Subject Selection Information for 2023

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Contents General Advice........................................................................................................................................... 7 What is an ATAR? ...................................................................................................................................... 8 Examinations and Assessment .................................................................................................................. 8 Personal Organisation and Time Management ......................................................................................... 8 Subject Choices for Years 9, 10, 11 and 12................................................................................................ 8 Pathways ......................................................................................................................................................... 10 Year 10 Compulsory Subjects .................................................................................................................. 12 Year 10 Subject Pathways........................................................................................................................ 13 English Pathway ....................................................................................................................................... 13 Mathematics Pathway ............................................................................................................................. 13 Science Pathway ...................................................................................................................................... 14 Humanities and Social Sciences Pathway ................................................................................................ 15 Health and Physical Education Pathway.................................................................................................. 16 Visual Arts Pathway ................................................................................................................................. 16 Music Pathway ........................................................................................................................................ 16 Technologies Pathways ........................................................................................................................... 17 Dance, Drama and Creative Industries Pathway ..................................................................................... 17 Languages Pathway ................................................................................................................................. 18 Vocational Education Training ................................................................................................................. 19 VET and Certificate classes ...................................................................................................................... 20 Foundation Partner with Edith Cowan University – UniPrep in Schools ................................................. 22 Year 8 To Year 9 Subject Selection Information .............................................................................................. 23 Arts courses ..................................................................................................................................................... 24 Year 9 Dance ............................................................................................................................................ 24 Year 9 Drama ........................................................................................................................................... 24 Year 9 Drama- Production and Design .................................................................................................... 25 Year 9 Music ............................................................................................................................................ 25 Year 9 Art Photography ........................................................................................................................... 26 Year 9 Visual Arts (2D) ............................................................................................................................. 26 Year 9 Visual Arts and Craft (3D) ............................................................................................................. 26 Technologies courses ...................................................................................................................................... 27 Languages courses ........................................................................................................................................... 30 Year 9 Indonesian Advanced ................................................................................................................... 30 Year 9 Indonesian Certificate II in Applied Languages: Indonesian......................................................... 30

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Additional courses ........................................................................................................................................... 31 Year 9 Innovation and Entrepreneurship ................................................................................................ 31 Year 9 Outdoor Education ....................................................................................................................... 32 Year 9 STEM Projects ............................................................................................................................... 32 Year 9 To Year 10 Subject Selection Information ............................................................................................ 34 Year 10 English......................................................................................................................................... 34 Year 10 Mathematics & 10 Advanced Mathematics ............................................................................... 35 Year 10 Humanities and Social Sciences.................................................................................................. 36 Year 10 Humanities and Social Sciences – History .................................................................................. 36 Year 10 Humanities and Social Sciences – Geography ............................................................................ 36 Year 10 Humanities and Social Sciences – Civics and Citizenship ........................................................... 37 Year 10 Humanities and Social Sciences – Economics and Business ....................................................... 37 Year 10 Science ........................................................................................................................................ 38 Year 10 Health Education ........................................................................................................................ 39 Year 10 Physical Education ...................................................................................................................... 39 Year 10 Christianity, Religion and Life ..................................................................................................... 39 Subject Choice for Year 10....................................................................................................................... 40 Year 10 Accelerated Indonesian .............................................................................................................. 41 Year 10 Certificate II in Applied Languages: Indonesian 10297NAT........................................................ 42 Year 10 Business Management and Enterprise ....................................................................................... 42 Year 10 Computer Science....................................................................................................................... 43 Year 10 Drama: Performance .................................................................................................................. 43 Year 10 Drama: Production and Design................................................................................................... 43 Year 10 Dance .......................................................................................................................................... 44 Year 10 Marine Studies............................................................................................................................ 44 Year 10 Materials, Design and Technology: Metalwork .......................................................................... 44 Year 10 Multimedia Studies..................................................................................................................... 45 Year 10 Textiles and Clothing .................................................................................................................. 45 Year 10 Outdoor Education ..................................................................................................................... 46 Year 10 Innovation and Enterprise .......................................................................................................... 46 Year 10 Visual Arts: General .................................................................................................................... 46 Year 10 Visual Arts Photography ............................................................................................................. 47 Year 10 Children, Family and the Community ......................................................................................... 48 Year 10 Design ......................................................................................................................................... 48 Year 10 Engineering Studies .................................................................................................................... 48 Year 10 Food Science and Technology .................................................................................................... 48

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Year 10 Young People and the Law ......................................................................................................... 49 Year 10 Global Citizenship ....................................................................................................................... 49 1Year 10 Criminal History ........................................................................................................................ 49 Year 10 Materials, Design and Technology: Woodwork ......................................................................... 50 Year 10 Music .......................................................................................................................................... 50 Year 10 Visual Arts (Advanced)................................................................................................................ 51 Year 10 Physical Education Studies ......................................................................................................... 51 Languages Pathway Overview ................................................................................................................. 53 Year 11 To Year 12 Subject Selection Information .......................................................................................... 54 Subject Choices for Years 11 and 12 ....................................................................................................... 55 How Many Courses? ................................................................................................................................ 55 Course Recommendations ...................................................................................................................... 55 Compulsory Subjects ............................................................................................................................... 56 Christianity, Religion and Life General (REL) ........................................................................................... 56 Summary of WACE Achievement Requirements ..................................................................................... 57 Breadth of Study Requirements .............................................................................................................. 58 Unacceptable Course Combinations ....................................................................................................... 59 School Curriculum and Standards Authority (WACE) Certificates........................................................... 59 SCSA Exhibitions and Awards .................................................................................................................. 60 Subject Offerings ..................................................................................................................................... 61 Subjects Intended to be Offered for Year 11........................................................................................... 61 Subjects Intended to be Offered for Year 12........................................................................................... 62 Course Prerequisites by the end of Year 10 ............................................................................................ 63 Subject Information ................................................................................................................................. 66 Certificate II in Workplace Skills .............................................................................................................. 66 Year 11/12 ATAR Children, Family and the Community (CFC) ................................................................ 66 General Children, Family and the Community (CFC) ............................................................................... 66 Year 11/12 ATAR Applied Information Technology (AIT) ........................................................................ 66 Year 11/12 General Applied Information Technology (AIT) .................................................................... 67 Year 11/12 ATAR Design (DES) ................................................................................................................ 67 Year 11/12 General Design (DES) ............................................................................................................ 67 Year 11/12 ATAR Engineering Studies (EST) ............................................................................................ 67 Year 11/12 ATAR Food Science and Technology (FST) ............................................................................ 67 Year 11/12 General Food Science and Technology (FST) ........................................................................ 68 Year 11/12 General Materials Design and Technology (MDTW; MDTM) ............................................... 68 Year 11/12 General MDT: Textiles (MDTT).............................................................................................. 68

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Year 11/12 ATAR Geography (GEO)......................................................................................................... 69 Year 11/12 ATAR Modern History (HIM) ................................................................................................. 69 Year 11/12 ATAR Politics and Law (PAL).................................................................................................. 69 Year 11/12 ATAR Economics (ECO) ......................................................................................................... 69 Year 11/12 ATAR Accounting and Finance (ACF)..................................................................................... 69 Year 11/12 General Business Management and Enterprise (BME) ......................................................... 70 Year 11/12 General Geography (GEO)..................................................................................................... 70 Year 11/12 General Ancient History (HIA) ............................................................................................... 70 Year 11/12 ATAR Visual Arts (VAR).......................................................................................................... 71 Year 11/12 General Visual Arts (VAR)...................................................................................................... 71 Year 11/12 ATAR Physical Education Studies (PES) ................................................................................. 71 Year 11/12 ATAR Health Studies (HEA) ................................................................................................... 71 Year 11/12 General Physical Education Studies (PES) ............................................................................. 72 Year 11/12 General Health Studies (HEA) ............................................................................................... 72 Year 11 General Outdoor Education (OED) ............................................................................................. 72 Year 12 General Outdoor Education (OED) ............................................................................................. 72 Year 11 Certificate II in Sports Coaching SIS 20319 ................................................................................. 73 Year 12 Certificate II in Sport and Recreation SIS 20115 ......................................................................... 73 YEAR 11/12 ATAR Religion and Life ......................................................................................................... 73 Year 11/12 ATAR Drama (DRA) ................................................................................................................ 74 Year 11/12 General Drama (DRA)............................................................................................................ 74 Year 11/12 ATAR Dance (DAN) ................................................................................................................ 74 Year 11/12 General Dance (DAN) ............................................................................................................ 74 Year 11/12 Certificate II in Creative Industries CUA20215...................................................................... 75 Year 11/12 ATAR English Literature (LIT)................................................................................................. 75 Year 11/12 General Literature (LIT) ......................................................................................................... 75 Year 11/12 ATAR English (ENG) ............................................................................................................... 76 Year 11/12 ATAR English as an Additional Language or Dialect (EAL/D) ................................................ 76 Year 11/12 General English (ENG) ........................................................................................................... 76 Year 11/12 ATAR Mathematics Specialist (MAS)..................................................................................... 76 Year 11/12 ATAR Mathematics Methods (MAM).................................................................................... 77 Year 11/12 ATAR Mathematics Application (MAA) ................................................................................. 77 Year 11/12 General Mathematics Essential (MAE) ................................................................................. 77 Year 11/12 Foundation Mathematics Essential (MAT)............................................................................ 78 Year 11/12 ATAR Music (MUS) ................................................................................................................ 78 Certificate II in Music CUA20620 ............................................................................................................. 78 Year 11/12 ATAR Accelerated Indonesian and Indonesian (IND) ............................................................ 78

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Year 11/12 General Indonesian and Indonesian (IND) ............................................................................ 79 Certificate III in Applied Language 10661NAT ......................................................................................... 79 Year 11/12 ATAR Biology (BLY) ................................................................................................................ 79 Year 11/12 ATAR Chemistry (CHE) .......................................................................................................... 79 Year 11/12 ATAR Human Biology (HBY) .................................................................................................. 80 Year 11/12 ATAR Physics (PHY) ............................................................................................................... 80 Year 11/12 ATAR Psychology (PSY).......................................................................................................... 80 Year 11/12 General Integrated Science (ISC) .......................................................................................... 80 Year 11/12 General Human Biology (HBY) .............................................................................................. 81 ASC Connect Creating connections and delivering opportunities........................................................... 82 Endorsed Programs ................................................................................................................................. 84 Year 11 and 12 Workplace Learning Programme (WPL) ......................................................................... 84 School Based Apprenticeship/Traineeships (SBA/SBT) ........................................................................... 85 TAFE 1 – Day and 2 – Days A Week ......................................................................................................... 85 School Assistance for Subject Selection .................................................................................................. 85 Resources ........................................................................................................................................................ 86 MyFuture - School Activity ...................................................................................................................... 87 School Curriculum and Standards Authority (SCSA) ................................................................................ 87 Training WA ............................................................................................................................................. 87 Training WA – Apprenticeship Office ...................................................................................................... 87 Tertiary Institutions Service Centre (TISC)................................................................................................. 87 University and TAFE ................................................................................................................................. 88 Selected Universities ............................................................................................................................... 88 TAFE and Specialist Colleges.................................................................................................................... 89 Appendices ...................................................................................................................................................... 91 Appendix 1 – Certificate II in Workplace Skills ........................................................................................ 92 Appendix 2 – Certificate II in Sports Coaching ........................................................................................ 93 Appendix 3 – Certificate II in Sport & Recreation.................................................................................... 94 Appendix 4 – Certificate II in Applied Language Year 10 & Certificate III in Applied Language Year 11 . 95 Appendix 5 – Certificate II in Music ........................................................................................................ 97 Appendix 6 – Certificate III in Business.................................................................................................... 98

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General Advice Peter Moyes Anglican Community School is pleased to present this Subject Selection Handbook. It aims to guide secondary students toward one of their most important tasks in this phase of their education – life beyond secondary schooling.

The School makes every effort to ensure that the information in this Handbook is current and correct; however, it is ultimately the student’s responsibility to meet the entry requirements for TAFE and university courses. Please note the provision of website addresses to access current information.

The Subject Selection process begins with students and their families assessing the student’s values, interests, skills and abilities.

Guidance for selecting secondary subjects should be sought from the Careers Coordinator (Mr Parkes), Vocational Education Coordinator (Ms Davis), Associate Principal Teaching & Learning (Mrs Shaw), Heads of Departments, and Heads of Year.

In selecting subjects, students should: 1. Seek advice from as many people as possible, such as teachers and parents. Seriously consider recommendations based on experience.

2. Consider university entry requirements, noting the TISC website www.tisc.edu.au. Check the website for Australian Tertiary Admission Ranking (ATAR) cut-offs for entry into the public universities in Western Australia.

3. Review TAFE entry requirements, especially taking note of the Selection Criteria.

4. Consider which prerequisites apply to any further studies under investigation.

5. Evaluate the strengths and weaknesses demonstrated in the student’s current studies.

Ensure that the selected course match desired goals, abilities and interests.

6. Review past School reports and teacher recommendations for guidance.

7. The School makes available the program MyFuture to all Year 9 to Year 12 students. This can be found at: www.myfuture.edu.au 8. Contact the Department of Training & Workforce Development,132398, 9224 6500, or visit their website at: www.jobsandskills.wa.gov.au/career-exploration Students create an account after logging into the site. Within this site, pages can be saved about ‘occupation profiles’ and ‘your tools’ to the student’s My Career Ideas section of the site.

9. Contact the School-Liaison Officers at the following tertiary institutions: CQ University 9260 4081 Curtin University: 9266 3404 ECU: 9304 6304 North Metropolitan TAFE 1300 300 822 Murdoch University: 9360 7585 Notre Dame University: 9433 0658 University of Western Australia: 6488 2477

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What is an ATAR? The ATAR is derived from the Tertiary Entrance Aggregate (TEA). This score is calculated by adding the best four scaled scores, plus 10% of the scaled score of a Language Other Than English (LOTE) subject, if you have completed one and 10% of your scaled scores in either or both of Mathematics Methods and Mathematics Specialist. The maximum possible TEA is 430. www.tisc.edu.au/static-fixed/download/tisc-presentation-for-year12.pdf

Examinations and Assessment Year 12 students taking an ATAR Pathway must sit external written and practical examinations for their courses (Units 3 and 4). These examinations comprise 50% of their mark for each course. This provides the ATAR for university admissions.

It is for this reason that students are required to sit the School’s Mid-Year and End of Year examinations, and for Year 12 students, the Mock ATAR examinations. The School is bound by SCSA requirements, conduct and administration of course examinations, which are mirrored in the School Policies relating to Examinations and Assessment. www.petermoyes.wa.edu.au/parent-resources/school-policies-and-procedures/

Personal Organisation and Time Management Good time management requires a student to create and follow a weekly planner. This prioritises their time to meet both non-required tasks and deadlines of required task completion. Results come from actions and a growth mindset. By setting and writing down goals specific to you, ensures that you are more motivated to achieve the goals with a focussed effort; knowing that the goals that you personally set and believe in are a constant reminder. The steps you take to achieve your SMART goals eliminate the ‘I can’t’ sabotage of a fixed mindset.

Subject Choices for Years 9, 10, 11 and 12 The Handbook outlines subjects offered at the School in Years 10, 11 and 12. Students select from courses that contribute to their attainment of a WACE (Western Australian Certificate of Education).

Students are encouraged to view SCSA’s website (School Curriculum and Assessment Authority) directly for current and precise information regarding WACE and Secondary Graduation requirements: https://senior-secondary.scsa.wa.edu.au/ Under the guidance of the School’s Careers Coordinator & Vocational Education Coordinator, Heads of Departments and the Head of Year, Year 10 students undertake an intensive careers investigation programme. They discover and reflect on what they know about themselves, as well as exploring a range of careers and post-secondary courses. They also investigate the choice of courses offered in Years 11 and 12. This process, in conjunction with personalised interviews with the families and students, facilitates informed Subject Selection for Year 11 in Term 3.

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PATHWAYS The following section of the Handbook is to guide students and provide clarity about career pathways based on what is available at the School, and beyond. This includes subject specific pathways.

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Year 10 Compulsory Subjects English

Mathematics

Science

Humanities & Social Sciences

Advanced English (Literature)

Advanced Mathematics

Advanced Science

Advanced HaSS

Standard Mathematics

Standard Science

Standard HaSS

Modified Mathematics

Modified Science

Modified HaSS

Standard English Modified English

Note: Students in Year 10 also complete Health Studies, Physical Education and Christianity Religion and Life.

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Year 10 Subject Pathways English Pathway Year 10

Year 11

Year 12

Advanced English

ATAR Literature Units 1 & 2

ATAR Literature Units 3 & 4

English

ATAR English Units 1 & 2

ATAR English Units 3 & 4

Modified English

General English Units 1 & 2

General English Units 3 & 4

http://wace1516.scsa.wa.edu.au/syllabus-and-support-materials/english

Mathematics Pathway Year 10

Advanced Mathematics

Standard Mathematics

Modified Mathematics

Year 11

Year 12

Mathematics Specialist Units 1&2 (Must also take Methods) Mathematics Methods ATAR Units 1 & 2

Mathematics Specialist ATAR Units 3 & 4 (Must also take Methods) Mathematics Methods ATAR Units 3 & 4

Mathematics Applications ATAR Units 1&2 Mathematics Essential General Units 1 & 2

Mathematics Applications ATAR Units 3&4 Mathematics Essential General Units 3 & 4

https://senior-secondary.scsa.wa.edu.au/syllabus-and-support-materials/mathematics

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Science Pathway Year 10

Year 11

Year 12

Biological Sciences Advanced and Standard Physical Sciences/Mathematics Advanced and Standard Biological Sciences Advanced and Standard Any Year 10 Science Course

Biology ATAR Units 1 & 2 Chemistry ATAR Units 1 & 2

Biology ATAR Units 3 & 4 Chemistry ATAR Units 3 & 4

Human Biology ATAR Units 1 & 2 Human Biology General Units 1 & 2 Physics ATAR Units 1 & 2 Psychology ATAR Units 1 & 2

Human Biology ATAR Units 3 & 4 Human Biology General Units 3 & 4 Physics ATAR Units 1 & 2 Psychology ATAR Units 3 & 4

Integrated Science General Units 1 & 2

Integrated Science General Units 3 & 4

Physical Sciences Advanced and Standard Advanced Science Any Year 10 Science Course

http://wace1516.scsa.wa.edu.au/syllabus-and-support-materials/science

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Humanities and Social Sciences Pathway Year 10

Year 11

Year 12

HaSS

Economics ATAR Units 1 & 2

HaSS

Geography ATAR Units 1 & 2 Geography General Units 1 & 2 History Modern ATAR Units 1 & 2 Ancient History General Units 1 & 2 Politics & Law ATAR Units 1 & 2 Accounting & Finance ATAR Units 1 & 2 Business Management & Enterprise General Units 1 & 2

Economics ATAR Units 3 & 4 Geography ATAR Units 3 & 4 Geography General Units 3 & 4 History Modern ATAR Units 3 & 4 Ancient History General Units 3 & 4 Politics & Law ATAR Units 1 & 2 Accounting & Finance ATAR Units 3 & 4 Business Management & Enterprise General Units 3 & 4

HaSS

HaSS

HaSS

HaSS

HaSS

HaSS

http://wace1516.scsa.wa.edu.au/syllabus-and-support-materials/humanities-and-social-sciences

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Health and Physical Education Pathway Year 10

Year 11

Year 12

Physical Education Studies

Physical Education Studies ATAR Units 1 & 2 Certificate II in Sports Coaching

Physical Education Studies ATAR Units 3 & 4 Certificate II in Sport & Recreation OEd Studies General Units 3 & 4 Health Studies ATAR Units 3 & 4 Physical Education Studies General Units 3 & 4 Health Studies General Units 3 & 4

Physical Education Health &Physical Education

Health & Physical Education Health &Physical Education

Health & Physical Education

OEd Studies General Units 1&2 Health Studies ATAR Units 1 & 2 Physical Education Studies General Units 1 & 2 Health Studies General Units 1 & 2

http://wace1516.scsa.wa.edu.au/syllabus-and-support-materials/health-and-physical-education

Visual Arts Pathway Year 10

Year 11

Year 12

Advanced Art

Visual Arts ATAR Units 1 & 2

Visual Arts ATAR Units 3 & 4

General Art

Visual Arts General Units 1 & 2 Visual Arts General Units 1 & 2

Visual Arts General Units 3 & 4 Visual Arts General Units 3 & 4

Art Photography

http://wace1516.scsa.wa.edu.au/syllabus-and-support-materials/arts

Music Pathway Year 10

Year 11

Year 12

Private tuition recommended

Music ATAR Units 1 & 2

Music ATAR Units 3 & 4

Music

Certificate II In Music

Certificate II In Music

https://senior-secondary.scsa.wa.edu.au/syllabus-and-support-materials/arts/music

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Technologies Pathways Year 10

Year 11

Year 12

AIT

AIT ATAR Units 1 & 2 AIT General Units 1 & 2 Metals General Unit 1 & 2

AITATAR Units 3 & 4 AIT General Units 3 & 4 Metals General Unit 3 & 4

Wood General Unit 1 & 2

Wood General Unit 3 & 4

Engineering Studies ATAR Unit 1 & 2 CFC ATAR Units 1 & 2 CFC General Unit 1 & 2 Textiles General Unit 1 & 2

Engineering Studies ATAR Units 1 & 2 CFC ATAR Units 3 & 4 CFC General Units 3 & 4 Textiles General Unit 3 & 4

FST ATAR Units 1 & 2 FST General Units 1 & 2

FST ATAR Unit 3 & 4 FST General Unit 3 & 4

AIT Materials Design & Technology (MDT) Metalwork Materials Design & Technology (MDT) Woodwork Engineering Studies Children Family & Community Technologies Materials Design & Technology (MDT) Textiles Food Science Technology Technologies

http://wace1516.scsa.wa.edu.au/syllabus-and-support-materials/technologies

Dance, Drama and Creative Industries Pathway Year 10

Year 11

Year 12

Drama: Performance

Drama ATAR Units 1 & 2 (Drama performance outside of school is an advantage)

Drama ATAR Units 3 & 4

Drama: Performance

Drama General Units 1 & 2

Drama General Units 3 & 4

Drama: Production & Design

Certificate II in Creative Industries

Certificate III in Creative Industries

Dance: Performance Dance: Performance

Dance General Units 1 & 2 Dance ATAR Units 1 & 2

Dance General Units 3 & 4 Dance ATAR Units 3 & 4

http://wace1516.scsa.wa.edu.au/syllabus-and-support-materials/arts

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Languages Pathway Year 10

Year 11

Year 12

Accelerated Indonesian ATAR Unit 1 & 2 Indonesian

Accelerated Indonesian ATAR Units 3 & 4 Indonesian ATAR Units 1 & 2

Indonesian ATAR Units 3 & 4

Certificate II in Applied Language

Certificate III in applied Language

Indonesian

Indonesian General Units 1 & 2

Indonesian General Units 3 & 4

http://wace1516.scsa.wa.edu.au/syllabus-and-support-materials/languages

Note: All SCSA links provide access to courses in that learning area. Only subjects listed in the pathways provided are available at Peter Moyes Anglican Community School.

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Vocational Education Training What is VET? Vocational Education and Training (VET) provides students with skills and knowledge to perform effectively in the workplace. A VET qualification prepares a student for, or in some instances qualifies the student to do, a specific job. VET can contribute directly to a student’s career goals no matter what their destination. It all counts in some way at different points in a person’s career.

Who should take a VET Course?

Anyone can choose to complete a VET qualification whether they have chosen an ATAR or General Pathway.

Why would I choose VET? • • •

VET offers many pathways towards a student’s career and their vocational aspirations VET is nationally recognised which means the person can take it anywhere in Australia VET contributes significantly towards a student’s Western Australian Certificate of Education (WACE).

Are there different ways to study VET? A VET qualification provides a student with essential skills which are transferable across multiple employment and education pathways. Peter Moyes provides a variety of different Certificate Courses within the School, or a student might go to TAFE or another registered training organisation once a week or they might undertake a School Based Traineeship which involves undertaking a Certificate Course in an area of interest whilst completing a work placement for which the student will be paid.

How does VET contribute towards the WACE?

For more information: https://senior-secondary.scsa.wa.edu.au/vet/all-about-vet

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VET and Certificate classes The following site outlines the requirements for all VET/Certificate classes. Search for the Certificate by inserting the codes listed below in the “Nationally recognised training” search tool. See: http://training.gov.au/Home/Tga#

Industry Area BSB20120

Certificate II in Workplace Skills (see Appendix 1)

SIS20319

Certificate II in Sports Coaching (see Appendix 2)

SIS20115

Certificate II in Sport & Recreation (see Appendix 3)

10297NAT

Certificate II in Applied Language (See Appendix 4)

10661NAT

Certificate III in Applied Languages (See Appendix 4)

CUA20620

Certificate II in Music (see Appendix 5)

BSB30120

Certificate III in Business (see Appendix 6)

CUA20215

Certificate II in Creative Industries

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Foundation Partner with Edith Cowan University – UniPrep in Schools Offering UniPrep in Schools since 2019, PMACS has maintained its strong links with Edith Cowan University in Joondalup as a Foundation School. This sees the delivery of UniPrep Schools program in Year 12 for recommended students on a General Pathway.

The one-year program is designed to complement, not replace our students’ current WACE academic endeavours, while providing authentic experiences of university. UniPrep Schools allows students to bridge their secondary school experiences to the wider world by equipping them with transferrable career development skills.

Edith Cowan University is committed to enabling students from all backgrounds to succeed in higher education and life-long learning. To support this commitment, Peter Moyes Anglican Community School is offering the ECU UniPrep Schools program to Year 11 students. ECU UniPrep Schools will complement secondary students' commitments by helping to develop academic skills and by integrating university experiences. This enabling program is an Endorsed Program by the School Curriculum Standards Authority (SCSA).

The ECU UniPrep Schools program contains four units that require 55 hours of learning. Students will also need to complete some study outside of class time. All learning resources will be accessed through the ECU Learning Management System and facilitated by the program teacher at Peter Moyes Anglican Community School with guidance from the teaching team at ECU. Students in Year 11 forming the 2023 UniPrep Schools class will be asked to apply early in Term 3, based on their Semester 1 results and career aspirations. This allows for an orientation module, facilitated by the ECU UniPrep Schools coordinator to occur in Term 4 of Year 11.

On-campus experiences and Science based workshops hosted by ECU will be integrated into the study schedule. Completion of all assessments will be scheduled for specific weeks to accommodate moderation between schools and ECU. In conjunction with completion of all units, students will develop a digital portfolio as an ongoing career development tool which will be advantageous as they move into the tertiary education space.

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YEAR 8 TO YEAR 9 SUBJECT SELECTION INFORMATION NOTE – Change Graphic to YEAR 8 to 9 SUBJECT SELECTION INFORMATION’

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ARTS COURSES Year 9 Dance Dance in Year 9 is divided into three specific skills-based programs with a focus on learning about the technical and expressive dance skills in a variety of contexts.

In Dance Styles, students study several different styles of dance, both practically and theoretically.

While there is a focus on Hip-Hop/Street Dance, students will have the opportunity to immerse themselves in a variety of dance styles. These may include Contemporary, Latin American, Spanish, Ballet, Indian, Indigenous dance. Students learn the skills of creating and composing dance in Choreographic Skills. Learning how to use the Elements of Dance to create their own sequences to chosen music will develop their understanding of innovative dance concepts. Students will partake in both teacher-led and self-devised group choreography for performance.

In Composition, students will have the opportunity to refine their choreographic skills to create their own Tik-Tok inspired piece incorporating the use of technology and editing practices. This course is suitable for the non-trained dancer and trained dancer alike as it is about joining together to share a love of dancing.

Year 9 Drama Drama in Year 9 is divided into three specific skills-based programs with a strong emphasis on practical workshops designed to inspire and develop your skills as an actor. In The Art of Comedy, students study the skills and conventions of Melodrama and Circus Skills where they will apply their newly learnt skills in a performance context. Through Documentary Drama, students explore the Elements of Drama and theoretical approaches using both physical and vocal skills to create a smallscale performance for an audience. Script Interpretation opens the opportunity for students to explore character development through contemporary Australian texts while looking at the behindthe-scenes work with a specific focus on set design and diorama construction. Drama is a great opportunity to develop your creativity and confidence in a safe and supportive environment.

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Year 9 Drama- Production and Design This course is designed for those students who are not necessarily performers, but who have an interest in the design and production aspects of the theatre. This new course looks into the design and production roles with the ultimate aim of planning and constructing all the major design elements for class productions as well as Snapshot Youth Theatre Company Productions.

Some topics to be covered include: • • • • •

Set design Costume and make-up Lighting/Sound Marketing and promotions Multi-media production

Students will be assessed on both their practical involvement and the theoretical aspect of the course.

Year 9 Music Students create and listen to music. To create music students may choose one or more of the following: •

• • •

Learn to create original or arranged music using computer software such as sequencing with synthesized and sampled sounds, analogue to digital audio recording, and computerbased scoring. Currently students use free software such as musescore for scoring, audacity for their DAW (Digital Audio Workstation), LMMS (Linux Multimedia Studio) and Bandlab for sequencing.

Learn to play guitar or keyboard. Students are given weekly group lessons and may also choose repertoire from resources such as the internet to learn.

Further develop performance skills in the instrument or voice students are already learning with their music tutor. Students bring the music they are studying with their instrumental or vocal tutor to class to practise.

Play an instrument or sing with other students in a duet, band or other ensemble. This is an opportunity to form a band, small vocal ensemble, or other ensemble to perform the music students love.

By listening to music of contemporary and traditional musical genres, students will: • • • •

Enjoy a variety of music; Appreciate the different roles and purposes of music; Develop aural, notation and analysis skills to identify musical elements such as structure, pitch, and rhythm with and without musical scores; Be able to discuss music in an informed way with reference to appropriate music terminology.

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Year 9 Art Photography The Art Photography course provides students with opportunities to develop their art skills using cameras and related art tools and equipment to create and manipulate images. Students who wish to study any of the Year 10 Art courses should strongly consider selecting one or both of the Year 9 Visual Art or Arts Photography courses in preparation for Year 10, 11 and 12 Visual Arts courses.

This course is an introduction to the ways that photography can be used to create artworks. Students will explore the basic skills of composition and gain an understanding of the some of the simpler manual processes and techniques used to create a photographic image.

Projects will encourage students to use photographic materials and tools such as light sensitive papers and cameras in traditional and non-traditional ways to produce a variety of artworks. Where possible, projects may be extended to allow students to apply their photographic images to other suitable art forms such as prints, textiles and ceramics.

This course will suit students who already have an interest in photography or would like to learn how they may use photography in their art works.

Year 9 Visual Arts (2D) Visual Arts traditionally includes artforms such as printmaking, painting, drawing and sculpture. The focus will be on students producing mostly 2D artworks such as paintings, prints and drawings using traditional equipment and materials such as paint, ink, pastels and pencils. However, there will also be the opportunity to try modern materials to make art pieces. Students will have access to spray paints, paint pens and contemporary equipment to produce their drawings, paintings and prints in exciting and interesting ways. The course is an excellent opportunity to develop art skills and find areas of talent ahead of selecting art courses in Years 10 and beyond.

Year 9 Visual Arts and Craft (3D) Students studying this elective will create mostly 3D artworks. ‘Crafts’ in Visual Arts usually refers to artworks made from materials such as clay, fabrics/textiles and fibres, wood and metals. Traditionally ‘Craft Arts’ has referred to artworks that are functional such as pottery, jewellery, printed fabrics and woven fabrics. Nowadays, other materials may also be used to construct 3D forms within the Arts and Crafts such as resin, plaster, Fimo and other modelling compounds. Students will be introduced to a range of skills and materials for making 3D and functional objects to take home.

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TECHNOLOGIES COURSES Year 9 Craft and Design Context: Woodwork, Metalwork and Technical Drawing / Computer Aided Drafting– 2D Design A continuation of the Year 8 Technology courses in woodwork and metalwork, students will create original designs, within given parameters, to produce several projects. Development of production procedures of their design will be required in addition to a list of materials. Emphasis will also be placed on the further refinement of construction skills so as to produce a quality product. Students will be introduced to the concept of Two-Dimensional (2D) Computer Aided Drawing software which allow students to create dimensioned working drawings and 2D images. They will be required to use a variety of Modelling Tools and Processed to become proficient in the use of the associated computer equipment and drafting terminology. The use of a range of power tools and equipment will also be encouraged to further enhance their skills base.

The course will include the following activities: • • • • •

Design and manufacture of a range of wooden and metal-based projects Workshop safety and Occupational Health and Safety regulations Use of a range of tools, power tools and equipment Wood and metal finishes Computer based 2D Modelling methods and graphic presentation techniques.

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Year 9 Digital Media Context: Multimedia Information Technology Programming and Coding (Lego Mindstorms) This course will allow the students to access online tutorials to aid their understanding of design and programming concepts involved within a range of software applications. They will expand upon the skills they have previously learnt and demonstrate their knowledge through the appropriate use of technology. Students will broaden their skills by using digital software packages, design games, and create digital solutions to solve problems.

A range of skills-based activities to include: • • • • •

Digital Image Manipulation Scratch Programming Video Game Authoring Sprite Creation Creating Digital Solutions.

Year 9 Food and Nutrition Context: Foods with a focus on Café and Celebration Style Foods, Dietary and Nutrition Theory The focus of this unit is Café Style Foods and Celebration Foods in which students will prepare dishes based around the café trends and research dishes based on different cultures and celebrations.

The course will also continue to develop the importance of personal and kitchen hygiene while working within a team environment. Students will be given the opportunity to develop their skills and display their creative flair. Students will be learning the importance of food presentation through: • • • • • •

Preparing dishes associated with different cultural needs and café style trends Menu planning and design Paddock to plate within the food industry The importance of plating and presentation of food The history of food and food trends Food safety, Kitchen and personal hygiene within the kitchen.

Year 9 Mechatronics Context: Electronics; Engineering and Computer Aided Drafting– 2D Design This course will allow students to expand upon their knowledge of electronics gained in Years 7 and 8 by completing several projects in the form of a kit based electronic circuits. Students will build and test their own electronic projects and be introduced to some basic electronic theory. They will also be given the opportunity to design, construct and test their own projects based upon the principles learnt from previous construction activities. The Engineering component of the course will bring together the disciplines of Science, Technology, Engineering and Mathematics in which students will design and develop projects and incorporate knowledge learned from different contexts that are relevant to the respective projects.

Students will be introduced to the concept of Two-Dimensional (2D) Computer Aided Drawing software which allow students to create dimensioned working drawings and 2D images. They will be required to

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use a variety of Modelling Tools and Processes to become proficient in the use of the associated computer equipment and drafting terminology.

The range of skills-based activities include: • • • • • • • •

Component identification Soldering Electronic theory Circuit testing Individual projects Basic fabrication skills Computer based 2D Modelling methods Graphic presentation techniques.

Year 9 Textiles and Fashion Context: Introduction to Sewing; Fabric Creations and Theory With a focus on the development of basic sewing skills and techniques, students will have the opportunity to produce a number of textile projects whilst learning how to effectively use a range of tools and equipment including a sewing machine. Students will also have the opportunity to develop particular hand sewing skills.

The emphasis of the course will be the creation of a variety of textile projects that incorporate embellishments and detailing. Students will be given the opportunity to give their projects a personal touch through these embellishments. Theory work and research tasks will develop knowledge of different fabrics and relevant health and safety regulations and sustainability. The course will include the following activities: • • • •

Use of a range of tools and equipment including a sewing machine Various projects such as Pin Cushion; Tote Bag; Boxer Shorts Research: Care Labels; Natural and Synthetic Fibres, Sustainability; Recycling Occupational Health and Safety regulations

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LANGUAGES COURSES Year 9 Indonesian Advanced ATAR Pathway Indonesian is offered to Year 9 students who attained Excellent Achievement (predominantly “A” Grades) in Year 8 Indonesian.

The course is designed to prepare students who have proven proficiency with Indonesian and an interest in completing either the 2 year Accelerated Indonesian course or the 3 year ATAR Indonesian course in Senior School.

By selecting the ATAR Pathway Indonesian course, students commit to a more work-intensive programme than the Indonesian Standard course. Students with a mature and conscientious approach to their learning who are looking to challenge themselves in their language learning and wish to enhance their ATAR opportunities are encouraged to select this course.

Year 9 Indonesian Certificate II in Applied Languages: Indonesian Year 9 Indonesian is a Subject recommended for students wishing to continue their Middle School language studies. The course introduces students to the Indonesian language and culture from a personal perspective, enabling them to share information related to personal identity, aspects of everyday life, and popular culture. Students are asked to explore modern popular culture and popular music and film.

While developing the skills to travel within Indonesia, students learn more about Indonesianspeaking communities and cultures. Their skills in communication and textual analysis, and awareness of cultural difference and language learning will feed into a variety of subjects, from popular literature to environmental awareness.

Content: Students will develop their Indonesian abilities in and be assessed on the following areas: Listening, Responding and Speaking- Students listen and respond to a range of texts and communicate in Indonesian through spoken interaction. Students use understandings of language, structure and context when listening and responding to texts; and use processes and strategies to make meaning when listening; use understandings of language and structure in spoken interactions; interact for a range of purposes in a variety of contexts; and use processes and strategies to enhance spoken interaction.

Viewing, Reading, and Responding - Students view, read and respond to a range of texts.

Students use understandings of language, structure and context to respond to texts; and use processes and strategies to make meaning when viewing and reading.

Written Communication - Students write a variety of texts in Indonesian. Students use understandings of language and structure when writing; write for a range of purposes and in a variety of contexts; and use processes and strategies to enhance writing.

Assessment: Students are assessed on a regular basis. There are approximately three in-class assessments each semester in addition to Semester Examinations. In-class assessments will be used to demonstrate competency of the Certificate II in Applied Languages (Indonesian).

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Note: Successful completion of Year 10 Indonesian is a prerequisite for students wishing to study Indonesian: Second Language A1 & A2 in Year 11.

Students will also need to demonstrate competencies to attain the Certificate II in Applied Languages (Indonesian) 10297NAT.

ADDITIONAL COURSES Year 9 Innovation and Entrepreneurship The 21st century is witnessing the decline of the fossil fuel driven industrial economy and is changing to a knowledge-based economy. Innovative entrepreneurs have already begun to develop tech 'startups' and 'pop-up' businesses to take advantage of the transition. This elective will help individuals develop requisite skills to match and shape the economic needs of the future. Community entrepreneurial programs such as $20 Boss and Jump Start will challenge students' creativity, critical thinking, collaboration, inter-personal skills, project management, critical thinking and marketing acumen. This is a foundational elective for the Advanced Innovation & Entrepreneurship course in Year 10. Both programs are considered to be an excellent pathway into ATAR Economics, ATAR Geography and Business Management in Years 11 and 12.

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Year 9 Outdoor Education Through interaction with the natural world, Outdoor Education aims to develop student understanding of our relationships with the environment, others, and ourselves.

This course is an introduction to Outdoor Education in which students will develop fundamental skills, knowledge and understandings that will support their pursuit of personal interests and prepare them for Outdoor Education Courses in the Senior School. The course is largely practical with a theoretical element incorporated into the lessons each week. At the culmination of this course, a half day long expedition will be completed off campus in an outdoor setting. Please note there will not be overnight camps. Students will learn a variety of basic Outdoor Education skills in planning and preparing, risk assessment and safety and various context specific skills. Students will learn the importance of team building through practical exercises. Students will be assessed by way of assignments and practical activities.

All students will need to demonstrate their swimming competency to choose this elective. This will ensure their safety and the safety of others. The swimming competency test will include a 200m swim in under six minutes and five minutes of treading water. Failure to pass the test will result in students not being able to choose this option.

Year 9 STEM Projects The aim of the STEM Project Elective is to generate students’ interest, enjoyment, and engagement with STEM (Science, Technology, Engineering and Mathematics) and to encourage their ongoing participation in STEM both at school and in subsequent careers.

A quality STEM education will develop the knowledge and intellectual skills to drive the innovation required to address global economic, social, and environmental challenges.

STEM capability is the key to navigating the employment landscape changed by globalisation and digital disruption. Routine manual and cognitive jobs are in decline whilst non-routine cognitive jobs are growing strongly in Australia. Seventy-five per cent of the jobs in the emerging economy will require critical and creative thinking and problem-solving, supported by skills of collaboration, teamwork and literacy in mathematics, science, and technology. This is what we call STEM capability. The vision is to respond to the challenges of today and tomorrow by preparing students for a world that requires multidisciplinary STEM thinking and capability. STEM capabilities are developed when students are challenged to solve open-ended, real-world problems that engage students in the processes of the STEM disciplines.

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YEAR 9 TO YEAR 10 SUBJECT SELECTION INFORMATION Year 10 English The English curriculum is built around the three interrelated strands of language, literature and literacy. Teaching and learning programs should balance and integrate all three strands. Together, the strands focus on developing students’ knowledge, understanding and skills in listening, reading, viewing, speaking, writing and creating. Learning in English builds on concepts, skills and processes developed in earlier years, and teachers will revisit and strengthen these in Years 11 and 12.

In Years 9 and 10, students interact with peers, teachers, individuals, groups and community members in a range of face-to-face and online/virtual environments. They experience learning in familiar and unfamiliar contexts, including local community, vocational and global contexts.

Students engage with a variety of texts for enjoyment. They interpret, create, evaluate, discuss and perform a wide range of literary texts in which the primary purpose is aesthetic, as well as texts designed to inform and persuade. These include various types of media texts, including newspapers, film and digital texts, fiction, non-fiction, poetry, dramatic performances and multimodal texts, with themes and issues involving levels of abstraction, higher order reasoning and intertextual references.

Students develop critical understanding of the contemporary media and the differences between media texts.

The range of literary texts comprises Australian literature, including the oral narrative traditions of Aboriginal and Torres Strait Islander Peoples, as well as the contemporary literature of these two cultural groups, and classic and contemporary world literature, including texts from and about Asia.

Literary texts that support and extend students in Years 9 and 10 as independent readers are drawn from a range of genres and involve complex, challenging and unpredictable plot sequences and multimodal structures that may serve multiple purposes. These texts explore themes of human experience and cultural significance, interpersonal relationships, and ethical and global dilemmas within real-world and fictional settings and represent a variety of perspectives. Informative texts represent a synthesis of technical and abstract information (from credible/verifiable sources) about a wide range of specialised topics. Text structures are more complex and include chapters, headings and subheadings, tables of contents, indexes and glossaries. Language features include successive complex sentences with embedded clauses, a high proportion of unfamiliar and technical vocabulary, figurative and rhetorical language, and dense information supported by various types of graphics and images.

Students create a range of imaginative, informative and persuasive types of texts including narratives, procedures, performances, reports, discussions, literary analyses, transformations of texts and reviews.

Successful students have a good work ethic and are prepared to read all the prescribed texts at home.

National Curriculum

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Year 10 Mathematics & 10 Advanced Mathematics The strands of understanding, fluency, problem-solving and reasoning are an integral part of mathematics content across the three content strands: number and algebra, measurement and geometry, and statistics and probability. The proficiencies reinforce the significance of working mathematically within the content and describe how the content is explored or developed. They provide the language to build in the developmental aspects of the learning of mathematics. The achievement standards reflect the content and encompass the proficiencies.

Understanding includes applying the four operations to algebraic fractions, finding unknowns in formulas after substitution, making the connection between equations of relations and their graphs, comparing simple and compound interest in financial contexts and determining probabilities of twoand three-step experiments. Fluency includes factorising and expanding algebraic expressions, using a range of strategies to solve equations and using calculations to investigate the shape of data sets.

Problem-solving includes calculating the surface area and volume of a diverse range of prisms to solve practical problems, finding unknown lengths and angles using applications of trigonometry, using algebraic and graphical techniques to find solutions to simultaneous equations and inequalities and investigating independence of events. Reasoning includes formulating geometric proofs involving congruence and similarity, interpreting and evaluating media statements and interpreting and comparing data sets.

National Curriculum

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Year 10 Humanities and Social Sciences Humanities and Social Sciences (HaSS) is comprised of four subjects: History, Geography, Economics, and Civics & Citizenship. The classes are grouped based on achievement in Year 9. Although all students follow the same curriculum, the level of complexity of treatment will vary between class groupings. Students in Advanced classes will undertake additional work at a higher level, as well as covering the common core material. The Humanities and Social Sciences classes will operate on the National Curriculum.

Year 10 Humanities and Social Sciences – History The History curriculum provides a study of modern world history and Australia from 1918 to the present, with an emphasis on Australia in its global context. The twentieth century became a critical period in Australia’s social, cultural, economic and political development. The transformation of the modern world during a time of political turmoil, global conflict and international cooperation provides a necessary context for understanding Australia’s development, its place within the Asia-Pacific region and its global standing. The content provides opportunities to develop historical understanding through key concepts, including evidence, continuity and change, cause and effect, perspectives, empathy, significance and contestability. These concepts may be investigated within a particular historical context to facilitate an understanding of the past and to provide a focus for historical inquiries.

The content involves two strands: historical knowledge and understanding, and historical skills. The teaching of these strands are interrelated and integrated appropriate to specific local contexts. A framework for developing students’ historical knowledge, understanding and skills is provided by key inquiry questions through the use and interpretation of sources. The key inquiry questions: • • •

How did the nature of global conflict change during the twentieth century?

What were the consequences of World War II? How did these consequences shape the modern world?

How was Australian society affected by other significant global events and changes in this period?

National Curriculum

Year 10 Humanities and Social Sciences – Geography There are two units of study in the Geography curriculum. The first, Environmental change and management focuses on investigating environmental geography through an in-depth study of a specific environment. The unit begins with an overview of the environmental functions that support all life, the major challenges to their sustainability, and the environmental worldviews, including those of Aboriginal and Torres Strait Islander Peoples, that influence how people perceive and respond to these challenges. Students investigate a specific type of environment and environmental change in Australia and one other country. They apply human–environment systems thinking to understand the causes and consequences of the change and geographical concepts and methods to evaluate and select strategies to manage the change.

The second unit, Geographies of human wellbeing focuses on investigating global, national and local differences in human wellbeing between places. This unit examines the different concepts and measures of human wellbeing and the causes of global differences in these measures between countries. Students explore spatial differences in wellbeing within and between countries and evaluate the differences from a variety of perspectives. They explore programs designed to reduce

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the gap between differences in wellbeing. These distinctive aspects of human wellbeing are investigated using studies drawn from Australia and across the world, as appropriate.

The content is organised into two strands: geographical knowledge and understanding, and geographical inquiry and skills. The teaching of these strands is interrelated and integrated appropriate to specific local contexts. A framework for developing students’ geographical knowledge, understanding and skills is provided through the inclusion of key inquiry questions and specific inquiry skills, including the use and interpretation of maps, photographs and other representations of geographical data. The key inquiry questions are: • • •

How can the spatial variation between places and changes in environments be explained?

What management options exist for sustaining human and natural systems into the future?

How do world views influence decisions on how to manage environmental and social change?

National Curriculum

Year 10 Humanities and Social Sciences – Civics and Citizenship The curriculum develops student understanding of Australia’s system of government through comparison with another system of government in the Asian region. Students examine Australia’s roles and responsibilities within the international context, such as its involvement with the United Nations. Students also study the purpose and work of the High Court. They investigate the values and practices that enable a democratic society to be sustained.

The civics and citizenship content at this year level involves two strands: civics and citizenship knowledge and understanding, and civics and citizenship skills. The teaching of these strands is interrelated and integrated appropriate to specific local contexts. A framework for developing students’ civics and citizenship knowledge, understanding and skills at this year level is provided by the following key inquiry questions: • • •

How is Australia’s democracy defined and shaped by the global context?

How are government policies shaped by Australia’s international legal obligations?

What are the features of a resilient democracy?

National Curriculum

Year 10 Humanities and Social Sciences – Economics and Business The curriculum provides students with the opportunity to further develop their understanding of economics and business concepts by considering Australia’s economic performance and standard of living. The ways governments manage economic performance to improve living standards is explored, along with the reasons why economic performance and living standards differ within and between economies. Students explore the nature of externalities and why the government intervenes to ensure that prices reflect the depletion of resources or costs to society. Students examine the consequences of decisions and the responses of business to changing economic conditions, including the way they manage their workforce.

The economics and business content involves two strands: economics and business knowledge and understanding, and economics and business skills. The teaching of these strands is interrelated and integrated appropriate to specific local contexts. Students study the content through contemporary issues, events and/or case studies.

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The course covers different contexts from personal, local, national, regional to global in order to meet the needs of students. A framework for developing students’ economics and business knowledge, understanding and skills is provided by the following key inquiry questions: • • • •

How is the performance of an economy measured?

Why do variations in economic performance in different economies exist?

What strategies do governments use to manage economic performance?

How do governments, businesses and individuals respond to changing economic conditions?

National Curriculum

Year 10 Science The science inquiry skills, and science as a human endeavour strand, are described across a twoyear band. Reference is made to the expectations outlined in the achievement standard and to the content of the science understanding strand for the relevant year level to ensure that they are addressed. The three strands of the curriculum are interrelated, and their content is taught in an integrated way. The curriculum explores systems at different scales and connect microscopic and macroscopic properties to explain phenomena by incorporating the key ideas of science. Students explore the biological, chemical, geological, and physical evidence for different theories, such as the theories of natural selection and the Big Bang.

Students develop their understanding of atomic theory to understand relationships within the periodic table. They understand that motion and forces are related by applying physical laws. They learn about the relationships between aspects of the living, physical and chemical world that are applied to systems on a local and global scale and this enables them to predict how changes will affect equilibrium within these systems.

National Curriculum

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Year 10 Health Education The Health programme promotes and encourages positive health behaviour. Students achieve this outcome through the acquisition of knowledge, the opportunity to clarify values and attitudes and the development of interpersonal skills.

The topics covered include Safety – Pre-driver Education, Relationships and Sexuality, Mental Health and Lifelong Physical Activity. Assessment will consist of journal entries, classroom observations, cognitive tests and written tasks.

Year 10 Physical Education The Physical Education course is designed to complement the School and House sports programmes. Students build on the experience gained in the Years 7 to 9 Physical Education programme through involvement in games. They will develop an understanding of physical fitness and an awareness of the benefits of good physical fitness. Students develop skills, tactics and game etiquette in a wide variety of games while at the same time demonstrating cooperation and good sportsmanship. Students have a three-option pathway in Physical Education.

Students will participate in five different sports over the course of the year in the pathway that they choose. Students are assessed using sports-specific skills tests and game play/analysis.

Year 10 Christianity, Religion and Life The vision of the Christian Studies Department at PMACS is to provide students with an Anglican Christian education that is academically rigorous, spiritually encouraging, biblically faithful and Christ centred.

Under the guidance of the Anglican Schools Commission, we deliver programs that cover the following themes of Bible and Christian belief; the story of the Church; philosophy of religion; ethics and ethical theory; faith and actions; prayer, meditation and worship and world religions.

By the time students leave the School, they understand what is a Christian and what they believe, have skills to read the Bible and have seen how the Bible applies to life. The course provides students with an appreciation of the foundation and practices of the Anglican denomination. The course develops students’ skills to discuss and debate religious issues with respect, confidence, and humility. The course is based on providing students with the opportunity to develop and reflect on their own beliefs and values.

Christianity, Religion and Life (CRL) is compulsory weekly lessons for all students, reflecting the value that the School places on a holistic education for its students.

Building on the foundations from the CRL programme in Years 7 to 9, studies in Year 10 has a greater emphasis on students having opportunity to develop and reflect on their own beliefs and values. To this end, students will study what Christians believe as well as the beliefs of different worldviews. They will also have opportunity to examine different ethical theories and look at what is involved in making ethical decisions.

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Subject Choice for Year 10 The Year 10 academic programme is designed to provide students with a balanced education to give them the opportunity to experience subjects that they may be considering for study in Years 11 and 12. It contributes to appropriate course selection by ensuring that students acquire the appropriate background for success in specific subjects at Year 11 level. Choices should allow for selection of subjects which add breadth to their education, such as subjects in which they are interested and would like to develop some knowledge and understanding; but may not intend to study beyond Year 10.

In Year 10, there are seven compulsory subjects for all students: English; Mathematics; Science; Humanities & Social Sciences; Beliefs & Values; Health Education & Physical Education. In addition, all students must select three year-long Elective subjects, with two reserves.

Accelerated Indonesian

Art Photography

Business Management & Enterprise

Applied Information Technology

Computer Science

Children, Family & Community

Certificate II in Applied Languages: Indonesian

Criminal History

Drama: Performance

Dance

Drama: Production & Design

Design

Global Citizenship

Engineering Studies

Marine Studies

Textiles & Clothing

MDT: Metalwork

Food Science & Technology

MDT: Woodwork

Visual Arts: Advanced

Multimedia Studies

Music

Outdoor Education

Physical Education Studies

Visual Arts: General

Young People & the Law

Innovation & Enterprise

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Year 10 Accelerated Indonesian Accelerated Indonesian is a Year 11 level subject offered to Year 10 students who attained Excellent Achievement (predominantly “A” Grades) throughout Indonesian studies in Years 7 to 9. The course is designed to fast-track students who have proven proficiency with Indonesian and an interest in completing the Year 12 level language course by the end of Year 11, relieving the pressure of completing it in their final year.

By selecting the Accelerated Indonesian course, students commit to more class time and a more work-intensive programme than the standard Indonesian course. Students with a mature and conscientious approach to their learning who are looking to challenge themselves in their language learning are encouraged to select this course. Topics studied in Accelerated Indonesian include: • •

Saat ini aku di sini (Here and now)- “being teen, what does it mean?”, “Indonesian communities”, “staying connected”.

Bisa saya bantu? (Can I help you?) – “my country, Australia”, “on exchange”, “careers and travel”.

Students will develop their Indonesian abilities in and be assessed on the following areas: Response: Listening - Students listen and respond to a range of texts. In achieving this outcome, students use understandings of language, structure and context when listening and responding to texts; and use processes and strategies to make meaning when listening.

Spoken Interaction – Students communicate in Indonesian verbally by using understandings of language and structure in spoken interactions; interact for a range of purposes in a variety of contexts; and using processes and strategies to enhance spoken interaction.

Response: Viewing and Reading - Students view, read and respond to a range of texts.

In achieving this outcome, students use understandings of language, structure and context to respond to texts; and use processes and strategies to make meaning when viewing and reading.

Written Communication - Students write a variety of texts in Indonesian. In achieving this outcome, students use understandings of language and structure when writing; write for a range of purposes and in a variety of contexts; and use processes and strategies to enhance writing.

Students are assessed regularly on each content areas. There are approximately four in-class assessments each semester in addition to a thirty-minute Practical Examination and a two and a half hour Written Examination each semester.

The following pre-requisites apply for this course: • Having studied Indonesian throughout Years 7 to 9 • Excellent achievement in Indonesian (predominantly “A” Grades) • Completing the Application for Permission to Enrol in a WACE Language Course by the due date • Students will begin the Year 10 course on a Monitored Contract to ensure that the more rigorous homework expectations are met consistently.

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Year 10 Certificate II in Applied Languages: Indonesian 10297NAT Year 10 Indonesian is a Subject recommended for students wishing to continue their language studies. The course introduces students to the Indonesian language and culture from a personal perspective, enabling them to share information related to personal identity, aspects of everyday life, and popular culture. Students are asked to explore modern popular culture and popular music and film.

While developing the skills to travel within Indonesia, students learn more about Indonesianspeaking communities and cultures. Their skills in communication and textual analysis, and awareness of cultural difference and language learning will feed into a variety of subjects, from popular literature to environmental awareness.

Content: Students will develop their Indonesian abilities in and be assessed on the following areas: Listening, Responding and Speaking- Students listen and respond to a range of texts and communicate in Indonesian through spoken interaction. Students use understandings of language, structure and context when listening and responding to texts; and use processes and strategies to make meaning when listening; use understandings of language and structure in spoken interactions; interact for a range of purposes in a variety of contexts; and use processes and strategies to enhance spoken interaction.

Viewing, Reading, and Responding - Students view, read and respond to a range of texts.

Students use understandings of language, structure and context to respond to texts; and use processes and strategies to make meaning when viewing and reading.

Written Communication - Students write a variety of texts in Indonesian. Students use understandings of language and structure when writing; write for a range of purposes and in a variety of contexts; and use processes and strategies to enhance writing.

Students will also need to demonstrate competencies to attain the Certificate II in Applied Languages (Indonesian) 10297NAT. Please refer to Appendix 4.

Note: Successful completion of Year 10 Indonesian is a prerequisite for students wishing to study Indonesian: Second Language A1 & A2 in Year 11.

Assessment: Students are assessed on a regular basis. There are approximately three in-class assessments each semester in addition to Semester Examinations. In-class assessments will be used to demonstrate competency of the Certificate II in Applied Languages (Indonesian).

Year 10 Business Management and Enterprise Business Management and Enterprise is an exciting interactive area in today’s modern society.

Students will have the exclusive opportunity to take part in this creative, hands-on subject, by completing several practical and life skill-based activities. These activities are specifically geared towards addressing some of the complexities within business today. Students will investigate the

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role of entrepreneurs in society, small businesses and the stock market, through creating and adapting ideas in a variety of contexts.

Year 10 Computer Science The Computer Science course focuses on the fundamental principles, concepts and skills within the field and provides students with opportunities to develop flexibility and adaptability in the application of these in the roles of developers and users. The underpinning knowledge and skills in computer science are practically applied to the development of computer systems and software.

Students will operate and manipulate technology using appropriate techniques and skills across a variety of applications to access, operate and create digital materials such as text, graphics, sounds and sources of information. Students will have the opportunity to learn the key content of Networks and Communications, Managing data, Computer hardware components and Programming. The Computer Science course is designed to facilitate the achievement of four outcomes. These include the Technology Process, Knowledge and understanding of computer-based systems, Skills or computer-based systems and Computer-based systems in society.

Year 10 Drama: Performance This course is designed to give an insight into the preparation and performance skills needed to create different characters for performance. Students study several styles and forms throughout the year producing small-scale drama performances for a live audience. Students view, read and explore relevant drama works and texts using scripts and self-devised works.

Students will consider the relationship between drama events and their intended audience and explore how different performance spaces reflect their cultural value, investigating purpose-built and/or everyday locations used to stage drama. In participating in drama performances, students will learn to work independently and in teams about the creative process of devising, interpreting, and producing drama is collaborative and productive. They will explore and reflect on the roles of actor, director, playwright, designers, dramaturges and consider how they work together in production practices. Students will undertake at least two of these roles throughout the year.

The focus for Semester 1 is Form and Style as well as Script Interpretation. Students will undertake the study of a range of different performance styles throughout a series of theatrical eras. Students are introduced to the skills, techniques and conventions, and technologies. Through small-scale drama performances, students will extend their understanding and application of voice and movement skills and the ways that stories are communicated through drama.

The focus of Semester 2 is Drama Events. Students will extend their skills in Improvisation and relate these to playwriting structures through a focus on characterisation, use of dialogue and creating drama narratives with dramatic tension. Assessment will consist of individual and group performance pieces as well as self and peer evaluation.

Students will also get the opportunity to view professional live performances and participate in workshops run by external companies.

Year 10 Drama: Production and Design This course is designed for those students who are not necessarily performers, but who have an interest in the design and production aspects of the theatre. This course looks into the design and production roles: set, costume, lighting, sound, backstage crew, Front of House and Marketing and Publicity, with the ultimate aim of planning and constructing all the major elements of a production.

The course provides students with valuable opportunities to learn and develop production and design skills while making a worthwhile contribution to the school community, by being involved in school

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events, Snapshot Youth Theatre Company productions and whole school productions. Students will be taught by both the classroom teacher and industry professionals.

Year 10 Dance The Dance course is designed to give students insight and skills needed to create and perform dance works for an audience in an array of styles. Semester 1 focuses on dance composition, while Semester 2 focuses on dance composition for performance.

Students will demonstrate the basic elements of dance (Body, Energy, Space and Time), through the creation of movement phrases in large group work, small group work, duo work and solo work sharing, exploring and developing ideas. They will learn about dance techniques and choreographic processes in a variety of contexts. Students will respond critically to their own dance work and the dance work of others, using appropriate terminology as well as recognising specific features of dance from a variety of cultures.

The students develop their dance knowledge and performance and choreography skills in Semester 1 demonstrating understanding of the elements of dance (Body, Energy, Space and Time), through the creation of movement phrases in large group work, small group work and duo work; sharing, exploring, and developing ideas. Knowledge of the safe and healthy dancer is a key factor. In Semester 2 students focus on stimuli, choreographic intent, and structure to further develop their choreography skills, creating a unique short solo dance. Assessments will consist of individual and group performance and choreography, as well as self and peer reflection.

Year 10 Marine Studies The Marine Studies course provides interested students with an opportunity to study a variety of marine-based topics including, but not limited to, Marine Biology, Oceanography, Aquaculture and Snorkelling. This course aims to combine a theoretical and practical program to extend and enrich the students. Students with a passion for the marine environment, a love of the outdoors who can potentially see themselves undertaking a Maritime and Marine Studies Course at the Year 11 and 12 level are encouraged to choose this course.

Students must be: • • • • •

Able to swim Medically fit for snorkelling Comfortable in the water.

Able to float or tread water without aids for 10 minutes Able to swim 200 metres with no aids or 300 metres with mask, fins and snorkel.

Year 10 Materials, Design and Technology: Metalwork MDT Metalwork is a practical course used to develop an understanding of materials, processes, tools and equipment through a design process. Students develop the ability to design, make and appraise articles constructed from steel and aluminium. They also appreciate the role that manufacturing, and fabrication plays in society, the economy and the environment.

Students will produce a design folio in to order communicate the development of the problem-solving activity. They will design, develop and manufacture their own product(s).

Students will be introduced to basic metalwork by completing a variety of craft-based projects. They will gain a range of skills, which will include design and manufacture of a range of artefacts, workshop safety and OH&S regulations, use a range of tools and equipment, metal finishes, power tools,

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metalwork theory as well as work in their individual projects. Students are continually assessed on guidelines that focus on Investigation, Production and Response.

Year 10 Multimedia Studies The design of this course has the aims of exposing students to the knowledge and understanding of media and its use in everyday life. It provides an opportunity for students to think about the effects media has on individuals and their way of thinking. Students develop their analytical and creative skills and gain knowledge and skills that are transferable to a variety of artistic, social and workrelated contexts in media.

Students will be exposed to a variety of media forms. There will be an introduction to the key concepts in media education, television theory & practice, multimedia theory & practice, as well as film theory & practice. The Media course will involve both analytical and practical skills, opportunity for peer and self-assessment of students’ work and recording media experiences throughout the year in a personal electronic media folio. Students are continually assessed on guidelines that focus on Investigation, Production and Response.

Year 10 Textiles and Clothing The unit includes the study of textile fibres, their properties and care as related to their chemical structure and testing, the production and characteristics of yarns and fabrics, and the chemistry of textile finishes.

The unit introduces basic clothing construction. Students will develop skills in construction techniques and in the use of the sewing machine and overlocker and other sewing equipment.

On completion students should be able to explain textile fibre classifications based on fibre origins and relate the composition and characteristics of fibres to the selection of fabrics for particular use. The student should be able to apply a knowledge of yarn, fabric construction and fabric finishes to selection and use of textile products as well as relate fibre, yarn, fabric construction and finishes to performance using textile testing methods.

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Students will identify instructions and symbols for the care of fibres, demonstrate expertise in the care and use of the sewing machine and the overlocker and critically evaluate the standard of construction used to complete a range of clothing construction techniques to a reasonable standard. Students should also demonstrate an ability to select appropriate clothing construction techniques for garment style, end use and fabric. Students are continually assessed on guidelines that focus on Investigation, Production and Response.

Year 10 Outdoor Education Through interaction with the natural world, Outdoor Education aims to develop an understanding of our relationships with the environment, others and ourselves. The goal of this course is to contribute towards a sustainable world. Students studying this course will develop knowledge and understanding that will support their pursuit of personal interests and provide an opportunity for them to achieve success in the future. The course is approximately 80% practical and 20% theory.

As the culmination of this course will result in an expedition in an outdoor setting, students prepare by learning a variety of activities including camp skills, bush cooking, orienteering, sailing/paddling, surfing and mountain biking. They will also complete a Surf Life Saving Surf Rescue Certificate.

Students will learn the importance of team building through practical exercises. Students doing this course will be assessed by way of assignments and practical activities. Upon successful completion of this course, students will have the pre-requisite knowledge to be able to commence Outdoor Education Studies General Pathway in Year 11.

Students must pass a swimming competency test prior to commencing this course.

Year 10 Innovation and Enterprise Our world’s economic environment is constantly changing. This elective is a must for Year 10 students because it is designed to provide students with the knowledge and skills to navigate their way to success as an economic agent. Adaptability is a key component to success under any economic circumstances but even more so given the current economic climate.

As part of their studies, students will attend excursions to investigate the business operations of companies such as the Margaret River Chocolate Factory and the Curtin School of Business to learn about the pathways open to students of Business, Commerce and Economics. Students will meet with local business leaders to discuss the aspects of their business that have made them a success.

Students will participate in the Commonwealth Bank Plan Your Own Enterprise (PYOE) Competition which empowers students to combine their financial capacity and creativity skills to create innovative and inventive enterprises.

Year 10 Visual Arts: General This course is designed for students who enjoyed Art electives in Year 9 and would like to continue to develop their skills. The focus is on continuing to learn to use visual art language and artistic conventions, in making and responding to artwork. Students will be guided to plan and create artworks across a range of 2D and 3D art forms, with an emphasis on developing problem-solving skills, practical techniques and applying understandings of art in individual projects. The practical focus of the course allows students to extend their knowledge of safe and sustainable visual arts practice as well as providing opportunities for the exhibition and display of finished artworks.

Making comprises 80% of the assessment. It is based on ideas generation, planning and designing artworks, use of the visual arts elements and principles, construction of artworks, presentation,

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exhibition and display and reflection on artworks. Responding comprises 20% of the assessment. It is based on personal and critical responses to artworks, other artists, art history and cultural contexts.

Students are assessed on three art projects throughout the year covering both 2D- and 3D-art forms.

While largely practical, each project has response and history/cultural components embedded within them.

It is desirable that students who wish to study Visual Arts ATAR in Year 11 should take the Visual Arts Advanced Art course.

Year 10 Visual Arts Photography Visual Arts Photography in Year 10 is designed to build on and extend students’ photography skills learnt in the Year 9 Art Photography elective. However, while it is helpful to have studied the Year 9 course, it is not an essential prerequisite.

In Year 10, students will learn to compose photographs to create interesting and original images.

The course will include two of the three available Art forms: 2D (photography/digital media) and 3D/4D (installation, time-based video or digital animation) and one art style from the Curriculum.

Students explore the way in which Visual Arts and Photography influence each other and how photography is used to develop artworks in other mediums such as print, paint and textiles. Students will also explore Photography as a distinct art form by making photographic images to communicate meanings and messages. Artists using photography within their artworks will be looked at as examples, along with the work of Fine Art Photographers.

Within the course, students will learn techniques and processes of photography as well as consider how they can apply photographic methods to making other types of artworks. This course is a helpful lead into Year 11 General Visual Arts and, in conjunction with Year 10 Advanced Art, provides relevant skills and knowledge for Year 11 ATAR Art. Students taking Design courses will also benefit from the course content. The course is structured 70% Making (Skills, techniques, production, and presentation) and 30% Responding (Research, writing and analysis responses) https://k10outline.scsa.wa.edu.au/home/p-10-curriculum/curriculum-browser/the-arts/visual-arts2

Year 10 Applied Information Technology Students will operate and manipulate technology using appropriate techniques and skills across a variety of applications to access, operate and create digital materials such as text, graphics, sounds and sources of information. Students will have the opportunity to learn about web site design, digital sound creation and manipulation as well as flash animation. Students will also cover graphic manipulation and advanced Microsoft Office.

Applied Information Technology (AIT) is a practical course used to develop an understanding of technology solutions through a design process. A problem-solving approach allows students to use the technologies and processes learned in the course. It develops student ability to solve practical problems using graphics media and computer software. Students will use appropriate technology to design, model and present tangible solutions to problems. They will also investigate and apply elements of formal design; consider and analyse the world of designers; and relate the technologies used by this course to the outside world - past, present and future. Students are continually assessed on guidelines that focus on Investigation; Production / Performance; and Response.

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Year 10 Children, Family and the Community This subject provides students with knowledge about Child Development and is an excellent Subject for any student wanting to enter a career where knowledge of child development is an advantage, such as teaching, childcare, social work, police, psychology or the medical field. Students will have access to a ‘Virtual’ Baby’ and be expected to care for the baby for a weekend.

Students will study maternal health and neonatal care and the development of the unborn child from conception to birth. They will learn about family structures in Australia, Community Services available to families in Western Australia as well as self-management skills and the importance of decision making. Students are continually assessed on guidelines that focus on Investigation, Production/Performance, and Response.

Year 10 Design Design provides students with an excellent prerequisite for the Years 11 and 12 WACE Design courses. Students will be introduced to 3D software and animation techniques. This will be achieved by using industry standard CAD and design software. Design projects allow students to demonstrate their skills and understandings of design principles and processes; to analyse problems and possibilities; and to devise innovative strategies within a specific design context.

Some of the concepts covered in the course include introduction to photoshop, flash animation, image manipulation, photography, advertising and publications. They develop skills in the use of colour, design elements and principles. Students complete design assignments using technical drawing. Students are continually assessed on guidelines that focus on Investigation, Production / Performance, and Response.

Year 10 Engineering Studies Engineering Studies is a practical course used to develop an understanding of mechanisms, electronics, structures and materials, through a design process. Students develop the ability to solve practical problems through materials and systems. They use appropriate technology to design, make, control, test and present tangible solutions to problems. Students investigate and apply elements of formal design; consider and analyse the world of designers; and relate the technologies used by this course to the outside world - past, present and future.

Students will be introduced to a range of mechanical engineering principles, by completing a range of practical engineering projects, including design and construction of an electrically powered vehicle and a RC Jouster vehicle. They investigate materials and their properties and learn basic engineering principles using equipment and resources of the Technologies Department. Students investigate engineering principles in everyday life as well as mechanical engineering theory and principles. Students are continually assessed on guidelines that focus on Investigation, Production / Performance, and Response.

Year 10 Food Science and Technology Food Science and Technology is a practical course used to develop knowledge and skills pertaining to the cooking and selection of recipes in a variety of situations.

‘Spotlight on My Food’ is the focus in Semester 1. Students explore ways in which individuals select and use foods, and how this is determined by family customs, lifestyle, budget, availability of food and food preparation skills. They learn about the variety and availability of familiar, local foods and use food

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selection models to determine their place in a balanced diet. They use strategies to identify the cultural values of their peers and the sensory characteristics of food that impact on their food preferences and food choices.

In Semester 2, the focus is food, health and choices. Students learn about a balanced diet and apply nutrition concepts that promote healthy eating. They appreciate that everybody is different and that food needs and preferences vary. Students learn about healthy and unhealthy foods and classify these according to nutrient content, variety, availability, storage and cost. They gain knowledge of the function in the body and the nutrient needs of adolescents. Students are continually assessed on guidelines that focus on Investigation, Production / Performance, and Response.

Year 10 Young People and the Law Young People and the Law is a dynamic year-long Year 10 elective. The course is designed to introduce students to the basic principles associated with the operation of the legal system in Australia and to gain an understanding of their rights and responsibilities according to the law. As part of their studies students will attend excursions to the Joondalup Family Law Courts and the Central Law Courts. Students will have the opportunity to meet with legal practitioners and local police.

An important component of the course is the involvement of students in the Mock Trial Competition.

This is a WACE endorsed programme. Mock Trials is a state-wide programme that involves students taking on the roles of different court personnel and competing against other schools to see who will be crowned the best “mooters”. Students should be aware that the competition requires teams to compete outside of school hours and involves some extra curricula commitment.

Year 10 Global Citizenship Global Citizenship is a fascinating elective offered to Year 10 students. The course will focus on developing awareness of current issues that challenge and unite humanity across the globe, as well as developing critical thinking, communication, problem-solving and leadership skills. Students will develop a deep understanding of the role they play as a global citizen and how they can be an agent of change within their own communities and beyond.

It is timetabled for Semester 1 to enable students to participate in the United Nations Youth Competition and the merit-select Sir Charles Court Young Leaders Program held at Curtin University in July. Students should be aware that the competitions may require them to compete outside of school hours and may involve some extra curricula commitment on their part.

1Year 10 Criminal History The most infamous murders in history have not only caused bloodshed and mayhem; but have also given rise to the world’s greatest mysteries. In order to solve such crimes governments have developed judicial, legal and scientific systems and processes to bring the perpetrators to justice.

This elective offers you the opportunity to study notorious murderers such as Jack the Ripper and Dr. Crippen, as well as unsolved crimes like the death of the Princes in the Tower and the assassination of President John F. Kennedy. Some cases like those of Thomas Jennings and Colin Pitchfork will also provide opportunities to understand the growth of forensic science.

Using 21st century inquiry and investigative skills you will turn detective and study a number of famous cases throughout history. This is the elective for you if you would like to develop your

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research methodology, analytical skills and ability to communicate effectively. It will also provide an excellent pathway to further study in History, Politics and Law and Forensic Science.

Year 10 Materials, Design and Technology: Woodwork MDT Woodwork is a practical course used to develop an understanding of materials, processes, tools and equipment through a design process. Students develop the ability to design, make and appraise articles constructed from a variety of timbers. They will gain an appreciation of the role that manufacturing and fabrication plays in society, the economy and the environment.

During this course, students will produce a design folio in order to communicate the development of the problem-solving activity and design, develop and manufacture their own products. Students will be introduced to basic woodwork by completing a variety of craft-based projects. They will be introduced to basic woodwork by completing a variety of craft-based projects. They will gain a range of skills, including design and manufacture of a range of artefacts, workshop safety and OH&S regulations and use of a range of tools and equipment as well as gain competence in woodturning using centre lathes, power tools and the use of timber finishes.

Students will design and safely produce projects in a variety of contexts. Students will be required to make decisions on processes to be used and be able to justify their choices for manufacture, including additional material selections, economic restraints, tool selection and finishing techniques.

Students are continually assessed on guidelines that focus on Investigation, Production / Performance, and Response.

Year 10 Music The music course is designed for students who enjoy music, and may consider studying ATAR Music, or a Certificate in Music Industry in Year 11 and Year 12. The focus of the programme is to give students life-long music skills and appreciation and to prepare students for further studies in music. A good pass in Music, and experience in one instrument, composition, or music/sound technology, is a pre-requisite for the study of Music in Year 11.

The aims of the course include the consolidation of music skills and knowledge across a range of performing, composing, aural and analysis activities. Students explore emerging personal style and music ideas and build on understanding, meaning and interpretation of music. Students will notate music relevant to aural, analysis and practical skills, practise and perform music as well as compose and arrange music. They will develop skills and knowledge in technologies used in music. Students will develop sensitivity towards music through personal experience by the exercise of imagination and the acquisition of skills and knowledge in six content areas: Listening – Students listen to, discuss and analyse a variety of musical examples in contemporary and traditional genres.

Composition and Arrangement – Students compose and arrange music for a variety of instruments.

This includes learning to score for both traditional orchestral instruments, and contemporary instruments such as electric guitar and drum kit, as well as song writing, and musical form and structures.

Theory – Students study music theory through a structured course and its application to practical performance, analysis and composition. This includes rhythm, pitch, clefs, tablature, scales, chords, instruments, expressive terms, and articulation Aural – Students develop aural skills through listening to music and completing aural tasks in pitch and rhythm.

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Technology – Students learn to use music technology through practical tasks including sequencing, performance, recording, scoring and mastering.

Practical – Students continue to develop skills in their chosen instrument/voice, and/or music composition, and/or music technology.

Assessment includes written tests in theory, aural, appreciation and analysis tasks; test in performance, and composition/arrangement tasks presented using appropriate technologies

Year 10 Visual Arts (Advanced) The Visual Arts (Advanced) course is designed to prepare students for Visual Arts courses in Years 11 and 12, both ATAR and General. The course aims to develop a student’s knowledge and understanding of the elements and principles of art and design and skills in processes and techniques required in the production of both 2D and 3D art works. The emphasis is on refining skills and techniques while making students familiar with a range of media through more challenging project work. Students are guided to develop their critical thinking skills, visual art terminology and written responses to artworks to prepare them for further studies in Visual Arts.

This course is intended to provide a practical and written approach to Art to assist students develop skills required to be successful in studying Visual Arts (ATAR) units in Years 11 or 12. Students who wish to further extend their studies in Art may also study Visual Arts General.

Course assessment is based upon Making (70%) and Responding (30%) though a Visual Arts Diary, three Practical Projects and Written work.

Making comprises the use of visual art language and artistic conventions, in both written and practical work, developing and refining ideas and techniques to resolve artwork designing, producing and evaluating artwork, knowledge of art practices, techniques, and styles, safe and sustainable visual arts practice and exhibiting and appraising artworks, with consideration to their own artistic intentions, personal expression and audience.

Responding includes culture and history and its influence on artworks, exploring artistic influences in developing own artworks, reflecting on traditional and contemporary artwork, using critical analysis frameworks as well as using visual art language, art terminology and conventions in written responses.

Year 10 Physical Education Studies Physical Education Studies is popular practical and theoretical course designed to introduce students to future Physical Education course pathways offered in Years 11 and 12, including Certificate II Sports Coaching (VET), General Physical Education Studies and ATAR Physical Education Studies.

Year 10 Physical Education Studies applies practical application of theoretical knowledge across three lessons using up-to-date fitness and sporting equipment and facilities. Units of study within the course include an in-depth analysis of a personal fitness training program, including fitness testing with the use of principles and methods of training. Sports coaching sessions to students in the Primary School works on planning and preparation of lesson plans with detail and timing. Moreover, it enables students to work on their confidence of delivery.

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Theory comprises 40% of the course mark with assignment and investigative assessment. Practical comprises of 60% of the course mark across two sports assessing students offensive and defensive skills, tactics, and strategies. The sports covered could include, Indoor Beach Volleyball, Pickleball, Floor Ball, Tennis and Badminton.

Physical Education Studies contributes to the development of students’ physical, social, and emotional growth. The course will further students understanding in their sporting interests and provide a foundation to those who wish to pursue potentially a career in the Sports Science, Fitness, Teaching or Sports Administration industries.

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Languages Pathway Overview

Year 9

Year 9 Accelerated Indonesian

Year 9 Standard Indonesian

Year 10

Year 11

Year 10 Accelerated Indonesian (ATAR Units 1&2)

Year 11 Accelerated Indonesian

Excellent Achievement in Year 9 ACC Indonesian required

(ATAR Units 3&4) (LOTE BONUS 10%)

Year 10 Indonesian Certificate II in Applied Languages (‘social and workplace’ units)

This overview of Indonesian subject pathways is a logical sequence for students in Years 9-12.

Please refer to the Subject Selection Handbook and Head of Department for more detailed information.

Year 11 ATAR Indonesian (ATAR Units 1&2)

Year 11 General Indonesian Certificate III in Applied Languages

Year 12

Students who undertake the Accelerated Indonesian pathway complete the course at the end of Year 11

Year 12 Indonesian (ATAR Units 3&4) (LOTE BONUS 10%)

Year 12 General Indonesian

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YEAR 11 TO YEAR 12 SUBJECT SELECTION INFORMATION

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Subject Choices for Years 11 and 12 The School is committed to ensuring that all students achieve personal excellence in all areas of endeavour. It is vital to guide students into a choice of courses which allows them to work to their strengths, challenge but not exceed their capacity, and equip them with the qualifications they need to pursue their careers and ambitions after they leave the School.

The Handbook forms the basis of the Subject Selection process by providing clear information regarding the content of each course, the types of assessment applied, the attributes required for a success in that course and formal prerequisites. All current Year 10 students have had the benefit of presentations from Tertiary Institutions, Heads of Department, and subject teachers on all the courses offered in Year 11. Counselling occurs for all Year 10 students and parents about the process by the Associate Principal Teaching & Learning, the Careers and Vocational Education Coordinators. The student’s Head of Year provides additional counselling interviews about individual proposed course selection, as required.

How Many Courses?

A student entering Year 11 must choose six courses. Those who believe they will enter University directly after completing their secondary schooling should select five to six ATAR Pathway courses.

Those who believe their careers lay in post-secondary certificates at TAFE or the workplace, will choose relevant courses where they may achieve the best possible Grades in the GENERAL Pathway, six courses of GENERAL Pathway or five courses with a VET course.

In Year 12, a student who is studying an ATAR Pathway should do so with preferably five ATAR courses. A student who is engaged in a GENERAL Pathway programme of study will be required to study six courses or can undertake five courses with a VET course.

Course Recommendations The courses offered by the School come with recommendations from teachers based on the achievement of student Grades for the successful attainment of a WACE course. This is based on many factors, including reference to their knowledge of a student and their work habits/standards, and referencing their professional knowledge and experience. Formal prerequisites may exist for entry into courses. They are not arbitrarily chosen; instead, they are based on a wealth of knowledge about the degree of difficulty of the Year 11 or 12 course and the statistical probability of success of a student with a particular Grade in Year 10 or 9. The School, of course, recognises that students will mature and develop in their understanding and work habits.

Year 11 students selecting a course against recommendation must complete an Academic Contract which allows for a review after Term 1. The Academic Contract is aimed to provide the student with strategies and support to achieve reasonable success in this course. Students who, despite efforts to maintain a satisfactory pass in that course, find that their achievement is below this standard will be advised to change course/s and/or Pathways. The ultimate decision rests with the School.

From the Year 10 preliminary selections, a timetable grid will be prepared which will best suit the needs of most students. At this stage, some students may need to review their initial selections.

There are no guarantees for meeting a student’s initial choices.

Along with the Subject Selection processes, there is a list of web addresses further guide information and decisions for TAFE entry, University Entrance requirements and course prerequisites.

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ATAR Pathway courses are completed with an external WACE examination in Year 12, worth 50% of the course. General Pathway courses include an Externally Set Task in Year 12, worth 15% of the course.

Students undertaking the ECU UniPrep in Schools program must be on a General Pathway at the commencement of the course. UniPrep in Schools is an Endorsed Unit with students successfully completing University course work during one semester each of Years 11 and 12. Students wishing to undertake this program are recommended based on their Year 11 Mid-Year Examinations and confirmed by the end of Term 3.

Compulsory Subjects For a Year 12 student to gain Secondary Graduation with a Western Australian Certificate of Education, it is essential that all students study at least one List A subject and one List B subject.

For the full list of courses, refer to the Breadth of Study Requirements table.

All students must choose at least one of the English courses. From 2021, students are permitted to study both English and Literature, with both courses counting towards ATAR Ranking.

Students selecting the Mathematics Specialist ATAR course must also take the Mathematics Methods ATAR course. Students will choose the remaining courses according to their interests, aptitudes and career goals.

During Term 4, Year 10 students and their parents will have the opportunity to review their initial choices to make changes, if desired. The great majority of Year 11 students will continue with their subjects into Year 12 in the following year. Subject reviews occur during Years 11 and 12, which may require a student to reallocate their course load.

Christianity, Religion and Life General (REL) Christianity, Religion and Life is a compulsory subject at PMACS, one lesson a week, from Year 7 to 12, reflecting the school’s Anglican heritage and belief in a holistic education.

Over Year 11 and 12, all students will now complete one unit of the Religion and Life General course to count towards their WACE certificate. (Note, only one unit will be covered, rather than 4, because of the limits of one lesson per week on the timetable).

The Religion and Life General course provides students with opportunities to learn about religion and to explore the relationship between religion, society and individuals. Using a range of inquiry skills students develop an understanding of ways in which people discover, understand and express their religious beliefs. They also use these skills to explore one or more religions in detail, to analyse the role religion plays in human affairs and to explore issues of concern to religion. https://senior-secondary.scsa.wa.edu.au/syllabus-and-support-materials/humanities-and-socialsciences/religion-and-life

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Summary of WACE Achievement Requirements The full details of WACE requirements are available on the School Curriculum and Standards Authority (SCSA) website www.scsa.wa.edu.au. In Year 11 and 12, students courses comprise a Unit each semester. In Year 11 and 12, students courses comprise a Unit each semester. In summary, the requirements for students are that they should: • • • • • • • • •

Demonstrate a minimum standard of literacy and numeracy by gaining NAPLAN Band 8 or higher in Year 9 or pass the Online Literacy and Numeracy Assessments (OLNA) during Years 10 to 12; Complete a minimum of 20 Units, or the equivalent, during Year 11 and Year 12; Complete a minimum of five or more Year 12 ATAR courses, or Unit Equivalence; Complete two Year 11 English Units and one pair of Year 12 English units; One pair of Year 12 course units from each of List A and List B; Paired courses in Year 12 or Unit 3 and Unit 4 from each course selected; Five WACE courses in Year 12; Achieve no fewer than a minimum of 14 ‘C’ Grades (or Unit Equivalence) in Year 11 and 12 courses, six of which must be in Year 12 (or Unit Equivalence); and VET programs and/or endorsed programs provide Unit Equivalence. The maximum Unit Equivalence available through these programs is eight units – four Year 11 units and four Year 12 units.

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Breadth of Study Requirements List A – Arts/Languages/Social Sciences

List B – Mathematics/Science/Technology

BME Business Management & Enterprise

ACF Accounting & Finance

CFC Children, Family & the Community

AIT Applied Information Technology

DAN Dance

BLY Biology

DRA Drama

CHE Chemistry

ECO Economics

DES Design

ENG English

EST Engineering Studies

GEO Geography

FST Food Science & Technology

HEA Health Studies

HBY Human Biology

HIM Modern History

ISC Integrated Science

HIA Ancient History

MAA Mathematics Applications

IND Indonesian: Second Language

MAE Mathematics Essentials

LIT Literature

MAM Mathematics Methods

MUS Music

MAS Mathematics Specialist

PAL Politics & Law

MDT Materials Design & Technology: Woodwork

REL Religion & Life

MDT Materials Design and Technology: Metalwork

VAR Visual Arts

MDT Materials Design and Technology: Textiles OED Outdoor Education Studies PES Physical Education Studies PHY Physics PSY Psychology

Students may obtain Unit Equivalence as follows: • • •

Up to eight Unit Equivalence through completion of VET programs, Up to four Unit Equivalence per endorsed program through completion of endorsed programs, or Up to eight Unit Equivalence through a combination of VET and endorsed programs, with endorsed programs contributing no more than four Unit Equivalence.

The amount of Unit Equivalence allocated to VET and endorsed programs is: • • • • •

VET qualifications, Certificate I is equivalent to two Year 11 units, Certificate II is equivalent to two Year 11 and two Year 12 units, Certificate III or higher is equivalent to two Year 11 and four Year 12 units, or Endorsed programs – SCSA approves a list of programs for Unit Equivalence.

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Unacceptable Course Combinations SCSA apply “Unacceptable Course Combinations” to the calculation of an ATAR. These are available on the TISC website (www.tisc.edu.au), in the University Admission document. Examples include: Chemistry with Integrated Science, Physics with Integrated Science, Indonesian: Background Language with Indonesian: Second Language, Indonesian: First Language with Indonesian: Second Language, Mathematics Applications with Mathematics Specialist; and Mathematics Applications with Mathematics Methods.

Please note: 1. From 2021, SCSA allows students to study both English and Literature, with both courses contributing to the ATAR Ranking in 2022.

2. SCSA impose a maximum credit allowance from study in a single course of four different units in a course of the same context.

Students are advised not to study courses of the same contexts in the Year 11 examples below as SCSA will not accept the Grades achieved for the two courses meet a student’s Graduation.

For example: • •

GEPES and AEPES – only one course will be acceptable GECFC and AECFC – only one course will be acceptable

School Curriculum and Standards Authority (WACE) Certificates SCSA issues a Year 12 Statement of Results who have completed at least one SCSA subject, course unit or unit of competency at the completion of their schooling.

The Statement of Results records: • • • • • • • •

grades achieved in WACE subjects (A, B, C, D or E), achievement level for a course in the school and examination assessment, course units completed, achievement of the English language competence requirement, completion of requirements for secondary graduation for the WACE award, VET Units of Competency successfully completed, Workplace Learning programs completed, Achievement of awards.

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SCSA Exhibitions and Awards SCSA grants Year 12 exhibitions and awards in recognition of academic excellence. The media publishes names of the award winners in early January.

Exhibitions and awards include: • • • •

Beazley Medal: Tertiary Entrance - Awarded to the highest ranked eligible WACE student with a General Exhibition, Beazley Medal: VET (Excellence in Vocational Studies) – Awarded to the eligible student who has demonstrated the best results in a vocational programme, General Exhibitions to the forty eligible students who obtain the highest Schools Curriculum and Standards Authority Award Scores, and Subject Exhibitions, Certificates of Distinction and Certificate of Excellence/ Commendation (awarded to both ATAR Pathway and GENERAL Pathway).

The nomenclature of courses follows a standardised format. Year 11 courses are written with the stem of AE or GE meaning ATAR Year 11 or General Year 11, followed by a three-letter course code. For example, AEENG refers to ATAR Year 11 English. GEENG refers to General Year 11 English. Similarly, the codes in Year 12 indicate Year 12 with either an AT or GT. For example, ATENG for ATAR Year 12 English or GETENG for General Year 12 English.

The three-letter course codes are referenced in the titles of the following course descriptions.

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Subject Offerings The prerequisite tables provide the list of subjects offered at the School during Years 11 and 12.

Advice about which WACE courses for Years 11 and 12 available is dependent on student selections and, accordingly, their feasibility.

In Term 2, guided by the Careers & Vocational Education Coordinator, Year 10 students undertake an intensive careers investigation programme. They discover and reflect on what they know about themselves, explore a range of careers and post-secondary courses. Heads of Department present their Years 11 and 12 course offerings. Head of Year 10 offers subject selection interview to individual families and students, if desired, ready for Year 11 subject selection early in Term 3.

Three courses have a final WACE bonus of 10% added to a student’s final ATAR: Mathematics Methods, Mathematics Specialist and Languages other than English – for PMACS students this is Indonesian. Students benefit collectively if they study two or three of these courses.

Subjects Intended to be Offered for Year 11 ATAR Pathway Courses

General Pathway Courses

ATAR English ATAR Literature ATAR EAL/D ATAR Indonesian: Second Language ATAR Accelerated Indonesian ATAR Accounting & Finance ATAR Economics ATAR Geography ATAR History: Modern ATAR Politics & Law ATAR Biology ATAR Chemistry ATAR Human Biology ATAR Physics ATAR Psychology

General English General Literature

ATAR Health Studies ATAR Physical Education Studies

General Health Studies General Outdoor Education Studies General Physical Education Studies Certificate II in Sports Coaching General Mathematics Essential

ATAR Mathematics Specialist ATAR Mathematics Methods ATAR Mathematics Applications ATAR Applied Information Technology ATAR Children, Family & the Community ATAR Design ATAR Engineering Studies ATAR Food, Science & Technology

General Indonesian Certificate III Applied Language General Business Management & Enterprise General Geography General History: Ancient Certificate II in Business General Human Biology General Integrated Science

General Applied Information Technology General Design General Children Family & the Community General Food, Science & Technology General Materials, Design & Technology Woodwork General Materials, Design & Technology Metalwork General Materials Design and Technology Textiles

ATAR Dance ATAR Drama

General Dance General Drama Certificate II in Creative Industries

ATAR Music

Certificate II in Music

ATAR Religion & Life

General Religion & Life (completion of 1 Unit over 2 years begun in Year 11)

ATAR Visual Arts

General Visual Arts

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Subjects Intended to be Offered for Year 12 ATAR Pathway Courses

General Pathway Courses

ATAR English ATAR Literature ATAR EAL/D ATAR Indonesian: Second Language ATAR Accounting & Finance ATAR Economics ATAR Geography ATAR History: Modern ATAR Politics & Law ATAR Biology ATAR Chemistry ATAR Human Biology ATAR Physics ATAR Psychology ATAR Health Studies ATAR Physical Education Studies

General English Foundation English (if OLNA not yet achieved)

ATAR Mathematics Specialist ATAR Mathematics Methods ATAR Mathematics Applications ATAR Applied Information Technology ATAR Children, Family & the Community ATAR Design ATAR Engineering Studies ATAR Food, Science & Technology

General Business Management & Enterprise General Geography General History: Ancient

General Human Biology General Integrated Science

General Health Studies General Outdoor Education Studies General Physical Education Studies Certificate II in Sport & Recreation General Mathematics Essential Foundation Mathematics (if OLNA not yet achieved) General Applied Information Technology General Design General Food, Science & Technology General Materials, Design & Technology Woodwork General Materials, Design & Technology Metalwork General Materials Design and Technology Textiles

ATAR Drama

General Drama Certificate II in Creative Industries

ATAR Music

Certificate II in Music

ATAR Visual Arts

General Visual Arts

ATAR Religion & Life

General Religion & Life (completion of 1 Unit over 2 years begun in Year 11) Edith Cowan University UniPrep in Schools Curtin UniReady in Schools

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Course Prerequisites by the end of Year 10 The minimum prerequisites in the Australian Curriculum Grade by the end of Year 10.

Year 11 Subjects

Year 10 Minimum Prerequisites

Certificate II in Business

None

ATAR Children, Family & Community

CFC provides an excellent basis, but not essential

General Children, Family & Community

CFC provides an excellent basis, but not essential

ATAR Applied Information Technology

AIT provides an excellent basis, but not essential

General Applied Information Technology

AIT provides an excellent basis, but not essential

ATAR Design

Design Provides an excellent basis, but not essential

ATAR Engineering Studies

General Design

Engineering Studies provides an excellent basis, but not essential. MP 8.0 or above Food Science and Technology provides an excellent basis, but not essential Food Science and Technology provides an excellent basis, but not essential Design provides an excellent basis, but not essential

General MDT: Woodwork

Woodwork provides an excellent basis, but not essential

General MDT: Metalwork

Metalwork provides an excellent basis, but not essential

General MDT: Textiles

Textiles & Clothing provides an excellent basis, but not essential Advanced HaSS 50% or Standard HaSS 65%, Advanced English 50%, or Standard English 65% Advanced HaSS 50% or Standard HaSS 65%, Advanced English 50% or Standard English 65% Advanced HaSS 50% or Standard HaSS 65%, Advanced English 50% or Standard English 65% Advanced HaSS 50% or Standard HaSS 65%, Advanced English 50% or Standard English 65% Advanced HaSS 50% or Standard HaSS 65%. Students need MP 8 Business Management & Enterprise is desirable, but not essential No prerequisite subject required. An interest in HaSS subjects provides an excellent basis No prerequisite subject required. An interest in HaSS subjects provides an excellent basis Year 10 Visual Arts desirable, 60%in Advanced Art, Advanced English 60% or Standard English 65% Study of Visual Arts preferable, but not essential

ATAR Food Science & Technology General Food Science & Technology

ATAR Geography ATAR Modern History ATAR Politics & Law ATAR Economics ATAR Accounting & Finance General Business Management & Enterprise General Geography General Ancient History ATAR Visual Arts General Visual Arts ATAR Physical Education Studies

Physical Education Studies 65% or in Standard English 60%

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Year 11 Subjects

Year 10 Minimum Prerequisites

ATAR Health Studies

Standard English 60%

General Health Studies

English 50%

General Outdoor Education

Outdoor Education desirable, Standard Science 50%

General Physical Education Studies

English 50%

Cert. II in Sport Coaching

Minimum standard of ‘C’ for English and Maths, offered to students in Year 11

Certificate in Sport & Recreation

Minimum standard of ‘C’ for English and Maths, offered to students in Year 12

ATAR Religion & Life

ATAR Dance

An inquiring mind, Advanced English 60%, Standard English 75% Study of Drama compulsory for both Year 11 & 12 Drama Study of Dance compulsory

General Drama

Study of Drama desirable, but not essential

Certificate II in Creative Industries

Study of Drama or Dance desirable, but not essential.

Minimum standard of ‘C’ for English and Maths.

General Dance

Study of Dance desirable, but not essential

ATAR Literature

Advanced English 65%

ATAR English

Standard English 60% or Advanced English 50%

General English

None

General Literature

None

English as an Additional Language and/or Dialect (EAL/D)

Eligibility application to SCSA for students whose first language is not English

ATAR Mathematics Specialist

Advanced Mathematics 65%. Must be taken in conjunction with Mathematics Methods Advanced Mathematics 60% or Standard Mathematics 50% Advanced Mathematics 50% or Standard Mathematics 55% No prerequisite required

ATAR Drama

ATAR Mathematics Methods ATAR Mathematics Applications General Mathematics Essentials ATAR Music

Certificate II in Music

ATAR Accelerated Indonesian

Success in Music recommended. Tuition in an instrument, voice or composition recommended, participation in a School band, ensemble and/or choir Success in Music recommended with experience in one instrument composition or music/sound technology desirable. Minimum standard of ‘C’ for English and Maths.

Accelerated Indonesian 50%

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Year 11 Subjects

Year 10 Minimum Prerequisites

ATAR Indonesian: Second Language

Indonesian 50%

General Indonesian

No prerequisite required but study of Indonesian in Years 7-9 is desirable Offered to Year 11 students. It is recommended that students have successfully completed the Certificate II in Applied Language Advanced Biological Sciences 60% or Standard Biological Sciences 70% Advanced Chemical Science 60% or Standard Chemical Science 75%. A strong Mathematical background is essential for success Advanced Biological Sciences 60% or Standard Biological Sciences 70% Advanced Science 60% or Standard Science 70%

Certificate III in Applied Language - Indonesian

ATAR Biology ATAR Chemistry

ATAR Human Biology ATAR Psychology ATAR Physics

General Integrated Science

Advanced Physical Sciences 65%, Standard Physical Sciences 75% A strong mathematical background is essential for success Science 50% desirable

General Human Biology

Science 50% desirable

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Subject Information Certificate II in Workplace Skills Formerly, this was Certificate II in Business. This qualification reflects the role of individuals in a variety of junior administrative positions who perform a range of mainly routine tasks using limited practical skills and fundamental operational knowledge in a defined context. Individuals in these roles generally work under direct supervision. https://training.gov.au/Training/Details/BSB20120

Year 11/12 ATAR Children, Family and the Community (CFC) The CFC ATAR course focuses on factors that influence human development and the wellbeing of individuals, families and communities. Students develop an understanding of diversity within society and examine a range of factors which impact on the ability of individuals and families to develop skills and lead healthy lives. Promoting inclusion and diversity among individuals, families and groups in society contributes to the creation of safe, cohesive and sustainable communities.

Students are exposed to developmental theories and the domains of development. Alternative perspectives, policies and practices are examined when working individually and collaboratively in forming community partnerships. Students demonstrate initiative when advocating for others about issues of inequity and injustice, and understand that beliefs, values and ethics influence decisions made by individuals, families, communities and governments. https://senior-secondary.scsa.wa.edu.au/syllabus-and-support-materials/technologies/children,-family-andthe-community

General Children, Family and the Community (CFC) The Children, Family and the Community General course focuses on factors that influence human development and the wellbeing of individuals, families and communities. Students explore the health of individuals and communities and the protective and preventative strategies that impact on growth and development. They engage in shared research, examine goal setting, self-management, decision making, communication and cooperation skills when creating products, services or systems that will assist individuals, families and communities to achieve their needs and wants. Contemporary Australian issues or trends relating to families and communities at the state and national level are examined in practical ways. https://senior-secondary.scsa.wa.edu.au/syllabus-and-support-materials/technologies/children,-family-andthe-community

Year 11/12 ATAR Applied Information Technology (AIT) The AIT course provides students with the knowledge and skills to use a range of computer hardware and software to create, manipulate and communicate information in an effective, responsible and informed manner. Students develop an understanding of computer systems; the management of data; and the use a variety of software applications to investigate, design, construct and evaluate digital products and digital solutions. Students investigate client-driven issues and challenges, devise solutions, produce models or prototypes and then evaluate and refine the developed digital product and solution. The course offers pathways to further studies and a range of technology-based careers, and a set of skills that equip students for the 21st century and give them an appreciation of the impact of information technology on society. https://senior-secondary.scsa.wa.edu.au/syllabus-and-support-materials/technologies/applied-informationtechnology

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Year 11/12 General Applied Information Technology (AIT) The AIT course provides students with the knowledge and skills to use a range of computer hardware and software to create, manipulate and communicate information in an effective, responsible and informed manner. Students develop an understanding of computer systems; the management of data; and the use a variety of software applications to investigate, design, construct and evaluate digital products and digital solutions. AIT offers a set of skills that equip students for further studies and a range of technology-based careers and provides an appreciation of the impact of information technology on society. https://senior-secondary.scsa.wa.edu.au/syllabus-and-support-materials/technologies/applied-informationtechnology

Year 11/12 ATAR Design (DES) In the Design course, students develop skills and processes for current and future industry and employment markets. Students are equipped with the knowledge and skills to understand design principles and processes, analyse problems and possibilities, and devise innovative strategies within design contexts. These include photography, graphics, dimensional design and technical graphics.

Design also emphasises the scope of design in professional industries allowing students to maximise university pathways. https://senior-secondary.scsa.wa.edu.au/syllabus-and-support-materials/technologies/design

Year 11/12 General Design (DES) In the Design course, students develop skills and processes for current and future industry and employment markets. Students are equipped with the knowledge and skills to understand design principles and processes, analyse problems and devise innovative strategies through projects.

Students are able to focus on particular contexts from a choice of photography, graphics, dimensional design and technical graphics. The course also emphasises the scope of design in trade-based industries allowing students to maximise vocational pathways. https://senior-secondary.scsa.wa.edu.au/syllabus-and-support-materials/technologies/design

Year 11/12 ATAR Engineering Studies (EST) The Engineering Studies course provides opportunities for students to investigate, research and present information through a design process, and then undertake project management to make a functioning product. These activities provide students with opportunities to apply engineering processes, understand underpinning scientific and mathematical principles and develop engineering technology skills and to understand the interrelationships between engineering projects and society. https://senior-secondary.scsa.wa.edu.au/syllabus-and-support-materials/technologies/engineering-studies

Year 11/12 ATAR Food Science and Technology (FST) The FST course provides opportunities for students to explore and develop food-related interests and skills. Food impacts on every aspect of daily life and is essential for maintaining overall health and wellbeing. Students organise, implement and manage production processes in a range of food environments, and understand systems that regulate food availability, safety and quality. The effect of under-consumption and over-consumption of nutrients on health, and diet-related health conditions that affect individuals and families, are examined. Recipes and processing techniques are trialled and adapted to develop food products, which are assessed for suitability and end use.

Students examine influences on the supply of food, and issues associated with food safety, security and sustainability. Biotechnology, genetic modification processes, food consumption patterns, and issues of food diversity and equity in Australian society are reviewed. The food and allied health sectors represent a robust and expanding area of Australian and global employment markets.

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https://senior-secondary.scsa.wa.edu.au/syllabus-and-support-materials/technologies/food-science-andtechnology

Year 11/12 General Food Science and Technology (FST) FST provides opportunities for students to explore and develop food-related interests and skills.

Food impacts on every aspect of daily life and is essential for maintaining overall health and wellbeing. Students organise, implement and manage production processes in a range of food environments and understand systems that regulate food availability, safety and quality. Knowledge of the sensory, physical, chemical and functional properties of food is applied in practical situations.

Students investigate the food supply chain and value-adding techniques applied to food to meet consumer and producer requirements. Principles of dietary planning, adapting recipes, and processing techniques, are considered for specific nutritional needs of demographic groups.

Occupational safety and health requirements, safe food handling practices, and a variety of processing techniques, are implemented to produce safe, quality food products. This course may enhance employability and career opportunities in areas that include nutrition, health, food and beverage manufacturing, food processing, community services, hospitality and retail. https://senior-secondary.scsa.wa.edu.au/syllabus-and-support-materials/technologies/food-science-andtechnology

Year 11/12 General Materials Design and Technology (MDTW; MDTM) The MDT course is a practical course. Students can choose to work with metal, textiles or wood, with the design and manufacture of products as the major focus. Students develop and practise skills that contribute to creating a physical product, while acquiring an appreciation of the application of a design process, and an understanding of the need for materials sustainability. Students will learn and practise manufacturing processes and technologies, including principles of design, planning and management. https://senior-secondary.scsa.wa.edu.au/syllabus-and-support-materials/technologies/materials-design-andtechnology

Year 11/12 General MDT: Textiles (MDTT) Materials Design and Technology: Textiles General is a practical course, where students work through the medium of textiles in the design and manufacture of products. This course provides students with the opportunity to learn about design including fabric colouration, historical design, cultural design factors and contemporary designers. Students learn about fibres, yarns, fabrics, innovations and emerging textile technologies, environmental sustainability, current issues and the Australian Textile Industry.

Students develop a clear understanding of the elements and fundamentals of design and apply a learned design process to successfully develop a product. Students apply skills of management in planning and implementing a process to produce high-quality products. Practical experiences, experimenting and product manufacturing are integrated throughout the content areas and include the completion of textile projects. Throughout Year 12 students develop a Major Textiles Project including supporting documentation. Students gain transferrable skills including increased independence, visual awareness, creative thinking and problem solving, research and analytical skills and presentation skills. https://senior-secondary.scsa.wa.edu.au/syllabus-and-support-materials/technologies/materials-design-andtechnology

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Year 11/12 ATAR Geography (GEO) The study of the Geography course draws on students’ curiosity about the diversity of the world’s places and their peoples, cultures and environments. It provides students with the knowledge and understanding of the nature, causes and consequences of natural and ecological hazards, international integration in a range of spatial contexts, land cover transformations, and the challenges affecting the sustainability of places. Students learn how to collect information from primary and secondary sources, such as field observation and data collection, mapping, monitoring, remote sensing, case studies and reports. https://senior-secondary.scsa.wa.edu.au/syllabus-and-support-materials/humanities-and-socialsciences/geography

Year 11/12 ATAR Modern History (HIM) Studying the Modern History course enables students to become critical thinkers and helps inform their judgements and actions in a rapidly changing world. Students are exposed to a variety of historical sources, including government papers, extracts from newspapers, letters, diaries, photographs, cartoons, paintings, graphs and secondary sources, in order to determine the cause and effect, and the motives and forces influencing people and events. Through the process of historical inquiry, students are encouraged to question and evaluate historical sources; identify various representations and versions of history; use evidence to formulate and support their own interpretations; and communicate their findings in a variety of ways. https://senior-secondary.scsa.wa.edu.au/syllabus-and-support-materials/humanities-and-socialsciences/modern-history

Year 11/12 ATAR Politics and Law (PAL) The Politics and Law course provides a study of the processes of decision-making concerning society’s collective future. It aims to develop the knowledge of the principles, structures, institutions and processes of political and legal systems primarily in Australia. It brings together the executive, legislative and judicial branches of government to demonstrate how society is governed and how each branch of government is held to account. It examines the democratic principles practised in Australia and makes comparisons with other political and legal systems. https://senior-secondary.scsa.wa.edu.au/syllabus-and-support-materials/humanities-and-socialsciences/politics-and-law

Year 11/12 ATAR Economics (ECO) Economics explores 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 course aims to develop students’ ability to analyse the allocation, utilisation and distribution of scarce resources that determine our wealth and wellbeing. The study of Economics provides a framework for examining society’s issues and identifying possible solutions, which assist decision making. The emphasis of the course is on the Australian economy. https://senior-secondary.scsa.wa.edu.au/syllabus-and-support-materials/humanities-and-socialsciences/economics

Year 11/12 ATAR Accounting and Finance (ACF) The Accounting and Finance course focuses on financial literacy and aims to provide students with the knowledge, understandings and a range of skills that enables them to make sound financial judgements. Students develop an understanding that financial decisions have far reaching consequences for individuals and business.

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The course will provide students with the 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. Through the preparation, examination and analysis of a variety of financial documents and systems, students develop an understanding of the fundamental principles and practices upon which accounting and financial management are based. An understanding and application of these principles and practices enables students to analyse their own financial data and that of businesses and make informed decisions, forecasts of future performance, and recommendations based on that analysis. https://senior-secondary.scsa.wa.edu.au/syllabus-and-support-materials/humanities-and-socialsciences/accounting-and-finance

Year 11/12 General Business Management and Enterprise (BME) The Business Management and Enterprise course focuses on establishing and operating a small business in Australia and aims to provide students with an understanding of the knowledge and skills of the processes and procedures required for generating business ideas and turning them into a viable business venture. Factors that affect business innovation and success, business planning, and legal aspects of running a small business are examined.

Students engage in the running of a small business, or participate in business simulations, to develop practical business skills and to develop financial and business literacy. Through the consideration of real businesses and scenarios, students develop knowledge, understanding and skills that enable them to analyse business opportunities, develop proposals and make sound, ethical business decisions. The course equips students to participate proactively in the world of business, behave responsibly and demonstrate integrity in business activities. https://senior-secondary.scsa.wa.edu.au/syllabus-and-support-materials/humanities-and-socialsciences/business-management-and-enterprise

Year 11/12 General Geography (GEO) In the Geography General course students learn how to collect information from primary and secondary sources, such as field observation and data collection, mapping, monitoring, remote sensing, case studies and reports. Geography as a discipline values imagination, creativity and speculation as modes of thought.

It develops students’ knowledge about natural and ecological hazards, cultural environments and their associated challenges, the interconnections between places and explores the spatial patterns and processes related to environments at risk. The protection of such environments through sustainable management at local, regional and global levels is a central focus throughout all units. https://senior-secondary.scsa.wa.edu.au/syllabus-and-support-materials/humanities-and-socialsciences/geography

Year 11/12 General Ancient History (HIA) The Ancient History General course enables students to study life in early civilisations, based on the interpretation of the physical and written remains of different ancient societies. The study of ancient civilisations illustrates the development of distinctive features of contemporary societies, for example, social organisation and religion.

The course also explores the possible motivations and actions of individuals, and how they shaped the political, social and cultural landscapes of the ancient world. Students are introduced to the process of reconstructing the past using often fragmentary evidence from a range of written and archaeological sources, and the skills associated with the analysis of historical sources.

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https://senior-secondary.scsa.wa.edu.au/syllabus-and-support-materials/humanities-and-socialsciences/ancient-history

Year 11/12 ATAR Visual Arts (VAR) In the Visual Arts course, students engage in traditional, modern and contemporary media and techniques within the broad areas of art forms, while becoming increasingly aware of their individual areas of strength and preferred studio area. The course promotes innovative practice and critical thinking skills. Students are encouraged to explore and represent their ideas in artworks and writing and gain an awareness of the role that artists and designers play in reflecting, challenging and shaping societal values.

The course allows students to develop aesthetic understandings and a critical awareness to appreciate and make informed evaluations of art through their engagement of their own art practice and the work of others. VAR study provides opportunities for students to develop problem solving techniques and creative, lateral thinking skills necessary for success in future work environments. https://senior-secondary.scsa.wa.edu.au/syllabus-and-support-materials/arts/visual-arts

Year 11/12 General Visual Arts (VAR) In the VAR course, students focus on the practical aspects of making art and applying the elements and principles to create effective artworks. The course provides opportunities for students to explore art, both traditional and modern, using a variety of media and techniques within the art forms.

The course aims to promote innovative practice and problem-solving skills. Students are encouraged to explore and represent their ideas and gain an awareness of the role that artists and designers play in reflecting, challenging and shaping societal values. They learn to respond to and appreciate the work of other artists, while engaging in their own art practice. The course is particularly suitable as a way of developing a Visual Arts portfolio for further study of the Visual Arts at TAFE, University. The course provides opportunities for students who wish to pursue their own art practice beyond school, while also allowing them to develop skills and understandings necessary for work within the areas of Arts administration and community arts, in addition to supporting a vast array of complementary work environments. https://senior-secondary.scsa.wa.edu.au/syllabus-and-support-materials/arts/visual-arts

Year 11/12 ATAR Physical Education Studies (PES) Physical Education Studies contributes to the development of students’ physical, social and emotional growth. In the Physical Education Studies ATAR course students learn about physiological, psychological, and biomechanical principles, and apply these to analyse and improve personal and group performances in physical activities. Throughout the course, students learn through integrated written, oral and physical learning experiences. 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. https://senior-secondary.scsa.wa.edu.au/syllabus-and-support-materials/health-and-physical-education/physicaleducation-studies

Year 11/12 ATAR Health Studies (HEA) The Health Studies ATAR course focuses on specific population groups and local, regional and global health challenges of the 21st Century. Students will examine social justice principles, which can be applied to address health inequities. Students examine international health agencies and global initiatives designed to improve health. This course will prepare students for career and employment

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pathways in a range of health and community service industries. Students will have the opportunity to develop key employability and life skills, including communication, leadership, initiative and enterprise.

Inquiry skills will equip students to adapt to current and future studies and work environments. https://senior-secondary.scsa.wa.edu.au/syllabus-and-support-materials/health-and-physical-education/healthstudies

Year 11/12 General Physical Education Studies (PES) Physical Education Studies contributes to the development of students’ physical, social and emotional growth. The Physical Education Studies General course provides students with opportunities to understand and improve performance through the integration of theoretical concepts and practical activities. Through engagement as performers, leaders, coaches, analysts and planners of physical activity, students may develop skills that can be utilised in leisure, recreation, education, sport development, youth work, health and medical fields. https://senior-secondary.scsa.wa.edu.au/syllabus-and-support-materials/health-and-physical-education/physicaleducation-studies

Year 11/12 General Health Studies (HEA) The Health Studies course focuses on the study of health as a dynamic quality of human life.

Students undertaking this course develop the knowledge, understanding and skills necessary to promote an understanding of the importance of personal and community action in promoting health.

Unit One focuses on personal health and wellbeing and what it means to be healthy. Students explore factors which influence their health, and design action plans to improve health and achieve set goals. Unit Two focuses on personal health and introduces the many factors which influence health. The notion of prevention is central to this unit, and students explore actions, skills and strategies to cope with health influences and improve health. https://senior-secondary.scsa.wa.edu.au/syllabus-and-support-materials/health-and-physical-education/healthstudies

Year 11 General Outdoor Education (OED) The Year 11 Outdoor Education Studies course aims to develop an understanding of our relationships with the environment, others, and ourselves with the ultimate goal to contribute towards a sustainable world. Unit One focuses on experiencing the outdoors where students are introduced to outdoor activities. They develop and improve technical and personal skills and understand basic planning requirements for one day/overnight expeditions.

Unit Two focuses on the challenges in the Outdoors and provides students with the opportunity to step outside their comfort zone and participate in a range of Outdoor activities. The activities offered include Sea Kayaking, Surfing, Orienteering and Mountain Biking. https://senior-secondary.scsa.wa.edu.au/syllabus-and-support-materials/health-and-physical-education/outdooreducation

Year 12 General Outdoor Education (OED) The Year 12 Outdoor Education Studies course aims to develop an understanding of our relationships with the environment, others and ourselves with the goal to contribute towards a sustainable world. Unit Three focuses on building confidence in the outdoors. Students understand and plan the organisational requirements for short duration expeditions, improve technical skills and begin to develop survival skills.

Unit Four focuses on outdoor leadership where students lead briefing and debriefing sessions and appraise their own and others leadership skills. The activities offered include fishing, rock-climbing, bushwalking and sailing.

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https://senior-secondary.scsa.wa.edu.au/__data/assets/pdf_file/0017/10097/Outdoor-Education-Y12-SyllabusGeneral-EST.pdf

Year 11 Certificate II in Sports Coaching SIS 20319 This qualification reflects the role of individuals who apply the skills and knowledge to be competent in delivering a basic instruction session for a sport. Work may be undertaken as part of a team and would be performed under supervision or independently in a structured environment such as a sporting club or school. Individuals wishing to undertake this qualification should be current or past participants in the respective sport specialisation chosen as part of this qualification.

The SIS 20319 Certificate II in Sports Coaching is a proposed offering for the 2022 academic year. At the time of publication, no agreements have been entered into with a Registered Training Organisation for the delivery of this qualification. On the basis of interest from students in the SIS 20319 Certificate II in Sports Coaching the School will initiate a formal partnership agreement with a RTO for the delivery of the qualification. https://training.gov.au/Training/Details/SIS20513

Year 12 Certificate II in Sport and Recreation SIS 20115 This qualification is offered to students in Year 12 and allows individuals to develop basic functional knowledge and skills for work in customer contact positions in the sport or community recreation industry. These individuals are competent in a range of administrative activities and functions within a team and under supervision. They are involved in mainly routine and repetitive tasks using practical skills and basic sport and recreation industry knowledge. They work in locations such as sport and recreation centres or facilities, and leisure and aquatic centres assisting with the conduct of recreation activities, and facility maintenance and operations.

The SIS 20115 Certificate II in Sport and Recreation is a proposed offering for the 2022 academic year.

At the time of publication, no agreements have been entered into with a Registered Training Organisation for the delivery of this qualification. On the basis of interest from students in the SIS 20115 Certificate II in Sport and Recreation the School will initiate a formal partnership agreement with a RTO for the delivery of the qualification. https://training.gov.au/Training/Details/SIS20115

YEAR 11/12 ATAR Religion and Life This course will be offered in 2022 for the first time. Those students who choose to do this subject will be exempt from the Religion and Life General Course to be replaced with one Period of Study Group.

The Religion and Life ATAR course provides students with opportunities to explore how and why individuals and communities relate to and understand religion. Students use a range of inquiry skills to explore at least one religious worldview and to investigate characteristics of religion, their origins, foundations, cultural influences and development over time. They also use these skills to analyse the role religion plays in society and to consider the challenges and opportunities religions face in the future.

Every religion offers a system of beliefs and practices. Students will analyse the role religion has played in society and understand the challenges and opportunities religions face. Students will also learn about how religion motivates and influences how people interact with each other and the world around them. https://senior-secondary.scsa.wa.edu.au/syllabus-and-support-materials/humanities-and-socialsciences/religion-and-life

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Year 11/12 ATAR Drama (DRA) The Drama course focuses on drama in practice and aesthetic understanding as students integrate their knowledge and skills. They engage in drama processes such as improvisation, play building, text interpretation, playwriting and dramaturgy. This allows them to create original drama and interpret a range of texts written or devised by others by adapting the theoretical approaches of drama practitioners like Brecht. The focus in this course is on both individual and ensemble performance, as well as the roles of actor, director, set designer, lighting designer, sound designer, costume designer and dramaturge.

Students present drama to make meaning for a range of audiences and adapt their drama to suit different performance settings. For both Year 11 and 12, students will complete a Practical and Written Examination each semester. https://senior-secondary.scsa.wa.edu.au/syllabus-and-support-materials/arts/drama

Year 11/12 General Drama (DRA) The Drama General course focuses on aesthetic understanding and drama in practice as students integrate their knowledge and skills. They use the elements and conventions of drama to develop and present ideas and explore personal and cultural issues. They engage in drama processes, such as improvisation, play building, text interpretation, playwriting and dramaturgy which allow them to create original drama and interpret a range of texts written or devised by others. Their work in this course includes production and design aspects involving sets, costumes, sound and lighting. Increasingly, students use technologies, such as digital sound and multimedia. They present drama to a range of audiences and work in different performance settings.

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. The Drama General course builds confidence, empathy, understanding about human experience, and a sense of identity and belonging. These are invaluable qualities for contemporary living. https://senior-secondary.scsa.wa.edu.au/syllabus-and-support-materials/arts/drama

Year 11/12 ATAR Dance (DAN) The Dance course acknowledges the interrelationship between practical and theoretical aspects of dance – the making and performing of movement and the appreciation of its meaning. Through critical decision-making in individual and group work, movement is manipulated and refined to reflect the choreographer’s intent. Students use a wide range of creative processes, such as improvisation and the use of choreographic elements and devices and draw on their own physicality and the interpretation of existing work of others to create unique dance works. They investigate how technologies are used to extend and enhance dance design.

Students also learn how dance styles and forms are historically derived and culturally valued. Through dance, students experience an intrinsic sense of enjoyment and have an opportunity to achieve a high level of movement skills. https://senior-secondary.scsa.wa.edu.au/syllabus-and-support-materials/arts/dance

Year 11/12 General Dance (DAN) The Dance course acknowledges the interrelationship between practical and theoretical aspects of dance – the making and performing of movement and the appreciation of its meaning. Through

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decision-making in individual and group work, students use a wide range of creative processes, such as improvisation and the use of choreographic elements and devices to create dance works.

Students learn how dance styles and forms are historically derived and culturally valued. Through dance, students experience an intrinsic sense of enjoyment and have an opportunity to achieve a high level of movement skills. https://senior-secondary.scsa.wa.edu.au/syllabus-and-support-materials/arts/dance

Year 11/12 Certificate II in Creative Industries CUA20215 This qualification reflects the role of individuals with the skills and knowledge to perform in a range of varied activities within the creative industries. Students work in a clearly defined range of contexts, such as front of house, lighting, scenography, sound and costume design, with practical and theoretical components to the course. https://training.gov.au/Training/Details/CUA20215

Year 11/12 ATAR English Literature (LIT) In the Literature course, students learn to create readings of literary texts and to create their own texts, including essays, poems, short stories, plays and multimodal texts. Students engage with literary theory and study literary texts in detail. Students learn to read texts in terms of their cultural, social and historical contexts; their values and attitudes; and their generic conventions and literary techniques. They enter the discourse about readings, reading practices and the possibility of multiple readings.

Students learn to create texts paying attention to contexts, values and conventions. They also learn about literary language, narrative, image and the power of representation. Students experience the aesthetic and intellectual pleasure that reading and creating literary texts can bring. Students should have a good work ethic and be prepared to read all of the prescribed texts at home. https://senior-secondary.scsa.wa.edu.au/syllabus-and-support-materials/english/literature

Year 11/12 General Literature (LIT) In the Year 11 General Literature course, students will read, enjoy and respond to a range of literary texts including poetry, prose fiction, drama and multimodal texts. There are exciting opportunities to explore the variety of ways in which to read texts, as well as building and enriching vocabulary and ways of looking at the world through an understanding of identity, culture and society. The Year 11 General Literature course encourages students to relate their experience of Literature to their own lives, allowing them to develop deeper ways of thinking about the world.

Designed to stimulate curiosity and promote creative, logical and analytical thinking, students undertaking Year 11 General Literature have the opportunity to discuss the moral, ethical and philosophical issues that are debated in culture. Students will learn that engagement with literary texts can be a pleasurable and creative activity, and they can communicate their responses in a variety of ways, using a variety of text forms. As a General subject, students taking Year 11 General Literature are not required to sit an examination, rather, they will undertake an Externally Set Task (EST) in Year 12.

Year 11 General Literature may be studied alongside Year 11 ATAR English providing an opportunity to further build and enhance skills in conjunction with consolidating the learning in ATAR English. https://senior-secondary.scsa.wa.edu.au/syllabus-and-support-materials/english/literature

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Year 11/12 ATAR English (ENG) The English course focuses on developing students’ analytical, creative, and critical thinking and communication skills in all language modes, encouraging students to critically engage with texts from their contemporary world, the past, and from Australian and other cultures.

Through close study and wide reading, viewing and listening, students develop the ability to analyse and evaluate the purpose, stylistic qualities and conventions of texts and to enjoy creating imaginative, interpretive, persuasive and analytical responses in a range of written, oral, multimodal and digital forms.

Students should have a good work ethic and be prepared to read all of the prescribed texts at home. https://senior-secondary.scsa.wa.edu.au/syllabus-and-support-materials/english/english2

Year 11/12 ATAR English as an Additional Language or Dialect (EAL/D) The English as an Additional Language or Dialect (EAL/D) ATAR course focuses on language learning and the explicit teaching of the structure, linguistic features and sociolinguistic and sociocultural aspects of Standard Australian English (SAE). Through close study of language and meaning, students of English as an Additional Language or Dialect explore how learning in and through English language and literature influences their own and others’ personal, social and cultural identities and thought processes.

Students develop skills that enable them to use different registers of spoken and written SAE so they can communicate effectively in a range of contexts and for a variety of purposes in order to become effective cross-cultural users of language and dialect. In the Western Australian context, the English as an Additional Language or Dialect ATAR course makes specific provision for the development of SAE by users of Aboriginal English (AE) in a bi-dialectal approach based on the growing understanding of Aboriginal English as a marker of identity and deep level cultural conceptualisations.

This course is delivered remotely by ASC Connect via a virtual learning hub across Anglican Schools Commission schools. Please refer to ASC Connect information provided in this handbook. For further information, contact the Associate Principal Teaching & Learning. https://senior-secondary.scsa.wa.edu.au/syllabus-and-support-materials/english/english-as-an-additionallanguage-or-dialect

Year 11/12 General English (ENG) The English course focuses on consolidating and refining the skills and knowledge needed by students to become competent, confident and engaged users of English in everyday, community, social, further education, training and workplace contexts. The course is designed to provide students with the skills to succeed in a wide range of post-secondary pathways by developing their language, literacy and literary skills. Students comprehend, analyse, interpret, evaluate and create analytical, imaginative, interpretive and persuasive texts in a range of written, oral, multimodal and digital forms.

Students should have a good work ethic and be prepared to read all of the prescribed texts at home. https://senior-secondary.scsa.wa.edu.au/syllabus-and-support-materials/english/english2

Year 11/12 ATAR Mathematics Specialist (MAS) This course provides opportunities, beyond those presented in the Mathematics Methods course, to develop rigorous mathematical arguments and proofs, and to use mathematical models more extensively. Mathematics Specialist contains topics in functions and calculus that build on and deepen

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the ideas presented in the Mathematics Methods course, as well as demonstrate their application in many areas. The Mathematics Specialist course also extends understanding and knowledge of statistics and introduces the topics of vectors, complex numbers and matrices.

Mathematics Specialist is the only mathematics course that should not be taken as a stand-alone course and it is recommended to be studied in conjunction with the Mathematics Methods course as preparation for entry to specialised university courses such as engineering, physical sciences and mathematics. https://senior-secondary.scsa.wa.edu.au/syllabus-and-support-materials/mathematics/mathematics-specialist

Year 11/12 ATAR Mathematics Methods (MAM) This course focuses on the use of calculus and statistical analysis. The study of calculus provides a basis for understanding rates of change in the physical world, and includes the use of functions, their derivatives and integrals, in modelling physical processes.

The study of statistics develops students’ ability to describe and analyse phenomena that involve uncertainty and variation. Mathematics Methods provides a foundation for further studies in disciplines in which mathematics and statistics have important roles. It is also advantageous for further studies in the health and social sciences. In summary, this course is designed for students whose future pathways may involve mathematics and statistics and their applications in a range of disciplines at the tertiary level. https://senior-secondary.scsa.wa.edu.au/syllabus-and-support-materials/mathematics/mathematics-methods

Year 11/12 ATAR Mathematics Application (MAA) This course focuses on the use of mathematics to solve problems in contexts that involve financial modelling, geometric and trigonometric analysis, graphical and network analysis, and growth and decay in sequences. It also provides opportunities for students to develop systematic strategies based on the statistical investigation process for answering statistical questions that involve analysing univariate and bivariate data, including time series data.

The Mathematics Applications course is designed for students who want to extend their mathematical skills beyond Year 10 level, but whose future studies or employment pathways do not require knowledge of calculus. The course is designed for students who have a wide range of educational and employment aspirations, including continuing their studies at university or TAFE. https://senior-secondary.scsa.wa.edu.au/syllabus-and-support-materials/mathematics/mathematics-applications

Year 11/12 General Mathematics Essential (MAE) The Mathematics Essential course focuses on using mathematics to make informed decisions effectively, efficiently and critically. 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. https://senior-secondary.scsa.wa.edu.au/syllabus-and-support-materials/mathematics/mathematics-essential

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Year 11/12 Foundation Mathematics Essential (MAT) The Mathematics Foundation course focuses on building the capacity, confidence and disposition to use mathematics to meet the numeracy standard for the WACE. This course is for students who have not demonstrated the numeracy standard in the OLNA. It provides students with the knowledge, skills and understanding to solve problems across a range of contexts including personal, community and workplace/employment. This course provides the opportunity for students to prepare for post-school options of employment and further training. https://senior-secondary.scsa.wa.edu.au/syllabus-and-support-materials/mathematics/mathematics-foundation

Year 11/12 ATAR Music (MUS) The Music course encourages students to explore a range of musical experiences, developing their musical skills and understanding, and creative and expressive potential, through the defined context of contemporary music.

The course consists of a written component incorporating aural and theory, composition and arrangement, cultural and historical analysis, and a practical component. The practical component can be delivered in a different context, independent of the written component. Students can choose to perform on an instrument or voice in one of four contexts, and/or submit a composition portfolio. The Music course provides opportunities for creative expression, the development of aesthetic appreciation, understanding and respect for music, and music practices across different times, places, cultures and contexts. Students listen, compose, perform and analyse music, developing skills to confidently engage with a diverse array of musical experiences, both independently and collaboratively. Studying music may also provide a pathway for further training and employment in a range of professions within the music industry. https://senior-secondary.scsa.wa.edu.au/syllabus-and-support-materials/arts/music

Certificate II in Music CUA20620 This qualification is for students who wish to develop skills in one or more of: music performance, music making or composition, sound production, or music business. The job roles that relate to this qualification may include studio assistant, music retail assistant, entry level performer, entry level producer, stagehand and road crew. It is also a pathway to Certificate III in Music. There is no prerequisite to this qualification, other than an interest in music. This qualification consists of three Core units which relate to working safely and effectively and knowing the music industry; and five units selected from units which relate to music performance, composition, making, recording, staging and or business.

The CUA20620 Certificate II in Music is offered in partnership with the College of Music and Sound Productions (COSAMP). This Melbourne based company works with Salt Studios and is the Registered Training Organisation (RTO) for many schools throughout Australia. https://www.cosamp.edu.au/ https://training.gov.au/Training/Details/CUA20620

Year 11/12 ATAR Accelerated Indonesian and Indonesian (IND) The Indonesian: Second Language course is designed to further develop students’ knowledge and understanding of the culture and the language of Indonesian-speaking communities, providing them with opportunities to gain a broader and deeper understanding of Indonesian and extend and refine

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their communication skills. The course focuses on the interrelationship of language and culture and equips students with the skills needed to function in an increasingly globalised society, a culturally and linguistically diverse local community, and provides them with the foundation for life-long language learning. Relevant and engaging tasks, delivered through a range of appropriate contexts and topics, develop literacy in the Indonesian language as well as extend literacy development in English. https://senior-secondary.scsa.wa.edu.au/syllabus-and-support-materials/languages/indonesian-secondlanguage

Year 11/12 General Indonesian and Indonesian (IND) The Indonesian: Second Language General course is designed to enable students to gain knowledge and an understanding of the culture and the language of Indonesian-speaking communities. This course can connect students to the world of work, further study and travel. It also offers opportunities for students to participate in sister school and student exchange programs between Western Australia and Indonesia.

The Indonesian: Second Language General course is designed to equip students 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. Students will develop their Indonesian abilities in and be assessed on the areas of Listening and Responding; Spoken Interaction; Viewing, Reading and Responding and Writing. https://senior-secondary.scsa.wa.edu.au/syllabus-and-support-materials/languages/indonesian-secondlanguage

Certificate III in Applied Language 10661NAT Offered for students in Year 11, the Certificate III in Applied Language 10661NAT aims to provide students with the language skills and cultural knowledge to enable them to communicate in social and workplace situations in a language other than English. Students will develop the intercultural sensitive and capacity to function in environments where there is a range of cultural and languages background present, they develop the basic linguistic competency required to understand and use an additional language in social and workplace settings. www.ripponleainstitute.co

Year 11/12 ATAR Biology (BLY) A unique appreciation of life and a better understanding of the living world are gained through studying the Biology course. This course encourages students to be analytical, to participate in problem solving and to explore systematically fascinating and intriguing aspects of living systems, from the microscopic level through to ecosystems. Students develop a range of practical skills and techniques through investigations and fieldwork in authentic contexts, such as marine reefs, endangered species, urban ecology, or biotechnology. Scientific evidence is used to make informed decisions about controversial issues. https://senior-secondary.scsa.wa.edu.au/syllabus-and-support-materials/science/biology

Year 11/12 ATAR Chemistry (CHE) The Chemistry course equips students with the knowledge, understanding and opportunity to investigate properties and reactions of materials. Theories and models are used to describe, explain and make predictions about chemical systems, structures and properties. Students recognise hazards and make informed, balanced decisions about chemical use and sustainable resource management.

Investigations and laboratory activities develop an appreciation of the need for precision, critical analysis

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and informed decision making. This course prepares students to be responsible and efficient users of specialised chemical products and processes at home or in the workplace. It also enables students to relate chemistry to other sciences, including biology, geology, medicine, molecular biology and agriculture, and prepares them for further study in the sciences. https://senior-secondary.scsa.wa.edu.au/syllabus-and-support-materials/science/chemistry

Year 11/12 ATAR Human Biology (HBY) The Human Biology course gives students a chance to explore what it is to be human – how the human body works, the origins of human variation, inheritance in humans, the evolution of the human species and population genetics. Through their investigations, students research new discoveries that increase our understanding of human dysfunction, treatments and preventative measures. Practical tasks are an integral part of this course and develop a range of laboratory skills, for example, biotechnology techniques. Students learn to evaluate risks and benefits to make informed decisions about lifestyle and health topics, such as diet, alternative medical treatments, use of chemical substances and the manipulation of fertility. https://senior-secondary.scsa.wa.edu.au/syllabus-and-support-materials/science/human-biology

Year 11/12 ATAR Physics (PHY) In the Physics course, students will learn how energy and energy transformations can shape the environment from the small scale, in quantum leaps inside an atom’s electron cloud, through the human scale, in vehicles and the human body, to the large scale, in interactions between galaxies. Students have opportunities to develop their investigative skills and use analytical thinking to explain and predict physical phenomena.

Students plan and conduct investigations to answer a range of questions, collect and interpret data and observations, and communicate their findings in an appropriate format. Problem-solving and using evidence to make and justify conclusions are transferable skills that are developed in Physics. https://senior-secondary.scsa.wa.edu.au/syllabus-and-support-materials/science/physics

Year 11/12 ATAR Psychology (PSY) The Psychology course introduces students to psychological knowledge which supports an understanding of the way individuals function in groups. Students learn about major psychological models and theories, and the methods used to conduct scientific investigations in the discipline of psychology. Students apply research methods and ethical principles as they analyse data to illustrate how empirical procedures are used to examine phenomena, such as memory, attention, attitudes, personality and group behaviour. Acquiring this foundation of scientific method and critical thinking is a valuable skill, which students can apply throughout their study, work and everyday lives. https://senior-secondary.scsa.wa.edu.au/syllabus-and-support-materials/science/psychology

Year 11/12 General Integrated Science (ISC) The Integrated Science course enables students to investigate science issues in the context of the world around them. It encourages students to develop their scientific skills of curiosity, observation, collection and analysis of evidence in a range of contexts. The multidisciplinary approach, including aspects of biology, chemistry, geology and physics, further encourages students to be curious about the world

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around them and assume a balanced view of the benefits and challenges presented by science and technology. Students conduct practical investigations that encourage them to apply what they have learnt in class to real-world situations and systems. https://senior-secondary.scsa.wa.edu.au/syllabus-and-support-materials/science/integrated-science

Year 11/12 General Human Biology (HBY) The Human Biology course gives students a chance to explore how the human body works. Students focus on bones, muscles, nerves and hormones as well as the way in which they maintain the body to act in a coordinated manner. The causes and spread of diseases and how humans respond to invading pathogens are studied, as well as the role of males and females in the process of reproduction. Students investigate the body systems through real or virtual dissections and practical examination of cells, organs and systems. They research contemporary treatments for dysfunctions of the body systems and are encouraged to use ICT to interpret and communicate their findings in a variety of ways. Secondhand data is used to investigate transmission of diseases from a historical perspective and recent global incidences. https://senior-secondary.scsa.wa.edu.au/syllabus-and-support-materials/science/human-biology

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ASC Connect Creating connections and delivering opportunities ASC Connect is a centralised remote or virtual learning hub that delivers programs across Anglican Schools Commission schools, within a virtual classroom environment. It provides students with the opportunity to engage in ATAR courses not currently available at their own school.

ASC Connect ensures students can undertake ATAR courses, in offered learning areas, uninhibited by lack of availability, illness or location. All courses are taught by experienced and qualified ASC teachers, within a virtual classroom environment.

ASC Connect fosters a safe, engaging and inclusive learning environment by coupling state-of-theart technology with innovative and adaptive teaching practices. Upon satisfactory completion of our ASC Connect courses, students gain course recognition from SCSA and credit towards their WACE. ASC Connect deliberately uses the term remote learning and virtual classroom, rather than technology specific labels such as e-learning or online learning, because effective and meaningful student learning, in this environment, can take many forms.

ASC Connect helps to prepare students for life beyond the school classroom, as an increasing number of tertiary education providers and workplaces rely on digital technology for the delivery of learning content and professional practices.

Key reasons for students to become a part of ASC Connect: • Students can select subjects that are not on offer at their school.

• Students gain the advantage of building networks and friendships across different ASC schools.

• Students are provided with training in the use of relevant technology.

• Students enhance their preparedness for online learning beyond school.

The aim of ASC Connect is to facilitate a student’s connection to a learning community which delivers greater opportunities for success.

Students will complete at least 55 hours of teaching time per unit. ATAR subjects are four units with two units generally completed each calendar year during Year 11 and 12. This requires students to participate in a minimum of 110 hours of teaching time in Year 11 and Year 12. All courses run within ASC Connect will follow a hybrid teaching model. This provides an environment similar to that which a student would experience in a tertiary environment and enables a ‘soft’ introduction and familiarisation to this style of engagement. Class structure in ASC Connect will consist of the lessons below: • 2 x 50-minute tutorial • 1-2 x 50 minute pre-record lessons • 1-2 x 50-minute independent work on set tasks All teachers delivering ASC Connect courses will be fully registered and qualified teachers employed within one of our Anglican Schools Commission schools. Teachers have been specially selected to participate based on their expertise in the assigned learning area, and their experience using technology as an effective tool for learning.

ASC Connect courses will be delivered via key Microsoft learning platforms. Specifically, this will entail Microsoft Teams and Class Notebook. Other remote learning platforms may be utilised for specific tasks in certain courses. This will be detailed in the Course Outline.

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Students will be provided with an ASC Connect account (separate from their usual school account). The format of this account will be an @student.ascschools.edu.au email account.

Students will use this account to log into the ASC Connect learning platforms for participation in ASC Connect classes.

Students remain enrolled through their school with reporting and assessments being undertaken by their course teachers and delivered back via their school once per semester. Students in ASC Connect will receive a separate ASC Connect report detailing results of the course they have undertaken.

Course Offerings in 2023 The following courses will be available through ASC Connect in 2023.

Year 12 • Curtin UniReady.

Please note that there may be a surcharge for participation in Curtin UniReady.

Other Year 11 and Year 12 courses may become available as negotiations between ASC Connect and School Principals are finalised. For further information please contact the Associate Principal Teaching & Learning.

Student Orientation All students participating in ASC Connect courses will be required to undertake a thorough (face to face) orientation session. Here, students will learn how to access and utilise the ASC Connect learning platforms, along with gain the opportunity to meet with their teachers and fellow classmates.

Other opportunities to meet in person may also be required according to the requirements of the course and year group.

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Endorsed Programs An endorsed program is a significant learning program developed for senior secondary students. SCSA and/or a private provider or the School develop the programs. SCSA endorse all programs. Each endorsed program consists of a series of lessons, classes and/or activities designed to lead to the achievement of a common goal or set of learning outcomes. Endorsed programs can be delivered as part of the school curriculum or as extra-curricular activities. The School reports all endorsed programs that successfully completed to SCSA. Endorsed programs are listed on the student’s Western Australian Statement of Student Achievement (WASSA). They may contribute both towards the breadth and depth requirement of the WACE, as well as the C grade requirement. Each endorsed program allocates one, two, three- or four-Unit Equivalents.

A student will be able to count a maximum of four Unit Equivalents from endorsed programs for WACE purposes, two in Year 11 and two in Year 12.

The three categories of endorsed programs are: 1. SCSA-developed endorsed programs These endorsed programs to provide WACE recognition for students undertaking activities of a similar nature and for which there is no issue of quality-assured certificate or award. A program outline that provides details of the program: see the SCSA website for completion requirements.

2. Provider-developed endorsed programs A private provider develops the program, either a university, community organisation or training institution. Provider-developed endorsed programs recognise structured learning programs that result in the attainment of a quality-assured certificate or award.

3. School-developed endorsed programs The School develops the program in response to a need, not met through a WACE course, a VET qualification or another endorsed program.

Year 11 and 12 Workplace Learning Programme (WPL) Workplace Learning is an Authority-developed endorsed program managed by individual schools. To complete this endorsed program, a student works in one or more real workplace/s to develop a set of transferable workplace skills. The student must record the number of hours completed and the tasks undertaken in the workplace in the Authority’s Workplace Learning Logbook. The student must also provide evidence of his/her knowledge and understanding of the workplace skills by completing the Authority’s Workplace Learning Skills Journal after each 55 hours completed in the workplace. This programme is a pathway into further training and TAFE and not designed for students on a university pathway. Entrance into the Workplace Learning programme is through application and an interview with the Careers & Vocational Education Coordinator. Workplace Learning is an Authority-developed endorsed program. Access the program outline and support materials at: http://senior-secondary.scsa.wa.edu.au/syllabus-and-support-materials/endorsed-programs

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School Based Apprenticeship/Traineeships (SBA/SBT) A school-based apprenticeship or traineeship is not that different from a regular apprenticeship or traineeship. The difference is that you still attend school while working and studying as an apprentice or trainee. As a school-based apprentice or trainee, students have an employer who will employ and train them on the job. Students will complete formal off-job training with a training provider.

Enrolling in a school-based apprenticeship or traineeship benefits students, including: • • • • • •

training contributes towards WACE (or equivalent), commencing a career or trade while at school, earning money while learning the career or trade, experiencing a chosen trade or vocation, converting to full-time or part-time TAFE after Year 12, and attending school part of the week, going to work on some days and attending a training provider on others.

Students must discuss all applications with the Careers & Vocational Education Coordinator. The School’s careers noticeboard advertises SBA/SBT opportunities at: www.petermoyes.wa.edu.au/careers-noticeboard

TAFE 1 – Day and 2 – Days A Week Approximately every August, TAFE applications open for Years 11 and 12 students to apply for VET Certificate programs not delivered at schools. Availability of the Certificates available change from yearto-year examples programs may include: • Automotive • Aviation • Building and Construction • Community Services • Engineering • Hairdressing • Skin care and Make up Students should discuss applications with the Careers & Vocational Education Coordinator. The careers notice board advertises courses and application dates at: https://www.petermoyes.wa.edu.au/careers-noticeboard

School Assistance for Subject Selection To assist students in the process of Subject Selection, the School conducts the following: • • • • • •

Careers EXPO Year 10 and 12 Guest Speaker Programs Year 10 Career Pathway Week One on One Career Interviews Subject Selection Videos Careers Subject Selection Interviews

Other School contacts include Heads of Department; Heads of Year; Careers and Pathways Coordinator, Vocational Education Coordinator and the Associate Principal Teaching & Learning.

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RESOURCES

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MyFuture - School Activity The School recommends the program MyFuture to all Year 9 to Year 12 students. MyFuture is Australia’s national online career information and exploration service that assists career planning, career pathways and work transitions. MyFuture provides information and support for career development for individuals, and for those who support or influence career choices. www.myfuture.edu.au/

School Curriculum and Standards Authority (SCSA) The School Curriculum and Standards Authority is responsible for Kindergarten to Year 12 curriculum, assessment, standards and reporting for all Western Australian schools. Visit the SCSA website for materials and information relating to Years 11 and 12 including an overview of the changes to the WACE and the course materials, Syllabus and Support material documents and the WACE Manual. https://senior-secondary.scsa.wa.edu.au/

Training WA The Western Australian Government’s Department of Training and Workforce Development has developed the following website to assist in career development. Students create a free account and navigate through the website to find out where to get started, planning a career information about education and training, information about jobs and the variety of occupations available. www.jobsandskills.wa.gov.au/career-exploration

Training WA – Apprenticeship Office The government for Western Australia, Department of Training and Workforce Development has developed the following website to assist in Apprenticeships. They help employers, apprentices and trainees through every stage of their apprenticeship or traineeship. Employers also advertise apprenticeships and traineeships on the job board. www.dtwd.wa.gov.au/employeesandstudents/apprenticeshipoffice/Pages/default.aspx

Tertiary Institutions Service Centre (TISC) TISC is responsible for the scaling of WACE results and calculation of ATARs for students in Western Australia.

They also process the applications for admission to undergraduate courses at Curtin University, Edith Cowan University, Murdoch University and The University of Western Australia. www.tisc.edu.au/static/home.tisc

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University and TAFE Once students have investigated a career (via the Career Centre website) and the qualifications required to pursue that career, they should work backwards to determine which University /TAFE course for study to determine which Year 11 and 12 courses should be selected to best prepare them for their intended pathway. Direct course questions, general information, prerequisites and indicative ATAR at the sites below:

Selected Universities

Curtin University

CQ University

Edith Cowan University

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

www.cqu.edu.au/

www.ecu.edu.au/futurestudents/overview

Murdoch University

Notre Dame University

The University of Western Australia

www.murdoch.edu.au/Futurestudents/

www.nd.edu.au/ www.studyat.uwa.edu.au/

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TAFE and Specialist Colleges

Edith Cowan College

North Metropolitan TAFE

SAE Qantm College

www.edithcowancollege.edu.au/

www.northmetrotafe.wa.edu.au/

https://sae.edu.au/

South Metropolitan TAFE

Murdoch Institute College

Ripponlea Institute

www.southmetrotafe.wa.edu.au/

/www.murdochcollege.wa.edu.au/

www.ripponleainstitute.com

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APPENDICES All Certificate qualifications are proposed offerings for the 2023 academic year. At the time of publication, no agreements have been entered into with a Registered Training Organisation for the delivery of these qualifications. On the basis of interest from students in each Certificate, the School will initiate a formal partnership agreement with a RTO for the delivery of the qualification.

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Appendix 1 – Certificate II in Workplace Skills

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Appendix 2 – Certificate II in Sports Coaching

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Appendix 3 – Certificate II in Sport & Recreation

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Appendix 4 – Certificate II in Applied Language Year 10 & Certificate III in Applied Language Year 11

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Appendix 5 – Certificate II in Music Do you like to play an instrument and/or sing? Maybe you prefer the production of music such as setting up sound systems, recording and mixing. Maybe you like writing songs or raps. Maybe you want to know how to earn money for yourself and others through creating music and sound, marketing, media or managing.

The CUA20620 Certificate II in Music has been designed for all of this and more. Successful completion of this course means you graduate with a nationally recognised qualification in Music, delivered by Peter Moyes Anglican Community School and awarded by the Registered Training Organisation (RTO), the College of Music and Sound Productions (COSAMP).

Students will complete 3 core units: • BSBTWK201 Work effectively with others • BSBWHS211 Contribute to the health and Safety of self and others • CUAIND211 Develop and apply creative arts industry knowledge.

In addition, students will complete 5 elective units chosen from: • CUAMCP211 Incorporate technology into music making • CUAMPF111 Develop skills to play or sing music • CUAMPF214 Perform music from simple written notation • CUAMPF211 Perform simple musical pieces • CUASOU211 Develop basic audio skills and knowledge • CUASOU212 Perform basic sound editing • CUASOU213 Assist with sound recordings • CUAMPF112 Perform simple musical parts in ensembles • CUAMLT211 Develop musical ideas and knowledge

Assessment All nationally recognised courses use a competency-based approach to assessment.

Students are assessed against standard criteria and judged to be competent or not competent. This is based on a variety of evidence such as tests, observations, quizzes, interviews or portfolios.

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Appendix 6 – Certificate III in Business