Year 11 and 12 Subject Information Booklet 2020 · Email: [email protected] . Year 11 and 12 Subject...

Year 11 and 12 Subject Information Booklet | 1

Year 11 and 12 Subject Information Booklet 2020An information booklet for students and their parents

www.swan.wa.edu.au

Table of ContentsIntroduction 3

Course Advising Process and Sources of Information 4

Sources of Information 5

WACE Essential Information 7

WACE Requirements for 2019 9

Requirements for Tertiary Entrance 11

TAFE Colleges 14

Alternate Entry Pathways 16

Course Selection 20

Year 11 SCSA Courses and Vet Certificates 21

Prerequisites for Year 11 Courses 22

Year 11 Course Descriptions 25

Year 12 SCSA Courses and Vet Certificates 112

Year 12 Course Descriptions 113

Swan Trade Training Centre 188

Table of Contents


IntroductionThis booklet has been produced for parents and students to help them prepare for making course choices for Years 11 and 12. For students intending to follow the traditional academic pathway there is a description of the courses offered at Swan Christian College and information about the various destinations following Year 12. The Swan Trade Training Centre, in its fourth year, is an exciting alternative pathway for students to choose.

Parents may be aware of some of the changes that have occurred in Senior School in recent years, particularly to the Year 11 and 12 programs. These changes have included increased vocational pathways, a broader range of courses contributing to university entrance, and compulsory exams for Year 12 ATAR courses.

While every effort has been made to ensure that the information in this handbook is current and correct, it is ultimately the student’s responsibility, in consultation with parents, to ensure that the entry requirements for Technical and Further Education (TAFE) and University courses are met. University information is available through the Tertiary Information Service Centre (TISC) website. The School Curriculum and Standards Authority website offers information on course content and other relevant details. The TAFE (Polytechnic) websites will also offer information on courses available.

Selecting Courses

Meeting the requirements for the WACE or for entrance to a TAFE or a University depends largely on a student’s ambitions and abilities. There are many factors to be considered when choosing courses. Even if you have not yet decided on a career area it is important to look at a number of possibilities and check prerequisites so that you do not restrict future options.

When choosing a program of study, consider:

• abilities

• future goals

• interests.

Abilities

It is important to check the recommended prerequisite levels for different courses to ensure that you select a course that is best suited to you. Your Year 10 achievement is the best indicator. Also your teachers’ recommendations are an important part of the Senior School course selection process.

Future Goals

You must ensure that courses chosen meet criteria for future employment or study. If your career goals are not clear, select a course that offers flexibility, interest and a realistic chance of success.

Interests

Choose courses that you enjoy, as you will spend a considerable amount of time studying them in Years 11 and 12.


Course Advising Process and Sources of Information

• Job Guide• The Career Centre• Websites• www.myfutures.edu.au

Course Advisers Handbooks

Universities

TAFE

Websites

STF(TAFE)

Universities

SCSA

TISC

Councillors

School

University

STP

Year 11 Handbook Prerequisites

Course Information

Heads of Learning Area

Teachers

Career/Choice

Tertiary Education

OR

Training Requirements

Prerequisites

ie: Recommended Senior School courses for tertiary study.

Prerequisite Year 10 Grades required for entry to selectes

Senior School courses

Process Sources of Information


Sources of InformationYou may find the following information helpful in making decisions about your future:

• University Tertiary Admissions Booklet

• TAFE website visit http://www.training.com.au

• Job Guide - http://www.education.gov.au/job-guide

TAFE websites also offer information on courses available. The Metropolitan TAFE campuses are now divided into North Metropolitan TAFE and South Metropolitan TAFE. The Central Institute of Technology is now under North Metropolitan TAFE and Polytechnic West is under South Metropolitan TAFE.

Contact Information

Students who are interested in applying for TAFE courses are advised to access the latest information from www.trainingwa.wa.gov.au. Students will find detailed information on this website, but if more information is needed, contact the Career Centre.

South Metropolitan TAFE(formerly Challenger Institute of Technology) Phone: 1800 001 001 http://www.southmetrotafe.wa.edu.au

North Metropolitan TAFE(formerly West Coast Institue of Training and Central Institute of Technology) Phone: 1300 134 881 http://www.northmetrotafe.wa.edu.au

The Career Centre 166 Murray Street Mall (Second floor above Woolworths) PERTH WA 6000 13 23 98 or 9224 6500www.jobsandskills.wa.gov.au/career-exploration

The Career Centre information can also be accessed through the Centrelink website on www.centrelink.gov.au The Career Centre has a variety of information on almost every career. Sources of information include handbooks, videos and film. Trained staff are on hand to answer queries from 9:00am to 4:30pm weekdays. School holidays are a good time to visit the Centre; appointments will be necessary so make them well in advance.

Tertiary Institutions

School Liaison Officers attached to Curtin, UWA, Murdoch, Edith Cowan and Notre Dame Universities are available for discussion with students concerning various course requirements.

Curtin University www.curtin.edu.au 1300 222 888

Murdoch University www.murdoch.edu.au 1300 687 3624

University of Notre Dame Australia www.nd.edu.au

Edith Cowan University http://www.ecu.edu.au 134 328

UWA www.study.uwa.edu.au 131 892 Email: [email protected]

http://www.training.com.au

http://www.education.gov.au/job-guide

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

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

http://www.jobsandskills.wa.gov.au/career-exploration

http://www.centrelink.gov.au.

http://www.curtin.edu.au

http://www.murdoch.edu.au

http://www.nd.edu.au

http://www.ecu.edu.au

http://www.study.uwa.edu.au


Careers and Information Websites

The information gained from the following list of websites may help students determine their post-school options.

Apprenticeships and Traineeships https://www.jobsandskills.wa.gov.au/training

Australian Defence Force Academy http://www.defencejobs.gov.au

Australian Wide Job Search http://www.jobsearch.gov.au

Career, Employment, Training, Information in Western Australia www.jobsandskills.wa.gov.au

Career Research www.myskills.gov.auwww.myfuture.edu.au

Centrelink www.centrelink.gov.au

Job Resources Australia http://www.youth.gov.au

https://www.jobsandskills.wa.gov.au/training

http://www.defencejobs.gov.au

http://www.jobsearch.gov.au

http://www.jobsandskills.wa.gov.au

http://www.myskills.gov.au

http://www.myfuture.edu.au

http://www.centrelink.gov.au

http://www.youth.gov.au


WACE Essential Information

School Curriculum and Standards Authority (SCSA) This body sets requirements for achievement of the WACE and issues students with a statement of results. For more information refer to www.scsa.wa.edu.au.

TAFE CollegesFor more information on TAFE please refer to page 14 of this handbook.

Western Australian Certificate of Education (WACE) This certificate is awarded to secondary school students who satisfy its requirements (see page 9 of this handbook). The WACE is recognised by universities, industry, TAFE and other training providers.

Australian Tertiary Admissions Rank (ATAR) The ATAR is a number between 99.95 and 0.00 that reports the rank position of a student relevant to all other Year 12 leaving age students in Australia. That is, an ATAR of 70.00 means you have performed better than 70% of all Year 12 school leaving age people in Australia.

Tertiary Institutions in Western AustraliaUniversity of Western Australia, Murdoch University, Curtin University, Edith Cowan University, University of Notre Dame.

For other Australian universities, see the guides Universities in Australia or Good Universities Guide in the Library’s career resource centre.

University Admission Achievement of the WACE is a mandatory requirement by all universities. University admission is based on the student’s ATAR, competence in English and in some cases the meeting of prerequisite courses. For more information refer to www.tisc.edu.au.

Tertiary Institutions Service Centre (TISC) 100 Royal Street EAST PERTH WA 6004 9318 8000 Phone-line times 9:00am – 4:30pm (Mon-Fri) Counter times 9:00am – 4:00pm Email: [email protected]

http://www.tisc.edu.au


Vocational Education and Training (VET) Programs The Australian VET system is a nationally agreed system for recognising qualifications that can only be delivered through a Registered Training Organisation (RTO). The qualifications gained are recognised by employers and industries across Australia. Swan Christian College offers a range of Australian Qualification Frameworks Certificate courses, which contribute towards a WACE and lead to further study at TAFEs or university.

For more information on VET certificate courses available at the College please refer to pages 25 and 119 of this handbook.

Courses Swan Christian College offers a range of courses in partnership with North Metropolitan TAFE, the College of Electrical Training and the Advanced Institute of Training and Cosultancy:

• Courses are divided into two units, which will generally make up one year of study.

• Courses are divided into two distinct groups – ATAR courses, which can be used for university entrance, and General courses, which contribute to graduation requirements, but do not contribute to a tertiary entrance score or the Australian Tertiary Admission Rank (ATAR).

• All ATAR courses taken in Year 12 have external examinations (WACE examinations).

• General courses are wholly school assessed. They are wholly school-assessed, with one compulsory externally set task in Term 2, used for moderation purposes.

• All ATAR courses are eligible for inclusion in a Tertiary Entrance Aggregate, providing the WACE examination has been taken.

• There are also Foundation based courses for those who need additional help in demonstrating the minimum standard of literacy and numeracy.

• Preliminary course units are available for students who may need modification to the curriculum to meet their special needs. These units do not contribute to the achievement of the WACE.


To achieve a WACE, a student must satisfy the following:

General Requirements

• Demonstrate a minimum standard of literacy and numeracy based on the skills regarded as essential for individuals to meet the demands of everyday life and work in a knowledge-based economy. See below, Minimum Standard of Literacy and Numeracy.

• complete a minimum of 20 units or equivalents as described below

• complete four or more Year 12 ATAR courses or complete a Certificate II or higher.

Breadth and Depth

• Students will complete a minimum of 20 course units or the equivalent. This requirement must include at least:

• a minimum of ten Year 12 units or the equivalent

• two completed Year 11 English units and one pair of completed Year 12 units

• one pair of Year 12 course units from each of List A (Arts/English/Language/Social Sciences) and List B (Mathematics/Science/Technology).

Achievement Standard

Students will be required to achieve 14 C grades (or equivalents, see below) in Year 11 and Year 12 units, including at least six C grades in Year 12 units (or equivalents).

Explanatory Notes Relating to WACE Requirements:

• Unit equivalence can be obtained through VET programs and/or endorsed programs. The maximum unit equivalence available through these programs is eight units – four Year 11 and four Year 12 units. Students may obtain unit equivalence as follows:

WACE Requirements for 2019


• up to eight unit equivalents through completion of VET programs, or up to four unit equivalents though completion of endorsed programs, or up to eight unit equivalents through a combination of VET and endorsed programs, but with endorsed programs contributing no more than four unit equivalents.

The amount of unit equivalence allocated to VET and endorsed programs is as follows:

• Certificate I is equivalent to two Year 11 units

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

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

• Endorsed programs – unit equivalence is identified on the School Curriculum and Standards Authority’s approved list of endorsed programs.

The implication of this is that students will need to complete at least three subject courses in Year 12.

Minimum Standard of Literacy and Numeracy

Students who achieve Band 8 or above in any of the components of reading, writing or numeracy in Year 9 NAPLAN assessments will be recognised as meeting the minimum standard required for that component. Students who do not achieve Band 8 for any of the components will be required to demonstrate the minimum standard through the Online Literacy and Numeracy Assessment (OLNA).

Students that have not met the minimum standard of Literacy and Numeracy by the end of September in Year 10 will be required to enrol in the Foundation English and Mathematics courses respectively and remain in these courses until they have met the minimum standard.


To gain entry to a particular course at Curtin University of Technology, Edith Cowan University, Murdoch University and the University of Western Australia, the requirements are:

• An Australian Tertiary Admission Rank (ATAR) sufficiently high to gain a place in the particular institution, faculty or course. The rank required varies from year to year and depends on places available in the selected course and the standard of the applicants.

• Competence in English as designated by the university concerned – a scaled mark of at least 50 in ATAR English, English Literature, or English as an Additional Language.

• The Western Australian Certificate of Education

• The Prerequisites designated for a particular university course (which will be outlined on the TISC website) – expected to be a scaled mark of at least 50 in the specified ATAR course.

The Tertiary Institutions Service Centre (TISC) provides a website with all these details, and this should be available at the end of Term 2. Their definitive statement on university admission can also be downloaded from their website www.tisc.edu.au. It is not usually available before this handbook goes to press.

The University of Notre Dame

The admission process for The University of Notre Dame is different from the other four universities in Perth. Prospective students need to apply directly to the university and entry is based on a range of factors, including Australian Tertiary Admission Rank, academic record, contribution to school or community life, work history/experience, motivation to study, personal qualities and school references. Application forms are available from the Admissions Office or at www.nd.edu.au.

Requirements for Tertiary Entrance


http://www.nd.edu.au


Australian Tertiary Admission Rank (ATAR)

Access to courses at public universities is decided by a student’s Tertiary Admission Rank (ATAR). This is a number out of 100 that indicates a student’s position relative to that of all other students who were eligible for a tertiary entrance score that year. The top-ranking score for any one year is 99.95. The top student and all other students within the top 0.05% of the state are also on that rank. A student with an ATAR of 88.50 would realise that she was in the top 11.5% of the state, and a student with a rank of 70.00 would be in the top 30%.By using this measure, comparability from year to year is more accurate and comparability between different Australian universities more consistent. A student’s ATAR will be determined by the aggregation of their best four results from final scaled scores in ATAR courses into a Tertiary Entrance Aggregate.

Calculating the Tertiary Entrance Aggregate (TEA) or Score

The Tertiary Entrance Aggregate for all new courses will be calculated from a school result, and an external examination, taken in Year 12. It is standardised, moderated and combined in a 50/50 ratio. The results will then be scaled to adjust for varying degrees of difficulty in courses.

All the SCSA developed courses with results combined in this way, are scoring courses for tertiary entrance. There are a number of unacceptable course combinations in relation to the calculation of the Tertiary Entrance Aggregate:

English and Literature

If both these courses are taken, only one can be included in the ATAR. However, both can be included as accredited Year 12 courses and both count towards the WA Certificate of Education. The calculation of a student’s Tertiary Entrance Aggregate does not have to include one of the English based courses and is independent of his/her achieving the WACE or competence in English.

Mathematics

No more than two of Mathematics and Mathematics Specialist courses. If a student undertakes both Mathematics Specialist and Mathematics Methods, both may be included in ATAR calculations as well accreditation towards WACE certificate.

However, if a student undertakes Mathematics Applications together with either Mathematics Methods or Mathematics Specialist only ONE of the Maths courses can be used in the calculation of the ATAR. Both courses may be used towards WACE accreditation.


Courses Studied on a Private Basis

Enrolling as a private candidate in any course is no longer allowed.

Competency in English for University

At the time of going to print the latest information was not available. We expect the following:

For admission to Curtin University, Edith Cowan University, Murdoch University and the University of Western Australia, a scaled score of at least 50 in one of the ATAR courses English, Literature or English as an Additional Language/Dialect is required.

Edith Cowan University may also recognise a grade of A, B or C in two English units (General or ATAR) studied in Year 12.

The universities have agreed that an alternative test for competence in English such as the STAT and IELTS may be considered if a student fails to achieve the required scaled score but has a sufficiently high ATAR to satisfy the university concerned.

Curtin, Edith Cowan and Murdoch Universities may concede competencies in English for students who have achieved a standardised moderated school assessment or standardised examination assessment of 55 in ATAR English, Literature or English as an Additional Language/Dialect.

Please check the TISC website www.tisc.edu.au, University Admission 2019 for the latest information.

Prerequisites for University Courses

As in the past, universities will nominate prerequisite courses of study for entry to faculties like Engineering, Science, and Mathematics. Normally this is a scaled score of 50% in a Year 12 ATAR course.

University Admission Requirements – Cautionary Note!

All of this information should be read in conjunction with the information on the Tertiary Institutions Service Centre website www.tisc.edu.au. TISC is the ultimate authority on admission requirements for school leavers and the document on their website has been approved by participating universities.




What do TAFE Colleges offer? TAFE Colleges offer some 800 courses covering around 5500 courses. TAFE offer award courses which can be used in related job markets, as entry to higher level award courses, and in many areas TAFE students can continue their training in degree courses offered by universities.

TAFE awards listed in order of increasing value are:

• Certificates II to IV

• Diplomas

• Advanced Diplomas

Criteria for entry to TAFE involve a points system using school-based learning as well as prior VET achievements, skill development and work experience.

TAFE Courses are split into competitive and non-competitive categories for entry purposes. About 5% of courses are competitive and applicants will need to meet selection criteria. Entry requirements are specified for all courses on the website: http://www.dtwd.wa.gov.au/employeesandstudents/training/ or www.fulltimecourses.tafe.wa.edu.au or contact TAFEWA Admissions Centre, or College staff. All applicants for competitive courses must meet entry requirements as well as the specified selection criteria.

TAFE Colleges

http://www.dtwd.wa.gov.au/employeesandstudents/training/

http://www.dtwd.wa.gov.au/employeesandstudents/training/

http://www.fulltimecourses.tafe.wa.edu.au


Getting into the competitive courses is a two step process:Applicants for competitive courses need to demonstrate minimum literacy and numeracy skills or AQF qualification levels as below, and respond to selection criteria.

Step 1: Demonstrate literacy and numeracy skills or AQF qualification level

School leaver Non-School leaver AQF*

Certificate I Nil Nil Nil

Certificate II OLNA or NAPLAN 9 Band 8 C Grades in Year 10 and Maths or equivalent

Certificate I or Certificate II

Certificate III OLNA or NAPLAN 9 Band 8 C Grades in Year 10 English and Maths or equivalent

Certificate I or Certificate II

Certificate IV C Grades in Year 11 WACE General English, and OLNA or NAPLAN 9 Band 8

C Grades in Year 11 English

and Maths or equivalent

Certificate II or Certificate III

Diploma or Advanced Diploma

Completion of WACE General or ATAR (minimum C Grades) or equivalent

* Qualifications from the Foundation Skills Training Package have been assessed as NOT meeting the entry requirements specified by TAFE Colleges for full time courses. The qualifications do not provide adequate opportunity for students to

develop a full range of literacy and numeracy skills with sufficient breadth and depth.

• Some courses may specify entrance requirements, such as maths or a folio. Check the TAFE course entrance requirements for details.

• Some courses require students to commence at a level specified in the training package. Check the TAFE training package or full time studies guide for details.

Overseas qualifications

For an assessment of equivalence of overseas secondary education qualifications, please apply to the School Curriculum and Standards Authority at scsa.wa.edu.au/forms/overseas-qualifications. For a comparative assessment of your overseas gained qualifications to the Australian Qualifications Framework, please apply to the Overseas Qualifications Unit migration.wa.gov.au/Pages/Overseas%20Qualification%20Unit/OQUapplication.aspx

Alternative documentation

Other documents may be used to demonstrate minimum literacy and numeracy skills. For information contact TAFE Admissions by email [email protected] or phone 6212 9888. Applicants who are unable to provide documentation can sit a literacy and numeracy test arranged by TAFE Admissions.

English language competence

Applicants from countries where English is not the official language will need to demonstrate that they possess adequate English language skills. English-speaking countries for TAFE Admission purposes are: New Zealand, the United States of America, the United Kingdom, Canada excluding French Canadian territories), Republic of Ireland and South Africa.

http://scsa.wa.edu.au/forms/overseas-qualifications

http://scsa.wa.edu.au/forms/overseas-qualifications

http://migration.wa.gov.au/Pages/Overseas%20Qualification%20Unit/OQUapplication.aspx

http://migration.wa.gov.au/Pages/Overseas%20Qualification%20Unit/OQUapplication.aspx

mailto:[email protected]


Step 2: Provide evidence against the selection criteria for courses with competitive entry

Applicants who can demonstrate minimum literacy and numeracy skills will be assessed and ranked against the following selection criteria. Offers will be made to applicants with the highest total point scores.

Selection criteria - maximum 90 points

Academic achievement - maximum 60 points Work history - maximum 20 points

Derived from the highest points from either:

• secondary education results; or

• completed AQF qualification.

An overview of the points used to calculate a score for academic achievement is provided in attachment A.

Credit for total hours worked at 0.003 points per hour:

• employment

• work experience

• community services/volunteer work

For further information: www.fulltimecourses.tafe.wa.edu.au

The Career Centre 166 Murray Street (second floor above Woolworths) Perth City 9224 6500 Email: [email protected] www.trainingwa.wa.gov.au/careercentre

http://www.fulltimecourses.tafe.wa.edu.au

http://www.tafecoursewa.com.au

http://www.trainingwa.wa.gov.au/careercentre


Minimum Entry Requirement The minimum entry requirement is the minimum level of educational achievement necessary to apply for a place at a university. Achieving the minimum entry requirement does not guarantee entry to a particular course or that an applicant is competitive enough to be selected for a place at the university. Entry to courses is very competitive and some university courses have subject prerequisites. Completing a diploma may increase your chance of selection.

Advanced Standing and Credit Transfer Once you have gained admission into university you may be eligible for advanced standing or credit for your previous studies. In many cases, the universities have determined which TAFE qualification will earn you advanced standing or credit.

The following are current alternative entry pathways and are subject to change. They do however, serve as a guide for students.

Alternate Entry Pathways


Edith Cowan University (Alternative Entry Pathways)

Students without an ATAR or those with an ATAR below the minimum course entry requirement can apply directly online to ECU

• Can use portfolio entry plus an interview in place of or to supplement ATAR

• Must meet successful English assessment

• Straight into a degree if successful or if not then into ECU’s University Preparation Course.

NB: English competency can be demonstrated by students undertaking English ATAR, Literature ATAR and English as an Additional Language Dialect ATAR and achieves: a scaled score of at least 50 or a letter grade of an A, B, or C in Year 12. Non ATAR students undertaking General English will be assessed on a case-by-case basis. These above also apply to WAAPA entry.

TAFE or Business College ECU accepts applications from students who have completed Certificate IV or above at a TAFE, or an equivalent level at a business college, ECU has standing agreements with PIBT, Alexander, Martin, Beaufort and other colleges.

Murdoch University

Applicants with TAFE Qualifications Applicants who have recently completed a TAFE Certificate Level IV, Advanced Certificate, Diploma, or Advanced Diploma with good grades are eligible to be considered for admission and can apply for advanced standing.

Alternative Admission Pathways

• Entry Awards – guaranteed admission for selected students

• Media Portfolio Entry – to gain entry to certain media and arts courses

• On-Track Sprint – free four week course for near miss students with an ATAR 60.00 – 69.95 and 45+ in ATAR English. A STAT test must be sat to meet English Language Competency.

• On-Track – free 12 week program for students who have had a major disruption to their studies

• Murdoch University Preparation Course

• Indigenous Programs – Contact the Kulbardi Aboriginal Educational Centre


Curtin University

Applicants with TAFE Qualifications All TAFE Advanced Diploma, Associate Diploma, Diploma and Certificate IV awards as well as a number of Advanced Certificate awards, satisfy Curtin’s general matriculation requirement.

Curtin Enabling Programs

• Uniready Enabling Program is a free one semester (full time) program that can be undertaken only online. It allows students to achieve a minimum entry of a 70 ATAR, to be used for courses not requiring prerequisites such as business, humanities and several health sciences. Application is via TISC and requires a written submission. An equivalent program is offered for indigenous students and is called the Indigenous Tertiary Enabling Program.

• The Faculties of Engineering and Science offer a two semester enabling course in engineering and science for applicants who have had limited educational opportunity in areas of science and mathematics. Successful completion of the course satisfies the university’s matriculation requirements to a Bachelor’s degree in the Faculties of Engineering and Science.

StepUp to Curtin Entry Pathway If your ATAR is between 60.00 and 69.95 you can still apply to study at Curtin. You can be considered for courses that have no set prerequisites or for courses where you have met the prerequisites.

Portfolio entry is for selected Curtin courses, if you do not have the requirements for entry. Submitting a portfolio enables you to demonstrate evidence of your academic achievements, qualifications and ability.

The University of Notre Dame

Standard Entry – Admission requirements Admission is by direct application, comprising an application and supporting documentation, to the university. As a minimum requirement, students will have achieved their WACE, a scaled mark of at least 50 in stage 2 or 3 English or Literature and an ATAR of 70. Unsuccessful applicants may apply for the university’s alternative entry pathway, as a stepping stone to the course of their choice.

Foundation Year Program This is a one year tertiary preparation program for selected students striving to reach their academic potential. It is for students whose academic ability is not shown by their current results or who may have experienced educational disadvantage.


Tertiary Enabling Program This is a one semester preparation program which is open to students seeking higher education but who do not currently meet admissions criteria. This program runs twice a year for 13 weeks.

University of Western Australia

Applicants with TAFE Qualifications Applicants with TAFE qualifications are considered for entry to all courses. Those with Associate Diploma awards may be eligible for credit in some courses but all applicants should note that prerequisite courses may not have been covered in their TAFE courses. If in doubt on these points, applicants with TAFE qualifications are advised to make an appointment with the sub-dean of the relevant faculty to discuss their application.

Alternative Admission Pathways UWay allows students whose academic achievement has been adversely affected by certain disadvantages to be considered for admission.

CountryWay allows students from rural high schools whose rank falls between 76.00 and 80.00 to be considered for a main round offer in selected courses.

Provisional Entry Scheme for indigenous students who have completed WACE but have not gained a sufficiently high ATAR to enter their preferred course or who have a strong employment history and/or a good educational background.


In view of the requirements for university or TAFE entrance, the following recommendations are made to help you:

• maximise your educational opportunities

• take advantage of what the school has to offer

• make sure you give yourself every chance to qualify for courses of your choice

• achieve the WA Certificate of Education

• allow for the fact that you may change your mind.

Students must take twelve course units or the equivalent in Year 11 (six different courses/VET Certificates).

• ATAR students must select at least 5 ATAR courses

• Non-ATAR students must select at least 1 option from the VET Certificates.

• Private Study is generally not an option in Year 11.

Try to plan a two-year program and choose your Year 11 and Year 12 courses at the same time. Decisions as to what courses you may wish to change between Year 11 and Year 12 will need to be made in about August of Year 11 when the grid is set. Some changes made after that time may fit the grid, but others will not.

Do not preclude courses just because they are not named as prerequisites for a particular course. Some of these can give you a high level of conceptual and analytical skills that are very useful in many areas of study.

Course Selection


ATAR Courses

Accounting and Finance

Biology

Chemistry

Dance

Drama

Economics

English

Geography

Human Biology

Japanese Second Language

Literature

Modern History

Mathematics Specialist

Mathematical Methods

Mathematical Applications

Media Production and Analysis

Music

Physical Education Studies

Physics

Politics & Law

Psychology

Visual Arts

General Courses

Ancient History

Children, Family and the Community (Childcare)

Dance

Drama

English

Integrated Science

Mathematics: Essential

Metalwork – Materials Design and Technology

Modern History

Music

Outdoor Education


Textiles – Materials Design and Technology

Visual Arts

Woodwork – Materials Design and Technology

Foundation Courses

Foundation English

Foundation Mathematics

Vet Certificates

Certificate III in Applied Languages: Japanese (22150VIC)Certificate III in Business (BSB30115)Certificate III in Hospitality (SIT30616)Certificate III in Information, Digital Media and Technology (ICT30118)Certificate II in Music Industry (CUA20615) Certificate III in Screen and Media (CUA31015)

Swan Trade Training CentreCertificate II in Building and Construction (52443WA)Certificate II in Engineering (MEM20105)Certificate II in Electrotechnology (UEE22011)

Endorsed Program

Workplace Learning

Year 11 SCSA Courses and Vet Certificates offered at Swan Christian College


Course Name Prerequisites

Accounting and Finance B Grade in HASS and/or a B Grade in Standard Mathematics

Biological Sciences B Grade in Standard Science or C Grade in Advanced Science

ChemistryB Grade in Advanced Science and a C Grade in Advanced Mathematics or an A grade in Standard Science with interview at HOLA discretion

DanceYear 9 or 10 Dance, or out of school equivalent, or by audition. Minimum C Grade in Year 10 English

DramaB Grade in Drama or by audition/interview and ATAR English requirement met

English C+ Grade in English and achieved OLNA

French B Grade in Year 10 French

Literature B Grade in English and Interview as per discretion of HOLA

Economics B Grade in Standard HASS or a C Grade in Advanced HASS

Geography B Grade in Standard HASS or a C Grade in Advanced HASS

Human Biological Science B Grade in Standard Science or C Grade in Advanced Science

Japanese Second Language B Grade in Year 10 Japanese

Modern HistoryB Grade in Standard HASS and ATAR English or a C Grade in Advanced HASS and ATAR English Requirement met

Mathematics Specialist A Grade in Advanced Mathematics

Mathematical Applications Completed Advanced Mathematics OR B Grade in Standard Mathematics

Mathematical Methods B Grade in Advanced Mathematics

Media Production & Analysis ATAR English requirement met

Prerequisites for Year 11 CoursesATAR Courses


Music Grade 4 Practical and Grade 3 Theory completed and enrolled in Music lessons. A Grade in Music and ATAR English requirement met.

Physical Education Studies B Grade in Standard Science or a C Grade in Advanced Science and a B Grade in any of PE/OED/SPAM or Applied Sport Science

Physics

B Grade in Advanced Science and a B Grade in Advanced Mathematics or an A Grade in Standard Science with Interview at Hola discretion. Maths Methods is a co-requisite for Physics. ( Students must select Methods as one of their courses).

Politics and Law B Grade in Standard HASS or a C Grade in Advanced HASS

PsychologyB Grade in Standard Science or a C Grade in Advanced Science and met ATAR English requirements

Visual Arts A Grade in Visual Art and ATAR English

General Courses


Ancient History

Children, Family and the Community (Childcare)

Dance Year 9 or 10 Dance, or out of school equivalent, or by audition

Drama

Metalwork

Woodwork

Essential English OLNA Category 3

Integrated Science

Mathematics: Essential OLNA Category 3

Modern History

Outdoor Education Progresses to Certificate II in Outdoor Recreation (SIS20210)

Physical Education Studies Positive Sports uniform record

Textiles


Swan Trade Training Centre


Electrotechnology Minimum C Grade in in English and Maths and OLNA Category 3 achieved.

Engineering (Metal Fabrication)Minimum C Grade in English and Maths or have completed OLNA Literacy and Numeracy Category 3

Building and ConstructionMinimum C Grade in English and Maths or have completed OLNA Literacy and Numeracy Category 3

VET Courses/Endorsed Programs


Certificate III in Applied Languages

Certificate III in Business

Certificate III in IT

Certificate III in HospitalityMinimum C Grade in English and Maths or have completed OLNA Literacy and Numeracy Category 3

Certificate III in Screen and Media

Workplace Learning

Foundation Courses


Foundation English OLNA Category 1 or 2

Foundation Mathematics OLNA Category 1 or 2

Modern History

Music Progresses to Certificate II in Music Industry (CUA20615)

Visual Arts


Year 11 Course Descriptions


Course Description The Accounting and Finance ATAR course aims to make students financially literate by creating an understanding of the systems and processes through which financial practices and decision making are carried out, as well as the ethical, social and environmental issues involved. It helps students to analyse and make informed decisions about finances.

Financial literacy gives individuals the ability to make sound financial judgements. In an age when many business practices and ethical standards are being questioned, awareness of the ways financial practices impact on their lives helps students take responsibility for their own financial commitments. It gives them the problem-solving skills to operate at many levels of financial decision making.

Through engagement with the course, students develop an understanding of the fundamentals on which accounting and financial management are based. Many students will find themselves self-employed and there is a high probability that they will have to engage in some form of accounting practices. Having an understanding of these practices enables them to analyse their own financial data and make informed decisions based on that analysis.

In a rapidly changing world, the impact of technology on financial and accounting practices has been vast. The use of computer systems for record keeping, and the communication of financial data are already vital, and will continue to shape future careers. Many of these careers have not yet evolved, but when they do, they will involve technology and financial practices at some level.

Unit 1 The focus for this unit is on double entry accounting for small businesses. Students apply their understanding of financial principles, systems and institutions to manage financial information and make decisions in a variety of small businesses. Students develop an understanding of the rationale for the use of particular conventions and principles and the consequences of disregarding them. Students record and process financial information using the double entry system and apply the principles of the Goods and Services Tax (GST). Students learn about the various forms of business organisations adopted by small business.

Unit 2 The focus for this unit is on accrual accounting. Students apply financial systems and principles to the operations of businesses and distinguish between cash and accrual methods of accounting. Students prepare and analyse financial reports for a variety of types of business organisations and become familiar with the main aspects of electronic processing of financial data. Students learn of the role and functions of the professional accounting and financial associations.

COURSE TYPE: ATAR | LIST: B

Accounting and Finance ATAR


Type of Assessment Weighting

Tests Students respond to stimuli, such as case studies, financial information and accounting scenarios. They calculate, record, report, analyse, interpret, problem solve and provide recommendations on financial and non-financial information.

Formats can include: written or oral response to scenarios, case studies, preparation of financial statements, recommendations, reports or any other form that demonstrate critical analysis and preparation of accounting and finance information.

Typically, tasks involve a combination of theory and practical questions. Practical questions should represent 60–65% of the mark for tests.

50%

Project Students scrutinise accounting and finance issues, analyse, critique and interpret given situations, examine references and sources, make conclusions, and present the results of their open-ended or directed tasks.

This can involve: researching accounting and finance data, investigating products/services within the accounting and finance area, responding to given scenarios. The project requires students to draw conclusions and make recommendations.

Formats can include: scaffolded questions, formal reports, written presentations or multimedia presentations, or a combination of these. Students can work individually or in a group.

10%

Examination Typically conducted at the end of each semester and/or unit. In preparation for Unit 3 and Unit 4, the examination should reflect the examination design brief included in the ATAR Year 12 syllabus for this course.

40%

Assessment Types and Weighting

ACCOUNTING AND FINANCE


Prerequisites B grade in Year 10 Standard HASS or B grade in Standard Maths

Career PathwaysAccounting and Finance would benefit in the following careers: Public Accounting• auditing/assurance services, tax, environmental accounting, forensic/investigative

accounting, international• accounting, personal financial planning

Corporate Accounting• financial management, financial reporting, internal auditing, cost accounting, tax

planning, budget analysis

Governmentauditing, financial reporting, financial management, budget analysis, research

Educationteaching, researching, consulting

Not for Profit sector / Non-Government Agenciesaccounting, internal audit, financial planning, budgeting, money handling, record keeping

Time off campus Nil

Enquiries Mr Jonathan Myers, Head of Humanities and Social Sciences


Course Description The study of Ancient History is the process of making meaning of the distant past in order to understand our present. It provides an opportunity for students to study people from cultures and communities that no longer exist, and to investigate how these communities responded to the problems and challenges of their time. Ancient History allows students to explore the ancient historical narrative and to seek out evidence for this. The Ancient History General course allows students to gain insights into their own society and its values through the study of societies and cultures of the more distant past. These societies vary in size from small city states to vast empires and, in significant cases, are the ancient foundations of modern political, legal, cultural and religious institutions. It helps students to understand why societies and peoples hold certain values, and why values and belief systems vary from one group to another.

Unit 1 – Ancient Civilisations and Cultures Classical Greece c. 490–c. 323 BC

In this unit, students investigate life in early civilisations, including the social, cultural, political, economic, religious and military structures, and the significant values, beliefs, and traditions that existed. They discover how the world and its people have changed, as well as the significant legacies that exist into the present. Students are able to trace the development of some of the distinctive features of contemporary societies, for example, social organisation, systems of law, governance and religion, through an examination of ancient civilisations.

Unit 2 – Power in the Ancient World Pericles, Athens 495–429 BC Alexander the Great, Macedonia 356–323 BC

In this unit, students learn that in ancient societies key individuals have acted as agents of change, interacting with groups and institutions, and using their power to shape their society. They investigate key individuals’ motives, the methods they used to achieve power, the ways they used their power, the responses of others to their use of power, and their impact and influence on society. Students also learn that individuals, groups, and institutions have a variety of types of power, and that power is not distributed evenly throughout the society.

COURSE TYPE: GENERAL | LIST: A

Ancient History



Historical Inquiry Students use the relevant historical skills to plan, conduct and communicate an inquiry related to the elective they are studying. The teacher devises the inquiry proposition.

The final presentation can be: a written report that includes timelines, flow diagrams, photographs, an analysis of sources used in the inquiry, a multimodal presentation that could include a poster, museum display, re-enactment, PowerPoint, video and/or website that can be presented individually or in a group.

Typically one historical inquiry is completed for each unit.

20%

Explanation A response in the form of: a short answer or a set of short answers, an extended answer which can be scaffolded or sectionalised essay questions, and can contain timelines, flow diagrams, an oral presentation which can include a debate, hypothetical, group presentation and/or re-enactments for one or more closed or open questions. An explanation can involve: responding to propositions or points of debate, interpretations, explanations and/or evaluations of historical evidence.

At least two explanation tasks should be administered under test conditions.

30%

Source analysis A number of sources are interpreted, analysed, synthesised, and/or evaluated. Questions typically require students to use evidence from the sources when commenting on: origin, purpose and context, reliability, usefulness and contestability of the evidence, perspective, and relevance to the context. The teacher can select the sources and provide the questions, or a student (or group of students) can select a range of sources to respond to questions provided by the teacher. Sources can include:

Ancient Materials• Written sources (such as: extracts from historical narratives, biographies, constitutional

treatises, drama, poetry, contracts, treaties, speeches, letters)• Archaeological sources (such as: photographs of inscriptions, coins, statues, ostraca,

wall paintings, artefacts, buildings, human remains)

Maps and DiagramsModern materials, written sources (such as: extracts from historical narratives, biographies, historiographical texts)

Reconstructions• Maps and diagrams• At least two source analysis tasks should be administered under test conditions.

30%

TestCan be conducted during the unit or at the end of each semester and/or unit. Typically, a combination of closed and open questions that are elective specific.

20%



Prerequisites Nil

Career PathwaysStudy of Ancient History would be useful in the following careers: heritage manager, historic buildings inspector/conservation officer, museum education officer, museum/gallery curator, museum/gallery exhibitions officer, secondary school teacher, academic librarian, archaeologist, archivist, broadcast journalist, civil service administrator, editorial assistant, information officer, politician’s assistant, solicitor

Time off campus Nil



Course Description Biology is the study of the fascinating diversity of life and as it interacts and functions. Investigation of biological systems and their interactions, from cellular processes to ecosystem dynamics, has led to biological knowledge and understanding that enable us to explore and explain everyday observations, find solutions to biological issues, and understand the processes of biological continuity and change over time.

Living systems are all interconnected and interact at a variety of spatial and temporal scales, from the molecular level to the ecosystem level. Investigation of living systems involves classification of key components within the system, and analysis of how those components interact, particularly with regard to the movement of matter and the transfer and transformation of energy within and between systems. Analysis of the ways living systems change over time involves understanding of the factors that impact on the system, and investigation of system mechanisms to respond to internal and external changes and ensure continuity of the system. The theory of evolution by natural selection is critical to explaining these patterns and processes in biology, and underpins the study of all living systems.

Australian, regional and global communities rely on the biological sciences to understand, address and successfully manage environmental, health and sustainability challenges facing society in the twenty-first century. These include the biosecurity and resilience of ecosystems, the health and well-being of organisms and their populations, and the sustainability of biological resources. Students use their understanding of the interconnectedness of biological systems when evaluating both the impact of human activity and the strategies proposed to address major biological challenges now and in the future in local, national and global contexts.

This course explores ways in which scientists work collaboratively and individually in a range of integrated fields to increase understanding of an ever-expanding body of biological knowledge. Students develop their investigative, analytical and communication skills through field, laboratory and research investigations of living systems and through critical evaluation of the development, ethics, applications and influences of contemporary biological knowledge in a range of contexts.

Unit 1 – Ecosystems and biodiversity In this unit, students analyse abiotic and biotic ecosystem components and their interactions, using classification systems for data collection, comparison and evaluation.

Unit 2 – From single cells to multicellular organisms In this unit, students investigate the interdependent components of the cell system and the multiple interacting systems in multicellular organisms.


Biological Sciences ATAR



Extended Response 10%

Inquiring, Investigation and Practical 30%

Test 20%

Examination 40%


Prerequisites B grade in Standard Science or C grade in Advanced Science

Career PathwaysStudying the Biology ATAR course provides students with a suite of skills and understandings that are valuable to a wide range of further study pathways and careers. Understanding of biological concepts, as well as general science knowledge and skills, is relevant to a range of careers, including those in medical, veterinary, food and marine sciences, agriculture, biotechnology, environmental rehabilitation, biosecurity, quarantine, conservation and ecotourism. This course will also provide a foundation for students to critically consider and to make informed decisions about contemporary biological issues in their everyday lives.

Time off campus Day excursions

Enquiries Mrs Lelly Dwyer, Head of Science


Course Description The modern business world requires employees who are highly proficient in information technology and also can apply a broad range of practical business expertise to a given situation. Motivated individuals who have these abilities and also show initiative, creativity and a professional attitude are highly sought after by employers the world over.

You may be considering embarking upon a career in Business, or you may use this qualification as a stepping stone to further studies. The Certificate III in Business is particularly valuable as completion of this course will provide depth and substance to your resume and be complimentary to any further study you do. In delivering and assessing this course students are preparing to work in industry with limited supervision. The program will prepare students to be assessed to industry standards in order for them to receive certification.

The Certificate III in Business is designed to provide you with the practical skills required to gain employment in a modern business organisation in a broad range of business and clerical occupations. This nationally accredited training qualification will provide you with the practical skills and knowledge to undertake a range of administrative tasks in an office environment, including customer service, computing, accounts and record keeping. You will learn skills to process manual or computerised accounts and process the payroll. You will also learn to produce business documents and create and use databases and spreadsheets.

The Certificate III in Business will equip you for employment in a small business, medium sized organisation or government department. Areas of employment include Accounts Receivable and Payable Clerk, Payroll Clerk, Computer Operator, Bookkeeper, Trainee Accountant, Word Processor and General Clerical Assistant, Customer Service Officer, Accounts Clerk or to gain administrative support positions. Employment opportunities are further enhanced with further study at either TAFE or university.

The course comprises a total of 12 Units of Competency and will be completed over two years. Course content will include occupational health and safety, production of business documents, customer service, promotions and electronic marketing, advanced features of computer applications such as Microsoft Office and organising personal work priorities and development.

AssessmentThere will be a range of assessment tasks that meet the learning needs of the students and also ensures coverage of all types of course outcomes and content. Students will be given multiple opportunities to display their competence of the requisite skills and concepts.

Students must be deemed competent in all units to achieve the full certificate. A Certificate of Attainment will be awarded for students who successfully complete some, but not all, units of the qualification. As an endorsed VET course, completion of this qualification also contributes towards achievement of your WACE.

COURSE TYPE: TAFE CERTIFICATE III (BSB30115)

Business (Certificate III)


There is a small additional cost of $75 per Certificate (paid once only for the entire two-year course). This will contribute towards covering the additional costs of the external Registered Training Organisation that is required to oversee the certification process.

Enquiries Mr Stephen Ford, Certificate III in Business Teacher


Course Description Chemistry is the study of materials and substances and the transformations they undergo through interactions and the transfer of energy. Chemists can use an understanding of chemical structures and processes to adapt, control and manipulate systems to meet particular economic, environmental and social needs. This includes addressing the global challenges of climate change and security of water, food and energy supplies, and designing processes to maximise the efficient use of Earth’s finite resources. Chemistry develops students’ understanding of the key chemical concepts and models of structure, bonding, and chemical change, including the role of chemical, electrical and thermal energy.

Students learn how models of structure and bonding enable chemists to predict properties and reactions and to adapt these for particular purposes. Students explore key concepts and models through active inquiry into phenomena and through contexts that exemplify the role of chemistry and chemists in society. Students design and conduct qualitative and quantitative investigations both individually and collaboratively. They investigate questions and hypotheses, manipulate variables, analyse data, evaluate claims, solve problems and develop and communicate evidence-based arguments and models. Thinking in chemistry involves using differing scales, including macro, micro and nano-scales, using specialised representations such as chemical symbols and equations, and being creative when designing new materials or models of chemical systems.

The study of chemistry provides a foundation for undertaking investigations in a wide range of scientific fields and often provides the unifying link across interdisciplinary studies. Some of the major challenges and opportunities facing Australia and the Asia-Pacific region at the beginning of the twenty-first century are inextricably associated with chemistry. Issues of sustainability on local, national and global levels are, and will continue to be, tackled by the application of chemical knowledge using a range of technologies. These include issues such as the supply of clean drinking water, efficient production and use of energy, management of mineral resources, increasing acidification of the oceans, and climate change.

Unit 1 – Chemical Fundamentals: Structure, Properties and Reactions In this unit, students use models of atomic structure and bonding to explain the macroscopic properties of materials. Students develop their understanding of the energy changes associated with chemical reactions and the use of chemical equations to calculate the masses of substances involved in chemical reactions.

Unit 2 – Molecular interactions and reactions In this unit, students continue to develop their understanding of bonding models and the relationship between structure, properties and reactions, including consideration of the factors that affect the rate of chemical reactions. Students investigate the unique properties of water and the properties of acids and bases, and use chemical equations to calculate the concentrations and volumes of solutions involved in chemical reactions.


Chemistry ATAR





Test 15%

Examination 50%


Prerequisites B Grade in Advanced Science and a C Grade in Advanced Mathematics or an A grade in Standard Science with interview at HOLA discretion

Career PathwaysAn understanding of chemistry is relevant to a range of careers, including those in forensic science, environmental science, engineering, medicine, dentistry, pharmacy and sports science. Additionally, chemistry knowledge is valuable in occupations that rely on an understanding of materials and their interactions, such as art, winemaking, agriculture and food technology. Some students will use this course as a foundation to pursue further studies in chemistry, and all students will become more informed citizens, able to use chemical knowledge to inform evidence-based decision making and engage critically with contemporary scientific issues.

Time off campus Nil

Enquiries Mrs Kelly Dwyer, Head of Science


Course DescriptionThe Children, Family and the Community course provides opportunities to develop in each student an understanding of the diversity of Australian Society and how individual, family and societal factors influence the development, health status and wellbeing of infants and children. Christian values are emphasised as the development of children in the cognitive, physical, social, emotional and spiritual domains are studied.

The course is designed to facilitate the achievement the following four outcomes:

• exploring human development

• applying the technology process to meet human needs

• applying self-management and interpersonal skills

• understanding of society and support systems.

In order for students to achieve these outcomes, the course presents information and provides practical experiences that are of value for future parenting and/or childcare roles. It also provides a valuable foundation for further courses at both TAFE and university level in fields relating to the care and education of infants and children.

Assessment The course includes a range of assessment tasks that cover all of the outcomes listed above and include the three types of assessment outlined i.e. investigation, production and response.

Prerequisites There are no formal prerequisites for this course, but students need to have a genuine interest in learning about the development of young children and interacting with them in the various practical components contained within the units of study.

Enquiries Mr Clive Smith, Head of Technologies, Media and Visual Arts


Children, Family and the Community


Course DescriptionDance is dynamic and powerful. It embodies our ideas, thoughts, emotions and values and provides a unique opportunity to develop physically, creatively, aesthetically, emotionally and intellectually. People have always danced, and dance continues to evolve as a form of expression, fulfilling a variety of functions in society. As an art form, dance encourages artistic creativity and the active use of the imagination. The study of dance acknowledges the interrelationship between practical and theoretical aspects – the making and performing of movement and the appreciation of its meaning. It allows students to make and present dance relevant to their lives.

The Dance ATAR course develops and presents ideas through a variety of genres, styles and forms, as it provides a unique way in which to express our cultural view and understanding of the world. Through critical decision making in individual and group work, movement is manipulated and refined to reflect the choreographer’s intent. Students use a wide range of creative processes, such as improvisation and the use of choreographic elements and devices and draw on their own physicality and the interpretation of existing work of others to make dance works.

Students experience an intrinsic sense of enjoyment and personal achievement through expressing and challenging themselves physically. As a physical art form, dance is able to offer an opportunity for them to achieve an elite level of movement skills. They gain an understanding of the physical competencies specific to dance, including experiential anatomy (movement specific alignment), strength, flexibility, coordination and rhythmic understanding, while learning to use the body as a medium for artistic expression. The study of dance draws on other disciplines, including yoga, martial arts and gymnastics. It is essential that students demonstrate safe dance practices and understand health issues that will enhance their general physical well-being and prolong their dance involvement.

Students reflect on, respond to, and evaluate how dance styles and forms are historically derived and culturally valued. They learn about the origins of dance and its importance as a form of expression and that it can represent a variety of political, cultural and historical motivations. This understanding informs their own dance-making and the dance works of others. They use appropriate terms and language to describe dance.

In performing dance, technical, design and expressive skills are incorporated and developed. The opportunity to present dance to an audience enables students to understand and undertake a wide range of production and design concepts, skills and roles. Dance may draw on other art forms such as music, art and electronic media to broaden students’ knowledge and interest in the Arts.

Through participation in the Dance ATAR course, students develop transferable skills essential to their future. These include communication skills, collaborative teamwork skills, negotiation and conflict resolution skills, problem-solving skills, as well as the ability to organise, analyse and evaluate. Participation may lead to opportunities for future study in dance or related arts fields.

COURSE TYPE: ATAR | LIST: A

Dance ATAR


Unit 1 - Popular culture Within the broad focus of popular culture, teachers select learning contexts that relate to the interests of their students and build upon the understandings that they have already acquired.

The exploration of dance in popular culture leads to a wider understanding of the diverse contexts and functions of dance in our society. Students understand and value the way dance is subject to different interpretations and appreciate that informed responses should take into account the varying contexts within which dance works are created.

Unit 2 - Australian Dance Within the broad focus of Australian dance, teachers select learning contexts that relate to the interests of their students and build upon the understandings that they have already acquired.

An understanding of the diverse range of functions and contexts of dance in Australia allows students to make relevant comparisons between their own dance and the dance of others. They analyse critically their own cultural beliefs and values in relation to traditional and contemporary dance forms and styles and develop deeper understandings of their own personal dance heritage. They understand that dance may give form to ideas and issues that concern the wider community.


Performance /production

• Exploring ideas, improvising, manipulating the elements of dance and using choreographic devices and structures to create original dance.

• Demonstrating competence in the use of technical dance skills, techniques/styles, interpreting choreographic intent and performance qualities in a range of performance contexts.

50%

Response

• Response to analysis and evaluation of own, others’ or professional dance works using a range of critical frameworks and primary and secondary sources.

• Research work in which students plan, conduct and communicate case studies.

• The focus of case studies can include dance works of companies and/or choreographers. Each should be explored in relation to a range of contextual factors (historical, cultural and social) and explore a range of primary and secondary sources. The findings can be communicated in any appropriate form, for example, written, oral or graphical, or various combinations of these.

30%

Assessment Types and Weightings


Written Examination

• Typically conducted at the end of each semester and/or unit. In preparation for Unit 3 and Unit 4, the written examination should reflect the examination design brief included in the Year 12 ATAR syllabus for this course

10%

Practical Examination• Typically conducted at the end of each semester and/

or unit. In preparation for Unit 3 and Unit 4, the practical (performance) examination should reflect the practical (performance) examination design brief included in the ATAR Year 12 syllabus for this course.

10%

Prerequisites Audition

Career Pathways The ATAR / General Dance course is an excellent stepping stone towards future employment and study opportunities in areas including to but not limited to: Physiotherapist, Occupational Therapist, Performance Psychologist, Theatre Manager, Arts Administrator, Photographer / Videographer, Arts Marketing, Costume / Clothing Designer, Dance Teacher, Personal Trainer, Choreographer, Lighting / Sound Technician, Set Designer, Arts Writer / Journalist / Critic.

EnquiriesMrs Beth Balla, Dance Teacher


Course DescriptionDance is dynamic and powerful. It embodies our ideas, thoughts, emotions and values and provides a unique opportunity to develop physically, creatively, aesthetically, emotionally and intellectually. People have always danced, and dance continues to evolve as a form of expression, fulfilling a variety of functions in society. As an art form, dance encourages artistic creativity and the active use of the imagination. The study of dance acknowledges the interrelationship between practical and theoretical aspects—the making and performing of movement and the appreciation of its meaning. It allows students to make and present dance relevant to their lives.

The Dance General course develops and presents ideas through a variety of genres, styles and forms, as it provides a unique way in which to express our cultural view and understanding of the world. Through critical decision-making in individual and group work, movement is manipulated and refined to reflect the choreographer’s intent. Students use a wide range of creative processes, such as improvisation and the use of choreographic elements and devices, and draw on their own physicality and the interpretation of existing work of others to make dance works.

Students experience an intrinsic sense of enjoyment and personal achievement through expressing and challenging themselves physically. As a physical art form, dance is able to offer an opportunity for them to achieve an elite level of movement skills. They gain an understanding of the physical competencies specific to dance, including experiential anatomy (movement specific alignment), strength, flexibility, coordination and rhythmic understanding, while learning to use the body as a medium for artistic expression. The study of dance draws on other disciplines, including yoga, martial arts and gymnastics. It is essential that students demonstrate safe dance practices and understand health issues that will enhance their general physical well-being and prolong their dance involvement.

Students reflect on, respond to, and evaluate how dance styles and forms are historically derived and culturally valued. They learn about the origins of dance and its importance as a form of expression and that it can represent a variety of political, cultural and historical motivations. This understanding informs their own dance-making and the dance works of others. They use appropriate terms and language to describe dance.

In performing dance, technical, design and expressive skills are incorporated and developed. The opportunity to present dance to an audience enables students to understand and undertake a wide range of production and design concepts, skills and roles. Dance may draw on other art forms, such as music, art and electronic media to broaden students’ knowledge and interest in the Arts. Through participation in the Dance General course, students develop transferable skills essential to their future. These include communication skills, collaborative teamwork skills, negotiation and conflict resolution skills, problem solving skills, as well as the ability to organise, analyse and evaluate. Participation may lead to opportunities for future study in dance or related arts fields.

Unit 1 – Exploring the Components of Dance Within the broad focus of exploring the components of dance, teachers select learning contexts that relate to the interests of their students and build upon the understandings that they have already acquired.

The elements of dance and processes of choreography are explored and students solve


Dance General



Performance/Production

• Exploring ideas, improvising, manipulating the elements of dance and using choreographic devices and structures to create original dance.

• Demonstrating competence in the use of technical dance skills, techniques/styles, interpreting choreographic intent and performance qualities in a range of performance contexts.

• A practical test is included in this assessment type.

70%

Response

• Response to, analysis and evaluation of own, others’ or professional dance works.

• A written test is included in this assessment type.

30%


Prerequisites

Dance in year 9 or 10 preferred but not essential

Career Pathways

The ATAR / General Dance course is an excellent stepping stone towards future employment and study opportunities in areas including to but not limited to: Physiotherapist, Occupational Therapist, Performance Psychologist, Theatre Manager, Arts Administrator, Photographer / Videographer, Arts Marketing, Costume / Clothing Designer, Dance Teacher, Personal Trainer, Choreographer, Lighting / Sound Technician, Set Designer, Arts Writer / Journalist / Critic.

Enquiries

Mrs Beth Balla, Dance Teacher

structured choreographic tasks to produce dance works for performance. They have first-hand experience of dance-making which actively engages them in exploration, improvisation, research, reflection and response. Technologies and design concepts are introduced to the planning stage of dance creation.

A broad introduction to dance genres enables students to place dance in its time and place and then begin to understand its functions within this context.

Unit 2 – Dance as Entertainment Within the broad focus of dance as entertainment, teachers select learning contexts that relate to the interests of students and build upon the understandings that they have already acquired.

Students explore the entertainment potential of dance and choreography. In practical lessons, they improve safe dance practices and their physical competencies while acquiring genre-specific technique. They explore and experiment with the elements of dance and processes of choreography to solve choreographic tasks for performance.

Students identify and select technologies and design concepts which enhance the entertainment value of the dance and place it in its social, historical and economic context.


Course DescriptionStudents will be engaged in the key activities of creation, performance and reflection. The Drama ATAR course focuses on aesthetic understanding and drama in practice as students integrate their knowledge and skills. They will use the elements and conventions of drama to develop and present ideas and explore personal and cultural issues.

Activities in the course includes production and design aspects involving sets, costumes, makeup, props, promotional materials, and sound and lighting. Increasingly, students use technologies such as digital sound and multimedia. They present drama to a range of audiences and work in different performance settings.

In this course, students engage in both Australian and world drama practice. They understand how drama has changed over time and will continue to change according to its cultural context. While some students intend to make a career in drama and related fields, they also participate in drama for enjoyment and satisfaction. They experience the pleasure that comes from developing personal skills, knowledge and understandings that can be transferred to a range of careers and situations. Students will be encouraged and equipped to critique texts from a Christian worldview and consider these texts from a Biblical stance, to enable them to reflect on the world’s secular nature of Drama.

Unit 1 - Representational, Realist Drama This unit focuses on representational, realistic drama forms and styles. Students explore techniques of characterisation through different approaches to text interpretation, particularly those based on the work of Stanislavski and other representational drama.

Unit 2 - Presentational, Non-Realist Drama This unit focuses on presentational, non-realist drama. Students explore techniques of role and/or character through different approaches to text interpretation, particularly those based on the work of Brecht and other presentational drama.


Drama ATAR


Performance /production 40%

Response 40%

Written Examination 10%

Practical Examination 10%



Prerequisites B Grade in Drama or by audition/interview and ATAR English requirement met

Career Pathways The study of the Drama ATAR Course can lead to further study and/or career in Drama, the performing arts and related fields.

Time off campus Nil

EnquiriesMr Andrew Matthews, Head of Performing Arts


Course DescriptionDrama is a vibrant and varied art form found in play, storytelling, street theatre, festivals, film, television, interactive games, performance art and theatres. It is one of the oldest art forms and part of our everyday life. Through drama, human experience is shared. Drama entertains, informs, communicates and challenges. Drama contributes to the development of an understanding of the physical, emotional, intellectual, aesthetic, social, moral and spiritual dimensions of human experience.

The Drama General course focuses on aesthetic understanding and drama in practice as students integrate their knowledge and skills presenting ideas and explore personal and cultural issues. They engage in drama processes, such as improvisation, play building, text interpretation, playwriting and dramaturgy which allow them to create original drama and interpret a range of texts written or devised by others.

Students work independently and collaboratively, learning time management skills, showing initiative and demonstrating leadership and interpersonal skills. The Drama General course requires them to develop and practise problem-solving skills through creative and analytical thinking processes. They develop their capacity to respond to, reflect on, and make informed judgements, using appropriate terminology and language to describe, analyse, interpret and evaluate drama

In this course, students engage in both Australian and world drama practice. They understand how drama has changed over time and will continue to change according to its cultural context. Through the Drama General course, they can understand the experience of other times, places and cultures in an accessible, meaningful and enjoyable way. Students will be encouraged and equipped to critique texts from a Christian worldview and consider these texts from a Biblical stance, to enable them to reflect on the world’s secular nature of Drama.

Unit 1 - Representational, Realist Drama This unit focuses on representational, realistic drama. Students explore techniques of characterisation through different approaches to text interpretation, particularly those based on the work of Stanislavski and others.

Unit 2 - Presentational, Non-Realist Drama This unit focuses on presentational, non-realist drama. Students explore techniques of role and/or character through different approaches to text interpretation, particularly those based on the work of Brecht and others.


Drama General


Prerequisites -

Career Pathways The study of the Drama General course can lead to further study and/or career in drama, the performing arts and related fields.

Time off campus Nil




Written Response 30%

Externally set task 15%



Course DescriptionEconomics investigates the choices which all people, groups and societies face as they confront the ongoing problem of satisfying their unlimited wants with limited resources. Economics aims to understand and analyse the allocation, utilisation and distribution of scarce resources that determine our wealth and wellbeing. Economics develops the knowledge, reasoning and interpretation skills that form an important component of understanding individual, business and government behaviour at the local, national and global levels.

The Economics ATAR course encompasses the key features which characterise an economist’s approach to a contemporary economic event or issue: the ability to simplify the essence of a problem, to collect economic information and data to assist analysis and reasoning, to think critically about the limits of analysis in a social context, and to draw inferences which assist decision-making, the development of public policy and improvement in economic wellbeing.

The Economics ATAR course develops reasoning, logical thinking and interpretation skills demanded by the world of work, business and government. These skills relate to a variety of qualifications in vocational, technical and university education contexts. The learning experiences available through studying this course explore the knowledge, values and opinions that surround the complex range of economic events and issues facing our community, such as unemployment, income distribution, business strategy and international relations.

Economic literacy developed through this course enables students to actively participate in economic and financial decision-making, which promotes individual and societal wealth and wellbeing.

Unit 1 - Microeconomics This unit explores the theory that markets are an efficient way to allocate scarce resources, using real world markets with an emphasis on the Australian economy. When the forces of demand and supply do not allocate and price resources in a way that society would regard as efficient, equitable or sustainable, market failure can occur. Students examine examples of market failure along with a range of government policy options that can be applied to achieve more desirable outcomes. Students are also introduced to the language of economics and the use of theories and models to explain and interpret economic events and issues.

Unit 2 - Macroeconomics This unit explores the government’s role in a modified market economy and Australia’s recent (the last ten years) and contemporary (the last three years) macroeconomic performance. The cyclical fluctuations in the level of economic activity result in changes in the levels of output, income, spending and employment in the economy, which, in turn, have implications for economic growth, inflation and unemployment. Students examine the role of government, through its spending and taxing powers, which can affect the allocation and price of resources, and the level of economic activity by targeting economic objectives.


Economics ATAR


Prerequisites B Grade in Standard HASS or a C Grade in Advanced HASS

Career Pathways Chartered accountant, chartered certified accountant, chartered public finance accountant, economist, financial risk analyst, investment analyst, statistician, actuary, local government officer, management consultant, quantity surveyor

Time off campus Nil

EnquiriesMr Jonathan Myers, Head of Humanities and Social Sciences


Performance /production• An answer of less than 150 words that can include discuss,

explain or analyse an economic concept, event or issue.• Formats can include: multiple-choice questions, calculations

and/or short answer questions that can require a definition, Description, explanation or application of economic concepts, theories and/or models. Typically, questions require students to interpret real or hypothetical economic data or information, such as graphs, tables, text or cartoons.

• Typically, tasks are a combination of these formats. • At least two data interpretation/short answer tasks should

be administered under test conditions.

30%

Extended Answer• The question can require a Description, discussion,

explanation and/or analysis of an economic concept, event or issue, and the application of economic theories and/or models. The question can include stimulus material.

• Formats can include: an essay, a sectionalised long answer, an investigation and/or a response to a scenario or a case study.

• At least two extended answer tasks should be administered under test conditions.

40%

Examination Typically conducted at the end of each semester and/or unit. In preparation for Unit 3 and Unit 4, the examination should reflect the examination design brief included in the ATAR Year 12 syllabus for this course.

30%



Course DescriptionThe English ATAR course focuses on developing students’ analytical, creative, and critical thinking and communication skills in all language modes. It encourages students to critically engage with texts from their contemporary world, with texts from the past and with texts from Australian and other cultures. Such engagement helps students develop a sense of themselves, their world and their place in it.

Through close study and wide reading, viewing and listening, students develop the ability to analyse and evaluate the purpose, stylistic qualities and conventions of texts and enjoy creating their own imaginative, interpretive, persuasive and analytical responses. The English ATAR course is designed to develop students’ facility with all types of texts and language modes and to foster an appreciation of the value of English for lifelong learning.

Students refine their skills across all language modes by engaging critically and creatively with texts. They learn to speak and write fluently in a range of contexts and to create a range of text forms. They hone their oral communication skills through discussion, debate and argument, in a range of formal and informal situations.

Unit 1 Students explore how meaning is communicated through the relationships between language, text, purpose, context and audience. This includes how language and texts are shaped by their purpose, the audiences for whom they are intended, and the contexts in which they are created and received. Through responding to and creating texts, students consider how language, structure and conventions operate in a variety of imaginative, interpretive and persuasive texts. Study in this unit focuses on the similarities and differences between texts and how visual elements combine with spoken and written elements to create meaning. Students develop an understanding of stylistic features and apply skills of analysis and creativity. They are able to respond to texts in a variety of ways, creating their own texts, and reflecting on their own learning.

Unit 2 Students analyse the representation of ideas, attitudes and voices in texts to consider how texts represent the world and human experience. Analysis of how language and structural choices shape perspectives in and for a range of contexts is central to this unit. By responding to and creating texts in different modes and media, students consider the interplay of imaginative, interpretive, persuasive and analytical elements in a range of texts and present their own analyses. Students critically examine the effect of stylistic choices and the ways in which these choices position audiences for particular purposes, revealing and/or shaping attitudes, values and perspectives. Through the creation of their own texts, students are encouraged to reflect on their language choices and consider why they have represented ideas in particular ways.


English ATAR


Prerequisites C+ Grade in English and achieved OLNA

Career Pathways The study of ATAR English is designed to prepare students for a broad range of careers as well as continued study at university. Students develop their skills in oral and written communication and learn to analyse issues critically - all skills that are helpful for careers in areas such as education, journalism, media, business, law and diplomacy, politics, travel and tourism.

Time off campus Nil

EnquiriesMr Dale Kelly, Head of English


Responding• Types of assessment will involve tasks in which students

comprehend, engage with, interpret, analyse, compare, contrast, reflect on, appreciate and evaluate a range of texts and text forms for a variety of purposes and audiences.

• Students can respond in a range of text forms including fiction and non-fiction, media texts, multimodal and digital texts.

35-40%%

Creating• Students create sustained imaginative, interpretive and

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

• Students can create a range of text forms including fiction and non-fiction, media texts, multimodal and digital texts.

35-40%%

Examination The examination assesses work covered in the unit(s) completed, using questions requiring responses to texts and the creation of texts. The examination is typically conducted at the end of the semester and/or unit and reflects the examination design brief for this syllabus. In preparation for Unit 3 and Unit 4, the examination should reflect the examination design brief included in the English ATAR Year 12 syllabus for this course.

20-30%%



Course DescriptionThe English Foundation course aims to develop students’ skills in reading, writing, viewing, speaking and listening in work, learning, community and everyday personal contexts. Such development involves an improvement in English literacy where literacy is defined broadly to include reading ability, verbal or spoken literacy, the literacy involved in writing, and visual literacy. Students undertaking this course will develop skills in the use of functional language conventions, including spelling, punctuation and grammar. Sound literacy skills are required for comprehending and producing texts, for communicating effectively in a learning or working environment, within a community or for self-reflection, and for establishing one’s sense of individual worth.

The English Foundation course evolves from an emphasis on the five modes mentioned above, which are grouped into three outcomes: Reading, Producing, and Speaking and listening.

Unit 1 The learning outcomes reflect the intent of the rationale and the aims and are, in turn, reflected in the content and the assessment types. This repetition is deliberate, to keep the focus on these aims/outcomes/skills and the need to immerse students in the learning experiences that will develop these skills. The intention is that students will become increasingly autonomous in acquiring the skills that ensure that the learning outcomes are met.

By the end of this unit, students will:

• develop skills in functional literacy, including appropriate spelling, punctuation and grammar.

• develop skills in reading (understanding, comprehending, interpreting, analysing) texts for work, learning, community and/or everyday personal contexts

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

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


COURSE TYPE: FOUNDATION | LIST: A

English Foundation


Prerequisites OLNA Category 1 or 2

Career Pathways Students develop their skills in oral and written communication, needed for all careers to some extent.

Time off campus Nil



ReadingReading, understanding, comprehending, interpreting and analysing texts

35%

WritingProducing, constructing, creating and writing texts 35%

Examination Speaking and listening skills

30%






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


Course DescriptionThe English General course focuses on consolidating and refining the skills and knowledge needed by students to become competent, confident and engaged users of English in everyday, community, social, further education, training and workplace contexts. The English General course is designed to provide students with the skills that will empower them to succeed in a wide range of post-secondary pathways.

The course develops students’ language, literacy and literary skills to enable them to communicate successfully both orally and in writing and to enjoy and value using language for both imaginative and practical purposes.

Students comprehend, analyse, interpret and evaluate the content, structure and style of a wide variety of oral, written, multimodal, digital and media texts. Students learn how the interaction of structure, language, audience and context helps to shape how the audience makes meaning. Both independently and collaboratively, they apply their knowledge to create analytical, imaginative, interpretive and persuasive texts in different modes and media.

Unit 1 focuses on students comprehending and responding to the ideas and information presented in texts. Students will :• employ a variety of strategies to assist comprehension

• read, view and listen to texts to connect, interpret and visualise ideas

• learn how to respond personally and logically to texts by questioning, using inferential reasoning and determining the importance of content and structure

• consider how organisational features of texts help the audience to understand the text

• learn to interact with others in a range of contexts, including everyday, community, social, further education, training and workplace contexts

• communicate ideas and information clearly and correctly in a range of contexts

• apply their understanding of language through the creation of texts for different purposes.

Unit 1 focuses on students comprehending and responding to the ideas and information presented in texts. Students will :• analyse text structures and language features and identify the ideas, arguments and

values expressed• consider the purposes and possible audiences of texts • examine the connections between purpose and structure and how a text’s meaning is

influenced by the context in which it is created and received • integrate relevant information and ideas from texts to develop their own interpretations• learn to interact effectively in a range of contexts• create texts using persuasive, visual and literary techniques to engage audiences in a

range of modes and media.


English General


Prerequisites Successful achievement of OLNA Category 3.


Time off campus Nil





• Students can respond in a range of text forms, including fiction and non-fiction, media texts, multimodal and digital texts.

40%-60%

Writing• Students create sustained imaginative, interpretive and


• Students can create a range of text forms, including fiction and non-fiction, media texts, multimodal and digital texts.

40%-60%



Course DescriptionFrench is a language that is spoken by more than 200 million people worldwide and is recognised as one of the most important second languages in the world alongside English and Spanish. Having knowledge of French not only opens employment opportunities within Australia, but also in over 40 countries overseas where French is spoken.

The fields of hospitality and tourism, export and marketing are obvious areas for using French studies and scientists may be surprised to realise how useful French is to their career paths. In mining and gas exploration vast projects are underway in Africa where many of the countries are French speaking. Also, organisations such as Médecins Sans Frontières (Doctors without Borders) need French-speaking medical and para-medical staff to provide relief in some of the world’s disaster areas. The French course-Cert III in Year 11 and 12 allows students to pursue further French studies at University or at TAFE. Students have the opportunity complete a Certificate III in Applied Languages while studying French in Year 11 and 12. A study of French will enhance vocational prospects, as it is a welcomed addition to any resume where a language helps someone to stand out from the crowd.

Course OutlineThe VET course is competency based and students will be assessed on the elements required in each unit. Students will need to demonstrate that they are competent against the standards that have been developed by industry for satisfactory performance in the workplace. Evidence will be collected throughout the unit in a variety of forms (both formal and informal) to decide whether a student is able to demonstrate the competencies to industry standards.

Unit Title VU20604 Conduct oral communication for social purposes in a language other than English.

Unit Title VU20605 Conduct workplace oral communication in a language other than English.

Unit Title VU20606 Read and write documents for social purposes in a language other than English.

Unit Title VU20607 Read and write workplace documents in a language other than English.

On completion of all units of competency, students’ work will be submitted to Central TAFE.Upon approval, Central TAFE will issue statements of attainment for each competency achieved.

COURSE TYPE: VOCATIONAL EDUCATION AND TRAINING

French (Certificate III in Applied Languages)


Prerequisites Students need to have studied French in Year 10 or be prepared to do extra study online to catch up with others.

Career Pathways Students develop their skills in oral and written communication with cultural appropriateness. These skills are helpful for careers in areas such as education, journalism, media, business, mining, international trade, diplomacy, travel and tourism.Upon completion, students are eligible to enrol in Certificate IV Applied Languages French at Central TAFE to further their communication skills in French.

Type of Assessment D/NYD

Oral communication• Interaction with others to exchange information, ideas, opinions

and/or experiences in spoken French.

• This can involve participating in an interview, a conversation and/or a discussion.

• Some tasks are administered under test conditions.

Practical (oral) Interview• Typically conducted at the end of each semester and reflecting

the required elements of the Units.

Response: Listening • Comprehension and interpretation of, and response in English

to, a range of French spoken texts, such as interviews, announcements, conversations and/or discussions.


Response: Viewing and reading • Comprehension and interpretation of, and response in English to,

a range of French print and audiovisual texts, such as emails, blog postings, films/television programs (excerpts), letters, reviews, articles, notes and/or messages.


Written Communication• Production of written texts to express information, ideas, opinions

and/or experiences in French.

• This can involve responding to a stimulus, such as an email, a blog posting, a letter, an image or an invitation, or writing a text, such as a journal/diary entry, an account, a letter, a review, a summary and/or an email.


Assessment Types


Time off campus Nil

EnquiriesMrs Mariel Howard, Languages Coordinator


Course DescriptionIn the senior years, the Geography ATAR course provides a structured, disciplinary framework to investigate and analyse a range of challenges and associated opportunities facing Australia and the global community. These challenges include rapid change in biophysical environments, the sustainability of places, dealing with environmental risks, and the consequences of international integration.

Unit 1 – Natural and Ecological Hazards Natural and ecological hazards represent potential sources of harm to human life, health, income and property, and may affect elements of the biophysical, managed and constructed elements of environments.

This unit focuses on understanding how these hazards and their associated risks are perceived and managed at local, regional and global levels. Risk management, in this particular context, refers to prevention, mitigation and preparedness. Prevention is concerned with the long-term aspects of hazards, and focuses on avoiding the risks associated with their reoccurrence. Mitigation is about reducing or eliminating the impact if the hazard does happen. Preparedness refers to actions carried out prior to the advance notice of a hazard to create and maintain the capacity of communities to respond to, and recover from, natural disasters. Preparedness starts at the local community level, but may branch out to national and international levels through measures such as planning, community education, information management, communications and warning systems.

Building on their existing geographical knowledge and understandings, students explore natural hazards, including atmospheric, hydrological and geomorphic hazards, for example, storms, cyclones, tornadoes, frosts, droughts, bushfires, flooding, earthquakes, volcanoes and landslides. They will also explore ecological hazards, for example, environmental diseases/pandemics (toxin-based respiratory ailments, infectious diseases, animal-transmitted diseases and water-borne diseases) and plant and animal invasions.

Students develop an understanding about using and applying geographical inquiry tools, such as spatial technologies, skills to model, assess and forecast risk, and to investigate the risks associated with natural and ecological hazards. The potential for fieldwork depends on the hazard selected, such as a visit to the town of Meckering to study earthquakes, or the impact of a specific cyclone, flood or bushfire on a town or region.

Unit 2 – Global Networks and Interconnections This unit focuses on the process of international integration (globalisation) and is based on the reality that we live in an increasingly interconnected world. It provides students with an understanding of the economic and cultural transformations taking place in the world today, the spatial outcomes of these processes, and their political and social consequences. This is a world in which advances in transport and telecommunications technologies have not only transformed global patterns of production and consumption but also facilitated the


Geography


Type of Assessment D/NYD

Geographical inquiry• Students plan and conduct investigations, process and

translate information, and communicate findings following ethical protocols and procedures.

• Both primary and secondary information sources are used.

• Formats can include: investigation, assignment, report and/or an oral or multimedia presentation.

20%

Fieldwork/practical skills• Fieldwork involves students actively engaged in collecting

primary data.

• Practical skills involve the collection and interpretation of data from a number of sources.

• Formats can include: excursions, map interpretation, and/or data analysis.

20%

Short and extended response• Questions can require students to respond to stimulus

material.

• Formats can include: multiple-choice questions, short responses, sectionalised extended responses, extended responses, and/or a combination of these.

• Typically these tasks are administered under test conditions.

30%

Assessment Types

diffusion of ideas and elements of cultures. The unit explains how these advances in transport and communication technology have lessened the friction of distance and have impacted at a range of local, national and global scales. Cultural groups that may have been isolated in the early twentieth century are now linked across an interconnected world in which there is a ‘shrinking’ of time and space. Of particular interest are the ways in which people adapt and respond to these changes.

Students have the opportunity to explore the ideas developed in the unit through an investigation of the changes taking place in the spatial distribution of the production and consumption of a selected commodity, good or service and the study of an example of cultural diffusion, adoption and adaptation. They also investigate the ways people embrace, adapt to, or resist the forces of international integration.

While the scale of the study in this unit begins with the global, locally based examples can be used to enhance students’ conceptual understanding. The scale of the study for both depth studies, unless specified, can range from local to global, as appropriate. Students develop an understanding about using and applying geographical inquiry methods, tools (such as spatial technologies), and skills to investigate the transformations taking place throughout the world.


Prerequisites B grade in Year 10 Standard HASS.

Career Pathways Studying Geography in Senior School would be of benefit to the following careers:

Science / Engineering remote sensing, surveying, meteorology, engineering, agricultural science forest science, geology, hydrology, volcanology, seismology, oceanography

Mathematics / Computing surveying, geographical information systems, remote sensing, cartography

Commerce advertising, business administration, eco-tourism, market research, public relations, retailing, transport, manufacturing, office management, real estate

Mining land development, industrial planning, property management, resource management energy planning

Environment forestry, conservationist, agriculture policy analyst, recreation management, wildlife management, environment monitoring, environment assessment, hazard assessment, land management, waste disposal management, energy planning

Planning / Design: urban planner, town planner, social planner, architect, landscape architecture, land development, cartography, surveying, transport planning, electoral planning, land use planning

Physical Geography: Hydrology, Volcanology, Seismology, Oceanography, Meteorology

Humanities: law, administration, government service, teaching, politics, diplomatic service, journalism, tourism, education, hospitality / travel, population planning, social work, social planning, emergency services, defence forces

Time off campus limited, except for fieldwork trip (no more than 2 days)


Examination• Typically conducted at the end of each semester and/or

unit. In preparation for Unit 3 and Unit 4, the examination should reflect the examination design brief included in the ATAR Year 12 syllabus for this course.

30%


Course DescriptionThis course is a Nationally Accredited Training Certificate that is recognised and accredited by both the Hospitality and Catering Industry and TAFE. Students will complete 16 Units of Competency.

This qualification provides the skills and knowledge for an individual to be competent in a range of kitchen functions and activities that require the application of a limited range of practical skills in a defined context. Work would be undertaken in various hospitality enterprises where food is prepared and served, including restaurants, hotels, catering operations, clubs, pubs, cafes, cafeterias and coffee shops. Individuals may work with some autonomy or in a team but usually under close supervision.

The qualification is suitable for an Australian apprenticeship pathway and for VET in Schools delivery. Students with this qualification are able to perform roles such as: preparing breakfast items, preparing a range of fast food items, preparing a range of non-alcoholic drinks, preparing sandwiches, appetisers and salads, preparing hot and cold desserts. Possible career opportunities include: breakfast cook, short order cook and fast food cook.

During this course students will develop industry related cooking techniques and skills on industry standard equipment. A variety of meals will be prepared and served and there will be opportunities for students to plan menus and cater for large scale functions. During practical tasks, commercial standards in preparation and practice will be upheld. Students are expected to show commitment to this course, to their group members and to class attendance. If too many practical lessons are missed, skills are not developed and group work is hindered.

AssessmentsThere will be a range of assessment tasks that meet the learning needs of the students and also ensures coverage of all types of course outcomes and content (eg. direct observation, bookwork, third party reports). Students will be given multiple opportunities to display their competence of the required skills and concepts. They must accumulate enough practical working hours in order to be deemed competent in all units of competency and achieve the full certificate. A certificate of Attainment will be awarded for students who successfully complete some, but not all, units of the qualification. As Curriculum Council endorsed VET course, completion of this qualification also contributes towards achievement of WACE.

There is a small additional cost of $75 per Certificate (paid once only for the entire year course). This will contribute towards covering the additional costs of the external Registered Training Organisation that is required to oversee the certificate process.

Prerequisites Minimum C Grade in English and Maths or have completed OLNA Literacy and Numeracy Category 3

EnquiriesMr Luke Norman, Head of Swan Trade Training Centre

COURSE TYPE: TAFE CERTIFICATE (SIT30616)

Hospitality (Certificate III)


Course DescriptionHuman Biology covers a wide range of ideas relating to the functioning human. Students learn about themselves, relating structure to function and how integrated regulation allows individuals to survive in a changing environment. They research new discoveries that are increasing our understanding of the causes of dysfunction, which can lead to new treatments and preventative measures. Reproduction is studied to understand the sources of variation that make each of us unique individuals. Through a combination of classical genetics, and advances in molecular genetics, dynamic new biotechnological processes have resulted. Population genetics is studied to highlight the longer term changes leading to natural selection and evolution of our species.

As a science, the subject matter of this course is founded on knowledge and understanding that has been gained through systematic inquiry and scientific research. However, this knowledge is far from complete and is being modified and expanded as new discoveries and advancements are made. Students develop their understanding of the cumulative and evolving nature of scientific knowledge and the ways in which such knowledge is obtained through scientific investigations. They learn to think critically, to evaluate evidence, to solve problems and to communicate understandings in scientific ways.

Unit 1 – The Functioning Human Body In this unit, students analyse how the structure and function of body systems, and the interrelationships between systems, support metabolism and body functioning.

Unit 2 – Reproduction And Inheritance In this unit, students study the reproductive systems of males and females, the mechanisms of transmission of genetic material from generation to generation, and the effects of the environment on gene expression.


Human Biological Science



Inquiry, Investigation and Practical 20%

Test 25%

Examination 40%



Prerequisites B grade in Standard Science or C grade in Advanced Science or C grade in Extension Science.

Career Pathways An understanding of human biology is valuable for a variety of career paths. The course content deals directly and indirectly with many different occupations in fields such as science education, medical and paramedical fields, food and hospitality, childcare, sport and social work. Appreciation of the range and scope of such professions broadens their horizons and enables them to make informed choices. This helps to prepare all students, regardless of their background or career aspirations, to take their place as responsible citizens in society

Time off campus Nil

EnquiriesMrs Kelly Dwyer, Head of Science


Course DescriptionThe current IT world requires employees who are highly proficient in the technological aspects of Information Technology and also can apply a broad range of practical troubleshooting expertise to a given situation. Motivated individuals who have these abilities and also show initiative, creativity and a professional attitude are highly sought after by employers the world over.

You may be considering embarking upon a career in IT, or maybe use this qualification as a stepping-stone to further studies. The Certificate III in IDM and T is particularly valuable even if you end up studying in a different field. Completion of this course will provide depth and substance to your resume and be complimentary to any further study you do. By completing the assessments and research projects for the course, students are preparing to work in industry with limited supervision and be assessed at industry standards in order to achieve certification.

Course Outcomes The Certificate III in IDM and T is designed to provide you with nationally accredited training in practical skills to be more qualified to seek employment in the IT industry in retail, repair, sales or network administration sectors.

It covers specific skills and detailed knowledge for the customer service, computer upgrade and repair, cost estimation, maintenance of accurate records, help desk functions and some basic network administration sectors. You will be able to apply these skills to problem solving IT issues and performing simulation scenarios in a “live” IT environment with machines on your own LAN. This qualification also equips you for employment in smalwl business, medium sized organisations or a government department, and these opportunities can be enhanced with further study at either TAFE or university in diploma or degree courses.

The course has 18 Units of Competency and will be completed over two years. Special arrangements maybe made for late entry in to the course for newly enrolled students or students transferring out of existing classes into this course but only after an interview with the Dean of Studies. Course content includes core units in hardware, applications software, systems software, customer service and web design. Other UOCs include occupational safety and health, production of user documents and basic network administration.

Assessment There will be a range of assessment tasks that cater for the learning needs of the students and also ensures coverage of all types of course outcomes and content. Students will be given multiple opportunities to display their competence in the requisite skills and concepts and to improve their course status as arranged with their instructor.

Students must be deemed competent in all components of every UOC to achieve the full certificate. A Certificate of Attainment will be awarded for students who successfully complete some, but not all, units of the qualification. As an endorsed VET course, completion of this qualification also contributes towards achievement of your WACE.

Enquiries Mr Luke Norman, Head of Trade Training Centre

COURSE TYPE: TAFE CERTIFICATE (ICT30118)

Information, Digital Media and Technology (Certificate III)


COURSE TYPE: GENERAL | LIST: B

Integrated Science

Course DescriptionScience is a dynamic, collaborative human activity that uses distinctive ways of valuing, thinking and working to understand natural phenomena. Science is based on people’s aspirations and motivations to follow their curiosity and wonder about the physical, biological and technological world. Scientific knowledge represents the constructions made by people endeavouring to explain their observations of the world around them. Scientific explanations are built in different ways as people pursue intuitive and imaginative ideas, respond in a rational way to hunches, guesses and chance events, challenge attitudes of the time, and generate a range of solutions to problems, building on existing scientific knowledge. As a result of these endeavours, people can use their scientific understandings with confidence in their daily lives. Because scientific explanations are open to scrutiny, scientific knowledge may be tentative and is continually refined in the light of new evidence.

The Integrated Science General course is a course grounded in the belief that science is, in essence, a practical activity. From this stems the view that conceptual understandings in science derive from a need to find solutions to real problems in the first instance. The inquiring scientist may then take these understandings and apply them in a new context, often quite removed from their original field. This course seeks to reflect this creative element of science as inquiry. It should involve students in research that develops a variety of skills, including the use of appropriate technology, an array of diverse methods of investigation, and a sense of the practical application of the domain. It emphasises formulating and testing hypotheses and the critical importance of evidence in forming conclusions. This course enables them to investigate science issues in the context of the world around them, and encourages student collaboration and cooperation with community members employed in scientific pursuits. It requires them to be creative, intellectually honest, to evaluate arguments with scepticism, and to conduct their investigations in ways that are ethical, fair and respectful of others.

Unit 1 The emphasis of this unit is on biological and Earth systems, focusing on the following topics:

• interrelationships between Earth systems

• structure and function of biological systems

• ecosystems and sustainability

• species continuity and change.

Unit 2 – Reproduction And Inheritance The emphasis of this unit is on physical and chemical systems, focusing on the following topics:

• atomic structure

• chemical reactions

• mixtures and solutions

• motion and forces

• energy.





Test 20%


Prerequisites Nil

Career Pathways The Integrated Science General course is inclusive and aims to be attractive to students with a wide variety of backgrounds, interests and career aspirations.

EnquiriesMr Kelly Dwyer, Head of Science


COURSE TYPE: TAFE CERTIFICATE (22150VIC) | LIST: A

Japanese: Certificate III in Applied Languages

Course DescriptionAustralia’s economic, cultural and education contact with Japan has assumed even greater importance over the last few years and thus the need for Australians who are equipped with appropriate language skills and inter-cultural awareness is paramount. The study of Japanese can help to broaden future career opportunities, expand the learner’s cultural horizons and contribute to peaceful negotiations with our close neighbours.

This course will continue on the foundation laid in Year 10 Japanese. Students are expected to be proficient in reading and writing Hiragana, Katakana and some basic Kanji as well as participate in oral communication such as short presentations, conversations and interviews in Japanese.

The VET aspect of this course is competency based and students will be assessed on the elements required in each unit. Students will need to demonstrate that they are competent against the standards which have been developed by industry for satisfactory performance in the workplace. Evidence will be collected throughout the unit in a variety of forms (both formal and informal) to decide whether a student is able to demonstrate the competencies to industry standards.

Unit Title CALOCS301:

Conduct oral communication for social purposes in a language other than English.

Unit Title CALOCW302:

Conduct workplace oral communication in a language other than English.

Unit Title CALRWS303:

Read and write documents for social purposes in a language other than English.

Unit Title CALRWW304:

Read and write workplace documents in a language other than English.

On completion of all units of competency, students’ work will be submit to North Metropolitan TAFE. Upon approval, NM TAFE will issue statements of attainment for each competency achieved.

Type of Assessment S/NYD


and/or experiences in spoken Japanese.





Practical (oral) Interview

• Typically conducted at the end of each semester and reflecting the required elements of the Units.

Response: Listening

• Comprehension and interpretation of, and response in English to, a range of Japanese spoken texts, such as interviews, announcements, conversations and/or discussions.


Response: Viewing and reading

• Comprehension and interpretation of, and response in English to, a range of Japanese print and audio-visual texts, such as emails, blog postings, films/television programs (excerpts), letters, reviews, articles, notes and/or messages.



and/or experiences in Japanese.

• This can involve responding to a stimulus, such as an email, a blog posting, a letter, an image or an invitation; or writing a text, such as a journal/diary entry, an account, a letter, a review, a summary and/or an email.


Prerequisites B grade in Year 10 Japanese

Technology requirementsNot essential, but preferred – class use includes internet searches, access to YouTube, word processing.

Career Pathways Students develop their skills in oral and written communication with cultural appropriateness. These skills are helpful for careers in areas such as education, journalism, media, business, mining, international trade, diplomacy, travel and tourism.

Upon completion, students are eligible to enrol in Certificate IV Applied Languages Japanese at Central TAFE to further their communication skills in Japanese.




Japanese Second Language ATAR

Course DescriptionThis course progresses from the Year 7–10 curriculum, and focuses on further developing a student’s knowledge and understanding of the culture and the language of Japanese-speaking communities. Students gain a broader and deeper understanding of the Japanese language and extend and refine their communication skills.

The Japanese: Second Language ATAR course can connect to the world of work, further study and travel. It also offers opportunities for students to participate in the many sister school and student exchange programs between Western Australia and Japan. The Japanese: Second Language ATAR course is designed to equip students with the skills needed to function in an increasingly globalised society, a culturally and linguistically diverse local community, and to provide the foundation for lifelong language learning.

This course is aimed at students for whom Japanese is a second, or subsequent, language. These students have not been exposed to, or interacted in the language outside of the language classroom. They have typically learnt everything they know about the Japanese language and culture, through classroom teaching in an Australian school, or similar environment, where English is the language of school instruction. Students have typically studied Japanese for 200–400 hours at the commencement of Year 11, and may have experienced some short stays or exchanges in a country where the language is a medium of communication.

Unit 1 This unit focuses on 日(にち)常(じょう)生(せい)活(かつ) (Daily life). Through the three topics: My life 私の生活(せいかつ) , Home life 学校と家での生活(せいかつ), and Daily life 生活(せいかつ)をくらべて, students further develop their communication skills in Japanese and gain a broader insight into the language and culture.

Unit 2 This unit focuses on ようこそ、私の国へ！ (Welcome to my country). Through the three topics: Welcoming a guest ようこそ！, Seasonal activities and celebrations しきとイベント, and Healthy lifestyles けんこう, students extend their communication skills in Japanese and gain a broader insight into the language and culture.atomic structure







20%

Response: Listening



15%


• Comprehension and interpretation of, and response in English to, a range of Japanese print and audiovisual texts, such as emails, blog postings, films/television programs (excerpts), letters, reviews, articles, notes and/or messages.


20%

Written communication

• Production of written texts to express information, ideas, opinions and/or experiences in Japanese.

• This can involve responding to a stimulus, such as an email, a blog posting, a letter, an image and/or an invitation, or writing a text, such as a journal/diary entry, an account, a letter, a review, a summary, and/or an email.


15%

Practical (oral) examination

• Typically conducted at the end of each semester and/or unit. In preparation for Unit 3 and Unit 4, the examination should reflect the examination design brief included in the ATAR Year 12 syllabus for this course.

5%

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

preparation for Unit 3 and Unit 4, the examination should reflect the examination design brief included in the ATAR Year 12 syllabus for this course.

25%



Prerequisites B grade in Year 10 Japanese


Career Pathways The study of ATAR Japanese is designed to prepare students for a broad range of careers as well as continued study at university. Students develop their skills in oral and written communication with cultural appropriateness. These skills are helpful for careers in areas such as education, journalism, media, business, mining, international trade, diplomacy, travel and tourism.

Time Off CampusNil




Literature ATAR

Course DescriptionThe Literature ATAR course focuses on the study of literary texts and developing students as independent, innovative and creative learners and thinkers who appreciate the aesthetic use of language, evaluate perspectives and evidence, and challenge ideas and interpretations. The Literature ATAR course explores how literary texts construct representations, shape perceptions of the world and enable us to enter other worlds of the imagination. In this course, students actively participate in the dialogue of literary analysis and the creation of imaginative and analytical texts in a range of modes, media and forms.

Students enjoy and respond creatively and critically to literary texts drawn from the past and present and from Australian and other cultures. They reflect on what these texts offer them as individuals, as members of Australian society and as world citizens.

Unit 1 Unit 1 develops students’ knowledge and understanding of different ways of reading and creating literary texts drawn from a widening range of historical, social, cultural and personal contexts. Students analyse the relationships between language, text, contexts, individual points of view and the reader’s response. This unit develops knowledge and understanding of different literary conventions and storytelling traditions and their relationships with audiences. A range of literary forms is considered: prose fiction, poetry and drama. The significance of ideas and the distinctive qualities of texts are analysed through detailed textual study. Through the creation of analytical responses, students frame consistent arguments that are substantiated by relevant evidence. In the creation of imaginative texts, students explore and experiment with aspects of style and form.

Unit 2 Unit 2 develops students’ knowledge and understanding of intertextuality, the ways literary texts connect with each other. Drawing on a range of language and literary experiences, students consider the relationships between texts, genres, authors, readers, audiences and contexts. The ideas, language and structure of different texts are compared and contrasted. Exploring connections between texts involves analysing their similarities and differences through an analysis of the ideas, language used and forms of texts. Students create analytical responses that are evidence-based and convincing. By experimenting with text structures and language features, students understand how their imaginative texts are informed by analytical responses.


Prerequisites B Grade in English and Interview as per discretion of HOLA

Career Pathways The study of literature is designed to prepare students for a broad range of careers as well as continued study at university. Students develop their skills in oral and written communication, gain an understanding of other societies and cultures, and learn to analyse issues critically - all skills that are helpful for careers in areas such as education, journalism, media, business, law and diplomacy, politics, travel and tourism.

Time of CampusOne day – Literature Festival



Extended Written ResponseThis can include analytical, discursive and reflective responses in a number of forms, for example, long essays, research assignments, feature articles or a collection of journal entries.

10% - 20%

Short Written ResponseThis can include analytical, discursive and reflective responses in a number of forms, for example, short essays, close readings, short responses to a series of questions or individual journal entries.

30% - 40%

Creative production of a literary textThis can include writing in the three genres of poetry, prose fiction and drama, for example, poems, short stories, scripts or the production of multimodal texts that make use of literary conventions.

10% - 20%

OralThis can include oral work in a number of forms, for example, speeches, tutorials, group discussions, panel discussions or performances such as role play or readers’ theatre.

10% - 20%

ExaminationTypically conducted at the end of each semester and/or unit. In preparation for Unit 3 and Unit 4, the examination should reflect the examination design brief included in the ATAR Year 12 syllabus for this course.

20% - 30%




Mathematics Applications ATAR

Course DescriptionMathematics Applications presents Mathematics as an organised body of useful knowledge and provides students with the skills and confidence necessary to apply this knowledge in many practical real-life situations. It provides students with useful applied mathematical tools and fosters an ability to solve problems and to carry out mathematical investigations. This is a more rigorous academic overall pathway than Mathematics Essentials.

Unit 1 The content includes the study of the use of formulae, percentages, simple and compound interest, other financial considerations, matrices, the theorem of Pythagoras, perimeter and area, surface area and volume and similarity.

Unit 2 The content includes the study of univariate data, summarizing data and describing distributions, measures of dispersion or spread, boxplots, histograms, the statistical investigation process, solving equations, using equations to solve problems, linear relationships, piecewise defined relationships, trigonometry for right and non-right triangles.


Responses 40%

Investigation 20%

Examinations 40%


Prerequisites Completed Advanced Mathematics OR B Grade in Standard Mathematics

Career Pathways The Mathematics Applications course gives students an excellent preparation for many TAFE courses and non-mathematical and non-scientific university studies.

Time off Campus Nil

EnquiriesMr David Hunter, Head of Mathematics



Mathematics Essentials

Course DescriptionMathematics Essentials is a general all-round revision and development of previously encountered mathematical concepts that particularly relate to real contexts for a range of workplace, personal, further learning and community settings. It presents a body of useful mathematical knowledge and provides students with the skills and understanding necessary to apply this knowledge. It is a non-ATAR course for students who may have sometimes struggled with but desire a mathematical course that does not require the completion of a ‘state’ examination.

Unit 1 This unit provides students with the mathematical skills and understanding to solve problems relating to calculations, the use of formulas to find an unknown quantity, applications of measurement and the use and interpretation of graphs. Possible contexts for this unit are earning and managing money and nutrition and health.

Unit 2 This unit provides students with the mathematical skills and understanding to solve problems related to representing and comparing data, percentages, rates and ratios, and time and motion. Possible contexts for this unit to achieve this goal are transport and independent living.


Responses 50%

Practical Applications 50%


Prerequisites Nil

Career Pathways The Mathematics Essentials course gives students a broad mathematical preparation for post-school options of employment and further training.

Time off Campus Nil




Mathematics Specialist ATAR

Course DescriptionThis course presents Mathematics as an organised body of knowledge that will provide students with the highest foundation for tertiary studies in Mathematics and related areas. Students will be given opportunities to appreciate the power of Mathematics to provide a systematic way of understanding and interpreting God’s creation in the world around them.

Mathematics Specialist extends the algebraic, geometric and trigonometric skills studied in previous years and introduces vector methods in the study of geometry, complex numbers, polar coordinates and functions.This course is studied in conjunction with Mathematics Methods.

Unit 1 The content includes the study of counting techniques, vectors including component form and proofs, geometric proofs, relative displacement and relative velocity and scalar products.

Unit 2 The content includes the study of trigonometric identities and equations, basic matrix algorithms and transformations, proofs and complex numbers.


Prerequisites A Grade in Advanced Mathematics

Career Pathways This course is essential and/or desirable for tertiary courses in Mathematics, Engineering, Aviation and Physical Science and is helpful as a prerequisite for courses involving strong mathematical analysis.

Time off Campus Nil



Responses 40%

Investigation 20%

Examinations 40%



Mathematics Methods ATAR

Course DescriptionMathematics Methods presents Mathematics as an organised body of useful knowledge and provides students with the skills and confidence necessary to apply this knowledge in practical situations. These demands are met by offering studies in a range of topics that have the potential for useful mathematical and scientific application and are within the capabilities of the more mathematically inclined students. As a Christian College, the course clearly reinforces complexity and design as an intricate part of God’s creation, which is often demonstrated throughout Mathematics.

Mathematics Methods provides an excellent insight into the fundamental applications of Mathematics in practically every area of Science, Commence and Industry. A large part of the course context is the use of Calculus and without Calculus, much of our present technology would not exist.

Please take into account, when looking at future career paths, that the Mathematics Methods course is a prerequisite for many tertiary courses involving further Mathematics. Mathematics Methods is a compulsory requirement if you choose to study Mathematics Specialist.

Unit 1 The content includes the study of trigonometry, radian measure, linear and quadratic functions and equations, polynomials, trigonometric and other functions, sets and probability.

Unit 2 The content includes the study of indices, exponential functions, sequences and series, rates of change and differentiation, applications of differentiation, anti-differentiation and rectilinear motion.



Responses 40%

Investigation 20%

Examinations 40%

Prerequisites B Grade in Advanced Mathematics

Career Pathways This course is essential for tertiary courses in Mathematics, Engineering, Aviation and Physical Science and is helpful as a prerequisite for courses involving strong mathematical analysis.


Time off Campus Nil


Mathematics ATAR Courses – TEA BonusCurtin University, Edith Cowan University, Murdoch University and The University of Western Australia have recently announced the introduction of a Tertiary Entrance Aggregate bonus to encourage students to undertake the more challenging Mathematics ATAR course options, Mathematics Methods and Mathematics Specialist.

The bonus will apply to the calculation of the Tertiary Entrance Aggregate (TEA) from 2017 onwards. 10% of the final scaled score/s in Mathematics Methods ATAR and Mathematics Specialist ATAR will be added to the TEA, from which the ATAR is derived. Bonuses from both courses may be counted and will apply even if the scaled scores from the courses are not one of the student’s best four scores.

Please note: The Bonus mark is applied to your TEA aggregate. This is quite different from your final ATAR score. If you only have one of the Math courses selected the net effect on your ATAR could typically be 2-3 points.

Mathematics ATAR Courses – Unacceptable Combination Rules Current rules on calculation of the Tertiary Entrance Aggregate state that no more than two Mathematics scaled scores can be used in the calculation of the ATAR. This will continue to apply for 2016 and 2017 school leavers (current Year 12 and Year 11 students).

However, for 2019 university admission (2018 school leavers), unacceptable combination rules will apply to Mathematics ATAR courses:

• Mathematics Applications ATAR and Mathematics Methods ATAR will become an unacceptable combination.

• Mathematics Applications ATAR and Mathematics Specialist ATAR will also become an unacceptable combination.

• Only one scaled score from the unacceptable combination can be used in the calculation of the ATAR.

Scores from Mathematics Methods ATAR and Mathematics Specialist ATAR may both be used in the calculation of the ATAR.



Metalwork - Materials Design and Technology

Course DescriptionThe Materials Design and Technology General course is a practical course. The course allows students to explore and use metals as a primary material, with the design and manufacture of products as the major focus. There is also the flexibility to incorporate additional materials from outside the designated contexts. This will enhance and complement the knowledge and skills developed within the course as many modern-day products are manufactured using a range of different material types. Students examine social and cultural values and the short-term and long-term impacts of the use and misuse of materials and associated technologies. Through this inquiry, experimentation and research, students develop their creativity and understanding of the society in which they live.

Working with materials, students develop a range of manipulation, processing, manufacturing and organisational skills. When designing with materials, they develop cognitive skills, such as solving problems, generating ideas, creative design strategies and communicating what they do. This makes them more technologically literate and, as consumers, enables them to make more informed decisions about the use and misuse of technology.

Unit Description Students develop an understanding of the elements and fundamentals of design and consider human factors involved in their projects. They develop creative thinking strategies and work on design projects within specified constraints. Students learn about the classification, structure and properties of a variety of appropriate materials.

Students learn about manufacturing and production skills and techniques. They develop the skills and techniques appropriate to the materials being used and gain practice in planning and managing processes through the production of design project. They learn about risk management and ongoing evaluation processes.


Prerequisites None essential, Year 10 Metals preferred

Career Pathways Metal fabrication, welder, sheet metal work, fitter and turner, trades assistant

Time of CampusOne day excursion to ECU Engineering Faculty and an industry leading Engineering company

EnquiriesMr Clive Smith, Head of Technologies, Media and Visual Arts


Design• Students apply a design process to develop a product or project.

• Students are assessed on how they:

• investigate products or projects

• devise, develop and modify design solutions throughout the technology process

• present their findings in written, oral or multimedia form.

• Types of evidence can include: images, observation checklists, evaluation tools (self or peer), journal, design proposal and project proposal, using a range of communication strategies.

25%

Production• Production

• Extended and manufacturing project(s) where students control, evaluate and manage processes.

• Students are assessed on their:

• understanding, confidence and competence when using skills in manufacturing processes and when managing production plans

• manufactured product in terms of quality and finish.

• Types of evidence can include: manufactured products, journal, observation checklists and evaluation tools (self or peer) and on-balance judgements.

60%

Response Students apply their knowledge and skills in responding to a series of stimuli or prompts in the following formats: examinations, essays, oral responses, ICT visual responses and product evaluation reports.

15%




Modern History

Course DescriptionThe Modern History General course provides students with an understanding of the driving forces behind present local and global issues. Investigating the past helps students to understand why and how groups and/or societies changed or resisted change.

The Modern History General course allows students to gain insights into their own society and its values. It helps them to understand why nations and people hold certain values, and why values and belief systems vary from one group to another. This knowledge is crucial to the development of active and informed citizens in any society. The study of history ensures that they gain essential knowledge of the past – its legacy and heritage.

Unit 1 - People, place and time Unit description: Nicholas II and the decline of Tsarism

This unit allows students to become aware of the broad sweep of history and our place within the historical narrative. Students become aware of the values, beliefs and traditions within a society, the continuity between different societies and different time periods, and the importance of individuals within a time period.

Unit 2 – Power and authority Unit description: Authoritarian state: Communist Russia/USSR 1917–1953

Students learn that societies consist of individuals and institutions that have various types of power and authority and that these interact with each other. Students learn how power and authority is distributed throughout a group or society, that individuals and groups seek to influence the structures of power and authority and the difficulties of using these structures in a just or equitable manner. In learning about the structures and institutions of societies, they make comparisons and judgements about other societies and their own society.


Historical inquiry

• Students use the relevant historical skills to plan, conduct and communicate an inquiry related to the elective they are studying. The inquiry proposition is devised by the teacher.

• The final presentation can be: a written report that includes timelines, flow diagrams, photographs; an analysis of sources used in the inquiry; a multimodal presentation that could include posters, museum displays, re-enactments, PowerPoints, video, websites and which can be presented individually or in a group.

• Typically one historical inquiry should be completed for each unit.

20-30%



Explanation

• A response in the form of: a short answer or a set of short answers; an extended answer which can be scaffolded or sectionalised essay questions, and can contain timelines, flow diagrams; oral presentations that can be in the form of a debate, hypothetical, group presentation and/or re-enactment for one or more closed or open questions.

• An explanation can involve: responding to propositions or points of debate; explanations or evaluations of historical evidence; and interpretations and/or representations.

• At least two explanation tasks should be administered under test conditions.

20-30%

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

synthesised. Questions typically use evidence from the sources when commenting on: message; origin, purpose and context; reliability, usefulness and contestability of the evidence; perspective; and relevance to the context.

• The teacher can select the sources and provide the questions, or a student, or group of students, can select a range of sources to respond to questions provided by the teacher.

• Source materials can include: photographs, cartoons, paintings, graphs, government papers, extracts from newspaper articles, letters, diaries.

• At least two source analysis tasks should be administered under test conditions.

20-30%

Test• Can be conducted at the end of each semester and/or unit.• Typically a combination of closed or open questions that are elective

specific.20-30%

Prerequisites -

Career Pathways The study of the Modern History course can be a valuable background to careers in law, political advocacy, public administration, international relations, foreign affairs, community development, teaching, journalism, human resource management, government and commerce

Time off Campus Nil




Modern History ATAR

Course DescriptionThe Modern History ATAR course enables students to study the forces that have shaped today’s world and provides them with a broader and deeper comprehension of the world in which they live. While the focus is on the 20th century, the course refers back to formative changes from the late 18th century onwards and encourages students to make connections with the changing world of the 21st century.Modern History enhances students’ curiosity and imagination and their appreciation of larger themes, individuals, movements, events and ideas that have shaped the contemporary world. The themes that run through the units include: local, national and global conflicts and their resolution, the rise of nationalism and its consequences, the decline of imperialism and the process of decolonisation, the continuing struggle for the recognition of human rights, the transformation of social and economic life, the regional shifts in power and the rise of Asia, and the changing nature and influence of ideologies.

The Modern History ATAR course begins with a study of key developments that have helped to define the modern world, with special attention given to important ideas and their consequences. This provides a context for a study of movements for change in the 20th century that have challenged the authority of the nation-state, the principal form of political organisation in the modern world. Students then investigate crises that confronted nation-states in the 20th century, the responses to these crises and the different paths nations have taken in the modern world. The course concludes with a study of the distinctive features of world order that have emerged since World War II and that are central to an understanding of the present.

Unit 1 - Understanding the modern world: The French Revolution (1774–1799) This unit examines developments of significance in the modern era, including the ideas that inspired them and their far-reaching consequences. Students examine one development or turning point that has helped to define the modern world. Students explore crucial changes, for example, the application of reason to human affairs, the transformation of production, capitalism and consumption, transport and communications, the challenge to social hierarchy and hereditary privilege, and the assertion of inalienable rights, and the new principles of government by consent. Through their studies, students explore the nature of the sources for the study of modern history and build their skills in historical method through inquiry. The key conceptual understandings covered in this unit are: what makes a historical development significant, the changing nature and usefulness of sources, the changing representations and interpretations of the past, and the historical legacy of these developments for the Western world and beyond.

Unit 2 – Movements for change in the 20th century: Nazism in Germany This unit examines significant movements for change in the 20th century that led to change in society, including people’s attitudes and circumstances. These movements draw on the major ideas described in Unit 1, have been connected with democratic political systems, and have been subject to political debate. Through a detailed examination of one major 20th century movement, students investigate the ways in which individuals, groups and institutions have challenged existing political structures, accepted social organisation, and prevailing economic


models, to transform societies. The key conceptual understandings covered in this unit are: the factors leading to the development of movements, the methods adopted to achieve effective change, the changing nature of these movements, and changing perspectives of the value of these movements and how their significance is interpreted.


Historical Inquiry• Students use the relevant historical skills to plan, conduct and

communicate an inquiry related to the elective they are studying. The inquiry proposition is devised by the teacher or the student.

• The final presentation can be: a written report, an analysis of the sources used in the inquiry, a debate, a hypothetical, an oral presentation and/or a multimodal presentation which can be presented individually or in a group.

• Typically, one historical inquiry is completed for each unit.

20%

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

sectionalised answer for one or more closed or open questions or for a topic. The question can require students to respond to propositions or points of debate, explanations or evaluations of historical evidence, and interpretations and/or representations.

• At least two explanation tasks must be administered under test conditions.

25%


synthesised. Questions typically require students to use evidence from the sources when commenting on: message, origin, purpose and context, reliability, usefulness and contestability of the evidence, perspective, and relevance to the context.

• The teacher can select the sources and provide the questions or a student (or group of students) can select a range of sources to respond to questions provided by the teacher.

• Source materials can include: photographs, cartoons, paintings, graphs, government papers, extracts from newspaper articles, letters, diaries, literary sources, and/or secondary sources.

• At least two source analysis tasks must be administered under test conditions.

25%


30%



Prerequisites B Grade in Standard HASS and ATAR English or a C Grade in Advanced HASS and ATAR English Requirement met

Career Pathways Study of Modern History would be useful in the following careers: heritage manager, historic buildings inspector/conservation officer, museum education officer, museum/gallery curator, museum/gallery exhibitions officer, secondary school teacher, academic librarian, archaeologist, archivist, broadcast journalist, civil service administrator, editorial assistant, information officer, politician’s assistant, solicitor

Time off Campus Nil



COURSE TYPE: TAFE CERTIFICATE (CUA31015)

Media (Certificate III)

Course DescriptionThe media is a major source of influence and as such, needs to be managed by responsible, community-minded people who understand its power and use it to a good end. Students who understand the language and processes implicit in multimedia publications are far better prepared to engage in a world that bombards us with messages, being galvanised against the negative influences and encouraged through a Christian world view to provide alternative thinking in the secular world. Media is rapidly emerging as an important and exciting dimension in the field of media and creative communications. Satisfying and diverse career opportunities are available to students who are confident in these cutting-edge technologies that are now used in many sectors of our society.

Course OutlineThe Certificate III in Media is a nationally accredited training qualification and will provide you with the practical skills and knowledge to manipulate graphic images, animations, sound, text and video into a multimedia program. You will learn skills in advanced computing applications, how to assist with the production of graphics and producing and updating basic web pages. This course offers a rich and varied program and a comprehensive range of industry approved professional skills that will enable a head start to those interested in a Diploma at TAFE. Successful completion of this qualification provides you with the opportunity to gain technical positions in the digital media industry. Employment opportunities are enhanced with further study at either TAFE or university. Alternatively, those students interested in undertaking Media Production and Analysis with a view to university entrance would find enormous benefit in doing this course in tandem, as transferable knowledge, skills and production time can be shared between courses.

AssessmentThe course comprises a total of 13 Units of Competency (UoC) and will be completed over two years. Students must be deemed competent in all units to achieve the full certificate. A Certificate of Attainment will be awarded for students who successfully complete some, but not all, units of the qualification. As a Curriculum Council endorsed VET course, completion of this qualification also contributes towards achievement of your WACE.

There is a small additional cost of $75 (paid once only for the entire two year course). This will contribute towards covering the additional costs of the external Registered Training Organisation that is required to oversee the certification process.




Media Production and Analysis ATAR

Course DescriptionThe Media Production and Analysis course provides students with an exciting and rewarding pathway to understanding the media. At Swan Christian College our course has a strong film and television production focus while also incorporating elements of sound design, photography and Internet technologies. Through hands-on learning and engaging investigation tasks, students become more informed both as viewers and producers. Media Production and Analysis fuses elements of media, technology and English to create a well-rounded course that will reward the ambitions of a range of participants.

The Media Production and Analysis ATAR course aims to prepare all students for a future in a digital and interconnected world by providing the skills, knowledge and understandings to tell their own stories and interpret others’ stories. The local and global media contexts are continuously interacting, making audiences global consumers of media products. Through the consumption of global media work, awareness of global issues creates a collective consciousness and sense of responsibility, giving rise to the notion of audiences also being global citizens.

At Swan Christian College, we believe Media plays an increasingly powerful role in our society, so it is important that we teach young people how to respond critically to the messages it presents. Through the course students gain a strong understanding of visual storytelling and have opportunity to create compelling media products that address important social issues. Courses that have been analysed in student work include: poverty (A Cambodian Story), homelessness (Struggle For Existence), and self-image (Priceless). Also, many humorous pieces of work have been produced including music videos, current affairs stories and mockumentaries.

Past students have gained many accolades from the outside community for screen production awards. These include winning best music video at the TAFE Media Review Awards (2008), and being awarded the prestigious WA Screen Awards for best student production in both 2007 and 2010. Every year from 2012 to 2015 the School Curriculum and Standards Authority has commended our student results for excellent achievement within the state of WA. Our student work has been showcased every year at Media Perspectives since the inception of the event. In 2015, one student achieved the top mark and a second student achieved the second highest mark in the Theory Exam.

Unit 1 - Popular Culture This focus involves identifying what is meant by ‘popular’ culture and considering the types of media, ideas and audiences from which popular culture evolves. Students analyse, view, listen to and interact with a range of popular media, develop their own ideas, learn production skills and apply their understandings and skills in creating their own productions.

There are many aspects of popular culture that can be used to provide students with interesting and relevant learning contexts, and an opportunity to explore how audiences consume popular media. Teachers select learning contexts that are familiar to students or


provide stimulation and new experiences. In contexts related to popular culture, students have the opportunity to explore a variety of popular media work, and learn how to interpret the meanings created by codes and conventions.

Students develop production and analytical skills and apply their understanding of media languages and audiences while learning about and working in specific production contexts.

Unit 2 – Journalism In this unit students will further their understanding of journalistic media. The breadth of this focus allows teachers to choose learning contexts that are of contemporary relevance and related to students’ interests.

In contexts related to journalism students analyse, view, listen to and interact with a range of journalistic genres and they undertake more extensive research into the representation and reporting of groups and issues within media work. They draw on knowledge when developing ideas for their own productions. Students extend their understanding of production practices and responsibilities. They become increasingly independent as they manipulate technologies and techniques to express their ideas in their productions.



Practical Production

50%

WrittenResponses (30%) Written Examination (20%)

50%

Prerequisites Due to the written components of the course students must be studying ATAR English in Year 11 and must meet the ATAR English requirement. Furthermore, students must progress to an English ATAR Course in Year 12 to maintain their enrolment in MPA ATAR Course Year 12. Students void their eligibility if they withdraw from the required English course. It is also beneficial (but not necessary) if students have participated in the Media Studies elective in Years 8, 9 and 10.


Career Pathways The Media and Production course aims to enable students to make connections to various fields of study and careers in film making and broadcasting including internet broadcasting. There are a variety of other media production careers, including camera operator, television production assistant, producing, directing, film/video editing, sound engineering, visual effects and careers in the education field. The course will assist in many areas of life including law, politics and business or an arts career.

Time off Campus Nil



COURSE TYPE: TAFE COURSE (CUA20615)

Music Industry (Certificate II)

Course DescriptionIn Certificate II, students will gain a foundational understanding of music theory and be exposed to song writing, music performance and music production, gaining valuable experience in each field.

Our music courses offer a pathway for students to develop their understanding of music theory, arranging and piano skills, as well as performance technique, skill and experience

Students will be stretched as an artist, which will open up new career possibilities for music composition and professional performance. You will also gain experience in music composition and recording, learning valuable music production skills and experience using the latest in music production technology, creating new career possibilities for music recording studio work. Unit 1: BSBWHS201 - Contribute to health and safety of self and others This unit describes the skills and knowledge required to work in a manner that is healthy and safe in relation to self and others and to respond to emergency incidents. It covers following work health and safety (WHS) and emergency procedures and instructions, implementing WHS requirements and participating in WHS consultative processes.

It applies to individuals who require a basic knowledge of WHS to carry out work in a defined context under direct supervision or with some individual responsibility, in a range of industry and workplace contexts. No licensing, legislative or certification requirements apply to this unit at the time of publication.

Unit 2: BSBWOR203 - Work effectively with othersThis unit describes the skills and knowledge required to work cooperatively with others and deal effectively with issues, problems and conflict. It applies to individuals who perform a range of routine tasks using a limited range of practical skills, and a fundamental knowledge of teamwork in a defined context under direct supervision or with limited individual responsibility. No licensing, legislative, regulatory or certification requirements apply to this unit at the time of publication.

Unit 3: CUAIND201 - Develop and apply creative arts industry knowledgeThis unit describes the skills and knowledge required to develop and apply basic creative arts industry knowledge to industry practices, including industry structures and operations, employment obligations and opportunities, the impact of new technology, and identification of industry laws and regulations. It applies to individuals who perform a range of mainly routine tasks under direct supervision and are required to apply basic creative arts industry knowledge. No licensing, legislative or certification requirements apply to this unit at the time of publication.

Unit 4: CUAMPF201 Play or sing simple musical piecesThis unit describes the skills and knowledge required to prepare for and perform a simple musical sequence or piece. It applies to individuals with some musical experience who perform in situations that allow them to extend elementary skills in singing or playing a specific musical instrument. No licensing, legislative or certification requirements apply to this unit at the time of publication.


Unit 5: CUAMPF203 - Develop ensemble skills for playing or singing musicThis unit describes the skills and knowledge required to extend elementary skill development in singing or playing a musical instrument, and to perform simple repertoire as part of an ensemble. It applies to individuals with some musical experience who perform in an ensemble. In this performance context an understanding of group dynamics is essential since members of the group need to develop a rapport with each other as they practise and play together. No licensing, legislative or certification requirements apply to this unit at the time of publication.

Unit 6: CUAMPF204 - Play or sing music from simple written notationInstrumentalists and vocalists apply the skills and knowledge outlined in this unit, which covers the different ways that music-reading skills are used in a performance context.More complex skills associated with reading and notating music are covered in:CUSMLT303A Notate music and CUSMPF410A Perform music from written notation.

Unit 7: CUASOU202 - Perform basic sound editingAssistant sound editors and production personnel in the community broadcasting sector apply the skills and knowledge described in this unit. They are responsible for preparing, organising and digitally editing relatively simple sound sequences or programs for radio, television, film and interactive media. They are expected to contribute to creative outcomes, including selection and acquisition of sound materials.

In a production house environment, they typically work under the supervision of a picture editor or senior sound editor, and are often involved in editing both sound and vision. Combined editing skills at a basic level are covered in: CUFPOS201A Perform basic vision and sound editing. More complex skills associated with editing sound, including dialogue, are covered in: CUSSOU403A Perform advanced sound editing.

Prerequisites The Music course is designed for students wishing to further extend their instrumental, vocal and theory knowledge. It is highly recommended, but not essential, that students have studied music in Years 9 and 10. Experience in playing an instrument including voice is a requirement. Students who are less experienced are welcome to enrol. It is recommended that students develop their instrumental skills through a private music tutor.

Career Pathways Studying music provides the basis for significant lifelong engagement and enjoyment, and fosters understanding and respect for all music and music practices across different times, places, cultures and contexts. It could lead to ministry opportunities and post-secondary training in the music industry, education and the performing arts.

Time off Campus Nil

EnquiriesMr William Vasiu, Music Teacher



Music General

Course DescriptionThe Music (General) course is structured to facilitate the growth of student’s God-given musical gifts and provide opportunities to explore aspects of the performing arts in a format that acknowledges the individuality of each student.

Students listen, perform, improvise, compose and analyse music, developing skills to confidently engage with a diverse array of musical experiences both independently and collaboratively. Through continuous sequential music learning, students develop music knowledge, skills and understanding to create, communicate and evaluate music ideas with increasing depth and complexity. Students are encouraged to reach their creative and expressive potential, communicating ideas with current and emerging technologies.

The Music (General) course encourages students to explore a range of musical experiences through different musical contexts. The course consists of a written component and a practical component, incorporating the following content areas: Aural and Theory, Composing and Arranging, Investigation and Analysis, and Performance. Students can choose to perform on voice or instrument, submit a composition portfolio or complete a production/practical project to fulfil the requirements of the practical component.

The written component includes aural and theory application covering all aspects of the elements of music, composition and arrangement, and investigation and analysis.

The practical component includes options that students can choose from: performance repertoire, composition portfolio or a combination of performance and composition portfolio. Unit 1 In this unit, students develop their skills, knowledge and understanding to listen to, compose, perform and analyse music. They develop aural and music literacy skills and learn how the elements of music can be applied when performing, composing and responding to music. Students learn about how music is created and performed, analysing musical works and exploring how social, cultural and historical factors shape music in the specific context selected for study.

Students develop skills, confidence and stylistic awareness to engage in music making as performers and audience members both individually and collaboratively. The suggested contexts could include Western Art Music, Jazz, Contemporary Music, Music Theatre, Music for Film and Television, World and Indigenous Music or Music Technology.



Performance Performance repertoire and activities (15%)

Other performance activities (25%)

40%


Prerequisites The Music course is designed for students wishing to further extend their instrumental, vocal and theory knowledge. It is highly recommended, but not essential, that students have studied music in Years 9 and 10. Experience in playing an instrument including voice is a requirement. Students who are less experienced are welcome to enrol. It is recommended that students develop their instrumental skills through a private music tutor.


Time off Campus Nil


WrittenAural and theory ( 20-25%)

Composing and arranging (15-20%)

Investigation and Analysis (15-20%)

60%



Music ATAR

Course DescriptionThe ATAR Music course is structured to facilitate the growth of student’s God-given musical gifts and provide opportunities to explore aspects of the performing arts in a format that acknowledges the individuality of each student.


The Music ATAR course encourages students to explore a range of musical experiences through a choice of different musical contexts and experiences. The course consists of a written component and a practical component, each worth 50%. It covers the following four content areas:

• aural and theory

• composition and arrangement

• cultural and historical analysis

• performance.

Written Component (50%)

For the written component of the course, the context of study is Contemporary Music. African American music and Pop are the two areas of study that we focus on in Year 11, and this includes eight designated works that are studied and analysed in preparation for assessments.

The written part of the course includes aural perception, music analysis, cultural and historical investigation, composition and theory.

Practical component (50%) For the practical component, students can choose to perform on voice or instrument in a choice of four contexts: Western Art Music, Jazz, Contemporary Music and Music Theatre and/or submit a composition portfolio to fulfil the requirements of the practical component.

Unit 1 Contemporary – African American Music

The area of study in this unit is African/American music. Students will explore the influences of African/American music, including social, cultural, technological, historical, political, image and promotional factors over different decades from the 1950s through to the present. They will study the musical characteristics of the chosen area of study including the influence of other earlier or contemporary styles on musical characteristics. The four designated works for African American Music are: The Supremes: Baby Love, James Brown: Cold Sweat, Amy Winehouse: Rehab, Tupac Shakur: Changes.


Unit 2 Contemporary – Pop Music

The area of study in this unit is Pop Music. Students will explore the influences of Pop music, including social, cultural, technological, historical, political, image and promotional factors over different decades from the 1950s through to the present. They will study the musical characteristics of the chosen area of study including influence of other earlier or contemporary styles on musical characteristics. The four designated works for Pop music are: The Beatles: I Saw Her Standing There, Elton John: Rocket Man, Madonna: Material Girl, Adele: Skyfall.




Performance examination (30%)

50%

WrittenWritten Aural (12%)

Theory and composition (written) (8%)

Cultural and historical analysis (written) (10%)

Written examination (20%)

50%

Prerequisites Grade 4 Practical and Grade 3 Theory completed and enrolled in Music lessons. A Grade in Music and ATAR English requirement met


Time off Campus Nil




Outdoor Education

Course DescriptionThrough interaction with the natural world, the Outdoor Education General course aims to develop an understanding of our relationships with the environment, others and ourselves. The ultimate goal of the course is to contribute towards a sustainable world.

The Outdoor Education General course is based on the experiential learning cycle. This cycle is made up of three stages: plan, do and review. Students plan for outdoor experiences, participate in these experiences and reflect on their involvement. The course lends itself to an integrated approach between practical experiences, the environment and conceptual understandings. Students develop self-awareness by engaging in a range of challenging outdoor activities. They enhance personal and group skills and build confidence, empathy and self-understanding. Working with others enables students to better understand group dynamics, and enhance their leadership qualities and decision-making abilities, while showing respect for self, others and the environment.

Students plan and participate in a range of outdoor activities and develop knowledge and skills for participating safely in these activities. They learn to assess risk, and identify and apply appropriate management strategies and emergency response procedures.

The course facilitates the development of a sense of place as a result of a greater understanding and appreciation of the local natural environment. It assists students to develop a relationship with nature and empowers them to work toward achieving an ecologically sustainable world. The opportunity to explore environmental management strategies related to activities in the outdoors is provided. Students learn skills that encourage them to minimise their impact on the environment and understand why this is so important.

The course will prepare students for career and employment pathways in areas such as outdoor leadership, environmental interpretation, environmental planning, facilities management, eco-tourism, military service, outdoor education, and many unforeseen areas evolving in the outdoor industry.

Unit 1 – Experiencing the Outdoors Students are encouraged to engage in outdoor adventure activities. An experiential approach is used to discover what being active in the environment is about. Students are introduced to outdoor adventure activities where they can develop and improve technical skills and apply appropriate practices to ensure safe participation. They understand basic planning and organisational requirements necessary for them to participate in safe, short duration excursions/expeditions in selected outdoor activities. They begin developing skills in roping and navigation. Students are introduced to personal skills and interpersonal skills, including self-awareness, communication and leadership. Features of natural environments and examples of local environmental management and ‘Leave No Trace’ principles are introduced.


Unit 2 – Facing Challenges in the Outdoors This unit offers the opportunity to engage in a range of outdoor activities that pose challenges and encourage students to step outside their comfort zone. Students consider planning and resource requirements related to extended excursions/short-duration expeditions. They are introduced to simple risk assessment models to assist decision making and apply safe practices to cope with challenging situations and environments. They develop time management and goal setting skills to work with others and explore strategies for building group relationships. They understand the main styles of leadership and how to use strategies to promote effective groups. Features of natural environments and components of the weather are introduced. Conservation, biodiversity and environmental management plans are also introduced.

EnquiriesMr Ben Allsop, Head of Health, Sport and PE


Investigation • Students plan and conduct research and communicate their findings.

• Evidence can include: expedition manuals or journals, diaries, essays, reports, stories, oral and/or video presentations.

25%

Performance 1: specific to outdoor adventure activity skills and strategies• Students develop and refine skills and strategies used in an outdoor

adventure activity.

• Evidence is collected over a period of time and can include: checklists/rubrics, direct observation and video.

30%

Performance 2: specific to expedition• Students apply skills and strategies while on expedition with a focus on

the mode of travel studied in the course. Evidence is collected through direct observation, or the use of video and/or photographs.

20%





Course DescriptionThe Physical Education Studies General course contributes to the development of the whole person. It promotes the physical, social and emotional growth of students. Throughout the course, emphasis is placed on understanding and improving performance in physical activities. The integration of theory and practice is central to studies in this course.

The Physical Education Studies General course focuses on the complex interrelationships between motor learning and psychological, biomechanical and physiological factors that influence individual and team performance. Students engage as performers, leaders, coaches, analysts and planners of physical activity. Physical activity serves both as a source of content and data and as a medium for learning. Learning in the Physical Education Studies General course cannot be separated from active participation in physical activities and involves students in closely integrated written, oral and physical learning experiences based upon the study of selected physical activities.

The course appeals to students with varying backgrounds, physical activity knowledge and dispositions. Students analyse the performance of themselves and others, apply theoretical principles and plan programs to enhance performance. Physical activity and sport are used to develop skills and performance, along with an understanding of physiological, anatomical, psychological, biomechanical and skill learning applications.

The course prepares students for a variety of postschool pathways, including immediate employment or tertiary studies. It provides students with an increasingly diverse range of employment opportunities in the sport, leisure and recreation industries, education, sport development, youth work and health and medical fields linked to physical activity and sport. The course also equips students to take on volunteer and leadership roles in community activities.

Unit 1 The focus of this unit is the development of students’ knowledge, understanding and application of anatomical, physiological and practical factors associated with performing in physical activities.

The unit will focus on developing physical skills and tactics. In Motor Learning and Coaching, students will analyse the Fitts and Posner model of the phases of learning, classification of motor skills, basic processes of coaching and/or teaching a skill. In Functional Anatomy, students will learn about the five major functions of bones, the four bone classifications, the major bones that assist with skeletal movement, anatomical planes and the basic structure and function of the respiratory system. In Biomechanics, students will understand the role of biomechanics and the phases of movement. In Exercise Physiology, students will analyse the components of health-related and performance related fitness, they will look at simple tests to measure fitness components as well as the characteristics of a warm-up and cool down. Lastly in Sport Psychology, students will understand the factors to consider when preparing mentally for physical activity as well as skills and strategies required for team building.


Unit 2 The focus of this unit is the impact of physical activity on the body’s anatomical and physiological systems. Students are introduced to these concepts that support them to improve their performance as team members and/or individuals.

Students will develop their physical skills and tactics by analysing the definitions of strategy and tactic, basic classifications of physical activity, identify and develop basic tactical concepts, identify and apply solutions to selected tactical problems. In Motor Learning and Coaching, students will extend their capabilities through observing skills using basic tools, schema and rubrics. Students will be able explain the relationship between components of performance related fitness and skill development in terms of balance, speed, strength and flexibility. They will also understand the basic elements of a training session. In Functional Anatomy, students will further knowledge by understanding the basic structure and function of the circulatory system, basic functions of the muscles, types of muscles, basic terminology used to describe types of movement, major skeletal muscles that assist with movement. In Biomechanics, students will understand the definitions of biomechanical principles relating to motion. In Exercise Physiology, students will investigate the immediate responses of the circulatory system and respiratory system to physical activity. They will also be able to define the features of the energy systems. Finally in Sport Psychology, students will investigate the role of mental skills in creating a mind set to improve performance.


Practical (performance) 50%

Investigation 25%

Response 25%


Prerequisites Good standing in prior Physical Education classes.

Career Pathways Provides students with an increasingly diverse range of employment opportunities in the sport, leisure and recreation industries, education, sport development, youth work and health and medical fields linked to physical activity and sport. The course also equips students to take on volunteer and leadership roles in community activities.

Time off Campus Nil




Physical Education Studies ATAR

Course DescriptionStudy of the Physical Education Studies ATAR course contributes to the development of the whole person. It promotes the physical, social and emotional growth of students. Throughout the course, emphasis is placed on understanding and improving performance in physical activities. The integration of theory and practice is central to studies in this course.

The Physical Education Studies ATAR course focuses on the complex interrelationships between motor learning and psychological, biomechanical and physiological factors that influence individual and team performance. Students engage as performers, leaders, coaches, analysts and planners of physical activity. Physical activity serves both as a source of content and data and as a medium for learning. Learning in the Physical Education Studies ATAR course cannot be separated from active participation in physical activities, and involves students in closely integrated written, oral and physical learning experiences, based upon the study of selected physical activities.

The course appeals to students with varying backgrounds, physical activity knowledge and dispositions. Students analyse the performance of themselves and others, apply theoretical principles and plan programs to enhance performance. Physical activity and sport are used to develop skills and performance along with an understanding of physiological, anatomical, psychological, biomechanical and skill learning applications.

The course prepares students for a variety of post-school pathways, including immediate employment or tertiary studies. It provides students with an increasingly diverse range of employment opportunities in the sport, leisure and recreation industries, education, sport development, youth work, and health and medical fields linked to physical activity and sport. The course also equips students to take on volunteer and leadership roles in community activities.

Unit 1 The focus of this unit is to explore anatomical and biomechanical concepts, the body’s responses to physical activity, and stress management processes, to improve the performance of themselves and others in physical activity.

Unit 2 The focus of this unit is to identify the relationship between skill, strategy and the body in order to improve the effectiveness and efficiency of performance.



Investigation 15%

Response 15%

Practical Performance 30%

Examination 40%


Prerequisites B Grade in Standard Science or a C Grade in Advanced Science and a B Grade in any of PE/OED/SPAM or Applied Sport Science

Career Pathways The study of the Physical Education Studies ATAR course can be a valuable background to careers in sports science, physiotherapy, nutrition, exercise physiology and rehabilitation, personal training, Physical Education teaching, occupational therapy, coaching and psychology.

Time off Campus Nil




Physics

Course DescriptionPhysics is concerned with the study of matter, energy and their interactions. From ancient times people have marvelled at the world that God has created for our enjoyment; at the sunsets and rainbows, waterfalls and birds in flight, lightning and auroras, to mention but a few. Physics is a subject that enables us to investigate and understand these phenomena. It allows us to be better stewards of our planet and therefore honour our Biblical mandate as the custodians of planet Earth.

Students investigate how the unifying concept of energy explains diverse phenomena and provides a powerful tool for analysing how systems interact throughout the universe on multiple scales. Students learn how more sophisticated theories, including quantum theory, the theory of relativity and the Standard Model, are needed to explain more complex phenomena, and how new observations can lead to models and theories being refined and developed.

Students learn how an understanding of physics is central to the identification of, and solutions to, some of the key issues facing an increasingly globalised society. They consider how physics contributes to diverse areas in contemporary life, such as engineering, renewable energy generation, communication, development of new materials, transport and vehicle safety, medical science, an understanding of climate change, and the exploration of the universe.

Studying senior secondary science provides students with a suite of skills and understandings that are valuable to a wide range of further study pathways and careers. Studying physics will enable students to become citizens who are better informed about the world around them and who have the critical skills to evaluate and make evidence-based decisions about current scientific issues. The Physics ATAR course will also provide a foundation in physics knowledge, understanding and skills for those students who wish to pursue tertiary study in science, engineering, medicine and technology.

The Year 11 syllabus is divided into two units, each of one semester duration, which are typically delivered as a pair. The notional time for each unit is 55 class contact hours.

Unit 1 – Thermal, nuclear and electrical physics Students investigate energy production by considering heating processes, radioactivity and nuclear reactions, and investigate energy transfer and transformation in electrical circuits.

Unit 2 – Linear motion and waves Students describe, explain and predict linear motion, and investigate the application of wave models to sound phenomena.



Science Inquiry 30%

Test 30%

Examination 40%


Prerequisites B Grade in Advanced Science and a B Grade in Advanced Mathematics or an A Grade in Standard Science with Interview at HOLA discretion. Maths Methods is a co-requisite for Physics. (Students must select Methods as one of their courses)

Career Pathways Successful completion of ATAR Physics Units 1 and 2, leads to ATAR Physics Units 3 and 4.

Time off Campus Nil




Politics and Law ATAR

Course DescriptionPolitics and law is a critical study of the processes of decision making concerning society’s collective future. The study of politics examines the structures and processes through which individuals and groups with different interests, beliefs and goals, deliberate and negotiate in order to make choices, respond to changing circumstances and enact laws. The study of law examines the system of laws governing the conduct of the people of a community, society or nation, in response to the need for regularity, consistency and justice based upon collective human experience.

A close relationship exists between politics and law. They relate through the judicial, executive and legislative arms of government; together they constitute how societies are governed. Laws generally embody social and political values that usually have a philosophical foundation.

The Politics and Law ATAR course aims to develop knowledge and understanding of the principles, structures, institutions, processes, and practices of political and legal systems, primarily in Australia and where appropriate, other systems and/or countries. The course challenges students to critically examine the effectiveness of political and legal systems using criteria, such as openness, responsiveness and accountability of those systems. The course provides for both a chronological and contemporary understanding of political and legal issues in society.

Unit 1 - Democracy and the rule of law This unit examines the principles of a liberal democracy; the legislative, executive and judicial structures and processes of Australia’s political and legal system; the functioning of a non-democratic system; and the processes of a non-common law system. Political and legal developments and contemporary issues (the last three years) are used to provide a framework for the unit.

Unit 2 - Representation and justice This unit examines the principles of fair elections; the electoral and voting systems in Australia since Federation, making reference to a recent (the last ten years) election in Australia; the electoral system of another country; an analysis of the civil and criminal law processes in Western Australia; and an analysis of a non-common law system.Political and legal developments and contemporary issues (the last three years) are used to provide a framework for the unit.



InvestigationStudents research a political or legal concept, event or issue. The investigation can be based on sources provided by the teacher, or require students to locate sources for research.

Source material can be drawn from newspapers, television or radio broadcasts, journal articles, texts, speeches, court judgements or statutes and can include information, such as reportage, analysis, opinion pieces, news, current affairs and documentary transcripts and/or programs, opinion polls, election results, legal decisions, Bills/Acts and/or letters.Typically the format of the final presentation is a written report.One investigation should be completed for each unit.

10%

Short answerTypically a series of closed or partially open questions that can require a definition, description, explanation, discussion and/or comparison. At least two short answer tasks should be completed under test conditions.

20%

EssayTypically require a response to a question, statement or proposition. The question can require description, discussion, examination, comparison, assessment, analysis and/or evaluation. At least two essay tasks should be completed under test conditions.

20%

Source analysisStudents respond to questions based on one or more sources. Source material can be drawn from newspapers, television or radio broadcasts, journal articles, texts, speeches, court judgements or statutes and can include information, such as reportage, analysis, opinion pieces, news, current affairs and documentary transcripts, opinion polls, election results, legal decisions and Bills/Acts and/or letters. Questions can require both short and longer written responses. At least two source analysis tasks should be completed under test conditions.

20%


30%



Prerequisites B Grade in Standard HASS or a C Grade in Advanced HASS

Career Pathways The study of the Politics and Law ATAR course can be a valuable background to careers in law, political advocacy, public administration, international relations, foreign affairs, community development, teaching, journalism, human resource management, government and commerce.

Time off Campus One Day Excursion to State Parliament and Supreme Court

EnquiriesMr Ian Harris, Politics and Law Teacher



Psychology ATAR

Course DescriptionIn the Psychology ATAR Course students will be introduced to psychological knowledge whichsupports an understanding of the way individuals function in groups. Students learn about majorpsychological models and theories, and the methods used to conduct scientific investigations inthe discipline of psychology. Students apply research methods and ethical principles as theyanalyse data to illustrate how empirical procedures are used to examine phenomena, such asmemory, attention, attitudes, personality and group behaviour. Acquiring this foundation ofscientific method and critical thinking is a valuable skill which students can apply throughout theirstudy, work and everyday lives.

Unit 1 This unit focuses on a number of concepts that enable students to gain an understanding of how and why people behave the way they do. Students learn about the human brain and explore the impact of external factors on behaviour, such as physical activity and psychoactive drugs. Cognitive processes, such as sensation and perception, and selective and divided attention are investigated. Students examine different types of relationships and the role of verbal and nonverbal communication in initiating, maintaining and regulating these. Students are introduced to ethics in psychological research and carry out investigations.

Unit 2 This unit focuses on developmental psychology. Students analyse twin and adoption studies to gain insight into the nature/nurture debate and look at the role of play in assisting development. Students explore what is meant by the term personality and examine historical perspectives used to explain personality. They also explore behaviour and causes of prejudice. Psychological research methods studied in Unit 1 are further developed.


InvestigationStudents plan and conduct a study to answer a research question that can include predicting, hypothesising, designing, controlling variables, gathering and organising data and interpreting and/or evaluating research findings.

Evidence can include: an experimental design brief, a formal investigation or laboratory report, research notes, journals, quantitative and/or qualitative analyses of data from observation checklists, and/or self or peer evaluation tools.

20%



Prerequisites B Grade in Standard Science or a C Grade in Advanced Science and met ATAR English requirements.

Career Pathways education, human resources, social sciences, sales, media and marketing and management


ResponseStudents apply knowledge and skills to analyse, interpret and evaluate data, and identify ethical issues.Evidence can include: reports, literature searches, tests, observations during the analysis process, evaluation forms and/or journals.

30%

Project

Students communicate psychological knowledge, skills and processes in familiar and unfamiliar contexts.

Evidence can include: observation checklists, evaluation forms, questionnaires, posters, observations during discussion, journals, video and/or audio recordings, group work, role plays and/or oral presentations.

20%

Examination

Typically conducted at the end of each semester and/or unit. In preparation for Unit 3 and Unit 4, the examination should reflect the examination design brief included in the ATAR Year 12 syllabus for this course.

30%




Course DescriptionThis is not a traditional sewing course but instead embraces a practical contemporary focus to meet the needs of students seeking to explore opportunities in textiles and fashion design. Students will develop their understanding of how design works within a textiles context and reflect on core design elements of fashion and textiles as a part of the course work. Students explore key design understandings, investigating a range of opportunities to use the design process in order to produce quality textile products. Students will be introduced to the fundamentals of design with a focus on principles and practices including the use of elements in design aesthetics, the influence of consumer markets on design and the consideration of the relationship between design, society and culture.

The awareness of historical design developments and current innovations in textile technology delivered through the course enables students to develop manipulative, organisational and manufacturing skills while building upon their current ability to create, problem-solve, analyse and communicate.

While undertaking this course students are encouraged to consider the design process as a reflection of God’s on going creative ability and the innovation God has demonstrated by investing in mankind the ability to design, produce and create.




Visual Arts General

Course DescriptionThe Visual Art course encourages students to express original ideas and feelings creatively through resolved artworks. Students are given a themed project brief each semester and work in a progressive and explorative manner to produce a highly resolved unique artwork.

Each project has flexibility for student modification and encourages individuals to focus on a preferred media in order to achieve a level of mastery in technique. Innovation is encouraged through a process of inquiry, exploration and experimentation. Students transform and shape ideas to develop resolved artworks. They engage in art making processes in traditional and new media areas which involve exploring, selecting and manipulating materials, techniques, processes, emerging technologies and responses to life. This course allows students to engage in traditional, modern and contemporary art forms and conventions, such as sculpture, painting, drawing, graphic design, printmaking, collage, ceramics, earth art, video art, installations, textiles, performance, photography, montage, multimedia, and time-based works and environments.

Students gain knowledge, understanding and an appreciation of art and culture, both in Australian and international contexts. They research artists and movements from the history of art, and use the elements and principles of design to assist in making informed evaluations of art. Students are encouraged to consider the meaning of artworks through a Christian perspective.

Unit 1 – Experiences Students base art making and interpretation on their lives and personal experiences, observations of the immediate environment, events and/or special occasions. The focus for this unit is experiences. Students develop artworks based on their lives and personal experiences, observations of the immediate environment, events and/or special occasions. They participate in selected art experiences aimed at developing a sense of observation.

Students discover ways to compile and record their experiences through a range of art activities and projects that promote a fundamental understanding of visual language. They use experiences to develop appreciation of the visual arts in their everyday lives.

Students acquire various skills using processes of experimentation and discovery. Imaginative picture making is primarily concerned with experiences of the self and of the immediate environment, including aspects of family life, social activities, communal occasions and other shared activities.

Unit 2 – Explorations The focus for this unit is explorations. Students explore ways to generate and develop ideas using a variety of stimulus materials and explorations from their local environment. They use a variety of inquiry approaches, techniques and processes when creating original artworks.



Production 70%

Analysis 15%

Investigation 15%


Prerequisites Nil

Career Pathways The Visual Arts General course aims to enable students to make connections to various fields of study in Visual Arts fulfilling careers in museums, galleries and industry, or art education and crafts related fields, or graphic design, illustration and photography and to more generally prepare them for creative thinking and problem-solving in future work and life. It aims to contribute to a sense of enjoyment, engagement and fulfilment in their everyday lives, as well as to promote an appreciation for the environment and ecological sustainability

Time off Campus Nil


When exploring ideas and approaches to art making, students investigate the work of other artists. They learn to identify stylistic features of art forms from different times and places and explore ways to manipulate art elements and principles to generate, develop and produce their own artwork.

In developing course matter for artworks, students explore ways to express personal beliefs, opinions and feelings. They manipulate a variety of media and materials in a range of art forms, recording and reflecting on their artistic achievements.



Visual Arts ATAR


Each project has flexibility for student modification and encourages individuals to focus on a preferred media in order to achieve a level of mastery in technique. The ATAR course provides opportunities for applied learning but there is a focus more on academic learning, suitable for students aspiring to university entry. Students gain knowledge, understanding and appreciation of art and culture, both in Australian and international contexts. They analyse and evaluate their own works and the works of others from a range of historical and cultural viewpoints, and develop an appreciation of the role of art in the community and their daily lives. Through their art experiences, they come to an understanding of broader questions about the values and attitudes held by individuals and societies and gain an awareness of the role that art plays in reflecting, challenging and shaping societal values. Students are encouraged to consider the meaning of artworks through a Christian perspective.

Unit 1 – Differences The focus for this unit is differences. Students may, for example, consider differences arising from cultural diversity, place, gender, class and historical period. Differences relating to art forms, media and conventions may also provide a stimulus for exploration and expression.

Students explore ways of collecting, compiling and recording information and documenting thinking and working practices. They explore approaches to drawing and develop awareness that each artist has his or her particular way of making marks to convey personal vision. Students examine how visual language and media choices contribute to the process of conveying function and meaning, and use a range of media and technologies to explore, create, and communicate ideas.

Students recognise that visual artwork is subject to different interpretations and appreciate that informed responses should take into account the varying contexts within which a work of art is created. They develop awareness of styles of representation, examining distinctly individualistic approaches of artists in different times and places.

Unit 2 – Identities The focus for this unit is identities. In working with this focus, students explore concepts or issues related to personal, social, cultural or gender identity. They become aware that self-expression distinguishes individuals as well as cultures. Students use a variety of stimulus materials and use a range of investigative approaches as starting points to create artwork. They develop a personal approach to the development of ideas and concepts, making informed choices about the materials, skills, techniques and processes used to resolve and present their artwork.

Students develop understandings of the personal and/or public functions of art in the expression of identity, for example, spiritual expression, psychological expression, therapy, ceremony and ritual, and the purposes of art, such as narrative – telling personal stories or



Production 50%

Analysis (Written) 15%

Investigation (Written) 15%

Examination (Written) 20%


Prerequisites As skills are extensively taught in Years 8, 9 and 10 as a foundational base for Year 11 Visual Arts, students studying Visual Art (ATAR course) in Year 11 need to have completed Year 10 Art achieving at least an A grade in all outcomes and must have met ATAR English requirement. Alternatively they must sit an art theory competency test (achieving a C grade minimum) and submit a folio of their artwork for consideration.

Career Pathways The Visual Arts ATAR course aims to enable students to make connections to various fields of study in Visual Arts fulfilling careers in museums, galleries and industry, or art education and crafts related fields, or graphic design, illustration and photography and to more generally prepare them for creative thinking and problem-solving in future work and life. It aims to contribute to a sense of enjoyment, engagement and fulfilment in their everyday lives, as well as to promote an appreciation for the environment and ecological sustainability.

Time off Campus Nil


exploring myths. They understand that art may give form to ideas and issues that concern the wider community.

Response to artwork stimulates insights, encourages deeper understandings, and challenges preconceived ideas. Students develop an awareness of how the visual arts may be both socially confirming and questioning, analyse their own cultural beliefs and values and develop deeper understandings of their own personal visual arts heritage.



Woodwork - Materials Design and Technology

Course DescriptionThe Materials Design and Technology General course is a practical course. The course allows students to explore and use wood as a primary material, with the design and manufacture of products as the major focus. There is also the flexibility to incorporate additional materials from outside the designated contexts. This will enhance and complement the knowledge and skills developed within the course as many modern-day products are manufactured using a range of different material types. Students examine social and cultural values and the short-term and long-term impacts of the use and misuse of materials and associated technologies. Through this inquiry, experimentation and research, students develop their creativity and understanding of the society in which they live.

Working with materials, students develop a range of manipulation, processing, manufacturing and organisational skills. When designing with materials, they develop cognitive skills, such as solving problems, generating ideas, creative design strategies and communicating what they do. This makes them more technologically literate and, as consumers, enables them to make more informed decisions about the use and misuse of technology

Unit Description Students develop an understanding of the elements and fundamentals of design and consider human factors involved in their projects. They develop creative thinking strategies and work on design projects within specified constraints. Students learn about the classification, structure and properties of a variety of appropriate materials.




Design Students apply a design process to develop a product or project. Students are assessed on how they:




Types of evidence can include: images, observation checklists, evaluation tools (self or peer), journal, design proposal and project proposal, using a range of communication strategies.

25%


Prerequisites None essential, Year 10 Wood preferred

Career Pathways Metal fabrication, welder, sheet metal work, fitter and turner, trades assistant

Time off Campus One day excursion to ECU Engineering Faculty and an industry leading Engineering company


ProductionExtended and manufacturing project(s) where students control, evaluate and manage processes. Students are assessed on their:



Types of evidence can include: manufactured products, journal, observation checklists and evaluation tools (self or peer) and on-balance judgements.

60%

Response• Students apply their knowledge and skills in responding to a series of

stimuli or prompts in the following formats: examinations, essays, oral responses, ICT visual responses and product evaluation reports.

15%


COURSE TYPE: ENDORSED PROGRAM

Workplace Learning

Course DescriptionWorkplace Learning is a Schools Curriculum and Standards Authority endorsed program. To complete this endorsed program, a student works in one or more real workplace/s to develop a set of transferable workplace skills. The student must record the number of hours completed and the tasks undertaken in the workplace in the Workplace Learning Logbook provided. The student must also provide evidence of his/her knowledge and understanding of the workplace skills by completing the Workplace Learning Skills Journal after each 55 hours completed in the workplace. Unit equivalence is allocated on a basis of 1 unit equivalent for each 55 hours completed in the workplace, to a maximum of 4 units. To enable all the teaching and learning to take place, there is a compulsory school class contact requirement.

Workplace Learning will be prepared with skills that will enable them to make decisions about work, learning and life. The course will greatly assist students applying for apprenticeships, TAFE or employment.

Time off Campus One day each week on the job training.

EnquiriesMr Gerhard May, Deputy Head of Senior School


Year 12 SCSA Courses and Vet Certificates offered At Swan Christian College

ATAR CoursesAccounting and FinanceBiologyChemistryDramaEconomicsEnglishGeographyHuman BiologyJapanese Second LanguageLiteratureMathematical ApplicationsMathematical MethodsMathematics SpecialistMedia Production and AnalysisModern HistoryMusicPhysical Education StudiesPhysicsPolitics and LawPsychologyVisual Arts

General CoursesAncient HistoryChildren, Family and the Community (Childcare)DramaEnglishIntegrated ScienceMathematics: EssentialMetalwork – Materials Design and TechnologyMusicOutdoor EducationPhysical Education StudiesTextiles – Materials Design and TechnologyVisual ArtsWoodwork – Materials Design and Technology

Foundation CoursesFoundation EnglishFoundation Mathematics

Vet CertificatesCertificate III in Applied Languages: Japanese (22150VIC)Certificate III in Business (BSB30115)Certificate III in Hospitality (SIT30616)Certificate III in Information, Digital Media and Technology (ICT30118)Certificate II in Outdoor Recreation (SIS20210)Certificate III in Screen and Media (CUA31015)

Swan Trade Training CentreCertificate II in Building and Construction (52443WA)Certificate II in Engineering (MEM20105)Certificate II in Electrotechnology (UEE22011)

Endorsed ProgramsWorkplace Learning


Year 12 Course Descriptions


Course DescriptionFinancial matters affect every member of our society. Interest rates, youth bankruptcy, easily available finance and high banking costs are daily issues. Everyone has to make numerous financial decisions on a personal or business level, many of them with far reaching consequences. The Accounting and Finance ATAR course aims to make students financially literate by creating an understanding of the systems and processes through which financial practices and decision making are carried out, as well as the ethical, social and environmental issues involved. It helps students to analyse and make informed decisions about their finances, both personal and business.

Financial literacy gives individuals the ability to make sound financial judgements, based on information analysis. In an age when many business practices and ethical standards are being questioned, awareness of the ways financial practices impact on their lives helps students take responsibility for their own financial commitments. It empowers them, giving them an understanding of the local, national and global influences on financial matters. It gives them the problem-solving skills to operate at many levels of financial decision making, from banking transactions to the management of personal investments and the financial planning and control of businesses.

Through engagement with the Accounting and Finance ATAR course, students develop an understanding of the fundamentals on which accounting and financial management are based. Many students will find themselves self-employed and there is a high probability that they will have to engage in some form of accounting practices. Having an understanding of these practices enables them to analyse their own financial data and make informed decisions based on that analysis.

In a rapidly changing world, the impact of technology on financial and accounting practices has been vast, as seen in the globalisation of markets. The use of computer systems for record keeping, monetary transfers, tax calculations and the communication of financial data is already vital, and will continue to shape future careers. Many of these careers have not yet evolved, but when they do, they will involve technology and financial practices at some level.

Unit 3 The focus for this unit is on internal management for business. Students prepare and interpret budgets and performance reports in relation to forecasting a business’s future. The unit distinguishes between internal and external reporting requirements. Decision-making processes using cost accounting techniques are a feature of the unit. The unit focuses on critical analysis of financial information. The unit also explores the importance of short and long term planning for business.


Accounting and Finance ATAR



Tests

• Students respond to stimuli, such as case studies, financial information and accounting scenarios. They calculate, record, report, analyse, interpret, problem solve and provide recommendations on financial and non-financial information.

• Formats can include: written or oral response to scenarios, case studies, preparation of financial statements, recommendations, reports or any other form that demonstrate critical analysis and preparation of accounting and finance information.

• Typically, tasks involve a combination of theory and practical questions. Practical questions should represent 60–65% of the mark for tests.

50%

Project

• Students scrutinise accounting and finance issues, analyse, critique and interpret given situations, examine references and sources, make conclusions and present the results of open-ended or directed tasks.

• This can involve: researching accounting and finance data, investigating products/services within the accounting and finance area, responding to given scenarios. The project requires students to draw conclusions and make recommendations.

• Formats can include: scaffolded questions, formal reports, written presentations or multimedia presentations, or a combination of these.

10%

Examination Typically conducted at the end of each semester and/or unit and reflecting the examination design brief for this syllabus.

40%


Unit 4 The focus for this unit is on Australian reporting entities and how they are regulated by the Corporations Act 2001. The Framework for the Preparation and Presentation of General Purpose Financial Reports (The Framework) and the Accounting Standards are used in the preparation of the financial statements for a reporting entity. The financing options of larger entities are identified and evaluated, particularly in relation to conformity with basic principles, including profitability and stability. The unit addresses corporate social disclosure issues and ethical behaviour within corporations.


Career PathwaysAccounting and Finance would benefit in the following careers: Public Accounting• auditing/assurance services, tax, environmental accounting, forensic/investigative

accounting, international accounting, personal financial planning.

Corporate Accounting• financial management, financial reporting, internal auditing, cost accounting, tax planning,

budget analysis.

Governmentauditing, financial reporting, financial management, budget analysis, research

Educationteaching, researching, consulting

Not for Profit sector / Non-Government Agenciesaccounting, internal audit, financial planning, budgeting, money handling, record keeping

Time off campus Nil



Course Description The study of Ancient History is the process of making meaning of the distant past in order to understand our present. It provides an opportunity for students to study people from cultures and communities that no longer exist, and to investigate how these communities responded to the problems and challenges of their time. Ancient History allows students to explore the ancient historical narrative and to seek out evidence for this.

The Ancient History General course allows students to gain insights into their own society and its values through the study of societies and cultures of the more distant past. These societies vary in size from small city-states to vast empires and, in significant cases, are the ancient foundations of modern political, legal, cultural and religious institutions. It helps students to understand why societies and peoples hold certain values, and why values and belief systems vary from one group to another.

Unit 3 – Societies and Change Rome, the Late Republic to the Lex Manilia c. 133–66 BC

In this unit, students examine the evolving nature of societies and the various forces for continuity and change that exist. They also learn that values, beliefs and traditions are linked to the identity of a society. Students learn that in any period of change there are those individuals and/or groups that support change, but others that oppose it, and that there are different interpretations of the resultant society.

Unit 4 – Confrontation and resolution Rome, from Pompey’s Eastern Command to the First Settlement of Augustus 66–27 BC.

In this unit, students learn that there are internal and external forces that result in confrontation and resolution within societies, and these have consequences for continuity and change. Students assess how power is used, how different groups and individuals respond, and whether there is the potential for greater confrontation or more effective resolution to conflict.


Ancient History



Historical Inquiry • Students use the relevant historical skills to plan, conduct and communicate an inquiry

related to the elective they are studying. The inquiry proposition is devised by the teacher.

• The final presentation can be: a written report that includes timelines, flow diagrams, photographs, an analysis of sources used in the inquiry, multimodal presentations that could include a poster, museum display, re-enactment, PowerPoint, video and/or website, that can be presented individually or in a group.

• Typically one historical inquiry is completed for each unit.

20%

Explanation

• A response in the form of: a short answer or set of short answers, an extended answer which can be scaffolded or sectionalised essay questions and can contain timelines, flow diagrams, an oral presentation which can include a debate, hypothetical, group presentation and/or re-enactment for one or more closed or open questions.

• An explanation can involve: responding to propositions or points of debate, interpretations, explanations and/or evaluations of historical evidence.

• At least two explanation tasks should be administered under test conditions.

25%

Source analysis A number of sources are interpreted, analysed, synthesised, and/or evaluated. Questions typically require students to use evidence from the sources when commenting on: origin, purpose and context, reliability, usefulness and contestability of the evidence, perspective, and relevance to the context. The teacher can select the sources and provide the questions, or a student (or group of students) can select a range of sources to respond to questions provided by the teacher. Sources can include:

Ancient Materials• Written sources (such as: extracts from historical narratives, biographies, constitutional

treatises, drama, poetry, contracts, treaties, speeches, letters)• Archaeological sources (such as: photographs of inscriptions, coins, statues, ostraca,

wall paintings, artefacts, buildings, human remains)

Modern Materials• written sources (such as: extracts from historical narratives, biographies, historiographical

texts), reconstructions

At least two source analysis tasks should be administered under test conditions.

25%

TestCan be conducted during the unit or at the end of each semester and/or unit. Typically a combination of closed and open questions that are elective specific.

15%

Externally Set TaskA written task or item or set of items of one hour duration developed by the School Curriculum and Standards Authority and administered by the College.

15%



Career PathwaysStudy of Ancient History would be useful in the following careers: heritage manager, historic buildings inspector/conservation officer, museum education officer, museum/gallery curator, museum/gallery exhibitions officer, secondary school teacher, academic librarian, archaeologist, archivist, broadcast journalist, civil service administrator, editorial assistant, Information officer, politician’s assistant, solicitor.

Time off campus Nil



Course Description Biology is the study of the fascinating diversity of life and as it interacts and functions. Investigation of biological systems and their interactions, from cellular processes to ecosystem dynamics, has led to biological knowledge and understanding that enable us to explore and explain everyday observations, find solutions to biological issues, and understand the processes of biological continuity and change over time.

Living systems are all interconnected and interact at a variety of spatial and temporal scales, from the molecular level to the ecosystem level. Investigation of living systems involves classification of key components within the system, and analysis of how those components interact, particularly with regard to the movement of matter and the transfer and transformation of energy within and between systems. Analysis of the ways living systems change over time involves understanding of the factors that impact on the system, and investigation of system mechanisms to respond to internal and external changes and ensure continuity of the system. The theory of evolution by natural selection is critical to explaining these patterns and processes in biology, and underpins the study of all living systems.

Australian, regional and global communities rely on the biological sciences to understand, address and successfully manage environmental, health and sustainability challenges facing society in the twenty first century. These include the biosecurity and resilience of ecosystems, the health and well being of organisms and their populations, and the sustainability of biological resources. Students use their understanding of the interconnectedness of biological systems when evaluating both the impact of human activity and the strategies proposed to address major biological challenges now and in the future in local, national and global contexts.

This course explores ways in which scientists work collaboratively and individually in a range of integrated fields to increase understanding of an ever expanding body of biological knowledge. Students develop their investigative, analytical and communication skills through field, laboratory and research investigations of living systems and through critical evaluation of the development, ethics, applications and influences of contemporary biological knowledge in a range of contexts.

Unit 3 – Continuity of Species In this unit, students investigate mechanisms of heredity and the ways in which inheritance patterns can be explained, modelled and predicted, they connect these patterns to population dynamics and apply the theory of evolution by natural selection in order to examine changes in populations.

Unit 4 – Surviving in a Changing Environment In this unit, students investigate system change and continuity in response to changing external conditions and pathogens, they investigate homeostasis and the transmission and impact of infectious disease, and they consider the factors that encourage or reduce the spread of infectious disease at the population level.


Biological Sciences ATAR





Test 20%

Examination 50%


Career PathwaysStudying the Biology ATAR course provides students with a suite of skills and understandings that are valuable to a wide range of further study pathways and careers. Understanding of biological concepts, as well as general science knowledge and skills, is relevant to a range of careers, including those in medical, veterinary, food and marine sciences, agriculture, biotechnology, environmental rehabilitation, biosecurity, quarantine, conservation and eco-tourism. This course will also provide a foundation for students to critically consider and to make informed decisions about contemporary biological issues in their everyday lives.

Time off campus Day excursions



Course Description Chemistry is the study of materials and substances and the transformations they undergo through interactions and the transfer of energy. Chemists can use an understanding of chemical structures and processes to adapt, control and manipulate systems to meet particular economic, environmental and social needs. This includes addressing the global challenges of climate change and security of water, food and energy supplies, and designing processes to maximise the efficient use of Earth’s finite resources. The Chemistry ATAR course develops students’ understanding of the key chemical concepts and models of structure, bonding, and chemical change, including the role of chemical, electrical and thermal energy. Students learn how models of structure and bonding enable chemists to predict properties and reactions and to adapt these for particular purposes.

Students explore key concepts and models through active inquiry into phenomena, and through contexts that exemplify the role of chemistry and chemists in society. Students design and conduct qualitative and quantitative investigations, both individually and collaboratively. They investigate questions and hypotheses, manipulate variables, analyse data, evaluate claims, solve problems and develop and communicate evidence-based arguments and models. Thinking in chemistry involves using differing scales, including macro, micro and nano-scales, using specialised representations, such as chemical symbols and equations, and being creative when designing new materials or models of chemical systems. The study of chemistry provides a foundation for undertaking investigations in a wide range of scientific fields, and often provides the unifying link across interdisciplinary studies.

Some of the major challenges and opportunities facing Australia and the Asia-Pacific region at the beginning of the twenty-first century are inextricably associated with chemistry. Issues of sustainability on local, national and global levels are, and will continue to be, tackled by the application of chemical knowledge using a range of technologies. These include issues such as the supply of clean drinking water, efficient production and use of energy, management of mineral resources, increasing acidification of the oceans, and climate change

Unit 3 – Equilibrium, acids and bases, and redox reactions In this unit, students investigate the concept of reversibility of reactions and the dynamic nature of equilibrium in chemical systems, contemporary models of acid-base behaviour that explain their properties and uses, and the principles of oxidation and reduction reactions, including the generation of electricity from electrochemical cells.

Unit 4 – Organic chemistry and chemical synthesis In this unit, students develop their understanding of the relationship between the structure, properties and chemical reactions of different organic functional groups. Students also investigate the process of chemical synthesis to form useful substances and products and the need to consider a range of factors in the design of these processes.


Chemistry ATAR





Test 20%

Examination 50%


Career PathwaysAn understanding of chemistry is relevant to a range of careers, including those in forensic science, environmental science, engineering, medicine, dentistry, pharmacy and sports science. Additionally, chemistry knowledge is valuable in occupations that rely on an understanding of materials and their interactions, such as art, winemaking, agriculture and food technology. Some students will use this course as a foundation to pursue further studies in chemistry, and all students will become more informed citizens, able to use chemical knowledge to inform evidence-based decision making and engage critically with contemporary scientific issues.

Time off campus Nil



Course DescriptionThe Children, Family and the Community General course focuses on factors that influence human development and the wellbeing of individuals, families and communities. Students develop an understanding of the social, cultural, environmental, economic, political and technological factors, which have an impact on the ability of individuals and families to develop skills and lead healthy lives. They recognise how promoting inclusion and diversity among individuals, families and groups in society contributes to the creation of safe, cohesive and sustainable communities.

Through the study of developmental theories, students develop an understanding of human growth and the domains of development. Students are introduced to the diverse nature and interdependence of societal groups. They develop an appreciation of how the creation of environments that promote optimal growth and development of individuals, families and communities affect and influence society as a whole. Students investigate access to, and availability of, support services and review laws and regulations that govern the provision of such support.

Students explore products, services or systems that address issues, opportunities or challenges to meet the needs of individuals, families and communities. Students consider alternative perspectives, policies and practices when working individually or collaboratively. They use a range of skills to make informed decisions and consider actions at personal, family and community levels. Students communicate and interact with children, families and community groups in practical ways. They demonstrate initiative when advocating for others about issues of inequity and injustice. Students understand that beliefs, values and ethics influence decisions made by individuals, families, and communities.

This course caters for students seeking career pathways in areas, such as education, nursing, community services, childcare and health.

Unit 3 – Building on relationshipsIn this unit, students investigate the principles of development and how these relate to the domains and theories of development. Students examine and evaluate the features of products, services and systems for individuals and families. They examine the diverse and dynamic nature of families in Australia. They recognise and acknowledge cultural diversity, and inequity and injustice issues. Students develop effective self-management and interpersonal skills to recognise and enhance personal relationships, enabling them to take active roles in society.

Unit 4 – My place in the community In this unit, students examine the effect on an individual’s development and wellbeing in a society characterised by rapid change. They explore contemporary Australian issues or trends relating to families and communities at the state and national level and are introduced to a range of advocacy types. Students examine developmental theories and their influence on cognitive development.Students use effective self-management and interpersonal skills when developing or assessing products, processes, services, systems or environments.


Children, Family and the Community



Investigation

• Directed research in which students plan, conduct and communicate an investigation.

• Students undertake research on children, family and community issues, applying strategies, tools, processes or systems. They use individual and collaborative investigative approaches, including observation, collecting and interpreting primary and secondary sources and undertaking practical activities.

• Evidence can include: observation checklists, evaluation tools (self or peer), journal, practical activities to gather information or test concepts, and/or multimedia presentations.

25%

Production

• A production project in which students explore ideas, design and produce a product, process, service, system or environment for individuals, families or communities.

• Students communicate and interact with individuals and groups in a practical way.

• Evidence can include: a journal or portfolio showing the exploration and development of ideas, designs and production of work, reflection on learning processes and evaluation and modification.

50%

Response

• Students make responses advocating on issues related to children, family and the community. Students apply their understandings and skills to respond to a series of stimuli or prompts, analyse, interpret, solve problems and answer questions in diagnostic, formative and summative tests.

• Oral and written evidence can include: situation analysis, practical activities that demonstrate findings, solutions, concepts and recommendations, observation records and checklists, response report, reflective journal and evaluation tools (self, peer or target group), and/or essays and extended responses.

10%

Externally set task A written task or item or set of items of one hour duration developed by the School Curriculum and Standards Authority and administered by the College.

15%


Time off campus One Day



Course DescriptionDrama is a vibrant and varied art form found in play, storytelling, street theatre, festivals, film, television, interactive games, performance art and theatres. It is one of the oldest art forms and part of our everyday life. Through drama, human experience is shared. Drama entertains, informs, communicates and challenges. Drama contributes to the development of an understanding of the physical, emotional, intellectual, aesthetic, social, moral and spiritual dimensions of human experience.

The Drama General course focuses on aesthetic understanding and drama in practice as students integrate their knowledge and skills presenting ideas and explore personal and cultural issues. They engage in drama processes, such as improvisation, play building, text interpretation, playwriting and dramaturgy which allow them to create original drama and interpret a range of texts written or devised by others.

Students work independently and collaboratively, learning time management skills, showing initiative and demonstrating leadership and interpersonal skills. The Drama General course requires them to develop and practise problem-solving skills through creative and analytical thinking processes. They develop their capacity to respond to, reflect on, and make informed judgements, using appropriate terminology and language to describe, analyse, interpret and evaluate drama

In this course, students engage in both Australian and world drama practice. They understand how drama has changed over time and will continue to change according to its cultural context. Through the Drama General course, they can understand the experience of other times, places and cultures in an accessible, meaningful and enjoyable way.

Students will be encouraged and equipped to critique texts from a Christian worldview and consider these texts from a Biblical stance, to enable them to reflect on the world’s secular nature of Drama.

Unit 3 Representational, realist drama This unit focuses on representational, realistic drama. Students explore techniques of characterisation through different approaches to text interpretation, particularly those based on the work of Stanislavski and others.

Unit 4 Presentational, non-realist drama This unit focuses on presentational, non-realist drama. Students explore techniques of role and/or character through different approaches to text interpretation, particularly those based on the work of Brecht and others.


Drama General


Career Pathways The study of the Drama ATAR Course can lead to further study and/or career in Drama, the performing arts and related fields.

Time off campus Two days




Written Response 30%




Course DescriptionEconomics investigates the choices which all people, groups and societies face as they confront the ongoing problem of satisfying their unlimited wants with limited resources. Economics aims to understand and analyse the allocation, utilisation and distribution of scarce resources that determine our wealth and wellbeing. Economics develops the knowledge, reasoning and interpretation skills that form an important component of understanding individual, business and government behaviour at the local, national and global levels.

The Economics ATAR course encompasses the key features which characterise an economist’s approach to a contemporary economic event or issue: the ability to simplify the essence of a problem, to collect economic information and data to assist analysis and reasoning, to think critically about the limits of analysis in a social context, and to draw inferences which assist decision-making, the development of public policy and improvement in economic wellbeing.

The Economics ATAR course develops reasoning, logical thinking and interpretation skills demanded by the world of work, business and government. These skills relate to a variety of qualifications in vocational, technical and university education contexts. The learning experiences available through studying this course explore the knowledge, values and opinions which surround the complex range of economic events and issues facing our community, such as unemployment, income distribution, business strategy and international relations.

Economic literacy developed through this course enables students to actively participate in economic and financial decision-making which promotes individual and societal wealth and wellbeing.

Unit 3 – Australia and the global economy The unit explores the linkages between economies and the concepts of globalisation, trade liberalisation and protection in relation to the Australian economy. Students examine Australia’s trade, the recording of international transactions and the impact of these transactions on the Australian economy. Students examine the effects of changes in Australia’s economic transactions with the rest of the world using recent (the last ten years) and contemporary (the last three years) economic data, together with economic models.

Unit 4 – Economic policies and management The unit explores how economic policies and actions, such as fiscal policy, monetary policy and microeconomic policy operate in the pursuit of the Australian Government’s economic objectives. Students examine the effects of the operation of policies in Australia using economic models along with recent (the last ten years) and contemporary (the last three years) economic data. Students apply the language, theories and tools of economics to develop a critical perspective on the role of these policies in the current Australian Government policy mix.


Economics ATAR


Career Pathways Chartered accountant, chartered certified accountant, chartered public finance accountant, economist, financial risk analyst, investment analyst, statistician, actuary, local government officer, management consultant, quantity surveyor.

Time off campus Nil



Data interpretation/Short answer• An answer of less than 150 words that can include discuss,

explain or analyse an economic concept, event or issue.• Formats can include: multiple-choice questions, calculations

and/or short answer questions that can require a definition, Description, explanation or application of economic concepts, theories and/or models. Typically questions require students to interpret real or hypothetical economic data or information, such as graphs, tables, text or cartoons.

• Typically tasks are a combination of these formats. • At least two data interpretation/short answer tasks should

be administered under test conditions.

30%

Extended Answer• The question can require a Description, discussion,

explanation and/or analysis of an economic concept, event or issue, and the application of economic theories and/or models. The question can include stimulus material.

• Formats can include: an essay, a sectionalised long answer, an investigation and/or a response to a scenario or a case study.

• At least two extended answer tasks should be administered under test conditions.

30%

Examination Typically conducted at the end of each semester and/or unit and reflecting the examination design brief for this syllabus

40%



Course DescriptionThe English ATAR course focuses on developing students’ analytical, creative, and critical thinking and communication skills in all language modes. It encourages students to critically engage with texts from their contemporary world, with texts from the past and with texts from Australian and other cultures. Such engagement helps students develop a sense of themselves, their world and their place in it.

Through close study and wide reading, viewing and listening, students develop the ability to analyse and evaluate the purpose, stylistic qualities and conventions of texts and enjoy creating their own imaginative, interpretive, persuasive and analytical responses. The English ATAR course is designed to develop students’ facility with all types of texts and language modes and to foster an appreciation of the value of English for lifelong learning.

Students refine their skills across all language modes by engaging critically and creatively with texts. They learn to speak and write fluently in a range of contexts and to create a range of text forms. They hone their oral communication skills through discussion, debate and argument, in a range of formal and informal situations.

Unit 3 Students explore representations of themes, issues, ideas and concepts through a comparison of texts. They analyse and compare the relationships between language, genre and contexts, comparing texts within and/or across different genres and modes. Students recognise and analyse the conventions of genre in texts and consider how those conventions may assist interpretation. Students compare and evaluate the effect of different media, forms and modes on the structure of texts and how audiences respond to them. Understanding of these concepts is demonstrated through the creation of imaginative, interpretive, persuasive and analytical responses.

Unit 4 Students examine different interpretations and perspectives to develop further their knowledge and analysis of purpose and style. They challenge perspectives, values and attitudes in texts, developing and testing their own interpretations through debate and argument. Through close study of texts, students explore relationships between content and structure, voice and perspectives and the text and context. This provides the opportunity for students to extend their experience of language and of texts and explore their ideas through their own reading and viewing. Students demonstrate understanding of the texts studied through creation of imaginative, interpretive, persuasive and analytical responses.


English ATAR


Career Pathways The study of ATAR English is designed to prepare students for a broad range of careers as well as continued study at university. Students develop their skills in oral and written communication and learn to analyse issues critically - all skills that are helpful for careers in areas such as education, journalism, media, business, law and diplomacy, politics, travel and tourism.

Time off campus Nil





• Students can respond in a range of text forms including fiction and non-fiction, media texts, multimodal and digital texts.

35%

Creating• Students create sustained imaginative, interpretive and


• Students can create a range of text forms including fiction and non-fiction, media texts, multimodal and digital texts.

35%

Examination The examination assesses work covered in the unit(s) completed, using questions requiring responses to texts and the creation of texts. The examination is typically conducted at the end of the semester and/or unit and reflects the examination design brief for this syllabus.

30%%



Course DescriptionThe English Foundation course aims to develop students’ skills in reading, writing, viewing, speaking and listening in work, learning, community and everyday personal contexts. Such development involves an improvement in English literacy where literacy is defined broadly to include reading ability, verbal or spoken literacy, the literacy involved in writing, and visual literacy. Students undertaking this course will develop skills in the use of functional language conventions, including spelling, punctuation and grammar. Sound literacy skills are required for comprehending and producing texts, for communicating effectively in a learning or working environment, within a community or for self-reflection, and for establishing one’s sense of individual worth.

The English Foundation course evolves from an emphasis on the five modes mentioned above, which are grouped into three outcomes: Reading, Producing, and Speaking and listening.






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


COURSE TYPE: FOUNDATION | LIST: A

English Foundation



Time off campus Nil



ReadingReading, understanding, comprehending, interpreting and analysing texts

30%

WritingProducing, constructing, creating and writing texts

30%

Oral Communication Speaking and listening skills

25%

Externally set task A written task or item or set of items of one hour duration developed by the School Curriculum and Standards Authority and administered by the school

15%






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


Course DescriptionThe English General course focuses on consolidating and refining the skills and knowledge needed by students to become competent, confident and engaged users of English in everyday, community, social, further education, training and workplace contexts. The English General course is designed to provide students with the skills that will empower them to succeed in a wide range of post-secondary pathways.

The course develops students’ language, literacy and literary skills to enable them to communicate successfully both orally and in writing and to enjoy and value using language for both imaginative and practical purposes.

Students comprehend, analyse, interpret and evaluate the content, structure and style of a wide variety of oral, written, multimodal, digital and media texts. Students learn how the interaction of structure, language, audience and context helps to shape how the audience makes meaning. Both independently and collaboratively, they apply their knowledge to create analytical, imaginative, interpretive and persuasive texts in different modes and media.

Unit 1 focuses on students comprehending and responding to the ideas and information presented in texts. Students will :• explore attitudes, text structures and language features to understand a text’s meaning

and purpose

• examine relationships between context, purpose and audience in different language modes and types of texts, and their impact on meaning

• consider how perspectives and values are presented in texts to influence specific audiences

• develop and justify their own interpretations when responding to texts

• learn how to communicate logically, persuasively and imaginatively in different contexts, for different purposes, using a variety of types of texts.

Unit 1 focuses on students comprehending and responding to the ideas and information presented in texts. Students will :• explore how ideas, attitudes and values are presented by synthesising information from a

range of sources to develop independent perspectives• analyse the ways in which authors influence and position audiences• investigate differing perspectives and develop reasoned responses to these in a range of

text forms for a variety of audiences • construct and clearly express coherent, logical and sustained arguments and demonstrate

an understanding of purpose, audience and context• consider intended purpose and audience response when creating their own persuasive,

analytical, imaginative, and interpretive texts.


English General



Time off campus Half a day – excursion



Responding• Students respond to a variety of written, spoken, digital and

multimodal texts.

• Students can respond in a range of text forms, including fiction and non-fiction, media texts, multimodal and digital texts.

40%

Creating• Students create imaginative, interpretive and persuasive texts in a

range of modes for a variety of purposes and audiences.

• Students can create a range of text forms, including fiction and non-fiction, media texts, multimodal and digital texts.

45%

Externally set task A written task or item or set of items of one hour duration developed by the School Curriculum and Standards Authority and administered by the College.

15%



Course DescriptionFrench is a language that is spoken by more than 200 million people worldwide and is recognised as one of the most important second languages in the world alongside English and Spanish. Having knowledge of French not only opens employment opportunities within Australia, but also in over 40 countries overseas where French is spoken.

The fields of hospitality and tourism, export and marketing are obvious areas for using French studies and scientists may be surprised to realise how useful French is to their career paths. In mining and gas exploration vast projects are underway in Africa where many of the countries are French-speaking. Also, organisations such as Médecins Sans Frontières (Doctors without Borders) need French-speaking medical and para-medical staff to provide relief in some of the world’s disaster areas. The French course-Cert III in Year 11 and 12 allows students to pursue further French studies at University or at TAFE. Students have the opportunity complete a Certificate III in Applied Languages while studying French in Year 11 and 12. A study of French will enhance vocational prospects, as it is a welcomed addition to any resume where a language helps someone to stand out from the crowd.

Course OutlineThe VET course is competency based and students will be assessed on the elements required in each unit. Students will need to demonstrate that they are competent against the standards which have been developed by industry for satisfactory performance in the workplace. Evidence will be collected throughout the unit in a variety of forms (both formal and informal) to decide whether a student is able to demonstrate the competencies to industry standards.

Unit Title VU20604 Conduct oral communication for social purposes in a language other than English.

Unit Title VU20605 Conduct workplace oral communication in a language other than English.

Unit Title VU20606 Read and write documents for social purposes in a language other than English.

Unit Title VU20607 Read and write workplace documents in a language other than English.

On completion of all units of competency, students’ work will be submitted to Central TAFE.Upon approval, Central TAFE will issue statements of attainment for each competency achieved.

COURSE TYPE: VOCATIONAL EDUCATION AND TRAINING

French (Certificate III in Applied Languages)


Career Pathways Students develop their skills in oral and written communication with cultural appropriateness. These skills are helpful for careers in areas such as education, journalism, media, business, mining, international trade, diplomacy, travel and tourism.Upon completion, students are eligible to enrol in Certificate IV Applied Languages French at Central TAFE to further their communication skills in French.

Time off campus Nil


Type of Assessment

Oral communication• Interaction with others to exchange information, ideas, opinions and/or experiences in

spoken French.



Practical (oral) Interview• Typically conducted at the end of each semester and reflecting the required elements of

the Units.

Response: Listening • Comprehension and interpretation of, and response in English to, a range of French

spoken texts, such as interviews, announcements, conversations and/or discussions.


Response: Viewing and reading • Comprehension and interpretation of, and response in English to, a range of French

print and audiovisual texts, such as emails, blog postings, films/television programs (excerpts), letters, reviews, articles, notes and/or messages.


Written Communication• Production of written texts to express information, ideas, opinions and/or experiences in

French.



Assessment Types


Course DescriptionIn the senior secondary years, the Geography ATAR course provides a structured, disciplinary framework to investigate and analyse a range of challenges and associated opportunities facing Australia and the global community. These challenges include rapid change in biophysical environments, the sustainability of places, dealing with environmental risks, and the consequences of international integration.

Unit 3 – Global Environmental Change This unit focuses on the changing biophysical cover of the Earth’s surface, the creation of anthropogenic biomes and the resulting impacts on either global climate or biodiversity. Land cover transformations have changed both global climate and biodiversity through their interaction with atmospheric and ecological systems. Conversely, climate change and loss of biodiversity are producing further transformations in land cover. Through applying the concept of sustainability, students are given the opportunity to examine and evaluate a program designed to address the negative effect of land cover change. Aspects of physical, environmental and human geography provide students with an integrated and comprehensive understanding of the processes related to land cover change, their local, regional and global environmental consequences, and possible sustainable solutions.

The Earth’s surface is constantly changing and all environments are, to a greater or lesser extent, being modified by human activity. Students examine the processes causing change in land cover. The scale at which these processes are occurring is so extensive that very few truly ‘natural’ environments still exist and most are now, to some degree, anthropogenic in nature. Human action has altered local and regional climates and hydrology, damaged ecosystem services, contributed to the loss of biodiversity and altered soils.

This unit begins with an overview of land cover change drawn from different regions and countries. Two depth studies provide greater detail. The first study focuses on the interrelationship between land cover and either global climate change or biodiversity loss. The second study focuses on the evaluation of a local land cover change initiative designed to address either climate change or biodiversity loss. In undertaking these depth studies, students develop an understanding of the use and application of geographical inquiry, tools such as spatial technologies, fieldwork and other skills, to investigate human–environment systems.

Unit 4 – Planning Sustainable Places Challenges exist in designing urban places to render them more productive, vibrant and sustainable. How people respond to these challenges, individually and collectively, will influence the sustainability and liveability of places into the future. While all places are subject to changes produced by economic, demographic, social, political and environmental processes, the outcomes of these processes vary depending on local responses, adaptations and planning practices.


Geography ATAR



Geographical inquiry• Students plan and conduct investigations, process and translate

information, and communicate findings following ethical protocols and procedures.

• Both primary and secondary information sources are used.

• Formats can include: investigation, assignment, report and/or an oral or multimedia presentation.

15%

Fieldwork/practical skills• Fieldwork involves students actively engaged in collecting primary data.

• Practical skills involve the collection and interpretation of data from a number of sources.

• Formats can include: excursions, map interpretation, and/or data analysis.

15%

Short and extended response• Questions can require students to respond to stimulus material.

• Formats can include: multiple-choice questions, short responses, sectionalised extended responses, extended responses, and/or a combination of these.


30%

Assessment Types

Urban planning involves a range of stakeholders who contribute to decision making and the planning process. Students examine how governments, planners, communities, interest groups and individuals attempt to address these challenges in order to ensure that places are sustainable. They also investigate the ways in which geographical knowledge and skills can be applied to identify and address these challenges. The present and future needs of society are addressed by the allocation and reallocation of land uses, improving infrastructure and transport systems and enhancing amenities to meet the needs of the population as perceived by the different perspectives of the various stakeholders.

The unit begins with a global scale overview of the process of urbanisation and its consequences. Urbanisation not only affects human wellbeing and the rate of world population growth, it has created a range of challenges for urban, rural and remote places, including Indigenous communities. The interconnected challenges faced in places, and other matters related to liveability, are a focus of this unit.

Two depth studies provide greater detail. The first study focuses on challenges in metropolitan Perth or a regional urban centre in Western Australia. The second study focuses on challenges faced in a megacity. Students examine the concepts, processes and roles of planning in these selected contexts. This approach enables students to also develop an understanding of the challenges in two urban places.

In undertaking these depth studies, students will use and apply geographical tools, such as spatial technologies and skills, to investigate the sustainability of places.


Career Pathways Studying Geography in Senior School would be of benefit to the following careers:

Science / Engineering remote sensing, surveying, meteorology, engineering, agricultural science forest science, geology, hydrology, volcanology, seismology, oceanography

Mathematics / Computing surveying, geographical information systems, remote sensing, cartography

Commerce advertising, business administration, eco-tourism, market research, public relations, retailing, transport, manufacturing, office management, real estate

Mining land development, industrial planning, property management, resource management energy planning

Environment forestry, conservationist, agriculture policy analyst, recreation management, wildlife management, environment monitoring, environment assessment, hazard assessment, land management, waste disposal management, energy planning

Planning / Design: urban planner, town planner, social planner, architect, landscape architecture, land development, cartography, surveying, transport planning, electoral planning, land use planning

Physical Geography: Hydrology, Volcanology, Seismology, Oceanography, Meteorology

Humanities: law, administration, government service, teaching, politics, diplomatic service, journalism, tourism, education, hospitality / travel, population planning, social work, social planning, emergency services, defence forces


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

preparation for Unit 3 and Unit 4, the examination should reflect the examination design brief included in the ATAR Year 12 syllabus for this course.

30%


Course DescriptionThis course is a Nationally Accredited Training Certificate that is recognised and accredited by both the hospitality and catering industry and TAFE. Students will complete 16 Units of Competency.

This qualification provides the skills and knowledge for an individual to be competent in a range of kitchen functions and activities that require the application of a limited range of practical skills in a defined context. Work would be undertaken in various hospitality enterprises where food is prepared and served, including restaurants, hotels, catering operations, clubs, pubs, cafes, cafeterias and coffee shops. Individuals may work with some autonomy or in a team but usually under close supervision.

The qualification is suitable for an Australian apprenticeship pathway and for VET in Schools delivery.

Students with this qualification are able to perform roles such as: preparing breakfast items, preparing a range of fast food items, preparing a range of non-alcoholic drinks, preparing sandwiches, appetisers and salads, preparing hot and cold desserts. Possible job titles include: breakfast cook, short order cook and fast food cook.

Course OutlineDuring this course, industry related cooking techniques and skills will be developed, industry standard equipment will be used. A variety of meals will be prepared and served and there will be opportunities for students to plan menus and cater for large scale functions. During practical tasks, commercial standards in preparation and practice will be upheld. Students are expected to show commitment to this course, to their group members and to class attendance. If too many practical lessons are missed, skills are not developed and group work is hindered.

AssessmentsThere will be a range of assessment tasks that meet the learning needs of the students and also ensures coverage of all types of course outcomes and content (eg. direct observation, bookwork, third party reports). Students will be given multiple opportunities to display their competence of the required skills and concepts.

They must accumulate enough practical working hours in order to be deemed competent in all units of competency and achieve the full certificate.A certificate of Attainment will be awarded for students who successfully complete some, but not all, units of the qualification. As a Curriculum Council endorsed VET course, completion of this qualification also contributes towards achievement of WACE.

COURSE TYPE: TAFE CERTIFICATE (SIT30616)

Hospitality (Certificate III)


There is a small additional cost of $75 per Certificate (paid once only for the entire year course). This will contribute towards covering the additional costs of the external Registered Training Organisation that is required to oversee the certificate process.

EnquiriesMr Luke Norman, Head of Swan Trade Training Centre


Course DescriptionHuman biology covers a wide range of ideas relating to the functioning human. Students learn about themselves, relating structure to function and how integrated regulation allows individuals to survive in a changing environment. They research new discoveries that are increasing our understanding of the causes of dysfunction, which can lead to new treatments and preventative measures. Reproduction is studied to understand the sources of variation that make each of us unique individuals. Through a combination of classical genetics, and advances in molecular genetics, dynamic new biotechnological processes have resulted. Population genetics is studied to highlight the long-term changes leading to natural selection and evolution of our species.

As a science, the course matter of this course is founded on knowledge and understanding that has been gained through systematic inquiry and scientific research. However, this knowledge is far from complete and is being modified and expanded as new discoveries and advancements are made. Students develop their understanding of the cumulative and evolving nature of scientific knowledge and the ways in which such knowledge is obtained through scientific investigations. They learn to think critically, to evaluate evidence, to solve problems and to communicate understandings in scientific ways.

Unit 3 – Homeostasis and disease This unit explores the nervous and endocrine systems and the mechanisms that help maintain the systems of the body to function within normal range, and the body’s immune responses to invading pathogens.

Unit 4 – Human variation and evolution This unit explores the variations in humans, their changing environment and evolutionary trends in hominids.


Human Biological Science ATAR




Test 25%

Examination 50%



Career Pathways An understanding of human biology is valuable for a variety of career paths. The course content deals directly and indirectly with many different occupations in fields, such as science education, medical and paramedical fields, food and hospitality, childcare, sport and social work. Appreciation of the range and scope of such professions broadens their horizons and enables them to make informed choices. This helps to prepare all students, regardless of their background or career aspirations, to take their place as responsible citizens in society.

Time off campus Possible day excursion



Course DescriptionThe current IT world requires employees who are highly proficient in the technological aspects of Information Technology and also can apply a broad range of practical troubleshooting expertise to a given situation. Motivated individuals who have these abilities and also show initiative, creativity and a professional attitude are highly sought after by employers the world over.

You may be considering embarking upon a career in IT, or maybe use this qualification as a stepping-stone to further studies. The Certificate III in IDMandT is particularly valuable even if you end up studying in a different field. Completion of this course will provide depth and substance to your resume and be complimentary to any further study you do. By completing the assessments and research projects for the course, students are preparing to work in industry with limited supervision and be assessed at industry standards in order to achieve certification.

Course Outcomes The Certificate III in IDMandT is designed to provide you with nationally accredited training in practical skills to be more qualified to seek employment in the IT industry in retail, repair, sales or network administration sectors.

It covers specific skills and detailed knowledge for the customer service, computer upgrade and repair, cost estimation, maintenance of accurate records, help desk functions and some basic network administration sectors. You will be able to apply these skills to problem solving IT issues and performing simulation scenarios in a “live” IT environment with machines on your own LAN. This qualification also equips you for employment in small business, medium sized organisations or a government department, and these opportunities can be enhanced with further study at either TAFE or university in diploma or degree courses.

The course has 18 Units of Competency and will be completed over two years. Special arrangements maybe made for late entry in to the course for newly enrolled students or students transferring out of existing classes into this course but only after an interview with the Dean of Studies. Course content includes core units in hardware, applications software, systems software, customer service and web design. Other UOCs include occupational safety and health, production of user documents and basic network administration.

Assessment There will be a range of assessment tasks that cater for the learning needs of the students and also ensures coverage of all types of course outcomes and content. Students will be given multiple opportunities to display their competence in the requisite skills and concepts and to improve their course status as arranged with their instructor.

Students must be deemed competent in all components of every UOC to achieve the full certificate. A Certificate of Attainment will be awarded for students who successfully complete some, but not all, units of the qualification. As an endorsed VET course, completion of this qualification also contributes towards achievement of your WACE.


COURSE TYPE: TAFE CERTIFICATE (ICT30118)

Information, Digital Media and Technology (Certificate III, ICT30118)



Integrated Science

Course DescriptionScience is a dynamic, collaborative human activity that uses distinctive ways of valuing, thinking and working to understand natural phenomena. Science is based on people’s aspirations and motivations to follow their curiosity and wonder about the physical, biological and technological world. Scientific knowledge represents the constructions made by people endeavouring to explain their observations of the world around them. Scientific explanations are built in different ways as people pursue intuitive and imaginative ideas, respond in a rational way to hunches, guesses and chance events, challenge attitudes of the time, and generate a range of solutions to problems, building on existing scientific knowledge. As a result of these endeavours, people can use their scientific understandings with confidence in their daily lives. Because scientific explanations are open to scrutiny, scientific knowledge may be tentative and is continually refined in the light of new evidence.

The Integrated Science General course is a course grounded in the belief that science is, in essence, a practical activity. From this stems the view that conceptual understandings in science derive from a need to find solutions to real problems in the first instance. The inquiring scientist may then take these understandings and apply them in a new context, often quite removed from their original field. This course seeks to reflect this creative element of science as inquiry. It should involve students in research that develops a variety of skills, including the use of appropriate technology, an array of diverse methods of investigation, and a sense of the practical application of the domain. It emphasises formulating and testing hypotheses and the critical importance of evidence in forming conclusions. This course enables them to investigate science issues in the context of the world around them, and encourages student collaboration and cooperation with community members employed in scientific pursuits. It requires them to be creative, intellectually honest, to evaluate arguments with scepticism, and to conduct their investigations in ways that are ethical, fair and respectful of others.

Unit 3 The emphasis of this unit is on biological and Earth systems, focusing on the following topics:

• interrelationships between Earth systems

• structure and function of biological systems

• ecosystems and sustainability

• species continuity and change.

Unit 4 The emphasis of this unit is on physical and chemical systems, focusing on the following topics:

• chemical reactions

• mixtures and solutions

• motion and forces

• energy.





Test 15%



Career Pathways The Integrated Science General course is inclusive and aims to be attractive to students with a wide variety of backgrounds, interests and career aspirations.



COURSE TYPE: TAFE CERTIFICATE (22150VIC) | LIST: A

Japanese: Certificate III in Applied Languages

Course DescriptionAustralia’s economic, cultural and education contact with Japan has assumed even greater importance over the last few years and thus the need for Australians who are equipped with appropriate language skills and inter-cultural awareness is paramount. The study of Japanese can help to broaden future career opportunities, expand the learner’s cultural horizons and contribute to peaceful negotiations with our close neighbours.

This course will continue on the foundation laid in Year 10 Japanese. Students are expected to be proficient in reading and writing Hiragana, Katakana and some basic Kanji as well as participate in oral communication such as short presentations, conversations and interviews in Japanese.

The VET aspect of this course is competency based and students will be assessed on the elements required in each unit. Students will need to demonstrate that they are competent against the standards which have been developed by industry for satisfactory performance in the workplace. Evidence will be collected throughout the unit in a variety of forms (both formal and informal) to decide whether a student is able to demonstrate the competencies to industry standards.

Unit Title CALOCS301:

Conduct oral communication for social purposes in a language other than English.

Unit Title CALOCW302:

Conduct workplace oral communication in a language other than English.

Unit Title CALRWS303:

Read and write documents for social purposes in a language other than English.

Unit Title CALRWW304:

Read and write workplace documents in a language other than English.

On completion of all units of competency, students’ work will be submit to North Metropolitan TAFE. Upon approval, NM TAFE will issue statements of attainment for each competency achieved.

Type of Assessment S/NYD







Practical (oral) Interview

• Typically conducted at the end of each semester and reflecting the required elements of the Units.

Response: Listening




• Comprehension and interpretation of, and response in English to, a range of Japanese print and audio-visual texts, such as emails, blog postings, films/television programs (excerpts), letters, reviews, articles, notes and/or messages.




• This can involve responding to a stimulus, such as an email, a blog posting, a letter, an image or an invitation; or writing a text, such as a journal/diary entry, an account, a letter, a review, a summary and/or an email.



Career Pathways Students develop their skills in oral and written communication with cultural appropriateness. These skills are helpful for careers in areas such as education, journalism, media, business, mining, international trade, diplomacy, travel and tourism.

Upon completion, students are eligible to enrol in Certificate IV Applied Languages Japanese at Central TAFE to further their communication skills in Japanese.




Japanese Second Language ATAR

Course DescriptionThe Japanese: Second Language ATAR course can connect to the world of work, further study and travel. It also offers opportunities for students to participate in the many sister school and student exchange programs between Western Australia and Japan. The Japanese: Second Language ATAR course is designed to equip students with the skills needed to function in an increasingly globalised society, and a culturally and linguistically diverse local community and to provide the foundation for life-long language learning.

This course is aimed at students for whom Japanese is a second, or subsequent, language. These students have not been exposed to, or interacted in, the language outside the language classroom. They have typically learnt everything they know about the Japanese language and culture through classroom teaching in an Australian school, or similar environment, where English is the language of school instruction. Students have typically studied Japanese for 200–400 hours at the commencement of Year 11, and may have experienced some short stays or exchanges in a country where the language is a medium of communication.

All students wishing to study a Western Australian Certificate of Education (WACE) language course are required to complete an application for permission to enrol in a WACE language course in the year prior to first enrolment in the course, to ensure that students select the course best suited to their linguistic background and educational needs. Information about the process, including an application form, is sent to schools at the end of Term 2.

Unit 3 This unit focuses on若(わか)い旅行者(りょこうしゃ) (Young travellers). Through the two topics: Travel 旅行 and Part-time jobs and money アルバイトとお金, students extend and refine their communication skills in Japanese and gain a broader and deeper understanding of the language and culture.

Unit 4 This unit focuses on かこと未来(みらい) (Reflections and horizons). Through the three topics: This year and beyond 今年と将来(しょうらい), Youth events and pathways 若者(わかもの)の行事(ぎょうじ)と進路(しんろ) and Future plans 未来(みらい), students extend and refine their communication skills in Japanese and gain a broader and deeper understanding of the language and culture.


Type of Assessment Weighting To SCSA

Weighting for

Combined

Mark




• Typically, these tasks are administered under test conditions.

50%

100% 30%

Practical (oral) Examination• Typically conducted at the end of each semester and/or unit and

reflecting the examination design brief for this syllabus.50%

Response: Listening • Comprehension and interpretation of, and response in English

to, a range of Japanese spoken texts, such as interviews, announcements, conversations and/or discussions.


15%

100% 70%

Response: Viewing and Reading• Comprehension and interpretation of, and response in English to,

a range of Japanese print and audiovisual texts, such as emails, blog postings, films/television programs (excerpts), letters, reviews, articles, notes and/or messages.

• Typically, these tasks are administered under test conditions.

20%

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

reflecting the examination design brief for this syllabus.50%




• Typically, these tasks are administered under test conditions

15%



Career Pathways The study of ATAR Japanese is designed to prepare students for a broad range of careers as well as continued study at university.

Students develop their skills in oral and written communication with cultural appropriateness. These skills are helpful for careers in areas such as education, journalism, media, business, mining, international trade, diplomacy, travel and tourism.

Time off CampusNil




Literature ATAR

Course DescriptionThe Literature ATAR course focuses on the study of literary texts and developing students as independent, innovative and creative learners and thinkers who appreciate the aesthetic use of language, evaluate perspectives and evidence, and challenge ideas and interpretations. The Literature ATAR course explores how literary texts construct representations, shape perceptions of the world and enable us to enter other worlds of the imagination. In this course, students actively participate in the dialogue of literary analysis and the creation of imaginative and analytical texts in a range of modes, media and forms.

Students enjoy and respond creatively and critically to literary texts drawn from the past and present and from Australian and other cultures. They reflect on what these texts offer them as individuals, as members of Australian society and as world citizens.

Students establish and articulate their views through creative response and logical argument. They reflect on qualities of literary texts, appreciate the power of language and inquire into the relationships between texts, authors, readers, audiences and contexts as they explore ideas, concepts, attitudes and values.

Unit 1 Develops students’ knowledge and understanding of the relationship between language, culture and identity in literary texts. Students inquire into the power of language to represent ideas, events and people, comparing these across a range of texts, contexts, modes and forms. Through critical analysis and evaluation, the values and attitudes represented in and through texts and their impact on the reader are examined. Throughout the unit, students create analytical responses that are characterised by a confident, engaging style and informed observation. In creating imaginative texts, students experiment with language, adapt forms and challenge conventions and ideas.

Unit 2 Develops students’ appreciation of the significance of literary study through close critical analysis of literary texts drawn from a range of forms, genres and styles. Students reflect upon the creative use of language, and the structural and stylistic features that shape meaning and influence response. The unit focuses on the dynamic nature of literary interpretation and considers the insights texts offer, their use of literary conventions and aesthetic appeal. Analytical responses demonstrate increasing independence in interpreting texts and synthesising a range of perspectives into critical and imaginative responses. In creating imaginative texts, students experiment with literary conventions and reflect on how the created text takes into account the expectations of audiences.


Career Pathways The study of literature is designed to prepare students for a broad range of careers as well as continued study at university.

Students develop their skills in oral and written communication, gain an understanding of other societies and cultures, and learn to analyse issues critically - all skills that are helpful for careers in areas such as education, journalism, business, law and diplomacy, politics, travel and tourism

Time of CampusOne day – Literature conference.

EnquiriesMr Dale Kellly, Head of English



Mathematics Applications ATAR

Course DescriptionMathematics Applications presents Mathematics as an organised body of useful knowledge and provides students with the skills and confidence necessary to apply this knowledge in many practical real-life situations. It provides students with useful applied mathematical tools and fosters an ability to solve problems and to carry out mathematical investigations. This is a more rigorous academic overall pathway than Mathematics Essentials.

Unit 3 The content includes the study of bivariate data and further analysis, sequences by recursion and some specific types, networks and shortest path.

Unit 4 The content includes the study of time series data, moving averages and seasonal effects, finances – saving, borrowing and drawing down investments, minimum spanning trees, maximum flow, project networks and assignment problems.


Responses 40%

Investigation 20%

Examinations 40%


Career Pathways The Mathematics Applications course gives students an excellent preparation for many TAFE courses and non-mathematical and non-scientific university studies.

Time off Campus Nil



COURSE TYPE: NON-ATAR | LIST: B

Mathematics Essentials

Course DescriptionMathematics Essentials is a general all-round revision and development of previously encountered mathematical concepts that particularly relate to real contexts for a range of workplace, personal, further learning and community settings. It presents a body of useful mathematical knowledge and provides students with the skills and understanding necessary to apply this knowledge. It is a non-ATAR course for students who may have sometimes struggled with but desire a mathematical course that does not require the completion of a ‘state’ examination. Unit 3 This unit provides students with the mathematical skills and understanding to solve problems related to measurement, scales, plans and models, drawing and interpreting graphs and data collection. Students use the mathematical thinking process and apply the statistical investigation process. The number formats for the unit are positive and negative numbers, decimals, fractions, percentages, rates, ratios, square and cubic numbers written with powers and square roots

Unit 2 This unit provides students with the mathematical skills and understanding to solve problems related to probability, earth geometry and time zones, loans and compound interest. Students use the mathematical thinking process and apply the statistical investigation process to solve problems involving probability. The number formats for the unit are positive and negative numbers, decimals, fractions, percentages, rates, ratios and numbers expressed with integer powers.related to representing and comparing data, percentages, rates and ratios, and time and motion. Possible contexts for this unit to achieve this goal are transport and independent living.


Responses 40%

Practical Applications 45%

External Task 15%


Career Pathways The Mathematics Applications course gives students a broad mathematical preparation for post-school options of employment and further training.

Time off Campus Nil




Mathematics Methods ATAR

Course DescriptionMathematics Methods presents Mathematics as an organised body of useful knowledge and provides students with the skills and confidence necessary to apply this knowledge in practical situations. These demands are met by offering studies in a range of topics that have the potential for useful mathematical and scientific application and are within the capabilities of the more mathematically inclined students. As a Christian College, the course clearly reinforces complexity and design as an intricate part of God’s creation, which is often demonstrated throughout Mathematics.

Mathematics Methods provides an excellent insight into the fundamental applications of Mathematics in practically every area of Science, Commence and Industry. A large part of the course context is the use of Calculus and without Calculus, much of our present technology would not exist.

Please take into account, when looking at future career paths, that the Mathematics Methods course is a prerequisite for many tertiary courses involving further Mathematics. Mathematics Methods is a compulsory requirement if you choose to study Mathematics Specialist.

Unit 3 The content includes the study of differentiation and applications, anti-differentiation, area under a curve, the fundamental theorem of calculus, the exponential function, calculus of trigonometric functions, discrete random variables, Bernoulli and binomial distributions.

Unit 4 The content includes the study of logarithmic functions and their calculus, continuous random variables, the normal distribution, random sampling and sample proportions.



Responses 40%

Investigation 20%

Examinations 40%



Time off Campus Nil




Mathematics Specialist ATAR

Course DescriptionThis course presents Mathematics as an organised body of knowledge that will provide students with the highest foundation for tertiary studies in Mathematics and related areas. Students will be given opportunities to appreciate the power of Mathematics to provide a systematic way of understanding and interpreting God’s creation in the world around them.

Mathematics Specialist extends the algebraic, geometric and trigonometric skills studied in previous years and introduces vector methods in the study of geometry, complex numbers, polar coordinates and functions.This course is studied in conjunction with Mathematics Methods.

Unit 3 The content includes the study of complex numbers, polar form of a complex number, functions, vector equation of a line, vectors in three dimensions, systems of linear equations and vector calculus

Unit 4 The content includes the study of differentiation and integration techniques and applications, differential equations, simple harmonic motion and sample means.



Responses 40%

Investigation 20%

Examinations 40%


Time off Campus Nil



COURSE TYPE: TAFE CERTIFICATE (CUA31015)

Media (Certificate III)

Course DescriptionThe media is a major source of influence and as such, needs to be managed by responsible, community-minded people who understand its power and use it to a good end. Students who understand the language and processes implicit in multimedia publications are far better prepared to engage in a world that bombards us with messages, being galvanised against the negative influences and encouraged through a Christian world view to provide alternative thinking in the secular world. Media is rapidly emerging as an important and exciting dimension in the field of media and creative communications. Satisfying and diverse career opportunities are available to students who are confident in these cutting-edge technologies that are now used in many sectors of our society.

Course OutlineThe Certificate III in Media is a nationally accredited training qualification and will provide you with the practical skills and knowledge to manipulate graphic images, animations, sound, text and video into a multimedia program. You will learn skills in advanced computing applications, how to assist with the production of graphics and producing and updating basic web pages. This course offers a rich and varied program and a comprehensive range of industry approved professional skills that will enable a head start to those interested in a Diploma at TAFE.

Successful completion of this qualification provides you with the opportunity to gain technical positions in the digital media industry. Employment opportunities are enhanced with further study at either TAFE or university. Alternatively, those students interested in undertaking Media Production and Analysis with a view to university entrance would find enormous benefit in doing this course in tandem, as transferable knowledge, skills and production time can be shared between courses.

AssessmentThe course comprises a total of 13 Units of Competency (UoC) and will be completed over two years. Students must be deemed competent in all units to achieve the full certificate. A Certificate of Attainment will be awarded for students who successfully complete some, but not all, units of the qualification. As a Curriculum Council endorsed VET course, completion of this qualification also contributes towards achievement of your WACE.

There is a small additional cost of $75 (paid once only for the entire two year course). This will contribute towards covering the additional costs of the external Registered Training Organisation that is required to oversee the certification process.




Media Production and Analysis ATAR

Course DescriptionThe Media Production and Analysis ATAR course aims to prepare all students for a future in a digital and interconnected world by providing the skills, knowledge and understandings to tell their own stories and interpret others’ stories. Students learn the languages of media communication and how a story is constructed using representations. Students are encouraged to explore, experiment and interpret their world, reflecting and analysing contemporary life while understanding that this is done under social, cultural and institutional constraints. Students as users and creators of media products, consider the important role of audiences and their context. Digital technologies have impacted upon and extended the capacity that the media play in Australian lives. Through new technologies, the role of the audience has shifted from a passive consumer to a more active participant, shaping the media through interaction and more accessible modes of production and dissemination of media work.

Students’ interaction and opportunity to use technologies enables them to engage with current media and adapt to evolving media platforms. The creation of convergent and hybrid media means that the system of communication changes as new media are developed. The local and global media contexts are continuously interacting, making audiences global consumers of media products. Through the consumption of global media work, awareness of global issues creates a collective consciousness and sense of responsibility, giving rise to the notion of audiences also being global citizens. Through the process of investigation, students engage with topics, issues and themes that have global and local relevance, and artistic movements and styles which in turn, create new notions of media aesthetics. The production of media work enables students to demonstrate their understanding of the key concepts of media languages, representation, audience, production, skills and processes as well as express their creativity and originality.

When producing media work, students learn to make decisions about all aspects of production, including creative choices across pre-production, production and post-production phases. This provides an opportunity for students to reflect on and discuss their own creative work, intentions and outcomes. Within this process, skills are developed enabling students to manipulate technologies that simulate industry experiences.

Unit 3 - Media Art In this unit students will analyse, view, listen to and interact with contemporary and traditional examples of media art, identifying techniques and themes, meanings that are created and audiences’ interpretations. They consider the representation of values and technological developments that influence perceptions of art within media work.

Students develop production and analytical skills and apply their understanding of media languages and audiences while learning about and working in specific production contexts.


Unit 2 – Power and persuasion The focus for this unit is power and persuasion. Through this broad focus, students extend their understanding of persuasive media, examining the way the media is able to reflect, challenge and shape values and attitudes.



Type of Assessment Weighting To SCSA

Weighting for

Combined

Mark

Practical(Production)• Extended production project, which can be completed as either a

single task or as separate tasks.

• Students explore ideas, control and manage the processes required to achieve/manage the aesthetic quality of production.

• Independently, and in teams, manage a range of production processes, evaluating and modifying them as necessary.

• Demonstrate an understanding of styles, structures, codes and conventions and demonstrate the development of confidence and competence in the use of technologies, skills and processes in a range of contexts.

• Reflect on and evaluate own and peer production work.

100% 100% 50%

ResponseWork in which students plan, conduct and communicate findings based on the analysis of audiences, media contexts and media examples, using a range of critical frameworks and primary and secondary sources.

40%

100% 50%

Written ExaminationTypically conducted at the end of each semester and/or unit and reflecting the examination design brief for this syllabus.

60%



Metalwork - Materials Design and Technology

Course DescriptionMaterials are the basic ingredients of technology. Materials are used to make machines and these machines use materials to make products. Materials also supply the energy to enable technology to function. Throughout history, the evolution of technology has been largely determined by the availability of materials. The strong historical links between materials, design and technology remain significant in society today. As long as the desire to create new opportunities and to continue to improve our quality of life remains, the development of materials will continue.

The Metalwork General course is a practical course. The course allows teachers the choice to explore and use textiles with the design and manufacture of products as the major focus. There is also the flexibility to incorporate additional materials from outside the designated contexts. This will enhance and complement the knowledge and skills developed within the course as many modern-day products are manufactured using a range of different material types. Students examine social and cultural values and the short-term and long-term impacts of the use and misuse of materials and associated technologies. Through this inquiry, experimentation and research, students develop their creativity and understanding of the society in which they live.

Working with metal, students develop a range of manipulation, processing, manufacturing and organisational skills. When designing with materials, they develop cognitive skills, such as solving problems, generating ideas, creative design strategies and communicating what they do. This makes them more technologically literate and as consumers, enables them to make more informed decisions about the use and misuse of technology.

The course outcomes are relevant to a number of learning areas, including but not limited to, Technology and Enterprise, Humanities and Social Sciences, The Arts, Science and Mathematics. This course also connects to the world of work, further vocational education and training and university pathways. Students may achieve vocational education and training (VET) competencies as they complete their design projects, while at the same time developing cognitive skills fundamental to designing in a practical context. This process enhances employability and may lead to further training and employment opportunities in areas that include textiles and clothing, manufacturing, design, built environment, science and engineering.

The Textiles General course aims to prepare all students for a future in a technological and material world by providing the foundation for lifelong learning about how products are designed and how materials are developed and used.



Design• Students apply a design process to develop a product or project. • Students are assessed on how they:• investigate products or projects• devise, develop and modify design solutions throughout the technology

process• present their findings in written, oral or multimedia form. • Types of evidence can include: images, observation checklists,

evaluation tools (self or peer), journal, design proposal and project proposal, using a range of communication strategies.

25%

Production• Extended and manufacturing project(s) where students control,

evaluate and manage processes.• Students are assessed on their:• understanding, confidence and competence when using skills in

manufacturing processes and when managing production plans• manufactured product in terms of quality and finish.• Types of evidence can include: manufactured products, journal,

observation checklists and evaluation tools (self or peer) and on-balance judgements.

50%


Unit 3 Students develop an understanding of the elements and fundamentals of design and consider human factors involved in the design, production and use of their projects. They develop creative thinking strategies and work on design projects within specified constraints. Students learn about the classification and properties of a variety of materials and make appropriate materials selection for design needs.


Unit 4 Students learn about the nature of designing for a client, target audience or market. Students apply an understanding of the elements and fundamentals of design and consider human factors involved in their design projects. Students learn about the nature, properties and environmental impacts related to a variety of materials and production techniques. They develop creative thinking strategies, work on design projects within specified constraints and consider the environmental impacts of recycling of materials.

Students extend their understanding of safe working practices and contemporary manufacturing techniques and develop the knowledge, understanding and skills required to manage the processes of designing and manufacturing.



Response (Written) Students apply their knowledge and skills in responding to a series of stimuli or prompts in the following formats: examinations, essays, oral responses, ICT visual responses and product evaluation reports.

10%

Externally Set Task A written task or item or set of items of one hour duration developed by the School Curriculum and Standards Authority and administered by the school.

15%



Modern History ATAR

Course DescriptionThe Modern History ATAR course enables students to study the forces that have shaped today’s world and provides them with a broader and deeper comprehension of the world in which they live. While the focus is on the 20th century, the course refers back to formative changes from the late 18th century onwards and encourages students to make connections with the changing world of the 21st century.

Modern history enhances students’ curiosity and imagination and their appreciation of larger themes, individuals, movements, events and ideas that have shaped the contemporary world. The themes that run through the units include: local, national and global conflicts and their resolution, the rise of nationalism and its consequences, the decline of imperialism and the process of decolonisation, the continuing struggle for the recognition of human rights, the transformation of social and economic life, the regional shifts in power and the rise of Asia, and the changing nature and influence of ideologies.

The Modern History ATAR course begins with a study of key developments that have helped to define the modern world, with special attention given to important ideas and their consequences. This provides a context for a study of movements for change in the 20th century that have challenged the authority of the nation-state, the principal form of political organisation in the modern world. Students then investigate crises that confronted nation-states in the 20th century, the responses to these crises and the different paths nations have taken in the modern world. The course concludes with a study of the distinctive features of world order that have emerged since World War II and that are central to an understanding of the present.

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

This unit examines the characteristics of modern nations in the 20th century, the crises that confronted nations, their responses to these crises and the different paths nations have taken to fulfil their goals.. Students investigate crises that challenged the stability of government, the path of development that was taken and the social, economic and political order that was either established or maintained. Students examine the ways in which the nation dealt with internal divisions and external threats. They emerge with a deeper understanding of the character of a modern nation. The key conceptual understandings covered in this unit are the reliability and usefulness of evidence, cause and effect, continuity and change, significance, empathy, contestability, and changing representations and interpretations.

Unit 4 – The modern world since 1945 The struggle for peace in the Middle East

This unit examines some significant and distinctive features of the modern world within the period 1945–2001 in order to build students’ understanding of the contemporary world – that is, why we are here at this point in time. These include changes to the nature of the


world order: shifting international tensions, alliances and power blocs, the nature of various conflicts and regional and international attempts to create peace and security. The key conceptual understandings covered in this unit are: causation, continuity and change, historical significance and changing perspectives and interpretations of the past, and contestability.


Historical Inquiry• Students use the relevant historical skills to plan, conduct and

communicate an inquiry related to the elective they are studying. Typically the student devises the inquiry proposition.

• The final presentation can be: a written report, an analysis of the sources used in the inquiry, a debate, a hypothetical, an oral presentation and/or a multimodal presentation which can be presented individually or in a group.

• Typically one historical inquiry is completed for each unit.

20%

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

questions or for a topic. The question can require students to respond to propositions or points of debate, explanations or evaluations of historical evidence, and interpretations and/or representations.

• At least two explanation tasks must be administered under test conditions.

20%


synthesised. Questions typically require students to use evidence from the sources when commenting on: message, origin, purpose and context, reliability, usefulness and contestability of the evidence, perspective, and relevance to the context.

• Typically the teacher selects the sources and provides the questions.• Source material can include: photographs, cartoons, paintings, graphs,

government papers, extracts from newspaper articles, letters, diaries, literary sources, and/or secondary sources.

• At least two source analysis tasks must be administered under test conditions.

20%

ExaminationTypically conducted at the end of each semester and/or unit and reflecting the examination design brief for this syllabus.

40%



Career Pathways Study of Modern History would be useful in the following careers: heritage manager, historic buildings inspector/conservation officer, museum education officer, museum/gallery curator, museum/gallery exhibitions officer, secondary school teacher, academic librarian, archaeologist, archivist, broadcast journalist, civil service administrator, editorial assistant, information officer, politician’s assistant, solicitor

Time off Campus Nil




Music ATAR

Course DescriptionThe ATAR Music course will be structured to facilitate the growth of student’s God-given musical gifts and provide opportunities to explore aspects of the performing arts in a format that acknowledges the individuality of each student. Music is an expression of human experience and has a universal place in every culture across the globe and throughout history.


The Music ATAR course encourages students to explore a range of musical experiences through a choice of different musical contexts.

The course consists of a written component and a practical component, each worth 50%. It covers the following four content areas:

• aural and theory

• composition and arrangement

• cultural and historical analysis

• performance.

Written component (50%) For the written component of the course, the context of study is Contemporary Music. Rock and Pop music are the two areas of study that we focus on in Year 12, and this includes eight designated works that are studied and analysed in preparation for external assessment.

The written part of the course includes aural perception, music analysis, cultural and historical investigation, composition and theory.

Practical component (50%) For the practical component, students can choose to perform on voice or instrument in a choice of four contexts: Western Art Music, Jazz, Contemporary Music and Music Theatre and/or submit a composition portfolio to fulfil the requirements of the practical component.

Unit 3 Contemporary – Pop Music

The area of study in this unit is Pop music. Students will explore the influences of Pop music, including social, cultural, technological, historical, political, image and promotional factors over different decades from the 1950s through to the present. They will study the musical characteristics of the chosen area of study including the influence of other earlier


or contemporary styles on its musical characteristics. The four designated works for Pop are: The Beach Boys; Good Vibrations, Michael Jackson; Thriller, Fleetwood Mac; Dreams, Sia; Chandelier.

Unit 4 Contemporary – Rock Music

The area of study in this unit is Rock Music. Students will explore the influences of Rock music, including social, cultural, technological, historical, political, image and promotional factors over different decades from the 1950s through to the present. They will study the musical characteristics of the chosen area of study including influence of other earlier or contemporary styles on its musical characteristics. The four designated works for Rock are: The Clash; London Calling, Pink Floyd; Money, Metallica; One, Radiohead; Paranoid Android.




Performance examination (30%)

50%

WrittenWritten Aural (12.5%)

Theory and composition (written) (7.5%)

Cultural and historical analysis (written) (10%)

Written examination (20%)

50%


Time off Campus Nil

EnquiriesMr William Vaisu, Music Teacher


COURSE TYPE: TAFE CERTIFICATE (SIS20210)

Outdoor Education (Certificate II)

Course DescriptionThis qualification provides the skills and knowledge for an individual to be competent in performing core skills in outdoor recreation environments and assisting with the conduct of a range of outdoor activities.

Work may be undertaken as part of a team and would be performed under supervision. Work would be undertaken in field locations such as camps or in indoor recreation centres or facilities, in differing environments such as water-based, dry land and mountainous terrains, using a diverse range of equipment.

HLTAID003 – Provide First Aid This unit of competency describes the skills and knowledge required to provide first aid response, life support, management of casualty(s), the incident and other first aiders, until the arrival of medical or other assistance

SISOODR201A – Assist In Conducting Outdoor Recreation Sessions This unit describes the performance outcomes, skills and knowledge to assist in the conduct of outdoor recreation sessions under the direct supervision of a responsible person. This unit focuses on the application of skills to contribute to the safe conduct of outdoor recreation sessions and undertake monitoring of personal performance.

SISOOPS201A – Minimise Environmental Impact This unit describes the performance outcomes, skills and knowledge required to implement minimal environmental impact practices while participating in and assisting in outdoor recreation activities under supervision.

SISXIND101A – Work Effectively in Sport and Recreation Environments This unit describes the performance outcomes, skills and knowledge required to work effectively in a sport and recreation environment. The unit focuses on the application of industry knowledge and organisational work practices to support the completion of day-to-day work activities. No licensing, legislative, regulatory or certification requirements apply to this unit at the time of endorsement.

SISOHS101A – Follow Occupational Health and Safety Policies This unit describes the performance outcomes, skills and knowledge required to apply general occupational health and safety (OHS) requirements in the workplace. It describes generic OHS responsibilities applicable to employees without managerial or supervisory responsibilities.

SISOBWG201A – Demonstrate Bushwalking Skills in a Controlled Environment This unit describes the performance outcomes, skills and knowledge required to participate in supervised bushwalks. This unit focuses on the demonstration of bushwalking skills through the participation in planned bushwalks and associated activities under the supervision of a suitably qualified leader.


SISONAV201A – Demonstrate Navigation Skills in a Controlled Environment This unit describes the performance outcomes, skills and knowledge required to navigate in controlled environments where there are significant landmarks.

SISOKYK201A – Demonstrate Simple Kayaking Skills This unit describes the performance outcomes, skills and knowledge required to participate in a kayaking activity under supervision. This unit focuses on the demonstration of kayaking skills, such as the ability to control and manoeuvre a kayak in controlled conditions.

SISOCNE202A – Perform Deep Water Rescues This unit describes the performance outcomes, skills and knowledge required to perform deep water rescues. This unit focuses on determining the most appropriate deep water rescue for the situation and applies during canoeing, kayaking and sea kayaking.

SISCAQU202A – Perform Basic Water Rescues This unit describes the performance outcomes, skills and knowledge required to identify and evaluate aquatic emergencies and respond appropriately with basic water rescues that incorporate cardiopulmonary resuscitation (CPR). These situations will usually require an individual response.

SISOSNK201A – Demonstrate Snorkeling Activities This unit describes the performance outcomes, skills and knowledge required to participate in snorkelling activities in confined and or open water.

SISOCYT202A – Demonstrate Basic Cycling Skills This unit describes the performance outcomes, skills and knowledge required to participate in on and off-road cycling activities under supervision. This unit focuses on the demonstration of basic cycling skills over gentle to moderate terrain with some hazards.

SISOMBK201A – Demonstrate Basic Off-Road Cycling Skills This unit describes the performance outcomes, skills and knowledge required to participate in off-road cycling activities under supervision. This unit focuses on the demonstration of basic off-road cycling skills on gravel roads and single tracks with easy to intermediate terrain.

SISOCYT201A – Select, Set Up and Maintain a Bike This unit describes the performance outcomes, skills and knowledge required to select, set up and maintain a bike under supervision, for cycle touring. Other related competencies such as navigation and trip planning are defined elsewhere.

SISOOPS202A – Use and Maintain a Temporary or Overnight Sight This unit describes the performance outcomes, skills and knowledge required to establish, use and maintain a temporary or overnight site. Temporary sites include sites used for rest stops, overnight camping and emergency shelters.


Assessment Types• Short Answer Question

• Scenario Questions

• Practical Observations

Competency is required in each of the types of assessments for each of the 15 units in order to achieve the certificate.

Career Pathways The following are indicative job roles for this qualification:

• outdoor activity assistant

• outdoor participant.

Time off Campus Usually two periods a week for practical lessons, plus two camps totalling five days off campus.

EnquiriesMr Ben Allsop, Head of Health, Physical Education and Sport



Physics

Course DescriptionPhysics is concerned with the study of matter, energy and their interactions. From ancient times people have marvelled at the world that God has created for our enjoyment; at the sunsets and rainbows, waterfalls and birds in flight, lightning and auroras, to mention but a few. Physics is a subject that enables us to investigate and understand these phenomena. It allows us to be better stewards of our planet and therefore honour our Biblical mandate as the custodians of planet Earth.

Students investigate how the unifying concept of energy explains diverse phenomena and provides a powerful tool for analysing how systems interact throughout the universe on multiple scales. Students learn how more sophisticated theories, including quantum theory, the theory of relativity and the Standard Model, are needed to explain more complex phenomena, and how new observations can lead to models and theories being refined and developed. Students learn how an understanding of physics is central to the identification of, and solutions to, some of the key issues facing an increasingly globalised society. They consider how physics contributes to diverse areas in contemporary life, such as engineering, renewable energy generation, communication, development of new materials, transport and vehicle safety, medical science, an understanding of climate change, and the exploration of the universe.

Studying senior secondary science provides students with a suite of skills and understandings that are valuable to a wide range of further study pathways and careers. Studying physics will enable students to become citizens who are better informed about the world around them and who have the critical skills to evaluate and make evidence-based decisions about current scientific issues. The Physics ATAR course will also provide a foundation in physics knowledge, understanding and skills for those students who wish to pursue tertiary study in science, engineering, medicine and technology.

The Year 12 syllabus is divided into two units, each of one semester duration, which are typically delivered as a pair. The notional time for each unit is 55 class contact hours.

Unit 3 – Gravity and electromagnetism Students investigate models of motion in gravitational, electric and magnetic fields to explain how forces act at a distance.

Unit 4 – Revolutions in modern physics Students use the theory of electromagnetism to explain the production and propagation of electromagnetic waves and investigate how shortcomings in existing theories led to the development of the quantum theory of light and matter, the Special Theory of Relativity, and the Standard Model of particle physics.



Science Inquiry 20%

Test 30%

Examination 50%


Career Pathways An understanding of physics is relevant to a range of careers, including those in engineering, forensics, radiology, technological development and aviation. Additionally, physics knowledge is valuable in occupations that rely on quantitative and analytic skills needed for analysing data and solving problems in the sciences, engineering and medicine, as well as in economics, finance, management, law and public policy. Some students will use this course as a foundation to pursue further studies in physics, and all students will become more informed citizens, able to use physics knowledge to inform evidence-based decision making and engage critically with contemporary scientific issues.

Time off Campus Nil




Politics and Law ATAR

Course DescriptionPolitics and Law is a critical study of the processes of decision making concerning society’s collective future. The study of politics examines the structures and processes through which individuals and groups with different interests, beliefs and goals, deliberate and negotiate in order to make choices, respond to changing circumstances and enact laws. The study of law examines the system of laws governing the conduct of the people of a community, society or nation, in response to the need for regularity, consistency and justice based upon collective human experience.

A close relationship exists between politics and law. They relate through the judicial, executive and legislative arms of government, together they constitute how societies are governed. Laws generally embody social and political values that usually have a philosophical foundation.

The Politics and Law ATAR course aims to develop knowledge and understanding of the principles, structures, institutions, processes, and practices of political and legal systems, primarily in Australia and where appropriate, other systems and/or countries. The course challenges students to critically examine the effectiveness of political and legal systems using criteria, such as openness, responsiveness and accountability of those systems. The course provides for both a chronological and contemporary understanding of political and legal issues in society.

The skills and values developed in the Politics and Law ATAR course aim to allow students to become informed, active and effective participants in the political and legal decisions that affect their lives within society.

Unit 3 – Political and Legal Power This unit examines various aspects of the political and legal system established by the Commonwealth Constitution (Australia), including the roles and powers of the legislative, executive and judicial branches of government, with a comparison to a non Westminster system, the influence of individuals, political parties and pressure groups on the law making process of parliament and the courts, and the operation of federalism and the balance of power between the Commonwealth and the States in Australia. Political and legal developments and contemporary issues (the last three years) are used to provide a framework for the unit.

Unit 4 – Accountability and rights This unit examines the structures, processes and procedures of accountability in relation to the legislative, executive and judicial branches of government in Australia, how rights are protected, and democratic principles can be upheld and/or undermined, in Australia and one other country, and the experience of a particular group with respect to their political and legal rights in Australia. Political and legal developments and contemporary issues (the last three years) are used to provide a framework for the unit.



Investigation 10%

Short Answer 15%

Essay 15%

Source Analysis 20%

Examination 40%


Career Pathways The study of the Politics and Law ATAR course can be a valuable background to careers in law, political advocacy, public administration, international relations, foreign affairs, community development, teaching, journalism, human resource management, government and commerce.

Time off Campus Nil




Psychology

Course DescriptionIn the Year 12 Psychology ATAR Course students will be introduced to a breadth of knowledge focusing on the psychology of self and others. Psychological knowledge helps us understand factors relating to individuals, such as: cognition, or the way we think; biological bases of behaviour; and personality, the enduring traits that distinguish individuals. Psychological knowledge also helps us understand the way that individuals function within groups. This consists of knowledge associated with socialisation, moral development, the formation of attitudes and also how people relate and communicate. On a larger scale, psychological knowledge can help us to understand how individuals function within different contexts and how this is influenced by culture, shaping people’s values, attitudes and beliefs. This course is designed to integrate the understanding of scientific principles, the acquisition of psychological knowledge and the application of both in an enjoyable and contemporary way

Unit 3 The focus of this unit is to introduce new concepts which assist students to have a better understanding of human behaviour. Students will examine how messages are sent to the brain and investigate how behaviour is influenced or not influenced by learnings. Students learn about the impact of others on individual behaviour and examine the socialisation processes observed within families as well as how social background and gender can shape communication styles. They expand on their knowledge of ethics in psychological research by considering the role of the experimenter and participants’ rights such as privacy and anonymity.

Unit 4 The focus of this unit is to introduce theories of development, from Piaget to Kohlberg. Students will review contemporary personality theories and their limitations and analyse famous experiments conducted by Asch, Milgram and Zimbardo. They also gain an understanding into factors that shape a sense of community and explore the varied responses individuals have to significant events.


Investigation 15%

Response 30%

Project 15%

Examination 40%







The Textiles General course is a practical course. The course allows teachers the choice to explore and use textiles with the design and manufacture of products as the major focus. There is also the flexibility to incorporate additional materials from outside the designated contexts. This will enhance and complement the knowledge and skills developed within the course as many modern-day products are manufactured using a range of different material types. Students examine social and cultural values and the short-term and long-term impacts of the use and misuse of materials and associated technologies. Through this inquiry, experimentation and research, students develop their creativity and understanding of the society in which they live.

Working with textiles, students develop a range of manipulation, processing, manufacturing and organisational skills. When designing with materials, they develop cognitive skills, such as solving problems, generating ideas, creative design strategies and communicating what they do. This makes them more technologically literate and as consumers, enables them to make more informed decisions about the use and misuse of technology.

The course outcomes are relevant to a number of learning areas, including but not limited to, Technology and Enterprise, Humanities and Social Sciences, The Arts, Science and Mathematics.

This course also connects to the world of work, further vocational education and training and university pathways. Students may achieve vocational education and training (VET) competencies as they complete their design projects, while at the same time developing cognitive skills fundamental to designing in a practical context. This process enhances employability and may lead to further training and employment opportunities in areas that include textiles and clothing, manufacturing, design, built environment, science and engineering.

The Textiles General course aims to prepare all students for a future in a technological and material world by providing the foundation for lifelong learning about how products are designed and how materials are developed and used.


Unit 3 – Political and Legal Power ts develop an understanding of the elements and fundamentals of design and consider human factors involved in the design, production and use of their projects. They develop creative thinking strategies and work on design projects within specified constraints. Students learn about the classification and properties of a variety of materials and make appropriate materials selection for design needs.





Design• Students apply a design process to develop a product or project. • Students are assessed on how they:• investigate products or projects• devise, develop and modify design solutions throughout the technology

process• present their findings in written, oral or multimedia form. • Types of evidence can include: images, observation checklists,

evaluation tools (self or peer), journal, design proposal and project proposal, using a range of communication strategies.

25%

Production(Practical)• understanding, confidence and competence when using skills in

manufacturing processes and when managing production plans• manufactured product in terms of quality and finish.• Types of evidence can include: manufactured products, journal,

observation checklists and evaluation tools (self or peer) and on-balance judgements.

50%


Response(Written)Students apply their knowledge and skills in responding to a series of stimuli or prompts in the following formats: examinations, essays, oral responses, ICT visual responses and product evaluation reports.

10%

Response(Written)A written task or item or set of items of one hour duration developed by the School Curriculum and Standards Authority and administered by the school.

15%




Visual Arts General


Each project has flexibility for student modification and encourages individuals to focus on a preferred media in order to achieve a level of mastery in technique. Innovation is encouraged through a process of inquiry, exploration and experimentation. Students transform and shape ideas to develop resolved artworks. They engage in art making processes in traditional and new media areas which involve exploring, selecting and manipulating materials, techniques, processes, emerging technologies and responses to life. This course allows them to engage in traditional, modern and contemporary art forms and conventions, such as sculpture, painting, drawing, graphic design, printmaking, collage, ceramics, earth art, video art, installations, textiles, performance, photography, montage, multimedia, and time-based works and environments.

There are two content areas, Art making and Art interpretation. Art making refers to the practical production of artworks and exploration of media, whereas Art interpretation refers to research and analysis of relevant artists, works and movements through visual and written research, as well as making a response to their own work in a written self- evaluation.

Students gain knowledge, understanding and appreciation of art and culture, both in Australian and international contexts. They analyse and evaluate their own works and the works of others from a range of historical and cultural viewpoints and develop an appreciation of the role of art in the community and their daily lives. The Visual Arts General course aims to enable students to make connections to relevant fields of study and to more generally prepare them for creative thinking and problem-solving in future work and life. Students are encouraged to consider the meaning of artworks through a Christian perspective.

Unit 3 – Inspirations The focus for this unit is inspirations. Students become aware that artists gain inspiration and generate ideas from diverse sources, including what is experienced, learned about, believed in, valued, imagined or invented.

Unit 4 – Investigations Students explore and develop ideas through the investigation of different artists, art forms, processes and technologies. Students investigate spontaneous and analytical styles of drawing, experimenting with a range of media and techniques. They further develop their knowledge and understanding of visual language and apply this to both art making and art interpretation.



Production 70%

Analysis 15%

Investigation 15%


Career Pathways The Visual Arts General course aims to enable students to make connections to various fields of study in Visual Arts fulfilling careers in museums, galleries and industry, or art education and crafts related fields, or graphic design, illustration and photography and to more generally prepare them for creative thinking and problem-solving in future work and life. It aims to contribute to a sense of enjoyment, engagement and fulfilment in their everyday lives, as well as to promote an appreciation for the environment and ecological sustainability.

Time off Campus One Day




Visual Arts ATAR


Each project has flexibility for student modification and encourages individuals to focus on a preferred media in order to achieve a level of mastery in technique.

The Visual Arts ATAR course provide opportunities for applied learning but there is more focus on academic learning, suitable for students aspiring to university entry.

Students gain knowledge, understanding and appreciation of art and culture, both in Australian and international contexts. They analyse and evaluate their own works and the works of others from a range of historical and cultural viewpoints, and develop an appreciation of the role of art in the community and their daily lives. Through their art experiences, they come to an understanding of broader questions about the values and attitudes held by individuals and societies and gain an awareness of the role that art plays in reflecting, challenging and shaping societal values. Students are encouraged to consider the meaning of artworks through a Christian perspective.

Unit 3 - Commentaries The focus for this unit is commentaries. In this unit, students engage with the social and cultural purposes of art making to produce a unique and cohesive body of work. Broad and innovative inquiry includes the conceptualisation and documentation of experiences within contemporary society. Students transform ideas and develop concepts using innovative approaches to art making and presentation. They document their thinking and working practices, having the flexibility to work across media and art forms.

Students research artwork providing critical comment on the meaning, purpose and values communicated. They examine their own beliefs and consider how the visual arts have reflected and shaped society in different times and places.

Consideration is given to the roles of artists in different societies, for example, hero, outsider, commentator and social critic. Students investigate the social functions of art, for example political and ideological expression, satire, social Description or graphic communication. They address the relationship between form, function and meaning and develop understandings of how artists are influenced by pervasive ideas, events and circumstances, and how re-contextualisation contributes to meanings and messages in artwork.



Production 50%

Analysis (Written) 35%

Investigation (Written) 35%

Examination (Written) 30%


Career Pathways The Visual Arts General course aims to enable students to make connections to various fields of study in Visual Arts fulfilling careers in museums, galleries and industry, or art education and crafts related fields, or graphic design, illustration and photography and to more generally prepare them for creative thinking and problem-solving in future work and life. It aims to contribute to a sense of enjoyment, engagement and fulfilment in their everyday lives, as well as to promote an appreciation for the environment and ecological sustainability.

Time off Campus Nil


Unit 4 - Points of View The focus for this unit is identities. In working with this focus, students explore concepts or issues related to personal, social, cultural or gender identity. They become aware that self-expression distinguishes individuals as well as cultures. Students use a variety of stimulus materials and use a range of investigative approaches as starting points to create artwork. They develop a personal approach to the development of ideas and concepts, making informed choices about the materials, skills, techniques and processes used to resolve and present their artwork.

Students use critical analysis frameworks to develop an understanding of the practice of art making and art interpretation. They research and analyse factors affecting points of view such as time, place, culture, religion and politics, synthesising this knowledge to express a personal viewpoint or position. In the analysis of their own and others’ artwork, students reflect on the relationship between artwork, audiences and contextual factors, and consider how these contribute to the development of different perspectives.



Woodwork - Materials Design and Technology


The Woodwork General course is a practical course. The course allows teachers the choice to explore and use textiles with the design and manufacture of products as the major focus. There is also the flexibility to incorporate additional materials from outside the designated contexts. This will enhance and complement the knowledge and skills developed within the course as many modern-day products are manufactured using a range of different material types. Students examine social and cultural values and the short-term and long-term impacts of the use and misuse of materials and associated technologies. Through this inquiry, experimentation and research, students develop their creativity and understanding of the society in which they live.

Working with wood, students develop a range of manipulation, processing, manufacturing and organisational skills. When designing with materials, they develop cognitive skills, such as solving problems, generating ideas, creative design strategies and communicating what they do. This makes them more technologically literate and as consumers, enables them to make more informed decisions about the use and misuse of technology.

The course outcomes are relevant to a number of learning areas, including but not limited to, Technology and Enterprise, Humanities and Social Sciences, The Arts, Science and Mathematics. This course also connects to the world of work, further vocational education and training and university pathways. Students may achieve vocational education and training (VET) competencies as they complete their design projects, while at the same time developing cognitive skills fundamental to designing in a practical context. This process enhances employability and may lead to further training and employment opportunities in areas that include textiles and clothing, manufacturing, design, built environment, science and engineering.

The Woodwork General course aims to prepare all students for a future in a technological and material world by providing the foundation for lifelong learning about how products are designed and how materials are developed and used.

Unit 3 Students develop an understanding of the elements and fundamentals of design and consider human factors involved in the design, production and use of their projects. They develop creative thinking strategies and work on design projects within specified constraints. Students learn about the classification and properties of a variety of materials and make appropriate materials selection for design needs.



Design Students apply a design process to develop a product or project. Students are assessed on how they:




Types of evidence can include: images, observation checklists, evaluation tools (self or peer), journal, design proposal and project proposal, using a range of communication strategies.

25%

ProductionExtended and manufacturing project(s) where students control, evaluate and manage processes. Students are assessed on their:



Types of evidence can include: manufactured products, journal, observation checklists and evaluation tools (self or peer) and on-balance judgements.

50%






Response• Students apply their knowledge and skills in responding to a series of

stimuli or prompts in the following formats: examinations, essays, oral responses, ICT visual responses and product evaluation reports.

10%

Externally Set TaskA written task or item or set of items of one hour duration developed by the School Curriculum and Standards Authority and administered by the school

15%



COURSE TYPE: ENDORSED PROGRAM

Workplace Learning

Course DescriptionWorkplace Learning is a Schools Curriculum and Standards Authority-developed endorsed program that is open to students in Years 11 and 12. To complete this endorsed program, a student works in one or more real workplace/s to develop a set of transferable workplace skills. The student must record the number of hours completed and the tasks undertaken in the workplace, in the Workplace Learning Logbook provided. The students must also provide evidence of his/her knowledge and understanding of the workplace skills by completing the Workplace Learning Skills Journal after each 55 hours completed in the workplace. Unit equivalence is allocated on a basis of 1 unit equivalent for each 55 hours completed in the workplace, to a maximum of 4 units.

Workplace Learning students will be prepared with skills that will enable them to make decisions about work, learning and life. The course will greatly assist students applying for apprenticeships, TAFE or employment.

Time off Campus One day each week on the job training with WPL

EnquiriesMr Gerhard May, Deputy Head of Senior School


Swan Christian College encourages, educates and equips students for lives of faithful service under the lordship of Christ. It is a place where God is honoured and students are valued as being uniquely created. In each student, we strive to develop the seven pillars of: Courage, Service, Wisdom, Engagement, Leadership, Spirituality and Knowledge, on their journey towards adult life.

In recognition that every student is unique, we understand that the ‘traditional’ school model does not necessarily suit everyone. The purpose of the Swan Trade Training Centre is to provide quality trades training and career pathways in an innovative and supportive school based environment.

What are the best things about the Swan Trade Training Centre?• Swan Trade Training Centre (STTC) aims to produce

first class apprentices equipped with the latest industry grade skills and professionalism who pride themselves on a ‘job well done’.

• Our goal is to be a leading trades training institution with state-of-the-art facilities and programs in the hospitality, light and heavy metal fabrication, electro-technology, carpentry, cabinet and furniture making trades.

• Our motto is ‘Learn a Trade – Build a character’. Swan Trade Training Centre will train apprentices to take pride in their work and strive for excellence in their trade and in themselves as people.

• The centre will work in partnership with industry to jump start real trade career pathway opportunities, supporting both apprentices and employers every step of the way.

Swan Trade Training Centre• Apprentices can fast track their trade careers by

obtaining both the WA Certificate of Education (WACE) and Certificate III Business and the Certificate II Pre-apprenticeship trade qualifications by the end of Year 12.

• Students have the opportunity to participate in an overseas tour to Cambodia in Term 3 working on real projects that perfectly utilise all the skills that students will learn in their trade course and can be used for a total of 50 hours for the work experience component of their pre-app course.

How does the Swan Trade Training Centre work?The Swan Trade Training Centre offers a fixed two-year course over Years 11 and 12. Students are enrolled in Swan Christian College and attend the STTC full time over the two years incorporating six individual weeks (200 hours total requirement) of work experience.

Swan Trade Training Centre provides students with the opportunity to:

• complete Years 11 and 12 in a supportive Christian school environment

• achieve a West Australian Certificate of Education (WACE)

• achieve a nationally accredited Certificate III in Business and

• achieve a nationally accredited pre-apprenticeship qualification (Certificate II level)


In addition to their chosen trade course, all Swan Trade Training Centre students complete a fixed set of courses that are designed to complement their trade studies with content specifically tailored for the trade context. All STTC students will complete units in Math, English, Technical Graphics, Building and Construction, Christian Living and Certificate III in Business.

Hospitality students are offered a wider choice of courses, as their WACE studies will be completed through regular classes at Swan Christian College.

Importantly, WACE courses are delivered in ways that connect students with their chosen trades thereby increasing relevance and engagement.

How does the Swan Trade Training Centre fit in with the rest of Swan Christian College?Swan Trade Training Centre is a dedicated trades training facility that operates within all of the existing procedures and policies of Swan Christian College. On a day-to-day basis, the STTC is operated by the Director, who oversees the student’s academic and pastoral care programs and who reports directly to the Principal of the College.

Students at Swan Trade Training Centre participate in all House based pastoral activities including sports carnivals, College assemblies, camps, community service work days and the Year 12 Charity Ball. Selected students will also be involved in the College student leadership team.

What are the facilities like?The Swan Trade Training Centre has been made possible by a grant from the Federal Government as part of their Trade Training in Schools initiative. With that funding the following facilities have been established:

1. A purpose built commercial training kitchen.

2. A dedicated trades training facility workshop comprising of:

a. An 800m2 trades workshop, complete with three ICT equipped training rooms, overhead gantry crane, 5 welding bays and the most modern industry grade equipment available.

b. A dedicated teaching and learning facility comprising five ICT equipped classrooms, staff offices and administration areas.

c. Undercover recreational areas for break times and informal teaching spaces.

d. Lockers for all students.

3. A fully functioning 80-seat restaurant has also been completed to complement the hospitality course. In the future, it is planned that this will be open to the general public.


What trades are offered?We offer Certificate II school based pre-apprenticeship pathway courses in:

Building and Construction VET course number: 52443WA | In partnership with North Metropolitan TAFE

Building and construction workers have careers that span the building industry from development, design, cost planning, construction and building and management.

Building and construction workers construct, erect, install, finish and repair wooden and metal structures and fixtures on residential and commercial buildings. They may perform tasks such as construct formwork into which concrete is poured, install metal and timber windows, sashes and doors, build floors, wall frameworks (timber or metal) and roofs, and lay timber floors.

With further training and experience, you can become a building supervisor, building or construction manager, building inspector, technical teacher, estimator, building contract administrator or purchasing officer.

Electrotechnology VET course number: UEE22011 Training is delivered on behalf of the College of Electrical Training. Qualifications will be issued by the College of Electrical Training. RTO number 2394, www.cet.asn.au

Electricians install, maintain, repair, test and commission electrical and electronic equipment and systems for industrial, commercial and domestic purposes. Electricians may also work on electrical transmission and distribution equipment or be employed in industries such as manufacturing, mining, construction, energy supply, domestic and retail services.

EngineeringVET course number: MEM20105 | In partnership with North Metropolitan TAFE

Fabrication engineering tradespersons cut, shape, join and finish metal to construct, maintain or repair metal products and structures. They may produce moulds or patterns for metal castings, apply coatings and work with a variety of materials. Possible career options are: blacksmith, boilermaker, electroplater, engineering patternmaker, foundry worker, moulder / core maker, sheet metal worker or welder - first class.

How do I apply?All Swan Trade Training Centre students are enrolled as students of Swan Christian College – they attend the Swan Trade Training Centre within the College campus. As an existing Swan Christian College student, you simply need to select the STTC and your preferred trade option when you do your Year 11 course selections. Places are limited. Students need to make sure they finish Year 10 well, focusing particularly on Maths and English studies as these are the foundational skills for any trade career. A positive attitude and strong work ethic across all courses are the other two critical characteristics that we look for when selecting students.

How much will it cost?As all Swan Trade Training Centre students are enrolled as students of Swan Christian College, standard College tuition fees will apply. All Swan Trade Training Centre students are required to have an academic, sports and trades uniform.

Enquiries Mr Luke Norman, Head of Swan Trade Training Centre

Year 11 and 12 Subject Information Booklet 2020 · Email: [email protected] . Year 11 and 12 Subject...

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Transcript of Year 11 and 12 Subject Information Booklet 2020 · Email: [email protected] . Year 11 and 12 Subject...