COURSE SELECTION INFORMATION YEAR 11 & 12...Mathematics Methods ATAR 75 % B Math Mathematics Applications ATAR 55 % C Math Physical Education Studies ATAR N/A A PE & B Science, Yr

COURSE SELECTION INFORMATION

YEAR 11 & 12

‘The School is committed to safeguarding and promoting safety, welfare and wellbeing of children and young

people and expects all staff and volunteers to share this commitment.’

“Through the teaching of God’s Word we will bring people to Christ and help them to

grow in Him”

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CONTENTS

CHOOSING YOUR EDUCATIONAL PATHWAY ........................................................................................... 6

PATHWAYS AND COURSES .......................................................................................................................... 7

ATAR PATHWAY ............................................................................................................................................. 7

VOCATIONAL PATHWAY ............................................................................................................................. 7

NON ATAR PATHWAY ................................................................................................................................... 8

EXTERNALLY SET TASKS (EST) ....................................................................................................................... 8

COURSE SELECTION INFORMATION | YEAR 11/12 ................................................................................. 9

COURSES WITH A SPECIFIC PREREQUISITE .............................................................................................. 10

WESTERN AUSTRALIAN CERTIFICATE OF EDUCATION (WACE) ............................................................ 10

TO ACHIEVE A WESTERN AUSTRALIAN CERTIFICATE OF EDUCATION (WACE) ................................. 11

WACE ACHIEVEMENT REQUIREMENTS FOR VET STUDENTS ................................................................... 12

ENGLISH OVERVIEW ................................................................................................................................... 13

ENGLISH |ATAR COURSE (YEAR 11) .................................................................................................... 14

ENGLISH |GENERAL COURSE (YEAR 11) ............................................................................................. 15

ENGLISH |FOUNDATION COURSE (YEAR 11) ..................................................................................... 16

ENGLISH|ATAR COURSE (YEAR 12)...................................................................................................... 17

ENGLISH|GENERAL COURSE (YEAR 12) .............................................................................................. 18

ENGLISH |FOUNDATION COURSE (YEAR 12) ..................................................................................... 19

MEDIA PRODUCTION AND ANALYSIS| ATAR COURSE (YEAR 11) ...................................................... 20

MEDIA PRODUCTION AND ANALYSIS| ATAR COURSE (YEAR 12) ...................................................... 22

MODERN HISTORY |ATAR COURSE (YEAR 11) ....................................................................................... 24

MODERN HISTORY |ATAR COURSE (YEAR 12) ....................................................................................... 26

POLITICS & LAW |ATAR COURSE (YEAR 11) ........................................................................................... 28

POLITICS & LAW | ATAR COURSE (YEAR 12) .......................................................................................... 30

CHEMISTRY | ATAR COURSE (YEAR 11) .................................................................................................. 32

CHEMISTRY | ATAR COURSE (YEAR 12) .................................................................................................. 33

HUMAN BIOLOGY |ATAR COURSE (YEAR 11) ....................................................................................... 34

HUMAN BIOLOGY| ATAR COURSE (YEAR 12) ....................................................................................... 36

MATHEMATICS APPLICATIONS |ATAR COURSE (YEAR 11) .................................................................. 38

MATHEMATICS METHODS |ATAR COURSE (YEAR 11) ........................................................................... 40

MATHEMATICS ESSENTIAL |GENERAL COURSE (YEAR 11) ................................................................... 41

MATHEMATICS APPLICATIONS |ATAR COURSE (YEAR 12) .................................................................. 42

MATHEMATICS METHODS |ATAR COURSE (YEAR 12) ........................................................................... 43

MATHEMATICS ESSENTIAL |GENERAL COURSE (YEAR 12) ................................................................... 44

PHYSICAL EDUCATION STUDIES |ATAR COURSE (YEAR 11) ................................................................ 45

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PHYSICAL EDUCATION STUDIES |ATAR COURSE (YEAR 12) ................................................................ 47

PHYSICAL RECREATION | GENERAL COURSE (YEAR 11 & 12) ............................................................. 50

DESIGN |ATAR COURSE (YEAR 11) .......................................................................................................... 51

DESIGN |ATAR COURSE (YEAR 12) .......................................................................................................... 53

VOCATIONAL EDUCATION PATHWAY ..................................................................................................... 55

3 DAY SCHOOL BASED VET PROGRAM ............................................................................................... 55

COMPETENCY-BASED ASSESSMENT ..................................................................................................... 56

RECOGNITION OF PRIOR LEARNING ................................................................................................... 56

ENDORSED PROGRAMS ............................................................................................................................. 57

PROVIDER -DEVELOPED ENDORSED PROGRAM ................................................................................ 58

CADETS WA | EMERGENCY SERVICES CADET CORPS ...................................................................... 58

CAREER AND ENTERPRISE & WORKPLACE LEARNING ....................................................................... 59

AUTHORITY-DEVELOPED ENDORSED PROGRAM ................................................................................ 61

WORKPLACE LEARNING (ADWPL) ........................................................................................................ 61

APPRENTICESHIPS AND TRAINEESHIPS ..................................................................................................... 63

SCHOOL BASED TRAINEESHIP (SBT) ...................................................................................................... 64

ABORIGINAL SCHOOL BASED TRAINEESHIPS ..................................................................................... 64

VET FEES DISCLAIMER ................................................................................................................................. 65

TAFE PROFILE FUNDED COURSES .......................................................................................................... 65

AUSPICING ............................................................................................................................................... 65

SCHOOL BASED TRAINEESHIPS ............................................................................................................. 65

Appendix I — APPRENTICESHIPS AND TRAINEESHIPS........................................................................... 66

Appendix II — POST-SECONDARY INFORMATION ............................................................................... 67

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CHOOSING YOUR EDUCATIONAL PATHWAY

INTRODUCTION

This handbook contains information to help you decide which subjects to select for Year 11.

Details are provided on courses in addition to Year 11 and Year 12 courses and the West

Australian Certificate of Education.

It is essential that if you are returning to undertake Senior Secondary studies you select a

program that provides you with:

• A reasonable likelihood of success;

• Clearly defined opportunities to enter employment, training or higher education

Before selecting courses of study for next year, students, in association with their parents,

should consider a number of factors when selecting an educational pathway and career

options:

1. Interests in and out of school.

2. Progress in current studies

3. Ability to study at higher levels

4. Seek advice from their teachers and seriously consider their recommendations.

5. Be aware of requirements for entry into post-secondary courses.

6. Check the Tertiary Information Service Centre (TISC)

https://tisc.edu.au/static/home.tisc Summary of Undergraduate Admission

Requirements to identify prerequisites for certain courses at universities.

7. Study Australian Tertiary Admission Rank (ATAR) cut-offs for entry into courses at the

various Western Australian universities.

8. Carefully consider the degree of personal satisfaction and enjoyment you obtain from

the various subjects. You are more likely to have success in subjects you enjoy.

9. Be realistically aware of your capabilities since the study of a subject beyond the

scope of your ability will most likely not result in success, regardless of the effort you

put into it.

For most students there is no short cut to career choices. They must spend time and effort

doing the following: assessing their own abilities, interests and values; seeking accurate, up-

to-date information; examining alternatives and discussing with others.

Please keep this Handbook for the duration of Year 11 and 12 at Emmanuel Christian

Community School and refer to it for clarification and assistance as needed.

https://tisc.edu.au/static/home.tisc

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PATHWAYS AND COURSES

At Emmanuel Christian Community School all Year 11 and 12 students:

Choose a pathway

an ATAR (Australian Tertiary Admission Rank) or

Vocational Pathway Program

ATAR PATHWAY

ATAR course units are for students who are aiming to enrol in a university course direct from

school. These courses will be examined by the School Curriculum and Standards Authority

and contribute to the achievement of an Australian Tertiary Admission Rank (ATAR).

If you think you will be heading to university once you finish Year 12, you should enrol in at

least five ATAR courses. The rank is used by universities as a selection mechanism.

ATAR PATHWAY

Students are aiming for university entrance

• ATAR Course Units 1 & 2 are studied in Year 11

• ATAR Course Units 3 & 4 are studied in Year 12

• Courses are content based

• External exams (WACE exams) are sat at the end of Year 12

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

• Students gain an ATAR score based on their best 4 courses

• A minimum of 4 ATAR subjects are required but 5 or 6 are highly recommended

VOCATIONAL PATHWAY

Vocational Education and Training (VET) programs offer VET qualifications for students

wishing to participate in nationally recognised training. All VET qualifications require

registered training organisation (RTO) delivery, assessment and quality control under the VET

regulatory body. A Certificate II or higher is one of the range of equivalents for achieving a

WACE. These qualifications contribute to the WACE as unit equivalents. Emmanuel Christian

Community School offers VET qualifications that are Certificate courses are stand-alone

Certificate courses. Endorsed programs provide access to all areas of learning not covered

by WACE courses or VET programs and contribute to the WACE as unit equivalents. Endorsed

programs are for students wishing to participate in programs which are delivered in a variety

of settings by schools, workplaces, universities and community organisations. Endorsed

programs that may be offered at ECCS include: Cadets, Workplace Learning.

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NON ATAR PATHWAY

Students are aiming for a TAFE* entrance or possible alternative entry into university

• General Courses Units 1 & 2 are studied in Year 11

• General Courses Units 3 & 4 are studied in Year 12

• Courses are practical based

• There are no external exams (but there are ESTs in Year 12, (see below)

• High grades are important

• 100% school assessed

• Certificate courses are undertaken in Year 11 and/or Year 1

EXTERNALLY SET TASKS (EST)

There are no exams for General units. However, students will complete an externally set task

(EST) that is a common task that all students enrolled in a General course will do in Semester

1 of Year 12. The task is set by the School Curriculum and Standards Authority (SCSA),

completed by students under test conditions, and is worth 15 per cent of the final mark for

that pair of units. The EST is marked by students’ teachers using a marking key provided by

the Authority.

**Very Important** UNIQUE STUDENT IDENTIFIER (USI)

It is now a requirement that all students enrolling in a certificate course have a Unique

Student Identifier (USI) to complete the enrolment process. The USI will be used by Registered

Training Organisations (RTO) to add training records and results when a unit of Competency

and qualification is completed. To obtain a USI refer to page 83 at the back of this booklet.

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COURSE SELECTION INFORMATION | YEAR 11/12

A range of courses are offered. Students may choose from these courses to form a

curriculum that will lead to University, training organisations (RTO) or the workplace.

SELECTING SUBJECTS FOR SENIOR SECONDARY

Before selecting courses for study in Year 11 or Year 12, students must note the following:

1. Biblical Studies is a compulsory subject in both Year 11 and Year 12.

2. English is a compulsory course in both Year 11 and Year 12.

3. Students must observe the recommended entry levels for subjects as outlined in the

handbook.

4. At universities some courses have prerequisite subjects, whilst for other courses certain

subjects are strongly recommended. Students should be aware of these requirements

before making their choice of Year 11 subjects

(information may be obtained from the individual universities).

5. Students intending to study at RTO’s should be aware of the pathways they intend to

follow for these will guide their choice of subjects (information is available from the VET

Coordinator).

6. Students who contemplate staying until the end of Year 12 should have a clear idea of

the subjects they intend to take over the two-year period. In some learning areas, for

example Mathematics, and Chemistry it would not be recommended for students to

study the Year 12 course without having studied the Year 11 course.

7. In developing a timetable grid the subjects offered and the number of classes in a

particular subject are primarily dependent upon student selections and then

subsequently upon human and capital resources.

LIST A (ARTS/LANGUAGES/SOCIAL

SCIENCE)

LIST B (MATHEMATICS/SCIENCE/TECHNOLOGY)

ENG English CHE Chemistry

MPA Media Production and Analysis HBY Human Biology

HIM Modern History MAA Mathematics Applications

PAL Politics and Law MAM Mathematics Methods

VAR Visual Arts PES Physical Education Studies

DES Design

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COURSES WITH A SPECIFIC PREREQUISITE

Enrolment in the following courses is dependent on students gaining the necessary

prerequisite for the particular course. The prerequisites refer to Semester 1 Year 10 exams, or

to an achievement standard, or to essential background or aptitude.

Prerequisites are based upon well-established links between past performance and success

in Years 11 and 12. They are a precondition of enrolment in a course. They are an important

minimum requirement. Other factors may also determine whether you will be successful in a

course (your ability to manage your time, whether you have a career goal, etc.). Your

course teacher will assist you with your choice of course.

Students who meet the prerequisite in Semester One in Year 10 are expected to maintain this

standard for Semester Two.

COURSE EXAM MARK GRADE

English ATAR 60% B English

Media Production and Analysis 55% C English

Modern History ATAR 60% B HASS

Politics and Law 60% B HASS

Chemistry ATAR 65% B Science

Human Biology ATAR 65% B Science

Mathematics Methods ATAR 75% B Math

Mathematics Applications ATAR 55% C Math

Physical Education Studies ATAR N/A A PE & B Science, Yr 10 Pre ATAR PES

WESTERN AUSTRALIAN CERTIFICATE OF EDUCATION (WACE)

The Western Australian Certificate of Education (WACE) is awarded to secondary

school students who satisfy its requirements. Generally, students will complete two

years of senior secondary study, although the Council’s provisions enable students to

meet the WACE requirements over a lifetime. The WACE is recognised by universities,

industry and other training providers.

The school is the main WACE provider for students up to the age of 17 years. Schools

may work in partnership with other providers to deliver courses, vocational education

and training (VET) or other programs, but retain the responsibility for managing

programs, reporting achievement to SCSA and maintaining a record of learning for

all students.

An overview of the WACE requirements is provided in the table below. More detailed

information is available from the SCSA website http://www.scsa.wa.edu.au/

http://www.scsa.wa.edu.au/

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TO ACHIEVE A WESTERN AUSTRALIAN CERTIFICATE OF EDUCATION (WACE)

The minimum requirements to receive a WACE in 2018 and beyond are listed below.

Achieving a WACE will signify that students have successfully met the breadth and depth

requirements of the WACE and the achievement standards for the course they choose.

GENERAL

REQUIREMENTS

Students must:

• demonstrate a minimum standard of literacy and a minimum

standard of numeracy based on the skills regarded as essential

for individuals to meet the demands of everyday life and work

in a knowledge-based economy. The literacy and numeracy

standard can be met either through the Online Literacy and

Numeracy Assessment or by achieving Band 8 or above in the

associated components of reading, writing or numeracy in the

Year 9 NAPLAN tests

• complete a minimum of 20 units or equivalents as described

below

• complete at least four Year 12 ATAR courses or

complete* a Certificate II (or higher) VET qualification. Note: the

partial completion of a Certificate III or higher VET qualification

may meet this requirement according to predetermined

criteria.

*Note: In the context of VET in the WACE, the term ‘complete’ requires

that a student has been deemed competent in all units that make up

a full qualification.

BREADTH AND DEPTH Students will complete a minimum of 20 course units or the equivalent.

This requirement must include a least:

• a minimum of 10 Year 12 units or the equivalent

• two completed Year 11 English units and one pair of completed

Year 12 English units

• one pair of Year 12 course units from each of List A

(arts/English/Languages/social sciences) and List B

(mathematics/science/ • technology)

ACHIEVEMENT

STANDARD

Students will be required to achieve 14 C grades in Year 11 and Year

12 units, including at least six C grades in Year 12 units (or equivalents,

see below). There will be provision for students to gain unit

equivalence by completing:

• VET qualifications – a Certificate I can replace two Year 11

units, a Certificate II, two Year 11 and two Year 12 units, and a

Certificate III or higher, two Year 11 and four Year 12 units.

• Endorsed programs – an endorsed program can replace two

Year 11 units and two Year 12 units.

• For unit equivalence, students may only use up to eight units of

VET and endorsed programs with a maximum of four unit

equivalents from endorsed programs.

Note: For additional detail refer to the WACE Manual available from the Authority website



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WACE ACHIEVEMENT REQUIREMENTS FOR VET STUDENTS

General requirements To achieve WACE in VET at ECCS, Students must:

• demonstrate a minimum standard of literacy and a minimum standard of numeracy

• complete a minimum of 20 units or equivalents

• Complete a Certificate II (or higher) VET qualification

• Complete a pair of Year 11 and 12 units of English and Math

• Achieve a minimum of 14 C grades including at least six C grades in Year 12 units (or

equivalents)

Unit equivalence

Unit equivalence can be obtained through VET qualifications and/or endorsed programs.

The maximum unit equivalence available through VET in WA is eight units – four Year 11 units

and four Year 12 units. Students may obtain unit equivalence as follows:

• up to eight unit equivalents through completion of VET qualifications, or

• up to four unit equivalents through completion of endorsed programs, or

• up to eight unit equivalents through a combination of VET qualifications and endorsed

programs, but with endorsed programs contributing no more than four unit equivalents.

For VET qualifications:

• a Certificate I is equivalent to two Year 11 units

• a Certificate II is equivalent to two Year 11 and two Year 12 units

• a Certificate III or higher is equivalent to two Year 11 and four Year 12 units

• a partially completed Certificate III or higher is equivalent to two Year 11 and two Year 12

units (credit only allocated if the criteria for partial completion is met).

For endorsed programs, unit equivalence is identified on the Authority’s approved list of

endorsed programs.

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ENGLISH OVERVIEW

STUDYING ENGLISH FOR THE WACE IS COMPULSORY.

There will be three subjects available for the WACE. There are common, and separate, aims

for each course.

All senior secondary English courses aim 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.

All courses build on the Australian Curriculum for K-10.

All courses include the Cross Curriculum Priorities and the General Capabilities of the

Australian Curriculum.

All courses, other than Foundation, require students to study a broad range of text types

including poetry, novel and drama. Additionally, all courses will use the Bible as one of its

texts at various points throughout the year.

Each course is divided into two units, which form the basis of the year’s work.

It is essential that students make fully informed choices and adhere to recommendations

made by their class teachers.

Three courses:

One contributes to an ATAR. This is:

• English

Two do not contribute to an ATAR:

• General English

• Foundation

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ENGLISH |ATAR COURSE (YEAR 11)

DURATION OF COURSE: ONE YEAR

PREREQUISITES:

Students require an A or B Grade in Year 10 English to manage the rigours of this course.

OVERVIEW OF COURSE:

The English ATAR course focuses on developing students’ analytical, creative, critical thinking

and communication skills. It encourages students to critically engage with texts from their

contemporary world, from the past and from Australian and other cultures. Such

engagement helps students develop a sense of themselves, their world and their place in it.

COURSE STRUCTURE:

The Year 11 syllabus is divided into two units, each of one semester duration. In Unit 1,

students explore how meaning is communicated through the relationships between

language, text, purpose, context and audience. In Unit 2, students analyse the

representation of ideas, attitudes and voices in texts to consider how texts represent the

world and human experience.

ASSESSMENT BREAKDOWN:

TYPE OF ASSESSMENT WEIGHTING

RESPONDING

Students will comprehend, engage with, interpret, analyse, compare,

contrast, reflect on, appreciate and evaluate a range of texts and

text forms for a variety of purposes and audiences.

35%–40%

CREATING

Students create sustained imaginative, interpretive and persuasive

texts.

35%–40%

EXAMINATION 20%–30%

CAREER AND FURTHER STUDY OPPORTUNITIES:

Students wishing to go to university are required to complete ATAR English or Literature.

ADDITIONAL RELEVANT INFORMATION:

Reading, viewing and writing proficiency is key to the mastery of this course. Students doing

ATAR English should expect to take part in a rigorous, extensive and ongoing reading,

viewing and writing program designed to complement the course.

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ENGLISH |GENERAL COURSE (YEAR 11)


PREREQUISITES:

Students must have passed OLNA to enter this course. To achieve well in this course, though,

it is preferable to have achieved a C grade in Year 10 English. This course is open to students

who have completed Focus English in Year 10, so long as they have passed OLNA.

OVERVIEW OF COURSE:

The English General course focuses on consolidating and refining the skills and knowledge

needed by students to become competent, confident and engaged users of English. The

course provides students with the skills to succeed in a range of post-secondary pathways.

COURSE STRUCTURE:

The Year 11 syllabus is divided into two units, each of one semester duration. Unit 1 focuses

on students comprehending and responding to the ideas and information presented in texts.

Unit 2 focuses on interpreting ideas and arguments in a range of texts and contexts.



RESPONDING

Types of assessment will involve tasks in which students comprehend,

engage with, interpret, analyse, compare, contrast, reflect on,

appreciate and evaluate a range of texts and text forms for a variety

of purposes and audiences.

40–60%

CREATING

Students create sustained imaginative, interpretive and persuasive

texts in a range of modes for a variety of purposes and audiences.

40–60%


General English enables students to apply language and information effectively, confidently

and creatively in vocational, community and academic contexts and enhance their

broader communication skills. Students wishing to attend university must take an ATAR English

pathway.



this course should expect a rigorous and demanding program of English learning.

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ENGLISH |FOUNDATION COURSE (YEAR 11)

OVERVIEW:

The Foundation course aims to develop students’ functional literacy for learning, community

and everyday contexts. Student undertaking this course will develop the literacy skills

required for comprehending and producing texts and communicating effectively. Through

building students’ literacy skills the course will establish their sense of confidence with English.

It will focus on reading a variety of texts, producing a variety of texts and building

confidence with speaking and listening skills. The English Foundation course enables students

to progress to the English General course or move to or employment. In this way, Foundation

acts as a bridging course. It is weighted almost entirely towards the literacy strand of English

K-10.

Key Words: English for everyday living, functional language conventions, comprehension,

working and community environments, English for employment or TAFE.

Target Audience: Students who have not met the OLNA requirements including reluctant

readers, students with low literacy or possible learning difficulties.

CONTENT DESCRIPTION:

Unit 1 - Deliberate repetition of functional literacy skills: reading, producing, speaking and

listening form the basis of this unit. When reading students are learning about purpose,

conventions and audience. When producing students are learning about spelling, grammar,

and generating ideas. When speaking students learn about appropriate context, active

listening and being confident.

Unit 2 - Only for students who need further support and have not yet met the minimum OLNA

standard after completing Unit 1.

Unit 2 consolidates through deliberate repetition, the functional literacy skills practised in Unit

1. Assessment: Reading 35%, Writing 35%, Oral Communication 30%.

PATHWAY FROM YEAR 10:

This course is only open to students who have not passed OLNA equivalent to band 8 in

NAPLAN reading and writing. Students who have a band 5-6 or lower in Year 9 NAPLAN 2017

are strongly advised to take this course.

LEARNER PROFILE: I am willing to learn about different things in English. I want to improve my

reading and writing in all subjects. I need to pass the OLNA tests so I can obtain a WACE. If

am doing a VET course, I am willing to catch up on missed classwork. I am willing to do 15

minutes of homework each weeknight.

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ENGLISH|ATAR COURSE (YEAR 12)


PREREQUISITES:

Students require a 60% C Grade in Year 11 ATAR English to manage the rigours of this course.

OVERVIEW OF COURSE:

The ATAR English course encourages students to critically engage with texts from their

contemporary world, from the past and from Australian and other cultures. Such

engagement helps students develop a sense of themselves, their world and their place in it.

COURSE STRUCTURE:

The Year 11 syllabus is divided into two units, each of one semester duration. In Unit 3,

students explore representations of themes, issues, ideas and concepts by comparing the

relationships between texts, language, genre and contexts. In Unit 4, students challenge

perspectives, values and attitudes in texts, developing and testing their own interpretations

through debate and argument.



RESPONDING

Students comprehend, engage with, interpret, analyse, compare,

contrast, reflect on, appreciate and evaluate a range of texts and text

forms for a variety of purposes and audiences.

35%

CREATING

Students create sustained imaginative, interpretive and persuasive texts

in a range of modes for a variety of purposes and audiences.

35%

EXAMINATION 30%


Students wishing to take on an ATAR pathway to university are required to complete ATAR

English.



ATAR English should expect to take part in a rigorous, extensive and ongoing reading,

viewing and writing program designed to complement the course.

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ENGLISH|GENERAL COURSE (YEAR 12)


PREREQUISITES:

There are no prerequisites for this course other than the successful completion of OLNA

testing.

OVERVIEW OF COURSE:

The English General course focuses on consolidating and refining the skills and knowledge

needed by students to become competent, confident and engaged users of English. The

course provides students with the skills to succeed in a range of post-secondary pathways.

COURSE STRUCTURE:

The Year 12 syllabus is divided into two units, each of one semester duration. Unit 3 focuses

on exploring different perspectives presented in a range of texts and contexts. Unit 4 focuses

on community, local or global issues and on developing students’ reasoned responses.



RESPONDING

Students respond to a variety of written, spoken, digital and multimodal

texts.

40%

CREATING

Students create imaginative, interpretive and persuasive texts in a range

of modes for a variety of purposes and audiences

45%

EXTERNALLY SET TASK

A written task or item or set of items of one-hour duration developed by

the School Curriculum and Standards Authority and administered by the

school.

15%


General English enables students to apply language and information effectively, confidently

and creatively in vocational, community and academic contexts and enhance their

broader communication skills. Students wishing to attend university must take an ATAR English

pathway.



this course should expect a rigorous and demanding program of English learning.

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ENGLISH |FOUNDATION COURSE (YEAR 12)

All students enrolled in a General Year 12 course and/or a Foundation Year 12 course are

required to complete the externally set task (EST) developed by the Authority for that course.

The EST is compulsory and forms part of the school-based assessment and is included as a

separate assessment type with a weighting of 15% for the pair of units.

Assessment weightings are mandatory.


ASSESSMENT WEIGHTING

Reading 30%

Writing 30%

Oral Communication 25%

Externally Set Task 15%

The EST (Externally Set Task) is a state wide common task. It is a one-hour exam-style task

conducted in school time. Results of the EST will be used to moderate school-based

assessment results. Further details can be found at:

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MEDIA PRODUCTION AND ANALYSIS| ATAR COURSE (YEAR 11)

DURATION OF COURSE: 1 Year

PREREQUISITES: A “C” grade or better in Year 10 Media is strongly recommended.

OVERVIEW OF COURSE:

The Media Production and Analysis ATAR course aims to prepare all students for a future in a

digital and interconnected world by providing the skills, knowledge and understandings to

tell their own stories and interpret others’ stories.

Students learn the languages of media communication and how a story is constructed using

representations. Students are encouraged to explore, experiment and interpret their world,

reflecting and analysing contemporary life while understanding that this is done under

social, cultural and institutional constraints. Students as users and creators of media products,

consider the important role of audiences and their context.

The Year 11 syllabus is divided into two units, each of one semester duration, which are

typically delivered as a pair. The notional time for each unit is 55 class contact hours.

Unit 1 – Popular culture

Students analyse, view, listen to and interact with a range of popular media, develop their

own ideas, learn production skills and apply their understandings and skills in creating their

own productions. This focus involves identifying what is meant by ‘popular’ culture and

considering the types of media, ideas and audiences from which popular culture evolves.

There are many aspects of popular culture that can be used to provide students with

interesting and relevant learning contexts, and an opportunity to explore how audiences

consume popular media. In contexts related to popular culture, students have the

opportunity to explore a variety of popular media work, and learn how to interpret the

meanings created by codes and conventions. Students develop production and analytical

skills and apply their understanding of media languages and audiences while learning about

and working in specific production contexts.

Unit 2 – Journalism

In this unit students will further their understanding of journalistic media. Students will analyse,

view, listen to and interact with a range of journalistic genres and they undertake more

extensive research into the representation and reporting of groups and issues within media

work. They draw on knowledge when developing ideas for their own productions. Students

extend their understanding of production practices and responsibilities. They become

increasingly independent as they manipulate technologies and techniques to express their

ideas in their productions.

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ASSESSMENT TABLE – YEAR 11


Response Students plan, conduct and communicate findings based on

the analysis of audiences, media contexts and media examples using a

range of critical frameworks and primary and secondary sources.

30%

Production Extended production project which can be completed as

either a single task or as separate tasks. Students explore ideas, control

and manage the processes required to achieve the aesthetic quality of

production. Independently, and in teams, manage a range of production

processes, evaluating and modifying them as necessary. Demonstrate an

understanding of styles, structures, codes and conventions and

demonstrate the development of confidence and competence in the

use of technologies, skills and processes in a range of contexts. Reflect on

and evaluate own and peer production work.

50%

Written examination Typically conducted at the end of each semester

and/or unit. In preparation for Unit 3 and Unit 4, the examination should

reflect the examination design brief included in the ATAR Year 12 syllabus

for this course.

20%

Page 22 of 68

MEDIA PRODUCTION AND ANALYSIS| ATAR COURSE (YEAR 12)


PREREQUISITES: A “C” grade or better in Year 11 Media is strongly recommended.

OVERVIEW OF COURSE:

The Year 12 syllabus is divided into two units which are delivered as a pair. The notional time

for the pair of units is 110 class contact hours.

Unit 3 – Media art

This unit provides the opportunity for students to explore and select from a range of media

art and develop their understanding of media aesthetics. Media aesthetics in the context of

this unit is the study of the emotional and intellectual response brought about by the way the

techniques, codes and conventions that create the artistic quality of the media work have

been applied.

Students will analyse, view, listen to and interact with contemporary and traditional

examples of media art, identifying techniques and themes, meanings that are created and

audiences’ interpretations. They consider the representation of values and technological

developments that influence perceptions of art within media work.

Students are encouraged to experiment with technologies, structures, codes and

conventions to express their ideas and creativity. They have the opportunity to extend their

production skills and processes and the emergence of personal style.

Unit 4 – Power and persuasion

The focus for this unit is power and persuasion. Through this broad focus, students extend

their understanding of persuasive media, examining the way the media is able to reflect,

challenge and shape values and attitudes. They critically analyse, view, listen to, and

interact with a range of media work, considering the purposes and values of producers and

audiences. Students synthesise a range of ideas, skills and processes to create their own

media productions that express their views.

Page 23 of 68


ASSESSMENT TABLE PRACTICAL COMPONENT– YEAR 12


TO

SCSA

WEIGHTING FOR

COMBINED MARK

PRACTICAL PRODUCTION

Extended production project which can be

completed as either a single task or as separate

tasks. Students explore ideas, control and manage

the processes required to achieve/manage the

aesthetic quality of production. Independently, and

in teams, manage a range of production

processes, evaluating and modifying them as

necessary.

Demonstrate an understanding of styles, structures,

codes and conventions and demonstrate the

development of confidence and competence in

the use of technologies, skills and processes in a

range of contexts. Reflect on and evaluate own

and peer production work.

100%

100%

50%


ASSESSMENT TABLE WRITTEN COMPONENT – YEAR 12


TO

SCSA

WEIGHTING FOR

COMBINED MARK

RESPONSE

Work in which students plan, conduct and

communicate findings based on the analysis of

audiences, media contexts and media examples,

using a range of critical frameworks and primary

and secondary sources.

40%

100%

50%

WRITTEN EXAMINATION

Typically conducted at the end of each semester

and/or unit and reflecting the examination design

brief for this syllabus

60%

Page 24 of 68

MODERN HISTORY |ATAR COURSE (YEAR 11)

DURATION OF COURSE: 2 SEMESTERS

PREREQUISITES: Minimum 60% - B grade in year 10 HASS

OVERVIEW OF COURSE:

The Modern History ATAR course enables students to study the forces that have shaped

today’s world and provides them with a broader and deeper comprehension of the world in

which they live. While the focus is on the 20th century, the course refers back to formative

changes from the late 18th century onwards and encourages students to make connections

with the changing world of the 21st century. Modern history enhances students’ curiosity and

imagination and their appreciation of larger themes, individuals, movements, events and

ideas that have shaped the contemporary world. The themes that run through the units

include: local, national and global conflicts and their resolution; the rise of nationalism and its

consequences; the decline of imperialism and the process of decolonisation; the continuing

struggle for the recognition of human rights; the transformation of social and economic life;

the regional shifts in power and the rise of Asia; and the changing nature and influence of

ideologies.

COURSE STRUCTURE:


typically delivered as a pair. The notional time for each unit is 55 class contact hours.

Unit 1 – Understanding the modern world This unit provides an introduction to significant

developments in the modern period that have defined the modern world, and the ideas

that underpinned them, such as liberty, equality and fraternity. Students study one of the

following electives, which is to be taught with the requisite historical skills described as part of

this unit.

• The Enlightenment 1750–1789

• The American Revolution 1763–1812

• The French Revolution 1774–1799

• The Industrial Revolutions 1750–1890’s

• The Age of Imperialism 1848–1914

• The Meiji Restoration – Japan 1853–1911

• Capitalism – the American Experience 1907–1941

Unit 2 – Movements for change in the 20th century This unit examines significant movements

developed in response to the ideas studied in Unit 1 that brought about change in the

modern world and that have been subject to political debate. The unit focuses on the ways

in which individuals, groups and institutions challenge authority and transform society.

Students study one of the following electives, which is to be taught with the requisite

historical skills described as part of this unit.

Page 25 of 68

• Women’s movements

• Recognition and rights of Indigenous Peoples

• Decolonisation

• The civil rights movement in the USA

• Workers’ movements

• Nazism in Germany

• Movements for peace and security post 1945



HISTORICAL INQUIRY

Students use the relevant historical skills to plan, conduct and communicate

an inquiry related to the elective they are studying. The inquiry proposition is

devised by the teacher or the student. The final presentation can be: a

written report; an analysis of the sources used in the inquiry; a debate; a

hypothetical; an oral presentation and/or a multimodal presentation which

can be presented individually or in a group. Typically one historical inquiry is

completed for each unit.

20%

EXPLANATION

A response in the form of an essay (which can be scaffolded) or a

sectionalised answer for one or more closed or open questions or for a

topic. The question can require students to respond to propositions or points

of debate; explanations or evaluations of historical evidence; and

interpretations and/or representations. At least two explanation tasks must

be administered under test conditions.

20–30%

SOURCE ANALYSIS

A number of sources are interpreted, analysed, evaluated and/or

synthesised. Questions typically require students to use evidence from the

sources when commenting on: message; origin, purpose and context;

reliability, usefulness and contestability of the evidence; perspective; and

relevance to the context. The teacher can select the sources and provide

the questions or a student (or group of students) can select a range of

sources to respond to questions provided by the teacher. Source materials

can include: photographs, cartoons, paintings, graphs, government papers,

extracts from newspaper articles, letters, diaries, literary sources, and/or

secondary sources. At least two source analysis tasks must be administered

under test conditions.

20–30%

EXAMINATION

Typically conducted at the end of each semester and/or unit. In

preparation for Unit 3 and Unit 4, the examination should reflect the

examination design brief included in the ATAR Year 12 syllabus for this

course.

30%

Page 26 of 68

MODERN HISTORY |ATAR COURSE (YEAR 12)


PREREQUISITES: Minimum 60% - B grade average Year 11

OVERVIEW OF COURSE:

The Modern History ATAR course begins with a study of key developments that have helped

to define the modern world, with special attention given to important ideas and their

consequences. This provides a context for a study of movements for change in the 20th

century that have challenged the authority of the nation-state, the principal form of political

organisation in the modern world. Students then investigate crises that confronted nation-

states in the 20th century, the responses to these crises and the different paths nations have

taken in the modern world. The course concludes with a study of the distinctive features of

world order that have emerged since World War II and that are central to an understanding

of the present.

COURSE STRUCTURE:

Unit 3 – Modern nations in the 20th century This unit examines the ‘nation’ as the principal

form of political organisation in the modern world; the crises that confronted nations in the

20th century; their responses to these crises, and the different paths they have taken to fulfil

their goals. Students study one of the following electives, which is to be taught with the

requisite historical skills described as part of this unit.

• Australia 1918–1955 (the end of World War I to the ALP Split)

• Russia and the Soviet Union 1914–1945 (World War I to the end of World War II)

• China 1935–1989 (the Long March to the Tiananmen Massacre)

Unit 4 – The modern world since 1945 This unit focuses on the distinctive features of the

modern world that emerged in the period 1945–2001. It aims to build students’

understanding of the contemporary world – that is, why we are here at this point in time.

Students study one of the following electives, with a focus on the period 1945–2001, which is

to be taught with the requisite historical skills described as part of this unit.

• The changing European world since 1945

• Australia’s engagement with Asia

• The struggle for peace in the Middle East

Page 27 of 68



HISTORICAL INQUIRY

Students use the relevant historical skills to plan, conduct and

communicate an inquiry related to the elective they are studying.

Typically the inquiry proposition is devised by the student. The final

presentation can be: a written report; an analysis of the sources used in

the inquiry; a debate; a hypothetical; an oral presentation and/or a

multimodal presentation which can be presented individually or in a

group. Typically one historical inquiry is completed for each unit.

20%

EXPLANATION

A response in the form of an essay for one or more closed or open

questions or for a topic. The question can require students to respond to

propositions or points of debate; explanations or evaluations of historical

evidence; and interpretations and/or representations. At least two

explanation tasks must be administered under test conditions.

20%

SOURCE ANALYSIS

A number of sources are interpreted, analysed, evaluated and/or

synthesised. Questions typically require students to use evidence from the

sources when commenting on: message; origin, purpose and context;

reliability, usefulness and contestability of the evidence; perspective; and

relevance to the context. Typically the teacher selects the sources and

provides the questions. Source material can include: photographs,

cartoons, paintings, graphs, government papers, extracts from

newspaper articles, letters, diaries, literary sources, and/or secondary

sources. At least two source analysis tasks must be administered under

test conditions.

20%

EXAMINATION

Typically conducted at the end of each semester and/or unit and

reflecting the examination design brief for this syllabus.

40%

Page 28 of 68

POLITICS & LAW |ATAR COURSE (YEAR 11)


PREREQUISITES: Minimum 60% - B grade in Year 10 HASS

OVERVIEW OF COURSE:

Politics and law is a critical study of the processes of decision making concerning society’s

collective future. The study of politics examines the structures and processes through which

individuals and groups with different interests, beliefs and goals, deliberate and negotiate in

order to make choices, respond to changing circumstances and enact laws. The study of

law examines the system of laws governing the conduct of the people of a community,

society or nation, in response to the need for regularity, consistency and justice based upon

collective human experience. The Politics and Law ATAR course aims to develop knowledge

and understanding of the principles, structures, institutions, processes, and practices of

political and legal systems, primarily in Australia and where appropriate, other systems

and/or countries.

COURSE STRUCTURE:


typically delivered as a pair.

Unit 1 – Democracy and the rule of law This unit examines Australia’s democratic and

common law systems; a non-democratic system; and a non-common law system.

Unit 2 – Representation and justice This unit examines representation, electoral and voting

systems in Australia; justice in the Western Australian adversarial system and a non-common

law system.

Page 29 of 68



INVESTIGATION

Students research a political or legal concept, event or issue. The

investigation can be based on sources provided by the teacher, or require

students to locate sources for research. Source material can be drawn from

newspapers, television or radio broadcasts, journal articles, texts, speeches,

court judgements or statutes and can include information, such as

reportage, analysis, opinion pieces, news, current affairs and documentary

transcripts and/or programs, opinion polls, election results, legal decisions,

Bills/Acts and/or letters. Typically, the format of the final presentation is a

written report. One investigation should be completed for each unit.

10%

SHORT ANSWER

Typically, a series of closed or partially open questions that can require a

definition, description, explanation, discussion and/or comparison. At least

two short answer tasks should be completed under test conditions.

20%

ESSAY

Typically require a response to a question, statement or proposition. The

question can require description, discussion, examination, comparison,

assessment, analysis and/or evaluation. At least two essay tasks should be

completed under test conditions.

20%

SOURCE ANALYSIS

Students respond to questions based on one or more sources. Source

material can be drawn from newspapers, television or radio broadcasts,

journal articles, texts, speeches, court judgements or statutes and can

include information, such as reportage, analysis, opinion pieces, news,

current affairs and documentary transcripts, opinion polls, election results,

legal decisions and Bills/Acts and/or letters. Questions can require both

short and longer written responses. At least two source analysis tasks should

be completed under test conditions.

20%

EXAMINATION




course.

30%


The study of the Politics and Law ATAR course can be a valuable background to careers in

law, political advocacy, public administration, international relations, foreign affairs,

community development, teaching, journalism, human resource management, government

and commerce.

Page 30 of 68

POLITICS & LAW | ATAR COURSE (YEAR 12)


PREREQUISITES: Minimum 60% - B grade average Year 11

OVERVIEW OF COURSE:

Politics and law is a critical study of the processes of decision making concerning society’s

collective future. The study of politics examines the structures and processes through which

individuals and groups with different interests, beliefs and goals, deliberate and negotiate in

order to make choices, respond to changing circumstances and enact laws. The study of

law examines the system of laws governing the conduct of the people of a community,

society or nation, in response to the need for regularity, consistency and justice based upon

collective human experience. The Politics and Law ATAR course aims to develop knowledge

and understanding of the principles, structures, institutions, processes, and practices of

political and legal systems, primarily in Australia and where appropriate, other systems

and/or countries.

COURSE STRUCTURE:

The Year 12 syllabus is divided into two units which are delivered as a pair.

Unit 3 – Political and legal power This unit examines the political and legal system established

by the Commonwealth Constitution (Australia) and the power wielded within the system,

making reference to particular political and legal developments and issues.

Unit 4 – Accountability and rights This unit examines avenues for, and the effectiveness of,

accountability in relation to the three branches of government in Australia. The ways, and

the extent to which, rights are protected, and democratic principles are upheld and/or

undermined in Australia, and one other country, are also examined.

Page 31 of 68



INVESTIGATION

Students research a political or legal concept, event or issue. The

investigation can be based on sources provided by the teacher, or require

students to locate sources for research. Source material can be drawn from

newspapers, television or radio broadcasts, journal articles, texts, speeches,

court judgements or statutes and can include information, such as

reportage, analysis and opinion pieces, news, current affairs and

documentary transcripts and/or programs, opinion polls, election results,

legal decisions, Bills/Acts and/or letters. Typically, the format of the final

presentation is a written report. One investigation should be completed for

each unit.

10%

SHORT ANSWER

Typically, a series of closed or partially open questions that can require a

definition, description, explanation, discussion and/or comparison. At least

two short answer tasks should be completed under test conditions.

15%

ESSAY

Typically require a response to a question, statement or proposition. The

question can require description, discussion, examination, comparison,

assessment, analysis and/or evaluation. At least two essay tasks should be


15%

SOURCE ANALYSIS

Students respond to questions based on one or more sources. Source

material can be drawn from newspapers, television or radio broadcasts,

journal articles, texts, speeches, court judgements or statutes and can

include information, such as reportage, analysis and opinion pieces, news,

current affairs and documentary transcripts, opinion polls, election results,

legal decisions Bills/Acts and/or letters. Questions can require both short

and longer written responses. At least two source analysis tasks should be


20%

EXAMINATION

Typically conducted at the end of each semester and/or unit and


40%


The study of the Politics and Law ATAR course can be a valuable background to careers in

law, political advocacy, public administration, international relations, foreign affairs,

community development, teaching, journalism, human resource management, government

and commerce.

Page 32 of 68

CHEMISTRY | ATAR COURSE (YEAR 11)


PREREQUISITES:

A ‘B’ grade with 65% or better in Science Extension. An overall score of greater than 80% in

Mainstream Science. Preferably, students should also be studying Mathematics Methods and

possess a dedicated work ethic.

OVERVIEW OF COURSE:

This course provides a broad introduction to chemical science. With a focus on chemistry in

and around the home and chemistry and the environment, this course enables students to

relate chemical information to the world around them. In this unit students explore an

important industrial, environmental or biological process associated with the contexts.

Laboratory work is also an essential part of the unit, enabling students to investigate the

properties and reactions of substances. This course is relevant for students who are interested

in or wish to follow scientific vocations such as engineering, medicine, science research,

pharmacy, forensic science, environmental science and molecular biology.

OUTLINE OF COURSE CONTENT:

The course is split into two units.

The focus for Unit 1 is Chemical Fundamentals: structure, properties and reactions. In this unit,

students use models of atomic structure and bonding to explain the macroscopic properties

of materials. Students develop their understanding of the energy changes associated with

chemical reactions and the use of chemical equations to calculate the masses of

substances involved in chemical reactions.

The focus for Unit 2 is Molecular Interactions and Reactions. In this unit, students continue to

develop their understanding of bonding models and the relationship between structure,

properties and reactions, including consideration of the factors that affect the rate of

chemical reactions. Students investigate the unique properties of water and the properties

of acids and bases, and use chemical equations to calculate the concentrations and

volumes of solutions involved in chemical reactions.

LEARNER PROFILE:

Students must possess a strong work ethic and be intrinsically motivated to engage with the

science curriculum. Well-developed study techniques are essential for success in this course.

It is recommended that students are studying Mathematics Methods as well in order for

success. Students will be expected to conduct a minimum of 45 minutes home learning, five

times per week.


PRACTICAL ASSESSMENT/ INVESTIGATIONS 25%

EXTENDED RESPONSE 10%

TEST 15%

EXAMINATIONS 50%

Page 33 of 68

CHEMISTRY | ATAR COURSE (YEAR 12)

DURATION OF COURSE: One year

OVERVIEW OF COURSE:

This course, much like Units 1 & 2, continues to provide students with a broad introduction to

chemical science. With a focus on chemical processes and how chemistry impacts on

modern living this course enables students to relate chemical information to the world

around them. Students explore important industrial, environmental and biological process

associated with the contexts. Laboratory work is also an essential part of the subject,

enabling students to investigate the properties and reactions of substances. This course is

relevant for students who are interested in or wish to follow any scientific vocation.


The course is split into two units.

The focus for Unit 3 is Equilibrium, acids and bases, and redox reactions. In this unit, students

investigate the concept of reversibility of reactions and the dynamic nature of equilibrium in

chemical systems; contemporary models of acid-base behaviour that explain their

properties and uses; and the principles of oxidation and reduction reactions, including the

generation of electricity from electrochemical cells.

The focus for Unit 4 is Organic Chemistry and Chemical Synthesis. In this unit, students

develop their understanding of the relationship between the structure, properties and

chemical reactions of different organic functional groups. Students also investigate the

process of chemical synthesis to form useful substances and products and the need to

consider a range of factors in the design of these processes.

LEARNER PROFILE:



It is recommended that students are studying an appropriate level of year 12 Mathematics

as well in order for success. Students will be expected to conduct a minimum of 45 minutes’

home learning, five times per week.


PRACTICAL ASSESSMENT/ INVESTIGATIONS 20%

EXTENDED RESPONSE 10%

TEST 20%

EXAMINATIONS 50%

Page 34 of 68

HUMAN BIOLOGY |ATAR COURSE (YEAR 11)

DURATION OF COURSE: ONE YEAR.

PREREQUISITE: A solid ‘C’ grade with 60% or better in Mainstream Science.

OVERVIEW OF COURSE:

Human Biology is a scientific study of humans as individuals and as populations, and of their

interaction with the environment.

The course aims to enable students to develop an understanding of all concepts outlined in

the course syllabus, develop safe sensorimotor practices and enhance laboratory

techniques, become aware of the multitude of human conditions, develop learning

techniques to promote cognitive abilities in memorizing large amounts of information and

adopt good study practices at home based on the constructivist learning theories.


The course focuses on living organisms and their interrelationships with each other and their

physical world. This is split into two units.

Unit 1 covers The Functioning Human Body. In this unit, students analyse how the structure

and function of body systems, and the interrelationships between systems, support

metabolism and body functioning.

The focus for unit 2 is- Reproduction and inheritance. In this unit, students study the

reproductive systems of males and females, the mechanisms of transmission of genetic

material from generation to generation, and the effects of the environment on gene

expression.

Page 35 of 68




SCIENCE INQUIRY

Science inquiry involves identifying and posing questions; planning,

conducting and reflecting on investigations; processing, analysing and

interpreting data; and communicating findings. It is concerned with

evaluating claims, investigating ideas, solving problems, reasoning, drawing

valid conclusions, and/or developing evidence-based arguments.

SCIENCE INQUIRY: PRACTICAL

Practical work can involve a range of activities, such as practical tests;

modelling and simulations; qualitative and/or quantitative analysis of

second-hand data; and/or brief summaries of practical activities.

SCIENCE INQUIRY: INVESTIGATION

Investigations are more extensive activities, which can include

experimental testing; conducting surveys; and/or comprehensive scientific

reports.

20%

EXTENDED RESPONSE:

Tasks requiring an extended response can involve selecting and integrating

appropriate science concepts, models and theories to explain and predict

phenomena, and applying those concepts, models and theories to new

situations; interpreting scientific and/or media texts and evaluating

processes, claims and conclusions by considering the quality of available

evidence; and using reasoning to construct scientific arguments.

Assessment can take the form of answers to specific questions based on

individual research; exercises requiring analysis; and interpretation and

evaluation of information in scientific journals, media texts and/or

advertising.

15%

TEST

Tests typically consist of multiple choice questions and questions requiring

short and extended answers. They should be designed so that students can

apply their understanding and skills in human biology to analyse, interpret,

solve problems and construct scientific arguments.

25%

EXAMINATION




course.

40%

LEARNER PROFILE:



Students must be able to apply their knowledge of biological concepts to various different

situations and retain large amounts of information for a period of time. Students will be

expected to conduct a minimum of 45 minutes’ home learning, five times per week.

Page 36 of 68

HUMAN BIOLOGY| ATAR COURSE (YEAR 12)

DURATION OF COURSE: One year.

PREREQUISITE: A ‘C’ or better in Units 1 & 2 Human Biology or appropriate equivalent.

OVERVIEW OF COURSE:

Human Biology is a scientific study of humans as individuals and as populations, and of their

interaction with the environment.

These stage 3 units provide students with an opportunity to extend their knowledge and

understandings in academic learning contexts. Students develop safe sensorimotor

practices and enhance laboratory techniques, become aware of the multitude of human

conditions, develop learning techniques to promote cognitive abilities and adopt good

study practices at home.


The course focuses on living organisms and their interrelationships with each other and their

physical world. This is split into two units.

Unit 3 covers Homeostasis and disease. This unit explores the nervous and endocrine systems

and the mechanisms that help maintain the systems of the body to function within normal

range, and the body’s immune responses to invading pathogens.

The focus for unit 4 is Human variation and evolution. This unit explores the variations in

humans, their changing environment and evolutionary trends in hominids.

Page 37 of 68




Science inquiry

Science inquiry involves identifying and posing questions; planning,

conducting and reflecting on investigations; processing, analysing and

interpreting data; and communicating findings. It is concerned with

evaluating claims, investigating ideas, solving problems, reasoning, drawing

valid conclusions, and/or developing evidence-based arguments.

Science inquiry: Practical

Practical work can involve a range of activities, such as practical tests;

modelling and simulations; qualitative and/or quantitative analysis of

second-hand data; and brief summaries of practical activities.

Science inquiry:

Investigation Investigations are more extensive activities, which can include

experimental testing; conducting surveys; and/or comprehensive scientific

reports.

10%

EXTENDED RESPONSE:

Tasks requiring an extended response can involve selecting and integrating

appropriate science concepts, models and theories to explain and predict

phenomena, and applying those concepts, models and theories to new

situations; interpreting scientific and/or media texts and evaluating

processes, claims and conclusions by considering the quality of available

evidence; and/or using reasoning to construct scientific arguments.

Assessment can take the form of answers to specific questions based on

individual research; exercises requiring analysis; and interpretation and

evaluation of information in scientific journals, media texts and/or

advertising.

15%

TEST

Tests typically consist of multiple choice questions and questions requiring

short and extended answers. They should be designed so that students can

apply their understanding and skills in human biology to analyse, interpret,

solve problems and construct scientific arguments.

25%

EXAMINATION

Typically conducted at the end of each semester and/or unit, and


50%

LEARNER PROFILE:



Students must be able to apply their knowledge of biological concepts to various different

situations and retain large amounts of information for a period of time. Students will be

expected to conduct a minimum of 45 minutes’ home learning, five times per week.

Page 38 of 68

MATHEMATICS APPLICATIONS |ATAR COURSE (YEAR 11)


PREREQUISITES: C grade in Year 10 Mathematics

OVERVIEW OF COURSE:

Mathematics Applications focuses on three main areas in each semester.

• Consumer arithmetic reviews the concepts of rate and percentage change in the

context of earning and managing money, and provides a context for the use of

spread sheets.

• Algebra and matrices continues the Year 7–10 study of algebra and introduces the

new topic of matrices.

• Shape and measurement extends the knowledge and skills students developed in the

Year 7–10 curriculum with the concept of similarity and associated calculations

involving simple and compound geometric shapes.

• Univariate data analysis and the statistical investigation process develop students’

ability to organise and summarise univariate data in the context of conducting a

statistical investigation.

• Applications of trigonometry extends students’ knowledge of trigonometry to solve

practical problems involving non-right-angled triangles in both two and three

dimensions.

• Linear equations and their graphs uses linear equations and straight-line graphs, as

well as linear piece-wise and step graphs, to model and analyse practical situations.

COURSE STRUCTURE:

Unit 1 Topics

Consumer Arithmetic

Algebra and matrices

Shape and measurement

Unit 2 Topics

Univariate Data

Trigonometry

Linear equations

Page 39 of 68


TYPE OF ASSESSMENT

WEIGHTING

RESPONSE

Student’s response using knowledge of mathematical facts, concepts

and terminology, applying problem-solving skills and algorithms. Response

tasks can include: tests, assignments, quizzes and observation checklists.

40%

INVESTIGATION

Students plan, research, conduct and communicate the findings of an

investigation. They can investigate problems to identify the underlying

mathematics, or select, adapt and apply models and procedures to

solve problems. This assessment type provides for the assessment of

general inquiry skills, course-related knowledge and skills, and modelling

skills.

20%

EXAMINATION

Students apply mathematical understanding and skills to analyse,

interpret and respond to questions and situations. Examinations provide

for the assessment of conceptual understandings, knowledge of

mathematical facts and terminology, problem-solving skills, and the use

of algorithms. Examination questions can range from those of a routine

nature, assessing lower level concepts, through to open-ended questions

that require responses at the highest level of conceptual thinking.

Students can be asked questions of an investigative nature for which they

may need to communicate findings, generalise, or make and test

conjectures.

40%


The Mathematics Applications ATAR course is designed for students who want to extend their

mathematical skills beyond Year 10 level, but whose future studies or employment pathways

do not require knowledge of calculus. The course is designed for students who have a wide

range of educational and employment aspirations, including continuing their studies at

university or TAFE.

Page 40 of 68

MATHEMATICS METHODS |ATAR COURSE (YEAR 11)


PREREQUISITES: B grade (minimum) in Year 10 Mathematics

OVERVIEW OF COURSE:

This unit reviews the algebraic concepts and techniques required for calculus. Trigonometric

functions are introduced. Simple relationships between variable quantities are reviewed, as

are the concepts of a function and its graph. The study of inferential statistics begins with a

review of probability and the concepts of counting, conditional probability and

independence.

COURSE STRUCTURE:

Unit 1 Topics Unit 2 Topics

Functions and graphs Exponential functions

Trigonometric functions Arithmetic and geometric sequences and series

Counting and probability Introduction to differential calculus



RESPONSE

Student’s respond using knowledge of mathematical facts, concepts and

terminology, applying problem-solving skills and algorithms. Response tasks can

include: tests, assignments, quizzes and observation checklists. Tests are

administered under controlled and timed conditions.

40%

INVESTIGATION



mathematics, or select, adapt and apply models and procedures to solve

problems. This assessment type provides for the assessment of general inquiry

skills, course-related knowledge and skills, and modeling skills. Evidence can

include: observation and interview, written work or multimedia presentations.

20%

EXAMINATION

Students apply mathematical understanding and skills to analyse, interpret and

respond to questions and situations. Examinations provide for the assessment of

conceptual understandings, knowledge of mathematical facts and terminology,

problem- solving skills, and the use of algorithms. Examination questions can

range from those of a routine nature, assessing lower level concepts, through to

open-ended questions that require responses at the highest level of conceptual

thinking. Students can be asked questions of an investigative nature for which

they may need to communicate findings, generalise, or make and test

conjectures.

40%


This course provides a foundation for further studies in disciplines in which mathematics and

statistics have important roles. It is also advantageous for further studies in the health and

social sciences. This course is designed for students whose future pathways may involve

mathematics and statistics and their applications in a range of disciplines at the tertiary

level.

Page 41 of 68

MATHEMATICS ESSENTIAL |GENERAL COURSE (YEAR 11)


PREREQUISITES: None

OVERVIEW OF COURSE:

Mathematics Essential is a general mathematics course for students who have attained the

minimum numeracy standard, but who have not achieved at least a C cohort grade in Year

10. This course provides students with the mathematical knowledge, skills and understanding

to solve problems in a range of workplace, personal, further learning and community

settings. Mathematics Essential offers students the opportunity to prepare for post-school

options of employment and further training.

COURSE STRUCTURE:

Unit 1 Topics:

Calculations,

Percentages and Rates Measurement

Algebra and Graphs

Unit 2 Topics:

Representing and Comparing Data Percentages,

Ratios and Time



RESPONSE

Students respond using their knowledge of mathematical facts,

terminology and procedures, and problem-solving and reasoning skills.

Responses can be in written or oral form. Evidence can include: tests,

assignments, quizzes and observation checklists.

50%

INVESTIGATION

Practical applications (included in both Unit 1 and Unit 2) Students are

required to practically apply mathematics understandings and skills using

the mathematical thinking process to develop solutions or arrive at

conclusions, to real-world tasks. Evidence should include data and

information sources, mathematical strategies/calculations and a written

solution or conclusion. Evidence forms can include: written work,

observation checklists, spreadsheets, pictures, diagrams, tables or graphs,

media, photographs, video and/or models created by the student.

Statistical investigation process (included in Unit 2 only.) Students apply the

statistical investigation process to solve a real-world problem. Evidence

should include data collection, information sources, statistical analysis and

a written conclusion. Evidence forms can include: written work,

spreadsheets, tables, graphs. Note: Tasks can be of short or long duration.

50%

Page 42 of 68

MATHEMATICS APPLICATIONS |ATAR COURSE (YEAR 12)


PREREQUISITES: C grade in Mathematics Applications Units 1 & 2

OVERVIEW OF COURSE:

Mathematics Applications is an ATAR course which focuses on the use of mathematics to

solve problems in contexts that involve financial modelling, 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 questions

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

COURSE STRUCTURE:

Unit 3 Topics:

Bivariate Data Analysis

Growth and Decay in Sequences

Graphs and Networks

Unit 4 Topics:

Time Series Analysis

Loan, Investments and Annuities

Networks and Decision Mathematics



RESPONSE

Student’s response using knowledge of mathematical facts, concepts and

terminology, applying problem-solving skills and algorithms. Response tasks

can include: tests, assignments, quizzes and observation checklists.

40%

INVESTIGATION




problems. This assessment type provides for the assessment of general

inquiry skills, course-related knowledge and skills, and modelling skills.

20%

EXAMINATION

Students apply mathematical understanding and skills to analyse, interpret

and respond to questions and situations. Examinations provide for the

assessment of conceptual understandings, knowledge of mathematical

facts and terminology, problem-solving skills, and the use of algorithms.

Examination questions can range from those of a routine nature, assessing

lower level concepts, through to open-ended questions that require

responses at the highest level of conceptual thinking. Students can be

asked questions of an investigative nature for which they may need to

communicate findings, generalise, or make and test conjectures.

40%

Page 43 of 68

MATHEMATICS METHODS |ATAR COURSE (YEAR 12)


PREREQUISITES: C grade in Mathematics Methods Units 1 & 2

OVERVIEW OF COURSE:

Mathematics Methods is an ATAR course which 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 modelling

physical processes. The study of statistics develops students’ ability to describe and analyse

phenomena that involve uncertainty and variation.

COURSE STRUCTURE:

Unit 3 Topics:

Further Differentiation & Applications

Integrals

Discrete Random Variables

Unit 4 Topics:

The Logarithmic Function

Continuous Random Variables & The Normal Distribution

Interval Estimates for Proportions



RESPONSE

Student’s response using knowledge of mathematical facts, concepts and

terminology, applying problem-solving skills and algorithms.

40%

INVESTIGATION




problems.

20%

EXAMINATION

Students apply mathematical understanding and skills to analyse, interpret

and respond to questions and situations. Examinations provide for the

assessment of conceptual understandings, knowledge of mathematical

facts and terminology, problem-solving skills, and the use of algorithms.

40%

CAREER AND FURTHER STUDY OPPORTUNITIES: The major themes of the Mathematics Methods

ATAR course are calculus and statistics. They include, as necessary prerequisites, studies of

algebra, functions and their graphs, and probability. They are developed systematically, with

increasing levels of sophistication and complexity. Calculus is essential for developing an

understanding of the physical world because many of the laws of science are relationships

involving rates of change. Statistics is used to describe and analyse phenomena involving

uncertainty and variation. For these reasons, this course provides a foundation for further

studies in disciplines in which mathematics and statistics have important roles. It is also

advantageous for further studies in the health and social sciences. In summary, this course is

designed for students whose future pathways may involve mathematics and statistics and

their applications in a range of disciplines at the tertiary level.

Page 44 of 68

MATHEMATICS ESSENTIAL |GENERAL COURSE (YEAR 12)


PREREQUISITES: no prerequisites

OVERVIEW OF COURSE:

Mathematics Essential is a General course which 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.

COURSE STRUCTURE:

Unit 3 Topics:

Measurement

Scales, Plans & Models

Graphs in Practical Situations

Data Collection

Unit 4 Topics:

Probability & Relative Frequencies

Earth Geometry & Time Zones

Loans & Compound Interest



RESPONSE

Student’s respond using their knowledge of mathematical facts,

terminology and procedures, and problem-solving and reasoning skills.

Responses can be in written or oral form. Evidence can include: tests,

assignments, quizzes and observation checklists.

40%

PRACTICAL APPLICATIONS

Students are required to practically apply mathematics understandings

and skills using the mathematical thinking process to develop solutions or

arrive at conclusions, to real-world tasks. Evidence should include data

and information sources, mathematical strategies/calculations and a

written solution or conclusion. Evidence forms can include: written work,

observation checklists, spreadsheets, pictures, diagrams, tables or

graphs, media, photographs, video and/or models created by the

student.

45%

EXTERNALLY SET TASK

A written task or item or set of items of one-hour duration developed by

the School Curriculum and Standards Authority and administered by the

school.

15%

Page 45 of 68

PHYSICAL EDUCATION STUDIES |ATAR COURSE (YEAR 11)


PREREQUISITE: 60% in theory in Human Movement in Year 10

OVERVIEW OF COURSE:

Study of the Physical Education Studies ATAR course contributes to the development of the

whole person. It promotes the physical, social and academic growth of students. Throughout

the course, emphasis is placed on understanding and improving performance in physical

activities. The integration of theory and practice is central to studies in this course.

The Physical Education Studies ATAR course focuses on the relationships between motor

learning and psychological, biomechanical and physiological factors that influence

individual and team performance. Physical activity serves both as a source of content and

data and as a medium for learning. Learning in the Physical Education Studies ATAR course

cannot be separated from active participation in physical activities, and involves students in

closely integrated written, and physical learning experiences, based upon the study of

selected physical activities.

Students analyse the performance of themselves and others, apply theoretical principles

and plan programs to enhance performance. Physical activity and sport are used to

develop skills and performance along with an understanding of physiological, anatomical,

psychological, biomechanical and skill learning applications.

Physical Education Studies in Year 11 has a weighting of 70% for theory and 30% for practical.

COURSE STRUCTURE:

The Year 11 syllabus is divided into two units. Each unit includes content divided into six

interrelated content areas:

• Developing physical skills and tactics

• Motor learning and coaching

• Functional anatomy

• Biomechanics

• Exercise physiology

• Sport psychology.

Unit 1: The focus of this unit is to explore anatomical and biomechanical concepts, the

body’s responses to physical activity, and stress management processes, to improve the

performance of themselves and others in physical activity.

Unit 2: The focus of this unit is to identify the relationship between skill, strategy and the body

in order to improve the effectiveness and efficiency of performance.

Page 46 of 68



PRACTICAL (PERFORMANCE)

Performance is assessed in the sport(s) studied at school which will

provide students with the opportunity to refine and adjust skills and

tactics within a competitive situation. Students are assessed in the

selected sport(s). The assessment must be completed by the teacher

and conducted within the school environment within the nominal hours

for the course. Evidence can include: direct observation, checklists,

and/or the use of video.

30%

INVESTIGATION

Students plan and conduct research and communicate their findings.

Evidence can include: journals, training diaries, essays, laboratory

reports, oral presentations and/or the use of video.

15%

RESPONSE

Students analyse and respond to questions, stimuli or prompts.

Evidence can include: topic tests, summaries, essays and/or oral

presentations.

15%

EXAMINATION




course.

40%


To be successful in Physical Education Studies students must commit to excellence in both

the theory and practical components of the course. Students should also be aware of the

WACE practical requirements where a student is able to select their external practical

assessment from a selection of ten different sports. Knowledge of these requirements can

help students make informed decisions when entering Year 12.

Page 47 of 68

PHYSICAL EDUCATION STUDIES |ATAR COURSE (YEAR 12)


PREREQUISITE: A ‘C’ grade in Year 11 Physical Education Studies

OVERVIEW OF COURSE:

Study of the Physical Education Studies ATAR course contributes to the development of the

whole person. It promotes the physical, social and academic growth of students. Throughout

the course, emphasis is placed on understanding and improving performance in physical

activities. The integration of theory and practice is central to studies in this course.

The Physical Education Studies ATAR course focuses on the relationships between motor

learning and psychological, biomechanical and physiological factors that influence

individual and team performance. Physical activity serves both as a source of content and

data and as a medium for learning. Learning in the Physical Education Studies ATAR course

cannot be separated from active participation in physical activities, and involves students in

closely integrated written, and physical learning experiences, based upon the study of

selected physical activities.

Students analyse the performance of themselves and others, apply theoretical principles

and plan programs to enhance performance. Physical activity and sport are used to

develop skills and performance along with an understanding of physiological, anatomical,

psychological, biomechanical and skill learning applications.

Physical Education Studies in Year 12 has a weighting of 70% for theory and 30% for practical.

COURSE STRUCTURE:

The Year 12 syllabus is divided into two units. Each unit includes content divided into six

interrelated content areas:

• Developing physical skills and tactics

• Motor learning and coaching

• Functional anatomy

• Biomechanics

• Exercise physiology

• Sport psychology.

Unit 3: The focus of this unit is to provide opportunities for students to build upon their

acquired physical skills and biomechanical, physiological and psychological understandings

to improve the performance of themselves and others in physical activity.

Unit 4: The focus of this unit is to extend the understanding by students of complex

biomechanical, psychological and physiological concepts to evaluate their own and

others’ performance.

Page 48 of 68


ASSESSMENT TABLE PRACTICAL COMPONENT – YEAR 12

TYPE OF ASSESSMENT WEIGHTING TO

SCSA

WEIGHTING FOR

COMBINED

MARK

PRACTICAL (PERFORMANCE)

Students demonstrate their ability to adapt and adjust

skills and tactics in the sport(s) studied at school while

performing within a competitive situation. The

assessment must be completed by the teacher and

conducted within the school environment within the

nominal hours of the course. Evidence can include:

direct observation, checklists, and use of video.

70%

100%

30%

PRACTICAL (PERFORMANCE) EXAMINATION

Typically conducted at the end of semester and/or unit

and reflecting the practical examination design brief

for this syllabus. Students demonstrate their ability to

adapt and adjust skills and tactics in a sport*2 studied

at school while performing within a competitive

situation. The assessment must be completed by the

teacher and conducted within the school environment

within the nominal hours of the course. *2 If a class is

studying one sport for the whole year, the examination

will be on that sport at different times of the year. If a

class is studying two sports, each examination will

cover one of the sports studied.

30%



TYPE OF ASSESSMENT WEIGHTING TO

SCSA

WEIGHTING FOR

COMBINED

MARK

INVESTIGATION

Students plan and conduct research and

communicate their findings. Evidence can include:

journals, training diaries, essays, laboratory reports, oral

presentations and/or the use of video.

20%

100%

70%

RESPONSE

Students analyse and respond to questions, stimuli or

prompts. Evidence can include: topic tests, summaries,

essays and/or oral presentations.

25%

WRITTEN EXAMINATION


and/or unit and reflecting the written examination

design brief for this syllabus.

55%

Page 49 of 68


Students are required to perform an external WACE practical examination, contributing 30%

to their overall WACE results. Below are the sports students are able to select from. Please

note, these sports can be different form the sports studied at school

Prescribed list of sports for practical (performance) WACE examination

• AFL

• Badminton

• Basketball

• Cricket

• Hockey

• Netball

• Soccer

• Tennis

• Touch Football

• Volleyball.

Page 50 of 68

PHYSICAL RECREATION | GENERAL COURSE (YEAR 11 & 12)

At Emmanuel we recognise the benefits to all students of an active and social lifestyle. These

benefits extend not only to the students personal well-being, but the proven enhancement

to learning across all subjects that can come from physical activity. Studies have shown over

many years, exercise and physical activity not only makes the body healthier, but can be

directly linked to improve educational outcomes. As such, all Year 11 and 12 students will

engage in our Physical Recreation program.

This program is based at school, and provides the students with options as to how they would

prefer to enhance their physical, mental and social well-being.

As well as structured, more traditional sports being offered, we may also offer:

Self-defense lessons

Zumba/Pilates

Boxercise

All these activities are aimed at not only improving student’s well-being, but promoting a

varied and enjoyable healthy lifestyle that we hope students may take into later life.

Page 51 of 68

DESIGN |ATAR COURSE (YEAR 11)

DURATION OF COURSE: 1 YEAR

PREREQUISITES: A “C” grade or better in lower school Design Graphics, Information

Technology, Mixed Media or Art is recommended but not essential.

OVERVIEW OF COURSE:

Design is strongly recommended for any student interested in a pathway where creativity,

innovation and practical problem solving are the main focus. This includes graphic design,

fashion design, photography, industrial design, media and the gaming industry as well as

architecture, engineering and many building industries. Design is a highly sort after skill for

our 21st Century world and while this course context is Graphics the design course is relevant

for any creative and innovative industry or study pathway.

COURSE STRUCTURE:

The syllabus is divided into two one-semester units typically delivered as a pair.

Unit 1 ATAR - Product Design

Unit 2 ATAR - Cultural Design

COURSE REQUIREMENTS:

Students are required to demonstrate their knowledge and understanding of design and

visual communication concepts such as;

• Design Process and how great ideas develop.

• Idea and Concept development and communicating your ideas visually

• Elements and principles of design, what makes a good design?

• Creative thinking and problem solving, unleash your imagination.

• An understanding of target audiences, what are the client’s needs and wants?

• Product design (Posters, T-Shirts, DVD/Book covers, advertising Magazines etc.)

Page 52 of 68




PRODUCTION

Production of a portfolio in which students investigate, explore ideas and

follow a design process in response to a design brief. Students are required

to evaluate the final solution’s effectiveness for specific purposes and

audiences.

50%

RESPONSE

Students apply their knowledge and skills in analysing and responding to a

series of stimuli or prompts related to the unit content. Responses can

include: short answers, oral presentations, multimodal presentations, flow

charts and diagrams.

30%

EXAMINATION




course.

20%


A student’s achievement is measured by the application of their academic knowledge and

skills through practical projects, assignments, tests, formal exams and the production and

submission of a production portfolio.

As well as a direct ATAR pathway in Year 12 students will have the benefit of being able to

gain portfolio entry into University Design courses at Curtin and ECU (as well as the many

Certificate and Design Diplomas at TAFE, SAE and other providers).

YEAR 11/12 PATHWAYS: Year 12 Design Graphics,

CARER PATHWAYS:

Engineering, Architecture, Industrial Design, Fashion, Graphics Design. Digital and Multimedia

Design (Gaming, Desktop Publishing, Advertising, to name but a few.

Page 53 of 68

DESIGN |ATAR COURSE (YEAR 12)


PREREQUISITES: A “C” grade or better in Year 11 Design Graphics or Art is strongly

recommended but not essential.

OVERVIEW OF COURSE:

Design is strongly recommended for any student interested in a pathway where creativity,

innovation and practical problem solving are the main focus. This includes graphic design,

fashion design, photography, industrial design, media and the gaming industry as well as

architecture, engineering and many building industries. Design is a highly sort after skill for

our 21st Century world and while this course context is Graphics the design course is relevant

for any creative and innovative industry or study pathway.

COURSE STRUCTURE:

The syllabus is divided into two one-semester units typically delivered as a pair.

Unit 3 ATAR - Commercial Design

Unit 4 ATAR - Influential Design

COURSE REQUIREMENTS:

Students are required to demonstrate their knowledge and understanding of design and

visual communication concepts such as;

• Design Process and how great ideas develop.

• Idea and Concept development and communicating your ideas visually.

• Elements and principles of design, what makes a good design?

• Creative thinking and problem solving, unleash your imagination.

• An understanding of target audiences, what are the client’s needs and wants?

• Product design (Posters, Signs, T-Shirts, DVD/Book Covers and Advertising Magazines etc.)


A student’s achievement is measured by the application of their academic knowledge and

skills through practical projects, assignments, tests, formal exams and the production and

submission of a production portfolio.

As well as a direct ATAR pathway in Year 12 students will have the benefit of being able to

gain portfolio entry into University Design courses at Curtin and ECU (as well as the many

Certificate and Design Diplomas at TAFE, SAE and other providers).

Page 54 of 68


ASSESSMENT TABLE PRACTICAL COMPONENT– YEAR 12


TO

SCSA

WEIGHTING FOR

COMBINED MARK

PRODUCTION (portfolio)

Production of a portfolio in which students

investigate, explore ideas and follow a design

process in response to a design brief. Students are

required to evaluate the final solution’s

effectiveness for specific purposes and audiences.

100%

100%

50%




TO

SCSA

WEIGHTING FOR

COMBINED MARK

RESPONSE

Students apply their knowledge and skills in

analysing and responding to a series of stimuli or

prompts related to the unit content, including the

extended production project. Responses could

include short answers, oral presentation, multimodal

presentation, flowcharts and diagrams.

40%

100%

50%

WRITTEN EXAMINATION


and/or unit and reflecting the examination design

brief for this syllabus

60%

Page 55 of 68

VOCATIONAL EDUCATION PATHWAY

VET program may suit students who like a more practical approach to schooling. VET offers

a combination of education and industry training whilst you are in Years 11 and 12.

Certificate courses are a pathway to the achievement of WACE and employment for all

students. Successful completion of VET courses/certificates may provide students with

improved access to TAFE Colleges, traineeships, apprenticeships and future employment.

All certificates are aligned with the Australian Qualifications Framework.

Certificate courses are rigorous and require students to complete just as much work as any

General course and in the case of Certificate III and higher, an ATAR course.

All students in the General Pathway have to select at least one Certificate II/III qualification

as part of their timetable for Year 11 and Year 12 as a WACE requirement.

COMMITMENT

VET students are expected to commit for the duration of their chosen Certificate. They do,

however, have up to 6 weeks to decide if the Certificate/career pathway is for them. If a

student wishes to withdraw from a Certificate, there will be limited academic options

available therefore it is important students choose a Certificate that most aligns to their

realistic career aspirations.

COMPLETED QUALIFICATION

EQUIVALENCE (TOTAL)

CREDIT ALLOCATION (UNITS)

YEAR 11 YEAR 12

Certificate II 4 units 2

2

Certificate III and higher 6 units 2

4

3 DAY SCHOOL BASED VET PROGRAM

There are several different courses available for Year 11 and 12 students at ECCS. Training

providers (TAFE’s and Registered Training Organizations (RTO’s)) offer a range of

opportunities for students. Students must be mature and responsible enough to work

independently in both the workplace and TAFE colleges.

It is envisaged that students enrolled in VET Pathways courses in 2019 will study four (4)

courses at school;

English

Biblical Studies

Career and Enterprise including Workplace Learning (ADWPL)

Math Essentials

AND a Certificate II or III qualification at TAFE/RTO

This will include a full day at TAFE and a day in the workforce. The Certificate at the TAFE

(RTO) and the day at work (Workplace Learning) are SCSA accredited and will count

towards WACE.

Page 56 of 68

Like all other Year 11 students, students enrolled in the VET program will complete 12 course

units or the equivalent in Year 11.

The VET program can be a viable pathway to university. A Certificate IV has an ATAR

equivalent of 70 which students use for alternative (non ATAR) University entry after Year 12.

Students applying for the program need to be aware that places are limited and that they

need to attend an interview with the VET Coordinator before being considered as suitable

for the program. This program offers students a head start into TAFE colleges,

apprenticeships and employment and provides them with the opportunity to gain both a

nationally recognised training qualification and secondary graduation (WACE) at the same

time.

COMPETENCY-BASED ASSESSMENT

All certificate courses provided at school or through the Certificate Pathway Program are

competency based.

The Australian National Training Authority (ANTA) defines a ‘competency’ as: ‘The

specification of knowledge and skill, and the application of that knowledge and skill within

an occupation or industry level to the standard or performance required in employment.’

That is, the ability to perform a job to the level of performance required in the workplace.

Competency-based assessment (CBA) is the process of collecting evidence and making

judgments on whether a learner is able to demonstrate the competencies identified by

industry as essential for satisfactory performance in the workplace.

The learner demonstrates that she/he has achieved all the required competencies. A

learner is assessed as either not yet having achieved the competencies or as competent.

‘Competent’ means that 100 percent of the required competencies have been achieved.

RECOGNITION OF PRIOR LEARNING

Emmanuel Christian Community School recognises that knowledge and skills may have been

obtained in other environments and these may contribute to the attainment of units of

competency within the school’s scope. Students wishing to claim recognition of prior

learning should obtain an application form from the VET Coordinator.

Page 57 of 68

ENDORSED PROGRAMS

An endorsed program is a significant learning program that has been developed for senior

secondary students. The program may have been developed by the School Curriculum and

Standards Authority, or it may have been developed by a private provider or a school and

subsequently endorsed by the Authority.

Each endorsed program consists of a series of lessons, classes and/or activities designed to

lead to the achievement of a common goal or set of learning outcomes. Endorsed

programs can be delivered as part of the school curriculum or as extra-curricular activities.

All endorsed programs successfully completed and reported to the Authority by the school

are listed on the student’s Western Australian Statement of Student Achievement

may contribute towards the breadth-and-depth requirement of the WACE

may contribute towards the C grade requirement of the WACE.

Each endorsed program is allocated one, two, three or four unit equivalents.

A student who will graduate in 2018 or beyond will be able to count a maximum of 4 unit

equivalents from endorsed programs for WACE purposes, two in Year 11 and two in Year 12.

Programs are endorsed in three categories:

AUTHORITY-DEVELOPED ENDORSED PROGRAMS

These endorsed programs are developed by the Authority to provide WACE recognition for

students undertaking activities of a similar nature and for which no quality-assured certificate

or award is issued.

PROVIDER -DEVELOPED ENDORSED PROGRAMS

These endorsed programs are developed by a private provider such as a university,

community organisation or training institution. Provider-developed endorsed programs

recognise structured learning programs that result in the attainment of a quality-assured

certificate or award.

SCHOOL- DEVELOPED ENDORSED PROGRAMS

These endorsed programs are developed by individual schools in response to a particular

need which cannot be met through a WACE course, a VET qualification or another

endorsed program.

Page 58 of 68

PROVIDER -DEVELOPED ENDORSED PROGRAM

CADETS WA | EMERGENCY SERVICES CADET CORPS

The Cadets WA program, presents secondary school students with the opportunity to follow

the training service ideas of the following emergency service groups.

• Bush Fire Brigade

• Fire and Rescue Service

• State Emergency Service

• Volunteer Marine Rescue Service

Emergency Service Cadets participate in interesting and challenging training that:

• Provides practical life skills

• Develops leadership, teamwork and initiative talents

• Fosters qualities of community responsibility and service

CORE MODULES:

• First-Aid

• Radio Communications

• Fire safety and basic fire lighting

• Rescue techniques

• Navigation and bush craft

• Drill and ceremonial

ELECTIVE MODULES:

• Abseiling

• Boat and water safety

• Rescue techniques

• Camping

• Counter disaster training

• Sea, search and rescue techniques

All cadet units have a unit coordinator and a number of instructors to provide leadership.

Page 59 of 68

CAREER AND ENTERPRISE & WORKPLACE LEARNING

Combined General Course and Workplace Learning

Year 11(Units 1 & 2)

Course Code

Year 12 (Units 3 & 4)

Course Code

Career & Enterprise GECAE Career & Enterprise GTCAE

The Career and Enterprise General course engages students in learning about developing

their career in a constantly changing digital and globalised world. Careers are now

considered to be about work, learning and life. Individuals need to be proactive,

enterprising career managers who engage in lifelong learning.

The course aims to provide students with the knowledge, skills and understanding to enable

them to be enterprising and to proactively manage their own careers.

Unit 1 (Semester 1, Year 11) The focus of this unit is exploring work and networks. Students

develop an understanding of aspects of work, such as part-time, full-time, flexi hours,

volunteer work and unemployment. They learn that positive self-esteem and self-

management are required to access work opportunities and acquire skills to build careers.

Students learn the basic organisation and roles associated with different workplace

structures, and develop awareness that employment is connected with responsibility for the

individual and others.

Unit 2 (Semester 2, Year 11) The focus of this unit is entry-level work readiness. Students

explore the attributes and skills necessary for employment, and identify their personal

strengths and interests, and the impact these have on career development opportunities

and decisions. Students examine the organisation of workplaces within a chosen industry

area and learn about the rights and responsibilities of employees and employers in entry-

level jobs.

Unit 3 (Semester 1, Year 12) This unit focuses on adopting a proactive approach to securing

and maintaining work. It involves self-management, using work search tools and techniques,

developing career competencies, and accessing learning opportunities which are essential

for career building.

Unit 4 (Semester 2, Year 12) This unit explores issues associated with career management,

workplaces and influences and trends in times of change. Change can be analysed and

the information used to inform strategies associated with self-management, career building

and personal and professional learning experiences. This unit investigates the dynamic

nature of the interrelationships between these strategies.

Page 60 of 68

ASSESSMENT BREAKDOWN


INVESTIGATION

Students plan, conduct and communicate the findings of an

investigation relating to the unit content. Formats can include: a written

report, an oral or multimedia presentation, a portfolio, or a combination

of these.

30%

PRODUCTION/PERFORMANCE

Tasks can include: a written report, an oral or multimedia presentation,

observation checklists, mock job applications, mock job interviews and/

or self or peer evaluation tools.

30%

INDIVIDUAL PATHWAY PLAN/CAREER PORTFOLIO

Students are required to develop an individual pathway plan (IPP) in Unit

1 and develop a career portfolio in Unit 2. These documents can include:

• a resume

• evidence of skills and experiences

• evidence of work history

• goals.

20%

RESPONSE

Questions can require students to respond to short answer questions

and/or extended answer questions. Questions can require students to

respond to stimulus materials including: extracts from documents, articles,

journals or texts; cartoons; graphs; case studies; and/or guest speakers.

Tasks typically consist of a combination of multiple choice questions and

questions requiring short and/or extended answers. Typically these tasks

are administered under test conditions.

20%

Page 61 of 68

AUTHORITY-DEVELOPED ENDORSED PROGRAM

WORKPLACE LEARNING (ADWPL)

Workplace Learning (ADWPL) Workplace Learning is an Authority-developed endorsed

program that is managed by individual schools and open to students in Years 10, 11 and 12.

To complete this endorsed program, a student works in one or more real workplace/s (paid

or unpaid) 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 Authority’s

Workplace Learning Logbook. The student must also provide evidence of his/her knowledge

and understanding of the workplace skills by completing the Authority’s Workplace Learning

Skills Journal after each 55 hours completed in the workplace. Unit equivalence is allocated

on the basis of 1-unit equivalent for each 55 hours completed in the workplace, to a

maximum of 4 units. The total number of hours completed in the workplace is reported on

the student’s WASSA.

UNIT EQUIVALENCE

Unit equivalence is allocated on the basis of 1unit equivalent for each 55 hours completed in

the workplace, to a maximum of 4 units. That is:

Less than 55 hours = 0 unit equivalents

55 – 109 hours = 1unit equivalent

110 – 164 hours = 2 unit equivalents

165 – 219 hours = 3 unit equivalents

220 + hours = 4 unit equivalents.

The total number of hours completed in the workplace is reported on a student’s Western

Australian Statement of Student Achievement.

COMPLETION REQUIREMENTS

For each 55 hours completed in the workplace, a student must complete the:

Workplace Learning Logbook

Workplace Learning Skills Journal.

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COMPLETION REQUIREMENTS AFTER 4 UNIT EQUIVALENTS

After a student has completed the requirements for four unit equivalents (220 workplace

hours and forty questions from the Skills Journal) he/she may continue to record the

workplace hours completed using the Workplace Learning Logbook without the need to

complete the Workplace Learning Skills Journal.

The total number of workplace hours will be reported on a student’s Western Australian

Statement of Student Achievement (WASSA). Students participating in the VET program are

required to complete Workplace Learning. This is a SCSA endorsed program that provides

students up to 4 unit equivalents towards their WACE/WASSA.

This highly successful program allows students to experience an extensive number of

workplaces that are carefully selected by staff after consultation with students. This

experience is invaluable and many past students have gone on to gain employment or

apprenticeships as a result of the networks they made and skills they developed in the ‘real

world’.

To complete the Workplace Learning endorsed program, students must be enrolled in

Career and Enterprise.

PROGRAM DELIVERY

The Workplace Learning endorsed program may be delivered over an extended period or

through more intensive activity. Options include attending the workplace:

in week-long blocks

for one (or more) day/s a week over an extended period or across one or more year/s.

Work placements may be scheduled:

during the semester, in class time or out of class time

during school holidays.

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APPRENTICESHIPS AND TRAINEESHIPS

Apprenticeships and traineeships are a great way to start a career. They combine practical

experience at work with structured training. As an apprentice or trainee, a young person

enters into a formal training contract with an employer that leads to a nationally recognised

qualification. In traditional technical trades like bricklaying or cabinet making, an

apprenticeship would be the usual option.

Traineeships are usually in non-trade areas such as hospitality, business, manufacturing and

health. Most of the time is spent in paid employment, learning practical skills on the job and

putting them into practice. The rest of the time is spent in structured training at TAFE (RTO) or

in the workplace. The training requirements are part of the training plan which is negotiated

between employee and employer, employee and TAFE (RTO).

Apprenticeships and traineeships are competency based. This means that training can be

completed earlier if the skill levels required for the Industry have been

reached. Apprenticeships and traineeships are available to people of all ages. Most can be

undertaken on a full-time or part-time basis – and some can be started at school (School

Based Apprenticeship/Traineeship).

As an apprentice/trainee you: earn wages while you’re learning, can complete your training

sooner if you have the skills, gain qualifications recognised Australia wide and may be able

to start training while still at school. When qualified you can look forward to higher pay,

improved job prospects, qualifications and skills for further education and training and

choices to advance your career.

Apprenticeships and traineeships are available in over 300 occupations and their availability

varies from State to State. In addition to the traditional apprenticeship trades, opportunities

are to be found in the fields of:

Administration

Arts and the media

Banking, insurance and financial services

Building including bricklaying, cabinet making, carpentry and joinery, glass cutting

and glazing, masonry, painting, plastering, plumbing and gas fitting, roof tiling,

sprinkler fitting.

Child care

Communications and information technology

Community services and health

Electrical including electrical fitter, electrical mechanic, electrical trades person

Food including baking, bread making, chef, http://www.training.com.au general

butcher, pastry working and patisserie

Hairdressing

Horticultural including flower and vegetable seed propagation, gardening, green

keeping, nursery work, fruit tree cultivation

http://www.training.com.au/

Page 64 of 68

Metal including blacksmithing, boiler making, fitting and turning, machining,

moulding, sheet metal working, tool making, welding.

Tourism and hospitality

Transport, warehousing and furniture removals

Vehicle including automotive electrics, fitting, body builder, coach painting, motor

mechanic, panel beater

SCHOOL BASED TRAINEESHIP (SBT)

Students will be placed in a range of industries. Students complete a Certificate II in a

chosen area, are placed in a work environment two days per week and are paid for their

work for one day.

Students complete 4 courses at school with their Certificate and Workplace Learning (WPL)

counting towards their WACE. As students are paid employees, these positions are more

difficult to source and hence fewer areas are available.

Some SBT students do not attend a Training WA college. Instead, they complete their

Certificate II through their employer’s trainer. Students need to commit to completing Year

12 although they can be offered full time employment earlier. This is usually offered to Year

12’s who have completed VET in Year 11 and places are very limited.

ABORIGINAL SCHOOL BASED TRAINEESHIPS

Aboriginal School Based Traineeships (ASBT’s) provide the opportunity for students to start a

traineeship whilst also completing the Western Australian Certificate of Education (WACE).

Under these arrangements students are both a full-time student and a part-time employee,

with the same employment and training responsibilities as other trainees. In order to be a

school based trainee you must:

• be a full-time senior secondary school student in Years 11 or 12;

• enter into a Training Contract with an employer to complete a traineeship;

• have the school’s agreement to undertake a school based traineeship;

• have the competencies achieved in the traineeship included in your WACE; and

• be 15 years of age at the date of commencement of the training contract.

Aboriginal School Based Traineeships undertake a Certificate II in a chosen industry. Training

on-the-job will be equivalent to a full day/shift in the workplace. Off-the-job training may also

be taken at a Trade Training Centre of a State Training Provider. There must be an average

of eight hours of paid work per week integrated over the period of the Training Contract,

including school holidays. Students need to find an employer to offer a School Based

Traineeship. SBT training will generally take one day per week in Year 11, and two days per

week in Year 12. For the remaining three days’ students must attend school to complete

School Curriculum and Standards Authority courses.

Page 65 of 68

VET FEES DISCLAIMER

VET courses will currently be delivered in partnership with TAFE or Registered Training

Organisations and will only be undertaken with the agreement of parents, school

and students.

The fee structure is determined by the course selected, there are currently three

pathways in relation to fees:

TAFE PROFILE FUNDED COURSES.

These courses don’t incur any course fees. However, they are limited to certain

qualifications and students have to apply and aren’t always guaranteed a place.

Students will need to be out of school 1 day a week. Course resource fee approx.

$100

AUSPICING

If you plan to partner with an RTO and deliver the courses by your teachers at your

school. You would need to contact RTO’s to get their prices as they are all different.

Fee for service. Could be anything from $500-$2000.

SCHOOL BASED TRAINEESHIPS

These are also exempt of course fees. They involve a day out of school including 7.6

hours in a workplace. Course resource fee approx. $100

Page 66 of 68

Appendix I — APPRENTICESHIPS AND TRAINEESHIPS

Assistance in relation to TAFE, Apprenticeship & Traineeship opportunities may be obtained

from:

CAREER CENTRE

Location: 2nd Floor, City Central Building, 166 Murray Street. PERTH. WA 6000

Ph. 132398

Email: [email protected]

Web site http://www.careercentre.dtwd.wa.gov.au/Pages/CareerCentre.aspx

Hours: 8.30 a.m. – 5.00 p.m. (Monday – Friday)

APPRENTICENTRE

http://dtwd.wa.gov.au/employeesandstudents/apprenticentre/

Optima Centre – Building B, 16 Parkland Road, Osborne Park

Phone: 13 19 54

APPRENTICENTRE JOBS BOARD

http://apprenticentre.dtwd.wa.gov.au/vacancies/

TAFE WA:

North Metropolitan TAFE

South Metropolitan TAFE

Central Regional TAFE

North Regional TAFE

South Regional TAFE

General TAFE website address: http://training com.au and http://TafeCourses.com.au

Training WA:

http://dtwd.wa.gov.au/employeesandstudents/training/

mailto:[email protected]

http://www.careercentre.dtwd.wa.gov.au/Pages/CareerCentre.aspx

http://dtwd.wa.gov.au/employeesandstudents/apprenticentre/

http://apprenticentre.dtwd.wa.gov.au/vacancies/

http://tafecourses.com.au/

http://dtwd.wa.gov.au/employeesandstudents/training/

Page 67 of 68

Appendix II — POST-SECONDARY INFORMATION

All Tertiary Institutions produce University Guides which offer descriptions and prerequisites for

specific courses. These are all distributed to students in Year 12 and are also available from

the Careers office.

Details of course prerequisites can also be accessed via the websites listed below.

Tertiary Institutions Service Centre (TISC) TISC has information about eligibility and criteria for

University entrance.

A list of prerequisites to University Courses is also available. www.tisc.edu.au

University of Western Australia

Admission to the University of Western Australia (UWA) is very competitive. There are always

more applicants than there are places available. As a result, the minimum academic

standards required for entry are high.

WA school leavers must:

• Meet the requirements of the Western Australian Certificate of Education (WACE); and

• Achieve English Language competence; and

• Demonstrate academic performance by obtaining a sufficiently high enough Australian

Tertiary Admission Rank (ATAR) for entry into UWA; and

• Satisfy any course prerequisites. www.studyat.uwa.edu.au

Curtin University

To be eligible to study at Curtin, school leavers should:

• Meet the requirements of the Western Australian Certificate of Education (WACE); and


• Obtained a sufficiently high Australian Tertiary Admission Rank (ATAR); and

• Satisfied any prerequisites or special requirements for entry into particular courses.

www.futurestudents.curtin.edu.au

Edith Cowan University

The minimum admission requirements for school leavers to enter ECU include:

• Meeting the requirements of the Western Australian Certificate of Education (WACE); and


• Obtaining the minimum Australian Tertiary Admission Rank (ATAR) for entry into the

selected course; and

• Satisfying any prerequisites that the course may have (such as an interview, audition or

portfolio submission).. http://www.ecu.edu.au/future-students/overview

Murdoch University

The standard requirements for admission into Murdoch University for school leavers include:

• Meeting the requirements of the Western Australian Certificate of Education (WACE); and

http://www.tisc.edu.au/

http://www.studyat.uwa.edu.au/

http://www.futurestudents.curtin.edu.au/

http://www.ecu.edu.au/future-students/overview

Page 68 of 68


• Obtaining the minimum Australian Tertiary Admission Rank (ATAR) for entry into the

selected course. www.murdoch.edu.au/Future-students

The University of Notre Dame

The University of Notre Dame is a private University and prospective students apply directly to

the University for admission. The selection process for the University of Notre Dame is based

on:

• Personal qualities and motivation

•Academic records (including ATAR)

• Contribution to school and community life

• Interview www.nd.edu.au

Institutes of Technology (previously TAFE)

Entry into an Institute of Technology is different to that for University courses. Courses may

have quite different entry requirements depending on the level of the course (i.e. Certificate

II, III, IV or Diploma) and the specialisation of the course (i.e. Media or Office Administration).

It is important for students to read the information that is provided via the Institute’s website.

Students should also seek advice from the Careers Counsellor. www.tafe.wa.edu.au

www.central.wa.edu.au www.polytechnic.wa.edu.au www.wcit.wa.edu.au

www.challenger.wa.edu.au Other Careers Related Sites Careers Network

http://www.careerone.com.au Australian Defence forces http://www.defencejobs.gov.au

Job Guide http://www.jobguide.deewr.gov.au/

Career Centre http://www.careercentre.dtwd.wa.gov.au/

The Source http://www.thesource.com.au

Gradlink http://www.graduatecareers.com.au/

Department of Employment http://employment.gov.au/

Centrelink http://www.centrelink.gov.au

Australian Job Search http://www.jobsearch.gov.au

ApprenticeshipsTraineeships http:www.apprenticeships.training.wa.gov.au

My University http://myuniversity.gov.au/

Youth issues http://www.youth.gov.au/

My Future http://www.myfuture.edu.au

Labour Market trends http://www.jobsearch.gov.au/joboutlook

http://www.murdoch.edu.au/Future-students

http://www.nd.edu.au/

http://www.tafe.wa.edu.au/

http://www.wcit.wa.edu.au/

http://www.defencejobs.gov.au/

http://www.jobguide.deewr.gov.au/

http://www.thesource.com.au/

http://www.graduatecareers.com.au/

http://employment.gov.au/

http://www.centrelink.gov.au/

http://www.jobsearch.gov.au/

http://myuniversity.gov.au/

http://www.youth.gov.au/

http://www.myfuture.edu.au/

http://www.jobsearch.gov.au/joboutlook

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