Subject Information

Year 11, 2021

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Table of Contents

INTRODUCTION ....................................................................................................................................... 4

CREATIVE ARTS ........................................................................................................................................ 5

Design: Graphics (General) ................................................................................................................. 5

Design: Photography (General) ........................................................................................................... 5

Media Production & Analysis (ATAR) .................................................................................................. 5

Media Production & Analysis (General) .............................................................................................. 6

Visual Arts (ATAR) ............................................................................................................................... 6

Visual Arts (General) ........................................................................................................................... 7

CREATIVE LIVING ..................................................................................................................................... 8

Children, Family & the Community (ATAR) ......................................................................................... 8

Children, Family & the Community (General) ..................................................................................... 9

Food Science and Technology (General) ........................................................................................... 10

Hospitality (Certificate II) .................................................................................................................. 11

ENGLISH ................................................................................................................................................ 12

English (ATAR) ................................................................................................................................... 12

English (General) ............................................................................................................................... 13

Literature (ATAR) .............................................................................................................................. 14

HUMANITIES ......................................................................................................................................... 16

Accounting and Finance (ATAR) ........................................................................................................ 16

Business (Certificate II) ..................................................................................................................... 16

Economics (ATAR) ............................................................................................................................. 17

Geography (General) ......................................................................................................................... 18

Modern History (ATAR) ..................................................................................................................... 18

Politics & Law (ATAR) ........................................................................................................................ 19

ICT ......................................................................................................................................................... 21

Computer Science (ATAR) ................................................................................................................. 21

LANGUAGES .......................................................................................................................................... 22

Italian Second Language (ATAR) ....................................................................................................... 22

MATHEMATICS ...................................................................................................................................... 23

Mathematics Applications (ATAR) .................................................................................................... 23

Mathematics Essential (General) ...................................................................................................... 23

Mathematics Methods (ATAR) .......................................................................................................... 24

Mathematics Specialist (ATAR) ......................................................................................................... 25

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PERFORMING ARTS ............................................................................................................................... 26

Dance (ATAR) .................................................................................................................................... 26

Dance (General) ................................................................................................................................ 27

Drama (ATAR) .................................................................................................................................... 28

Drama (General) ............................................................................................................................... 28

Music (General) ................................................................................................................................. 29

Music Industry (Certificate III) .......................................................................................................... 31

Music - Western Art (ATAR) .............................................................................................................. 31

PHYSICAL EDUCATION ........................................................................................................................... 33

Physical Education Studies (ATAR) .................................................................................................... 33

Physical Education Studies (General) ................................................................................................ 34

Sport & Recreation (Certificate II) ..................................................................................................... 35

RELIGION ............................................................................................................................................... 36

Religion & Life (ATAR) ....................................................................................................................... 36

Religion & Life (General) ................................................................................................................... 37

SCIENCE ................................................................................................................................................. 38

Biology (ATAR)................................................................................................................................... 38

Chemistry (ATAR) .............................................................................................................................. 39

Human Biology (ATAR) ...................................................................................................................... 40

Integrated Science (General) ............................................................................................................ 41

Marine and Maritime Studies (General) ........................................................................................... 42

Physics (ATAR) ................................................................................................................................... 43

Psychology (ATAR) ............................................................................................................................ 44

TECHNOLOGY, INNOVATION, DESIGN & ENTERPRISE (TIDE) ................................................................ 45

Design Fundamentals: Glassworking, Jewellery & 3D Design (Certificate III) .................................. 45

Design: Technical Graphics (ATAR) ................................................................................................... 46

Design: Technical Graphics (General) ............................................................................................... 47

Materials Design & Technology - Wood (General) ........................................................................... 48

FLEXED................................................................................................................................................... 49

WORKPLACE LEARNING ........................................................................................................................ 50

FURTHER INFORMATION ...................................................................................................................... 51

PREREQUISITES TABLE .......................................................................................................................... 52

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INTRODUCTION

At Prendiville Catholic College there are five Senior School pathways that provide students with a

variety of avenues to success beyond Year 12. The five pathway combination aims to provide each

student with the best opportunity to achieve their greatest potential, fulfil interests and realise

personal goals.

The five Senior School learning pathways are:

• The ATAR pathway or direct university pathway is for those students who are aiming for a

university education beyond Prendiville and will study at least four ATAR courses.

• The LINKed pathway provides students with an alternative pathway to Edith Cowan University.

The pathway is a partnership between Prendiville Catholic College and Edith Cowan College.

• The DESIGNed Pathway provides students with a passion and talent in the disciplines of Art and

Design and Technology and Design to have a direct pathway to Curtin University. This pathway

will also provide students with industry experience, access to Curtin mentors, facilities and

participation in a variety of Curtin experiences.

• The FLEXed pathway is a pathway for those students who seek senior secondary education in

a flexible learning environment with a focus on Business and Design. This pathway can be

tailored to either a WACE or Non-WACE pathway to suit student needs.

• The GENERAL pathway is a General course pathway for those students who aspire to enter the

workforce, TAFE or University via indirect entry.

Students in Year 11 at Prendiville Catholic College must choose 6 courses. These courses run 5 times

a week in a 30 period week. In choosing their courses students should ensure this is done in

accordance with all WACE Guidelines and future post school destinations requirements. Further

information is available on our website in the Curriculum section under WACE Requirements - Post

School Destinations.

Religion and either English or Literature remain compulsory in Years 11 and 12.

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CREATIVE ARTS

Design: Graphics (General)

Students who select the Graphics course will acquire the skills to enable them to produce design works

of the highest level.

Delivered within a student-centred and flexible learning environment, students focus on the elements

of digital and interactive media, graphics technology, print production and visual communication.

Graphics participants have access to the latest equipment within the Creative Arts area, including a

range of print media options for placing images on large format posters, banners, mugs, shirts and

ceramic products.

Pathway: Units 1 and 2 lead to Year 12 Units 3 and 4.

Prerequisite: Nil

Design: Photography (General)

Students learn about photography, and the different forms of

digital media while completing highly engaging projects.

Photography students have access to the latest equipment within

the Creative Arts area, used within the well-resourced rooms, or

on the many excursions to local areas of interest.

Students will gain industry experience through participating in various events, exhibitions and

competitions throughout the year.

Pathway: Units 1 and 2 lead to Year 12 Units 3 and 4.

Prerequisite: Nil

Media Production & Analysis (ATAR)

Students who select the Media Production and Analysis (MPA) course will acquire the skills to enable

them to produce media works of the highest level.

Delivered within a student-centred and flexible learning environment, Media students will experience

and pursue mastery in a variety of different media specialties including, but not limited to, producing,

gaffing, cinematography, editing, sound engineering and directing. Beyond this, they will become

familiar with video equipment and editing software used by professionals within the media industry;

including Rhode Blimps, Pre-Mix Sound Devices and the Adobe Creative Suite.

ATAR units comprise of both theoretical and practical units; preparing students for University, most

specifically in areas concerning marketing, communication and film & television.

When Year 12 students were asked, what they enjoyed most about Media Production and Analysis

they responded:

“The opportunity to express myself; to form an idea and be able to see my vision come to life.”

“Using all the different technologies used in the Media Industry.”

“Learning about the creative process!”

Pathway: Year 11 Units 1 and 2 lead to Year 12 Units 3 and 4 (ATAR)

Prerequisite: C Grade in Year 10 English

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Media Production & Analysis (General)

Students who select the Media Production and Analysis (MPA) course will acquire the skills to enable

them to produce media works of the highest level.

Delivered within a student-centred and flexible learning environment, Media students are provided

with an opportunity to specialise in fields of interest including, but not limited to, producing, gaffing,

cinematography, editing, sound engineering and directing. Beyond this, they will become familiar with

video equipment and editing software used by professionals within the media industry; including

Rhode Blimps, Pre-Mix Sound Devices and the Adobe Creative Suite.

Units comprise of both theoretical and practical units and prepare students for University entrance or

studies at The Central Institute of TAFE.

When Year 12 students were asked, what they enjoyed most about Media Production and Analysis

they responded:

“The opportunity to express myself; to form an idea and be able to see my vision come to life.”

“Using all the different technologies used in the Media Industry.”

“Learning about the creative process!!”

Prerequisite: Nil

Visual Arts (ATAR)

Do you want the creative freedom to make anything?

This is a fun, student-driven course that will give you the freedom to develop your skills and create

artworks in a style that interest you! You will spend the majority of your time planning and making

two individual artworks that you develop from overarching themes. The course caters for students

who wish to explore the following mediums: painting, drawing, sculpture, mixed media, video, textiles,

animation, photography, printmaking, glass, or any combination of these.

Guest speakers, artists and Art teachers work as a team to coach and mentor students through the

practical and theoretical aspects of the course. Students don’t need to be overly proficient in any one

area when they enter the course, as they will develop skills along the way.

Pathway: Units 1 & 2 in Visual Arts (ATAR) lead to Units 3 & 4 (ATAR) in Year 12.

Prerequisite: C Grade in Year 10 English.

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Visual Arts (General)

This is a fun new Arts course that will give you the creative freedom to explore a broad range of mediums and materials. If you enjoy painting, drawing, sculpture, printmaking, mixed-media, textiles or glass (or any combination of these), then this is the course for you. There are no exams, and you will spend the majority of your time planning and making two individual artworks.

You don’t need to be overly proficient in any one area when you enter the course as you will develop skills along the way.

Pathway: Units 1 & 2 in Visual Arts lead to Units 3 & 4 in Year 12.

Prerequisite: None

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CREATIVE LIVING

Children, Family & the Community (ATAR)

There IS an external examination of this course at this level in Year 12.

This course caters for students seeking career pathways in areas such as sociology, psychology,

education, nursing, occupational therapy, community services, childcare and health.

Content focuses on factors that influence human development and the wellbeing of individuals,

families and communities. Students develop an understanding of the social, cultural, environmental,

economic, political and technological factors that impact on the ability of individuals and families to

develop skills and lead healthy lives.

Through the study of developmental theories, students develop an understanding of human

growth and the domains of development. They develop an appreciation of how the creation of

environments that promote optimal growth and development of individuals, families and

communities affect and influence society as a whole. Students investigate access to, and availability

of, support services and review laws and regulations that govern the provision of such support. They

use a range of skills to make informed decisions and consider actions at personal, family and

community levels. Students communicate and interact with children, families and community groups

in practical ways.

Course Outcomes

• Exploring human development • Applying the technology process • Self- management and interpersonal skills • Society and support systems

Unit 1: Building on Relationships

In this unit, students investigate the principles of development and how these relate to the domains

and theories of development. Students examine and evaluate the features of products, services and

systems for individuals and families. They examine the diverse and dynamic nature of families in

Australia. They recognise and acknowledge cultural diversity, and inequity and injustice

issues. Students develop effective self-management and interpersonal skills to recognise and enhance

personal relationships, enabling them to take active roles in society.

Unit 2: My Place in the World

In this unit, students examine the effect on an individual’s development and wellbeing in a society

characterised by rapid change. They explore contemporary Australian issues or trends relating to

families and communities at the state and national level and are introduced to a range of

advocacy types. Students examine developmental theories and their influence on cognitive

development. Students use effective self-management and interpersonal skills when assessing or

developing products, processes, services, systems or environments.

Assessments: Includes Investigations, Production, Response and Examinations (school based in Year

11 only).

Prerequisite: C grade in English

Pathway: Units 1 and 2 lead to Units 3 and 4 in the Year 12 course.

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Children, Family & the Community (General)

This course caters for students who are TAFE or employment bound and particularly those who are

considering careers working with children. Career pathways include areas such as education, nursing,

community services, childcare and health.

The course focuses on factors that influence human development and the well-being of individuals,

families and communities. Students develop an understanding of the social, cultural, environmental,

economic, political and technological factors which have an impact on the ability of individuals

and families and groups in society contributes to the creation of safe, cohesive and sustainable

communities. Through the study of developmental theories, students develop an understanding

of human growth and the domains of development. Students investigate access to, and availability of,

support services and review laws and regulations that govern the provision of such support.

Students explore products, services or systems that address issues, opportunities or challenges to

meet the needs of individuals, families and communities. They use a range of skills to make informed

decisions and communicate and interact with children, families and community groups.

Course Outcomes

• Exploring human development

• Applying the technology process

• Self-management and interpersonal skills

• Society and support systems

Unit 1: Families and Relationships

This unit focuses on family uniqueness. Students examine the role of families and the relationships

between individuals, families and their communities. Through an understanding of growth and

development, students recognise the characteristics of individuals and families and that development

is affected by biological and environmental influences. They identify roles and responsibilities of

families, and examine their similarities and differences, the issues that arise from family interactions

and the influence of attitudes, beliefs and values on the allocation of resources to meet needs and

wants.

Students make decisions, and develop skills to accommodate actions that impact on themselves and

others. They also design and produce products and services that meet the needs of individuals,

families and communities.

Unit 2: Our Community

This unit focuses on families, relationships and living in communities. The influence of biological and

environmental factors, lifestyle behaviours and health status on growth and development is studied.

Students explore the health of individuals and communities and the protective and preventative

strategies that impact on growth and development.

Students examine the roles and responsibilities of particular groups, networks, and services, and the

impact of attitudes, beliefs and values on the management of resources. Students engage in shared

research practice, communicate information, use decision-making, goal setting, self-management and

cooperation skills when creating products, services or systems that will assist individuals, families and

communities to achieve their needs and wants.

Assessments: Includes Investigations, Production and Response.

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Learning experiences in this subject may include but are not limited to:

• Virtual baby program • Excursions to Mercy Hospital and a children’s production cooking task • Guest speakers including expectant mother, parents with baby/child, families and various

community services that support families, for example CARERSWA, Community Midwifery WA, Disability Services, Nursing Mothers Association

• Investigation into societal issues and trends that impact on individuals and families • Production of Information kit and product to meet the changing needs of individuals and

family groups • Practical activities including trialling and producing nutritionally healthy recipes with

preschool age children, family care package production for single mothers in need, excursion to Mercy Hospital and the Natural Birthing ward, guest speakers and other learning experiences with children.

Prerequisite: Nil

Pathway: Units 1 and 2 lead to Units 3 and 4 in the Year 12 course.

Food Science and Technology (General)

Food impacts every aspect of daily life and is essential for maintaining overall health and wellbeing.

The application of science and technology plays an important role in understanding how the

properties of food are used to meet the needs of consumers and producers. Food laws and regulations

govern the production, supply and distribution of safe foods. Students develop practical food-related

skills, understandings and attitudes that enhance their problem-solving abilities and decision-making

skills.

In the Food Science and Technology General course students develop their interests and skills through

the design, production and management of food-related tasks.

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.

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.

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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 food supply is safe.

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.

Assessments: Investigation 30%, Production 60% and Response 10%.

Pathway: The Food Science and Technology General course progresses to Units 3 and 4 in Year 12.

Prerequisite: Nil. Previous success in the Year 10 Hospitality course is advantageous.

Hospitality (Certificate II)

This course offers budding ‘Master Chefs’ the ultimate opportunity to develop their interests in food

preparation. It also provides a pathway to working in a restaurant, café, club, hotel or food outlet.

The course is both practical and theory based with an emphasis on working effectively with others,

food hygiene and safety and preparation of simple dishes. Course participants will engage in a range

of hospitality work activities and work under supervisions to complete tasks.

Students have the opportunity to obtain a Certificate II over Year 11 and 12. This is an excellent

qualification to assist entry into a career in Hospitality or Food Production. Units covered over the two

years will be chosen from the list below.

• BSBWOR203AB - Work effectively with others • SITHIND202 - Use hospitality skills effectively • SITXCCS202 - Interact with customers • SITXWHS101 - Participate in safe work practices • SITXCOM201 - Show social and cultural sensitivity • SITHIND201 - Source and use information on the hospitality industry • SITXFSA101 - Use hygienic practices for food safety • SITHCCC103 - Prepare sandwiches • BSBITU201A - Produce simple word processed documents • SITHFAB203 - Prepare and serve non-alcoholic beverages • SITHFAB204 - Prepare and serve espresso coffee • SIXCCS101 - Provide information and assistance

Course Fee: A student choosing to complete this qualification at Prendiville Catholic College will be

charged a subject levy which absorbs the delivery costs of completing the qualification from the RTO

(Registered Training Organisation). An approximate levy of $300 per student will be incurred.

Auspicing: Our College has an auspicing arrangement with Hospitality Group Training for this

qualification, so students will be enrolled with this RTO.

Prerequisite: Nil

Pathway: This course continues in Year 12 for the completion of the Certificate II in Hospitality.

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ENGLISH

From 2021 students in Year 11 are permitted to select both English and Literature should they

desire.

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.

Through close study and wide reading, viewing and listening, students develop the ability to analyse

and evaluate the purpose, stylistic qualities and conventions of texts and enjoy creating their own

imaginative, interpretive, persuasive and analytical responses. The English (ATAR) course is designed

to develop students’ facility with all types of texts and language modes and to foster an appreciation

of the value of English for lifelong learning.

Students refine their skills across all language modes by engaging critically and creatively with texts.

They learn to speak and write fluently in a range of contexts and to create a range of text forms. They

hone their oral communication skills through discussion, debate and argument, in a range of formal

and informal situations.

The Year 11 (ATAR) syllabus is divided into two units, each of one semester duration, which are

typically delivered as a pair.

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.

Unit 1

Students explore how meaning is communicated through the relationships between language, text,

purpose, context and audience. This includes how language and texts are shaped by their purpose,

the audiences for whom they are intended, and the contexts in which they are created and received.

Through responding to and creating texts, students consider how language, structure and conventions

operate in a variety of imaginative, interpretive and persuasive texts. Study in this unit focuses on the

similarities and differences between texts and how visual elements combine with spoken and written

elements to create meaning. Students develop an understanding of stylistic features and apply skills

of analysis and creativity. They are able to respond to texts in a variety of ways, creating their own

texts, and reflecting on their own learning.

Unit 2

Students analyse the representation of ideas, attitudes and voices in texts to consider how texts

represent the world and human experience. Analysis of how language and structural choices shape

perspectives in and for a range of contexts is central to this unit. By responding to and creating texts

in different modes and media, students consider the interplay of imaginative, interpretive, persuasive

and analytical elements in a range of texts and present their own analyses.

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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.

Prerequisite: C grade in Year 10 English. However, it is highly recommended students achieve a high

C grade.

Pathway: Units 1 and 2 lead to Units 3 and 4 in Year 12.

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 comprehend, analyse, interpret and evaluate the content, structure and style of a wide

variety of oral, written, multimodal, digital and media texts. Students learn how the interaction of

structure, language, audience and context helps to shape how the audience makes meaning. Both

independently and collaboratively, they apply their knowledge to create analytical, imaginative,

interpretive and persuasive texts in different modes and media.

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 English General course aims to develop

students’ ability to:

• use and apply language and information effectively, confidently and creatively in vocational, community and academic contexts and enhance their broader communication skills

• understand the ways in which text structure, stylistic features and register combine to make meaning and influence responses

• be proficient in comprehending and creating a range of written, oral, multimodal and digital forms

• work collaboratively, interacting confidently and effectively with others in everyday, community, social and applied learning contexts.

• The Year 11 syllabus is divided into two units, each of one semester duration, which are typically delivered as a pair.

Unit 1: 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

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

• communicate ideas and information clearly and correctly in a range of contexts • apply their understanding of language through the creation of texts for different purposes

Unit 2: 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.

Prerequisite: There is no prerequisite for the English General course.

Pathway: Units 1 and 2 lead to Units 3 and 4 in the Year 12 English General course.

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.

The Year 11 syllabus is divided into two units, each of one semester duration, which are typically

delivered as a pair.

Unit 1

Unit 1 develops students’ knowledge and understanding of different ways of reading and creating

literary texts drawn from a widening range of historical, social, cultural and personal contexts.

Students analyse the relationships between language, text, contexts, individual points of view and the

reader’s response. This unit develops knowledge and understanding of different literary conventions

and storytelling traditions and their relationships with audiences. A range of literary forms is

considered: prose fiction, poetry and drama. The significance of ideas and the distinctive qualities of

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texts are analysed through detailed textual study. Through the creation of analytical responses,

students frame consistent arguments that are substantiated by relevant evidence. In the creation of

imaginative texts, students explore and experiment with aspects of style and form.

Unit 2

Unit 2 develops students’ knowledge and understanding of intertextuality, the ways literary texts

connect with each other. Drawing on a range of language and literary experiences, students consider

the relationships between texts, genres, authors, readers, audiences and contexts. The ideas,

language and structure of different texts are compared and contrasted. Exploring connections

between texts involves analysing their similarities and differences through an analysis of the ideas,

language used and forms of texts. Students create analytical responses that are evidence-based and

convincing. By experimenting with text structures and language.

Prerequisite: B grade in Year 10 English.

Pathway: Units 1 and 2 lead to Units 3 and 4 in Year 12.

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HUMANITIES

Accounting and Finance (ATAR)

The Accounting and Finance (ATAR) course aims to make students financially literate by creating an

understanding of the systems and processes through which financial practices and decision making

are carried out, as well as the ethical, social and environmental issues involved. It helps students to

analyse and make informed decisions about finances. Students will also develop an understanding

that financial decisions have far reaching consequences for individuals and business.

Unit 1 Double Entry Accounting for Small Businesses

The focus for this unit is on double entry accounting for small businesses. Students apply their

understanding of financial principles, systems and institutions to manage financial information and

make decisions in a variety of small businesses. Students develop an understanding of the rationale

for the use of particular conventions and principles and the consequences of disregarding them.

Students record and process financial information using the double entry system and apply the

principles of the Goods and Services Tax (GST). Students learn about the various forms of business

organisations adopted by small business.

Unit 2 Accrual Accounting

The focus for this unit is on accrual accounting. Students apply financial systems and principles to the

operations of businesses and distinguish between cash and accrual methods of accounting. Students

prepare and analyse financial reports for a variety of types of business organisations and become

familiar with the main aspects of electronic processing of financial data. Students learn of the role and

functions of the professional accounting and financial associations.

Pathway: Units 1 and 2 lead to Year 12 Units 3 and 4 (ATAR).

Prerequisite: Minimum of a B grade in both Year 10 Humanities and Year 10 Intermediate B

Mathematics.

Business (Certificate II)

Office administration tasks are essential in all business organisations. Tasks include word processing,

records handling, business correspondence and book keeping. The Certificate II Business will prepare

you for work in a variety of industries including retail, hospitality, education and health care. However

the skills covered are relevant in most occupations.

Some of the topics to be covered through this certificate will include:

• Workplace Health & Safety • Communicate in the business environment • Produce workplace documentation • Organise and complete daily work activities • Work effectively with others • Use business technology

The Certificate II Business will be delivered over a one year period only and will count as two units of

equivalence towards the students' WACE requirements.

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Career prospects: Completed Certificates carry considerable points towards TAFE entry aggregate.

Graduates will gain the skills and knowledge to undertake entry level administrative roles such as

Receptionist, Administrative Assistant, Clerical Officer and the skills will be useful if you are working

in a small business.

Cost: A student choosing to complete this qualification at Prendiville Catholic College will be charged

a subject levy which absorbs the delivery costs of completing the qualification from the RTO

(Registered Training Organisation). Students will be enrolled with the RTO and will be inducted into

RTO requirements at the beginning of the year. An approximate levy of $150 (Auspice fee) plus course

costs per student will be incurred.

Prerequisite: There is no prerequisite for this course.

Pathway: On successful completion of the Certificate II course students can continue onto the

Certificate III course in Year 12.

Economics (ATAR)

Economics investigates the choices which all people, groups and societies face as they confront the

ongoing problem of satisfying their unlimited wants with limited resources. Economics aims to

understand and analyse the allocation, utilisation and distribution of scarce resources that determine

our wealth and wellbeing. Economics develops the knowledge, reasoning and interpretation skills that

form an important component of understanding individual, business and government behaviour at

the local, national and global levels.

The Economics (ATAR) course encompasses the key features which characterise an economist’s

approach to a contemporary economic event or issue: the ability to simplify the essence of a problem;

to collect economic information and data to assist analysis and reasoning; to think critically about the

limits of analysis in a social context; and to draw inferences which assist decision-making, the

development of public policy and improvement in economic wellbeing.

Unit 1 – Microeconomics

This unit explores the theory that markets are an efficient way to allocate scarce resources, using real

world markets with an emphasis on the Australian economy. When the forces of demand and supply

do not allocate and price resources in a way that society would regard as efficient, equitable or

sustainable, market failure can occur. Students examine examples of market failure along with a range

of government policy options that can be applied to achieve more desirable outcomes. Students are

also introduced to the language of economics and the use of theories and models to explain and

interpret economic events and issues.

Unit 2 – Macroeconomics

This unit explores the government’s role in a modified market economy and Australia’s recent (the

last ten years) and contemporary (the last three years) macroeconomic performance. The cyclical

fluctuations in the level of economic activity result in changes in the levels of output, income, spending

and employment in the economy, which, in turn, have implications for economic growth, inflation and

unemployment. Students examine the role of government, through its spending and taxing powers,

which can affect the allocation and price of resources, and the level of economic activity by targeting

economic objectives.

Pathway: Units 1 and 2 lead to Year 12 Units 3 and 4 (ATAR).

Prerequisite: Minimum of a B grade in Year 10 Humanities.

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Geography (General)

Geography as a discipline values imagination, creativity, and speculation as modes of thought. It

develops students’ knowledge about the interconnections between places and explores the spatial

patterns and processes related to environments at risk, and to the protection of such environments

through management at local, regional, and global levels.

Unit 1 – Geography of Environments at Risk

This unit explores the spatial patterns and processes related to environments at risk, and to the

protection of such environments through management at local, regional and global levels. In the local

area, in specific regions and globally, people pose threats to the environment as they attempt to meet

their needs. Individuals and/or groups can have conflicting viewpoints about particular environments.

This can place environments at risk. Sustainable solutions need to be developed for these

environments.

Students develop the knowledge, understandings and skills in this unit that are relevant to the world

in which they live, and which are also appropriate to careers in the environmental protection and

rehabilitation, urban and regional development, and tourism industries.

Unit 2 – Geography of People and Places

This unit explores the natural and cultural characteristics of a region, the processes that have enabled

it to change over time and the challenges it may face in the future. Students develop the knowledge,

understanding and skills that will enable them to understand and apply the concept of a region to

other regions in different scales.

Pathway: Units 1 and 2 lead to Year 12 Units 3 and 4.

Prerequisite: Nil. However, a C grade in Humanities would be advantageous.

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. Modern History enhances students’ curiosity and imagination and their appreciation of larger

themes, individuals, movements, events and ideas that have shaped the contemporary world.

Unit 1: Capitalism – The American Experience (1907–1941)

“Capitalism is the astounding belief that the most wickedest of men will do the most wickedest of

things for the greatest good of everyone.” John Maynard Keynes

This course begins by looking at the main causes for the rise of capitalism in the USA including

immigration, the end of slavery and the discovery of oil. Before examining the role and impact of

significant individuals in this period, with particular reference to F D Roosevelt, J D Rockefeller and

Henry Ford. The key events studied include WWI, the social changes and intolerance of the 1920s

including examining the KKK, the Wall Street Crash and the Great Depression. This period of history

shows the shaping of American values and the growth of consumerism, for example, film and fashion,

prohibition and the ‘Jazz Age’. Another interesting part of the course is examining the impact of

capitalism on different groups within American society along with the aims and beliefs of these groups,

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for example, African Americans, urban workers, rural workers, immigrants, industrialists, and

members of Indian Nations; and the consequences of divisions caused by capitalism.

Unit 2: Nazism in Germany

“Silence in the face of evil is itself evil.” Dietrich Bonhoeffer

This is the course that all history students need to study. Students will gain an understanding of how

Adolf Hitler rose from obscurity to become arguably the most powerful and feared leader in history.

The course focuses on a number of key areas including the contributing factors for the rise of the Nazi

party such as the Treaty of Versailles, the impact of the Great Depression; the nature of Nazi ideology

and hostility towards communism. Once the Nazi party gained power the focus shifted to key aspects

such as military mobilisation, Lebensraum (living space), propaganda, terror and repression (SA and

SS), the Hitler Youth, social policies on religion, women, education, trade unions, and the nature of

opposition to the Nazis. As well as Nazi policies of anti-Semitism and the promotion of the Aryan race,

resulting in efforts to exterminate minorities in German-controlled lands, the greatest crime against

humanity the ‘Holocaust’.

Pathway: Units 1 and 2 lead to Year 12 Units 3 and 4 (ATAR).

Prerequisite: Minimum of a B grade in Year 10 Humanities.

Politics & Law (ATAR)

The Politics and Law (ATAR) course provides a study of the processes of decision-making concerning

society’s collective future. It aims to develop the knowledge of the principles, structures, institutions

and processes of political and legal systems primarily in Australia. It brings together the executive,

legislative and judicial branches of government to demonstrate how society is governed and how each

branch of government is held to account. It examines the democratic principles practised in Australia

and makes comparisons with other political and legal systems.

Unit 1: Democracy and the rule of law

This unit examines the principles of a liberal democracy; the legislative, executive and judicial

structures and processes of Australia’s political and legal system; the functioning of a non-democratic

system; and the processes of a non-common law system. Political and legal developments and

contemporary issues (the last three years) are used to provide a framework for the unit.

Political and legal systems: Essential to the understanding of democracy and the rule of law are the

separation of powers doctrine, sovereignty of parliament, division of powers, representative

government, responsible government, constitutionalism, federalism and judicial independence.

Political and legal issues: Including at least one contemporary issue (the last three years) involving

the legislative process and at least one contemporary issue (the last three years) involving the judicial

process are studied.

Unit 2: Representation and justice

This unit examines the principles of fair elections; the electoral and voting systems in Australia since

Federation, making reference to a recent (the last ten years) election in Australia; the electoral system

of another country; an analysis of the civil and criminal law processes in Western Australia; and an

analysis of a non-common law system.

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Political and legal developments and contemporary issues (the last three years) are used to provide a

framework for the unit.

Prerequisite: Minimum of a B grade in Year 10 Humanities.

Pathway: Units 1 and 2 lead to Year 12 Units 3 and 4 (ATAR).

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ICT

Computer Science (ATAR)

The Computer Science (ATAR) course focuses on the fundamental principles, concepts and skills within

the field of computing and provides students with opportunities to develop flexibility and adaptability

in the application of these, in the roles of developers and users. The underpinning knowledge and

skills in Computer Science are practically applied to the development of computer systems and

software, and the connectivity between computers, peripheral devices and software used in the

home, workplace and in education is examined. Students develop problem-solving abilities and

technical skills as they learn how to diagnose and solve problems in the course of understanding the

building blocks of computing.

The course covers programming, data management, databases, system analysis, computer hardware

and networking.

Pathway: Units 1 and 2 Year 11 leads to Year 12 Units 3 and 4 (ATAR)

Prerequisite: B Grade in Year 10 Computer Systems or following an interview with the Director of

Technology.

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LANGUAGES

Italian Second Language (ATAR)

The Year 11 (ATAR) Italian Second Language course is designed to extend students’ knowledge of the

Italian language and culture through the study of two units of work related to the individual and the

Italian community.

Unit 1

Rapporti in famiglia, tra gli amici e a scuola (Family, friend and school relationships)

Students reflect on the different relationships in their lives and consider the importance of

friendship in their lives and the lives of young Italians.

Le tradizioni, gli spettacoli e le feste (Traditions, events and celebrations)

Students explore Italian traditions, events and celebrations, and how these promote a sense of

community and an awareness of culture

Communicare nel mondo moderno (Communicating in a modern world)

Students consider how the internet, mobiles, social networking and other technologies impact on

the lives of young people around the world.

Unit 2

Le vacanze ‐ racconti e progetti (My holiday tales and plans)

Students reflect on their own holiday tales and discuss what is essential when planning a trip and

travelling at home and/or abroad.

Destinazione Italia (Destination Italy)

Students explore travelling in a particular Italian region or city and explore tourist attractions and

cultural experiences.

Destinazione Australia (Destination Australia)

Students explore Australia as a destination for Italian speaking travellers and discuss how they would

prepare an Italian speaker for a trip to Australia.

Viaggiare oggi (Travel in a modern world)

Students consider how technology is changing world travel, influencing how people plan their

holidays and communicate while they are away.

Units 1 and 2 are studied concurrently. Students sit both oral and written exams midyear and at the

end of the year. The final mark awarded is comprised of 25% oral work and 75% written work. All

assessments are held in class time.

WAATI / Intercultura Exchange Programme

Students in Year 11 have the opportunity of participating in the WAATI/Intercultura Exchange

Programme. Typically this involves hosting an Italian student for 8 weeks (July and August), followed

by an 8-week stay in Italy (December and January) where students are fully immersed in the language

and experience the life of an Italian teenager.

It is important to note that UWA, Curtin University and Edith Cowan University all now award a 10%

bonus to any student who sits the WACE exam in a language in Year 12.

Prerequisite: C grade or higher in Year 10 Italian.

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MATHEMATICS

Mathematics Applications (ATAR)

Prerequisites:

• Year 10 Intermediate B Mathematics: A Grade, or • Year 10 Intermediate A Mathematics: C Grade, or • Year 10 Advanced Mathematics: All Grades

This course 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. It also provides opportunities for students to develop systematic strategies based

on the statistical investigation process for answering statistical questions that involve analysing

univariate and bivariate data, including time series data.

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.

Students will study Units 1 and 2 in Year 11 followed by Units 3 and 4 in Year 12. Students must achieve

a passing mark at the conclusion of Year 11 in order to continue in this course in Year 12.

Course Detail

Students start with ‘Consumer arithmetic’ which 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. ‘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.

Mathematics Essential (General)

Prerequisite: Nil

Students studying Year 10 Mathematics Foundations are encouraged to discuss the selection of this

course with their classroom teacher.

The Mathematics Essential (General) course focuses on using mathematics effectively, efficiently and

critically to make informed decisions. It provides students with the mathematical knowledge, skills

and understanding to solve problems in real contexts for a range of workplace, personal, further

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learning and community settings. This course provides the opportunity for students to prepare for

post-school options of employment and further training.

In Year 11 students will study Units 1 & 2 followed by Units 3 & 4 in Year 12.

Course Detail

Unit 1 provides students with the mathematical skills and understanding to solve problems relating to

calculations, the use of formulas to find an unknown quantity, applications of measurement and the

use and interpretation of graphs. Unit 2 provides students with the mathematical skills and

understanding to solve problems related to representing and comparing data, percentages, rates and

ratios, and time and motion. These topics are all delivered in contexts that are relevant to students

and the real world. Possible contexts are Earning and managing money, Transport, Independent living

and Nutrition and health.

Mathematics Methods (ATAR)

Prerequisite:

• Year 10 Intermediate A Mathematics: A Grade, or • Year 10 Advanced Mathematics: C Grade

This course focuses on the use of calculus and statistical analysis. The study of calculus provides a basis

for understanding rates of change in the physical world, and includes the use of functions, their

derivatives and integrals, in modelling physical processes. The study of statistics develops students’

ability to describe and analyse phenomena that involve uncertainty and variation.

Mathematics Methods provides a foundation for further studies in disciplines in which mathematics

and statistics have important roles. It is also advantageous for further studies in the health and social

sciences. In summary, this course is designed for students whose future pathways may involve

mathematics and statistics and their applications in a range of disciplines at the tertiary level.

Students will study Units 1 and 2 in Year 11 followed by Units 3 and 4 in Year 12. Students must achieve

a passing mark at the conclusion of Year 11 in order to continue in this course in Year 12.

Course Detail

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.

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.

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Mathematics Specialist (ATAR)

Prerequisite:

• Year 10 Advanced Mathematics: B Grade

This course 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 Specialist contains topics in functions and calculus that build on and

deepen the ideas presented in the Mathematics Methods course, as well as demonstrate their

application in many areas. The Mathematics Specialist course also extends understanding and

knowledge of statistics and introduces the topics of vectors, complex numbers and matrices.

Mathematics Specialist is the only (ATAR) mathematics course that should not be taken as a stand-

alone course and it is recommended to be studied in conjunction with the Mathematics Methods

(ATAR) course as preparation for entry to specialised university courses such as engineering, physical

sciences and mathematics.

Course Detail

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. These three topics

considerably broaden students’

mathematical experience and

therefore begin an awakening to the

breadth and utility of the subject. They

also enable students to increase their

mathematical flexibility and versatility.

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. The technique of proof by

the principle of mathematical induction is introduced in this unit. All topics develop students’ ability

to construct mathematical arguments and formulate mathematics proofs.

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PERFORMING ARTS

Dance (ATAR)

The study of Dance acknowledges the interrelationship between practical and theoretical aspects, the

making and performing of movement and the appreciation of its meaning. The (ATAR) Dance course

develops and presents ideas through a variety of genres, styles and forms, as it provides a unique way

in which to express our cultural view and understanding of the world. As a physical art form, dance is

able to offer an opportunity for them to achieve an elite level of movement skills. They gain an

understanding of the physical competencies specific to dance, including experiential anatomy

(movement specific alignment), strength, flexibility, coordination and rhythmic understanding, while

learning to use the body as a medium for artistic expression. The study of dance draws on other

disciplines, including yoga, martial arts and gymnastics. It is essential that students demonstrate safe

dance practices and understand health issues that will enhance their general physical well‐being and

prolong their dance involvement.

In performing dance, technical, design and expressive skills are incorporated and developed. The

opportunity to present dance to an audience enables students to understand and undertake a wide

range of production and design concepts, skills and roles. Dance may draw on other art forms, such as

music, art and electronic media to broaden students’ knowledge and interest in the Arts. Through

participation in the Dance course, students develop transferable skills essential to their future. These

include communication skills, collaborative teamwork skills, negotiation and conflict resolution skills,

problem solving skills, as well as the ability to organise, analyse and evaluate. Participation may lead

to opportunities for future study in dance or related arts fields.

Unit 1 – Popular Culture

Within the broad focus of popular culture, teachers select learning contexts that relate to the interests

of their students and build upon the understandings that they have already acquired.

The exploration of dance in popular culture leads to a wider understanding of the diverse contexts

and functions of dance in our society. Students understand and value the way dance is subject to

different interpretations, and appreciate that informed responses should take into account the

varying contexts within which dance works are created.

Unit 2 – Australian Dance

Within the broad focus of Australian dance, teachers select learning contexts that relate to the

interests of their students and build upon the understandings that they have already acquired.

An understanding of the diverse range of functions and contexts of dance in Australia allows students

to make relevant comparisons between their own dance and the dance of others. They analyse

critically their own cultural beliefs and values in relation to traditional and contemporary dance forms

and styles, and develop deeper understandings of their own personal dance heritage. They

understand that dance may give form to ideas and issues that concern the wider community.

Prerequisites:

• Year 10 Dance C Grade or entry upon audition/interview with the Head of Performing Arts and

• Year 10 English C grade.

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Special exemptions apply to new students to Prendiville and individual cases, at the discretion of the

Head of Performing Arts. Please speak to Mr Hislop for further information.

Pathway: Units 3 and 4 (ATAR) Dance in Year 12.

Dance (General)

The Dance General course develops and presents ideas through a variety of genres, styles and forms,

as it provides a unique way in which to express our cultural view and understanding of the world.

Through critical decision-making in individual and group work, movement is manipulated and refined

to reflect the choreographer’s intent. Students use a wide range of creative processes, such as

improvisation and the use of choreographic elements and devices, and draw on their own physicality

and the interpretation of existing work of others to make dance works.

Students experience an intrinsic sense of enjoyment and personal achievement through expressing

and challenging themselves physically. As a physical art form, dance is able to offer an opportunity for

them to achieve an elite level of movement skills. They gain an understanding of the physical

competencies specific to dance, including experiential anatomy (movement specific alignment),

strength, flexibility, coordination and rhythmic understanding, while learning to use the body as a

medium for artistic expression.

Through participation in the Dance General course, students develop transferable skills essential to

their future. These include communication skills, collaborative teamwork skills, negotiation and

conflict resolution skills, problem solving skills, as well as the ability to organise, analyse and evaluate.

Participation may lead to opportunities for future study in dance or related arts fields.

The course is 70% practical (performance/production) and 30% written (response).

Unit 1 – Exploring the components of dance

Within the broad focus of exploring the components of dance, teachers select learning contexts that

relate to the interests of their students and build upon the understandings that they have already

acquired.

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

choreographic tasks to produce dance works for performance. They have first-hand experience of

dance-making which actively engages them in exploration, improvisation, research, reflection and

response. Technologies and design concepts are introduced to the planning stage of dance creation.

A broad introduction to dance genres enables students to place dance in its time and place and then

begin to understand its functions within this context.

Unit 2 – Dance as entertainment

Within the broad focus of dance as entertainment, teachers select learning contexts that relate to the

interests of students and build upon the understandings that they have already acquired.

Students explore the entertainment potential of dance and choreography. In practical lessons, they

improve safe dance practices and their physical competencies while acquiring genre-specific

technique. They explore and experiment with the elements of dance and processes of choreography

to solve choreographic tasks for performance.

Students identify and select technologies and design concepts which enhance the entertainment value

of the dance and place it in its social, historical and economic context.

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Course Requirements: Students are required to have a Prendiville Dance black leotard and black

leggings.

Prerequisite: Nil. The study of Year 10 Dance is an advantage but not essential.

Pathway: Units 3 and 4 (General) Dance in Year 12.

Drama (ATAR)

The Drama (ATAR) course focuses on aesthetic understanding and drama in practice. Students 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

that are written or devised by others. Students achieve outcomes through the key activities of

creation, performance and reflection. Their work in this course includes taking on different roles

defined as actor, director, dramaturge, designer (of lighting, sound and costume) and scenographer

and through these roles they gain an appreciation of the scope and depth in drama. Students engage

in both Australian and world drama practice. They learn to understand how drama has changed over

time and will continue to change according to its cultural context.

Unit 1 – Representational, Realist Drama

The focus for this unit is representational, realist drama. Students explore techniques of

characterisation through different approaches to group based text interpretation, particularly those

based on the work of Stanislavski and others. In this unit, students have the opportunity to research

and collaboratively workshop, interpret, perform and produce texts in forms and styles related to

representational, realistic drama that educate and present perspectives.

Unit 2 – Presentational, Non-realist Drama

The focus of this unit is presentational, non-realist drama. Students explore techniques of role and/or

character through different approaches to group based text interpretation, particularly those based

on the work of Brecht and others. In this unit, students have the opportunity to research and

collaboratively workshop, interpret and perform drama texts related to presentational, non-realistic

drama that challenge and question perspectives.

Prerequisites:

• Year 10 Drama C Grade or entry upon audition/interview with the Head of Performing Arts, and

• Year 10 English C grade.

Special exemptions apply to new students to Prendiville and individual cases, at the discretion of the

Head of Performing Arts. Please speak to Mr Hislop for further information.

Pathway: Units 3 and 4 (ATAR) Drama in Year 12.

Drama (General)

Drama is a vibrant and varied art form found in play, storytelling, street theatre, festivals, film,

television, interactive games, performance art and theatres. It is one of the oldest art forms and part

of our everyday life. Through taking on roles and enacting real and imagined events, performers

engage audiences who suspend their disbelief to enter the world of the drama. Through drama,

human experience is shared. Drama entertains, informs, communicates and challenges.

29

Students achieve outcomes through the key activities of creation, performance and reflection. They

explore and communicate ideas and learn particular processes and skills to enable them to work with

drama forms, styles, conventions and technologies. They reflect, respond and evaluate drama and

become critical, informed audiences, understanding drama in the context of their own society and

culture, drawing on a diverse range of drama from other cultures, places and times to enrich their

intercultural understanding.

The Drama General 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, stage management, front-of-house activities, 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.

The course is 70% practical (performance/production) and 30% written (response).

Unit 1 – Dramatic storytelling

The focus of this unit is dramatic storytelling. Students engage with the skills, techniques, processes

and conventions of dramatic storytelling. Students view, read and explore relevant drama works and

texts using scripts and/or script excerpts from Australian and/or world sources.

Unit 2 – Drama performance events

The focus for this unit is drama performance events for an audience other than their class members.

In participating in a drama performance event, students work independently and in teams. They apply

the creative process of devising and of interpreting Australian and/or world sources to produce drama

that is collaborative and makes meaning.

Course requirements: Students are required to have a pair of ‘theatre blacks’ for this subject (black

pants or shorts and a black t-shirt).

Prerequisite: Nil. The study of Year 10 Drama is an advantage but not essential.

Pathway: Units 3 and 4 (General) Drama in Year 12.

Music (General)

The General Music course is designed to accommodate those students who have a keen interest in

music and have some formal training in instrumental or vocal studies.

Music is an aural art form that involves the exploration, organisation and manipulation of sound and

silence. Music has the capacity to engage, inspire and enrich students, stimulating imaginative and

innovative responses and fostering critical thinking and aesthetic understanding. Music is processed

through aural discrimination, memory and emotional response, all of which interact with each other

and with physical processes as a means of perceiving, learning, composing and performing.

Students listen, perform, improvise, compose and analyse music, developing skills to confidently

engage with a diverse array of musical experiences both independently and collaboratively. Through

continuous sequential music learning, students develop music knowledge, skills and understanding to

create, communicate and evaluate music ideas with increasing depth and complexity. Students are

30

encouraged to reach their creative and expressive potential, communicating ideas with current and

emerging technologies.

Music is an expression of human experience and has a universal place in every culture across the globe

and throughout history. Studying music provides the basis for significant lifelong engagement and

enjoyment, and fosters understanding and respect for all music and music practices across different

times, places, cultures and contexts.

Unit 1 – Choral (non-compulsory area and subject to change)

Across the two units, students extend and apply their skills, knowledge and understanding of music to

create, communicate and evaluate music ideas with increasing depth and complexity. They continue

to develop and consolidate aural and music literacy skills, learning how the elements of music can be

applied, combined and manipulated when listening, performing, composing and analysing music.

Students explore how social, cultural and historical factors shape music, developing an understanding

of music conventions and practices in the specific context selected for study. They apply critical

listening and thinking skills and develop aesthetic understanding through comparing and analysing

musical works.

Students are encouraged to reach their creative and expressive potential, developing skills and stylistic

awareness to confidently engage in music making as performers and/or composers and audience

members, both individually and collaboratively.

Unit 2 – Concerto (compulsory genre)

In this unit, students study the genre of Concerto, looking at the development of this genre over a

variety of eras. Students develop skills in the analysis of orchestral works and ensembles, composition,

music theory, aural perception and concert practice. Students develop historical knowledge and high-

level analysis skills whilst looking at this genre. In this unit, students study the Baroque, Classical,

Romantic and 20th Century eras in depth.

The course is 40% practical (performance or composition portfolio) and 60% written (aural and theory,

investigation and analysis, and composition and arranging).

Prerequisite:

• Year 10 Prendiville Specialised Music (PSM) C grade or higher, or

• working at AMEB performance Grade 2 or above,

and

• Year 10 English C grade or higher.

Special exemptions apply to new students to Prendiville and individual cases, at the discretion of the

Head of Performing Arts. Please speak to Mr Hislop for further information.

Course requirements: Students are recommended to be receiving tuition on an approved instrument

or be receiving composition lessons.

Pathway: Units 3 and 4 General Music in Year 12

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Music Industry (Certificate III)

The Music VET standalone course focuses on the areas of performance, ensemble and band skills,

sound recording, editing and mixing in a hands-on and practical environment.

The VET Music course makes prime use of our industry-standard recording studio, 300-seat theatre,

Music Technology Mac Lab and purpose-built control room, all fitted with a complete package of

industry-standard recording and sound equipment and ProTools software. All students in this course

are trained in the use of the recording studio, relevant equipment and software, and once trained to

a sufficient level, may choose to book the studio out of class time to engineer their own recording.

Students may choose from two streams within this course (performance or technology) and may

complete a number of competencies in their choice of a Contemporary, Classical, Jazz or Musical

Theatre context.

This course is run in two parts and provides students with the opportunity to complete a full Certificate

III over Year 11 and 12, providing them with a recognised industry qualification as well as a credit of 6

units towards their WACE. A Certificate III will provide students with credit towards WAAPA entry into

the Diploma and Advanced Diploma courses (Music Performance or Audio Engineering), SAE (School

of Audio Engineering) or another area of study.

Our College partners with Cosamp, a registered training organisation for the Certificate III in Music.

Students selecting this course will be enrolled with this RTO and inducted into their requirements at

the beginning of Year 11.

Whilst this is predominantly a practical class, written components will be required. These must be

completed in full and to a high standard to meet the requirements of the course.

Cost: There is an additional cost of $250 to cover the VET auspicing and workshop fees.

Prerequisite: Nil. The study of the Certificate II in Music is an advantage but not essential. Some

previous instrumental or vocal experience (beginner level acceptable) is required to complete this

course.

Pathway: Certificate III Music Industry (Part Two) in Year 12

Music - Western Art (ATAR)

The Music ATAR course involves the study of the European tradition of music and its development

over time. Music is an aural art form that involves the exploration, organisation and manipulation of

sound and silence. Music has the capacity to engage, inspire and enrich students, stimulating

imaginative and innovative responses and fostering critical thinking and aesthetic understanding.

Music is processed through aural discrimination, memory and emotional response, all of which

interact with each other and with physical processes as a means of perceiving, learning, composing

and performing.

Students listen, perform, improvise, compose and analyse music, developing skills to confidently

engage with a diverse array of musical experiences both independently and collaboratively. Through

continuous sequential music learning, students develop music knowledge, skills and understanding to

create, communicate and evaluate music ideas with increasing depth and complexity. Students are

encouraged to reach their creative and expressive potential, communicating ideas with current and

emerging technologies.

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Music is an expression of human experience and has a universal place in every culture across the globe

and throughout history. Studying music provides the basis for significant lifelong engagement and

enjoyment, and fosters understanding and respect for all music and music practices across different

times, places, cultures and contexts.

Unit 1 – Choral (non-compulsory area and subject to change)

Across the two units, students extend and apply their skills, knowledge and understanding of music to

create, communicate and evaluate music ideas with increasing depth and complexity. They continue

to develop and consolidate aural and music literacy skills, learning how the elements of music can be

applied, combined and manipulated when listening, performing, composing and analysing music.

Students explore how social, cultural and historical factors shape music, developing an understanding

of music conventions and practices in the specific context selected for study. They apply critical

listening and thinking skills and develop aesthetic understanding through comparing and analysing

musical works.

Students are encouraged to reach their creative and expressive potential, developing skills and stylistic

awareness to confidently engage in music making as performers and/or composers and audience

members, both individually and collaboratively.

Unit 2 – Concerto (compulsory genre)

In this unit, students study the genre of Chamber Music, looking at the development of this genre over

a variety of eras. Students develop skills in the analysis of chamber works and ensembles, composition,

music theory, aural perception and concert practice. Students develop historical knowledge and high-

level analysis skills whilst looking at this genre. In this unit, students study the Classical and Romantic

eras in depth, as well as a number of prominent choral works.

The course is 50% practical (performance or composition portfolio) and 50% written (aural and theory,

investigation and analysis, and composition and arranging).

Prerequisite:

• Year 10 Prendiville Specialised Music (PSM) B grade or higher, and

• working at AMEB performance Grade 4 or above, and

• Year 10 English C grade or higher.

Students are required to have their instrumental tutor sign off on their ability to perform at an ATAR

level and must book an interview with the Head of Performing Arts.

Special exemptions apply to new students to Prendiville and individual cases, at the discretion of the

Head of Performing Arts. Please speak to Mr Hislop for further information.

Course requirements: Students must be enrolled in individual tuition (30 minutes or 45 minutes)

within the college or externally for the duration of the year on their principal study instrument/voice

or composition. Ongoing rehearsals and performances with a professional accompanist throughout

the year also incur additional fees.

Pathway: Units 3 and 4 ATAR Music in Year 12

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PHYSICAL EDUCATION

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. Physical activity and sport are used to develop skills and

performance along with an understanding of physiological, anatomical, psychological, biomechanical

and skill learning applications.

The course prepares students for a variety of post-school pathways, including immediate employment

or tertiary studies. It provides students with an increasingly diverse range of employment

opportunities in the sport, leisure and recreation industries, education, sport development, youth

work, and health and medical fields linked to physical activity and sport. The course also equips

students to take on volunteer and leadership roles in community activities.

Course Content:

This course is 70% theory and 30% practical.

• Developing physical skills and tactics

• Motor learning and coaching

• Functional anatomy

• Biomechanics

• Exercise physiology

• Sport psychology

Prerequisites: Achievement of a C Grade in Year 10 Advanced Physical Education, with a minimum of

50% attained in the theoretical component. Students who have not completed Year 10 Advanced

Physical Education need to attain a B Grade in Year 10 Science.

This is a rigorous course for students on an (ATAR) pathway. Students who wish to engage in a subject

with less theory and more practical sport focus, should enrol in General Physical Education Studies

(outlined following).

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Physical Education Studies (General)

The Physical Education Studies (General) course contributes to the development of the whole person.

It promotes the physical, social and emotional growth of students. Throughout the course, emphasis

is placed on understanding and improving performance in physical activities. The integration of theory

and practice is central to studies in this course.

The Physical Education Studies General course focuses on the complex interrelationships between

motor learning and psychological, biomechanical and physiological factors that influence individual

and team performance. Students engage as performers, leaders, coaches, analysts and planners of

physical activity. Physical activity serves both as a source of content and data and as a medium for

learning. Learning in the Physical Education Studies General course cannot be separated from active

participation in physical activities and involves students in closely integrated written, oral and physical

learning experiences based upon the study of selected physical activities.

The course appeals to students, with varying backgrounds, physical activity knowledge and

dispositions. Students analyse the performance of themselves and others, apply theoretical principles

and plan programs to enhance performance. Physical activity and sport are used to develop skills and

performance, along with an understanding of physiological, anatomical, psychological, biomechanical

and skill learning applications.

The course prepares students for a variety of 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.

Course Content:

This course is 50% practical and 50% theory.

• Developing physical skills and tactics

• Motor learning and coaching

• Functional anatomy

• Biomechanics

• Exercise physiology

• Sport psychology

Prerequisites: Nil. An interest and willingness to participate in physical activity.

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Sport & Recreation (Certificate II)

VET SIS20115: To be completed in one year.

This qualification reflects the role of individuals who apply the skills and knowledge to work in the

sport and recreation industry in areas such as maintaining grounds and playing surfaces, providing

customer service, housekeeping and or administrative assistance. This qualification also provides for

multi-skilled roles, which combine a range of activities required to support the operation of facilities

such as fitness centres, outdoor sporting grounds or complexes, aquatic centres and community

recreation centres. All job roles are performed under supervision with some degree of autonomy.

All the below units must be completed in the year to achieve the Certificate II Sport and Recreation

qualification.

BSBWOR202 Organise and complete daily work activities

HLTAID003 Provide first aid

HLTWHS001 Participate in workplace health and safety

SISXCAI002 Assist with activity sessions

SISXCCS001 Provide a quality service

SISXEMR001 Respond to emergency situations

SISXIND001 Work effectively in sport, fitness and recreation environments

SISXIND002 Maintain sport, fitness and recreation industry knowledge

SISXCAI001 Provide equipment for activities

SISXFAC001 Maintain equipment for activities

SISXIND006 Conduct sport, fitness or recreation events

SISSSOF002 Continuously improve officiating skills and knowledge

SISXCAI003 Conduct non-instructional sport, fitness or recreation sessions

Additional Qualifications Gained: Senior First Aid

Prerequisites: Students should demonstrate an interest in outdoor activities and possess reasonable

swimming ability. This qualification requires a substantial amount of theory work, due to the

expectations to be qualified and employable at this level.

Pathways Information: This qualification could lead onto Certificate III in Sport & Recreation in Year

12. These qualifications could then lead to occupational roles/functions within Community Recreation,

Fitness, Outdoor Recreation, Sport Industry or Australian Apprenticeship pathway. Such job roles

could include recreation assistant, administration assistant, retail assistant.

Employability Skills: Employability skills required by the sport and recreation industry for this

qualification include: communication, initiative and enterprise, learning, planning and organising,

problem-solving, self-management, teamwork, technology.

Auspicing: Our College has an auspicing arrangement with IVET for this qualification; students will be

enrolled with this Registered Training Organisation (RTO). All students will be inducted into RTO

requirements at the beginning of the year and will require a USI number before commencing the

course.

Course Fee: A student choosing to complete this qualification at Prendiville Catholic College will be

charged a subject levy which absorbs the delivery costs of completing the qualification from the RTO

(Registered Training Organisation). A subject levy plus activity fees (approx. $450) per student will be

incurred in 2021.

36

RELIGION

All Year 11 students at Prendiville Catholic College (and in every other Catholic secondary school in

WA) will engage in the Schools Curriculum and Standards Authority Course Religion and Life. Learning

will focus on the Catholic faith tradition. Each unit will engage students in exploring the interplay

between religion and life from the Catholic perspective.

Students may choose either Religion and Life (General) or Religion and Life (ATAR).

Religion & Life (ATAR)

The Religion and Life ATAR course provides students with opportunities to learn about religion and

the interplay that occurs between religion, societies and people. Students develop an informed and

critical understanding of this interplay by drawing from a detailed knowledge of one or more religions.

Every religion offers a system of beliefs and practices. In the Religion and Life ATAR course, students

explore one or more religions and investigate the characteristics of religion, their origins, foundations,

social influence and development over time. They analyse the role religion has played in society and

understand the challenges and opportunities religions face.

The connections between religion and life occur in many areas of human activity. Religion motivates

and influences how people interact with each other and the world around them.

Students employ research and learning skills that enable them to use a range of primary and secondary

sources to investigate the interplay between religion and life.

The Year 11 syllabus is divided into two units, each of one semester duration, which are typically

delivered as a pair. The notional time for each unit is 55 class contact hours.

Unit 1

The focus of this unit is the place of religion in society. It examines the responses of people to religion,

in particular how people understand the response of religion to their concerns, needs and questions.

Students develop the skills required for conducting an inquiry, processing information, and

communicating findings about the interplay between religion and life.

Unit 2

The focus of this unit is religious identity and purpose. It investigates how religion shapes, forms and

supports people in life. The unit also examines how religion impacts on and interacts with, groups in

society. Students develop the skills required for conducting an inquiry, processing information, and

communicating findings about the interplay between religion and life.

Prerequisite: A minimum of a B Grade in Year 10 Religious Education as well as 60% in Year 10 English.

Pathway: Leads to Religion and Life (ATAR) in Year 12

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Religion & Life (General)

The Religion and Life General course provides students with opportunities to learn about religion and

explores the relationships between religion, society and individuals. It examines the nature of religion

and how it offers individuals and their communities an understanding of the world around them.

Students develop an understanding of ways in which people discover, understand and express their

religious beliefs. They explore one or more religions and investigate the characteristics of religion,

origins, foundations, cultural influences and development over time. They analyse the role religion

has played in human affairs and explore issues of concern to religion.

Through the Religion and Life General course students learn skills that will enable them to understand

the role religion plays in society and in the lives of people. They use a range of primary and secondary

sources and employ a variety of methods to investigate information. These methods include research,

observation, analysis, and discussion.

The Year 11 syllabus is divided into two units, each of one semester duration, which are typically

delivered as a pair. The notional time for each unit is 55 class contact hours.

Unit 1

The focus of this unit is religion as a human activity. It explores how people search for meaning in life

and the characteristics of religion. Students conduct research and develop the skills required for

processing information and communicating findings about religion and life.

Unit 2

The focus of this unit is the role religion plays in society. It considers the responses offered by religion

to issues that exist in society. Students conduct research and develop the skills required for processing

information and communicating findings about religion and life.

Prerequisite: Nil

Pathway: Leads to Religion and Life (General) in Year 12

38

SCIENCE

Biology (ATAR)

A unique appreciation of life and a better understanding of the living world are gained through

studying the Biology (ATAR) course. This course encourages students to be analytical, to participate in

problem-solving and to systematically explore fascinating and intriguing aspects of living systems,

from the microscopic level through to ecosystems.

Students develop a range of practical skills and techniques through investigations and fieldwork in

authentic contexts, such as marine reefs, endangered species, urban ecology, or biotechnology.

Scientific evidence is used to make informed decisions about controversial issues.

The Biology (ATAR) course has three interrelated strands: Science Inquiry Skills, Science as a Human

Endeavour and Science Understanding which build on students’ learning in the Year 7–10 Science

curriculum. The Year 11 syllabus is divided into two units, each of one semester duration, which are

typically delivered as a pair.

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.

The current view of the biosphere as a dynamic

system composed of Earth’s diverse, interrelated

and interacting ecosystems. In this unit, students

investigate and describe a number of diverse

ecosystems, exploring the range of biotic and

abiotic components to understand the dynamics,

diversity and underlying unity of these systems.

Unit 2: From single cells to multicellular organisms

The cell is the basic unit of life. Although cell structure and function are very diverse, all cells possess

some common features. In this unit, students examine inputs and outputs of cells to develop an

understanding of the chemical nature of cellular systems, both structurally and functionally, and the

processes required for cell survival. Students investigate the ways in which matter moves and energy

is transformed and transferred in the processes of photosynthesis and respiration, and the role of

enzymes in controlling biochemical systems.

Multicellular organisms typically consist of a number of interdependent systems of cells organised into

tissues, organs and organ systems. Students examine the structure and function of plant and animal

systems at cell and tissue levels in order to describe how they facilitate the efficient provision or

removal of materials to and from all cells of the organism.

Prerequisite: 58% in Semester 1 Year 10 Science courses and then in Semester 2 maintain at least a C

Grade throughout the relevant Pathway chosen to prepare to do this course in Year 11.

Pathway: Units 1 and 2 lead to Units 3 and 4 in Year 12.

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Chemistry (ATAR)

Chemistry, the study of matter and its interactions, is an indispensable human activity that has

contributed essential knowledge and understanding of the world around us.

The Chemistry course equips students with a knowledge and understanding of chemistry to enable

them to appreciate the natural and built environment, its materials, and interactions between them.

The course helps students to predict chemical effects, recognise hazards and make informed, balanced

decisions about chemical use and sustainable resource management. This enables students to

confidently and responsibly use the range of materials and substances available to them.

Chemistry requires observation, investigation, experimentation, collection and evaluation of data and

the application of new understandings.

The Chemistry (ATAR) course has three interrelated strands: Science Inquiry Skills, Science as a Human

Endeavour and Science Understanding which build on students’ learning in the Year 7–10 Science

curriculum. The Year 11 syllabus is divided into two units, each of one semester duration, which are

typically delivered as a pair.

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.

The Chemistry course aims to equip students to become informed

citizens able to participate in discussion of challenging social and

environmental issues. The course enables students to relate chemistry

to other sciences including biology, physics, geology, medicine,

molecular biology and agriculture, and to take advantage of vocational

opportunities that arise through its application. It also helps them to

prepare for further study and to be responsible and efficient users of

specialised chemical products and processes at home or in the

workplace.

Prerequisite: 68% in Semester 1 Year 10 Science courses and then in

Semester 2 maintain at least a C Grade throughout the relevant

Pathway chosen to prepare to do this course in Year 11.

Pathway: Units 1 and 2 lead to Units 3 and 4 in Year 12.

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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.

As a science, the subject matter of this course is founded on knowledge and understanding that has

been gained through systematic inquiry and scientific research. They learn to think critically, to

evaluate evidence, to solve problems and to communicate understandings in scientific ways.

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.

The Year 11 syllabus is divided into two units, each of one semester duration, which are typically

delivered as a pair.

Unit 1: The Functioning Human Body

Cells are the basic structural and functional unit of the human body. Cells contain structures that carry

out a range of functions related to metabolism, including anabolic and catabolic reactions. The

respiratory, circulatory, digestive and excretory systems control the exchange and transport of

materials in support of metabolism, particularly cellular respiration. The structure and function of the

musculo-skeletal system provides for human movement and balance as the result of the co-ordinated

interaction of the many components for obtaining the necessary requirements for life.

Unit 2: Reproduction and Inheritance

This unit provides opportunities to explore, in more depth,

the mechanisms of transmission of genetic materials to the

next generation, the role of males and females in

reproduction, and how interactions between genetics and

the environment influence early development. The cellular

mechanisms for gamete production and zygote formation

contribute to human diversity.

The transfer of genetic information from parents to

offspring involves the replication of deoxyribonucleic acid

(DNA), meiosis and fertilisation. The reproductive systems

of males and females are differentially specialised to support their roles in reproduction, including

gamete production and facilitation of fertilisation. The female reproductive system also supports

pregnancy and birth. Reproductive technologies can influence and control the reproductive ability in

males and females.

Prerequisite: 58% in Semester 1 Year 10 Science courses and then in Semester 2 maintain at least a C

Grade throughout the relevant Pathway chosen to prepare to do this course in Year 11.

Pathway: Units 1 and 2 lead to Units 3 and 4 in Year 12

41

Integrated Science (General)

The Integrated Science General course is inclusive and aims to be attractive to students with a wide

variety of backgrounds, interests and career aspirations.

The Integrated Science course is a course grounded in the belief that Science is, in essence, a practical

activity. The course involves students in research and investigations that develops a variety of skills,

including the use of appropriate technology, an array of diverse methods of investigation, and a sense

of the practical application of the domain.

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 employed in

scientific pursuits. It requires them to be creative, intellectually honest, to evaluate arguments with

scepticism, and to conduct their investigations in ways that are ethical, fair and respectful of others.

The Integrated Science course has three interrelated strands or outcomes: Science Inquiry Skills,

Science as a Human Endeavour and Science Understanding which build on students’ learning in the

Year 7–10 Science curriculum. The Year 11 syllabus is divided into two units, each of one semester

duration, which are typically delivered as a pair.

Unit 1

In this unit students develop an understanding of the processes involved in the functioning of systems

from the macro level (cycles in nature and Earth systems) to systems at the organism, cellular and

molecular level. They investigate and describe the effect of human activity on the functioning of cycles

in nature. By integrating their understanding of Earth and biological systems, students come to

recognise the interdependence of these systems.

Possible topics include:

• Environmental degradation • Marine biology • Sustainability and biodiversity • Water • Biotechnology

Unit 2

In this unit students will investigate the properties of elements, compounds and mixtures, and how

substances interact with each other in chemical reactions to produce new substances. They explore

the concepts of forces, energy and motion and recognise how an increased understanding of scientific

concepts has led to the development of useful technologies and systems.

Possible topics include:

• Forensic science • Rocketry • Kitchen chemistry • Cosmetics • Marine archaeology • Mining

Students will do topics from the same three science fields in Units 3 and 4.

Prerequisite: Nil

Pathway: Units 1 and 2 lead to Units 3 and 4 in Year 12.

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Marine and Maritime Studies (General)

Australia is an island nation, with Western

Australia’s mainland and islands having

approximately twenty-one thousand kilometres of

coastline. It is therefore relevant to Western

Australians to study the sea and how people

interact with it. The Marine and Maritime Studies

General course provides opportunities for students

to apply theoretical knowledge through practical

activities with a focus on active learning

experiences both within and outside of the

classroom.

The Marine and Maritime Studies course is designed to facilitate achievement of the following

outcomes.

Outcome 1 – Marine and maritime knowledge

Outcome 2 – Marine and maritime skills

Outcome 3 – Marine and maritime application

The Year 11 syllabus is divided into two units, each of one semester duration, which are typically

delivered as a pair.

Unit 1

This unit introduces students to marine science through the examination of water properties and

methods used to conduct water testing. In oceanography, students learn about wind formation, tides,

waves and currents, including Western Australian ocean currents. Students examine Western

Australian recreational and commercial fishing issues and how they are managed through rules and

regulations.

Unit 2

This unit introduces students to the marine ecosystem, with a focus on the four main zones and the

adaptations of marine life to survive in each zone. Western Australian examples of marine life will be

identified and classified into the major groups. Food webs for each ocean zone will be studied.

Students examine the importance of marine protected areas, marine parks, reserves and sanctuary

zones, and the role of Western Australian agencies and organisations in the protection and

management of marine life.

Extra Cost: As the course will include snorkelling lessons and a practical snorkelling field trip, there

will be extra fees of approximately $400 that will be required to be paid ahead of time, in December

2020.

Prerequisite: Nil

Pathway: Units 1 and 2 lead to Units 3 and 4 in Year 12.

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Physics (ATAR)

In Physics the course allows students to learn how energy and energy transformations can shape the

environment from the small scale, in the quantum leaps inside an atom’s electron cloud, through the

human scale, in vehicles and the human body; to the large scale, in interactions between galaxies.

Students have opportunities to develop their investigative skills and use analytical thinking to explain

and predict physical phenomena.

Unit 1: Thermal, Nuclear and Electrical Physics

An understanding of heating processes, nuclear reactions and electricity is essential to appreciate how

global energy needs are met. Students investigate heating processes, apply the nuclear model of the

atom to investigate radioactivity, and learn how nuclear reactions convert mass into energy. They

examine the movement of electrical charge in circuits and use this to analyse, explain and predict

electrical phenomena.

Contexts that can be investigated in this unit include technologies related to nuclear, thermal, or

geothermal energy, the greenhouse effect, electrical energy production, large-scale power systems,

radiopharmaceuticals, and electricity in the home; and related areas of science, such as nuclear fusion

in stars and the Big Bang theory.

Unit 2: Linear Motion and Waves

Students develop an understanding of motion and waves which can be used to describe, explain and

predict a wide range of phenomena. Students describe linear motion in terms of position and time

data, and examine the relationships between force, momentum and energy for interactions in one

dimension. Students investigate common wave phenomena, including waves on springs, and water,

sound and earthquake waves.

Contexts that can be investigated in this unit include technologies such as accelerometers, motion

detectors, global positioning systems (GPS), energy conversion buoys, music, hearing aids, echo

locators, and related areas of science and engineering, such as sports science, car and road safety,

acoustic design, noise pollution, seismology, bridge and building design.

Prerequisite: 68% in Semester 1 Year 10 Science courses and then in Semester 2 maintain at least a C Grade throughout the relevant Pathway chosen to prepare to do this course in Year 11.

Pathway: Units 1 and 2 lead to Units 3 and 4 in Year 12.

44

Psychology (ATAR)

Psychology is the scientific study of how people think, feel and act. It aims to answer important

questions such as what factors influence human development. While there are other disciplines that

overlap with psychology's main aim to understand humans, psychology is rigorous in its use of

scientific method. This allows for systematic exploration into the complexities of human behaviour

based on evidence gathered through planned investigations.

Psychology is very useful, both to individuals assisting us to improve ourselves and our relationships,

and to society as a whole. Through this course, students gain valuable insights and understandings

into both themselves and their worlds. Methods of communication studied enhance personal

communication skills, both within the field of psychology and in the context of daily life. Students also

develop important research skills as they engage in the exploration and evaluation of data to illustrate

how empirical procedures are used to examine phenomena such as intelligence and personality.

This course is designed to integrate the understanding of scientific principles, the acquisition of

psychological knowledge and the application of both in an enjoyable and contemporary way. The

study of psychology is highly relevant to further studies in the health professions; education, human

resources, social sciences, sales, media and marketing and management.

Unit 1

This unit focuses on a number of concepts that enable students to gain an understanding of how and

why people behave the way they do. Students learn about the human brain and explore the impact of

external factors on behaviour, such as physical activity and psychoactive drugs. Cognitive processes,

such as sensation and perception, and selective and divided attention are investigated. Students

examine different types of relationships and the role of verbal and non-verbal communication in

initiating, maintaining and regulating these. Students are introduced to ethics in psychological

research and carry out investigations

Unit 2

This unit focuses on developmental psychology. Students analyse twin and adoption studies to gain

insight into the nature/nurture debate and look at the role of play in assisting development. Students

explore what is meant by the term personality and examine historical perspectives used to explain

personality. They also explore behaviour and causes of prejudice. Psychological research methods

studied in Unit 1 are further developed in Unit 2.

This syllabus continues to develop science inquiry skills, building on those acquired in the Year 7–10 Science Curriculum.

Prerequisite: 58% in Semester 1 Year 10 Science courses and then in Semester 2 maintain at least a C Grade throughout the relevant Pathway chosen to prepare to do this course in Year 11.

Pathway: Units 1 and 2 lead to Units 3 and 4 in Year 12

45

TECHNOLOGY, INNOVATION, DESIGN & ENTERPRISE (TIDE)

Design Fundamentals: Glassworking, Jewellery & 3D Design (Certificate III)

If you have always wanted to work with a range of materials including glass, precious metals and

ceramics to create jewellery, fused glass artworks and three-dimensional objects then this is the

course for you.

Students taking this course will develop a unique skill set in design and

manufacturing. They will learn to use the elements and principles of

design to create bespoke products. Working with handmade glass

students will learn fusing, slumping and casting techniques. They will

also work with base and precious metals to construct objects from

original designs using cutting, forming, casting, soldering and polishing

processes with professional equipment in a custom-built studio.

Glassworking, Jewellery and 3-Dimensional Design is a subject suited to

both male and female students as each project retains sufficient flexibility

in design to cater to the interests of all participants.

The course covers Workplace Health and Safety (WHS) and teaches safe

workshop practices when using a wide range of machinery and hand

tools.

This subject represents the first year of a two-year course where students have the opportunity to

gain a Certificate III in Design Fundamentals. Over the two years the students will cover workplace

skills and knowledge related to working in the Creative Arts and Design industry. In this time twelve

Units of Competency (UoC’s) must be completed: 7 core units and 5 elective units (to achieve the full

qualification). WACE equivalence of 220 hours for partial completion of this course is possible if all the

Year 12 UoC’s and one WHS unit are completed. Students are required to complete some theory

work, due to the expectations to be qualified and employable at this AQF level.

Auspicing: All certificate courses are undertaken in partnership with a Registered Training

Organisation (RTO). Our College has an auspicing arrangement with North Metropolitan TAFE for this

qualification, so students will be enrolled with this RTO. All students will be inducted into TAFE’s

requirements at the beginning of the school year.

Pathways Information: At the completion of the

Certificate III in Design Fundamentals students will gain a

range of foundation skills required to work with precious

metals, glass and a variety of other materials that could

lead to occupational roles/functions within the Jewellery

Manufacturing industry, Visual Arts and Design, Graphic

Design, Industrial Design and Glassworking industries in a

studio environment.

Employability Skills: The industry/enterprise

employability skills requirements for this qualification

include communication, teamwork, problem solving,

initiative and enterprise, planning and organising, self-

management, learning, technology.

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Course Fee: A student choosing to complete this qualification at Prendiville Catholic College will be

charged a subject levy which absorbs the delivery costs of completing the qualification from the RTO.

A subject levy plus a materials fee of $200 per student will be incurred.

Prerequisites: Nil

Design: Technical Graphics (ATAR)

In the Design ATAR course students develop skills and processes for current and future industry and

employment markets. Students are equipped with the knowledge and skills to understand design

principles and processes, analyse problems and possibilities, and devise innovative strategies within

the Technical Graphics design context. This course also emphasises the scope of design in professional

industries allowing students to maximise university pathways.

The goals of the Design ATAR 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 and understandings 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.

The Year 11 Design ATAR course is designed to facilitate achievement of the following outcomes.

Unit 1 – Product Design

Students learn that the commercial world is comprised of companies requiring consumer products,

services and brands for a particular audience. They are introduced to the concept of intellectual

property. They create products/services, visuals and/or layouts with an understanding of codes and

conventions. They use relevant and appropriate production skills and processes, materials and

technologies relevant to the design.

Technical Graphics projects may include:

small to medium sized 3D objects such as

toys, lunch boxes, drink bottles, hair

dryers, shavers, toasters and other kitchen

appliances re-designed to appeal to a

broader demographic, motor vehicle

styling, component parts, architecture,

mechanical, geometric figures

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Unit 2 – Cultural Design

Students learn that society is made up of different groups of people who share diverse values,

attitudes, beliefs, behaviour and needs and that different forms of visual communication transmit

these values and beliefs. Students are encouraged to create designs that link to a culture or sub-

culture and are introduced to ethical issues concerning representation. Students develop a design

process with an understanding of codes and conventions. They analyse communication situations and

audience. They define and establish contemporary production skills and processes, materials and

technologies.

Technical Graphics projects may include: architectural design such as a gallery or public building,

dimensional designs such as a tourist souvenir or graphic such as a tattoo, architecture for

communities, product design of cultural articles such as T shirt prints, designing with materials

appropriate to place and culture.

Prerequisites: Year 10 Technical Graphics C grade.

Design: Technical Graphics (General)

Gain the skills and knowledge to communicate design concepts.

This course enables students to learn about a broad range of technical drawing skills and terminology.

It is designed to follow on from Year 10 Technical Graphics and provide the necessary information to

enable the student to further develop their knowledge and skills.

Students will design and create drawings in both 2 and 3 dimensions through a variety of processes

including sketching, freehand rendering and Computer Aided Drafting (CAD). They will study the basic

elements and principles of design, discover concept development strategies and explore techniques

used by successful designers.

Technical Graphics is a subject suited to both male and female students as each project retains

sufficient flexibility in design to cater to the interests of all participants.

Unit 1

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. They are introduced to basic

design skills and a range of techniques within a defined context to demonstrate control over the

elements and principles of design.

Unit 2

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. Students explore design elements and principles and the design

process in a project communicating something of themselves. Students increase familiarity with basic

production skills and processes, materials and technologies.

Prerequisite: Nil

Pathway: Units 1 & 2 lead to Units 3 & 4 in Year 12

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Materials Design & Technology - Wood (General)

This is a dynamic and engaging course where students develop skills and the knowledge to use a

variety of professional machinery in the production of woodwork projects with an emphasis on design

and joinery. There is a strong focus on lateral thinking in the creation of individual works. Students are

taught to work safely and sustainably in a custom-built workshop.

Woodwork is a subject suited to both male and female students as each project retains sufficient

flexibility in design to cater to the interests of all participants.

Unit 1

Students interact with a variety of items that have been specifically designed to meet certain needs.

Students are introduced to the fundamentals of design. They learn to communicate various aspects

of the technology process by constructing what they design.

Throughout the process, students learn about the origins, classifications, properties and suitability for

purpose of the materials they are using, and are introduced to a range of production equipment and

techniques. They develop materials manipulation skills and production management strategies, and

are given the opportunity to realise their design ideas through the production of their design project.

Unit 2

Students interact with products designed for a specific market. They use a range of techniques to

gather information about existing products and apply the fundamentals of design. Students learn to

conceptualise and communicate their ideas and various aspects of the design process within the

context of constructing what they design.

Throughout the process, students learn about the origins, classifications, properties and suitability for

end use of materials they are working with. Students are introduced to a range of technology skills

and are encouraged to generate ideas and realise them through the production of their design

projects. They work within a defined environment and learn to use a variety of relevant technologies

safely and effectively.

Students, in consultation with teachers, select projects of interest and then design and make products

suitable for a specific market.

Within the context of materials design and technology; students are provided with opportunities to

meet each of the following outcomes:

Outcome 1: Technology process

Outcome 2: Understanding the use of materials

Outcome 3: Using technology skills

Outcome 4: Understanding materials, society and the environment

Prerequisite: Nil

Cost: There is a materials fee

of $50 for this subject to cover

basic materials and students

pay for their own timber.

Pathway: Units 1 & 2 lead to

Units 3 & 4 in Year 12.

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FLEXED

FLEXed – For Practical & Creative Learners on a General Pathway

FLEXed is for students who are seeking to graduate from school with certified accreditation. It will

provide a rigorous understanding of business and enterprise that can lead to employment, further

study or even a practical trade.

This program will provide selected students with an independent, tertiary style environment and

complete their secondary education at Prendiville Catholic College, graduating as a ‘Prendivillian’.

This pathway can be tailored to either a WACE or non-WACE pathway to suit student needs.

The program is facilitated by a mentor

teacher who will work closely with

each student, personalising the

learning experience and addressing

each student’s individual needs.

Further testimony to students’

achievements will be provided

including a progressive achievement

record, specific exit statement and

reference. Students enter the

program in Year 11, completing the

course work over two years.

Flexible Course Delivery

• Subjects and assessments are integrated • Flexible delivery and timetable • Online and external student participation • Use of external facilities • Students take responsibility for an operational business enterprise • Custom built woodwork, glasswork and jewellery studios on site • Artisan gallery

Course Content - Covered over two years (Year 11 and Year 12)

• English (General) • Religious Education (General) • Certificate II Business • Certificate III Design Fundamentals • Materials Design and Technology: Wood (General) • TIDE Enterprise (SCSA Endorsed Programme) • Leadership & Enterprise camps

Course Achievements

• Have high academic standards and rigour • Meet Literacy, Numeracy and employability requirements for TAFE • Meet WACE graduation requirements • Provide support for students to meet WACE literacy requirements • Prepare students for life beyond school through real life learning opportunities • Graduate as a Prendivillian

50

WORKPLACE LEARNING

The Workplace Learning endorsed program provides an opportunity for a student to demonstrate and

develop increasing competence in the core skills for work, often referred to as generic transferable or

employability skills. A student learns to apply and adapt the workplace skills that are necessary to

understand and carry out different types of work and that play a key role in lifelong learning.

Developing competence in workplace skills assists an individual to gain employment and, in the longer

term, to progress within the organisation or industry area in which they are employed and to

contribute successfully to the organisation’s objectives and to the wider community.

Workplace Learning is an Authority-developed endorsed program that is managed by individual

schools. To complete this endorsed program, a student works in one or more real workplace/s to

develop a set of transferable workplace skills. The student must record the number of hours

completed and the tasks undertaken in the workplace in the Authority’s Workplace Learning Logbook.

The student must also provide evidence of their knowledge and understanding of the workplace skills

by completing the Authority’s Workplace Learning Skills Journal after each 55 hours completed in the

workplace.

ONSITE

Prendiville Catholic College is part of the ONSITE cluster, which coordinates students, employer

training and supervises work placements. ONSITE is the model by which Workplace Learning is

delivered to students at Prendiville Catholic College and other Independent and Catholic schools in

the metropolitan region. Students who apply and participate in the ONSITE programme are required

to enrol in the Workplace Learning programme at Prendiville Catholic College.

ONSITE is a Workplace Learning Programme that provides students with the opportunity to develop

work skills while continuing with their senior secondary education. The ONSITE staff will manage and

implement the programme within policy guidelines established by the various consultative and

management groups. The Workplace Learning School Coordinator (Mr Jason Todd) assists the ONSITE

Coordinators at a school level to manage and implement the programme.

Students are required to attend the allocated workplace one day a week (usually a Wednesday for

Prendiville students) and work as directed by the workplace supervisor. Most students complete two

placements during the one year. ONSITE students are expected to make a complete commitment to

learning in the workplace.

The major goals of the programme include:

• To develop in students a wide range of work-related competencies

• To assist students with career planning

• To increase self-esteem and confidence

• To develop broader communication skills with people outside the school environment

• To enable students to complete Year 12 and attain WACE certification

• To have the benefit of ongoing work-based experience and training

• Through workplace experience, students may gain points for admission to TAFE.

In addition, some students may elect to combine their industry experience with a VET qualification.

Students interested in the Building and Construction, Hairdressing and Childcare industries will need

to speak to Mr Todd to find out how they can combine their workplace experience with a VET

qualification.

51

Students who enrol in Workplace Learning are charged a service fee for participating in the ONSITE

program. The fee will be approximately $500. This fee is subject to change prior to students

commencing in the workplace as next year's programme costs are not yet finalised. The fee partially

covers the total cost charged to the school by ONSITE to facilitate, maintain and service the

programme for the benefit of Prendiville Catholic College students. Costs include initial student

interviews, workplace visits, telephone calls, correspondence, employer training, sourcing a

placement, logbook production, insurance provision and so forth.

PLEASE NOTE: Students who withdraw from Prendiville Catholic College and/or Workplace Learning

or ONSITE in writing after Week 3 of Term 1 will still be charged the FULL service fee.

FURTHER INFORMATION

Schools Curriculum & Standards Authority (SCSA) information for parents and students:

https://parent.scsa.wa.edu.au/

https://student.scsa.wa.edu.au/

SCSA Year 10 Information and Handbook (for Year 11 and gaining WACE in 2022)

https://scsa.wa.edu.au/publications/year-10-information

PREREQUISITES TABLE

2021 - Year 11 Course 2020 - Year 10 Prerequisite Subjects Prerequisite Learning Area List A or B

Accounting & Finance (ATAR) Mathematics Intermediate B and Humanities

B B

Humanities B

Biology (ATAR) Science 58% Science B

Certificate II Business Nil Humanities

Certificate II Hospitality Nil Creative Living

Certificate II Sport & Recreation Nil PE

Certificate III Design Fundamentals (Jewellery & 3D) Nil TIDE

Certificate III Music Industry Previous instrumental or vocal experience. Beginner level Performing Arts

Chemistry (ATAR) Science 68% Science B

Children, Family & the Community (ATAR) English (Mainstream or Advanced) C Creative Living A

Children, Family & the Community (General) Nil Creative Living A

Computer Science (ATAR) Computer Systems or Following an interview with the Director of Technology

B

ICT B

Dance (ATAR) Dance and English

C C

Performing Arts A

Dance (General) Nil Performing Arts A

Design: Graphics (General) Nil Creative Arts B

Design: Photography (General) Nil Creative Arts B

Design: Technical Graphics (ATAR) Technical Graphics C TIDE B

Design: Technical Graphics (General) Nil TIDE B

Drama (ATAR) Drama and English

C C

Performing Arts A

Drama (General) Nil Performing Arts A

Economics (ATAR) Humanities B Humanities A

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2021 - Year 11 Course 2020 - Year 10 Prerequisite Subjects Prerequisite Learning Area List A or B

English (ATAR) English (Mainstream or Advanced) C English A

English (General) Nil English A

Food Science and Technology (General) Nil Creative Living B

Geography (General) Nil Humanities A

Human Biology (ATAR) Science 58% Science B

Integrated Science (General) Nil Science B

Italian - Second Language (ATAR) Italian C LOTE A

Literature (ATAR) English (Mainstream or Advanced) B English A

Marine & Maritime Studies (General) Nil Science B

Materials Design & Technology: Wood (General) Nil TIDE B

Mathematics Applications (ATAR) Mathematics Intermediate B or Mathematics Intermediate A or Mathematics Advanced

A C

Any grade Maths B

Mathematics Essentials (General) Nil Maths B

Mathematics Methods (ATAR) Mathematics Intermediate A or Mathematics Advanced

A C

Maths B

Mathematics Specialist (ATAR) Mathematics Advanced B Maths B

Media Production & Analysis (ATAR) English (Mainstream or Advanced) C Creative Arts A

Media Production & Analysis (General) Nil Creative Arts A

Modern History (ATAR) Humanities B Humanities A

Music (General) Specialised Music (PSM) or AMEB (external to PCC) and English

C or Grade 2 C

Performing Arts A

Music: Western Art (ATAR) Specialised Music (PSM) and AMEB (external to PCC) and English

B Grade 4

C Performing Arts A

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2021 - Year 11 Course 2020 - Year 10 Prerequisite Subjects Prerequisite Learning Area List A or B

Physical Education Studies (ATAR) Advanced Physical Education (elective) or Science

C B

PE B

Physical Education Studies (General) Nil PE B

Physics (ATAR) Science 68% Science B

Politics and Law (ATAR) Humanities B Humanities A

Psychology (ATAR) Science 58% Science B

Religion & Life (ATAR) Religious Education and English

B 60%

RE A

Religion & Life (General) Nil RE A

Visual Art (General) Nil Creative Arts A

Visual Arts (ATAR) English (Mainstream or Advanced) C Creative Arts A

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