ELTHAM HIGH SCHOOL

Additional Considerations before Selecting a Course

Enhancement Program

Some students entering Year 11 might consider attempting one unit 3/4 sequence (a Year 12 subject) as well as their other six Units 1 and 2 (Year 11 subjects) per semester. By doing this, students may allow themselves more flexibility when choosing their Year 12 subjects. The score obtained from the additional unit 3/4 subject can be used in the calculation of the student’s ENTER.

For example, tertiary course prerequisites may constrain a student’s selections in Year 12 by stipulating a full Mathematics/Science course. By studying a unit 3/4 sequence in Year 11, a student gains the opportunity of undertaking an interest or extension subject such as Music or Literature. This additional Unit 3/4 sequence also provides additional credit towards the student’s ENTER. It is expected that study of a 3/4 sequence will not replace studies in Year 12 but, rather, be in addition to studies expected in Year 12.

Particularly able students may consider alternative arrangements, such as the completion of a Tertiary enhancement subject, but this would best be done after consulting the Sub-school Coordinator.

Guidelines for student inclusion in the Enhancement Program

Students requesting entry to the Enhancement Program must have demonstrated an outstanding record of achievement in the prior year level e.g. Very good and above in all Assessment Tasks and a VEL’s rating placing them at the upper end of the year level appropriate to their current studies. Students must demonstrate well developed abilities in organisation, planning, self management, attendance, etc. as indicated in the Semester Report to parents. Students must have demonstrated excellent results across all of their subjects for the two preceding semesters.

Similarly, in Year 12, particularly able students may choose to attempt their VCE studies plus one University study. This University Enhancement study counts as both a first year University subject and a sixth subject for calculating the student’s ENTER score. Selection into a University Enhancement study is managed by the Universities. Further information can be obtained from the Senior School Coordinators.

Try designing your own VCE course

When designing a program of study, remember the program must include at least:

4 units of English (which can include Literature Units 3/4),

3 units of 3/4 sequences other than English

		1	2	3	4	5	6	7
Year 11	Semester 1	Eng/Lit
Year 11	Semester 2	Eng/Lit
Year 12	Semester 3	Eng/Lit
Year 12	Semester 4	Eng/Lit

Senior School Course Charges

Eltham High School provides a broad range of Senior School options and VCE subjects. Some studies have a charge associated with them. School Council approves all course charges. The charge is the difference between the basic materials/services provided from government funding and the higher cost alternatives which are preferred for the optimum learning experience. Charges also cover some camps and excursions that are integral to the curriculum and which all students are expected to attend.

School Council is mindful of the costs involved in undertaking studies that have an associated charge, and all attempts are made to keep costs to a minimum. A schedule of the 2007 course charges is included with this handbook. Study charges may vary from year to year.

At the time of printing this handbook course costs have not been approved for 2008.

The 2007 course charges have been included to provide an indication of the costs.

An approved list of course charges will be distributed to students and publicised on the school web page in term 4.

Payment of subject charges

Payment of the Semester 1 Course Charges is required by 7^th December 2007. The Semester 2 Course Charges are to be paid by 6^th June 2008. Where payment is not received by the due date, the student may be asked to select another course or study where an associated subject charge is not required.

If you are experiencing financial hardship, payment arrangements are available. Please contact the School Business Manager for a confidential discussion.

Glossary of terms

Assessment Tasks (Units 1 and 2)	School based and marked tasks. These indicate level of performance and/or achievement
ENTER	Equivalent National Tertiary Entrance Rank This is used as the basis for tertiary entrance Australia wide and is calculated by VTAC as a score out of 100 by using the student’s SAC results from English 3/4, The next 3 best 3/4 sequences and 10% of a fifth and sixth sequence (or alternative).
Outcomes	Tasks students must be able to exhibit completed as a result of a unit of study.
Prerequisites	Subjects/Units that must be studied and passed for entry into tertiary courses.
SAC - School-assessed Course work	Externally set activities completed in class, to time and marked according to a set of external criteria.
SAT - School-assessed Task	Internally set tasks resulting in a production which is internally assessed against a set of external criteria.
Semester	Half a school year (approx. 18 weeks).
Sequence	2 units at level 3 and 4 in the same study (eg English 3/4)
Unit	A self-contained study of one semester’s length.
VCAA	The Victorian Curriculum and Assessment Authority. This Authority is responsible for the curriculum taught and assessed in Victorian schools at the VCE as well as all other levels of the curriculum.
VCAL	Victorian Certificate of Applied Learning. A more ‘hands on’ qualification awarded for the Senior years of education for students whose pathway is to employment, apprenticeship or traineeship
VCE	Victorian Certificate of Education The qualification awarded after the satisfactory conclusion of two years of study at Years 11 and 12.
VET	Vocational and Educational Training Combination of TAFE and VCE subjects with the granting of a certificate as well as the VCE.
VTAC	Victorian Tertiary Admissions Centre The centre that processes student applications to most courses in tertiary colleges and universities

Some Useful Career Websites

Eltham High School	www.elthamhs.vic.edu.au
VTAC: The Victorian Tertiary Admissions Centre	www.vtac.edu.au
The Australian Careers Directory This directory is provided to help you find information about career planning and education and training options for Australian jobs.	www.detya.gov.au/ty/directory/careers.htm
Job Guide is a comprehensive guide to careers offered in Australia	www.detya.gov.au/jobguideonline/
JOBSEARCH: If you are looking for employment and apprenticeships in particular go to this web site and follow the instructions eventually select ‘northern and inner east’	http://www.jobsearch.gov.au/
New Apprenticeships are the best way to combine training and employment. They offer new opportunities in more industries than ever before, as well as new support service arrangements and flexible training	http://www.newapprenticeships.gov.au/ default.htm
Universities
Australian Catholic University	www.acu.edu.au
Australian National University	www.anu.edu.au
Deakin University	www.deakin.edu.au/
La Trobe University	www.latrobe.edu.au/
Monash University	www.monash.edu.au/
RMIT	www.rmit.edu.au/
Swinburne University	www.swin.edu.au/
The University of Melbourne	www.unimelb.edu.au/
Victoria University	www.vu.edu.au/

Unit Descriptions

Arts / Humanities Subjects

Accounting

Rationale: VCE Accounting focuses on the financial recording, reporting and decision-making processes of a small business. Students will study both theoretical and practical aspects of accounting. Financial data and information will be collected, recorded and reported using both manual and information and communications technology (ICT) methods.

Unit 1: Establishing and operating a service business

This unit focuses on the establishment of a small business and the accounting and financial management of the business. Students are introduced to the processes of gathering, recording, reporting and analysing financial data and information used by internal and external users. Recording and reporting is restricted to the cash basis.

Students examine the role of accounting in the decision-making process using single entry recording of financial data and information for the owner of a service business.

Where appropriate, the accounting procedures developed in each area of study should incorporate the application of accounting principles and the qualitative characteristics of accounting information.

Unit 2: Accounting for a trading business

This unit focuses on accounting for a single activity sole trader. Using the accrual approach, students use a single entry recording system for the recording and reporting of cash and credit transactions stock. They use financial and non-financial information to evaluate the performance of a business. Using these evaluations, students suggest strategies to the owner on how to improve the performance of the business.

Where appropriate, the accounting procedures developed in each area of study should incorporate the application of accounting principles and the qualitative characteristics of accounting information.

Unit 3: Recording and reporting for a trading business

This unit focuses on financial accounting for a single activity trading business as operated by a sole trader and emphasises the role of accounting as an information system. Students are introduced to the double entry system of recording using the accrual basis of accounting. The perpetual method of stock recording with the First In, First Out (FIFO) method is used.

Where appropriate, the accounting procedures developed in each area of study should incorporate the application of accounting principles and the qualitative characteristics of accounting information.

Unit 4: Control and analysis of business performance

This unit provides an extension of the recording and reporting processes from Unit 3 and the use of financial and non-financial information in assisting management in the decision-making process. The unit covers the accrual recording and reporting system for a single activity trading business using the perpetual inventory recording system. Students learn about the role and importance of budgeting for the business and undertake the practical completion of budgets for cash, financial performance and financial position. In this unit students evaluate the information prepared and analyse the results in order to suggest strategies to the owner.

Where appropriate, the accounting procedures developed in each area of study should incorporate the application of accounting principles and the qualitative characteristics of accounting information.

A course charge applies for this subject. Refer to 2008 VCE Course Charges

Art

Rationale: This study encourages students to explore ideas and to demonstrate effective working methods and a range of technical skills through personal and independent investigation and experimentation. The study also equips students to respond to art in an informed and articulate manner through a study of how art relates to the society for which it was created and different artistic identity.

Unit 1: Developing Ideas and Skills

This unit encourages the imaginative exploration of materials, techniques and working methods, demonstrating visual solutions to set tasks. It studies the ways in which the art of the past and present relates to the society for which it was created.

Unit 2: Art and the Individual, Exploring Ideas and Issues

This unit focuses on the development of art works demonstrating effective working methods and studying the roles of artists and their innovative and personal involvement in art.

Units 3: Investigation and Interpretation

In this unit students present a broad and innovative body of work as they communicate ideas through experiments in one or more media. A range of approaches to interpreting art are studied and applied. Students respond critically to artworks.

Unit 4: Realisation and Resolution

This unit focuses on the preparation of a final presentation or finished artworks. Students analyse how specific artworks can be interpreted in different ways.

A course charge applies for this subject. Refer to 2008 VCE Course Charges.

In addition students are required to purchase a basic art kit containing a folio, visual diary, and drawing and colour materials.

Business Management

Unit 1

Small rather than large businesses make up the vast majority of all businesses in the Australian economy. It is the small business sector that provides a wide variety of goods and services for both consumers and industries, such as manufacturing, construction and retail. This, combined with the employment opportunities, makes the small business sector a vital component in the success, growth and stability of Australia. Small businesses are tangible to students as they are visible and other utilized in daily life. This unit provides an opportunity for students to explore the operations of a small business and its likelihood of success.

Unit 2

This unit focuses on the importance of effective communication in achieving business objectives. It includes communication both internally and externally to business with special attention to the functions of marketing and public relations. Students develop knowledge of fundamental aspects of business communication and are introduced to skills related to its effective use in different contexts.

Unit 3

In this unit students investigate how large-scale organizations operate. Students examine the context in which they conduct their business, focus on aspects of their internal environment and then look at the operation management function. Students develop an understanding of the complexity and challenge of managing large organizations and have the opportunity to compare theoretical perspectives with practical applications.

Unit 4

This unit continues the examination of corporate management. It commences with a focus on the human resource management function. Students learn about the key aspects of this function and strategies used to most effectively manage human resources. The unit concludes with analysis of the management of change. Students learn about key change management processes and strategies and are provided with the opportunity to apply these to a contemporary issue of significance.

A course charge applies for this subject. Refer to 2008 VCE Course Charges

Dance

Rationale: Dance is the language of movement. It is the realisation of the body’s potential as an instrument of expression. Throughout history and in different cultures, people have explored the dancer’s ability to communicate and give expression to social and personal experience. The study of dance provides the opportunity to explore the potential of movement as a medium of creative expression through diverse approaches.

Unit 1

In this unit students explore the potential of the body as an instrument of expression. They learn about and develop technical and physical skills. Students discover the diverse range of expressive movement by exploring body actions, and commence the process of developing a personal movement vocabulary. Knowledge of physiology, including care and maintenance of the body, is applied to the execution of body actions through the safe use of technical and physical skills. Students develop and perform movement studies and dances with unified compositions created through a range of movement creation processes.

Unit 2

This unit focuses on expanding students’ personal movement vocabulary and choreographic skills through the exploration of the elements of movement; time, space (including shape) and energy and the study of form. Students apply their understanding of form and the expressive capacity of the elements of movement to the dance-making and performing processes involved in choreographing and performing their own dance works and dance works created by others.

Students are also introduced to pre-1930 dance tradition/s, style/s and/or works.

Students describe the movement vocabulary in their own and others’ dances by identifying expressive body actions and ways the elements of movement have been manipulated. Students also analyse and discuss the communication of their own and other choreographers’ intentions, through the structuring of form, and the choreographic and expressive use of the elements of movement.

Unit 3

This unit focuses on choreography, rehearsal and performance of a solo dance work and involves the physical execution of a diverse range of body actions and use of technical and performance skills. Students also learn a group dance work created by another choreographer. The dance-making and performance processes involved in choreographing, rehearsing and performing the solo dance work, and learning, rehearsing and performing the learnt group dance work are analysed.

Students also develop an understanding of choreographic skills through an analysis of ways the expressive intention chosen by the choreographer of twentieth and/or twenty-first century solo dance works selected from the prescribed list of dance works is developed through the use of choreographic devices and arrangement of phrases and sections.

Unit 4

This unit focuses on choreography, rehearsal and performance of a unified solo dance work which has a beginning, development/s and resolution. When rehearsing and performing this work students focus on expressive and accurate execution of choreographic variations of spatial organisation and demonstration of performance skills. Students also document and analyse the dance-making and performance processes involved in the choreography, rehearsal and performance of the unified solo dance work.

Students understanding of choreographic skills is also developed and refined through an analysis of ways in which the choreographers’ intention can be expressed through the manipulation of group structures and the elements of spatial organization. Cultural influences on choices made by choreographers in these works are also studied.

Drama

Rationale: The study of Drama focuses on the creation and performance of characters, narratives and stories. Students draw on a range of content and use role and expressive skills to create, embody and present dramatic works. They analyse the development of their performances and explore the actor–audience relationship. Students develop an understanding of dramatic elements, stagecraft and theatrical conventions appropriate to performance styles from a range of cultural contexts. They view and analyse performances by professional and other drama practitioners.

The study provides students with opportunities to explore the ways in which drama represents social, political, and historical contexts, narratives and stories. Students develop an understanding of the language of drama including terminology and expressions appropriate to the context of the drama that students create, perform and analyse. Students develop an appreciation of drama as an art form through participation, criticism and aesthetic understanding.

Unit 1: Dramatic storytelling

This unit focuses on creating, presenting and analysing a devised performance that includes real or imagined characters, based on personal, cultural and/or community experiences and stories.

Students examine storytelling through the creation of solo and/or ensemble devised performance/s and manipulates expressive skills in the creation and presentation of characters. They develop awareness and understanding of how characters are portrayed in naturalistic and non-naturalistic performance style/s. Students also gain an awareness of how performance is shaped and given meaning. They investigate a range of stimulus material and learn about stagecraft, theatrical conventions and performance styles from a range of social and cultural contexts.

This unit also involves analysis of a student’s own performance work and analysis of a performance by professional and other drama practitioners.

In this unit students use performance styles from a range of contexts associated with naturalism and non-naturalism.

Unit 2: Creating Australian drama

This unit focuses on the use and documentation of the processes involved in constructing a devised solo or ensemble performance. Students create, present and analyse a performance based on a person, an event, an issue, a place, an art work, a text and/or an icon from a contemporary or historical Australian context.

Students use a range of stimulus material in creating performance and examine performance styles from a range of cultural and historical contexts. Theatrical conventions appropriate to the selected performance styles are also explored. Students’ knowledge of how dramatic elements are enhanced or manipulated through performance is further developed in this unit.

This unit also involves analysis of a student’s own performance work as well as the performance of an Australian work. An Australian work might:

• be written, adapted or devised by Australian writers or theatre-makers;

• reflect aspects of the Australian identity, for example the indigenous voice, the Celtic perspective, the twentieth or twenty-first century migrant experience, the refugee experience, the urban and bush perspectives.

In this unit, students use performance styles from a range of historical, cultural and social contexts including styles associated with non-naturalism.

Unit 3: Ensemble performance

This unit focuses on non-naturalistic drama from a diverse range of contemporary and/or cultural performance traditions. Non-naturalistic performance styles and associated theatrical conventions are explored in the creation, development and presentation of an ensemble performance. Collaboration to create, develop and present ensemble performance is central to this performance. Students use and manipulate dramatic elements, expressive skills and performance styles to enhance performance. They select stagecraft and theatrical conventions as appropriate to the performance. Students also document and evaluate stages involved in the creation, development and presentation of the ensemble performance.

A professional performance that incorporates non-naturalistic performance style/s and production elements selected from the prescribed VCE Unit 3 Drama Play-list published annually in the VCAA Bulletin will also be analysed.

Unit 4: Solo performance

This unit focuses on the use of stimulus material and resources from a variety of sources to create and develop character/s within a solo performance. Students complete two solo performances. For a short solo performance they develop practical skills of researching, creating, presenting, documenting and analysing a solo performance work. In the development of a second solo performance, they devise, rehearse and perform an extended solo performance in response to a prescribed structure published by the Victorian Curriculum and Assessment Authority. The processes involved in the creation and presentation of character/s in solo performance are analysed and evaluated.

Economics

Rationale: Economics is ‘the biggest game in town’ incorporating the following;

Players – consumers, producers, voters, exporters, importers, farmers, savers, workers, retirees, students and adults

Teams – trade unions, government, environment groups, multi-national organisations, business firms, political parties and employer groups.

Umpires- Federal Court, Australian Consumer & Competition Commission, Australian Securities and Investment Commission, Parliament and markets

‘Rexies’/Commentators – Ross Gittins, Tim Colebatch, Kenneth Davidson

Big Issues – Taxes from birth to death, populate or perish, globalization, free trade, banks credit and interest rates, trade wars, share-market ups and downs, work-life trade-offs, wealth creation, poverty pockets, work or retire, small vs BIG government, foreign debt

Establish an understanding of how our economy works so as to manage your life better and understand how economic decisions are likely to impact upon your life and the well-being of others.

Unit 1

The focus of this unit is the study of economic decision-making and economic issues of importance to the Australian economy in the twenty-first century.

Unit 2

The focus of this unit is the study of Australia’s external relationships and economic issues (Globalisation, free trade, foreign debt, current account) of importance in the global economy in the twenty-first century.

Unit 3

The focus of this unit is the study of economic activity in Australia and the factors that affect achievement of the objectives of the Australian economy.

Unit 4

The study of this unit is the study of the management of the Australian economy, which concentrates on budgetary, monetary and microeconomic policy used by the Australian Government.

A course charge applies for this subject. Refer to 2008 VCE Course Charges

English

Rationale: The English language is central to the way in which students understand critique and appreciate their world and to the ways in which they participate socially, economically and culturally in Australian society.

The study of English encourages the development of literate individuals capable of critical and imaginative thinking, aesthetic appreciation and creativity. The mastery of the key knowledge and skills described in this study design underpins effective functioning in the contexts of study and work as well as productive participation in a democratic society in the twenty-first century.

Unit 1

The focus of this unit is on the reading of a range of texts, particularly narrative and persuasive texts, in order to comprehend, appreciate and analyse the ways in which texts are constructed and interpreted. Students will develop competence and confidence in creating written, oral and multimodal texts. The term ‘set text’ refers to texts chosen by the school for the achievement of Outcomes 1 and 2.

Unit 2

The focus of this unit is on reading and responding to an expanded range of text types and genres in order to analyse ways in which they are constructed and interpreted, and on the development of competence and confidence in creating written, oral or multimodal texts. The term ‘set text’ refers to texts chosen by the school for the achievement of Outcomes 1 and 2.

Unit 3

The focus of this unit is the development of critical responses to both literary and non-literary texts, including media reports, and the use of oral language to interact positively, critically and confidently with audiences in formal and informal settings.

Unit 4

The focus of this unit is the development of critical responses to both literary and non- literary texts, and the achievement of competence and confidence in writing for different purposes and audiences, in a variety of forms. Although this unit does not include oral communication as a separate area of study, oral work will continue to be an important element of classroom practice for this unit.

Geography

Unit 1: Natural Environments

This unit focuses on the geographical characteristics of natural environments & landforms and the natural process that shape and change the Earth’s surface. It also examines how the interactions between the natural processes and human activity can also change natural environments. Students will study an alpine and farming environment.

Unit 2: Human Environments

This unit focuses on the characteristics of human environments and changes in them. It considers the dynamic nature of rural and urban environments and the factors contributing to change that effect the management and the sustainability of human environments. Students must study two human environments in each area of study one of which must be a rural environment and one which must be an urban environment. One environment must be located in Australia and the other from another country. Each environment selected for study focuses on human geography at two different scales.

Unit 3: Regional Resources

Students study the use and management of the Murray Darling Basin region. It enables students to gain a regional perspective in determining the availability, utilization and sustainability of water in this region. Students also study the use and management of resources in their local area and within the region. They will justify the policy for the future use and management of the resource with an emphasis on its sustainability and importantly in their study of this resource, students will undertake fieldwork.

Unit 4: Global Perspectives

This unit focuses on the geographical characteristics of global phenomena and responses to them. It considers the factors primarily responsible for generating global phenomenon and focus on the way in which people and organisations respond to the impact of global phenomenon. It analyses and evaluates policies and strategies including those that promote sustainability. Students study two global phenomenons, one of which is the study of Human population

A course charge applies for this subject. Refer to 2008 VCE Course Charges

Health and Human Development

Unit 1 – Youth Health and Development

This unit examines the transition from childhood to adulthood and examines the physical, social, emotional and intellectual development associated with adolescence. Developmental principles such as physical development at puberty, inherited and environmental influences, risk-taking, social and cultural influences and the role of the media in influencing adolescent perceptions are among the concepts examined.

Unit 2 – Individual and Community Health and Development

Families, communities and governments play a major role in optimizing and providing for the physical, social and emotional requirements of their members. This unit examines the diversity of families, the changing roles of family within the broader context of Australian society, a range of community agencies and preventative health programs that assist families to promote the health and development of their members.

Unit 3 – Nutrition, Health and Development

This unit examines the health status of Australians and the diversity of health outcomes within our population. Students investigate the burden of disease, nutrients required for optimal health, and the consequences of dietary imbalances.

Unit 4 – Global Health and Development

Developmental changes that occur as individuals move through the lifespan and the exploration of inherited and environmental factors that determine an individual’s potential are some of the key concepts examined. This unit also explores the elements of sustainable primary health care, compares health outcomes at a global level and examines a range of strategies developed to optimize international health.

History

History is the practice of understanding and making meaning of the past. Students learn about their historical past, their shared history and the people, ideas and events that have created present societies. It builds a conceptual and historical framework within which students can develop an understanding of the issues of their own time and place. It develops the skills necessary to analyse visual, oral and written records. The study of history draws links between the social/political institutions and language of contemporary society and its history. It sets accounts of the past within the framework of the values and interests of that time

Unit 1	Twentieth-Century History (1900•1945)
Unit 2	Twentieth-Century History (since 1945)
Units 3 and 4	Australian History
Units 3 and 4	Revolutions

Each pair of Units 3 and 4 is designed to be taken as a sequence. Each History is treated as a separate study with its own structure, key knowledge and skills and assessment.

Unit 1: Twentieth Century History: 1900-1945

The first half of the twentieth century was marked by significant change. In this unit students consider the way that societies respond to these changes and how they affected peoples’ lives. Students will study political crisis and conflict, the way social life changed during this period and the relationship between this historical period and cultural expression. The study will be based around the emergence of Nazism in Germany. Tasks include written reports and an end of Semester examination.

Unit 2: Twentieth Century History: 1945-2000

This unit considers some of the major themes and principal events of post- World War II history, and the ways in which individuals and communities responded to the political, economic, social and technological developments in domestic, regional and international settings.

Students will study ideologies of the Cold War and conflicts that emerged from the Cold War such as Cuba. People movements such as the peace movements and the civil rights movement that challenged authority will be evaluated. Issues of the millennium, arising from technological, political and economic change, such as globalization and Afghanistan, will be researched. Tasks include analysis of visual material on the Cold War, research essay and film reviews and an end of Semes

TABLE of CONTENTS

Senior School Options for 2008

The Victorian Certificate of Education

VCE together with a VCE/VET Certificate course

VCAL

What is VCAL?

Who is VCAL for?

VCE Subject Selections

VCE Subjects Offered at Eltham High School

Additional Considerations before Selecting a Course

Enhancement Program

Guidelines for student inclusion in the Enhancement Program

Try designing your own VCE course

Senior School Course Charges

Glossary of terms

Some Useful Career Websites

Unit Descriptions

Arts / Humanities Subjects