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TRANSCRIPT
CONTENTS
Curriculum Overview 2
Australian Curriculum 2
Year Level Curriculum 3
Year 7 and 8 3
Year 9 3
Year 10 4
Year 11 5
Year 12 6
Northern Territory Certificate of Education and Training 7
Selecting a NTCET Course 9
NTCET Course Planning 10
Subject Descriptions: 12
Religious Education 13
Arts 14
Design and Technology 15
Humanities (Middle School) 16
English (Senior School) 17
Social Studies (Senior School) 18
Health and Physical Education 19
Language: Indonesian 20
Mathematics 21
Personal Learning Plan 22
Science 23
Vocational Educational Training in Schools 24
WorkReady Program 26
Glossary of Terms 27
Notes and Questions 28
Curriculum Guide 2016 Page 1
CURRICULUM OVERVIEW
O’Loughlin Catholic College offers a broad and engaging Catholic education that encourages students in
Years 7 to 12 to realise their academic, spiritual, moral, emotional and physical development. Our
students are challenged and supported to experience success in all areas of their learning. Students will
master fundamental skills for lifelong learning in an environment of respect and encouragement. The
focus remains on providing students with the knowledge, understanding and skills that will enable them
to engage effectively with learning and remain on a pathway towards continued success in further
education, training or employment.
The curriculum at O’Loughlin Catholic College is aligned with the requirements of external authorities
such as the Senior Secondary Assessment Board of South Australia, the Northern Territory Board of
Studies and the Catholic Education Office. The curriculum content, teaching practices and co-curricular
activities provide a spiritual, social and cultural environment which will allow all students to pursue and
reach their potential. Students are encouraged within a broad Catholic context to develop personal values
and empathy for and understanding of other people’s perspectives. O’Loughlin Catholic College
provides an environment which encourages students to become responsible individuals, enabling them to
make informed choices in a changing world.
To facilitate the development of essential 21st century skills for lifelong learning, teaching practices
reflect an awareness of individual strengths and challenges. Teaching aims to be student centred, and
intellectually challenging providing each individual with the opportunity to become independent learners
while stressing the importance of being able to work in a collaborative situation. The Bring Your Own
Device [BYOD] program introduced into the College in 2015 provides students with unique and
powerful ways to enhance their learning and to promote the development of essential 21st century skills
across the key learning areas.
AUSTRALIAN CURRICULUM
In 2008, the Australian education ministers agreed that a national curriculum would play a key role in
delivering quality education and committed to the development of a Foundation to Year 12 national
curriculum. The Australian Curriculum is the mandated curriculum for Years 7 to 10. The Australian
Curriculum describes a learning entitlement for each Australian student that provides a foundation for
successful, lifelong learning and participation in the Australian community. It acknowledges that the
needs and interests of students will vary, and that schools and teachers will plan from the curriculum in
ways that respond to those needs and interests.
The Australian Curriculum includes a focus on seven general capabilities (literacy, numeracy,
information and communication technology competence, critical and creative thinking, ethical behaviour,
personal and social competence and intercultural understanding) and three cross-curriculum priorities
(Aboriginal and Torres Strait Islander histories and cultures, Asia and Australia’s engagement with Asia
and Sustainability). Continua of learning have been developed for each, to describe the relevant
knowledge, understanding and skills at particular points of schooling. These have been embedded where
relevant and appropriate in each learning area and can be viewed explicitly in the curriculum online.
Curriculum Guide 2016 Page 2
YEAR 7 and YEAR 8 CURRICULUM
Compulsory Subjects
Length
Religious Education Year
Health and Physical Education Year
Humanities Year
Mathematics Year
Science Year
Personal Development Year
Design and Technology: Food* Year
Drama* Year
Indonesian * Year
Music* Year
Visual Art* Year
* These subjects are part of the elective program
YEAR 9 CURRICULUM
Compulsory Subjects
Length
Religious Education Year
Health and Physical Education Year
Humanities Year
Mathematics Year
Science Year
Personal Development Year
Elective Subjects
Students in Year 9 study two options per semester, four in total for the year, and cannot
be repeated. Each option is one semester in length.
Length
Design and Technology: Graphics Semester
Design and Technology: Food Semester
Design and Technology: Wood Semester
Digital Technologies Semester
Drama Semester
Indonesian Semester
Music Semester
Sports Science Semester
Visual Arts Semester
Curriculum Guide 2016 Page 3
YEAR 10 CURRICULUM
Compulsory Subjects
Length
Religious Education or Religious Education [Youth Ministry] Year
English Year
Health and Physical Education Year
History Semester
Mathematics [Advanced, General or Essential] Year
Science Year
Social Science [Business and Enterprise, Geography or Legal Studies] Semester
Personal Development Year
Personal Learning Plan Year
Elective Subjects
Students in Year 10 study two options per semester, four in total for the year; subjects
can be studied twice across the year. Each option is one semester in length.
Length
Design and Technology: Communication [Graphics- 2D Illustrator] Semester
Design and Technology: Communication [Graphics- Film and Animation] Semester
Design and Technology: Food 1 Semester
Design and Technology: Food 2 Semester
Design and Technology: Wood 1 Semester
Design and Technology: Wood 2 Semester
Drama: Acting for Screen Semester
Drama: Acting for Stage Semester
Exercise Physiology 1 Semester
Exercise Physiology 2 Semester
Indonesian Semester
Integrated Learning: Music Technical Team* Semester
Music 1 Semester
Music 2 Semester
Outdoor Education 1 Semester
Outdoor Education 2 Semester
Visual Art: Oil Painting Semester
Visual Art: Printmaking Semester
Visual Art: Sculpture Semester
Visual Art: Textiles Semester
Curriculum Guide 2016 Page 4
YEAR 11 CURRICULUM
In order to meet the requirements for SACE Stage 1, students need to select:
• One subject from the Literacy Group
• One subject from the Numeracy Group
• One subject from the Religion Studies Group
• Three subjects from the Choice Subjects
Literacy
Numeracy
Religion Studies
English as an Additional Language General Mathematics Religion Studies
English Mathematics Religion Studies -Youth Ministry
Choice Subjects
Australian History Geography
Biology Health
Business and Enterprise Legal Studies
Chemistry Music
Design and Technology: Communication [Graphics] Outdoor Education
Design and Technology: Materials [Food] Physical Education
Drama Physics
Food and Hospitality Visual Art
YEAR 11 WORKREADY CURRICULUM
In order to meet the requirements for SACE Stage 1, students need to complete:
• English
• Mathematics
• Workplace Practices
• A VETiS Course / SBA
Curriculum Guide 2016 Page 5
YEAR 12 CURRICULUM
In order to meet the requirements for SACE Stage 2, students need to select:
• One subject from the Literacy Group
• One subject from the Numeracy Group
• One subject from the Religion Studies Group
• Three subjects from the Choice Subjects
Literacy
Numeracy
Religion Studies
English Pathways Mathematical Applications Religion Studies
English Communications Mathematical Methods Integrated Learning
English Studies Mathematical Studies Integrated Learning- Youth Ministry
Specialist Mathematics Community Studies
Choice Subjects
Australian History Health
Biology Legal Studies
Business and Enterprise Music
Chemistry Outdoor Education
Design and Technology: Communication [Graphics] Physical Education
Design and Technology: Materials [Food] Physics
Drama Visual Art
YEAR 12 WORKREADY CURRICULUM
In order to meet the requirements for SACE Stage 2, students need to complete:
• English Pathways
• Mathematical Applications
• Workplace Practices
• A VETiS Course / SBA
Curriculum Guide 2016 Page 6
NORTHERN TERRITORY CERTIFICATE OF EDUCATION
AND TRAINING What is the Northern Territory Certificate of Education and Training?
Students who successfully complete the requirements are awarded the Northern Territory Certificate of
Education and Training (NTCET). The NTCET is an internationally recognised qualification that paves
the way for young people to move from school to work or further training and study. The NTCET has
been updated and strengthened to ensure it meets the needs of students, higher and further education
providers, employers and the community. By completing the NTCET, students build essential skills and
knowledge they need to succeed – whether they are headed for further education, training, an
apprenticeship or straight into the workforce.
Completion Requirements of the Northern Territory Certificate of Education and Training. Every subject students complete successfully will earn credits. Gain 200 credits in the right mix of
subjects and courses and students will receive their NTCET. As an indication, a full semester (six
months) of study in one subject will be worth 10 credits.
Students will receive a grade for each subject (A to an E). For the compulsory subjects, a C grade or
better will be required to complete the NTCET. Students must achieve an A, B or C for all the
compulsory subjects and courses. Students must achieve an A, B or C in 140 credits.
At Stage 1 (Year 11), teachers at the student’s school will mark all subjects. At Stage 2 (Year 12), 30
percent of the student’s work in each subject (such as exams, practical projects and presentations) will be
marked by experts outside of the student’s school. The rest of the work will be assessed by teachers at the
student’s school, with their marks cross-checked with experts outside the school. This ensures everyone is
marked according to the same standards.
When students have finished their NTCET, they will receive a certificate which records their
achievements. Information about their achievements will be available online in both Stage 1 and Stage 2.
Most students start Stage 1 in Year 10, and finish it in Year 11. Stage 2 is usually studied in Year 12.
The following table shows what will be required as a minimum to achieve the NTCET. Many students
will choose to study more subjects than the minimum required at Stage 2.
NTCET Requirements Credits
Year 10
Personal Learning Plan [Stage 1] 10
Year 11 [Stage 1]
Literacy: from a range of English subjects (20 credits [a full year] )
Numeracy: from a range of mathematics subject (10 credits [a semester] )
20
10
Year 11 or 12 [Stage 1 or 2]
Other subjects and courses of the student’s choice [and achieve a grade] 100
Year 12 [Stage 2]
Other Stage 2 subjects and courses 60 or more
Total 200
Compulsory Subjects and Courses
Other subjects and courses
Curriculum Guide 2016 Page 7
Completion Requirements of the Northern Territory Certificate of Education and Training.
To gain the NTCET students at O’Loughlin Catholic College must:
1. Fulfill the subject pattern requirements set down by the SACE Board of South Australia.
2. Receive an A, B or C in 140 credits.
3. Have studied at least three Stage 2 subjects and passed them to a C standard.
4. Study units of Religion in both Year 11 and Year 12.
5. To obtain an ATAR, students need to complete a minimum of 90 credits at Stage 2 level.
Curriculum Guide 2016 Page 8
SELECTING A NTCET COURSE
Selecting a suitable and appropriate course of study for students is an important step in the education
process. Course selection should be a joint process between students, parents/guardian and the College
staff regardless of the year level of the student.
The following steps need to be followed to ensure a smooth and informed subject selection process:
Step 1 – Read the subject descriptions in the Course Handbook carefully. If you have any questions ask
the Head of Faculty for that particular subject.
Step 2 – Select a course of study. Use the ‘NTCET Course Planning guide to map your NTCET or
WorkReady program for both Stage 1 and Stage 2. This becomes a working document which means that
you have an overview of where you want to go and how you want to achieve your career goals.
When selecting your subjects there are several key things to consider:
1. Interest and motivation
2. Ability and performance in the area of study
3. Requirements for a particular career choice
4. Prerequisites for University or VET
5. Keeping options as open as possible
Step 3 – Attend an interview with the WorkReady /VET Coordinator and Careers Practitioner to discuss
your career goals and course of study.
Step 4 – Attend the Subject Information Evening.
Subject Information Evenings are held in Term Three of the year prior to study.
Step 5 – After the Subject Information Evening students will receive an instruction guide with a unique
user name and password allowing them to log in to the course selection program. Students will select
subjects from several drop down menus. On completion of the online course selection process, an
authentication slip must be printed and signed by the student’s parent/guardian and returned to the front
office.
Step 6 – Attend a Subject Mentoring interview with your parents/guardian to finalise your subject
choices. Interviews can be booked via the Head of Senior School.
Please note that some of the courses require a minimum number of students for them to be
available.
Curriculum Guide 2016 Page 9
NTCET COURSE PLANNING
Stage 1 [Year 10 and Year 11]
Sem
este
r 1
Year 10 Year 11
Personal
Learning
Plan
Min C
grade
10 Credits
Literacy
Min C
grade
10 Credits
Numeracy
Min C
grade
10 Credits
Religion
Studies
10 Credits
Sem
este
r 2
Literacy
Min C
grade
10 Credits
Numeracy
Min C
grade
10 Credits
Religion
Studies
10 Credits
Stage 2 [Year 12]
Sem
este
r 1
Religion Studies
or
Integrated
Learning
or
Community
Studies [no
ATAR]
20 Credits
20 Credits
20 Credits
20 credits
20 Credits
Sem
este
r 2
Curriculum Guide 2016 Page 10
NTCET COURSE PLANNING
WORKREADY Stage 1 [Year 11]
Sem
este
r 1
Year 10 Year 11
Personal
Learning
Plan
Min C
grade
10 Credits
Literacy
Min C grade
10 credits
Numeracy
Min C grade
10 credits
Workplace
Practices
Min C grade
10 credits
VET
Work
Placement/SBA
Sem
este
r 2
Literacy
Min C grade
10 credits
Numeracy
Min C grade
10 credits
Workplace
Practices
Min C grade
10 credits
VET
Work
Placement/SBA
WORKREADY Stage 2 [Year 12]
Sem
este
r 1
English Pathways
20 credits
Mathematical
Applications
20 credits
Workplace
Practices
20 credits
VET
Work
Placement/SBA
Sem
este
r 2
VET
Work
Placement/SBA
Curriculum Guide 2016 Page 11
SUBJECT DESCRIPTIONS
The following section of the handbook outlines the courses offered in Years 7 to 12. Please note that
some of the courses require a minimum number of students for them to be available. Further information
can be obtained from a variety of sources including subject teachers and Heads of Faculty. The more
information you have, the more informed will be your choices and the greater chance you will have of
achieving personal success.
Curriculum Guide 2016 Page 12
RELIGIOUS EDUCATION
MIDDLE SCHOOL
Religious Education reflects the Catholic philosophy of education that not only prepares young people
for life, intellectually and socially, but develops their spirituality and fosters a belief in the goodness of
God, through the model of Jesus Christ. Following the “Journey in Faith’ guidelines, laid down the
teaching of Religious Education in the Diocese, the structure and content of our courses encourage
attitudes of openness and enquiry into beliefs, traditions and worship of the Christian faith. This is done in
a Catholic context. As these courses are aimed at helping students to understand the nature of God, and
the ways this can be expressed, all students are required to participate in them.
There are 12 Journey in Faith topics which are covered over a two year cycle. These are grouped into
three strands:
• Believing
• Celebrating, and
• Living
SENIOR SCHOOL
The study of Religion forms a vital foundation for understanding society. This is of particular importance
in a culturally diverse society such as Australia. An appreciation of Australia’s multicultural society is
limited without an understanding of Religion and its influence on human behaviour and the shaping of
personal and group identity. Religious understanding and values continue to underpin broader social
structures and systems. Curriculum statements identify religions and spiritualties as living and dynamic,
with specific reference to the way in which their adherents participate in, and respond to, current social
and moral debates and issues within communities. Catholic perspectives are interwoven into all topics.
Subjects offered in this Learning Area include:
Year 10:
• Religious Education - Journey in Faith
• Religious Education [Youth Ministry]
Year 11:
• Religion Studies
• Religion Studies [Youth Ministry]
Year 12:
• Religion Studies
• Integrated Learning
• Integrated Learning [Youth Ministry]
• Community Studies* [No ATAR]
Curriculum Guide 2016 Page 13
ARTS
MIDDLE SCHOOL
The Arts Learning Area encompasses the Visual Arts and the Performing Arts (Drama and Music).
Research shows that the study of these subjects aid students’ intellectual, physical, emotional, spiritual
and social development through the exploration of human expression in different social and cultural
contexts. Learning programs are structured to enable progressive skill development as students move up
through the Middle school, with differentiation of outcomes to enable individual expression and personal
development. Project work provides students with a record of process and instils students with a sense of
achievement that can be celebrated through presentations of resolved artworks and performances.
The three key areas of learning in all Arts specialisms are:
• Arts in Context
• Arts Responses and Analysis
• Arts Skills and Processes
• Creating Arts Ideas
SENIOR SCHOOL
At Senior school level the Arts courses become more specialist and rigorous with students working
towards individual excellence within their chosen area. To support this individual growth Year 10
courses aim to lay the foundations for success at examination level with students working on SACE
styled assignments that introduce students to examination assessment criteria whilst furthering the
development of practical skills.
The Stage 1 and 2 courses, whilst structured towards common assessment criteria, enable students a
degree of flexibility to tailor their own project work towards individual strengths and interests within
each subject. A high level of teacher support coupled with extra-curricular access to performance and
studio space enables students to work to their individual best.
A major celebration of the creative achievements of our students throughout the school takes place each
year in the form of Creative Arts Evening during Term 4 when we showcase artwork, design work,
music and drama performances alongside the work of students from the technology subjects.
Subjects offered in this Learning Area include:
Year 10:
• Art
• Drama
• Music
Year 11 and 12:
• Visual Art
• Drama
• Music
Curriculum Guide 2016 Page 14
DESIGN AND TECHNOLOGY
MIDDLE SCHOOL
The Design and Technology Learning Area both share a common process that involves a problem
solving approach to a design brief. Whether working in the material base of food, wood or digital
communication the students work through the design stages of researching existing solutions; generating
ideas; design development; evaluation and modification before realising their finished products in a final
piece. By working through a series of projects they are introduced to, and then practice and refine,
practical skills in each of specialist areas.
The educational benefits of developing a problem solving approach to learning is well documented and
students benefit further when knowledge gained in one project is transferred in another in response to a
different design brief.
Subjects offered in this area include:
• Cooking [Materials]
• Graphics [Communication]
• Wood
SENIOR SCHOOL
At Senior school level the Design and Technology courses become more specialist and rigorous with
students working towards individual excellence within their chosen area. To support this individual
growth Year 10 courses aim to lay the foundations for success at examination level with students working
on SACE styled assignments that introduce students to examination assessment criteria whilst furthering
the development of practical skills.
The Stage 1 and 2 courses, whilst structured towards common assessment criteria, enable students a
degree of flexibility to tailor their own project work towards individual strengths and interests within each
subject. A major celebration of the creative achievements of our students throughout the school takes
place each year in the form of Creative Arts Evening during term four when we showcase finished
products, both visual and edible.
Subjects offered in this Learning Area include:
Year 10:
• Design and Technology: Communication Products (Graphics)
• Design and Technology: Material Products (Food)
Year 11 and 12:
• Design and Technology: Communication Products (Graphics)
• Design and Technology: Material Products (Food)
Curriculum Guide 2016 Page 15
HUMANITIES
MIDDLE SCHOOL Humanities fosters an interdisciplinary approach to teaching and learning and integrates the English and
Social Sciences Learning Areas. It allows Middle School students to become confident communicators,
creative and critical thinkers and informed citizens. Through the study of Humanities, students are able to
analyse, understand, communicate with and build relationships with others and with the world around
them. They are able to appreciate, enjoy and use the English language in all its variations and develop a
sense of its power to convey information, form ideas, entertain, persuade and argue.
Students learn to question why the world is the way it is, reflect on their relationships with and
responsibilities for that world, and propose actions designed to shape a socially just and sustainable
future. They develop their understanding of societies, events, movements and developments that have
shaped humanity. Through the process of inquiry required in the Social Sciences, students develop
transferable skills, such as the ability to ask relevant questions; critically analyse and interpret sources;
consider context; respect and explain different perspectives; develop and substantiate interpretations, and
communicate effectively.
The English Strands covered in the Learning Area are:
• Language
• Literacy
• Literature
The Social Science subjects covered in the Learning Area are:
• Civics, Governance and Social Justice
• Enterprise
• Geography
• History
Curriculum Guide 2016 Page 16
ENGLISH
SENIOR SCHOOL
The study of English develops the skills and knowledge necessary for students to use language
appropriately for a wide variety of purposes. Language is a major vehicle of communication and a means
by which social connection with other people is established. It is recognised as a key to social, economic,
and cultural participation. A person’s sense of identity, both individual and collective, in a variety of
situations, is shaped and defined by this participation.
Using skills in reading, viewing, writing, listening, and speaking and using information and
communication technologies, students develop strategies and establish a framework of understanding that
links texts to contexts and helps them to consider the way language is used in many different social and
cultural situations.
Subjects offered in this Learning Area include:
Year 10:
• English
• [WorkReady] English
Year 11:
• English as an Additional Language
• English
Year 12:
• English Pathways
• English Communications
• English Studies
Curriculum Guide 2016 Page 17
SOCIAL SCIENCES
SENIOR SCHOOL
The study within the Social Sciences Learning Area incorporates the disciplines of History, Business
and Enterprise, Geography and Legal Studies. Through Social Sciences, learners explore and critically
construct their knowledge and understandings about the society in which they live and their place within
it. They investigate the changing world in terms of natural and social systems, culture, place and
resources, examining how these changes influence and impact on their lives, society and the environment.
The study of Social Sciences encourages learners to become purposeful, involved, well-informed citizens
who are able to make reasoned judgments and critical decisions about the world in which they live.
Subjects offered in this Learning Area include:
Year 10:
• Business and Enterprise
• Geography
• History
• Legal Studies
Year 11:
• Business and Enterprise
• Geography
• History
• Legal Studies
Year 12:
• Business and Enterprise
• History
• Legal Studies
Curriculum Guide 2016 Page 18
HEALTH AND PHYSICAL EDUCATION
MIDDLE SCHOOL
The Health and Physical Education Learning Area focuses on the multiple dimensions of health and
how these influence an individual’s development. It reflects a move towards a more holistic approach to
health and physical education and the importance of taking action for life. Being physically active is an
achievable goal for all learners regardless of ability or disability. By instructing for increased activity,
learners will recognise the significance to regular participation in physical activity and develop a
positive attitude, good health and lifestyle. Students will develop skills in a range of areas including
invasion and striking games, and individual performance activities.
The concepts of the Health and Physical Education Learning Area are organised into three strands, each
making an equal contribution. The components of the strands are:
• Enhancing Personal Development and Relationships
• Promoting Individual and Community Health
• Participating in Physical Activity and Movement
SENIOR SCHOOL
Throughout all the subjects offered in the Health and Physical Education Learning Area, students
gain an understanding of human functioning and physical activity, and an awareness of the community
structures and practices that influence participation in physical activity. They explore their own physical
capacities and analyse performance, health, and lifestyle issues. Students develop skills in
communication, investigation, and the ability to apply knowledge to practical situations.
Subjects offered in this Learning Area include:
Year 10:
• Health and Physical Education
• [Elective] Exercise Physiology
• [Elective] Outdoor Education
Year 11 and 12:
• Health
• Outdoor Education
• Physical Education
Curriculum Guide 2016 Page 19
LANGUAGES: INDONESIAN
MIDDLE SCHOOL
The Languages Learning Area is an essential part of a broad and balanced education for all learners.
Learning another language extends students’ cognitive and conceptual development and problem-solving
skills. It increases their awareness of how language works and can assist significantly in developing their
literacy skills. The study of another language allows learners to focus on the communicative function of the
language in a cultural context and promotes cultural sensitivity to peoples of the world.
The Strands covered in the Learning Area are:
• Listening
• Reading and Viewing
• Speaking
• Writing
SENIOR SCHOOL
Language is the basis of all communication and human interaction. The processes by which these take place
are rapidly diversifying through technological and cultural changes. Access to learning a second or
subsequent language enhances students’ potential to engage meaningfully and successfully in the global
society of the twenty-first century. Communicating in another language expands students’ horizons as both
national and international citizens.
Subjects offered in this Learning Area are:
Year 10:
• Indonesian
Year 11 and 12:
• Indonesian [NTOEC]
Curriculum Guide 2016 Page 20
MATHEMATICS
MIDDLE SCHOOL
The Mathematics Learning Area provides learners with opportunities to develop their repertoire of
mathematical language, concepts, processes and skills that they can apply to many life situations. The
study of mathematics allows learners to explore and use mathematics in a variety of contexts and
applications to develop sound strategies for investigating and problem-solving.
The three content descriptors covered in the Learning Area are:
• Number and Algebra
• Measurement and Geometry
• Statistics and Probability
SENIOR SCHOOL
Mathematics is an integral part of the education and training of all students. It is an important component
of the senior secondary studies of many students as they complete their schooling and prepare for further
study, training or work, and for personal and community life.
The elements of traditional mathematics — arithmetic, geometry, algebra, calculus, and probability — are
involved in the creation and understanding of technologies. It is important that students understand these
elements in the context of current and emerging technologies as they transform our understanding of
mathematics. Statistics and statistical arguments abound in the mass media and other sources of
information and many students will use statistics in their chosen careers. It is vital that citizens, as they
make decisions that affect their lives and future, are able to interpret and question the claims of
advertisers and other advocates.
Subjects offered in this Learning Area include:
Year 10:
• Essential Mathematics
• General Mathematics
• Advanced Mathematics
Year 11:
• General Mathematics
• Mathematics
Year 12:
• Mathematical Applications
• Mathematical Methods
• Mathematical Studies
• Specialist Mathematics (by negotiation)
Curriculum Guide 2016 Page 21
PERSONAL LEARNING PLAN
SENIOR SCHOOL
The Personal Learning Plan (PLP) is a compulsory 10- credit Stage 1 subject that all students undertake at
O’Loughlin Catholic College in Year 10. All students need to achieve a C grade or higher to achieve their
NTCET. Studying the PLP provides students with a solid foundation for their Year 11 and 12 studies.
Students identify goals, consider their aspirations and research career, training and further study choices
to help them map out their futures.
The Personal Learning Plan is dedicated to helping students:
• Discover the right NTCET subjects and study options for their future plans
• Gain skills for future study and employment
• Identify personal strengths and interests
• Look at different career paths and choices
• Make informed decisions about personal and learning goals.
Curriculum Guide 2016 Page 22
SCIENCE
MIDDLE SCHOOL
The Science Learning Area provides students with the opportunity to explore the unknown, investigate
universal mysteries, make predictions and solve problems about the biological, physical and technological
world. The study of Science provides opportunities for students to develop an understanding of important
science concepts and processes, the practices used to develop scientific knowledge, of science’s
contribution to our culture and society, and its applications in our lives. In doing this, they develop
critical and creative thinking skills and challenge themselves to identify questions and draw evidence-
based conclusions using scientific methods. Students deepen their understanding at each year level by
being introduced to more complexity within early concepts and with the introduction of new ones.
Students also learn and practice science skills in the laboratory and relate these to real world situations.
The three content descriptors are:
• Science Understanding
• Science as a Human Endeavour
• Science Inquiry Skills
SENIOR SCHOOL
The study of Science provides a rational way of understanding the physical world that enables people to
be questioning, reflective and critical thinkers. As a way of knowing, science can be used by people to
explore and explain their experiences of phenomena of the universe. Science is a collective human
activity that uses distinctive ways of valuing thinking and working in order to understand the natural
world. Openness to new ideas, intellectual honesty and critical evaluation of data and arguments are thus
fundamentally important to both scientific understanding and working scientifically.
Subjects offered in this Learning Area include:
Year 10:
• Science
Year 11 and 12:
• Biology
• Chemistry
• Physics
Curriculum Guide 2016 Page 23
VOCATIONAL EDUCATIONAL TRAINING IN SCHOOLS
Vocational Educational Training in Schools (VETiS)
What is Vocational Education Training?
Vocational Education Training [VET] provides students with the skills, knowledge and competencies
required for work in particular industries. VET programs are available across a wide range of industry
areas. VET courses are the same as TAFE courses. Charles Darwin University, and Transforming
Training are Registered Training Organisations [RTO] and provide a wide range of VET courses that
offer students recognised training within an industry area of their choosing. Students undertake this
training whilst continuing with their normal school curriculum. On successful completion of a
program, credit may be gained towards the Northern Territory Certificate of Education and Training.
What is Vocational Educational Training in Schools?
The concept of Vocational Educational Training in Schools (VETiS) is designed to integrate industry
training into secondary schools. The purpose of VETiS is to foster and develop work and
employability skills of students and to provide clear and recognisable pathways to employment and
future education. Courses that are run by VETiS RTOs are at Certificate I (1), II (2) and III (3) levels
and provide students with a taste of what may be involved in a particular industry or job. The VETiS
program usually combines both on and off-the-job training.
The VETiS program delivery is conducted on a Tuesday and / or Wednesday depending on the RTO
and course. The student is required to travel to and from the designated training location on the
instructed days for their VETiS course. On the remainder of days of the week students are to complete
secondary studies at the College. Students must be at least 15 years of age to be eligible to enrol. A
more detailed list of the courses offered can be found in the following pages.
What is a School-Based Apprenticeship?
A School-Based Apprenticeship (SBA) is where a student has the opportunity to attain paid work
while completing an apprenticeship and studying Stage 1 and Stage 2 subjects at the College.
Generally SBAs are catered in the Workready Program on Monday, Tuesday and Wednesday of each
week, with Thursday and Friday at school. Students need to approach employers and apply for a SBA
using similar strategies as they would for any job. SBAs are available throughout Darwin in a wide
range of industries. They are offered at the Certificate II or Certificate III level.
As a general rule VETiS programs are available to Year 11 and 12 students as they have completed
general education and have the maturity to make decisions which involve commitment to training.
Year 9 and 10 students wishing to participate in VETiS programs will be assessed on a case by case
basis.
Curriculum Guide 2016 Page 24
How can VETiS help students?
Students can gain
• An insight into a chosen industry
• Credit towards the NTCET for competencies completed successfully
• General employability skills useful whether pursuing further study, or within part-time or full-
time employment
• Industry recognised national qualifications that are linked to further training programs or
apprenticeships while at school
• Knowledge of potential employers
• Specific industry skills which will enhance employment prospects
How to apply for the VETiS programs.
1. Students to speak with the WorkReady /VET Coordinator and Careers Practitioner
2. Student and Parent to attend an interview with the WorkReady /VET Coordinator and Careers
Practitioner
3. Submit a written Expression of Interest Form for the course of interest.
4. If accepted, attend an interview with the relevant Registered Training Organisation
School Based Apprenticeships.
1. Decide on the Industry Area/Apprenticeship
2. Participate in a Work Experience to make sure it is the right choice
3. Apply with the employer directly or a Group Training Organisation (e.g. GTNT)
NOTE:
The WorkReady Program that includes VET, VETiS and SBA is available to Year 10, 11 and 12 students;
however, this is dependent on maturity, behaviour, school attendance and commitment to training. Each
student wishing to participate in the WorkReady program will be assessed on a case by cases basis.
VETiS is available to students not in the WorkReady Program on one day programs only.
Curriculum Guide 2016 Page 25
WORKREADY PROGRAM
The WorkReady Program is designed to support year 10, 11 and 12 students in exploring different
pathways. This includes Transition to Work, Apprenticeships, Traineeships or paid work. The program
provides students with the option of completing Vocational Education Training (VET) courses provided
by Registered Training Organisations (RTO). The courses available are Certificate I, II and III, ranging
from one semester to two semesters; being offered on one or two days a week.
It will give students a competitive advantage when applying for employment after high school.
The [Pre] WorkReady Program
The [Pre]WorkReady Program is designed to provide Year 10 students with the option of completing
Vocational Education Training in Schools (VETiS) courses provided by local Registered Training
Organisations (RTO). It combines Work Placements with VETiS courses as well as completing Year 10
core subjects. This program commences in the first term and runs throughout the entire year. The program
does not lock students into the WorkReady Pathway in Year 11; students can opt back into mainstream in
Year 11. The Pre-WorkReady program is suitable for students who wish to explore all possible pathways
into apprenticeships, traineeships or the workplace.
Subjects studied while at school:
• English
• Mathematics
• Science
• Religious Education
• Personal Learning Plan
• Health and Physical Education
• Social Sciences
WorkReady Program
The WorkReady Program is designed to give students another pathway to successfully transition from
school to work. It encourages students to undertake Vocational Educational Training (VET) courses that
may lead to a School Based Apprenticeship. In addition to studying Senior Secondary subjects at school
two days per week, students may undertake industry specific Vocational Educational Training for one day
per week and on the job training with a host employer for two days per week. On completion of Year 11,
students can continue their WorkReady Program during Year 12 with the possible outcome of gaining an
NTCET while at the same time gaining valuable experience in a desired industry.
Subjects studied while at school:
• English
• Mathematics
• Workplace Practices
Curriculum Guide 2016 Page 26
GLOSSARY OF TERMS
10 Credits A semester length component of a subject or course.
20 Credits A full year component of a subject or course.
ACARA Australian Curriculum, Assessment and Reporting Authority
ATAR Australian Tertiary Admission Rank. The ATAR is derived from the
university aggregate and is used for university entrance purposes.
Australian Curriculum The Australian Curriculum is being developed progressively by the
Australian Curriculum, Assessment and Reporting Authority.
Curriculum Pattern A selection of subjects required in order to qualify for the NTCET.
NAPLAN National Assessment Program – Literacy and Numeracy
NTCET Northern Territory Certificate of Education and Training
PLP Personal Learning Plan - a compulsory Stage 1 subject studied in Year 10.
Precluded Combination Two subjects are a precluded combination if they are defined by the
universities as having significant overlap in content.
RTO Registered Training Organisation
SACE South Australian Certificate of Education
SBA School Based Apprenticeship
Semester Equivalent to half a school year or two terms.
Stage 1 Units completed in Year 10 or 11
Stage 2 Units completed in Year 12
VET Vocational Education and Training
VETiS Vocational Education and Training in School
www.oloughlin.nt.edu.au Mueller Rd, Karama, NT
Email: [email protected]
Phone: (08) 8945 1277 Fax: (08) 8927 7140