The Middle Sub School at North Geelong Secondary College understands the challenges of the students both academically and developmentally. With this in mind, the College takes great pride in being able to offer students a holistic and varied education. Annual Course Counselling begins in Year 8 and continues each year, enabling students to make informed choices and allowing the College to cater subjects to their desired career paths.
Along with students selecting their own electives in the middle school, in Year 9, students participate in a camp to the Melbourne City where they are involved in a series of immersion activities such as supporting homeless soup kitchens and an ‘amazing race’ around the CBD.
The Year 9 students participate in Morrisby Online Assessments and individual interviews in order to help guide their subject and career choices for the future.
The focus shifts in Year 10 to where we devote a week to careers, VCE/VCE VM preparation and programs more tailored to road safety, jobs and VET/School Based Apprenticeships. A group of Year 10 students are attend Rubicon Leadership camp at the beginning of the year.
Year 9 students are required to study compulsory subjects and elective subjects. A COMPULSORY (CORE) subject is one that all students must study. ELECTIVE subjects are chosen by students and should be selected on the basis of the students’ skills, interests and possible career ambitions. This core and elective approach will lead into a broad range of options for studies in the later years. The CORE subjects in Year 9 are:
- English: full year
- Mathematics: full year
- Health (classes are gender specific): one semester
- Physical Education: full year
- Science: full year
- Humanities: full year
The ELECTIVE subjects in Year 9 can be selected from the following learning areas:
- Arts and Technology – Students must select a minimum of one subject from this group (excluding SEAL students)
- Languages other than English (LOTE) – Students studying LOTE must select this subject in both semesters.
- Humanities
- Science
- Health and Physical Educations (HAPE) – Students studying Excellence in Sport must select this subject in both semesters.
Excellence in Sports and the SEAL Programs are select entry and based on application and/or assessment.
| Mainstream student’s timetable structure |
SEAL student’s timetable structure |
|
|---|---|---|
| English | English | |
| Maths | Maths | |
| Science | Science | |
| Humanities | Humanities | |
| Physical Education | Physical Education | |
| Health (elective) | AVID | |
| Elective 1 | Health (elective) | |
| Elective 2 | Elective 1 | |
| Elective 3 | Elective 2 | |
| Elective 4 | Elective 3 | |
| Elective 5 | Elective 4 | |
| Elective 5 |
Note: Health must be selected as one of the electives in either Semester one or Semester two
Click the subjects below for more information
| ARTS | ENGLISH | HAPE | HUMANITIES | LOTE | MATHS | SCIENCE | TECH | OTHERS |
English |
Health |
Humanities |
Maths |
Science |
Advanced Maths |
|||
| 4 periods per week each semester |
3 periods per week for one semester |
4 periods per week each semester |
5 periods per week each semester |
4 periods per week each semester |
Camps |
|||
Reading1 period per week |
Physical
|
Select Entry
|
||||||
| ELECTIVES | ELECTIVES | ELECTIVES | ELECTIVES | ELECTIVES | ELECTIVES | |||
Ceramics |
Excellence
|
Business
|
German |
Food
|
STEM |
|||
Dance |
Outdoor
|
Civics and
|
Japanese |
Information
|
||||
Drama |
First Nations
|
Materials:
|
||||||
Media:
|
Myths, Legends
|
Materials:
|
||||||
Music |
Systems
|
|||||||
Studio Arts |
||||||||
Visual
|
The Year 10 program has been designed to provide students with opportunities to select subjects that meet their diverse individual learning needs. The COMPULSORY (CORE) subjects in Year 10 are:
- English or EAL (English as an Additional Language) – full year
- Mathematics – full year
- Health and Physical Education (HAPE) – one semester
- Science – one semester
- Humanities (either History, History: Pop Culture or Geography) – one semester
- Arts or Technology – one semester
The ELECTIVE subject choices in Year 10 can be selected from the following learning areas:
- Arts
- Technology
- Languages other than English (LOTE) – Students studying LOTE must select this subject in both semesters.
- Humanities
- Science
- HAPE – Excellence in Sports (EIS) is select entry and based on an application
– Only one of the Body In Action: Physical Education or Body In Action: Sport can be selected
Year 10 students may also have access to a Victorian Certificate of Education (VCE) study if recommended.
A Year 10 Student’s Timetable Structure
| SEMESTER 1 | SEMESTER 2 |
| English | English |
| Maths | Maths |
| Science Elective | History, History: Pop Culture or Geography |
| Health and Physical Education Elective | Arts or Technology Elective |
| Elective 1 | Elective 3 |
| Elective 2 | Elective 4 |
Click the subject below for more information
Ceramics
Description of the subject
The Year 9 ceramics course consists of two components: the production, development and refinement of skills and the study of cultural and historical works. The study of materials involves planning, organising and the development of an initial idea to a finished three dimensional form. The course consists of the following areas of study:
Production
- Types of clay and preparation of clays
- A range of construction methods including basic and elaborate forms
- Finishes including embellishments textures, underglazes and transfers
- Form and function including utilitarian and ceremonial
- Firing Processes
Study
- Historical and Cultural Contexts are investigated
- Traditions and Styles
- Contemporary reinterpretation of appropriated forms
Students also participate in excursions to extend their knowledge of the ceramic processes.
Dance
Description of the subject
Students explore dance in a creative and safe environment. Building on their flexibility, coordination, and confidence. Students perform what they have learnt in the semester to an audience of their peers
Equipment or Texts
Chromebook, access to songs and sports uniform
Special Comments
Students study stretching safely, gain flexibility and all styles of dance, no matter their level of dance training, from students who have never danced before, to students who have been dancing their entire lives.
Drama
Description of the subject
The play is the thing. Develop character, develop script writing skills and develop confidence through rehearsal and performance. Learn how to use your speaking voice effectively.
Equipment or Texts
Imagination, theatre space and lights.
Special Comments
Year 9 Drama is a really fun class where students are offered opportunities to develop performance skills through various games and creative activities.
Media: Film and Photography
Description of the subject
In Year 9 Media, students will explore both practical and theory-based learning. Students will study photography, film analysis, and film production over the course of one semester. Throughout this time, students will gain insight into photography – through both theory and practice. They will learn how to use a camera and take quality photos through practical work and guided instruction. Later in the unit, students will delve into film analysis and get a glimpse into the codes and conventions of film and television. They will consider and explore these codes and conventions; how they are used with purpose and what separate good and bad films. To close the unit, students will create their own film. They will work as a “film crew” to produce a short film that uses appropriate codes and conventions of their chosen genre. Year 9 Media teaches the practical skills of photography and film, and also explores the vast world of media that they are a part of.
Throughout the photography and film units, students are supervised to ensure that technology is being used safely.
Equipment or Texts
Chromebook, exercise books, writing stationery.
Television Programs: Media Watch, The Gruen Transfer, Reality TV Shows, News and Media.
Special Comments
“Learning about how advertising works and how products are marketed was really good, really enjoyed looking at Gruen Transfer, some of it was really funny.”
“Media is everywhere and is so important for us to understand”
“Teenagers are a mass market- Facebook, Instagram and others are all looking at how to exploit this potential gold mine!”
Student quotes
Music
Description of the subject
Working in groups, students develop skills in song arranging through practice and performance. They learn how to work as an ensemble in order to create good performances.
Students will explore how a musical instrument has been developed historically and, via analysis, how it is used in recordings.
Equipment or Texts
Musical instruments, recording apps, sound systems. Song charts and recordings.
Special Comments
Music is for those students with a real interest in music performance (public and/or private). The class is about confidence building and creating opportunities to improve skills.
Studio Arts
Description of the subject
The Year 9 Art course has two components, the production of artworks or ‘the folio’ and the study of artists and art works. The folio focus explores ideas communication and expression. Students develop ideas using research and refines skills using a range of materials and techniques. The study of artists and artworks enables students to critically analyse artworks from different cultural and historical influences. Art terms and language skills are developed. Students participate in an art excursion to further develop ideas of art.
Visual Communication and Design
Description of the subject
In this unit students will explore both practical and theory-based learning. Students will study the founding Elements of Design through various practical projects. Throughout the semester students gain skills in various drawing methods and both manual and digital design mediums.
Students explore sustainable packaging while gaining an understanding of the Communication design field through developing their own surface graphics for a packaging net. Students are also introduced to the design process as a means of organising their thinking about approaches to solving design problems and presenting ideas. Students have the opportunity to develop their own logo while exploring digital design software and different print processes. Students then explore the Environmental design field to design their own Perspective building design. The students will experiment and develop skills with a variety of mediums to produce final presentations of design.
Equipment or Texts
Pencils (2H and 2B), black fineliner, 30cm ruler, eraser and a visual arts diary (A3 200pg)
Special Comments
“The visual communication design teacher is amazing!”
“Viscom has helpe me become very creative”
Student quotes
English
Description of the subject
Reading and Viewing
By the end of Level 9, students analyse the ways that text structures can be manipulated for effect. They analyse and explain how images, vocabulary choices and language features distinguish the work of individual authors. They evaluate and integrate ideas and information from texts to form their own interpretations. They select evidence from the text to analyse and explain how language choices and conventions are used to influence an audience.
Writing
Students understand how to use a variety of language features to create different levels of meaning. They understand how interpretations can vary by comparing their responses to texts to the responses of others. In creating texts students demonstrate how manipulating language features and images can create innovative texts. They create texts that respond to issues interpreting and integrating ideas from other texts. They edit for effect, selecting vocabulary and grammar that contribute to the precision and persuasiveness of texts and using accurate spelling and punctuation.
Speaking and Listening
Students listen for ways texts position an audience. They understand how to use a variety of language features to create different levels of meaning. They understand how interpretations can vary by comparing their responses to texts to the responses of others. In creating texts, students demonstrate how manipulating language features and images can create innovative texts. They create texts that respond to issues, interpreting and integrating ideas from texts. They make presentations and contribute actively to class and group discussions, comparing and evaluating responses to ideas and issues.
Equipment or Texts
- Oxford online
- Macquarie Dictionary
- No Fear Shakespeare: Romeo and Juliet
- The Runner by Robert Newton
- The Drover’s Wife by Henry Lawson
- Clancy of the Overflow by Banjo Patterson
SEAL English
Students in the SEAL program study different texts to other students and require the following equipment:
- Skillworks Activity Book 3
- Macquarie Dictionary
- The Australian Schoolkids’ guide to Debating and Public Speaking
- Play: The Tragedy of King Richard III by William Shakespeare
- Novel: The Story of Tom Brennan
- Novel: Ransom by David Malouf
Special Comments
In Years 7-9 North Geelong Secondary College facilitates students in developing the understanding the English is a lifelong skill. Students undertake a 5 period per week program; 4 periods per week of classroom based learning, plus 1 period per week focusing on explicit reading strategies and comprehension.
Students will over the course of the year produce the following tasks to demonstrate their learning:
- Inquiry Study of Debating (SEAL)
- Analytical Text Response
- Creative Text Response
- Persuasive Oral Presentation
- Analysis of Persuasive Language
- Persuasive Writing Task
- Comparative Text Response Essay
- Mid and End of Year Examination
Reading
In Years 7 to 9, students undertake a single period per week dedicated to the explicit teaching of reading. Counted as part of the overall 5 periods of English, the Reading Program, known as the ‘Four Plus One’ model draws on student data to inform targeted teaching and learning. Students are taught core comprehension strategies to assist across a range of non-English subjects as well as strategies specifically designed to help aid learning in classroom English.
The program aims to foster a love of life-long learning through equipping students with the skills required to become passionate and competent readers. The program draws on a curriculum that has been tailored to fit our learners and is backed by the Australian Centre of Educational Research. Specially trained and passionate teachers deliver this program and work with regular English teachers to report on student learning. The program looks at areas such as inferential understanding, questioning a text, consolidating word class knowledge, identifying punctuation for reading, and reading for purpose among a wide range of other strategies.
Health
Description of the subject
Year 9 is an age where students are developing their independence and may not have yet developed the coping strategies with what life can present. Health in Year 9 attempts to develop these skills. An emphasis will be placed on the health needs of adolescents. Students will analyse how different contexts and situations influence personal values, beliefs and behaviours, how groups or individuals may seek to influence the behaviour of others. Students will spend time developing an understanding of what makes up a person’s sexuality. Classes are single sexed and this allows for curriculum that enhances the boys respect for their partner and the girls to ensure they are assertive in their relationships. Students will also analyse drug education and how social factors influence an individual’s risk taking factors and strategies that the students can utilize to limit these influences.
Equipment or Texts
Chromebook – Students need access to the word documents and the teacher produce workbooks that are emailed to the students. A separate workbook for Health notes and activities.
Special Comments
This is one of the few single sex subjects at the school and as result it creates a unique environment for class discussion on wide cross section of Health related topics.
Physical Education
Description of the subject
The students will have the opportunity to develop skills and attitudes relating to physical activity and fitness through participation in a variety of sports and activities, with emphasis on enjoyment and co-operative behaviour. The range of activities includes: Tennis, Fitness, Athletics, Badminton, Basketball, Hockey, Soccer, Football, Volleyball, Aerobics and Weight Training.
Equipment
Students are expected to wear the school’s sport uniform during Physical Education classes. Chromebooks may be used in some classes for technique analysis and data collection.
Special Comments
“I can accept failure, everyone fails at something. But I can’t accept not trying.”
Michael Jordan
Excellence in Sports
Excellence in Sport – EIS Program
The Excellence in Sport Program’s vision is to develop students’ sport specific skills, knowledge and practical application in their chosen sports of Australian Rules, Soccer and Volleyball. Additionally, the program will develop skills in other important aspects of sport, such as coaching, umpiring, wellbeing, nutrition and physical conditioning.
The EIS program will develop skills for students to live a balanced and healthy lifestyle, as well as allowing students to strive towards their personal sporting and academic goals.
CLICK HERE to view more information in our program booklet
Australian Rules Coaches
Tom Lonergan
– Former Geelong Football Club Player (AFL)
– AFL Premiership Player (2011)
– AFL Youth Accredited Coach
James Allen
– Health and Physical Education Teacher at NGSC
– AFL Youth Accredited Coach
– Former player at St. Josephs FC in the GFL
Callum Mitchell
– Health and Physical Education Teacher at NGSC
– Former Player at Geelong Football Club (VFL), St. Josephs FC (GFL)
Soccer Coaches
Steven Lustica
– Current A-League player at Western United
– 2 x A-League Men’s Champion in 13/14 (Brisbane Roar) & 21/22 (Western United)
– Owner and Coach at Lustica Football
-Overseas playing experience with Hajduk Split in Croatian First League
Cameron Siketa
– Health and Physical Education Teacher at NGSC
– Current NPL Head Coach at Werribee City (JBNPL – Under 14)
– FFA C Licence Accredited Coach
Volleyball Coaches
Rob Straube
– Member of Geelong Amateur Volleyball Association (GAVA) since 2002 to present (ordinary member and President)
– Current Grading Level 3 Referee Accreditation
– Current Level 2 Coaching Accreditation
Fran Forsyth
– Health and Physical Education Teacher at NGSC
– Coached NGSC Senior Girls Volleyball Team to State Finals
John Hines
– Health and Physical Education Teacher at NGSC
Program by Year Level
| Year Level | When |
|---|---|
| Year 7 | Australian Rules, Soccer or Volleyball – Afterschool/Lunchtime sessions |
| Year 8 | Australian Rules or Soccer – Within timetabled PE classes |
| Year 9 | Australian Rules, Soccer or Volleyball Within Timetabled Elective Classes (3 periods per week |
| Year 10 | Australian Rules, Soccer or Volleyball Within Timetabled Elective Classes (5 Periods per Week) |
For more information, please contact
Cameron Siketa – Excellence in Sport Program Coordinator
E: cameron.siketa@education.vic.gov.au
Ph: (03) 5240 5800
CLICK HEREto view more information in our program booklet
Outdoor Education
This is an exciting unit for students to be introduced to the outdoor environments and to participate in challenging and fun activities. You will start to learn about various outdoor activities and what it means to be environmentally friendly while using the great outdoors. Students will learn about the risks, environmental impacts and skills required for recreation in our local environment. Students will participate in both practical and theoretical studies of the following activities – surfing, mountain biking, snorkelling, rock climbing, bush skills and explore around the Geelong foreshore and Serendip Sanctuary.
Equipment or Text
No textbook required. An exercise book and plastic display folder is recommended. Appropriate clothing and footwear will be required for practical activities.
Special Comments
There is an expectation that all students must attend all the activities as part of meeting the outcomes of the course. There is a fee of approximately $190 for this subject that covers activities, instructors, bus hire etc.
Humanities
Description of the subject
Geography firstly explores the interconnectedness of people around the world. This interconnection can occur through different transport modes, international trade, modern communication means (eg internet) and tourism. Students will complete a major tourism assignment where they research information about a location they would like to visit in the future.
The second Geography topic is Biomes and Food Security. Students explore different Australian biomes (eg deserts, wetlands, coasts) and then look at the availability of food worldwide. They will consider ways to help those people in areas with a lack of food and also consider whether the world will be able to supply all its food needs in the future.
In History students will firstly explore the Movement of Peoples around the world as a result of the Industrial Revolution, including slaves to America and convicts to Australia. There will also be a focus on the experiences of free settlers who travelled to Australia in the early days of settlement.
The second History topic is Making a Nation where students explore the living and working conditions in Australia around the 1900s and the development of self government in Australia. Lastly, students will study World War I – its causes, the experiences of Australian soldiers (including at Gallipoli), and the impact of WWI on Australian life.
Business Studies
Description of the subject
This subject looks at Australia as a Global Nation and how this relates to the individual. Students will do work on the Australian economy and how Australia interacts with the rest of the world as part of the global economy. Students will look at the workforce and how to earn money and then cover work on managing financial risk. Finally students will look at the Australian Marketplace and how competition affects the economy.
Equipment or Texts
Students will need a writing book and will need to purchase the E-Text Book: Economics and Business Alive 9. Chromebook and access to the internet as well as pens, pencils and a folder.
Civics and Citivenship
Description of the subject
Civics and Citizenship is a semester long subject offered in both semester 1 and 2. This subject explores Australia’s political system through the study of democracy and law making. Students investigate the different ways citizens participate in the forming of Government and ways to influence Government decisions. Students explore the responsibilities of the different levels of Government as well as the roles of Parliament and the Courts in relation to making laws that represent society views. Students will understand their rights as citizens and how to be active and informed citizens in different contexts.
Equipment or Texts
The teacher will share relevant reading material. Students will require appropriate stationary including a workbook. Students will also require a fully functioning Chromebook.
Special Comments
This subject prepares students for the Year 10 elective Law, Politics and the World and also for VCE Legal Studies.
First Nations Community Engagement
Students will explore First Nations culture, history, and connections to the land and community. The focus will be on the local Wathaurong community and wider Koorie communities.
The name Wathaurong (Wadda-Warrung) is a recognised tribe (community) which consists of some 25 clans (family groups) that forms part of the Kulin Nation of Aboriginal people. The traditional boundaries of the Wathaurong people span the coastline from the Werribee River to Lorne peninsula and traverse inland in a north westerly direction towards Ballarat. The Wathaurong people have lived within these regions for more than 25,000 years. https://www.wathaurong.org.au/history-profile/
Students will participate in a range of excursions, incursions and class tasks in which they engage with the local and wider First Nations communities.
The subject will also allow for other community based school programs as opportunities arise.
Myths, Legends and History
Description of the subject
What is the difference between a Myth, Legend and History?
Why is King Arthur and Robin Hood a legend and stories of Thor a myth? Why did the Trojan war change from myth to history? All of these will be explored as well as how they helped shape cultural systems of human purpose. This subject will use the six major historical thinking concepts as the framework for structure.
Core Learning:
- Historical Significance
- Cause and Consequence
- Continuity and Change
- Historical Perspective
- What is a Myth?
- What is the difference between a Legend and History?
- To identify and interpret a range of historical sources
German
Description of the subject
Was hast du gemacht? Up until now students have been focusing on using the present tense to talk about themselves and the world around us. Year 9 German not only continues to refine these skills, but finally we begin to learn about using a past tense! Students extend themselves by keeping a ‘Tagebuch’ (Diary), and are given weekly topics to write about. Students finally realise that making mistakes is a good thing! Megakrass!
There is a great excursion to German Day Out in Melbourne, where student here first hand what the benefits of continuing to learn German at school, and the impact that it can have on their future adult lives. Students have opportunities to enter several competitions from poetry recitals to German short films. All in all we have lots of fun while being super productive!
Equipment or Texts
- Katzensprung 2 Workbook from year 8
- Ganz Genau Textbook and Workbook
- An A4 exercise book
- Language Perfect App
Japanese
Description of the subject
In year 9, students of Japanese consolidate their skills in reading and writing hiragana ひらがな and build on their repertoire of kanji characters 漢字。With detailed study on housing in Japan and shopping, students become confident in asking for directions and seeking assistance. Students deepen their understanding of culture by exploring Japanese Pop culture and travel. Building life skills they plan a hypothetical trip to Japan. They continue to refine their everyday conversation skills to talk about the world around them and share opinions and preferences with their peers using increasingly complex grammar. There is an overnight excursion to Melbourne and the chance to compete in a range of fun competitions to hone their skills. Tanoshii deshou! 楽しいでしょう！
Equipment or Texts
Students are asked to have a subscription to Education Perfect, folder with pocket sleeves, 1cm square grid exercise book, 96 page 8mm ruled exercise book.
Maths
Description of the subject
Students will compare techniques for collecting data in primary and secondary sources and describe and interpret this data. Students will experiment with algebra, as well as sketching linear and non-linear relations. They will find the distance between points on the Cartesian plane and find the gradient and midpoint of a line segment. Students will calculate the area, volume and surface area of various shapes, and use Pythagoras’ Theorem and trigonometry to find unknown sides of right-angled triangles. They will interpret ratio and scale factors in similar figures and explain similarity of triangles. Students will calculate relative frequencies and estimate probabilities, listing outcomes of two-step experiments and assigning probabilities to those outcomes. They will also construct histograms and back-to-back stem-and-leaf plots.
Equipment or Texts
Oxford Digital
Special Comments
“I am really enjoying Maths. It is interesting, fun and challenging.”
Jemma, Year 9 Maths student
Science
Description of the subject
Science is a huge part of everyday life and it is important to know about it. It will help you choose the right doctor or buy the right car. It could help you catch fish or make your own jewellery. Year 9 science aims to give you an overview of the various science topics throughout the year. You will learn content from Biology, Chemistry and Physics. There will be plenty of experiments to complement your learning of the science knowledge. These practical activities will also have you using scientific equipment and skills.
Equipment or Texts
LearningField App
Special Comments
“All of science is nothing more than the refinement of everyday thinking”
Albert Einstein
Food Technology
Description of the subject
Ready Steady Cook!! Students work in the Food Centre to produce more challenging meals and other products including both sweet and savoury items. The course has two main themes. Firstly the focus is on Meal Planning, with students participating in a “Ready Steady Cook” challenge, based on the long standing television program. Students also investigate the various components of the menu and prepare and produce a range of courses. This is done both individually and in pairs. The second half of the program focuses on multicultural Australia. Students investigate the impact of indigenous cuisine, immigration and modern culture on Australian eating.
Equipment or Texts
Exercise book, Chromebook, container and tea towels (to practical classes only).
Special Comments
Students have many opportunities to plan and prepare meals of their own choice. A much loved activity. Students who choose this subject enjoy preparing meals and snacks, developing their food handling and presentation skills.
Information Technology
Description of the subject
Students will develop their knowledge and skills in using Information and Communication technology by choosing from a selection of software in both Terms 1 and 2. Software to choose from includes:
- Adobe Dreamweaver (Website Design and Development)
- Adobe InDesign (Desktop Publishing)
- Blender- 3D Model Making, Animation and Game Making
- Gamemaker- 2D Gamemaking
- Google Sketchup- 3D Model Making
- Xcode- Creating Applications for the iPhone and iPad
- FilemakerPro- Creating Relational Databases
- Networking- Theory of Networking Design and Making Cable from Ethernet to RG6 Quad Shield
- User Documentation- Creating User Documentation for Digital Devices
- Students will also study Computer Security as a sub-major. Topics include, hacking, end user security and protection for internet users.
Equipment or Texts
Optional: Macbook Laptop, Mac Desktop, Open Source Laptop or Desktop- Ubuntu, Unix, Linux
Required: Writing resources
Special Comments
“I learned how to make a 3D Cup using Blender- now I can manufacture and drink from my own designed cup”
“Information Technology is big- there’s so much to choose”
Student quotes
Materials: Textiles
Description of the subject
This course provides the opportunity to become confident in the use and care of the sewing machine. The course provides students with You will a wide variety of practical tasks including choosing and using commercial sewing patterns. Focus areas such as soft furnishing, sleepwear and learning print making techniques enable students to be creative and confident designers.
Equipment or Texts
Hb pencil, fineliner
Materials: Wood
Description of the subject
Year 9 Wood Technology focuses on learning the design process and producing timber projects. Students focus on the processes, techniques, knowledge and skills a designer uses to develop a solution to a given problem. Students then investigate the design process and create designs to accommodate their needs and build them safely using hand tools, cordless power tools and large industrial machinery. To finalise the design process student reflect on their work and evaluate if their final product(s) fulfilled their initial design brief.
Equipment or Texts
Chromebook, A3 graph paper, lead pencil, eraser, ruler (in mm), creativity and enthusiasm. Hearing protection (optional).
Special Comments
Previous Year 9 students have made the following projects: bedside table, stool, guitar stand, shoe rack, spice rack, computer stand, bird house and much more.
Systems Engineering
Description of the subject
If you like to build and program practical solutions to real world problems then Systems Engineering is for you. You will have many opportunities to develop your engineering skills via project-based learning. Initially you will create teacher directed projects then build, program and test your own solutions based on real life robotics technology using LEGO EV3 Robotic Mindstorms components and software. Your system will incorporate the Intelligent EV3 Brick, a compact and powerful programmable computer that makes it possible to control motors and collect sensor feedback using the intuitive icon-based programming software.
Equipment or Texts
Chromebook – Lego EV3 software (free download for OSX, IOS, Windows and Android)
Special Comments
Year 9 Systems Engineering is a great way to start your engineering journey.
Advanced Maths
The Advanced Maths program is offered to Year 9 students who have demonstrated a high level of Mathematics skills in previous years. Selected participants work with one of the college’s Senior Maths teachers once a week in a small group with three other students for the entire year. This program is in addition to the student’s regular five periods of Maths each week. Students work on higher order level problem solving tasks and competitions designed by the Australian Mathematics Trust which includes:
- Australian Mathematics Competition
- Kangourou sans Frontières (KSF) competition
- Computational and Algorithmic Thinking (CAT) preparation
- Maths Challenge
- Maths Enrichment
Later in the year there is a focus on extension work leading into Year 10 and VCE Mathematics.
Camps
At North Geelong Secondary College, we value the camping experience very highly, due to the benefits of socialisation, team work and fun. Many friendships are forged and strengthened during the camping experience as students work together in a variety of challenging, fun and team building activities.
An important element of the Year 7 Transition Program at North Geelong Secondary College is the Year Level camp that is held in Term One. Students spend 3 days (2 nights) at the Burnside Camp in Anglesea, engaging in activities that include surfing, horse riding, ropes courses, and team problem solving tasks.
The Year 8 Year students travel to, Halls Gap for their camp in Term Three. The camp focusses on building resilience and problem-solving skills and developing respect and appreciation for the environment and community around them. It providing students with the opportunity to immerse themselves in new surroundings providing an immersive experience in Indigenous Culture.
Student leaders are given the opportunity to further develop their skills on our camps. The Year 8 student leaders travel to Kooyoora State Park for three days participating in a base style camping environment. While the year 10 leaders journey to Rubicon for five days and participate in a broad range of leadership activities.
Students in the Outdoor Education courses have opportunities to participate in camps from Year 10 to 12 and an extensive range of outdoor programs, including a Year 12 Ski Camp.
Select Entry Accelerated Learning Program (SEAL)
The Select Entry Accelerated Learning Program (SEAL) at North Geelong Secondary College (NGSC) provides an opportunity for students to undertake learning experiences that are designed to meet the needs of students; capable of outstanding academic achievement, who want to be challenged and who demonstrate high levels of task commitment.
The teaching and learning program studied is based on the same curriculum as mainstream classes. However, the SEAL students will study these courses in greater depth and complexity.
The Select Entry Accelerated Learning Program at North Geelong Secondary College is founded on the following principles:
Challenge and Complexity
The subjects studied are sufficiently advanced, delivered at a pace to sustain interest and challenge the learners to engage in abstract thinking and conceptualisation at a high level.
Breadth and Depth
Learners are given the opportunity to undertake a range of subjects across the key learning areas and are encouraged to explore special areas of interest through different programs.
Program Outline
Years 7 and 8
In the first two years of the program students are grouped together in the same class. Over the two years the class will complete the following subjects; English, Mathematics, Science, Humanities, German, Physical Education, Art, Information Technology, Health, Performing Art, Food Technology, Wood Technology, Multimedia and Visual Arts.
Year 9
In Year 9 students remain in their classes for most subjects; English, Mathematics, Science, Humanities, German and Physical Education. Students can also elect subjects from the Arts/Technology key learning areas and will be grouped with mainstream students in these electives.
Year 10
Students at Year 10 will elect their course from a wide range of subjects from both the Year 10 and Year 11 options. There will be greater choice in subject areas that will cater for all students needs. SEAL students will undertake at least one VCE subject at Year 10. Students will receive support from the school with planning their courses for future pathways.
Year 11 and 12 (VCE)
Students will receive individual course counseling to develop their VCE course/pathway and will usually complete six or seven VCE subjects. Exemplary students will have the opportunity to complete a first year university subject in Year 12 (Deakin University).
Selection Process
Year 7
1. Students are required to sit an entrance test examining their academic ability in the areas of Reading Comprehension, Mathematics, and General Knowledge. On the testing day, students will also complete a creative writing task.
Entrance exams to the program will be held at North Geelong Secondary College. Interviews may then be conducted to shortlist applicants for entry based upon the outcomes of the exam. A non-refundable fee of $20.00 is required with the application to cover costs associated with the exam licence and catering for the day.
2. Students shortlisted for the program may be asked to attend an interview.
3. Primary teachers may also be contacted to complete a confidential reference.
Other Year Levels
A small number of positions may be available at other year levels. Entry into these places is determined by interview and the entrance exam.
Extra Curricular Activities
Throughout their time at NGSC all students are encouraged to be involved in a wide variety of extra-curricular programs such as camps, sporting teams, instrumental music, debating and public speaking, performing arts, SRC and other leadership programs, competitions and clubs. The extra curricular program at NGSC is designed to provide students with a diverse range of activities to enrich their school experience; develop a broad variety of life skills, confidence, self-esteem, independence and team skills; to promote enjoyment of school attendance.
We aim to develop young adults who set themselves challenging goals, are courageous and strive to do their best in all of their pursuits, are ready to enter the global community with strong minds and have a capacity to actively contribute to society.
How to apply
Online Application Form
SEAL Applications close: Thursday 22 July, 2023
Fill in the preliminary application form and return it to a member of the North Geelong Secondary College administration team.
If successful, applicants will be notified of exam details.
SEAL Entrance Examination: Saturday 22 July, 2023
For more information, please contact Steve Quinn – Transitions Leaders
130 Separation Street, North Geelong, 3215
Ph: (03) 5240 5800 E: north.geelong.sc@edumail.vic.gov.au
STEM
Description of the subject
This subject has a focus on the engineering aspects of STEM. Students work through various real life tasks in which they have to logically work through problems to find solutions. The tasks often allow students to design and build models as well as requiring them to collect and analyse data.
Equipment or Texts
The teacher will share relevant materials. Students will require appropriate stationary including a workbook. Students will also require a fully functioning Chromebook.
Special Comments
This subject prepares students for the Year 10 STEM elective. It also aims to improve students’ skills in areas such as leadership, organisation and teamwork, all of which are important across many curriculum areas.
Ceramics
Description of the subject
The year 10 ceramics course comprises design, construction and theory. Students use the design process to plan, trial and construct a range of ceramic objects. A balance of both functional and non-functional objects are designed and made. Students develop skills in construction techniques including coil and slab construction. Students study and gain inspiration from a number of ceramic artists and ceramic traditions.
Equipment or Texts
You will need an old shirt and a Visual Art Diary. You will also be required to attend a selected exhibition.
Pathway
This course is designed as a preliminary preparation for VCE Art and Studio Art.
Dance
Description of the subject
Dance at year 10 focuses on movement, performance and choreography. Students learn about elements of dance and different ways to choreograph. Students practice and learn about different dance styles and genres. Students research and learn about cultural dance, in particular dance within the Australian Culture. Evaluation of personal performance and group performance to inform and refine future work plays an important part of student reflection.
Equipment or Texts
A separate workbook for Dance notes and activities. iPad or laptop for recording performances and completing tasks.
Special Comments
Students need to be willing to learn and participate in all lessons to boost their confidence for group performances in front of the school.
Pathway
Year 10 Dance is an excellent lead into subjects in the Performing Arts, in particular Drama and Music. This pathway can go onto careers and further study in the areas of Performing Arts, Dance and Drama.
Drama
Description of the subject
A serious exploration of the many facets of performing arts including Music, Drama, Dance and Comedy. Students create their own performances in group and/or solo efforts pushing the boundaries of their creativity and experiences.
Students explore and respond to the life and work of a professional performer. They use this knowledge to inform and inspire them towards their own performances.
Equipment or Texts
Imagination, space to move, theatre lights and a sound system
Special Comments
Drama is a subject for the self-motivated student who wants to develop skills in performance. Prior experience, although not essential, is highly recommended.
Pathway
Educational: VCE Music, VCE Drama, VET Music
Career: Professional performer
Media: Film and Photography
Description of the subject
In Year 10 Media, students refine and extend their understanding and use of structure, intent, character, settings, points of view, genre conventions and media conventions in their compositions. Students analyse film and produce a short film or video clip. Students analyse photography and create digital photographic images linked by a concept. Furthermore, students look into social media and journalism by exploring podcasting, they record, plan and produce their own podcast.
Students maintain safety in use of technologies and in interaction with others, including the use of images and works of others. They maintain ethical practices and consider regulatory issues when using technology.
Equipment or Texts
USB memory drive, display folder, exercise book and pens
“You don’t take a photograph, you make it”
Ansel Adams
Pathway
This is an important subject for students who intend to continue studies in the Visual Arts or related creative areas. Year 10 Media Arts is a pathway to VCE Media Arts. The course complements study in other Arts subjects including VCE Studio Arts.
Music
Description of the subject
Students work in groups and/or solo to create a set of song performances based on a study of differing styles/genres of music. They learn to listen attentively to the sound while developing a sense of what is appropriate to the music and to the performance.
Song Writing is a major part of the program with students encouraged to be creative with lyrics and music. The theory of chords, melody and rhythm is a serious element of the work.
Equipment or Texts
Musical instruments, recording apps, sound systems, song charts and recordings.
Special Comments
Music at Year 10 is a highly developed course for those who seek to further their skills in performance and/or wish to pursue the creative aspects of Song Writing. Prior experience is valued but not essential.
Pathway
Education: VCE Music, Vet Music
Studio Arts
Description of the subject
Creating and Making
Students will be involved in the creating, making and presenting of a variety of artworks. They explore and trial the application of different mediums, particularly drawing, painting (acrylic, aerosol, ink) and printmaking methods and techniques. The work will demonstrate the use of various techniques and media and show development from the initial stage to the finished product. Students will use a selected art form to explore a subject of their choice.
Exploring and Responding
Students research, examine and respond to the artwork of recognized artists and art styles to develop understanding of how design elements, cultural, environmental and historical influences affect artists in their art making. Artists studied include Banksy, Gordon Bennett, Basquiat, Sydney Ball, Frederick McCubbin.
Students also get the opportunity to visit exhibitions in Geelong and Melbourne.
Equipment or Texts
A3 Visual art diary, grey lead sketching pencil set, fineliner, water colour pencils, eraser, art shirt (optional but recommended)
Special Comments
“Studio Arts is a hands on subject. It gives you the ability to express your own ideas and style within the given brief. It gives us the chance to experiment with Photoshop, aerosol art, drawing (fine liner and pencil) and painting (watercolour, acrylics and inks)”
Student quote
Pathway
VCE Studio Art
Visual Communication and Design
Description of the subject
This unit extends and accelerates students’ skills and knowledge in two-dimensional design, focusing on professional design processes. Students will use both the digital and more traditional methods to produce their work (eg. Adobe Illustrator, Photoshop, SketchUp, 3D printing, HTV printing, paints and pencils).
Students will develop an understanding of the design process and will complete a variety of projects intended to develop their ability to think and solve problems visually, creatively and imaginatively. Students will have an opportunity to develop their own brand identity and print their own apparel item using the HTV printing method. Students will also explore the Industrial design field, developing their technical drawing skills while designing their own toy design. Students will have the opportunity to refine their drawing and designing skills through a range of projects.
Equipment or Texts
Pencils (2H and 2B), black fineliner, ruler 30cm, eraser, visual arts diary A3 200pg and a presentation folder.
Special Comments
“Learning the theory was a heap of fun because we did it all practically”
“Illustrating is now easy”
“Designing on the computers was awesome, I felt like graphic designer”
Student quotes
Pathway
Students completing this unit will be ready made for Units 1 to 4 in Visual Communication and Design.
Why Study Design?
Graphic design is an intellectual, technical and creative pursuit that serves to inform and inspire. It involves the creation of visual solutions to communication problems. In an age where people are constantly being inundated with messages, it is the role of the graphic designer to interpret information and translate it through a visual medium to create a valuable experience for a wider audience.
In order to do so, having a sound knowledge in design processes across a broad range of disciplines, including photography, illustration and typography is crucial. Organisations such as television networks, print bureaus, Internet companies, magazines, newspapers and other visual media companies depend heavily on the skills of graphic designers.
The Bachelor of Visual Communication Design adopts a well-rounded focus towards theory and practice in contemporary and traditional forms, preparing job-ready graduates for exciting careers in a diverse array of industries
Careers in Design
3D Modeller, Animator, Architect, Art Director, Copywriter, Creative Director, Design Manager, Draftsmen, Entertainment and Media Production, Film/Television Production Assistant, Games Developer, Graphic Designers, Logo Designer, Illustrator, Multimedia Designer, Web Designer, Multimedia Developer, Multimedia Specialist, Museum Publications Officer/Editor, Practicing Artist, Craftsperson, Program Manager / Project Coordinator, VCD Teacher, Visual Arts Teacher, Visual Effects Technician, Web Designer
English
Description of the subject
Reading and Viewing
By the end of Level 10, students evaluate how text structures can be used in innovative ways by different authors. They explain how the choice of language features, images and vocabulary contributes to the development of individual style. They develop and justify their own interpretations of texts. They evaluate other interpretations, analysing the evidence used to support them.
Writing
Students show how the selection of language features can achieve precision and stylistic effect. They explain different viewpoints, attitudes and perspectives through the development of cohesive and logical arguments. They develop their own style by experimenting with language features, stylistic devices, text structures and images. They create a wide range of texts to articulate complex ideas. They demonstrate understanding of grammar, vary vocabulary choices for impact, and accurately use spelling and punctuation when creating and editing texts.
Speaking and Listening
Students listen for ways features within texts can be manipulated to achieve particular effects. They show how the selection of language features can achieve precision and stylistic effect. They explain different viewpoints, attitudes and perspectives through the development of cohesive and logical arguments. They develop their own style by experimenting with language features, stylistic devices, text structures and images. They create a wide range of texts to articulate complex ideas. They make presentations and contribute actively to class and group discussions building on others’ ideas, solving problems, justifying opinions and developing and expanding arguments.
Equipment or Texts
- Skillworks Activity Book 4
- Macquarie Dictionary
- Novel: Dracula by Bram Stoker
- Novel: 1984 by George Orwell
- Novel: To Kill a Mockingbird by Harper Lee
SEAL English
Students in the SEAL program study different texts to other students and require the following equipment:
- Skillworks Activity Book 4
- Macquarie Dictionary
- The Australian Schoolkids’ guide to Debating and Public Speaking
- Novel: White Tiger by Aravind Adiga
- Novel: 1984 by George Orwell
- Nove: Dracula by Bram Stoker
Special Comments
Students will over the course of the year produce the following tasks to demonstrate their learning:
- Inquiry Study or Debating (SEAL)
- Analytical Text Response
- Creative Text Response
- Persuasive Oral Presentation
- Analysis of Persuasive Language
- Persuasive Writing Task
- Comparative Text Response Essay
- Mid and End of Year Examination
Bridging English as an Additional Language (elective)
Description of the subject
This subject is a recommended for students wishing to study a VCE course in Year 11, and provides the opportunity to experience the rigor of a VCE English subject to enhance overall performance in English in future years.
Bridging EAL focuses on the language skills needed by students for whom English is an additional language. Students develop knowledge and skills in speaking, listening, reading, viewing, writing and thinking, and the ability to adapt their language use to communicate effectively in different contexts, including academic and social settings.
Students use a range of registers of spoken and written English. Speaking and Listening skills are emphasised, along with explicit, close study of linguistic features, structures and meaning in Standard Australian English, and in literary and non-literary texts. It is strongly recommended that EAL students intending on taking the VCE complete this course before attempting Units 3 and 4 English as an Additional Language, which is compulsory. This subject consists of two units:
Unit 1: English for learning
Area of Study 1 – English for everyday purposes
Area of Study 2 – English for academic purposes
Unit 2: English for life
Area of Study 1 – English for self-expression
Area of Study 2 – English in the media
Equipment or Texts
Selected texts (film, short stories, novels)
Selected Student Workbook
Pre requisites
There are no prerequisites for this course. It is highly recommended for students who have experienced interrupted education, limited exposure to an English language learning environment, as well as those EAL students who would benefit from a program which is designed to support the building of English knowledge and skills.
Special Comments
VCCA offers two electives for Unit 2, Area of Study 2. However, students at NGSC are required to take English in the Media as this is conducive to further studies in the VCE.
Pathway
This course provides additional support for students taking or planning to undertake the VCE as improved skills in English translates to better outcomes across all curriculum areas. It is also highly recommended for students taking a vocational pathway.
Foundation English (elective)
Description of the subject
This subject is a recommended for students wishing to study a VCE course in Year 11, and provides the opportunity to experience the rigor of a VCE English subject to enhance overall performance in English in future years.
VCE Foundation English focuses on how English is used to communicate through written, spoken and multimodal texts of varying complexity. Students focus on developing language and communication skills, primarily through the study of a variety of texts. They develop communication skills in order to listen, speak, read and write effectively in academic, workplace and social contexts. Students develop a range of literacy skills and learning strategies. They extend the understandings and processes required to read and write effectively. Students employ learning strategies designed to enhance their achievement in and enjoyment of the English language.
Equipment or Texts
Selected texts and resources supplied. No special equipment is required beyond pens and exercise books.
Special Comments
This subject should be considered the key to success for students who wish to complete the requirement of VCE English Units 1 to 4, but have faced difficulty in previous studies of English or not enjoyed subject English. It is an exciting opportunity to enhance students’ current skillsets in subject English. As an elective, this subject is taken in conjunction with either Year 10 English as a VCE Acceleration subject or taken in conjunction with VCE English Units 1&2 for Year 11 students.
The assessment tasks in this subject differ to the traditional assessment tasks in English and include a broad range of ways for students to improve and demonstrate their skills and knowledge. Multimodal texts such as comic strips and podcasts are examples of possible assessment tasks students will complete in this subject.
Pathway
VCE English Units 1 to 4
Body in Action
Description of the subject
Students will have the opportunity to gain knowledge of the systems of the body and understand the relationship these systems have with physical activity and personal fitness. Students will also gain knowledge about training methods and fitness components and their application to fitness training. Students will participate in some alternative sports, fitness training and some traditional sports that will directly relate to the theory components of the course. This elective will directly link to a VCE pathway.
Equipment or Texts
Students are expected to wear the school’s sport uniform during practical Physical Education classes. iPads and laptops may be used in some classes for technique analysis and data collection. Students will also need an exercise book to record notes and written work from theory classes.
Special Comments
“Ability is what you’re capable of doing. Motivation determines what you do. Attitude determines how well you do it.”
Lou Holtz
Pathway
Education: Body in Action is a suitable subject to do if you are intending to study VCE Physical Education Units 1-4.
Career: Career options with a Physical Education background could include PE teacher, Physiotherapist, Nutritionist, Fitness Instructor, Sports commentator, Sports Journalist, Sports Coach, Sportsperson and many more
Excellence in Sports
Excellence in Sport – EIS Program
The Excellence in Sport Program’s vision is to develop students’ sport specific skills, knowledge and practical application in their chosen sports of Australian Rules, Soccer and Volleyball. Additionally, the program will develop skills in other important aspects of sport, such as coaching, umpiring, wellbeing, nutrition and physical conditioning.
The EIS program will develop skills for students to live a balanced and healthy lifestyle, as well as allowing students to strive towards their personal sporting and academic goals.
CLICK HERE to view more information in our program booklet
Australian Rules Coaches
Tom Lonergan
– Former Geelong Football Club Player (AFL)
– AFL Premiership Player (2011)
– AFL Youth Accredited Coach
James Allen
– Health and Physical Education Teacher at NGSC
– AFL Youth Accredited Coach
– Former player at St. Josephs FC in the GFL
Callum Mitchell
– Health and Physical Education Teacher at NGSC
– Former Player at Geelong Football Club (VFL), St. Josephs FC (GFL)
Soccer Coaches
Steven Lustica
– Current A-League player at Western United
– 2 x A-League Men’s Champion in 13/14 (Brisbane Roar) & 21/22 (Western United)
– Owner and Coach at Lustica Football
-Overseas playing experience with Hajduk Split in Croatian First League
Cameron Siketa
– Health and Physical Education Teacher at NGSC
– Current NPL Head Coach at Werribee City (JBNPL – Under 14)
– FFA C Licence Accredited Coach
Volleyball Coaches
Rob Straube
– Member of Geelong Amateur Volleyball Association (GAVA) since 2002 to present (ordinary member and President)
– Current Grading Level 3 Referee Accreditation
– Current Level 2 Coaching Accreditation
Fran Forsyth
– Health and Physical Education Teacher at NGSC
– Coached NGSC Senior Girls Volleyball Team to State Finals
John Hines
– Health and Physical Education Teacher at NGSC
Program by Year Level
| Year Level | When |
|---|---|
| Year 7 | Australian Rules, Soccer or Volleyball – Afterschool/Lunchtime sessions |
| Year 8 | Australian Rules or Soccer – Within timetabled PE classes |
| Year 9 | Australian Rules, Soccer or Volleyball Within Timetabled Elective Classes (3 periods per week |
| Year 10 | Australian Rules, Soccer or Volleyball Within Timetabled Elective Classes (5 Periods per Week) |
For more information, please contact
Cameron Siketa – Excellence in Sport Program Coordinator
E: cameron.siketa@education.vic.gov.au
Ph: (03) 5240 5800
CLICK HEREto view more information in our program booklet
Health
Description of the subject
Year 10 health is all about what is adolescence and what issues young people face. Students develop an understanding of the importance of personal and community actions in promoting health. Adolescence is a time of change and students look at how effective relationships work and ways to manage their changing roles and responsibilities. Topics undertaken include self-esteem and social relationships, resilience, personal safety, the health needs in adolescence (with a focus on mental health), young people and sexuality, social and environmental determinants of individual and population health, safe partying, risk taking, health promotion strategies and health in the wider world.
Equipment or Texts
A separate workbook for Health notes and activities.
Pathway
Year 10 Health is an excellent lead in subject to VCE Health and Human Development Units 1, 2, 3 and 4. This pathway can go onto careers and further study in the areas of Health Science, Nursing, Nutrition, Aged Care, Disability Services and Teaching to name a few.
Outdoor Education
Description of the subject
This is an exciting unit for students who are interested in getting into the outdoor environment to participate in challenging and fun activities. You will learn more about yourself, others and the environment. Students will learn about the risks, environmental impacts and skills required for recreation in our local environment.
Students will participate in both practical and theoretical studies of the following activities – surfing, canoeing, mountain biking, snorkeling, rock climbing and an overnight bushwalk.
Equipment or Texts
No text book required. A folder with loose leaf and plastic pockets is recommended. Appropriate clothing and footwear will be required for practical activities.
Special Comments
There is an expectation that all students must attend all the activities as part of meeting the outcomes of the course. There is a cost of $190 for the semester. This fee covers all activities/instructors/bus hire etc. It does not include the student’s food for the bushwalking camp. A change of appropriate clothing is required for all practical classes. Where possible, the NGSC PE uniform is to be worn.
Pathway
Educational: VCE Units 1&2, University, Tafe
Career: Teaching, Outdoor Adventure Instructor, Environmental Management, Tourism
Business and Accounting
Description of the subject
Business and Accounting will have a small business focus and will prepare students with the management and financial skills they need to run their own (very) small business. As part of this subject we will use the FYA’s $20 Boss program which enables students to actually run their own business, using seed funding from the FYA.
- Students will learn about entrepreneurship
- Students will learn about the business environment and how individuals and businesses make decisions
- Students will learn about enterprise skills and how to apply them in school and the world of work
- Students will learn various business skills including planning/organisation, generating ideas, marketing, teamwork and evaluation
- Students will learn to manage the financials of a small business
Equipment or Texts
We will use a variety of current school supplied references and resources. In this subject students must have an iPad or laptop and ready access to the internet in order to undertake research.
Special Comments
Business and Economics will encourage students to think deeply and critically about issues and ideas from a variety of perspectives Eg. Historicial, ethical, political. Students will be expected to undertake reading and research independently and to participate in class discussion in order to facilitate a rich learning experience for the whole class.
This subject has direct links with VCE Business Management and VCE Economics and provides an excellent introduction to these subjects as well as other Humanities subjects.
Geography
Description of the subject
Year 10 Geography covers two units, the first being Environmental change and development with the focus on coasts. You will learn what is happening to coastal cities and low lying islands, how flooding and hurricanes can devastate a city.
In the second unit we will study Human Wellbeing and Development, we will discover which country will surpass China’s population and why Australia needs immigration.
There will also be a focus on Careers as a two week block, and the Australian Government and Citizenship.
Equipment or Texts
iPad or laptop
Special Comments
Doing Year 10 Geography will greatly help you if you choose to do VCE Geography.
Pathway
Educational: VCE Geography Units 1&2
History
Description of the subject
World War II
World War II (1939- 45) was the greatest conflict in history. It was the first truly global war, fought not only across much of Europe but also in the deserts of North Africa, in China and over vast areas of the Pacific and South- East Asia. Not surprisingly the impact of World War II profoundly changed world history.
Migration Experiences 1945 to present
Since 1945, Australia has experienced an almost continuous stream of migrants, initially from Great Brittan, then Europe, and then, from the 1970’s from Asia, the Middle East, and Africa. These new arrivals have transformed Australia into a diverse population of nearly 23 million people. This unit explores the local and international factors that shaped this process, the migration experiences of those who have made Australia their new home.
Equipment or Texts
Nelson History Year 10
Special Comments
“There were so many things that I was not aware occurred during WWII and the impact that this had on Australian society until we completed this unit”
Student quote
There is an excursion to The Holocaust Museum in Elsternwick when completing the unit on WWII
Pre requisites, capability requirements: Students do not require and specific pre requisites but students will find prior knowledge related to the units beneficial.
Pathway
Educational: VCE History Units 1-4
Career: Archivist career, Museum Curator, Media and Journalism Career
History: Pop Culture
Description of the subject
Students investigate popular culture as a global influence that has shaped Australian society, including the development of the global influence during the twentieth century. This includes changing social, cultural, historical, economic, environmental, political and technological conditions. Students investigate perspectives of people and different historical interpretations and debates from the period. There is a specific focus on music, film and TV, Australian cultural identity and influences, gender equality and differences between generations.
Students apply the following historical concepts and skills to the historical knowledge: sequencing chronology, using historical sources as evidence, identifying continuity and change, analysing causes and effect and determining historical significance.
Law, Politics and the World
Description of the subject
Law, Politics and the World will focus on the year 10 Civics and Citizenship curriculum and provide a pathway for VCE Legal Studies and VCE Global Politics. Students will study:
- Introduction to legal reasoning skills
- The structure of our legal system and Constitution
- The principles of justice
- The nature of democracy and a comparative study with an authoritarian state
- Global flashpoints and Australia’s response
- Australia’s international legal obligations and how they impact domestic law
- The nature of Australia’s relationship with key powers in the Asia Pacific region
Equipment or Texts
The class will use school supplied resources, student iPad or laptop, access to current events through the internet, apps or newspapers and students will need a calculator.
Special Comments
Students who study this find it easier to distinguish between and successfully choose from the VCE business related subjects. They are able to identify where their strengths and key interest lie.
Pathway
This subject is a ‘taster course’ for VCE subjects including: Accounting and Legal Studies. This subject also strongly supports many VET and TAFE courses.
Students thinking about any Business Course at University will find Commerce/Law an excellent introduction to help choose the most suitable subjects for VCE to lead into University and beyond.
Careers in business include: Accountant, Bank Manager, Lawyer, Business Manager or perhaps a career in politics at a local, state or even federal level.
Philosophy
Description of the subject
Philosophy is about considering life’s biggest and oldest questions. Philosophical questions are different to scientific ones which are likely to be answered at some stage in the future. Rather, philosophical questions are those that persist because concrete answers are never likely come about. Some examples of the philosophical questions we could discuss in philosophy class are:
- What is the mind?
- What does it mean to live a good life?
- Do we have the freedom to make our own choice, or are our actions determined by our past experiences?
Special Comments
“Science tells us how to heal and how to kill; it reduces the death rate in retail and then kills us wholesale in war; but only wisdom—desire coordinated in the light of all experience—can tell us when to heal and when to kill.”
Will Durant – The Story of Philosophy
Pathway
This subject leads into VCE Philosophy Units 1 and 2
Sociology
Description of the subject
In Sociology, students examine world views and religions, becoming more informed and engaged at both a local and global level, understanding the perspectives of diverse local communities and being informed about theoretical frameworks. Students will complete units of work on Sociological Perspectives, Socialisation and Gender, Crime and Deviance, Family Structures, and Social Movements.
German
Description of the subject
Jetzt wissen wir! By Year 10 German students have made a commitment to learning German and are loving it! Consider yourself to be a music guru? Know a bit about fashion? Whether or not you already have these skills in English, you will by the end of Year 10 German. A fashion parade is something you can expect to be involved in (both as a model, and a commentator!).
Does the thought of spending just over a month in Germany excite you? How about getting to know some new people using your German skills that you have worked on for all these years? Now is the time to make a decision about participating in the exchange program! North Geelong Secondary College is part of a group of schools in Geelong, Melbourne and Ballarat that provide a successful student exchange program to the beautiful city of Marburg. The immersion in German language and culture is no doubt the best experience and will really boost your skills in VCE German.
Equipment or Texts
Ganz Genau Textbook and Workbook (from Year 9), an A4 exercise book and access to the Language Perfect App
Japanese
Description of the subject
Building on the Japanese literacy skills developed in Years 7 to 9, in Year 10, students continue to consolidate their written communication skills while advancing their spoken language. Establishing a solid foundation to continue through VCE Japanese the students focus on metacognitive skills and the construction of language.
Students explore social issues in contemporary Japanese culture, such as declining birth rate, ‘mottainai’ (environmental consciousness), and technological development. Through our Sister Schools in Osaka, students have the opportunity to practice with native speakers and build relationships across the globe as emerging global citizens.
Equipment or Texts
Students are asked to have a subscription to Education Perfect, folder with pocket sleeves, 1cm square grid exercise book, 96 page 8mm ruled exercise book.
Pathway
Educational: VCE Japanese Units 1-4
Career: Business, Translating/Interpreting, Diplomacy, Librarian, Language arts, Engineering, Teaching TESOL, Law, Engineering,
Maths A
Description of the subject
Semester 1
Students investigate measurement of two dimensional and three dimensional shapes, linear algebra, linear relations including sketching of linear equations, indices and surds and trigonometry including circular functions.
Semester 2
Students learn how to solve quadratic equations and sketch parabolas. Students are introduced to probability and learn about unions and intersections, the addition rule and conditional probability.
Year 10 Maths is separated into three courses that the students will select in consultation with their Year 9 teacher. The three courses are Maths A (above Year 10 level), Maths B (at Year 10 level) and Maths C (below Year 10 level) with the most common pathways for Maths A into VCE/VCAL Mathematics shown below:
|
Option |
Year 10 |
Year 11 |
Year 12 |
||
|
1 |
Maths A |
⇨ |
Specialist Maths |
⇨ |
Specialist Maths 3&4 |
|
2 |
Maths A |
⇨ |
Math Methods 1&2 |
⇨ |
Math Methods 3&4 |
|
3 |
Maths A |
⇨ |
Further Maths |
Equipment or Texts
Textbook: Essential Mathematics for the Victorian Curriculum – Year 10 and 10A, 1st edition, Greenwood, Woolley, Goodman, Vaughan. A CAS Calculator
Special Comments
It is important to note that if a student wishes to complete a VCE Mathematics subject then they need to have successfully completed either Maths A or B
“I enjoy sketching graphs.”
“Solving an Algebra equation is just like solving a little puzzle.”
Student quotes
Pathway
Educational: University – Engineering, Medicine, Science, Computer Science, Accounting, Commerce, Geospatial Science
Career: Engineer, Doctor, Accountant, Architect, Pilot, Scientist, Mathematician, Statistician, Teacher
Maths B
Description of the subject
Semester 1
Students investigate measurement of two dimensional and three dimensional shapes, solve linear equations and investigate linear relations including sketching of graphs.
Semester 2
Students learn how to summarise and present a set of data, solve problems involving right angled triangles, develop an understanding of congruence and similarity and solve money related problems.
Year 10 Maths is separated into three courses that the students will select in consultation with their Year 9 teacher. The three courses are Maths A (High), Maths B (Medium) and Maths C (Low) with the most common pathways for Maths B into VCE/VCAL Mathematics shown below:
|
Year 10 |
Year 11 |
Year 12 |
||
|
Maths B |
⇨ |
General Maths 1&2 |
⇨ |
Further Maths 3&4 |
Equipment or Texts
Textbook: Cambridge, Essential Mathematics for the Victorian Curriculum – Year 10 and 10A, 1st edition, Greenwood, Woolley, Goodman, Vaughan. A scientific calculator
Special Comments
“I found it helpful to have the real shapes in front of me when finding volumes and surface areas”
“Statistics is so much easier using the calculator”
Student quotes
Pathway
Educational: University –Science, Computer Science, Accounting, Commerce
Career: Engineer, Accountant, Architect, Pilot, Scientist, Statistician, Teacher
Maths C
Description of the subject
Mathematics C is designed to assist students to develop their mathematical skills and application of tools to solve problems. While students are encouraged to shift their learning in mathematics to more abstract ideas through key activities such as the exploration, recognition and application of patterns, students are also provided with opportunities for more concrete and practical exercises and projects.
Year 10 Maths is separated into three courses that the students will select in consultation with their Year 9 teacher. The three courses are Maths A (Above Year 10 Level), Maths B (At Year 10 Level) and Maths C (Below Year 10 Level) with the most common pathways for Maths C are shown below:
|
Year 10 |
Year 11 |
Year 12 |
||
|
Maths C |
⇨ |
VM Numeracy 1&2 |
⇨ |
VM Numeracy 3&4 |
| OR | ||||
|
Maths C |
⇨ |
VCE Foundation Maths |
⇨ |
VCE Foundation Maths 3&4 |
Equipment or Texts
Required: scientific calculator.
Pathway
If a student selects 10C Maths, they will be ineligible to enrol in VCE General Maths Unit 1&2 and Mathematical Methods Unit 1&2
Career: Multi Pathways into a broad range of careers, including Apprenticeships, Training Programs, TAFE.
Biology and Environmental Science
Description of the subject
This subject is structured around the Biological and Earth and Space Science components of the Year 10 Victorian Curriculum for Science. It is specifically designed to better prepare you to study VCE Biology and Environmental Science where content will focus on topics that support student learning in VCE Biology and Environmental Science. These topics include structure of cells and DNA, how proteins are synthesised, the origin of the universe, and the study of global systems involved in the cycling of essential nutrients. You will complete practical activities to complement the content being covered. These will not only extend your scientific knowledge but will also allow you to practice using scientific equipment. You will also learn skills in answering SAC and exam questions.
Equipment or Texts
No specific equipment or text required for this subject
Special Comments
- Great preparation for VCE Biology and Environmental Science
- Learn how to correctly use the scientific equipment needed in VCE Biology and Environmental
- Improve your skills in designing practical experiments
- Improve your scientific communication skills essential for SACs and end of year exams
- Gain a deeper understanding of Biology and Environmental Science content
Pathway
Doctor, nursing or veterinarian, environmental management and planning, sustainability and environmental protection and climate change adaptation and mitigation.
From VCAA Biology Study Design
VCE Biology provides for continuing study pathways within the discipline and leads to a range of careers. Branches of biology include botany, genetics, immunology, microbiology, pharmacology and zoology. In addition, biology is applied in many fields of endeavour including biotechnology, dentistry, ecology, education, food science, forestry, health care, horticulture, medicine, optometry, physiotherapy and veterinary science. Biologists also work in cross-disciplinary areas such as bushfire research, environmental management and conservation, forensic science, geology, medical research and sports science.
From VCAA Environmental Science Study Design
VCE Environmental Science provides for continuing study pathways within the field and leads to a range of careers. Diverse areas of employment range from design, including landscape or building architecture, engineering and urban planning, environmental consultancy and advocacy, which may involve employment in air, water and/or soil quality monitoring and control, agriculture, construction, mining and property management and water quality engineering. Environmental scientists also work in cross-disciplinary areas such as bushfire research, environmental management and conservation, geology and oceanography.
Chemistry and Physics
Description of the subject
This subject is structured around the Physics and Chemistry components of the Year 10 Victorian Curriculum for Science. It is specifically designed to better prepare you to study Physics and/or Chemistry in VCE. You will delve into the science of moving objects via the study of Isaac Newton’s laws of motion and energy. You will learn more about chemical bonding, the periodic table and about different types of chemical reactions. You will complete practical activities to complement the content being covered. These will not only extend your scientific knowledge but will also allow you to practice using scientific equipment. Although this subject leads directly into VCE Physics and/or Chemistry you can still choose to do other VCE science subjects based on discussions with relevant teachers.
Equipment or Texts
No specific equipment or text required for this subject
Special Comments
- Great preparation for VCE Physics, VCE Chemistry
- Learn how to correctly use the scientific equipment needed in VCE Physics and Chemistry
- Improve your skills in designing practical experiments
- Improve your scientific communication skills essential for SACs and end of year exams
- Gain a deeper understanding of physics and chemistry
Pathway
Engineering, nursing, science fields
From VCAA Physics Study Design
VCE Physics provides for continuing study pathways within the discipline and leads to a range of careers. Physicists may undertake research and development in specialist areas including acoustics, astrophysics and cosmology, atmospheric physics, computational physics, education, energy research, engineering, instrumentation, lasers and photonics, medical physics, nuclear science, optics, pyrotechnics and radiography. Physicists also work in cross-disciplinary areas such as bushfire research, climate science, forensic science, geology, materials science, neuroscience and sports science.
From VCAA Chemistry Study Design
VCE Chemistry provides for continuing study pathways within the discipline and leads to a range of careers. Branches of chemistry, including organic chemistry, inorganic chemistry, analytical chemistry, physical chemistry and biochemistry. In addition, chemistry is applied in many fields of endeavour, including agriculture, bushfire research, dentistry, dietetics, education, engineering, environmental sciences, forensic science, forestry, horticulture, medicine, metallurgy, meteorology, pharmacy, sports science, toxicology, veterinary science and viticulture.
Essential Science
Description of the subject
This subject is designed to give you some knowledge in a variety of science topics including Biology, Chemistry, and Physics. There will also be a focus on learning the science skills of enquiring and investigating. This subject will be taught through more practical based means. This should make for an engaging science class that will allow you to build on skills you already have.
Equipment or Texts
No specific equipment or text required for this subject
Special Comments
- More practical based teaching
- Study a wide range of topics
Psychology
Description of the subject
Would you help a stranger on the street? Why do people commit murder? How can we measure intelligence? Psychology at Year 10 focuses on providing students with an exciting introduction to the discipline and developing key skills required in VCE. We will endeavor to answer these questions through our studies of human and animal behavior, the concept of intelligence and serial killers.
During the course we will look at understanding the ways people behave in groups and draw parallels with animal behaviour. Through our work on serial killers we will understand some of the basic tools used by the FBI to profile killers and investigate the mind of real life monsters while the final topic of intelligence will give us the knowledge to impact our own learning.
Equipment or Texts
No specific equipment for this subject
Prerequisites
A desire to understand human behavior and an inquiring mind.
Pathway
Education: Further study in VCE Psychology units 1 to 4 and tertiary study at University.
Career: Possible career paths include the different fields of Psychology (forensic, clinical, counseling etc.) in addition to opportunities in social work.
Science for Life
Description of the subject
This is a practical based science class where you will focus on learning the key science skills. You will conduct numerous practical activities and experiments to explore the wonderful world of science. There is less of a focus on the content in this class and as such this unit does not directly lead onto VCE science subjects.
Equipment or Texts
No specific equipment or text required for this subject
Special Comments
- This class does not directly lead onto VCE science.
- Practical based science
Food Technology
Description of the subject
Through studying Food Technology at Year 10, students will be able to identify correct safety and hygiene practices in food preparation. Furthermore, they will be able to plan and prepare a variety of different food products and meals (for example, calzone, quiche, chilli con carne and sticky date pudding). Additionally, students will analyse the factors that impact on menu planning and interpret design briefs and plan productions that meet specified requirements.
Equipment or Texts
iPad or laptop, workbook, tea towel and a container.
Special Comments
Students will develop skills in the preparation and serving of a wide range of foods suitable for hospitality. Students will become familiar with different cooking methods and design menus as well as a wide variety of products. The emphasis will be on developing a very high standard of organisational skills, food handling, and presentation. The study provides an introduction to the course content that will be taught at VCE level in Food Technology.
Information Technology
Description of the subject
By the time you finish school most if not all jobs will require Information Technology skills. Technology is ever-changing and ever-growing, and brings us the future we have always imagined. But how did it get to where we are now? And where will it go next? Did you know that you could earn money for finding bugs with Facebook? Do you know the actual meaning of “Android”? Or how much of the world’s currency is digital?
Information Technology at Year 10 looks into a range of different IT careers, and daily roles of IT professionals and focus on the discipline and development of key skills required in VCE. During the course students will have the opportunity to use data management software such as Microsoft Excel and Apple Numbers to analyse, visualise, model and evaluate objects and events. We will look at answering these questions through our studies. Students become more skilled at identifying the steps involved in planning and developing plans that are mindful of risks and sustainability requirements.
Equipment or Texts
iPad or other school approved device and workbook.
Prerequisites
A desire to understand, research and solve problems all the while with an inquiring mind.
Pathway
Education: Further study in VCE Units 1 and 2: Applied Computing, and Units 3 and 4 Data Analytics and Software Development and tertiary study at University.
Career: Possible career paths include the different fields in Data Science, Software Engineering, Analyst, Facilitators/technicians, and Software Architecture Designers.
Materials: Textiles
Description of the subject
Textile projects give students the opportunity to be creative, independent learners and to explore functional and aesthetic aspects of textiles. Students explore a range of topics and design briefs associated with textiles design. Students gain knowledge of the elements and principles of fashion design and develop their fashion illustration skills. Students follow the design process to generate, represent and communicate their original ideas. Students identify the steps involved in planning the production of their textile design and select appropriate materials and tools to use safely.
Equipment or Texts
Fine liner HB pencil
Pathway
Fashion designer, Dressmaker, Costume designer, Footwear designer, Textile artist, Knitwear designer, Textile designer
Materials: Wood
Description of the subject
Woodwork at Year 10 builds on skills previously developed in Years 8 and 9. As a designer, you use design thinking to develop a design brief and folio from start to finish to create a piece of furniture to suit the needs of your client. You will investigating materials, joining techniques and design options to produce their final design. Once you are happy with your final design, you will learn how to safely use more complex hand power tools and large industrial machinery with teacher assistance to create components for your project. As always, you will apply your own finishing touches to your project to make it just as you pictured it. To finalise the design process you reflect on your work and evaluate that the final product fulfills your initial design brief.
As the designer, you are limited only by your imagination…Past projects have included large floor mirrors, chairs, dining tables, coffee tables, game console cabinets, bookshelves, hall stands, desks, stable tables for laptops / tablets / eating dinner in bed – the choice is yours. What will you design and create?!
Equipment or Texts
Computer or iPad, A3 graph paper, lead pencil, eraser, ruler (in mm), creativity and enthusiasm. Hearing protection (optional).
Special Comments
It is preferable, but not mandatory, that student undertake Year 9 Wood Technology as a way to further your Woodworking knowledge and experience.
“Can I make ……… Can I start designing!”
“It needs to open and close. Be lockable to stop my little brother getting in it. Be able to withstand soft drink being accidentally spilt on it. Look really good and be well built”
Student quotes
Pathway
Wood Technology leads to multiple industry pathways in both VCE and VCAL for students who choose to complete a senior secondary program of study in this area.
Education: VCE Design and Technology – Materials Technology, Units 1 – 4
Careers: Carpentry, Building and Construction, Manufacturing and Engineering, Architecture, Product design, Industrial design, Landscaping, Furniture design and construction
Systems Engineering
Description of the subject
Students will learn and apply the Systems Engineering process to design, build and test mechanical and electromechanical systems. Initially projects will be designed, produced and programmed using Lego Mindstorms components and software. Students will then design their own projects to solve a chosen problem. Solutions will incorporate an Arduino Uno R3 microcontroller board, C++ coding to instruct the systems, relevant electrical components such as DC motors, sensors, diodes and CAD software to design and print their own mechanical components.
Equipment or Texts
iPad or laptop – Lego EV3 software (free download for OSX, IOS, Windows and Android.
Special Comments
Year 10 Systems Engineering is a great way to start your engineering journey.
Extended Investigation
Description of the subject
Are you passionate about an idea or area of interest? Would you like to find out more? The Extended Investigation subject provides you with the opportunity to develop, refine and extend knowledge and skills in independent research and carry out an investigation that focuses on a rigorous research question. The investigation may be an extension of an area of curriculum already being studied in one of your subjects, or it may be completely independent of any subject in your program.
Through the Extended Investigation, you will develop your capacity to explore, justify and defend your research findings in both oral and written forms to an audience.
Pathway
Education: VCE Extended Investigation Unit 3&4.
Any VCE subject with a research question focus (History, Sociology and the Sciences).
The Extended Investigation is highly beneficial for any students considering a university pathway.
STEM
Description of the subject
Students are required to work through various real-life tasks which challenge them to solve problems in an innovative and creative way. They work in teams and individually to use the Engineering Process to design and build models to solve the given real-life problems.
Equipment or Texts
The teacher will share relevant materials. Students will require appropriate stationary including a workbook. Students will also require a fully functioning iPad or laptop.
Special Comments
This subject aims to improve students’ skills in areas such as leadership, organisation and teamwork, all of which are important across many curriculum areas.
Contact us
Contact us
130 Separation Street,
North Geelong,
VIC 3215
Australia
03 5272 1756
north.geelong.sc@edumail.vic.gov.au
Absence contact
03 5240 5899
Gallery
