The Languages Program advances students' literacy and prepares them to stand alongside their international peers in a globalised, multilingual world. Students gain core life and career skills in communicating with people from other language backgrounds and cultures who may have different experiences, expectations and values. All communication tasks are in Indonesian, with reflection tasks in English.
At Wallan Secondary College (WSC), all students at Years 7 and 8 learn the Indonesian language (bahasa Indonesia), and may continue their studies of Indonesian until VCE Units 3 & 4; our program is accelerated from Year 9, so students may complete Units 3 & 4 by the end of Year 11.
Indonesian is the official language of our nearest neighbour, the Republic of Indonesia, and Malay (the language upon which it is based) is spoken in Malaysia, Brunei, Singapore, East Timor, southern Thailand, and Australia's Cocos Islands and Christmas Island.
Our students and teachers are leaders in the renewal of language learning in Australia.
For several years, we have been successful in gaining scholarships for our students to participate in a statewide study tour for Year 10s to an Indonesian school, including leadership by WSC of that program. Students have also participated in language immersion camps within Victoria.
Our Languages program has been a platform for leadership in the wider area of 'Asia Literacy,' including our inclusion in Phase 1 of the Malaysia Victoria Sister Schools' Program, sponsored by the Australian Government. Several students have also participated in the Johor International Student Leadership Conference in Malaysia. We are developing curriculum collaboration with two schools- the Sheikh Abdul Malek School (SHAMS) in Kuala Terengganu, Malaysia, and SMAK Rajawali in Makassar, Indonesia.
Our work in Indonesian language and Asia Literacy has been recognised by an award for "Excellence in Multicultural Education" from the Victorian Multicultural Commission.
Students get the opportunity to engage with native-speaking teachers and other native-speakers both locally and internationally, through an excellent network of supporters within the Indonesian community.
Our languages teachers have recently been engaged by DEECD to create online Indonesian teaching and learning resources and have undertaken professional development in "Content and Language Integrated Learning" (CLIL). From the beginning of 2013, a partnership with Beveridge Primary School (BPS) also means that BPS students have started to learn Indonesian with twice-weekly classes taught by WSC Indonesian teachers.
Certificate II in Engineering is state accredited curriculum which provides pre-employment training and pathways in the engineering, manufacturing or other related industries. The VCE VET Engineering program enables students to gain recognised credentials and to make informed choices of vocation or career path.
Certificate II in Engineering Studies will provide you with the skills and knowledge to undertake an apprenticeship in the engineering trades or provide you with a foundation for professional engineering roles. Units 1 and 2 cover areas in basic machine processing, fabrication techniques, using power tools and using computers for engineering related work activities. Depending on the electives chosen, Units 3 and 4 offers scored assessment and incorporates units such as producing basic engineering sketches and drawings, handling engineering materials and assembling and testing electronic engineering equipment and making it operational.
VCE: you will be eligible for up to four units towards your VCE: two units at Units 1 and 2 level, and a Units 3 and 4 sequence. A study score is available for this program, which can contribute directly towards your ATAR – either as one of your best four studies (the primary four) or as your fifth or sixth study. VCAL: you will be eligible for up to four credits towards your VCAL – at the Foundation, Intermediate or Senior levels.
Certificate II in Engineering Studies will assist you in pursuing a career in the engineering, manufacturing or related industries through vocational or higher education pathways. Apprenticeships and traineeships can lead into a range of careers into roles in design, manufacture, installation and repair of a wide range of products. As a qualified tradesperson, occupations may include boiler maker, welder, tool/die maker, hydraulics/avionics/mechanical technician, draftsperson, mechanical fitter. This qualification also provides a pathway into para professional careers in the engineering industry such as a Mechanical Engineer, Electrical Engineer and Surveyor.
Source: VCAA VCE VET Engineering
AusVELS provides a single curriculum for levels F-10 that incorporates the Australian Curriculum as it is progressively developed within a framework that reflects particular Victorian priorities and approaches to teaching and learning (F is the abbreviation for 'Foundation' which is now the common term agreed to by all States and Territories to refer to the first level of school for curriculum design purposes). AusVELS has been designed to ensure that schools and teachers are not required to manage two different curriculum and reporting frameworks during the development of the Australian Curriculum.
AusVELS is based on the VELS triple-helix structure of three interconnected areas of learning called strands.
The three strands are as follows:
|Physical, Personal and Social Learning||
Students learn about themselves and their place in society. They learn how to stay healthy and active. Students develop skills in building social relationships and working with others. They take responsibility for their learning, and learn about their rights and responsibilities as global citizens.
Students learn the knowledge, skills and behaviours in the arts, English, humanities, mathematics, science and other languages.
Students explore different ways of thinking, solving problems and communicating. They learn to use a range of technologies to plan, analyse, evaluate and present their work. Students learn about creativity, design principles and processes.
Domains are distinct bodies of knowledge, skills and behaviours within each strand.
The domains within AusVELS that are drawn from the Australian Curriculum learning areas (English, Mathematics, Science and History) are organised into Content Descriptions and Achievement Standards.
Content descriptions specify what teachers are expected to teach. The Achievement standards describes the quality of learning (the extent of knowledge, the depth of understanding and the sophistication of skills) that would indicate the student is well placed to commence the learning required at the next level of achievement.
Content elaborations are included for these domains. These elaborations are intended to provide additional clarity by way of illustrative examples only. They are not statements of mandatory content.
The other domains within AusVELS that are drawn from the existing Victorian Essential Learning Standards (VELS) are organised into learning focus statements and standards. The standards outline the essential knowledge, skills and behaviours students are expected to demonstrate within each domain. The learning focus statements suggest learning experiences that are based on the standards.
All the domains are written for all students. Advice is provided on how programs can be modified for students with English as an additional language or dialect here and students with special education needs here and here.
Content descriptions/Learning Focus statements and Achievement Standards/Standards for each domain are organised into dimensions. For example, the Arts is a domain organised by the Creating and making and Exploring and responding dimensions.
Source: VCAA AusVELS website
Science provides an empirical way of answering interesting and important questions about the biological, physical and technological world. The knowledge it produces has proved to be a reliable basis for action in our personal, social and economic lives. Science is a dynamic, collaborative and creative human endeavour arising from our desire to make sense of our world through exploring the unknown, investigating universal mysteries, making predictions and solving problems. Science aims to understand a large number of observations in terms of a much smaller number of broad principles. Science knowledge is contestable and is revised, refined and extended as new evidence arises.
The Australian Curriculum: Science provides opportunities for students to develop an understanding of important science concepts and processes, the practices used to develop scientific knowledge, of science's contribution to our culture and society, and its applications in our lives. The curriculum supports students to develop the scientific knowledge, understandings and skills to make informed decisions about local, national and global issues and to participate, if they so wish, in science-related careers.
In addition to its practical applications, learning science is a valuable pursuit in its own right. Students can experience the joy of scientific discovery and nurture their natural curiosity about the world around them. In doing this, they develop critical and creative thinking skills and challenge themselves to identify questions and draw evidence-based conclusions using scientific methods. The wider benefits of this "scientific literacy" are well established, including giving students the capability to investigate the natural world and changes made to it through human activity.
The science curriculum promotes six overarching ideas that highlight certain common approaches to a scientific view of the world and which can be applied to many of the areas of science understanding. These overarching ideas are patterns, order and organisation; form and function; stability and change; systems; scale and measurement; and matter and energy.