year 11 course selection information booklet 2020 · • a certificate iv, atar english, and four...

Year 11 Course Selection

Information Booklet 2021

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Disclaimer: This document was correct at the time of going to print.

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Entering Year 11 is both an exciting and somewhat daunting time. At this point in your school career, it is more important than ever that you seek advice from the correct places, and critically evaluate that advice. Your parents will be walking this journey with you over the next two years, and at the end of year 12, we all want to share in your success. This handbook provides information regarding the courses on offer at St Luke’s College for Year 11 in 2021. It outlines the courses available across all our 5 Pathways to Success. I truly believe that our personalised pathways, small classes and committed teachers mean that you are best placed to have excellent post-school options by studying at St Luke’s College.

Parents, assisting your child in planning their future is a challenging task. The courses offered by St Luke’s College are always with their future options in mind, whilst understanding that students don’t necessarily know where they want to go after school finishes. Our courses provide excellent grounding for your child’s future endeavours whether that be university, further studies at a State Training Provider or the workplace – and, as a small school, our timetable is totally driven by our students.

You are planning for your future, and I would like to encourage you to make sure that you have all the

information you need by doing the following:

• Read this handbook carefully, look at all the courses and options available

• Talk with your parents

• Seek advice from your teachers and Heads of Learning Area, Careers Advisor, Deputy Principals

• Research further study options such as university and TAFE websites and investigate

apprenticeships and traineeships and the world of work

Whilst you don’t need to select a career now, you will need to select a pathway. It is our commitment

to work with you and your family to ensure that your course combinations will not only best place you

for success, but will also ensure all of the requirements for WACE (West Australian Certificate of

Education) and the next steps into your future.

I wish you every success on your next steps, into senior secondary schooling.

Mrs Alanna Otway

Principal

TIMELINE Tuesday 9 June 2020: Upper School Studies Handbook Published

Monday 22 June 2020: Parent/Student Information Videos on St Luke’s College website

Thursday 23 July 2020: Subject Selection Form returned to College through EDVAL

Monday 27 July 2020: Counselling for subject selection commences

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TABLE OF CONTENTS

SECTION A

GENERAL INFORMATION

Pathways 7

Entry into Year 12 9

WACE Requirements 9

Examinations and Tests 10

WACE List A and B Courses for Breath of Study 11

University Entrance 12

Mathematics: Methods ATAR and Mathematics: Specialist ATAR Bonus 12

TAFE Entrance 13

Changing Courses in Year 11 14

Homework and Study in Year 11 14

Student achievement 14

ViSN 15

List of courses available at St Luke’s College for 2021 16

SECTION B

ATAR COURSES

Religion Religion and Life 18-19

English English, EAL/D 20-23

Health & Physical Education Physical Education Studies, Health 24-26

Humanities and Social Sciences Geography, Modern History 27-29

Mathematics Applications, Methods, Specialist 30-35

Science Biology, Chemistry, Human Biology, Physics 36-43

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SECTION C

UniReady 45

Certificate IV entrance into University 46

SECTION D

GENERAL COURSES

Religion Religion and Life 50-51

The Arts Drama, Visual Arts 52-54

English Foundation, English, EAL/D 55-58

Health & Physical Education Outdoor Education, Health 59-60

Humanities and Social Sciences Geography 61

Mathematics Essential, Foundation 62-64

Technologies Child, Family & Community, Food Science and Technology, Engineering, 65-71 Materials Design & Technology

SECTION E

VOCATIONAL EDUCATION AND TRAINING

Introduction to VET 73

Vet Delivery at St Luke’s College 74-75

VET - Externally Delivered Courses 76-86

School Based Traineeships and Workplace Learning 87-91

Certificate III Options 92-96

Certificate IV Options 97-99

Endorsed Programs 100

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SECTION F

ADDITIONAL INFORMATION

USI – Unique Student Identifier for VET Students 102

Glossary of terms and abbreviations 103

Important documents, contacts, and websites 105

Course selection form - student copy 106

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SECTION A

General Information

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GENERAL INFORMATION

Year 11 signals the beginning of studies that will enable students to move beyond school to a variety of tertiary destinations or into the workplace. The courses chosen by a student should be based upon: a) Academic Ability

To achieve success in Year 11 and Year 12 courses, students need to have demonstrated a high standard of ability and achievement in Year 10 pre-requisite courses. (For example, if a student has not performed at a high level in the study of Year 10 Maths, Year 11 Mathematics Methods should not be selected).

b) Interests

The range of choices offered at St Luke’s College gives students the opportunity to pursue their particular interests at the level at which they are able to achieve success.

c) Future Intentions

Students should choose courses that maximise their options for the future. It is hoped that this booklet will provide information that will assist students in the selection of courses that will provide the most suitable pathway ahead.

Pathways available at St Luke’s College

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Each course has four units. Each unit is typically completed in a semester. Units 1 and 2 (Year 11) are typically studied as a pair. Units 3 and 4 (Year 12) must be studied as a pair.

• At least five Year 11 ATAR courses,

• A Certificate IV, ATAR English, and four General courses

• The Curtin UniReady (University Enabling Course) through ViSN, ATAR English and

four General courses

• Certificate II (or higher) VET qualification on combination with ATAR, General or

Foundation courses

• Six General courses.

In addition to the WACE requirements it is compulsory within a Catholic College to study Religion and Life in Year 11 and Year 12 in either ATAR or General.

University Bound

Year 11 students wishing to prepare for university studies will select SIX courses.

• Year 11 ATAR student with SIX ATAR courses

Example 1: English (AEENG), Religion and Life (AEREL), Mathematics: Applications, (AEMAA), Physics (AEPHY), Drama (AEDRA), History: Modern (AEHIM).

• Year 11 ATAR student with FIVE ATAR courses and ONE General course

Example 2: English (AEENG), Religion and Life (GEREL), Mathematics: Applications (AEMAA), Physics (AEPHY), Drama (AEDRA), History: Modern (AEHIM).

• Year 11 ATAR student with Curtin UniReady course, ATAR English and 4 General courses

Example 3: Curtin UniReady, English (AEENG), Religion and Life (GEREL), Mathematics: Essentials (GEMAE), Visual Art (GEVAR), Outdoor Education (GEODE).

• Year 11 Certificate IV, ATAR English and FOUR General courses

Example 4: Certificate IV Business (C4BU), English (AEENG), Religion and Life (GEREL), Mathematics: Essentials (GEMAE), Visual Art (GEVAR), Outdoor Education (GEODE).

Industry Bound

Year 11 students wishing to prepare for further studies at TAFE, the workplace or alternative University entry programs will initially select SIX courses in Year 11. Students on a General Pathway MUST study one or more Certificate II (or higher) courses. Students on this pathway may select up to TWO ATAR Courses, provided they meet the prerequisites for that particular course.

• Year 11 General student with FIVE General courses and ONE Certificate course:

Example 5: English (GEENG), Religion and Life (GEREL), Visual Art (GEVAR), Certificate II Business (C2BU), Mathematics: Essential (GEMAE), Physical Education (GEPES).

• Year 11 General student with SIX General courses.

Example 6: English (GEENG), Mathematics: Essential (GEMAE), Religion and Life (GEREL), Engineering Studies (GEEST), Materials & Design Metals (GEMDTM), Food Studies (GEFST)

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Entry to Year 12

1) ATAR students must achieve a minimum of a C grades in their ATAR courses by the end of Year 11 in order to remain on an ATAR pathway in Year 12.

2) General students must achieve a minimum 3 C grades in Year 11. Failure to do so may require students to repeat the year.

3) Students must achieve at least a C grade to remain in a particular ATAR course.

WACE REQUIREMENTS

A successful completion of the Western Australian Certificate of Education should be the goal of every student who pursues studies in Years 11 and 12.

• All ATAR courses, General courses, VET and Endorsed Programs can contribute to the

WACE.

• ATAR courses are for students who plan to go directly to university.

• GENERAL courses are for students who plan to go to a State Training Provider or enter

the workforce.

Achievement of a WACE signifies that a student has successfully met the breadth and depth requirements, the achievement standard and literacy and numeracy requirements in their senior secondary schooling. These requirements are:

1. Breadth-and-depth

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

• 10 course units or the equivalent at Year 12

• two Year 11 units from an English course and two Year 12 units from an English course

• one pair of course units completed in Year 12 from List A (Arts/Languages/Social

Science) and one pair of course units from List B (Mathematics/Science/Technology) –

see page 12.

• Of the 20 units required for a WACE, a maximum of eight (four in Year 11 and four in

Year 12) may be substituted by VET credit transfer and endorsed programs through unit

equivalence. Endorsed programs may contribute to a maximum of only four unit

equivalents (two in Year 11 and two in Year 12)

2. Achievement Standard

• Achieve at least 14 C grades (C grades in seven subject units) or higher (or the equivalent)

in Year 11 and 12 units with a minimum of six C grades (C grades in three subject units)

or the equivalent at Year 12.

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• Complete four or more Year 12 ATAR courses OR complete an AQF VET Certificate II or

higher.

3. Literacy and numeracy requirements

• Complete at least four units of an English course post Year 10 studied over at least two

years.

• ** Demonstrate the minimum standard of literacy and numeracy **

** In March and September each year, Year 10 students who have not demonstrated the literacy and numeracy standard (as indicated in NAPLAN results) will sit the Online Literacy and Numeracy Assessment (OLNA). Students who do not meet the standard will have the opportunity to re-sit the assessment in March and September in subsequent years. Meeting the standards in the literacy and numeracy components of the assessment will indicate that the student has met the minimum literacy and numeracy standards to achieve a WACE. Students who achieve Band 8 or above in any of the components of reading, writing or numeracy in the Year 9 NAPLAN assessments will be recognised as meeting the minimum standard required for that component and you will be considered to have pre-qualified for that component and do not need to sit the OLNA for that component. Students undertaking the OLNA will be required to satisfy both the reading and writing components in order to demonstrate the minimum WACE literacy standard. If students do not demonstrate the literacy and numeracy standard by the time they exit secondary school, they can apply to the Authority to re-sit the assessment at any age.

EXAMINATIONS AND TESTS

• Each ATAR course has an ATAR examination. All students enrolled in a Year 12 ATAR

course MUST complete external examinations set by the Authority. These examinations

are held in November. Students who do not sit the ATAR course examination will not have

a course mark or grade recorded on their WASSA, nor will they receive an ATAR course

report. The pair of units will not contribute to any WACE requirements.

• Each General Course has an Externally Set Task. All students enrolled in a Year 12

General course MUST complete an Externally Set Task (EST) for that course. These ESTs

are held in Term 2.

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WACE LIST A AND B COURSES FOR BREADTH OF STUDY

St Luke’s College offers a wide range of courses to students in Year 11 & 12. These are grouped into:

• List A (Arts/Languages/Social Sciences); and List B (Mathematics / Science/ Technology).

Please see the table below for the courses that St Luke’s College is offering, please note that not all courses are available on the ATAR and General pathways. Students must complete, in their final WACE year (Year 12), at least one course from List A and at least one course from List B.

List A (Arts/Languages/Social Sciences)

List B (Mathematics/Science/Technology)

BOTH Drama ATAR Biology

BOTH EAL/D ATAR Chemistry

ATAR Economics GENERAL Engineering

FOUND. English GENERAL Food Science & Technology

BOTH English ATAR Human Biology

BOTH Geography GENERAL Materials Design & Technology

BOTH Health Studies FOUND. Mathematics

BOTH Modern History GENERAL Mathematics (Essential)

BOTH Religion & Life ATAR Mathematics (Applications)

BOTH Visual Art ATAR Mathematics (Methods)

ATAR Mathematics (Specialist)

ATAR Physical Education Studies

General Outdoor Education

ATAR Physics

ATAR Psychology

PLEASE NOTE: Courses will not be run if there are insufficient numbers to establish a viable class.

Students who receive an OLNA category one will be placed into the appropriate Foundation course (English or Mathematics) for additional support. Category two students will be placed into General or Foundation classes at the College’s discretion.

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UNIVERSITY ENTRANCE There are four public universities in Western Australia – Curtin University, Edith Cowan University (ECU), Murdoch University and The University of Western Australia (UWA). There is one independent (Catholic) University – The University of Notre Dame Australia (UNDA).

Admission Requirements for School Leavers in Year 12 To be considered for public university admission as a school leaver an applicant must:

1. Meet the requirements for the WACE as prescribed by the School Curriculum and

Standards Authority, and

2. Complete ATAR English/EaL/D/Literature and achieve competence in English as

prescribed by the individual universities, and

3. ** Obtain a sufficiently high ATAR for entry to a particular course. (Some universities

may not require an ATAR for some pathways) **, and

4. Satisfy any prerequisites or special requirements for entry to particular courses.

There are different entry requirements for the four public universities. Most universities now offer alternative entry pathways for students who may not have the usual prescribed standards.

** Australian Tertiary Admission Rank (ATAR)

The Australian Tertiary Admission Rank is the basis of admission to most university courses. A Tertiary Entrance Aggregate (TEA) is used as the basis for the calculation of an ATAR. The ATAR ranges between 0 and 99.95. It reports the student’s rank relative to all other WA students of Year 12 school leaving age and takes into account the number of students with a Tertiary Entrance Aggregate (TEA) as well as the number of people of Year 12 school leaving age in the population of this state. An ATAR of 75.00 indicates that a student has an overall rating equal to or better than 75% of the Year 12 school leaving age population in Western Australia. The ATAR is calculated using the scaled scores in the student’s four best ATAR courses. For all universities scaled scores which contribute to the ATAR may be accumulated over five consecutive years.

Mathematics: Methods ATAR and Mathematics: Specialist ATAR Bonus

Students who have a scaled score in Mathematics Methods ATAR and/or Mathematics Specialist ATAR will have 10% of their scaled score/s in these subjects added to their Tertiary Entrance Aggregate. Students will receive this Mathematics bonus even if the course/s aren't in your best four.

Please note, ATAR LOTE courses also attract a 10% bonus in s similar manner to the Mathematic courses, however, St Luke’s College will not be offering any LOTE courses for Year 11 students in 2021, however students may wish to study via distance education if they meet the prerequisites.

The maximum TEA in 2021 will be 430.

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For current information on university entrance please consult the following websites: Curtin University http://futurestudents.curtin.edu.au Edith Cowan University (ECU) http://www.ecu.edu.au/future-students/year10s/how-to-get-into-ecu/entry-pathways Murdoch University http://www.murdoch.edu.au/Future-students/ University of Western Australia (UWA http://www.studyat.uwa.edu.au/

University of Notre Dame Australia (UNDA):

Entry is based upon personal qualities and motivation to study, contribution to school and community life, academic record, the ATAR and a university interview. The admissions process considers – School results from Years 11 and 12, ATAR, personal statement in essay format, references, relevant supplementary documentation and performance at an admissions interview. http://www.nd.edu.au/nav-future-students/applynow

TAFE ENTRANCE

Students wishing to enter TAFE colleges are advised to consult the TAFE Full Time Studies Guide or visit the website www.trainingwa.wa.gov.au

Detailed information can be located at this site about course requirements, achievement credentials, employment prospects, alternative entry, TAFE locations and other relevant material. TAFE offer six levels of courses: Certificate I, Certificate II, Certificate III, Certificate IV, Diploma, Advanced Diploma. The selection criteria to enter a TAFE course is based on academic achievement, work experience, industry and employment status. Students are ranked using this information and entry points are allocated. To be considered for TAFE admission an applicant needs to meet the entrance requirements for the chosen course. Courses that require selection criteria to be addressed will clearly indicate this below the entrance requirement information. Many courses are highly competitive, so to maximise admission prospects, students should:

• undertake VET studies at school (especially Certificate courses);

• undertake Workplace Learning;

• keep a log/record of any part-time work;

• achieve as high a grade as possible in all school-based courses.

It should be noted that studying at TAFE can enable alternative entry to some university courses.

http://futurestudents.curtin.edu.au/

http://www.ecu.edu.au/future-students/year10s/how-to-get-into-ecu/entry-pathways

http://www.ecu.edu.au/future-students/year10s/how-to-get-into-ecu/entry-pathways

http://www.murdoch.edu.au/Future-students/

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

http://www.nd.edu.au/nav-future-students/applynow

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

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Changing Courses in Year 11

Careful selection of courses is essential to avoid changing courses in Year 11. Changing courses is problematic because it causes disruption and entails considerable additional work for the student who has to ‘catch up’ on the work already covered in the ‘new’ course. There may also be no places available for students to move into a new class. Students will only be permitted to change courses after discussion with the relevant HoLA and the Deputy Principal (Curriculum). If there is sufficient and significant reason to alter the course and if there is room in the ‘new’ course a change will be considered. This is why it is of the utmost importance that students select courses for Year 11 that are appropriate to them achieving success. Students MUST be realistic in their selection of courses and be guided by their HoLAs, teachers and by the minimum requirements indicated for each course.

Homework and Study in Year 11

As a guide Year 11 students should be doing approximately 2.5 hours of homework and study 5 nights per week. This should increase to 3 hours in Year 12. During times when there are tests and exams more time may need to be allocated to study. It is important for students to have well organised study plans and to realise that study is not the same thing as homework. Study or course revision should occur regularly and be planned and organised. Some students find it helpful to revise by re-writing notes in their own words, noting key words, writing down and memorising definitions and so on. Keeping separate ‘study’ work books (or digital alternatives) devoted to each course can aid as a support in revising and preparing for tests and exams. Synthesising is important. It is not enough for students to just read over their notes. It is hoped that well established study skills are already in place before Year 11, but if they are not and a student is struggling to organise their study habits then they should consult relevant teachers, HoLAs, the Career and VET Co-ordinator, the Deputy Principal (Curriculum). Help is always available for students; however the commitment of the student to their studies is the

most crucial factor at this level of education.

Student achievement

Student achievement is recorded in marks out of 100 and grades (A, B, C, D or E) for all courses and this is indicated on the College report. Students who are enrolled in VET courses, Endorsed programs and Workplace Learning do not receive a mark or grade – they are deemed competent if all components have been completed.

Grade Interpretation

• A = Excellent achievement

• B = High achievement

• C = Satisfactory achievement

• D = Limited achievement

• E = Inadequate achievement

Students should constantly check with their teachers so that they are always aware of their mark and grade.

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VIRTUAL SCHOOL NETWOORK (ViSN)

Students who find that they are wishing to do a course that is not offered by St Luke’s College

may opt to choose a subject offered by the Virtual School Network (available only to Catholic

schools). ViSN helps students to build their technology skills, their ability to work independently

and expands their network in the Catholic Education WA (CEWA) system. Studying by this

method is done online and has a one-hour face-to-face component via a video link per week. The

courses offered vary and students should see the Deputy Principal to inquire further.

These courses also require a commitment from students to be self-motivated and to manage their time in an effective manner. Students should be very clear of the commitment required. The College is fortunate to have the financial support of the Woodside operated North West Shelf Venture (NWSV) to co-fund these possibilities. In 2020 the cost for students was $500 per course.

Year 11 2021

(ATAR unless otherwise stated)

Year 12 2021

(ATAR unless otherwise stated)

Biology Biology

Certificate III Business (VET) Certificate III Business (VET)*

Chemistry Chemistry

Curtin UniReady (Endorsed Program) Curtin UniReady (Endorsed Program)*

Earth and Environmental Science Earth and Environmental Science

Economics Economics

English Geography

Geography Graphic Design

Health Studies Health Studies

Human Biology Human Biology

Italian: Second Language Italian: Second Language

Maths Specialist (Must be enrolled in Methods) Maths Specialist (Must be enrolled in Methods)

Modern History Modern History

Politics and Law Psychology

Psychology

• This course is only available to students who commenced the qualification in Year 11.

• All courses are ATAR unless otherwise noted.

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List of courses available at St Luke’s College for 2021

ATAR General

Religion Religion

English Drama

English as an Additional Language Visual Art

Physical Education Studies English

Health English as an Additional Language

Geography Health

History Geography

Mathematics Applications Mathematics Essentials

Mathematics Methods Child, Family & Community

Mathematics Specialist Food Science & Technology

Biology Engineering

Chemistry Materials Design & Technology

Human Biology

Physics

Certificate II

Sports & Recreation

Outdoor Recreation

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SECTION B

ATAR Courses

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ATAR RELIGION AND LIFE – Year 11 INTRODUCTION

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.

MINIMUM REQUIREMENTS

Students should have achieved a C grade or above in English. A C grade or above in Religious Education is also required.

Description and content

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.

Content: The nature of religion, the influence of religion and religious inquiry and learning skills.

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.


Assessment Course levy Course code

• Investigation (25%)

• Explanation (20%)

• Source Analysis (25%)

• Examination (30%)

• Course costs are included in tuition fees.

• AEREL

Students who select this course in Year 11 will study ATAR Religion and Life Units 3 and 4 in Year 12.

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ATAR RELIGION AND LIFE – Year 12 INTRODUCTION

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 should have achieved a C grade or above in Year 11 ATAR Religion and Life.


Unit 3

The focus for this unit is the connection between past and present experiences of religion. Students analyse the impact of changes within society and how these changes shape the way individuals and groups interact with religion. They further develop research skills for conducting an inquiry, processing information and communicating findings about the interplay between religion and life.


Unit 4

The focus for this unit is the interplay between religion and life. Students explore how religion responds to, and interacts with, issues that arise within society. They further develop research skills for conducting an inquiry, processing information, and communicating findings about the interplay between religion and life.








• ATREL

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ATAR ENGLISH – Year 11 INTRODUCTION

Study of the English ATAR course focuses on developing students’ analytical, creative, critical thinking and

communication skills. Students will develop the ability to analyse and evaluate the texts they study and

create their own responses. The course is also designed to foster an appreciation of the value of English for

lifelong learning.


Students should have achieved a C grade or better in English. Students must also have achieved a Level 2 or above in the Reading and Writing components of the Online Literacy and Numeracy Assessment (OLNA).


Unit 1

Students will explore how meaning is communicated including 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.

Content: Texts in context, language and textual analysis, engaging and responding, creating texts and reflecting.

Unit 2

Students will analyse the representation of ideas, attitudes and voices in texts to consider how texts represent the world and human experience. Students critically examine the effect of stylistic choices and the ways in which these choices position audiences.



• Response (35-40%)

• Create (35-40%)

• Examination (20-30%)


• Excursions may incur an additional cost.

• AEENG

Students who select this course in Year 11 will study English Units 3 and 4 in Year 12.

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ATAR ENGLISH – Year 12 INTRODUCTION

The English ATAR course is designed to develop students’ facility with all types of texts and language modes as well as fostering an appreciation of the value of English for lifelong learning.

Students refine the skills learnt in Year 11 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.


Students should have achieved a C grade or above in Year 11 ATAR English.


Unit 3

Students explore representations of themes, issues, ideas and concepts through a comparison of texts. Students compare and evaluate the effect of different media, forms and modes on the structure of texts and how audiences respond to them.


Unit 4

Students examine different interpretations and perspectives to develop further their knowledge and analysis of purpose and style. They challenge perspectives, values and attitudes in texts, developing and testing their own interpretations through debate and argument.



• Response (35%)

• Creation (35%)




• ATENG

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ATAR EAL/D – Year 11 INTRODUCTION

The English as an Additional Language or Dialect (EAL/D) ATAR course focuses on language learning and the explicit teaching of the structure, linguistic features and sociolinguistic and sociocultural aspects of Standard Australian English (SAE). Through close study of language and meaning, students of English as an Additional Language or Dialect explore how learning in and through English language and literature influences their own and others’ personal, social and cultural identities and thought processes.


NOTE: Eligibility requirement. Students must also have achieved a Level 2 or above in the Reading and Writing components of the Online Literacy and Numeracy Assessment (OLNA).


Unit 1

Unit 1 focuses on investigating how language and culture are interrelated and expressed in a range of contexts. A variety of oral, written and multimodal texts are used to develop understanding of text structures and language features. Students explore the relationship between these structures and features and the context, purpose and audience of texts. The unit will enhance students’ confidence in creating texts for different purposes and across all language modes in both real and imagined contexts.

Content: Communication skills and strategies, comprehension skills and strategies, language and textual analysis, creating texts.

Unit 2

Unit 2 focuses on analysing and evaluating perspectives and attitudes presented in texts, and creating extended texts for a range of contexts. SAE language skills for effective communication in an expanding range of contexts are consolidated. The use of cohesive text structures and language features is developed.



• Investigation (15-25%)


• Written (15-25%)

• Oral (15-25%)

• Written Exam (15%)

• Practical Exam (5%)


• AEELD

Students who select this course in Year 11 will study English as an Additional Language or Dialect Units 3 and 4 in Year 12.

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ATAR EAL/D – Year 12 INTRODUCTION



Students should have achieved a C grade or above in Year 11 ATAR EALD and meet the eligibility requirements.


Unit 3

Unit 3 focuses on analysing how language choices are used to achieve different purposes and effects in a range of contexts. SAE language skills are developed so that they can be used to describe, inform, express a point of view and persuade for different purposes and audiences. The ways in which language choices shape meaning and influence audiences are explored through the study and creation of a range of oral, written and multimodal texts.


Unit 4

Unit 4 focuses on analysing, evaluating and using language to represent and respond to issues, ideas and attitudes in a range of contexts. By extending and consolidating language and communication skills, critical use of SAE for a range of contexts, purposes and audiences is developed. Independent and collaborative investigation and analysis are used to explore how language and texts achieve specific purposes and effects.



• Practical Component

(25%)

• Written Component

(75%)


• ATELD

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ATAR PHYSICAL EDUCATION STUDIES Year 11

INTRODUCTION

Study of the Physical Education Studies 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 course appeals to students with varying backgrounds, physical activity knowledge and dispositions.


Students should have achieved a C grade or above in Science.


Unit 1

To explore anatomical and biomechanical concepts, the body’s responses to physical activity and stress management processes to improve their own performance and that of others in physical activity.

Content: Motor learning and coaching, functional anatomy, biomechanics, exercise physiology, sport psychology.

Unit 2

To identify the relationship between skill, strategy and the body in order to improve the effectiveness and efficiency of performance.

Content: Developing physical skills and tactics, motor learning and coaching, functional anatomy, biomechanics, exercise physiology, sport psychology.


• Practical (30%)


• Response (15%)



• AEPES

Students who select this course in Year 11 will study Physical Education Studies Units 3 and 4 in Year

12.

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ATAR PHYSICAL EDUCATION STUDIES Year 12

INTRODUCTION

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


Students should have achieved a C grade or above in Year 11 ATAR Physical Education Studies.


Unit 3

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

Content: Developing physical skills and tactics, Motor learning and coaching, Functional anatomy, Biomechanics, Exercise physiology, Sport psychology.

Unit 4

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

Content: Developing physical skills and tactics, Motor learning and coaching, Functional anatomy, Biomechanics, Exercise physiology, Sport psychology.


WRITTEN (70%)

Consisting of:


• Response (25%)


PRACTICAL (30%)

Consisting of:

• Practical Performance (70%)

• Practical performance examination (30%)


• ATPES

Page | 26

ATAR HEALTH STUDIES Year 11

INTRODUCTION

The Health Studies ATAR course focuses on the study of health as a dynamic quality of human life.

Students undertaking this course develop the knowledge, understanding and skills necessary to promote

an understanding of the importance of personal and community action in promoting health. This course

will prepare students for career and employment pathways in a range of health and community service

industries. Students will have the opportunity to develop key employability and life skills, including

communication, leadership, initiative and enterprise. Inquiry skills will equip students to adapt to current

and future studies and work environments.


Students should have achieved a C grade or above in Science.


Unit 1

This unit focuses on the health of individuals and communities. Students learn about health determinants and their impact on health.

Content: Health promotion is explored and used as a framework for designing approaches to improve health. Students examine attitudes, beliefs and norms and their impact on decision-making, and develop a range of key health skills. Students extend their understandings of factors influencing health, and actions and strategies to protect and promote health through inquiry processes.

Unit 2

This unit focuses on the impact of factors influencing the health of communities. Students learn about community development and how community participation can improve health outcomes.

Content: Students examine the influence of attitudes, beliefs, and norms on community health behaviours; apply investigative and inquiry processes to analyse issues influencing the health of communities; and develop appropriate responses. The impact of technology on interpersonal skills and strategies for managing such influences are also a focus.


• Inquiry (20%)

• Project (30%)

• Response (20%)



• AEHEA

Students who select this course in Year 11 will study Health Studies Units 3 and 4 in Year 12.

Page | 27

ATAR GEOGRAPHY – Year 11 INTRODUCTION

The Geography course draws on students’ curiosity about the diversity of the world’s places and their peoples, cultures and environments. The study of geography provides a structured framework to investigate and analyse a range of challenges and associated opportunities facing Australia and the global community. These challenges include rapid change in biophysical environments, the sustainability of places, dealing with environmental risks, and the consequences of international integration.


Students should have achieved at least a C grade in HASS.


Unit 1

Natural and ecological hazards

Natural and ecological hazards represent potential sources of harm to human life, health, income and property. This unit focuses on understanding how these hazards and their associated risks are perceived and managed at local, regional and global levels.

Content: Using fieldwork and/or secondary sources, students investigate one natural hazard and one ecological hazard and the means by which the risks associated with the hazard are being managed.

Unit 2

Global networks and interconnections

This unit focuses on the process of international integration (globalisation) and is based on the reality that we live in an increasingly interconnected world.

Content: Using fieldwork and/or secondary sources students investigate the reasons for, and consequences of, the changing spatial distribution of production and consumption of at least one commodity, good or service from one of the following groups: a mineral ore or fossil‐based energy resource, a food or fibre‐based good, a complex manufactured good, tourism – business, eco‐tourism or recreational.

Using fieldwork and/or secondary sources, students investigate the diffusion, adoption and adaptation of at least one of the following elements of culture: fashion, a sport or leisure activity, music, religion, language, architecture or political/social ideas.

Assessment Course levy Course code • Geographical inquiry (20%)

• Fieldwork/practical skills (20%)

• Short & Extended response (30%)



• AEGEO

Students who select this course in Year 11 will study Geography Units 3 and 4 in Year 12.

Page | 28

ATAR GEOGRAPHY– Year 12 INTRODUCTION

The Geography course provides a structured, disciplinary framework to investigate and analyse a range of challenges and associated opportunities facing Australia and the global community. Students develop a range of skills that help them to understand the physical world, interpret the past, scrutinise the present, and explore sustainable strategies for the future care of places. They are able to understand recent and future developments, such as urban planning, climate change, environments at risk, sustainable development practices, and the unequal distribution of resources throughout the world.


Students should have achieved at a C grade or above in Year 11 ATAR Geography.


Unit 3

Description: The Earth’s surface is constantly changing and all environments are, to a greater or lesser extent, being modified by human activity.

Content: nature, extent, causes and consequences of land cover change; links between changes in land cover and changes in either global climate or biodiversity; how the impacts of land cover change are being addressed and evaluated.

Unit 4

Description: A global scale overview of the process of urbanisation and its consequences. Urbanisation not only affects human wellbeing and the rate of world population growth, it has created a range of challenges for urban, rural and remote places, including Indigenous communities. The interconnected challenges faced in places, and other matters related to liveability, are a focus of this unit.

Content: places and their challenges in either metropolitan Perth or a regional urban centre in WA and how these challenges are being addressed. Challenges in one megacity.


• Geographical Inquiry (15%)


• Short and extended responses (30%)



• ATGEO

Page | 29

ATAR MODERN HISTORY – Year 11 INTRODUCTION

The Modern History 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. The Modern History ATAR course continues to develop the historical skills and understandings taught in the Year 7–10 History curriculum.


Students should have achieved at least a C grade in HASS and at least a C grade in English.


Unit 1

Understanding the modern world

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

Content: Historical Skills and Historical Knowledge and Understanding

Context: The American Experience 1907 – 1941 (This unit provides an introduction to significant developments in the modern period that have defined the modern world, and the ideas that underpinned them, such as liberty, equality and fraternity.)

Unit 2

Movements for change in the 20th century

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

Content: Historical Skills and Historical Knowledge and Understanding

Context: Nazism in Germany (factors leading to rise of Nazi Party; life under the Nazi regime; support and opposition to Nazism; the Holocaust; role of significant individuals; impact of Nazism after WWII).


• Historical inquiry (20%)

• Explanation (20–30%)

• Source analysis (20–30%)



• AEHIM

Students who select this course in Year 11 will study Modern History Units 3 and 4 in Year 12.

Page | 30

ATAR MATHEMATICS: Applications – Year 11

INTRODUCTION

The Mathematics Applications 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.


Students should have achieved a C grade or above in Year 10 Mathematics.


Unit 1

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

Unit 2

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


• Response (40%)




• AEMAA

Students who select this course in Year 11 will study Mathematical Applications Units 3 and 4 in Year

12.

Page | 31

ATAR MATHEMATICS: Applications – Year 12

INTRODUCTION

The Mathematics Applications 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.


Students should have achieved a C grade or above in Year 11 ATAR Mathematics Applications or have

completed Year 11 Mathematics Methods.


Unit 3

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

Unit 4

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


• Response (40%)




• ATMAA

Page | 32

ATAR MATHEMATICS: Methods – Year 11 INTRODUCTION

The Mathematics Methods 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.


Minimum of a B grade in 10A Mathematics.


Unit 1

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

Unit 2

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


• Response (40%)




• AEMAM

Students who select this course in Year 11 will study Mathematics Methods Units 3 and 4 in Year 12.

Page | 33

ATAR MATHEMATICS: Methods – Year 12 INTRODUCTION

The Mathematics Methods 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.


Students should have achieved a C grade or above in Year 11 ATAR Mathematics: Methods.


Unit 3

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

Unit 4

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


• Response (40%)




• ATMAM

Page | 34

ATAR MATHEMATICS: Specialist – Year 11 INTRODUCTION

The Mathematics Specialist 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.


Students should have achieved a B grade or higher in 10A Mathematics and must also choose Mathematics Methods.


Unit 1

This unit contains three topics: Combinatorics, Vectors in the plane, and Geometry that complement the content of the Mathematical Methods ATAR course. The proficiency strand, Reasoning, of the Year 7–10 curriculum is continued explicitly in Geometry through a discussion of developing mathematical arguments. While these ideas are illustrated through deductive Euclidean geometry in this topic, they recur throughout all topics in the Mathematics Specialist ATAR course.

Unit 2

This unit contains three topics: Trigonometry, Matrices, and Real and complex numbers. Trigonometry contains techniques that are used in other topics in both this unit and Unit 3. Real and complex numbers provides a continuation of students’ study of numbers, and the study of complex numbers is continued in Unit 3. This topic also contains a section on proof by mathematical induction. The study of Matrices is undertaken, including applications to linear transformations of the plane.


• Response (40%)




• AEMAS

Students who select this course in Year 11 will study Mathematics Specialist Units 3 and 4 in Year 12.

Page | 35

ATAR Mathematics: Specialist – Year 12 INTRODUCTION

The Mathematics Specialist 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.


Students should have achieved a C grade or above in Year 11 Mathematics: Specialist.


Unit 3

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

Unit 4

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


• Response (40%)




• ATMAS

Page | 36

ATAR BIOLOGY – Year 11 INTRODUCTION

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.


Minimum of a C grade in Science. Minimum C grade in English or C grade in EaL/D.


Unit 1

Ecosystems and biodiversity

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. The processes involved in the movement of energy and matter in ecosystems Fieldwork is an important part of this unit.

Unit 2

From single cell to multicellular organisms

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.


• Science Inquiry (30%)

• Extended response (10%)

• Test (20%)



• AEBIO

Students who select this course in Year 11 will study Biology Units 3 and 4 in Year 12.

Page | 37

ATAR BIOLOGY – Year 12 INTRODUCTION

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.


Students should have achieved a C grade or above in Year 11 ATAR Biology.


Unit 3

Continuity of species

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

Unit 4

Surviving in a changing environment

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




• Test (20%)

Examination (50%)


• ATBIO

Page | 38

ATAR CHEMISTRY – Year 11 INTRODUCTION

The Chemistry course develops students' understanding of the key chemical concepts and models of structure, bonding, and chemical change including the role of chemical, electrical and thermal energy. Students learn how models of structure and bonding enable chemists to predict properties and reactions and to adapt these for particular purposes. Studying Chemistry provides students with a suite of skills and understandings that are valuable to a wide range of further study pathways and careers including those in forensic science, environmental science, engineering, medicine, dentistry, pharmacy and sports science.


Minimum of a B in Science and a C grade or better in Mathematics.


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.




• Test (15%)



• AECHE

Students who select this course in Year 11 will study Chemistry Units 3 and 4 in Year 12.

Page | 39

ATAR CHEMISTRY – Year 12 INTRODUCTION

The Chemistry course develops students' understanding of the key chemical concepts and models of structure, bonding, and chemical change, including the role of chemical, electrical and thermal energy. Students learn how models of structure and bonding enable chemists to predict properties and reactions and to adapt these for particular purposes. It provides students with an essential background if they are choosing to study any of the sciences at a tertiary level.


Students should have achieved a C grade or above in Year 11 ATAR Chemistry.


Unit 3

Equilibrium, acids and bases, and redox reactions

Students investigate the concept of reversibility of reactions and the dynamic nature of equilibrium in chemical systems; contemporary models of acid-base behaviour that explain their properties and uses; and the principles of oxidation and reduction reactions, including the generation of electricity from electrochemical cells.

Unit 4

Organic chemistry and chemical synthesis

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




• Test (20%)



• ATCHE

Page | 40

ATAR HUMAN BIOLOGY – Year 11 INTRODUCTION

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 students horizons and enables them to make informed choices. 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.


Minimum of a C grade in Science. Minimum C grade in English or C grade in EaL/D.


Unit 1

The functioning human body

This unit looks at how human structure and function supports cellular metabolism and how

lifestyle choices affect body functioning.

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. Meiosis and fertilisation are important in producing new genetic combinations.




• Tests (25%)

• Examinations (40%)


• AEHBY

Students who select this course in Year 11 will study Human Biology Units 3 and 4 in Year 12.

Page | 41

ATAR HUMAN BIOLOGY – Year 12 INTRODUCTION

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


Students should have achieved a C grade or above in Year 11 ATAR Human Biology.


Unit 3

Homeostasis and disease

Content: This unit explores the nervous and endocrine systems and the mechanisms that help maintain the systems of the body to function within normal range, and the body’s immune responses to invading pathogens.

Unit 4

Human variation and evolution

Content: This unit explores the variations in humans, their changing environment and evolutionary trends in hominids.


• Science inquiry (10%)


• Tests (25%)

• Examinations (50%)

• Course costs are included in tuition fees

• ATHBY

Page | 42

ATAR PHYSICS – Year 11 INTRODUCTION

The Physics course provides a foundation in physics knowledge, understanding and skills for those students who wish to pursue tertiary study in science, engineering, medicine and technology.


Minimum of a B in Science and a minimum B in Mathematics 10A and must also choose ATAR Mathematics Methods.


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. In this unit, students explore the ways physics is used to describe, explain and predict the energy transfers and transformations that are pivotal to modern industrial societies. 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.

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.



• Tests (30%)

• Exams (40%)


• AEPHY

Students who select this course in Year 11 will study Physics Units 3 and 4 in Year 12.

Page | 43

ATAR PHYSICS – Year 12 INTRODUCTION

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


Students should have achieved a C grade or above in Year ATAR 11 Physics.


Unit 3

Gravity and electromagnetism

In this unit, students develop a deeper understanding of motion and its causes by using Newton’s Laws of Motion and the gravitational field model to analyse motion on inclined planes, the motion of projectiles, and satellite motion. They investigate electromagnetic interactions and apply this knowledge to understand the operation of direct current motors, direct current (DC) and alternating current (AC) generators, transformers, and AC power distribution systems. Students also investigate the production of electromagnetic waves.

Unit 4

Revolutions in modern physics

In this unit, students examine observations of relative motion, light and matter that could not be explained by existing theories, and investigate how the shortcomings of existing theories led to the development of the special theory of relativity and the quantum theory of light and matter. Students evaluate the contribution of the quantum theory of light to the development of the quantum theory of the atom, and examine the Standard Model of particle physics and the Big Bang theory.



• Tests (30%)

• Exams (50%)


• ATPHY

Page | 44

SECTION C

UniReady & Certificate IV entrance

into University

Page | 45

Curtin UniReady

UniReady is an ‘alternate entry to university’, run by Curtin University. Students complete 4

units over Year 11 and Year 12 and upon successful completion of these units, are awarded

an ATAR of 70. This ranking can then be used to gain entry to particular courses at Curtin

University.

Students may only commence this course as a Year 11 student. Each unit below is taught by

a school based ViSN teacher, in line with Curtin University standards for delivery. As such,

students considering this option should understand that they would be undertaking a

university level course and will be assessed according to university standards.

Course Structure In the first year, Year 11 students complete 2 core (compulsory) units:

• Fundamentals of Academic Writing

• Foundations of Communication

In the second year, Year 12 students complete elective units from:

• Introduction to Health Sciences

• Introduction to Commerce

• Introduction to Humanities

• Applying Mathematics

SCSA Endorsed Program

The Curtin UniReady program has been endorsed by SCSA. Please refer to the SCSA website

for more information on the use of this course for meeting WACE requirements.

Student Application

The ViSN Curtin UniReady course is classified as a competitive one, meaning there are more

students who apply than there are places available. To remain fair and equitable, limitations

and special information for applications have been put in place.

• School Enrolment Caps - Schools may submit as many applications as they wish but

will be asked to rank their students. A maximum of 4 students per school will be

selected.

• Student Suitability - Schools are responsible for ensuring students on their ranked list

meet the suitability criteria. Evidence of this will be required during the application

process.

• Prerequisites - Students must be studying ATAR English for the duration of the 4

units. Enrolment in ATAR English is the school’s responsibility.

Page | 46

Certificate IV course offerings through a Nationally Recognised RTO:

Australian College

Certificate IV courses are available to students who intend on a University pathway but do not necessarily have an interest in particular ATAR subjects available. University entry with a Certificate IV course requires students to have an ATAR English. On completion of the certificate course and passing ATAR English will provide students with an equivalent ATAR score of 70. We encourage students to contact their preferred University and speak to the Administration officer about course offerings and availability. Universities provide the schools with their latest brochures but information can change from the time of print to application. St Luke’s College currently run Certificate IV courses through and external RTO; Australian College. They are a Nationally recognised RTO. They currently have four Certificate IV courses available. These courses are related in the area of Business / Management, a skill required no matter what industry graduates advance into. For more information about the courses, please visit the Australian College website: https://australiancollege.edu.au/ The Certificate IV courses on offer are: • BSB42618 - Certificate IV in New Small Business • BSB42015 - Certificate IV in Leadership and Management • BSB40615 - Certificate IV in Business Sales • FNS40217 - Certificate IV in Accounting and Bookkeeping Entry requirements: • Minimum of B grade in English • Minimum of a B grade in Math (Accounting & Bookkeeping) • Interview required to evaluate aspects of independent learning, time management, etc. • Access to a laptop with word processing, PDF reader capabilities and an internet connection • Ability to allocate appropriate study hours per week outside of school hours Each course runs with a flexible delivery study mode (including online with some projects / activities and/or skills-based training). The courses are self-paced and can be completed within 18 months. Students are currently attending school based in the library one day a week to focus on their coursework and have access to support. Once students are settled into their course, work placements will be encouraged to assist in gaining ‘on the job’ work experience within the chosen industry. FNS40217 – Certificate IV in Accounting and Bookkeeping The Certificate IV in Accounting and Bookkeeping is the latest nationally accredited qualification from the Financial Services Training Package. This qualification reflects the job roles of workers in the accounting industry, including BAS Agents and contract bookkeepers; and of those employees performing bookkeeping tasks for organisations in a range of industries. The qualification includes preparing and lodging business and instalment activity statements, and providing advice or dealing with the Commissioner on behalf of a taxpayer in relation to activity statements. Individuals in these roles apply theoretical and specialist

https://australiancollege.edu.au/

Page | 47

knowledge and skills to work autonomously, and exercise judgement in completing routine and non-routine activities. For this course you will have to complete 13 units of competency. Career opportunities

• Accounting Assistant

• BAS Service Provider

• Bookkeeper

• Payroll Manager

BSB40615 – Certificate IV in Business Sales The success of a business is its ability to ethically sell products and/or services. The Certificate IV in Business Sales will provide you with the skills to improve your sales expertise within a business environment. The business sales qualification focuses on applying solutions to a range of unpredictable sales problems and analysing and evaluating information from a variety of sources with the aim to increase sales and successfully close them. Graduates of this qualification provide leadership and guidance to others and typically report to a more senior business sales practitioner. For this course you will have to complete 10 units of competency. Career opportunities

• Sales Account Assistant

• Sales Agent

• Sales Representative

BSB42015 – Certificate IV in Leadership and Management The Certificate IV in Leadership and Management is a popular qualification if you are aspiring to work as team leader, supervisor or work or in line management. Learn how to address customer needs, communicate effectively in the workplace, show leadership in the workplace plus more. For this course you will have to complete 12 units of competency. Career opportunities

• Coordinator

• Leading hand

• Supervisor or Team leader

BSB42618 - Certificate IV in New Small Business The Certificate IV in New Small Business course is the most comprehensive course in business management that can be applied across a number of different fields. You will study business technology, business planning, small business finances, and marketing activities. The qualification has been developed specifically for small business management and include practical activities along with industry relevant projects. This course is quite unique as it focuses on specific business activities necessary to run a business. The qualification is ideal for those who are thinking of starting their own small business, whether as sole trader, partnership, or small company. It is designed to equip potential managers with the skills necessary to plan their business structure, keep accurate and legally compliant records, understand their legal obligations, interact with suppliers or financiers, market their products/services, and much more. For this course you will have to complete 10 units of competency. Career opportunities

• Small Business Owner

• Business Manager

Page | 48

• Sole Business Operator

• Managing Director

• Independent Contractor/Freelancer

Course Fees Guide

Course Code Payment in full

Payment Plan

Certificate III Fitness SIS30315 $950.00 $1,200.00

Certificate III Accounts Administration FNS30317 $1,250.00 $1,500.00

Certificate III Information Digital Media and Technology ICT30118 $1,500.00 $1,900.00

Certificate III in Travel SIT30216 $1,500.00 $1,850.00

Certificate III in Tourism SIT30116 $1,250.00 $1,500.00

Certificate III in Customer Engagement BSB30215 $1,250.00 $1,500.00

Certificate III in Business BSB30115 $1,250.00 $1,500.00

Certificate III in Retail SIR30216 $1,250.00 $1,500.00

Certificate III in Events SIT30516 $1,250.00 $1,500.00

Certificate IV in Accounting and Bookkeeping FNS40217 $1,450.00 $1,700.00

Certificate IV in Business Sales BSB40615 $1,450.00 $1,700.00

Certificate IV in Leadership Management BSB42015 $1,450.00 $1,700.00

Certificate IV in New Small Business BSB42618 $1,450.00 $1,700.00

Please note: fees are subject to change.

Page | 49

SECTION D

General Courses

Page | 50

GENERAL RELIGION AND LIFE – Year 11 INTRODUCTION

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.


This course must be studied by students selecting the General pathway. ATAR pathway students may also select this course.


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.

Content: The nature of religion, the influence of religion and Religious inquiry and learning skills.

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.







• GEREL

Students who select this course in Year 11 will study Religion and Life Units 3 and 4 in Year 12.

Page | 51

GENERAL RELIGION AND LIFE – Year 12 INTRODUCTION

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.


This course must be studied by students selecting the General pathway. ATAR pathway students may also select this course.


Unit 3

The focus of this unit is the role religion plays in the lives of people. It explores how people interact with and respond to religion. Students consolidate the skills required for conducting an inquiry, processing information and communicating findings about religion and life.


Unit 4

The focus for this unit is the interplay between religion and life. Students explore how religion responds to and interacts with issues that arise within society. They further develop research skills for conducting an inquiry, processing information and communicating findings about the interplay between religion and life.






• Externally set task (15%)


• GTREL

Page | 52

GENERAL DRAMA – Year 11 INTRODUCTION

Drama is a vibrant, varied art form which shapes our everyday life. Through drama, human experience is

shared. Drama entertains, informs, communicates and challenges. Students achieve outcomes through the

key activities of creation, performance and reflection. 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 inter-cultural understanding.

Students work independently and collaboratively, learning time management skills, showing initiative and

demonstrating leadership and interpersonal skills, develop and practise problem‐solving skills through

creative and analytical thinking processes. They develop their capacity to respond to, reflect upon, and make

informed judgements to describe, analyse, interpret and evaluate drama.


No pre-requisites are required.


Unit 1

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.

Content: Voice techniques, movement techniques, warm-up exercises for safe and effective use of voice and movement, drama processes and the elements of drama, drama forms and styles, contextual knowledge, production and performance.

Unit 2

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.

Content: Drama language, voice and movement, drama process, elements of drama, drama forms and styles, contextual knowledge, drama conventions, values, forces and drama practice, production and performance, design and technologies, management skills and processes.


• Performance/Production

(70%)

• Response (30%)


• GEDRA

Students who select this course in Year 11 will study Drama Units 3 and 4 in Year 12.

Page | 53

GENERAL DRAMA – Year 12 INTRODUCTION

Drama is a vibrant, varied art form which shapes our everyday life. Through drama, human experience is

shared. Drama entertains, informs, communicates and challenges. Students achieve outcomes through the

key activities of creation, performance and reflection. 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 inter-cultural understanding.

Students work independently and collaboratively, integrating their knowledge and skills, learning self-

management skills, showing initiative and demonstrating leadership and interpersonal skills. While some

students intend to make a career in theatre or film, many personal skills, knowledge and understandings

are immediately transferable to a range of careers and situations.


Successful completion of the Year 11 Drama course.


Unit 3

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.

Content: Voice and movement, drama processes and the elements of drama, exploring drama forms and styles, contextual knowledge, production / performance and related design and technologies, management skills.

Unit 4

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.

Content: Voice and movement, drama processes and the elements of drama, exploring Drama forms and styles, contextual knowledge, drama conventions, values, forces and drama practice, spaces of performance, design and technologies, management skills and processes.


• Performance/Production

(55%)

• Response (30%)

• Externally Set Task (15%)


• GTDRA

Page | 54

GENERAL VISUAL ART – Year 11 INTRODUCTION

The Visual Art course aims to enable students to make connections to relevant fields of study and to more generally prepare them for creative thinking and problem solving in future work and life. It aims to contribute a sense of enjoyment, engagement and fulfilment in their everyday lives, as well as to promote an appreciation for the cultural contexts for which art is made.




Unit 1

The focus of this unit is experiences. Students develop artworks based on their lives and personal experiences, observations of the immediate environment, events and/or special occasions. They participate in selected art experiences aimed at developing a sense of observation. Students discover ways to compile and record their experiences through a range of art activities and projects that promote a fundamental understanding of art language. They use experiences to develop appreciation of the visual arts in their everyday lives. Students acquire various skills using processes of experimentation and discovery. Imaginative picture making is primarily concerned with experiences of the self and of the immediate environment, including aspects of family life, social activities, communal occasions and other shared activities. Ample scope for free, imaginative interpretation and experimentation with materials is provided.

Unit 2

The focus for this unit is explorations. Students explore ways to generate and develop ideas using a variety of stimulus materials and explorations from their local environment. They use a variety of inquiry approaches, techniques and processes when creating original artworks. When exploring ideas and approaches to art-making, students investigate the work of other artists. They learn to identify stylistic features of art forms from different times and places and explore ways to manipulate art elements and principles to generate, develop and produce their own art work. In developing subject matter for artworks, students explore ways to express personal beliefs, opinions and feelings. They manipulate a variety of media and materials in a range of art forms, recording and reflecting on their artistic achievements.


• Production (70%)

• Analysis (15%)



• GEVAR

Students who select this course in Year 11 will study Visual Art Units 3 and 4 in Year 12.

Page | 55

FOUNDATION ENGLISH – Year 11 INTRODUCTION

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

MINIMUM REQUIREMENTS Students who have not demonstrated the minimum standard in the literacy component of the Online Literacy and Numeracy Assessment (OLNA) are eligible to enrol in the English Foundation course. Foundation courses do not contribute to the WACE achievement.


Unit 1

By the end of this unit, students will:

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

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

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

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

Unit 2

By the end of this unit, students will:

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

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

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

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


• Reading (35%)

• Writing (35%)

• Oral Communication

(30%)



• FEENG

Students who select this course in Year 11 will study English: Foundations Units 3 and 4 in Year 12 if they have not yet demonstrated the minimum standard for Reading and Writing via the OLNA. Students who have demonstrated the minimum standard will move into English: General.

Page | 56

GENERAL ENGLISH – Year 11 INTRODUCTION

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.




Unit 1

Students will focus on comprehending and responding to ideas and information presented in texts. They will learn to interact with others in a range of contexts, including every day, community, social, further education, training and workplace.

Content: comprehension strategies, language and textual analysis, using information, creating texts and communicating and interacting with others.

Unit 2

Students will focus on interpreting ideas and arguments in a range of texts and contexts. They will consider the purposes and possible audiences of texts and learn to interact effectively in a range of contexts.

Content: Comprehension strategies, language and textual analysis, using information, creating texts, communicating and interacting with others.


• Reading (40-60%)

• Creating (40-60%)



• GEENG

Students who select this course in Year 11 will study English Units 3 and 4 in Year 12.

Page | 57

GENERAL ENGLISH – Year 12 INTRODUCTION

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.




Unit 3

Students explore attitudes, text structures and language features to understand a text’s meaning and purpose. They will learn how to communicate logically, persuasively and imaginatively in different contexts, for different purposes, using a variety of types of texts.

Content: Comprehension strategies, language and textual analysis, using information, creating texts and communicating and interacting with others.

Unit 4

Students will explore how ideas, attitudes and values are presented by synthesising information from a range of sources to develop independent perspectives. They will construct and clearly express coherent, logical and sustained arguments and demonstrate an understanding of purpose, audience and context.

Content: Comprehension strategies, language and textual analysis, using information, creating texts and communicating and interacting with others.


• Responding (40%)

• Creating (45%)




• GTENG

Page | 58

GENERAL EAL/D – Year 11 INTRODUCTION



NOTE: Eligibility requirement.


Unit 1

Unit 1 focuses on responding to and creating extended texts in familiar contexts in SAE. By using the language modes, students engage with familiar and some unfamiliar texts, including literary texts. Language skills for effective communication in SAE in most social, familiar and some community situations are developed. The unit will enable students to create extended oral, written and multimodal texts with a degree of accuracy in structure, language and register.

Content: Communication skills and strategies, comprehension skills and strategies, language and textual analysis, creating texts.

Unit 2

Unit 2 focuses on responding to and creating connected extended texts in personal, social, community and workplace contexts in SAE. The ability to use SAE language skills to communicate for a range of purposes is evident in the creation of oral, written and multimodal texts required in the workplace and some academic contexts.



• Investigation (20-30%)


• Written (20-30%)

• Oral (15-25%)


• GEELD

Students who select this course in Year 11 will study English as an Additional Language or Dialect Units 3 and 4 in Year 12.

Page | 59

GENERAL OUTDOOR EDUCATION STUDIES Year 12

INTRODUCTION Through interaction with the natural world, the Outdoor Education General course aims to develop an understanding of our relationships with the environment, others and ourselves. The ultimate goal of the course is to contribute towards a sustainable world. The Outdoor Education General course is based on the experiential learning cycle. This cycle is made up of three stages: plan, do and review. Students plan for outdoor experiences, participate in these experiences and reflect on their involvement. The course facilitates the development of a sense of place as a result of a greater understanding and appreciation of the local natural environment. It assists students to develop a relationship with nature and empowers them to work toward achieving an ecologically sustainable world.




Unit 3

Students understand planning and organisational requirements necessary for them to participate in

safe, short-duration excursions/expeditions. Students participate in outdoor adventure activities

where they develop and improve their technical skills, apply appropriate practices to ensure safe

participation, and begin to develop survival skills. Students develop personal skills related to flexibility

in coping and adapting to change and in monitoring such things as the elements in an environment, or

the participation of individuals in activities and expeditions. Features and relationships in natural

environments are examined. Weather components, patterns and forecasting are introduced. Students

develop a greater understanding of human interactions with nature, past and present. Sustainability is

introduced and local issues are examined.

Unit 4

Students consider planning and organisational requirements necessary for them to participate in

positive and safe, short-duration excursions/expeditions in selected outdoor activities. Students

engage in outdoor activities where they develop and improve their technical skills, and apply

appropriate practices to ensure safe participation. They continue to develop navigational skills and

respond to an emergency in the outdoors. Students focus on developing commitment, tolerance,

resilience, and conflict resolution skills. Students lead briefing and debriefing sessions and appraise

their own and others’ leadership skills. Students continue to forecast weather and apply strategies to

minimise human impact on natural environments. They explore sustainability projects and

understand human responsibility for the environment.



• Performance 1 (30%)

• Performance 2 (20%)

• Response (20%)


• Course costs are $300

• GTOED

Page | 60

GENERAL HEALTH STUDIES Year 11

INTRODUCTION

The Health Studies General course focuses on the study of health as a dynamic quality of human life.

Students undertaking this course develop the knowledge, understanding and skills necessary to promote

an understanding of the importance of personal and community action in promoting health.

This course will prepare students for career and employment pathways in a range of health and

community service industries. Students will have the opportunity to develop key employability and life

skills, including communication, leadership, initiative and enterprise. Inquiry skills will equip students to

adapt to current and future studies and work environments.




Unit 1

This unit focuses on personal health and wellbeing and what it means to be healthy.

Students explore factors which influence their health, and design action plans to improve

health and achieve set goals. Key consumer health skills and concepts, and the relationship

between beliefs, attitudes, values and health behaviour, and the impact of social and

cultural norms, are introduced. Key self-management and interpersonal skills required to

build effective relationships are explored. Health inquiry skills are developed and applied to

investigate and report on health issues.

Unit 2

This unit focuses on personal health and introduces the many factors which influence health.

The notion of prevention is central to this unit, and students explore actions, skills and

strategies to cope with health influences and improve health. In addition to health

determinants, the influence of cognitive dissonance on decision making and the role of

communities in shaping norms and expectations are explored.

Self-management and cooperative skills are examined and students continue to develop and

apply health inquiry skills.


• Inquiry (20%)

• Project (50%)

• Response (30%)


• GEHEA

Students who select this course in Year 11 will study Health Studies Units 3 and 4 in Year 12.

Page | 61

GENERAL GEOGRAPHY – Year 11 INTRODUCTION

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




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.

Content: Geographical knowledge and understanding, Geographical inquiry and skills.

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.

Content: Geographical knowledge and understanding, Geographical inquiry and skills.

Assessment Course levy Course code • Geographical inquiry (30%)


• Tests (40%)


• GEGEO

Students who select this course in Year 11 will study Geography Units 3 and 4 in Year 12.

Page | 62

FOUNDATION MATHEMATICS - Year 11

INTRODUCTION

Mathematics Foundation is a General course which focuses on building the capacity, confidence and

disposition to use mathematics to meet the numeracy standard for the WACE. It provides students with the

knowledge, skills and understanding to solve problems across a range of contexts, including personal,

community and workplace/employment. This course provides the opportunity for students to prepare for

post-school options of employment and further training.


Students who have not demonstrated the minimum standard in the numeracy component of the OLNA

are eligible to enrol in the Mathematics Foundation course. Foundation courses do not contribute to the

WACE achievement.


Unit 1

This unit provides students with the mathematical knowledge, understanding and skills to

solve problems relating to addition and subtraction, length, mass, capacity and time. It

involves the extraction of information from, and the interpretation of, various simple forms

of data representation used in everyday contexts. The number formats in Unit 1 are whole

numbers and money.

Unit 2

This unit provides students with the mathematical knowledge, understanding and skills

relating to fractions and decimals to solve problems relating to multiplication and division,

perimeter, area and volume and qualitative probability from everyday contexts. The number

formats in Unit 2 are whole numbers, money, fractions and decimals.


• Response (50%)

• Practical Application / Statistical Investigation process (50%)


• GEMAE

Students who select this course in Year 11 will study Mathematics: Foundations Units 3 and 4 in Year

12 if they have not yet demonstrated the minimum standard for numeracy via the OLNA. Students

who have will move in Mathematics: Essentials.

Page | 63

GENERAL MATHEMATICS: Essential – Year 11

INTRODUCTION

The Mathematics Essential 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 learning and community settings. This course provides the opportunity for students to prepare for post‐school options of employment and further training.




Unit 1

This unit provides students with the mathematical skills and understanding to solve problems relating to calculations, the use of formulas to find an unknown quantity, applications of measurement and the use and interpretation of graphs.

Unit 2

This unit provides students with the mathematical skills and understanding to solve problems related to representing and comparing data, percentages, rates and ratios, and time and motion.


• Response (50%)

• Practical Application / Statistical Investigation process (50%)


• GEMAE

Students who select this course in Year 11 will study Mathematics: Essential Units 3 and 4 in Year 12.

Page | 64

GENERAL MATHEMATICS: Essential – Year 12

INTRODUCTION

The Mathematics Essential 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 learning and community settings. This course provides the opportunity for students to prepare for post‐school options of employment and further training.




Unit 3

This unit provides students with the mathematical skills and understanding to solve problems related to measurement, scales, plans and models, drawing and interpreting graphs and data collection.

Unit 4

This unit provides students with the mathematical skills and understanding to solve problems related to probability, earth geometry and time zones, loans and compound interest.


• Response (40%)

• Practical application

(45%)



• GTMAE

Page | 65

GENERAL CHILD, FAMILY AND COMMUNITY Year 11

INTRODUCTION

The Children, Family and the Community General course focuses on factors that influence human

development and the wellbeing of individuals, families and communities. Students develop an

understanding of the social, cultural, environmental, economic, political and technological factors which

have an impact on the ability of individuals and families to develop skills and lead healthy lives. They

recognise how promoting inclusion and diversity among individuals, families and groups in society

contributes to the creation of safe, cohesive and sustainable communities.


There are no minimum requirements for this course.


Unit 1

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, examine consequences and develop skills to accommodate actions

that impact themselves or others. Skills, processes, understandings and knowledge are

developed through individual and group experiences. Students design and produce products

and services that meet the needs of individuals, families and communities.

Unit 2

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.




• Response (15%)


• GECFC

Page | 66

GENERAL FOOD SCIENCE AND TECHNOLOGY Year 11

INTRODUCTION

Food impacts every aspect of daily life and is essential for maintaining overall health and wellbeing. Students develop practical food -related skills, understandings and attitudes that enhance their problem-solving abilities and decision-making skills. The Food Science and Technology General course enables students to connect with further education, training and employment pathways and enhances employability and career opportunities in areas that include nutrition, health, food and beverage manufacturing, food processing, community services, hospitality, and retail. Students will receive Barista training and a school-based Barista certificate at the end of the course.




Unit 1

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. Students devise food products, interpret and adapt recipes to prepare healthy meals and snacks that meet individual needs.

Content: Food as a commodity, Properties of food, Nutrition, Processing food, Food in Society.

Unit 2

This unit focuses on the supply of staple foods and the factors that influence adolescent food choices and ethical considerations. 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.

Content: This unit builds on the content covered in Unit 1.

Food as a commodity, Properties of food, Nutrition, Processing food, Food in Society.




• Response (10%)


• GEFST

Students who select this course in Year 11 will study Food Science and Technology Units 3 and 4 in Year 12.

Page | 67

GENERAL FOOD SCIENCE AND TECHNOLOGY Year 12

INTRODUCTION

Food impacts every aspect of daily life and is essential for maintaining overall health and wellbeing. Students extend their knowledge of the sensory, physical, chemical and functional properties of food and apply these in practical situations. New and emerging foods encourage the design, development and marketing of a range of products, services and systems. Food and allied health sectors represent a robust and expanding area of the Australian and global employment markets. Students will develop their Barista Training and the opportunity to run Cafés for school events.


Students should have completed the Year 11 Food Science and Technology course.


Unit 3

This unit explores the societal, lifestyle and economic issues that influence food choices. Students develop their expertise with technology skills to implement strategies to design food products and processing systems. Students follow occupational safety and health requirements, implement safe food handling practices and use a variety of foods and processing techniques to produce safe, quality food products.

Content: Food as a commodity, Properties of food, Nutrition, Processing food, Food in society, Laws and regulatory codes.

Unit 4

Description: This unit focuses on food spoilage and contamination and explores reasons for preserving food. Students investigate food processing techniques and principles of food preservation. Students apply the technology process to address a product proposal and produce a preserved food product.

Content: This unit builds on the content covered in Unit 3.

Food as a commodity, Properties of food, Nutrition, Processing food, Food in society, Laws and regulatory codes.




• Response (15%)



• GTFST

Page | 68

GENERAL MATERIALS, DESIGN AND TECHNOLOGY – Year 11

INTRODUCTION

Materials are the basic ingredients of technology. Materials are used to make machines and these machines use materials to make products. Materials also supply the energy to enable technology to function. Throughout history, the evolution of technology has been largely determined by the availability of materials. The strong historical links between materials, design and technology remain significant in society today. As long as the desire to create new opportunities and to continue to improve our quality of life remains, the development of materials will continue.




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.

Content: Nature and properties of materials, Materials in context, Design, Use of Technology, safety, Production management.

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.



• Design (25%)


• Response (15%)


• GEMDT

Students who select this course in Year 11 will study General Materials, Design and Technology (Metal) Units 3 and 4 in Year 12.

Page | 69

GENERAL MATERIALS, DESIGN AND TECHNOLOGY – Year 12

INTRODUCTION

Materials are the basic ingredients of technology. Materials are used to make machines and these machines use materials to make products. Materials also supply the energy to enable technology to function. Throughout history, the evolution of technology has been largely determined by the availability of materials. The strong historical links between materials, design and technology remain significant in society today. As long as the desire to create new opportunities and to continue to improve our quality of life remains, the development of materials will continue.


Students should have completed the Year 11 General Materials, Design and Technology (Metal) course.


Unit 3

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


Unit 4

Students learn about the nature of designing for a client, target audience or market. Students learn about the nature, properties and environmental impacts related to a variety of materials, and production techniques. Students apply an understanding of the elements and fundamentals of design and consider human factors involved in their design projects. They develop creative thinking strategies, work on design projects within specified constraints and consider the environmental impacts of recycling of materials.



• Design (25%)


• Response (10%)



• GTMDT

Page | 70

GENERAL ENGINEERING STUDIES – Year 11 INTRODUCTION

Engineers are involved in the design, manufacture and maintenance of a diverse range of products and

infrastructure integral to the functioning of society, business and industry. They rely strongly on their

creativity and problem solving to turn ideas into reality by applying lateral thinking and mathematical

and scientific principles, to develop solutions to problems, needs and opportunities. An engineer also

needs to be socially aware and involved in broader community issues; impacts on the environment,

sustainable energy, health and safety, and consultation processes to understand social attitudes and

opinion.

The Engineering Studies General course is essentially a practical course focusing on real-life contexts. It

aims to prepare students for a future in an increasingly technological world, by providing the foundation

for life-long learning about engineering. It is particularly suited to those students who are interested in

engineering and technical industries as future careers.




Unit 1

In this unit, students develop an understanding of the engineering design process. They

study and interpret a given design brief, learn a range of research skills and devising

methods to develop concepts, then plan and communicate proposed solutions to the given

design brief. They study core engineering theory and relevant theory of their chosen

specialist area, and learn to integrate and use this knowledge to develop and present

proposals for practical solutions.

Unit 2

In this unit, students focus on the topics of automation and technical innovation. They

investigate engineering examples within these themes and the impact these technologies

have on society. Students study and interpret a given design brief. They develop responses

to the brief through a process that requires them to engage in a range of activities including:

researching similar existing engineered products; sketching, drawing and annotating

concepts; and choosing the preferred concept for production as a prototype or working

model.


• Design (20%)


• Response (10%)


• GEEST

Students who select this course in Year 11 will study General Materials, Design and Technology (Wood) Units 3 and 4 in Year 12.

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GENERAL ENGINEERING STUDIES – Year 12 INTRODUCTION

Engineers are involved in the design, manufacture and maintenance of a diverse range of products and

infrastructure integral to the functioning of society, business and industry. They rely strongly on their

creativity and problem solving to turn ideas into reality by applying lateral thinking and mathematical

and scientific principles, to develop solutions to problems, needs and opportunities. An engineer also

needs to be socially aware and involved in broader community issues; impacts on the environment,

sustainable energy, health and safety, and consultation processes to understand social attitudes and

opinion.

The Engineering Studies General course is essentially a practical course focusing on real-life contexts. It

aims to prepare students for a future in an increasingly technological world, by providing the foundation

for life-long learning about engineering. It is particularly suited to those students who are interested in

engineering and technical industries as future careers.


Students should have completed the Year 11 General Materials, Design and Technology (Wood) course.


Unit 3

In the development of an engineering project, students study core engineering theory and theory in

their chosen specialist area. They develop an understanding of the different forms of energy, uses of

these different forms and sources of renewable and non-renewable energy. In this unit, students also

develop a greater understanding of the engineering design process and learn and apply more complex

theory and understanding to a student developed design brief. Given guidelines and a context,

students develop and respond to the design brief through a process that requires them to investigate

existing products, construction materials and components. Design ideas are developed through

annotated sketches and concept drawings. Students select and analyse the most suitable concept for

production as a prototype or working model.

Unit 4

In this unit, students develop their understanding of core and specialist area theory to better

understand the scientific, mathematical and technical concepts that explain how engineered products

function. They study the impact of the different forms of obsolescence in engineering products, on

society, business and the environment.

Students refine their understanding of the engineering design process. Students develop a design

brief, and respond to the brief, through a process that requires them to engage in a range of activities,

and investigate construction constraints, materials and components. Design ideas are developed

through annotated sketches and concept drawings. Students select and analyse the most suitable

concept for production as a prototype or working model.


• Design (25%)


• Response (10%)



• GTEST

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SECTION E

Vocational Education and Training (VET)

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VOCATIONAL EDUCATION AND TRAINING

OVERVIEW

Vocational Education and Training (VET) in Schools programs provide the opportunity for students to gain a nationally recognised qualification along with workplace experience and skills, while at school.

The VET system and the education system are distinct but complementary. The VET sector is industry driven allowing industry to indicate the skills and knowledge needed and the qualifications are linked to job roles. VET is lined up to match industry skill requirements and skill shortage areas.

Vocational Education and Training (VET) is a valuable option for students. It engages them in work-related learning that helps their transition into a broader range of post-school opportunities. This may be for university, further training and/or the workforce.

Delivery, assessment and the certification of VET qualifications are the responsibility of Registered Training Organisations – RTOs. All RTOs, and the qualifications and statements of attainment they certify, must meet the VET Quality Framework standards or the Australian Quality Training Framework (AQTF) essential conditions and standards. Some certificates will incur a cost dependent on the RTO.

VET CONTRIBUTION TO THE WACE

Students are required to achieve 14 C grades (or equivalents) in Year 11 and Year 12 ATAR or General units, including at least six C grades in Year 12 ATAR or General units (or equivalents).

Unit equivalence can be obtained through Vocational Education and Training (VET) programs and/or

endorsed programs. The maximum unit equivalence available through these programs is eight units –

four Year 11 units and four Year 12 units. Students may obtain unit equivalence as follows:

• up to eight unit equivalents through completion of VET programs, or

• up to four unit equivalents through completion of endorsed programs, or

• up to eight unit equivalents through a combination of VET and endorsed programs, but with endorsed programs contributing no more than four unit equivalents (two Year 11 and two Year 12 units).

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

• VET qualifications equivalence

Certificate II Two unit in Year 11 And two units in Year 12

Certificate III or higher Two units in Year 11 And four units in Year 12

Maximum unit equivalence for Year 11 is four

Maximum unit equivalence for Year 12 is four

• Endorsed Programs – unit equivalence is identified on the Authority’s approved list of endorsed programs. Endorsed programs address areas of learning not covered by other courses. Examples include workplace learning, sports camps, cadetships (e.g Air Force cadets), performance in school productions and independently administered examinations in music, speech and drama. These programs are delivered in a variety of settings by schools, community organisations, universities and training organisations.

• Workplace Learning - is an endorsed program that provides an opportunity for a student to demonstrate and develop the core skills for work, referred to as generic, transferable or employability skills. Students learn to apply and adapt these skills that are necessary to understand and carry out different types of work. Workplace Learning is provided as a one day a week work experience placement in industry.

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Certificate Courses delivered through

ONSITE at St Luke’s College

VET DELIVERY AT ST LUKE’S COLLEGE

Through working in partnership with various Registered Training Organisations (RTOs) and ONSITE the college is able to offer a range of VET qualifications, including Pre-apprenticeships and Specialist Programs for Year 11 and 12 students.

The Pre-apprenticeships and Specialist Programs delivered externally will involve the student attending an Institute of Technology (TAFE) for one or two days a week depending upon the course selected. Students who undertake these qualifications through the College that takes them out of school for two days will only select five courses, with their sixth course being ‘study’. This will give the student one period a day to allow them to catch-up the work that they have missed whilst completing their certificate qualification away from the College.

To be considered for one of the courses students must be enrolled in ONSITE to participate. Students need to fill in an Application Form and attend an interview, some courses require the student to sit an aptitude test.

Please Note: that to offset the cost of induction, materials, placement and site visits of students by the Regional Coordinator, students taking courses through ONSITE will be charged a fee TBA.

Below is a list of the proposed VET Certificates St Luke’s College will be offering through ONSITE in 2021 and in the pages following is a brief description of them.

ONSITE – VET and Specialist Programs

SIS20115 - Certificate II Sports & Recreation Delivery mode: Threaded through the student’s College timetable. This course suits a student who wishes to achieve two certificate courses with different modes of delivery or one certificate course with a maximum of two ATAR subjects. Course Overview:

This qualification allows individuals to develop basic functional knowledge and skills for work in customer contact positions in the sport or community recreation industry. These individuals are competent in a range of administrative activities and functions within a team and under supervision. They are involved in mainly routine and repetitive tasks using practical skills and basic sport and recreation industry knowledge. They work in locations such as sport & recreation centres or facilities, leisure & aquatic centres assisting with the conduct of recreation activities, local Primary Schools and facility maintenance and operations. Further Studies: Certificate III in Sports & Recreation Certificate III in Fitness Employment Opportunities:

• Community activities assistant • Customer service assistant • Leisure assistant

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• Recreation assistant • Retail assistant • Grounds assistant • Facility assistant

Sports & Recreation Levy $140

SIS20213 – Certificate II in Outdoor Recreation Delivery mode: Threaded through the student’s College timetable. This course suits a student who wishes to achieve two certificate courses with different modes of delivery or one certificate course with a maximum of two ATAR subjects. Course Overview: The Certificate II in Outdoor Recreation will provide you with the skills and knowledge to work as part of a team in a range of activities. You will develop fundamental skills in water rescue (Bronze Medallion), safety/risk management, first aid, food preparation, minimal impact, Recreational Skipper’s Ticket training, as well as learning to assist in the planning and running of outdoor activities. Further studies: Certificate III in Outdoor Recreation. Employment Opportunities:

• Outdoor activity assistant

• School camp activity assistant

• Water-sports activities assistant

• Outdoors supplier retail assistant

• Marine Tourism

• Tour Guide Outdoor Education Levy $640 per year

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2021 PILBARA VET Delivered to Secondary Students

Vocational Education and Training delivered to secondary students encompasses courses undertaken by school students in Years 11 and 12 as part of their senior secondary certificate. Please see below an indicative list of Profile-funded qualifications available from North Regional TAFE in 2021. This is subject to viable class sizes. Schools will be allocated VET hours and will be advised of successful 2021 course selections and student numbers by November 2020.

Location availability The availability of each course at any location is dependent on viable student numbers (generally 8 students per class), lecturer availability and suitable facilities/equipment. Minimum numbers apply in relation to VET delivered to secondary students, SBTs and PAIS for any given qualification. Note that some qualifications require specified minimum work placement hours in addition to class time. Please discuss with NRT’s School Delivery Coordinator which qualifications can be delivered in your location.

Part qualifications Schools can apply for delivery of skills sets from within a Qualification that is VET funded or FFS.

Course description Please refer to our website www.northregionaltafe.wa.edu.au for a full description of our qualifications or grab a copy of our North Regional TAFE course guide.

Key VS = VET Delivered to Secondary Students – fee exempt K = Karratha

SBT = School Based Trainee – fee exempt N = Newman

PAIS = Pre-Apprenticeships in Schools – fee exempt P=Pundulmurra

FFS = Fee for Service R = Roebourne

ASBT = Aboriginal School Based Training – fee exempt O = Onslow

J = Jigalong T = Tom Price

Y = Yandeyarra

Courses and Campus not listed? • Not able to find the course you were looking for or the delivery mode does not suit the school

cohort? Please contact NRT to discuss any specific requirements.

Most of NRT’s courses are also available on a Fee for Service basis.

• Remote Schools to negotiate their requirements with NRT.

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

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NRT SCOPE DTWD Profile Funding Campus Delivery Mode

Qualifications VS SBT PAIS

AHC20416 - Certificate II in Horticulture Yes Yes K,N,P,R,O,J,T,Y

4 day (Tues to Fri) Blocks

AHC21016 - Certificate II in Conservation and Land Management

Yes Yes K,N,P,R,O,J,T,Y

4 day (Tues to Fri) Blocks

AUR20516- Certificate II in Automotive Servicing Technology

Yes Yes Yes K, P,R, N, Y K R: Day Release P,N,Y: Blocks

AUR20716- Certificate II in Automotive Vocational Preparation

Yes K P,R, N, Y K R: Day Release P,N,Y: Blocks

BSB20115- Certificate II in Business Yes Yes K,N,P,R,O,J,T,Y

K :Day Release Others: Flexible

BSB30115- Certificate III in Business

Yes K,N,P,R,O,J,T,Y

Flexible

CHC22015- Certificate II in Community Services ***

Yes Yes K, P,T K :Day Release P: Blocks T: Flexible

CHC30113- Certificate III in Early Childhood Education and Care***

Yes Yes K,N,P,T Flexible

CHC30213- Certificate III in Education Support***

Yes K,P,N Flexible

CPC20211- Certificate II in Construction Pathways


Blocks

CUA20715- Certificate II in Visual Arts Yes R, K Day Release

ICT20115- Certificate II in Information, Digital Media and Technology


Online (Flexible)

MEM20105- Certificate II in Engineering (Pathways: Heavy Fabrication / Mechanical Fitter and Machinist)#

Yes Yes K,N,P,T Blocks

MEM20413- Certificate II in Engineering Pathways

Yes K,N,P,T Blocks

SHB20116- Certificate II in Retail Cosmetics Yes Yes K,P K :Day Release P: Blocks

SHB20216- Certificate II in Salon Assistant Yes Yes K Day release / potential extra blocks

SIS20115- Certificate II in Sport and Recreation

Yes Yes K,N,P,R Blocks / Day Release

SIS30115- Certificate III in Sport and Recreation

Yes Yes K,N,P,R Blocks / Day Release

SIT20116- Certificate II in Tourism*** Yes Yes K,N,P,R,O,J,T,Y

Online

TLI21616 - Certificate II in Warehousing Operations

Yes Yes K P Blocks (P: SBT only)

TLI21815 - Certificate II in Logistics Yes K P Blocks

UEE20911 Certificate II in Electronic Assembly

Yes K,P TBA

UEE22011 - Certificate II in Electrotechnology (Career Start)#

Yes K,P Blocks

Cert II Autonomous Workplace Operations

Yes K, N TBA

Note: ***Requires Work Placement

# Options for simulated work placement being explored for PAIS

http://training.gov.au/Training/Details/AHC21010

http://training.gov.au/Training/Details/AHC21010

http://training.gov.au/Training/Details/AUR20716

http://training.gov.au/Training/Details/AUR20716

http://training.gov.au/Training/Details/BSB20115

http://training.gov.au/Training/Details/BSB30115

http://training.gov.au/Training/Details/CHC22015






https://training.gov.au/Training/Details/CPC20112

http://training.gov.au/Training/Details/CUA20715

http://training.gov.au/Training/Details/ICT20115

http://training.gov.au/Training/Details/ICT20115

http://training.gov.au/Training/Details/MEM20105



http://training.gov.au/Training/Details/SIS20313




http://training.gov.au/Training/Details/SIT20116

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ASBT institutional qualifications available: The following training package qualifications and accredited courses will be available for Year 10 students:

• 52769WA Certificate I in Gaining Access to Training and Employment (GATE);

• 52773WA Certificate I in Leadership;

• AHC10116 Certificate I in Conservation and Land Management; and

• RII10115 Certificate I in Resources and Infrastructure Operations****

• AUR10116 Certificate I in Automotive Vocational Preparation

• MEM10105 Certificate I in Engineering

• SIT10116 Certificate I in Tourism (Australian Indigenous Culture)

The following training package qualifications and accredited courses will be available for Year 11 and 12 students:

• 52774WA Certificate II in Leadership;

• AHC21016 Certificate II in Conservation and Land Management; and

• RII20115 Certificate II in Resources and Infrastructure Work Preparation ****

**** Please note that licensing requirements may apply and may not be available at all campuses.

NRTAFE release course offerings each year depending on staff allocations within specific qualifications. The school allocates one day a week for students to attend TAFE, SBT (Student Based Traineeship), work placements or to work independently in the library. Qualifications require one of the follow learning methods:

• Face to face delivery (one day a week at TAFE) • Flexi learning through online studies where the lecturer visits the students

once a month at the school (Students work independently in the library at school on the given TAFE day

• Alternating fortnightly TAFE / Work placement one day a week • TAFE blocks, students attend approximately six block weeks a year and attend

the workplace one day a week (SBT)

SIS20115 - Certificate II in Sports and Recreation Delivery mode: Face to face delivery at TAFE Course Overview: This qualification provides the skills and knowledge for an individual wishing to work in the sport and recreation industry in a generalist capacity. Likely functions for someone with this qualification can include providing support in the provision of sport and recreation programs, grounds and facilities maintenance, routine housekeeping, retail and customer service assistance, administrative assistance or bar and café service in locations such as fitness centre, outdoor sporting grounds or complexes or aquatic centres. All job roles are performed under supervision. Employment Opportunities: The following are indicative job roles for this qualification:

•

•

•

•

recreation assistant administration assistant grounds assistant retail assistant

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BSB20115 - Certificate II Business Delivery mode: Face to face delivery at TAFE Course Overview: This is a self-paced course designed for those without experience in the business sector looking for a career. Skills practiced include: setting up an email account, develop word processing and excel as well as teaching you other essential skills related to the business environment. Employment Opportunities • clerical worker

• administration assistant

• data entry operator

• information desk clerk

• office junior

• receptionist. Further study opportunities: Certificate III in Business or Certificate III in Business Administration

ICT20115 - Certificate II Information, Digital Media and Technology Delivery mode: Flexi learning through an online course and lecturer visits once a month Course Overview: This qualification will provide you with practical skills and knowledge to operate the essential functions of software applications of a computer. You will learn skills that will enable you to operate a computer and use software applications which could include packages for work processing, spreadsheets, databases, presentation packages, internet, email and basic web page construction. You will also learn about the different fields of information technology. Employment Opportunities: Successful completion of this qualification provides you with basic computing skills to support a wide range of varying industry occupations with role title such as office assistant, records assistant, junior office support. Further study opportunities: Certificate II in Information, Digital Media and Technology

SIT20116 - Certificate II Tourism Delivery mode: Online course with online interaction, students work independently in the library on the given TAFE day or students can attend the workplace (SBT) on the given TAFE day. Course Overview: This qualification will give you knowledge of the tourism industry as well as some introductory administrative skills. You will also learn introductory skills in customer service and simple computing skills. Employment Opportunities:

•

•

•

•

•

•

•

documentation clerk for a tour wholesaler or travel agency museum attendant office assistant for a tour operator receptionist and office assistant for a professional conference organiser or event management business receptionist and office assistant in a travel agency retail sales assistant in an attraction ride attendant in an attraction.

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CHC22015 - Certificate II Community Services Delivery mode: Face to face delivery at TAFE / shared with fortnightly work placement Course Overview: This qualification will provide you with the practical skills and knowledge to participate in local government and community organisations that seek to encourage and assist community groups to identify their needs, and plan and develop appropriate services and facilities to meet those needs. You will learn about the community services sector and ethical behaviour. You will also develop skills in communication, information provision and processing, administration support, networking and group support. Employment Opportunities: Successful completion of this qualification provides you with the opportunity to gain entry level positions in the community services sector. Employment opportunities are enhanced with further study.

Further study opportunities: Certificate III in Community Services Work

AUR20716 - Certificate II in Automotive Vocational Preparation

Delivery mode: Face to face delivery at TAFE Course Overview: Maximum 12-month course This qualification provides an introduction into the automotive industry. It covers the skills and knowledge required to perform a limited range of tasks relating to identifying and inspecting mechanical and electrical components and systems of light vehicles, heavy vehicles, outdoor power equipment, bicycles, marine craft and motorcycles. Participants will gain the skills and knowledge required to perform minor maintenance and repair of an automotive vehicle body. Employment Opportunities: Apprentice Automotive Mechanic Vehicle Service Assistant

AUR20516 - Certificate II in Automotive Servicing Technology Delivery mode: TAFE blocks & SBT Course Overview: This qualification provides participants with basic electrical and mechanical skills, and the ability to service a car. Throughout the course, participants will learn how to repair engines, transmission and suspension on light vehicles. Skills participants will gain:

•

•

•

•

•

•

Monitor environmental and sustainability best practice in an automotive workplace Meet workplace OHS requirements Identify basic automotive faults Use and maintain workplace tools and equipment Service final drive assemblies Service final drive (driveline)

Employment Opportunities: Apprentice Automotive Mechanic

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UEE22011 - Certificate II in Electrotechnology (Career Start) Course Overview: This entry level qualification will provide you with the practical skills and knowledge to work safely in an Electrotechnology environment. Pre-apprentices are exposed to; solving problems in D.C. circuits, use of routine equipment/plant/technologies in an energy sector environment, identify and select components, accessories and materials for energy sector work, apply environmentally and sustainable procedures in the energy sector, attach cords and plugs to electrical equipment for connection to a single phase 230 Volt supply, repair basic computer equipment faults by replacement of modules/sub-assemblies, repairs basic electronic apparatus faults by replacement of components, and establish the basic operating conditions of vapour compression systems. When you complete the Certificate II in Electrotechnology (Career Start), you'll be what employers are looking for as an apprentice in the electrical, instrumentation or electrical servicing trades. Further study opportunities:

• Certificate III in Electrotechnology Electrician

• Certificate III in Electrical Fitting

• Certificate IV in Electrotechnology - Systems Electrician

MEM20105 - Certificate II in Engineering (Pathways: Heavy Fabrication / Mechanical Fitter and Machinist) Course Overview: This qualification will provide you with practical skills and knowledge in a range of metals and engineering industry areas. Pre-apprentices are exposed to the fabrication trade, you will learn skills in using hand and power tools, measuring and calculating, technical drawing and drafting, load shifting, thermal cutting, using forging and casting equipment, and welding. You will also learn about safety in the workplace, computing and maths. You will practice the skills you have learned in a workshop environment. The units in Traineeships are customised according to the individual Training Agreement that is negotiated with the employer and may vary (within the Qualification rules) in each case. Graduates can continue their studies in a metal fabrication / mechanical fitting or machinist apprenticeship employed as Engineering/manufacturing Employees. Cert III as defined in the Manufacturing and Associated Industries and Occupations Award or in related industries where Engineering/ Manufacturing Employees work. You will need to be employed and registered as an apprentice/trainee before you can commence apprenticeship/traineeship training. Further study opportunities:

• Certificate III in Engineering - Production Systems

MEM20413 - Certificate II in Engineering Pathways Course Overview: This qualification delivers broad-based underpinning skills and knowledge in a range of engineering and manufacturing tasks which will enhance the graduate’s entry-level employment prospects for apprenticeships, traineeships or general employment in an engineering-related workplace. The learning program aims to develop trade-like skills but not attempt to develop trade-level skills. The outcome level of welding skills from this qualification introduces welding, how it can be used to join metal and having the opportunity to weld some metal together with machining and working on lathes etc. The focus is having the skills to use engineering tools and equipment to produce or modify objects in a safe manner for each learner and those around them.

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Further studies opportunities:

• Certificate III in Engineering - Fabrication Trade

• Certificate III in Engineering - Mechanical

• Certificate III in Engineering - Production Systems

CPC20112 - Certificate II in Construction Pathways

Delivery mode: TAFE blocks & SBT

Course Overview:

This qualification will provide you with the practical skills and knowledge to undertake a range of manual labouring tasks on building and construction sites. You will learn about safe work practices, using equipment and tools and effective communication. You will also learn skills that will enable you to read plans, take measurements, concrete surfaces, prepare surfaces, prepare for various construction stages, and organise your work.

Employment Opportunities: Apprenticeship AHC21016 - Certificate II in Conservation and Land Management

Delivery mode: Face to face at TAFE / TAFE blocks & SBT

Course Overview:

This qualification will provide you with the practical skills and knowledge to assist with a range of tasks to maintain and restore natural and cultural places and farmland. You will learn about workplace safety, environmental work practices, providing first aid, and treating weeds. You will also be able to choose from a range of subjects which include working with plants and animals, construction and maintenance, using machinery and equipment, and managing resources. You will be able to focus your studies in different areas which include conservation earthworks, Indigenous land management, lands, parks and wildlife, natural area restoration and management, weed management and vertebrate pest management.

Further Studies: Certificate III in Conservation and Land Management

AHC20416 - Certificate II in Horticulture Delivery mode: Face to face at TAFE / TAFE blocks & SBT Course Overview: Learn a new skill or develop your current Horticultural skills and knowledge in a fun and informative environment. This course will provide you with the practical skills and knowledge to undertake a broad range of tasks in gardening, nursery work and landscaping. You will learn:

•

• Skills in the safe handling and use of pesticides, and general workplace safety.

• Skills in propagation, tending nursery plants, planting, pruning, treating weeds, pests and diseases, maintaining garden beds and irrigation.

• Using a range of horticultural equipment

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Further Studies: Certificate III Horticulture qualifications

TLI21815 - Certificate II in Logistics Delivery mode: Face to face at TAFE / Blocks & SBT Course Overview:

Logistics is essential to the developing resources sector in the Pilbara and Kimberley. Logistics is all about assisting in the accurate planning and flow of materials or equipment to increase productivity in the sector. The Certificate II in Logistics can be offered as part of a 12-month traineeship or face to face delivery. The focus of this course will be offering students the knowledge and practical hands on experience in the workplace. Further Studies: Certificate III in Logistics TLI201616 - Certificate II in Warehousing Operations Delivery mode: face to face / flexible with a work placement Course Overview: North Regional TAFE is offering Certificate II in Warehouse Operations in Karratha to cater for the increased demand for qualified operators in the transport and logistics industry. This is a general qualification for the Warehousing and Storage Industry and involves a range of tasks involving known routines and procedures, and taking some accountability for the quality of work outcomes. Further Opportunities:

• Certificate III in Logistics

• Employment SHB20116 - Certificate II in Retail Cosmetics Delivery mode: Face to face at TAFE or SBT Course Overview: This qualification reflects the role of retail sales personnel involved in a defined range of tasks to sell and demonstrate beauty or cosmetic products. They follow known routines and procedures and work under direct supervision. This qualification offers a selection of electives, these must be guided by the job outcome sought, local industry requirements and the complexity of skills appropriate to the AQF level of this qualification. Employment opportunities: This qualification provides a pathway to work as a retail sales consultant in any business that sells beauty or cosmetic products and services. This can include beauty and hairdressing salons, retail outlets and department stores.

SHB20216 - Certificate II in Salon Assistant

Delivery Mode: face to face / flexible

Course Overview:

This is a preparatory qualification which provides a defined and limited range of basic skills and

knowledge used in hairdressing salons by individuals who provide assistance with client services.

These routine and repetitive tasks are completed under direct supervision and with guidance from

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hairdressers who manage the client service. The Certificate II in Salon Assistant provides you with

the skills to work as a hair salon assistant in a hairdressing salon. You will learn a range of basic skills

and knowledge used in hairdressing salons by individuals who provide assistance in client services.

You will learn everything you need know to provide a top quality service.

CUA20715 - Certificate II in Visual Arts

Delivery mode: Face to face at TAFE

Course Overview:

The qualification allows participants to develop the basic creative and technical skills that underpin

visual arts practices. Come and join in on the fun while you explore your artistic talents, and by the

end of the course you'll be on your way to creating your very own masterpiece.

This course provides a pathway to a wide range of other qualifications in visual arts and craft, or

more broadly, the creative industries.

Employment opportunities:

Successful completion of this qualification provides you with skills which may lead to employment

as a trainee or junior assistant in a craft studio or visual art studio performing mainly routine tasks

under direct supervision.

Further study opportunities:

Certificate III in Visual Arts

CHC30113 - Certificate III in Early Childhood Education Care

Delivery mode: TAFE Block Delivery & SBT / Self-paced

Course Overview:

Make a difference in children’s’ lives by learning how best to support their wellbeing, learning and

development. This course is the nationally regulated entry level qualification for working in Early

Childhood Education and Care settings.

You will learn how to implement the National Quality Framework, National Regulations and

National Quality Standards to support the education and care of children from birth to school age.

You will develop skills in facilitating children’s play, cultural competence, and creating healthy and

safe environments.

As part of this qualification, you will undertake a supervised 120 hours of work placement where

you will be able to apply the skills and knowledge you have learned. A federal police clearance and

Working with Children Check are required prior to placement.

Further Studies:

Diploma in Early Childhood Education Care

CHC30213 - Certificate III in Education Support

Delivery mode: Self-paced online/book work course work alongside a work placement

Course Overview:

This qualification will provide you with the practical skills and knowledge to assist the teaching staff

in schools and provide care and supervision for children from kindergarten to Year 10. You will learn

how to implement planned education programs, assist students in their learning and development,

contribute to the safety and health of students and support students with additional needs. You will

also learn how to work with children and young people at risk of harm, work effectively with

culturally diverse students, families and co-workers and gain an introductory knowledge into

working with children with special needs. As part of this qualification you will undertake a

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supervised work placement where you will be able to apply the skills and knowledge you have

learned.

Further Studies:

Certificate IV in Education Support __________________________________________

The following TAFE training package qualifications and accredited courses will be available for year 11 and 12 students subject to DTWD advice for 2020/21:

• Certificate II in Leadership – 52774WA

• Certificate II in Resources & Infrastructure Work Preparation** **Please note that licensing requirements may apply and may not be available at all campuses. 52774WA - Certificate II in Leadership Delivery mode: face to face / flexible with TAFE Course Overview: This course is designed to help participants progress into further education, training, employment or community work. It provides a good stepping stone for further studies, progressing into the workplace and becoming actively involved in the community. It also provides participants with employability skills which are applicable to a range of industries and career groups. A major component of this course is active participation in a team or community based project. Participants are required to work in a team to undertake a practical project which benefits not only the team or community, but also contributes to their own skill development and achievement.

AHC21016 - Certificate II in Resources & Infrastructure Work Preparation Delivery mode: face to face / TAFE block Course overview: This course is a pathway qualification designed to prepare participants to successfully undertake a Certificate III from the resources and infrastructure industry training package. Participants will gain knowledge in routine tasks and procedures, practical skills and fundamental operational knowledge. 52845WA - Certificate II in Autonomous Workplace Operations Delivery mode: TBA Course Overview: Become part of the wave of future technologies in automation. This course allows students to develop a good understanding of the emerging technologies in the resources sector. Learn how automation is innovating mobile and fixed plant operations, get an introduction to Programmable Logic Controllers (PLCs) and process control operations. These skills are in high demand in the sector, so graduates will be well placed to pursue a traineeship or apprenticeship following this course. The course will equip students with the underpinning knowledge and skills to demonstrate:

• An awareness of an autonomous workplace

• How it operates

• What unique safety systems are present?

• How the human-machine interface operates

• What, why and how data is used within such workplaces

Considerable change is already underway, with many industries transitioning towards automation. In Western Australia, this especially applies to areas such as agriculture, mining, oil and gas and manufacturing. Some examples of automation in the workplace include:

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• Rio Tinto's world-first fully autonomous iron ore railway system and autonomous trucks.

Find out more here https://www.riotinto.com/en/about/innovation/automation

• Remote operations centres which command company operations from a single location

• Autonomous drilling, drones and advanced sensors

• Gathering, validating and reporting 'big data' to drive operational decision making

What skills are required? A solid understanding of maths and physics, creative thinking, detail focused and an interest in developing programs that control external devices and networks. Employment Opportunities: Traineeship/Apprenticeship Cert II Autonomous Workplace Operations

https://www.riotinto.com/en/about/innovation/automation

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School-Based Traineeships (SBT)

School Based Traineeships provide training to students with valuable employment skills, hands-on industry experience and a nationally recognised certified qualification, while still completing Yr11 & 12. SBT days are run on the same day as TAFE course face to face offerings.

Students are able to take on a maximum of two ATAR subjects alongside their SBT. There are no pre-requisites for a SBT, however, it is advised that students provide evidence of part-time work or positive feedback from their two-week work experience placement at the end of year 10. SBT students are required to sign a formal binding contract between the employer / parent / student / school. Apprenticeship Support Australia form the contract agreement. It is crucial that students understand their obligation to their traineeship and certificate course and follow it through.

Mrs. Potter assists students with their qualification selection, contact with industry and ongoing assistance throughout the qualification. A consultant for Industry Traineeships will also liaise with the employer, student, parent and school to prepare a contract for the traineeship to go ahead. Once a qualification / employer is selected, the employer / student / parent / school sign a contract binding the student with their studies and work placement.

SBT’s are government funded providing the employer a subsidy for taking on a trainee. Students are paid a minimum wage for the one day a week work placement and are required to work a minimum of 7.5 hours a week. Online studies link with the work placement duties related to the specific qualification, these are completed in the student’s own time. Some employers are supportive in assisting students with one hour’s work contributing towards their online studies.

SBT course facilitators are based in Perth and the Pilbara where students are able to complete online studies / mentoring support whilst attending a work placement locally.

SBT’s cover a broad area in Industry depending on the availability within the Pilbara region. SBT’s running at present in Karratha are:

• Early Childhood and Education • Education Support • Retail Services • Hospitality • Business • Automotive Servicing Technology • Retail Cosmetics (Beauty) • Tourism • Community Services • Construction Pathways • Logistics • Warehouse Operations • Salon Assistant • Engineering

To assist with finding an employer in a chosen Industry, visit: www.skillsroad.com.au

http://www.skillsroad.com.au/

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SBT Course offerings through an outside

RTOs: Tubal The College uses other RTOs besides North Regional TAFE for students wishing to gain experience in the workplace alongside their studies. Below are some of the courses available through the support of the RTO and local business community. The course offerings below are self-paced, students work independently and are allocated study time in the workplace with the support of their supervisors. Entry requirements: Whilst there are no set entry requirements, the College would prefer students to attain the following: • A good command of written English • Interview required to evaluate aspects of independent learning, time management, etc. • Access to a laptop with word processing, PDF reader capabilities and an internet connection • Ability to allocate appropriate study hours per week outside of school hours BSB20115 - Certificate II in Business The Certificate II in Business qualification is suitable for people who perform a range of mainly routine tasks using limited practical skills and fundamental operational knowledge in a defined context, working under direct supervision. Job roles suitable for this qualification include Administration Assistant, Office Junior, Receptionist and Data Entry Operator. Further study/employment opportunities:

• Certificate III in Business (Traineeship)

BSB30115 - Certificate III in Business The Certificate III in Business qualification reflects the role of individuals who apply a broad range of competencies in a varied work context using some discretion, judgment and relevant theoretical knowledge. They may provide technical advice and support to a team. Job roles suitable for this qualification include Customer Service Advisor, Data Entry Operator, General Clerk, Payroll Officer or Work Processing Operator. This qualification is available as a Workplace Traineeship. Further study/employment opportunities:

• Certificate IV in Business (Traineeship)

SIT20316 - Certificate II in Hospitality This qualification reflects the role of individuals who have a defined and limited range of hospitality operational skills and basic industry knowledge. They are involved in mainly routine and repetitive tasks and work under direct supervision. This qualification is suitable for VET in Schools and Workplace Traineeships. This qualification provides a pathway to work in various hospitality settings, such as restaurants, hotels, motels, catering operations, clubs, pubs, cafés, and coffee shops. Possible job titles include:

• bar attendant

• café attendant

• catering assistant

• food and beverage attendant

• front office assistant

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• porter

• room attendant

Further study/employment opportunities:

• Certificate III in Hospitality (Traineeship)

SIT30616 - Certificate III in Hospitality This qualification reflects the role of individuals who have a range of well-developed hospitality service, sales or operational skills and sound knowledge of industry operations. Using discretion and judgement, they work with some independence and under limited supervision using plans, policies and procedures to guide work activities. This qualification provides a pathway to work in organisations such as restaurants, hotels, motels, clubs, pubs, cafés, and coffee shops. This qualification allows for multiskilling and for specialisation in accommodation services, food and beverage and gaming. Possible job titles include:

• espresso coffee machine operator

• food and beverage attendant

• front desk receptionist

• front office assistant

• function attendant

• function host

• gaming attendant

• guest service agent

• housekeeper

• restaurant host

• senior bar attendant

Further study/employment opportunities:

• Certificate IV in Hospitality (Traineeship)

SIT20216 - Certificate II in Holiday Parks and Resorts This qualification reflects the role of individuals who have a defined and limited range of operational skills and basic industry knowledge. They are involved in mainly routine and repetitive tasks and work under direct supervision. This qualification provides a pathway to work in a holiday park and resort office, housekeeping, grounds maintenance, or across different operational areas. Further study/employment opportunities: • Certificate III in Holiday Parks and Resorts (Traineeship) SIT30416 - Certificate III in Holiday Parks and Resorts This qualification reflects the role of individuals who use a range of well-developed operational skills and knowledge of industry operations to complete work activities. Using discretion and judgement, they work with some independence and under limited supervision using plans, policies and procedures to guide work activities. This qualification provides a pathway to work in holiday parks and resorts as a specialist in front office, housekeeping or grounds maintenance, or a multi-skilled worker across different operational areas. Further study/employment opportunities: • Certificate IV in Holiday Parks and Resorts (Traineeship)

SIT20116 - Certificate II in Tourism

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The Certificate II in Tourism provides a pathway to work in many tourism and travel industry sectors and for a diverse range of employers including travel agencies, tour wholesalers, tour operators, attractions, cultural and heritage sites, and any small tourism business. Work could be undertaken in an office environment where the planning of tourism and travel products and services takes place, in the field where products are delivered, or a combination of both. Individuals with this qualification have a defined and limited range of Tourism operational skills and basic industry knowledge. They are involved in mainly routine and repetitive tasks, and work under direct supervision. This qualification is suitable for a Traineeship arrangement. Further study/employment opportunities:

• Certificate III in Tourism (Traineeship)

SIT30116 - Certificate III in Tourism The Certificate III in Tourism opens doors for those wishing to work in the exciting and growing Tourism industry. The qualification provides candidates with a pathway to work in many tourism industry sectors and for a diversity of employers including tour operators, inbound tour operators, visitor information centres, attractions, cultural and heritage sites, and any small tourism business. The Certificate III in Tourism reflects the role of individuals who use a range of well-developed tourism service, sales or operational skills and sound knowledge of industry operations to coordinate tourism services. Using discretion and judgement, candidates work with some independence and under limited supervision using plans, policies and procedures to guide work activities. This qualification is suitable for Workplace Traineeship Arrangements. The Certificate III in Tourism allows for multi-skilling and for specialisation in office-based roles involving the planning and coordination of tourism services, or roles in the field where products are delivered. Possible job titles include:

• Adventure tourism guide

• Attendant or senior ride operator in an attraction or theme park

• Booking agent

• Cellar door salesperson and guide in a winery

• Customer service agent

• Guide and salesperson in an Indigenous cultural centre

• Inbound tour coordinator

• Marine tourism guide or dive tour operator

• Museum attendant

• Operations consultant for a tour operator

• Reservations sales agent

• Sales consultant

• Visitor information officer

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VET Workplace Learning RTO

AVT - services Animal Studies Certificate Courses

ACM20117 – Certificate II in Animal Studies

Course Overview:

The Certificate II in Animal Studies combines simple, easy to understand theory with a practical

placement in the animal care industry. The course is comprised of relevant topics covering the main

fundamental principles of working in the animal care industry. The theory component is delivered

via our interactive online learning portal, making learning both flexible and fun.

To gain the valuable practical skills required to successfully complete this course, you will be

required to spend 150 hours in an approved animal care organisation of your choice. We often refer

to this as your Work Placement. Your work placement will enable you to put into practice the

theory components of the course, develop essential hands-on skills that are necessary for a career

in the animal industry as well as complete the compulsory workplace assignments that are an

important part of the assessment towards your qualification. Suitable facilities might include

kennels, catteries, doggy day care centres, animal welfare shelters, pet shops (with animals),

wildlife rehabilitation centres or zoos.

Further study opportunities: Certificate III in Animal Studies

ACM30117 – Certificate III in Animal Studies

Course Overview:

Graduates have increased opportunities for employment in the animal care industry in both

voluntary and paid positions on course completion. Your certificate will be highly regarded within

the animal care industry and will strengthen your employment opportunities in this highly

competitive job market. This certificate will also award you recognition towards entry into further

studies. (e.g. Certificate IV in Companion Animal Services or Certificate IV in Veterinary Nursing).

The Certificate III in Animal Studies combines simple, easy to understand theory information with a

practical placement in the animal industry. The theory component is delivered via our interactive

online learning portal, making learning both flexible and fun.

To gain the valuable practical skills required to successfully complete this course, you will be

required to spend 250 hours in an approved animal care organisation of your choice. We often refer

to this as your Work Placement. Your work placement will enable you to put into practice the

theory components of the course and develop essential hands-on skills that are necessary for a

career in the animal industry. Suitable facilities might include kennels, catteries, doggy day care

centres, animal welfare shelters, pet shops (with animals), wildlife rehabilitation centres or zoos.

Further Study opportunities:

• Certificate IV in Veterinary Nursing

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Certificate III course offerings through a Nationally Recognised RTO: Australian

College

St Luke’s College have recently introduced a range of Certificate III courses through and external RTO; Australian College. They are a Nationally recognised RTO. These Certificate III courses are aimed at students who are: capable of working independently, managing their time well, self-motivated and able to research and reference. Each course runs with a flexible delivery study mode (including online with some projects / activities and/or skills-based training). The courses are self-paced and can be completed within 18 months. Students have the option of attending school based in the library one day a week to focus on their coursework and have access to support. Students can also choose a certificate course to replace a school graded subject which would be timetabled accordingly up and above another certificate course option, i.e.: Certificate II in Engineering. Once students are settled into their course, work placements will be encouraged to assist in gaining ‘on the job’ work experience within the chosen industry. Please refer to the Course Fees guide found at the end of this section. For more information about the courses, please visit the Australian College website: https://australiancollege.edu.au/ The Certificate III courses on offer are:

• SIS30315 - Certificate III in Fitness

• FNS30317 - Certificate III in Accounts Administration

• BSB30115 - Certificate III in Business

• BSB30215 - Certificate III in Customer Engagement

• SIT30516 - Certificate III in Events

• SIR30216 - Certificate III in Retail

• SIT30116 - Certificate III in Tourism

• SIT30216 - Certificate III in Travel

• ICT30118 - Certificate III in Information, Digital Media & Technology

Entry requirements:

• A good command of written English

• Access to computer with word processing, PDF reader capabilities and an internet

connection

• Access to a mobile device with the ability to produce MP4 or MOV video files and that has

compression software (Certificate III in Fitness)

• Ability to allocate appropriate student hours per week

SIS30315 – Certificate III in Fitness You will learn how to screen and assess a client's fitness using a variety of well-established assessment protocols. You will also learn how to develop effective exercise programs, using an evidence-based knowledge model and how to teach and evaluate exercise safely. The course has been developed to promote a high level of skill and will prepare you to work on the gym/studio floor with confidence.


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For this course you have 3 modules and 1 first aid unit (16 units of competency in total), to complete:

• Anatomy and Physiology (4 units)

• Working in the Industry (5 units)

• Exercise Prescription (6 units)

• Provide First Aid

You will also have access to the: Online Fitness Centre (OFC). Further study / employment:

• Certificate IV in Fitness

• Gym Instructor

FNS30317 – Certificate III in Accounts Administration The Certificate III in Accounts Administration online course will take you step-by-step through new or familiar technology that will soon have you efficiently administering accounts and taking logical steps to sort out financial problems. This course will teach you about accounts payable and receivable, how to create simple accounting spreadsheets, prepare bank receipts, operate a computerised accounting system and even put together financial reports. For this course you will have to complete 11 units of competency. Career opportunities

• Accounts Payable

• Accounts Receivable

• Accounts Assistant

• Accounts Officer/Clerk

• Collections Officer

• Credit Officer

• Accounts Administrator

BSB30115 - Certificate III in Business The Certificate III in Business online course introduces you to business technology, word processing and creating spreadsheets, customer relationships, customer service and work practices. The qualification has been developed against national criteria and business administration requirements. It is packed with practical real-life activities and have the opportunity to tackle real business development projects. Whether you are working in the business environment or studying online from home, this course will encourage you interact with practical activities so that you actually get to practise the knowledge and skills that will form the basis of a successful career in business. As you progress, you will gain valuable insights into how business and customer service interact in the real-world enterprise. For this course you will have to complete 12 units of competency. Career opportunities

• Office Worker

• Office Assistant

• Word Processing Operator

• Administration Assistant

BSB30215 – Certificate III in Customer Engagement The Certificate III in Customer Engagement is a popular course with those intent on providing the best in customer services. It provides you with the necessary skills to mediate complex customer interactions under supervision with some authority to delegate. You will study elements of customer service which includes: receiving and responding to customer requests, handling

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customer complaints, working in a team environment, providing support to a team and capturing key customer data. For this course you will have to complete 12 units of competency. Career opportunities

• Customer Contact Agent

• Customer Contact Operator

• Customer Service Representative

• Tele-Sales Representative

SIT30516 – Certificate III in Events This qualification reflects the role of individuals who use a range of well-developed events administration or operational skills and knowledge to complete event-related work activities. Using discretion and judgement, they work with some independence under the guidance of more senior event personnel, using plans, policies and procedures to guide work activities. Events are diverse in nature and this qualification provides a pathway to work for event or exhibition organisations operating in a range of industries including the tourism and travel, hospitality, sport, cultural and community sectors. The diversity of employers includes event or exhibition management companies, event venues, or organisations that organise their own events. Work could be undertaken in an office environment where the planning of events takes place, on-site at venues where events are staged or a combination of both. For this course you will have to complete 13 units of competency. Career opportunities

• Conference Assistant

• Event or Exhibition Administrative Assistant

• Event or Exhibition Assistant

• Event or Exhibition Operations Assistant

• Functions Assistant

• In-house Meetings Assistant

• Junior Event or Exhibition Coordinator

• Logistics Assistant

• Meetings Assistant

• Venue Assistant

SIR30216 – Certificate III in Retail This qualification reflects the role of individuals who have the primary responsibility of engaging the customer, maintaining daily store operations and delivering on organisational expectations. They have sound knowledge of product and service offerings. These individuals possess a range of well-developed skills where discretion and judgement is required. They work with some independence under limited supervision. Some individuals working at this level are responsible for supervising other team members and monitoring day-to-day workplace operations. The qualification provides a pathway to work in a diverse range of retail settings including specialty retailers, supermarkets, department stores and quick service restaurants. Individuals with this qualification are able to perform roles such as frontline sales assistant, customer service representative, shop assistant, retail supervisor, team leader and senior sales assistant. For this course you will have to complete 13 units of competency. Career opportunities

• Sales Team Leader (Retail)

• Customer Service Representative

• Retail Supervisor

• Cashier

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• Sales Assistant

• Team Leader

• Retail Assistant

SIT30116 – Certificate III in Tourism This qualification reflects the role of individuals who use a range of well-developed tourism service, sales or operational skills and sound knowledge of industry operations to coordinate tourism services. Using discretion and judgement, they work with some independence and under limited supervision using plans, policies and procedures to guide work activities. This qualification provides a pathway to work in many tourism industry sectors and for a diversity of employers including tour operators, inbound tour operators, visitor information centres, attractions, cultural and heritage sites, and any small tourism business. This qualification allows for multi-skilling and for specialisation in office-based roles involving the planning and coordination of tourism services, or roles in the field where products are delivered. For this course you will have to complete 15 units of competency. Career opportunities

• Adventure Tourism Guide

• Attendant or Senior Ride Operator in An Attraction or Theme Park

• Cellar Door Salesperson and Guide in A Winery

• Customer Service Agent

• Guide and Salesperson in An Indigenous Cultural Centre

• Inbound Tour Coordinator

• Marine Tourism Guide or Dive Tour Operator

• Museum Attendant

• Operations Consultant for A Tour Operator

• Reservations Sales Agent

• Sales Consultant

• Visitor Information Officer

SIT30216 – Certificate III in Travel The Certificate III in Travel will provide you with the opportunity to more effectively meet your career goals and client needs by learning to provide national and international destination advice, prepare quotations, construct airfares and process documentation. The travel industry is an exciting and evolving industry that generally requires you to have a sound knowledge of industry operations for retail travel or outbound wholesale sales. Employees can specialise in leisure, corporate, domestic or international sales. The Certificate III in Travel will teach you the fundamental skills to build a successful career in retail travel and outbound wholesale sales. Employers in travel and tourism are attracted to graduates with formal qualifications as they have foundation knowledge and skills that can be applied to many areas within the travel workplace. For this course you will have to complete 17 units of competency. Career opportunities

• Travel Agent

• Travel Consultant

• Reservation Sales Agent

ICT30118 – Certificate III in Information, Digital Media & Technology This qualification provides the skills and knowledge for an individual to be competent in a wide range of general information and communications technology (ICT) technical functions and to achieve a degree of self-sufficiency as an advanced ICT user. Persons working at this level will support information technology activities in the workplace across a wide range of ICT areas,

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including technical support, network administration, web technologies, software applications and digital media technologies. For this course you will have to complete 17 units of competency. Career opportunities

• Client Support Officer (ICT)

• Help Desk Officer

• IT Technician

• Customer Service Representative (ICT)

• User Support Specialist

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Certificate IV course offerings through a Nationally Recognised RTO: Australian

College

Certificate IV courses are available to students who intend on a University pathway but do not necessarily have an interest in particular ATAR subjects available. University entry with a Certificate IV course requires students to have an ATAR English. On completion of the certificate course and passing ATAR English will provide students with an equivalent ATAR score of 70. We encourage students to contact their preferred University and speak to the Administration officer about course offerings and availability. Universities provide the schools with their latest brochures but information can change from the time of print to application. St Luke’s College currently run Certificate IV courses through and external RTO; Australian College. They are a Nationally recognised RTO. They currently have four Certificate IV courses available. These courses are related in the area of Business / Management, a skill required no matter what industry graduates advance into. For more information about the courses, please visit the Australian College website: https://australiancollege.edu.au/ The Certificate IV courses on offer are: • BSB42618 - Certificate IV in New Small Business • BSB42015 - Certificate IV in Leadership and Management • BSB40615 - Certificate IV in Business Sales • FNS40217 - Certificate IV in Accounting and Bookkeeping Entry requirements: • Minimum of B grade in English • Minimum of a B grade in Math (Accounting & Bookkeeping) • Interview required to evaluate aspects of independent learning, time management, etc. • Access to a laptop with word processing, PDF reader capabilities and an internet connection • Ability to allocate appropriate study hours per week outside of school hours Each course runs with a flexible delivery study mode (including online with some projects / activities and/or skills-based training). The courses are self-paced and can be completed within 18 months. Students are currently attending school based in the library one day a week to focus on their coursework and have access to support. Once students are settled into their course, work placements will be encouraged to assist in gaining ‘on the job’ work experience within the chosen industry. FNS40217 – Certificate IV in Accounting and Bookkeeping The Certificate IV in Accounting and Bookkeeping is the latest nationally accredited qualification from the Financial Services Training Package. This qualification reflects the job roles of workers in the accounting industry, including BAS Agents and contract bookkeepers; and of those employees performing bookkeeping tasks for organisations in a range of industries. The qualification includes preparing and lodging business and instalment activity statements, and providing advice or dealing with the Commissioner on behalf of a taxpayer in relation to activity statements. Individuals in these roles apply theoretical and specialist knowledge and skills to work autonomously, and exercise judgement in completing routine and non-routine activities. For this course you will have to complete 13 units of competency. Career opportunities

• Accounting Assistant


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• BAS Service Provider

• Bookkeeper

• Payroll Manager

BSB40615 – Certificate IV in Business Sales The success of a business is its ability to ethically sell products and/or services. The Certificate IV in Business Sales will provide you with the skills to improve your sales expertise within a business environment. The business sales qualification focuses on applying solutions to a range of unpredictable sales problems and analysing and evaluating information from a variety of sources with the aim to increase sales and successfully close them. Graduates of this qualification provide leadership and guidance to others and typically report to a more senior business sales practitioner. For this course you will have to complete 10 units of competency. Career opportunities

• Sales Account Assistant

• Sales Agent

• Sales Representative

BSB42015 – Certificate IV in Leadership and Management The Certificate IV in Leadership and Management is a popular qualification if you are aspiring to work as team leader, supervisor or work or in line management. Learn how to address customer needs, communicate effectively in the workplace, show leadership in the workplace plus more. For this course you will have to complete 12 units of competency. Career opportunities

• Coordinator

• Leading hand

• Supervisor or Team leader

BSB42618 - Certificate IV in New Small Business The Certificate IV in New Small Business course is the most comprehensive course in business management that can be applied across a number of different fields. You will study business technology, business planning, small business finances, and marketing activities. The qualification has been developed specifically for small business management and include practical activities along with industry relevant projects. This course is quite unique as it focuses on specific business activities necessary to run a business. The qualification is ideal for those who are thinking of starting their own small business, whether as sole trader, partnership, or small company. It is designed to equip potential managers with the skills necessary to plan their business structure, keep accurate and legally compliant records, understand their legal obligations, interact with suppliers or financiers, market their products/services, and much more. For this course you will have to complete 10 units of competency. Career opportunities

• Small Business Owner

• Business Manager

• Sole Business Operator

• Managing Director

• Independent Contractor/Freelancer

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Course Fees Guide

Course Code Payment in full

Payment Plan

Certificate III Fitness SIS30315 $950.00 $1,200.00

Certificate III Accounts Administration FNS30317 $1,250.00 $1,500.00

Certificate III Information Digital Media and Technology ICT30118 $1,500.00 $1,900.00

Certificate III in Travel SIT30216 $1,500.00 $1,850.00

Certificate III in Tourism SIT30116 $1,250.00 $1,500.00

Certificate III in Customer Engagement BSB30215 $1,250.00 $1,500.00

Certificate III in Business BSB30115 $1,250.00 $1,500.00

Certificate III in Retail SIR30216 $1,250.00 $1,500.00

Certificate III in Events SIT30516 $1,250.00 $1,500.00

Certificate IV in Accounting and Bookkeeping FNS40217 $1,450.00 $1,700.00

Certificate IV in Business Sales BSB40615 $1,450.00 $1,700.00

Certificate IV in Leadership Management BSB42015 $1,450.00 $1,700.00

Certificate IV in New Small Business BSB42618 $1,450.00 $1,700.00

Please note: fees are subject to change.

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ENDORSED PROGRAMS DESCRIPTION

An endorsed program is a significant learning program that has been developed by a school, community organisation or private provider, and endorsed by the School Curriculum and Standards Authority for students in Years 11 and 12. These programs offer a range of exciting activities not covered by traditional school courses or vocational education and training. They can be delivered in or outside of school by a variety of community organisations, universities, training organisations, schools and workplaces. Achievement of endorsed programs can contribute to the Western Australian Certificate of Education (WACE) breadth and depth requirement.

EXAMPLES OF ENDORSED PROGRAMS

• Cadets WA (Air Force, Army, Navy, Police Rangers, Emergency Services and Bush Rangers).

• Surf Life Saving WA certificates and awards.

• Music and Speech and Drama examinations (Australian Music Examinations Board, Associated

Board of the Royal Schools of Music, Trinity College London and St Cecilia’s).

• Information Technology programs (Cisco).

• Service Clubs (Leos, Interact).

• Yachting Australia Small Boat Sailing programs.

• Diver certificates (Open Water).

• Duke of Edinburgh’s Award.

• Off-campus Enrichment Programs.

• Community Arts Performance.

• University programs (selected units from WA universities).

• Workplace learning programs e.g ONSITE

• Working Part Time in Industry

To view the complete list of endorsed programs, go to:

http://www.scsa.wa.edu.au/internet/Senior_Secondary/Endorsed_Programs.

EVIDENCE OF LEARNING •

• Some programs provide a statement of attainment, qualification, academic transcript, certificate or award

as evidence of learning. Others require students to draw together a portfolio of evidence to demonstrate

what they have learnt.

•

Copies of these must be presented to the Deputy Principal in the year that the qualification is awarded.

http://www.scsa.wa.edu.au/internet/Senior_Secondary/Endorsed_Programs

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SECTION F

Additional Information

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USI – UNIQUE STUDENT IDENTIFIER FOR VET STUDENTS

Currently, it is not possible for students to obtain a complete record of their VET enrolments and

achievements from a single online source. This is inconvenient not only for students and employers but can

also make it more difficult for training organisations to assess pre-requisites, credit transfer and Recognition

of Prior Learning (RPL).

Students now have to provide their USI number that will be accessible throughout a student’s life, helping to

make lost qualifications a thing of the past.

The onus is on the student to obtain their USI prior to their VET achievement being uploaded to the School

Curriculum and Standards Authority. The VET sector will NOT enrol a student without their USI number.

Students need to apply for their USI using one of the forms of ID listed below.

Evidence of Identify:

• Drivers Licence or Learners Certificate

• Medicate Card

• Passport (Australian)

• VISA (Non-Australian Passport)

• Birth Certificate (Australian)

• Certificate of Registration by Descent

• Citizenship Certificate

• ImmiCard

NB: The name the student uses in creating the USI MUST match the ID used. If using a Birth Certificate

students must be aware that if they change their name the details will not match. Certificates and

statements of attainment will be issued in the name used to create the USI.

It’s free and easy to create and only takes a few minutes of your time.

Log into: www.usi.gov.au

Once you have created your USI and received your number then put in on your application form and return

to school.

http://www.usi.gov.au/

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GLOSSARY OF TERMS AND ABBREVIATIONS

ATAR Australian Tertiary Admissions Rank. The new name for courses that lead to

university entrance and also the name for the ranking (0→99.95) received by

students seeking university entrance – derived from the TEA issued by TISC.

Course The area of study that the student wishes to pursue. For example: Drama,

Mathematics, Certificate II in Business.

Endorsed Programs Endorsed programs provide access to areas of learning typically not covered by courses

and can contribute to students’ WACE requirements. Endorsed programs can be

delivered in a variety of settings by schools, training organisations and workplaces.

Examples include Surf Life Saving W.A. certificates or Cadets W.A.

HoLA Head of Learning Area. These are the teachers that are in charge of a specific

Learning Area at the College.

Pre-requisite A requirement for entrance to a course at the College, at university or at a TAFE. RTO Registered Training Organisations SBT School Based Traineeship SCSA (the Authority) School Curriculum and Standards Authority.

TAFE Technical and Future Education – Offering Pre-Apprenticeship courses through to

Advanced Diplomas.

TEA Tertiary Entrance Aggregate. This is used as the basis for calculating the ATAR for Year

12 university bound students. The 4 best course scores are used. 50% of the score is

from school-based work, 50% is from the WACE exam then statistical procedures

(scaling, standardising, moderating) occur. The final mark (out of 400) is then

converted to an ATAR. Students should check the TISC site to find out what the

entrance ATAR was the previous year for university courses in which they are

interested.

TISC Tertiary Institutions Service Centre. This is the centre that provides information to

university bound students. The site should be checked regularly for important dates

and changing information. An information booklet is provided to Year 12 students in

early August.

Unit The year level and semester of study. Year 11s usually study Unit 1 in Semester 1, Unit

2 in Semester 2. Year 12s usually study Unit 3 in Semester 1 and Unit 4 in Semester 2.

USI Unique Student Identifier – an identification number for any student who is

undertaking any nationally recognised training in Australia. This number links to an

online account that contains all your training records and results.

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VET Vocational Education and Training in schools engages students in work-related learning

built on strategic partnerships between schools, registered training organisations,

business, industry and the wider community. Completion of VET qualifications

provides students with credit towards a nationally recognised vocational qualification

within the Australian Qualifications Framework (AQF). A broad range of post-school

vocational options and pathways are available through the study of VET.

VETis Vocational Education and Training in Schools

WACE Western Australian Certificate of Education (presented at the successful completion

of courses at the end of Year 12). Previously referred to as ‘Secondary Graduation’.

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IMPORTANT DOCUMENTS, CONTACTS AND WEBSITES

School Curriculum and Standards Authority (SCSA) – to find out about WACE requirements: Year 11 and 12 courses; assessment information; ATAR and more…

http://wace1516.scsa.wa.edu.au

Training WA Career Centre http://vetinfonet.dtwd.wa.gov.au

VET Training Providers, to name a few… http://www.dtwd.wa.gov.au http://apprenticeshipsupport.com.au http://www.northregionaltafe.wa.edu.au http://www.tubal.com.au http://www.appvoc.com https://www.skillstrategies.wa.edu.au/ http://www.onetree.org.au http://www.apsi.edu.au http://www.stlukescollege.wa.edu.au

Tertiary Institutions Service Centre (TISC)

http://www.tisc.edu.au

Online search for courses after Yr12, entry requirements, ratings, etc…

http://www.gooduniguide.com.au http://www.southmetrotafe.wa.edu.au http://www.northmetrotafe.wa.edu.au

Online career pathway aptitude guides http://www.carecareers.com.au http://www.learningpotential.gov.au https://www.opencolleges.edu.au/ http://www.skillsroad.com.au http://www.careersfoundation.com.au

WA University website links Curtin: http://www.curtin.edu.au UWA: http://www.uwa.edu.au ECU: http://www.ecu.edu.au Murdoch: http://www.murdoch.edu.au Notre Dame: http://notredame.edu.au

❖ Information about calculation of the Australian Tertiary Admission Rank (ATAR) and all other aspects of university admission is available on the TISC website at www.tisc.edu.au

❖ The School Curriculum and Standards Authority’s marks adjustment process brings students’ marks

onto a common scale which enables the universities to compare student performance, even if students have done different courses at different schools in different calendar years. For more information refer to the SCSA website.

http://wace1516.scsa.wa.edu.au/

http://vetinfonet.dtwd.wa.gov.au/

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

http://apprenticeshipsupport.com.au/

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

http://www.tubal.com.au/

http://www.appvoc.com/

https://www.skillstrategies.wa.edu.au/

http://www.onetree.org.au/

http://www.apsi.edu.au/

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

http://www.tisc.edu.au/

http://www.gooduniguide.com.au/

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

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

http://www.carecareers.com.au/

http://www.learningpotential.gov.au/

https://www.opencolleges.edu.au/

http://www.skillsroad.com.au/

http://www.careersfoundation.com.au/

http://www.curtin.edu.au/

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

http://www.ecu.edu.au/

http://www.murdoch.edu.au/

http://notredame.edu.au/

http://www.tisc.edu.au/

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YEAR 11 COURSE SELECTION FORM 2021

STUDENT NAME: PCG:

THIS FORM MUST BE submitted online through EDVAL BY Thursday 23 July 2020. This is your copy to keep for your information only.

1. Are you intending completing Year 11 at St Luke’s College?

YES NO (If you have ticked ‘No’ please sign this form and hand in without completing the sections below)

2. Select your pathway by ticking the appropriate boxes.

ATAR UniReady Cert IV Cert II WPL and above

• ALL students doing a Certificate course must provide a USI to be enrolled.

3. Choose the Religion and Life and English (ATAR or General) course that you would like to study

and list their codes below.

4. List down four other courses that you would like to study and their codes (If you would like to do

Work Place Learning or a Certificate course then this must be listed as one of your courses).

COURSE CODE HoLA Recommendation (Yes/No)

1 Religion and Life

2 English

3

4

5

6

5. List two reserve courses in case your chosen courses are full or do not run due to limited numbers.

RESERVE COURSE CODE HoLA Recommendation (Yes/No)

1

2

Student Signature: _______________________________________ Parent Signature: _______________________________________

year 11 course selection information booklet 2020 · • a certificate iv, atar english, and four...

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