3a/3b - Churchlands Senior High School

MAKING CHOICES - The Next StepCONGRATULATIONS – You have made your start in Upper School, nearly finished your firstsemester and will have a pretty good sense of the success of your subject selection from lastyear and how you are adapting to being a senior student. Young people today face newsocial and economic challenges in a complex and changing world. The pattern of work rolesthey will experience over their lifetimes will be very diverse. It may include periods of both fulltimeand part-time employment, unemployment, self-employment and unpaid work includingrecurrent education and training. Their capacity to participate fully and effectively in a broadrange of work roles will be directly affected by their capacity to make and implement careerdecisions at successive stages in their lives.You will soon need to make a decision about your immediate future. This is an importantdecision and may be difficult to make. You will have help to make your decision but it is up toyou to actively seek out the advice and information you need to make a sound choice. It iswise to plan for several alternatives in case you change your mind or miss out on your firstchoice.This booklet contains information to help you decide which directions to take after Year 11.Details are provided on various post school alternatives, in addition to Year 12 courses andthe West Australian Certificate of Education.Read this booklet carefully before making your decisions about next year. Consider the rangeof options presented and discuss possible choices with your parents and other people who areavailable to help you – Careers Advisor, Senior School Coordinator, Associate Principals,Teachers and representatives from TAFE and the UniversitiesIt is essential that if you are returning to undertake Year 12 studies you select a program thatprovides you with:reasonable likelihood of success – pursue your strengths.clearly defined opportunities to enter employment, training or higher education (University,TAFE etc) in your preferred career field.Further information and assistance with the course selection process is readily available fromteaching, counselling, and administrative staff within the school.If you and/or your parents wish to discuss future career or educational plans with the careersAdvisor or Senior School Coordinator you should make an appointment as soon as possible.Very soon you will be asked to indicate your PROPOSED STUDIES FOR 2011. If you intendreturning to Churchlands SHS next year you will also need to make an appointment to discusssubject selections for next year with a counsellor. The dates of the subject selection sessionsare Monday 15th ,Tuesday 16th and Wednesday 17th August 2011. A letter will be senthome to parents with the details of the arrangements and when to make appointments. DONOT CONTACT THE SCHOOL TO MAKE APPOINTMENTS AT THIS STAGE.Please noteAll information is presented in good faith and is believed to be accurate based on data,guidelines and estimates available at the time of compilation. Readers need to be aware thatthe contents of this document are subject to change.1

WHEN MAKING YOUR CHOICESBE REALISTICDo not think that:Your study habits will miraculously change over the holidays.You have always hated Society and Environment but next year you are going tolove Geography.You can ignore your past results in subjects you intend to continue with nextyear.You will be able to manage and like a subject that someone else has chosen foryouYou will like a subject because your best friend is doing it.You should choose a subject because you think a particular teacher will beteaching it.You should choose a subject because you have heard it is easy.You don’t have to bother to think now because you can always change yourmind later.You hate chemistry but because it is a pre-requisite for your chosen careereverything will be ok.You can ignore entry requirements and kid yourself that you will cross thatbridge later.2

ContentsCAREER INFORMATION & HOW TO OBTAIN IT 4FINANCES 5CERTIFICATION 6WACE BREADTH-OF-STUDY LIST (2012 ONWARDS) 8VET (VOCATIONAL EDUCATION AND TRAINING) 9SCHOOL APPRENTICESHIP LINK (SAL) AND SCHOOL BASED TRAINEESHIPS(SBT) 11TAFE ENTRANCE REQUIREMENTS 11CONVERTING AVERAGE MARKS TO AN AUSTRALIAN TERTIARY ADMISSIONSRANK (ATAR) 12CURRICULUM COUNCIL 13TAFE PATHWAYS TO UNIVERSITY 15PRE-APPRENTICESHIP COURSES 16APPRENTICESHIPS 16SUBJECTS OFFERED IN YEAR 12 22TAFE 57WORKPLACE LEARNING (ENDORSED PROGRAMME) 773

Your choice of possible careers is perhaps one of the most important decisions you will makein your lifetime. Students who plan ahead and think what jobs will best suit their interests,abilities and personality will be more contented with their choice. You should actively seekinformation about careers and job availability.Below is a list of people and places where you can obtain information:1. Careers Advisor – Mrs Clare Slodecki 9441 1704The Careers Advisor is available to discuss any issues relating to Year 11 and 12 studiesincluding Tertiary Studies, TAFE/Apprenticeship/Employment Studies or Vocational Educationand Training (VET). Programmes and general careers information offered throughChurchlands SHS2. SCHOOL LIBRARYThe library has material (literature, videos and information) on a wide range of careers andcourses of study in the Careers Section of the library.3. CAREER DEVELOPMENT CENTREThis modern careers library provides a lot of up-to-date information about employment andcareer opportunities, in addition to further study opportunities at TAFE/University. Theywelcome visits by students, and can assist with interest/aptitude assessments.Location: 2nd Floor, City Central Building, 166 Murray Street. PERTH. WA 6000(Phone 9224 6500 or freecall 1800 999 167)Hours: 8.30 a.m. – 5.00 p.m. (Monday - Friday)4. W.A. TRAINING/INFORMATION CENTREProvides vocational information on education and training particularly with reference to TAFEstudies. Counselling and advice is also available.Location: 2nd Floor, City Central Building, 166 Murray Street. PERTH. WA 6000(Phone 9224 6500 or freecall 1800 999 167)Hours 8.30am to 5.00 pm (weekdays)5. CENTRELINK OFFICES – www.centrelink.gov.au or Refer to White or Yellow Pages6. TECHNICAL & FURTHER EDUCATION (TAFE or TRAINING WA)TAFE or TRAINING WA offers a variety of short and long term courses in skills training. Forinformation see the Careers Advisor at CSHS or contact the nearest Metropolitan TAFE(TRAINING WA) College.CENTRAL Institute of TechnologyCHALLENGER Institute of TechnologyTelephone: 1300 300 822 Telephone: (08) 9239 8189Fax: (08) 9427 1999 Website: www.challenger.wa.edu.auWebsite: www.central.wa.edu.auPOLYTECHNIC WESTWEST COAST Institute of TrainingTelephone: (08) 9267 7500 Telephone: 1300 134 881Fax: (08) 9267 7516 Fax: (08) 9233 1066Website: www.polytechnic.wa.edu.au Website: www.westcoast.wa.edu.au4

7. PROSPECTIVE STUDENT OFFICERS ATTACHED TO UNIVERSITIESAre available to discuss courses with high school students, and may be contacted at thevarious tertiary institutions.i) CURTIN UNIVERSITY OF TECHNOLOGY www.curtin.edu.auProspective Student Services. Telephone: 9266 1000ii) MURDOCH UNIVERSITY www.murdoch.edu.auStudent Liaison and Recruitment. Telephone: 1300 687 3624iii) UNIVERSITY OF WESTERN AUSTRALIA www.admissions.uwa.edu.auThe Prospective Students Office. Telephone: 6488 2477iv) EDITH COWAN UNIVERSITY www.ecu.edu.auStudent Recruitment. Telephone: 134 328v) NOTRE DAME UNIVERSITY www.nd.edu.auProspective Students Office. Telephone: 9433 0533vi) Tertiary Institutions Services Centre www.tisc.edu.au8. JOB GUIDE FOR W.A. 2011This is a useful and informative book. These are distributed to all Year 10 students duringTerm 2. This guide is also available from the internet on www.jobguide.dest.gov.au9. FURTHER INFORMATION on Education/Training Programs may be obtained from:Agricultural High Schools - Education Department Phone: 9264 5318Private Business & - Yellow Pages/West Australian classifiedsTraining CollegesSenior Campuses - Cyril Jackson Senior Campus http://www.cyriljackson.wa.edu.au/Ph: 9279 5122- Tuart College http://www.tuartcollege.wa.edu.au/ Ph: 9444 9377- Canning College http://www.canningcollege.wa.edu.au/ Ph:9458 9644- North Lake Senior Campus http://www.northlake.wa.edu.au/Ph: 9337 4888Vocational Program Coordinators at Government Secondary SchoolsFINANCESFor Years 11 and 12 there are no maximum charges set by the State Government. Schoolsendeavour to set their own charges for these years and such fees are compulsory. The schoolcan also request a 50% confirmation charge for these years.This school is only too aware that the payment of school fees can be a burden for somefamilies. Part payments, deferred payments and credit card debits are all available to supportparents experiencing difficulties. In some cases of financial hardship the Principal will considerfull or partial waiver of fees. However, we do need to talk to you about this. Ignoring accountsand reminders is unhelpful to all parties. The school is also keen to assist parents in selectingoptions that they can afford. To this end subject charges will always be provided to parentsprior to selection of subjects.Further details in regard to the school policy on contribution and charges can be found onpage 32 of the 2011 School Information Brochure. Alternatively this brochure can be viewedon the schools web site http://www.churchlands.wa.edu.au/pub/docs/2011cshsinfobook.pdf5

CERTIFICATIONStudents entering Year 12 in 2012 will be working towards three documents which areissued by the Curriculum Council of Western Australia.They are:STATEMENT OF RESULTSA statement of results is issued to all students who complete at least one course unit,endorsed program or unit of competence.The statement of results records:• Grades achieved in course units• Achievement of VET units of competency and VET qualifications• Achievement of Endorsed Programs• WACE course scores• Completion of WACE requirements• Achievement of English Language Competence• Breadth-of-study requirements• Achievement of exhibitions and awards.WESTERN AUSTRALIAN CERTIFICATE OF EDUCATION (WACE)WACE requirementsNOTE: Further details regarding WACE requirements can be found on the Curriculum Council Websitehttp://www.curriculum.wa.edu.au/internet/Senior_Secondary/The_WACE/WACE_Requirements/WACE_Requirements_2012Achievement of a WACE signifies that a student has successfully met the breadth and depth, theachievement standard and English language competence requirements in their senior secondaryschooling.For 2012 and beyond these requirements are:Breadth and depthComplete a minimum of 20 course units or the equivalent.The 20 course units must include at least:four course units from English, Literature and/or English as an Additional Language/Dialect, studiedduring Year 11 and Year 12 (at least two of these units must be completed in Year 12)one pair of course units from each of List A (arts/languages/social sciences) and List B(mathematics/science/technology) completed in Year 12.Students can repeat course units. However, those course units that have the same code, e.g.1AENG,and are repeated do not contribute to the WACE requirements more than once. If the courseunit is repeated, the highest grade recorded for the unit will be used when calculating the C gradeaverage. If students complete course units which have a different context and thus a different unitcode, e.g.1AMDTM and 1AMDTW (Materials Design and Technology: Metals and Wood), then theseunits are not repeat units and each of these can contribute to the WACE requirements.6

Achievement standardAchieve a C grade average or better across the best 16 course units of which at least eight must becompleted in Year 12.Endorsed programs and/or VET credit transfer can reduce the required number of course units by up tosix units.English language competenceAchieve a C grade or better in any Stage 1 or higher course unit from English, Literature and/orEnglish as an Additional Language/Dialect (except 1A and 1B for English as an AdditionalLanguage/Dialect).For students who have not achieved a C grade in one of their English, Literature and/or or Englishas an Additional Language/Dialect course units, schools will need to compare a selection of thestudent’s work with the work samples provided by the Curriculum Council to verify the student hasdemonstrated the required standard.7

WACE breadth-of-study listList A(arts/languages/social science)HIA Ancient HistoryBME Business Management and EnterpriseCAE Career and EnterpriseCFC Children, Family and the CommunityCBS Chinese: Background SpeakersCSL Chinese: Second LanguageDAN DanceDRA DramaECO EconomicsENG EnglishELD English as an AdditionalLanguage/DialectFRE FrenchGEO GeographyJBS Japanese: Background SpeakersJSL Japanese: Second LanguageLIT LiteratureMPA Media Production and AnalysisHIM Modern HistoryMUS MusicPAL Politics and LawVAR Visual ArtsList B(mathematics/science/technology)ACF Accounting and FinanceAIT Applied Information TechnologyBIO Biological SciencesCHE ChemistryCSC Computer ScienceDES DesignEES Earth and Environmental ScienceFST Food Science and TechnologyHBS Human Biological ScienceISC Integrated ScienceMDT Materials Design and TechnologyMAT MathematicsMAS Mathematics SpecialistPES Physical EducationPHY PhysicsCourse/subject combinations not permitted in the calculation of the CurriculumCouncil award scoreThe following subject/course combinations will not be permitted in determining the CurriculumCouncil award score. In cases of such combinations, only the higher of the two scaled markswill count. In addition to unacceptable course combinations listed above and below, no morethan two of Mathematics and Mathematics Specialist can be used.Biological Sciences with Human Biological ScienceChemistry with Integrated ScienceChinese: Background Speakers with Chinese Second LanguageEnglish with English as an Additional Language/DialectEnglish with LiteratureEnglish as an Additional Language/Dialect with LiteratureJapanese: Background Speakers with Japanese: Second LanguagePhysics with Integrated Science8

VET (Vocational Education and Training)PATHWAYS FOR STUDENTS 2012Those students at Churchlands SHS who are taking the Non-Tertiary stream have anopportunity to apply for courses which are offered by TAFE/Training WA on a one/twoday a week basis. The following is a list of those courses that may be offered in 2012.Confirmation of those on offer may not be available until July/August.Some of the Certificate IV and Diploma Courses offered at Central TAFE andPolytechnic West will give students the opportunity to articulate directly into UniversityProgramsCentral Institute of TechnologyFormerly Central TAFE ~ Mount Lawley, East Perth, Leederville, and Northbridge.Cert II Community Services (Aged Care) **Cert II Makeup ServicesCert II Nail TechnologyCert III Beauty Services (Cert II Makeup pre requisite)Cert III BusinessCert IV BusinessCert II Community Services (Children’s Services)Cert III Civil and Structural Engineering (Drafting)**Cert III Accounts Administration (Financial Services)Cert III Health Services Assistant (Two year program).Cert IV Preparation for entry into Enrolled NursingCert III Information Technology (Network Administration)**Cert III Business Admin (Legal)Cert II Spatial Information Services (Mining and Construction Surveying)Cert III Media **Cert III Education Support (Two Year Program)Cert II TourismCert III Tourism (Cert II Tourism pre requisite)** Part Certificateonly9

Polytechnic WestFormerly Swan TAFE ~ Jandakot, Midland, Carlisle, Balga, Thornlie and BentleyCert IV Applied Fashion Design and Technology (Two year program, two days perweek)Cert I Automotive ElectricalCert III Engineering – Technical (Two year Program)Diploma of Aeronautics (Two year program)Cert II Community Services Childcare (Two year program)Cert IV Business and Cert IV Frontline Management (Eighteen month program)Diploma of Business (Two year program)Diploma of Information Technology (Two year program)Cert IV Information Technology - General and Networking (Two year program)PLEASE NOTE: Two year programs at Polytechnic West are only available to Year 11StudentsWest Cost Institute of TrainingFormerly West Coast TAFE ~ JoondalupCert II Automotive Vehicle ServicingCert II Community Services Work (Children’s Services)Cert II RecreationCert II Hospitality Operations (Blend of cooking and Food and Beverage)Cert II Information TechnologyCert II Motor SportIndustry Related CoursesDistrict Office through West Coast TAFE and the College of Electrical Training maycontinue to offer courses in Enrolled Nursing and Electrotechnology. Placement inthese courses is subject to application and interview. There are only Twenty Fiveplaces in each Program.10

SCHOOL APPRENTICESHIP LINK (SAL) AND SCHOOL BASED TRAINEESHIPS (SBT)Both West Coast Institute of Training and Polytechnic West offer SAL programs in a numberof trade areas. These programs involve the completion of one day per week at TAFE and oneday at work and generally result in the completion of a Certificate II Pre- Apprenticeship.These courses are subject to application and interview.School Based Traineeships involve students being at paid work for one to two days per weekwhile completing a Certificate program. The opportunities for SBT’s are limited and are notsourced by the school unless it is through the District VET coordinator.Please see the Careers Advisor (Mrs Slodecki) for further details and to express an interest.There are no guarantees that courses will run as they are subject to numbers, governmentfunding and availability of teaching staff.Viable courses will be determined late 2011 or at the commencement of the 2012 school year.TAFE ENTRANCE REQUIREMENTSEntrance requirementsIn order to apply for TAFE you need to meet the entrance requirements. These are either alower level qualification, or communication skills and, for some courses, math skills. The levelsof communication or math skills needed are expressed as dots: basic skills, developed skills,well developed skills and highly developed skillsSchool results in most subjects, from years 10 through 12, will be taken into account todetermine your level of communication and math skills. Even though the skills categories arelabeled “communication and math” you can demonstrate your skill levels using subjects otherthan English and Maths.For example, to enter into a Certificate II in Business you could require basic communicationskills and basic maths skills.In some cases entry to a course may require you to meet communication skills only.Moredetailed information about the benchmarks is available on the Training WA web sitehttp://www.trainingwa.wa.gov.au/trainingwa/detcms/portal/CONVERTING AVERAGE MARKS TO AN AUSTRALIAN TERTIARY ADMISSIONS RANK11

(ATAR)A minimum of four stage 2 or above Course of Study subjects must be completed in order togenerate an ATAR.You must achieve the minimum requirement in English, Literature or EALD but it doesn’t haveto count in your averageTISC select your average from your best 4 subjects for an ATAR calculationThis is a rough guide conversion of a 4 subject average marks converts to an ATAR. A moreaccurate guide is available at the TISC Website: www.tisc.edu.au34.5 3040 4044 5047 55 Min ATAR ECU50.5 60 Min ATAR Murdoch53.5 6556.5 70 Min ATAR Curtin59.5 7562.55 80 Min ATAR UWA66 8570 9075 9577 9679 9781.5 9885 9994.6 99.95Please note: This table has been derived from 2010 TISC data.ATAR Calculator link www.tisc.edu.au/calculator/atar-calculator.tisc?printable=true12

Curriculum CouncilExhibitions and AwardsThe following Exhibitions and Awards are available to senior school students inWestern Australian schools.General Criteria for Eligibility for Exhibitions and AwardsIn order to be eligible to receive the Beazley Medal - WACE, and Beazley Medal - VETAward, a General Exhibition, a Subject Exhibition a Certificate of Distinction, and aCertificate of Excellence, a student must:be an Australian citizen or a permanent of resident of Australia;be enrolled as a full-time student in a registered secondary school;have not previously completed the course external assessment used in determiningthe award; andhave satisfied the requirements for a WACE at the time of the determination of theawards.Beazley Medal: WACEThe Beazley Medal: WACE is awarded for excellence to the eligible student whoachieves the top Curriculum Council WACE award score. The Curriculum CouncilWACE award score is used to rank students for the general exhibition. This score isbased on the average of five scaled marks, with at least two from each of List A andList B.Beazley Medal: VETThe Beazley Medal: VET is awarded for excellence in studies that include industryspecific competencies and workplace learning. It is awarded to the eligible studentwho has demonstrated the best results in a vocational education and training program.General ExhibitionsForty awards, known as general exhibitions, are awarded to the eligible students whoobtain the highest Curriculum Council WACE award scores based on the average offive scaled marks, calculated to two decimal places, with at least two from each of ListA and List B. The average marks scaling system is used to determined the scaledmarks. List A and List B courses used for the Curriculum Council WACE award scoreare listed earlier.Subject ExhibitionsCourse ExhibitionsA course exhibition may be awarded to the eligible student obtaining the highestcombined mark for each WACE course, provided that the mark is equal to or greaterthan 95. To be eligible for a course exhibition the student must have completed atleast two course units in the year of the award being granted. No course exhibitionwill be available for students who have not sat the examination in that course. Onlyone exhibition is to be awarded in each course. Typically the winner will havecompleted Stage 3 units in Year 12.13

Certificates of Distinction (WACE courses)Certificates of distinction are awarded to eligible students who are in the top 0.5 percent of candidates, based on the WACE course score, or the top two candidates(whichever is the greater) in a course where there are at least 100 students. Thedetermination is based on the WACE course score.In the case of language courses which have background candidates, certificates ofdistinction will be granted to the top 0.5 per cent of eligible candidates or to the two topnon-background candidates (whichever is greater). Background candidates sitting alanguage course, which includes background and non-background candidates, are noteligible for a certificate of distinction in the respective course.Certificates of ExcellenceA certificate of excellence is to be awarded to each eligible student who, in their lastthree consecutive years of senior secondary school enrolment, obtains at least 18 Agrades course units or equivalents (including a least three two-unit combinations. Upto 8 unit equivalents can be from endorsed programs (including VET units ofcompetence).Completion of a formerly accredited D or E code subject is equivalent to two courseunits. Repeated course units can be used in the determination of this award.At the time of the determination of this award, the student must have satisfied therequirements for the WACE.Awards for outstanding achievement in VETVET exhibitionsA VET exhibition may be awarded to the eligible student who is the top student ineach industry area for the award of certificate of distinction (VET).Certificates of Distinction (VET)Certificates of distinction may be awarded to eligible students who will complete anAustralian Qualification Framework VET Certificate II or higher in one of the nationalindustry areas, in their final WACE year. The units of competency achieved for thecertificate may have been undertaken in a VET industry specific course, VET standalone program and/or VET integrated within courses.GeneralCertificates and MedallionsThe winner of the Beazley Medal: WACE and the Beazley Medal: VET receives amedallion and cheque for $2000.Winners of Subject Exhibitions and Special Subject Awards receive a medallion,certificate and a prize.Winners of General Exhibitions and Special General Awards receive a medallioncertificate and a prize.All other award winners receive a certificate.A comprehensive listing of awards and criteria may be found on the CurriculumCouncil Website www.curriculum.wa.edu.au under Policy and Guidelines, Exhibitionsand Awards – 2011.14

TAFE PATHWAYS TO UNIVERSITYWhat are selection criteria?Selection criteria are academic and other criteria, which are used to score eligibleapplicants competing for entry into a course where there are more applications thanplaces available for a course.Examples could include:work experienceindustry involvementCurrent and previous employment.How do you address the selection criteria?If the course you are applying for asks you to address the selection criteria you willneed to submit documents to support the following.You can score points for:Qualification pathway (maximum score = 29)This includes any qualification completed/not completed, as listed in the qualificationpathway of the selection criteria.Work Experience/Employment (maximum score = 29)This includes any employment or workplace experience that you have had as listedunder the work experience and employment sector. Note: you must provide copies ofeither a reference, pay slip or group certificate/summary. CVs and phone referencesare not accepted.Education/Skills Development (maximum score = 42)This includes secondary education (current or past), or a portfolio demonstrating skilldevelopment. The portfolio may contain qualifications or tests that you completed inthe past.15

Students can gain entry into some University courses upon successful completion ofan Advanced Diploma, Diploma or Certificate IV course. In some cases they will begiven advanced standing i.e. the University course will be shortened. On mostoccasions the student enters second year.For more information on TAFE pathways to University please see the Careers Advisor(Mrs. Clare Slodecki) or visit the web sites of individual training institutions.PRE-APPRENTICESHIP COURSESA pre-apprenticeship is a course that prepares you for entry into an apprenticeship byproviding you with the basic skills in that particular trade. Pre-apprenticeshipcourses usually take six months and can lead to an apprenticeship offer. Industry andbusinesses often contact TAFE colleges towards the end of the course to offerapprenticeships to those students who have shown ability.Entry into a pre-apprenticeship course is by the same method as enrolling for anyother TAFE course. There are often more applicants than places in courses andinterviews are often conducted. Applicants are informed if they have been successfulby the end of January.There are a number of Private providers that also offer Pre-Apprenticeship Courses;MPA Skills (Plumbing and Painting) Ph. 9471 6600Motor Industry Training Association (Automotive) Ph. 9240 8044Silver Trowel Trade Training (Ceiling fixing, plastering, bricklaying) Ph. 9453 0777College of Electrical Training Ph. 9240 7700Electrical Group Training Ph. 92404877APPRENTICESHIPS &TRAINEESHIPSApprenticeships and traineeships are a great way to start a career. They combinepractical experience at work with structured training. As an apprentice or trainee, ayoung person enters into a formal training contract with an employer that leads to anationally recognised qualification. In traditional technical trades like bricklaying orcabinet 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, learningpractical skills on the job and putting them into practice. The rest of the time is spent instructured training at a TAFE college, another registered training organisation (RTO)or in the workplace. The training requirements are part of the training plan which isnegotiated between employee and employer, employee and registered training16

organisation. Apprenticeships and traineeships are now competency based. Thismeans that training can be completed earlier if you the skill levels required for theIndustry have been reached. Apprenticeships and traineeships are available to peopleof all ages. Most can be undertaken on a full-time or part-time basis – and some canbe started at school.Western Australia makes a distinction between apprentices and trainees.As an apprentice/trainee you: earn wages while you’re learning, can complete yourtraining sooner if you have the skills, gain qualifications recognised Australia wide andmay 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 yourcareer.Apprenticeships and traineeships are available in over 300 occupations and theiravailability varies from State to State. In addition to the traditional apprenticeshiptrades, 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, glasscutting and glazing, masonry, painting, plastering, plumbing and gas fitting, rooftiling, sprinkler fitting.• Child care• Communications and information technology• Community services and health• Electrical including electrical fitter, electrical mechanic, electrical trades person• Food including flower and vegetable seed propagation, gardening, greenkeeping, nursery work, fruit tree cultivation• Hairdressing• Horticultural including flower and vegetable seed propagation, gardening, greenkeeping, nursery work, fruit tree cultivation• Manufacturing operations• Metal including blacksmithing, boiler making, fitting and turning, machining,moulding, sheet metal working, tool making, welding.• Printing book binder, compositor, graphic reproduction, letterpress machinist,printing machining.• Sales• Tourism and hospitality• Transport, warehousing and furniture removals• Vehicle including automotive electrics, fitting, body builder, coach painting,motor mechanic, panel beater17

Assistance in relation to TAFE, Apprenticeship & Traineeship opportunities maybe obtained from:TAFE WA Admissions Centre2nd Floor, City Central Building,166 Murray Street (above Woolworths)Phone: 9224 6560Apprenticentre:http://www.trainingwa.wa.gov.au/apprenticentre/ccm/portal/Optima Centre – Building B, 16 Parkland Road, Osborne ParkPhone: 13 19 54Central Institute of Technologyhttp://www.central.wa.edu.au/Pages/default.aspxPolytechnic Westhttp://www.polytechnic.wa.edu.au/Challenger Institute of Technologyhttp://www.challenger.wa.edu.au/Pages/default.aspxWest Coast Institute of Traininghttp://www.wcit.wa.edu.au/Pages/default.aspxApprenticentre Jobs Boardhttp://apprenticentre.det.wa.edu.au/vacancies/AppropriateUse.aspxTraining WA web site http://www.trainingwa.wa.gov.au/trainingwa/detcms/portal/Careers Advisor Mrs Clare Slodecki Ph 9441 1704cslodecki@churchlands.wa.edu.au18

REQUIREMENTS FOR UNIVERSITY ADMISSIONSchool Leavers will have to meet the following four requirements for courses at CurtinUniversity, Edith Cowan University, Murdoch University and The University of WesternAustralia in order to gain direct entry to University.NOTE: Most Universities in Western Australia offer alternative pathways to University.Please see Mrs Clare Slodecki (Careers Advisor) for further details.Western Australian Certificate of Education (WACE) Achievement of WACE is amandatory requirement by all universities. If any of your Year 12 students completedYear 11 overseas or interstate then your school will need to seek credit from theCurriculum Council to ensure these studies count towards achieving WACE.Competence in EnglishCompetence in English is usually achieved by a scaled score of at least 50 in English,English as an Additional Language Dialect (EALD) for eligible students, or Literature,in stage 2 or stage 3. The universities will also concede competence in English on thebasis of standardised exam or standardised moderated school assessments.Australian Tertiary Admission Rank (ATAR)The TEA is calculated by adding a student's best four scaled scores. These may be inany combination of courses at stage 2 and stage 3, subject to unacceptablecombinations. No course can be counted more than once. Stage 2 and stage 3 of thesame WACE course cannot both count. Students can accumulate scaled scores frompast TEE subjects and courses from 2007, subject to unacceptable combinations.PrerequisitesSome university courses have pre-requisites. Generally, a scaled score of 50 or morein stage 3 of a course is required to meet the prerequisite.THE AUSTRALIAN TERTIARY ADMISSION RANK (ATAR)The Australian Tertiary Admission Rank (ATAR) is the basis of admission to mostuniversity courses. Students ranked in order of merit based on the ATAR whichranges from zero to 99.95. The ATAR determines rank relative to all other WAstudents of Year 12 School leaving age. An ATAR of 75.00 indicates that a studenthas an overall rating equal to or better than 75% of the Year 12 school leaving agepopulation in Western Australia. The ATAR is calculated using scaled scores incourses.SCALING AND INCREMENTSAll course results will be scaled to ensure fairness to all students. Unless otherwisespecified, references to scaled scores in this section mean the final scaled scoreobtained in either stage 2 or stage 3 of a WACE course.. The Average Marks Scalingprocess is used to scale marks obtained in stage 2 or stage 3 of a course. For a fullexplanation and diagram of the process, see Marks Adjustment Process for UniversityAdmission at www.tisc.edu.au19

WACE courses except Mathematics and Mathematics: SpecialistAs an incentive for students to study courses at the more demanding stage 3 anincrement is applied to stage 3 results. After standardisation and statistical moderationhas occurred, the combined unscaled marks at stage 3 of a course and the combinedunscaled marks at stage 2 of the course are placed on a common scale of adjustedcombined marks for the course. The adjusted combined marks at stage 3 will beincreased by 15 marks per course relative to the adjusted combined marks at stage 2.After this, the marks in both stages are merged and scaled using Average MarksScaling.Mathematics and Mathematics: SpecialistMathematics (with four unit pairs 2A/2B; 2C/2D; 3A/3B and 3C/3D) and Mathematics:Specialist (with two unit pairs 3A/3B and 3C/3D) have six possible examinations. Toencourage students to attempt the highest level of mathematics they are capable of,the following increments will be applied before scaling:MathematicsAdjusted combined marks for 2A/2B – no incrementAdjusted combined marks for 2C/2D + 10Adjusted combined marks for 3A/3B + 20Adjusted combined marks for 3C/3D + 30Mathematics: SpecialistAdjusted combined marks for 3A/3B – no incrementAdjusted combined marks for 3C/3D + 15LOTE BONUS - Curtin University, University of Western AustraliaFrom 2011, Curtin University and UWA will provide a bonus to WACE students sittinga Curriculum Council approved language other than English (LOTE) course. Astudent's TEA will be increased by 10% of the final scaled score in a LOTE course. Aselection rank for all courses at those universities will then be calculated on the basisof this enhanced TEA. If students have studied more than one LOTE course, thebonus will be calculated using the LOTE course with the highest scaled score.20

YEAR 12201221

SUBJECTS OFFERED IN YEAR 122012StageTERTIARY STREAMStageTAFE/APPRENTICESHIP/EMPLOYMENT STREAM3A/3B3A/3B3A/3B3A/3B3A/3B3A/3B3A/3B3A/3B3A/3B3A/3B2C/2D3A/3B3A/3B3A/3B2A/2B3A/3B3A/3B3A/3B3A/3B2A/2B3A/3B3A/3B3A/3B3A/3B3A/3B3A/3B3A/3BAccounting and FinanceAncient HistoryApplied Info. TechnologyBiological ScienceChemistryChinese -Background SpeakersChinese –Second LanguageComputer ScienceDanceDramaEarth and Environ. ScienceEconomicsEnglishEnglishEALD English as an AdditionalLanguage/DialectFrenchFood Science & TechnologyGeographyHuman Biological ScienceJapanese: Second LanguageLiterature - (English)Materials Design and Technology(Textiles)Media Production and AnalysisModern HistoryMusic-(Western Art Music)Physical Education StudiesPhysicsPolitics and LawVisual Art1C/1DCT2BCT2CADCT1FCT2HCT2IT1B/2A1C/1D1B/2A1C/1D2C/2D1C/1D1C/1D1C/1D1D/1E1B/1C1A/2A1C/1D1C/1D1A/1B1C/1DWLAspects of TourismCert II BusinessCert II Visual Art & ContemporaryCraft (CAD)Cert I FurnishingCert II HospitalityCert II Information TechnologyDanceDesign PhotographyDramaEnglishEnglishChildren, Family & the CommunityCaring for OthersChildren, Family & the CommunityLiving IndependentlyIntegrated ScienceMathematicsMaterials Design &Technology -MetalsMedia Production and AnalysisMusicPhysical Education StudiesPolitics and LawVisual ArtWorkplace Learning (EndorsedProgramme)3C/3D3C/3DMATHEMATICSMaths Specialist andMaths (studied together)3A/3B2C/2DMathematicsMathematicsNOTE CAREFULLYAll accredited subjects contribute to Secondary GraduationStudents with CLEAR University intentions should take at least 4, Tertiary Stream subjects according totheir INTERESTS and ABILITY.Students cannot select the combination of English and English Literature or Human Biology andBiology.All students are to select six subjects from the list plus a seventh as reserveAll A/B and C/D paired units at the same level are taught concurrently at CSHS. This means that thefinal grade and mark determined at the end of the year will be given for both units. The first semestergrade and mark is a guide to the achievement and performance up to that point.22

ACCOUNTING & FINANCE 3A/3BSUGGESTED PREREQUISITESAccounting & Finance 2A/2BACCOUNTING & FINANCE3AACFThe focus for this unit is internal management for business. This includes preparation and interpretationof budgets and performance reports in relation to forecasting a business’s future. Students will exploreinternal and external reporting requirements as well as ethical issues in business. Decision-makingprocesses using cost accounting techniques are a feature of the unit. Students will explore theimportance of short and long-term planning for business, critically analyse financial information andevaluate business performance.ACCOUNTING & FINANCE3BACFThe focus for this unit is Australian reporting entities (companies) and how they are regulated by theCorporations Act. Students use the Framework for the Preparation and Presentation of GeneralPurpose Financial Reports (referred to as ‘The Framework’) and the accounting standards (AASB’s) intheir preparation of the financial statements for companies. The financing options of largerorganisations are identified and evaluated, particularly in relation toconformity with basic principles, such as profitability and stability. Students will develop an awarenessof corporate social disclosure issues and ethical behaviour in business.ASSESSMENTInternal assessment throughout the course includes:Semester Examinations 50%Continuous Assessment via tests and assignments:Research 5%Application 25%Response 20%CAREER POSSIBILITIESFinancial Accounting, Bookkeeping, Financial Advising, Management, Small Business Operation,BankingANCIENT HISTORY 3A/3BRATIONALEThe Ancient History course allows students to gain insights into their own society and its values throughthe proper study of societies and culture of the more distant past. These societies are both monoculturaland multicultural in nature: vary in size from small city states to vast empires; and in significant casesare the ancient foundations of modern political, legal, cultural and religious institutions. It helps studentsto understand why societies and peoples hold certain values, and why values and belief systems varyfrom one group to another.Unit 3AHIAThe focus for this unit is societies and change. Students become aware of the evolving nature ofsocieties and the various forces for continuity and change that exist. They learn that some values,beliefs and traditions are linked to the identity of a society, but others are transitory. Studentsunderstand that in any period of change there are those individuals and institutions that support change,but others that oppose it; and that there are different interpretations of the resultant society.23

Unit 3BHIAThe focus for this unit is people, ideas and events that shaped history. Students explore the power ofpeople, ideas and events as forces for change and/or their use to reinforce dominant elements insociety. Knowledge about the evolution and spread of significant ideas assists students to understandthe beliefs and values of a society and to what extent these ideas have been cohesive or divisive. Theyare also able to determine which people, ideas and events were dominant at a given time, and how andwhy this dominance may have changed.COURSE OUTLINEOutcome 1: Ancient historical investigation, communication and participationStudents apply the skills of historical inquiry and methodology to investigate the past and communicatetheir findings using the discourse of history.Outcome 2: Understanding the pastStudents understand the past, linking the chronology of people, events, ideas and distinctive features ofsociety into an historical narrative.Outcome 3: Continuity and change in the Ancient WorldStudents understand the nature of forces, the interaction between forces and their significance forcontinuity and change in an historical context.Outcome 4: Interpretations and perspectives of the Ancient WorldStudents understand that interpretations and perspectives of people and events may changeover time.UNIT DESCRIPTIONGreeceAthenian democracy and Empire. These include, but are not restricted to: Cleisthenes, the DelianLeague, the rise of thetic democracy, the imperial system and Periclean Athens.The Peloponnesian War from 445–404 BC. These include, but are not restricted to: causes of the war,the Archidamian War, Peace of Nicias, Sicilian Expedition, Ionian War and the Oligarchic Revolt.ASSESSMENTSchool-managed assessment will provide evidence of achievement of all of the outcomes. Studentsmust be given at least two opportunities to demonstrate achievement of each outcome. The finallevel/percentage will be determined by course work completed throughout the year and one majorschool based examination for each unit of study.APPLIED INFORMATION TECHNOLOGY 3A/3BPRE-REQUISITESSuccessful completion of 2A and 2B in Year 11 is recommended.RATIONALEWe live in a world saturated with information technology, yet so many of us grasp only bits and piecesof the knowledge and skills necessary to make the technology really work for us. In this course,students use a range of computer hardware and software to create, manipulate and communicateinformation. The result is a set of skills to equip the student for the 21st Century and something equallyimportant -appreciation of the impact of information technology on society in general.Students acquire and develop understandings, experience and skills related to the creation,manipulation, storage, retrieval and communication of information using a range of computer softwareand hardware. They apply this to technology challenges associated with human need in their lives, thecommunity and workplaces. They learn to work in a climate of rapid change associated with informationtechnology and appreciate its impact on individuals and social systems.24

3A/3B UNIT OUTCOMESOutcome 1 Technology ProcessStudents apply a technology process when creating or modifying products using informationcommunication technologies.Outcome 2 Understanding Information and Communication TechnologiesStudents understand the nature and use of computer hardware and software to achieve informationsolutions.Outcome 3 Quality of Information SolutionsStudents explore alternatives and use skills, techniques, processes, standards and conventions toachieve information solutions.Outcome 4 Information and Communication Technologies in SocietyStudents understand how cultural beliefs, values, abilities and ethical positions are interconnected inthe development and use of information and communication technologies.ASSESSMENTSchool managed assessment will focus on providing evidence of achievement that is not readily gainedthrough external process. For example, evidence of achievement of the Technology Process andEnterprise outcome and some conceptual understandings that are demonstrated iteratively, over time ina range of learning contexts and may involve students negotiating, working collaboratively and in teamsto complete practical work.CAREER POSSIBILITIESToday people use computers to work, communicate and have fun. If you want to be a nurse,multimedia designer, lawyer, vet, journalist, travel consultant, police, chef or have a career in any otherarea anywhere in the world then you need to be able to use computers properly, efficiently andcreatively. For example, the Internet is used for e-commerce, getting up-to-date information, email andchat as well as edutainment. This course will give you the edge when you apply for jobs and help inyour further studies as well as give you an outlet for creativity. You will learn to use a variety ofsoftware packages and a range of computer hardware to create interesting solutions for importantproblems. Enrol in this course to develop your internationally employable skills, access the informationyou need for successful modern living and develop your personal potential in the digital zone.BIOLOGICAL SCIENCE 3A/3BSUGGESTED PRE-REQUISITESBiology 2A/2B with a C grade or betterRATIONALEBiology is a body of knowledge about living organisms and their interrelationships with each other andwith the physical world. Through Biology we investigate and answer questions about the living world. Itis closely connected with decisions individuals will be making about the future of the biosphere. Biologyinfluences diverse aspects of our understanding of the world from sub-microscopic entities such asgenes and DNA to global theories such as evolution and the greenhouse effect. Biological knowledge iscontinually refined in the light of new evidence. Research in biology impacts on diverse industries suchas: biotechnology, forestry, fishing, agriculture, mining, and eco-tourism.COURSE CONTENTUnit 3ABIOThe focus for this unit is maintaining balance. Students understand how survival depends upon anorganism’s ability to respond to changes in external and internal environments. In studying this unitstudents develop an understanding of the principles and mechanisms of homeostasis that operate inresponse to environmental change.Unit 3BBIOThe focus for this unit is evolution. Evolution is the single most unifying idea in biology. Natural selectionand the processes leading to variation and speciation are considered as the main mechanisms of25

evolution. Students relate the development of evolutionary theory to evidence of evolution frompalaeontology (fossil record), geological time, radioactive dating and biology. The biodiversity thatcurrently exists on the earth is a result of evolutionary processes over time. Students explore thechallenge of maintaining biodiversity through a range of conservation strategies, including modernbiotechnological practices.ASSESSMENTThe types of assessment listed below are consistent with the teaching and learning strategiesconsidered to be the most supportive of student achievement of the outcomes in the BiologicalSciences course:ExaminationsTestsExtended responseInvestigationPractical skillsFieldwork and environmental investigationsCAREER POSSIBILITIESMost tertiary institutions offer science courses with major studies in biology. Successful completion ofthe Biology Course of Study would be an advantage to students wishing to pursue these courses.Many career opportunities exist in the Biological area. Industry, Research and Governmentorganisations all require the services of qualified Biologists.Additional costs (other than subject fees)To complement field work, which is an assessable component of the course, Biology students areexpected to attend all organised excursions. The approximate cost of these excursions is $50.CHEMISTRY 3A/BSUGGESTED PRE-REQUISITESCompletion of Chemistry 2A/2B with a C grade or betterRATIONALEChemistry, the study of matter and its interactions, is an indispensable human activity that hascontributed essential knowledge and understanding of the world around us. Chemical knowledge hasenabled us to understand matter and devise processes for activities such as: cooking and preservingfood; purifying air and water; recycling plastics; anaesthetising patients; creating and buildingcomputers; and communicating with others around the world about chemistry. It has also allowedpeople to design and produce materials for purposes that include: transport and fuels; cosmetic andbeauty products; building products; medical treatments and pharmaceuticals; and cleaning agents. Thesignificant achievements of chemistry stretch across every facet of our lives. However, some may comeat a price if they are not used with the greatest of care. Chemical monitoring tells us that somematerials, that may pose a threat to ourselves and other life forms, have entered the environment.Ongoing developments and improved understanding of chemistry can also be used to solve theseproblems.COURSE CONTENTUnit 3ACHEThe focus for this unit is chemical processes. Students examine relationships between concepts,models and principles, and sustainable chemical practices where industry endeavours to achieve amaximum yield at the lowest possible cost.Unit 3BCHEThe focus for this unit is chemistry and modern lifestyles. In this unit students develop understandingsof complex models that underlie the study of medicines, biochemistry, fuel cells and plastics throughfurther study of equilibrium, oxidation and reduction, and organic chemistry.26

ASSESSMENTThe types of assessment listed below are consistent with the teaching and learning strategiesconsidered to be the most supportive of student achievement of the outcomes in the Chemistry course.ExaminationsTestsPractical assessmentInvestigationsAssignments and class workCAREER POSSIBILITIESA sound knowledge of chemistry is essential to further studies in most science related areas including:Agriculture Environmental Health Life SciencesBiology Metallurgy Mineral ExplorationChemistry Geophysics Mining EngineeringDentistry Food Science Molecular GeneticsEngineering Human Biology BiochemistryMedicine Process Control Environment SciencePharmacy Materials Science BiotechnologyGeology Chemical Physics Veterinary StudiesCHINESE BACKGROUND SPEAKERS 3A/3BThe Chinese Background Speakers Syllabus is designed for students with a cultural and linguisticbackground in Chinese.RATIONALEThe study of Chinese contributes to the overall education of students, particularly inthe areas of communication, cross-cultural understanding, literacy, cognitivedevelopment and general knowledge.The study develops an understanding of how attitudes and values are shaped withinboth Chinese-speaking and Australian communities.Objectives OutcomesObjective 1 — exchange information, opinions and ideas in Chinese. Spoken exchanges in Chinese,Written exchanges in ChineseObjective 2 — express ideas through the production of original texts in Chinese. Writing in ChineseObjective 3 — analyse, evaluate and respond to a range of texts that are in Chinese. Listening &responding, Reading & RespondingObjective 4 — understand aspects of the language and culture of Chinese-speaking communities.Learning contexts:Teachers may determine a variety of learning contexts (examples shown below), ensuring coverage ofthe four required themes of The Individual & the Community, Overseas Chinese, Youth Culture, GlobalIssueThe Individual & the Community, enables students to examine the relationship between individuals andgroups. This theme will explore changing attitudes towards family and gender groups.Youth culture, examines the role of young people in society, and takes into account social andeducational perspectives.Chinese communities overseas, enables students to examine the Chinese culture as it is experienced27

in non-Chinese cultural settings.Global issues, looks at aspects of the changing world, such as economic growth, the environment andthe global community.ASSESSMENTThis will take the form of Oral Communication, Written communication and Response toComprehension and Interpretation.POST SCHOOL OPPORTUNITIESThe study of Chinese provides students with knowledge, understanding and skillsthat form a valuable foundation for a range of courses at university and other tertiaryinstitutions. In addition, the study of Chinese assists students to prepare for employment and fulland active participation as citizens.CHINESE SECOND LANGUAGE 3A/3BSUGGESTED PRE-REQUISITESCSL stage 2– Grade B; Exam Score: Minimum 50%.RATIONALEChinese is one of the world’s most significant language families and Chinese languages are spoken byalmost all citizens of the People’s Republic of China, Taiwan, Hong Kong and Macao, and bysubstantial numbers of people in Singapore and Malaysia, as well as by the global Chinese community.It has a continuous written tradition lasting some four thousand years, and the role of Chinese culture inAsia has been as significant as that of classical culture in Europe. The Chinese language referred to inthe course is Modern Standard Chinese, also known as Mandarin, with Putonghua as its spoken formand simplified character text as its written form.EligibilityThis course is only available to students who are deemed to be non-background candidates by theCurriculum Council. Students wishing to enrol in this course will be required to make written applicationto the Curriculum Council to determine their eligibility.3A/3B UNIT OUTLINEOutcome 1: Listening and respondingStudents listen and respond to a range of texts.Outcome 2: Spoken interactionStudents communicate in Chinese through spoken interaction.Outcome 3: Viewing, reading and respondingStudents view, read and respond to a range of texts.Outcome 4: WritingStudents write a variety of texts in Chinese.Unit 3ACSLThe focus for this unit is “here and now”. It is aimed at students who have well-developed skills andunderstanding and are ready to work at a more sophisticated level. They explore more complex textsrelated to issues they may encounter in areas such as friendship, study, work and becomingindependent.Unit 3BCSLThe focus for this unit is “what next?” It is aimed at students who have well-developed skills and28

understanding. They reflect on and respond personally to contemporary issues using moresophisticated language and a wide range of text types. They reflect on, past, present, and future issuesrelated to the themes of the individual, Chinese-speaking communities, and the changing world.ASSESSMENTThis will take the form of Oral Communication, Written communication and Response toComprehension and Interpretation.POST SCHOOL OPPORTUNITIESThe study of Chinese provides students with knowledge, understanding and skillsthat form a valuable foundation for a range of courses at university and other tertiaryinstitutions.In addition, the study of Chinese assists students to prepare for employment and fulland active participation as citizens.COMPUTER SCIENCE 3A/3BPRE-REQUISITESSuccessful completion of Computer Science 2A/2BRATIONALEThe Computer Science course of study aims to;Take students beyond the use of computers at an application level into the realm of creating software,building and networking computer-based systems. Students develop conceptual and technical skills asthey learn how to diagnose and solve problems in the course of understanding the basic building blocksof computing.Make students aware of ethical, moral and legal constraints that have influenced or may govern anydevelopment so that students recognise the consequences of decisions made in respect to thedevelopment and use of technology.Encourage students to study computer science in context as it is applied in the workforce and home orwith the aim of pursuing further studies in the future. It gives students practical and interpersonal skillsthat equip them to function effectively in a world where these attributes are vital for employability anddaily life in a technological society.COURSE OUTCOMESThe Computer Science course is designed to facilitate the achievement of four outcomes based on theTechnology and Enterprise learning area outcomes in the Curriculum Framework. These outcomes are;Outcome 1: Technology processStudents apply a technology process to develop computer-based systems.Outcome 2: Knowledge and understanding of computer-based systemsStudents understand the design, application and interactions of hardware and software in computerbasedsystems.Outcome 3: Skills for computer-based systemsStudents apply skills to maintain, adapt or develop computer-based systems.In achieving this outcome, students:Outcome 4: Computer-based systems in societyStudents understand the interrelations between the development and use of computer-based systems,the individual and society.COURSE CONTENT29

The course content is divided into three areas:ComponentsHardware - This includes input, processing, storage and output devices and types of computers andtheir architecture.Software - The course covers the types and purposes of software, the functionality of operatingsoftware in a computer system and the principles of systems softwareDesign, development and managementSystems - Computer systems and components as well as the factors affecting this design areconsidered.Ethics, law and society - Consideration of ethical issues relating to data and information storage andthe use of computer systemsToolsData representation and organisation – addresses the distinction between data and information,including the different types of data and the varied representation of data within a computer.Systems development tools - addresses hardware engineering practices and the skills required tocreate, modify and manage a computer hardware system by using tools including as Data FlowDiagrams, Data Dictionaries, Entity Relationship Diagrams, Flow charts and PseudocodeCOURSE UNITSUnit 3ACSCThe focus for this unit is the design and development of software solutions. Students develop aconceptual understanding of how a computer works and appreciate how large-scale systems aredesigned, developed and maintained. They gain the knowledge and skills to create software that willsolve a range of problems. Students use algorithms and structured programming to design andimplement software solutions. The students examine attitudes and values that lead to the creation anduse of computer-based systems and their effect on society.Unit 3BCSCThe focus for this unit is the design and development of database applications and communicationsystems. Students consider communication systems, including security, protocols and the implicationsfor web-based systems. They understand the design concepts and tools used to develop relationaldatabase systems. This takes students from the initial examination of data structures through to thecreation of database applications using a current Database Management System (DBMS). Studentsconsider the complex interactions between users, developers, the law, ethics and society whencomputer-based systems are used and developed.ASSESSMENTThe three types of assessment are used which are consistent with the teaching and learning strategiesconsidered to be the most supportive of student achievement of the outcomes in the Computer Sciencecourse.Investigation - Research work in which students plan, conduct and communicate the findings of aninvestigation.Production/practical - Project work in which students explore ideas, develop and evaluate solutions andmanage processes throughout production.Response - Students apply their knowledge and skills in analysing and responding to a series of stimulior prompts.CAREER POSSIBILITIESComputer science is a wide-ranging discipline that leads to many different professional and nonprofessionalcareers. This course of study is designed for students wishing to become an InformationTechnology professional. This is suitable for anyone wishing to commence further studies at TAFE orUniversity.30

DANCE 3A/3BPRE-REQUISITESC Grade in Stage 2 dance or audition. B Grade in EnglishRATIONALEDance is dynamic and powerful. It embodies our ideas, thoughts, emotions and values and provides aunique opportunity to develop physically, creatively, aesthetically, emotionally and intellectually. TheDance course develops and presents ideas through a variety of genres, styles and forms, as it providesa unique way in which to express our cultural view and understanding of the world. They gain anunderstanding of the physical competencies specific to dance, including experiential anatomy(movement specific alignment), strength, flexibility, coordination and rhythmic understanding, whilelearning to use the body as a medium for artistic expression. Students reflect on, respond to, andevaluate how dance styles and forms are historically derived and culturally valued. In performing dance,technical, design and expressive skills are incorporated and developed. Through participation in theDance course, students develop transferable skills essential to their future. These includecommunication skills, collaborative teamwork skills, negotiation and conflict resolution skills, problemsolving skills, as well as the ability to organise, analyse and evaluate. Participation may lead toopportunities for future study in dance or related arts fields.The course content is divided into three content areas:choreographyperformancecontextual knowledge.3A/3B;Outcome 1 Dance ideasOutcome 2 Dance as an arts practiceOutcome 3: Responses to danceOutcome 4: Dance in societyUnit 3ADANThe focus for this unit is youth voice. Within this broad focus, teachers select learning contexts that tapinto the interests of their students and build upon the understandings that they have already acquired.Students manipulate the language of movement to express personal ideas and values exploring originalconcepts. Using dance language, they become proficient in reflecting and responding as they documenttheir thinking and working practices.Unit 3BDANThe focus for this unit is extending the boundaries. Within this broad focus, teachers select learningcontexts that tap into the interests of their students and build upon the understandings that they havealready acquired.Students use the language of movement in the sophisticated development of choreographic ideas thatreflect the evolution of concepts, ideas and skills. They select learning contexts that reflect their ownartistic understanding and promote the production of unique dance work. Documentation using dancelanguage reflects their progression of thinking and working practices.ASSESSMENTThe three types of assessmentPerformance/productionResponseInvestigationCAREER POSSIBILITIESParticipation may lead to opportunities for future study in dance or related arts fields.31

DRAMA 3A/3BPRE-REQUISITESCompletion of Drama Units 2A/2B preferred but not essential.An interest in performances and performing.RATIONALEDrama 3A focuses on text and style. Students will perform and produce a published drama workincorporating in-depth study of text, sub-text, context and style. Students learn about differenttheoretical approaches to representational and presentational or non-realist drama and the way thatdrama texts can be re-worked for contemporary performance contexts and audiences.Drama 3B focuses on drama perspectives. Students apply conventions and techniques of drama formsand styles to develop original works that may be either celebratory and/or critical in their perspectives.They show their understanding of how a range of practical and theoretical approaches manipulates theelements of drama. Students fulfill design and/or production roles and work independently orcollaboratively to devise and perform an original work.3A/3B UNIT OUTLINEOutcome 1 Drama ideasStudents create, interpret, explore, develop and present drama ideas.Outcome 2 Drama skills and processesStudents use drama skills, techniques, processes, conventions and technologies.Outcome 3 Drama responsesStudents respond to, reflect on and evaluate drama.Outcome 4 Drama in societyStudents understand the role of drama in society.ASSESSMENTSchool managed assessment will provide evidence of achievement of all of the outcomes, with anemphasis on skills that may not be measured readily through an external process: for example,evidence of achievement in outcomes related to the development and presentation of ideas, researchand drama production. Students must be given at least two opportunities to demonstrate achievementof each outcome. It is expected that students will maintain a drama portfolio including a reflectivejournal as a record of their drama processes. These may be in written and/or multi-media format.Students will have the opportunity to undertake external assessment based on a written paper and aperformance exam. External assessment is required for students aspiring to university selection.CAREER POSSIBILITIESThe Drama Course of study is inclusive of general and vocational education catering for a full range ofachievements in years 11 and 12. This will include students who intend studying Drama, ArtsManagement, Theatre Design and Theatre Studies at tertiary level; Students who intend studying orseeking employment in vocational areas such as acting, directing, design of sets, costumes, lighting orsound and theatre management; and students who will continue to enjoy drama as a leisure activity andapply the knowledge, skills and understandings they have learned to other aspects of their lives. TheDrama course of study will also be useful for students intending to work in careers that require empathyand a high level of interpersonal skills.NOTE: It is a requirement that students attend a range of theatre performances during the year. Thecost of these performances will not exceed $50.00.32

EARTH AND ENVIRONMENTAL SCIENCE 3A/3BPRE-REQUISITESSuccessful completion of a TEE Science subject in Year 11.RATIONALEEarth is unique in the solar system. Its liquid water and oxygenated atmosphere support a greatdiversity of life in a wide range of environments. Technological advances continue to provide us withthe opportunity to view and learn more about these environments. Planet Earth is a global systemmade up of major reservoirs, namely the solid Earth, water, atmosphere and biosphere. Matter isconstantly cycled within and between these reservoirs in a dynamic system characterised by continualchange. The Earth and Environmental Science course of study takes a multidisciplinary approach bydrawing on a wide variety of science disciplines to understand how these cyclic processes work. EarthScience knowledge is applied to everyday life and can be used to improve our global Sustainability.2A/2B UNIT OUTLINEOutcome 1 Investigating and CommunicatingStudents use investigative and communication processes to describe and understand the Earth and itsenvironments.Outcome 2 Materials and ProcessesStudents understand how cyclic processes operate and materials and energy interact within the EarthSystem.Outcome 3 Environmental ChangeStudents understand that Earth processes operate on a range of time and spatial scales and usethis knowledge to understand environmental changes.Outcome 4 SustainabilityStudents use their understanding of the Earth System and society’s need for resources to makebalanced and informed decisions about personal, community and global impacts on the environment.ASSESSMENTSchool-managed assessment will provide evidence of achievement of all of the outcomes. Studentsmust be given at least two opportunities to demonstrate achievement of each outcome. The finallevel/percentage will be determined by course work completed throughout the year and one majorschool based examination for each unit of study.CAREER POSSIBILITIESThe mining industry is of enormous economic importance to WA and there are a variety of careers thatrelate to mining and its associated industriesAdditional costs (other than subject fees): Day excursions Approx $55ECONOMICS 3A/3BSUGGESTED PREREQUISITESSuccessful completion of Year 11 Economics is considered highly desirable.RATIONALEGlobalisation and the freeing up of world trade, fluctuations in the level of economic activity in Australiaalong with government policies to manage our economy, affect us all. They receive extensive coveragein the media. This course exposes students to these issues and it provides them with the methodologyto relate economic theory to Australia’s situation.The economic literacy developed in this course enables students to actively participate in economic and33

financial decision-making which promotes individual and societal wealth and well-being.UNIT 3A OUTLINEStudents use investigative processes to describe and analyse Australia’s economic links with the rest ofthe world. The key topics studied in this unit are:1. Current trends in globalisation.2. The freeing up of world trade and its impact on economic growth in Australia and the world.3. The pattern and trends in Australia’s trade.4. Australia’s balance of payments situation with the rest of the world.UNIT 3B OUTLINEEvery economy experiences fluctuations in the level of economic activity. Our government uses arange of economic policies to influence and moderate these fluctuations to achieve its economicobjectives.The key topics addressed in this unit are:1. The business cycle and economic models which demonstrate and explain these fluctuations.2. Government economic objectives.3. Government policies used to achieve its economic objectives.ASSESSMENTThe three outcomes of Economic Enquiry, Operation of the Economy and Economic Policy In Actionare addressed through the assessments. Each unit has an examination along with a range of taskswhich includes short and long answerB questions.CAREER OPPORTUNITIES.Economics provides students with a wide range of career opportunities in business, accounting, law,journalism, teaching and administration, along with the benefits of personal and financial skills andunderstanding of the economic environment in which they live.ENGLISH 3A/3BSUGGESTED PRE-REQUISITESHigh level of performance in EnglishYr 11 English – Grade C+/B; Exam Score: Minimum 60%.COURSE OF STUDY OUTCOMESThe New English Course is designed to facilitate the achievement of four courses of study outcomes.Outcomes are statements of what students should know, understand, value and be able to do as aresult of their learning. They are written as open ended statements and are elaborated subsequentlyinto aspects that identify underpinning knowledge, concepts and skills in more detail. For each outcomethere is a scale of achievement, consisting of five progressive levels of student performance, which isused to identify student achievement during and at the completion of a course.COURSE CONTENTIn the English course of study students learn about the English language: how it works and how to useit effectively. Language plays a central role in human life: it provides a vehicle for communication, a toolfor thinking, a means of creativity and a source of pleasure. Through language humans shapeunderstandings of themselves and their world. An understanding of language and the ability to use iteffectively empowers students. It gives them access to knowledge, enables them to play an active partin society and contributes to their personal growth. Each course of study unit has a broad area of focusand examples of learning contexts are suggested. Teachers will choose learning contexts that arerelevant to their students’ interests and needs.ASSESSMENTStudents will be assessed throughout the year on a wide range of activities, both written and oral. There34

will also be two major examinations for the year with one being held each semester.CAREER POSSIBILITIESThe necessity of English competence for success in a career cannot be understated. All tertiaryinstitutions and most jobs require the ability to communicate fluently and competently, whether it is inwritten or spoken forms.ADDITIONAL COSTS: There may be additional costs up to approximately $30 to cover suchactivities as drama excursions, visiting speakers, competitions and visits to seminars.ENGLISH 2C/DSUGGESTED PRE-REQUISITESYr 11 English – Grade C; Exam Score: Minimum 50%.COURSE OF STUDY OUTCOMESThe New English Course is designed to facilitate the achievement of four courses of study outcomes.Outcomes are statements of what students should know, understand, value and be able to do as aresult of their learning. The outcomes are:• Listening and speaking• Viewing• Reading• WritingEach of the outcomes is described as a learning progression across eight broad levels and these areused to determine the specific learning program.COURSE CONTENTIn the English course of study students learn about the English language: how it works and how to useit effectively. Language plays a central role in human life: it provides a vehicle for communication, a toolfor thinking, a means of creativity and a source of pleasure. Through language humans shapeunderstandings of themselves and their world. An understanding of language and the ability to use iteffectively empowers students. It gives them access to knowledge, enables them to play an active partin society and contributes to their personal growth. Each course of study unit has a broad area of focusand examples of learning contexts are suggested. Teachers will choose learning contexts that arerelevant to their students’ interests and needs.ASSESSMENTStudents will be assessed throughout the year on a wide range of activities, both written and oral. Therewill also be two major examinations for the year with one being held each semester. Students are alsorequired to sit an external WACE examination at the end of the year.CAREER POSSIBILITIESThe necessity of English competence for success in a career cannot be understated. All tertiaryinstitutions and most jobs require the ability to communicate fluently and competently, whether it is inwritten or spoken forms.ADDITIONAL COSTS: There may be additional costs up to approximately $30 to cover such activitiesas drama excursions, visiting speakers, competitions and visits to seminars.35

ENGLISH AS AN ADDITIONAL LANGUAGE/DIALECT3A/3BPRE-REQUISITEStudents wishing to study 3AB must have an A grade pass in 2AB in Year 11 achieving a score of 75%or higher. The course is designed to cater for the top 6% of candidates and is a rigorous, demandingcourse of study.Course of Study OutcomesThe English as an Additional Language or Dialect course is designed to facilitate the achievement offour outcomes. Outcomes are statements of what students should know, understand, value and be ableto do as a result of the syllabus content taught. These statements are elaborated across a range ofaspects and describe a number of essential skills students studying the EALD course need to achievein order to be successful in upper school studies and future EALD units.Course ContentThe course content focuses on the use of language in different contexts, (Australian society Past &Present and Language and Empowerment) situations and for different purposes, and it teaches thestudents how to use language effectively to communicate in a range of academic and socialcircumstances. It provides the students with opportunities to become critical thinkers and readers,proficient communicators and competent writers within the contexts of the course. These contexts aredetermined by the Curriculum Council and selected by the teacher to meet the students’ interests andneeds. The course is intended to expand the students’ personal and academic growth..AssessmentThe students will complete a range of interesting and engaging tasks; both written andoral, in all four outcomes, there will be two exams as part of the assessment in year 12as well as an Oral Exam which will make up 25% of the total mark.FOOD SCIENCE ANDTECHNOLOGY 2A/2BSUGGESTED PRE-REQUISITESThere are no pre-requisitesCOURSE CONTENT In 2A students examine foods role in society and food processing techniquesand handling practices to manage food properties Students will examine and evaluate particular foods,food habits and trends. They will design food products and examine systems used in large scale foodservice.2B focuses on the “undercover story of food”. Students look at the molecular structure of food and theimportance of microbial actions. Food products are examined in terms of quality, safety and nutritionalvalue. The properties of food and their performance are examined in relation to food handling practicesand processing techniques in food systems. Students consider trends associated with food innovation.AssessmentThis includes an examination in this subject as well theoretical and practical assessments.CAREER POSSIBILITIESThis course provides valuable background for students wishing to enter such fields as36

hospitality, catering, tourism and community based work.FRENCH 3A/3BPRE-REQUISITESYear 11 French C Grade, or equivalent.RATIONALEFrench is one of the priority languages to be taught in Australian schools. The French course isdesigned to equip students with the skills to function within an increasingly global society, a culturallyand linguistically diverse local community and to provide the foundation for life-long language learning.An ability to communicate in French provides opportunities for students to learn about the rich anddiverse culture, traditions and belief systems throughout the world, and to participate in exchanges. Italso enhances career opportunities, and enjoyment and appreciation of French culture through travel,film, literature, music, fashion and design, cuisine, art and sport.3A/3B UNIT OUTLINEOutcome 1 Listening and respondingStudents listen and respond to a range of texts.Outcome 2 Spoken interactionStudents communicate in French through spoken interaction.Outcome 3 Viewing, reading and responding. Students view, read and respond to a range of texts.Outcome 4 Writing Students write a variety of texts in French.COURSE UNITS:Each unit covers the nationally required themes of The Individual, the French-speaking Communitiesand The Changing WorldUnit 3AFREThe focus for this unit is les medias: what’s in, what’s not; personal choicesmedia trends, role of the media in France, advertising, technology’s influence todayUnit 3BFREThe focus for this unit is le monde qui nous entoure (the world around us)looking back, looking forward; my environment, urban and rural problems; the old and the newyouth and world issues; world of workASSESSMENTSchool-managed assessment will provide evidence of achievement of all of the outcomes. Students willbe given at least two opportunities to demonstrate achievement of each outcome. The finallevel/percentage will be determined by course work completed throughout the year and one majorschool based examination for each unit of study and assessed according to the Grade descriptors.CAREER POSSIBILITIESCareers enhanced by the study of French include banking and international finance, commerce,diplomacy, government, law, tourism and hospitality, winemaking, fashion and cosmetics, media,science and technology, translating and interpreting.GEOGRAPHY 3A/3BSuggested Pre-RequisitesStudents who have completed 2A and 2B in year 11 and achieved a B grade.37

RationaleGeography is a field of inquiry that brings together the human and physical dimensions of the world inthe study of people, places and environments. This includes the study of interrelationships betweennatural and human environments and the spatial patterns that result from and account for theseprocesses over time.The rapidly changing nature of our world and the complexity of interrelationships between people andplaces demand solutions that reflect public decision making and the need to balance the competingdemands, views and values of the various stakeholders. In the curse, a wide range of issues areexplored such as energy-efficient planning, natural disasters, water management, biodiversity, urbanliving, and changing agricultural practices. These issues and their implications are examined at local,regional and international levels with a view to making sense of the present and evaluating futuresolutions. In assessing solutions that take into account economic, social and environmentalconsiderations, students develop an understanding of how a balanced, sustainable future can beachieved.Students develop a range of skills that help them to understand the physical world, interpret the past,scrutinise the present and explore sustainable strategies for the future care of places. They are able tounderstand recent and future developments, such as urban planning, climate change, environments atrisk, sustainable development practices and the unequal distribution of resources throughout the world.These understandings and skills are transferable and applicable to the world of work and everyday lifeand offer a framework for a systematic understanding of our environment and society, both now and inthe future. The understandings, skills, knowledge and values developed in the course will ensurestudents are well placed to enrol in post-school studies at tertiary levels and employment in theworkforce. They are significant to careers associated with tourism, town planning, primary industriessuch as mining, land evaluation, environmental planning, teaching, overseas aid programs, foreignaffairs, trade and the spatial science industries.Course unitsUnit 3A GEOThe focus of this unit is the geography of planning cities. Challenges exist in designing cities to be moreproductive, vibrant and sustainable. Urban planning involves a range of stakeholders that contribute todecision-making and the planning process. The present and future needs of society are addressed bythe allocation and reallocation of land uses, improving infrastructure and transport systems andenhancing amenities to meet the different perspectives of stakeholders. Students will examineconcepts, processes and roles of planning by comparing Perth with a selected megacity.Unit 3B GEOThe focus of this unit is the geography of climate change over geological time. This global phenomenonpossesses the capacity to affect significant areas of the planet. Climate change, including thegreenhouse effect, is created by both natural and human processes that have local and globalconsequences. The human response to climate change is affected by social, economic and politicalconsiderations, and resource access and distribution. Students will investigate policies and strategiesdesigned to guide future action used to address the effects of the climate change.AssessmentThere are between 4 to 6 assessment tasks per unit studied.Types of assessmentGeographical inquiry: is a process where students plan and conduct investigations, process andtranslate information and communicate findings.Fieldwork/Practical: students actively engage in collecting primary data and interpretation of data from anumber of sources. These can include field observations, maps, photographs, tables, graphs andstatistics.Short and extended responses: students answer questions that demonstrate ability to understand thekey concepts in the geography course. These are usually completed in class.Examination: a major assessment held at the completion of a unit.Course Costs: There will be a compulsory excursion for 3A and students should allow between$30-$40.The fieldwork for 3B may be completed as a virtual field activity.38

HUMAN BIOLOGICAL SCIENCE 3A/3BSUGGESTED PRE-REQUISITESCompletion of Human Biological Science 2A/2B with a C grade or betterRATIONALEHow does the human body function? Why does it work this way? How do we reproduce? Why are wedifferent from one another, and why are we similar to our relatives? What effect will my choices have onmy health? What are the risks/benefits of medical interventions? These are some of the questions thatmany young people ask and they are the sorts of questions that human biology tries to answer.COURSE CONTENTUnit 3AHBSThe focus for this unit is human regulation. The body works to maintain a constant internal environmentdespite changes in the external environment. Normal body activities require constant feedback of bloodsugar, temperature, gas and body fluid concentrations. Both the endocrine and nervous systems areinvolved in this maintenance. Malfunctions can be caused by genetics, behaviour or disease, and somecan be controlled by medical intervention. Genes can be affected by the environment and/or chanceevents. The range of variation seen in humans today is not always the result of simple genetics andmay involve more complicated models of inheritance. The environment can determine what lives ordies. This is a struggle for survival that has been recorded over millions of years in fossils. Naturalselection leading to evolution is supported by evidence from comparative anatomy and biochemicalstudies. Throughout a human’s lifetime there are medical treatments and procedures that can influencethe quality of life.Unit 3BHBSThe focus for this unit is the future of humans. Movement of the body requires complex processes ofcoordination. Bones, muscles and nerves must work together in a perfectly coordinated effortregardless of whether it is pulling a hand away from a hot object, playing sport or maintaining an uprightstance. The malfunction of these systems can occur through trauma, disease and/or ageing. The roleof DNA is vitally important and recent advances in knowledge and bio-techniques have led to new waysof diagnosing and treating disease. If the body becomes damaged or infected, modern medicaltechnology can be used to enhance trauma recovery, to deal with specific pathogens or alleviate theimpact of ageing. Humans can trace their origins back for millions of years to the first primates.Throughout history there are a number of trends that can be followed through primates and hominids tothe features of modern humans.ASSESSMENTThe types of assessment listed below are consistent with the teaching and learning strategiesconsidered to be the most supportive of student achievement of the outcomes in the Human BiologicalScience course.ExaminationsTestsResponse (extended)InvestigationCAREER POSSIBILITIESThe study of Human Biology would be an advantage for students interested in Nursing, Physiotherapy,Physical Education teaching and a variety of other tertiary areas of study.JAPANESE: SECOND LANGUAGE 3A/3B39

RationaleJapanese has been identified as one of the priority languages from the Asia-Pacific region to be taughtin Australian schools in recognition of the close economic and cultural ties between the two countries.Through the study of Japanese, students can gain access to the rich cultural tradition of Japan and anunderstanding of different attitudes and values within the wider Australian community and beyond.In the Japanese: Second Language course, students develop the necessary understandings and valuesto communicate effectively with Japanese speakers in both social and workplace contexts in Australia,in Japan and elsewhere. They develop a stronger sense of their personal identity and greater respectfor people of Japanese-speaking communities.Course outcomesIn the Japanese: Second Language course students develop the skills and knowledge to communicatein Japanese. Communication involves the ability to comprehend, interpret and produce visual, spokenand written texts. Communication is facilitated through the achievement of four outcomes. Theseoutcomes are based on the LOTE learning area outcomes in the West Australian CurriculumFramework. Outcomes are statements of what students should know, understand, value and be able todo as a result of the syllabus content taught.Outcome 1: Listening and respondingStudents listen and respond to a range of texts.In achieving this outcome, students:use understandings of language, structure and context when listening and responding to texts; anduse processes and strategies to make meaning when listening.Outcome 2: Spoken interactionStudents communicate in Japanese through spoken interaction.In achieving this outcome, students:use understandings of language and structure in spoken interactions;interact for a range of purposes in a variety of contexts; anduse processes and strategies to enhance spoken interaction.Outcome 3: Viewing, reading and respondingStudents view, read and respond to a range of texts.In achieving this outcome, students:use understandings of language, structure and context to respond to texts; anduse processes and strategies to make meaning when viewing and reading.Outcome 4: WritingStudents write a variety of texts in Japanese.In achieving this outcome, students:use understandings of language and structure when writing;write for a range of purposes and in a variety of contexts; anduse processes and strategies to enhance writing.Course contentThe course content enables students to maximise their achievement of both the overarching learningoutcomes from the Curriculum Framework and the Japanese: Second Language course outcomes.Stage 3 units provide opportunities to extend knowledge and understandings in challenging academiclearning contexts. The content is notionally pitched at levels 6 to 8.Unit 3AJSLThe focus for this unit is “young travellers”. Students explore more complex events associated withtravelling and travel preparation including places to visit and stay in Japan, local attractions, specialevents items of interest to teenagers, and possible options for an extended stay such as further studyand work.Unit 3BJSLThe focus for this unit is “reflections and horizons”. It is aimed at students who have well-developed40

skills and understanding, and show a sound knowledge of content. They develop their language skills toreflect on past, present, and future issues related to their personal world, Japanese-speakingcommunities, and the changing world.AssessmentSchool-based assessments will be based on the course outcomes, including Oral Communication,Response (Listening), Response (Viewing and Reading) and Written Communication. Students will begiven at least two opportunities to demonstrate achievement within each assessment type, in addition totwo school based examinations, one each semester. Students will be provided with information relatingto the school- based assessments including the weighting for each type.Career PossibilitiesStudents studying the Japanese language will benefit from a rapidly increasing range of careeropportunities particularly in the Commerce, Teaching, Tourism, Diplomatic and Law fields as thedemand for people with language skills and cultural awareness grows.LITERATURE-(ENGLISH) 3A/BSUGGESTED PRE-REQUISITESStudents who have achieved a high ‘C’ grade or better in Year 11 English Literature 2A/B are bestprepared to be successful in this subject. Other students should realise they probably do not have thebackground in writing and analytical skills to be successful.COURSE OUTCOMESThis course continues and extends the study of literature in the areas of prose fiction, drama and poetrywhich was begun in Year 11 Literature. The Literature course is designed to facilitate the achievementof two outcomes. Outcomes are statements of what students should understand and be able to do as aresult of the syllabus content taught. Students should be able to demonstrate creative, logical andanalytical thinking in the Reading outcome. They should be able to communicate and account for theirresponses to literary texts in the Producing outcome.COURSE CONTENTThe course content is divided into three content areas:language and generic conventionscontextual understandingsproducing textsThe course explores the ways literary texts relate to the historical conditions, value systems and culturallife of particular societies. Students explore how literary texts might challenge the ideologies ofparticular groups while supporting the views of other groups. They will explore how a literary languageworks in complex texts and understand how the context of readers will influence they way texts may beinterpreted. Students are required to produce competent analytical and discursive responses. They arealso required create their own literary pieces.ASSESSMENTStudents will be required to complete a number of minor and major essays each semester. They arerequired to contribute to class discussions, deliver oral analyses and present at least one tutorial persemester. Each semester will be concluded with an internal exam. Students should realize that themajority of their school marks will come from the class work and assessments. They cannotcompensate for a ‘low mark’ by doing particularly well in the internal exams as it represents a relativelysmall percentage of the overall mark. The final assessment is the external TEE English exam, which isworth approximately 50% of their final subject score.CAREER POSSIBILITIESThe necessity of English competence for success in a career cannot be understated. All tertiary41

institutions and most jobs require the ability to communicate fluently and competently, whether it be inwritten or spoken forms. However, specific career paths for students completing Upper SchoolLiterature involve any occupations that have language analysis as a major component includingjournalism, teaching, publishing, management, marketing, public relations or library studies.ADDITIONAL COSTS: There may be additional costs up to approximately $30 to cover suchactivities as drama excursions, visiting speakers, competitions and visits to seminars.42

MATHEMATICSCOURSE PATHWAYSThe following indicate likely pathways for students and implicitly indicate prerequisites.SoundKnowledgeof UnitYEAR 10STUDENTS YEAR OF STUDYYEAR 11 YEAR 12Pathway 1 UNITS 3A/3B MAT UNITS 3C/3D MAT (1)A Grade Exam: UNITS 3A/3B MAS UNITS 3C/3D MAS (1)75%UNITS 3A/3B MATUNITS 3C/3D MAT (1)Pathway 1B Grade Exam:65%UNITS 3A/3B MAT (1)Pathway 1 UNITS 2C/2D MATC Grade Exam:50%Pathway 2 UNITS 2A/2B MAT UNITS 2C/2D MAT (1)A Grade Exam:75%Pathway 2 UNITS 1D/1E MAT (2)C Grade Exam:50%Pathway 3C GradeUNITS 1B/1C MATKEY: (1) Indicates a Tertiary Entrance Score course(2) Indicates a non- Tertiary Entrance Score course43

MATHEMATICS 3C/3D MAS(Must be studied in conjunction with 3C/D MAT)PRE-REQUISITES3A/B MAT & MAS Units and B GradesUNIT 3CMATIn this unit, students develop their knowledge of calculus concepts and their algebraic, graphing andcalculus skills, and apply these in mathematical modelling. They use counting techniques andprobability laws, and calculate and interpret probabilities for the binomial, uniform and normal randomvariables. They use mental and written methods and technologies where appropriate.1. Number and algebraEstimation and calculationFunctions and graphsEquations and inequalities2. Space and measurementRateMeasurementChance and dataQuantify chanceUNIT 3DMATUnit descriptionIn this unit, students extend and apply their understanding of differential and integral calculus. Theysolve systems of equations in three variables and linear programming problems. They verify anddevelop deductive proofs in algebra and geometry. Students model data with probability functions andanalyse data from samples. They justify decisions and critically assess claims about data. They usemental and written methods and technologies where appropriate.1. Number and algebraEquations and inequalitiesCalculus2. Space and measurementRateMeasurementReason geometrically3. Chance and dataQuantify chanceInterpret chanceRepresent dataInterpret dataUNIT 3CMASThe focus for this unit is on the abstract development of a range of sophisticated relationships. Spatialcontexts are extended from two dimensions to three. This unit develops abstraction as an increasinglypowerful way of expressing and analysing change. It introduces exhaustion and contradiction asmethods of proof to be explored.VectorsThe geometry of three-dimensional space is conceptually more difficult than the geometry of the plane.However, the transition from two to three dimensions is facilitated by the vector approach.2. TrigonometryFinding derivatives and integrals of elementary functions, which partly commenced in units 3BMAT and44

3BMAS is extended here to include a study of the trigonometric functions. The starting point is the basictrigonometric approximation sin x ≈ x for small x.3. Exponentials and logarithmsThis section reviews differentiation of exponential and logarithmic functions and uses a more formalapproach to the integration and differentiation of logarithmic and exponential functions examined.4. FunctionsThis section combines, reinforces and extends the calculus techniques learnt so far and assumesknowledge from Calculus in units 3BMAT and 3CMAT. Appropriate applications are also studied.5. Mathematical reasoningThis section affords students the opportunity to study specific methods of proof and to develop anunderstanding of some famousUNIT 3DMASThe focus for this unit is on the use of differential and integral calculus to understand a range ofphenomena. By increasing familiarity with transformation and the use of matrices, students can extendtheir theoretical understanding of growth and decay models. This unit introduces mathematicalinduction to complete the suite of proof processes developed in mathematical reasoning, to asatisfactory, pre-tertiary level.1. MatricesIn this section, matrices are studied in their own right and the basic properties of matrix algebra areexamined. The usefulness of matrices and matrix algebra is illustrated by the study of lineartransformations in the plane, the solution of linear equations and in the solving of practical problems bythe use of transition matrices.2. TrigonometryThis section requires the application of the techniques of calculus to solve simple harmonic motionproblems.3. Exponentials and logarithmsThis section consolidates earlier work with exponential and logarithmic functions and continues with thesolution of practical problems.FunctionThis section combines, reinforces and extends the calculus techniques and applications studiedFunctionThis section combines, reinforces and extends the calculus techniques and applications studiedpreviously; assuming knowledge from Calculus in unit 3DMAT.6. Mathematical reasoning7. Complex numbersThis section is the culmination of the study of complex numbers at the senior school level and linksalgebraic, trigonometric and geometric ideas studied in previous units.CAREER POSSIBILITIESAn essential pre-requisite for Engineering students and those who intend to further their Mathematicalstudies or where skills in statistical techniques and/or algebra are essential.45

MATHEMATICS 3C/3DPRE-REQUISITES3A/B MAT Grade C or better.UNIT 3CMATIn this unit, students develop their knowledge of calculus concepts and their algebraic, graphing andcalculus skills, and apply these in mathematical modelling. They use counting techniques andprobability laws, and calculate and interpret probabilities for the binomial, uniform and normal randomvariables. They use mental and written methods and technologies where appropriate.1. Number and algebraEstimation and calculationFunctions and graphsEquations and inequalities2. Space and measurementRateMeasurement3. Chance and data3.1 Quantify chanceUNIT 3DMATIn this unit, students extend and apply their understanding of differential and integral calculus. Theysolve systems of equations in three variables and linear programming problems. They verify anddevelop deductive proofs in algebra and geometry. Students model data with probability functions andanalyse data from samples. They justify decisions and critically assess claims about data. They usemental and written methods and technologies where appropriate.1. Number and algebraEquations and inequalitiesCalculus2. Space and measurementRateMeasurementReason geometricallyChance and dataQuantify chanceInterpret chanceRepresent dataInterpret dataCAREER POSSIBILITIESThis course is a minimum pre-requisite for Engineering (but such students will need to do an intensivebridging course prior to the commencement of the Engineering course) and will be invaluable for thosestudents proceeding to tertiary studies where a knowledge of statistical techniques and algebra isessential.46

MATHEMATICS 3A/3BPRE-REQUISITES2C/D MAT Grade C or betterUNIT 3AMATIn this unit, students explore and analyse the properties of functions and their graphs. They develop anduse algebraic skills for solving equations. They apply recursion in practical situations, including forfinance. They use trigonometry for the solution of triangles. Students use counting principles tocalculate probabilities and analyse normally distributed data. They plan sampling methods, analysedata from samples and infer results for populations. They use mental and written methods andtechnologies where appropriate.1. Number and algebraEstimation and calculationFunctions and graphsEquations and inequalitiesPatternsFinance2. Space and measurementRateMeasurement3. Chance and dataQuantify chanceInterpret chanceCollect and organise dataRepresent dataInterpret dataUNIT 3BMATIn this unit, students study differential and integral calculus of polynomial functions and use calculus inoptimisation problems. They develop algebraic skills for solving equations and apply them in linearprogramming. They analyse and construct project networks. They reason deductively in algebra andgeometry. Students analyse bivariate data, and argue to support or contest conclusions about data.They use mental and written methods and technologies where appropriate.1. Number and algebraFunctions and graphsEquations and inequalitiesCalculusPatterns2. Space and measurementMeasurementNetworksReason geometrically3. Chance and dataRepresent dataInterpret dataCAREER POSSIBILITIESThis course is a Tertiary Entrance Score subject and is intended for students who may be preparing forentry to tertiary courses that have some formal mathematical requirement.47

MATHEMATICS COURSE 2C/2D MATPRE-REQUISITES2A/B Grade C or betterUNIT 2CMATIn this unit, students calculate interest and repayments in order to make decisions about savings andloans, and they interpret information on financial statements that are part of everyday living. They studyand apply quadratic relationships. They extend their knowledge of coordinate geometry, and representinformation in networks and interpret network diagrams. Students calculate and interpret probabilitiesfor events with more than one chance component. They analyse and compare datasets, determinetrends in data and use trend lines for prediction. They use mental and written methods and technologieswhere appropriate.1. Number and algebraEstimation and calculationFunctions and graphsEquivalence, equations and inequalitiesFinance2. Space and measurementCoordinate geometry2.2 Networks3. Chance and dataQuantify chanceInterpret chanceCollect and organise dataRepresent data3.5 Interpret dataUNIT 2DMATIn this unit, students study functions and their graphs. They formulate recursion rules and applyrecursion in practical situations. They explore patterns, making conjectures and testing them. They usetrigonometry for the solution of right and acute triangles. Students simulate chance events ontechnologies, and calculate and interpret probabilities for chance events that occur in two- or threestages.They plan random samples, collect, and analyse data from them, and infer results forpopulations. They use mental and written methods and technologies where appropriate.Unit learning contextsThe unit content will be introduced and applied in a variety of contexts that are accessible to students.1. Number and algebraEstimation and calculationFunctions and graphsEquivalence, equations and inequalities1.4 Patterns and Sequences2. Space and measurementMeasurement3. Chance and dataConduct chance experimentsQuantify chanceInterpret chanceCollect and organise dataRepresent dataInterpret data48

CAREER POSSIBILITIESThis course is a Tertiary Entrance Score subject and is intended for students who may be preparing fortertiary courses that have little or no formal mathematical requirement.MEDIA PRODUCTION AND ANALYSIS 3A/3BSUGGESTED PRE-REQUISITESSuccessful completion of Year 11 Media Production and AnalysisCOURSE COMMENTSThis course is an accredited list 1 subject for Tertiary entrance scoring. It will give an excellentbackground to students who wish to continue their studies in tertiary institutions in the areas of MediaStudies, Mass Communication and Communications Studies and Cultural Studies.COURSE CONTENTStudents will undertake two semester units over the year. The focus of the first semester unit is MediaArt Forms.(MPA3A) This involves studying the ways in which film can be considered an art form andcomparing Hollywood style film with art-house cinema. Students will not only analyse a range of filmsbut also have the opportunity to make their own.The focus of the second semester unit is Power and Persuasion (MPA3B). This involves the study ofdocumentary styles and traditions and the way which they can reflect, shape and challenge our valuesand attitudes. Again students will have the opportunity to make their own documentaries.ASSESSMENTAssessment in this course comes from three assessment types; investigation and research work,responses to student and professional media productions and student practical productions. Theexamination at the end of each unit forms part of the ‘responses’ type of assessment.CAREER POSSIBILITIESMedia Production and Analysis is a very useful stepping stone into university and TAFE courses. Itgives an excellent background to students who wish to continue their studies in tertiary institutions inthe areas of Media Studies, Mass Communication, Communications Studies and Cultural Studies.Students who wish to work in Media related fields such as television, journalism, broadcasting,advertising and marketing will find this course most useful. However, Media Production and Analysis isalso an important course for developing general life-skills for all students as it helps us to analyse anddeal with the impact of the Mass Media in our lives.MODERN HISTORY 3A/3BPRE-REQUISITESSatisfactory grades in History 2A/B or another Society and Environment subject. Consideration will alsobe given to students who have achieved good grades in English or English Literature.RATIONALEHistory is the study and practice of making meaning of the past with a view to understanding thepresent. It engages us with the ideas, beliefs and values that shape and influence our lives. A study ofModern History enables students to become critical thinkers. The skills and knowledge gained from thiscourse inform judgements and actions in a rapidly changing world. The Modern History coursepromotes skills of research, hypothesis testing and analysis of information as students engage withinvestigations. Students benefit from acquiring the literacy skills of the discipline of history such ascritical thinking, research, analysis and effective written expression. These skills equip them for a world49

changed and linked by information and communication technology and prepare them for lifelonglearningThe course is divided into two units. Each unit is studied for a whole semester. However, the exam atthe end of the course will cover both units.Unit 3A Australian History.The focus for this unit is cohesion and division. Students learn that there are internal and externalforces that result in cohesion and/or division within societies and these have consequences forcontinuity and change.Students assess how, in the past, the structures of power and authority were used, how differentgroups and individuals responded and whether there was the potential for greater cohesion or division.Students develop the skill of drafting conclusions that present balanced arguments. Such conclusionsdemonstrate a consideration of different perspectives and acknowledge the problematical nature of theconstruction and accuracy of past explanations and representations.The area for study will be either Australia between1880s–1920sOR1950s–1990s.The study of Australian History will focus on how the following forces have shaped the nation:EconomicPoliticalConflict/foreign relationsSocial/culturalIdentity.More specifically Students will trace the story of the nation in one of the two time periods listed above.Australia 1880’s to 1920’s will coverThe emergence of a distinctive Australian cultureThe economics difficulties of the 1880’s and the birth of party politicsThe story of FederationThe “working man’s paradise” prior to World War One“White Australia”Australia’s involvement in World War OneAustralian life and culture in the 1920’sThe extent of cohesion and division in Australian Society over the periodAustralia 1950’s to 1990’s will coverPost war migrationThe culture of the 1950’s and 60’s and the economic boom: The Menzies yearsThe emergence of youth cultureThe Vietnam experienceThe Whitlam EraThe economic difficulties of he 70’s and 80’sThe changing economic political and social climate of the 1990’sMulticulturalism and Mabo: The re-emergence of Race as an issue in Australian PoliticsThe extent of cohesion and division in Australian Society over the period.Unit 3BThe focus for this unit is ideas that shaped history. The object of this unit is to explore the power ofideas and ideologies as forces for change and/or their use to reinforce dominant elements in society.Knowledge about the evolution and spread of significant ideas assists students to understand thebeliefs and values of a society and to what extent these ideas have been cohesive or divisive. They arealso able to determine which ideas were dominant at a given time and how and why this dominancemay have changed.Students learn to identify and evaluate sources that contain a range of viewpoints and interpretations ofthe ideas being studied and to discuss how changing perspectives about past events, people and ideaschallenge explanations and representations of the past.Within the broad focus of ideas that shaped history, the following context has been chosen:50

Russian Revolution—Autocracy, Marxism, Leninism and Stalinism (1900s–1940s)This unit will cover:The ideas of Marx, Lenin, Trotsky and StalinThe basic political structure of Tsarist Russia and the idea of Divine Right of KingsThe forces , people and events that brought about the Russian RevolutionHow the Communist State evolved: Its main features and ideology.How Russia had changed over the period : What remained the same and what had changed.The significance of the Russian revolution, both for Russia and the world.ASSESSMENTSThese will be made up of:Historical Inquiries, Essays, Knowledge Tests, Document Studies and Exams,CAREER POSSIBILITIESThe study of history can lead to careers in Journalism, Law, Librarianship, Teaching, Research Officer,Public Service, Diplomatic Service, the Armed Services, Media and Creative Arts, Politics, Police.MUSIC (WESTERN ART MUSIC) 3A/3BSUGGESTED PRE-REQUISITESStudents must have achieved satisfactory results in 2A/2B, or have approval from the musicdepartment.COURSE OBJECTIVESThis course aims to:provide a variety of experiences which will enable students to develop their own musical abilities ofperformance, aural awareness and compositional skills, and to observe and evaluate majorcontributions of other musicians in the context of the place in history.develop aural skills which are an integral part of all musical activitiesprovide opportunities for singing as a means of developing and reinforcing students’ feeling for metre,pulse, accent, phrase, melody, harmony and balance.provide opportunities to perform, listen and compose, by which students will be encouraged to explore,manipulate, experiment, and modify musical ideasaccommodate a variety of abilities and provide for the personal satisfaction of all students.COURSE CONTENTThe course is divided into four sections:Perception: The development of aural skills in relation to aural analysis, discrepancies and rhythmand melodic dictation.Composition: Writing melodies to a given opening, word setting, harmonization, accompanimentwriting and orchestration.Literature of Music: The aural recognition of musical examples and the study of the development ofWestern Art Music.Performance: This is the continuation and development of skills and techniques on their choseninstrument.ASSESSMENT PROCEDUREStudents will be assessed during the year on a wide range of skills, including written, aural andperformance. There will also be two major written examinations and two major performanceexaminations for the year, one being held each semester.CAREER POSSIBILITIES51

Further studies in careers such as: Music Teacher - both class and instrumental, Music Editor, MusicPublisher, Arranger, Composer, Professional MusicianAssociated CostsA residential music camp may be held during the year for nominated ensembles. While students arestrongly encouraged to attend, it is not compulsory. Typically the cost of such camps is around $150.00.Participation in the camp is limited by available accommodation.Students may also have the opportunity to attend between one and three performances by groups suchas the WA Opera or WASO relevant to their studies. Typical ticket prices may be around $25.00 perperformance.Music students are required to purchase a concert uniform through the Churchlands SHS uniform shop.Instrumental students hiring an instrument through the school must pay a $150.00 levy to cover thecosts of maintenance and repair to the instrument. This is payable ONLY by students hiring aninstrument through the school.Percussion students must pay a $25.00 levy to contribute towards repair and upkeep of instruments.Voice students must pay a $25.00 levy to contribute towards the cost of resources provided to them.Endorsed Program Accreditation in years 10 – 12.There are a number of avenues that enable music students to accumulate points towards WACEgraduation during years 10 – 12. Students who complete external performance or theory exams throughthe following community organisations while they are in years 10 – 12 may have between 1 and 10points awarded per exam towards final graduation; ABRSM, AMEB, St Cecilia Music Examinations, andTrinity College London.Students must inform the music department in writing (email preferred) of their intention to sit an examtogether with the details of the exam, by the end of Semester 1. Students with exams scheduled in term4 may miss the Curriculum Council’s accreditation deadline. Endorsed programs can contribute up to50 per cent of a student’s WACE requirements but can only be credited in the year they are taken.The other endorsed program that enrolled music students are eligible for is called Extension EnsemblePerformance (PSIM2). This unit provides recognition for participation in ensembles and is designed forstudents who are enrolled in year 11 or 12 music course units and who participate in one or moreensembles. All students must concurrently be receiving lessons on their chosen instrument or voice oneither a small group or individual basis. Students are automatically enrolled into this unit when theyselect an upper school music course. These students will earn 5 points towards graduation for everysemester they are enrolled in the program.PHYSICAL EDUCATION STUDIES 3A/3BPRE-REQUISITESInterest in physical education and sport - Minimum Physical Education Studies 2A/2B or B grade inYear 10 Physical Education and minimum B grade for English Year 11.RATIONALEPhysical Education Studies focuses on the complex interrelationships between motor learning andpsychological, biomechanical and physiological factors that influence individual and team performance.Students engage as performers, leaders, coaches, analysts and planners of physical activity. Physicalactivity serves both as a source of content and data and as a medium for learning. Learning in PhysicalEducation Studies cannot be separated from active participation in physical activities and involvesstudents in closely integrated written, oral and physical learning experiences based upon the study ofselected physical activities.3A/3B UNIT OUTLINE52

The Units 3A and 3B will run concurrently and the focus will be application of biomechanical concepts,analysis of movement, coaching, exercise physiology and sport psychology.Practical components will be based on sports from the following – basketball and volleyball. *Selectionwill be dependant on teacher and resource availability.Students will complete both practical and theoretical work in the following outcomes:Outcome 1 Skills for physical activityStudents apply decision-making, movement, strategic and tactical skills to enhance personalparticipation in physical activity.Outcome 2 Self-management and Interpersonal Skills for Physical ActivityStudents apply self-management and interpersonal skills to enhance participation in physical activity.Outcome 3 Knowledge and understanding of movement and conditioning concepts for physical activityStudents understand movement and conditioning concepts that inform the enhancement of participationin physical activity.Outcome 4 Knowledge and understanding of sport psychology concepts for physical activityStudents understand mental skills, motor learning, coaching and tactical concepts that inform theenhancement of participation in physical activity.Content areas include:Developing physical skills, strategies and tacticsMotor learning and coachingFunctional anatomyBiomechanicsExercise physiologySports psychologyASSESSMENTAssessment will provide evidence of achievement of all of the outcomes. Students will complete avariety of tasks including exams, which will allow achievement in all four outcomes. Students will becredited with one grade for both Units 3A and Unit 3B at the end of the year as the Units are runconcurrently.CAREER POSSIBILITIESThe course prepares students for a variety of post–school pathways, including immediate employmentor tertiary studies. It provides students with an increasingly diverse range of employment opportunitiesin the sport, leisure and recreation industries, education, sport development, youth work and health andmedical fields linked to physical53

PHYSICS 3A/3BSUGGESTED PRE-REQUISITESCompletion of Physics 2A/2B with a C grade or betterRATIONALEPhysics is an experimental discipline involving the study of the properties of, and interrelationshipsbetween energy and matter. Physics helps us to construct models and explain physical phenomena.These, in turn, allow us to develop a deeper understanding of the world around us.Like other sciences, physics is evolving. Learning Physics requires observation, investigation, datacollection and data evaluation in order to construct and modify models of physical phenomena. Thiscourse mirrors scientific processes by encouraging students to refine and reconstruct the models ofphysical phenomena they already hold in ways that help them to build robust understandings ofimportant concepts. This course also encourages the communication of those understandings to others.COURSE CONTENTUnit 3APHYThe unit content organisers are motion and forces in a gravitational field and electricity and magnetism.Within motion and forces in a gravitational field, students explore the motion of objects in one or twodimensions, circular motion and motion under the effects of gravity. This unit also focuses on electricityand magnetism, including electrical circuits, and magnetic fields. They apply the concepts of charge andenergy transfer to situations involving current electricity, the motor effect and electromagnetic induction.Unit 3BPHYThe unit content organisers are particles, waves and quanta and motion and forces in electric andmagnetic fields. Study of mechanical and electromagnetic waves allows students to extend theirunderstanding of the nature and behaviour of waves. They analyse spectra and explain a range ofphysical phenomena such as fluorescence and X-ray emission. They also learn about some topics ofmodern physics such as relativity and cosmology.ASSESSMENTThe types of assessment listed below are consistent with the teaching and learningstrategies considered to be the most supportive of student achievement of the outcomes in the Physicscourse.ExaminationsTestsExperimentsInvestigationsCAREER POSSIBILITIESFurther studies in careers including:Chemistry, Computer Technology, Engineering, Metallurgy, Geology, Medicine, Biophysics,Process Control, Mineral Exploration, Mining Engineers, Physiotherapy, Surveying, Electronics,Geophysics, Mining & Mineral, Technology, Radiography, Dentistry, Veterinary Studies,Biotechnology.54

POLITICS AND LAW 3A/3BPREREQUISITESSatisfactory grades in Politics and Law 2A/2B or another Society and Environment subject.Consideration will be given to students who have achieved good grades in English or English Literature.RATIONALEPolitics and Law is a critical study of the processes of decision- making concerning society’s collectivefuture .The study of politics examines the structures and processes through which individuals andgroups with different interests, beliefs and goals, deliberate and negotiate in order to make choices,respond to changing circumstances and enact laws.The study of Politics and Law contributes to students’ intellectual, social and ethical development. Thecourse aims to support all students in developing a sense of identity, and a sense of political, legal,cultural and social awareness.The course also challenges students to critically examine the effectiveness of political and legalsystems using criteria such as openness, responsiveness and accountability of those systems .At thesame time, the skills and values developed in the Politics and Law course aim to allow students tobecome informed, active and effective participants in the political and legal decisions that affect theirlives and the future of their communities at the school, local, state, national and international levels.3A/3B UNIT OUTLINEUNIT 3AThe focus for this unit is political and legal power. Students critically examine how the roles of theexecutive, legislative and judicial arms of government maintain and develop the law.UNIT 3BThe focus for this unit is rights and governance. Students critically examine the ways political and legalsystems respond to contemporary civil, political, economic, social and cultural rights issues.Outcome 1: Political and legal systemsStudents understand and examine the principles of the executive, legislative and judicial power intheory and in practice in Australia, and at least one other political and legal system.Outcome 2: Political and legal issuesStudents understand and examine proposals to change the Australian Constitution using contemporaryissues related to political and legal power.Outcome 3: Political and legal researchStudents research and critically examine the operation and key features of political and legal systems.ASSESSMENTStudents will be assessed throughout the year on a range of activities which include:Explanations Tests, short and extended written responses 20-40% WeightingSource analysis Responses to resources provided 20-40% WeightingInvestigation Open-ended or directed research tasks 20-40% WeightingExams Combination of short answers, source analysis 20- 30% Weightingand essaysCAREER OPPORTUNITIESPolitics and law can be a valuable background to careers such as law, political advocacy, publicadministration, teaching, journalism, government.55

VISUAL ARTS3A/3BSUGGESTED PREREQUISITES:For students who completed Visual Arts 2A/2B courses and are interested in applying to enter auniversity qualification. There are aspects of this course requiring good levels of literacy. Universitiesand art schools will want to see the portfolios you will create in this course.COURSE CONTENT:The focus of these two units is on artmaking but the content will include consideration of other people’swork as well as how this fits in with activities within the art world. You will be expected to complete goodimage analysis and case studies.Unit 3A: The focus for this unit is commentaries. It offers you opportunities to engage with the social,political and cultural purposes of art making and art interpretation. You have flexibility to select learningcontexts that reflect your own cultural milieu and promote the production of a unique and cohesive bodyof work. Broad and innovative inquiry includes the conceptualisation and documentation of experienceswithin contemporary society. You will research issues, events, and ideologies and examine your ownbeliefs, considering how the visual arts have reflected and shaped society and values.Unit 3B: The focus for this unit is points of view. It provides you with the opportunity to identify andexplore concepts or issues of personal significance in the presentation of a sustained, articulate andauthentic body of work. You will research and analyse factors affecting points of view such as time,place, culture, religion and politics, synthesising this knowledge to express and communicate yourpersonal viewpoint or position. In the critical analysis and interpretation of your own work and the workof others, you will reflect on the relationships between artworks, audiences and contextual factors,considering how these contribute to the development of different perspectives.It is possible that each unit will have one excursion. These may be a studio/art gallery visit or extendeddrawing excursions. These will cost approximately $25 each.ASSESSMENTStudents will be required to complete a variety of activities in both art making and art interpretation.They will be producing artworks, responding to their own work as well as the work of others andcomplete an in depth investigation of a selected artist and their work. Results from an examination atthe end of each semester will be part of the final assessment.This course is assessed in an external exam worth 25% of the overall assessment. The students willalso need to submit for external assessment resolved artworks. The assessment of these will be worth25% of the overall mark. The remaining 50% is made up of a school-based mark.FURTHER EDUCATION AND CAREER POSSIBILITIES:The development of a body of work and resolved artworks will be suitable to lead to a TER in Year 12.Many university qualifications lead to a variety of art-related career paths such as arts management andadministration; fine arts or contemporary arts in a variety of studio areas, graphic design, industrialdesign, fashion design and photography or digital media.56

TAFE/VET/APPRENTICESHIP/EMPLOYMENTSTREAM57

ASPECTS OF TOURISM1C/1DSUGGESTED PRE-REQUISITESThere are no pre-requisites for this course. It would be preferable that students have an interest in thetourism/hospitality industry especially that of international tourism as the year 12 course focuses mainlyon tourism in countries other than Australia.COURSE OBJECTIVESTo give students an overall look at tourism in the world especially its impact on developing countriesand government regulations that have an impact on tourism in general.COURSE CONTENT• Government regulations on the tourism industry eg. currency, visas, health requirements, travelrestrictions etc.• Tourism in developing countries• Global/Australian tourism industry• Overseas destinations and activities.ASSESSMENTThere are four major assessment tasks in this year long course. There is no exam. The tasks coverthe following:• Role-plays: dealing with misunderstandings arising from cultural differences and dealing withdifficult customers.• Planning an overseas holiday considering government regulations, transport, climateaccommodation etc.• Written report on the impact of tourism on developing countries.• SWOT analysis of international tourism in Australia.CAREER POSSIBILITIESTourism is Australia’s largest export earning industry. In Western Australia more than 27,000 peopleare employed in the industry and it is expected that in the next decade an extra 200,000 jobs will becreated. Students successfully completing this course will gain background that will help towardscompleting a Diploma of Tourism at TAFE and also employment in one of the many facets of thetourism industry.CERTIFICATE II IN BUSINESSPRE-REQUISITESThere are no pre-requisites for this course however an interest in business and commerce would be anadvantage. Students who have completed Business Management and Enterprise in year 11 will havean advantage.RATIONALEThe Certificate II in Business allows students to complete a nationally recognised qualification. Thissubject prepares students to work in industry under supervision. It is what an employer would expect ofa Level 2 Clerical person in regards to attitude, work ethic and the key competencies.This certificate provides students with the fundamental knowledge on all facets of working in a businessfor example, as a receptionist, admin clerk, accounts clerk, medical receptionist or general clerk etc. It58

includes learning about office software and procedures and expectations within the workingenvironment.CERTIFICATE OUTLNE – COMPETENCIESBelow is an example of competencies that may be included.BSBCMN211A Participate in workplace safety procedures. (Compulsory)BSBCMN107A Operate a personal computer.BSBCMN108A Develop keyboard skills.BSBCMN201A Work effectively in a business environment.BSBCMN202A Organise and complete daily work activities.BSBCMN203A Communicate in the workplace.BSBCMN204A Work effectively with others.BSBCMN205A Use business technology.BSBCMN213A Produce simple word processed documents.BSBCMN214A Create and use simple spreadsheets.ASSESSMENTStudents will be assessed to industry standards in order to receive certification. In business this relatesto ‘mailable copies’ for documents produced. Students will be assessed on a set number ofcompetencies and marked either ‘competent’ or ‘not-competent’. Students must achieve ‘competent’ ineach of the competencies in order to be awarded this certificate.CAREER POSSIBILITIESThis certificate will allow students to be ‘employable’ as soon as they graduate. It is a nationallyrecognised qualification. There are many advantages in obtaining Certificate II in Business includingimproved job prospects, extra recognition for TAFE entry and advanced standing for furthercertificates/qualifications in this field at TAFE.CERTIFICATE II in Visual Arts&Contemporary Craft (CAD)RATIONALE and PRE-REQUISITESThis course is designed for both students new to CAD in Upper School and those who have completedthe Year 11 CAD 1C / 1D in 2011.New students will gain the Cert 1 certificate plus units towards the Cert 2. Those who completed CADin 2011 will gain the full Certificate 2 as well as some units towards Cert 3.These extra units will allow students credit towards related course in TAFE next year.These Certificate courses give students a nationally recognized qualification.This subject prepares students to work in industry by giving the examples of what draft persons,engineers & architects actually do. In this course students use a range of software to create, design &communicate Technical Graphics drawings.CERTIFICATE OUTLINE – COMPETENCIESBelow is an example of competencies that may be included:BSBOHS201A Follow workplace safety procedures.CUVCOR01BSource/learn different programmes for own work.CUVCOR07BUse drawing techniques to represent your designs.CUVVSP14BApply Techniques to produce drawings.CUVCRS03BProduce computer –aide drawings.CUVCRS04BProduce technical drawings.Together with the following units from other Cert II & Cert III courses that students will be creditedwith upon successfully completion.59

MEM16006AMEM30001ABSBDES201ABSBDES402ACUVCOR11BCUVCOR02BOrganise and communicate informationUse CAD to create engineering drawings.Follows a design process.Interpret Designs.HistoryDevelop concept for own work.COURSE CONTENTThe following topics are covered:Architectural –. Students to design their own realistic Resort together with a family and singleaccommodation. – The REVIT Architectural package will be used.Pictorial Drawing – Students design objects of interest such as community playground equipment,furniture or jewellery. Prodesktop and Inventor will be used.Research Design – Investigation (namely resource collection, written evaluation and graphs) of theirdesign projects.Computer Aided Drafting – C.A.D – In all fields of commercial design, drafting and engineering etccomputers are essential. Students will use the C.A.D. packages that are available to do the majority ofthe assessment work.ASSESSMENTStudents will be assessed to industry standards in order to receive certification. Students will be assedon a set number of competencies and marked either “competent” or “not competent”.Students must achieve “competent” for each of the competencies in order to be awarded this certificate.CAREER POSSIBILITIESStudents completing this course will also find it valuable as a foundation for:1. Tertiary studies in Engineering, Architecture and extra recognition for TAFE.2. An essential subject for students who intend to pursue a career in drafting (engineering,architectural, design etc) Surveying, Cartography.3. Pre-apprenticeship courses or apprenticeships in such trades as carpentry, cabinet making,and sheet metal work, fitting and turning, building trades, electrical etc.CERTIFICATE I IN ENGINEERINGPRE-REQUISITESAn interest to learn welding fabrication processes, machining techniques and general Engineering skills.Certificate I in Engineering MEM10105. During this program students will learn the following weldingskills, Arc, Oxy Acetylene, MIG, TIG and silver soldering. Machining skills on lathes and millingmachines will also be included. This course aims to demonstrate to students the relationship betweenCAD (drawing) and the modern processes of robotic computer controlled cutting (Plasma) procedures.This is a practical course of instruction during which students will follow a set of projects to introduce thebasic skills in Engineering. There will be no examination apart from teacher directed portfoliomanagement, and students will be able to work at their own pace.Students will also learn about Engineering as an employment possibility and at the end of the course.The Units of Competency that you will gain as a result of this program are:• MEM13.14A Apply principles of occupational health and safety in the work environment• MEM14.4A Plan to undertake a routine task• MEM15.24A Apply quality procedures• MEM16.7A Work with others in a manufacturing, engineering or related environment• MEM5.4C Perform routine oxy acetylene welding60

• MEM5.6B Perform brazing and/or silver soldering• MEM5.12C Perform routine manual metal arc welding• MEM7.32B Use workshop machines for basic operations• MEM8.10B Manually finish/polish materials• MEM13.4B Work safely with molten metals/glass• MEM14.5A Plan a complete activity• MEM18.1C Use hand tools• MEM18.2B Use power tools/hand held operationsThis course gives students the opportunity to gain the Full Certificate I in Engineering.On completion it will provide students with competencies which are relevant to working in theEngineering industry and will provide recognition for TAFE entry.Additional Costs: Students making alterations to standard models or personal projects involving morematerials may incur extra costs of approximately $30 to $100.CAREER & PROJECT POSSIBILITIESWelder, Mechanic, Machinist, Sheet Metalworker, Manufacturers Representative, Plumber,Skateboard, Truck manufacture, Remote controlled vehicles, Clamping tools, Fitness equipment,Sculptures, Wheeled vehiclesAlso provides sound grounding into tertiary related occupations such as Technology teaching,Mechanical Engineering and Megatronic’s.CERTIFICATE I IN FURNISHINGPRE-REQUISITESWhile there are no formal prerequisites for this course, it is a definite advantage for students to havesome previous experience in timber furniture construction. It is expected that students will have a keeninterest in developing their woodworking skills, and be motivated to produce a high standard of work.RATIONALEThe Certificate I course in Furnishing is a stand alone VET certificate course designed by NationalCorporate Training and recognised Australia wide. It is an appropriate qualification for a personplanning to continue study and/or work in industries associated with timber furniture making. Inparticular, it is the first step towards an apprenticeship in Cabinet Making. This program providesstudents with the fundamental knowledge on all facets of building furniture and working effectively andsafely in a workshop environment. This qualification is designed to reflect the role of entry levelemployees who perform routine tasks under direct supervision in industry. Students are awarded thecertificate qualification after demonstrating their ability to work competently at industry standard levels.CONTENTTasks undertaken by students include small cabinets, entertainment units and folding furniture. Thereare aspects of design and planning in the course, however the focus is on developing and usingpractical skills. The course is completed entirely at school and has no work experience component.ASSESSMENTThis course has 4 mandatory core units and 2 electives.Four core units• LMFCR0001A Follow safe working practices and policies• LMFCR0002A Communicate in the workplace• LMFCR0003A Carry out measurements and calculations• LMFCR0004A Work effectively with others61

Two electives from the Industry Specific Electives• LMFFM1001A Construct a basic timber furnishing product (mandatory)• LMFFM2001A Use furniture making sector hand and power toolsOn satisfactory completion of the above units, students will also be awarded a C grade subjectachievement towards their curriculum council graduation requirements.Additional Costs: Students making alterations to standard models or personal projects involving morematerials may incur extra costs of approximately $30 to $100.CERTIFICATE II IN HOSPITALITY(KITCHEN OPERATIONS)PRE-REQUISITESAn interest in food preparation and the food industry.Course ContentThe focus of this course is on food preparation and skills for the hospitality industry. The students willreceive a trade certificate as well as valuable life skills. Students will learn many food preparation andkitchen skills that provide competency for work in the hospitality industry. Coffee making with acommercial coffee-making machine is included and students are also involved in running arestaurant/café. This practical course is suitable for students who wish to extend their personal skillsand/or study Hospitality.Throughout the course the students will work through a number of units of competencies learning awide range of food preparation and hospitality skills.Certificate Content – CompetenciesSome of the competencies to be included are:-SITHCCC001ASITHCCC002ASITHCCC005ASITHCCC027ASITHCCC006ASITHCCC009ASITHCCC029ASITXCOM002ASITXOHS002ASITHFAB001AOrganise and prepare foodPresent FoodUse basic methods of cookeryPrepare, cook and serve food for food servicePrepare appetisers and saladsPrepare vegetables, fruits, eggs and farinaceous dishesPrepare foods according to dietary and cultural needsWork with Colleagues and CustomersFollow workplace hygiene proceduresPrepare and serve espresso coffeeAssessmentStudents must be assessed to industry standards in order to receive certification. Students will beassessed on each Unit of Competency to either a “competent or not-competent” level. Much of theassessment is based on practical work in class.Career PossibilitiesThis Certificate II in Hospitality increases a student’s job prospects and gives extra recognition for TAFEentry. This is a very rewarding course that would benefit anyone wishing to follow a career in theHospitality and Tourism industry. Hospitality is the biggest employer in Australia and many universityand TAFE students do part time work in this industry while studying.62

CERTIFICATE II IN INFORMATIONTECHNOLOGYPRE-REQUISITESThere are no pre-requisites for this course however an interest in information technology would be anadvantage and a basis level of computer literacy is required. Students who have completed AppliedInformation Technology in year 11 will have an advantage.RATIONALEThe Certificate II in Information Technology allows students to complete a nationally recognisedqualification. This subject prepares students to work in industry under supervision.This certificate provides students with the fundamental knowledge on all facets of operating hardwareand software, using operating systems, designing and integrating documents, working in an ITenvironment, creating images and using the internet.CERTIFICATE OUTLNE – COMPETENCIESBelow is an example of competencies that may be included.BSBCMN106A Follow workplace safety procedures.ICAD2012ADesign organisational documents using computing packages.ICAU2005AOperate computer hardware.ICAU2006AOperate computing packages.ICAU2013AIntegrate commercial computing packages.ICAU2231AUse computer operating system.ICAW2001AWork effectively in an IT environment.ICAW2002ACommunicate in the workplace.Plus a number of electives.ASSESSMENTStudents will be assessed to industry standards in order to receive certification. Students will beassessed on a set number of competencies and marked either ‘competent’ or ‘not-competent’.Students must achieve ‘competent’ for each of the competencies in order to be awarded this certificate.CAREER POSSIBILITIESThis certificate will allow students to be ‘employable’ as soon as they graduate in the computer industry.It is a nationally recognised qualification. There are many advantages in obtaining Certificate II inInformation Technology including improved job prospects, extra recognition for TAFE entry andadvanced standing for further certificates/qualifications in this field at TAFE.CHILDREN, FAMILY & THECOMMUNITY – CARING FOROTHERS 1C/1DPRE-REQUISITESThere is no pre-requisite for this course but a genuine interest in children and child-care is beneficial.COURSE CONTENTThese two units will be run concurrently and will involve both written and practical assessments.Students will have at least two opportunities to demonstrate achievement of each outcome.UNIT 1C: The focus for this unit is living and working together. The influence of biological andenvironmental factors, lifestyle behaviours and health status on growth and development will be63

studied. The unit provides opportunities to establish and develop effective relationships and to workcollaboratively.UNIT 1D: The focus for this unit is getting more out of life. Students promote health through processesthat address physical, social, emotional, spiritual and cognitive development. Students identifychallenges related to enhancing the ability to care for others.ASSESSMENTStudents will be assessed throughout the year ib a wide range of activities, both written and practical.CAREER OPPORTUNITIESChildren, Family and the Community 1C/1D provides valuable background for students considering acareer in areas that deal with children. Careers include; child-care centre administrator, pre-schoolteacher, day care assistant, nanny, nursing, medicine, physiotherapy, occupational and dental therapy,hospitality and retailing industries.CHILDREN, FAMILY & THECOMMUNITY – LIVINGINDEPENDENTLY 1C/1DPRE-REQUISITESThere is no pre-requisite for these courses.COURSE OUTLINEThe focus of these units is on individuals living independently and interacting with the community. Thisis a valuable course as it involves the teaching of important life skills.COURSE CONTENT• Nutrition• Family Structure• Teenage Issues• Communication• Community resources• Careers and employment• Workplace laws• Influence of advertising and media• Range of practical skills e.g. Food preparation and productionASSESSMENTAssessment will be based on evidence of levels of achievement of the course of study outcomes.CAREER POSSIBILITIESThis course provides valuable background for students wishing to enter such fields as teaching,hospitality and community based work.64

DANCE 1B/2APRE-REQUISITESC Grade in dance outcomes in yr 10 and a keen interest in Dance.RATIONALEDance is dynamic and powerful. It embodies our ideas, thoughts, emotions and values and provides aunique opportunity to develop physically, creatively, aesthetically, emotionally and intellectually. TheDance course develops and presents ideas through a variety of genres, styles and forms, as it providesa unique way in which to express our cultural view and understanding of the world. They gain anunderstanding of the physical competencies specific to dance, including experiential anatomy(movement specific alignment), strength, flexibility, coordination and rhythmic understanding, whilelearning to use the body as a medium for artistic expression. Students reflect on, respond to, andevaluate how dance styles and forms are historically derived and culturally valued. In performing dance,technical, design and expressive skills are incorporated and developed. Through participation in theDance course, students develop transferable skills essential to their future. These includecommunication skills, collaborative teamwork skills, negotiation and conflict resolution skills, problemsolving skills, as well as the ability to organise, analyse and evaluate. Participation may lead toopportunities for future study in dance or related arts fields.The course content is divided into three content areas:• choreography• performance• contextual knowledge.1B/2A;Outcome 1 Dance ideasOutcome 2 Dance as an arts practiceOutcome 3: Responses to danceOutcome 4: Dance in societyUnit 1BDANThe focus for this unit is dance as entertainment. Students explore the entertainment potential ofdance and choreography. This further develops them as competent performers, as they identify andexplore technologies and design concepts which enhance the entertainment value of the dance andplace it in its social, historical, political and economic context.Unit 2ADANThe focus for this unit is popular culture. There are many aspects of popular culture which could beused to provide students with interesting and relevant concepts for dance. The exploration of dance inpopular culture leads to a wider understanding of the functions and contexts of dance in our society.Through practical lessons, students use safe dance practices and improved physical competencies toacquire genre-specific technique. Performance qualities and etiquette are improved through increasedopportunities for performance of popular styles.ASSESSMENTThe three types of assessmentPerformance/productionResponseInvestigationCAREER POSSIBILITIESParticipation may lead to opportunities for future study in dance or related arts fields.65

DESIGN PHOTOGRAPHY1C/1DSUGGESTED PRE-REQUISITESThere are no prerequisites for these courses.Previous experience in Lower school photography and/or Year 11 Design Photography 1A and 1Bwould be an advantage.COURSE OF STUDY OUTCOMESThe outcomes of the new Design Photography course are:Design UnderstandingDesign ProcessApplication of DesignDesign in SocietyAll of them are addressed in the context of photographyCOURSE CONTENTUnit 1C: The focus for this unit is personal design. Students will be working through a series ofactivities that will allow them to learn the necessary skills and proficiency to use appropriate equipmentand design approaches to express themselves about their own world and experiences. They willanalyse and explore the visual conventions and techniques used to convey meaning and ideas throughimages.Unit 1D: The focus for this unit is social design. Students will study and analyse the use of imagesin the modern world and learn to interpret visual clues and conventions. They will have opportunities todevelop their own visual messages addressing the need of the wider community in the context ofcommunity health and advertising. Design principles and skills will be further developed and applied tosolve open ended tasks.These courses are mainly practical with some theory assignments to enhance understanding of thetechniques used. One major written assignment will give the students an opportunity at explore anaspect of photography in detail.ASSESSMENTSchool based assessment.The three types of assessment are INVESTIGATION 15-25%, PRODUCTION 50–70% andRESPONSE 15-25% consistent with the teaching and learning strategies considered to be the mostsupportive of student achievement of the outcomes in the Design course.There will be no exams in these units.CAREER POSSIBILITIESFor most students the Design/Photography course will provide future leisure time activity that isinteresting and challenging. The association of photography with art and journalism and other generalmedia areas is also well known. Others will use their design/photographic skills at tertiary institutions orTAFE. It provides the students with collaborative, interpersonal and problem solving skills that arerequired in most workplaces.Additional ActivitiesIn Year 12 we offer the students an opportunity to participate in a photo camp of two and a half days.This enables the students to engage in prolonged photographic activities, participate in nightphotography sessions and develop their social interaction skills through group work and collaboration.Estimated cost: $ 150.00As opportunities arise we will take the students to appropriate galleries and exhibition venues to seedisplays of contemporary and historic photographs. The cost of such excursions is around $ 5.00 eachfor bus fares.66

DESIGN-TECHNICAL GRAPHICSCAD 1A/1BThis course is designed for students in Year 12 who wish to pick a Computer Aided Drawing (CAD)subject and did not do 1A/1B in Year 11.SUGGESTED PRE-REQUISITESThere are no prerequisites for this course. Previous experience in lower school CAD graphics or aninterest to learn CAD and use CAD software relevant to industry would be an advantage.RATIONALETechnical graphics uses conventions of technical drawing and computer aided design to create designsthat deal with mainly three dimensional subjects, usually of an industrial nature.Each unit is designed with a particular focus and is divided into three content area• Design principals and process• Communication principals and visual literacy’s.• Production / CAD knowledge and skills.The course is designed to extend the students in their technical drawing ( CAD ) skills and to applytheir skills to engineering drawings using 3D and Architectural C.A.D. programmes. These C.A.D.packages are used as an aid to drawing and designing as used extensively in industry today.COURSE CONTENTThe course consists of four sections:1. Architectural – Exercises in perspective views of buildings and houses etc. Students to design theirown objects and produce scaled, labelled drawings. Etc.2. Pictorial Drawing – Students draw an object they would like to produce from other courses, furnituredesigns, jewellery.3. Research Design – Investigation (namely resource collection, written evaluation and graphs) oftheir design projects.4. Computer Aided Drafting – C.A.D – In all fields of commercial design, drafting and engineering etccomputers are essential. Students will use the C.A.D. packages that are available to do themajority of the assessment work.OUTCOMES* design understanding, design process, application of designs and design in society.ASSESSMENTLike other general vocational subjects, assessment is via outcomes and tasks. Generally stage 1 unitshave 30% for investigation and design evaluation comments & 70% for your skill in producing your CADdesigns / drawings.CAREER POSSIBILITIESStudents completing this course will find it valuable as a foundation for:1. Tertiary studies in Engineering, Architecture etc.2. An essential subject for students who intend to pursue a career in Drafting (engineering,architectural, design etc) Surveying, Cartography.3. Pre-apprenticeship courses or apprenticeships in such trades as carpentry, cabinet making,sheet metal work, fitting and turning, building trades, electrical etc.67

DRAMA 1B/2APRE-REQUISITESCompletion of 1A/2B preferred but not essentialAn interest in performances and performing.RATIONALEDrama 1B focuses on drama events. Students will extend their skills in improvisation and relate theseto playwriting structures through a focus on characterisation, use of dialogue and creating dramanarratives with dramatic tension. They further develop their voice and movement skills and techniquesappropriate to the drama event, the audience and the performance space. Students will participate in apublic performance for an audience other than their class members either through devising new work orstaging a scripted drama.Drama 2A focuses on dramatic action. In contexts related to dramatic action, students have theopportunity to research, workshop, interpret, perform and produce texts from forms and styles related torepresentational and/or realistic drama. Students will explore different techniques of characterisation,consider audience/performance relationships and analyse drama technologies developed to representrealistic sets, characters and situations in a variety of performance spaces.1B/2A UNIT OUTLINEOutcome 1 Drama ideasStudents create, interpret, explore, develop and present drama ideas.Outcome 2 Drama skills and processesStudents use drama skills, techniques, processes, conventions and technologies.Outcome 3 Drama responsesStudents respond to, reflect on and evaluate drama.Outcome 4 Drama in societyStudents understand the role of drama in society.ASSESSMENTSchool managed assessment will provide evidence of achievement of all of the outcomes, with anemphasis on skills that may not be measured readily through an external process: for example,evidence of achievement in outcomes related to the development and presentation of ideas, researchand drama production. Students must be given at least two opportunities to demonstrate achievementof each outcome. It is expected that students will maintain a drama portfolio including a reflectivejournal as a record of their drama processes. These may be in written and/or multi-media format.CAREER POSSIBILITIESThe Drama Course of study is inclusive of general and vocational education catering for a full range ofachievements in years 11 and 12. This will include students who intend studying Drama, ArtsManagement, Theatre Design and Theatre Studies at tertiary level; students who intend studying orseeking employment in vocational areas such as acting, directing, design of sets, costumes, lighting orsound and theatre management; and students who will continue to enjoy drama and apply theknowledge, skills and understandings they have learned to other aspects of their lives. The Dramacourse of study will also be useful for students intending to work in careers that require empathy and ahigh level of interpersonal skills.NOTE: It is a requirement that students attend a range of theatre performances during the year. Thecost of these performances will not exceed $50.00.68

ENGLISH1C/DThis course is recommended for students who do not intend to pursue tertiary studies. Students whowish to enrol in this course must have an interview with the Head of English Learning Area.SUGGESTED PRE-REQUISITESA satisfactory performance in year 11 English.COURSE OF STUDY OUTCOMESThe New English Course is designed to facilitate the achievement of four courses ofstudy outcomes. Outcomes are statements of what students should know, understand,value and be able to do as a result of their learning. The outcomes are:• Listening and speaking• Viewing• Reading• WritingEach of the outcomes is described as a learning progression across eight broad levelsand these are used to determine the specific learning program.COURSE CONTENTIn the English course of study students learn about the English language: how it works and how to useit effectively. Language plays a central role in human life: it provides a vehicle for communication, a toolfor thinking, a means of creativity and a source of pleasure. Through language humans shapeunderstandings of themselves and their world. An understanding of language and the ability to use iteffectively empowers students. It gives them access to knowledge, enables them to play an active partin society and contributes to their personal growth. Each course of study unit has a broad area of focusand examples of learning contexts are suggested. Teachers will choose learning contexts that arerelevant to their students’ interests and needs.ASSESSMENTStudents will be assessed throughout the year on a wide range of activities, both written and oral. Therewill also be two major examinations for the year with one being held each semester.CAREER POSSIBILITIESThe necessity of English competence for success in a career cannot be understated. Most jobs requirethe ability to communicate fluently and competently, whether it is in written or spoken forms.ADDITIONAL COSTS: There may be additional costs up to approximately $30 to cover such activitiesas drama excursions, visiting speakers, competitions and visits to seminars.INTEGRATED SCIENCE 1C/1DPRE-REQUISITESSatisfactory performance in any Year 11 COS subjectRATIONALEThe Integrated Science course encourages students to be questioning, reflective and critical thinkersabout scientific issues. The course is based on an integrated view of scientific knowledge that draws onthe traditional disciplines of science and new scientific technology to enable students to investigate69

issues that are interesting and relevant in a modern world. This course provides opportunities forstudents to consider contemporary scientific developments and to appreciate different perspectives andworld views. This process enables them to make informed judgements and decisions about questionsthat directly affect their lives and the lives of others.COURSE CONTENTThe focus for learning is the practice of science, the knowledge of content from the biological, physicaland environmental/earth science disciplines and an understanding of the impact of science on the worldin which students live. Three content areas are covered which are interconnected• The impact of science e.g., scientific knowledge, concepts, evidence• The practice of science e.g., investigations, practical skills, data analysis, presentation skills• Conceptual understandings e. g., biological, physical, environmental/earth sciencesIt is expected that students will experience a range of contexts, for example;Flight, cosmetics, science of toys, food and nutrition, health and disease, local waterways,permaculture, rockets, consumer science, electricity, brewing and baking, sports science, land care,aquaculture, first aid, technology (materials), robotics, viticulture and wine making, horticulture,biotechnology, biodiversity, sustainability, forestry, space science, mining and industry, drivereducation, forensic science, reproduction and genetics, community water supply and treatment, marinescience.ASSESSMENTThe types of assessment listed below are consistent with the teaching and learning strategiesconsidered to be the most supportive of student achievement of the outcomes in the Integrated Sciencecourse• Tests• Explanations• Investigations• Practical tasks•CAREER POSSIBILITIESIntegrated Science enhances students’ life skills and improves their opportunity of finding employment.It’s a desired subject in a number of TAFE pathways.MATERIALS DESIGN ANDTECHNOLOGY – TEXTILES 2A/2BPre- RequisitesNo pre requisites necessary.Course ContentStudents will investigate the various products used in the textile industry, analysing their characteristicand features including their relevance to the consumer market.They will also develop creative thinking and strategies by working on design projects. Some examplesare costume design, embellishments, the deconstruction of garments, swim wear and ball gowns. Basicpattern making is also included. Students will work towards achieving industry standards..AssessmentThis includes an examination in this subject as well theoretical and practical assessments.Additional Costs: There will be an ongoing cost for fabrics and haberdashery as needed for practicalwork of approximately $50 to $100.70

MATHEMATICS COURSESingle pair of units1D/1E MATPRE-REQUISTES1B/C MAT Grade C or better.UNIT 1DMAT1. Number and algebraIn this section, students use rule of order, integers, decimals, fractions, percentages and ratios forpractical purposes. The number line is used to order and record positive and negative decimals.Students apply mathematics in making financial decisions and compare different financial offers orplans. They write word sentences algebraically, use formulae and solve simple equations.2. Space and measurementStudents calculate area and perimeters of circles and use Pythagoras’s theorem for the sides oftriangles. They describe the effects of reflecting, rotating and translating shapes in design, and enlarge,reduce and distort figures. They interpret detailed maps using coordinates, scales, compass directionsand bearings. Complex timetables and schedules require the calculation of elapsed time.3. Chance and dataStudents collect and record measurement data from fair samples, display data in tables and graphsincluding one and two way frequency tables, column graphs and histograms. They calculate relativefrequency, mean, median, mode and describe spread of data, and compare datasets. Information isread from tables, circle graphs and frequency graphs. They use mental strategies, written methods,calculators and computer technologies where appropriate.UNIT 1EMAT1. Number and algebraIn this section, students use percentages, decimals, fractions, ratios, positive and negative numbersand numbers with powers for practical purposes. They calculate simple and compound interest andrepayments for loans. They draw graphs in the four quadrants to represent real situations such as travelgraphs, and use them to describe how quantities are related. In number patterns, one and two stagerules are used and described.2. Space and measurementTrigonometry is used to calculate measurements in right triangles, and formulae and used to calculatevolume and surface area of prisms and pyramids. Networks are used to represent information.3. Chance and dataStudents simulate everyday chance events, calculate probabilities using sample spaces and predictresults using probabilities. They collect bivariate data relevant to them, display the data in tables andgraphs, and describe trends. They use mental strategies, written methods, calculators and computertechnologies where appropriate.CAREER POSSIBILITIES71

This course provides students with useful tools and skills to use and apply in the post-schoolenvironment. It has been designed to cater for students who require preparation for a wide range ofoccupations within the community.MEDIA PRODUCTION ANDANALYSIS 1A/2ASUGGESTED PRE-REQUISITESThere are no pre-requisites for this non-TEE Media Production and Analysis course of study.COURSE COMMENTSMedia Production and Analysis is a very useful stepping stone into vocational courses offered at TAFE.Students who wish to work in Media related fields such as television, journalism, broadcasting,advertising and marketing will also find this course most useful. However, Media Production andAnalysis is also an important course for developing general life-skills for all students as it helps us toanalyse and deal with the impact of the Mass Media in our lives.COURSE CONTENTStudents will undertake two semesterized units over the year. The focus of the first semester unit ispersonal experience (1AMPA). This involves investigating media experiences within students’ ownexperiences. In particular, this unit explores the idea of fame and celebrity-What is fame? How & whydo some people become famous? How important is the media in creating fame? Students will get theopportunity to create a celebrity from members of the class and then to produce a series of mediaproductions to promote and reflect their fame.The second semester unit is popular culture (2AMPA) which explores how popular culture is reflectedin the media. Learning contexts will include music video clips and popular film genres.ASSESSMENTAssessment in this course comes from three assessment types; investigation and research work,responses to student and professional media productions and student practical productions. There willbe no exam at the end of either unit. Assessment weightings favour practical production tasks.CAREER POSSIBILITIESMedia Production and Analysis is a very useful subject for students wishing to undertake one of themany media-related courses offered at TAFE. Students who wish to work in Media related fields suchas television, journalism, broadcasting, advertising and marketing could also find this course mostuseful.MUSIC 1C/1DSUGGESTED PRE-REQUISITESStudents should have some experience on a musical instrument and a comprehensive background inmusic reading and theory. A demonstrated willingness to participate in various musical activities andstyles is also desirable.COURSE CONTENTIn each unit of study, students will complete two projects. Students develop an understanding of theelements of music and apply these through performing, creating and responding to music. Studentslearn about how music is created and performed and how music is, and has always been, a key part ofpeople’s lives. An understanding of the language of music is developed and students learn how the72

elements of music can be applied when performing, creating and responding to music.Students build on their knowledge and understanding to perform music, create their own works andbecome more aware of how social, cultural and historical factors shape the role of music. They usetheir skills, knowledge and understanding of Theory and Aural and apply this in their music makingactivities.The activities involved in each project include;• Research, analysis and appreciation• Composition and performance• Solo and ensemble performanceIn addition to the class work all students must be receiving instrumental or vocal lessons either throughthe school or privately to remain eligible for enrolment in the music courses. Evidence of private lessonswill be required through the provision of a written report from the private teacher each semester.Students must also be attending choir and ensemble rehearsals as appropriate for their instrument orvoice.ASSESSMENTThis course will be assessed using a student outcome assessment basis.Outcome 1:Outcome 2:Outcome 3:Outcome 4:PerformingComposing /arrangingListening and RespondingCulture and SocietyCAREER POSSIBILITIESFurther studies in careers such as: Music Teacher - both class and instrumental, Music Editor, MusicPublisher, Arranger, Composer, Professional MusicianASSOCIATED COSTSA residential music camp may be held during the year for nominated ensembles. While students arestrongly encouraged to attend, it is not compulsory. Typically the cost of such camps is around $150.00.Participation in the camp is limited by available accommodation.Students may also have the opportunity to attend between one and three performances by groups suchas the WA Opera or WASO relevant to their studies. Typical ticket prices may be around $25.00 perperformance.Music students are required to purchase a concert uniform through the Churchlands SHS uniform shop.Instrumental students hiring an instrument through the school must pay a $120.00 levy to cover thecosts of maintenance and repair to the instrument. This is payable ONLY by students hiring aninstrument through the school.Percussion students must pay a $25.00 levy to contribute towards repair and upkeep of instruments.Voice students must pay a $25.00 levy to contribute towards the cost of resources provided to them.ENDORSED PROGRAM ACCREDITATION IN YEARS 10 – 12.There are a number of avenues that enable music students to accumulate points towards WACEgraduation during years 10 – 12. Students who complete external performance or theory exams throughthe following community organisations while they are in years 10 – 12 may have between 1 and 10points awarded per exam towards final graduation; ABRSM, AMEB, St Cecilia Music Examinations, andTrinity College London.Students must inform the music department in writing (email preferred) of their intention to sit an examtogether with the details of the exam, by the end of Semester 1. Students with exams scheduled in term4 may miss the Curriculum Council’s accreditation deadline. Endorsed programs can contribute up to50 per cent of a student’s WACE requirements but can only be credited in the year they are taken.The other endorsed program that enrolled music students are eligible for is called Extension EnsemblePerformance (PSIM2). This unit provides recognition for participation in ensembles and is designed forstudents who are enrolled in year 11 or 12 music course units and who participate in one or more73

ensembles. All students must concurrently be receiving lessons on their chosen instrument or voice oneither a small group or individual basis. Students are automatically enrolled into this unit when theyselect an upper school music course. These students will earn 5 points towards graduation for everysemester they are enrolled in the program.PHYSICAL EDUCATION STUDIES1C/1DPRE-REQUISITESInterest in physical education and sport. Minimum of a B grade in Year 10 in Physical Education orPhysical Education Studies Year 11. Must be able to swim 400m in less than 10 minutes.RATIONALEPhysical activity is significant in many people’s lives and makes a definitive difference in student’shealth and well being. It is a source of enjoyment and personal challenge and brings together peoplefrom diverse cultures, communities and countries. People participate in physical activity for both itsintrinsic and extrinsic value, and because it can give meaning to their own and others’ lives. PhysicalEducation Studies assists students to make choices that benefit their health now and in the future.1C/1D UNIT OUTLINEThe focus for Unit 1C and 1D is building personal profiles in sport and understanding components offitness and training in order to design personal fitness profiles and develop tactical responses to specificsports. Students will also develop coaching skills and work with younger students as coaches.Practical components will be based on sports from the following – Lawn bowls, Badminton, softball oranother suitable sport. Selection will be dependant on teacher and resource availability.Students will complete both practical and theoretical work in the following outcomes:Outcome 1 Skills for physical activity.Students apply decision-making, movement, strategic and tactical skills to enhance personalparticipation in physical activity.Outcome 2 Self-management and Interpersonal Skills for Physical ActivityStudents apply self-management and interpersonal skills to enhance participation in physical activity.Outcome 3 Knowledge and understanding of movement and conditioning concepts for physical activityStudents understand movement and conditioning concepts that inform the enhancement of participationin physical activity.Outcome 4 Knowledge and understanding of sport psychology concepts for physical activityStudents understand mental skills, motor learning, coaching and tactical concepts that inform theenhancement of participation in physical activity.ASSESSMENTSchool-managed assessment will provide evidence of achievement of all of the outcomes. Students willcomplete a variety of tasks which will allow achievement in all four outcomes. Students will be creditedwith a grade for Unit 1C and Unit 1D at the end of the year.CAREER POSSIBILITIESAlthough Physical Education Studies is not a pre-requisite for some tertiary studies, it would be anadvantage for students interested in Nursing, Physiotherapy, Occupational Therapy, Physical Educationteaching and any Recreational or Sports management courses.74

POLITICS and LAW1A/1BSUGGESTED PRE-REQUISITESNo pre-requisites, though the study of Politics and Law 1A/1B or 2A/2B in Year 11 would be anadvantage.An interest in law and how it influences the functioning and operation of our society is required.COURSE CONTENTA major objective of the subject is to produce informed citizens with knowledge of their basic legalrights, obligations and duties, who understand how the legal system works. The aim is for the studentsto develop skills, attitudes and values, which will help them to use the law and legal processeseffectively.PAL 1A – An Introduction to the Advantages and disadvantages of our Political and Legal System.Topics studied are: 1. Adversarial Law. 2. The Jury System. 3. Options for solving disputes. 4.Alternative sentences and sanctions. 5. Alternative voting systems. 6. Pressure groups and Localaction. 7. Current Issues and Future action..PAL 1B Civil Rights.Topics studied are: 1. The United Nations. 2. Differences in Human Rights throughout the world. 3. Thehistory of Human Rights in selected countries. 4. Threats to our human rights – terrorism, internetprivacy, globalisation. 5. Current Issues and future Trends.ASSESSMENTThere are four types of assessment.Investigation 20-40%Explanation 20-40%Source Analysis 20-40%Tests 20%Students do not sit exams in this subject.CAREER OPPORTUNITIESAs law affects everyone and regulates society all students would benefit from studying it. Successfulcompletion of the course will provide valuable points for TAFE entry. It could also provide backgroundfor journalism and any area that requires knowledge of the legal system.VISUAL ART 1C/1DSuggested Pre-requisites:There are no pre-requisites for this course. Universities and art schools want to see the portfolios youwill create in this course.Course Content:The focus of this course is art-making. Some image analysis and art theory is required for reviewingyour own artwork. You will spend most of the time drawing, painting, working with clay, plaster, fibre ordigital media.Unit 1C: The focus for this unit is inspirations. Artists gain inspiration and generate ideas from diversesources. Through discussion, exploration, investigation and experimentation, you will develop journal,draw, collage, trace, distort and manipulate images to create artworks possibly using painting, printing,sculpting or designing techniques.Unit 1D: The focus for this unit is investigations. You will look at a variety of artists’ work to further75

develop your understanding of the how artists work. You will consider styles you might use to show yourideas and explore art media, techniques and processes in creating your artworks. You will refine yourreflection skills to decide the direction you wish to take your ideas.Each of these units may include an art gallery/drawing excursion. These will cost approximately $25.Assessment80% of the assessment will be for making art. 20% is on image analysis and art theory. There will be noexam. Aspects of these courses may lead to the achievement of competencies within the Certificate IIof Contemporary Art.Further Education and Career PossibilitiesTAFE and art schools may be interested in a folio of the work you make in this course for entrance intofurther art studies. This could lead to a career in graphic design, fashion design, industrial design,jewellery, painting, ceramics, sculpture and arts management among many other arts-related careers.76

WORKPLACE LEARNING(ENDORSED PROGRAMME)Workplace Learning at Churchlands SHS is a Curriculum Council Endorsed Program and one of the sixsubjects completed by students in the Senior School. This means that it is not a subject that gains agrade but gains valuable points towards secondary graduation and can reduce the number of ‘c’ gradesrequired for graduation. It can also be used to make a student more competitive for TAFE entrance,give them valuable work experience and importantly help them to make informed career choices.Workplace learning: ‘On the job training’In this mode of Workplace Learning, students undertake training in a real workplace (minimum of 55hours in each two week block) during which they are expected to complete two Nationally recognisedUnits of Competency and demonstrate a series of employability skills.As well as completing Units of Competency, students must also compile a detailed log book as a writtenrecord of tasks completed and skills achieved during a Workplacement. This log book contains;• A task schedule that provides a record of tasks completed in the workplace and an opportunityto reflect on those tasks.• An attendance record.• A performance profile completed by the employer.• A list of employability skills.• Workplace Learning at Churchlands Senior High School takes place during exam periods so asnot to interrupt learning which takes place in the classroom.Please note: Students who work on construction sites or in workshops may be required byemployers to wear safety equipment e.g. steel capped boots (approx $80), long pants (approx$40). Parents will be notified of any additional costs on the Parent Information sheet sent outprior to placement. The cost of such items is to be met by parents. Students who work onconstruction sites will also be required to complete Safety and Awareness training (White Card)which will cost approximately $40. This training is a requirement for anyone who works on aconstruction site and will therefore be used by students post school.77