Now is the time for research and planning
This guide aims to assist students to make informed decision about their future education through an overview of pathways and courses for Years 11 and 12 at PLC.
Subject Selection
Subject selection for Year 11 studies is a comprehensive and thorough process involving students, parents, teachers and counsellors. It aims to facilitate the selection of Year 11 subjects, appropriate to a student’s future study, career aspirations and strengths and interests. Thorough preparation aims to minimise the need for subject changes during a student’s final years of schooling. It is important that, whilst subject selection should be considered on the basis of preferred post-school destinations and possible future careers, selection should be realistic and in keeping with a student’s academic ability and interests. The following pages outline the pathways and subjects that will be offered for Year 11 Subject Selection in the IB Diploma and WACE (ATAR and General) pathways. Decisions on which subjects will run will be based on the choices students make at the time of selection and will be subject to constraints relating to numbers of students choosing the subject, timetabling and staffing.
IB Diploma
In Year 11, all students will study six IB Diploma subjects, one from each of the six groups. Students may elect to study a second subject from the sciences or the humanities instead of a subject from Group 6: The Arts.
All students will be taught Higher Level (HL) and Standard Level (SL) units in Semester 1. Additionally, they will commence studies in Theory of Knowledge and preparation for the Extended Essay and CAS. Towards the end of Semester 1, students will choose which three subjects they intend to study at a Higher Level.
In Year 12, IB Diploma students will continue to study six subjects: three at a HL and three at a SL. They will continue their studies with Theory of Knowledge and CAS and complete their Extended Essay during Term 2 in Year 12.
Assessment
For Diploma subjects, school achievement is recorded in Grades 1-7 for each subject. For Theory of Knowledge and Extended Essay a letter grade will be awarded: A to E.
The final assessment in the IB Diploma is a combination of internal assessments (IAs) and external examinations. All students will be required to sit the IB Diploma examinations in November for every subject except for those in Group 6 where examinations have been supplemented with performance portfolios. Diploma examinations are weighted between 45% and 80% in individual subjects. Marks and grades will be based on grade related descriptors and moderated internal assessment work samples. Students are awarded a final IB score out of 45, which can be converted to an ATAR.
No Scaling or Standardising of results
The IBO do not scale or standardise results as all subjects have equity.
Award of the Diploma
All assessment components for each of the six subjects and the additional IB Diploma requirements must be completed in order to qualify for the award of the IB Diploma. A candidate will not qualify for the award of the IB Diploma when the requirements have been met. The following passing conditions apply:
1. CAS requirements have been met.
2. Candidate’s total points are 24 or higher.
3. A D grade or higher has been given for Theory of Knowledge and Extended Essay.
4. Candidates acheive a minimum grade 2 in a subject/level.
5. No more than three grade 2’s awarded (HL or SL).
6. No more than three grade 3’s awarded (HL or SL).
7. Candidate has gained 12 points or more on HL subjects (for candidates who register for four HL subjects, the three highest grades count).
8. Candidate has gained 9 points or more on SL subjects (candidates who register for two SL subjects must gain at least 5 points at SL).
9. The candidate has met accademic integrity requirements.
IB Diploma Subjects
Group 1 Studies in Language and Literature
The courses offer a broad range of texts, and students grow to appreciate a language’s complexity, wealth and subtleties in a variety of contexts.
Subjects available: English Literature, English Language and Literature
Group 2 Language Acquisition
The main emphasis of the modern language courses is on the acquisition and use of language in a range of contexts and for different purposes while, at the same time, promoting an understanding of another culture through the study of its language. Subjects available: French, Mandarin, Spanish Ab Initio, Indonesian
Subjects available: French, Mandarin, Spanish Ab Initio, Indonesian
Group 3 Individuals and Societies
Studying any one of these subjects provides for the development of a critical appreciation of: human experience and behaviour, the varieties of physical, economic and social environments that people inhabit, and the history of social and cultural institutions.
Subjects available: Business Management, Economics, Geography, Global Politics, History, Psychology (online with additional fee)
Group 4 Sciences
Students explore the concepts, theories, models and techniques that underpin each subject area and through these develop their understanding of the scientific method. A compulsory collaborative project encourages students to appreciate the environmental, social and ethical implications of science.
Subjects available: Biology, Chemistry, Physics, Design & Technology
Group 5 Mathematics
The aims of the mathematics courses are to enable students to: develop mathematical knowledge, concepts and principles develop logical, critical and creative thinking, and employ and refine their powers of abstraction and generalisation.
Subjects available: Mathematics Analysis and Approaches, Mathematics Applications and Interpretation.
Group 6 The Arts
Each subject in The Arts is designed to foster critical, reflective and informed practice, help students understand the dynamic and changing nature of the arts, explore the diversity of arts across time, place and cultures, and express themselves with confidence and competence.
Subjects available: Film, Music, Theatre, Visual Arts
Western Australian Certificate of Education (WACE)
What is the WACE?
The Western Australian Certificate of Education is the certificate students receive upon successful completion of their Senior Secondary education. At PLC, there are two WACE pathways available to students.
1. WACE ATAR
2. WACE General (with or without VET)
Students need to meet:
• The Literacy and Numeracy Standard
• Breadth and Depth
• The Achievement Standard
Literacy & Numeracy Standard
Students must demonstrate that they have met the minimum standard for literacy and numeracy, which is based on skills regarded as essential for individuals to meet the demands of everyday life and work. Students can demonstrate the minimum standard:
• By successfully completing the School Curriculum and Standards Authority’s (SCSA) Online Literacy andNumeracy Assessment (OLNA) reading, writingand numeracy components or by prequalifying through achieving the required level or higher in the reading and writing tests of the Year 9 NAPLAN.
The OLNA is compulsory for those students who have not prequalified in one or more of the components through Year 9 NAPLAN and want to achieve their WACE. Students will have up to six opportunities (two per year) between Year 10 and Year 12, to demonstrate the literacy and numeracy minimum standard.
Breadth and Depth
Students must complete a minimum of 20 course units or the equivalent. This requirement must include at least:
• a minimum of ten Year 12 units or the equivalent
• two completed Year 11 English units and one pair of completed Year 12 English units
• one pair of Year 12 course units from each of List A(Arts/English/Languages/ Social Sciences) and List B (Mathematics/Science/Technology).
Achievement Standard
Students must achieve at least 14 minimum C grades (or equivalents, see below) in Year 11 and Year 12 units, including at least six minimum C grades (or equivalents) in Year 12 units.
There is the provision for students to gain unit equivalence by completing VET qualifications and Endorsed Programs.
Exhibitions and Awards
Exhibitions and awards are granted by the School Curriculum and Standards Authority to senior secondary students studying Western Australian Certificate of Education (WACE) courses and Vocational Education and Training (VET). The awards recognise individual excellence in both Australian Tertiary Admission Rank (ATAR) courses and VET.
The two peak awards are the Beazley Medal: WACE and the Beazley Medal: VET. Other awards for ATAR courses and VET include: exhibitions; special awards and certificates of excellence, distinction, and merit.
To be eligible to achieve an award, a student must:
• have satisfied the requirements for a WACE at the time of the determination of the award/exhibition (except for Subject Exhibitions and Subject Certificates of Excellence)
• have been enrolled as a full-time student in a registered secondary school
• be an Australian citizen or a permanent resident of Australia
For further information relating to exhibitions and awards, see here: https://senior-secondary.scsa.wa.edu.au/__data/assets/pdf_file/0006/1048695/ Exhibitions-and-Awards-policy-and-guidelines-2024.PDF
WACE ATAR Pathway
Students on a WACE ATAR pathway study at least four ATAR subjects and must sit the WACE ATAR examination in these subjects to be eligible for an ATAR.
WACE ATAR examinations are externally set and take place in the November of a student’s Year 12 year.
For Year 11, students will choose six subjects (with at least one subject from each of List A and B, including one English subject).
These six subjects will be made up of either:
• Six ATAR subjects
• Five ATAR subjects and one General subject
• Four ATAR subjects and two General subjects
In Year 12, Students can continue with the six subjects from Year 11 or reduce to five subjects (including a List A and B subject and pair of English units).
What is an ATAR?
An ATAR ranges from 99.95 to zero, and reports your rank position relative to all other students. It takes into account the number of students who sit the WACE ATAR examinations in any year and also the number of people of Year 12 school leaving age in the total population.
If you have an ATAR of 80.00, it indicates that you’ve achieved as well as or better than 80% of the Year 12 school leaver age population in the state.
The ATAR allows the results of any Western Australian student applying for university admission interstate to be directly compared with results in other states. You need at least four scaled scores for an ATAR to be calculated.
The ATAR is calculated from your Tertiary Entrance Aggregate (TEA).
What is a Tertiary Entrance Aggregate (TEA)?
A TEA is the sum of your highest four scaled scores, based on the following rules:
• The highest four scaled subject scores in Year 12 (4 x 100 = 400).
• Each subject score comes from 50% school results and 50% WACE ATAR examination.
Languages Other Than English (LOTE) and Mathematics Bonus
• If you have a scaled score in a Language Other than English (LOTE), 10% of your LOTE scaled score is added to yourTEA. If you have more than one LOTE score, only the highest LOTE scaled score will be used as the LOTE bonus. Youreceive the LOTE bonus even if your LOTE course was not one of your highest four scores.
• If you have a scaled score in Mathematics Methods ATAR and/or Mathematics Specialist ATAR, 10% of your scaled score/s in these subjects will be added to your TEA. You will receive this Mathematics bonus even if the course/s was not one of your highest four scores.
Taking these bonuses into consideration, the maximum TEA is 430. The TEA is converted to an ATAR.
The following table gives an indication of the minimum Tertiary Entrance Aggregate (TEA) required to achieve an Australian Tertiary Admissions Rank (ATAR) in 2023.
ATAR for IB Diploma
Whilst some universities will take the IB Diploma score as is, most will convert the score to an ATAR using a conversion table available on TISC.
Unacceptable Subject Combinations
Some subject combinations are not acceptable in relation to the calculation of the TEA. If these combinations are studied, only the better of the two scores will count. Full lists are in the University Admissions documents found on the TISC website however an example of this is Mathematics Specialist and Mathematics Applications.
Prerequisite Studies
Some tertiary courses require previous study to a satisfactory level (i.e. 50%) in specific Year 12 subjects. Details of any such prerequisites will be found in the Admissions Guides produced by the various tertiary institutions each year.
TISC publishes University Admissions Guides for Year 10 students around June each year.
• WA University Entrance 2026 Admissions Guide (i.e. current Year 11 group) https://www.tisc.edu.au/static-fixed/guide/slar-2026.pdf
• The latest information of the IB equivalents can be found at https://www.tisc.edu.au/static-fixed/guide/uni-admission-info-for-ib-students.pdf
WACE General Pathway
Students undertaking a WACE General Pathway study less than four ATAR subjects. WACE General subjects do not have either school based or externally set examinations.
For Year 11 students will choose six subjects (with at least one subject from each of List A and B, including one English subject).
These six subjects will be made up of either:
• Six General subjects
• Five General subjects and one ATAR subject
• Four General subjects and two ATAR subjects
• Three General subjects and three ATAR subjects
In Year 12, Students can continue with the six subjects from Year 11 or reduce to five subjects.
WACE General subjects do not have examinations and no classes run (ATAR or General) during the examination periods. This period of time may be an opportunity to engage in SCSA Endorsed Programs that may offer WACE unit equivalence, contributing to the required 20-unit completion and 14-C grade achievement across Year 11 and 12.
Authority Developed Workplace Learning (ADWPL) Endorsed Program
ADWPL is offered to students undertaking less than two ATAR subjects, during the examination blocks. Students may choose to arrange their own placement or PLC can engage INSTEP West to source a placement for the student. The student completes a workplace learning booklet recording the number of hours of work, the tasks undertaken in the workplace and a reflection based on a set of targeted questions. Each 55 hours in the workplace is equivalent to one WACE unit (and C grade) up to a maximum of four units.
General Pathway With Vocational Education and Training (VET)
Students undertaking a WACE General Pathway are encouraged to consider Vocational Education and Training (VET) concurrent to their WACE studies. VET may be undertaken in Year 11 and or Year 12. VET studies may enable a reduction of the required number of WACE subjects studied, therefore careful planning with the Head of Careers and Pathways/VET Coordinator is required.
WACE Subject List
ATAR
A
Agribusiness (at Scotch College)
Business Management & Enterprise
Chinese - First Language
Chinese - Second Language
Dance
Drama
Ecomonics
English
English as an Additional Language or Dialect
French - Second Language
Geography
Literature
Media Production & Analysis
Modern History
Music
Politics and Law
Visual Arts
GENERAL
A
Aboriginal and Intercultural Studies
Career and Enterprise
Dance
Drama
English
Media Production and Analysis
Music (at Scotch College)
Visual Arts
ATAR
B
Accounting and Finance
Applied Information and Technology
Biological Sciences
Chemistry
Design
Engineering Studies (at Scotch College)
Food Science & Technology
Human Biological Science
Marine and Maritime Studies
Mathematics Applications
Mathematics Methods
Mathematics
Specialist
MDT Textiles
MDT Wood
Physical Education Studies
Physics
Psychology
GENERAL
B
Applied
Information Technology
Design
Food
Science & Technology
Human Biological Sciences
Marine & Maritime Studies
Mathematics Essentials
MDT Textiles
MDT Wood
Course weightings for subjects with a practical component
WACE Considerations
English as an Additional Language/Dialect (EALD)
A Year 12 student can only enrol in a WACE EAL/D course if they have eligibility approval from SCSA. For a student to gain approval to enrol, they must complete an online eligibility application and submit it to SCSA, along with the required supporting documentation. A student’s EAL/D eligibility status is determined by SCSA on a case-by-case basis.
Schools may submit students’ EAL/D eligibility applications from Year 10.
Languages Other Than English (LOTE)
SCSA requires all students intending to enrol in a WACE Language course to complete an application for permission to enrol.
The objective of the language enrolment process is to ensure that students with a linguistic advantage in a language are not assessed against students who do not have the same advantage. Students deemed to have a greater linguistic competency than required by the course are not permitted to enrol in that course.
The criteria for enrolment have been designed to assess the degree to which a student has had previous experience in, and exposure to, the language they wish to study.
Research into language acquisition has shown that people who learn a language during their ‘critical period,’ that is, between birth and around 10 years of age, have an advantage over those who learn the language outside of this period. It has also shown that children who are immersed in a language, for example, through growing up with the language at home, or spending time in a country where the language is a medium of communication and/or through attending a school where the language is the medium of instruction, have an advantage over other learners.
Applications to enrol in a WACE Language course will be completed in Term 3 through the Languages department.
Materials Design and Technology (MDT)
PLC offers the Materials Design and Technology Course (ATAR and General) in Year 11 and Year 12 in three contexts:
• MDTT Textiles
• MDTW Wood
It is important to consider that as these courses operate under the same course outline you can only do one context in ATAR and or one context in General if you wanted to do two subjects of MDT.
For example, you could do Wood (ATAR) and Textiles (General) or Textiles (ATAR) and Wood (General).
These courses include a theoretical and practical content. The ATAR courses have an equal weighting on practical and theory work and include exams.
There is a significant amount of work done on a design portfolio and skills development with designing, ICT and production.
The Year 11 MDT ATAR course is designed to set the foundations for the Year 12 MDT course so it is beneficial to complete the Year 11 course, although not compulsory. The Year 12 MDT ATAR courses are more challenging and have a significant weighting on the Portfolio requirement that is assessed by SCSA.
Mathematics Courses
There are important things to consider in order to determine a Mathematics course which is best suited to a student.
• Which Mathematics course has my teacher recommended me for?
• Do I want to go to university, and if so, are there any prerequisites for the course I want to do?
IB Diploma Mathematics Courses offered at PLC
• Mathematics Analysis and Approaches -Higher Level
• Mathematics Analysis and Approaches -Standard Level
• Mathematics Applications and Interpretation -Standard Level
WACE Mathematics courses offered at PLC
• Mathematics Specialist - ATAR
• Mathematics Methods - ATAR
• Mathematics Applications - ATAR
• Mathematics Essentials - General
A student studying Mathematics Specialist must also study Mathematics Methods (ie Mathematics Specialist cannot be taken alone). These two combined WACE courses will cover similar content to that contained within the Diploma Mathematics Analysis and Approaches - Higher Level course.
Mathematics Methods can be taken in isolation and covers similar content to that contained in Mathematics Analysis and Approaches – Standard Level and Mathematics Applications and Interpretation - Standard Level. Mathematics Applications does not have a comparable IB Diploma Course.
Mathematics Bonus for the calculations of the ATAR
Students studying WACE Mathematics Specialist and/or Mathematics Methods in Year 12 will have a 10% bonus calculated from their final scaled score in these subjects. These bonuses will be added to their TEA even if the subject is not one of their highest four scaled subjects.
Unacceptable Mathematics Combinations for the calculation of the ATAR
All Mathematics subjects contribute toward the WACE, however the Mathematics Specialist and Mathematics Applications combination is not acceptable in relation to the calculation of the ATAR.
Example
Student A completes six ATAR subjects in Year 12 and achieves the following scaled scores:
• Mathematics Specialist 87.1
• Mathematics Methods 92.4
• Mathematics Applications 89.5
• English 76.2
• Chemistry 91.7
• Modern History 77.0
The subjects in green will be used to calculate their TEA. Although Mathematics Specialist is in their top four, it can’t be used together with Mathematics Applications, and Mathematics Applications is the higher of the two scaled scores. They will still receive the Mathematics bonuses of 8.7 and 9.2 added to their TEA, even though Specialist hasn’t been used to calculate the TEA.
Mathematics Recommendations
All Year 10 students will be given an information sheet containing a flowchart of the PLC Mathematics courses and a recommendation as to which IB Diploma and WACE Mathematics course they should study. These recommendations are the highest level course the Mathematics department feel students can be successful at in Year 11.
If you have any concerns or questions regarding the recommendations please contact your daughter’s Mathematics teacher as they have the best understanding of your daughter’s Mathematics strengths and weaknesses.
Based on your best four scaled subject scores in Year 12 4x100 = 400
+ 10% LOTE bonus = 410
+ 10% for both Mathematics Methods and Mathematics Specialist = 430 10% for each Mathematics taken
1: No LOTE or Maths taken
Example
Example 2: Taken LOTE and double Maths
In Years 11 and 12, there are no “Core” and “Elective” subjects, and students should consider the benefits of each subject based on their own ability and interest.
Finding a balance between selecting subjects that may be required for potential university course prerequisites and those where students can explore creativity and other interests is at the core of the philosophy of WACE. PLC has many examples of success stories where students have achieved Subject Exhibitions and Subject Excellence Awards in many of these subject areas.
Dance
Assessment Types
Performance and Technique Practical Examinations Written Examinations Response - Case Studies and Critical Reviews
Skills Dance technique, choreographic processes, analysis, improvisation, creating and evaluating
Other The ATAR Dance course embodies the students’ ideas, thoughts, emotions and values and provides a unique opportunity to develop physically, creatively, aesthetically, emotionally and intellectually. Through participation in the Dance ATAR course, students develop transferable skills essential to their future. These include communication skills, collaborative teamwork skills, negotiation and conflict resolution skills, problem solving skills, as well as the ability to organise, create, analyse and evaluate.
Drama
Assessment
Types
Performances and Productions
Practical Examinations Written Examinations Tests and Tasks
Skills Acting, movement, voice, staging, designing, analysis, interpretation, creating and evaluating
Other Drama is a vibrant and varied art form found in play, storytelling, street theatre, festivals, film, television, interactive games, performance art and theatres. It is one of the oldest art forms and part of our everyday life. Through taking on roles and enacting real and imagined events, performers engage audiences who suspend their disbelief to enter the world of the drama. Drama entertains, informs, communicates, challenges, and allows the sharing of human experiences.
Media & Production Analysis
Assessment
Types ATAR
Production - film submission for external marking
Response – response to media forms to be completed during class time
Examinations – Semester 1 and 2
General
Production - a range of film, television and photography based practical tasks
Response – responses completed in and out of the classroom
Externally Set Task – a written assessment, in Year 12 only
Skills Explore, develop, and present film, television, and photographic production skills Create film, television and photographic inspired works for audience, purpose, and context Respond to, reflect on, create, and evaluate film, television, and photographic content
Other Media is a visual subject where students are inspired to film, photograph and edit alongside developing visual analysis skills through response work. Students are encouraged to have previous experience in Media and Photography and competent in their analysis skills.
Music
Assessment
Types ATAR
Solo Performances of Prepared Repertoire and Other Performance Activities or a Composition Project (50%)
Tasks related to Aural and Theory. Composition Project (not examinable). Analysis of designated music works. Practical Examinations (performance or composition) Written Examinations
General
Solo Performances of Prepared Repertoire and Other Performance Activities or a Composition Project (40%)
Tasks related to Aural and Theory. Composing and Arranging tasks. Investigation and Analysis of selected pieces from Music Theatre. Externally Set Task – a written assessment, in Year 12 only
Skills
Other
Performance - Choose the instrument/voice and style. Prepare and perform works in both a solo and group setting. Music Literacy - Develop your aural/theory skills, knowledge and understanding. Composition - Compose your own work over the course of a year (not examinable). Music Analysis - Analyse designated works from Contemporary, Jazz and Western Art styles within each unit.
Music is a universal expression of human experience. It reflects the development of culture and identity in all societies throughout history. Music has an incredible capacity to inspire and elicit an emotional response through listening and performing and provides opportunities for creative and personal expression.
Visual Arts
Assessment
Types ATAR
Production 50% – Students produce two bodies of work exploring the given broad themes of ‘Differences’ and ‘Identities’. This includes visual inquiry, the exploration of ideas and possibilities and development of skills. Following this exploration students produce a 2-D and/or 3-D artwork. Analysis- 15% Apply visual arts language in interpreting and describing a wide range of artworks. Students develop skills in visual analysis and comparative thinking. Investigation - 15% Students research the art practice of both Australian and international artists. Examination - 20%
General
Production 70% – Students produce two bodies of work exploring the given broad themes of ‘Experiences’ and ‘Explorations’. This includes visual inquiry, the exploration of ideas and possibilities and development of skills. Following this exploration students produce a 2-D and/or 3-D artwork. Analysis - 15% Use a critical analysis framework to analyse artwork. Describe artworks using specific art language and terminology. Investigation- 15% Students research the art practice of given Australian and/ or international artists. Year 12 - Externally Set Task – 15%, SCSA written task
Skills Students develop skills in creative thinking, problem solving and visual communication. Through production work students develop observational drawing skills in addition to skills in a range of studio areas.
Other Students are able to select their preferred studio area to develop their artworks within; possibilities include painting, ceramics, sculpture, printmaking, mixed media and digital platforms.
Applied Information Technology
Assessment
Types
Projects – creating practical items; lesson time used to complete Short Answer – tests completed in lessons Extended Answer –investigations/tests completed in lesson time Examinations –Semester 1 and 2
Projects – creating practical items; lesson time used to complete Short Answer – tests completed in lessons Extended Answer –investigations/tests completed in lesson time Externally Set Task – a written assessment, in Year 12 only
Skills Develop software skills to produce graphics, animation, website design and creation, video editing, and sound file editing
Other This course covers a broad range of software and purposes of technology. It has a theory component, but a substantial portion of the content is presented in a practical manner.
Design
Assessment
Production – a visual portfolio presenting how the design process has been investigated, and exploration in the creation of visual ideas using photography, illustration and/or three-dimensional forms. Response – response tasks to be completed during class time Examinations –Semester 1 and 2
Production - a visual portfolio presenting how the design process has been investigated, and exploration in the creation of visual ideas using photography, illustration and/or three-dimensional forms. Response – responses completed in and out of the classroom Externally Set Task – a written assessment, in Year 12 only
Skills Design, apply and create products using a range of practical materials including photography, illustration, and threedimensional forms. Analyse and respond to design in society.
Other Design is a visual subject where students are inspired to sketch, photograph, illustrate, capture, generate and produce a range of contemporary self-inspired designs alongside the ability to analyse past and present design work.
Food Science & Technology
Assessment
Types
Skills
Investigation 25% - Students, plan, conduct investigations and communicate their findings. Production 15%Students design food products and manage production processes Response 20%Short and extended responses Examination 40%
General
Investigation 30% - Students, plan, conduct investigations and communicate their findings. Production 40%Students design food products and manage production processes Response 15%Short answer responses and in class response tasks. Externally Set Task 15% - SCSA written assessment Year 12.
Students learn creative practical skills in food processing techniques which are developed through design and production. Students also develop skills for working in a food environment, operational procedures and safety standards.
Other Students learn creative practical skills in food processing techniques which are developed through design and production. Students also develop skills for working in a food environment, operational procedures and safety standards.
Students will get to grips with the diverse properties of food and how these can be manipulated to create and enhance food products. Through this course, they will learn the vital life skill of how to nourish themselves with real food.
Materials Design & Technology
Contexts Textiles | Wood
Assessment
Types ATAR
Design Portfolio 25%Research work in which students conduct and communicate an investigation. Production 50% - The manufacture of a product(s) where students control, evaluate and manage processes. Response 25%Students apply their knowledge and skills in responding to a series of stimuli or prompts in the following formats: examinations, essays, oral responses, ICT visual responses and product evaluation reports
General
General MDT Wood and Textile both follow a similar course outline to the ATAR students however the portfolio development is scaffolded and has a focus on production. There is not exam for the Year 11 course however in Year 12 there is an EST (Externally set task which is a state-wide assessment task in an exam style format)
Skills Students develop several skills ranging from drawing concepts to following the design process to create their own unique design. The focus is on developing confidence in using the workshop and its equipment safely and understand the importance of careful planning to create your own furniture piece
Other Projects in Wood range from - Hall tables, Decorative Jewellery boxes in Year 11 Open ended task – projects ranging from Tables (big and small), Cabinet’s , Bench seats, Beds in Year 12
PE Studies
Assessment Types
Practical Performancedemonstrate their ability to adapt and adjust skills and tactics in the sport(s) studied at school while performing within a competitive situation.
Practical (performance) Exam Theory- InvestigationsStudents plan and conduct research and communicate their findings ResponseStudents analyse and respond to questions, stimuli or prompts. Evidence can include: topic tests, summaries, essays and/ or oral presentations. Examsconducted at the end of each semester and/or unit and reflecting the written examination design brief for this syllabus. Not currently offered
Skills In the Physical Education Studies ATAR course students learn about physiological, psychological and biomechanical principles, and apply these to analyse and improve personal and group performances in physical activities
Other Practical component - Skills performance 50% of the practical examination – Required to demonstrate skills in static or dynamic drills. Conditioned performance 50% of the practical examination- Candidate is required to apply skills and demonstrate decision making and tactics in a modified competitive environment.
English Subjects
Assessment
Types
90% of assessments are take home
2 x in-class comprehension assessments on unseen texts per year
Year 12
Externally Set Task – in-class comprehension on an unseen text
Variety of assessment types eg. creative, persuasive, visual, oral presentations
Exams No Exams
All assessments are in-class
Every assessment type is done twice per year
• Comprehending – unseen texts and questions
• Responding – essays on texts studied in class
• Composing – narrative, interpretive andpersuasive writing on unseen topics/ images
• Oral presentations
Semester 1 and 2 exams
3 hours
3 sections
1. Comprehension – 3 short answer responses to 2unseen texts
2. Essay in response to a text studied in class
3. Composing - creative, interpretive or persuasive writing in response to an unseen prompt.
All assessments are in-class
Assessment types:
• Close Readings – unseen poem, drama andprose texts
• Essays – on texts studied in class
• Creative writing – 2 per year
• Oral presentations – 2 per year
• No creative writing in the exam
Semester 1 and 2 exams
3 hours
2 sections
1. Close Reading on an unseen poem, drama or prose text
2. Two essays on texts studied in class
Assessment
Types General English
Texts Short Stories Novel x 1 Feature film x 2
Documentary x 1
Images Non-fiction texts eg. articles, speeches, letters, blogs. Written and visual texts Less complex texts Time given in class to read and work on assessments Pace of the course is slower than English and Lit
Short Stories Novel x 1 Feature film x 2
Documentary x 1 Images Non-fiction texts eg. articles, speeches, letters, blogs. Written and visual texts More complex and longer texts than General More contemporary texts than Lit Texts are read and assessments are prepared for at home
Novels x 2Drama x 2Poetry x 2 poetsWritten texts, no visual textsLess texts, but they tend to be longer, and analysis has more depth and detail than EnglishMore contextual and content knowledge required than English Should enjoy/ have a history of reading and read additional texts out of classMore abstract, conceptual thinkingTexts are read and assessments are prepared for at homeIt
Marks and Scaling
It is recommended students with a final grade of below 55% in Y10 should select General English. No scaling
It is recommended students should have a final grade of at least 55% or above in Y10 to select ATAR English. Below approx. 60% is considered a “danger zone” for ATAR English where students are at risk of being scaled down. Marks in
It is recommended students should have a final grade of 65% or above in Y10 to select Lit. Below approx. 60% is considered a “danger zone” where students are at risk of being scaled down. Marks in the low 50s risk falling below 50% as a final scaled mark. Scaling is not a reason for choosing Lit or English. Being “scaled down” happens in ENG & Lit if students are at the lower end of the marks.
Science Subjects
Assessment
Types Human Biology
Practical investigations and lab reports
Research tasks
Data analysis tasks
Article response tasks
Tests
Exams
Biology
Investigations
• Practical
• Field work in marine and terrestrial environments
Extended Responses
• Research tasks
• Article analysis
• Writing extended responses as done in WACE exam under timed condition
Tests
Exams
Topics
• Cells, cell transport and metabolism
• The digestive and excretory systems
• The respiratory and circulatory systems
• The musculoskeletal system
• DNA and the reproductive systems
• Pregnancy and genetics
Year 11
• Ecology
• Environmental issues and conservation strategies
• Studies of cells
• Functioning of organisms’ bodies.
Year 12
• DNA technologies
• Genetics
• Evolution
• Natural selection
• Disease
• Homeostasis (ways organisms, particularlyanimals, cope in changing environments)
Marine
& Maritime Studies
Practical Investigations
• Practical work in marine environment
• Year 11 Recreational Skippers ticket
• Year 12 Snorkel
• Field work in marine environments – reef excursion & fishing
Extended responses
• Research tasks
• Written extended responses as done in WACE exam under timed conditions Tests Exams – including multiple choice, short answer and extended response.
Year 11
• Recreational Skippers ticket, boat trip planning& boat design
• Marine history & archaeology
• Oceanography
• Environmental & resource management
Year 12
• Oceanography
• Snorkel – dive with the sharks at AQWA
• Marine history – emphasis on the Batavia
• Environmental & resource management
• Eco tourism – Humpback whale migration
Assessment
Skills Recall a large volume of content and apply this in context
Recall a large volume of scientific terminology and be able to use this in context
Writing detailed written responses in a variety of formats I.e. tables, diagrams and flowcharts.
High level of organisational skills to ensure they keep up with content and fast pace of the course.
Analytical skills Reading and comprehension
Writing and spelling Data manipulation skills
Recall of key concepts and apply this knowledge. Students use their core knowledge and apply this understanding to a variety of new situations.
Learning focuses upon labs, fieldwork (marine and terrestrial, including a three-day camp where we catch and tag marsupials and birds), group work, discussions and information sharing. Writing responses in a variety of formats
Multiple choice
Short answer
• Written full sentences in bullet point style
• Tables
• Labeled diagrams
• Flowcharts
• Data manipulation skills 10-mark extended responses
Marine & Maritime Studies
• Learning focuses upon labs, fieldwork, practicalwork, group work, discussion and sharing.
• Recall content and key concepts and apply this knowledge.
• Good level of organisational skills.
• Reading and comprehension skills tounderstand real life applications.
• Writing detailed extended responses which draw knowledge from a variety of topic areas and link to the marine environment.
Other Human Biology is a very content heavy subject. It is suited to students capable of taking detailed notes from the textbook and additional resources provided in class. Students must also be capable of providing detailed written responses in assessments.
The content is delivered through various mediums including PowerPoints, work booklets, textbook reading, online videos and individual research.
The focus for Biology is upon living things with humans being used as an example of mammals.
Biology develops problem solving and critical thinking skills that will stand students in good stead for health sciences, zoology, botany, ecology, environmental and agricultural sciences.
Biology provides a great basis for students that don’t think they want to be a scientist, but they do want to include a Science as one of their subjects.
A significant relationship between the marine environment and humans has existed throughout history. Australia is an island nation. It is therefore relevant to Western Australians to study the sea and how people interact with it. You will have an opportunity to understand and explore this relationship and the importance of developing and maintaining a sustainable future for our coastal and marine environments.
The course draws from a range of disciplines, including science, humanities & technology. You will have the opportunity to engage directly through the marine environment. The skill learnt will be useful for a variety of pathways.
Commerce Subjects
Assessment
Types Bme Economics Accounting & Finance
• 30% take home assessments
• More creativity involved
• Short and extended answer in tests
• Applying theory to business case studies
Topics
• Marketing
• Human resources
• Leadership
• Economics
• Accounting
• Business law
Skills Memory skills eg. mnemonics
• Using examples and question info in answers
• Creativity in take-home assessments
MCQ, data interpretation and extended response
• No take home assessments really, all in class – test or ext. responses
• Demand and supply
• Elasticity
• Fiscal and monetary policy
• Exchange rates, terms of trade,balance of payments
• International trade etc.
Data interpretation
• Explain cause and effect
• More science-based skills and writing style
• Short, sharp answers
• Ability to draw conclusions
• 10% Project (take home), one per semester
• 50% Tests, including theory and practical sections
• 40% Exam, including MCQ, practicalsection and extended response
• Business ownership
• Company law
• Financial statements
• Shares and debentures
• Management accounting
• Budgeting
• Knowledge and understandingof theory (35%)
• Application of practical skills (65%) including preparing financial statements and completing calculations.
• Students should have some ability in maths (Apps level min.)
VET Certificate Courses
Vocational Education and Training (VET) engages students in work-related learning and the successful completion of VET provides students with a nationally recognised VET qualification within the Australian Qualifications Framework (AQF).
• Where students are not undertaking a program of study of at least five Year 12 WACE (General or ATAR) courses then these students must also complete a Certificate II or higher to achieve a WACE.
• VET is not graded, however, each unit equivalent contributes to the WACE requirement of 20 units across Year 11 and 12 and the 14 C grades or better requirement.
• ET qualifications are not identified as List A or List B.
Course offerings in VET at PLC are offered in two ways:
1. In-timetable VET courses (at Scotch College)
Certificate II in Hospitality
There are 12 units of competency that must be completed over a two-year duration to achieve this qualification. Additionally, it is a compulsory requirement for students to work as wait staff at Year 12 Scotch College functions over the two-year period (these take place after school and in the evening).
Certificate II in Music Industry
Certificate II in Workplace Skills Certificate
Please see more detailed information on the PLC Courses page https://www.plc.wa.edu.au/plc-courses/
2. Through external Registered Training Organisations (RTOs) usually requiring one day off PLC campus per week”
Students may choose to undertake a VET Certificate course offered by an external RTO during Year 11 and or Year 12. These courses may be profile funded if taken at North Metropolitan or South Metropolitan TAFE, or a “fee for service” and usually require a student to be off campus a day a week or work independently if the course is offered online. Where programs incur a “fee for service” cost, PLC will fund up to $1500 once, per student.
Below is a sample of courses offered through TAFE and Private RTOs
College of Electrical Training (Electrical)
DNA Kingston Training (Dental, Health Care, First Aid)
FEC (Year 12 only) (Business, Education Support Community Services)
Health Science Hub (Animal, Fitness, Forensics, Health/Nursing)
Mount Pleasant College (Creative/Music Industries)
WA Academy (Beauty)
North Metropolitan TAFE
South Metropolitan TAFE
Application to VET courses
Courses offered through TAFE and Private RTOs will be advertised in Careers newsletters mid-year. It is important to note, NM and SM TAFE courses are competitive and no late applications will be accepted. Students will generally have to include:
• Simple letter of application
• CV
• USI
• Year 10 Semester 1 Report
• OMLA
VET Studies and University Entry
VET is a viable and alternative entry pathway to university. A Certificate IV meets entry requirements for courses which have a selection rank of 70 at many universities, provided English competency requirements and related criteria are met (eg prerequisite subjects).
Apprenticeships and Traineeships
Students may be eligible to complete a qualification in Years 11 and 12 at the same time as completing their WACE through one of the following:
1. School based Traineeship (SBT)
An SBT is approximately an 18 month commitment. Once the contract is signed, students are employees and are paid a training wage for the on-job component of their traineeship. They complete a Certificate II or higher in their industry area.
Examples:
Certificate II in Retail Services
Certificate II in Kitchen Operations
Certificate III in Commercial Cookery
Certificate II in Hospitality
2. School based Apprenticeship (SBA)
A SBA allows students to start an apprenticeship in Year 11 or 12 while still at school. After the student leaves school they continue this apprenticeship on a full or part time basis.
They will develop skills and get paid whilst getting ready for a a career in the workforce and working toward their WACE and an industry specific qualification.
3. Pre-Apprenticeship in Schools (PAiS)
Pre-apprenticeships in Schools are Certificate II programs nominated as valid pathways from school to traditional trade apprenticeships. Students attend school, attend training at a RTO and are linked to an employer for work placement. An example of this a Certificate II in Electrotechnology through the College of Electrical Training.
SCSA Endorsed Programs
SCSA Endorsed Programs are programs that cover learning additional to WACE courses that are recognised by the School Curriculum and Standards Authority for Senior Secondary students (Years 10 to 12).
Categories:
1. Authority-developed
These endorsed programs are SCSA developed and provide WACE recognition for students undertaking activities of a similar nature and for which no qualityassured certificate or award is issued. A program outline that provides details of the program and the completion requirements can be downloaded by clicking on the link above. These programs are managed by PLC, including enrolment, management and upload of achievement to SCSA.
2. Provider-developed
These endorsed programs are developed by a private provider such as a university, community organisation or training institution. Provider- developed endorsed programs recognise structured learning programs that result in the attainment of a quality-assured certificate or award. Students who complete any Provider Developed Endorsed Programs (external to PLC) are required to complete an online form and submit certification to Curriculum Services (View St Reception) where it will be uploaded to the student’s SCSA achievement data.
3. School-developed
At present, PLC does not have any school developed endorsed programs.
For more information, please visit https://senior-secondary.scsa.wa.edu.au/vet/ endorsed-programs
What are the benefits of Endorsed Program achievement?
All Endorsed Programs successfully completed and reported to SCSA by the school:
1. are listed on the student’s Western Australian Statement of Student Achievement (WASSA)
2. may contribute towards the depth requirement of the WACE (20 units)
3. may contribute towards the C grade requirement of the WACE (14 C grades or higher).
Each endorsed program is allocated either one, two, three or four unit equivalents.
A student is able to count a maximum of four unit equivalents from Endorsed Programs for WACE purposes (a maximum of two in Year 11 and two in Year 12).
* Endorsed Programs do not contribute to the ATAR.
Below are some examples of Endorsed Programs at PLC
Administration and Management
Community Arts Performance
Community Service Program
Elite Sports Performance
Keys for Life – Pre-driver Education Course
Mock Trial Competition – Standard/Advanced Level
Music Performance Ensemble
Open Water Diver
Royal Life Saving Society WA Inc - Bronze Medallion
School Production
Senior Debating Program
The Duke of Edinburgh’s International Award - Bronze
The Duke of Edinburgh’s International Award - Gold
The Duke of Edinburgh’s International Award - Silver
WA Recreational Skipper’s Ticket (through Year 11 Marine and Maritime Studies
Workplace Learning
Youth Explorer Voyage (Leeuwin)
University Admission
In order to be considered for university admission, a school leaver must:
• meet requirements for secondary graduation (WACE/IB Diploma)
• achieve competence in English as prescribed by individual tertiary institutions
• obtain a sufficiently high ATAR/IB Diploma for entry to a particular institution and course
• met any special requirements (prerequisite studies, interviews, auditions)
Minimum ATAR for Western Australian University Entry
Please see The Tertiary Institutions Service Centre (TISC) website for comprehensive information: https://tisc.edu.au/static/home.tisc
Entry Requirements: https://tisc.edu.au/static/guide/admission-req-sleaver.tisc
STAT for English Competency: https://tisc.edu.au/static/guide/stat.tisc
The ATAR: https://tisc.edu.au/static/guide/atar-about.tisc
Scaling: https://tisc.edu.au/static/statistics/scaling/scaling-index.tisc
Other Statistics: https://tisc.edu.au/static/statistics/statistics-index.tisc
Entry Requirements for Medicine and Dentistry in WA
Curtin University commenced WA’s only undergraduate Medicine degree in 2017 and admission requires a suitable University Clinical Aptitude Test (UCAT) score, Casper test, sufficiently high ATAR and a successful interview.
UWA and more recently, The University of Notre Dame, offers a limited number of “Assured Pathway” places to its postgraduate degree (Doctor of Medicine/Dental Medicine) to students who achieve an ATAR of 99+, a suitable UCAT score and a successful interview. Students may then complete an undergraduate degree at UWA (maintaining a suitable Grade Point Average GPA) and have a secured place in the postgraduate Doctor of Medicine.
Alternatively, students aiming for entry to medicine or dentistry who do not secure an “Assured Pathway” may complete an undergraduate degree and then compete for a place in the four-year Doctor of Medicine (MD) or Doctor of Dental Medicine (DDMD) course. Without an “Assured Pathway”, students will be required to sit the Graduate Australian Medical Schools Admissions Test (GAMSAT), obtain a minimum GPA of 5.5 in their undergraduate degree (approximately equivalent to a weighted average of 65%) and attend a structured interview.
Students seeking a placement in undergraduate Medicine at most interstate universities will be required to sit the UCAT.
Chemistry is a prerequisite for application to Medicine.
Recommended prior study for application to postgraduate Medicine
It is recommended that applicants have undertaken at least:
• Physics to Year 12 ATAR level (or equivalent)
• Chemistry to first-year university level (including completion of Year 12 level chemistry)
• Biology or Human Biology at first-year university level
NB: International students must take the ISAT.
Subject Selections
Year 10 Careers classes are designed to assist the students with making an informed choice.
Classes will cover a range of topics including:
• The three pathways and subjects available at PLC (IB Diploma, WACE ATAR and WACE General)
• University admissions requirements including subject prerequisites
• Tertiary options in Western Australia, interstate and international (largely UK and USA).
• Undergraduate vs Postgraduate study (the Melbourne model) and “Assured Pathways” to degrees such as Medicine, Law etc
• Information specific to admission to Medicine and Dentistry
WACE Subject Selection Information Evening
Year 10 students and parents are invited to attend the Subject Selection Evening.
Date: Thursday 14 March
Time: 6.00 pm - 7.00 pm
Venue: Auditorium
IB Information Evening
Date: Tuesday 19 March
Time: 5.30 pm - 6.30 pm
Venue: Auditorium
Year 10 Subject Selection Day and Subject Expo
Date: Wedneday 27 March
Combined Schools Tertiary Expo (at Scotch College)
Date: Wednesday 15 May
Time: 5.00 pm - 7.00 pm
Venue: Dickinson Centre, Scotch College
Representatives from all WA and many interstate universities (including residential colleges), Defence Forces, TAFE and other VET providers, Muresk, GAP year organisations and much more.
Counselling
The counselling process is comprehensive and involves discussion around future study and career aspirations, related university prerequisites (if any), WACE/IB requirements, individual subject recommendations and extracurricular involvement
Subject Recommendations
Counsellors are provided with subject recommendations from each of the Learning Areas of English, Humanities, Languages, Mathematics and Science. These recommendations address a student’s suitability to take subjects at Year 11 level (based on performance in Years 7 to 10).
PLC supports subject choice however it is important to discuss subjects that may not be recommended for students, during the counselling phase.
Counselling for All Students
Date: Monday 22 April (during school time)
All students will meet with a member of staff, to discuss their future aspirations and their subject wish list.
The subjects will be cross checked with teacher recommendations for English, Humanities, Languages, Mathematics and Science.
Further Counselling
Date: Monday 29 April - Wednesday 8 May
This is for students and parents who would like to discuss in further detail or have specific questions. It is an expectation, related information has already been reviewed.
• IB Diploma (email Rebecca Garbenis)
• WACE (students to make booking using Careers appointment link for Simone Fleay)
Making Selections
Students will make their subject selections online using a link emailed by PLC Curriculum Services. They will be asked to make a pathway selection (IB Diploma or WACE) and then select select 8 subjects (six desirables and two reserves).
They will select an English subject as their first subject (as this is the only mandatory subject for WACE).
Once selections are made, the students will need to print their selections, have this signed by a parent/ guardian and return the slip to Curriculum Services.
All subject change requests after then will need to be in consultation with the Head of Careers and Pathways, Simone Fleay.
Subject selections are due online Wednesday 15 May
Important Information
The Year 11 subject grid is constructed based on the choices students make at the time of their selection.
At this time, decisions will be made on which subjects will run at PLC and which subjects may run at Scotch College. Whilst every effort is made to accommodate student choice, timetable constraints could result in students not being allocated their desired subjects in the initial stages. Where applicable, students will be advised and then have the opportunity to meet with the Head of Careers and Pathways or the Head of IB Diploma together with a parent to resolve this.
Subject Changes
Subject change requests need to be discussed with the Head of IB Diploma or Head of Careers and Pathways. The timetable, and room in the class are factors in the decision.
Pathway Change Requests
IB Diploma to WACE or WACE to IB Diploma pathway changes must be finalised by the end of Term 4, Week 9, Wednesday 4 December, 2024.
After this, a change from IB Diploma to WACE is only possible after the student has completed the full year of Year 11 in the IB Diploma.
Individual WACE ATAR and IB Diploma Subject Change Requests
As per our Memorandum of Understanding with Scotch College, after timetable completion, students are not permitted to request changes to subjects run at Scotch College (WACE).
Semester 1
• Final date for Semester 1 WACE ATAR and IB Diploma subject changes will be Term 4, Week 9, Wednesday 4 December, 2024.
• Semester 1 WACE General subject changes are considered on a case by case basis, prior to Term 1, Week 2, Friday 7 February, 2025.
Semester 2
Subject changes will reopen after Semester 1 exams, and close within one week of results being released (date to be advised).
WACE ATAR Subjects which cannot be picked up without having completed Year 11 Unit 1 include but are not limited to:
• Accounting and Finance
• Chemistry
• Design
• Human Biological Science
• Languages
• Marine and Maritime Studies
• Mathematics Methods
• Mathematics Specialist
• MDT Wood
• MDT Textiles
• Media (unless a student has completed Year 10 Media)
FAQS
WACE
Does English/Lit/EALD have to be in my top four and counted in the calculation of my ATAR?
No, this is not a requirement for Western Australia.
Does my ATAR have to include a List A and List B subject?
No, your ATAR is your four top subjects irrespective of whether they are List A or B, however, you must study at least one List A and List B pair of units to satisfy WACE requirements.
Do I have to pass the subject to meet the prerequisite?
Yes, you must achieve a final combined scaled score of 50 or above to meet prerequisites.
Do I get the bonus if the subject isn’t in my top 4 and even if I fail the subject?
Yes, a 10% bonus of whatever your final combined scaled score is for the subject is added to your TEA, irrespective of whether it is one of your top 4 and even if you do not pass the subject.
IB Diploma
Do I have to be really smart to do the IB Diploma?
No, you can be successful in the Diploma without being a genius. It is more important to be an independent and organised learner who is interested in a global perspective.
Will I see my friends?
You will still get to see your WACE friends at HTG/recess/lunch/after school but also have the opportunity to meet new people and establish new friendships.
How many HL subjects should I choose?
You should choose three, however you wont need to make the decision straight away. Some students may choose to keep four HL subjects for a while, but are advised to drop one before Year 12.
Career Exploration Links
https://www.jobjumpstart.gov.au
https://skillsroad.com.au/careers
https://www.jobsandskills.wa.gov.au/jobs-and-careers/career-planning