course selection book 2019 · 2019-12-10 · course selection book 2019 for current year 10...

Course Selection Book 2019 for Current Year 10 Students

Year 11 Courses 2020

Year 12 Courses 2021

Helena College Glen Forrest Campus Bilgoman Road

Glen Forrest WA 6071

t 9298 9100 e [email protected]

w helenacollege.wa.edu.au

Course Selection Booklet for Year 10’s in 2019 - 2 -

Contents Page

Introduction 3 Guidelines for choosing a programme of study 5 Senior school courses 6 Post school destinations 8 Career information and where to find it 12 Overview of Courses 14 English 15 English ATAR 16 English General 18 Literature ATAR 20

Mathematics 22 Mathematics: Specialist ATAR 23 Mathematics: Methods ATAR 25 Mathematics: Applications ATAR 27 Mathematics: Essentials General 29

Sciences 31 Biology ATAR 32 Chemistry ATAR 34 Human Biology ATAR 36 Physics ATAR 38 Integrated Science General 40

Humanities and Social Sciences 42 Geography ATAR 43 Modern History ATAR 45 Politics and Law ATAR 47

Arts 49 Drama ATAR 50 Media Production and Analysis ATAR 52 Music ATAR 54 Music General 56 Visual Arts ATAR 58 Visual Arts General 60

Languages 62 French: Second Language Visual Arts ATAR 63 Indonesian: Second Language Visual Arts ATAR 65

Health and Physical Education 67 Physical Education Studies ATAR 68 Outdoor Education General 70 Sports Coaching Certificate II 72 Physical Education Studies General 74

Technologies 75 Design General 76 Food Science and Technology General 78 Engineering Studies: Mechanical General 80 Engineering Studies: Mechanical ATAR 82 Applied Information Technology General 84

Workplace Learning Endorsed programme 85

Year 12 course information is included on the second page of each entry page

Course Selection Booklet for Year 10’s in 2019 3

Introduction The transition from Year 10 into Years 11 and 12 has always been a crucial step in all students’ educational journey here at the College. It is important that all students and parents/care givers, allowing plenty of time for careful consideration as to which upper school courses to select and particularly with consideration of likely destinations post school. It is vital, therefore, that students make careful, informed course choices to ensure that they firstly achieve their WACE and secondly achieve the requirements for whatever they intend to undertake once they leave the College.

Helena College provides a thorough and careful counselling process throughout the second half of Year 10 involving meetings with the Director of Upper School to discuss possible pathways with each student as well as information sessions both for students and parents.

Making the right choices can be a daunting prospect, particularly if a student has no firm idea of what they want to do after they leave school, but it is strongly recommended that time is invested in considering all the options, advice is sought from the Deputy Principal - Curriculum, the Director of Upper School, Heads of Department and subject teachers.

The School Curriculum and Standards Authority, the organisation ultimately responsible for overseeing the WACE courses in Western Australia, has produced an information handbook and a PowerPoint presentation to assist students and parents make the transition into upper school courses. This booklet is designed to be used in conjunction with them. They are available at the SCSA’s website at https://www.scsa.wa.edu.au/publications/year-10-information

We will also make the information handbook available to students and parents via SEQTA.

Another recommended document produced by TISC, the body responsible for processing of applications for admission to undergraduate courses at Curtin, Edith Cowan, Murdoch Universities and the University of WA is also useful for students who are aiming to go to university after school. The address is www.tisc.edu.au and the document is entitled ‘University Admission 2022, Admission Requirements for School Leavers’. http://www.tisc.edu.au/static- fixed/guide/slar-2021.pdf


Terminology

WACE Western Australian Certificate of Education

SCSA School Curriculum and Standards Authority

Course Most courses are studied at either General or ATAR level and are sub-divided into 4 units, Units 1 and 2 studied in Year 11 and 3 and 4 in Year 12.

Unit A semester-long section of a course, 4 units making up a course. In Year

12 students must study a pair of units, i.e. Units 3 and 4 of the same course.

ATAR course A two year course consisting of 4 units covered in Year 11 and 12 with

an external examination at the end of Year 12.

General course A two year course in Year 11 and 12 which counts towards the WACE but not towards generating an ATAR.

EST Externally Set Task (for all General courses, Year 12)

OLNA Online Literacy and Numeracy Assessment

VET Vocational and Educational Training

ATAR Australian Tertiary Admission Rank. This is used for tertiary entrance. An

ATAR of 90 means that a student has achieved results better than 90 per cent of students in that year.

TISC Tertiary Institutions Service Centre

STP State Training Provider (formally known as TAFE)

TEA Tertiary Entrance Aggregate. The total of a student’s best four ATAR

subjects at the end of Year 12 which is used to calculate the final ATAR.


Guidelines for choosing a programme of study

Each student should choose the most appropriate programme of study for Years 11 and 12 after comprehensive discussions with parents/care-givers and teachers concerning:

• abilities in different areas • academic achievements (Year 10 performance in similar subjects is a good indicator of

likely success in Years 11 and 12) • consideration of student motivation and resilience • interests and future career possibilities (and any prerequisite subjects for those career interests).

Choosing inappropriate courses may lead to students becoming disappointed and discouraged with their studies. Appropriateness of the total workload involved with the student's overall selection should also be considered. This is best done in consultation with the Director of Upper School.

In addition to making a realistic assessment of student abilities and future career interests, it is very important to have a clear understanding of the characteristics of each course; for example, difficulty level and required pace of work, volume of reading, amount of detailed information to be retained.

Current Helena College policy requires all students in Years 11 and 12 to undertake a programme of study involving the equivalent of 12 WACE semester units (6 courses) each year. Whilst only 20 semester units across the two years are required to achieve a WACE, it is believed that there are considerable benefits for a student maintaining a breadth of study. Requests for a reduction in the number of courses or subjects taken must be made in writing to the Director of Upper School and will only be granted in exceptional cases by the Principal.

The West Australian Certificate of Education (WACE)

Requirements for students starting Year 11 in 2019

To achieve a WACE, students will need to:

• demonstrate a minimum standard of literacy and numeracy based on the skills regarded as

essential for individuals to meet the demands of everyday work and life in a knowledge-based economy. This will be done either through NAPLAN testing in Year 9 or completion of the Online Literacy and Numeracy Assessment (OLNA) in Year 10.

• complete the course requirements to achieve an ATAR or complete a Certificate II (or higher) • complete two Year 11 English units and a pair of Year 12 English units. (General or ATAR) • complete at least one pair of units from a List A course and one pair of units from a List B course

in Year 12. (General or ATAR – see page 14 for overall list of courses) • complete at least 20 units (or equivalents*), including a minimum of 10 units at Year 12. • achieve a minimum of 14 C grades in Year 11 and Year 12 course units with at least six C grades

in Year 12 units (or equivalents*).

* Equivalents refers to VET qualifications, where a completed Certificate II is equivalent to a total of four units (2 Year 11 and two Year 2 Units)


Detailed, current information about WACE may be obtained from the Schools Curriculum and Standards Authority website: www.scsa.wa.edu.au.

You can also contact the Schools Curriculum and Standards Authority via email: [email protected] - or phone - 08 9273 6300.

Senior School Courses

ATAR Courses

ATAR Courses consist of four units. Unit 1 and 2 are completed in Year 11, Units 3 and 4 completed in Year 12. All students enrolled in an ATAR Year 12 course are required to sit the external ATAR course examination. The examination is based on a representative sampling of the content for Unit 3 and Unit 4. Some courses, such as Physical Education, Languages and Music have practical examinations as well as a written examination.

General Courses

General courses in which the student does not sit an external examination, are not included in the calculation of the ATAR used for university entrance; however, General Courses (and endorsed units) may have equal status with ATAR courses for State Training Provider (STP) entry depending upon the course selection criteria. General courses also count to the units required to achieve a WACE.

General courses are assessed by the school and also moderated by the Schools Curriculum and Standards Authority. This is done in Year 12 where each student in the State undertakes an Externally Set Task (EST) in Term Two. This task is set by SCSA and the EST counts 15% towards the student’s final school mark.

Note:

o A student seeking to enter a university can take 0, 1 or 2 General courses in Year 12. o A student seeking entrance to a State Training Provider (STP) course will need to consult

the information on entrance requirements and selection criteria (see below).

Certificate Courses

These courses are taught at the College and are awarded through registered training organisations (RTO’s) that provide the assessment tasks. These courses are part of Vocational Education and Training (VET) in schools and are based on a set of competencies. At Helena we offer two Certificate II level courses; Information, Digital Media and Technology, and Sports Coaching.

Endorsed programs

An endorsed program is a learning program that has been developed for senior secondary students. Each endorsed program consists of a series of lessons, classes and/or activities designed to lead to the achievement of a common goal or set of learning outcomes.


Helena College offers Workplace Learning, an Authority-developed endorsed program.

Choices at Helena College

In each learning area, the college will offer courses across two years that best reflect the interests and aptitude of students who have selected that course. The College’s course offerings have to take into account timetabling constraints, but the selection process is designed each year to offer as rich choice as possible to our students.

In English and Maths there are General courses, English General and Mathematics: Essential General. This accommodates the range of students who are required to take a four-unit programme in English and allows students to work in Mathematics at a level that best reflects their ability. Students selecting English General ,Mathematics: Essential, and all General courses, will completed Externally Set Tasks in Year 12 as part of their assessment programme which is worth 15% of their total mark. The task is set by SCSA, but administered and marked by the subject teacher.

Every student's academic background is different, but below is some general advice on pathways. More specific advice should be sought from Heads of Department, Director of Upper School and the Deputy Principal - Curriculum and the as well as teachers of particular courses.

Typically:

o University-bound students would study a programme of ATAR units over their senior

secondary years. In Year 12, at least four unit-pairs would be at ATAR level.

o Students who may be aiming for further education and training through a state training provider or entrance into the workforce would study a programme of General units or a mixture of General, Certificates and 2 ATAR courses in Years 11 and 12 with Workplace Learning.

o It is essential that any student who is attempting to complete a pathway that will generate an

ATAR, but if Year 10 results suggest that this may be challenging, students should include a Certificate II Qualification (Information, Digital Media and Technology and/or Sports Coaching) in their programme to ensure that WACE requirements are met. Further discussion in this area will take place during the counselling process in Term Three.

Changing courses

The most important principle here is for students to identify the programme of study with which they mean to continue as early as possible; however, some changes may still occur. This may be due to: a change in anticipated career direction; unsatisfactory performance in a course; rebalancing of workload; health issues; other exceptional circumstances.

All endorsed programs successfully completed are listed on the student’s Western Australian Statement of Student Achievement, may contribute towards the breadth-and-depth requirement of the WACE and may contribute towards the C grade requirement of the WACE.


All Year 10 students will begin their WACE courses in Week 3 Term Four 2018 and from that point on the students will be known as Year 11s. Similarly, Year 11 courses will be completed early in Term 4 2019 and students will then commence their Year 12 courses. If class sizes and the timetable allow, this is a time when a proposed programme of study could be revised. If this involves repeating units, it is important to consider the consequences for achieving WACE or meeting admission requirements for further education or training.

A small number of Year 11 courses have units which are completed sequentially, so that one unit is completed by early in Term Two of Year 11. At this time, it may be possible to transfer to another course with sequential units, and enrol in the second of the two sequential units in that course.

Where pairs of units within a course are completed concurrently, changing courses may be more difficult unless it happens very early in the course. Whether this is possible will depend on the structure of the courses.

In all cases, students should consult their teachers and the Director of Upper School to thoroughly discuss any proposed change.

University Entrance

To gain entry to any Western Australian university, other than Notre Dame, a Year 12 student must:

• achieve a WACE. • gain a satisfactory ATAR (see below). • achieve competence in English (see below) • satisfy any prerequisite or special requirements (for example, interviews or portfolios)

necessary to be considered for entry into particular courses.

Note that Notre Dame University has different entry requirements to those of the other four universities and students aiming for courses at Notre Dame should visit https://www.notredame.edu.au/study/how- to-apply for further details

The Australian Tertiary Admissions Rank (ATAR)

The ranking of students based on their results in the WACE external examinations is called the ATAR, to emphasise that these rankings are transferable throughout Australia.

As an example of how to interpret an ATAR, a student achieving an ATAR of 75 will have performed academically better than 75 per cent of students in that age group. Since about 60 per cent of students Australia-wide in any given year will generate an ATAR, while the rest leave school prior to Year 12 or do not seek university entrance, ATARs will range from about 40 to 99.95.

Students should understand that an ATAR of 75 does not mean an average mark of 75 per cent across their courses; in fact, an average mark of 75 per cent would give an ATAR of about 95. (A conversion table is available on the TISC website - https://www.tisc.edu.au.)


The ATAR is determined from the best four scores from their Year 12 ATAR courses.

Accordingly, students seeking to attend a tertiary institution must study at least 4 courses as part of their Year 12 load. They can study up to six ATAR courses if it is thought desirable. See important note below on workload.

Only one course in each of the following pairs can be counted towards the ATAR if both are studied, although both can be counted for WACE requirements.

English and Literature Mathematics: Applications and Mathematics: Methods Mathematics: Applications and Mathematics: Specialist

Marks adjustments for ATAR courses

The final result for the course (at the end of Year 12) is compiled with equal weighting given to school performance and to the external examination. These results will be moderated (to make sure that school assessments are fair), standardised (to make sure that each result can be compared on the same scale) and scaled (to make sure that results in more difficult courses are rewarded).

English competence

For university entrance, English competence can be achieved by obtaining:

• A final, scaled score of 50 or more in Year 12 ATAR English or Literature • For Curtin or Murdoch universities, a standardised and moderated (but unscaled and unadjusted)

score of 55 in either the school assessment programme or the external examination, for Year 12 ATAR English or Literature

• For the University of Western Australia, a standardised and moderated (but unscaled and unadjusted) mark of 60 in either the school assessment programme or the external examination, for Year 12 ATAR English or Literature

• For Edith Cowan University a final grade of A B or C in Year 12 ATAR English or Literature. • Students not meeting any of the above requirements to demonstrate competence in English

will be required to sit the Special Tertiary Admissions Test (STAT) in early January of the year of admission.

Mathematics Bonus

Students undertaking Mathematics: Methods and Mathematics: Specialist courses will receive a bonus of 10% of their score in that subject added to their final Tertiary Entrance Aggregate, the score which will allow the calculation of the final ATAR.


Languages Bonus

Students undertaking a foreign language (French or Indonesian are offered at Helena) will receive a bonus of 10% of their score in that subject added to their final Tertiary Entrance Aggregate, the score which will allow the calculation of the final ATAR.

State training providers (STPs)

The STP entry requirements are designed to ensure that all those who gain entry to a course have the competencies or skills and abilities required to effectively participate in the programme. For all courses: Students will be required to meet the entrance requirements of the course selected. These are generic competencies (communication and maths) or, where relevant, competency based qualifications. For some courses only entry requirements are required if the courses are not competitive.

Students interested in STP courses are recommended to select school courses in which they are likely to achieve good grades to improve their competitiveness in the selection criteria. Students are strongly advised to undertake the Workplace Learning programme to gain work experience history which supports STP entry.

STP Entrance requirements

Entrance requirements are either:

or:

o a lower level qualification; for example, to enrol in a Certificate III in Business you must have a Certificate II in Business.

o communication (reading, writing, speaking and listening) and maths skills.

Communication and maths skills

Your communication and maths skills are determined by your school results. For example, your result in Year 11 English may indicate that you have 'developed skills'. In this case you can enrol in any course where the entrance requirement is 'basic skills' or 'developed skills'.

STP Selection criteria

Selection criteria are academic and other criteria (for example, work experience, industry involvement, current and previous employment) which are used to rank eligible applicants competing for entry into a course where there are more applications than places available.

If the course for which you are applying asks you to address selection criteria you need to submit additional information with your application form. The types of documents required are listed on the dtwd.wa.gov.au.

Find out more: Telephone 1800 999 167 Website www.trainingwa.wa.gov.au .


Course recommendations and decision making

At the beginning of Semester Two in Year 10, teachers make recommendations regarding course choices for students that they have taught. These recommendations are based on a range of evidence, are approved by the relevant Head of Department and reviewed by the Director of Upper School before being communicated to students and their parents/care givers.

Evidence used in this process includes:

o IB achievement grades in relevant subjects o Scores in relevant tests and examinations where appropriate (e.g. English and Maths Year

10 exams) o Specific ability in related subjects, (e.g. mathematical ability for a potential Physics student) o Demonstrated work ethic and commitment to study o Interest and engagement in the subject

In most cases, these recommendations fall into three responses:

Approved: Evidence suggests that the student has the ability to succeed in this course. Not Approved: Evidence suggests that the student does not have the ability to succeed in

this course and it is strongly advised that they choose alternative options for their senior school pathway.

Conditional: There is evidence to suggest that the student could be capable of satisfactory achievement in this course but there are specific areas that should be addressed in order for the student to embark on the course. It is suggested that in this case, the student should work with the teacher and/or Head of Department to clarify what the issue is and identify strategies to rectify any problem(s) as required.

English and Mathematics recommendations

Course choices in the English and Mathematics learning areas are somewhat different from other learning areas as there are a greater choice of ATAR courses within the same subject area. For example, in the English learning area, ATAR students have a choice between English (ATAR or General), or Literature. Likewise, in Mathematics, there is a choice between Mathematics: Methods, and Mathematics: Applications and Mathematics: Essentials (General course). Therefore, in English and Mathematics, teachers have also considered which course the student may be most suited to, and in these subjects, the course recommendation sheet will show which of the courses the student is recommended to consider based on their demonstrated achievement in these learning areas.

Workload

In the main, most ATAR courses will each require a minimum of 3 hours study per week. It has been our experience that many students selecting Year 11 courses select five or six challenging courses. This does leave the opportunity open at the end of Year 11 to change one or two subjects in order to adjust the difficulty of the students overall programme of study going into Year 12. This may give a better chance of achieving successful entry into the desired post-school destination.


Considering all evidence

It is very important that decisions around senior secondary subject take into account all available evidence. Possible consequences of an inappropriate choice include:

o needing to start a new course part-way into the semester or at the semester break. o failing to meet assessment requirements of either the old or new course, or both. o limited choice of alternatives if re-selection is needed. o having to maintain a low-interest choice throughout Year 11. o starting a different course at the beginning of Year 12 (usually a difficult pathway if success at

the external examination is required).

Career information and where to find it

During Years 10, 11 and 12 students use the MyFuture website to collect information, investigate career possibilities and job information. A summary of personal information can be compiled.

University courses

School liaison officers are attached to Curtin University, University of WA, Murdoch University, Notre Dame University and Edith Cowan University. These officers are invited to school each year to talk to the Year 12 students and to counsel students on various course requirements. If you wish to discuss university enrolment with them directly, contact details are easily accessible via the Universities websites. University open days showcase and provide information on the various subjects they offer, and families are advised to watch out for these as they are heavily advertised in the local press and online. If possible, prior warning is also given in the school newsletter. TISC speakers are also invited to school to talk to Year 12 students each year.

State Training Providers

There are STPs all over the metropolitan area offering a huge variety of tertiary courses. These courses link to the AQF (Australian Qualifications Framework) from Certificate I to Advanced Diploma and can eventually lead to recognition for university entry. Families should contact the Department of Education and Training (www.trainingwa.gov.au). Inquiries about new arrangements should be directed to:

Career development and course advice (Career Centre) 13 23 98

Information on applying for courses (State Training admissions) 6212 9888

[email protected]


School resources

The school holds all the prospectuses (located in the library) from the tertiary institutions, including STPs. Career information from private training institutions, the Defence Forces, and many specialised colleges is also housed in the College library.

Currently, career research is best achieved via the internet. ‘MyFuture’ is used at the College. It is introduced to Year 10 students during Vocational Education. In Years 11 and 12, students are encouraged to continue using ‘MyFuture’ (to complete and upgrade e-folders) during private study in Years 11 and 12.

Regular newsletter articles and information via daily notices will be distributed to families and students giving current information on all tertiary institutions.


Overview of Course offerings at Helena College

Courses offered in Year 11 2019 and Year 12 2020 List A or B Page

English ATAR A 16 English General A 18

Literature ATAR A 20

Mathematics: Specialist ATAR B 23

Mathematics: Methods ATAR B 25

Mathematics: Applications ATAR B 27

Mathematics: Essential General B 29

Biology ATAR B 32

Chemistry ATAR B 34

Human Biology ATAR B 36

Physics ATAR B 38

Integrated Science General B 40

Geography ATAR A 43

Modern History ATAR A 45

Politics and Law ATAR A 47

Drama ATAR A 50

Media Production and Analysis ATAR A 52

Music ATAR A 54

Music General A 56

Visual Art ATAR A 58

Visual Art General A 60

French: Second Language ATAR A 63

Indonesian: Second Language ATAR A 65

Physical Education Studies ATAR A 68

Outdoor Education General B 70

Sports Coaching (Certificate II) N/A 72

Physical Education Studies General B 74

Design General B 76

Food Science and Technology General B 78

Engineering Studies (Mechanical) General B 80

Engineering Studies (Mechanical) ATAR B 82

Applied Information Technology General B 84

Workplace Learning N/A 85


English Learning Area

Head of Department: Corrie Hellema [email protected]

Courses:

English ATAR English General Literature ATAR

Information for Students

English ATAR and Literature

ATAR

Students often ask about the differences between English and Literature. While there are significant similarities, generally they differ in the following ways.

• English covers a wider range of text types, including film and non-fiction texts; Literature focuses on poetry, drama and prose fiction texts.

• English covers many texts; Literature covers three text types per semester – drama, poetry and prose fiction, so tends to cover fewer texts.

• Literature is more theoretical and philosophical, and looks at the historical continuum of our literary traditions.

• English tends to be more concerned with contemporary sociocultural issues and texts.

When deciding which you prefer to study, ask yourself whether you prefer reading and talking about books, history and fiction, and whether you enjoy plays and poetry. If so, Literature is probably a good option. If you prefer analysing films, images, and discussing contemporary issues that appear in the print media, as well as reading fiction and non-fiction books, then English is probably the best choice.


English ATAR

The 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. 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.

English ATAR Year 11

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 and persuasive 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.

Assessment in Year 11

Type of assessment Weighting

Responding Types of assessment will involve tasks in which students comprehend, engage with, interpret, analyse, compare, contrast, reflect on, appreciate and evaluate a range of texts and text forms for a variety of purposes and audiences.

35 – 40 %

Creating Students create sustained imaginative, interpretive and persuasive texts in a range of modes for a variety of purposes and audiences.

35 – 40 %

Examination 20 – 30 %


ATAR English Year 12

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.

School-based assessment in Year 12


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.

35%

Creating Students create sustained imaginative, interpretive and persuasive texts in a range of modes for a variety of purposes and audiences.

35%

Examination 30%


English General

The English General course focuses on consolidating and refining the skills and knowledge needed by students to become competent, confident and engaged users of English 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 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 Unit 1

Year 11

Unit 1 focuses on students comprehending and responding to the ideas and information presented in texts. Students: • 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.

in different modes and media.

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



Responding 40–60% Creating 40–60%


General English Year 12

Unit 3 focuses on exploring different perspectives presented in a range of texts and contexts. Students: • 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 4 focuses on community, local or global issues and ideas presented in texts and on developing students’ reasoned responses to them. Students: • 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.



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 15%


Literature ATAR The 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 subject, 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.

Year 11 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 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.



Extended written response 10%–20% Short written response 30%–40% Creative production of a literary text 10%–20% Oral 10%–20% Examination 20%–30%


Literature Year 12 Unit 3

Unit 3 develops students’ knowledge and understanding of the relationship between language, culture and identity in literary texts. Students inquire into the power of language to represent ideas, events and people, 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 4

Unit 4 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.



Extended written response This 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.

15%

Short written response This 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.

35%

Creative production of literary texts This can include writing in the three genres of poetry, prose fiction and drama or the production of multimodal literary texts.

10%

Oral This 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%

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

30%


Mathematics Learning Area

Head of Department: Tim Haywood [email protected]

Acting Head of Department (Term 3 2018): Amy Bennett

[email protected] Courses:

Mathematics: Specialist ATAR Mathematics: Methods ATAR Mathematics: Applications ATAR Mathematics: Essential General


Possible options in Mathematics include:

Mathematics: Methods and Mathematics: Specialist (ATAR), for university entry to specialist courses such as engineering, physical sciences and mathematics. The Mathematics Specialist ATAR course is the only ATAR mathematics course that should not be taken as a stand-alone course. It is a course which provides opportunities, beyond those presented in the Mathematics Methods ATAR course, to develop rigorous mathematical arguments and proofs, and to use mathematical models more extensively.

Mathematics: Methods (ATAR) is often useful for university courses where mathematics is likely to be needed. It is an ATAR course which focuses on the use of calculus and statistical analysis. The study of calculus provides a basis for understanding rates of change in the physical world, and includes the use of functions, their derivatives and integrals, in modelling physical processes.

Mathematics: Applications (ATAR) for university courses where some mathematics is likely to be needed, but at a less demanding level. It focuses on the use of mathematics to solve problems in contexts that involve financial modelling, geometric and trigonometric analysis, graphical and network analysis, and growth and decay in sequences.

Mathematics: Essential (General) A General course which focuses on using mathematics effectively, efficiently and critically to make informed decisions. This course provides the opportunity for students to prepare for post-school options of employment and further training.

ATAR Bonus Students who take Mathematics: Methods and/or Mathematics: Specialist will receive a bonus of 10% of their score in that subject, which is added to their final Tertiary Entrance Aggregate, the score which is used to calculate the final ATAR.

Changing Courses If a student finds their Year 11 course (Units 1&2) difficult they have the option of enrolling in a less challenging Year 12 course (Units 3&4), the following year.


Mathematics: Specialist ATAR

The Mathematics Specialist ATAR course provides opportunities, beyond those presented in the Mathematics Methods ATAR course, to develop rigorous mathematical arguments and proofs and to use mathematical and statistical models more extensively. Topics are developed systematically and lay the foundations for future studies in quantitative subjects in a coherent and structured fashion. Students of the Mathematics Specialist ATAR course will be able to appreciate the true nature of mathematics, its beauty and its functionality.

The Mathematics Specialist ATAR course has been designed to be taken in conjunction with the Mathematical Methods ATAR course. The subject contains topics in functions, calculus, probability and statistics that build on and deepen the ideas presented in the Mathematical Methods ATAR course and demonstrate their application in many areas. Vectors, complex numbers and matrices are introduced. The Mathematics Specialist ATAR course is designed for students with a strong interest in mathematics, including those intending to study mathematics, statistics, all sciences and associated fields, economics or engineering at university.

Year 11

Unit 1 Contains the three topics: Combinatorics, Vectors in the plane and Geometry.

The three topics in Unit 1 complement the content of the Mathematics Methods ATAR course. The proficiency strand of Reasoning, from the Year 7–10 curriculum, is continued explicitly in the topic Geometry through a discussion of developing mathematical arguments. This topic also provides the opportunity to summarise and extend students’ studies in Euclidean Geometry, knowledge which is of great benefit in the later study of topics such as vectors and complex numbers. The topic Combinatorics provides techniques that are very useful in many areas of mathematics, including probability and algebra. The topic Vectors in the plane provides new perspectives on working with two-dimensional space and serves as an introduction to techniques which can be extended to three-dimensional space in Unit 3.

Unit 2 Contains the three topics: Trigonometry, Matrices and Real and complex numbers.

In Unit 2, Matrices provide new perspectives for working with two-dimensional space and Real and complex numbers provides a continuation of the study of numbers. The topic Trigonometry contains techniques that are used in other topics in both this unit and Units 3 and 4. All topics develop students’ ability to construct mathematical arguments. The technique of proof by the principle of mathematical induction is introduced in this unit.



Response 40% Investigation 20% Examination 40%


Mathematics Specialist Year 12

Unit 3 contains the three topics: 3.1 Complex numbers, 3.2 Functions and sketching graphs and 3.3 Vectors in three dimensions.

The Cartesian form of complex numbers was introduced in Unit 2, and in Unit 3, the study of complex numbers is extended to the polar form. The study of functions and techniques of calculus begun in the Mathematics Methods ATAR course is extended and utilised in the sketching of graphs and the solution of problems involving integration. The study of vectors begun in Unit 1, which focused on vectors in one- and two-dimensional space, is extended in Unit 3 to three-dimensional vectors, vector equations and vector calculus, with the latter building on students’ knowledge of calculus from the Mathematics Methods ATAR course. Cartesian and vector equations, together with equations of planes, enables students to solve geometric problems and to solve problems involving motion in three-dimensional space.

Unit 4 contains the three topics: 4.1 Integration and applications of integration, 4.2 Rates of change and differential equations and 4.3 Statistical inference. In this unit, the study of differentiation and integration of functions is continued, and the techniques developed from this and previous topics in calculus are applied to the area of simple differential equations, in particular in biology and kinematics. These topics serve to demonstrate the applicability of the mathematics learnt throughout this course. Also, in this unit, all of the students’ previous experience in statistics is drawn together in the study of the distribution of sample means. This is a topic that demonstrates the utility and power of statistics.



Response Students respond using knowledge of mathematical facts, concepts and terminology, applying problem solving skills and algorithms. Tasks can include: tests, assignments, quizzes and observation checklists. Tests are administered under controlled and timed conditions.

40%

Investigation Students plan, research, conduct and communicate the findings of an investigation. They can investigate problems to identify the underlying mathematics, or select, adapt and apply models and procedures to solve problems. This assessment type provides for the assessment of general inquiry skills, course-related knowledge and skills, and modelling skills.

20%

Examination Students apply mathematical understanding and skills to analyse, interpret and respond t o questions and situations. Examinations provide for the assessment of conceptual understandings, knowledge of mathematical facts and terminology, problem-solving skills, and the use of algorithms. Examination questions can range from those of a routine nature, assessing lower level concepts, through to open-ended questions that require responses at the highest level of conceptual thinking. Students may be asked questions of an investigative nature for which they may need to communicate findings, generalise, or make and test conjectures.

40%


Mathematics: Methods ATAR

The major themes of the Mathematics Methods ATAR course are calculus and statistics. They include, as necessary prerequisites, studies of algebra, functions and their graphs, and probability. They are developed systematically, with increasing levels of sophistication and complexity. Calculus is essential for developing an understanding of the physical world because many of the laws of science are relationships involving rates of change. Statistics is used to describe and analyse phenomena involving uncertainty and variation. For these reasons, this course provides a foundation for further studies in disciplines in which mathematics and statistics have important roles. It is also advantageous for further studies in the health and social sciences. This course is designed for students whose future pathways may involve mathematics and statistics and their applications in a range of disciplines at the tertiary level.

Year 11

Unit 1 Contains the three topics: Functions and graphs, Trigonometric functions and Counting and probability. Unit 1 begins with a review of the basic algebraic concepts and techniques required for a successful introduction to the study of functions and calculus. Simple relationships between variable quantities are reviewed, and these are used to introduce the key concepts of a function and its graph. The study of probability and statistics begins in this unit with a review of the fundamentals of probability, and the introduction of the concepts of conditional probability and independence. The study of the trigonometric functions begins with a consideration of the unit circle using degrees and the trigonometry of triangles and its application. Radian measure is introduced, and the graphs of the trigonometric functions are examined and their applications in a wide range of settings are explored.

Unit 2 Contains the three topics, Exponential functions, Arithmetic and geometric sequences and series and Introduction to differential calculus. In Unit 2, exponential functions are introduced, and their properties and graphs examined. Arithmetic and geometric sequences and their applications are introduced, and their recursive definitions applied. Rates and average rates of change are introduced, and this is followed by the key concept of the derivative as an ‘instantaneous rate of change’. These concepts are reinforced numerically (by calculating difference quotients), geometrically (as slopes of chords and tangents), and algebraically. This first calculus topic concludes with derivatives of polynomial functions, using simple applications of the derivative to sketch curves, calculate slopes and equations of tangents, determine instantaneous velocities, and solve optimisation problems.



Response 40% Investigation 20% Examination 40%


Mathematics: Methods Year 12

Unit 3 contains the three topics: Further differentiation and applications, Integrals and Discrete random variables. The study of calculus continues by introducing the derivatives of exponential and trigonometric functions and their applications, as well as some basic differentiation techniques and the concept of a second derivative, its meaning and applications. The aim is to demonstrate to students the beauty and power of calculus and the breadth of its applications. The unit includes integration, both as a process that reverses differentiation and as a way of calculating areas. The fundamental theorem of calculus as a link between differentiation and integration is emphasised. Discrete random variables are introduced, together with their uses in modelling random processes involving chance and variation. The purpose here is to develop a framework for statistical inference.

Unit 4 contains the three topics, The logarithmic function, Continuous random variables and the normal distribution and Interval estimates for proportions. The logarithmic function and its derivative are studied. Continuous random variables are introduced, and their applications examined. Probabilities associated with continuous distributions are calculated using definite integrals. In this unit, students are introduced to one of the most important parts of statistics, namely, statistical inference, where the goal is to estimate an unknown parameter associated with a population using a sample of that population. In this unit, inference is restricted to estimating proportions in two-outcome populations. Students will already be familiar with many examples of these types of populations.



Response Students respond using knowledge of mathematical facts, concepts and terminology, applying problem-solving skills and algorithms. Response tasks can include: tests, assignments, quizzes and observation checklists. Tests are administered under controlled and timed conditions.

40%

Investigation Students plan, research, conduct and communicate the findings of an investigation. They can investigate problems to identify the underlying mathematics, or select, adapt and apply models and procedures to solve problems. This assessment type provides for the assessment of general inquiry skills, course-related knowledge and skills, and modelling skills.

20%

Examination Students apply mathematical understanding and skills to analyse, interpret and respond t o questions and situations. Examinations provide for the assessment of conceptual understandings, knowledge of mathematical facts and terminology, problem-solving skills, and the use of algorithms. Examination questions can range from those of a routine nature, assessing lower level concepts, through to open-ended questions that require responses at the highest level of conceptual thinking. Students can be asked questions of an investigative nature for which they may need to communicate findings, generalise, or make and test conjectures.

40%


Mathematics: Applications ATAR

The Mathematics Applications ATAR course is designed for students who want to extend their mathematical skills beyond Year 10 level but whose future studies or employment pathways do not require knowledge of calculus. The course is designed for students who have a wide range of educational and employment aspirations, including continuing their studies at university or TAFE.

Unit 1 Contains the three topics: Consumer arithmetic, Algebra and matrices and Shape and measurement. ‘Consumer arithmetic’ reviews the concepts of rate and percentage change in the context of earning and managing money, and provides a context for the use of spread sheets. ‘Algebra and matrices’ continues the Year 7–10 study of algebra and introduces the new topic of matrices. The emphasis of this topic is the symbolic representation and manipulation of information from real-life contexts using algebra and matrices. ‘Shape and measurement’ extends the knowledge and skills students developed in the Year 7–10 curriculum with the concept of similarity and associated calculations involving simple and compound geometric shapes. The emphasis in this topic is on applying these skills in a range of practical contexts, including those involving three-dimensional shapes.

Unit 2 Contains the three topics: Univariate data analysis and the statistical investigation process, Applications of trigonometry and Linear equations and their graphs. ‘Univariate data analysis and the statistical investigation process’ develop students’ ability to organise and summarise univariate data in the context of conducting a statistical investigation. ‘Applications of trigonometry’ extends students’ knowledge of trigonometry to solve practical problems involving non-right-angled triangles in both two and three dimensions, including problems involving the use of angles of elevation and depression and bearings in navigation. ‘Linear equations and their graphs’ uses linear equations and straight-line graphs, as well as linear-piece-wise and step graphs, to model and analyse practical situations.



Response Students respond using knowledge of mathematical facts, concepts and terminology, applying problem-solving skills and algorithms. Response tasks can include: tests, assignments, quizzes and observation checklists. Tests are administered under controlled and timed conditions.

40%

Investigation Students plan, research, conduct and communicate, the findings of an investigation/project. They can investigate problems identifying the underlying mathematics, or select, adapt and apply models and procedures to solve problems. This assessment type provides for the assessment of general inquiry skills, course-related knowledge and skills, and modelling skills. The ‘Consumer Arithmetic’ and ‘Univariate Data’ topics are recommended as suitable content areas for investigation.

20%

Examination 40%


Mathematics Applications Year 12

Unit 3 Contains the three topics: Bivariate data analysis, Growth and decay in sequences and Graphs and networks ‘Bivariate data analysis’ introduces students to some methods for identifying, analysing and describing associations between pairs of variables, including using the least-squares method as a tool for modelling and analysing linear associations. The content is to be taught within the framework of the statistical investigation process. ‘Growth and decay in sequences’ employs recursion to generate sequences that can be used to model and investigate patterns of growth and decay in discrete situations. These sequences find application in a wide range of practical situations, including modelling the growth of a compound interest investment, the growth of a bacterial population, or the decrease in the value of a car over time. Sequences are also essential to understanding the patterns of growth and decay in loans and investments that are studied in detail in Unit 4. ‘Graphs and networks’ introduces students to the language of graphs and the way in which graphs, represented as a collection of points and interconnecting lines, can be used to analyse everyday situations, such as a rail or social network.

Unit 4 Contains the three topics: Time series analysis, Loans, investments and annuities and Networks and decision mathematics. ‘Time series analysis’ continues students’ study of statistics by introducing them to the concepts and techniques of time series analysis. The content is to be taught within the framework of the statistical investigation process. ‘Loans, investments and annuities’ aims to provide students with sufficient knowledge of financial mathematics to solve practical problems associated with taking out or refinancing a mortgage and making investments. ‘Networks and decision mathematics’ uses networks to model and aid decision-making in practical situations.



Response Students response using knowledge of mathematical facts, concepts and terminology, applying problem-solving skills and algorithms. Response tasks can include: tests, assignments, quizzes and observation checklists. Tests are administered under controlled and timed conditions.

40%

Investigation Students plan, research, conduct and communicate the findings of an investigation. They can investigate problems to identify the underlying mathematics, or select, adapt and apply models and procedures to solve problems. This assessment type provides for the assessment of general inquiry skills, course-related knowledge and skills, and modelling skills. It is recommended that at least one investigation/project should involve application of the statistical investigation process.

20%

Examination 40%


Mathematics: Essential General

The Mathematics Essential General course focuses on enabling students to use mathematics effectively, efficiently and critically to make informed decisions in their daily lives. It provides students with the mathematical knowledge, skills and understanding to solve problems in real contexts for a range of workplace, personal, further learning and community settings. This course offers students the opportunity to prepare for post-school options of employment and further training. The content of the Mathematics Essential General course is designed to be taught within contexts that are relevant to the needs of the particular student cohort. The skills and understandings developed throughout the course will be further enhanced and reinforced through presentation related to areas encountered in vocational education and training (VET), apprenticeships, traineeships or employment.

Year 11

Unit 1 This unit includes the following four topics: • Basic calculations, percentages and rates • Using formulas for practical purposes • Measurement • Graphs

Unit 2 This unit includes the following four topics: • Representing and comparing data • Percentages • Rates and ratios • Time and motion



Response Students respond using their knowledge of mathematical facts, terminology and procedures, and problem-solving and reasoning skills. Evidence can include: tests, assignments, quizzes and observation checklists.

50%

Practical applications Students are required to practically apply mathematics understandings and skills using the mathematical thinking process to develop solutions or arrive at conclusions, to real-world tasks. Evidence should include data and information sources, mathematical strategies/calculations and a written solution or conclusion. Evidence forms can include: written work, observation checklists, spreadsheets, pictures, diagrams, tables or graphs, media, photographs, video and/or models created by the student.

50%


Mathematics: Essential Year 12

Unit 3 This unit includes the following four topics: • Measurement • Scales, plans and models • Graphs in practical situations • Data collection

Unit 4 This unit includes the following three topics: • Probability and relative frequencies • Earth geometry and time zones • Loans and compound interest



Response Students respond using their knowledge of mathematical facts, terminology and procedures, and problem-solving and reasoning skills. Responses can be in written or oral form. Evidence can include: tests, assignments, quizzes and observation checklists. This assessment type must be included at least twice per unit.

40%

Practical applications Students are required to practically apply mathematics understandings and skills using the mathematical thinking process to develop solutions or arrive at conclusions, to real-world tasks. Evidence should include data and information sources, mathematical strategies/calculations and a written solution or conclusion. Evidence forms can include: written work, observation checklists, spreadsheets, pictures, diagrams, tables or graphs, media, photographs, video and/or models created by the student. Statistical investigation process Students apply the statistical investigation process to solve real-world problems in Unit 3 and with a focus on probability for Unit 4. Evidence should include data collection, information sources, statistical/probability analysis and a written conclusion. Evidence forms can include: written work, spreadsheets, tables and graphs.

45%



Sciences Learning Area

Head of Department: Geoff Quinton [email protected]

Head of Department: Geoff Quinton [email protected] Courses: Biology ATAR Chemistry ATAR Human Biology ATAR Physics ATAR Integrated Science General Information for Students Biology and Human Biology Western Australia is unique in Australia in that students can take a course specifically in Human Biology. In the past students were discouraged from taking both of these courses as only one could count to their university entry via TISC. This is no longer the case, so although not a common combination, it is now possible to take both of these courses and count the scores for both courses for a student’s ATAR calculation. Mathematical requirements Some ATAR science courses, especially Physics, have a relatively high mathematical demand. In considering students suitability for Physics, their ability in Mathematics needs to be considered. Integrated Science Integrated Science is offered at a General level. It is a flexible course program that offers students to pursue a science course that covers a range of possible contexts but is built around science inquiry skills that are learned from Year 7 to Year 10. At Helena College it will have a focus on developing STEM skills (science, technology, engineering and mathematics) in scientific contexts, such as, but not limited to, environmental sustainability, forensics and food in Year 11 and human impact on ecosytems, vehicles and chemical products in Year 12.


Biology ATAR

Biology is the study of the fascinating diversity of life as it has evolved 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.

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.

Studying 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 w e l l 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.

Year 11

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.



Science inquiry Practical work can involve a range of activities, such as practical tests; modelling and simulations; observation checklists; and brief summaries of practical activities. Investigations are more extensive activities, which can include experimental testing; environmental and field work; conducting surveys; and comprehensive scientific reports. Field work or an environmental investigation must be conducted in Unit 1.

30%

Extended response 10% Test 20% Examination 40%


Biology Year 12

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.



Science inquiry Science inquiry involves identifying and posing questions; planning, conducting and reflecting on investigations; processing, analysing and interpreting data; and communicating findings. Science Inquiry: Practical Practical work can involve a range of activities, such as practical tests; modelling and simulations; observation checklists; and brief summaries of practical activities. Science Inquiry: Investigation Investigations are more extensive activities, which can include experimental testing; environmental and field work; conducting surveys; and comprehensive scientific reports.

20%

Extended response Tasks requiring an extended response can involve selecting and integrating appropriate science concepts, models and theories to explain and predict phenomena, and applying those concepts, models and theories to new situations; interpreting scientific and media texts and evaluating processes, claims and conclusions by considering the quality of available evidence; and using reasoning to construct scientific arguments. Assessment can take the form of answers to specific questions based on individual research; exercises requiring analysis; and interpretation and evaluation of biological information in scientific and media texts.

10%

Test Tests typically consist of multiple-choice questions, and questions requiring short and extended answers.

20%

Examination 50%


Chemistry ATAR

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.

Studying Chemistry provides students with a suite of skills and understandings that are valuable to a wide range of further study pathways and careers. An 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.

Year 11

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.



Science inquiry 25% Extended response 10% Test 15% Examination 50%


Chemistry Year 12

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.



Science inquiry Practical work can involve a range of activities, such as practical tests; modelling and simulations; qualitative and/or quantitative analysis of second hand data; and brief summaries of practical activities. Investigations are more extensive activities, which can include experimental testing; chemical analyses; and comprehensive scientific reports.

20%

Extended response Tasks requiring an extended response can involve selecting and integrating appropriate science concepts, models and theories to explain and predict phenomena, and applying those concepts, models and theories to new situations; interpreting scientific and media texts and evaluating processes, claims and conclusions by considering the quality of available evidence; and using reasoning to construct scientific arguments. Assessment can take the form of answers to specific questions based on individual research, and interpretation and evaluation of chemical information in scientific journals, media texts and/or advertising. Appropriate strategies should be used to authenticate student achievement on an out-of- class assessment task. For example, research completed out of class can be authenticated using an in-class assessment task under test conditions.

10%

Test Tests typically consist of multiple-choice questions, and questions requiring short and extended answers.

20%

Examination 50%


Human Biology ATAR

Human 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.

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.

Year 11

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.



Science inquiry: Practical Practical work can involve a range of activities, such as practical tests; modelling and simulations; qualitative and/or quantitative analysis of second-hand data; and/or brief summaries of practical activities. Science inquiry: Investigation Investigations are more extensive activities, which can include experimental testing; conducting surveys; and/or comprehensive scientific reports.

20%

Extended response Assessment can take the form of answers to specific questions based on individual research; exercises requiring analysis; and interpretation and evaluation of information in scientific journals, media texts and/or advertising.

15%

Test 25% Examination 40%


Human Biology Year 12

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.



Science inquiry Science inquiry involves identifying and posing questions; planning, conducting and reflecting on investigations; processing, analysing and interpreting data; and communicating findings. It is concerned with evaluating claims, investigating ideas, solving problems, reasoning, drawing valid conclusions, and/or developing evidence-based arguments. Science inquiry: Practical Practical work can involve a range of activities, such as practical tests; modelling and simulations; qualitative and/or quantitative analysis of second-hand data; and brief summaries of practical activities. Science inquiry: Investigation Investigations are more extensive activities, which can include experimental testing; conducting surveys; and/or comprehensive scientific reports.

10%

Extended response Tasks requiring an extended response can involve selecting and integrating appropriate science concepts, models and theories to explain and predict phenomena, and applying those concepts, models and theories to new situations; interpreting scientific and/or media texts and evaluating processes, claims and conclusions by considering the quality of available evidence; and/or using reasoning to construct scientific arguments. Assessment can take the form of answers to specific questions based on individual research; exercises requiring analysis; and interpretation and evaluation of information in scientific journals, media texts and/or advertising.

15%



Physics ATAR

The Physics ATAR course uses qualitative and quantitative models and theories based on physical laws to visualise, explain and predict physical phenomena. Models, laws and theories are developed from, and their predictions are tested by, making observations and quantitative measurements. In this course, students gather, analyse and interpret primary and secondary data to investigate a range of phenomena and technologies using some of the most important models, laws and theories of physics, including the kinetic particle model, the atomic model, electromagnetic theory, and the laws of classical mechanics.

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.

Year 11

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 Experiment Investigation Evaluation and analysis

30%



Physics Year 12

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 Experiment Practical tasks designed to develop or assess a range of laboratory related skills and conceptual understanding of physics principles, and skills associated with representing data; organising and analysing data to identify trends and relationships; recognising error, uncertainty and limitations in data; and selecting, synthesising and using evidence to construct and justify conclusions. Investigation Activities in which ideas, predictions or hypotheses are tested and conclusions are drawn in response to a question or problem. Investigations can involve experimental testing, field work, locating and using information sources, conducting surveys, and using modelling and simulations. Evaluation and analysis Involves interpreting a range of scientific and media texts; evaluating processes, claims and conclusions by considering the accuracy and precision of available evidence; and using reasoning to construct scientific arguments.

20%



Integrated Science General

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 involves 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 applications of science. It emphasises formulating and testing hypotheses and the critical importance of evidence in forming conclusions. This course enables students to investigate science issues in the context of the world around them and encourages student collaboration and cooperation with community members involved in scientific activities.

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

Year 11

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

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. Possible contexts in Year 11 include, but are not limited to, environmental sustainability, forensics, food and/or cosmetics and transport.



Science inquiry 50% Extended response 30% Test 20%


Integrated Science Year 12

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.

Possible contexts in Year 12 include, but are not limited to, human impact on ecosytems, biodiversity, vehicles, flight and chemical products. School-based assessment in Year 12


Science inquiry Science inquiry involves identifying and posing questions; planning, conducting and reflecting on investigations; processing, analysing and interpreting data; and communicating findings. Students evaluate claims, investigate ideas, solve problems, reason, draw valid conclusions, and/or develop evidence-based arguments.

40%

Extended response Tasks requiring an extended response can involve selecting and integrating appropriate science concepts, models and theories to explain and predict phenomena, and applying those concepts, models and theories to new situations; interpreting scientific and media texts and evaluating processes, claims and conclusions by considering the quality of available evidence; and using reasoning to construct scientific arguments. Assessment can take the form of answers to specific questions based on individual research, and interpretation and evaluation of chemical information in scientific journals, media texts and/or advertising.

30%

Test Tests typically consist of multiple-choice questions and questions requiring short and extended answers. Tests should be designed so that students can apply their understanding and skills in the Integrated Science General course

20%

Externally set task A written task or item or set of items of 50 minutes duration developed by the School Curriculum and Standards Authority and administered by the school.

15%


Humanities and Social Science Learning Area

Head of Department: Ash Hosken [email protected]

Courses:

Geography ATAR Modern History ATAR Politics and Law ATAR


Geography ATAR

The study of geography draws on students’ curiosity about the diversity of the world’s places and their peoples, cultures and environments. It enables them to appreciate the complexity of our world and the diversity of its environments, economies and cultures and use this knowledge to promote a more sustainable way of life and awareness of social and spatial inequalities.

In 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. The Geography ATAR course promotes students’ communication abilities by building their skills of spatial and visual representation and interpretation through the use of cartographic, diagrammatic, graphical, photographic and multimodal forms. In addition, students communicate their conclusions by written and oral means.

Year 11

Unit 1 – Natural and ecological hazards In this unit, students explore the management of hazards and the risk they pose to people and environments. Risk management is defined in terms of preparedness, mitigation and/or prevention.

Unit 2 – Global networks and interconnections In this unit, students explore the economic and cultural transformations taking place in the world – the spatial outcomes of these processes and their social and geopolitical consequences – that will enable them to better understand the dynamic nature of the world in which they live.



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.

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.

30%

Examination 30%


Geography Year 12

Unit 3 – Global environmental change In this unit, students assess the impacts of land cover transformations with particular reference to climate change or biodiversity loss.

Unit 4 – Planning sustainable places In this unit, students investigate how the outcomes of processes vary depending on local responses and adaptations, for example, population growth and decline, and economic restructuring. Students also examine the causes and consequences of urbanisation as well as challenges that exist in metropolitan and regional centres and megacities.



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%

Examination 40%


Modern History ATAR

The Modern History ATAR course enables students to study the forces that have shaped today’s world and provides them with a broader and deeper comprehension of the world in which they live. While the focus is on the 20th century, the course refers back to formative changes from the late 18th century onwards and encourages students to make connections with the changing world of the 21st century.

The Modern History ATAR course continues to develop the historical skills and understandings taught in the Year 7–10 History curriculum. Students pose increasingly complex questions about the past and use their historical inquiry skills, analytical skills and interpretation of sources to formulate reasoned answers to those questions. The opportunities to apply these skills are sequential and cumulative so that students develop an increasingly sophisticated understanding of the different and sometimes conflicting perspectives of the past. Students are introduced to the complexities associated with the changing nature of evidence, its expanding quantity, range and form; the distinctive characteristics of modern historical representation; and the skills that are required to investigate controversial issues that have a powerful contemporary resonance. Students develop increasingly sophisticated historiographical skills and historical understanding in their analysis of significant events and close study of the nature of modern societies.

Unit 1 – Understanding the modern world This unit provides an introduction to significant developments in the modern period that have defined the modern world, and the ideas that underpinned them, such as liberty, equality and fraternity.

Unit 2 – Movements for change in the 20th century This unit examines significant movements developed in response to the ideas studied in Unit 1 that brought about change in the modern world and that have been subject to political debate. The unit focuses on the ways in which individuals, groups and institutions challenge authority and transform society.



Historical inquiry 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.

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.

20–30%

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

20–30%

Examination 30%


Modern History Year 12

Unit 3 – Modern nations in the 20th century This unit examines the ‘nation’ as the principal form of political organisation in the modern world; the crises that confronted nations in the 20th century; their responses to these crises, and the different paths they have taken to fulfil their goals.

Unit 4 – The modern world since 1945 This unit focuses on the distinctive features of the modern world that emerged in the period 1945–2001. It aims to build students’ understanding of the contemporary world – that is, why we are here at this point in time.



Historical inquiry Students use the relevant historical skills to plan, conduct and communicate an inquiry related to the elective they are studying. Typically, the inquiry proposition is devised by the student. The final presentation can be: a written report; an analysis of the sources used in the inquiry; a debate; a hypothetical; an oral presentation and/or a multimodal presentation which can be presented individually or in a group.

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.

20%

Source analysis A number of sources are interpreted, analysed, evaluated and/or synthesised. Questions typically require students to use evidence from the sources when commenting on: message; origin, purpose and context; reliability, usefulness and contestability of the evidence; perspective; and relevance to the context. Source material can include: photographs, cartoons, paintings, graphs, government papers, extracts from newspaper articles, letters, diaries, literary sources, and/or secondary sources. At least two source analysis tasks must be administered under test conditions.

20%

Examination 40%


Politics and Law ATAR

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. The study of the Politics and Law ATAR course contributes to students’ intellectual, social, and ethical development. The course aims to support all students in developing a sense of identity, and a sense of political, legal, cultural and social awareness. 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.

Year 11

Unit 1 – Democracy and the rule of law This unit examines Australia’s democratic and common law systems; a non-democratic system; and a non- common law system.

Unit 2 – Representation and justice This unit examines representation, electoral and voting systems in Australia; justice in the Western Australian adversarial system and a non-common law system.



Investigation 10% Short answer 20% Essay 20% Source analysis 20% Examination 30%


Politics and Law Year 12

Unit 3 – Political and legal power This unit examines the political and legal system established by the Commonwealth Constitution (Australia) and the power wielded within the system, making reference to particular political and legal developments and issues.

Unit 4 – Accountability and rights This unit examines avenues for, and the effectiveness of, accountability in relation to the three branches of government in Australia. The ways, and the extent to which, rights are protected, and democratic principles are upheld and/or undermined in Australia, and one other country, are also examined.



Investigation Students research a political or legal concept, event or issue. The investigation can be based on sources provided by the teacher or require students to locate sources for research. Source material can be drawn from newspapers, television or radio broadcasts, journal articles, texts, speeches, court judgements or statutes and can include information, such as reportage, analysis and opinion pieces, news, current affairs and documentary transcripts and/or programs, opinion polls, election results, legal decisions, Bills/Acts and/or letters.

10%

Short answer Typically, a series of closed or partially open questions that can require a definition, description, explanation, discussion and/or comparison.

15%

Essay Typically require a response to a question, statement or proposition. The question can require description, discussion, examination, comparison, assessment, analysis and/or evaluation.

15%

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

20%

Examination 40%


Arts Learning Area

Head of Department: Christian Hansen [email protected]

Courses:

Drama ATAR Media Production and Analysis ATAR Music ATAR Music General Visual Art ATAR Visual Art General


Practical Exam Requirements

In some Arts ATAR courses, the external WACE examination at the end of Year 12 comprises a written exam and a practical exam. In Drama, Music and Visual Arts the practical component has a weighting of 50%, the written component 50%.

In Music we offer ATAR and General to students in Year 11 and 12. These classes are dependent on levels of demand, so it is vitally important that all interested candidates submit their preferences clearly in the initial selection process.


Drama ATAR

The Drama ATAR course focuses on aesthetic understanding and drama in practice as students integrate their knowledge and skills. They use the elements and conventions of drama to develop and present 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. Their work in this 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.

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. The Drama ATAR course builds confidence, empathy, understanding about human experience, and a sense of identity and belonging. These are invaluable qualities for contemporary living.

Year 11

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.



Performance/production Researching and investigating drama in different contexts to support making drama; applying an understanding of drama in improvised, devised and scripted drama, including interpreting texts. Developing drama as an actor, dramaturge, scenographer, lighting, sound and costume designers; applying drama skills, techniques, elements, processes and principles informed by theoretical approaches and audience theory.

40%

Response Response to analysis and evaluation of own, others’ or professional drama works using viewpoints and primary and secondary sources. Planning, presenting and justifying approaches to drama texts in performance in different contexts.

40%

Written examination 10% Practical examination 10%


Drama Year 12

Unit 3 – Reinterpretation of drama for contemporary audiences This unit focuses on reinterpretation of dramatic text, context, forms and styles for contemporary audiences through applying theoretical and practitioner approaches.

Unit 4 – Contemporary and devised drama This unit focuses on interpreting, manipulating and synthesising a range of practical and theoretical approaches to contemporary and devised drama.

Set text list This course has a set text list. One Australian text and one world text from the Set text lists in are to be used to support learning in Unit 3 and Unit 4 in the Drama ATAR course. These texts provide a context for investigating drama in performance and responding to drama based on the drama knowledge, skills, processes and roles of Unit 3 and Unit 4.

School-based assessment in Year

12 Practical component (50%)

Written component (50%) Type of assessment Weighting

Response Response to analysis and evaluation of own, others’ or professional drama works using viewpoints and primary and secondary sources. Planning, presenting and justifying approaches to drama texts in performance in different contexts.

60%

Written examination 40%


Performance/production Researching and investigating drama in different contexts to support making drama; applying an understanding of drama in improvised, devised and scripted drama including interpreting set texts. Developing drama as an actor, director, dramaturge, scenographer, lighting designer, sound designer and costume designer; applying drama skills, techniques, elements, processes and principles informed by theoretical approaches and audience theory.

60%

Practical (performance) examination Typically conducted at the end of semester and/or unit and reflecting the practical examination design brief and the practical (performance) examination requirements document for this syllabus.

40%


Media Production and Analysis ATAR

The Media Production and Analysis ATAR course aims to prepare all students for a future in a digital and interconnected world by providing the skills, knowledge and understandings to tell their own stories and interpret others’ stories. Students learn the languages of media communication and how a story is constructed using representations. Students are encouraged to explore, experiment and interpret their world, reflecting and analysing contemporary life while understanding that this is done under social, cultural and institutional constraints. Students as users and creators of media products, consider the important role of audiences and their context.

The 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 which simulate industry experiences.

Year 11

Unit 1 – Popular culture Students analyse, view, listen to and interact with a range of popular media, develop their own ideas, learn production skills and apply their understandings and skills in creating their own productions.

Unit 2 – Journalism In this unit students will further their understanding of journalistic media. Students will analyse, view, listen to and interact with a range of journalistic genres and they undertake more extensive research into the representation and reporting of groups and issues within media work.



Response Students plan, conduct and communicate findings based on the analysis of audiences, media contexts and media examples using a range of critical frameworks and primary and secondary sources.

30%

Production Extended production project which can be completed as either a single task or as separate tasks.

50%



Media Production and Analysis Year 12

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.

Unit 4 – Power and persuasion The focus for this unit is power and persuasion. Through this broad focus, students extend their understanding of persuasive media, examining the way the media is able to reflect, challenge and shape values and attitudes. They critically analyse, view, listen to, and interact with a range of media work, considering the purposes and values of producers and audiences.


Practical component (50%)

Written component (50%)


Response Work in which students plan, conduct and communicate findings based on the analysis of audiences, media contexts and media examples, using a range of critical frameworks and primary and secondary sources.

40%



Practical (production) Extended production project which can be completed as either a single task or as separate tasks.

100%


Music ATAR

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, incorporating the following content areas: Aural and theory, Composition and arrangement, Cultural and historical analysis, and Performance. 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.

The Music ATAR course provides an opportunity for creative expression, the development of aesthetic appreciation and the pleasure and satisfaction that comes from listening to and making music independently and collaboratively with others. Studying music may also provide a pathway for further training and employment in a range of professions within the music industry.

Year 11

The Music course is divided into a written component and a practical component, each worth 50%. The unit content is the focus of the learning program and describes the degree of complexity of the knowledge and skills required across the following content areas: Aural and theory, Composition and arrangement, Cultural and historical analysis, and Performance. The written component for each unit is delivered through the Contemporary Music context. The practical component can be delivered in a different context, independent of the written component. There are four defined contexts in the Music course for the practical component: Western Art Music; Jazz; Contemporary Music; and Music Theatre.

Contemporary Music encompasses popular music from the 1950s to the present day. It is predominantly commercial in nature and is constantly evolving through the influence of youth culture and the emergence of new artists and styles. The Contemporary Music areas of study (styles) are: African-American, Country, Electronica, Folk, Pop and Rock. Two areas of study (styles) must be studied in Year 11. Pop is the compulsory area of study for Year 11.




Aural 12% Theory and composition 8% Cultural and historical analysis 10% Written examination 20%


Performance Prepared repertoire 10% Other performance activities 10% Performance examination 30%


ATAR Music Year 12

The Music course is divided into a written component and a practical component, each worth 50%. The unit content is the focus of the learning program and describes the degree of complexity of the knowledge and skills required across the following content areas: • Aural and theory • Composition and arrangement • Cultural and historical analysis • Performance. The written component for each unit is delivered through the Contemporary Music context. Rock is the compulsory area of study for Year 12, and the other area of study is to be selected from the list provided.

The practical component can be delivered in a different context, independent of the written component. There are four defined contexts in the Music course for the practical component: Western Art Music; Jazz; Contemporary Music; and Music Theatre.





Aural 25% Theory and composition 15% Cultural and historical analysis 20% Written examination 40%


Performance Prepared repertoire Students perform with technical skills and stylistic interpretation appropriate to the selected repertoire and context.

20%

Other performance activities Performance must be assessed using at least two of the following: technical work, sight-reading, improvisation, playing/singing by ear, playing/singing from memory, performing as part of an ensemble.

20%

Performance examination The examination consists of a performance examination (recital only) and/or submission of a composition portfolio.

60%


Music General

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 Music General course provides an opportunity for creative expression, the development of aesthetic appreciation and the pleasure and satisfaction that comes from listening to and making music independently and collaboratively with others. Studying music may also provide a pathway for further training and employment in a range of professions within the music industry.

Year 11

The Year 11 syllabus is divided into two units. In each unit, the Music General course is divided into a written component and a practical component. It is accessible to students with a varied background and experience in music and is designed to provide a flexible framework through which the areas of content can be taught. The context offered by schools will depend on school resources, staff expertise and student interest and needs. Contemporary Music is the normal context chosen at Helena College

The written component is made up of three learning areas: • Aural and theory • Composing and arranging • Investigation and analysis

The practical component can be delivered in a different context to the written component.





Aural and theory 20–25% Composing and arranging 15–20% Investigation and analysis 15–20%


Performance Prepared repertoire

15%

Other performance activities 25%


General Music Year 12

Structure of the syllabus The Year 12 syllabus is divided into two units which are delivered as a pair. In each unit, the Music General course is divided into a written component and a practical component. It is accessible to students with a varied background and experience in music and is designed to provide a flexible framework through which the areas of content can be taught. Contemporary Music is the normal context chosen at Helena College.

The written component is made up of three learning areas: • Aural and theory – The Aural and theory content is generic and not context specific and has been

sequentially developed across all four units. The content can be extended and adapted to suit any selected context.

• Composing and arranging – based on the selected context, encompassing the elements of music as specified in the Theory content.

• Investigation and analysis – The selected context becomes the vehicle or framework through which the Investigation and analysis component is delivered. Students learn how social, cultural and historical factors shape music in society. Learning about music in relation to its social and cultural context illustrates the changing and dynamic character of music and influences the way in which people interpret and present music. Students engage with the wider social and cultural contexts within which music is created and experienced through the study of appropriate repertoire.

The practical component can be delivered in a different context to the written component. Delivery of the practical component can require individual tuition from an instrumental teacher or composition tutor/supervisor and can take place outside the allocated classroom time.





Aural and theory 16% Composing and arranging 14% Investigation and analysis 15% Externally set task 15%


Performance Prepared repertoire

20%

Other performance activities 20%


Visual Art ATAR

The Visual Arts ATAR course encompasses the practice and theory of the broad areas of art, craft and design. Students have opportunities to express their imagination, develop personal imagery, develop skills and engage in the making and presentation of artwork. They develop aesthetic understandings and a critical awareness that assists them to appreciate and make informed evaluations of art. This course places value on divergence, uniqueness and individuality. It assists students to value and develop confidence in their own creative abilities and to develop a greater understanding of their environment, community and culture. The Visual Arts ATAR course engages students in a process that helps them develop motivation, self-esteem, discipline, collaborative practice and resilience, all of which are essential life skills. Enterprise and initiative are recognised and encouraged.

The Visual Arts ATAR course encourages students to develop problem-solving skills together with creative and analytical ways of thinking. Innovation is encouraged through a process of inquiry, exploration and experimentation. Students transform and shape ideas to develop resolved artwork. 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, 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.

The Visual Arts ATAR 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. 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.

Year 11

Unit 1 – Differences The focus of this unit is differences. Students consider differences arising from cultural diversity, place, gender, class and historical period in their art making and interpretation.

Unit 2 – Identities The focus of this unit is identities. Students explore concepts or issues related to personal, social, cultural or gender identity in their art making and interpretation.



Production 50% Analysis 15% Investigation 15% Examination 20%


ATAR Visual Arts Year 12

Unit 3 – Commentaries In this unit, students engage with the social and cultural purposes of art making and interpretation. The focus is on commentaries.

Unit 4 – Points of view In this unit, students identify and explore concepts or issues of personal significance in art making and interpretation. The focus is on points of view.




Analysis Response to analysis and evaluation of artwork sourced from a variety of forms, periods, times and/or cultures. This typically involves: • identifying and describing the elements and principles of art • interpretation of meanings • commenting on the relationship between the art form’s structure, purpose, ideas, issues,

beliefs, attitudes, emotions and/or values.

35%

Investigation Case studies involving research and visual analysis focused on Australian and/or international visual arts practice. Visual arts practice should be examined with consideration of context, such as historical, social and cultural factors which influence production and interpretation.

35%

Examination – Written 30%


Examinable task Practical production includes the body of work and the resolved artwork. 1. Body of work – documentation of thinking and working

processes This involves processes related to: 2. Resolved artwork, including an artist statement and visual evidence of work in progress. The supporting documentation: artist statement and visual evidence support assessment in relation to these criteria.

100%


Visual Arts General

The Visual Arts General course encompasses the practice and theory of the broad areas of art, craft and design. Students have opportunities to express their imagination and develop personal imagery, skills and engage in the making and presentation of artworks. This course places value on divergence, uniqueness and individuality. It assists students to value and develop confidence in their own creative abilities and to develop a greater understanding of their environment, community and culture. The Visual Arts General course engages students in a process that helps them develop motivation, self-esteem, discipline, collaborative practice and resilience, all of which are essential life skills. Enterprise and initiative are recognised and encouraged.

The Visual Arts General course encourages students to develop problem-solving skills together with creative and analytical ways of thinking. 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.

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. 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.

Year 11

Unit 1 – Experiences The focus for Unit 1 is experiences. Students base art making and interpretation on their lives and personal experiences, observations of the immediate environment, events and/or special occasions.

Unit 2 – Explorations The focus for Unit 2 is explorations. Students explore ways to generate and develop ideas using a variety of stimulus materials and explorations from their local environment in their art making and interpretation.



Production A body of work that incorporates resolved artwork(s) and documentation of thinking and working practices.

70%

Analysis Response to, analysis and evaluation of artworks sourced from a variety of forms, periods, times and/or cultures.

15%

Investigation Case studies involving research and visual analysis focused on Australian and/or international visual arts practice.

15%


Visual Arts General Year 12

Unit 3 – Inspirations The focus for Unit 3 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 The focus for Unit 4 is investigations. Students explore and develop ideas for art making and interpretation through the investigation of different artists, art forms, processes and technologies.



Production A body of work that incorporates resolved artwork(s) and documentation of thinking and working practices. This typically involves: • investigative approaches, including drawing to create artworks (inquiry) • using elements and principles of art (visual language) • using sources of information and research (visual influence) • transforming and developing artworks (art forms, media and techniques) • producing artworks (art practice) • displaying artworks (presentation) • evaluating and refining production processes (reflection).

65%

Analysis Response to, analysis and evaluation of artworks sourced from a variety of forms, periods, times and/or cultures. This typically involves: • interpretation of meanings • commenting on the relationship between the art form’s structure, purpose, ideas,

issues, beliefs, attitudes, emotions and/or values.

10%

Investigation Case studies involving research and visual analysis focused on Australian and/or international visual arts practice. Visual arts practice should be examined with consideration of historical, cultural and contextual factors influencing production and interpretation.

10%



Languages Learning Area

Head of Department: Danielle Horne [email protected]

Courses:

French: Second Language

ATAR Indonesian: Second Language ATAR


In ATAR language courses, the external WACE examination at the end of Year 12 comprises a theory exam and a practical exam. In French the practical exam has a weighting of 30%, in Indonesian the practical exam is worth 40% of the final exam score.

Students who take a language course will receive a bonus of 10% of their score in that subject, which is added to their final Tertiary Entrance Aggregate, the score which will allow the calculation of the final ATAR.

Application for enrolment in a language course

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.


French: Second Language ATAR

The French: 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 French-speaking communities. The French: Second Language ATAR course is designed to equip students with the skills needed to function in an increasingly globalised society, a c u l t u r a l l y and linguistically diverse local community, and to provide the foundation for life-long language learning.

This course is aimed at students for whom French 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 French language and culture through classroom teaching in an Australian school, or similar environment, where English is the language of school instruction.

Year 11

Unit 1 focuses on C’est la vie! (That’s life!). Through the three topics: My daily routine, French sports and leisure, and Leading a healthy lifestyle, students further develop their communication skills in French and gain a broader insight into the language and culture.

Unit 1 is organised around three learning contexts and a set of three topics.

Learning contexts Topics The individual My daily routine The French-speaking communities French sports and leisure The changing world Leading a healthy lifestyle

Unit 2 focuses on Voyages (Travel). Through the three topics: My travel tales and plans, Australia as a travel destination, and Travel in a modern world, students extend their communication skills in French and gain a broader insight into the language and culture.

Unit 2 is organised around three learning contexts and a set of three topics.

Learning contexts Topics The individual My travel tales and plans The French-speaking communities Australia as a travel destination The changing world Travel in a modern world



Oral communication 20% Response: Listening 15% Response: Viewing and reading 15% Written communication 20% Practical (oral) examination 10% Written examination 20%


French Year 12

Unit 3 This unit focuses on Les médias (The media). Through the three topics: Technology and me, Film and music, and in the media, students extend and refine their communication skills in French and gain a broader and deeper understanding of the language and culture.

Unit 4 This unit focuses on Le monde qui nous entoure (The world around us). Through the three topics: Planning my future, Migrant experiences, and Youth issues, students extend and refine their communication skills in French and gain a broader and deeper understanding of the language and culture.




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.

15%

Response: Viewing and reading Comprehension and interpretation of, and response in English to, a range of French print and/or audiovisual texts, such as emails, blog postings, films/television programs (excerpts), letters, reviews and/or articles.

15%

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 a blog posting, an image and/or a chart, or writing a text, such as a journal/diary entry, an account, a review, a summary and/or an email.

20%



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.

50%

Practical (oral) examination 50%


Indonesian: Second Language ATAR

The Indonesian: 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 Indonesia. The Indonesian: 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 life-long language learning.

This course is aimed at students for whom Indonesian 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 Indonesian language and culture through classroom teaching in an Australian school, or similar environment, where English is the language of school instruction.

Year 11

Unit 1 focuses on Saat ini aku disini (Here and now). Through the three topics: Being teen, what does it mean?, Indonesian communities, and Staying connected, students further develop their communication s k i l l s in Indonesian and gain a broader insight into the language and culture. Unit 1 is organised around three learning contexts and a set of three topics.

Learning contexts Topics

The individual Being teen, what does it mean? The Indonesian-speaking communities Indonesian communities The changing world Staying connected

Unit 2 focuses on Bisa saya bantu? (Can I help you?). Through the three topics: My country Australia, On exchange, and Careers and travel, students extend their communication skills in Indonesian and gain a broader insight into the language and culture. Unit 2 is organised around three learning contexts and a set of three topics.


The individual My country, Australia The Indonesian-speaking communities On exchange The changing world Careers and travel



Oral communication 20% Response: Listening 10% Response: Viewing and reading 20% Written communication 20% Practical (oral) examination 10% Written examination 20%


Indonesian Year 12

Unit 3 This unit focuses on Aneka wacana (Exploring texts). Through the three topics: Texts and genres, Media and entertainment, and Globalisation and the media, students extend and refine their communication skills in Indonesian and gain a broader and deeper understanding of the language and culture. Unit 3 is organised around three learning contexts and a set of three topics.


The individual Texts and genres The Indonesian-speaking communities Media and entertainment The changing world Globalisation and the media

Unit 4 This unit focuses on Isu hangat (Exploring issues). Through the three topics: Youth issues, Social issues, and Australia/Indonesia relations, students extend and refine their communication skills in Indonesian and gain a broader and deeper understanding of the language and culture. Unit 4 is organised around three learning contexts and a set of three topics.


The individual Youth issues The Indonesian-speaking communities Social issues The changing world Australia/Indonesia relations




Response: Viewing and reading 20% Written communication 30% Written examination 50%


Oral communication Interaction with others to exchange information, ideas, opinions and/or experiences in spoken Indonesian.

25%

Response: Listening Comprehension and interpretation of, and response in spoken Indonesian to, a range of Indonesian spoken texts, such as interviews, announcements, conversations and/or discussions.

25%

Practical (oral) examination 50%


Health and Physical Education Learning Area

Head of Department: Joe Kendall [email protected]

Courses:

Physical Education Studies ATAR Outdoor Education General Sports Coaching Certificate II


This is an exciting initiative for the College as it allows students who want to undertake a VET qualification to do so in the area of sports and physical education. The practical component of the course will involve students coaching teams during class time both at the Glen Forrest campus and the Darlington campus. Students will also be involved on sports carnival days and in the preparation for inter-school carnivals.

The course will focus on specific sports (to be decided) as well as generic coaching and administration skills. The Sports Coaching course is currently being reviewed at a national level, so more specific details of unit requirements will be available later in the year.

ATAR Physical Education Studies will again be offered. We are looking to implement some new and exciting initiatives within this course that seek to benefit the learning outcomes of the students. Students who have an interest in Sports Science, perhaps those who have taken the elective subject in Year Ten would find this course very appealing. It has a mix of theoretical and practical components and is always a popular option for ATAR students.

Students undertaking Outdoor Education will be expected to attend a range of one day and extended excursions, currently involving sea kayaking, hiking and climbing/abseiling. The department is looking to introduce mountain biking as an alternative option in the coming years. Please contact Matthew Wells [email protected] for further information.


Physical Education Studies ATAR

Study 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. 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.

Year 11

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.



Practical (performance) Performance is assessed in the sport(s) studied at school which will provide students with the opportunity to refine and adjust skills and tactics within a competitive situation.

30%

Investigation Students plan and conduct research and communicate their findings.

15%

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

15%

Examination 40%


ATAR Physical Education Studies Year 12

Unit 3 The focus of this unit is to provide opportunities for students to build upon their acquired physical skills and biomechanical, physiological and psychological understandings to improve the performance of themselves and others in physical activity.

Unit 4 The focus of this unit is to extend the understanding by students of complex biomechanical, psychological and physiological concepts to evaluate their own and others’ performance.


Practical Component (30%)

*The prescribed list of sports for the WACE examination are AFL, Badminton, Basketball, Cricket, Hockey, Netball, Soccer, Tennis, Touch Rugby and Volleyball.


Investigation Students plan and conduct research and communicate their findings. Evidence can include: journals, training diaries, essays, laboratory reports, oral presentations and/or the use of video.

20%

Response Students analyse and respond to questions, stimuli or prompts. Evidence can include: topic tests, summaries, essays and/or oral presentations.

25%



Practical (performance) Students demonstrate their ability to adapt and adjust skills and tactics in the sport(s) studied at school while performing within a competitive situation.

70%

Practical (performance) examination Students demonstrate their ability to adapt and adjust skills and tactics in a sport* studied at school while performing within a competitive situation.

30%


Outdoor Education General

Through 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 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 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 the many unforeseen areas evolving in the outdoors industry.

Year 11

Unit 1 – Experiencing the outdoors

Students are encouraged to engage in outdoor adventure activities and 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 e n c o u r a g e 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. Conservation, biodiversity and environmental management plans are also introduced.



Investigation 25% Performance 1: specific to outdoor adventure activity skills and strategies 30% Performance 2: specific to expedition 20% Response 25%


Outdoor Education Year 12

Unit 3 – Building confidence in the outdoors

Students understand planning and organisational requirements necessary for them to participate in safe, short-duration excursions/expeditions. Students participate in outdoor adventure activities where they develop and improve their technical skills, apply appropriate practices to ensure safe participation, and begin to develop survival skills. Students develop personal skills related to flexibility in coping and adapting to change and in monitoring such things as the elements in an environment, or the participation of individuals i n activities and expeditions. Features and relationships in natural environments are examined. Weather components, patterns and forecasting are introduced. Students develop a greater understanding of human interactions with nature, past and present. Sustainability is introduced and local issues are examined.

Unit 4 – Outdoor leadership

Students consider planning and organisational requirements necessary for them to participate in positive and safe, short-duration excursions/expeditions in selected outdoor activities. Students engage in outdoor activities where they develop and improve their technical skills and apply appropriate practices to ensure safe participation. They continue to develop navigational skills and respond to an emergency in the outdoors. Students focus on developing commitment, tolerance, resilience, and conflict resolution skills. Students lead briefing and debriefing sessions and appraise their own and others’ leadership skills. Students continue to forecast weather and apply strategies to minimise human impact on natural environments. They explore sustainability projects and understand human responsibility for the environment.



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.

15%

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

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%

Response Students analyse and respond to stimuli or prompts. Evidence can include: reflections, logbooks, journals, tests, summaries and/or essays.

20%



Sports Coaching (Certificate II)

Sports Coaching is a two-year course. This qualification reflects the role of individuals who apply the skills and knowledge to be competent in delivering a basic instruction session for a sport. Work may be undertaken as part of a team and would be performed under supervision or independently in a structured environment such as a sporting club or school. Individuals wishing to undertake this qualification should be current or past participants in the respective sport specialisation chosen as part of this qualification. A Community coach is an indicative job role for this qualification.

Pathways from this qualification include studying any of the following qualifications: • Certificate III in Sports Trainer • Certificate III in Fitness • Certificate III in Sport and Recreation

This qualification is currently being reviewed nationally, so exact details are not definite yet. However, the qualification will comprise of a number of units, some core and some electives.

Examples of current core units (with nominal hours) are:

o Organise and complete daily work activities (15) o Provide first aid (20) o Develop and update knowledge of coaching practices (20) o Coach beginner or novice participants to develop fundamental motor skills (30) o Assist in preparing and conducting sport and recreation sessions (15) o Develop and update sport, fitness and recreation industry knowledge (20) o Follow work health and safety policies (10)

Examples of current elective units (with nominal hours) are:

o Teach the fundamental skills of athletics (45) o Teach fundamental basketball skills (40) o Teach fundamental basketball tactics and game strategy (40) o Teach foundation netball skills (30) o Develop and update officiating knowledge (15) o Implement sports injury prevention (10) o Prepare a pre or post event meal (20) o Conduct basic warm-up and cool-down programs (10) o Teach fundamental basketball skills (40) o Teach fundamental basketball tactics and game strategy (40) o Interpret and apply rules of basketball (30) o Use intermediate level netball skills (30)

Assessment

o Students will be assessed as either competent (C) or not yet competent (NYC) in each unit. To obtain the certificate at the end of the course students must be able to demonstrate that they are competent in all units. They will have until the end of the two-year course to complete each unit to a competent level. Students will complete a written log book that will involve some theoretical questions, they will also be assessed through the practical demonstration of skills across all units.


Physical Education Studies General

Year 11 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. This unit includes the knowledge, understandings and skills listed below Developing physical skills and tactics, Motor learning and coaching, Functional anatomy, Biomechanics, Exercise physiology, and Sport psychology. 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 which support them to improve their performance as team members and/or individuals. This unit builds on the content covered in Unit 1. This unit includes the knowledge, understandings and skills listed below Developing physical skills and tactics, Motor learning and coaching, Functional anatomy, Biomechanics, Exercise physiology, and Sport psychology.


Practical (performance) Students demonstrate their ability to adapt and adjust skills and tactics in the sport(s) studied at school while performing within a competitive situation. The assessment must be completed by the teacher and conducted within the school environment within the nominal hours for the course. Evidence can include: direct observation, checklists, and the use of video.

50%

Investigation Students plan and conduct research and communicate their findings. Investigation findings can be communicated in any appropriate form, including: written (journals, training diaries, essays and laboratory reports), oral and/or video.

25%

Response Students analyse and respond to questions, stimuli or prompts. Student responses can be written (topic tests, summaries, essays) and/or oral.

25%


Physical Education Studies General

Year 12 Unit 3 Unit description The focus of this unit is simple movement, biomechanical, physiological, psychological, functional anatomy and motor leaning concepts. The understanding of the relationship between skill, movement production and fitness will be further enhanced as students develop and improve. Unit content An understanding of the Year 11 content is assumed knowledge for students in Year 12. It is recommended that students studying Unit 3 and Unit 4 have completed Unit 1 and Unit 2. This unit includes the knowledge, understandings and skills listed below. Developing physical skills and tactics, Motor learning and coaching, Functional anatomy, Biomechanics, Exercise physiology, and Sport psychology. Unit 4 Unit description The focus of this unit is for students to assess their own and others’ movement competency and identify areas for improvement. They will build on their knowledge of training principles, nutrition and goal setting concepts to enhance their own and others’ performance in physical activity. Unit content This unit includes the knowledge, understandings and skills listed below. Developing physical skills and tactics, Motor learning and coaching, Functional anatomy, Biomechanics, Exercise physiology, and Sport psychology.


Practical (performance) Students demonstrate their ability to adapt and adjust skills and tactics in the sport(s) studied at school while performing within a competitive situation. The assessment must be completed by the teacher and conducted within the school environment within the nominal hours for the course. Evidence can include: direct observation, checklists, and the use of video.

50%

Investigation Students plan and conduct research and communicate their findings. Investigation findings can be communicated in any appropriate form, including: written (journals, training diaries, essays and laboratory reports), oral and/or video.

15%

Response Students analyse and respond to questions, stimuli or prompts. Student responses can be written (topic tests, summaries, essays) and/or oral.

20%

Externally set task A written task or item or set of items of 50 minutes duration developed by the School Curriculum and Standards Authority and administered by the school.

15%


Technologies Learning Area

Head of Department: Matt Zarb [email protected]

Courses:

Design (Dimensional Design) General Food Science and Technology General Engineering Studies (Mechanical) General Engineering Studies (Mechanical) ATAR Information, Digital Media and Technology Certificate II


Students who choose Food Science and Technology will need to be prepared to commit to some out-of-school hours due to College catering requirements.

Last year we introduced General Engineering to Helena College. In 2019, Year 10 students will have the opportunity to choose ATAR Engineering at Helena for the first time. The General and ATAR courses will be taught in the same class but will have differentiated content and different assessment tasks.


Design General

Design involves the strategic development, planning and production of visual and tactile communication. It deals with the effective and efficient communication of ideas, values, beliefs, attitudes, messages and information to specific audiences for specific purposes and with specific intentions.

The goals of the Design General course are to facilitate a deeper understanding of how design works; and how ideas, beliefs, values, attitudes, messages and information are effectively communicated to specific audiences with specific intentions or purposes via visual media forms. This course aims to achieve these goals by exposing students to a variety of communication forms and a thorough exploration of design. Design projects allow students to demonstrate their skills, techniques and application of design principles and processes; to analyse problems and possibilities; and to devise innovative strategies within design contexts. There is potential for students to develop transferable skills and vocational competencies while devising innovative designs.

In this course, students develop a competitive edge for current and future industry and employment markets. This course also emphasises the scope of design in professional and trade-based industries allowing students to maximise vocational and/or university pathways.

At Helena College we focus on the Dimensional Design context to teach the design course which may include elements of fashion, textiles, architecture, furniture design and 3D graphics, including computer-aided design. This context enables the design and production of objects having three dimensional content, including models, glass, jewellery, ceramics, sculpture or a series of design drawings in which any of the three dimensional examples are represented.

Year 11

Unit 1 – Design fundamentals The focus of this unit is to introduce design process and practice. Students learn that design can be used to provide solutions to design problems and communication needs.

Unit 2 – Personal design The focus of this unit is personal design. Students learn that they visually communicate aspects of their personality, values and beliefs through their affiliations and their manipulation of personal surroundings and environments.



Production Extended production project in response to a design brief. Formats can include digital presentation, display board, prototypes.

70%

Response Responses can include short answers, oral presentation, multimodal presentation, flowcharts and diagrams.

30%


Design Year 12

Unit 3 – Product design The focus for this unit is product design. Students learn that the commercial world is comprised of companies, requiring consumer products, services and brands for a particular audience.

Unit 4 – Cultural design The focus for this unit is cultural design. Students learn that society is made up of different groups of people who share diverse values, attitudes, beliefs, behaviours and needs; and that different forms of visual communication transmit these values and beliefs.



Production Extended production project in response to a design brief. Students investigate, explore ideas and follow a design process, collating evidence of choices and solutions. This will be completed in a format suitable for presentation to the client. Formats can include digital presentation, display board, prototypes.

65%

Response Students apply their knowledge and skills in responding to a series of stimuli or prompts related to the unit content, including the extended production project. Responses can include short answers, oral presentation, multimodal presentation, flowcharts and diagrams.

20%



Food Science and Technology General

In the Food Science and Technology General course, students develop their interests and skills through the design, production and management of food-related tasks. They develop knowledge of the sensory, physical, chemical and functional properties of food and apply these in practical situations. Students explore innovations in science and technology and changing consumer demands. New and emerging foods encourage the design, development and marketing of a range of products, services and systems. Food and allied health sectors represent a robust and expanding area of the Australian and global employment markets. The Food Science and Technology General course enables students to connect with further education, training and employment pathways and enhances employability and career opportunities in areas that include nutrition, health, food and beverage manufacturing, food processing, community services, hospitality, and retail.

Year 11

Unit 1 – Food choices and health This unit focuses on the sensory and physical properties of food that affect the consumption of raw and processed foods. Students investigate balanced diets, the function of nutrients in the body and apply nutrition concepts that promote healthy eating. They study health and environmental issues that arise from lifestyle choices and investigate factors which influence the purchase of locally produced commodities. Students devise food products, interpret and adapt recipes to prepare healthy meals and snacks that meet individual needs. They demonstrate a variety of mise-en-place and precision cutting skills, and processing techniques to ensure that safe food handling practices prevent food contamination. Students recognise the importance of using appropriate equipment, accurate measurement and work individually, and in teams, to generate food products and systems.

Unit 2 – Food for communities This unit focuses on the supply of staple foods and the factors that influence adolescent food choices and ethical considerations. Students recognise factors, including processing systems, that affect the sensory and physical properties of staple foods. They explore food sources and the role of macronutrients and water for health, and nutrition-related health conditions, such as coeliac and lactose intolerance, which often require specialised diets. Students consider how food and beverage labelling and packaging requirements protect consumers and ensure the supply of safe, quality foods. Students work with a range of staple foods, adapt basic recipes and apply the technology process to investigate, devise, and produce food products to achieve specific dietary requirements. They evaluate food products and demonstrate a variety of safe workplace procedures, processing techniques and food handling practices.



Investigation 30% Production 60% Response 10%


Food Science and Technology Year 12

Unit 3 – Food science This unit explores the societal, lifestyle and economic issues that influence food choices. Students research the effect of under-consumption and over-consumption of nutrients on health and investigate a range of diet-related health conditions that affect individuals and families. Using scientific methods, students examine the functional properties that determine the performance of food and apply these in the planning and preparation of food products and processing systems. Students develop their expertise with technology and communication skills to implement strategies to design food products and processing systems. They select resources to meet performance requirements and use evaluation strategies to monitor and maintain optimum standards. Students follow occupational safety and health requirements, implement safe food handling practices and use a variety of foods and processing techniques to produce safe, quality food products.

Unit 4 – The undercover story This unit focuses on food spoilage and contamination and explores reasons for preserving food. Students investigate food processing techniques and the principles of food preservation. They examine the regulations which determine the way food is packaged, labelled and stored and how the principles of the Hazard Analysis Critical Control Point (HACCP) system are administered and implemented to guide the production and provision of safe food. Students investigate the food supply chain and value-adding techniques applied to food to meet consumer and producer requirements. Food choices are often determined by location, income, supply and demand a n d the environmental impact of food provision. Students examine influences on the nutritional wellbeing of individuals that arise from lifestyle and cultural traditions. They implement principles of dietary planning and adapt recipes and processing techniques when considering specific nutritional needs of demographic groups. Students apply the technology process to address a product proposal and produce a preserved food product. They justify the equipment, resources and processing techniques used, and evaluate sensory properties. Students show the use of the preserved food product in another food product.



Investigation Directed research in which students plan, conduct and communicate an investigation of an issue related to food science and technology.

30%

Production A production project in which students explore ideas, design products and/or implement production processes. This includes making products, prototypes or implementing processes and systems in response to a proposal and evaluating design ideas while managing a range of production processes.

40%

Response Students respond to questions which can require them to refer to stimuli or prompts, such as production practices, case studies, scenarios, and primary and secondary sources.

15%



Engineering Studies (Mechanical) General

The Engineering Studies General course provides opportunities for students to investigate, research and present information, design and make products and undertake project development. These opportunities allow students to apply engineering processes, understand underpinning scientific and mathematical principles, develop engineering technology skills and explore the interrelationships between engineering and society.

The Engineering Studies General course is essentially a practical course focusing on real-life contexts. It aims to prepare students for a future in an increasingly technological world, by providing the foundation for life- long learning about engineering. It is particularly suited to those students who are interested in engineering and technical industries as future careers.

Year 11

Unit 1 In this unit, students develop an understanding of the engineering design process. They study and interpret a given design brief, learn a range of research skills and devising methods to develop concepts, then plan and communicate proposed solutions to the given design brief. They study core engineering theory and relevant theory of their chosen specialist area and learn to integrate and use this knowledge to develop and present proposals for practical solutions. Students calculate requirements, prepare drawings and produce lists of materials and components and then follow a given timeline to produce, test and evaluate the finished product.

Unit 2 In this unit, students focus on the topics of automation and technical innovation. They investigate engineering examples within these themes and the impact these technologies have on society. Students study and interpret a given design brief. They develop responses to the brief through a process that requires them to engage in a range of activities including: researching similar existing engineered products; sketching, drawing and annotating concepts; and choosing the preferred concept for production as a prototype or working model. Students finalise their chosen design by documenting its specifications in the form of appropriate drawings and lists of materials and components. They follow a given timeline to undertake tasks required to produce, test, and evaluate the product. Core and specialist area theory continues to be studied to forge greater understanding of the scientific, mathematical and technical concepts that explain how engineered products function.

Assessment table – Year 11


Design 20% Production 70% Response 10%


Engineering General Year 12

Unit 3 In the development of an engineering project, students study core engineering theory and theory in their chosen specialist area. They develop an understanding of the different forms of energy, uses of these different forms and sources of renewable and non-renewable energy. In this unit, students also develop a greater understanding of the engineering design process and learn and apply more complex theory and understanding to a student developed design brief. Given guidelines and a context, students develop and respond to the design brief, through a process that requires them to investigate existing products, construction materials and components. Design ideas are developed through annotated sketches and concept drawings. Students select and analyse the most suitable concept for production as a prototype or working model. Students finalise their chosen design by documenting its specifications in the form of appropriate orthographic drawings and lists of materials and components. They calculate the cost of the prototype or model. They then follow a given timeline to undertake the tasks required to produce, test and evaluate the product.

Unit 4 In this unit, students develop their understanding of core and specialist area theory to better understand the scientific, mathematical and technical concepts that explain how engineered products function. They study the impact of the different forms of obsolescence in engineering products on society, business and the environment. Students refine their understanding of the engineering design process. Students develop a design brief and respond to the brief through a process that requires them to engage in a range of activities, and investigate construction constraints, materials and components. Design ideas are developed through annotated sketches and concept drawings. Students select and analyse the most suitable concept for production as a prototype or working model.



Design Students investigate needs, opportunities and problems defined in a design brief. They devise a solution that considers factors, such as function, environment, materials, components and parts.

25%

Production Students finalise and document the specifications for their solution. They plan the making process by identifying and using appropriate tools and techniques, and then manufacture and/or assemble their engineered product which they test for safe and correct function.

50%

Response Students apply their knowledge and skills in responding to a series of stimuli or prompts. Types of evidence include tests, worksheets and research assignments. Other evidence can include a journal and observation checklists.

10%



Engineering Studies (Mechanical) ATAR

The Engineering Studies ATAR course provides opportunities for students to investigate, research and present information, design and make products and undertake project development. These opportunities allow students to apply engineering processes, understand underpinning scientific and mathematical principles, develop engineering technology skills and explore the interrelationships between engineering and society.

The Engineering Studies ATAR course is essentially a practical course focusing on real-life contexts. It aims to prepare students for a future in an increasingly technological world by providing the foundation for life-long learning about engineering. It is particularly suited to those students who are interested in engineering and technical industries as future careers.

Year 11

Unit 1 In the development of an engineering project, students study core engineering theory and their chosen specialist area theory. They develop an understanding of different forms of energy, uses of these different forms, and sources of renewable and non-renewable energy. Given guidelines and a context, students apply their knowledge of the engineering design process and theory to develop and respond to a design brief. This requires them to investigate existing products, construction materials and components. Students then select and analyse the most suitable concept for production as a prototype or working model. Students finalise their chosen design by documenting its specifications in the form of appropriate orthographic drawings, specialist diagrams and lists of materials and components. They follow a given timeline to undertake tasks required to produce, test and evaluate the product.

Unit 2 This unit develops students’ understanding of core and specialist area theory to better understand the scientific, mathematical and technical concepts that explain how engineered products function. They study the impact of the different forms of obsolescence in engineering products on society, business and the environment. Students continue to refine their understanding and skills of the engineering design process, undertaking tasks to produce, test and evaluate the product. Core and specialist area theory continues to be studied to forge greater understanding of the scientific, mathematical and technical concepts that explain how engineered products function.



Design 30% Production 40% Examination 30%


ATAR Engineering Studies Year 12

Unit 3 In this unit, students develop their understanding of core and specialist area theory. They also study the impacts of obtaining and using the different forms of renewable and non-renewable energy on society, business and the environment. Students use the engineering design process beginning with the development of a comprehensive design brief that has a focus on a problem, need or opportunity. They synthesise responses to the brief by engaging in a range of activities that include: detailed research of similar existing engineered products; construction materials and components; sketching, drawing and notating concepts; analysing and justifying the choice of the most promising of these for production as a prototype or working model. Students refine their understanding and skills of the engineering design process, undertaking tasks to produce, test and evaluate the product.

Unit 4 In this unit, students consider and analyse the stages within the life cycle of engineering products. Students develop and demonstrate an understanding of the impacts on society, business and the environment that occur during the life cycle of engineered products. Students continue to refine their understanding and skills of the engineering design process, undertaking tasks to produce, test and evaluate the product. Core and specialist area theory continues to be studied to forge greater understanding of the scientific, mathematical and technical concepts that explain how engineered products function.



Design Students investigate needs, opportunities and problems that are defined in a design brief. They devise a solution that considers factors, such as function, service conditions, materials, components and parts. Students apply their knowledge and skills in responding to a series of stimuli or prompts.

30%

Production Students’ finalise and document the specifications for their solution. They plan the making process by identifying and using appropriate tools and techniques. They manufacture and/or assemble their engineered product which they test for safe and correct function. Planning also includes working to deadlines. The product and process are evaluated by the student.

30%

Examination 40%


Applied Information Technology General The Applied Information Technology General course provides students with the knowledge and skills to use a range of computer hardware and software to create, manipulate and communicate information in an effective, responsible and informed manner. Students develop an understanding of computer systems; the management of data; and the use a variety of software applications to investigate, design, construct and evaluate digital products and digital solutions. The course offers pathways to further studies and a range of technology-based careers and a set of skills that equip students for the 21st century and give them an appreciation of the impact of information technology on society. Year 11 Unit 1 – Personal communication The focus of this unit is to enable students to use technology to meet personal needs. Students develop a range of skills that enable them to communicate using appropriate technologies and to gain knowledge that assists in communicating within a personal context. Unit 2 – Working with others The focus of this unit is to enable students to use a variety of technologies to investigate managing data, common software applications and wireless network components required to effectively operate within a small business environment. They examine the legal, ethical and social impacts of technology within society


Project 70% Short answer 30% Extended answer 10%

Year 12 Unit 3 – Media information and communication technologies The emphasis is on the use of digital technologies to create and manipulate digital media. Students use a range of applications to create visual and audio communications. They examine trends in digital media transmissions and implications arising from the use of these technologies. Unit 4 – Digital technologies in business The emphasis of this unit is on the skills, principles and practices associated with various types of documents and communications. Students identify the components and configuration of networks to meet the needs of a business. Students design digital solutions for clients, being mindful of the various impacts of technologies within legal, ethical and social boundaries.


Project 50% Short answer 20% Extended answer 15% Externally set task 15%


Workplace Learning

Teacher in Charge: Corrie Hellema [email protected]


Workplace Learning is an Authority-developed endorsed program that is managed by individual schools and open to students in Years 11 and 12. To complete this endorsed programme, 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 Authority’s Workplace Learning Logbook. The student must also provide evidence of his/her knowledge and understanding of the workplace skills by completing the Authority’s Workplace Learning Skills Journal after each 55 hours completed in the workplace.

Unit equivalence is allocated on the basis of 1 unit equivalent for each 55 hours completed in the workplace, to a maximum of 4 units. The total number of hours completed in the workplace is reported on the student’s WACE.

Monitoring

Each student enrolling in the Workplace Learning endorsed program is provided with the Authority’s Workplace Learning Skills Journal. The Workplace Learning Skills Journal provides a framework for the student to provide specific examples that demonstrate his/her application of work skills, knowledge and understandings.

The Workplace Learning Skills Journal must be completed by the student and validated by the Workplace Learning Coordinator after every 55 hours in the workplace.

Selection

Students wishing to be considered for enrolment in Workplace Learning will need to participate in an interview process. The interview panel will consist of school and industry people who will be looking for students who are self-motivated and able to learn independently. Students will need to demonstrate that they have a positive attitude and that they are committed to working to the very best of their ability.

Further details will follow in Term Three with an information evening for parents and students.

course selection book 2019 · 2019-12-10 · course selection book 2019 for current year 10...

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