

6

Religious Education

Good News for Living is the curriculum framework mandated for the religious education

of students in the Archdiocese of Hobart.

Learning Opportunities

In the Grade 9 Curriculum students will explore the key components of living the

Gospel and Christian discipleship.

Scripture Unit

World Religions & Manhood Unit

Service Learning Unit

Social Justice Unit

In the Grade 10 Curriculum students will analyse and evaluate humanity’s

responsibility in creating a just world for all.

Ethics Unit

The Just War Theory Unit

Social Justice Unit

Philosophy of Religion Unit

Activities and Assessment

Throughout the duration of both courses students will have the opportunity to work

with a range of multimodal forms of assessment, combined with individual choice

regarding the presentation of polished work.

Duration of Course

This is a full year course for both Grade 9 and Grade 10.

Future Pathway

Studies across both Grades 9 and 10 will prepare students in applying the key skills of

inquiry, analysis, evaluation, reflection and creativity in any area of future study.

Back to Table

7

Australian Curriculum English

According to the Australian Curriculum, in Grades 9 and 10, students comprehend,

create, evaluate and discuss a wide range of literary, information and persuasive texts.


Through the Grade 9 Curriculum students will study a variety of text types with a clear

focus on themes.

A variety of texts will be studied within the following learning units:

Area of Study: Outsiders

Thematic Novel Study

Survival Negotiated Study

Invasion Thematic Film Study

Through the Grade 10 Curriculum students will be studying a variety of multimodal

texts with the clear objective of the students gaining a deeper understanding of themes.

A variety of texts will be studied within the following learning units:

Area of Study: Identity

Thematic Novel Study

Shakespearean Study

Narrative Poetry Study


Structured essays

Creative writing

Presentations

Speeches

IMovie

Duration of Course


Future Pathway

This course will prepare students for their future English studies. Back to Table

8

Australian Curriculum HPE

Students learn the importance of maintaining a healthy and active lifestyle during and

following their formative education years and the skills required to participate in

numerous activities.


In Grade 9 and 10, students learn to apply more specialised movement skills and

complex movement strategies and concepts in different movement environments.

Movement concepts and strategies to evaluate and refine their own and others’

performances.

Analyse how participation in physical activity and sport influence an

individual’s identities, and explore the role participation plays in shaping

cultures.

Opportunities for students to refine and consolidate personal and social skills in

demonstrating leadership, teamwork and collaboration.

The focus areas to be addressed in Year 9 and 10 include, but are not limited to:

Alcohol and other drugs

Food and nutrition

Health benefits of physical

activity

Mental health and wellbeing

Relationships and sexuality

Safety

Challenge and adventure

activities

Games and sports

Lifelong physical activities


Throughout the duration of both courses students will have the opportunity to

experience a variety of different physical activities as well as improving their

knowledge of Health and Wellbeing.

Duration of Course

This is a full year course for both Grades 9 and Grade 10.

Future Pathway

This course will give you practical skills and knowledge to maintain and develop a

healthy life-style as well as give you some foundation knowledge for Personal Health

and Well-Being (TASC Level 2), Health Studies (TASC Level 3), or Sports Science

(TASC Level 3).

Back to Table

1

Australian Curriculum History

The study of History involves a disciplined process of inquiry into the past that

develops students' curiosity and imagination. Awareness of history is an essential

characteristic of any society, and historical knowledge is fundamental to understanding

our world, ourselves and others. It promotes the understanding of societies, events and

movements that have shaped humanity from earliest times.


In the Grade 9 Curriculum students investigate European settlement of Australia and

major conflicts of the 20th Century including World War I and II:

Influence of the Industrial Revolution

Establishment of the penal settlement in New South Wales

Impact of European settlement on the indigenous people

The growth of the colony up to Federation in 1901

The causes of the World Wars; some of the key events of each war

The places where Australians fought and what was each like

The impact of the wars

Students will undertake a range of learning activities as part of their assessment

Refer to key historical events and the actions of individuals and groups

Analyse the causes and effects of historical events and developments

Explain the motives and actions of people at the time

Determine the significance of events and developments

Put forward different interpretations of the past

Sequence events and developments within a chronological framework

Use primary and secondary sources

Use historical terms/concepts and evidence identified in sources; referencing


Inquiry based research and Research Assignment

Class Tests and Assignments

Duration of Course


Future Pathway

Skills and knowledge from the study of History at secondary school link with the

further study of this subject in Grades 11 and12. Back to Table

2

Australian Curriculum Mathematics

Students will be assessed against the three Australian Curriculum strands covering

Number and Algebra; Measurement and Geometry; and Statistics and Probability.


In the Grade 9 Curriculum students will study:

Algebra: Expansion, Simplification and Factorisation

Area and Volume

Equations: Transpositions, 4 step Equations, Inequalities

Statistics and Probability

Pythagoras Theorem of right angled Triangles

Trigonometry and Similar Triangles


Graph Sketching: Straight Lines and Parabolas

Indices

In the Grade 10 Curriculum students will study:

Algebra: Review

Algebra: Equations

Statistics and Probability

Pythagoras and Trigonometry

Indices

Graph Sketching: Straight Lines and Parabolas.

Simultaneous Equations

Consumer Mathematics

Circle Theorems


Assessment of this course will be initially by class work and class tests. Further

assessment will be undertaken through group and individual assignment tasks.

Duration of Course


Future Pathways

This unit will assist students who wish to follow General Mathematics (TASC Level 3),

General Mathematics-Foundation (TASC Level 2), Workplace Maths (TASC Level 2)

and Everyday Mathematics (TASC Level 1) in Grade 11 and Grade 12. Back to Table

3

Australian Curriculum Science

This is a prescribed subject for all students which is built around the use of practical

experiments in the laboratory. The subject develops understanding in science;

appreciation of science as a human endeavour and student enquiry skills. Students will

develop skills in scientific thinking which will equip them for everyday life after school.


In the Grade 9 Curriculum:

Ecosystems and the environment; organ systems in multicellular animals

Atomic structure, chemical reactions and energy transfer in chemistry

Plate tectonics and continental movement

The wave and particle model used to explain energy transfer through a medium

In the Grade 10 Curriculum:

Genetics and inheritance; Evolution and natural selection

The development and use of the Periodic Table in chemistry

Chemical reactions and measuring their rates

The Big Bang Theory and structure of the Universe

Global systems including the carbon cycle

Energy transformation in physical systems

The laws of physics (mechanics)


Research into the development of scientific thought

Class tests and assignments

Major research and experimental design projects

Duration of Course


Future Pathway

This course is designed for students who are interested in studying other subjects in science

which are more specified; and also for students for whom science will not be pursued beyond

Grade 10. Back to Table

4

Art: Guggenheim

This subject focuses on developing students’ artistic skills in both technical and

theoretical components. It will involve exploring artworks from Modernism to

Contemporary Art such as those exhibited in the Guggenheim. Students will also

explore the artistic traditions of Indigenous cultures. They will reference these

artworks, artists and movements when planning, creating and developing their

sculpture and printmaking practices.

Recommendations

Students undertaking this course will need to be able to work independently and be

resilient. They will need to demonstrate empathy and respect when considering

alternative viewpoints.


Modernism & sculpture

Pop art & printmaking

Indigenous cultures


Field Trip (Visit to MONA)

Printmaking (relief, intaglio, screen)

Sculpture (ceramics, paper/wire/cane, found materials)

Duration of Course

This is a semester course

Future Pathway

This course will allow you to choose in Grade 11

Visual Art Practise (TASC Level 2)

Art Production - Foundation (TASC Level 2)

Art Production (TASC Level 3)

Art Appreciation (TASC Level 3)



Art Studio Practice (TASC Level 3) Back to Table

5

Art: Louvre

This subject focuses on developing students’ artistic skills in both technical and

theoretical components. It will involve exploring many of the Western Art traditions

such as those exhibited in the Louvre. Students will reference these artworks, artists

and movements when planning, creating and resolving their own landscape paintings

and portraits.

Recommendations

Students undertaking this course will need to be able to work independently and be

resilient. They will need to demonstrate a commitment to resolve an artwork through to

a satisfying finish.


Elements of Art & Principles of Design, Colour Theory

The Landscape Tradition & Barbizon School

Portraiture & Realism


Field trip (Mt Field)

Research and Design

Landscape painting

Portrait drawing

Duration of Course

This is a semester course.

Future Pathway


Visual Art Practice (TASC Level 2)

Art Production Foundation (TASC Level 2)

Art Production (TASC Level 3)




Art Studio Practice (TASC Level 3) Back to Table

6

Media Arts: Documenting and Story Telling

This subject has been developed for students who enjoy using photos, videos, editing

and other techniques to document events/people/groups and tell their stories. Students

will also develop their understandings of the influence of digital storytelling and

documentation on society.

Recommendations

Students will need to demonstrate an interest in camera use and digital editing.


Demonstrate endeavour, planning and preparation during the producing of a

piece of work

Operate individually and in group task situations

Produce finished pieces of quality work

Explore a range of different techniques, genres, styles, hardware, software and

apps to complete a task


Students will produce work (videos, photos, articles and stories) that can be

shared within the College community, (e.g. The Star, Words and Deeds, The

Virgilian, in Assemblies, at concerts, or for other classes, primary schools,

information evenings etc)

These finished pieces of work, and the processes and preparations that they

have undertaken to complete them, will form the bulk of their assessment

Emphasis will also be placed upon their responses to the work of others

Duration of Course


Future Pathways

This course has been developed for students to improve their technical and practical

skills. Students who select this subject may be interested in studying Media Production-

Foundation (TASC Level 2) in Grade 11 and Media Production (TASC Level 3) in Grade

12. These students may be interested in specific careers in television, film, art or

journalism, or they may use the skills and techniques they develop as an adjunct in

another profession. Back to Table

7

Media Arts: Creative Imagery and Design

This subject has been developed for students who enjoy being artistic with their use of

digital media and who have an interest in manipulating images for artistic or creative

purposes. It will involve a variety of opportunities to respond to different forms of

digital media, including both still and moving images, as well as learning about

improved design techniques for communicating ideas.

Students will need to demonstrate an interest creating digital media through such tools

as photography, digital drawing and animation.


Demonstrate endeavour, planning and preparation during the producing of a

piece of work

Operate individually and in group task situations

Produce completed works that respond to set themes

Explore a range of different techniques, styles, hardware, software and apps

to complete a task

Respond to the work of others


Creating a portfolio of manipulated images for different purposes

Building stop-motion films to portray a message

Composing and enhancing digital photography through hardware and

software tools

Responding to themes through use of photography and other visual media

Applying elements of design to portray visual information effectively

Duration of Course


Future Pathways

This course has been developed for students to improve their technical and creative

skills. Students who select this subject may be interested in studying Electronic Media,

3D Design, Digital Imaging, Photography, or Visual Communication as part of a Fine

Arts degree, or may be interested in learning how to use digital media to enhance

audience experience for such careers as Marketing or Web Design. Back to Table

8

Contemporary Music

This subject looks at a number of contemporary music styles including Jazz, Blues,

Funk/Soul and R&B. Students will participate in a variety of practical and theoretical

units relating to these styles. Students will need to have a background in a

contemporary instrument (including: keyboard, guitar, bass, drums, saxophone,

trombone, trumpet, voice). Other instruments are possible by request.

Recommendations

Students undertaking this course will need to be able to work effectively as part of an

ensemble. An ability to work independently without direct supervision is required.


Perform a variety of musical styles on their chosen instrument

Demonstrate an understanding of the theoretical underpinnings of certain

contemporary music styles

Analyse and critique performances: self and peer-reflection

Develop effective rehearsal and practise techniques

Develop musicianship and technical ability on a chosen instrument


End of semester Lunchtime concert

Workshops with other schools

Solo/ensemble performances

Written analysis of prescribed songs

Written assessment: Song structures/chord theory

Duration of Course


Future Pathway

This course provides a pathway to Contemporary Music (TASC Level 2) in Grades 11

and 12.

Back to Table

9

Rock Studies

This subject is designed for those students who enjoy rock music and would like to

study this wonderfully diverse style of music in more detail. Students will participate

in a variety of practical and theoretical units as we explore music from the beginning of

rock music in the 50’s to the present day. Students will need to have a background in a

contemporary instrument (including: Keyboard, guitar, bass, drums, saxophone,

trombone, trumpet, voice).

Recommendations

Students undertaking this course will need to be able to work effectively as part of an

ensemble. An ability to work independently without direct supervision is required.



Demonstrate an understanding of the theoretical underpinnings of certain styles

within the rock music genre



Develop musicianship and technical ability on chosen instrument


End of semester lunchtime concert

Workshops with other schools

Solo/ensemble performances

Written analysis of prescribed songs

Written assessment: song structures/chord theory

Duration of Course


Future Pathway

This course provides a pathway to Contemporary Music (TASC Level 2) in Grades 11

and 12.

Back to Table

10

Launch into Music

This course is based on Music Performance (both solo and group), and studying a range

of musical styles. Students will study all aspects of putting together a performance

program, ranging from song-writing, and arranging music as well as performing as a

soloist and ensemble member.

Recommendations

Students intending to take this subject should have skills in using an instrument or

singing or be willing to learn. For students who currently play a band instrument, this

is the recommended music course for you to choose.


Rehearsing in ensemble groups

Guiding your own learning through independent study


Demonstrate an understanding of the theoretical underpinnings of certain styles

of music





Practical – students perform in ensembles and solos

Performance at Concerts

Composing/Arranging

Music Listening Analysis

Live Performance Critique

Written tests

Duration of Course


Future Pathway

Completion of this course provides a pathway to Music Studies (TASC Level 2) in

Grade 10 and then Music (TASC Level 3) or UTAS-Music (TASC Level 3) in Grades 11

and 12.

Back to Table

11

Music Performance

This subject focuses on developing students’ performance skills in both ensembles and

as a soloist. It combines a study of essential theory, history, composition and

musicianship with practical ‘hands on’ activities that encourage you to perform in as

many musical situations as possible with a focus on the instrument and musical styles

of your choice.

Recommendations

Students intending to take this subject should have skills in playing an instrument,

singing or be willing to learn. For students who currently play a band instrument, this

is the recommended music course for you to choose.


Rehearsing in ensembles



Demonstrate an understanding of the theoretical underpinnings of certain

genres of music





Practical – students perform in ensembles and solos

Concert Performances

Composing/Arranging



Written tests

Duration of Course


Future Pathway

Completion of this course provides a pathway to Music Studies (TASC Level 2) in

Grade 10 and then Music (TASC Level 3) or UTAS Music (TASC Level 3) in Grade 11

and 12. Back to Table

12

Music Studies: Level 2

This subject is designed for those who have an interest in and demonstrate a potential

for performing and studying music. It combines a study of essential theory, history and

musicianship with practical ‘hands on’ activities that encourage you to perform in as

many musical situations as possible with a focus on the instrument and musical styles

of your choice.

Recommendations

You must have completed at least one course of Grade 9 Launch into Music or Music

Performance.


Working in small ensemble style groups

Critical listening and analysis

Composition, improvisation and arranging

Cultural and historical studies

Essential musicianship and theory

Preparation of a performance program


Solo and Ensemble Performance

Composition



Tests

Assignment work

Duration of Course

This is a full year course for Grade 10 students.

Future Pathway

This course provides a pathway to Music TASC Level 3 or UTAS – Music (TASC Level

3) in Grade 11 or 12. As a future pathway Music offers many career prospects either in

performance and recording, or through private and government funded arts-based

organisations. Whether as a career or as a passionate hobby, music is rewarding and

satisfying at whatever level you choose. Back to Table

13

Launch into Drama

Learning in Launch into Drama involves you improvising, performing, analysing and

responding to drama, drawing upon your own life experience as a source of

inspiration. You engage with the knowledge of drama, develop skills, techniques and

processes, and use materials as you explore different forms, styles and contexts. You

learn to think, move, speak and act with confidence. In making and staging drama you

learn how to be focused, innovative and resourceful, and collaborate and take on

responsibilities for drama presentations.

Recommendations

A passionate interest in exploring drama and performance within both an ensemble,

and solo workshop focus.


Develop the confidence and self-esteem to explore and celebrate life’s

experiences

Learn to take risks and challenge your own creativity

Use movement and voice along with language and ideas to explore roles,

characters, relationships and situations

Improvise, devise, play, interpret, practise, rehearse, present and perform

Gain knowledge and understanding of traditional and contemporary drama as

critical and active participants and audiences


Attend and critique a live theatre performance

Devise and rehearse improvised performance pieces

Perform in front of a live audience

Demonstrate a range of characters through both solo and ensemble performance

Reflect upon and evaluate your own work and the work of others

Work co-operatively with others to communicate ideas and intentions

Duration of Course


Future Pathway

This course provides a pathway to Drama Foundation (TASC Level 2) in Grade 10 and

Drama (TASC Level 3) or Theatre Performance (TASC Level 3) in Grades 11 and 12.

Back to Table

14

Live and Celebrate Drama

Live and Celebrate Drama has the capacity to engage, inspire and enrich students,

excite the imagination and encourage them to reach their creative and expressive

potential. Students will explore their imagination and take risks in storytelling through

role and dramatic action.

Recommendations

A passionate interest in exploring drama and performance within, both an ensemble

and solo workshop focus.


Learn the skills of working collaboratively, recognising that imaginative, creative

and critically analytic teamwork is central to drama

Enhance your knowledge and understanding in controlling and applying the

elements, skills, forms and techniques of drama to engage audiences and create

meaning

Develop a sense of curiosity, aesthetic knowledge, enjoyment and achievement

through exploring and playing roles

Interpret and perform texts

Devise drama and develop scripts

Apply design elements and production components



Devise and rehearse improvised performance pieces





Duration of Course


Future Pathway

This course provides a pathway to Drama Foundation (TASC Level 2) in Grade 10 and

Drama (TASC Level 3) or Theatre Performance (TASC Level 3) in Grade 11 and 12.

Back to Table

15

Drama Foundation: Level 2

Students undertaking Drama Foundation will explore and experiment with the

elements of drama such as: voice; movement; improvisation; and role play. Personal

confidence, skills, knowledge and understanding are developed through a range of

drama tasks. Students will have the opportunity to engage with a range of dramatic

texts to enable public performance. Students will also have the opportunity to attend

and reflect upon a live theatre performance.

Recommendations

Students must have completed at least one semester of Year 9 Drama.


Gain an understanding of the elements of drama

Undertake of a range of activities and processes that will enable you to examine

and resolve issues related to drama works

Communicate ideas and information, selecting and using relevant theatrical

devices

Work effectively as an individual, with others and in teams

Enhance your knowledge and understanding of relevant styles and theatrical

genres

Develop and improve skills, knowledge and understanding that will enable you

to present polished drama works to an audience

Observe and reflect upon personal drama works and experiences






Demonstrate commitment to task completion

Duration of Course


Future Pathway

This course provides a pathway to Drama (TASC Level 3) or Theatre Performance

(TASC Level 3) in Grade 11 or 12. Back to Table

16

Dance

In this unit students will explore the use of Dance elements and how to structure

dances based on themes and narrative. Students will build on their dance skill in

technique classes and will also develop performance craft. Group dynamics is also

developed and this will allow students to create a unified composition. Students will

have the opportunity to display their work at a performance at the end of the semester.

Recommendations

A passionate interest in exploring Dance and performance within both an ensemble and

solo workshop focus.


Develop the confidence and self-esteem to explore and celebrate life’s

experiences

Learn to take risks and challenge your own creativity

Use movement and ideas to explore characters, situations and different styles of

dance

Improvise, devise, play, interpret, practise, rehearse, present and perform

Gain knowledge and understanding of traditional and contemporary dance as

critical and active participants and audiences



Devise and rehearse a unified dance composition as a class


Demonstrate a range of dance techniques through both solo and ensemble

performance



Duration of Course


Future Pathway

This course provides a pathway to Dance (TASC Level 2) in Grade 11 or Dance

Choreography and Performance (TASC Level 3) in Grade 11 and 12. Back to Table

17

Stage Crew

The College runs a number of major events and fortnightly assemblies. The College

Stage Crew is a group of students who run the technical requirements of these

gatherings. This course is designed to equip students with the technical skills and

knowledge to run events. It also investigates the production, movement and

transformation of sound waves to better understand live sound mixing.

Recommendations

A background in Music or Digital Technologies would benefit the students doing this

course


Sound reinforcement

PA systems and microphones

AV equipment

Lighting

Communication

Workplace Health and Safety

The Science of sound

Sound wave propagation and reflection

Wave interference


A major practical exam of Stage Crew skills

Planning and examining a major event (Edmund Rice Mass/Gala Concert etc.)

Sound theory test

Designing a recording studio (sound waves, echo and microphones)

Duration of Course


Future Pathway

This course will support students who choose Music Technology Projects – Foundation

(TASC Level 2) or Technical Theatre Production (TASC Level 2) in Grade 11 and 12.

Back to Table

18

Production Design

Production Design students will become members of the College Stage Crew and will

learn the basic skills to run major school events. This course will allow students to

examine the locations where live performance happens. It will also investigate the

recording and broadcasting of sound.

Recommendations

A background in Music, Drama or Stage Crew would benefit the students doing this

course


Stage Crew skills

Theatre design

Sound recording and broadcast


Tour of various theatres and comparison of these venues

Making live and multitrack recordings

Community Radio

Duration of Course


Future Pathway

This course will support students who choose Music Technology Projects – Foundation

(TASC Level 2) or Technical Theatre Production (TASC Level 2) in Grade 11 and 12.

Back to Table

19

Food for Now, Food for Later

This course will explore how and why food is preserved. Students will learn cooking

skills and techniques needed to prepare and cook meals and how to create recipes.

They will learn life skills. The course contains both theory and practical components.

Recommendations

Students who have a love of cooking and who wish to improve their cooking / life skills

should consider this course. It builds on knowledge and skills learnt in D&T – Food in

Grades 7 and 8.


Why food goes off; microorganisms and how they impact on food

How to keep food for longer; food preservation techniques

How to use microorganisms in food and drinks

How to use food that has been preserved; cooking with preserved foods

How to plan, prepare, cook and serve nutritious food


Jam and chutney making

Bread, pizza and other yeast products

Meal cookery

Written assessment tasks will be linked with the practical work

Duration of Course


Future Pathway

This course may lead on to any of the following in Grades 11 and 12: Food & Cooking

Essentials (TASC Level 1), Food & Nutrition (TASC Level 3), SIT10213 Certificate I in

Hospitality, SIT10312 Certificate II in Kitchen Operations, SIT20213 Certificate II in

Hospitality and Food & Beverage Services.

Back to Table

20

Coffee, Café and Catering

This course will provide students with the opportunity to learn how to prepare and

serve espresso based drinks. Students will learn about, prepare and make café style

food and gain an understanding of how to cater for events. It contains both theory and

practical components.

Recommendations

Students who have a love of cooking and who wish to improve their cooking / life skills

should consider this course. It builds on knowledge and skills learnt in D&T – Food in

Grades 7 and 8.


How a coffee machine works and how to use it

Café style food and how to make it

Café menus – what makes the cut and why

Catering – the who, what, where, how and why

Catering for specific events – what is involved


Making and serving espresso based drinks

Preparing, cooking and serving café style food

Planning and Catering for events – afternoon tea, buffet style finger food, Italian

buffet, Christmas Luncheon

Written assessment tasks will be linked with the practical work

Duration of Course


Future Pathway

This course may lead on to any of the following in Grades 11 and 12: Food & Cooking

Essentials (TASC Level 1), Food & Nutrition (TASC Level 3), SIT10213 Certificate I in

Hospitality, SIT10312 Certificate II in Kitchen Operations, SIT20213 Certificate II in

Hospitality and Food & Beverage Services.

Back to Table

21

Mixed Mediums: Designs Combining Metal and Wood

Mixed Mediums is a practical subject with a strong focus on learning skills, processes

and techniques. The course aims to develop students’ abilities to solve problems that

occur in design and manufacture. Students are encouraged to develop knowledge of a

range of mixed mediums and associated industries in order to gain an appreciation of

vocational and consumer opportunities.

Recommendations

Students need to have a strong interest in working with both timber and metal as

materials. They will desire exploring the design process. They would have enjoyed the

practical classes they were offered in Grades 7 and 8 and would have demonstrated

some ability in all areas of project construction. A strong commitment to the use of safe

work practices in the workshop will be required.


Written and graphic communication; Reading and interpreting drawings

Problem solving

Costing and evaluation

Hand skills; Machining techniques

Workshop safety

Welding

Finishing techniques

Design process and techniques


Design, make and appraise own project

Presentation of sketches and drawings

Research methods of joining different materials

Using hand and power tools safely and correctly

Measuring and marking accurately

Duration of Course


Future Pathway

This course will allow you to choose Design and Production (TASC Level 2), VET

Engineering, VET Construction in Grades 11 and 12. Back to Table

22

Mixed Mediums: Furniture Design

Constructing furniture using different materials can be challenging. Getting the right

balance and incorporating each material successfully requires good design skills.

Students will learn about furniture construction and will design and construct their

own project using a wide range of techniques and tools.

Recommendations

Students considering this course need to have a strong interest in working with both

timber and metal as materials and will have some willingness and desire in exploring

the design process. They would have enjoyed the practical classes in Grades 7 and 8

and would have demonstrated some ability in project construction. Commitment to the

use of safe work practices in the workshop is required.


Written and graphic communication; reading and interpreting drawings

Problem solving


Hand skills and machining techniques

Workshop safety

Welding




Design, make and appraise own project


Research methods of joining different materials



Duration of Course


Future Pathway

This course will allow you to choose Design and Production (TASC Level 2), VET

Engineering or VET Construction in Grades 11 and 12. Back to Table

23

Wood: Cabinetry

Students who have a good eye for detail and are looking to construct a high quality

project should consider this course. Students will learn about cabinet construction

methods and will design and construct their own project using a wide range of

techniques and tools.

Recommendations

Students considering this course need to have a strong interest in working with timber

as a material. They would have enjoyed the classes they were offered in Grades 7 and 8

and would have demonstrated some ability in all areas of project construction. A strong

commitment to the use of safe work practices in the workshop is required.


Types of cabinets

How to design and draw a cabinet

Wood joints used in cabinet construction

Laminating timber to create wide boards

Door and drawer construction

Selecting and applying a final finishing product

Advanced skills in the use of hand and power tools


Understanding the design process


Research methods of cabinet construction



Construction of a cabinet as designed by the student

Final finishing and evaluation of the product

Duration of Course


Future Pathway

This course will allow you to choose Design and Production (TASC Level 2) or a VET

course in Grades 11 and 12. Back to Table

24

Wood: Interlocking Furniture

This course explores the emergence of a modern style of furniture construction

commonly known as “flat pack”. Many items of furniture are now delivered in a box.

Complete kitchens can now be purchased in boxes. Students choosing this course will

look at the evolution of the “flat pack”. They will design and construct their own piece

using modern materials and techniques.

Recommendations

Students need to have a strong interest in working with timber as a material and in the

design process. They would have enjoyed the classes they were offered in Grades 7 and

8 and would have demonstrated some ability in all areas of project construction. A

strong commitment to the use of safe work practices in the workshop will be required.


Types of fixtures used in Interlocking Furniture construction

How to design and draw a piece of furniture

Wood joints that may be used in this type of furniture

Door and drawer construction

Selecting and applying a final finishing product

Advanced skills in the use of hand and power tools


Researching the history of Interlocking Furniture

Understanding the design process


Research methods of flat pack construction



Construction of an item as designed by the student

Final finishing and evaluation of the product

Duration of Course


Future Pathway

This course will allow you to choose Design and Production (TASC Level 2) or a VET

course in Grade 11 and 12. Back to Table

25

Metal: Fabrication, Welding and Associated Techniques

This course will cover techniques used when fabricating a project out of Metal. Students

will be given instruction in the areas of design, drawing, measuring and marking,

cutting, welding and machining.

Recommendations

Students need to have a strong interest in working with metal and will have some

willingness and desire to explore the design process. They would have enjoyed the

practical classes they were offered in Grades 7 and 8 and would have demonstrated

some ability in all areas of project construction. A strong commitment to the use of safe

work practices in the workshop will be required.


Safety

Design

Drawing

Costing

Safe use of hand tools

Safe use power tools

Welding techniques

Machining (lathe and milling)

Workshop maintenance

Types of metal

Measurement and marking


Design and plan a project

Fabricate a project using appropriate techniques

Operate safely in the workshop environment

Duration of Course


Future Pathway

This course will allow you to apply to study MEM20105 Certificate II in Engineering in

Grades 10, 11 or 12 and Design and Production (TASC Level 2) in Grade 11 and 12.

Back to Table

26

Metal: Machining / Blacksmithing and More

This course will cover techniques used when making items on a lathe or milling

machine. It will also cover the basics of blacksmithing. This will include instruction in

design, drawing, measuring and marking out, cutting, machining, blacksmithing and

safety.

Recommendations

Students need to have a strong interest in working with both timber and metal as

materials and will have some willingness and desire to explore the design process.

They would have enjoyed the practical classes they were offered in Grades 7 and 8 and

would have demonstrated some ability in all areas of project construction. A strong

commitment to the use of safe work practices in the workshop will be required.

Learning Opportunities:



Hand skills

Machining techniques (Lathe and Milling)

Workshop safety

Blacksmithing techniques


Safe use of hand and power tools

Metal types

Workshop maintenance


Design and plan a project

Fabricate a project using appropriate techniques

Operate safely in the workshop environment

Duration of Course


Future Pathway

This course will allow you to apply to do MEM20105 Certificate II in Engineering in

Grades 10, 11 or 12 and Design & Production (TASC Level 2) in Grade 11 and 12.

Back to Table

27

Systems Technology: Automotive

Systems Technology – Automotive will give students an introduction to the basic

components required to allow a vehicle to go, stop and turn – and look good in the

process! Various systems will be look at individually to determine their part in keeping

a vehicle running.

Recommendations

Students choosing this course will have some interest in motor vehicles and would,

ideally, be looking toward future employment in the industry, and considering VET

Automotive as an option in future years. Due to the type of activities to be undertaken,

students will need a strong commitment to Work Health and Safety requirements, team

work, and independent learning.


Engine types and components

Transmissions and Driveline components

Braking and Steering systems

Interior and exterior care and maintenance

Use of hand and power tools

Use of garage equipment


Engine types – work booklet

Engine repair and rebuild – remove, strip, repair and rebuild an engine

Body work repair – research task and practical panel repair

Interior – cleaning, replacing components

Brake systems – set up a braking system and bench test

Automotive electrical – troubleshooting electrical problems

Duration of Course


Future Pathway

This course will allow you to choose Automotive Workshop Practices or one of the VET

Automotive courses in Grade 11 and 12.

Back to Table

28

Systems Technology: Powered Equipment Design

Systems Technology – Powered Equipment will give students an introduction to the

varying range of components that provide the power to make a piece of equipment

function for an intended purpose. Students will be exposed to different types of power

sources and, after practical and theoretical instruction, will be given the chance to

develop their ideas through the construction of a small motorised vehicle.

Recommendations

Students choosing this course will have some interest in motor vehicles and mechanical

engineering. Due to the type of activities to be undertaken, students will need a strong

commitment to Work Health and Safety requirements, team work, and independent

learning.


Engine types and components

Hydraulic power systems

Pneumatics as a power source

Hybrid systems


Use of garage equipment


Engine types – work booklet

Hybrid systems – research task

Hydraulics – theoretical knowledge of various requirements needed in a

hydraulic system. Practical task to construct a simple system

Pneumatics - theoretical knowledge of various requirements needed in a

pneumatic system. Practical task to construct a simple system

Automotive electrical – troubleshooting electrical problems

Duration of Course


Future Pathway

This course will allow you to choose Automotive Workshop Practices or VET

Engineering in Grade 12. Back to Table

29

Design Graphics: Technical Drawing

Technical drawing provides you with practical opportunities to draw and design. In

this course, you will learn drawing techniques that can be used to produce items such

as buildings and furniture.

Recommendations

You will need to understand how to measure and draw accurate straight lines.

Increasing and decreasing the size of drawings according to a scale will be covered. It

would be of benefit if you have a basic knowledge of building and construction

methods, but if you like designing items and have an eye for detail then this is the

course for you.


How to draw with precision and accuracy

3rd angle drawing

Architectural drawing - designing homes, cafes and other buildings

Landscape designing

3D technical drawing (isometric, oblique & planometric)


Design your own dream home/beach house

Redesign your own backyard

Design your own furniture item

Design the layout for your own cafe

Duration of Course


Future Pathway

This course will allow you to choose Housing & Design (TASC Level 3) in Grade 11 and

12.

Back to Table

30

Design Graphics: Graphics and Design

Graphics and Design will show you the more creative side of drawing and designing.

In this course, you will learn how to draw with style and flair and produce drawings

that are visually appealing.

Recommendations

Students will need to understand the basic elements that make an image or drawing

stand out. Students will need to have a basic sense of depth and be able to work

through a design process. A creative attitude will be needed and it would be of huge

benefit to have a knowledge and appreciation for art.


Designing symbols and logos

Optical illusions – drawing your own impossible shapes

Perspective drawing

Computer aided design (Googlesketch)


Design your own business logo

Draw an optical illusion

Draw an urban area in either 2 or 3 point perspective

Use perspective to draw an interior space

Create a skate park or public space in Googlesketch

Duration of Course


Future Pathway

This course will allow you to choose Computer Graphics & Design Foundation (TASC

Level 2), Computer Graphics & Design (TASC Level 3) or Housing & Design (TASC

Level 3) in Grade 11 and 12.

Back to Table

31

Digital Technology: Hardware/Systems

This course is designed to develop a range of skills and understandings of digital

technologies. The focus of this course is computer hardware, networking and Systems.

Recommendations

Students should have the following skills, knowledge and attitudes:

Logical thinking

Reasonable mathematical understanding

Proficient at using an iPad and PC applications

Persistence


Investigate components of a computer system and how they work

Research types of software and exploration of operating systems

Networking in LAN and WAN environments

Exploration of computer based systems

Analyse data compression

Computer Programming


Build a fictitious computer out of parts to set budgets for a given purpose

Build/repair a computer from parts and install an operating system

Research types of software and exploration of operating systems

Network computers and share files and other resources

Research and perform compression on a range of file types

Duration of Course


Future Pathway

By completing this course, you are able to undertake Digital Technology Project. This

course will assist if you choose Computer Science, Computing or Information Systems

in Grade 11 and 12.

Back to Table

32

Digital Technology: Software


technologies. The focus of this course is computer software and programming.

Recommendations


Logical thinking


Proficient at using an iPad and PC applications

Persistence

An interest in programming


Computer Programming

Application software suites (including spread sheet, word processor and

presentation)

General computer use

Animation

Web site design

Cyber Safety

Emerging technologies


Program in a range of languages for a variety of purposes

Create presentations

Investigate 3D printing

Make computer animations for a range of audiences

Web site design

Duration of Course


Future Pathway

By completing this course, you are able to undertake Digital Technology Project. This


in Grade 11 and 12.

Back to Table

33

Digital Technology: Project


technologies. The focus of this course is based around topics covered in previous

Digital Technology courses undertaken. The major project will be hardware, software

or programming based. N.B. you must have already completed either Gaming,

Hardware/Systems, Software or Digital Technology Foundations.

Recommendations


Logical thinking


Be persistent and self-directed

Solid computer and iPad skills


Systems development life cycle

Project management

Extension of computer skills

Evaluate and provide solutions to real world problems


Program in a range of languages for a variety of purposes

Create presentations

Investigate 3D printing

Make computer animations for a range of audiences

Web site design

Duration of Course


Future Pathway

This course will assist if you choose Computer Science, Computing or Information

Systems in Grade 11 and 12.

Back to Table

34

Gaming

This subject is designed for those students who enjoy computer gaming and have an

interest in making their own computer games.

Recommendations


Logical thinking


Basic programming

Persistence


2D object oriented programming

3D game design

What makes a good game

Critically reviewing computer games

Text programming using a range


Make games using a range of software packages

Evaluate computer games for game play, audio and graphic design, target

audience and flow

Research computer game genres

Programming

Duration of Course


Future Pathway

Completing this course may enable you to undertake Digital Technology Project. This


in Grade 11 and 12.

Back to Table

35

Sports Journalism

This course will explore the different ways sport is reported and represented in the

media and give students the chance to report and provide opinion on different sports

through print, film, radio and social media. Students will learn about the elements and

structure of these different text types and produce a range of pieces for different

purposes.

Recommendations:

A keen interest and passion in sports and the media.


Report writing elements

Feature writing elements

TV news broadcasting

Radio broadcasting

Documentary structure and features


Newspaper report written about a specific sports event

Opinion based newspaper article written about own choice of sports topic

Construction of your own choice of a sports documentary

Development of a personal online sports media site

Duration of Course


Future Pathway

This course will allow you to choose a Level 2 English course in Grade 11 and 12.

Back to Table

36

Literature: The Classics

This course will provide students with the opportunity to read some of the most

famous novels from the 20th-Century. When we think of classical texts, the greats like

To Kill a Mockingbird and The Great Gatsby are just two that come to mind. Students

will have the chance to understand why these texts are still so popular today.

Recommendations

A keen interest in reading.


How the English language has evolved since the beginning of the 20th century

The unchanging nature of humankind

Universal themes

Analysis skills

Independent study skills


Modern-day adaptation

Comparison essay between two famous novels

Reflective writing

Creative writing

Duration of Course


Future Pathway

This course will allow you to choose a Level 3 English course in Grade 11 and 12.

Back to Table

37

Literature: Crime Fiction

This course explores crime fiction through history. We trace the development of crime

fiction from the 19th Century up until contemporary crime fiction today. You will learn

about the typical elements through a study of the greatest crime fiction stories of all

time.

Recommendations

A keen interest in the genre of crime fiction.


Crime fiction elements

The evolution of crime fiction

19th Century crime fiction

20th Century crime fiction

American hard-boiled crime fiction

The changing face of crime fiction

Contemporary crime fiction


Newspaper article written during a specific time period

Construct an analytical essay on one of the novels read in class

Reflective writing on the crime fiction short stories analysed in class

Create your own crime fiction narratives e.g. short films and short stories

Duration of Course


Future Pathway

This course will allow you to choose a TASC Level 3 English course in Grade 11 and 12.

Back to Table

38

Literature: Alternative Realities Texts

Did you know that the genre of dystopian fiction has actually been around for

centuries? Some authors published these texts as early as the late 1800s. In recent years,

dystopian fiction has become extremely popular, particularly with teenagers. Texts

such as The Hunger Games trilogy by Suzanne Collins, The Maze Runner series by James

Dashner and the Divergent trilogy by Veronica Roth have re-sparked an interest in the

genre. This unit will cater to those interested in exploring the concept of alternative

realities through popular texts.

Recommendations

Ability to work independently and have a keen interest in the genre of dystopian

literature.


An exploration of the terms utopia and dystopia through literature

Common themes explored in the genre

The purpose and messages portrayed through popular texts

Ability to make connections between fictitious dystopian societies and your own

life

Working in small groups in a tutorial-style setting

Constructing an analytical response



Analysis of extracts from traditional alternative realities texts

Dystopian film study

A choice out of 4 dystopian texts to study

Comparative essay between your chosen novel and the film study

Choice of various assessment tasks

Duration of Course


Future Pathway

This course assists students to choose a TASC Level 3 English course in Grade 11 and12.

Back to Table

39

Work Studies: World of Work

The study, ‘World of Work’ looks at the modern work environment, in particular where

future opportunities will be and the skills, knowledge, attitudes and capabilities

students will need to access future work and career opportunities. Students will engage

in a range of real life learning experiences to develop understanding of work, careers

and post-school destinations.

Recommendations

An ideal course for students interested in accessing part time and full time employment

opportunities as well as developing an informed work, training or study pathway.


Industry Analysis skills

Identifying future work opportunities

Securing employment opportunities – resumes, letters, interview techniques

Gaining and Keeping work

Identifying and defining work skills

Workplace communication, leadership, team work skills

Conflict resolution skills

Career Development and Planning skills

Financial Literacy skills


Workplace visits and reports

Developing a resume and letter of introduction assessment

Industry Analysis Assignment

Review of recruitment and selection processes

Duration of Course


Future Pathway

This course provides a pathway to a TASC Level 2 Business Studies - Foundation in

Grade 11. Back to Table

40

Work Studies: Make your Own Future

This course focuses upon entrepreneurship and its place within the future world of

work. With changes in the types of employment available in the future many young

people will look to create their own work opportunities through the development of

new goods and services. This will require students to have a new range of skills and

experiences to create their own working future.

Recommendations

An interest in the realms of uncertainty, taking risks and chasing your dreams.

Knowledge and Skills

What is an entrepreneur?

What are entrepreneurial behaviours, skills and attitudes?

What are the opportunities, risks and challenges?

Examining Aboriginal and Torres Strait Islander models of entrepreneurship

Analysing the career paths of successful entrepreneurs

Developing research, problem solving and project management skills

Managing risk

Financial management, strategic planning and marketing skills


Case study of a successful entrepreneur

Planning, developing and managing a small business opportunity

Teach key entrepreneurial skills to young learners

Project Manage a College Event

Duration of Course


Future Pathway

This course will allow you to access Level 2 Business Studies - Foundation.

Back to Table

41

Recreational Leadership: School visits/Service

Students develop the knowledge and skills to plan and undertake a variety of service

and sports-related activities. Students will focus on developing decision making,

teamwork and leadership, developing a new set of skills. Students, through the

medium of coaching, service teaching and reflection will learn to impart knowledge

and skills to younger children and act as relevant and positive role models.

Recommendations

Students who are interested in assisting younger students and providing service to the

community


Identifying and fulfilling different roles

Planning, Organisation and Reflection

Endeavour, Personal Responsibilities and Commitment


Primary School visits

Working with younger students both individually and in groups

Service: such as; Foodbank and Vinnies

Duration of Course


Future Pathway

This course will allow you to gain many skills for a variety of study areas in the future.

Back to Table

42

Recreational Leadership: Sports First Aid/Coaching/

Umpiring

Students develop the knowledge and skills to undertake a variety of service and sports-

related activities. This course caters for a wide range of student needs. It can assist

students in developing: identifying high levels of performance skill in particular sports,

the capacity to adopt administrative roles in community sport and recreation, the skills

of coach, trainer, first aid officer, referee and fitness leader. In the context of this course

it may be possible for students to acquire recognised qualifications in these areas.

Recommendations

A capacity to influence the participation and performance of self and others

Planning, Organisation and Reflection

Endeavour, Personal Responsibilities and Commitment


Students will gain knowledge and skills in Basic First Aid and General Coaching

Principles

These new skills will assist those students wishing to assist at sporting clubs,

community, etc.

Students will also undertake a AFL Umpiring course


Basic First Aid

General Coaching Principles

AFL Umpiring Course

Duration of Course


Future Pathway

This course will assist if you to choose Outdoor Leadership (TASC Level 3), Physical

Recreation (TASC Level 1) in Grade 11 and 12.

Back to Table

43

Outdoor Education: Land Based Activities

This course is designed for students who would like to participate in a range of land

based outdoor adventure pursuits. Students will learn how to prepare for and safely

undertake a range of activities including: Abseiling, Rock Climbing, Mountain Biking,

Navigation and Caving.

Recommendations

A sense of adventure

A commitment to being prepared for and participating in organised day trips

A willingness to challenge yourself and be part of a team


Gear and Equipment for various outdoor activities

Navigation in difficult terrain

Understanding of basic weather systems and how they relate to outdoor

activities

Risk management and incident management in relation to the practical trips

Minimal impact practices


Two river based expeditions (2 days/1 night)

Research Assignment

Practical skill development and Tests

o Knots

o Navigation

o Responding to incidents

Basic First Aid

Duration of Course

This is a first semester course.

Future Pathway

This course will give you practical skills and knowledge to start going on your own

adventures as well as give you some foundation knowledge for Outdoor Education

(TASC Level 2) or Outdoor Leadership (TASC Level 3) in Grade 12 (note that TASC

Level 3 outdoor leadership subject also requires sound English writing and

communication skills). Back to Table

44

Outdoor Education: Water Based Activities

This subject is designed for students who would like to participate in a range of water

based outdoor adventure pursuits. In this subject you will learn how to prepare for and

safely undertake a range of activities including: Coasteering, White Water Kayaking

and Surfing.

Recommendations


A commitment to being prepared for and participating in organised day trips

A willingness to challenge yourself and be part of a team

Moderate swimming ability and to be comfortable in the water


Gear and Equipment for various outdoor activities

Understanding of basic weather systems

Risk management and incident management in relation to the practical trips


Activity specific skills relating to white water environments



Research Assignment

Practical skill development and Tests

o Knots and technical rope skills

o Responding to incidents

Basic First Aid

Swift Water Rescue

Duration of Course

This is a second semester course.

Future Pathway






45

Outdoor Experience: River Expeditions

This course is designed for students who enjoy or are interested in spending time in

river environments. It will focus on the preparation and undertaking of river based

expeditions as well as covers the underpinning knowledge required for expedition

travel.

Recommendations

Have participated in a water based camp during Virgil’s College Outdoor

Program

Moderate swimming ability and comfort in and around water


If you are thinking of going on the Herbert River trip this would be a very

beneficial course to enrol in


Gear and Equipment for expedition travel

Food and nutrition for expedition travel

Understanding of basic weather systems

Risk management and incident management


Self-reflection



Research Assignment

Practical skill development and tests eg. Knots, Cooking, Rafting, Kayaking

Self-reflection Journal

Basic First Aid

Duration of Course

This is a first semester course.

Future Pathway



(TASC Level 2) or Outdoor Leadership (TASC Level 3) in Grade 12. Back to Table

46

Outdoor Experience: Bushwalking Expeditions

This course is designed for students who enjoy or are interested in spending time and

going hiking in bush environments. It will focus on the preparation and undertaking of

bushwalking based expeditions as well as covers the underpinning knowledge required

for expedition travel.

Recommendations

Moderate level of fitness (would walk up Mt Wellington and enjoy it)

Willingness to push and challenge yourself



Gear and Equipment for expedition travel

Food and nutrition for expedition travel

Understanding of basic weather systems and how they relate to Tasmania

Risk management and incident management in relation to the practical

expedition trips throughout the semester


Self-reflection


Two hiking expeditions (2 days/1 night)

Research Assignment

Practical skill development and tests eg knots, cooking, trip specific skills such as

abseiling, packing a backpack and dehydrating food


Basic First Aid

Duration of Course

This is a second semester course.

Future Pathway






47

Athlete Development – Training Knowledge and Practice

Athlete Development - Training Knowledge and Practice will improve the student’s

knowledge of the theoretical understanding and practical abilities necessary for

improving athletic performance. Students will be provided with a balance of applied

knowledge and skill development, and be given the opportunity to explore different

training methods leading to the development of personal training sessions. The range

of work covered will include areas of basic physiological knowledge in a sporting

context, physical conditioning, and training principles.

Recommendations

Students must demonstrate an interest in improving their own athletic performance

and be taking part in organised training as a member of a recognised sporting

competition/team in their chosen sport or sports in the year they undertake the course.

Learning Outcomes

Demonstrate knowledge and understanding of physiological and technological

factors that influence sporting performance

Develop a consistent application of skill and ability to a wide range of organised

training activities in preparation for competition

Organise, apply and evaluate a detailed training session for a chosen sport to

improve desired areas of sporting performance

Duration of Course


Future Pathway

Athlete Development - Training Knowledge and Practice, when combined with Athlete

Development - Sport Injuries, Nutrition and Recovery, is designed to provide a basic

foundation of knowledge and understanding for the Tasmanian Assessment, Standards

and Certification (TASC Level 2) subject Athlete Development (TASC Level 2) in Grade

11 and 12. Back to Table

48

Athlete Development: Sport Injury/Nutrition and

Recovery

This course is designed for students who are interested in sports nutrition and injuries

in sport, with a focus on how these injuries are caused and how to best manage and

recover from these injuries. The subject will focus on fuel for sport to achieve peak

performance for both pre and post activity, and also the use of strapping techniques

along with other mediums to manage and recover from injuries.

Recommendations

Keen interest in nutrition for sport and injury management.

Currently active in sporting activities.


The following skills and knowledge will be covered during the semester course:

Understanding the benefits of good nutrition pre, during and post activity

Injury management and prevention

Understanding of the benefits of recovery post activity

Knowledge and skills to recover and maintain performance post injury


Research Assignment

Practical development to prevent injury and assessment

-Strapping

-Bandaging

Duration of Course


Future Pathway

Completion of this course will a give students knowledge that will allow them to best

prepare and recover from sporting events and practical skills to avoid and best manage

injuries in sport. This course may act as a pre cursor to a Sports Trainers course or First

Aid, Athlete Development. Back to Table

49

Sports Development: Fit for Life/Fitness beyond

Sports Development (Fit4Life Beyond) is aimed for students who are looking to

increase their fitness through working individually or in teams on a range of programs.

Programs will include internal and external fitness sessions like spin classes, boot

camps, boxing classes and circuits. Students will also undertake many team building

physical activities and game play. Fit4Life beyond will provide mostly practical

components for this course and it caters for all needs as students work through

activities at their own level and pace.

Recommendations

Students must have demonstrated an involvement in the existing Fit4Life sessions or be

actively seeking to increase their fitness for better sports performance or better life

quality.


Activities that promote an active life-style

Teamwork

Food and nutrition for healthy living

Fitness goal setting and individual fitness plans

Self-reflection

Specific sport activities


Evidence of planning, implementing and maintaining a healthy lifestyle.

Peer, Teacher, Self-Assessment of effort in activities based on individual levels.

Practical fitness programming development


Participation in public recreational events (eg: fun runs, triathlons etc).

Duration of Course


Future Pathway

This course will give you practical skills and knowledge to maintain and develop a

healthy life-style as well as give you some foundation knowledge for Personal Health

and Well-Being (TASC Level 2), Health Studies (TASC Level 3), or Sports Science

(TASC Level 3). Back to Table

50

Sport Science: Introduction

Sport Science - Introduction will provide an opportunity for students to develop an

understanding of the importance of physical activity, sport, recreation and fitness in

their lives as well as an understanding of how the body functions and the factors that

influence sporting performance. This course provides students with an introduction to

exercise physiology (key body systems) and the science of physical performance.

Recommendations

Sport Science - Introduction is recommended for those who have an interest in the

scientific nature of sport. Students selecting this subject should have a reasonable

background in science, an adequate level of fitness to participate in practical laboratory-

based activities and a willingness to develop their understanding of the science of

sporting performance.


Understand basic anatomy and physiology of the human body in a sporting

context

Identify rules, regulations and safety considerations of the sporting environment

Continue their involvement in sport as participants and associated support roles

Recognise a number of factors that influence sporting performance

Understand skill acquisition and basic sport psychology

Apply their learning to sport and recreational activities and practical laboratory-

based activities

Work independently and constructively with others

Duration of Course


Future Pathway

Sport Science - Introduction is designed to provide a pathway to the Grade 10 only

elective subject Sport Science - Extension. The subject also provides a basic foundation

of knowledge and understanding for the Tasmanian Assessment, Standards and

Certification (TASC Level 2) subject Sport Science - Foundation (TASC Level 2) in

Grades 11 or 12 and, as a result, a pathway into Sport Science (TASC Level 3). Please

Note – this course cannot be chosen in the same year as Sport Science - Extension.

Back to Table

51

Sport Science 10: Extension

This course encompasses the physiological, psychological and skills acquisition

components of analysing human performance. It is the study of athletes, how their

bodies produce energy for physical activity, how they recover, and what it means

physiologically to be fit.

Recommendations

A solid background in Science

A desire to study a sports-related field at university or similar, or pursue a sports

related career


Understand introductory theory of exercise physiology, skill acquisition, and

sport psychology

Develop analytical and interpretive skills to solve problems and process data

presented to them or collected during research

Identify, describe, recall, and comprehend facts, definitions, terminology and

principles as they relate to various contexts through the study, observation of,

and engagement in, physical activity

Apply knowledge and understanding of exercise physiology, skill acquisition,

and sport psychology to a variety of sporting contexts

Identify solutions to problems in exercise physiology, skill acquisition, and sport

psychology


Exercise Physiology – Energy & Energy Systems; Oxygen Delivery; Recovery;

Effects of Training; Training Programs

Skill Acquisition – Motor Skills; Memory; Feedback; Movement Analysis

Sport Psychology – Motivation; Anxiety and Arousal; Psychological Strategies to

Enhance Motivation and Manage Anxiety.

Duration of Course


Future Pathway

Although not a pre-requisite, this course will provide you with an excellent foundation

to study Sport Science TASC Level 3 in Grades 11 and 12. Back to Table

52

American History

This subject is for those who love History and who are interested in exploring the first

two hundred years of one of the world’s most powerful democracies. Our study of

American History commences with American Indians and their wonderfully rich

traditions and cultures. The settlement of America by the English is investigated and

includes the build up to conflict with the English culminating in the American War of

Independence.

But nationhood was not the end of conflict for America. The enslavement of African

Americans and its part in the American Civil War is also part of the study - a civil war

which divided a nation.


Assessment for American History will be based on the degree to which students can:








Use historical terms / concepts and evidence identified in sources; reference

these


Excursions and Guest Speakers

Inquiry based research

Class Quiz and Research Task

Duration of Course


Future Pathway

This course is an optional History Elective. It will enable students to further develop

their History skills and indulge their hunger for information about major events in

world history. It has links with senior History courses offered in Grades 11 and 12.

Back to Table

53

History of War

The History of War looks at the greatest armed conflicts through the ages and

investigates the impacts of these on the societies involved.

The focus of this course will be on the nature of the conflict itself – the strategies,

leadership, battles, weapons and technology used in the various wars – from Alexander

the Great to Genghis Khan; from Julius Caesar to Napoleon Bonaparte. .

It is not a study for the squeamish as we seek to understand the level of death and

destruction occurring in key military conflicts throughout global history.









Use historical terms / concepts and evidence identified in sources; reference

these



Inquiry based research

Class Quiz and Research Task

Duration of Course


Future Pathway

This course is an optional History Elective. It will enable students to further develop

their History skills and indulge their hunger for information about major events in

world history. It has links with senior History courses offered in Grades 11 and 12.

Back to Table

54

Geography: Managing the Earth

This course is designed for students who enjoy seeking answers to many of life's big

questions; Will the world be able to feed its growing population? What are the impacts

of feeding our world? Are we devouring the futures of our children? In 2050, will it be

food shortage or surplus?

Food is essential to human life and this course provides students with the opportunity

to explore this vital issue and global concern. Worldwide communities have already

changed their environments (for example: cleared forests, diverted water) in the pursuit

of reliable food sources. Students also investigate how everyone has a responsibility to

carefully manage our limited land and water resources and use more sustainable

farming practices to ensure future food security.


Identify and describe Australia’s major food-producing regions

Examine the influence of climate on various ecosystems

Explain how humans impact the environment to produce food, industrial

materials and fibre

Describe how environmental factors can support higher crop yields

Investigate how high crop yields around the world are related to irrigation,

labour supply and farming technologies

Explore the challenges of food production for Australia and the world

Plan and conduct Geographical Inquiries using data and sources to support and

provide an explanation of the evidence collected


Case Studies

Geographical Investigations

Excursions and Field Studies

Class Tests

Duration of Course


Future Pathway

This course has links with Geography courses in Grades 11 and 12.

Back to Table

55

56

Geography: Global Futures

This course is designed for students who are curious about how people, through their

choices and actions, are connected to places throughout the world in a wide variety of

ways. Every text, telephone call, purchase or trip we make connects us all to

information, other people and places. This interconnection is influenced by people's

views about these places. Everything we do impacts our environment; from our

consumption of goods and services, our travel, recreational and cultural choices. This

has implications for sustainability. Will we be better or worse off in the future?


Explore the views people have about places and how this influences connections

to other places;

Describe the differences in people's access to the Internet and how this connects

people with one another, to services and information;

Examine how communication and information technologies have made it

possible for places like India / Philippines to provide global services;

Investigates the ways places and people are interconnected with other places

through trade in goods and services at all levels;

Explore the environmental impacts that consumer goods have on places;

Identify the effects of international trade in consumer products on Australia;

Investigate the global growth of tourism and its likely effects on places;

Discuss the effects of people's cultural and leisure choices on places;

Plan and conduct Geographical Inquiries using data and sources to support and

provide an explanation of the evidence collected.


Case Studies

Geographical Investigations

Excursions and Field Studies

Class Tests

Duration of Course


Future Pathway

This course has links with Geography courses in Grades 11 and 12.

Back to Table

57

The Law: Law and Order

This course involves a step by step study of the Australian legal system, including the

Origins of Law, Legal Principles, Criminal Law, Civil Law and the Court System.

There is an investigation of Tasmanian crime including excursions to the Magistrates

and Supreme Courts. Students will also look at how laws are made and visit the

Tasmanian Parliament. There will also be an overview of selected areas of the law

chosen by students including: Defamation/libel laws; Property law; Industrial law;

Company law; Constitutional law; Traffic laws; Family law; Copyright law;

Environmental law; Estate law; Criminal law; Maritime law; Consumer Affairs law;

Sports law; and Contract law.


Assessment for this course will be based on the degree to which a student can:

Demonstrate an understanding of key legal principles

Explain, analyse and comment on laws and legal issues

Research and locate evidence to explain or support a legal case or point of view

Be proficient in the use of websites and online databases to research the law

Correctly use legal terms and concepts

Reflect on and comment about legal issues and principles


Excursions to Parliament and the Courts


Research Assignment

Duration of Course


Future Pathway

The course will link with similar courses in Grades 11 and 12 including Legal Studies

and Sociology. It will be of particular interest to those considering careers in various

legal fields.

Back to Table

58

The Law: Criminology

Crime affects all levels of society, and leaves a lasting impact on victims and their

families. While crime may never be completely stamped out, we can find ways to

reduce it. This course is ideal for students interested in understanding why people

commit crimes and the strategies used by police to keep society safe and to catch

offenders. It will also look at the role and powers of the police and consider the rights of

the individual.

There will be case studies of famous investigations / trials and a review of the ways in

which technology is assisting in the arrest of offenders and in the reduction of crime.

Law Reform such as the changes to gun laws after the Port Arthur Massacre will also be

considered.


Research and interpret evidence to explain or support a legal point of view

Be proficient in the use of websites and online databases to research the law

Correctly use legal terms and concepts

Reflect on and comment about legal issues and principles

Demonstrate an appreciation of legal views, values and perspectives

Develop texts and effectively communicate legal ideas and information using a

range of methods – including digital technologies


Excursions to Prison and Guest Speakers (Police and Lawyers)


Research Assignment

Duration of Course


Future Pathway

The course will link with Legal Studies in Grades 11 and 12 and is ideal for those

thinking about careers in the Police, Legal Services or Child Protection fields.

Back to Table

59

Business Management

This course focuses on the skills and knowledge necessary to establish and manage a

successful business. Students will identify the various business types/industry sectors

and then consider the factors important to business success. There will be a basic

introduction to business planning, marketing, insurance, accounting and financial

management. Students will play the ASX Sharemarket Game as part of their

exploration of the sharemarket.

The course includes an introduction to key business concepts and terms and will give

students a sound grounding in business fundamentals. A study of Tasmanian

businesses and local issues will be central to the course.


Use business terms and concepts

Explain analyse and comment on current business issues

Interpret business data and use online databases

Demonstrate knowledge of business principles and practices

Communicate business ideas and information using a range of methods



Research Assignment


Duration of Course


Future Pathway

This course prepares students for studies in Accounting, Economics, Legal Studies and

Business Studies in Grades 11 and 12.

Back to Table

60

Business Communications

Business Communications is for those students who want to explore and discuss the

many ways in which businesses promote their brands and product / services.

Students study the various marketing techniques and strategies used by business to

promote and sell products and services. In particular, television and newspaper

advertising are looked at in detail. There is also a review of the ways in which the

internet is playing an ever-increasing role in this area.

Students identify target markets and match them to products and then devise

marketing strategies to reach target customer groups. They learn about market research

and look closely at the marketing of local businesses before preparing a marketing

strategy and making their own radio and television commercials.


Use business terms and concepts

Explain analyse and comment on current business issues

Interpret business data and use online databases

Demonstrate knowledge of business principles and practices

Communicate business ideas and information using a range of methods;

Prepare commercials and marketing campaigns



Making television commercials


Duration of Course


Future Pathway

This course has links to Grades 11 and 12 Business and Media Studies, Accounting,

Economics and other related courses.

Back to Table

61

Japanese

Learning languages introduces student to the richness of other cultures and opens a

door to a range of personal experiences that our increasingly globalized world presents.

Knowledge of Japanese language and culture, in particular, is becoming increasingly

important in so many areas of business. Employment opportunities exist across a large

number of industry sectors including trade, tourism, hospitality, diplomatic services

and education.

Technology has reduced the world to a global village where languages like Japanese

have become increasingly valuable. For Australians, in particular, the Japanese

language is becoming a key to entry to some of the most prestigious professions.


Participate in aspects of Japanese culture including calligraphy, manga, sumo,

kendo, origami and anime

Develop cross-cultural skills and understanding

Read, write, listen and speak to their peers

Understand ideas and themes in stories and media presentations

Write short notes, uncomplicated personal / business letters and short reports

Initiate and sustain conversations with native speakers and others


Possible trips to Japan - including host family stays

Hosting of students visiting Tasmania from Yaizu, Hobart’s sister city

The presence in the classroom of visiting Japanese ‘assistant’ teachers

Participation in activities arranged by the Australia / Japan society

Visits to the College by various cultural groups (ie: Taiko Drummers)

Duration of Course

This is a full year course.

Future Pathway

The course links with Senior Secondary language courses offered.

Back to Table

62

French

Learning languages introduces student to the richness of other cultures and opens a

door to many personal experiences that our increasingly globalized world presents.

Knowledge of French is useful when travelling to Europe and in many countries that

have French as their official or second language. There are many employment

opportunities for those who have French language skills and cultural awareness.

Learning languages contributes to the linguistic and cultural enrichment of our

community. It can also help our students to engage socially, culturally and

economically in aspects of business, trade, science, law, education, tourism, diplomacy,

international relations and arts where the French language is important.


Develop cross-cultural skills and understanding

Read, write, listen and speak to their peers

Understand ideas and themes in stories and media presentations

Write short notes, uncomplicated personal / business letters and short reports

Initiate and sustain conversations with native speakers and others


Possible trip to France - including host family stays

Visits to French restaurants to practice language skills

The presence in the classroom of visiting French ‘personalities’

Participation in activities arranged by the Australia / French societies

Visits to the College by various cultural groups

Duration of Course


Future Pathway

The subject links with Senior Secondary language courses.

Back to Table

63

Psychology

This subject engages students in an introductory overview of the discipline of

Psychology. An introduction will include investigation of the historical background,

career opportunities, classic and contemporary theories. Students are actively involved

in Scientific Research methodology: collection of data, analysis of statistics and writing

Reports. Ethics and Professional conduct in research are considered, including the use

of animals in research.

Psychology is the scientific study of behaviour and mental processes in humans.

Students will have the opportunity to study Pro-social & Anti-Social Behaviours, social

and group influences on the individual, Moods, Attitudes, Obedience, Bystander effect,

Effect of Bullying, preventative strategies and research opportunities.


Demonstrate an understanding of key theories and principles

Explain, analyse and comment on psychology and related issues


Be proficient in the use of websites and online databases to research psychology

Correctly use Psychology terms and concepts

Reflect on and comment about related issues and principles



Research task


Duration of Course


Future Pathway

The course will link with Grade 11 and 12 subjects including Sociology, Psychology and

Behavioural Studies. It helps prepare students for careers in Health Services, Education,

Justice, Welfare, Business, Careers Counselling, Marketing and Market Research, Police

Force, Child Protection, Community Health and Sports Psychology.

Back to Table

64

Sociology

Sociology engages students in the study and analysis of the social world, human social

relationships, social interactions and social institutions. Sociological problems to be

examined include; Social stratification and inequality, Poverty, Employment and

Education, Roles and Status, Conflict and Socialisation. Students work as researchers

and observers undertaking Sociological Research – collecting data, discussion, analysis

and reporting research.

Students will have the opportunity to choose specialist studies from Psychology and

Sociology. Assignments will include consideration of: Families & Youth Culture,

Personality, Abnormal Psychology, Sports Psychology, Memory, Perception, Forensic

Psychology, Migrant Australians, Theories of Psychological Development, Human

Resource Management, Counselling, Criminology and Marketing.


Demonstrate an understanding of key theories and principles

Explain, analyse and comment on sociological and related issues


Be proficient in the use of websites and online databases to research sociology

Correctly use Sociological terms and concepts

Reflect on and comment about related issues and principles



Research task


Duration of Course


Future Pathway

The course will link with Grade 11 and 12 subjects including Sociology, Psychology and

Behavioural Studies. It helps prepare students for careers in Health Services, Education,

Justice, Welfare, Business, Careers Counselling, Marketing and Market Research, Police

Force, Child Protection, Community Health and Sports Psychology.

Back to Table

65

Mathematical Modelling

This course is intended for students who wish to improve their mathematical skills in

the area of Algebra, Equations and Graphing. Students will need to be reasonably

competent and have an inquiring mind. Modelling is using Mathematics to “model”,

or, represent how the real world works.


Revision of Linear Graphs sketching methods and Regression skills.

Investigations into Non Linear graphs by Ipad and plotting methods.

Revision of Quadratic Graph sketching methods.

Identifying a problem of the student’s own choice and the variables involved,

constructing the simplest appropriate relationships between the variables,

verifying that this model is valid by measurements, collecting data etc. and

finally interpreting a Mathematical solution to the original problem.


Assessment of this course will be initially by class work and class tests.

In the second half of the semester students will develop their only personal applications

which can be modelled by simple Mathematical models, perhaps linear models. Finally

students will need to study existing Real world applications of Modelling. For example

they could choose Australia’s Climate control model, Weather Prediction,

Unemployment Rates, Population Growth etc. The assessment in the second half of the

semester will be by assignments and reports.

Duration of Course

This is a one semester course.

Future Pathway

This unit will assist students who wish to attempt Mathematics Methods (TASC Level

2), General Mathematics: Foundation (TASC Level 2) or General Mathematics (TASC

Level 3) in Grade 11 and 12.

Back to Table

66

Statistics in the Media

This course is intended for students who wish to improve their mathematical skills in

the area of Algebra and Statistics. Students will need to be reasonably competent and

have an inquiring mind. Statistics in the media is using Mathematics to describe and

analyse current deductions about our society.


Revision of five figure summaries for comparing data sets.

Revision of Scatter plots and Bivariate data and lines of best fit.

Investigating an issue of the student’s own choice, collecting and analysing their

own data to support an appropriate conclusion.

Investigate data and misrepresentation of data in the Media.


Assessment of this course will be initially by class work and class tests.

In the second half of the semester students will collect data about their own personal

interests. Finally students will study statistics in the media and justify the conclusions

that are made about this data.

The assessment in the second half of the semester will be by assignments and reports.

Duration of the Course


Future Pathway of Course

This unit will assist students who wish to attempt General Mathematics: Foundation

(TASC Level 2) or General Mathematics (TASC Level 3) in Grade 11 and Grade 12.

Back to Table

67


This course is designed give students an understanding of financial concepts that they

face outside the classroom.


The assessment will be based on the degree a student can demonstrate proficiency in

the following topics

Earning an income (Hourly rate of pay, overtime rates, salary expressed weekly

or annually, commission, piece work)

Tax and other pay deductions.

Borrowing and Investing Money using Simple Interest and Compound Interest.

Cost of purchasing items using hire purchase.

Cost of using a credit card using ADB (average daily balance).

Cost of electricity and mobile phone plans.

In the second part of the Semester students will be asked to compare current

interest rates and finally design a weekly budget. Students will be expected to

participate in the Share Market Game.

Duration of the Course


Future Pathway

This unit will assist students who wish to attempt Workplace Mathematics (TASC Level

2), General Mathematics Foundation (TASC Level 2) or General Mathematics (TASC

Level 3) in Grade 11 or Grade 12.

Back to Table

68

Mathematics Methods Foundation: Level 2

This syllabus is designed for students who intend to undertake tertiary studies

involving mathematics. This syllabus focuses on the acquisition of knowledge and the

development of skills in the areas of algebraic processes, functions and equation study,

probability and calculus. This subject is usually studied in Grade 11 and has a Grade 11

syllabus and standards. This subject is a prerequisite for Mathematics Methods Pre-

Tertiary, which can be studied in either Grade 11 or 12.

Recommendations

Students would benefit from having a high level of mathematic skills.


Communicate mathematical ideas and information

Demonstrate mathematical reasoning and strategy in problem solving situations

Plan, organise and complete mathematical tasks

Manipulate algebraic expressions and solve equations

Demonstrate an understanding of linear, quadratic and cubic functions

Demonstrate an understanding of logarithmic, exponential and trigonometric

functions

Use differential calculus in the study of functions

Demonstrate an understanding of experimental and theoretical probabilities.



External TQA Standardised Tests

Duration of Course


Future Pathway

This course will benefit students who choose Mathematics Methods Foundation (TASC

Level 3) in Grade 11. You will then qualify to attempt Specialised Mathematics (TASC

Level 4) in Grade 12.

Back to Table

69

Aquatic Biology: Aquarium

Tasmania, being an island state, is full of potential for the study of life under the water.

This course will allow students to study both Fresh water and Marine environments.

The structured areas look at ecology and biology of habitats in fresh water lakes and

rivers and also the marine environment.

Recommendations

The following skills will help you to get the most out of this course

An interest in the marine environment and interactions between organisms

A desire to understand concepts associated with aquatic science.

Ability to work safely in an aquarium environment and out in the field.

Learning opportunities

Dissection of marine organisms

Interactions in aquatic environments

Threats to biodiversity

Set up and maintenance of aquaria

Biodiversity with in local ecosystems


Set up and study of aquarium

Assessment on anatomy and a biodiversity topic

Assessment of aquarium

Study of two local aquatic ecosystems

Dissections of marine organisms

Duration of Course


Future Pathway

This course is designed for students with an interest in aquatic environments and

industries that are related to those environments.

It is useful for future environmental studies courses as it introduces concepts that will

be explored further there.

Back to Table

70

Aquatic Biology: Aquaculture

Tasmania, being an island state, is full of potential for the study of life under the water.

This course will allow students to study both Fresh water and Marine environments

and industries based around those. The structured areas looking at industry impact,

ecology and biology of habitats in fresh water lakes and rivers and also the marine

environment.

Recommendations

The following skills will help you to get the most out of this course

An interest in the marine environment and industries

A desire to understand concepts associated with aquatic science.

Ability to work safely in an aquarium environment and out in the field.

Learning opportunities

Aquaculture industries in Tasmania and how they operate

Interactions in aquatic environments

Set up and maintenance of aquaria

Biodiversity with in local ecosystems


Set up and study of aquarium

Assessment on Aquaculture and a biodiversity topic

Assessment of aquarium

Study of two local aquatic ecosystems

Duration of Course


Future Pathway

This course is designed for students with an interest in aquatic environments and

industries that are related to those environments.

It is useful for future environmental studies courses as it introduces concepts that will

be explored further there.

Back to Table

71

Agriculture Science: The Land

This option is designed for students that are interested in a career in agriculture and or

horticulture. Students will have the opportunity to develop skills and knowledge

specific to the industry and are expected to perform to industry standard.

Recommendations

The following skill will assist you to succeed in this course:

A reasonable understanding of basic scientific concepts

A good level of manual handling skills

Attention to detail and accuracy

Ability to work responsibly and safely in the field individually and co-

operatively


The Learning Opportunities for this course:

Assist with the establishment, growth, maintenance of propagated plants

Biotic and Abiotic factors which effect primary production

Support irrigation work and monitor water supplies

Support maintenance of facilities and machinery


Investigations and practical tasks are all part of this course.

Majority of course time spent in the field engaging in practical tasks

Duration of Course


Future Pathway

Agriculture The Land provides a pathway towards careers in Agriculture,

Horticulture, Food Production, Farming, Farm Hand, Plant Nursery and Vet

AgriFood.

Back to Table

72

Agriculture Science: Livestock

This option is designed for students that are interested in a career in agriculture and or

rearing livestock. Students will have the opportunity to develop skills and knowledge

specific to the management and husbandry of livestock.

Recommendations






operatively


The Learning Opportunities for this course:

Workplace health and safety

Assist with the care and maintenance of stock

Gain understanding of marketing and viable livestock production



Investigations and practical tasks are all part of this course.


Duration of Course


Future Pathway

Agriculture Livestock provides a pathway towards careers in Agriculture,

Horticulture, Food Production, Farming, Farm Hand, Plant Nursery and Vet

AgriFood.

Back to Table

73

Quantitative Chemistry

Chemistry is a science which lends itself to calculations. Quantitative Chemistry brings

the knowledge of chemical reactions into the mathematical world, where reactions can

be measured in terms of rate of change and the quantities of substances they produce.

Students will develop skills in scientific thinking, experimental design, writing

formulae, balancing equations and stoichiometry – the mathematics to predict how

much of a product is made.

Recommendations

A good understanding of chemistry concepts

A high level of Mathematical skills

Well organised and safe laboratory skills and attention to detail

Interest in how chemistry affects the manufacturing industry and the natural

world


Atomic structure and chemical bonding types

Balancing equations

Calculating mass, volume and concentration of substances

Finely tuned laboratory glassware skills


Prescribed laboratory experiments

Multimedia tutorials

Class tests and assignments

Entry into the National Titration Competition (may require ‘brush up’ if course

taken in Semester 1)

Duration of Course


Future Pathway

This course is designed for students who are interested in studying physical sciences

with a focus on chemistry. This subject will be very useful for preparation to study

Physical Sciences TASC level 3 in Grade 11 with a view to study Chemistry TASC level

4 in Grade 12. Students with an interest in studying Pharmacy, Medicine, Engineering,

Agriculture or Chemistry at tertiary level should undertake this course. Back to Table

74

Quantitative Physics

Physics has at its heart a foundation of mathematics. All the world’s greatest physicists

were mathematicians first. Quantitative Physics allows students to finely tune

measuring skills to investigate some of the laws of physics. Students will develop skills

in scientific thinking, experimental design, measuring accurately and attempting some

of the curlier questions the Physical world can offer.

Recommendations

A high level of Mathematical skills

An interest in Physics


Interest in the history of Physics and how theories have developed through time


Newton’s Three Laws plus his Law of Constant Gravitation

Circular Motion

The Universe and Quantum Physics – a historical perspective

Electrical Circuits comparing an app to real circuits


Prescribed Laboratory Experiments

Multimedia Tutorials


A major research and experimental design project

Duration of Course


Future Pathway

This course is designed for students who are interested in studying physical sciences

with a focus on physics. This subject will be very useful for preparation to study

Physical Sciences TASC level 3 in Year 11 with a view to study Physics TASC level 4 in

Year 12. Students with an interest in studying Engineering or Physics at tertiary level

should undertake this course.

Back to Table

75

Inquiry Science

The ability to design and carry out a successful scientific experiment relies on a

student’s thorough understanding of the scientific method and its application in the

historical world as well as the laboratory. Inquiry Skills is a subject which allows

students to develop projects in their fields of interest which seek to test hypotheses for

various phenomena. Students will develop skills in scientific thinking, experimental

design, measuring accurately and drawing conclusions from experiments before

designing their own experiments.

Recommendations

An ability to draw and interpret graphs

An interest in running science experiments of your own design


Interest in the development of scientific ideas


The history of some of science’s greatest discoveries

Experimental design and communicating scientific ideas

Correct in-text and bibliographic referencing

Skills in becoming a discerning researcher


Research into a famous discovery in science

Visits by scientists to share their experimental designs

Class Tests

A minor and a major research and experimental design project

Duration of Course


Future Pathway

This course is designed for students who are interested in studying any area of science

in the future or who have a general interest in high quality experimentation. This

subject will complement any other science subject and provide a good grounding in the

experimental criteria for any of the science subjects offered in Years 11 and 12. Students

with an interest in studying any Science at tertiary level should undertake this course.

Back to Table

76

Physical Sciences Foundation: Level 2

Physical Sciences Foundation aims to equip students with skills and knowledge in

Physics and Chemistry to apply basic principles to explain observations of the

properties and behaviour of matter and natural phenomena that occur in the real

world. In studying this course, students will also develop skills in scientific thinking,

and understanding of scientific terminology.

Recommendations


A good understanding of scientific concepts

A high level of mathematical skills


Ability to work responsibly and safely in the laboratory


Force and Motion

Structure and properties of Materials

Sources and properties of Energy

Principles of Chemical change and reactions


Prescribed Laboratory Experiments

Tutorials


Duration of Course


Future Pathway

This course is designed for students who are interested in studying the science related

to the physical world. Physical Sciences - Foundation is useful preparation for further

study of Physical Sciences, TASC level 3. It may provide background and support for

vocational programs within training packages, where some scientific knowledge and

experience is useful. It may also provide links with VET programs, traineeships and

apprenticeships. Back to Table

77

Vocational Education and Training (VET)

What is VET?

VET is different to D&T – Design and Technology. It is different because:

VET is education for further training and employment.

VET is nationally accredited.

Each VET training course provides skills and practice for specific jobs.

Work placement in relevant industries providing ‘hands on’ experience is a

required component each VET course.

Why do a VET course?

To gain industry qualifications and experience.

To increase your chances of gaining employment in a particular industry.

To start on a pathway to further education and training.

To gain valuable work skills.

VET Qualifications:

VET qualifications are recognised by training authorities, government and employers

Australia wide. Students starting a VET course at St Virgil’s College can continue to

complete their qualifications at Guilford Young College and at other registered training

organisations offering VET courses, Australia wide.

VET Courses:

VET courses are designed to develop and recognise work place skills. They recognise

what students can do, not what they can remember.

VET at St Virgil’s College

St Virgil’s College is part of the Southern Tasmanian Catholic Colleges Trades Training

Centre (STCCTTC). Guilford Young College is the lead school for the STCCTTC and is

the Registered Training Organisation (RTO) that oversees the delivery of VET courses

at St Virgil’s College.

Units from VET courses available at St Virgil’s College in 2016 will include:

AHC10210 Certificate I in AgriFood Operations

AUR10112 Certificate I in Automotive Vocational Preparation

CPC10111 Certificate I in Construction

MEM20413 Certificate II in Engineering Pathways

SIT10213 Certificate I in Hospitality

78

All VET students need to be committed to undertaking the theory component of the

VET course they are studying.

In order to gain competency, all VET students must demonstrate accuracy, precision,

consistency, the ability to meet and maintain workplace standards, WH&S, appropriate

behaviour and productivity.

VET courses are available to Grade 10 only. They are studied for the whole year.

Only one VET course can be chosen.

79

AUR10112 Certificate I in Automotive Vocational

Preparation

This course is a pre-apprenticeship course. It is designed for adults, wanting to gain

entry into the automotive industry. Students go to GYC each week for practical

instruction. Theory is delivered at St Virgil’s College.

Recommendations

You should have an interest in the automotive industry. It is preferable if you have

studied a practical course in the workshop during 2015. You should at least have mid-

range Mathematics and English skills. Theory work is part of the course. A strong

commitment to Work Health and Safety is required.


You will be given the opportunity to complete 3 units which will count towards gaining

your Certificate I in Automotive Vocational Preparation. The units are:

AURAEA1001 Identify environmental requirements in an automotive workplace

AURASA1001 Apply automotive workplace safety fundamentals

AURTTK2002 Use and maintain workplace tools and equipment


Safety work booklet

Environmental work booklet

Environmental posters

Numeracy test

Hand tools assignment and test

Undertaking repairs and servicing of a wide variety of vehicles

Duration of Course


Future Pathway

This course will allow you to apply to complete AUR10112 Certificate I in Automotive

Vocational Preparation in Grade 11 or 12 or at a later date. It leads on to AUR20712

Certificate II in Automotive Vocational Preparation. It may assist you to gain entry into

the automotive industry.

Back to Table

80

CPC10111 Certificate I in Construction

This course is the same course that apprentices do when they start working with a

builder. It is designed for adults, so it will require you to be fully committed. If you

complete the course it means that you will have an advantage over other people who

apply for building and construction apprenticeships.

Recommendations

You should have an interest in the building industry. You should have demonstrated

good skills in either Woodwork or Mixed Mediums during 2015. You should at least

have mid-range Mathematics and English skills as there is lots of theory work as part of

the course.


At St. Virgil’s College we offer 3 units out of the 11 that students must complete to get

the full CPC1011 Certificate I in Construction. The other 8 can be studied in grades 11

and 12 or at a later time. The units offered are:

CPCCVE1011A Undertake a basic construction project

CPCCOHS1001A Work safely in the construction industry

CPCCOHS2001A Apply OHS requirements, policies and procedures in the

construction industry


Group Task such as building a picket fence which classes did in 2014 and 2015

An Individual Task such as framing up a section of a timber wall

Hand Skills Task which requires precise woodwork joints to be created in the

workshop

Tests and assignments that must be completed during class time, and some

which will require extra study at home

Duration of Course


Future Pathway

This course will allow you to be considered for the full CPC1011 Certificate I in

Construction, which in turn will give you a better chance to get an apprenticeship in

one of the building trades. Back to Table

81

MEM20413 Certificate II in Engineering Pathways

This course is intended for students with an interest in gaining employment in the

metal trades industries. This could include working in Boiler making, Welding, Fitting,

Machining, Sheet metal and Engineering. Students will have the opportunity to

develop skills and knowledge specific to the industry and are expected to perform to

industry standard.

Recommendations

You should have an interest in the metal trades industries. You should have

demonstrated good skills in either Metalwork or Mixed Mediums during 2015. You

should at least have mid-range Mathematics and English skills as there is a lot of theory

work as part of the course.


You will be given the opportunity to complete 3 units which will count towards gaining

your Certificate II in Engineering Pathways. The units are:

MEM13014A Apply principles of occupational health & safety in the work

environment

MEM18001C Use hand tools

MEMPE002A Use electric welding machines


Work Health and Safety

Quality procedures

Performing routine tasks


Manual Metal Arc Welding

Engineering drawing

Building a set project to demonstrate competency

Duration of Course


Future Pathway

This course will allow you to apply to complete MEM20413 Certificate II in Engineering

Pathways in Grade 11 or 12 or at a later date. It provides a pathway towards Boiler

making, Welding, Fitting, Machining, Sheet metal and Engineering. Back to Table

82

AHC10210 VET Certificate I in AgriFood Operations

This option is designed for students that are interested in a career in agriculture and/ or

horticulture. Students will have the opportunity to develop skills and knowledge

specific to the industry and are expected to perform to industry standard.

Recommendations






operatively


Workplace health and safety

Quality procedures in nursery, landscape and gardening

Assist with the establishment, growth, maintenance of propagated plants

Support irrigation work and monitor water supplies



Theory and practical together with work placement in industry are all part of

this course.

Students will also get the opportunity to gain their White Card, which will

enable them to enter a construction site, prior to work placement if required.


Duration of Course


Future Pathway

AHC10210 Certificate I AgriFood Operations provides a pathway towards careers in

Agriculture, Horticulture, Food Production, Farming, Farm Hand, Plant Nursery and

more. Students can go on to AHC20110 Certificate II in Agriculture or AHC20410

Certificate II in Horticulture in Grades 11 & 12 or at a later stage. Back to Table

83

SIT10213 Certificate I in Hospitality

This is a targeted industry course giving students the opportunity to gain qualifications

and experience in the hospitality area. It is the first step to gaining qualifications as a

chef.

Recommendations

An enjoyment and passion for cooking and a willingness to work hard on both the

theory and practical components of this course are a must, together with a

demonstrated predisposition for cooking from previous grades. Commitment and

attention to detail are required.


WH&S

Simple cooking skills; knife skills and food presentation skills used in the

hospitality industry

Basic hygiene and cleaning requirements

Understanding hospitality industry requirements


Theory & practical work are both essential components of this course which are

regularly assessed and must be to industry standard using competency based

assessment

Events catering

Work Placement in the hospitality industry

Masterclasses and excursions

Guest demonstrators and speakers

Duration of Course


Future Pathway

It is important to note that students will work on units towards the full certificate. Most

students have the opportunity to complete 4 units at St Virgil’s College. This course will

allow you to apply to complete SIT10213 Certificate I in Hospitality and to go on to

either SIT20213 Certificate II in Hospitality or SIT10312 Certificate II in Kitchen

Operations.

Back to Table

84

Learning Enrichment

The Learning Enrichment Centre at St Virgil’s College offers support for all students

from Grade 7 to 10 across the curriculum. Support structures offered by Learning

Enrichment include:

Specialist Learning Support Staff

A separate support area

Support for students with learning disabilities

In-class support

Individual Education Plans

Grade 9 and 10 tutorials in all subject areas

Grade 10 Exam support

Extra-curricular activities

Students in Grade 9 and 10 are encouraged to refer themselves to Learning Enrichment

through the available channels, including their parents, subject teachers, a Teacher

Assistant or the Leading Teacher of Learning Enrichment.

Learning Enrichment also offers a Landcare Programme for boys who might benefit

from inclusion in a structured, outdoors-based subject that also includes a literacy and

numeracy component. Entry into Landcare is through consultation with the Deputy

Principal, the Head of House, the student and his parents.

Back to Table

Who can refer a student

for Learning Support?

Student

Parent

Teacher

Teacher Assistant

College

Psychologist

To whom can referrals for

Learning Support be

made?

Leading Teacher of

Learning

Enrichment

PC teacher

Subject teacher

Teacher Assistant

College

Psychologist

What can be offered?

Adjusted

curriculum

In-class support

Modified program

Grade 10 exam

support

Documents

SVC Handbook 2016