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• CORE

Year 10 Religious Education

Students will undertake the Unit 1 Religion and Society course over the whole year. The purpose of this is to give them experience of the VCE program in Year 10, and this Unit can then be used towards their overall VCE or VCEVM pathways.

In this unit students explore the spiritual origins of religion and understand its role in the development of society, identifying the nature and purpose of religion over time. They investigate religion, including the totality of phenomena to which the term ‘religion’ refers, and acknowledge religion’s contribution to the development of human society. They also focus on the role of spiritualities, religious traditions and religious denominations in shaping personal and group identity over time. Students examine how individuals, groups and new ideas have affected and continue to affect spiritualities, religious traditions and religious denominations. The unit provides an opportunity for students to understand the often-complex relationships that exist between individuals, groups, new ideas, truth narratives, spiritualities and religious traditions broadly and in the Australian society in which they live. Students have the opportunity for reflection and prayer through a Year Level Mass and Reflection Day throughout the year.

Year 10 Religious Education (CLIL) - French, Indonesian, Italian

Students who are accepted into the program study their RE subject (Unit 1 Religion and Society, Semester One and Semester Two) in French, Indonesian or Italian.

The content of the Unit 1 course follows the VCAA outline for Religion and Society, with some adjustment made to incorporate known language and grammar in the target language. In this unit students explore the spiritual origins of religion and understand its role in the development of society, identifying the nature and purpose of religion over time. They investigate religion, including the totality of phenomenato which the term ‘religion’ refers, and acknowledge religion’s contribution to the development of human society. They also focus on the role of spiritualities, religious traditions and religious denominations in shaping personal and group identity over time. Students examine how individuals, groups and new ideas have affected and continue to affect spiritualities, religious traditions and religious denominations. The unit provides an opportunity for students to understand the often complex relationships that exist between individuals, groups, new ideas, truth narratives, spiritualities and religious traditions broadly and in the Australian society in which they live.

Students interested in a place in the Year 10 CLIL RE in French/Indonesian/Italian will need to follow the relevant online application process. Please contact Head of Languages for further information. Students have the opportunity for reflection and prayer through a Year Level Mass and Reflection Day throughout the year.

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The Personal Development Program in Year 10 upholds the belief that enhanced student wellbeing significantly contributes and influences enhanced student learning achievements. It also complements the College’s curriculum offerings as well as its House-based vertical pastoral care structures. It seeks to nurture positive emotional and social capabilities, empowering students to cultivate a distinct sense of belonging, significance, purpose, and advancement throughout their time at Loyola College.

As with all year levels, the Year 10, Personal Development Program runs fortnightly exploring vital themes and subjects such as managing stress, respectful relationships and sexuality and understanding and developing resilience.

Positive Education through an Ignatian Lens continues, drawing from the six elements of positive psychology (PERMAH):

• Positive Emotion
• Engagement
• Relationships
• Meaning
• Accomplishment
• Health

• CORE

All students in Year 10 are involved in the Sport Program, with each student being aligned with an ACS Sport. All students are required to participate in their chosen sport on Wednesday afternoons each week. For those students selected in ACS teams, compulsory training will be held after school. It is compulsory for students selected in ACS teams to represent the school as per the Loyola College Enrolment Agreement.

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Year 10 Mainstream English

Mainstream English runs in Semester Two only. All Year 10 students, except Pre-V students and students enrolled in VCE Literature, take Mainstream English. This subject is a precursor to VCE English for Years 11 and 12.

In this subject, students undertake the study of persuasive texts, identifying the ways writers use visual and written language to position their readers. Students will focus on using metalanguage in the expression of their analyses, and explain how the choice of language features, images and vocabulary contributes to the development of an argument.

Students study how a variety of texts present views and values about society and develop cohesive and logical arguments to explain these in text response essays. Students will explore how literary devices and structures are used to convey thematic concerns across a range of forms.

Students also continue to develop their speaking skills in a variety of oral tasks, particularly focused on the construction of arguments to persuade. This unit furthers students’ verbal and non-verbal presentation skills.

Year 10 English

English runs in Semester One only. It has a focus on the more creative elements of English and Literature. It is optional and need not be selected if students wish to take one or more of the specialist Semester One English options. Where students do not wish to specialise in either English Language or Literature it is recommended that they choose English as their Semester One choice.

English involves developing core literacy skills in preparation for VCE. There is a creative focus on the development of students’ own writing, as well as the analytical aspects of text response essays.

Every effort will be made to ensure students receive their English preferences. This may not always be possible, depending on students’ other subject choices.

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Year 10 English Language

English Language is a specialised subject based around the discipline of linguistics. This subject would suit students who presently enjoy studying a language other than English, to consolidate their understanding of grammar and metalanguage. English Language can only be taken for one Semester of the year.

In this subject, students begin to explore the five subsystems of language, focusing on coherence and cohesion, and continue to consolidate their knowledge of grammar and metalanguage.
In preparation for VCE, students will study the history of the English Language, looking at its origins and development throughout time and place. Students explore how languages spread and evolve, resulting in the creation of new and evolving means of communication.

Every effort will be made to ensure students receive their English preferences; this may not always be possible, depending on students’ other subject choices.

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Year 10 Literature

Literature is a specialised subject based on close analysis and interpretation. This subject would suit students who enjoy closely investigating the construction of a text and discussing meaning. Literature can only be taken for one Semester of the year.

In this subject, students develop an understanding of the specialised nature of literary analysis, including the varied forms of essays. Students consider a wide variety of texts, exploring and deconstructing their views and values, and positing interpretations based on close studies of the text.

Students engage with texts in various forms, including comparing different forms of the same text, and writing close passage analysis essays.

Every effort will be made to ensure students receive their English preferences; this may not always be possible, depending on students’ other subject choices.

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Year 10 General Mathematics

Students will study topics from the following areas of study: univariate and bivariate data, financial mathematics, patterns and algebra, linear and non– linear relationships, measurement and geometry. The topics selected from each area of study are done so to provide a strong foundation for the areas of study taught in General Mathematics Units 1/2.Throughout the course students are taught techniques to enhance their problem solving with the aid of technology through the use of the CAS calculator.

This course is intended for students who are considering General Mathematics Units 1/2 in VCE.

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Year 10 Mathematics Algebraic Methods

Algebraic Methods is a precursor to VCE Mathematical Methods and students recommended to study this subject need to have strong skills working with algebraic concepts and numbers without the use of technology.

Students will study the topics of linear and non-linear equations, particular quadratics, graphing and applications, patterns and algebra, measurement and geometry, probability and number theory all drawn from the Victorian Curriculum. Students will need to be able to demonstrate the skills in each area of study both with and without the use of technology.

Completion of this course could allow students to study any of the Mathematical Units in VCE.

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Year 10 Enhanced Mathematics

This subject is available only by teacher recommendation and the student application process.

Enhanced Mathematics seeks to challenge and extend high-performing mathematics students. The curriculum interweaves elements from the Year 10 Algebraic Methods course, and the VCE Units 1 and 2 Specialist Mathematics and Mathematical Methods courses. This course further develops and extends concepts taught in Year 9 Enhanced Mathematics, encouraging students to access the highest levels of mathematics in VCE.

Students demonstrating high proficiency in Mathematics – generally those achieving an A or A+ as an overall grade - may be invited to study Enhanced Mathematics in place of Algebraic Methods in Year 10. Students in Year 9 Enhanced Mathematics will be part of the selection process but cannot be guaranteed an automatic place

A component of this course is that the students compete in the Australian Mathematics Competition.

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In this subject, students will be given the opportunity to explore the four VCE science fields. They will be introduced to the role of DNA and genes in cell division and genetic inheritance. Students will also compare the properties of a range of elements representative of the major groups and periods in the periodic table. Finally, students will investigate both qualitative and quantitative explanations to explain various electromagnetic phenomenon.

Students develop questions and hypotheses that can be investigated using a range of inquiry skills including the control and accurate measurement of variables and systematic collection of data. When selecting evidence and developing and justifying conclusions, they account for inconsistencies in results and identify alternative explanations for findings.

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In this subject, students will explore the role and effect of the various microbes in our lives, such as bacteria and viruses, and the medical interventions used to treat these microbes such as vaccinations and antibiotics. They will study the effect of pathogens on the immune system and will develop skills in the safe handling of cultured agar plates. Students will also explore the field of genetics through concepts such as genes and DNA in addition to factors that influence how traits are passed from generation to generation. They will study the effect of mutations in the DNA sequence and how genetic conditions can be predicted through pedigree charts and punnet squares. Students will explore the theory of evolution by natural selection to explain the diversity of living things, through analysis of a range of scientific evidence.

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In this subject, students will be introduced to the periodic table and how the different properties of atoms can lead to a variety of reactions. Through this process, key skills such as recognising metallic, ionic and covalent compounds & how their bonding arises will be investigated. Students will draw the structures of simple covalent molecules to show their orientation in 3D space. Balancing compound formulas and writing balanced chemical equations will also be explored. Identifying the type of reaction, for example e.g. synthesis, decomposition, precipitation, acid metal, acid water, acid base and combustion, will also be covered. In addition, the cycling of elements in the biosphere will enhance discussion of how chemistry can be used to help the environment.

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In this subject, students investigate the fundamentals of motion and elementary cosmology. An introduction into Newton’s Laws and their applications relating to forces on stationary and moving bodies allows students to explore these concepts through theoretical and practical investigations. Students investigate some of the fundamental scientific discoveries, astrophysical tools and theories relating to our current understanding of the universe. This includes examining measuring cosmological distance, the concept of light-time, types of celestial bodies, the formation of stars and the role of scientific discovery in the formation of the Big Bang theory. Students consolidate their understanding of the universe through a mix of research and theory.

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Psychology is the scientific study of mental processes and behaviour. In Year 10 students will be introduced to the study of Psychology, investigating research methodology, the structure and function of the brain, sleep and personality.

In this subject, students will use different research approaches to examine the structures of the brain that are involved in how humans interact in our social world. This will involve intense study of the main functions of the brain and the importance of sleep. Students will use quantitative and qualitative data to explore measurements of brain activity when awake and asleep. Through various psychological perspectives, students will investigate personality and use psychoanalytical, trait, and humanistic perspectives to analyse individuals’ personalities.

• ELECTIVE

Year 10 Systems Engineering

This subject promotes innovative systems thinking and problem-solving skills. The subject provides opportunities for students to learn and engage with systems from a practical perspective as well as allowing them to gain knowledge and understanding about technological systems. It integrates aspects of engineering principles as students work on a practical task.

In this subject, students will gain appreciation, knowledge and understanding of practical applications of integrated electronic and mechanical systems. Students will use a range of design, planning, creative and organisational skills in electro-mechanical production tasks.

Students will have access to equipment, machinery and tools and to safely undertake a range of practical applications, processes, design and technological activities related to working with materials, gears, electronic components and circuitry.

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This subject delves into the study of the history of the Modern World and Australia, spanning the period from 1918 to the present, with a particular focus on Australia within its global context. Examining Australia's social, cultural, economic, and political evolution, students explore pivotal topics including the Roaring 20s, WWII, Rights and Freedoms, and the Globalising World.

Students engage in critical historical research, leveraging key concepts such as evidence, continuity and change, cause and effect, perspectives, empathy, significance, and contestability. These concepts serve as analytical frameworks within specific historical contexts, fostering a comprehensive understanding of the past and guiding historical investigations.

Throughout the course, students frame their own historical inquiries, conducting rigorous research utilising a diverse array of sources. They also develop skills in evaluating sources for bias and validity, equipping them with the tools necessary for historical analysis.

Students admitted to the program undertake their History coursework (both Semester One and Semester Two) in French, Indonesian, or Italian.

The course content mirrors that of History in English, with modifications tailored to integrate familiar language structures and grammar conventions.

Individuals aspiring to enrol in Year 10 CLIL History in French, Indonesian, or Italian must adhere to the prescribed application procedures.

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Year 10 Geography

This subject comprises of two units centred on environmental change and management, and the geographies of human wellbeing.

Students delve into environmental geography through an intensive exploration of a chosen environment. Beginning with an overview of environmental functions vital for life, they examine major sustainability challenges and diverse environmental worldviews, including those of Aboriginal and Torres Strait Islander Peoples.

Utilising human-environment systems thinking, students analyse the causes and repercussions of change, employing geographical concepts and methods to assess and devise management strategies.

Additionally, they scrutinise global, national, and local perceptions of human wellbeing, elucidating variations in wellbeing measurements among countries. These units foster specific geographical understanding and knowledge while honing investigative skills such as data collection, interpretation, report construction, and spatial representation of geographical phenomena.

Through a structured curriculum, students engage deeply with critical environmental and human wellbeing issues, equipping them with the relevant skills for VCE Geography.

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Year 10 Commerce

This subject allows students to embark on a comprehensive exploration of economics, accounting, and business management.

This dynamic subject encompasses three distinct components tailored to equip students with essential skills for success when entering the subject in VCE.

In the economics unit, students delve into economic theory and contemporary macro and microeconomic issues.

The accounting unit focuses on mastering cash journals and balance sheets, enhancing financial literacy and analytical abilities.

Lastly, the business management unit explores ownership structures and operational strategies, fostering a strategic mindset for effective leadership. Through theory and practical application, our subject empowers students to excel in diverse professional settings, bridging theory with real-world practice.

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Year 10 Legal Studies

This subject delves into Australia's political system, where students assess its features and delve into the intricacies of electoral influences.

Students will scrutinise various systems of government, evaluating their core features and values, while also examining Australia's global roles and responsibilities.

Students will also analyse the High Court's function and explore how international legal obligations shape domestic law and government policies.

Additionally, they elucidate the fundamental principles of Australia's justice system and evaluate the role of its court system. Exploring factors impacting identity and attitudes toward diversity, students also assess elements sustaining democratic societies.

Students evaluate a range of factors that sustain democratic societies and analyse ways they can be active and informed citizens in different contexts.

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Year 10 Sociology and Culture

This subject offers an introduction to Sociology, delving into the study of society and culture in the contemporary world.

Students explore fundamental concepts such as the sociological imagination, research methodologies, social norms, cultural relativism, and ethnocentrism.

Through the lens of sociology, they investigate the sociology of sport at local, national, and international levels, examining rituals and symbolism.

Additionally, the course examines the influence of social media on the dissemination of "fake news" and how individuals perceive and evaluate the accuracy of information.

Equipped with this foundational knowledge, students are prepared to engage with VCE Sociology, fostering a deeper understanding of societal dynamics and cultural phenomena.

• ELECTIVE

This subject is the perfect platform for the ever-popular VCE subject Health and Human Development. HHD provides students with broad understandings of health and wellbeing that reach far beyond the individual.

This subject is designed to foster health literacy. As individuals and as citizens, students develop their ability to navigate information, to recognise and enact supportive behaviours, and to evaluate healthcare initiatives and interventions.

Health presents concepts of health and wellbeing, human development from a range of perspectives: individual and collective; local, national and global; and across time and the lifespan.

• ELECTIVE

This subject is designed as a platform for VCE Physical Education, Units 3 & 4 and for those students considering a career in sports and/or fitness industry.

Physical Education enables students to integrate a contemporary understanding of the theoretical underpinnings of performance and participation in physical activity with practical application.

Upon completion of this unit, students should be proficient in using data gathered during practical activities to analyze how the major body and energy systems collaborate to facilitate movement. They should also be able to explain the factors contributing to fatigue and recommend appropriate recovery strategies. Additionally, students should be capable of collecting and analyzing information from various physical activities, refining movement skills from a coaching perspective through the application of biomechanics. This area of study emphasizes acquiring the necessary information to lay the foundation for an effective training program. Students will use data from activity analyses to determine the fitness requirements of a chosen physical activity. Furthermore, they will utilize data obtained from participating in a series of fitness tests to inform the design of the training program.

• ELECTIVE

This course serves as a pathway to VCE VET Sport and Recreation, focusing on the pivotal role of sport and recreation in our lives, and the diverse choices individuals make in recreation. Students will acquire a first aid certificate encompassing CPR application and handling emergencies such as bleeding, fractures, dislocations, and concussion. Assessment will involve scenarios to test their first aid proficiency. Additionally, students will attain an online coaching certificate.

The course includes a practical segment featuring various sport and recreation activities, enabling students to coach their peers in different sports. Participation in both theory and practical aspects is expected.

• ELECTIVE
• YEAR LONG SUBJECT

In year 10 French, students build on their knowledge of the French language and culture from the previous years in preparation for VCE. Students will improve their skills in listening, reading, writing and speaking the language working towards assessments that mirror the VCE structure. The topics studied throughout the year are health, sports and leisure, talking about personal relationships and giving advice about personal problems, our past, the state of the environment, doubts and future aspirations. Cultural elements that will be discussed and presented include French fashion, newspapers and French press, the comics culture in French-speaking countries and employment in France.

• ELECTIVE
• YEAR LONG SUBJECT

In this subject, students begin Year 10 by focusing on the cultural aspect of Italian dining. Students then uncover the creativity of Italians in film, music, art and fashion. Students develop a deeper understanding of the proud label “Made in Italy” and explore the fashion industry in more detail. The students learn to write and speak about when they were younger by using the Past and Imperfect tenses. They also discover how to talk about their plans for the future, writing simple articles and formal and informal letters. Students develop their listening, reading, writing, and speaking skills through targeted practice aligned with assessments that follow the VCE format. There is a strong focus on cultural similarities and differences in Year 10, encouraging students to open their world view and understand how the interests, dreams, aspirations and even problems of young people are alike throughout Italy, Australia and the world.

• ELECTIVE
• YEAR LONG SUBJECT

Year 10 Indonesian

Year 10 Indonesian students build on their knowledge of Indonesian language and culture from the previous years in preparation for VCE. Students enhance their proficiency in listening, reading, writing, and speaking the language as they prepare for assessments modeled after the VCE framework. Students have an opportunity to demonstrate this through the exploration of various topics including giving and taking directions, recreational activities, weather, the environment, careers and general conversation.

• ELECTIVE

Students may elect to study Food Studies for one Semester or both. Students will acquire practical skills with theoretical knowledge. Students interested in continuing their studies have the option of studying VCE Food Studies and VCE/ VET Hospitality.

Year 10 Food Studies: Global Food Trends

This subject investigates contemporary issues relating to food and examines how such issues affect people globally. The course utilises ICT inquiry research learning with students sharing information. Investigations include studying food practices of supermarket chains, food supply chains and ethical issues associated with food manufacture. Students will undertake investigations on composting, food miles, religious influence on food choice selection, food equity, malnutrition and issues related to Australian Indigenous health.

The influences on Australia’s diverse array of food choices, including the Vietnam War and immigration, will be explored, with students undertaking production closely linked to theory. The unit will conclude with a study unit on the Science of Foods, ensuring students have the prerequisite skills to study VCE Food Studies. Students will undertake one practical lesson per week with the construction of a celebration cake at the conclusion of the unit.

Year 10 Food Studies: Food and Wellbeing

This subject examines the theme of Food and Wellbeing for young adults. Students will acquire knowledge and skills related to selecting, storing, cooking and serving nutritious food. Young people who learn these practical skills and who base their food selections upon sound nutritional information have a greater likelihood of becoming healthy adults and reducing their risk of lifestyle diseases associated with poor diet, nutrition and food selection.

Topics examined will include the Australian Guide to Healthy Living for adolescents, boosted by breakfast, nutrients in food and diet related diseases. Other topics include processed foods, food labelling, home replacement meals, fast food versus slow food and designing and marketing packaged foods.

• ELECTIVE

Students may elect to study Textiles for one Semester or undertake it for both. These units are excellent introduction and preparation for further study in VCE Product Design and Technology (Textiles).

Year 10 Textiles: Contemporary Fashion and Accessories

In this subject, students learn about the production and manufacturing of products and how this impacts the garments and products they create as young designers. 

Students learn about design problems, on both a local and global scale, and how this influences the role of the textiles designer. 

Students select and end-user with a unique design problem and use the double diamond design process to create a bespoke product to meet their end-users needs.

Year 10 Textiles: Surface Pattern Design

In this subject, students will explore the world of surface pattern design and its relationship to textiles.

Students will investigate a range of jobs and pathways in this field, discover the different income streams and how to license their art for use in textiles. 

Students will then create their own surface pattern designs and learn how to professionally present these designs to clients through mock ups and send them to manufactures for production.

• ELECTIVE

Students may elect to study Wood for one Semester or undertake it for both. These units are excellent introduction and preparation for further study in VCE Product Design and Technology (Wood).

Year 10 Wood: Storage Solutions

In this subject, students, as the design-maker, will learn about the design process relating to the product they will design and construct. Students become aware of factors influencing design, allowing them to develop an appreciation of product design and visual product appeal. With this knowledge, students develop their own design as a specific product concept and as a functional product.

Students use design inquiry skills and inspirational research relevant to practical problem-solving tasks and use computer technology in the designing of small storage devices. They learn how to safely and effectively use a range of power tools, advanced hand tools, machines and processes.

Students are introduced to the techniques and processes suitable for material application that are used to enhance the appearance and design of their work. This involves the use of basic joinery skills and shaping techniques using a range of technical skills, tools, machinery and equipment.

Year 10 Wood: Innovative Designs

In this subject, students, as the design-maker, will acquire knowledge about the factors that influence product design. This knowledge is incorporated into the design and construction of their product relevant for the function and visual appeal of the product. Students gain experience and knowledge relevant for the construction of timber frames, acquire information on different types of joints fitting, gluing and clamping required in product assembly. Students use design inquiry and inspirational research skills relevant to practical problem-solving tasks and use computer technology in the designing of a unique small furniture item.

Students use the design process to design a framed piece of furniture such as a small table. They learn a variety of suitable joining and finishing techniques which may be used in their product development. They develop safe and effective workshop practices in the use of a variety of power and advanced hand tools, equipment, machinery and processes.

• ELECTIVE

Year 10 Computing enables students to focus on the application of appropriate technology hardware, software, techniques and procedures. Students learn fundamental skills such as programming through web development, digital systems and networks, data visualisation and databases. They process data and information skilfully to create information products in forms that are meaningful for their target audience. These products effectively demonstrate their knowledge and understanding of the concepts, issues, relationships and processes that are the subject of the task. Students are provided with tools and strategies to solve technical ICT problems based on design briefs. Students are challenged to utilise ICT tools such as Adobe Dreamweaver web-authoring software, data visualisation tools, Microsoft Access database and on-line multimedia tools to create information products.

This unit is an excellent introduction and preparation to progress further into Year 11 VCE Applied Computing, Year 12 VCE Data Analytics, Year 12 VCE Software Development and VCE/VET Creative and Digital Media.

Year 10 Computing would be suitable for students who have an interest in computer systems, hardware, software, networks, general information technology, problem-solving, designing infographics, web development, programming, spreadsheets, databases and multimedia.

• ELECTIVE

Year 10 Software Development aims to provide students with an understanding of the principles of software development and its importance in various industries. The curriculum provides a comprehensive introduction to software development, covering fundamental programming concepts, software design principles, testing, and project management. It emphasises hands-on learning through practical projects and encourages collaboration and communication skills essential for success in software development careers.

• ELECTIVE

In this subject, students are introduced to the rigorous techniques and theoretical frameworks characteristic of the Victorian Certificate of Education (VCE) Dance curriculum. The course is designed to integrate both practical and theoretical learning, offering a comprehensive education in dance. Students participate in the creation and performance of a group dance piece, prioritising collaboration, and ensemble work. Additionally, students undertake the development of a compositional solo; a key aspect of the curriculum that allows them to apply the Choreographic Process, expand their Movement Vocabulary, and explore the Elements of Movement while communicating an Intention of the dance. This semester-long course is meticulously structured to equip students with the necessary skills and knowledge, effectively preparing them for the demands of VCE Dance and beyond.

• ELECTIVE

In this subject, students develop further skills through creating Drama solo performances, with a specific focus on expressive skills including voice, movement, and facial expressions. The processes, feedback, and outcomes for these performances act as groundwork for VCE Drama. Students will be required to perform for a live audience as a both solo performer and in ensemble groups. Students should be aware that the nature of this subject requires students to meet and rehearse out of class time.

• ELECTIVE

In this subject, students continue to study the performance skills required when acting for a live audience. However, this subject also includes on other productions roles, processes and areas involved in staging a live production. These production roles include but are not limited to; acting/directing, lighting design, set design, sound design, makeup and costume design. An existing playscript is selected and then interpreted, with each student undertaking the stages of planning, developing and presenting a live performance in a specific production role. Students also study and analyse how production areas are manipulated in performances through experiencing live theatre. Students should be aware that the nature of this subject requires students to meet and rehearse out of class time.

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Year 10 Music Performance Solo / Group

This subject is offered as a full year subject that is the equivalent of two semester length units. Both Semester One and Two should be selected. The subject will concentrate on students developing their interest in music, with an emphasis on aural development on an individual’s instrument and discovering different styles of popular, classical and jazz music. This class will be preparing students for Units 1/2 of VCE Music.

Students should be learning an instrument to participate in the class and must meet a minimum requirement in performance and theory.

There will be three main assessment components:

Music Performance

Students will work on solo and ensemble repertoire on their chosen instrument. They prepare themselves for performance opportunities like a live recording for Triple J Unearthed, St Ignatius Day and Annual Concerts.

Music Language (aural, theory and analysis)

Students will continue to develop their listening skills in a useable and practical way.

Music Composition

Students will listen to various styles of music and create compositions that are recorded in our recording studio. This course aims to prepare students for further studies in Music at VCE level. Student admitted to the course are encouraged to take individual instrumental lessons on their major instrument. An important work requirement is therefore ‘Solo/ Group performance/’ where each student will prepare a piece of music and perform it for the class. It is suggested that students choose Music for Semester 1 and Semester 2.

Year 10 Music Performance Repertoire Solo/ Group

This subject is offered as a full year subject that is the equivalent of two semester length units. Both Semester One and Two should be selected. The subject will concentrate on students developing their interest in music, with an emphasis on aural development on an individual’s instrument and discovering different styles of popular, classical and jazz music. This class will be preparing students for Units 1/2 of VCE Music.

Students should be learning an instrument to participate in the class and must meet a minimum requirement in performance and theory.

There will be three main assessment components:

Music Performance

Students will work on solo and ensemble repertoire.

Music Language (aural, theory and analysis)

Students will continue to develop their listening skills in a useable and practical way.

Music Composition

Students will listen to various styles of music and create compositions that are recorded in our recording studio.

Music Performance Contemporary and Repertoire.

Students study the music that has influenced the music of today. Students record their compositions in Loyola’s professional studio and prepare for the Annual Music Concert.

This course aims to prepare students for further studies in Music at VCE level. Students admitted to the course are encouraged to take individual instrumental lessons on their major instrument. An important work requirement is therefore ‘Solo/ Group performance/’ where each student will prepare a piece of music and perform it for the class. It is suggested that students choose Music for Semester 1 and Semester 2.

• ELECTIVE

This course caters to students eager to refine their individual artistic expression by delving into both two and three-dimensional art forms. Through the utilisation of various materials and techniques, students convey meaning and messages within their artwork. The course fosters the enhancement of observational drawing skills while encouraging the exploration of creative and critical thinking in both art making and responding to art. Participants will experiment with a spectrum of two-dimensional mediums which may include paint, collage, charcoal, pencil and ink as well as three-dimensional materials such as clay, cardboard, plaster, wire, and found objects. Emphasizing the importance of a Visual Art Journal, students will document their creative practice, drawing inspiration from personal ideas, interests, and research on historical and contemporary artists and artworks through the interpretive lenses.

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This course delves into Digital Photography and Digital Filmmaking within the realm of media arts, aiming to expand upon students' existing knowledge and experiences. It focuses on fostering comprehension and application of Media Arts concepts including media technologies, representations, audiences, institutions, media languages, and relationships. Students will refine their skills across the three primary production stages: Pre-production, Production, and Post-production. They will critically examine the construction of representations in media artworks and create their own using written, technical and symbolic codes and conventions relevant to both digital mediums.

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This course centers on mastering photographic techniques, introducing students to the foundational principles of art and design as they apply to photography. Through hands-on experience, students will cultivate proficiency in editing using software like Photoshop and Lightroom. They'll learn to harness both studio and natural lighting to craft visually striking images and designs using their own photographs as inspiration. Additionally, students will hone their ability to record and document their ideas, development and making in a visual art journal. The skills acquired in this course—both in photography and software proficiency—are highly transferable and applicable across all VCE Visual Arts subjects, including Art Creative Practice, Art Making and Exhibiting, Media, and Visual Communication Design.

• ELECTIVE

This subject seeks to increase students’ visual and creative abilities by using visual language in fields of design practice such as: Messages, Objects, Environments and Interactive Experiences. Students will use design thinking to support their understanding of the design process and use of the design elements and principles. They will develop drawing and rendering skills, and study specific conventions relating to each field. Students will use digital technology in the development and presentation of designs. Students will develop a comprehensive folio which will display their skills, knowledge and design process.

• PRE-V
• CORE

Pre-V English

Students enrolled in English Pre-V will undertake studies in skills and content designed to transition into VCE VM Literacy. The focus of this course is to understand how language is used in our society to persuade, inform and create. Linked to both the Victorian Curriculum F-10 and the Loyola Year 10 English course, students could expect to complete activities such as textual deconstruction and interpretation of both fiction and non-fiction, as well as the creation of their own texts, drawing on the context of the world in which students live.

• PRE-V
• CORE

Pre-V Mathematics

Students enrolled in Pre-V Mathematics will undertake studies in skills and content designed to transition into VCE VM Numeracy. The focus of this course is to apply the mathematical concepts taught using the CAS calculator. Linked to both the Victorian Curriculum F-10 and the Loyola College Year 10 Mathematics course, students could expect to complete activities such as working with and interpreting algebra in various formats. Students will also be undertaking the extension of the concepts taught in previous years on Measurement, Financial Mathematics and Data and Statistics. It is imperative that all students undertaking this course retain their CAS CX Ti-Nspire calculator purchased in Year 9. If students do not have this calculator they will need to purchase one.

• PRE-V
• CORE

Year 10 Dynamic Planet (Pre-V only)

In this subject, students will explore global systems within the context of maintaining a sustainable planet. The students will study the some of the fundamental understandings of the universe and the requirements for life on an alien planet. The role of human activity in an ecosystem is also explored along with the impact such activities have on climate. Students are encouraged to investigate the science behind climate change, the complex issues around global warming and environmental management strategies for the future. The course has an applied learning focus where students will be involved in project-based assessments in the delivery of curriculum.

• PRE-V
• CORE

Making Money (Skills for Innovation & Challenge) (Pre-V only)

Students will learn about the basics of planning and launching their own successful business. They learn how to come up with new business ideas, attract investors market their business and manage expenses. This unit will be driven by project work, working in groups to establish a successful business or product. This course will challenge students to develop the core skills they need to be successful; leadership, communication, decision making, self-management and responsibility.

Students will focus on building an understanding of business and business-related skills through the completion of three units:

• Entrepreneurship
• Social Enterprise
• Shark Tank

Through the three units, students will:

• Understand the role of the entrepreneur
• Understand economic principles
• Explore major fields of business activities: production and delivery
• Define a business and organisation

Be able to market and promote a business or product

• PRE-V
• CORE

Certificate I in Employment Pathways

This certificate aims to provide students with knowledge and skills essential to enhance employment prospects, and to ensure an informed choice of career path. It will also foster the development of personal and social skills relevant to participation in the workforce.

• ACCELERATED
• UNITS 1 & 2

Unit 1 - Reading Practices + Exploration of Literary Movements and Genres

In "Reading Practices," students analyse how language and stylistic choices shape literary forms, considering print and non-print texts and reflecting on their impact on meaning. They closely examine literary features and language, developing skills to identify textual details for a nuanced analysis. In "Exploration of Literary Movements and Genres," students explore common concerns, ideas, and styles in specific literary movements or genres. Studying texts within these categories, they identify attributes, patterns, and shared ideas, engaging with language, settings, and characterisations. Students experiment with assumptions and representations, studying at least one complete text alongside multiple samples from the chosen movement or genre.

Unit 2 - Voices of Country + The Text in its Context

In "Voices of Country," students explore Aboriginal and Torres Strait Islander perspectives through their voices, texts, and experiences. Examining the interconnectedness of place, culture, and identity, they delve into the impact of colonization, ongoing consequences, and issues of reconciliation. Students analyze representations in Indigenous texts, challenging assumptions and stereotypes arising from colonization. The study also involves acknowledging diverse Australian views and values. In "The text in its context," students focus on a text's historical, social, and cultural backdrop, understanding its point of view, language, and representations. They learn to scrutinize textual details to reveal its contextual meaning and recognize the historical and cultural significance of language.

• ACCELERATED
• UNITS 1 & 2

Unit 1 - How do organisms regulate their functions?

In this unit, students will comprehensively explore cellular biology—the foundational element of life sciences. The curriculum delves into the details of cellular processes, spanning from singular cell structures to the complexities of multicellular organisms. Topics include growth dynamics, cellular replacement mechanisms, and the pivotal role of stem cells in differentiation and renewal. The curriculum extends its focus to the specialised functions of cells within plants and animals. Furthermore, students will conduct a rigorous, student-directed scientific investigation, generating primary data that relates to cellular functions or regulatory mechanisms. This inquiry leverages key scientific skills and knowledge acquired in preceding study areas.

Unit 2 - How does inheritance impact on diversity?

In this unit, students delve into the intricate world of reproduction and the transmission of biological information, exploring its impact on species diversity. Students analyse inheritance patterns, interpret pedigree charts, and predict genetic outcomes. The unit delves into the advantages and disadvantages of asexual and sexual reproductive strategies, including cutting-edge technologies like reproductive cloning. Structural, physiological, and behavioural adaptations for survival are studied, along with the interdependencies between species, emphasising the role of keystone species and top predators. A student-led research investigation into contemporary ethical issues related to genetic knowledge, reproductive science, inheritance, or adaptations will also be undertaken.

• ACCELERATED
• UNITS 1 & 2

Unit 1 - How are behaviour and mental processes shaped?

In this unit, students examine the complex nature of psychological development, including situations where psychological development may not occur as expected. Students examine the contribution from Western and non-Western societies, including Aboriginal and Torres Strait Islander peoples, has made to an understanding of psychological development and to the development of psychological models and theories used to predict and explain the development of thoughts, emotions and behaviours. They investigate the structure and functioning of the human brain and the role it plays in mental processes and behaviour and explore brain plasticity and the influence that brain damage may have on a person’s psychological functioning.

Unit 2 - How do internal and external factors influence behaviour and mental processes?

In this unit, students assess the impact of social cognition on attitudes, self-perception, and peer relationships. Exploring diverse factors and contexts that shape individual and group behavior, students recognise the influence of culture on experiences and values. Students undertake classical and contemporary research to comprehend human perception and behaviours, investigating how stimuli perception shapes interactions and can be subject to distortion. This unit encourages a thoughtful examination of social influences on cognition, fostering an understanding of the complex relationship between individuals and their social environments.

• ACCELERATED
• UNITS 1 & 2

Unit 1 - Role of accounting in business

Unit 1 explores starting a business and how accounting shapes its success. Students learn to assess a business using financial and non-financial info, making investment recommendations. They gain practical skills by recording financial data and creating reports for individually-owned service businesses. The curriculum emphasises applying the Conceptual Framework and financial indicators, considering ethical aspects in business decisions - financial, social, and environmental. It's a comprehensive look at business and accounting, preparing students for real-world scenarios and ethical decision-making.

Unit 2 - Accounting and decision-making for a trading business

In Unit 2, students delve into accounting for sole proprietors in trading businesses, focusing on inventory, accounts receivable, accounts payable, and non-current assets. Using both manual methods and technology like spreadsheets, they create historical and budgeted accounting reports. Analysis and evaluation of business performance guide predictions, budgeting, and comparison of alternative strategies. Students propose improvement strategies based on their assessments. Emphasising ethical considerations, financial indicators, and the Conceptual Framework, the unit encourages accounting procedures that align with responsible decision-making for business owners across financial, social, and environmental aspects.

• ACCELERATED
• UNITS 1 & 2

Unit 1 - Economic decision making

The study of Unit 1 involves exploring the dynamic and ever-changing field of economics, a social science that examines human behavior and decisions to meet the needs and desires of society. The focus is on understanding individuals' roles in the economy, their interactions with businesses, and the government's role. Fundamental economic concepts are introduced and examined, including basic models illustrating mutually beneficial transactions between consumers and businesses. Motivations behind consumer and business behavior, as well as responses to incentives, are explored. Demand and supply models are utilised to explain changes in prices and quantities traded, offering insights into resource allocation and the impact of market power on efficiency and living standards.

Unit 2 - Economic issues and living standards

Unit 2 introduces economic issues and living standards. Economic activity is a central consideration in achieving this goal. Students explore the connection between economic activity and economic growth, investigating the significance of economic growth in enhancing living standards. They assess the benefits and costs associated with sustained economic growth and question the adequacy of current measurements for assessing living standards. Students engage in applied economic analysis of two contemporary economic issues, examining them from local, national, and international perspectives.

• ACCELERATED
• UNITS 1 & 2

Unit 1 - Hazards and Disasters

Unit 1 explores human responses to various hazards and disasters. Hazards represent potential harm to people or the environment, while disasters are significant disruptions affecting communities, encompassing human, material, economic, or environmental losses. Hazards range from local situations like fast-moving traffic to regional and global threats like drought or infectious diseases. Students gain an overview of hazards before delving into two contrasting types and their responses. The anlysis includes the processes involved, causes and impacts of hazards, human responses, and the interconnectedness of human activities with natural phenomena, considering the influence of climate change.

Unit 2 - Tourism: Issues and challenges

In Unit 2, students explore the characteristics of tourism, its various forms, evolution, and ongoing changes, along with its impact on people, places, and environments. They address ethical tourism issues and challenges, selecting diverse examples from Australia and around the world for their investigations. Tourism involves people staying outside their usual environment for more than 24 hours but less than one consecutive year, significantly impacting local, regional, and national environments, economies, and cultures since the 1950s. The global travel and tourism industry creates numerous jobs and contributes significantly to the global GDP. The unit emphasises the interconnectedness within and between places, examining the impacts, issues, and challenges arising from different forms of tourism.

• ACCELERATED
• UNITS 1 & 2

Unit 1 - The presumption of innocence

During a study of Unit 1 students gain insights into legal foundations, exploring various types and sources of law, characteristics of effective law, and an overview of parliamentary and judicial systems. They delve into the principles of justice and examine key concepts of criminal law, applying them to real or hypothetical scenarios to assess the potential guilt of an accused. Through this process, students learn how legal principles shape reasoned judgments about culpability. The unit also covers the determination of criminal cases and the types and purposes of sanctions, with students evaluating recent criminal cases to understand how cases are resolved and the effectiveness of sanctions.

Unit 2 - Wrongs and rights

In Unit 2, students explore civil law, which seeks to safeguard individual rights, addressing disputes and awarding remedies when rights are violated. Students explore key concepts of civil law, applying them to real or hypothetical situations to assess liability in civil disputes. The unit covers various areas of civil law, examining methods and institutions for dispute resolution and remedy provision. Through an investigation of civil cases from the past four years, students apply their knowledge. Additionally, the unit includes an exploration of human rights protection in Australia, potential reforms in rights protection, and an examination of a contemporary human rights issue with a specific focus on a case study.

• ACCELERATED
• UNITS 1 & 2

Unit 1 - Family, Health, and Education

In this unit, students cultivate a comprehensive understanding of the language and cultures prevalent in French-speaking communities by examining Family, Health, and Education. Through the medium of French, students proficiently access and disseminate valuable information on these subjects and their respective subtopics. This process involves the consolidation and expansion of vocabulary, grammar knowledge, and language proficiency. A key emphasis is placed on the analysis of cultural products or practices, spanning visual, spoken, or written texts. This analytical approach enhances students' grasp of the nuanced cultural elements embedded within the French language, fostering a more profound appreciation of the interconnectedness between language and culture.

Unit 2 - The World and Us, Celebrations, Art & Culture, and Technology

In this unit, students cultivate a nuanced understanding of facets within language and culture by engaging with topics such as The World and Us, Celebrations, Art & Culture, and Technology. Proficiently analyzing visual, spoken, and written texts, students utilize French to access and disseminate valuable information on these subjects and their respective subtopics. This process entails the meticulous consolidation and expansion of vocabulary, grammar knowledge, and language skills. Through the exploration of diverse mediums, students deepen their appreciation for the intricate interplay between language and culture within the context of French-speaking communities, thereby refining their linguistic proficiency and cultural insight.

• ACCELERATED
• UNITS 1 & 2

Unit 1 - Careers, Travel, Religions and Traditions

In Unit 1, students learn about Careers, Travel, Religions and Traditions. They use the Indonesian language to explore and share information on these topics. The focus is on understanding cultural aspects shown in different ways such as images, speech, or writing. This includes a wide range of media including stories, poems, plays, novels, songs, films, photos, art, buildings, technology, food, clothes, sports, and celebrations. Students use what they have learned about Indonesian culture and language in new situations. They also consider how language and culture affect how people talk in different situations and to different groups of people.

Unit 2 - Women, Youth, Health

In Unit 2, students research Women, Youth and Health, unraveling language and cultural nuances. They scrutinize visual, spoken, and written texts, utilizing Indonesian to share and acquire information on these topics. This process reinforces vocabulary, grammar, and language skills. Cultural products or practices serve as illustrative examples, showcasing the diversity of perspectives across communities. Introspection on the dynamic relationship between language and culture occurs, discerning its influence on meaning, comprehension, and individual language use within specific contexts and for distinct audiences. Your support in these educational endeavors is appreciated.

• ACCELERATED
• UNITS 1 & 2

Unit 1 - Personal Identity and Lifestyles, Youth & Education, Health & Wellbeing

In this unit, students explore Personal Identity and Lifestyles, Young people in Italy & Education System, and Health & Wellbeing to grasp the language and culture of Italian-speaking communities. Through Italian, they share and acquire information on these topics, enhancing vocabulary, grammar, and language skills. The emphasis is on analyzing cultural products or practices, encompassing diverse forms like stories, poems, plays, novels, songs, films, photographs, artworks, architecture, technology, food, clothing, sports, and festivals. Cultural insights are then applied to new contexts, and students reflect on the interplay between language and culture. This reflection extends to understanding how this interplay influences individual language use in specific contexts and for distinct audiences.

Unit 2 - Festivals, Feminism in Italy, and The Migrant Experience

In this unit, students explore Festivals, Feminism in Italy, and The Migrant Experience to gain insights into language and culture. They exchange information on these topics, enhancing Italian vocabulary, grammar, and language skills. The use of cultural products or practices serves to illustrate how culture and perspectives differ among communities. Students engage in reflection on the dynamic relationship between language and culture, contemplating its impact on meaning, understanding, and individual language use in specific contexts and for specific audiences. This exploration encourages a nuanced understanding of the varied linguistic and cultural landscapes within Italian-speaking communities.

• ACCELERATED
• UNITS 1 & 2

Unit 1 - Understanding health and wellbeing.

In this unit, students explore health and wellbeing as a concept with varied and evolving perspectives and definitions. They come to understand that it occurs in many contexts and is subject to a wide range of interpretations, with different meanings for different people. As a foundation to their understanding of health, students investigate the World Health Organization’s (WHO) definition and other interpretations. They also explore the fundamental conditions required for health as stated by the WHO, which provide a social justice lens for exploring health inequities.

In this unit, students identify perspectives relating to health and wellbeing, and inquire into factors that influence health attitudes, beliefs and practices, including among Aboriginal and Torres Strait Islander Peoples. Students look at multiple dimensions of health and wellbeing, the complex interplay of influences on health outcomes and the indicators used to measure and evaluate health status. With a focus on youth, the unit equips students to consider their own health as individuals and as a cohort. They build health literacy by interpreting and using data in a research investigation into one youth health focus area, and by investigating the role of food.

Unit 2 - Managing health and development

In this unit, students investigate transitions in health and wellbeing, and human development, from lifespan and societal perspectives. They explore the changes and expectations that are integral to the progression from youth to adulthood. Students apply health literacy skills through an examination of adulthood as a time of increasing independence and responsibility, involving the establishment of long-term relationships, possible considerations of parenthood and management of health-related milestones and changes.

Students explore health literacy through an investigation of the Australian healthcare system from the perspective of youth and analyse health information. They investigate the challenges and opportunities presented by digital media and consider issues surrounding the use of health data and access to quality health care.

• ACCELERATED
• UNITS 1 & 2

Unit 1 - The human body in motion

This unit delves into the collaborative workings of the musculoskeletal and cardiorespiratory systems in generating movement. Through hands-on activities, students investigate the intricate relationships between these systems and their responses to physical activity, sports, and exercise demands. The role and function of key structures within each system are explored, considering how their capacity either facilitates or impedes movement and participation in physical activities. Adopting a contemporary perspective, students assess the social, cultural, and environmental influences on movement. They critically examine the implications of legal and illegal practices for enhancing musculoskeletal and cardiorespiratory system performance, weighing perceived benefits against potential harms. Additionally, students propose and implement strategies to mitigate the risk of illness or injury to each system.

Unit 2 - Physical activity, sport and society

This unit advances students' comprehension of physical activity, sports, and societal dynamics, adopting a participatory perspective. It introduces various physical activities, emphasizing the role of participation and sedentary behavior in personal health, wellbeing, and across diverse population groups. Through hands-on experiences, students explore and appreciate different physical activities prevalent in their and other communities, gauging the required activity levels for health benefits. The unit delves into how participation in physical activity evolves across the lifespan, examining factors influencing and facilitating regular engagement. Students gather data to identify enablers and barriers, exploring ways to extend participation opportunities in diverse social, cultural, and environmental contexts. Investigating consequences of physical inactivity and sedentary behavior at both individual and population levels, students devise and participate in activity plans aligned with specific population groups. Employing various assessment methods, they analyze data against established guidelines, applying the social-ecological and Youth Physical Activity Promotion models to evaluate effective strategies promoting regular physical activity at both individual and community levels.

• ACCELERATED
• UNITS 1 & 2

Unit 1 - Food Origins

In this unit, students explore the historical and cultural dimensions of food. Area of Study 1 delves into the evolution of human food sourcing, tracing the transition from hunter-gatherer societies to contemporary urban living and global food trade. Emphasis is placed on understanding the origins and roles of food, with a focus on a specific food-producing region. In Area of Study 2, the focus shifts to Australia, examining indigenous food pre-European settlement and the impact of industries, immigration, and technology on food patterns. Students engage in practical activities, considering the concept of an Australian cuisine shaped by innovation, technology, and globalisation.

Unit 2 - Food makers

In this unit, students explore contemporary food systems in Australia. Area of Study 1 focuses on commercial food production industries, examining their significance to the Australian economy and their ability to provide safe, high-quality food. Area of Study 2 compares and complements this by investigating food production in domestic and small-scale settings. Students acquire practical skills, producing foods and using evaluation measures to compare them to commercial products. The unit emphasizes effective provision and preparation of food at home, analysing the benefits and challenges of practical food skills in daily life. Students also explore entrepreneurial opportunities, considering the extension of their role as small-scale food producers.

• ACCELERATED
• UNITS 1 & 2

Unit 1 - Introducing performance styles

In this unit, students learn about different performance styles from various social, historical and cultural contexts. They use drama traditions of ritual and storytelling to create performances. The focus of the unit is on creating and presenting a solo or ensemble performance based on personal, cultural, or community experiences and stories. Students also analyse their own performance work and that of professional drama performers. They use play-making techniques to give meaning to their performance and develop their expressive and performance skills. The unit involves documenting the process of exploring stimulus material, experimenting with production areas, dramatic elements, conventions, and performance styles.

Unit 2 - Australian Identity

In this unit, secondary students explore Australian identity in contemporary drama. They learn about drama practitioners and performance styles, focusing on creating solo or group performances. These performances are based on a person, event, issue, place, artwork, text, or icon from Australian history or today. They use stimulus material to dive into Australian identity and study performance styles and conventions. They also develop their skills in transforming characters, time, and place, using symbols, and using dramatic elements. Students analyze their own work and professional Australian performances. They also study various performance styles from different historical, social, and cultural contexts.

• ACCELERATED
• UNITS 1 & 2

Unit 1 - Database software, spreadsheet software and data visualisation software.

In this area of study students use software tools to create data visualisations in response to teacher-provided requirements and designs. Students apply computational thinking skills when extracting meaning from data and apply design thinking skills and knowledge to create data visualisations.

Unit 2 - An appropriate programming language

In this area of study students use a programming language to create a working software solution in response to teacher-provided solution requirements. Students apply computational and design thinking skills when preparing solution designs and transforming them into a working solution.

• ACCELERATED
• UNITS 1 & 2

Unit 1 & 2 - Certificate II in Hospitality

Certificate II in Hospitality prepares students with a range of hospitality and operational skills that allows for immediate employment and / or further study in the Hospitality industry. This subject Includes units such as prepare and serve espresso coffee, non-alcoholic beverages, food and beverage service, provide advice on food, clean and tidy bars and processing financial transactions. Students will work in Loyola's Iggy's restaurant in terms 2 and 3 providing front of house service to customers. Students interested in studying this course will be required to complete a Letter of Commitment.

• ACCELERATED
• UNITS 1 & 2

Unit 1 & 2 - VCE VET Screen & Media

Certificate III in Screen & Media provides students with a pathway to a variety of creative industries. Units 3 and 4 offer scored assessment and incorporate units such as 2D digital animations, writing content for a range of media, authoring interactive sequences and creating visual design components. Unts of Competency undertaken in Year 1 may include:

Apply critical thinking skills in a team environment, apply work health and safety practices and work effectively in the creative arts industry. This subject would be suitable for students who have an interest in Multimedia, Graphic Design, Information

Technology and Web Development and Animation.

• ACCELERATED
• UNITS 1 & 2

Unit 1 & 2 - Certificate III Sport, Aquatics and Recreation

The Certificate III in Sport, Aquatics and Recreations provides students with the opportunity to gain both theoretical knowledge and practical skills in a sports setting. It allows students to demonstrate competency in a range of areas and prepares them to work in various settings within the sport and recreation industry. Students will learn and undertake a range of Units which include, but are not limited to, conducting Non-Instructional Sport, Fitness or Recreation sessions, using social media tools for collaboration, conducting sport, fitness or recreation events and participating in conditioning for sport. This subject is ideal for students who wish to pursue a career in the fitness and recreation industries.