Learn by Santa Maria College

SANTA MARIA COLLEGE

LEARN! YEARS 11 & 12 CURRICULUM HANDBOOK 2017 1

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CONTENTS 1. Welcome 2. Pathways 3. ATAR Courses 4. General Course 5. Course Selection Process 6. ACCESS Pathway 2017 7. Course Descriptions 8. Selecting Courses 9. Secondary Graduation Requirements 10. University Entrance 11. TAFE Entrance 12. Study & Feedback 13. Academic Awards 14. Calculating Your ATAR 15. College Contacts 16. University & TAFE Contacts 17. Career Information Resources on the Web 18. TAFE Certificates

WELCOME Welcome to LEARN! Welcome to the Year 11 and 12 Course Information. This information is intended to assist you in making choices of pathways and courses for 2017.

At Santa Maria College all Year 11 and 12 students:

•

Choose an ATAR or an ACCESS (General) pathway

•

May combine a limited number of courses from each pathway

•

Study 6 courses in Year 11 and at least 5 courses in Year 12

•

Study Religion & Life as one of their courses in Years 11 and 12

•

Select either English or Literature

•

Must include at least one List A and one List B course

•

Will study Units 1 & 2 in Year 11 and Units 3 & 4 in Year 12

•

Usually study the same courses in Year 11 and Year 12

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PATHWAYS Students at the College study either the ATAR or the ACCESS Pathway.

ATAR PATHWAY

ACCESS PATHWAY

ATAR courses are studied

General courses are studied

Units 1 & 2 are studied in Year 11

Units 3 & 4 are studied in Year 12

Courses are content based

Courses are practical based

External exams (WACE exams) are sat at the end of Year 12

There is one externally set task for each course, which all students must complete in Term 2

ATAR score is based on 50% school assessment and 50% external exams

High grades are important

Students gain an ATAR score based on their best 4 subjects

Workplace Learning placements are undertaken in Years 11 & 12

A minimum of 4 ATAR courses are required but 5 or 6 are recommended

Certificate courses are undertaken in Year 12

Students are aiming for university entrance

Students are required to study Career & Enterprise Students are aiming for TAFE, industry, or possible alternate entry to university.

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ATAR COURSES The twenty-five ATAR Courses with the prerequisite Year 10 course and grades are listed below. ATAR COURSES

LIST

YEAR 10 PREREQUISITE

YEAR 10 GRADE

Accounting & Finance

Mathematics Course 2 Investing & Enterprise

Applied Information Technology

Nil

Biology

Physics or Chemistry or Biology or Human Biology

C B

Business Management & Enterprise

Investing & Enterprise (preferred)

Chemistry

Physics or Chemistry or Biology or Human Biology

B A

Children, Family & the Community

Nil

Dance

Drama

Economics

Economics or Geography of History or Politics

English

French: Second Language

French

Geography

Economics or Geography of History or Politics

Human Biology

Physics or Chemistry or Biology or Human Biology

C B

Italian: Second Language

Italian

Literature

English

Materials Design & Technology

Fashion & Textiles (preferred)

Mathematics Specialist

Mathematics Course 1

Mathematics Methods

Mathematics Course 1 Mathematics Course 2.1

A-B A

Mathematics Applications

Mathematics Course 1, 2.1 Mathematics Course 2.2

A-C A

Modern History

Economics or Geography of History or Politics

Physical Education Studies

PE Studies, an interview, a science course

B B

Physics

Physics/ Mathematics Course 1 Chemistry / Mathematics Course 2.1

Politics & Law

Economics or Geography of History or Politics

Religions & Life

Religious Education

B+

Visual Arts

B+

A/B A B

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GENERAL COURSES The fourteen General Courses offered to students are listed below. GENERAL COURSES

LIST

YEAR 10 PREREQUISITE

YEAR 10 GRADE

Business Management & Enterprise

Investing & Enterprise (preferred)

Career & Enterprise (compulsory for all ACCESS students)

Nil

Children, Family & the Community

Nil

Design

Design / Visual Arts

English: Essentials

English

Food Science & Technology

Food Technology (preferred)

Integrted Science

Applied Science

Materials Design & Technology

Textiles Technology (preferred)

Mathematics: Essentials

Mathematics Course 2.2, 3

Music

Music or interview

Outdoor Education

Outdoor Education (preferred) Recreational Skippers Ticket required

Religion & Life

Religious Education

Visual Arts

Design / Visual Arts

A-C

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COURSE SELECTION PROCESS The following table outlines the timeline for the selection of courses for Year 11 2017. EVENT

DATE

Course Information Days

30 / 31 May

Year 10 Parents and Students Information Evening

1 June, 6.30 pm

Year 10 Exams

16 - 23 June

ACCESS Parents and Student Afternoon Tea / Information Session Reports available. Information to parents regarding course selection and recommended courses Parent / daughter discussions of possible courses based on prerequisites. Parents and daughters enter online course selections. Students to meet with Course Advisor. An appointment time is scheduled for each student. Parents are invited to attend. Students will be emailed an appointment time. Confirmation of courses

22 June, 3.30 pm 1 July 1 - 20 July 21 July - 5 August Term 4

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ACCESS PATHWAY 2017 The ACCESS Pathway provides two additional opportunities to students through Workplace Learning and VET Programs. Workplace Learning This Program is a compulsory part of the ACCESS Program & in most instances is only available to students undertaking the ACCESS Pathway. The Workplace Learning Endorsed Program provides an opportunity for students to demonstrate, and develop increasing competence in, the core skills for work, often referred to employability skills. Developing competence in workplace skills assists an individual to gain employment, and in the longer term, to progress within the organisation or industry area in which they are employed, and to contribute successfully to the organisation’s objectives and to the wider community. Workplace Learning is an Authority-Developed Endorsed Program that is managed by the College. Students will have the opportunity to complete hours in three different workplaces, during the upper school exam periods in May and October. To complete this endorsed program, a student works in one or more real workplace/s to develop a set of transferable workplace skills. The student must record the number of hours completed and the tasks undertaken in the workplace in the College’s Workplace Learning Logbook. The student must also provide evidence of their knowledge and understanding of the workplace skills by completing the College’s Workplace Learning Skills Journal after each fifty-five hours completed in the workplace. VET Programs There are many opportunities for VET training in the ACCESS Pathway at Santa Maria College in 2017. All ACCESS students are required to complete a VET Certificate II or higher as part of their school program. Below is an outline of VET that is available within the College: In Outdoor Education, students have the opportunity of completing Certificate II Outdoor Recreation over the two years of the course. In Business, Management & Enterprise (G), students have the opportunity of completing a Certificate III in Business over the two years of the course. In Year 12, all ACCESS students choose a TAFE Certificate where they attend TAFE one day a week. There is a large choice of certificates available, from Aviation to Zoology (please refer to the TAFE section (Add Link) for further information on certificates available.

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COURSE DESCRIPTIONS A = ATAR Course G = GENERAL Courses (ACCESS) A/G Both ATAR and GENERAL Courses offered A/G

Religion & Life

Accounting & Finance

Applied Information Technology

Biology

A/G

Business Management & Enterprise

Career & Enterprise

Chemistry

A/G

Children, Family & the Community

A/G

Dance

Design

Drama

Economics

English

Food Science & Technology

French: Second Language

Geography

Human Biology

Integrated Science

Italian: Second Language

Literature

A/G

Materials Design & Technology

A/G

Mathematics

A - Mathematics Specialist A - Mathematics Methods A - Mathematics Applications G - Mathematics Essentials A

Modern History

Music

Outdoor Education

Physical Education Studies

Physics

Politics & Law

A/G

Visual Arts

New courses 2017 A

Children, Family & the Community

Detailed syllabus statements for all courses are available here

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RELIGION & LIFE

(A & G)

Religion & Life (A) List A Prerequisites High B Grade in Religious Education Aim of Course The Religion and Life ATAR course provides opportunities to learn about religion and the interplay that occurs between religion, societies and people. The word ‘interplay’ is used throughout the Religion and Life syllabus and refers to the way in which two or more things have an effect on each other. Students develop an informed and critical understanding of this interplay through a detailed knowledge of one or more religions. At Santa Maria College, this course is studied from a Catholic perspective. Description of Course 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. 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.   Unit 3 The focus for this unit is the connection between past and present experiences of religion. The impact of changes within society are analysed in order to demonstrate how they shape the way individuals and groups interact with religion.   Unit 4 The focus for this unit is the interplay between religion and life. It is centered on understanding the way a religion responds to, and interacts with, issues in society. In all units, students use research skills to conduct inquiries, process information and communicate findings about the interplay between religion and life. There are four types of assessment used to assess Religion and Life ATAR knowledge and skills: investigation, explanation, source analysis and examination.

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RELIGION & LIFE

(A & G)

Religion & Life (G) List A Prerequisites No Prerequisite Aim of Course 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. Description of Course Unit 1 The focus of this unit is the place of religion in society. It examines the characteristics of religion and the responses of people to religion, in particular how people understand the response of religion to their concerns, needs and questions. 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, issues in society. 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. Unit 4 The focus of this unit is religious identity. It examines the influence of religion on people and how religious people interact with society. Students also explore how religion responds to and interacts with issues that arise within society. In all units, students learn the skills required for conducting an inquiry, processing information and communicating findings about religion and life.

There are four types of assessment used to assess Religion and Life General knowledge and skills: investigation, explanation, source analysis and an externally set task in Year 12.

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ACCOUNTING & FINANCE (A) List B Prerequisites B Grade in Mathematics General Course. Investing & Enterprise preferred. Aim of Course The Accounting and Finance course aims to make students financially literate by creating an understanding of the systems and processes through which financial practices and decision making are carried out, as well as the ethical, social and environmental issues involved. It helps students to analyse and make informed decisions about finances. Financial literacy gives individuals the ability to make sound financial judgements. In an age when many business practices and ethical standards are being questioned, awareness of the ways financial practices impact on their lives helps students take responsibility for their own financial commitments. It gives them the problem-solving skills to operate at many levels of financial decision-making. Through engagement with the course, students develop an understanding of the fundamentals on which accounting and financial management are based. Many students will find themselves self-employed and there is a high probability that they will have to engage in some form of accounting practices. Having an understanding of these practices enables students to analyse their own financial data and make informed decisions based on that analysis. Description of Course Unit 1 & 2 Units 1 and 2 focus on a number of specific skills and concepts including; the difference between a service, manufacturing and a trading business; the effect of GST on businesses; the characteristics of small business and ownership; the accounting equation; financial accounting and students will be taught to prepare Income Statements and Balance sheets. In the second unit students will learn the effect on the end of the financial year on the accounts of a business. They will complete financial reports analysis and learn about depreciable assets and accounting for the sale of these assets. Unit 3 & 4 The focus for unit 3 is on internal management for business. Students prepare and interpret budgets and performance reports in relation to forecasting a businessâ&#x20AC;&#x2122;s future. The unit distinguishes between internal and external reporting requirements. Decisionmaking processes using cost accounting techniques are a feature of the unit. The unit focuses on critical analysis of financial information. The unit also explores the importance of short and long term planning for business. They will investigate and analyse the value of different projects in order to learn how to decide if a project is viable. Students will learn about what contributes to the cost of a product and discuss the relationship between costs and profit. The course will also enable students to research social responsibility and ethics in business. The focus throughout Unit 4 is Accounting for Companies. Topics with practical applications such as initial share issue, cash flow statements, ratio analysis and financial reports are the core of this unit of study. Students will also discuss the issue of corporate social disclosure.

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APPLIED INFORMATION TECHNOLOGY (A) List B Prerequisite No Prerequisite Aim of Course Information and Communication Technologies (ICT) are rapidly changing the way we live and work in Australia. They affect the nature of communication, entertainment and lifestyle decisions. Almost every area of employment requires some understanding and use of ICT for greater productivity and creativity. Every school graduate needs to be capable of using ICT in his/ her personal, community and future professional lives. This course aims to address the need, by providing students with creative opportunities through interesting practical experiences, using existing and innovative software and equipment. Description of Course Units 1 & 2 The course focuses on the development of technology skills relevant to a wide range of software applications. These include desktop publishing, image manipulation, graphic design, animation, budgeting and website design. Students also obtain a greater appreciation of the technical aspects and social issues associated with information and communication technologies. In Unit 1 students will cover: Design principles and elements and how to apply these to produce work of a high quality. They will investigate the effects of ICT and the social implications of reliance on this technology. Students will also get to know the basic hardware and software requirements of a computer and will cover such industry standard programs such as Adobe Suite. In the Unit 2 students will delve into the effect ICT has had on the business world, and how this has changed and continues to change with the ever-increasing introduction of new technologies. Students will use industry standard software of Adobe Creative Cloud. Units 3 & 4 The course focuses on the development of technology skills relevant to a wide range of software applications. This includes video and graphic editing. Students also obtain a greater appreciation of the technical aspects and social issues associated with information and communication technology. The focus is on developing skills and knowledge that meet personal computing needs. Students will be able to use these skills throughout their life in many areas including personal, work and future study. The course also focuses on computer networking, computer security and privacy, how the internet works and the implications of the constant advances in technology. Students will build on their knowledge of the programs taught in Year 11.

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BIOLOGY (A) List B Prerequisites C Grade in Physics or Chemistry. B Grade in Biology or Human Biology Aim of Course Students will explore biological concepts relating to microscopic organisms through to ecosystems and the way biological systems interact and are interrelated. Fieldwork, laboratory activities, investigations and other research techniques will provide evidence based information to analyse and problem solve biological questions. Description of Course Unit 1: Ecosystems and biodiversity Students will analyse the biotic and abiotic components of ecosystems and dynamic processes including the movement of energy and matter, the interactions between species and the effects of interactions on population dynamics. They will use classification systems to compare organisms and examine evolutionary relationships. Biodiversity will be explored and the range of conservation strategies being undertaken to conserve and sustain biodiversity within ecosystems. Unit 2: From single cells to multicellular organisms In this unit, students will explore the structure and function of organisms using a range of hands on laboratory activities including microscopy, data loggers and laboratory experimentation. They will study cells and the exchange of materials between cells and their external environment, the processes of photosynthesis and respiration and the role of enzymes in controlling biochemical systems. The specialisation of systems in multicellular organisms including plants and animals will be studied including digestive, transport and gas exchange systems and comparisons made between species. Unit 3: Continuity of species This unit will focus on the mechanisms of inheritance and the transmission of genetic material from one generation to another. Examination of the structural properties of the DNA molecule and the factors influencing the way the genetic code is expressed in organisms. Recombinant DNA and DNA identification technologies will be studied and their application to agriculture and conservation strategies. Students will study the theory of evolution by natural selection and the formation of species and the evidence put forward to support the theory of evolution. Unit 4: Surviving in a changing environment Examination of the need for organisms to survive changes to their internal and external environments. Students study the principles of homeostasis and the mechanisms organisms use to respond to changes in the environment such as temperature, water and salt concentrations. The cause, spread and control of infectious diseases is examined. Other Scientific Investigation will form a large focus of this course including conducting investigations into yabby habits, plant growth, bacterial and fungal growth and microscopy observations. In Year 11 there is a fieldwork component which includes an overnight camp in the Perth Hills to study the Jarrah Forest ecosystem and excursions to places like the Perth Zoo and Kings Park Botanical Gardens.

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BUSINESS MANAGEMENT & ENTERPRISE (A & G) Business Management & Enterprise (A) List A Prerequisite Year 10 Investing & Enterprise preferred Aim of the Course The Business Management and Enterprise ATAR course gives students the opportunity to understand how vital business is to individuals and society, and how it impacts on many aspects of our lives. The course aims to prepare students for a future where they will need to identify possibilities and create opportunities within a business environment. The course equips students to proactively participate in the dynamic world of business, behave responsibly and demonstrate integrity in business activities. Description of Course Units 1 & 2 The focus of these units is on success in business at a national level. It explores what it takes to be successful beyond the initial start-up stage. Students investigate the features of successful marketing campaigns. The course explores how businesses succeed and prosper and how the marketing plan contributes to the overall business plan. The units explore issues in the business environment, including intellectual property, and the importance of employee motivation. Unit 3 & 4 The focus of Unit 3 is on strategic international business growth. The unit explores the need for global expansion and change management. It also addresses the opportunities provided by the global environment and the factors that drive international business development. The focus of Unit 4 is on global business operations. The unit explores how businesses operate strategically and examines the features and traits of successful management. It addresses the significance of strategic planning and the concept of competitive advantage.

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BUSINESS MANAGEMENT & ENTERPRISE (A & G) Business Management & Enterprise (G) List A Prerequisite No prerequisite Aim of the Course The emphasis of the Business Management and Enterprise General course is to give students the opportunity to understand how vital business is to individuals and society, and how it impacts on many aspects of our lives. A Certificate III in Business will be completed over the two years of this course. Units 1 & 2 The focus of Year 11 is on establishing and operating a small business in Australia. Opportunities are provided to explore business start-ups and to recognise the factors that contribute to business success. Entrepreneurship and innovative thinking are introduced, generating ideas and proposals that may be suitable for business ventures. These proposals are then developed into a business plan. The concepts of innovation, marketing and competitive advantage and the key factors that influence consumer decisionmaking are introduced. Legal aspects of running a small business, including rights and responsibilities of employer and employee, are investigated. Unit 3 & 4 The focus of Unit 3 is on strategic international business growth. The unit explores the need for global expansion and change management. It also addresses the opportunities provided by the global environment and the factors that drive international business development. The course content encompasses theoretical and practical aspects of business management and enterprise, and is divided into three content areas of environments, management and people. The focus of unit 4 is on global business operations. The unit explores how businesses operate strategically and examines the features and traits of successful management. It addresses the significance of strategic planning and the concept of competitive advantage.

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CAREER & ENTERPRISE

(G)

List A Prerequisite No prerequisite Aim of Course The Career and Enterprise General course engages students in learning about developing their career in a constantly changing digital and globalised world. The Career and Enterprise General course aims to provide students with the knowledge, skills and understanding to enable them to be enterprising and to proactively manage their own careers. Description of Course The course reflects the importance of career development knowledge, understanding and skills in securing, creating and sustaining work. Work, including unpaid voluntary work, is fundamentally important in defining the way we live, relate to others and in determining the opportunities we have throughout life. The world of work is complex and constantly changing. The course recognises that work both reflects and shapes the culture and values of our society. Students will complete a portfolio that includes a resume, core skills for work information, and certificates. This course is compulsory for students completing an ACCESS Pathway.

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CHEMISTRY (A) List B Prerequisites B Grade in Physics or Chemistry or A Grade

Biology or Human Biology Aim of Course Chemistry aims to equip students with the knowledge, understanding and opportunity

investigate properties and reactions of materials. Students develop an understanding of the theories and models used to describe, explain and make predictions about chemical systems, structures and properties. It also enables students to relate chemistry to other sciences including biology, geology, medicine, molecular biology and agriculture and prepares them for future study in the sciences. Description of Course Unit 1: Chemical fundamentals: structure, properties and reactions In this unit, students relate matter and energy in chemical reactions as they consider the breaking and reforming of bonds as new substances are produced. Students can use materials that they encounter in their lives as a context for investigating the relationships between structure and properties. Unit 2: Molecular interactions and reactions Students develop their understanding of the physical and chemical properties of materials. They learn how rates of reaction can be measured and altered to meet particular needs, and use models of energy transfer and the structure of matter to explain and predict changes to rates of reaction. Unit 3: Equilibrium, acids and bases, and redox reactions In this unit, students investigate acidâ&#x20AC;?base equilibrium systems and their applications. They use contemporary models to explain the nature of acids and bases, and their properties and uses. This understanding enables further exploration of the varying strengths of acids and bases. Students investigate the principles of oxidation and reduction reactions and the production of electricity from electrochemical cells. Unit 4: Organic chemistry and chemical synthesis This unit focuses on organic chemistry and the processes of chemical synthesis by which useful substances are produced for the benefit of society. Students investigate the relationship between the structure, properties and chemical reactions of different organic functional groups and the vast diversity of organic compounds.

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CHILDREN, FAMILY & THE COMMUNITY (A & G) Children, Family & the Community (A) List A

Prerequisite No prerequisite

Aim of Course To enable students to develop an understanding of the growth, development and wellbeing of children and their families in both a theoretical and practical context. The course aims to assist in preparing students who intend on pursuing further study or work in areas such as early childhood teaching, childcare work, social work, nursing, midwifery, occupational therapy, speech therapy.

Description of Course

Unit 1 The focus of this unit is about building on relationships. We will examine the family types that exist and how growth and development of an individual is a product of our genetics and our environment. We review products, services and systems in place to support children and families and will consider cultural diversity, inequity and injustice issues.

Unit 2 The focus of this unit investigates where individuals and families fit into the wider community by exploring contemporary Australian issues or trends. We will discuss the concept of sustainability and look at how families can live more sustainably as members of a global community. We spend time investigating social justice issues that impact on children and families such as child labour, refugees and domestic violence and discuss who is advocating for children, women and families in these circumstances.

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CHILDREN, FAMILY & THE COMMUNITY (A & G) Children, Family & the Community (G) List A

Prerequisite No prerequisite

Description of Course

Unit 1 The focus of this unit is the family. Students will explore different types of families, the role of the family and the relationships that exist between families and the wider community and how different values, attitudes and beliefs impact on this relationship.

Unit 2 The focus of this unit is the influence of biology and the environment on growth and development. The roles and responsibilities of various support networks are investigated, and protective and preventative strategies to ensure optimal growth and development of children is addressed.

Unit 3 The focus of this unit is about building on relationships. They will examine products, services and systems in place to support children and families and will consider cultural diversity, inequity and injustice issues.

Unit 4 The focus of this unit investigates where individuals and families fit into the wider community by exploring contemporary Australian issues or trends. We spend time investigating social justice issues that impact on children and families such as child labour, refugees and domestic violence and discuss who is advocating for children, women and families in these circumstances.

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DANCE (A) List A Prerequisites ATAR Prerequisites: B Grade in Year 10 Dance General Prerequisites: B Grade in Year 10 Dance Aim of Courses The ATAR and General Dance course develops and presents ideas through a variety of genres, styles and forms, as it provides a unique way to express our cultural view and understanding of the world. Through critical decision-making in individual and group work, movement is manipulated and refined to reflect the choreographerâ&#x20AC;&#x2122;s intent. Students use a wide range of creative processes, such as improvisation and the use of choreographic elements and devices, and draw on their own physicality and the interpretation of existing work of others to make dance works. Through participation in the Dance, students develop transferable skills essential to their future. These include communication skills, collaborative teamwork skills, negotiation and conflict resolution skills, problem-solving skills, as well as the ability to organise, analyse and evaluate. Description of Course In Year 11, students focus on the exploration of dance in popular culture and how this leads to a wider understanding of the diverse contexts and functions of dance in society. They also focus on the diverse range of functions and contexts of dance in Australia. In Year 12 students focus on creating dance that explores original concepts and expresses personal ideas. The students will consider how dance reflects and is shaped by society and its values. They will also focus on the development of choreographic ideas to create unique dance work with personal style. The course focuses on: choreography; performance; contextual knowledge and assessments types are both practical and written. This course will only run if appropriate numbers choose this course. Life skills taught in Performing Arts Career choices open to those who study Performing Arts New Australian research has identified the value of participating in arts experiences in school

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DESIGN ( G) List A Prerequisites Visual Art or Design course studied in Year 10 Aim of Course Design involves the development, planning and production of visual and tactile communication. The goals of the Design General course are to facilitate an understanding of how design works; and how ideas, beliefs, values, attitudes, messages and information are effectively communicated. Students develop a competitive edge for current and future industry and employment markets, and also emphasises the scope of design in professional and trade based industries allowing students to maximise vocational and/or university pathways. Description of Course For each of the four units studied, students select one context of the design process to specialise in. Students can nominate different contexts for each unit studied. Graphic Design context: This context may include elements of digital media, photography, interactive media, graphics technology, technical graphics and visual communication. Whilst these fields share a common link through digital technology, graphics also includes traditional two dimensional design media, such as drawing/mood boards/layouts. Dimensional Design context: This context may include elements of fashion, textiles, architecture, furniture design and 3D graphics, including computer-aided design and some photography. This context enables the design and production of objects, including models/mock-ups/fashion and/or costume models. Unit 1: Design Fundamentals Examples of learning focus points could include graphic design: set of pictograms and/or name styles for horoscope, cosmetic, music, traffic signs, internet; packaging design for chosen products, skateboard deck design, greeting card series, swing tags and wrapping paper, labels and invitations. Dimensional Design: Small design tasks exploring the elements and principles of design resulting in 3D pieces from found and recycled materials, set & costume design, jewellery design and 3D printing. Unit 2: Personal design Students learn to visually communicate aspects of their personality, values and beliefs through their affiliations and their manipulation of personal surroundings and environments. Contexts could include: â&#x20AC;˘

Graphic Design: T-shirt/hoodie design, personal logo and stationery, personal invitation, front cover-portrait, magazine advertisements.

â&#x20AC;˘

Dimensional Design: costume design for an event; personal jewellery set, accessories, re-designing my dream room, including model making and mood board/ swatching, garden/outdoor area design.

Unit 3: Product design Students learn the commercial world is comprised of companies, requiring consumer products, services and brands for a particular audience. Unit 4: Cultural design Students learn that society is made up of different groups of people who share diverse values, attitudes, beliefs, behaviours and needs. 22

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DRAMA

(A)

List A Prerequisites B Grade in Year 10 Drama Why Study Drama? Drama entertains, informs, communicates and challenges and through drama, human experience is shared. While some students intend to make a career in drama and related fields, they also participate in drama for enjoyment and satisfaction. They experience the pleasure that comes from developing personal skills, knowledge and understandings that can be transferred to a range of careers and situations. Drama builds confidence, empathy, understanding about human experience, and a sense of identity and belonging. These are invaluable qualities for contemporary living. In Year 11 Drama students explore techniques of characterisation through different approaches to group based text interpretation. They have the opportunity to research and collaboratively workshop, interpret, perform and produce texts in forms and styles that challenge and question perspectives. In Year 12 Drama students reinterpret dramatic text, context, forms and styles for contemporary audiences through applying different approaches. Students analyse themes and issues facing contemporary society through analysis of text and creation of their own work. Students learn about various roles relating to drama, including directing and design, and assessments types are performance based and analytical, with equal weighting in both practical and written assessment. What we really do in Drama Life skills taught in Performing Arts Career choices open to those who study Performing Arts New Australian research has identified the value of participating in arts experiences in school

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ECONOMICS (A) List A Prerequisites B Grade in any Year 10 Humanities

and

Social Sciences courses Aim of Course Economics investigates the choices which all people, groups and societies face as they confront the ongoing problem of satisfying their unlimited wants with limited resources. The Economics ATAR course develops reasoning, logical thinking and interpretation skills demanded by the world of work, business and government. The course explores the knowledge, values and opinions that surround the range of economic events and issues facing our community, such as unemployment, income distribution, business strategy and international relations. Economic literacy developed through this course enables students to actively participate in economic and financial decision-making that promotes individual and national wealth and wellbeing. It is valuable for the individual in managing their own finances and building personal wealth and for those seeking a career in commerce, business, banking and finance, the stock market and government. Description of Course Unit 1: Microeconomics This unit explores the theory that markets are an efficient way to allocate scarce resources. When the forces of demand and supply do not allocate resources efficiently, market failure can occur. Students examine examples of market failure along with a range of government actions. Students are also introduced to the language of economics and the use “of theories and models to explain and interpret economic events and issues. Unit 2: Macroeconomics This unit explores the government’s role in a modified market economy and Australia’s recent economic performance. The cyclical fluctuations in the level of economic activity cause changes in the levels of output, income, spending and employment in the economy; which in turn, have implications for economic growth, inflation and unemployment. Students examine the role of government, through its spending and taxing power and the level of economic activity. Unit 3: Australia and the global economy The unit explores the linkages between economies and the concepts of globalisation, trade liberalisation and protection in relation to the Australian economy. Students examine Australia’s trade, the recording of international transactions and their impact. Students examine the effects of change in Australia’s economic transactions with the rest of the world using recent and contemporary economic data, together with economic models. Unit 4: Economic policies and management The unit explores how economic policies and actions operate in the pursuit of the Australian Government’s economic objectives. Students examine the effects of the operation of policies in Australia using economic models along with recent and contemporary economic data. Students apply the language, theories and tools of economics to develop a critical perspective on the role of these policies in the current Australian Government policy mix.

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ENGLISH (A & G) English (A) List A Prerequisites Preferably 60% in Year 10 in either exam or final score. Aim of Course The ATAR English courses aims to develop students’: •

skills in listening, speaking, reading, viewing and writing

•

capacity to create texts for a range of purposes, audiences and contexts

•

understanding and appreciation of different uses of language.

•

analysis, evaluation and create sustained imaginative, interpretive and persuasive texts

•

engagement in critical analysis and evaluation.

Description of Course Unit 1 Students explore how meaning is communicated through the relationships between language, text, purpose, context and audience. This includes how language and texts are shaped by their purpose, the audiences for whom they are intended, and the contexts in which they are created and received. Through responding to and creating texts, students consider how language, structure and conventions operate in a variety of imaginative, interpretive and persuasive texts. Study in this unit focuses on the similarities and differences between texts and how visual elements combine with spoken and written elements to create meaning. Unit 2 Students analyse the representation of ideas, attitudes and voices in texts to consider how texts represent the world and human experience. Analysis of how language and structural choices shape perspectives in and for a range of contexts is central to this unit. By responding to and creating texts in different modes and media, students consider the interplay of imaginative, interpretive, persuasive and analytical elements in a range of texts and present their own analyses. Students critically examine the effect of stylistic choices and the ways in which these choices position audiences for particular purposes, revealing and/or shaping attitudes, values and perspectives. Unit 3 Students explore representations of themes, issues, ideas and concepts through a comparison of texts. They analyse and compare the relationships between language, genre and contexts, comparing texts within and/or across different genres and modes. Students recognise and analyse the conventions of genre in texts and consider how those conventions may assist interpretation. Students compare and evaluate the effect of different media, forms and modes on the structure of texts and how audiences respond to them. 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 though debate and argument. Through close study of texts, students explore relationships between content and structure, voice and perspectives and the text and context.

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ENGLISH (A & G) English (G) List A Prerequisite No prerequisite Aim of Course The course aims to practise their literacy skills, especially spelling, punctuation and grammar. It is designed especially to aid students who have not passed OLNA at a minimum literacy standard. It aims to improve skills in the following areas: •

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

•

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

•

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

Description of Course Units 1 & 2 These units aim to develop student’s 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 to include reading ability, verbal or spoken literacy, the literacy involved in writing, and visual literacy. Students will develop skills in the use of language conventions, including spelling, punctuation and grammar. Units 3 & 4 These units revolve around functional literacy. The aim is to develop students’ skills in reading, writing, viewing, speaking and listening in work, learning, community and everyday personal contexts. Students undertaking this course will develop skills in the use of 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 ones sense of individual worth.

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FOOD SCIENCE & TECHNOLOGY (A) List B Prerequisite No prerequisite Aim of Course Food is a fundamental part of everyday living. Food Science and Technology gives students the opportunity to develop an understanding of the role that food and nutrition play within the community. Students will learn about changing consumer demands, new food trends, dietary health issues and marketing to give them an insight to what is current within the food society. Students have the opportunity to develop their own interests and skills through selecting their own recipes in practical tasks, and will apply what they have learnt in theory sessions to practical sessions. The food and health sector is an expanding area in Australia with employment within varied industries on the increase. The Food Science and Technology course gives students a pathway to access further opportunities in term of working in the areas of health, nutrition, food and beverage manufacturing, food processing, community services, hospitality and retail. Description of Course Units 1 & 2 Unit 1 examines balanced diets and the functions of nutrients in the body. Students will also explore the benefits of healthy eating and learn about the impact of food issues in society such as media and advertising influences and sourcing food sustainably. This unit investigates the influences on adolescent food choices. Nutrition related health conditions such as coeliac, lactose intolerance and specialised diets such as vegan diets. Students continue developing their practical skills in producing a wide range of recipes. Units 3 & 4 The focus of this unit is investigating societal, lifestyle and economic issues that affect the food choices of consumers. Students will consider the under and over consumption of nutrients and learn about the influence of our dietary choices on our health. We will look at the food supply chain, food choices and the environmental impact of food provision, and learn how our choices are influenced by lifestyle decisions and cultural traditions. Students expand their practical skills in recipe selection and production. â&#x20AC;&#x192;

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FRENCH: SECOND LANGUAGE(A) List A Prerequisites B Grade in French Aim of Course The French: Second Language ATAR course can connect to the world of work, further study and travel. The French: Second Language ATAR course is designed to equip you with the skills needed to function in an increasingly globalised society, a culturally and linguistically diverse local community and to provide the foundation for life-long language learning. It also offers you opportunities to participate in the many sister school and student exchange programs between Western Australia and French-speaking countries. Description of Course Unit 1: C’est la vie! (That’s life!) This unit focuses on C’est la vie ! (That’s life!). Through the three topics: My daily routine, French sports and leisure, and Leading a healthy lifestyle, students further develop their communication skills in French and gain a broader insight into the language and culture. Unit 2: Voyages (Travel) In this unit the focus is travel and holidays. We start with holiday tales and plans, we discuss what is essential when planning a trip and travelling at home and/or abroad. We then look at Australia as a destination point for French-speaking travellers, and discuss how we would prepare a French speaker for a trip to Australia. Within this unit, we also look at how technology is changing the world travel, influencing the way people plan their holidays, and how they communicate with others while away. Unit 3: Les médias (The media) In this unit we reflect on the role of technologies in Australia and in French speaking-countries. We also get an insight into the cultures and lifestyles of the French-speaking communities through examples of francophone films, film clips and music. Unit 4: Le monde qui nous entoure (The world around us) In this unit we start by reflecting on your plans for the future. Then, we explore the accounts of French-speaking migrants to and from French-speaking communities. We also consider reasons for migration and experiences of participating in a new community. We complete this unit by considering global youth issues related to coping with pressures: stress, drugs and alcohol. Assessment In French: Second Language assessments include: a practical (oral) examination, a written examination as well as in class assessments which address the four learning outcomes: Listening and Responding, Spoken Interaction, Viewing and reading and Writing. Other To encourage students to continue their language studies at a tertiary level, West Australian universities will offer a bonus to students who study a language at ATAR level. 10% of the student’s scaled score for the language is added to their aggregate score. Students will also be encouraged to take part in annual language examinations and, where possible, take part in an exchange or study tour to France or La Réunion Island. Eligibility criteria to study languages is available here. 28

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GEOGRAPHY (A) List A Prerequisites B Grade in any Year 10 Humanities & Social Sciences courses Aim of Course The Geography course aims to develop knowledge and understanding of natural and ecological hazards, land cover transformations and the challenges affecting the sustainability of places. The study of the Geography ATAR course can be a valuable background to careers in environmental science, urban planning, resources management, agricultural science, forestry, natural disaster management, conservation and government. Description of Course Unit 1: Natural and ecological hazards Geography focuses on natural and ecological hazards. In unit 1 students will assess the risk associated with these hazards on local, regional and global levels. Students explore depth studies on natural hazards such as cyclones, flood or earthquakes and ecological hazards, for example, infectious diseases or plant and animal invasion. As a result of these global hazards students develop an understanding of risk management including prevention, mitigation and preparedness. Unit 2: Global networks and interconnections Students focus on the process of international integration and our increasing interconnected world. Students will gain an understanding of the economic, social and political consequences of global networks with a focus on transport, communication and technology. Students will look at the development of elements of culture through an exploration of how people embrace, adapt or resist the the forces of international integration. Depth studies may include political and social ideas, music, architecture or language. Unit 3: Global Environmental Change Students will investigate the impact of land cover transformations with particular reference to climate change or biodiversity. The earthâ&#x20AC;&#x2122;s surface is constantly changing and environments are being modified by human activity. Students examine how humans alter ecosystems and the effects these changes have on natural systems. Students inquire and do fieldwork into climate change or loss of biodiversity. A range of skills, including spatial technologies and fieldwork, will be used to evaluate human impact on environments the consequences for the worldâ&#x20AC;&#x2122;s environment and population. Unit 4: Planning sustainable places Challenges exist in designing urban places to make them more productive, vibrant and sustainable. How people respond to these challenges, individually and collectively, will influence the sustainability and liveability of places into the future. Urban planning involves a range of stakeholders and students examine how they cope with challenges to ensure that places are sustainable. Global urbanisation, rates of population growth, challenges for urban, rural and remote places, transport systems, and enhancing the amenity of places, are a focus of this unit. Two depth studies will look at the role of planning to meet the challenges facing metropolitan Perth and a mega city such as New York.

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HUMAN BIOLOGY (A) List B Prerequisites C Grade in Physics or Chemistry. B Grade in Biology or Human Biology. Aim of Course The Human Biology course gives students a chance to explore how the human body works, relating body structure to function and how the body responds to changing environmental conditions. Students will learn of the origins of human variation, inheritance and the evolution of the human species. Students learn the benefits of making informed decisions about lifestyle and health topics such as diet, alternative medical treatments and use of chemical substances. 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. In particular, the course focuses on various systems of the body: respiratory, cardiovascular, digestive, excretory and the musculoskeletal systems. Using knowledge of cell structure, function and metabolic activities, students will learn how each system is interdependent and allows the human body to function efficiently. Unit 2: Reproduction and Inheritance This unit provides opportunities for students to explore the transmission of genetic material to the next generation, the role of males and females in reproduction, and how interactions between genetics and the environment influence early development. They will learn how processes for gamete production and zygote formation contribute to human diversity and produce new genetic combinations. Students will study the application of technological advances, the impact of medical knowledge and the issues associated with human reproduction. Unit 3: Homeostasis and Disease This unit explores the nervous and endocrine systems, the mechanisms that help the systems of the body to function within the optimal range and the bodyâ&#x20AC;&#x2122;s immune responses to invading pathogens. Students will study the complex interactions between the nervous system, the endocrine system and behavioural mechanisms in maintaining the internal environment. Students will explore the role of non-specific defences of the body that can be aided by the use of antibiotics and antiviral drugs and specific resistance produce long-lasting immunity. They will study how vaccinations can result in immunity to infections. Unit 4: Human Variation and Evolution In this unit, students will explore the variations that exist between humans in their changing environment and evolutionary trends in human ancestors. They will study the effect of changing environments on genetic variation and gene pools, evolutionary mechanisms such as natural selection, migration and random events. Students will study how natural selection and isolation may lead to the evolution of new species and discuss the evidence for these changes.

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INTEGRATED SCIENCE (G) List B Prerequisites C Grade in Applied Science. D Grade in other science courses. Aim of Course The Integrated Science course enables students to investigate science issues, in the context of the world around them. It incorporates aspects of biology, chemistry, geology and physics, and can also include less traditional areas such as forensic science and biotechnology. Integrated Science encourages students to be questioning, reflective and critical thinkers about scientific issues. Description of Course Unit 1: Biological and Earth Systems This unit looks at the processes involved in the functioning of systems from the macro level to systems at the organism, cellular and molecular level. Students recognise the interdependence of these systems and investigate the effect of human activity on systems. Some example topics for this unit may include Environmental Degradation, Sustainability and Biodiversity and Biotechnology. Unit 2: Physical and Chemical Systems This unit looks at the processes involved in the transformations and redistributions of matter and energy in biology, chemical and physical systems, from the atomic level to the macro level. Students investigate the properties of elements, compounds and mixtures, and how these substances interact in chemical reactions to produce new substances. The concepts of forces, energy and motion are also explored. Some example topics for this unit are Kitchen Chemistry, Vehicles and Drivers or Forensic Science. Unit 3: Biological and Earth Systems This unit looks at ideas relating to the processes involved in the movement of energy and matter in ecosystems. Students will investigate a number of diverse ecosystems, exploring the range of living and non-living components, to understand the dynamics, diversity and interrelationships of these systems. Fieldwork is an important part of this course and provides valuable opportunities for students to experience local ecosystem interactions. Some example topics for this unit are Local ecosystem studies, Wetland Ecology or Conservation and Sustainability. Unit 4: Physical and Chemical Systems This unit provides students with the opportunity to conduct scientific investigations that will increase their understanding of important scientific concepts and processes. Practical experiences are an hypothesis, planning, conducting, representing data in meaningful ways, interpreting data and scientific texts, and communicating findings. Some example topics for this unit are Rocketry, Water and Cosmetic Chemistry.

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ITALIAN: SECOND LANGUAGE (A) List A Prerequisites B Grade in Italian Aim of Course The Italian: Second Language ATAR course can connect to the world of work, further study and travel. The Italian: Second Language ATAR course is designed to equip you with the skills needed to function in an increasingly globalised society, a culturally and linguistically diverse local community and to provide the foundation for life-long language learning. It also offers you opportunities to participate in the many sister school and student exchange programs between Western Australia and Italy. Description of Course Unit 1: Rapporti (Relationships) In this unit we look at the different relationships we have with people: family, friend and school relationships and we consider the importance of friendship in our lives as well as young Italians. We also explore Italian traditions, events and celebrations and how these promote a sense of community and awareness of culture. Finally, we look at communicating in a modern world and how the internet, social networking and other technologies have impacted on our lives. Unit 2: Andiamo! (Travel â&#x20AC;&#x201C; Letâ&#x20AC;&#x2122;s Go!) In this unit the focus is travel and holidays. We start with holiday tales and plans, we discuss what is essential when planning a trip and travelling at home and/or abroad. We then look at Italy as a destination point and discover particular Italian regions / cities and explore tourist attractions and all they have to offer. Our focus then moves back to Australia and we look at enticing Italians to our country and discuss what they might like to see if they were to come here. Within this unit, we also look at how technology has changed how we travel in a modern world. Unit 3: Grazie Italia (Thank You Italy) In this unit we look at all things Italian in their lives and in their wider community. We explore the lifestyle, interests and activities in the everyday life of Italians and we consider Il Made in Italy as a global brand and explore the contribution of Italians here in Australia. Unit 4: Ieri, oggi e domani (Yesterday, Today and Tomorrow) In this unit we start by reflecting on your life and planning your future, we then explore issues faced by Italian youth: health and body image, peer pressure, unemployment and drugs. We complete this unit by considering current issues in the global community in relation to the environment: climate change and pollution. Assessment In Italian: Second Language assessments include: a practical (oral) examination, a written examination as well as in class assessments which address the four learning outcomes: Listening and Responding, Spoken Interaction, Viewing, reading and responding and Writing. Eligibility criteria to study languages is available here.

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LITERATURE

(A)

List A Prerequisites Preferably 60% in Year 10 either in the exam or final score Aim of Course The Literature course aims to develop students’: •

skills in listening, speaking, reading and writing,

•

capacity to create texts for a range of purposes, audiences and contexts,

•

understanding and appreciation of different uses of language,

•

ability to respond personally, critically and imaginatively to a range of literary texts drawn from Australian and other historical, contemporary and cultural contexts and traditions,

•

capacity to engage with and contest complex and challenging ideas in order to form their own interpretations informed by a range of critical perspectives,

•

capacity to reflect critically on connections and resonances between texts.

Description of Course Unit 1 Unit 1 develops students’ knowledge and understanding of different ways of reading and creating literary texts drawn from a widening range of historical, social, cultural and personal contexts. Students analyse the relationships between language, text, contexts, individual points of view and the reader’s response. This unit develops knowledge and understanding of different literary conventions and storytelling traditions and their relationships with audiences. A range of literary forms is considered: prose fiction, poetry and drama. Through the creation responses, students frame consistent arguments. Unit 2 Unit 2 develops students’ knowledge and understanding of the ways texts connect with each other. Drawing on a range of language and literary experiences, students consider the relationships between texts, genres, authors, readers, audiences and contexts. The ideas, language and structure of different texts are compared and contrasted. Exploring connections between texts involves analysing their similarities and differences through an analysis of the ideas and language used. Unit 3 Unit 3 develops students’ knowledge and understanding of the relationship between language, culture and identity in literary texts. Students inquire into the power of language to represent ideas, events and people. Through critical analysis and evaluation, the values and attitudes represented in and through texts and their impact on the reader are examined. Throughout the unit, students create analytical responses that are characterised by a confident, engaging style and informed observation. Unit 4 Unit 4 develops students’ appreciation of critical analysis of literary texts drawn from a range of forms, genres and styles. Students reflect upon the creative use of language, and the structural and stylistic features that shape meaning and influence response.

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MATERIALS DESIGN & TECHNOLOGY (A /G) List B Prerequisites No prerequisites Aim of Courses Materials Design & Technology (MDT) is a practical course that will enable students to develop their knowledge and skill working with a variety of different fabrics and techniques. Our aim is for students to design and create a range of outfits for functional purposes, including casual and formal wear. Students who have an interest in, or a talent for designing and creating garments would be well suited to this course as it aims to equip students with a variety of techniques and skills to enable them to design and sew a variety of items. Description of Course In all of the units of study, students will have the opportunity to select and design a garment or outfit they wish to produce, that meets the design brief of the task. Items that girls may make include items such as dresses, tops, skirts, pants and costumes.

Materials Design & Technology (A) MDT is an excellent option for ATAR students seeking an alternative List B subject or for those who would like to include more practical work in their studies. Units 1 & 2 These units allow students to continue with the design aspect of the course, whilst considering other implications in the design process. Factors such as ethical and environmental awareness, sustainability and intercultural understanding are examined and their impacts on the design process are considered. Creative and critical thinking skills are employed as students produce and design garments, which take into account the above factors. Units 3 & 4 Students continue to develop their understanding of various fabrics and their properties. They will produce outfits as part of an open and self-directed design brief. Students will learn about the cultural and social factors which have influenced historical and contemporary fashion design and will consider how technology has impacted upon these changes.

Materials Design & Technology (A) Units 1 & 2 These units enable students to learn about the properties, classifications and origins of different fabrics. Students then utilise this theoretical knowledge to choose a design they wish to create, select appropriate fabrics they wish to use and produce outfits using the design process. Students will utilise a range of production techniques and equipment. Units 3 & 4 These units allow students to continue with the design aspect of the course, whilst considering other implications in the design process. Factors such as ethical and environmental awareness, sustainability and intercultural understanding are investigated. Creative and critical thinking skills are employed as students produce design solutions, which take into account the above factors.

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MATHEMATICS (A /G) List B Prerequisites See prerequisites for each subject

Aim of Courses There are strong, enduring reasons for the prominence of mathematics in the school curriculum. According to one leading mathematics educator these reasons are: ‘To teach basic skills; to help children to think logically; to prepare students for productive life and work; and to develop quantitatively literate citizens.’ - Lynn Arthur Steen Others have commented on the artistic nature of mathematics: ‘Mathematics, rightly viewed, possesses not only truth, but supreme beauty..(it is) sublimely pure, and capable of a stern perfection such as only the greatest art can show.’ - Bertrand Russell.

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MATHEMATICS (A /G) List B Prerequisites See prerequisites for each subject

Mathematics Specialist (A) Prerequisites A Grade in Mathematics Course 1 This Mathematics Specialist Course offers Years 11 and 12 students the opportunity to advance their mathematical skills, to build and use mathematical models, to solve problems, to learn how to reason logically. Mathematics Specialist is an ATAR course that provides opportunities, beyond those presented in Mathematics Methods, 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 Mathematics Methods as well as demonstrate their application in many areas. Mathematics Specialist also extends understanding and knowledge of statistics. Students must study Mathematics Methods in addition to Mathematics Specialist.

Mathematics Methods (A) Prerequisites A or B Grade in Mathematics Course 1, A Grade in Mathematics Course 2.1 Mathematics Methods is an ATAR course that 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 modeling physical processes. The study of statistics develops studentsâ&#x20AC;&#x2122; ability to describe and analyse phenomena that involve uncertainty and variation. Other To encourage talented students to continue their Mathematical studies at a tertiary level, ALL West Australian universities will offer a bonus to students who study Mathematics Specialist and Mathematics Methods at ATAR level. 10% of the studentâ&#x20AC;&#x2122;s scaled score for each subject is added to their aggregate score from 2017 onwards. The bonus does not apply to Mathematics Applications.

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MATHEMATICS (A /G) Mathematics Applications (A) Prerequisites A - C Grade in Mathematics Course 1, 2.1 A Grade in Mathematics Course 2.2 Mathematics Applications is an ATAR course that 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 are not permitted to choose Mathematics Applications in combination with Mathematics Methods.

Mathematics Essentials (G) List B Prerequisites A - C Grade in Mathematics 2.2, 3 Course Mathematics Essential is the ACCESS mathematics course that 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.

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MODERN HISTORY (A ) List A Prerequisites B Grade in any Year 10 Humanities & Social Sciences courses Aim of Course History is the study and practice of making meaning of the past. It engages us with ideas, beliefs and values that shape and influence our lives. At the same time it helps us clarify our own beliefs and values compared to those of others. Investigating the past helps to understand why and how groups and/or societies changed or resisted changes even if this meant conflict or death. The skills and knowledge gained from this course inform our judgments and actions in a rapidly changing world. It provides insights into the present, an informed basis for determining our future and the opportunity to reflect on the significance of past events, people, beliefs and ideas and how and why they are valued now. Description of Course Unit 1: Understanding the modern world - Capitalism, the American Experience 1907 - 1941 This unit examines developments of significance in the modern era, including the ideas that inspired them and their far-reaching consequences. Students explore crucial changes, for example, the application of reason to human affairs; the transformation of production, capitalism and consumption, transport and communications and the challenge to social hierarchy and hereditary privilege, and the assertion of inalienable rights; and the new principles of government by consent. Unit 2: Movements for change in the 20th century - Nazism in Germany This unit examines significant movements for change in the 20th century that led to change in society, including peopleâ&#x20AC;&#x2122;s attitudes and circumstances. These movements draw on the major ideas described in Unit 1, have been connected with democratic political systems, and have been subject to political debate. Students investigate the ways in which individuals, groups and institutions have challenged existing political structures, accepted social organisation, and prevailing economic models, to transform societies. Unit 3: Modern nations in the 20th century - Russia and the Soviet Union 1914 - 1945 (World War I to the end of World War II) This unit examines the characteristics of modern nations in the 20th century; the crises that confronted nations, their responses to these crises and the different paths nations have taken to fulfil their goals. Students investigate crises that challenged the stability of government, the path of development that was taken and the social, economic and political order that was either established or maintained. Students examine the ways in which the nation dealt with internal divisions and external threats. Unit 4: The modern world since 1945 - The Changing European world since 1945 This unit examines some significant and distinctive features of the modern world within the period 1945 2001 in order to build students understanding of the contemporary world that is, why we are here at this point in time. These include changes to the nature of the world order: shifting international tensions, alliances and power blocs; and the nature of engagement by and with Australia; the nature of various conflicts and regional and international attempts to create peace and security.

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MUSIC (G ) List A Prerequisites Interview and audition Aim of Course This course is designed to accommodate those students with a keen interest in music and some formal training in instrumental and/or vocal studies. Students are encouraged to develop sound performance skills through solo and ensemble experiences and will be able to utilise elements of technology through composition and arrangement. The course has an emphasis on practical tasks and covers a wide range of genres and styles, including Western Art music, Contemporary music and Music Theatre. Students wishing to study music at a tertiary level will be aided through the enrichment component of the course, which focuses on more advanced elements of aural and theory. Description of Course There is a moderate level of practical ability required for entry into the courses. Individual performance can be in any context, including Western Art music, Contemporary music, Jazz or Music Theatre. Formal training in voice and/or instrument is a must for the duration of the course. Students will have the opportunity to perform as part of a band, instrumental ensemble or vocal group. The project tasks will involve song-writing, composition, class performances and aural training. Units 1 & 2 Project 1: Pop/Rock Band Performance: Song selection, rehearsal, arrangement and performance at the College event: Rock Your Socks Off! Project 2: Film Music: Composition using sequencing software in a chosen style which can include Western Art or contemporary. Project 3: Rock History and song composition: Students will study the development of rock music from 1970 to the present and will write a song in their chosen style. Project 4: Music Theatre: Study the history of the genre and a selection of songs from well- known musicals which will be performed as a class choral ensemble. Units 3 & 4 Project 1: Pop/Rock Band Performance: Song selection, rehearsal, arrangement and performance at a College event. Project 2: Instrumental Pedagogy: Students will study the theory & practice of instrumental/vocal tuition and will design and deliver a short teaching to their peers. Project 3: Music Theatre: Students will write and direct a class musical, culminating in a public Performance. The course involves working in both solo and group ensembles. An instrumental lesson once a week with an instrumental tutor is essential to successful completion of the course. Students will complete two solo performances in class each semester and also sit a performance exam at the end of each semester. It is expected that students will be practising at least 30 minutes per day to develop and maintain their performance standard and hence homework is kept to a minimum.

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OUTDOOR EDUCATION (G ) List B Prerequisites Recreational Skipperâ&#x20AC;&#x2122;s ticket (boat licence). Outdoor Education preferred Aim of Course This course aims to develop an understanding of our relationship with the environment, others and ourselves. Students plan and participate in a range of outdoor activities and develop knowledge and skills to participate safely and effectively in different situations. Description of Course Unit 1 The focus for this unit is experiencing the outdoors. Students engage in a number of outdoor adventure activities and develop a love and appreciation of the outdoors. An experiential approach is used to discover what being active in the environment is all about. Students are introduced to outdoor adventure activities where they can develop and improve technical skills and apply appropriate practices to ensure safe participation. They understand basic planning and organisational requirements necessary for them to participate in safe excursions and expeditions in selected outdoor activities. Unit 2 The focus for this unit is facing challenges in the outdoors. This unit offers the opportunity to engage in a range of outdoor activities that pose challenges and encourage students to step outside their comfort zone. Students are introduced to simple risk assessment models to assist decision- making and apply safe practices to cope with challenging situations and environments. They develop time management and goal setting skills to work with others and explore strategies for building positive group relationships. Unit 3 The focus for this unit is building confidence in the outdoors. Students participate in outdoor adventure activities where they further develop and improve their technical skills and apply appropriate practices to ensure safe participation. They also begin to develop survival skills and learn to apply risk assessment and risk management strategies. Students develop a greater understanding of human interactions with nature, past and present. Sustainability is introduced and local issues are examined. Unit 4 The focus for this unit is outdoor leadership. Students continue to develop navigational skills and skills to respond to emergency situations in the outdoors. They focus on developing commitment, tolerance, resilience and conflict resolution skills. Students lead briefing and debriefing sessions and appraise their own and othersâ&#x20AC;&#x2122; leadership skills. Other Running concurrently with the course will be a Certificate II in Outdoor Recreation, where students complete units over the two years to gain a Certificate II in Outdoor Recreation. Cost: A fee of approximately $200 in Year 11 and $500 in Year 12 is applicable to this course to cover external instructors, activities and expeditions. (Please consult the Outdoor Education Coordinator for more information on this course)

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PHYSICAL EDUCATION STUDIES (A) List B Prerequisite B Grade in Physical Education Studies or a B Grade in either Physics, Chemistry, Biology or Human Biology. Aim of Course Students learn about physiological, psychological and biomechanical principles, and apply these to analyse and improve personal and group performances in physical activities. The course also provides students with opportunities to develop skills that will enable them to pursue personal interests and potential in physical activity as athletes, coaches, officials, administrators and/or volunteers. Description of Course Topics covered in Physical Education Studies include; Functional Anatomy, Biomechanics, Exercise Physiology, Sports Psychology and Motor Learning and Coaching. Students will be required to apply content from these topics in written assessments. There is also a practical component to the course. The students have a choice of which sport they wish to be assessed from. (A list of sports is provided by the School Curriculum and Standards Authority) We offer netball and volleyball coaching in practical lessons within class time, with past WACE practical examination markers as coaches. However, we are also able to assess students in alternate sports (please consult with Head of Learning Area for more information on this). The course is assessed as follows: 30% - Practical Mark (based on practical assessments over the year) 70% - Written Mark (based on in-class written assessments and two exams over the year) The students sit Units 1 and 2 in Year 11, and Units 3 and 4 in Year 12. The topics are the same in both years, with more complexity added and new content introduced in Year 12. The course aims to engage students in as much practical application of principles as possible. We often have many experienced swimming, netball and tennis players in our classes, who can demonstrate practical application of biomechanical, physiological and motor learning and coaching concepts. Students find that other science courses often compliment this course â&#x20AC;&#x201C; for example Human Biology and Physics. This is a very interesting and active subject, and all Physical Education staff can offer more information on the course, should students wish to seek further clarification.

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PHYSICS (A) List B Prerequisites B Grade in Physics or A Grade in Chemistry. Mathematics Course 1 - A-C. Mathematics Course 2.1 - A Aim of Course Physics is a fundamental science that endeavours to explain natural phenomena. It uses a comparatively small number of assumptions, models, laws and theories to explain a wide range of phenomena, from the incredibly small to the incredibly large. Physics has helped to unlock the mysteries of the universe and provides the foundation of understanding upon which modern technologies and all other sciences are based. Description of Course Unit 1: Nuclear and Electrical Physics In this unit students develop an understanding of nuclear reactions and electricity. Students explore the ways physics is used to explain energy transfers and transformations that are pivotal to modern industrial societies. Students 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 electrical phenomena. Unit 2: Linear Motion and Waves In this unit, students develop an appreciation of how motion and waves can be used to 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. Students investigate common wave phenomena, including sound and earthquake waves, and compare the behaviour of these waves with the behaviour of light. Unit 3: Gravity and Electromagnetism In this unit, students develop a deeper understanding of motion and its causes by using Newtons 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 (DC) and alternating current (AC) motors and generators, transformers, and AC electricity 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.

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POLITICS & LAW (A) List A Prerequisites B Grade in any of the Year 10 Humanities and Social Sciences courses Aim of Course intellectual, social, and ethical development. The course aims to support all students in developing a sense of identity, and a sense of political, legal, cultural and social awareness. Students develop critical thinking skills through debating contemporary events and how these relate to the course content. An interest in current affairs and good verbal skills are encouraged. The study of the Politics and Law course can be a valuable background to careers in law, political advocacy, public administration, international relations, foreign affairs, community development, teaching, journalism, human resource management, government and commerce. Description of Course Unit 1: Democracy and the rule of law This unit examines the principles of a liberal democracy; the legislative (parliament), executive (government) and judicial (court) structures and processes of Australiaâ&#x20AC;&#x2122;s political and legal system. Non-democratic systems such as China or Iran functions are examined. Alternative legal systems, such as the French (or other European) legal system, are compared to those of Australiaâ&#x20AC;&#x2122;s common law system. Current affairs are used to provide a framework for the unit and to provide stimulating material for discussion. Unit 2: Representation and justice This unit examines the principles of fair elections and the electoral and voting systems in Australia. A recent election in Australia is examined, as is the electoral system of another country such as New Zealand. Civil and criminal law processes in Western Australia are examined. Unit 3: Political and legal power This unit examines various aspects of the political and legal system established by the Constitution, including the roles and powers of the legislative, executive and judicial branches of government and compared with the USA. The influence of individuals, political parties and pressure groups on the law making process of parliament and the courts is surveyed. The operation of Australian federalism, and how these have changed is studied. Unit 4: Accountability and rights This unit examines how politicians and other public figures and institutions are held accountable in Australia. Royal Commissions and agencies such as the Independent Commission Against Corruption are studied. The protection of human rights in Australia and how democratic principles can be upheld and/or undermined, in Australia and one other country are key focus. The experience of a particular group with respect to their political and legal rights in Australia forms a case study.

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VISUAL ARTS (A & G) Visual Arts (A) List A Prerequisites Design or Visual Arts in Years 9 or 10 Aim of Course The Visual Arts ATAR course encompasses the practice and theory of art, craft and design, providing students an opportunity to express their imagination, personal imagery, develop skills and engage in the making and presentation of artwork. The course places emphasis on divergence, uniqueness and individuality, engaging students in the creative process of visual literacy. The Visual Arts course encourages students to develop problem-solving skills together with creative and analytical ways of thinking, whilst at the same time provides opportunity to gain understanding and a deep appreciation of art and culture, both in Australian and international contexts. Description of Course For each unit, students can explore one or more of the suggested contexts in which to work, providing them with the opportunity to specialise in one or more visual disciplines, such as digital media, textiles, sculpture, painting, illustration, printmaking or photography. Units 1 & 2 The focus for Unit 1 is Differences, providing students with the opportunity to consider and explore thematically differences arising from cultural diversity, place, gender, class and historical period. Differences relating to art forms, media and conventions may also provide stimulus for visual exploration. The focus for Unit 2 is Identities, with an opportunity for exploration related to personal, social, cultural or gender identity. Units 3 and 4 The focus for Unit 3 is Commentaries, which encourages students to engage with the social and cultural purposes of art making and interpretation. Students investigate the social functions of art, for example in a political or satirical context. Unit 4 provides a focus for Points of View, engaging students in the personal exploration and significance in art making and art practice. An exploration of personal significance could be combined with the pursuit of new art forms, innovation and personal style.

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VISUAL ARTS (A & G) Visual Arts (G) List A Prerequisites Design or Visual Arts in Years 9 or 10 Aim of Course The Visual Arts General course encompasses the practice and theory of the broad areas of art, craft and design. Students have opportunities to express their imagination and develop personal imagery, skills and engage in the making and presentation of artworks. They develop understandings and a critical awareness that assists them to appreciate, and make, informed evaluations of art. The Visual Arts General course aims to enable students to make connections to relevant fields of study and to more generally prepare them for creative thinking and problem solving in future work and life. It aims to contribute to a sense of enjoyment, engagement and fulfilment in their everyday lives, as well as to promote an appreciation for the environment and ecological sustainability. Description of Course The course content is divided into two content areas: â&#x20AC;˘

Art making

â&#x20AC;˘

Art interpretation

Units 1 & 2 The focus for Unit 1 is experiences. Students base art making and interpretation on their lives and personal experiences, observations of the immediate environment, events and/or special occasions. 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. The focus for Unit 2 is explorations. Students explore ways to generate and develop ideas using a variety of stimulus materials and explorations from their local environment in their art making and interpretation. 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 artwork. Units 3 & 4 The focus for Unit 3 is inspirations. Students become aware that artists gain inspiration and generate ideas from diverse sources, including what is experienced, learned about, believed in, valued, imagined or invented. They are given opportunities to present or exhibit their work, to describe their source(s) of inspiration and to evaluate the process and success of their finished artworks. The focus for Unit 4 is investigations. Students explore and develop ideas for art making and interpretation through the investigation of different artists, art forms, processes and technologies. In this unit, students investigate a variety of artworks and media to further develop their understanding of the creative process and learn how to apply new analytical and production skills and techniques in the communication of their own ideas.

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SELECTING COURSES Making choices for study in Year 11 should be based on the following considerations: Realistic assessments of ability, application and commitment: It is highly recommended that students choose courses where they have met the prerequisites to ensure they have academic success and are able to cope with the workload of the particular course. It is essential for students to make choices which are realistic and in keeping with their academic ability. Interests and possible future careers: Selecting courses that are of interest to students is more likely to lead to success and enjoyment in their studies. Choices should be made, to maximise options for the future. If future goals are uncertain, it is best to maintain a broad course to enable entry to a variety of post school destinations. Passion for a type of learning and context of learning: The two available pathways cater to different types of learning with the ATAR Pathway being more content and examination focused while the ACCESS Pathway is a more practical, skill based option. Course Advisors Each Year 10 student has a Course Advisor who will meet with her during the first few weeks of Term 3 to assist with the selection process and to counsel students. Staff involved in the process include: Mrs Jennifer Oaten, Deputy Principal, Teaching and Learning Mrs Claire Newton, Head of Senior School Mrs Maryanne Hughes, Head of Careers & VET Mr Paul Morris, Head of Year 10 Mr Nic Keskinidis, Career Development Coordinator Ms Odette Bancilhon, Business & RE Teacher Mrs Leana Martin, Business, Maths & PE Teacher Mrs Shani Andrews, Head of Professional Learning Ms Faith Lee, Assistant Campus Coordinator Ms Jen Jansen, Head of Year 11 Ms Rebecca Waterhouse, Head of Year 12 Prerequisites If students do not meet the pre-requisite in Semester 1 of Year 10, they are not permitted to select the course. However, an interview can be arranged in Term 4 if significant academic improvement is shown, and course choices can be altered if prerequisites are met. This may be limited by class sizes. Students who do not meet the prerequisites for particular courses will not be permitted to study them in Year 11, unless there are extenuating circumstances. In these situations, a parent interview with the Deputy Principal, Teaching & Learning will be arranged.

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SECONDARY GRADUATION REQUIREMENTS 1. CERTIFICATION Western Australian Certificate of Education To achieve a Western Australian Certificate of Education, a student must: •

demonstrate a minimum standard of literacy and a minimum standard of numeracy which requires students to have reached Band 8 in Reading, Writing and Numeracy in either Year 9 NAPLAN, Year 10 Online Literacy and Numeracy Assessment (OLNA) or in further OLNA opportunities in Years 11 and 12.

•

complete a minimum of twenty units over two years

•

complete four or more Year 12 ATAR courses or complete a Certificate II or higher.

•

complete a minimum of ten Year 12 units

•

complete two Year 11 English units and one pair of Year 12 English units.

•

study one pair of Year 12 course units from each of List A (arts /languages /social sciences) and List B (mathematics /science / technology)

•

achieve fourteen C Grades in Year 11 and Year 12 Including at least six C Grades in Year 12

Unit equivalence can be obtained through Vocational Education and Training (VET) programs and/or Endorsed Programs. WASSA (Western Australian Statement of Student Achievement) formally records: •

A statement of literacy and numeracy achieved

•

Course Results

•

VET qualifications

•

Endorsed Programs

•

Community Service hours

COURSE COMPLETION REQUIREMENTS

Regardless of the course in Year 11 and 12, the following relate to the completion of courses: •

A student must complete all assessment requirements set by the College under the School Curriculum and Standards Authority Assessment Structure. Completion of assessment enables the College to award a grade for the course.

•

The College requires students to complete assessments by submission dates as per the College Assessment Policy.

•

All assessment must be completed prior to the submission of results to the School Curriculum and Standards Authority. The last day of submission of results is set by the School Curriculum and Standards Authority.

Year 11 courses are assessed within the College. Assessment is based on semester examinations, tests, in-class work, assignments and practical work. The mix of these and other assessment types depends on the course studied. The implications of these requirements are that students must hand in all work or sit any assessment, examination or test which is a part of the assessment program for a course.

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SECONDARY GRADUATION REQUIREMENTS 3.

SERVICE LEARNING

Santa Maria College requires students to participate in its Service Learning Program in order for students to graduate from the College. Community Service hours are recorded on a studentâ&#x20AC;&#x2122;s Statement of Results and may count towards an Endorsed Program. 4.

ENDORSED UNITS

Endorsed Programs are significant learning programs that have been developed by Santa Maria College, community organisations or private providers and endorsed by the School Curriculum and Standards Authority for students in Years 10 12. Achievement of Endorsed Programs can contribute up to 40% of the WACE. To view the complete list of Endorsed Programs, click here. In the ACCESS program, Year 11 and 12 students will complete Workplace Learning placements which will count as Endorsed Programs.

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UNIVERSITY ENTRANCE The following requirements must be met by students who are considering applying for University in 2018. Further details are available at the TISC website. Achievement of WACE Graduating with a WACE is a requirement for entry to university. Meet the requirement for English competence as set out by the particular universities. ATAR Score (Australian Tertiary Admission Rank) The following points apply to this requirement: •

All ATAR courses Units 3 & 4 are eligible for use in determining an ATAR.

•

Units 3 & 4 have to be completed in order to derive an ATAR using this particular course. For the requirements of sufficient depth of study, it is advisable that students complete four units of study in the particular course over Years 11 and 12.

•

The final course result will come from 50% of the school assessment and 50% from the external examination in that course (WACE examinations).

•

The ATAR for a particular student will be determined as an aggregation of the student’s 4 best scores. The ATAR is a number from 1 to 100 indicating the student’s rank in the state. The combination of the 4 final results will produce a Tertiary Entrance Aggregate (TEA) out of 400 which is converted to a score out of 100 which is the ATAR.

•

Students will need to avoid any pairing of prohibitive courses that the School Curriculum and Standards Authority determines (English and Literature and Mathematics Applications & Methods)

•

All universities other than ECU will place a five-year period on the accumulation of final course levels of achievement. ECU will have no such time limit.

University Prerequisites Some universities will continue to require pre-requisites for courses which they offer. More often, universities will recommend the study of certain courses at school prior to entry. It is recommended that you check the relevant university website or the TISC website below. TISC http://www.tisc.edu.au/static-fixed/guide/slar-2018.pdf University of Western Australia http://www.studyat.uwa.edu.au/undergraduate/requirements/prereqs Curtin University http://futurestudents.curtin.edu.au/year-10s/prerequisites/ Edith Cowan University http://www.ecu.edu.au/future-students/course-entry Notre Dame University http://www.nd.edu.au/fremantle/courses/undergraduate.shtml/artsci Murdoch University https://myanswers.custhelp.com/app/answers/detail/a_id/12

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UNIVERSITY ENTRANCE Alternate University Entrance In recent years, universities have increasingly recognised the achievement of students involved in Vocational Education Programs. The universities recognise that very high achievement in this learning context demonstrates a commitment to study and developing skills. As such, all universities have forms of alternate entry. Santa Maria College students involved in the ACCESS Pathway have qualified for university entrance via this pathway when the opportunity for further tertiary study would have been denied through the ATAR Pathway. Students should examine these possibilities by studying information available through individual universities and by talking to the Careers Counsellors at the College. Notre Dame University Notre Dame Australia has an enviable record of student success and pastoral care. It has three campuses available for study: Fremantle, Broome and Sydney. Notre Dame recognises that suitability for tertiary study need not rely solely on an ATAR score. The university is active in interviewing applicants for positions in its many courses. Applications to Notre Dame are made separately to public universities. Students do not make application through TISC. Alternative Entry - Pre-university Programs The University of Notre Dame offers two Programs. The Tertiary Enabling Program for ATAR students who have not achieved the minimum entry requirement for admission into an undergraduate degree. The Tertiary Enabling Program prepares students for undergraduate study. It is a one semester course, offered in Semesters 1 & 2. The University of Notre Dame also offers a one year Notre Dame Preparation Program which prepares ACCESS students for undergraduate study.

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TAFE ENTRANCE The more demand for a course and/or the more conceptually difficult the course, the higher the prerequisite for entry to TAFE. A student’s ability to access direct entry to university is related to her achievement in an ATAR pathway. A student’s ability to access TAFE is dependent on grades achieved for courses and can also be determined by other requirements such as: •

particular courses studied

•

folio work

•

interviews

•

Certificate courses completed

•

work experience

If a student is using courses to gain entry to TAFE, the General courses are the appropriate form of study for this. Students should not undertake the study of ATAR courses with the view to entering TAFE. A student applying for a competitive TAFE course is given an entrance score, which is derived from the selection criteria. It will be different for each TAFE course applied for. Selection depends on the students ranking compared with other applicants, and the number of places being offered in the relevant course. Some possibilities: •

Some qualifications may require specific courses to have been studied at school.

•

Folio and/or interview requirements may apply to some qualifications.

•

All TAFE applications need to be underpinned by documentary evidence of a student’s academic record

Points are awarded to each applicant according to the following areas: a.

School Results (up to 42 points)

Work Experience (up to 29 points)

Scoring is based on 0.002 points per hour worked and includes both paid and unpaid work, work experience, and work completed through Workplace Learning placements as well as Community Service. c.

Qualification (up to 29 points)

Any student who achieves a VET Certificate is awarded points based on the achievement level (E.g. Certificate IV Business Studies is worth more than a Certificate I in Hospitality). TAFE Qualifications A TAFE course can run from six months to three years depending on the level of certification or diplom and is a very practical tool with highly relevant application to industry and responsiveness to the employment market. As the workforce becomes more flexible and adaptable the need for prospective employees to demonstrate both theoretical knowledge and applicable skills will increase. It is not uncommon now to see a cross-over between studying at TAFE and a university. Firstly, students who study at TAFE develop the skills, maturity and foundational knowledge to move to a university course. TAFE offers different levels of certification as well as diploma studies and associate degrees. The higher the certification and level of study, the more demanding are the skills and knowledge levels. TAFE provides good links between the different levels of qualifications as well as positioning students with higher TAFE qualifications for university consideration. What the different certification and higher study diplomas mean: Certificates I and II: These provide direct entry to the job market. A student exiting with these levels of study has skills related to industry and can undertake positions of employment requiring limited responsibilities. Certificate III: This certification assists with employment in junior to intermediate levels in areas related to the service industries. Apprenticeships and traineeships relate to this level of certification. Certificate IV: A more substantial level of knowledge and skills acquisition related to your area or industry. The level of responsibility for others increases with this certification. Diploma and Advanced Diploma: This level of study prepares you for professional and managerial status. 51

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STUDY & FEEDBACK Study in Years 11 and 12 Study in Year 11 and Year 12 should include approximately three hours per night on five to six nights/days. This time should include set homework, assignments and ongoing revision. It is essential that effective study habits are established quickly in Year 11. Support for study skills and organisational structures is available in Years 11 and 12, through Heads of Year. Students who are undertaking the ACCESS Pathway are expected to develop and maintain a homework and study program in line with the above points. The ACCESS Coordinator assists students with this planning and monitors progress throughout the year. During examination weeks, ACCESS Pathway students attend Workplace Learning placements. Parent Feedback Teachers will use numerical scores to record achievement and a grade will be given for all courses at the end of the year. The Semester 2 Report for the Year 11 academic year will indicate the grade and numerical mark for each course, as well as a final grade, mark and average for the course. To maintain a standard across the state and achieve comparability, the grade is confirmed by reference to Grade Descriptions. In Year 12 a unit mark and grade will be submitted to the School Curriculum and Standards Authority for each course. The school numerical score will then be combined with the external examination result to determine a ranking process to gain an ATAR. Students undertaking the ACCESS pathway in Year 12 complete Certificate Courses and standards to TAFE level. High grades are the key factor in gaining entry to TAFE through this pathway. The Semester 1 Report for Years 11 and 12 students will carry indicative results of the course completed to this point. An indicative grade and mark will be recorded on the report, along with an examination mark for examinable courses. Course averages and, where applicable, examination averages will be included in the report. Parents and students also receive feedback regarding progress via SEQTA - Engage, and through Parent/Daughter/Teacher Interviews in Terms 2 & 3. All parents are encouraged to attend these interviews.

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ACADEMIC AWARDS School Curriculum and Standards Authority Awards A number of external awards are presented to school students across the state every year by the School Curriculum and Standards Authority. This section summarises these awards. Your achievements in Year 11 and Year 12 will be used to determine if you are granted an award by the Authority. Full details regarding exhibitions and awards are available on the Authority website Beazley Medal: WACE The Beazley Medal: WACE is awarded for excellence to the eligible student who achieves the top score based on the average of five scaled exam scores in ATAR courses. Beazley Medal: VETâ&#x20AC;¨ The Beazley Medal: VET is awarded to the student who has demonstrated outstanding performance in a VET Certificate II or higher and in their other WACE achievements. General Exhibitions Fifty awards are awarded to students who obtain the highest WACE award scores. The WACE award score is based on the average of five scaled examination scores in ATAR courses, with at least two from each of List A and List B. Subject Exhibitions (ATAR courses) A Subject Exhibition is awarded to the student obtaining the highest examination mark for each ATAR course, provided that at least 100 candidates sat the examination. Certificates of Excellence (ATAR courses) Certificates of Excellence are awarded to eligible candidates who are in the top 0.5 per cent of candidates in each ATAR course examination, based on the examination mark. VET Exhibitions A VET Exhibition may be awarded to the eligible student who has demonstrated the most outstanding performance in an AQF VET Certificate II or higher and in their other course achievements. The student who is ranked first in the selection process for a VET Certificate of Excellence will be awarded the VET Exhibition in that industry area. Certificates of Excellence (VET) Certificates of Excellence may be awarded to eligible Year 12 students who complete an AQF VET Certificate II or higher in one of the training package industry areas and who are in the top 0.5 per cent of candidates. Certificates of Merit and Certificates of Distinction Certificates of Merit and Certificates of Distinction recognise student achievement based on the grades awarded to students by their school. Award winners have their names published in the West Australian in January each year as well as being presented with a special certificate. Students are encouraged to keep this in mind as they set their academic goals.

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ACADEMIC AWARDS Santa Maria College Awards DUX - ATAR Pathway This award is presented to the Year 12 student who has been determined to be the outstanding ATAR Pathway student in the year. It is awarded based on: •

Achievement of at least a B grade in Religion & Life

•

The final school mark of the five highest scoring courses

•

The calculation will include at least one course from both List A and List B

•

Achievement of College Awards eg Course Awards, Academic Excellence.

Runner UP - ATAR Pathway This is awarded to the Year 12 student who finishes ‘runner-up’ to the Dux - ATAR pathway. DUX - ACCESS Pathway This award is presented to the Year 12 student who has been determined to be the outstanding ACCESS Pathway student in the year. It is awarded based on: •

Achievement of at least a B grade in Religion & Life

•

The best overall performance across five courses based on grades and results.

•

The calculation will include at least one course from both List A and List B

•

The level of the nationally recognized VET qualification

•

Achievement of College Awards eg Course Awards, Academic Excellence.

Runner UP - ACCESS Pathway This award is presented to the Year 12 student in the ACCESS Pathway who finishes ‘runner-up’ to the Dux - ACCESS Pathway. Course Awards These are presented to the student achieving the highest school mark in each course.

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CALCULATING YOUR ATAR This table gives an indication of the minimum Tertiary Entrance Aggregate (TEA) for four best subjects required to achieve a particular Australian Tertiary Admission Rank (ATAR). Your TEA is the total of your four best subjects. â&#x20AC;&#x192;

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COLLEGE CONTACTS If you have further inquiries, you can contact the following members of staff on 6330 0200 or by email. Please note that the list below is current at the time of publication. Changes may occur due to staff movements. Key Senior School staff for 2016 Deputy Principal Teaching & Learning - Mrs Jennifer Oaten Head of Senior School - Mrs Claire Newton Head of Year 10 - Mr Paul Newton Head of Year 11- Ms Jennifer Jansen Head of Year 12 - Miss Rebecca Waterhouse Academic Council Head of Careers & VET - Mrs Maryanne Hughes Head of English - Mr Anthony Phillips Head of Home Economics - Mrs Danni Spark Head of Humanities & Social Science - Mr Stephen King Head of Languages - Ms Connie Quattrini Head of Technology and Commerce - Mrs Marsha Pengilly Head of Mathematics - Mrs Brenda Komaromi Director of Music - Mr Paul Kinsella Director of Performing Arts - Ms Amanda Huxtable Head of Physical & Health Education - Miss Amber Stieber Head of Religious Education - Ms Michelle Carrick Head of Science - Mrs Simone Sawiris Head of Visual Arts - Mrs Jan Withers â&#x20AC;&#x192;

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UNIVERSITY & TAFE CONTACTS Curtin University Future Students Centre Kent Street BENTLEY WA 6102 T: (08) 9266 1000 W: www.curtin.edu.au E: Email: prospectivestudentservices@curtin.edu.au Edith Cowan University Student Recruitment Building 2 100 Joondalup Drive JOONDALUP WA 6027 Telephone: (08) 6304 6304 W: www.ecu.edu.au or www.ecugreatcareers.com E: futurestudy@ecu.edu.au General telephone enquiries Within Australia 134 328 WA Academy of Performing Arts (WAAPA) 2 Bradford Street MOUNT LAWLEY WA 6050 Telephone: (08) 9370 6443 Murdoch University (Including Rockingham Campus enquiries) Prospective Students and Admissions Centre South Street MURDOCH WA 6150 T: (08) 9360 6538 W: www.murdoch.edu.au E: admissions@murdoch.edu.au The University of Notre Dame Australia 19 Mouat Street FREMANTLE WA 6160 Postal Address: PO Box 1225, FREMANTLE WA 6959 T: (08) 9433 0533 W: www.nd.edu.au E: future@nd.edu.au The University of Western Australia Admissions Centre Mail Bag M353 35 Stirling Highway CRAWLEY WA 6009 T: (08) 6488 2477 Country Callers 1800 653 050 W: www.studyat.uwa.edu.au E: admissions@uwa.edu.au

TAFE http://www.tafe.wa.gov.au

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CAREER INFORMATION RESOURCES ON THE WEB MyUniversities Provides information on all Australian Universities and their courses. http://myuniversity.gov.au Careers Online This site allows you to search for jobs by area of interest, provides job descriptions, positions vacant, positions wanted and also links to other career sites. http://www.careersonline.com.au My Career Zone An American website but lots of relevant information on different career industries as well as self-assessment to assist you in working out careers suited to you. http://www.mycareerzone.org/ My Future A resource program which has information on all sorts of career related topics e.g. education and training, employment and career development. http://www.myfuture.edu.au/ Study Link Allows you to search the world for study options. With a database of over 200,000 courses, you are sure to find that area of study that interests you! http://www.studylink.com Wageline Service Wage rates, conditions of employment, rights, choices in the workplace etc. can be found through this site. http://www.docep.wa.gov.au Career Paths Online This career planning guide can help get you started on your career pathway. http://www.careerpathsonline.com Apprenticeships and Traineeships All the info on how to train on the job. http://www.apprenticeships.training.wa.gov.au Promoting Businesses for Young People http://www.enya.org.au/

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TAFE CERTIFICATES COURSE

QUALIFICATION

LOCATION

Animal Studies

Certificate II Animal Studies

South Metro, Murdoch

Aged Care

Certificate II Community Service

North Metro, Leederville

Aerospace

Certificate III Aviation (Flight Ops Cabin Crew)

South Metro, Jandakot (2 days a week)

Beauty Therapy

Certificate II Retail Make Up Services

North Metro, Northbridge

Business

Certificate III/IV

North Metro, Northbridge

Childcare

Certificate II Community Services Children’s Services

North Metro, Leederville

Children’s Services

Certificate III Children’s Services

Community Services - Taster

Certificate II Community Services Children’s Services

South Metro, Beaconsfield

Creative Media

Certificate III Media

South Metro, Thornlie

Floristry

Certificate II

South Metro, Murdoch

Hairdressing

Certificate II

South Metro, Beaconsfield (2 days a week)

Health Services

Certificate III

South Metro, Beaconsfield

Hospitality (Kitchen Operations)

Certificate II

Hospitality (Food & Beverages)

Certificate II

South Metro, Beaconsfield

Teacher Assistant

Certificate III Education Support

Fremantle Education Centre

Tourism and Events

Certificate III Tourism

North Metro, Northbridge

Tourism and Events

Certificate II Events

South Metro, Beaconsfield

South Metro, Beaconsfield (2 days a week)

North Metro, Northbridge

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18 Stoneham Rd, Attadale, Western Australia 6156 | Postal address: Locked Bag 1, Melville, Western Australia 6956 T (+61) 8 6330 0200 | F (+61) 8 9317 2838 | E smc@santamaria.wa.edu.au | www.santamaria.wa.edu.au A Ministry of Mercy Education Ltd ABN 69 154 531 870

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