santa maria college learn! · 2019. 10. 8. · 3 return to contents page welcome to learn! welcome...

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LEARN!SANTA MARIA COLLEGE

YEARS 11 & 12CURRICULUMHANDBOOK2017

2

1. Welcome

2. Pathways

3. ATAR Courses

4. General Course

5. Course Selection Process

6. ACCESS Pathway 2017

7. Course Descriptions

8. Selecting Courses

9. Secondary Graduation Requirements

10. University Entrance

11. TAFE Entrance

12. Study & Feedback

13. Academic Awards

14. Calculating Your ATAR

15. College Contacts

16. University & TAFE Contacts

17. Career Information Resources on the Web

18. TAFE Certificates

CONTENTS

Return to Contents Page3

Welcome to LEARN! Welcome to the Year 11 and 12 Course Information. This information is intended to assist you in making choices of

pathways and courses for 2017.

At Santa Maria College all Year 11 and 12 students:

• Choose an ATAR or an ACCESS (General) pathway

• May combine a limited number of courses from each pathway

• Study 6 courses in Year 11 and at least 5 courses in Year 12

• Study Religion & Life as one of their courses in Years 11 and 12

• Select either English or Literature

• Must include at least one List A and one List B course

• Will study Units 1 & 2 in Year 11 and Units 3 & 4 in Year 12

• Usually study the same courses in Year 11 and Year 12

WELCOME


Students at the College study either the ATAR or the ACCESS Pathway.

ATAR PATHWAY ACCESS PATHWAY

ATAR courses are studied General courses are studied

Units 1 & 2 are studied in Year 11 Units 1 & 2 are studied in Year 11

Units 3 & 4 are studied in Year 12 Units 3 & 4 are studied in Year 12

Courses are content based Courses are practical based

External exams (WACE exams) are sat at the end of Year 12There is one externally set task for each course, which all students must complete in Term 2

ATAR score is based on 50% school assessment and 50% external exams

High grades are important

Students gain an ATAR score based on their best 4 subjects

Workplace Learning placements are undertaken in Years 11 & 12

A minimum of 4 ATAR courses are required but 5 or 6 are recommended

Certificate courses are undertaken in Year 12

Students are aiming for university entrance Students are required to study Career & Enterprise

Students are aiming for TAFE, industry, or possible alternate entry to university.

PATHWAYS


The twenty-five ATAR Courses with the prerequisite Year 10 course and grades are listed below.

ATAR COURSES LIST YEAR 10 PREREQUISITEYEAR 10 GRADE

Accounting & Finance BMathematics Course 2Investing & Enterprise

B

Applied Information Technology B Nil -

Biology BPhysics or Chemistry or Biology or Human Biology

CB

Business Management & Enterprise A Investing & Enterprise (preferred) -

Chemistry BPhysics or Chemistry orBiology or Human Biology

BA

Children, Family & the Community A Nil -

Dance A Dance B

Drama A Drama B

Economics A Economics or Geography of History or Politics B

English A English C

French: Second Language A French B

Geography A Economics or Geography of History or Politics B

Human Biology BPhysics or Chemistry orBiology or Human Biology

CB

Italian: Second Language A Italian B

Literature A English B

Materials Design & Technology B Fashion & Textiles (preferred) -

Mathematics Specialist B Mathematics Course 1 A

Mathematics Methods BMathematics Course 1Mathematics Course 2.1

A-BA

Mathematics Applications BMathematics Course 1, 2.1Mathematics Course 2.2

A-CA

Modern History A Economics or Geography of History or Politics B

Physical Education Studies BPE Studies, an interview, a science course

BB

Physics BPhysics/ Mathematics Course 1Chemistry / Mathematics Course 2.1

A/BA

Politics & Law A Economics or Geography of History or Politics B

Religions & Life A Religious Education B+

Visual Arts A Visual Arts B+

ATAR COURSES


The fourteen General Courses offered to students are listed below.

GENERAL COURSES LIST YEAR 10 PREREQUISITEYEAR 10 GRADE

Business Management & Enterprise A Investing & Enterprise (preferred) -

Career & Enterprise (compulsory for all ACCESS students)

A Nil -

Children, Family & the Community A Nil -

Dance A Dance B

Design B Design / Visual Arts C

English: Essentials A English C

Food Science & Technology B Food Technology (preferred) -

Integrted Science B Applied Science C

Materials Design & Technology B Textiles Technology (preferred) -

Mathematics: Essentials B Mathematics Course 2.2, 3 A-C

Music A Music or interview -

Outdoor Education BOutdoor Education (preferred)Recreational Skippers Ticket required

-

Religion & Life A Religious Education -

Visual Arts A Design / Visual Arts C

GENERAL COURSES


The following table outlines the timeline for the selection of courses for Year 11 2017.

EVENT DATE

Course Information Days 30 / 31 May

Year 10 Parents and Students Information Evening 1 June, 6.30 pm

Year 10 Exams 16 - 23 June

ACCESS Parents and Student Afternoon Tea / Information Session 22 June, 3.30 pm

Reports available. Information to parents regarding course selection and recommended courses 1 July

Parent / daughter discussions of possible courses based on prerequisites. Parents and daughters enter online course selections.

1 - 20 July

Students to meet with Course Advisor.An appointment time is scheduled for each student. Parents are invited to attend. Students will be emailed an appointment time.

21 July - 5 August

Confirmation of courses Term 4

COURSE SELECTION PROCESS


The ACCESS Pathway provides two additional opportunities to students through Workplace Learning and VET Programs.

Workplace Learning

This Program is a compulsory part of the ACCESS

Program & in most instances is only available to

students undertaking the ACCESS Pathway.

The Workplace Learning Endorsed Program provides an

opportunity for students to demonstrate, and develop

increasing competence in, the core skills for work, often

referred to employability skills.

Developing competence in workplace skills assists an

individual to gain employment, and in the longer term,

to progress within the organisation or industry area in

which they are employed, and to contribute successfully to the organisation’s objectives and to the wider community.

Workplace Learning is an Authority-Developed Endorsed Program that is managed by the College.

Students will have the opportunity to complete hours in three different workplaces, during the upper school exam periods in

May and October.

To complete this endorsed program, a student works in one or more real workplace/s to develop a set of transferable workplace

skills. The student must record the number of hours completed and the tasks undertaken in the workplace in the College’s

Workplace Learning Logbook.

The student must also provide evidence of their knowledge and understanding of the workplace skills by completing the

College’s Workplace Learning Skills Journal after each fifty-five hours completed in the workplace.

VET Programs

There are many opportunities for VET training in the ACCESS Pathway at Santa Maria College in 2017. All ACCESS students are

required to complete a VET Certificate II or higher as part of their school program. Below is an outline of VET that is available

within the College:

In Outdoor Education, students have the opportunity of completing Certificate II Outdoor Recreation over the two years of the

course.

In Business, Management & Enterprise (G), students have the opportunity of completing a Certificate III in Business over the two

years of the course.

In Year 12, all ACCESS students choose a TAFE Certificate where they attend TAFE one day a week. There is a large choice of

certificates available, from Aviation to Zoology (please refer to the TAFE section (Add Link) for further information on certificates

available.

ACCESS PATHWAY 2017

https://youtu.be/_97A921-2Z4


A = ATAR Course G = GENERAL Courses (ACCESS)

A/G Both ATAR and GENERAL Courses offered

A/G Religion & Life

A Accounting & Finance

A Applied Information Technology

A Biology

A/G Business Management & Enterprise

G Career & Enterprise

A Chemistry

A/G Children, Family & the Community

A/G Dance

G Design

A Drama

A Economics

A English

G Food Science & Technology

A French: Second Language

A Geography

A Human Biology

G Integrated Science

A Italian: Second Language

A Literature

A/G Materials Design & Technology

A/G Mathematics

A - Mathematics Specialist

A - Mathematics Methods

A - Mathematics Applications

G - Mathematics Essentials

A Modern History

G Music

G Outdoor Education

A Physical Education Studies

A Physics

A Politics & Law

A/G Visual Arts

New courses 2017

A Children, Family & the Community

Detailed syllabus statements for all courses are available here

COURSE DESCRIPTIONS

http://senior-secondary.scsa.wa.edu.au/syllabus-and-support-materials

10 Return to Subject List

Religion & Life (A)

List A

Prerequisites

High B Grade in Religious Education

Aim of Course

The Religion and Life ATAR course provides

opportunities to learn about religion and the interplay

that occurs between religion, societies and people. The

word ‘interplay’ is used throughout the Religion and

Life syllabus and refers to the way in which two or more things have an effect on each other. Students develop an informed and

critical understanding of this interplay through a detailed knowledge of one or more religions. At Santa Maria College, this course

is studied from a Catholic perspective.

Description of Course

Unit 1

The focus of this unit is the place of religion in society. It examines the responses of people to religion, in particular how people

understand the response of religion to their concerns, needs and questions.

Unit 2

The focus of this unit is religious identity and purpose. It investigates how religion shapes, forms and supports people in life. The

unit also examines how religion impacts on, and interacts with, groups in society.

Unit 3

The focus for this unit is the connection between past and present experiences of religion. The impact of changes within society are

analysed in order to demonstrate how they shape the way individuals and groups interact with religion.

Unit 4

The focus for this unit is the interplay between religion and life. It is centered on understanding the way a religion responds to, and

interacts with, issues in society.

In all units, students use research skills to conduct inquiries, process information and communicate findings about the interplay

between religion and life.

There are four types of assessment used to assess Religion and Life ATAR knowledge and skills: investigation, explanation, source

analysis and examination.

RELIGION & LIFE (A & G)

https://youtu.be/oG9qug9LEkc


Religion & Life (G)

List A

Prerequisites

No Prerequisite

Aim of Course

Through the Religion and Life General course, students learn skills that will enable them to understand the role religion

plays in society and in the lives of people.


Unit 1

The focus of this unit is the place of religion in society. It examines the characteristics of religion and the responses of

people to religion, in particular how people understand the response of religion to their concerns, needs and questions.

Unit 2

The focus of this unit is religious identity and purpose. It investigates how religion shapes, forms and supports people in

life. The unit also examines how religion impacts on, and interacts with, issues in society.

Unit 3

The focus of this unit is the role religion plays in the lives of people. It explores how people interact with and respond to

religion.

Unit 4

The focus of this unit is religious identity. It examines the influence of religion on people and how religious people interact

with society. Students also explore how religion responds to and interacts with issues that arise within society.

In all units, students learn the skills required for conducting an inquiry, processing information and communicating

findings about religion and life.

There are four types of assessment used to assess Religion and Life General knowledge and skills: investigation, explanation, source analysis and an externally set task in Year 12.

RELIGION & LIFE (A & G)


List B

Prerequisites

B Grade in Mathematics General Course.

Investing & Enterprise preferred.

Aim of Course

The Accounting and Finance course aims to make students

financially literate by creating an understanding of the

systems and processes through which financial practices

and decision making are carried out, as well as the ethical,

social and environmental issues involved. It helps students to

analyse and make informed decisions about finances.

Financial literacy gives individuals the ability to make sound financial judgements. In an age when many business practices

and ethical standards are being questioned, awareness of the ways financial practices impact on their lives helps students take

responsibility for their own financial commitments. It gives them the problem-solving skills to operate at many levels of financial

decision-making.

Through engagement with the course, students develop an understanding of the fundamentals on which accounting and financial

management are based. Many students will find themselves self-employed and there is a high probability that they will have to

engage in some form of accounting practices. Having an understanding of these practices enables students to analyse their own

financial data and make informed decisions based on that analysis.


Unit 1 & 2

Units 1 and 2 focus on a number of specific skills and concepts including; the difference between a service, manufacturing and a

trading business; the effect of GST on businesses; the characteristics of small business and ownership; the accounting equation;

financial accounting and students will be taught to prepare Income Statements and Balance sheets. In the second unit students

will learn the effect on the end of the financial year on the accounts of a business. They will complete financial reports analysis and

learn about depreciable assets and accounting for the sale of these assets.

Unit 3 & 4

The focus for unit 3 is on internal management for business. Students prepare and interpret budgets and performance reports in

relation to forecasting a business’s future. The unit distinguishes between internal and external reporting requirements. Decision-

making processes using cost accounting techniques are a feature of the unit. The unit focuses on critical analysis of financial

information. The unit also explores the importance of short and long term planning for business. They will investigate and analyse

the value of different projects in order to learn how to decide if a project is viable. Students will learn about what contributes to

the cost of a product and discuss the relationship between costs and profit. The course will also enable students to research social

responsibility and ethics in business.

The focus throughout Unit 4 is Accounting for Companies. Topics with practical applications such as initial share issue, cash flow

statements, ratio analysis and financial reports are the core of this unit of study. Students will also discuss the issue of corporate

social disclosure.

ACCOUNTING & FINANCE (A)

https://youtu.be/-5zMJ7Buxb4


List B

Prerequisite

No Prerequisite

Aim of Course

Information and Communication Technologies

(ICT) are rapidly changing the way we live and

work in Australia. They affect the nature of

communication, entertainment and lifestyle

decisions. Almost every area of employment

requires some understanding and use of ICT for

greater productivity and creativity. Every school

graduate needs to be capable of using ICT in his/

her personal, community and future professional

lives. This course aims to address the need, by

providing students with creative opportunities

through interesting practical experiences, using

existing and innovative software and equipment.


Units 1 & 2

The course focuses on the development of technology skills relevant to a wide range of software applications. These include

desktop publishing, image manipulation, graphic design, animation, budgeting and website design. Students also obtain a greater

appreciation of the technical aspects and social issues associated with information and communication technologies.

In Unit 1 students will cover: Design principles and elements and how to apply these to produce work of a high quality. They will

investigate the effects of ICT and the social implications of reliance on this technology. Students will also get to know the basic

hardware and software requirements of a computer and will cover such industry standard programs such as Adobe Suite.

In the Unit 2 students will delve into the effect ICT has had on the business world, and how this has changed and continues to

change with the ever-increasing introduction of new technologies. Students will use industry standard software of Adobe Creative

Cloud.

Units 3 & 4

The course focuses on the development of technology skills relevant to a wide range of software applications. This includes

video and graphic editing. Students also obtain a greater appreciation of the technical aspects and social issues associated with

information and communication technology.

The focus is on developing skills and knowledge that meet personal computing needs. Students will be able to use these skills

throughout their life in many areas including personal, work and future study. The course also focuses on computer networking,

computer security and privacy, how the internet works and the implications of the constant advances in technology. Students will

build on their knowledge of the programs taught in Year 11.

APPLIED INFORMATION TECHNOLOGY (A)

https://youtu.be/exoZd5BfjeQ


BIOLOGY (A)List B

Prerequisites

C Grade in Physics or Chemistry. B Grade in Biology

or Human Biology

Aim of Course

Students will explore biological concepts relating

to microscopic organisms through to ecosystems

and the way biological systems interact and are

interrelated. Fieldwork, laboratory activities,

investigations and other research techniques will

provide evidence based information to analyse and

problem solve biological questions.


Unit 1: Ecosystems and biodiversity

Students will analyse the biotic and abiotic components of ecosystems and dynamic processes including the movement of energy

and matter, the interactions between species and the effects of interactions on population dynamics. They will use classification

systems to compare organisms and examine evolutionary relationships. Biodiversity will be explored and the range of conservation

strategies being undertaken to conserve and sustain biodiversity within ecosystems.

Unit 2: From single cells to multicellular organisms

In this unit, students will explore the structure and function of organisms using a range of hands on laboratory activities including

microscopy, data loggers and laboratory experimentation. They will study cells and the exchange of materials between cells and

their external environment, the processes of photosynthesis and respiration and the role of enzymes in controlling biochemical

systems. The specialisation of systems in multicellular organisms including plants and animals will be studied including digestive,

transport and gas exchange systems and comparisons made between species.

Unit 3: Continuity of species

This unit will focus on the mechanisms of inheritance and the transmission of genetic material from one generation to another.

Examination of the structural properties of the DNA molecule and the factors influencing the way the genetic code is expressed

in organisms. Recombinant DNA and DNA identification technologies will be studied and their application to agriculture and

conservation strategies. Students will study the theory of evolution by natural selection and the formation of species and the

evidence put forward to support the theory of evolution.

Unit 4: Surviving in a changing environment

Examination of the need for organisms to survive changes to their internal and external environments. Students study the principles

of homeostasis and the mechanisms organisms use to respond to changes in the environment such as temperature, water and salt

concentrations. The cause, spread and control of infectious diseases is examined.

Other

Scientific Investigation will form a large focus of this course including conducting investigations into yabby habits, plant growth,

bacterial and fungal growth and microscopy observations. In Year 11 there is a fieldwork component which includes an overnight

camp in the Perth Hills to study the Jarrah Forest ecosystem and excursions to places like the Perth Zoo and Kings Park Botanical

Gardens.

https://youtu.be/3sA9XRpvjCo


BUSINESS MANAGEMENT & ENTERPRISE (A & G)Business Management & Enterprise (A)

List A

Prerequisite

Year 10 Investing & Enterprise preferred

Aim of the Course

The Business Management and Enterprise ATAR course

gives students the opportunity to understand how

vital business is to individuals and society, and how it

impacts on many aspects of our lives. The course aims

to prepare students for a future where they will need

to identify possibilities and create opportunities within

a business environment. The course equips students

to proactively participate in the dynamic world of

business, behave responsibly and demonstrate integrity

in business activities.


Units 1 & 2

The focus of these units is on success in business at a national level. It explores what it takes to be successful beyond the initial

start-up stage. Students investigate the features of successful marketing campaigns. The course explores how businesses succeed

and prosper and how the marketing plan contributes to the overall business plan. The units explore issues in the business

environment, including intellectual property, and the importance of employee motivation.

Unit 3 & 4

The focus of Unit 3 is on strategic international business growth. The unit explores the need for global

expansion and change management. It also addresses the opportunities provided by the global environment and the factors that

drive international business development. The focus of Unit 4 is on global business operations. The unit explores how businesses

operate strategically and examines the features and traits of successful management. It addresses the significance of strategic

planning and the concept of competitive advantage.

https://youtu.be/SR6HEd2MWbY


BUSINESS MANAGEMENT & ENTERPRISE (A & G) Business Management & Enterprise (G)

List A

Prerequisite

No prerequisite

Aim of the Course

The emphasis of the Business Management and Enterprise General course is to give students the opportunity to understand how

vital business is to individuals and society, and how it impacts on many aspects of our lives. A Certificate III in Business will be

completed over the two years of this course.

Units 1 & 2

The focus of Year 11 is on establishing and operating a small business in Australia. Opportunities are provided to explore business

start-ups and to recognise the factors that contribute to business success. Entrepreneurship and innovative thinking are introduced,

generating ideas and proposals that may be suitable for business ventures. These proposals are then developed into a business

plan. The concepts of innovation, marketing and competitive advantage and the key factors that influence consumer decision-

making are introduced. Legal aspects of running a small business, including rights and responsibilities of employer and employee,

are investigated.

Unit 3 & 4

The focus of Unit 3 is on strategic international business growth. The unit explores the need for global expansion and change

management. It also addresses the opportunities provided by the global environment and the factors that drive international

business development. The course content encompasses theoretical and practical aspects of business management and enterprise,

and is divided into three content areas of environments, management and people. The focus of unit 4 is on global business

operations. The unit explores how businesses operate strategically and examines the features and traits of successful management.

It addresses the significance of strategic planning and the concept of competitive advantage.


CAREER & ENTERPRISE (G) List A

Prerequisite

No prerequisite

Aim of Course

The Career and Enterprise General course engages

students in learning about developing their career in a

constantly changing digital and globalised world.

The Career and Enterprise General course aims to

provide students with the knowledge, skills and

understanding to enable them to be enterprising and

to proactively manage their own careers.


The course reflects the importance of career development knowledge, understanding and skills in securing, creating and sustaining

work. Work, including unpaid voluntary work, is fundamentally important in defining the way we live, relate to others and in

determining the opportunities we have throughout life. The world of work is complex and constantly changing. The course

recognises that work both reflects and shapes the culture and values of our society.

Students will complete a portfolio that includes a resume, core skills for work information, and certificates.

This course is compulsory for students completing an ACCESS Pathway.


CHEMISTRY (A)List B

Prerequisites

B Grade in Physics or Chemistry or A Grade in

Biology or Human Biology

Aim of Course

Chemistry aims to equip students with the

knowledge, understanding and opportunity to

investigate properties and reactions of materials.

Students develop an understanding of the

theories and models used to describe, explain

and make predictions about chemical systems,

structures and properties. It also enables students

to relate chemistry to other sciences including biology, geology, medicine, molecular biology and agriculture and prepares them for

future study in the sciences.


Unit 1: Chemical fundamentals: structure, properties and reactions

In this unit, students relate matter and energy in chemical reactions as they consider the breaking and reforming of bonds as

new substances are produced. Students can use materials that they encounter in their lives as a context for investigating the

relationships between structure and properties.

Unit 2: Molecular interactions and reactions

Students develop their understanding of the physical and chemical properties of materials. They learn how rates of reaction can

be measured and altered to meet particular needs, and use models of energy transfer and the structure of matter to explain and

predict changes to rates of reaction.

Unit 3: Equilibrium, acids and bases, and redox reactions

In this unit, students investigate acid‐base equilibrium systems and their applications. They use contemporary models to explain the

nature of acids and bases, and their properties and uses. This understanding enables further exploration of the varying strengths

of acids and bases. Students investigate the principles of oxidation and reduction reactions and the production of electricity from

electrochemical cells.

Unit 4: Organic chemistry and chemical synthesis

This unit focuses on organic chemistry and the processes of chemical synthesis by which useful substances are produced for the

benefit of society. Students investigate the relationship between the structure, properties and chemical reactions of different

organic functional groups and the vast diversity of organic compounds.

https://youtu.be/uv63CYCAbIE


CHILDREN, FAMILY & THE COMMUNITY (A & G)Children, Family & the Community (A)

List A

Prerequisite

No prerequisite

Aim of Course

To enable students to develop an understanding of

the growth, development and wellbeing of children

and their families in both a theoretical and practical

context.

The course aims to assist in preparing students who intend on pursuing further study or work in areas such as early childhood

teaching, childcare work, social work, nursing, midwifery, occupational therapy, speech therapy.


Unit 1

The focus of this unit is about building on relationships. We will examine the family types that exist and how growth and

development of an individual is a product of our genetics and our environment. We review products, services and systems in place

to support children and families and will consider cultural diversity, inequity and injustice issues.

Unit 2

The focus of this unit investigates where individuals and families fit into the wider community by exploring contemporary Australian

issues or trends. We will discuss the concept of sustainability and look at how families can live more sustainably as members of

a global community. We spend time investigating social justice issues that impact on children and families such as child labour,

refugees and domestic violence and discuss who is advocating for children, women and families in these circumstances.

https://youtu.be/688vt6hZJq0


CHILDREN, FAMILY & THE COMMUNITY (A & G)Children, Family & the Community (G)

List A

Prerequisite

No prerequisite

Aim of Course

To enable students to develop an understanding of the growth, development and wellbeing of children and their families in both a

theoretical and practical context.

The course aims to assist in preparing students who intend on pursuing further study or work in areas such as early childhood

teaching, childcare work, social work, nursing, midwifery, occupational therapy, speech therapy.


Unit 1

The focus of this unit is the family. Students will explore different types of families, the role of the family and the relationships that

exist between families and the wider community and how different values, attitudes and beliefs impact on this relationship.

Unit 2

The focus of this unit is the influence of biology and the environment on growth and development. The roles and responsibilities of

various support networks are investigated, and protective and preventative strategies to ensure optimal growth and development

of children is addressed.

Unit 3

The focus of this unit is about building on relationships. They will examine products, services and systems in place to support

children and families and will consider cultural diversity, inequity and injustice issues.

Unit 4

The focus of this unit investigates where individuals and families fit into the wider community by exploring contemporary Australian

issues or trends. We spend time investigating social justice issues that impact on children and families such as child labour, refugees

and domestic violence and discuss who is advocating for children, women and families in these circumstances.


DANCE (A & G)List A

Prerequisites

ATAR Prerequisites: B Grade in Year 10 Dance

General Prerequisites: B Grade in Year 10 Dance

Aim of Courses

The ATAR and General Dance course develops and

presents ideas through a variety of genres, styles

and forms, as it provides a unique way to express

our cultural view and understanding of the world.

Through critical decision-making in individual and

group work, movement is manipulated and refined

to reflect the choreographer’s intent. Students use a wide range of creative processes, such as improvisation and the use of

choreographic elements and devices, and draw on their own physicality and the interpretation of existing work of others to make

dance works.

Through participation in the Dance, students develop transferable skills essential to their future. These include communication skills,

collaborative teamwork skills, negotiation and conflict resolution skills, problem-solving skills, as well as the ability to organise,

analyse and evaluate.

Dance (A)In Year 11, students focus on the exploration of dance in popular culture and how this leads to a wider understanding of the

diverse contexts and functions of dance in society. They also focus on the diverse range of functions and contexts of dance in

Australia.

In Year 12 students focus on creating dance that explores original concepts and expresses personal ideas. The students will consider

how dance reflects and is shaped by society and its values. They will also focus on the development of choreographic ideas to

create unique dance work with personal style.

The course focuses on: choreography; performance; contextual knowledge and assessments types are both practical and written.

Dance (G)In Year 11, students explore the elements of dance and processes of choreography, and solve structured choreographic tasks to

produce dance works for performance. They also explore the entertainment potential of dance and choreography.

In Year 12 students focus on the exploration of dance in popular culture and how this leads to a wider understanding of the diverse

contexts and functions of dance in society. They also explore Dance in Australia.

This course will only run if appropriate numbers choose this course.

Life skills taught in Performing Arts

Career choices open to those who study Performing Arts

New Australian research has identified the value of participating in arts experiences in school

http://www.startingarts.com/wp-content/uploads/2013/09/Arts_Behavior_poster.pdfhttps://docs.education.gov.au/system/files/doc/other/do_you_enjoy_or_are_you_good_at_performing_arts_-_a4c_0.pdfhttps://www.youtube.com/watch?v=9ebEQpRJK14https://youtu.be/huOj6fqVbL0


DESIGN ( G)List A

Prerequisites

Visual Art or Design course studied in Year 10

Aim of Course

Design involves the development, planning and

production of visual and tactile communication. The

goals of the Design General course are to facilitate an

understanding of how design works; and how ideas,

beliefs, values, attitudes, messages and information

are effectively communicated. Students develop a

competitive edge for current and future industry and

employment markets, and also emphasises the scope

of design in professional and trade based industries

allowing students to maximise vocational and/or university pathways.


For each of the four units studied, students select one context of the design process to specialise in. Students can

nominate different contexts for each unit studied.

Graphic Design context: This context may include elements of digital media, photography, interactive media, graphics

technology, technical graphics and visual communication. Whilst these fields share a common link through digital

technology, graphics also includes traditional two dimensional design media, such as drawing/mood boards/layouts.

Dimensional Design context: This context may include elements of fashion, textiles, architecture, furniture design and 3D

graphics, including computer-aided design and some photography. This context enables the design and production of

objects, including models/mock-ups/fashion and/or costume models.

Unit 1: Design Fundamentals

Examples of learning focus points could include graphic design: set of pictograms and/or name styles for horoscope,

cosmetic, music, traffic signs, internet; packaging design for chosen products, skateboard deck design, greeting card

series, swing tags and wrapping paper, labels and invitations.

Dimensional Design: Small design tasks exploring the elements and principles of design resulting in 3D pieces from found

and recycled materials, set & costume design, jewellery design and 3D printing.

Unit 2: Personal design

Students learn to visually communicate aspects of their personality, values and beliefs through their affiliations and their

manipulation of personal surroundings and environments. Contexts could include:

• Graphic Design: T-shirt/hoodie design, personal logo and stationery, personal invitation, front cover-portrait,

magazine advertisements.

• Dimensional Design: costume design for an event; personal jewellery set, accessories, re-designing my dream room,

including model making and mood board/ swatching, garden/outdoor area design.

Unit 3: Product design

Students learn the commercial world is comprised of companies, requiring consumer products, services and brands for a

particular audience.

Unit 4: Cultural design

Students learn that society is made up of different groups of people who share diverse values, attitudes, beliefs,

behaviours and needs.

https://youtu.be/7bYdKnurBNw


DRAMA (A)List A

Prerequisites

B Grade in Year 10 Drama

Why Study Drama?

Drama entertains, informs, communicates and

challenges and through drama, human experience is

shared. While some students intend to make a career

in drama and related fields, they also participate

in drama for enjoyment and satisfaction. They

experience the pleasure that comes from developing

personal skills, knowledge and understandings

that can be transferred to a range of careers and situations. Drama builds confidence, empathy, understanding about human

experience, and a sense of identity and belonging. These are invaluable qualities for contemporary living.

In Year 11 Drama students explore techniques of characterisation through different approaches to group based text interpretation.

They have the opportunity to research and collaboratively workshop, interpret, perform and produce texts in forms and styles that

challenge and question perspectives.

In Year 12 Drama students reinterpret dramatic text, context, forms and styles for contemporary audiences through applying

different approaches. Students analyse themes and issues facing contemporary society through analysis of text and creation of their

own work.

Students learn about various roles relating to drama, including directing and design, and assessments types are performance based

and analytical, with equal weighting in both practical and written assessment.

What we really do in Drama

Life skills taught in Performing Arts

Career choices open to those who study Performing Arts

New Australian research has identified the value of participating in arts experiences in school

http://www.thedramateacher.com/a-letter-to-our-parents-about-drama-class/?utm_content=buffere17a8&utm_medium=social&utm_source=facebook.com&utm_campaign=buffer http://www.startingarts.com/wp-content/uploads/2013/09/Arts_Behavior_poster.pdfhttps://docs.education.gov.au/system/files/doc/other/do_you_enjoy_or_are_you_good_at_performing_arts_-_a4c_0.pdfhttps://www.youtube.com/watch?v=9ebEQpRJK14https://youtu.be/JTzzSu7lLQM


ECONOMICS (A)

List A

Prerequisites

B Grade in any Year 10 Humanities and

Social Sciences courses

Aim of Course

Economics investigates the choices which all people,

groups and societies face as they confront the

ongoing problem of satisfying their unlimited wants

with limited resources.

The Economics ATAR course develops reasoning,

logical thinking and interpretation skills demanded by the world of work, business and government. The course explores the

knowledge, values and opinions that surround the range of economic events and issues facing our community, such as unemployment,

income distribution, business strategy and international relations.

Economic literacy developed through this course enables students to actively participate in economic and financial decision-making

that promotes individual and national wealth and wellbeing. It is valuable for the individual in managing their own finances

and building personal wealth and for those seeking a career in commerce, business, banking and finance, the stock market and

government.


Unit 1: Microeconomics

This unit explores the theory that markets are an efficient way to allocate scarce resources. When the forces of demand and supply

do not allocate resources efficiently, market failure can occur. Students examine examples of market failure along with a range of

government actions. Students are also introduced to the language of economics and the use “of theories and models to explain and

interpret economic events and issues.

Unit 2: Macroeconomics

This unit explores the government’s role in a modified market economy and Australia’s recent economic performance. The cyclical

fluctuations in the level of economic activity cause changes in the levels of output, income, spending and employment in the economy;

which in turn, have implications for economic growth, inflation and unemployment. Students examine the role of government,

through its spending and taxing power and the level of economic activity.

Unit 3: Australia and the global economy

The unit explores the linkages between economies and the concepts of globalisation, trade liberalisation and protection in relation

to the Australian economy. Students examine Australia’s trade, the recording of international transactions and their impact. Students

examine the effects of change in Australia’s economic transactions with the rest of the world using recent and contemporary economic

data, together with economic models.

Unit 4: Economic policies and management

The unit explores how economic policies and actions operate in the pursuit of the Australian Government’s economic objectives.

Students examine the effects of the operation of policies in Australia using economic models along with recent and contemporary

economic data. Students apply the language, theories and tools of economics to develop a critical perspective on the role of these

policies in the current Australian Government policy mix.

https://youtu.be/FCvj7skHgPw


ENGLISH (A & G)

List A

Prerequisites

Preferably 60% in Year 10 in either exam or final

score.

Aim of Course

The ATAR English courses aims to develop students’:

• skills in listening, speaking, reading, viewing and

writing

• capacity to create texts for a range of purposes,

audiences and contexts

• understanding and appreciation of different uses

of language.

• analysis, evaluation and create sustained imaginative, interpretive and persuasive texts

• engagement in critical analysis and evaluation.


Unit 1

Students explore how meaning is communicated through the relationships between language, text, purpose, context and audience.

This includes how language and texts are shaped by their purpose, the audiences for whom they are intended, and the contexts

in which they are created and received. Through responding to and creating texts, students consider how language, structure and

conventions operate in a variety of imaginative, interpretive and persuasive texts. Study in this unit focuses on the similarities and

differences between texts and how visual elements combine with spoken and written elements to create meaning.

Unit 2

Students analyse the representation of ideas, attitudes and voices in texts to consider how texts represent the world and human

experience. Analysis of how language and structural choices shape perspectives in and for a range of contexts is central to this

unit. By responding to and creating texts in different modes and media, students consider the interplay of imaginative, interpretive,

persuasive and analytical elements in a range of texts and present their own analyses. Students critically examine the effect of

stylistic choices and the ways in which these choices position audiences for particular purposes, revealing and/or shaping attitudes,

values and perspectives.

Unit 3

Students explore representations of themes, issues, ideas and concepts through a comparison of texts. They analyse and compare

the relationships between language, genre and contexts, comparing texts within and/or across different genres and modes.

Students recognise and analyse the conventions of genre in texts and consider how those conventions may assist interpretation.

Students compare and evaluate the effect of different media, forms and modes on the structure of texts and how audiences

respond to them.

Unit 4

Students examine different interpretations and perspectives to develop further their knowledge and analysis of purpose and style.

They challenge perspectives, values and attitudes in texts, developing and testing their own interpretations though debate and

argument. Through close study of texts, students explore relationships between content and structure, voice and perspectives and

the text and context.

English (A)

https://youtu.be/JmFyP9l-xTQ


ENGLISH (A & G)

List A

Prerequisite

No prerequisite

Aim of Course

The course aims to practise their literacy skills, especially spelling, punctuation and grammar. It is designed especially to aid students

who have not passed OLNA at a minimum literacy standard. It aims to improve skills in the following areas:

• skills in reading (understanding, comprehending, interpreting, analysing) texts for work, learning, community and everyday

personal contexts

• skills in producing (constructing, creating, writing) texts for work, learning, community and everyday personal contexts

• skills in speaking and listening for work, learning, community and everyday personal contexts.


Units 1 & 2

These units aim to develop student’s skills in reading, writing, viewing, speaking and listening in work, learning, community and

everyday personal contexts. Such development involves an improvement in English literacy where literacy is defined to include

reading ability, verbal or spoken literacy, the literacy involved in writing, and visual literacy. Students will develop skills in the use of

language conventions, including spelling, punctuation and grammar.

Units 3 & 4

These units revolve around functional literacy. The aim is to develop students’ skills in reading, writing, viewing, speaking and

listening in work, learning, community and everyday personal contexts.

Students undertaking this course will develop skills in the use of language conventions, including spelling, punctuation and

grammar. Sound literacy skills are required for comprehending and producing texts; for communicating effectively in a learning or

working environment, within a community or for self-reflection, and for establishing ones sense of individual worth.

English (G)


FOOD SCIENCE &TECHNOLOGY (G)List B

Prerequisite

No prerequisite

Aim of Course

Food is a fundamental part of everyday living.

Food Science and Technology gives students the

opportunity to develop an understanding of the role

that food and nutrition play within the community.

Students will learn about changing consumer

demands, new food trends, dietary health issues and

marketing to give them an insight to what is current

within the food society. Students have the opportunity to develop their own interests and skills through selecting their own recipes

in practical tasks, and will apply what they have learnt in theory sessions to practical sessions.

The food and health sector is an expanding area in Australia with employment within varied industries on the increase. The Food

Science and Technology course gives students a pathway to access further opportunities in terms of working in the areas of health,

nutrition, food and beverage manufacturing, food processing, community services, hospitality and retail.


Units 1 & 2

Unit 1 examines balanced diets and the functions of nutrients in the body. Students will also explore the benefits of healthy eating

and learn about the impact of food issues in society such as media and advertising influences and sourcing food sustainably. This

unit investigates the influences on adolescent food choices. Nutrition related health conditions such as coeliac, lactose intolerance

and specialised diets such as vegan diets. Students continue developing their practical skills in producing a wide range of recipes.

Units 3 & 4

The focus of this unit is investigating societal, lifestyle and economic issues that affect the food choices of consumers. Students

will consider the under and over consumption of nutrients and learn about the influence of our dietary choices on our health. We

will look at the food supply chain, food choices and the environmental impact of food provision, and learn how our choices are

influenced by lifestyle decisions and cultural traditions. Students expand their practical skills in recipe selection and production.

https://youtu.be/6p0UiW1mbBM


FRENCH: SECOND LANGUAGE(A)List A

Prerequisites

B Grade in French

Aim of Course

The French: Second Language ATAR course can

connect to the world of work, further study and

travel. The French: Second Language ATAR course

is designed to equip you with the skills needed

to function in an increasingly globalised society, a

culturally and linguistically diverse local community

and to provide the foundation for life-long language

learning. It also offers you opportunities to

participate in the many sister school and student exchange programs between Western Australia and French-speaking countries.


Unit 1: C’est la vie! (That’s life!)

This unit focuses on C’est la vie ! (That’s life!). Through the three topics: My daily routine, French sports and leisure, and Leading

a healthy lifestyle, students further develop their communication skills in French and gain a broader insight into the language and

culture.

Unit 2: Voyages (Travel)

In this unit the focus is travel and holidays. We start with holiday tales and plans, we discuss what is essential when planning a trip

and travelling at home and/or abroad. We then look at Australia as a destination point for French-speaking travellers, and discuss

how we would prepare a French speaker for a trip to Australia. Within this unit, we also look at how technology is changing the

world travel, influencing the way people plan their holidays, and how they communicate with others while away.

Unit 3: Les médias (The media)

In this unit we reflect on the role of technologies in Australia and in French speaking-countries. We also get an insight into the

cultures and lifestyles of the French-speaking communities through examples of francophone films, film clips and music.

Unit 4: Le monde qui nous entoure (The world around us)

In this unit we start by reflecting on your plans for the future. Then, we explore the accounts of French-speaking migrants to and

from French-speaking communities. We also consider reasons for migration and experiences of participating in a new community.

We complete this unit by considering global youth issues related to coping with pressures: stress, drugs and alcohol.

Assessment

In French: Second Language assessments include: a practical (oral) examination, a written examination as well as in class

assessments which address the four learning outcomes: Listening and Responding, Spoken Interaction, Viewing and reading and

Writing.

Other

To encourage students to continue their language studies at a tertiary level, West Australian universities will offer a bonus to

students who study a language at ATAR level. 10% of the student’s scaled score for the language is added to their aggregate score.

Students will also be encouraged to take part in annual language examinations and, where possible, take part in an exchange or

study tour to France or La Réunion Island.

Eligibility criteria to study languages is available here.

http://senior-secondary.scsa.wa.edu.au/syllabus-and-support-materials/languageshttps://youtu.be/T8sJ0PW_uUc


GEOGRAPHY (A)List A

Prerequisites

B Grade in any Year 10 Humanities & Social Sciences courses

Aim of Course

The Geography course aims to develop knowledge and understanding of

natural and ecological hazards, land cover transformations and the challenges

affecting the sustainability of places. The study of the Geography ATAR course

can be a valuable background to careers in environmental science, urban

planning, resources management, agricultural science, forestry, natural disaster

management, conservation and government.


Unit 1: Natural and ecological hazards

Geography focuses on natural and ecological hazards. In unit 1 students will

assess the risk associated with these hazards on local, regional and global

levels. Students explore depth studies on natural hazards such as cyclones,

flood or earthquakes and ecological hazards, for example, infectious diseases or plant and animal invasion. As a result of these

global hazards students develop an understanding of risk management including prevention, mitigation and preparedness.

Unit 2: Global networks and interconnections

Students focus on the process of international integration and our increasing interconnected world. Students will gain an

understanding of the economic, social and political consequences of global networks with a focus on transport, communication

and technology. Students will look at the development of elements of culture through an exploration of how people embrace,

adapt or resist the the forces of international integration. Depth studies may include political and social ideas, music, architecture or

language.

Unit 3: Global Environmental Change

Students will investigate the impact of land cover transformations with particular reference to climate change or biodiversity. The

earth’s surface is constantly changing and environments are being modified by human activity. Students examine how humans alter

ecosystems and the effects these changes have on natural systems. Students inquire and do fieldwork into climate change or loss of

biodiversity. A range of skills, including spatial technologies and fieldwork, will be used to evaluate human impact on environments

the consequences for the world’s environment and population.

Unit 4: Planning sustainable places

Challenges exist in designing urban places to make them more productive, vibrant and sustainable. How people respond to these

challenges, individually and collectively, will influence the sustainability and liveability of places into the future. Urban planning

involves a range of stakeholders and students examine how they cope with challenges to ensure that places are sustainable.

Global urbanisation, rates of population growth, challenges for urban, rural and remote places, transport systems, and enhancing

the amenity of places, are a focus of this unit. Two depth studies will look at the role of planning to meet the challenges facing

metropolitan Perth and a mega city such as New York.


HUMAN BIOLOGY (A)List B

Prerequisites

C Grade in Physics or Chemistry. B Grade in Biology or

Human Biology.

Aim of Course

The Human Biology course gives students a chance

to explore how the human body works, relating body

structure to function and how the body responds to

changing environmental conditions.

Students will learn of the origins of human variation,

inheritance and the evolution of the human species.

Students learn the benefits of making informed decisions

about lifestyle and health topics such as diet, alternative

medical treatments and use of chemical substances.

Unit 1: The Functioning Human Body

This unit looks at how human structure and function supports cellular metabolism and how lifestyle choices affect body functioning. In

particular, the course focuses on various systems of the body: respiratory, cardiovascular, digestive, excretory and the musculoskeletal

systems. Using knowledge of cell structure, function and metabolic activities, students will learn how each system is interdependent

and allows the human body to function efficiently.

Unit 2: Reproduction and Inheritance

This unit provides opportunities for students to explore the transmission of genetic material to the next generation, the role of males

and females in reproduction, and how interactions between genetics and the environment influence early development. They will learn

how processes for gamete production and zygote formation contribute to human diversity and produce new genetic combinations.

Students will study the application of technological advances, the impact of medical knowledge and the issues associated with human

reproduction.

Unit 3: Homeostasis and Disease

This unit explores the nervous and endocrine systems, the mechanisms that help the systems of the body to function within the

optimal range and the body’s immune responses to invading pathogens. Students will study the complex interactions between the

nervous system, the endocrine system and behavioural mechanisms in maintaining the internal environment. Students will explore the

role of non-specific defences of the body that can be aided by the use of antibiotics and antiviral drugs and specific resistance produce

long-lasting immunity. They will study how vaccinations can result in immunity to infections.

Unit 4: Human Variation and Evolution

In this unit, students will explore the variations that exist between humans in their changing environment and evolutionary trends in

human ancestors. They will study the effect of changing environments on genetic variation and gene pools, evolutionary mechanisms

such as natural selection, migration and random events. Students will study how natural selection and isolation may lead to the

evolution of new species and discuss the evidence for these changes.

https://youtu.be/LXWZejUid4g


INTEGRATED SCIENCE (G)

List B

Prerequisites

C Grade in Applied Science. D Grade

in other science courses.

Aim of Course

The Integrated Science course enables students to

investigate science issues, in the context of the world

around them. It incorporates aspects of biology,

chemistry, geology and physics, and can also include

less traditional areas such as forensic science and

biotechnology. Integrated Science encourages

students to be questioning, reflective and critical

thinkers about scientific issues.


Unit 1: Biological and Earth Systems

This unit looks at the processes involved in the functioning of systems from the macro level to systems at the organism, cellular and

molecular level. Students recognise the interdependence of these systems and investigate the effect of human activity on systems.

Some example topics for this unit may include Environmental Degradation, Sustainability and Biodiversity and Biotechnology.

Unit 2: Physical and Chemical Systems

This unit looks at the processes involved in the transformations and redistributions of matter and energy in biology, chemical

and physical systems, from the atomic level to the macro level. Students investigate the properties of elements, compounds and

mixtures, and how these substances interact in chemical reactions to produce new substances. The concepts of forces, energy and

motion are also explored. Some example topics for this unit are Kitchen Chemistry, Vehicles and Drivers or Forensic Science.

Unit 3: Biological and Earth Systems

This unit looks at ideas relating to the processes involved in the movement of energy and matter in ecosystems. Students will

investigate a number of diverse ecosystems, exploring the range of living and non-living components, to understand the dynamics,

diversity and interrelationships of these systems. Fieldwork is an important part of this course and provides valuable opportunities

for students to experience local ecosystem interactions. Some example topics for this unit are Local ecosystem studies, Wetland

Ecology or Conservation and Sustainability.

Unit 4: Physical and Chemical Systems

This unit provides students with the opportunity to conduct scientific investigations that will increase their understanding of

important scientific concepts and processes. Practical experiences are an hypothesis, planning, conducting, representing data

in meaningful ways, interpreting data and scientific texts, and communicating findings. Some example topics for this unit are

Rocketry, Water and Cosmetic Chemistry.

https://youtu.be/4Lv3PKCXkmg


ITALIAN: SECOND LANGUAGE (A)List A

Prerequisites

B Grade in Italian

Aim of Course

The Italian: Second Language ATAR course can

connect to the world of work, further study and travel.

The Italian: Second Language ATAR course is designed

to equip you with the skills needed to function in

an increasingly globalised society, a culturally and

linguistically diverse local community and to provide

the foundation for life-long language learning. It also

offers you opportunities to participate in the many

sister school and student exchange programs between Western Australia and Italy.


Unit 1: Rapporti (Relationships)

In this unit we look at the different relationships we have with people: family, friend and school relationships and we consider the

importance of friendship in our lives as well as young Italians. We also explore Italian traditions, events and celebrations and how

these promote a sense of community and awareness of culture. Finally, we look at communicating in a modern world and how the

internet, social networking and other technologies have impacted on our lives.

Unit 2: Andiamo! (Travel – Let’s Go!)

In this unit the focus is travel and holidays. We start with holiday tales and plans, we discuss what is essential when planning a trip

and travelling at home and/or abroad. We then look at Italy as a destination point and discover particular Italian regions / cities and

explore tourist attractions and all they have to offer. Our focus then moves back to Australia and we look at enticing Italians to our

country and discuss what they might like to see if they were to come here. Within this unit, we also look at how technology has

changed how we travel in a modern world.

Unit 3: Grazie Italia (Thank You Italy)

In this unit we look at all things Italian in their lives and in their wider community. We explore the lifestyle, interests and activities

in the everyday life of Italians and we consider Il Made in Italy as a global brand and explore the contribution of Italians here in

Australia.

Unit 4: Ieri, oggi e domani (Yesterday, Today and Tomorrow)

In this unit we start by reflecting on your life and planning your future, we then explore issues faced by Italian youth: health and

body image, peer pressure, unemployment and drugs. We complete this unit by considering current issues in the global community

in relation to the environment: climate change and pollution.

Assessment

In Italian: Second Language assessments include: a practical (oral) examination, a written examination as well as in class

assessments which address the four learning outcomes: Listening and Responding, Spoken Interaction, Viewing, reading and

responding and Writing.

Eligibility criteria to study languages is available here.

http://senior-secondary.scsa.wa.edu.au/syllabus-and-support-materials/languageshttps://youtu.be/8kqflw7oUN4


LITERATURE (A)List A

Prerequisites

Preferably 60% in Year 10 either in the exam or final

score

Aim of Course

The Literature course aims to develop students’:

• skills in listening, speaking, reading and writing,

• capacity to create texts for a range of purposes,

audiences and contexts,

• understanding and appreciation of different

uses of language,

• ability to respond personally, critically and

imaginatively to a range of literary texts drawn from Australian and other historical, contemporary and cultural contexts and

traditions,

• capacity to engage with and contest complex and challenging ideas in order to form their own interpretations informed by a

range of critical perspectives,

• capacity to reflect critically on connections and resonances between texts.


Unit 1

Unit 1 develops students’ knowledge and understanding of different ways of reading and creating literary texts drawn from a

widening range of historical, social, cultural and personal contexts. Students analyse the relationships between language, text,

contexts, individual points of view and the reader’s response. This unit develops knowledge and understanding of different literary

conventions and storytelling traditions and their relationships with audiences. A range of literary forms is considered: prose fiction,

poetry and drama. Through the creation responses, students frame consistent arguments.

Unit 2

Unit 2 develops students’ knowledge and understanding of the ways texts connect with each other. Drawing on a range of

language and literary experiences, students consider the relationships between texts, genres, authors, readers, audiences and

contexts. The ideas, language and structure of different texts are compared and contrasted. Exploring connections between texts

involves analysing their similarities and differences through an analysis of the ideas and language used.

Unit 3

Unit 3 develops students’ knowledge and understanding of the relationship between language, culture and identity in literary texts.

Students inquire into the power of language to represent ideas, events and people. Through critical analysis and evaluation, the

values and attitudes represented in and through texts and their impact on the reader are examined. Throughout the unit, students

create analytical responses that are characterised by a confident, engaging style and informed observation.

Unit 4

Unit 4 develops students’ appreciation of critical analysis of literary texts drawn from a range of forms, genres and styles. Students

reflect upon the creative use of language, and the structural and stylistic features that shape meaning and influence response.

https://youtu.be/vXRfi_A0Mng


MATERIALS DESIGN &TECHNOLOGY (A /G)List B

Prerequisites

No prerequisites

Aim of Courses

Materials Design & Technology (MDT) is a practical

course that will enable students to develop their

knowledge and skill working with a variety of

different fabrics and techniques. Our aim is for

students to design and create a range of outfits for

functional purposes, including casual and formal

wear. Students who have an interest in, or a talent

for designing and creating garments would be well

suited to this course as it aims to equip students with a variety of techniques and skills to enable them to design and sew a variety

of items.


In all of the units of study, students will have the opportunity to select and design a garment or outfit they wish to produce, that

meets the design brief of the task. Items that girls may make include items such as dresses, tops, skirts, pants and costumes.

Materials Design & Technology (A)MDT is an excellent option for ATAR students seeking an alternative List B subject or for those who would like to include more

practical work in their studies.

Units 1 & 2

These units allow students to continue with the design aspect of the course, whilst considering other implications in the design

process. Factors such as ethical and environmental awareness, sustainability and intercultural understanding are examined and their

impacts on the design process are considered. Creative and critical thinking skills are employed as students produce and design

garments, which take into account the above factors.

Units 3 & 4

Students continue to develop their understanding of various fabrics and their properties. They will produce outfits as part of an

open and self-directed design brief. Students will learn about the cultural and social factors which have influenced historical and

contemporary fashion design and will consider how technology has impacted upon these changes.

Materials Design & Technology (G)

Units 1 & 2

These units enable students to learn about the properties, classifications and origins of different fabrics. Students then utilise this

theoretical knowledge to choose a design they wish to create, select appropriate fabrics they wish to use and produce outfits using

the design process. Students will utilise a range of production techniques and equipment.

Units 3 & 4

These units allow students to continue with the design aspect of the course, whilst considering other implications in the design

process. Factors such as ethical and environmental awareness, sustainability and intercultural understanding are investigated.

Creative and critical thinking skills are employed as students produce design solutions, which take into account the above factors.

https://youtu.be/laB_n0A2A6M


MATHEMATICS (A /G)List B

Prerequisites

See prerequisites for each subject

Aim of Courses

There are strong, enduring reasons for the prominence of mathematics in the school curriculum.

According to one leading mathematics educator these reasons are:

‘To teach basic skills; to help children to think logically; to prepare students for productive life and work; and to develop

quantitatively literate citizens.’ - Lynn Arthur Steen

Others have commented on the artistic nature of mathematics:

‘Mathematics, rightly viewed, possesses not only truth, but supreme beauty..(it is) sublimely pure, and capable of a stern perfection

such as only the greatest art can show.’ - Bertrand Russell.


MATHEMATICS (A /G)List B

Prerequisites

See prerequisites for each subject

Mathematics Specialist (A)

Prerequisites

A Grade in Mathematics Course 1

This Mathematics Specialist Course offers Years 11

and 12 students the opportunity to advance their

mathematical skills, to build and use mathematical models, to solve problems, to learn how to reason logically.

Mathematics Specialist is an ATAR course that provides opportunities, beyond those presented in Mathematics Methods, to develop

rigorous mathematical arguments and proofs, and to use mathematical models more extensively. Mathematics Specialist contains

topics in functions and calculus that build on and deepen the ideas presented in Mathematics Methods as well as demonstrate their

application in many areas. Mathematics Specialist also extends understanding and knowledge of statistics. Students must study

Mathematics Methods in addition to Mathematics Specialist.

Mathematics Methods (A)

Prerequisites

A or B Grade in Mathematics Course 1, A Grade in Mathematics Course 2.1

Mathematics Methods is an ATAR course that focuses on the use of calculus and statistical analysis. The study of calculus provides

a basis for understanding rates of change in the physical world, and includes the use of functions, their derivatives and integrals,

in modeling physical processes. The study of statistics develops students’ ability to describe and analyse phenomena that involve

uncertainty and variation.

Other

To encourage talented students to continue their Mathematical studies at a tertiary level, ALL West Australian universities will offer

a bonus to students who study Mathematics Specialist and Mathematics Methods at ATAR level. 10% of the student’s scaled score

for each subject is added to their aggregate score from 2017 onwards. The bonus does not apply to Mathematics Applications.

https://youtu.be/RBUgW1mRhB4


Mathematics Applications (A)

Prerequisites

A - C Grade in Mathematics Course 1, 2.1

A Grade in Mathematics Course 2.2

Mathematics Applications is an ATAR course that focuses on the use of mathematics to solve problems in contexts that involve

financial modelling, geometric and trigonometric analysis, graphical and network analysis, and growth and decay in sequences. It

also provides opportunities for students to develop systematic strategies based on the statistical investigation process for answering

statistical questions that involve analysing univariate and bivariate data, including time series data.

Students are not permitted to choose Mathematics Applications in combination with Mathematics Methods.

Mathematics Essentials (G)List B

Prerequisites

A - C Grade in Mathematics 2.2, 3 Course

Mathematics Essential is the ACCESS mathematics course that focuses on using mathematics effectively, efficiently and critically

to make informed decisions. It provides students with the mathematical knowledge, skills and understanding to solve problems in

real contexts for a range of workplace, personal, further learning and community settings. This course provides the opportunity for

students to prepare for post-school options of employment and further training.

MATHEMATICS (A /G)


List A

Prerequisites

B Grade in any Year 10 Humanities & Social

Sciences courses

Aim of Course

History is the study and practice of making meaning

of the past. It engages us with ideas, beliefs and

values that shape and influence our lives. At the

same time it helps us clarify our own beliefs and

values compared to those of others. Investigating

the past helps to understand why and how groups

and/or societies changed or resisted changes even if this meant conflict or death. The skills and knowledge gained from this

course inform our judgments and actions in a rapidly changing world. It provides insights into the present, an informed basis for

determining our future and the opportunity to reflect on the significance of past events, people, beliefs and ideas and how and

why they are valued now.


Unit 1: Understanding the modern world - Capitalism, the American Experience 1907 - 1941

This unit examines developments of significance in the modern era, including the ideas that inspired them and their far-reaching

consequences. Students explore crucial changes, for example, the application of reason to human affairs; the transformation of

production, capitalism and consumption, transport and communications and the challenge to social hierarchy and hereditary

privilege, and the assertion of inalienable rights; and the new principles of government by consent.

Unit 2: Movements for change in the 20th century - Nazism in Germany

This unit examines significant movements for change in the 20th century that led to change in society, including people’s attitudes

and circumstances. These movements draw on the major ideas described in Unit 1, have been connected with democratic political

systems, and have been subject to political debate. Students investigate the ways in which individuals, groups and institutions have

challenged existing political structures, accepted social organisation, and prevailing economic models, to transform societies.

Unit 3: Modern nations in the 20th century - Russia and the Soviet Union 1914 - 1945 (World War I to the end of World

War II)

This unit examines the characteristics of modern nations in the 20th century; the crises that confronted nations, their responses to

these crises and the different paths nations have taken to fulfil their goals. Students investigate crises that challenged the stability

of government, the path of development that was taken and the social, economic and political order that was either established or

maintained. Students examine the ways in which the nation dealt with internal divisions and external threats.

Unit 4: The modern world since 1945 - The Changing European world since 1945

This unit examines some significant and distinctive features of the modern world within the period 1945 2001 in order to build

students understanding of the contemporary world that is, why we are here at this point in time. These include changes to the

nature of the world order: shifting international tensions, alliances and power blocs; and the nature of engagement by and with

Australia; the nature of various conflicts and regional and international attempts to create peace and security.

MODERN HISTORY (A )

https://youtu.be/iYTKyFZIGzo


List A

Prerequisites

Interview and audition

Aim of Course

This course is designed to accommodate those

students with a keen interest in music and some

formal training in instrumental and/or vocal

studies. Students are encouraged to develop sound

performance skills through solo and ensemble

experiences and will be able to utilise elements of

technology through composition and arrangement.

The course has an emphasis on practical tasks and covers a wide range of genres and styles, including Western Art music,

Contemporary music and Music Theatre. Students wishing to study music at a tertiary level will be aided through the enrichment

component of the course, which focuses on more advanced elements of aural and theory.


There is a moderate level of practical ability required for entry into the courses. Individual performance can be in any context,

including Western Art music, Contemporary music, Jazz or Music Theatre. Formal training in voice and/or instrument is a must for

the duration of the course. Students will have the opportunity to perform as part of a band, instrumental ensemble or vocal group.

The project tasks will involve song-writing, composition, class performances and aural training.

Units 1 & 2

Project 1: Pop/Rock Band Performance: Song selection, rehearsal, arrangement and performance at the College event: Rock Your

Socks Off!

Project 2: Film Music: Composition using sequencing software in a chosen style which can include Western Art or contemporary.

Project 3: Rock History and song composition: Students will study the development of rock music from 1970 to the present and will

write a song in their chosen style.

Project 4: Music Theatre: Study the history of the genre and a selection of songs from well- known musicals which will be

performed as a class choral ensemble.

Units 3 & 4

Project 1: Pop/Rock Band Performance: Song selection, rehearsal, arrangement and performance at a College event.

Project 2: Instrumental Pedagogy: Students will study the theory & practice of instrumental/vocal tuition and will design and deliver

a short teaching to their peers.

Project 3: Music Theatre: Students will write and direct a class musical, culminating in a public Performance.

The course involves working in both solo and group ensembles. An instrumental lesson once a week with an instrumental tutor is

essential to successful completion of the course. Students will complete two solo performances in class each semester and also sit a

performance exam at the end of each semester. It is expected that students will be practising at least 30 minutes per day to develop

and maintain their performance standard and hence homework is kept to a minimum.

MUSIC (G )

https://youtu.be/600yK23lfmA


List B

Prerequisites

Recreational Skipper’s ticket (boat licence). Outdoor

Education preferred

Aim of Course

This course aims to develop an understanding of

our relationship with the environment, others and

ourselves. Students plan and participate in a range

of outdoor activities and develop knowledge and

skills to participate safely and effectively in different

situations.


Unit 1

The focus for this unit is experiencing the outdoors. Students engage in a number of outdoor adventure activities and develop a

love and appreciation of the outdoors. An experiential approach is used to discover what being active in the environment is all

about. Students are introduced to outdoor adventure activities where they can develop and improve technical skills and apply

appropriate practices to ensure safe participation. They understand basic planning and organisational requirements necessary for

them to participate in safe excursions and expeditions in selected outdoor activities.

Unit 2

The focus for this unit is facing challenges in the outdoors. This unit offers the opportunity to engage in a range of outdoor

activities that pose challenges and encourage students to step outside their comfort zone. Students are introduced to simple risk

assessment models to assist decision- making and apply safe practices to cope with challenging situations and environments.

They develop time management and goal setting skills to work with others and explore strategies for building positive group

relationships.

Unit 3

The focus for this unit is building confidence in the outdoors. Students participate in outdoor adventure activities where

they further develop and improve their technical skills and apply appropriate practices to ensure safe participation. They also

begin to develop survival skills and learn to apply risk assessment and risk management strategies. Students develop a greater

understanding of human interactions with nature, past and present. Sustainability is introduced and local issues are examined.

Unit 4

The focus for this unit is outdoor leadership. Students continue to develop navigational skills and skills to respond to emergency

situations in the outdoors. They focus on developing commitment, tolerance, resilience and conflict resolution skills. Students lead

briefing and debriefing se

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