Curriculum


 * CURRICULUM (AND VCAL BELOW) **

The link below previews the subjects offered, and their distribution, at //Society High//.

The table shows a clearly structured timetable for year sevens and eights. It is not until year nine that students begin to choose electives. It is worth noting the following:
 * Table Explanation**
 * Students may do different electives in year nine and ten, if they wish. They do not have to follow on with subjects chosen in first semester, year nine.
 * We consider English, Mathematics, Science, Humanities & LOTE to all be equally important in the younger year levels. This is why they are compulsory throughout the year for both year sevens to year tens, and why they have been delegated three periods each per week.
 * Physical Education, Health and Personal Development are also compulsory subjects from years seven to ten. The content requirements alter throughout the years where these subjects are concerned as the individual needs of students change. (See Co-curricular and Student Welfare & Pastoral Care Policies for further information)
 * If in year ten, a student wishes to accelerate (do a VCE Unit 1 & 2 subject), they will choose only ONE other elective.
 * In year eleven, if a student wishes to accelerate (do a VCE Unit 3 & 4 subject), they will lose their free period.
 * We have a very diverse subject list. This is due to our belief that students need a broad range of options to allow all kinds of learning to take place, and also to encourage well rounded individuals. Encouraging students to attempt subjects that they may not have otherwise, can often see students finding hidden talents and alternative creative outlets.
 * In years nine and ten we have year long electives. By year nine, students would have attempted all elective subjects and would have a good understanding of what they really enjoy and accelerate at. A year long subject allows them to get a better handle on the subject content and better prepare them for VCE or VCAL. Having said this, if students change their minds mid-semester, we can accomodate them.
 * Any VCE subject that is not running in any specific year at //Society High//, can be completed off campus if a student so wishes. [|Here is a list of VCE Subjects currently being undertaken in Victoria.]

At Society High we believe that diversity amongst subject choice is an integral component of developing a well rounded education. For us, this works in two ways. First, the students of course learn different subjects; but second, and perhaps even more important, are the linkages between disciplines, namely, the ability for one to enhance others. On this point, Anderson notes the following; ‘considerable research has demonstrated that music training may enhance academic and cognitive functioning, for instance, with increases in human memory, spatial-temporal reasoning, reading, and mathematical performance.’ [1] It is for these reasons that we offer such a diverse range of opportunities for our students. At Society High we recognise the rapidly changing environment that everyone across the globe finds themselves in. This is why we consider LOTE to be equally as important as English, Maths, Science and Humanities. Giving the same weighting to these subjects ensures that our students are ready for a variety of challenges they may be faced with in life after Society High. If the world changes in unexpected ways, Society High has prepared them for this too. S. Fernandez notes the following: ‘Contemporary developments - including mass movements of peoples across the globe, increasingly diverse, multicultural communities, rapid technological change and increasing economic globalisation - have highlighted and reinforced the critical need for knowledge and understanding of other languages and cultures.’ [2]
 * CURRICULUM RATIONALE **

Society High’s acceptance of other cultures and our strong emphasis on LOTE mean that our students can be active citizens in our active world.

Our compulsory Personal Development subject is also considered to be very important. Students cover a wide variety of material over the four years of this course and each year is different. We believe that it is important for this subject to be kept in the curriculum over this period of time so that the concepts can be digested and reworked by the students themselves. J. Willians states that:

‘Critical self-reflection is a cognitive and emotional process which can allow an individual to self identify, critique and revise long-held personal assumptions that may have hindered potential for lifelong learning. When such obstacles are removed, lifelong learning can be enhanced, for individuals can deconstruct some long-held assumptions and conceptualise new futures.' [3 ]

With this is mind, it can be seen that the focus of our Personal Development subject can help all students to achieve better grades in any subject area, better prepare them for adulthood, and also help to prevent some potential problems from occurring later on in life. This subject helps us to build better futures.

Sport and physical activity are seen to be not only equally important, but essential counterparts to psychological Personal Development. Examples of the benefits of exercise are ‘better levels of concentration, better nutrition, the self-awareness that comes with learning how to win, and lose, graciously, the refinement of teamwork skills, and increased self-esteem.’ [4] We believe that it is essential for our students to focus on Personal Development and physical activity because of how much these two areas can assist each other. We see this in the need for sports psychologists with today’s professional athletes, and also the need for sport in psychological matters.

At Society High free periods are introduced in Year 11. We give students this time so that they can essentially choose how to use it. Ideally, we hope that they will use it by completing homework tasks so that they can learn more, stay on top of their studies and also receive better grades. We also understand that people work in different ways. Perhaps they finish their homework at night and hence, need a much needed break during the day. Or perhaps these free periods will be used to waste time. But at Society High we believe it is important for students to learn from a mistake such as this, instead of being exposed to it for the first time when they go to university or enter the big wide world. [5] Hopefully, if this problem occurs, a student will learn from it in Year 11 and fix this situation in time for Year 12 and onwards.


 * Footnotes**

[1] H. K., Anderson and Rickard N S. A preliminary examination of short-term effects of an active class- based music program on young adolescents' self-esteem and anger expression. [online]. __Australian Journal of Music Education__; n.1 p.7; 2007. Availability: ____ ISSN: 0004-9484. [cited 21 Aug 09].

[2] S. Fernandez, Teaching and learning languages other than English (LOTE) in Victorian schools, University of Melbourne - Research Unit for Multilingualism and Cross Cultural Communication, Victoria - Dept of Education and Early Childhood Development. Office for Policy, Research and Innovation, Government reports, Victoria. Dept of Education and Early Childhood Development, []. [cited 27Aug 09].

[3] J. Willians, Embracing critical self-reflection : a necessity for lifelong learning. [online]. In 'Lifelong learning : reflecting on successes and framing futures : keynote and refereed papers from the 5th International Lifelong Learning Conference, Yeppoon, Central Queensland, Australia, 16 - 19 June 2008' edited by D Orr, P A Danaher, G Danaher and R E Harreveld, pages 400-404. Rockhampton Qld : Central Queensland University Press, 2008, []. [cited 27 Aug 09].

[4] E. Cosentino, and Wyrzykowski M. Running on adrenalin. [online]. __Teacher__; n.177 p.5; February 2007. Availability: ____ ISSN: 1449-9274. [cited 27 Aug 09].

[5] V. Devai, What future for pastoral care? [online]. __Education Review__; v.16 n.9 p.8; 14 February 2007. Availability: ____ ISSN: 1329-6329. [cited 27 Aug 09].


 * Bibliography**

Anderson H K and Rickard N S. A preliminary examination of short-term effects of an active class- based music program on young adolescents' self-esteem and anger expression. [online]. __Australian Journal of Music Education__; n.1 p.4-16; 2007. Availability: ____ ISSN: 0004-9484. [cited 21 Aug 09].

Athanasou J A. The intersection of vocational interests with employment and course enrolments. [online]. __Australian Journal of Career Development__; v.18 n.1 p.8-16; Autumn 2009. Availability: ____ ISSN: 1038-4162. [cited 27 Aug 09].

Cosentino E and Wyrzykowski M. Running on adrenalin. [online]. __Teacher__; n.177 p.14-15; February 2007. Availability: ____ ISSN: 1449-9274. [cited 27 Aug 09].

Devai V. What future for pastoral care? [online]. __Education Review__; v.16 n.9 p.8-9; 14 February 2007. Availability: ____ ISSN: 1329-6329. [cited 27 Aug 09]. Fernandez, S., Teaching and learning languages other than English (LOTE) in Victorian schools, University of Melbourne - Research Unit for Multilingualism and Cross Cultural Communication, Victoria - Dept of Education and Early Childhood Development. Office for Policy, Research and Innovation, Government reports, Victoria. Dept of Education and Early Childhood Development, []. [cited 27Aug 09]. Partridge F. Exploring the challenges of integral curriculum. [online]. __Christian Teachers Journal__; v.17 n.1 p.10-13; February 2009. Availability: ____ ISSN: 1443-735X. [cited 27 Aug 09].

Willians, J. Embracing critical self-reflection : a necessity for lifelong learning. [online]. In 'Lifelong learning : reflecting on successes and framing futures : keynote and refereed papers from the 5th International Lifelong Learning Conference, Yeppoon, Central Queensland, Australia, 16 - 19 June 2008' edited by D Orr, P A Danaher, G Danaher and R E Harreveld, pages 400-404. Rockhampton Qld : Central Queensland University Press, 2008, []. [cited 27 Aug 09].



The link below previews the VCAL timetable offered at //Society// High.

//Society High// offers year eleven and twelve students the opportunity to undertake VCAL (Victorian certificate of Applied Learning). We recognise that not all //Society High// students are interested in tertiary education, and that some students are interested in doing apprenticeships, training at TAFE or getting a job after high school. Hence, VCAL is an alternative education pathway that suits these particular students.
 * Table Explanation**

VCAL, just like VCE is a recognised qualification which focuses on active learning through hands on experiences in conjunction with work experience, numeracy and literacy skills and most importantly the opportunity to personally develop students so that they are ready for life and work after high school. VCAL consists of the following strands which are completed at three different levels (Foundation, Intermediate and Senior.  The importance of VCAL is its flexibility. Students at //Society High// are able to devise their own study program that best caters for their interests and learning needs. To obtain a VCAL certificate, 1000 hours must be completed, where //Society High// offers many activities such as part time work, training for apprenticeships, volunteer and community work, structured work place learning, learning within the classroom and TAFE. The VCAL timetable has been carefully constructed so that students are able to organize their work and study load around the four compulsory strands. This gives student’s sufficient time to finish their Personal Development Skills strand which involves generating their own projects that involves understanding their community and themselves based on their own interests.
 * **Literacy and Numeracy Skills **<span style="font-family: 'Times New Roman','serif'; font-size: 12pt;">
 * <span style="font-family: Arial,Helvetica,sans-serif;">**<span style="font-family: 'Times New Roman','serif'; font-size: 12pt;">Industry Specific Skills **<span style="font-family: 'Times New Roman','serif'; font-size: 12pt;">
 * <span style="font-family: Arial,Helvetica,sans-serif;">**<span style="font-family: 'Times New Roman','serif'; font-size: 12pt;">Work Related Skills **<span style="font-family: 'Times New Roman','serif'; font-size: 12pt;">
 * <span style="font-family: Arial,Helvetica,sans-serif;">**<span style="font-family: 'Times New Roman','serif'; font-size: 12pt;">Personal Development skills **<span style="font-family: 'Times New Roman','serif'; font-size: 12pt;">

//<span style="font-family: 'Times New Roman','serif'; font-size: 12pt;">Society High //<span style="font-family: 'Times New Roman','serif'; font-size: 12pt;"> firmly believes in students completing high school to the best of their capability. Students that are not fond of the conventional VCE and obtaining an ENTER score are not deterred by school because they have the alternative option of undertaking VCAL, and as a result end up achieving more than they could fathom by the skills they have learnt and developed which will be valuable for their future.

VCAL Rationale ** //<span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 115%;">‘VCAL is more interactive with other people. We have to speak to more people. We have more freedom, more choice in activities, more spares, and more time to study. We have to tell the teachers what we want to do, instead of them telling us. And there is less stress in VCAL. ’ // <span style="display: block; font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 115%; text-align: right;">A student’s description of VCAL. <span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 115%;">VCAL was trialed in 2002 and introduced around Victoria in 2003. Research has shown that this alternative educational pathway has been very successful. It has kept students in education and training as well as help them seek employment. Statistics show that one third of VCAL students (2003) would have quit school and be subjected to long term unemployment and possible underemployment if VCAL was not on offer as an alternative educational certificate within their school.[1 ]
 * <span style="display: block; font-family: 'Times New Roman',Times,serif; font-size: 12pt; line-height: 115%; text-align: center;">

It has been shown that people who have not completed high school are more likely to be expected to be unemployed and earn less money compared to the people who have completed their secondary education.[2 ] This is why //Society High// encourages students who aren’t school orientated to complete VCAL to steer them in the right direction for their future.

VCAL has hand many positive influences on students. It gives students a much clearer vision as to what they want for their future as it enables them to discover possible jobs and industries that they are interested in. This also brings motivation, fulfillment as well as a greater engagement towards their education.

[1] Ryan, Brooks & Hooley (2004) [2] Ryan, Brooks & Hooley (2004)
 * Footnotes**