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.
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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/
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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
http://www.scsa.wa.edu.au/
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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)
DURATION OF COURSE: ONE YEAR
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.
ASSESSMENT BREAKDOWN:
TYPE OF ASSESSMENT WEIGHTING
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%
CAREER AND FURTHER STUDY OPPORTUNITIES:
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.
ADDITIONAL RELEVANT INFORMATION:
Reading, viewing and writing proficiency is key to the mastery of this course. Students doing
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)
DURATION OF COURSE: ONE YEAR
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.
ASSESSMENT BREAKDOWN:
TYPE OF ASSESSMENT WEIGHTING
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%
CAREER AND FURTHER STUDY OPPORTUNITIES:
Students wishing to take on an ATAR pathway to university are required to complete ATAR
English.
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 12)
DURATION OF COURSE: ONE YEAR
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.
ASSESSMENT BREAKDOWN:
TYPE OF ASSESSMENT WEIGHTING
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%
CAREER AND FURTHER STUDY OPPORTUNITIES:
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.
ADDITIONAL RELEVANT INFORMATION:
Reading, viewing and writing proficiency is key to the mastery of this course. Students doing
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 BREAKDOWN:
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 BREAKDOWN:
ASSESSMENT TABLE – YEAR 11
TYPE OF ASSESSMENT WEIGHTING
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)
DURATION OF COURSE: 1 Year
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.
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ASSESSMENT BREAKDOWN:
ASSESSMENT TABLE PRACTICAL COMPONENT– YEAR 12
TYPE OF ASSESSMENT WEIGHTING
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 BREAKDOWN:
ASSESSMENT TABLE WRITTEN COMPONENT – YEAR 12
TYPE OF ASSESSMENT WEIGHTING
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:
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 – 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
ASSESSMENT BREAKDOWN:
TYPE OF ASSESSMENT WEIGHTING
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)
DURATION OF COURSE: 2 SEMESTERS
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
ASSESSMENT BREAKDOWN:
TYPE OF ASSESSMENT WEIGHTING
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)
DURATION OF COURSE: 2 SEMESTERS
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:
The Year 11 syllabus is divided into two units, each of one semester duration, which are
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
ASSESSMENT BREAKDOWN:
TYPE OF ASSESSMENT WEIGHTING
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
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%
CAREER AND FURTHER STUDY OPPORTUNITIES:
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)
DURATION OF COURSE: 2 SEMESTERS
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
ASSESSMENT BREAKDOWN:
TYPE OF ASSESSMENT WEIGHTING
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
completed under test conditions.
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
completed 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%
CAREER AND FURTHER STUDY OPPORTUNITIES:
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)
DURATION OF COURSE: ONE YEAR
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.
TYPE OF ASSESSMENT WEIGHTING
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.
OUTLINE OF COURSE CONTENT:
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:
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 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.
TYPE OF ASSESSMENT WEIGHTING
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.
OUTLINE OF COURSE CONTENT:
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
ASSESSMENT BREAKDOWN:
ASSESSMENT TABLE – YEAR 11
TYPE OF ASSESSMENT WEIGHTING
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
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.
40%
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.
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.
OUTLINE OF COURSE CONTENT:
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
ASSESSMENT BREAKDOWN:
ASSESSMENT TABLE – YEAR 12
TYPE OF ASSESSMENT WEIGHTING
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
reflecting the examination design brief for this syllabus.
50%
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.
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)
DURATION OF COURSE: 2 SEMESTERS
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
ASSESSMENT BREAKDOWN:
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%
CAREER AND FURTHER STUDY OPPORTUNITIES:
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)
DURATION OF COURSE: 2 SEMESTERS
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
ASSESSMENT BREAKDOWN:
TYPE OF ASSESSMENT WEIGHTING
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
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 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%
CAREER AND FURTHER STUDY OPPORTUNITIES:
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)
DURATION OF COURSE: 2 SEMESTERS
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
ASSESSMENT BREAKDOWN:
TYPE OF ASSESSMENT WEIGHTING
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)
DURATION OF COURSE: 2 SEMESTERS
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
ASSESSMENT BREAKDOWN:
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%
Page 43 of 68
MATHEMATICS METHODS |ATAR COURSE (YEAR 12)
DURATION OF COURSE: 2 SEMESTERS
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
ASSESSMENT BREAKDOWN:
TYPE OF ASSESSMENT WEIGHTING
RESPONSE
Student’s response using knowledge of mathematical facts, concepts and
terminology, applying problem-solving skills and algorithms.
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.
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)
DURATION OF COURSE: 2 SEMESTERS
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
ASSESSMENT BREAKDOWN:
TYPE OF ASSESSMENT WEIGHTING
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)
DURATION OF COURSE: ONE YEAR
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
ASSESSMENT BREAKDOWN:
TYPE OF ASSESSMENT WEIGHTING
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
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.
40%
ADDITIONAL RELEVANT INFORMATION:
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)
DURATION OF COURSE: ONE YEAR
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 BREAKDOWN:
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%
ASSESSMENT BREAKDOWN:
ASSESSMENT TABLE WRITTEN COMPONENT – YEAR 12
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
Typically conducted at the end of each semester
and/or unit and reflecting the written examination
design brief for this syllabus.
55%
Page 49 of 68
ADDITIONAL RELEVANT INFORMATION:
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
ASSESSMENT BREAKDOWN:
ASSESSMENT TABLE – YEAR 11
TYPE OF ASSESSMENT WEIGHTING
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
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%
ASSESSMENT BREAKDOWN:
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)
DURATION OF COURSE: 1 Year
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.)
ASSESSMENT BREAKDOWN:
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 BREAKDOWN:
ASSESSMENT TABLE PRACTICAL COMPONENT– YEAR 12
TYPE OF ASSESSMENT WEIGHTING
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%
ASSESSMENT BREAKDOWN:
ASSESSMENT TABLE WRITTEN COMPONENT – YEAR 12
TYPE OF ASSESSMENT WEIGHTING
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
Typically conducted at the end of each semester
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.
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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.
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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.
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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.
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ASSESSMENT BREAKDOWN
TYPE OF ASSESSMENT WEIGHTING
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%
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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
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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.
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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
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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/
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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
• Achieve English Language competence; 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
• Achieve English Language competence; 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
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• Achieve English Language competence; and
• 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