Senior School Handbook 2014 - Atwell College · transition to Stage 1 units. Post-school pathways for these students may include TAFE and the workplace. Stage 1 units are designed

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SENIOR SCHOOL

HANDBOOK

2014

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Atwell College SENIOR SCHOOL HANDBOOK

CONTENTS:

HOW TO USE THIS BOOK 3

WESTERN AUSTRALIAN CERTIFICATE OF EDUCATION (WACE) 4

TERTIARY ENTRANCE REQUIREMENTS 7

VOCATIONAL EDUCATION AND TRAINING 10

TAFE / VET OFFERINGS 2014 – YEAR 11 12

APPRENTICESHIPS AND TRAINEESHIPS 22

CAREERS AND EDUCATION SITES 23

ALTERNATIVE VET OPTIONS 24

ATWELL HONOURS PROGRAM 26

COURSE DESCRIPTIONS:

THE ARTS 28

ENGLISH 32

SOCIETY AND ENVIRONMENT 36

LOTE 41

VOCATIONAL EDUCATION 43

TECHNOLOGY AND ENTERPRISE 46

SCIENCE 54

MATHEMATICS 61

HEALTH AND PHYSICAL EDUCATION 71

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HOW TO USE THIS BOOK This book presents a summary of the courses available and other vital information necessary to make informed choices for students entering Senior School at Atwell College. The handbook use is to be combined with advice and information available from Course Counsellors who will be appointed by the College for Parent and Student information sessions. Please contact the College for further information regarding Course Selection in Senior School or any aspect of Senior Schooling at Atwell College.

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Western Australian Certificate of Education (WACE)

The Western Australian Certificate of Education (WACE) is awarded to secondary school students whom satisfy WACE requirements. Generally, students will complete two years of senior secondary study, after which they are awarded WACE. Achieving WACE All young people should be encouraged to complete Year 12 and graduate with a WACE. For most, achieving the WACE will take two years, but some may take three years or even longer. As a minimum, students must complete 20 units, each typically of 55 hours of class time and totaling about 1100 hours, over two years. Most schools have programs where students will complete more than the minimum. A student’s program can include all course units or a mixture of course units, vocational education and training and endorsed programs. To be awarded the WACE in 2013, 2014 and 2015 a student will need to meet the following minimum requirements: • complete a minimum of 20 course units or the equivalent, which must include at least: four course units from English, Literature and/or English as an Additional Language/Dialect, studied during Year 11 and Year 12 (at least two of these units must be completed in Year 12) one pair of course units from each of List A (arts/languages/social science) and List B (mathematics/science/technology) completed in Year 12 • achieve a C grade average or better across the best 16 course units, of which at least eight must be completed in Year 12 (completing endorsed programs and/or vocational education and training (Certificate II) may reduce the number of course units required for the calculation) • demonstrate English language competence. Achieve a C grade or better in any Stage 1 or higher course unit from English, Literature and/or English as an Additional Language or Dialect. • sit WACE examinations for all Stage 2 and Stage 3 pairs of units in which they are enrolled, unless exempt. (Full details are available on the Curriculum Council website at: http://www.scsa.wa.edu.au/internet/Senior_Secondary/The_WACE Courses and course units There are 52 WACE courses grouped into List A and List B. Atwell College has on offer courses that meet the needs and interests of the students in line with the resources available in our school. The courses ensure that students can study similar courses to those offered in other parts of Australia and provide multiple pathways to university, training and employment. Courses generally have units structured in three or four stages with an increase of difficulty at each. Each unit generally involves 55 hours of class time and is designed to take one semester to complete. There are generally two units per stage e.g. units 2A and 2B. Preliminary Stage units are available in 19 courses. Additional Stage 1 units are available in 25 courses. Mathematics has additional Stage 2 and Stage 3 units and English has additional Stage 2 units. At Atwell College we teach units as semester units (e.g. unit 2A in Semester 1 and unit 2B in Semester 2) or combine two units from the same stage of the course (e.g. units 2A and 2B) and teach them together over the full year. These appear on the timetable as 2X or 2Y for units 2C and 2D. Students should begin with units appropriate to their stage of learning. Preliminary Stage units provide opportunities for students with special education needs and other students with very

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limited schooling to develop the skills required to be successful upon leaving school or in the transition to Stage 1 units. Post-school pathways for these students may include TAFE and the workplace. Stage 1 units are designed as entry-level units and most students who take them should be able to move on to Stage 2 units in Year 12. Most Year 11 and Year 12 students in Western Australia should be capable of completing stage 2 courses. The courses are designed to challenge and extend students. Stage 3 courses are generally more difficult and designed to extend the more capable students, many of whom will be intent on gaining entrance to university. Many students who study Stage 1 or 2 courses in Year 12 will also be completing vocational education and training through certificates I, II or III. Assessment and reporting All students receive a school grade for each Stage 1, 2 or 3 course unit they complete. Achievement for each grade is represented as: A: excellent achievement B: high achievement C: satisfactory achievement D: limited achievement E: inadequate achievement. Teachers use the requirements of the unit syllabus to assess the achievement of students. To assist in their judgment, teachers are provided with grade descriptions and work samples that show what is expected of students for each grade. For courses with only written examinations, teachers determine a written school mark out of 100 for each Stage 2 and/or Stage 3 unit that a student completes. For courses with practical examinations, teachers must determine a written school mark out of 100 and a practical school mark out of 100 for each Stage 2 and/or Stage 3 unit that a student completes. No grade is awarded for Preliminary Stage courses. Students are assessed as having ‘completed’ or ‘not completed’ the unit requirements. Exams There are separate WACE examinations for Stage 2 and Stage 3. WACE examinations are not held for Stage 1 courses. A student enrolled in Stage 1 courses can choose to sit either the Stage 2 or Stage 3 WACE examination as a private candidate. Each WACE examination assesses the specific content, understandings, knowledge and skills described in the syllabus for the pair of courses studied. Each syllabus is available on the relevant course page of the Council website at: http://www.scsa.wa.edu.au/internet/Senior_Secondary/Courses/WACE_Courses All WACE examinations have a written paper and some also include a practical, performance or portfolio examination. External examinations in the WACE courses provide students and the wider community with confidence about the standards students achieve at the end of Year 12. They also make it possible to compare the achievement of students, regardless of the school attended. Year 12 students who are enrolled to complete, in the current year, at least 220 nominal hours of VET (from related industry areas), and are enrolled in three or fewer Stage 2 and/or Stage 3 pairs of courses, are eligible to apply for an exemption from sitting the WACE examinations. Related industry area refers to courses of competency that align with a clear industry pathway. If students are studying more than five courses at Stage 2 or Stage 3, they are required to sit five examinations. They may apply for exemption from sitting examinations in additional courses they are studying. Applications for exemption from sitting WACE examinations close in mid-June of the year the students will sit the examinations.

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University Entrance

The Tertiary Institutions Service Centre (TISC) is responsible for the ranking of students for university entrance. For students who wish to be considered for university entrance, their school assessment and WACE examination results will be used to calculate an Australian Tertiary Admission Rank (ATAR).

The TISC calculates the ATAR based on the school and exam score provided by the School Curriculum and Standards Authority. The ATAR is based on a student's four best WACE course results. Each course result is based 50% on school assessment and 50% on the examinations. TISC then offers university places based on the ranking.

The Australian Tertiary Admission Rank is the basis of admission to most university courses. You are ranked in order of merit based on your ATAR. The ATAR ranges between zero and 99.95. It reports your rank relative to all other WA students of Year 12 school leaving age and takes into account the number of students with a Tertiary Entrance Aggregate (TEA) as well as the number of people of Year 12 school leaving age in the population of this state. An ATAR of 75.00 indicates that you have an overall rating equal to or better than 75% of the Year 12 school leaving age population in Western Australia. The TER is derived from the TEA. The TEA will be calculated by adding the best four scaled scores in Courses or TEE subjects, providing that for school candidates, at least two different courses of the Courses have been completed. No course can be counted more than once.

To be considered for university admission as a school leaver an applicant must -

meet the requirements for the Western Australian Certificate of Education (WACE) as prescribed by SCSA,

achieve competence in English as prescribed by the individual universities, obtain a sufficiently high Tertiary Entrance Ranking (ATAR) for entry to a particular

university and/or course (Edith Cowan University may not require a TER for some pathways), and

satisfy any prerequisites or special requirements for entry to particular courses.

ATAR bonus for Languages other than English Both Curtin University and the University of Western Australia now offer an ATAR bonus to WACE students who undertake a language other than English in Year 12. 10% of a student’s final scaled score in an approved Languages course, including those completed as a private candidate, will be added to that student’s Tertiary Entrance Aggregate (TEA). The ATAR will be calculated on the improved TEA. The closing date for applications without incurring a late fee is normally the end of September. Offers of admission are made by the universities in the second half of January and in early February. Any further information about application procedures may be obtained from TISC. Enquiries about mid-year entry, external studies and particular course requirements should be directed to the university concerned.

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Curtin University

Additional admission considerations Where English language competence is not achieved by a scaled mark of at least 50, a concession will be awarded when a student achieves a standardised exam score or a standardised moderated school score of 55 or above in stage 2 or stage 3 English, Literature or EALD. Alternative admission requirements Step Up to Curtin Entry Program – allows for students from regional areas, who are indigenous or from an educational, social or financially disadvantaged background, to gain entry to the university if their ATAR is above 60. Uniready Enabling Program – access to a free five week summer or one semester online program where students undertake units required for admission. Entry is by application and only for certain courses. Bridging Courses Complete an appropriate AQF qualification (certificate, diploma and advanced diploma) as a stepping stone to university (conditions apply). Students whose academic achievement has been disadvantaged can apply for special consideration. Approval will see additional points added to their ATAR (for admission purposes only).

Edith Cowan University (ECU) Additional admission considerations – English language competence English language competence will be achieved where a student gains a grade of C or better in two English units (English or Literature or EALD) studied in Year 12 at Stage 2 or higher. Additional Admission Considerations – Portfolio Entry: Studied at least 3 subjects at stage 2 or 3 plus either one subject at Stage 1, or a completed Certificate IV. The portfolio pathway allows students to be considered for entry to bachelor courses and university preparation courses Alternative admission pathways University Preparation Course Indigenous University Orientation Course University Preparation Course (Education Assistant Program) University Preparation Course (Education Assistant: Special Needs)

Murdoch University Additional admission considerations Where English Language Competence is not achieved by a scaled mark of at least 50, a concession will be awarded when a student achieves a standardised exam score or a standardised moderated school score of 55 or above in stage 2 or stage 3 English, Literature or EALD. Alternative admission pathways Entry Awards – guaranteed admission for selected students Media Portfolio Entry – to gain entry to certain media and arts courses Tertiary Options Project – admission for students who have had a disruption to their studies On-Track – free 12 week program for students who have had a major disruption to their studies Murdoch University Preparation Course Indigenous Programs – contact the Kulbardi Aboriginal Education Centre Access South-West for Year 12 students studying in the Peel/Rockingham area

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The University of Western Australia (UWA) Additional admission considerations An ATAR of at least 80 has been set for all degrees, except for the Bachelor of Philosophy (Honours) where a minimum of 98 is required. Assured places: Law (98); Medicine/Dentistry (99) Where English language competence is not achieved by a scaled mark of at least 50, a concession will be awarded when a student achieves a standardised exam score or a standardised moderated school score of 60 or above in stage 2 or stage 3 English, Literature or EALD. Alternative admission pathways Foundation and Preparatory Programs UWay allows students whose academic achievement has been adversely affected by certain disadvantages to be considered for admission. Broadway UWA allows students with an ATAR of 75 or above from a Broadway-identified school to receive an offer. Fairway UWA allows selected students to gain entry to the University through participation in a program of support and activities throughout Year 12. Conditions apply. Provisional Entry Scheme for indigenous students who achieve an ATAR of 75 or more can be considered for entry to most degree courses. Applications for special consideration may be made if exceptional circumstances have hindered a student in attaining a sufficient score. Conditions apply.

The University of Notre Dame Admission is by direct application, comprising an application and supporting documentation, to the University. The sele Admission is by direct application, comprising an application and supporting documentation, to the University. The selection process for the University of Notre Dame is based on personal qualities, motivation and academic potential; contribution to Church, school and community life; academic records (including ATAR) and interview. Unsuccessful applicants may apply for the University’s alternative entry pathway as a stepping stone to the course of choice. se of choice. The information was deemed correct as at 9 May 2013 In all instances please contact the universities directly to seek clarification regarding entry requirements.

Contacts: UWA www.studyat.uwa.edu.au/ or Admissions Centre on 6488 2477 Murdoch www.murdoch.edu.au/Future-students/ or the Student Centre on 1300 687 3624 Curtin http://futurestudents.curtin.edu.au/ or the Support Centre on 9266 1000 ECU http://www.ecu.edu.au/future-students/overview or 134 328 Notre Dame www.nd.edu.au or 9433 0533

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Vocational Education and Training The demand for young people with well-developed vocational skills will remain strong in Western Australia. Vocational education and training (VET) programs enable students to gain work skills and experience. Students can begin job training while still at school. Students studying VET programs can achieve full or partial, nationally recognised qualifications which may provide credit towards the WACE. Vocational education and training assessment is competency-based and specific requirements are outlined in each industry training package. Endorsed programs are assessed on the requirements of each program. With the exception of the Workplace Learning course, WACE courses include compulsory examinations, typically taken by students completing Year 12. Qualifications explained Certificates I and II

• Entry level courses • Learn essential knowledge and skills required by industry as a worker with limited

responsibility • Often done at school

Certificate III • Prepares for employment at junior to intermediate level • Most apprenticeships and traineeships lead to qualification at this level

Certificate IV • Gives broad knowledge in chosen industry and substantial depth in some areas • Prepares for limited responsibility for others in supervisory role • Some traineeships at this level

Diploma, Advanced Diploma and Associate Degree • Prepare for working independently and solving technical issues • Prepare for management or supervisory role

Training pathways to university

School Registered Training Organisation University

Doctoral Degree

Master Degree

Graduate Diploma

Graduate Certificate

Bachelor Degree

Advanced Dip/ Associate Degree Advanced Dip/ Associate Degree

Diploma Diploma

Certificate IV

Certificate III

Certificate II Western Australian Certificate of

Education

Certificate I

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Technical and Further Education WA (TAFEWA)

TAFEWA offers courses for vocational education and training, apprenticeships and traineeships, support for workplace learning and courses for business and industry. To gain entry into TAFEWA, applicants need to meet the entrance requirements for the chosen course. Where a course is deemed to be competitive, applicants are required to meet both the entrance requirements and selection criteria. Selection criteria will focus on secondary education achievement, skill development, previous qualifications and workplace learning (paid or unpaid). Courses that require selection criteria to be met will clearly indicate this below the entrance requirement information. Students who are interested in applying for TAFE courses are strongly advised to access the latest TAFEWA information from http://www.trainingwa.wa.gov.au/trainingwa/detcms/portal/

Vocational Education and Training in Schools (VETiS)

TAFE is the largest provider of VET in Schools programs in the state and works collaboratively with secondary schools to develop a broad range of programs suitable for years 10, 11 and 12 students at both government and non-government high schools. VET in Schools programs help school students gain knowledge and skills relevant to industry and employment. TAFE provides programs and training at their campuses or at the Atwell College Campus and through school based traineeships and school based apprenticeships.

VET in Schools allows secondary school students to complete part or all of a nationally recognised vocational qualification while still studying towards their secondary graduation. This means school students’ are able to achieve a WACE graduation and at the same time units of competency or a whole qualification from TAFE. Parents should discuss their child’s options with their schools’ VET Coordinator.

Students can also get started on an apprenticeship or traineeship by becoming involved in a School Based Traineeship through the VET in School’s Programs. More information is available at

http://vetinfonet.dtwd.wa.gov.au/Pages/Home.aspx

Atwell College Offers a wide variety of VETiS offerings through the JASS (Jandakot Alliance of Secondary Schools) and other Registered Training Organisations as listed on the following pasges:

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TAFE / VET Offerings 2014 – Year 11

Vocational Education in Schools programs from Registered Training Organisations, Challenger Institute of Technology, Polytechnic West and Central TAFE, and other RTO’s such as CET and

Integracom (Subject to final availability)

Points to consider

These courses are only available to students who have selected the 3 day at Atwell College program structure. Expression of Interest (EOI) Application forms must be completed. Please ask your subject selection counsellor for the correct EOI form. The most recent school report must be submitted with application form – Application forms without a school report will be returned to the student. At least a C grade average is required in English and Maths. A copy of the student’s report can be obtained from SLB Reception at a cost of $5. Resumes and references are highly encouraged to be submitted with your expression of interest application. Applications submitted after the deadline will be placed on a waitlist. Entry in to programs is determined by the TAFE Program Coordinators and Lecturers. Interviews may be scheduled at TAFE. Many programs have highly competitive entry requirements. This means that student’s will be assessed and ranked based on their grades and the

comments in their reports. For example Electrical, Health, Animal Studies and Cert III’s and higher. Students must commit to the program for the entire year.

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Profile

Animal Studies Certificate Provider Campus Day Prerequisites / Comments Interview Cost

Certificate II in Animal Studies Challenger Murdoch Peel

T 6 month course only. Wet weather gear and enclosed shoes required. Highly competitive entry requirements Entry to the Peel group will be easier

No TBA

Automotive Certificate Provider Campus Day Prerequisites / Comments Interview Cost

Certificate I in Automotive (Electrical Focus) Challenger Kwinana T or F

Industry standard PPE must be worn. One pair of safety glasses supplied. Steel capped boots required. C or above in Year 10 Maths 1 year #Students wishing to continue in 2015 can enrol into Cert II in Automotive Vocational Preparation (Electrical Focus)

No Text - $60

Certificate I in Automotive (Heavy Vehicle Focus)

Challenger Kwinana T or F


No Text - $60

Certificate I in Automotive (Light Vehicle Focus)

Challenger Kwinana T or F


No Text - $60

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Beauty, Makeup, Hair and Nails

Certificate Provider Campus Day Prerequisites / Comments Interview Cost Certificate II in Makeup Services (program is subject to further notifications from Central TAFE)

Central Perth TBA Students will be required to purchase a specialist makeup brush set - $30

$200

Cert II in Retail Makeup & Skincare WA Academy

Bentley Professional Centre

Friday $1200

Certificate II in Retail Makeup & Skincare Challenger Rockingham Beaconsfield

T T or F

Full certificate delivered over 2 years. Black pants, top and enclosed shoes.

Beauty pack - $95

Certificate II in Nail Technology WA Academy


Thursday $1200

Certificate II in Hairdressing Challenger BeaconsfieldPeel

T or F T or F

2 year program $150

Certificate II in Hairdressing WA Academy


Thursday $1800

Building (Para-Professional) Certificate Provider Campus Day Prerequisites / Comments Interview Cost

Certificate II in Building and Construction (Para-Professional)

Central Perth

TBA 2 Year program Pathway to non-trade job roles in the Building and Construction industry

TBA TBA

Certificate II in Building and Construction (Para-Professional)

Challenger Beaconsfield Rockingham

T F

Pathway to non-trade job roles in the Building and Construction industry

TBA TBA

Business Certificate Provider Campus Day Prerequisites / Comments Interview Cost

Certificate II in Business Challenger Peel F No $150 Certificate III in Business Central Perth TBA No TBA Certificate III in Accounts Administration Challenger Peel F No TBA

Child Care and Community Services Certificate Provider Campus Day Prerequisites / Comments Interview Cost

Certificate II in Community Services (Children’s Services)

Challenger Rockingham F Medical and national police clearance. $30-$50

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Certificate II in Community Services (Taster –See comments)

Challenger RockinghamPeel

F Incorporating Community Services, Aged Care, Child Care, Disability Services and Education Support.

$30-$50

Certificate II in Community Services Work (Childcare)

Polytechnic Midland F Work placement is third term Yes TBA

Construction Certificate Provider Campus Day Prerequisites / Comments Interview Cost

Certificate II in Construction – Pathways Challenger BeaconsfieldRockingham Peel

T or F

2 year program

Certificate II in Construction – Para professional

Challenger BeaconsfieldRockingham

T or F

2 year program

Certificate II in Building and Construction – Pathways

Polytechnic Midland T or F

Yes


Polytechnic Thornlie T or F

Yes


Polytechnic Armadale T or F

Brick & tile focus To be delivered at Armadale SHS Trade Training Centre

Yes

Drafting Certificate Provider Campus Day Prerequisites / Comments Interview Cost Certificate III in Engineering Technical Challenger Beaconsfield T or

F High level of Maths required to be successful Maths 1D/E required

$200

Engineering Certificate Provider Campus Day Prerequisites / Comments Interview Cost

Certificate III in Engineering Technical Challenger Beaconsfield F High level of Maths required to be successful Maths 1D/E required

$200

Fashion Design Certificate Provider Campus Day Prerequisites / Comments Interview Cost

Certificate II in Applied Fashion Design and Technology

Polytechnic Bentley T & F This is a sewing program 2 day program

Yes Construction $95 & pattern Making

$45 Certificate II in Applied Fashion Design and Technology – Construction only

Polytechnic Bently T This is a sewing program Partial qualification only

Tes Construction $95

Certificate II in Applied Fashion Design and Polytechnic Bently F This is a sewing program Yes pattern

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Technology – Pattern Making only Partial qualification only Making $45

Financial Services Certificate Provider Campus Day Prerequisites / Comments Interview Cost

Certificate III in Account Administration Challenger Peel F 2 year program $250 - $300

Floristry Certificate Provider Campus Day Prerequisites / Comments Interview Cost

Certificate II in Floristry Challenger Murdoch T Students need to bring fresh foliage and flowers weekly or make payment arrangements with the lecturer

TBA Flowers cost - $40-$50 per week.

Toolkit - $20 Hairdressing

Certificate Provider Campus Day Prerequisites /Comments Interview Cost Certificate II in Hairdressing Challenger Beaconsfield

Peel

TBA $150

Health / Nursing Certificate Provider Campus Day Prerequisites / Comments Interview Cost

Certificate II in Health Support Services Central F Students move to Cert III in Health Services Assistance in 2015

TBA

Certificate II in Health Support Services Challenger Murdoch F $100 Certificate III in Health Support Services Central F

Hospitality Certificate Provider Campus Day Prerequisites /Comments Interview Cost

Certificate II in Hospitality – Food and Beverage Focus

Challenger Beaconsfield

F Uniform must be purchased and worn Black, enclosed shoes required.

Uniform - $170

Horticulture Certificate Provider Campus Day Prerequisites / Comments Interview Cost

Certificate II in Horticulture Challenger Murdoch T Full certificate delivered over 2 years Enclosed footwear and steel-capped boots required, hat and sunscreen

No TBA

Laboratory Technician Certificate Provider Campus Day Prerequisites /Comments Interview Cost

Certificate II in Sampling and Measurement Challenger Peel F Lab coat, safety glasses, enclosed shoes No $60

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Certificate II in Laboratory Skills Challenger Rockingham F Continuing students only. Lab coat, safety glasses, enclosed shoes

No TBA

Certificate II in Process Plant Operations Challenger ACEPT - Henderson

PPE will be supplies and must be worn. Interest in Science required

$120

Marine Tourism Certificate Provider Campus Day Prerequisites / Comments Interview Cost

Certificate II in Outdoor Recreation Challenger School of maritime Studies - Fremantle

T & F Successful completion leads to a Cert III in Outdoor Recreation in 2015 Must be a competent swimmer Not suitable for students with seafood/shellfish allergies

$200

Metals and Engineering Certificate Provider Campus Day Prerequisites /Comments Interview Cost

Certificate II in Engineering (Metals and Engineering)

Challenger RockinghamPeel Henderson

F 2 year program Some PPE items will be supplied and must be worn. Student must provide and wear steel capped boots. Long sleeve shirt and trousers. Calculator. Maths 1D/E recommended.

No Textbooks - $150

Drawing equipment

- $80 Welding

bag - $55

Mining/Surveying Certificate Provider Campus Day Prerequisites / Comments Interview Cost

Certificate II in Spatial Information Services Central East Perth Surveying


T PPE will be supplies and must be worn. Interest in Science required

$120

Outdoor Education Certificate Provider Campus Day Prerequisites / Comments Interview Cost

Certificate II in Outdoor Recreation Challenger School of maritime Studies - Fremantle

T & F Successful completion leads to a Cert III in Outdoor Recreation in 2015 Competent swimmer Not suitable for students with seafood/shellfish allergies

$200

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Science Certificate Provider Campus Day Prerequisites /Comments Interview Cost

Certificate II in Sampling and Measurement Challenger Peel F Lab coat, safety glasses, enclosed shoes No $60 Certificate II in Laboratory Skills Challenger Rockingham F Continuing students only.

Lab coat, safety glasses, enclosed shoes No TBA


T PPE will be supplies and must be worn. Interest in Science required

$120

Security Operations Certificate Provider Campus Day Prerequisites / Comments Interview Cost

Certificate I & II in Security Operations Challenger Rockingham F Language, literacy and numeracy test to enter program. When students turn 18 they are required to pay $400 for licence. Better suited to Year 12s/older students

$70

Telecommunications Certificate Provider Campus Day Prerequisites /Comments Interview Cost

Certificate II in Telecommunications Integracom Burswood TBA At least C grade for maths and English Year 12s given priority

Teacher Assistant Certificate Provider Campus Day Prerequisites / Comments Interview Cost

Certificate III in Education Support

Central Leederville TBA 2 year program At least a C grade in English and Maths

TBA TBA

Certificate III in Education Support Polytechnic Armadale T & F At least a C grade in English and Maths. Students pay for first aid ($50), uniform

Yes TBA

Tourism & Events Certificate Provider Campus Day Prerequisites / Comments Interview Cost

Certificate II in Tourism Challenger Beaconsfield T Certificate III in Events Central F Must specify Friday on EOI Form as certificate

will run on Wednesday as well TBA

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PRE APPRENTICESHIPS (PAiS)

Challenger TAFE Certificate Campus Day Prerequisites / Comments Intervie

w Cost

Certificate II in Hairdressing Beaconsfield T & F Competitive. Black pants, top and enclosed shoes

Yes Hair kit - $150

Certificate II in Plumbing & Gasfitting (Pre-Apprenticeship) Beaconsfield

F 2 year program Competitive

Certificate II in Electrotechnology (Pre-Apprentice Electrical Trades)

Rockingham Beaconsfield

T

2 year program Competitive – At least a C grade in Year 10 maths required Maths test may be required

$139 & Training

licence - $38

Certificate II in Hospitality (Kitchen Operations) Beaconsfield Peel

T & F $170 Uniform $100 boots Knife set

deposit $50

Polytechnic West Certificate Campus Day Prerequisites / Comments Interview Cost

Pre – Apprenticeship – Retail Baking Bentley T & F

Yes TBA

Pre – Apprenticeship – Panel Beating Carlisle T & F Yes TBA Pre – Apprenticeship – Vehicle Painting Carlisle T & F Yes TBA Certificate II in Aeroskills Jandakot T & F Aptitude test

Highly competitive entry requirements Yes TBA

Pre - Apprenticeship - Light Vehicle Servicing Midland T & F Material fee – Model engine Yes $50 Pre – Apprenticeship METALS (Fabrication - Heavy) Midland T & F Maths 1D/E recommended Yes $60 Pre – Apprenticeship METALS (Fabrication - Light) Midland T & F Maths 1D/E recommended Yes $60 Pre – Apprenticeship METALS (Mechanical – Fitter & Machinist)

Midland Thornlie

T & F T & F

Maths 1D/E recommended Yes $60

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YOU2 CAN GO TO UNIVERSITY COURSES

Aeronautics Certificate Provider Campus Day Prerequisites / Comments Interview Cost

Certificate IV in Aeronautics (Airline Operations)

Polytechnic Jandakot T 2 year program Maths 1D/E or higher required

Yes and aptitude

test

Uniform must be purchased

Business Certificate Provider Campus Day Prerequisites / Comments Interview Cost

Cert III in Business Central

Education Support / Teacher’s Assistant Certificate Provider Campus Day Prerequisites / Comments Interview Cost

Certificate III in Education Support Central Leederville At least a C grade in English and Maths TBA TBA Certificate III in Education Support Polytechnic Armadale T & F At least a C grade in English and Maths.

Students pay for first aid ($50), uniform Yes TBA

Engineering Certificate Provider Campus Day Prerequisites / Comments Interview Cost

Certificate III in Engineering Polytechnic Carlisle T 2 year program suitable for Year 11 students Maths 1D/E or higher required

Yes

Fashion Certificate Provider Campus Day Prerequisites / Comments Interview Cost

Certificate IV in Applied Fashion Design & Technology

Polytechnic Bentley T & F 2 year program suitable for Year 11 students Yes TBA

Media and IT Certificate Provider Campus Day Prerequisites / Comments Interview Cost

Certificate III in Media Polytechnic Thornlie F 2 year program Cert IV in Interactive Digital Media to be delivered in 2nd year.

Yes TBA

Certificate III in Information, Digital Media and Technology

Polytechnic Thornlie F 2 year program Certificate IV in Information Technology to be delivered in 2nd year

Yes TBA

Certificate IV in Digital and Interactive games

Polytechnic Thornlie T & F Highly competitive and popular Yes

Health / Nursing Certificate Provider Campus Day Prerequisites / Comments Interview Cost

Certificate III in Allied Health Assistance Central Mt Lawley

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School Based Traineeships

A limited number of school based traineeships may be available. Selected students are paid a training wage. Students must commit to the employer for up to 18 months. These SBTs are highly competitive and an interview will be necessary. Please ensure you have an alternative VET plan in place. Certificate Day Location Suitable For Applications Public Sector School Based Traineeship

Certificate II in Local Government.

Thursday And Friday

Various Government Departments – The majority in the Perth CBD

Students entering Year 11 in 2014 Students with at least a B in both English and Maths with very good communication skills Students who would enjoy office/administrative style work. Students who are willing to work Thursday and Friday during the school holidays Students who can commit to the traineeship until the end of year 12

5 July 2012

City Beach Retail Traineeships

Certificate II in Retail Usually one day only. Thursday / Friday

A number of City Beach stores. May include Murray St CBD, Garden City, Harbour Town and Rockingham Shopping Centre.

Suitable for both Year 11 and 12 students. Must enjoy retail-style work and have very good communication skills. Must be an independent learner – a number of work book must completed to obtain the qualification. Students who are willing to work Thursday and Friday during the school holidays Students who can commit to the traineeship until the end of year 12

ASAP

Pharmacy School Based Traineeships

Certificate II in Community Pharmacy

Thursdays and Fridays

Various pharmacies in metropolitan area

Students entering Year 11 in 2014Students with at least a B in both English and Maths with very good communication skills Students who would enjoy retail-style work. Who are independent learners – a number of work book s +must completed to obtain the qualification. Students who are willing to work Thursday and Friday during the school holidays Students who can commit to the traineeship until the end of year 12

ASAP

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Apprenticeship and Traineeships Students can begin a training qualification in Years 11 and 12 at the same time as completing the Western Australian Certificate of Education (WACE) through either a School Based Apprenticeship or a School Based Traineeship. Students generally attend school for three days, one day in the workplace and one day at a registered training organization. Apprenticeships and traineeships combine practical experience at work with structured training that leads to a nationally recognized qualification. These are to be individually negotiated with an employer generally. If students are interested in technical trades such as bricklaying or cabinet making, then they would consider an apprenticeship. Traineeships are usually in non-trade areas such as hospitality, business, manufacturing and health. Pre-apprenticeships in Schools: Pre-Apprenticeships in Schools are Certificate II programs that have been nominated by Western Australian industry training councils as valid pathways from school to a traditional trade apprenticeship. Students in Year 11 and 12 attend school, train at a registered training organisation and are linked to an employer for work placement. Students must complete required hours of work placement as nominated in the pre-apprenticeship program. Benefits of Pre-Apprenticeships in Schools Successful applicants for a Certificate II Pre-Apprenticeship will undertake trade training while still completing their Western Australian Certificate of Education (WACE) and will

have an industry endorsed pathway to a full-time apprenticeship; receive credit for successful completion of units of competency; receive VET credit transfer towards the WACE; be eligible for a three month reduction in term if they go on to an apprenticeship with the same

title; and provide opportunity for students to have training that the school cannot offer.

For more information: http://vetinfonet.dtwd.wa.gov.au/VETinschools/Documents/Pre-AppInSchoolFactSheet2013.pdf School Based Apprenticeships: School based apprenticeships allow students in Years 11 and 12 to start an apprenticeship while still at school. Students enter into a legal binding contract between the employer, the student and parent/guardian to complete the apprenticeship. Apprentices enter into a contract with an employer who teaches all aspects of a trade. Apprenticeships are structured programs where students learn on the job and attend off the training at a TAFEWA college or another registered training provider. School Based Traineeships: School based traineeships allow students in Years 11 and 12 to develop skills and get paid while they prepare for a career in the workforce. Students work towards secondary graduation and an industry recognized qualification. Students enter into a legally binding contract between the employer, the student and parent/guardian to complete the traineeship. Trainees enter into a contract with an employer in order to gain hands-on skills and work experience while earning a wage.

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School Aboriginal Based Training: Aboriginal School Based Training helps students start an apprenticeship or traineeship whilst attending school. As an apprentice or trainee, students are employed by a group training organisation, which places them with host employers. Students spend time in the workplace with the host employers and time training with the training providers. Students are paid and gain skills for the real world. Find out more by going to: www.apprenticentre.wa.gov.au

Careers and Education Sites

The information gained from the following list of websites may help students determine their post-school options. Apprenticeships and Traineeships www.apprenticentre.wa.gov.au

Murdoch University www.murdoch.edu.au

Australian Defence Force Academy www.defencejobs.gov.au

My Future www.myfuture.edu.au

Australia wide job search www.jobsearch.gov.au

OZJAC link www.curriculum.edu.au

(Type ‘OZJAC’ in Search for easy access)

Career, employment, training information in Western Australia www.getaccess.wa.gov.au

TAFEWA course information www.tafe.wa.gov.au

Career research www.careersonline.com.au

Tertiary Institutions Services Centre www.tisc.edu.au

Centrelink www.centrelink.gov.au

University of Notre Dame www.nd.edu.au

Curtin University www.curtin.edu.au

University of Western Australia www.studyat.uwa.edu.au

Edith Cowan University http://ecugreatcareers.com

Vacancies Australia wide www.seek.com.au

Job Resources Australia www.jobjuice.com.au

Western Australian Government (go to ‘Education and Training’) www.wa.gov.au

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Alternative Vocational Education and Training (AVET) The AVET program is a combination of College based SCSA course work, College Based Endorsed Programs, TAFE courses and Structured Workplace Learning. Focus on the individual student’s needs, ensures that the school planning accommodates a variety of student backgrounds including level of disability, socio-economics, family make-up and ethnicity.

CHALLENGER TAFE EDUCATION SUPPORT PROGRAMS TAFE Training available in the following industries / occupations in 2014

Certificate Campus Day Prerequisites / Comments Cost

Certificate I in Construction

Rockingham W

Students to supply and wear steel-capped boots and cotton drill pants and shirt

N/A

Certificate I Hospitality Coffee Shop Focus

Peel Beaconsfield

F $170

Certificate I Hospitality Kitchen Focus

Peel F

$170 $100 boots Deposits for Knife Set

Certificate I Auto Skills Set

Kwinana M

Students to supply and wear steel-capped boots, safety glasses and cotton drill pants and shirt

TBA

Certificate I in CALM

Murdoch W

Students to supply and wear steel-capped boots, safety glasses and cotton drill pants and shirt

NA

Certificate I in Automotive

Kwinana Peel

T & F

Students to supply and wear steel-capped boots, safety glasses and cotton drill pants and shirt.

Text - $135

Senior School Our senior students are engaged in specialised endorsed programs which include:

SCSA Course work – Preliminary units and Stage 1 course work Endorsed Programs – ASDAN, Keys for Life Challenger Tafe Courses Activ Get Out There Program Workplace Learning

Furthermore, students can enrol of West Australian Certificate of Education (WACE) units if it meets Individual Planning needs. These subjects provide our students with the skills and knowledge which can be put to practical use. Where appropriate students may undertake a school based traineeship. For more information please see the “Apprenticeship and Traineeships” section in this document.

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ASDAN (Award Scheme Development and Accrediting system)

This is a SCSA Endorsed Program originating in the United Kingdom and is being introduced into large numbers of schools around the world and in Australia. ASDAN allows students to gain recognized awards for their work in a wide range of areas. Evidence is gathered together in portfolios in the form of work samples. These are formally assessed before the awards can be given. Students are introduced to ASDAN in years 7 and will normally complete the last assessment book in year 12. The skill areas are as follows:

1. Transition Challenge 2. Towards Independence 3. Literacy and Numeracy 4. Workright

Senior school prepares students for the transition from school to the workplace. The Workright booklet highlights the workplace skills and assesses them in the workplace leaving students well prepared for the challenges that lie ahead.

ATE – Alternates to Education

Where suitable work placements cannot be found for students in either open or supported employment this will frequently lead to other opportunities such as a recreational based program. A number of agencies provide the support with qualified and experienced staff who will access a wide range of leisure activities in the community. For More information contact the Atwell College KBLC- VET Coordinator – Michael Hildebrandt 0401 336 338 or [email protected]

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Atwell Honours Program Senior School

Rationale The purpose of the Atwell Honours program is to recognise student achievement in all aspects of College life. Due to the diverse strengths of individual students, there will be a number of areas of student participation recognised. This is a proactive endeavour to address the College vision and ethos. It is a conscious effort to instill a positive culture by rewarding appropriate and positive behaviors. Merit Points The Atwell College Merit Point system will reward those students who are meeting and exceeding our expectations and support those students who find the expectations difficult to identify. Accumulated Merit points count toward the achievement of a “Colour” award. Senior school context Teachers will nominate points awarded or removed on a Points coupon. Student will deliver it to a central collection point for recording by an Administrative assistant in the senior school reception. Teachers will deliver point slips that deduct points from a student. Students will be responsible for collecting the points coupon from the senior school office after information has been entered. Rewards are offered for all top Merit point earners. Merit Point Coupons are administered around the school in and out of the classroom (all learning areas)

1. Student responsibility to deliver awarded merit point to the collection point 2. Data is entered and collated weekly by a nominated staff member for individual students and a

House and Individual tally is created on a computer system 3. HOUSE points recorded and acknowledged publicly at whole school assemblies. 4. At the end of each term the winning House earns a reward activity.

While student points tally for the individual they also tally toward their House points. Merit Point values The value of the points appears as a background “watermark” on the merit point coupon in Roman and Arabic numerals. Merit point values are 2, 5, 8 and 10. Merit Points Categories There are five categories in which a student can achieve merit points i.e. Academic Achievement, Community Service, Contribution to the Arts, Sporting Achievement and Service to the Environment. In order to earn a Colour award the student must have accumulated the necessary amount of points relevant to that category. A colour award cannot be an amalgamation of two categories. Essential Criteria for all candidates

1. Students applying must have good standing status. 2. The student must have attended class on a regular basis. 3. The student behaviour must be exemplary.

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Examples of extra curricular activities Rock Eistedford/Drama performances/College productions/College band College or weekend sport teams State/national representation in any field Activities assisting a staff member out of class time. Any completed course that does not form a part of a course of study e.g. First aid, welding,

computing etc Community service as part of a College project. Holiday or weekend work experience (not WPL or paid ongoing part time or casual employment). Charity work Student committees Representing the College at public functions. Volunteer work within the community/significant individual acts of community service Duke of Edinburgh award, Young achievers award. Other major achievements that are directly related to being a member of the College for which the

College receives recognition e.g. scholarships, awards. The achievement of a colour award (what the student receives) Colours are recognised on reports A colour certificate will be awarded College reference will acknowledge the achievement of the award Year 12 students will have colour awards recognised at a graduation ceremony The colour award will be in the form of a badge to signify achievement.

Honours System Individual student recognition: Yrs 11 and 12 50 points BRONZE Certificate – senior school assembly 100 points SILVER Certificate – whole school assembly presentation of certificate and badge 150 points GOLD Certificate – whole school assembly, presentation of certificate and badge in an

Atwell College Honours portfolio. Honours students will receive: A badge for College jumper or jacket (silver award and above) A colour certificate for portfolio Acknowledgement on College report Students graduating with honours will have their name placed on the College Honour board.

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COURSE DESCRIPTIONS

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MEDIA PRODUCTION AND ANALYSIS 2XMPA 3XMPA DESIGN: DIMENSIONAL 2XDESD DRAMA 1XDRA VISUAL ARTS CERT II VART DIGITAL MEDIA TECHNOLOGY 1XMPA CERT II DMT MUSIC CERT II MUS

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MEDIA PRODUCTION AND ANALYSIS: MPA In the Media Production and Analysis course, students develop skills to make and understand media ranging from traditional forms such as film, photography, newspapers, magazines, comics, radio and television to new and emerging multimedia technologies. They will consider how people, events and issues are represented. Students will also create, produce and present their own works in media of their choice to express their ideas using media technologies and practices.

MEDIA PRODUCTION AND ANALYSIS – 2XMPA (STAGE 2A/2B) Minimum Entry Requirement Recommended prerequisites are a B grade or better in Visual Art, Design or Media in Year 10. 2XMPA Stage 2A -The focus for 2A is popular culture and how the media enforces and defines our society. The contexts within which popular culture is explored are television crime drama and music videos. Students will learn concepts in media studies and complete written tasks to demonstrate their comprehension of terminology and theory learned in media. Students will create an original music video production and demonstrate their understanding of safe practice and media knowledge. 2XMPA Stage 2B - The focus for 2B unit is press and broadcasting and how mass media influences societal values. The contexts within which press and broadcasting are explored are TV News, Current Affair Programs and Reality Television. Students will learn concepts in media studies and complete written tasks to demonstrate their comprehension of terminology and theory learned in media. Students will create an original current affairs production as well as a newspaper cover to demonstrate their understanding of safe practice and media knowledge.

MEDIA PRODUCTION AND ANALYSIS – 3XMPA (STAGE 3A/3B) Minimum Entry Requirement Recommended prerequisites include a B grade or better in English or Media Production and Analysis in Year 11. 3XMPA Stage 2A - The focus for the 3A unit is media art forms and explores meanings created within contemporary and traditional media art. The contexts within which media art is explored are art film and cult television. Students will learn concepts in media studies and complete written tasks to demonstrate their comprehension of terminology and theory learned in media. Students will create an original art short film production as well as a poster to demonstrate their understanding of safe practice and media knowledge. 3XMPA Stage 2B - The focus for the 3B unit is power and persuasion and how media shapes values, beliefs and ideologies. The contexts within which power and persuasion are explored are documentary, documentary and propaganda posters. Students will learn concepts in media studies and complete written tasks to demonstrate their comprehension of terminology and theory learned in media. Students will create an original persuasive documentary production as well as a blog to demonstrate their understanding of safe practice and media knowledge. How will this course help students in the future? Through multimedia, students can deconstruct a work, transform it or produce an original work combining visual, audio and print production skills. Studies in this field are of vocational relevance in a workplace dominated increasingly by multimedia applications. Media Production and Analysis aims to prepare all students for a future in a digital and global world by providing the foundation for lifelong learning about the media.

DIGITAL MEDIA TECHNOLOGY: DMT

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CERTIFICATE II IN INFORMATION, DIGITAL MEDIA AND TECHNOLOGY Minimum Entry Requirement Yr 11 students only – no prerequisites required. Certificate II - An entry level qualification provides the foundation skills and knowledge to use information and communications technology (ICT) in any industry; this qualification may lead to further study or employment. As well as foundational ICT training, students will gain extensive skills in communication; teamwork; problem-solving; enterprise; planning; organisation and self management"

DESIGN: DESD DESIGN – 2YDESD (Stage 2A/2B) Minimum Entry Requirement Year 11 students only. Recommended prerequisites are a B grade or better in Year 9 or 10 Visual Art or Design Art. 2YDESD Stage 2A – Dimensional, Graphics and Photography The focus for this unit is cultural design. Students understand that society is made up of different groups of people who share different values, attitudes, beliefs, behaviour and needs; and that cultural communication transmits these values and beliefs. Students develop a visual development process with an understanding of codes and conventions, analysing communication situations and audience in terms of demographics, anthropometrics (measurement of human physical characteristics) and ergonomics. They define and establish contemporary production skills and processes, materials and technologies. 2YDESD Stage 2B – Dimensional, Graphics and Photography The focus for this unit is economic design. Students understand that the commercial world is comprised of companies, consumer products, services and brands which are all competing for economic exchange and market share. They are introduced to ethical and legal issues, particularly those to do with copyright, censorship and intellectual property. They create products, accurate visuals and layouts with an understanding of message and meaning. They analyse the audience in terms of behaviour and lifestyle, and establish relevant and appropriate production skills and processes, materials and technologies relevant to the Design context.

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DRAMA: DRA DRAMA – 1XDRA (STAGE 1A/1B) Minimum Entry Requirement Recommended prerequisites include a B grade or better in Year 9 or 10 Drama. 1XDRA Stage A and B - 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, play-writing and dramaturgy which allow them to create original drama and interpret a range of texts written or devised by others. Their work in this course includes production and design aspects involving sets, costumes, makeup, props, promotional materials, stage management, front-of-house activities, and sound and lighting. Increasingly, students use new technologies such as digital sound and multimedia. They present drama to a range of audiences and work in different performance settings.

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. The course promotes innovative practice. 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. Students are encouraged to appreciate the work of other artists and engage in their own art practice.

CERTIFICATE II VISUAL ARTS Minimum Entry Requirement Recommended prerequisites are C grade or better in Year 9 or Year 10. Certificate II - to complete a Certificate II in Visual Arts a total of nine units of competency must be completed. This comprises of four core units of competency and five elective units of competency as outlined in the packaging rules and listed below. The compulsory competencies are participate in OHS processes, use basic drawing techniques, make simple creative work and source and use information. The elective competencies include develop painting skills, develop drawing skills, develop skills in textile work, develop printmaking skills and develop sculptural skills.

MUSIC: MUS CERTIFICATE II MUSIC Minimum Entry Requirement Recommended prerequisites are C grade or better in Year 9 or Year 10 Music. Certificate II Music - This certificate is available to students who enjoy performing music. It is an entry level certificate that covers competencies that include performance, lighting/sound and audio visual activities, creative music ideas, safety, staging and recording as individuals and ensembles.

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ENGLISH 3XENG 2YENG 2XENG 1YENG LITERATURE 1YLIT ENGLISH AS AN ADDITIONAL DIALECT 3XEALD 2XEALD 1XEALD

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ENGLISH: ENG

English plays a central role in life. It is a vehicle for communication, a tool for thinking, a means of creativity and a source of pleasure. In English, through the use of oral, written and visual communication texts, students examine the relationship between language and power, and learn how to become competent, reflective, adaptable, and critical users of language. Students learn about the English language, how it works, and how to use it effectively.

ENG1Y – STAGE 1 ENGLISH Minimum Entry Requirement Available to students who received C, D or E grades in Year Ten English. ENG1Y - focuses on using on language to look at ourselves as individuals and then turning that spotlight onto the society and communities where we live and looking at how the texts we engage with tell us things about ourselves. Texts in this unit in 2013 included (but were not limited to) Boyz R’ Us, a range of contemporary television dramas, song lyrics and The Happiest Refugee. Where to from here: A, B or C – progress to ENG2Y in Year 12 D or E - progress to LIT1Y in Year 12

ENG2X – STAGE 2 ENGLISH Minimum Entry Requirement Available to Year 11 students who received an A or B grade in Year Ten English, and meet the Atwell College’s requirements regarding attendance. ENG2X - focuses on the persuasive abilities of language; how it can inspire and manipulate. ENG2X goes on to investigate how language informs our view of the world and the way we react to it. Texts used in this unit in 2013 included (but were not limited to); The Lovely Bones, Dead White Males, A Walk in the Woods, feature films and contemporary public speeches. Where to from here : A or B – progress to ENG3X in Year 12 C* - progress to ENG2Y in Year 12 D or E - progress to LIT1Y in Year 12 *Allowances may be made for students achieving a C to go on to ENG3A depending on their progress, attendance and exam results. This would be at the discretion of the Head of the English Learning Area. NOTE: The following units will be offered in Year 12 after successful completion of ENG1Y and ENG2X in Year 11.

ENG2Y - STAGE 2 ENGLISH Minimum Entry Requirement Available to Year Twelve students who achieved A, B or C grades in ENG1X or ENG1Y or students who achieved a C Grade in ENG2X, whilst in Year 11. ENG2Y - Initially focuses on language as a tool of empowerment in communities within communities; sports clubs, professions and sub-cultures for example. In second semester the focus moves to language as a source of representation, shaping the way we see issues and events

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according to our own contexts as an audience. Texts used in this unit in 2013 included (but were not limited to) Nine Parts of Desire, The Passionflower Massacre, short stories, The Happiest Refugee, political cartoons, press photos and Death of a Salesman.

ENG3X - STAGE 3 ENGLISH Minimum Entry Requirement Available to students who achieved A or B grades in ENG2X whilst in Year 11 and continue to meet Atwell College’s requirements regarding attendance. ENG3X - In Semester One students focus on the notion of language as a tool used to create, interpret critique identity, our own and that of others. Students look at the notion of the mainstream and ‘the other’ and how language is often used to create the divisions in our society. In Semester Two students switch their focus to the effect that language has on ideas, theories, philosophies and ideologies. Texts used in this unit in 2013 included (but were not limited to) Brave New World, The Crucible, short story, feature article, documentary, Hiroshima and feature film. How will this course help students in the future? Students learn that in using language they are actively engaged in social processes and the reproduction and/or re-working of social and cultural conventions. They learn about the relationship between language and power, and come to understand that well-developed language skills provide them with access to sources of power through knowledge; that language can be used to influence behaviour; how they use language can influence how others respond to them, and how others behave; and that a knowledge of language and how it works can be used to resist control by others. In English, students learn how to become competent, reflective, adaptable and critical users of language.

LITERATURE: LIT LIT1Y - STAGE 1 LITERATURE Minimum Entry Requirement Students who receive a D or E in ENG1Y in Year 11 will be enrolled in a Stage 1 Literature (LIT1Y) in Year 12, to assist them in attaining the English competency that is required for them to receive their West Australian Certificate of Education (WACE). This option is not open to all students and is only available through the approval of the Senior School Coordinator and the Head of the English Learning Area.

ENGLISH AS AN ADDITIONAL DIALECT: EALD The English as an Additional Language/Dialect course is designed as an alternative to ‘English’ for students who speak another language or dialect as their first or ‘home’ language. EAL/D focuses on the mechanics of Standard Australian English (SAE) and how to use it appropriately in business, government, further education or the workplace. Practical and relevant tasks delivered through a range of engaging and extremely varied contexts teach students to code switch between languages or dialects successfully. The EAL/D course will be available to senior school students: Whose first language is not English and

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Who has not been a resident in Australia or another predominantly English speaking country for a total period of more than seven calendar years immediately prior to 1 January of the year of enrolment into year 12, and

Where English has not been the main medium of communication and/or instruction for more than seven calendar years immediately prior to 1 January of the year of enrolment into Year 12.

1XEALD STAGE 1 English as an Additional Language/Dialect Minimum Entry Requirement Available to students who have completed Year Ten English and meet the EAL/D requirements. 1XEALD focuses on life experiences, cultural differences and communities. They learn about the differences between common text types and the cultural purposes and contexts associated with these. They use SAE to make comparisons of aspects of cultural communities, and to engage with a range of texts to further develop the concept of the role of tradition in the maintenance of cultural identity and communities. Texts to be used include Girl with No Name, Feeling the Heat, songs from Bran Nue Dae, documentaries, film and newspaper articles. Where to from here - progress to EALD2X in Year 12

2XEALD STAGE 2 English as an Additional Language/Dialect Minimum Entry Requirement Available to Year 11 students who received an A, B or C grade in Year Ten English, and meet the Atwell College’s requirements regarding attendance. Also available to Year 12 students who have completed 1XEALD in Year 11. Content is the same as that of the Year 11 EALD2X course. 2XEALD focuses on ways of life and making choices. Through the exploration of topics, students examine the ways language can be used in relation to these to analyse choices, influence attitudes and affect changes. They investigate issues presented in reports, newspapers, investigative television programs, leaflets and forums and use persuasive and emotive language to create a variety of texts designed to present a stance and to sway the reader or viewer. Texts to be used include Looking for Alibrandi, Saving Francesca, documentaries, songs and newspaper articles. Where to from here - progress to EAL/D3X in Year 12

3XEALD STAGE 3 English as an Additional Language/Dialect Minimum Entry Requirement Available to Year 12 students who have completed EALD2X in Year 11. EALD3X focuses on Australia as a cultural community, language and empowerment. They use SAE to explore how structures, patterns and audience expectations influence language and meaning and that meaning is negotiated, not given, within and across cultures. This knowledge and the ability to select and control language to suit context provide ‘empowerment’. Texts to be used include Playing with Fire, Speeches that Shaped the Modern World, Love is a Fallacy, The Many Lives of Dobie Gillis, documentaries, songs and newspaper articles.

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ECONOMICS 2XECO GEOGRAPHY 3XGEO 2XGEO 1XGEO MODERN HISTORY 3XHIM 2XHIM POLITICS AND LAW 2XPAL TOURISM CERT II TOUR

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ECONOMICS: ECO The Economics course investigates the choices which all people, groups and societies face as they confront the ongoing problem of satisfying their unlimited wants with a limited amount of resources. The study of Economics supports an understanding of the nature of decision-making, our demands for the allocation of resources and how we distribute those resources. This is done in the context of the global economy and Australia’s role as an international citizen.

2XECO (Stage 2A/2B) Minimum Entry Requirement An A or B grade in SOSE and English in Year 10 is required for this course. 2XECO Stage 2A - The focus for this unit is markets. It explores the key role markets play in determining the wellbeing of individuals and society, as well as the limitations of markets. The emphasis is on understanding the operation of real world markets that are relevant to students. 2XECO Stage 2B - The focus for this unit is macroeconomics. It is an introduction to macroeconomics and the government’s role in the economy. It explores macroeconomic issues such as economic growth, inflation and unemployment with a focus on the Australian economy. How will this course help students in the future? The Economics course develops reasoning, logical thinking and interpretation skills demanded by the world of work, business and government. These skills relate to a variety of qualifications in vocational, technical and university education contexts. The learning experiences available through this course explore the knowledge, values and opinions which surround the complex range of economic events and issues facing our community

GEOGRAPHY: GEO Geography is the study of physical and cultural environments from a spatial perspective. It provides students with the knowledge and skills to observe and describe places on the surface of the Earth, and from a spatial perspective analyse and provide explanations on human and physical phenomena and their complex interactions. Students develop a range of skills that help them to understand the physical world, interpret the past, scrutinise the present and explore sustainable strategies for the future care of places. Fieldwork is an essential part of this course.

1XGEO (Stage 1A/2B) Minimum Entry Requirement There are no minimum entry requirements for this Stage One Course This is the Geography of environments at risk. In the local area, in particular regions and globally, people pose threats to the environment as they attempt to meet their needs. This can place environments at risk and people interests and concerns can often be in conflict. The focus of this unit is investigation of the patterns and processes related to environments at risk. Students develop geographical knowledge and skills that are applicable and useful in the workplace and relevant to the changing work. It can provide them with the framework to explore careers in environmental/rehabilitation and tourism industry.

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2XGEO (Stage 2A/2B) Minimum Entry Requirement An A or B grade in SOSE and English in Year 10 is required for this course. 2XGEO Stage 2A - The focus of this unit is the geography of natural hazards and impact minimisation. The increasing incidence of hazards, together with their impact on standards of living, has prompted the active search for proposed solutions. An understanding of how these hazards are perceived and managed at a local, regional and global level is developed in a range of ways. Firstly, an understanding of hazards (geomorphic/tectonic and atmospheric) is developed. Secondly, the spatial distribution of hazards, the cause and impact and increased risk are examined. Finally, students investigate strategies to minimise the risks associated with hazards. 2XGEO Stage 2B - The focus of this unit is the geography of sustainable resource use. Natural resources provide the basis for economic growth in Australia. There is an unprecedented global demand for these resources. Future provision will require application of sustainable management practices to resource development and the surrounding environment. Regional perspectives supported with local area case studies are used to investigate spatial patterns that emerge between resource developments, local communities and market destinations. There is a need to evaluate management practices that can sustain these resources into the future. Approaches to sustainable management can vary significantly between countries in terms of social, economic and environmental factors. Students will compare these spatial patterns and practices in resource use in Australia to those in a less developed country. NOTE: The following pair of units will be offered in Year 12 after successful completion of Units 2A and 2B in Year 11.

3XGEO (Stage 3A/3B) 3XGEO Stage A - The focus of this unit is the geography of planning cities. Challenges exist in designing cities to be more productive, vibrant and sustainable. Urban planning involves a range of stakeholders that contribute to decision-making and the planning process. The present and future needs of society are addressed by the allocation and reallocation of land uses, improving infrastructure and transport systems and enhancing amenities to meet the different perspectives of stakeholders. Students will examine concepts, processes and roles of planning by comparing Perth with a selected mega city. 3XGEO Stage B - The focus of this unit is the geography of climate change over geological time. This global phenomenon possesses the capacity to affect significant areas of the planet. Climate change, including the greenhouse effect, is created by both natural and human processes that have local and global consequences. The human response to climate change is affected by social, economic and political considerations, and resource access and distribution. Students will investigate policies and strategies designed to guide future action used to address the effects of the climate change. How will this course help students in the future? This course assists students to make informed decisions about where and how they will live, work, recreate, travel and seek opportunities. The understandings, skills, knowledge and values developed in the course will ensure students are well placed to enrol in post-school studies at tertiary levels and employment in the workforce. They are important components of all management positions in business, government and non-government agencies. They are also significant to careers associated with tourism, town planning, primary industries, such as agriculture and mining, land evaluation, environmental planning, teaching, overseas aid programs, foreign affairs and trade.

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MODERN HISTORY: HIM Studying Modern History 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 artefacts, oral stories, film, diary extracts and other written accounts 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.

2XHIM (Stage 2A/2B) Minimum Entry Requirement An A or B grade in SOSE and English in Year 10 is required for this course. 2XHIM Stage A - The focus for this unit is societies and change. Students become aware of the evolving nature of societies and the various forces for continuity and change that exist. They learn that some values, beliefs and traditions are linked to the identity of a society, but others are transitory. Also, that in any period of change there are those individuals and institutions that support change, but others that oppose it; and that there are different interpretations of the resultant society. 2XHIM Stage B - The focus for this unit is historical trends and movements. Students understand that throughout history there have been events, ideas, beliefs and values that have contributed to underlying historical trends and movements. They understand that some of these trends and movements have lasted thousands of years, whilst others have had a fleeting impact on society, and that these trends and movements have met with varying degrees of support and opposition, sometimes causing conflict. They are able to note cause, impact and consequence, action and reaction and trends of continuity and change. NOTE: The following pair of units will be offered in Year 12 after successful completion of Units 2A and 2B in Year 11.

3XHIM (Stage 3A/3B) 3XHIM Stage A - The focus for this unit is cohesion and division. Students learn that there are internal and external forces that result in cohesion and/or division within societies and these have consequences for continuity and change. They assess how the structures of power and authority were used, how different groups and individuals responded and whether there was potential for greater cohesion or division. 3XHIM Stage B - The focus for this unit is ideas that shaped history. The object of this unit is to explore the power of ideas and ideologies as forces for change and/or their use to reinforce dominant elements in society. Knowledge about the evolution and spread of significant ideas assists students in understanding the beliefs and values of a society and to what extent these ideas have been cohesive or divisive. They are also able to determine which ideas were dominant at a given time and how and why this dominance may have changed. How will this course help students in the future? Through this course, students benefit from acquiring the literacy skills of the discipline of history such as critical thinking, research, analysis and effective written expression. These skills equip students for a world changed and linked by information and communication technology and prepare them for lifelong learning. Students are well prepared for careers involving policy making, administration and research. Learning the skills of critical inquiry is essential for people working in business, government, law, health, science, academia, industry, tourism, environment, media and the arts.

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POLITICS AND LAW: PAL Politics and Law is a study of the processes of decision-making concerning society’s collective future. It aims to develop knowledge of the principles, structures, institutions and processes of political and legal systems primarily in Australia. It brings together the judicial, executive and legislative arms of government to demonstrate how society is governed and examines the philosophy and values on which society is governed.

2XPAL (Stage 2A/2B) Minimum Entry Requirement An A or B grade in year 10 SOSE and English is required for this course. 2XPAL Stage 2A - The focus for this unit is political and legal systems. Students critically examine the legislative, executive and judicial structures and processes of political and legal systems, the principles which underpin these structures and the processes and events that influence them. 2XPAL Stage 2B - The focus for this unit is representation and justice. Students critically examine the principles of representative democracy and justice, as well as the concept of representation, electoral systems, electoral reform proposal and alternative electoral and voting systems. Students examine the impact of criminal and civil law processes on individuals and groups. Contemporary criminal and civil law issues, events, reform proposal and arguments for and against alternative legal systems are examined

TOURISM: TOUR CERTIFICATE II TOURISM This course is available to year 11 students in both the ATAR and VET programmes over their Year 11 and 12 studies. Cert II is a 2 year programme focusing on the planning of tourism products and services, and the field where tourism products are delivered. This qualification reflects the role of individuals who perform a range of tasks using proactive skills and fundamental operational knowledge in the tourism context. This certificate may provide a pathway to a range of jobs roles in the tourism and hospitality industries and a follow-on course either at school or at a State Training provider.

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JAPANESE: SECOND LANGUAGE 2XJSL 1XJSL

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JAPANESE: SECOND LANGUAGE: JSL In the Japanese: Second Language course, students develop the necessary understandings and values to communicate effectively with Japanese speakers in both social and workplace contexts in Australia, Japan and elsewhere. They develop a stronger sense of their personal identity and greater respect for people of Japanese-speaking communities.

2XJSL (Stage 2A/2B) Minimum Entry Requirement No prerequisites 2XJSL Stage 2A - The focus for this unit is home-stay. Students make arrangements to have an overseas student visit their home or visit a Japanese family. This unit explores aspects such as typical rules and routines of home and school life, celebrations and gift giving. 2XJSL Stage 2B - The focus for this unit is welcome to my country. Students explore situations and events associated with welcoming visitors to Australia. They compare and contrast their own lifestyles with other cultures specifically in the areas of food etiquette, maintaining a healthy lifestyle and leisure activities.

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CAREER AND ENTERPRISE 1DCAE WORKPLACE LEARNING WORKPLACE LEARNING 1YWPL

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CAREER AND ENTERPRISE: CAE Career development learning in today’s world recognises that careers are about life, work and learning. Individuals need to be proactive managers of their own career development. This course aims to provide students with the knowledge, skills and attitudes to manage their career development in a constantly changing digital and global world of work.

1DCAE (Stage 1D Career and Enterprise) Minimum Entry Requirement Year 12 VET students only. 1DCAE - The focus of this unit is personal independent career development. Opportunities are provided to develop career competencies in preparation for becoming employees. This unit facilitates the study of career management, corporate citizenship and environmental trends and influences through a range of alternative scenarios. An investigation is made into corporate and individual rights and responsibilities featured in contractual employment agreements, exploring the links between teamwork, productivity and satisfying workplaces. Matching personal and work profiles, using career development and work search skills are reflected in career portfolios, which should show evidence of organising work, training and learning experiences to reflect preferred career development options. How will this course help students in the future? Career development learning for the modern world recognises that careers are about life, work and learning. It is a lifelong process, whereby individuals need to take an active role in career development. Wide exposure to experiences of work, career and enterprise learning is of increasing relevance to students in a constantly changing workplace.

WORKPLACE LEARNING MODE 2 In this mode of workplace learning, students undertake training in a real workplace during which they are expected to demonstrate attainment of at least 20 skills from the Curriculum Council's employability skills list. Students must meet workplace hours, logbook requirements and provide evidence of attainment of 20 employability skills. The log book must contain a record of tasks completed in the workplace and an attendance record. A minimum of 110 hours in the workplace is equivalent to 2 units.

WORKPLACE LEARNING: WPL (Year 12) The Workplace Learning course aims to provide all students with the knowledge, workplace skills and attitudes valued within work environments, as a preparation for employment. Specific technical skills and knowledge learnt during formal education help students gain and keep employment. Generic work related skills that are transferable are vital to all forms of employment in today’s world. As a workplace learning course, it is expected that the majority of the learning takes place in the workplace. Preparation for, and reflection on, workplace learning may take place in the classroom context.

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1YWPL (Stage C & D Workplace Learning) Minimum Entry Requirement Year 12 VET students only. 1YWPL Stage C - This unit is to introduce structured workplace learning. Students prepare for, and are placed in, a suitable workplace. While in the work placement, students are assessed on work related skills by the workplace supervisor. Students reflect on the skills assessed. 1YWPL Stage D - This unit is designed to build on structured workplace learning and follows on from Unit 1AWPL. Students prepare for, and are placed in, a suitable workplace. The workplace could be in the same or a different industry area. Skills are selected to complement the skills from Unit 1AWPL. While in the work placement, students are assessed on work related skills by the workplace supervisor. Students reflect on the skills assessed. How will this course help students in the future? Employer’s value generic work related skills that are transferable and vital to all forms of employment. These skills are often referred to as employability skills and are relevant for everyone who is seeking work or working. Employability skills are developed over the life time of an individual and are valued in education, training, workplaces and community environments. Participation in a supported structured workplace learning program based on employability skills and involving a number of different workplaces assists students to make informed decisions. These decisions are important as students move from school to further education, training, employment and participation in the community.

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APPLIED INFORMATION TECHNOLOGY 2XAIT 1YAIT BUSINESS MANAGEMENT CERT II BUS ENGINEERING STUDIES 2XEST CHILDREN, FAMILY AND THE COMMUNITY 1XCFCC TEXTILES CERT II AFDT HOSPITALITY CERT II HOSP FOOD SCIENCE AND TECHNOLOGY 1YFSTH 2XFSTH MATERIALS, DESIGNS AND TECHNOLOGY 1XMDTM (METALS) 1XMDTW (WOOD)

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APPLIED INFORMATION TECHNOLOGY: AIT In this course, students use a range of computer hardware and software to create, manipulate and communicate information. Using a range of applications, students investigate, design, construct and evaluate ICT solutions in a range of environments. The result is a set of skills to equip the student for the 21st century and give them an appreciation of the impact of information technology.

1YAIT (Stage C & D) Minimum Entry Requirement There are no prerequisites for this course Unit 1YAIT Stage C - The focus for this unit is personal information and communication technologies and using technology to meet personal computing needs. This includes the study of how individuals use, and can be affected by, information technology in their daily lives. Students investigate computer systems and understand the configuration needed to meet their personal needs. They acquire and apply a range of knowledge and skills to create information solutions that inform, persuade, educate or entertain. Unit 1YAIT Stage D - The focus for this unit is community information and communication technologies and using ICT commonly required in the operation of a small business or community organisation. Students investigate small business networks and the peripheral devices required to use communication and graphics applications. They understand the configuration required for a small business computing system. They examine the impact of information technology solutions within the community.

2XAIT (Stage A & B) Minimum Entry Requirement Available to students who received an A or B grade in Year Ten English, and meet the Atwell College’s requirements regarding attendance. 2XAIT Stage A - The focus for this unit is personal communication and using technology to meet personal computing needs. This includes the study of how individuals use information technology in their daily lives. Students investigate and develop an understanding of what is required to be able to successfully communicate to meet their personal needs. They develop a range of skills that enable them to communicate using appropriate technologies and to gain knowledge that assists in communicating within a personal context. 2YAIT Stage B -The focus for this unit is work readiness and using technology commonly required in the operation of a small office environment. Students investigate the computing equipment, the common computer applications and the work skills required to effectively operate within a small office environment. They examine the impact of information technology solutions within the small office environment.

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BUSINESS MANAGEMENT: BME

CERTIFICATE II in BUSINESS For this certificate, students will further develop and enhance work habits that will provide them with a firm foundation for the effective operation of all office work skills including various units in Computing Skills and Communication. They will then be able to utilise these new skills in any career they choose for the rest of their working lives. On completion of the competencies for this course the student will be able to obtain employment and will be eligible to apply for entry to Certificate III in Business. Students will engage in practical work tasks using office equipment, resources and technology as well as engage in group discussions to encourage inclusion, control and acceptance. As a result students will obtain a good grasp of a business environment. Learning is also benefited by the use of real life examples and case studies to encourage students to grasp the basic work habits of a Business Environment. As we are unable to deliver all the elective units, the school has designated set electives to ensure all students complete the same units of competency to enhance the delivery of each unit. The course is made up of 1 Core Unit and 7 Electives. Units Core Unit BSBWHS201A- Contribute to Health and Safety of Self and Others Elective Units BSBCMM201A- Communicate in the Workplace BSBCUS201B- Deliver a Service to Customers BSBINM201A- Process and Maintain Workplace Information BSBITU201A- Produce Simple Word Processed Documents BSBITU203A- Communicate Electronically BSBWOR203A- Work Effectively with Others BSBWOR204A- Use Business Technology Suitable For

Year 11 Year 12

CHILDREN, FAMILY AND THE COMMUNITY: CFCC The Children, Family and the Community course provides opportunities for students to develop an understanding of the diversity of the Australian society. Recognising this diversity and promoting inclusivity among the individuals, families and groups makes up our society and provides the foundation for a cohesive community. This course examines the factors that impact on the ability of individuals and families to develop skills that enable them to care for others. This can be provided by family members, volunteers, paid individuals and/or community support services. This context is studied with a focus on caring for infants, children, adults, seniors or aged. 1XCFCC (Stage A & B)

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Minimum Entry Requirement Suitable for students who enter the course with limited experience and undertake Children, Family and the Community as an introductory stage and for those who may wish to continue their interest in caring for others. 1XCFCC Stage A - The focus for this unit is me, my family and my community. Students focus on the domains of development and the needs of individuals. They examine the roles, rights and responsibilities of individuals, families and the community. Skills, processes, understandings and knowledge essential to independent life or to caring for others will be developed through individual and group activities using skills, techniques and resources to find, utilise and communicate information. Students develop self-management, goal setting and decision-making skills to achieve personal and group goals. 1XCFCC Stage B - The focus of this unit is family uniqueness. Students examine the role of families and the relationships between individuals, families and their communities. Through an understanding of growth and development, students recognise the characteristics of individuals and families and that development is affected by biological and environmental factors. Students identify and examine families, their similarities and differences, the issues that arise from family interactions and the influence of attitudes, beliefs and values on the allocation of resources to meet needs and wants. They make decisions, examine consequences, and develop skills to accommodate actions that impact on themselves or others. Skills, processes, understanding and knowledge are developed through individual and group experiences. Students design and produce products or services that meet the needs of individuals and families.

ENGINEERING STUDIES: EST Engineering Studies provides a focus for students to investigate, research and present information, design and make products and undertake project development. These activities provide students with opportunities to apply engineering processes, understand underpinning scientific and mathematical principles, develop engineering technology skills and to understand the interrelationships between engineering projects and society. Unit 2AEST The focus for this unit is generating motions and energy. This unit provides opportunities to explore how engineering is used to create motion such as engines, buggies or vehicles, using a variety of input energy e.g. Solar Car Challenge, air engines, steam engines, electrical buggies. Unit 2BEST The focus for this unit is moving people: transportation systems. Students design, make and evaluate a transportation device. They apply a range of research and testing strategies to devise the most appropriate systems and utilise the most effective materials for their design. How will this course help students in the future? Students can choose a course that will allow them to achieve post-school destinations into a range of disciplines including engineering, science, aviation, mechanical, fabrication and electrical trades, drafting, architecture, urban planning, business, commerce, management and other technical and technology related work and professions in engineering. The course content is sufficiently diverse to provide students with the necessary foundation to meet employment needs in a range of occupations not limited to the engineering industry. How will this course help students in the future? This course connects with further vocational education and training, university and employment pathways. Students may achieve VET competencies as they design and produce a variety of

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products, services or systems, while applying skills fundamental to the design of food and related technologies and working in practical environments. This course enhances employability, leading to further training and employment opportunities in areas that include food processing, hospitality, retail, community services, health and education.

FOOD SCIENCE AND TECHNOLOGY: FST

2XFSTH FOOD SCIENCE AND TECHNOLOGY: HOSPITALITY The Food Science and Technology course provides opportunities for students to explore and develop food-related interests and passions to achieve personal and professional goals. Students choose a context from hospitality, nutrition and health promotion or product development to develop and apply enterprising and innovative ideas to food production to meet future needs. Minimum Entry Requirement For students with limited experience, knowledge and understanding of the Food Science and Technology course and may wish to access further educational or training opportunities. Students who choose this pathway will complete the Stage 2 external examination in their final year of school.

Unit 2AFST - The focus for this unit is food science. Students examine the types of primary and secondary food production systems and techniques that affect the supply of safe, quality food. They explore the effects of processing techniques on macronutrients and micronutrients. Students research the effect of under-consumption and over-consumption of nutrients in the body and investigate a range of diet-related health conditions that affect individuals. Students explore how sensory and physical properties influence the selection, use and consumption of raw and processed foods. They examine the functional properties, which determine the performance requirements of foods, not all of which are desirable. Students explore health, economic and societal issues and trends that arise from food and lifestyle choices. Students develop their expertise with technology, communication and teamwork skills to implement strategies to design food products, services or systems. They select resources to meet performance requirements and use evaluation strategies to monitor and maintain optimum standards. Students follow occupational safety and health requirements and safe food handling practices, use a variety of foods, develop skills and complex food processing techniques to produce food products.

Unit 2BFST - The focus for this unit is the undercover story of food. Students learn how Hazard Analysis Critical Control Point (HACCP) principles are used by food services to provide healthy, safe food for everyone in society. They investigate natural and processed functional foods and how modification, fortification and value-adding techniques that are applied to food meet producer and consumer requirements. Students examine social factors and environmental and ethical issues and trends that arise from food and lifestyle choices. Students examine the causes of food deterioration and spoilage and explore reasons for preserving food. They investigate food processing techniques and preservation principles including canning, pickling and dehydration. Students consider the laws and regulations which influence the way food is safely stored, packaged, labelled and preserved. Students apply their knowledge of the technology process to meet design specifications, including legal requirements to produce safe, quality and palatable food. Students adapt recipes and methods; devise food orders and workflow or production plans to produce food products. Students follow occupational safety and health requirements; develop mise-en-place skills and complex food processing techniques including cooking techniques to produce food products.

How will this course help students in the future? This course connects with further vocational education and training, university and employment pathways. Students may achieve VET competencies as they design and produce a variety of products, services or systems, while applying skills fundamental to the design of food and related

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technologies and working in practical environments. This course enhances employability, leading to further training and employment opportunities in areas that include food processing, hospitality, retail, community services, health and education.

CERTIFICATE II HOSPITALITY This qualification reflects the role of individuals who use a defined and limited range of hospitality operational skills. They are involved in mainly routine and repetitive tasks using practical skills and basic industry knowledge. They work under direct supervision. Minimum Entry Requirement This certificate is completed over years 11 and 12. Core Units SITHIND001B Develop and update hospitality industry knowledge SITXCOM001A Work with colleagues and customers SITXCOM002A Work in a socially diverse environment SITXOHS001B Follow health, safety and security procedures SITXOHS002A Follow workplace hygiene procedures SITHIND002A Apply hospitality skills in the workplace Electives SITHPAT002A Prepare and produce cakes SITHFAB011A Develop and update food and beverage knowledge SITHFAB003A Serve food and beverage to customers SITHFAB009A Provide responsible service of alcohol SITHFAB010C Prepare and serve non-alcoholic beverages SITHFAB012B Prepare and serve espresso coffee Job roles This qualification provides a pathway to work in various hospitality settings, such as restaurants, hotels, motels, catering operations, clubs, pubs, cafes and coffee shops. Possible job titles include: bar attendant bottle shop attendant café attendant catering assistant food and beverage attendant front office assistant gaming attendant porter room attendant.

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CERTIFICATE II IN APPLIED FASHION DESIGN AND TECHNOLOGY This qualification aims to give students an introductory overview of fashion design. It also includes a series of units targeted at the unique fashion and textile designs used in indigenous Australian culture Minimum Entry Requirement This certificate is completed over years 11 and 12. Core Units LMTCL2001B Use a sewing machine LMTCL2003B Identify fibres and fabrics LMTFD2001B Design and produce a simple garment LMTFD2005B Identify design process for fashion designs LMTGN2001B Follow defined OHS policies and procedures LMTGN2002B Apply quality standards MSAENV272B Participate in environmentally sustainable work practices Electives LMTCL1001B Produce a simple garment LMTCL2008B Finish garment production LMTCL2010B Modify patterns to create basic styles LMTCL2010B Draw and interpret a basic sketch

DESIGN: DES 2XDEST (DESIGN: Technical graphics) The goals of this Design course are to facilitate a deeper understanding of how design works; and how ideas, beliefs, values, attitudes, messages and information are effectively communicated to specific audiences with specific intentions or purposes via visual media forms. This course aims to achieve these goals by exposing students to a variety of communication models, and through exploration of design forms. 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. There is potential for students to develop transferable skills and vocational competencies while devising innovative design artefacts. Technical graphics uses conventions of technical drawing and computer aided design to create designs that deal with mainly three dimensional subjects, usually of an industrial nature. Atwell has the unique ability to realise these deigns using 3D printers and CNC machines.

MATERIALS, DESIGNS AND TECHNOLOGY: MDT 1XMDTM and 1YMDTM (MATERIALS DESIGN AND TECHNOLOGY: METAL) 1XMDTW and 1YMDTW (MATERIALS DESIGN AND TECHNOLOGY: WOOD) This is a practical course where students can choose to work with wood or metal in the design and manufacture of products. This is also a course about ideas, innovation and creativity. In order to do these well, students research and test materials and use strategies to develop innovative and creative ideas. They apply skills of management in planning and implementing a process, at the same time as they manipulate tools and machines to produce high-quality products.

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MINIMUM ENTRY REQUIREMENT There is no minimum entry requirement for this course however it would be advantageous to have completed of a Year 10 Design and Technology unit. Unit 1AMDTW, Unit 1AMDTM The focus for this unit is production fundamentals. It is an introductory unit for those students who have limited experiences in the manufacturing of products. Students are introduced to principles and practices of design, fundamentals of design to manufacture products for themselves. They learn to communicate various aspects of the design process within the structure of making their product. Throughout the process, students learn about materials, including their origins, classifications, properties and suitability for purpose. Students are introduced to relevant technology process skills. Unit 1BMDTW, Unit 1BMDTM The focus for this unit is design fundamentals. It is for students who have informal experiences interacting with a variety of items designed to meet certain needs. Students apply the fundamentals of design and concepts related to designing for self, considering beliefs and values. They learn to communicate various aspects of the design process within the structure of making what they design. Throughout the process, students learn the origins, classifications and suitability for purpose of materials. Students are introduced to a range of technology skills, generate ideas and realise these ideas through their design projects. Unit 1CMDTW, Unit 1CMDTM The focus for this unit is design techniques. It is for students who have many informal experiences interacting with a variety of items specifically designed to meet certain needs. Students are introduced to principles and practices of design, learning about fundamentals of design and concepts related to designing for individuals and markets, while considering beliefs and values. They learn to communicate various aspects of the design process within the structure of making what they design. Throughout the process, students learn the origins, classifications, properties and suitability for purpose of materials. Students are introduced to a range of technology skills, generate ideas and realise these ideas through their design projects. Unit 1DMDTW, Unit 1DMDTM The focus for this unit is design for the consumer. It is for students who have many experiences interacting with products designed for the consumer market. They use a range of techniques in determining market needs and apply the fundamentals of design to produce products for the consumer market. Students learn to conceptualise and communicate their own ideas and various aspects of the design process within the structure of making what they design. Throughout the process, students learn the origins, classifications, properties and suitability for purpose of materials. Students are introduced to a range of technology skills, generate ideas and realise these through their design projects. They work in a defined environment and learn to use a variety of relevant technologies safely and effectively. Students, in consultation with teachers, select projects of interest to design and make products for the consumer market. How will this course help students in the future? This course connects to the world of work, further vocational education and training and university pathways. Students may achieve VET competencies as they complete their design projects, while at the same time developing cognitive skills fundamental to designing in a practical context. This activity enhances employability and may lead to further training and employment opportunities in areas that include textiles and clothing, manufacturing, design, built environment, science and engineering.

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BIOLOGICAL SCIENCES 3XBIO 2XBIO CHEMISTRY 3XCHE 2XCHE HUMAN BIOLOGICAL SCIENCE 3XHBS 2XHBS PHYSICS 3XPHY 2XPHY CONSERVATION AND LAND MANAGEMENT CERT II CALM

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BIOLOGICAL SCIENCES: BIO Biological Sciences gives students a unique appreciation of life and a better understanding of the living world around them. It encourages them to be analytical, to participate in problem-solving and to systematically explore fascinating and intriguing aspects of living systems. Biology is studied in real world contexts such as marine reefs, endangered species, urban ecology, viticulture and incorporates biotechnological applications. MINIMUM ENTRY REQUIREMENT The minimum entry requirement for these courses will depend on the units in which the student enrols. Information regarding this will be discussed at the Year 11 course counselling interviews or from the student’s Year 10 Science teacher. Unit 2ABIO The focus for this unit is adaptations for survival. Adaptations help solve the problems of meeting the requirements of cells through the structure and function of organisms and their body systems. Students develop an understanding that ecosystems are formed by communities of organisms interacting with one another and the surrounding environment and that ecosystems vary from place to place. Organisms can be classified according to their relatedness. Students will explore cell processes such as photosynthesis and respiration when considering the roles autotrophic and heterotrophic organisms in the cycling of matter and the flow of energy in ecosystems. Unit 2BBIO The focus for this unit is patterns of change. Students understand the interrelationships between organisms in determining the factors that affect population dynamics. The population size and distribution of organisms have been affected by human activities which have changed the balance in the ecosystem. Students will observe that many organisms have recognisably different developmental stages in their life cycles with characteristics that can be related to their ways of life and habitats. Organisms may use two types of cell division in the growth and reproduction stages of their life cycles. Reproductive processes are required to produce new individuals to replace others or to survive various environmental conditions. Students understand the genetic basis of heredity, with DNA being the genetic material and the gene as the unit of inheritance. They will examine patterns of inheritance and the influence of the environment to explain variations between individuals and generations of organisms. NOTE: The following pair of units will be offered in Year 12 after successful completion of Units 2A and 2B in Year 11. Unit 3ABIO The focus for this unit is maintaining balance. Students understand how survival depends upon an organism’s ability to respond to changes in external and internal environments. Students develop an understanding of the principles and mechanisms of homeostasis that operate in response to environmental change. They understand that ecosystems change over time. Students explore the causes and consequences behind a range of environmental issues. Students develop their understanding of cellular processes and organelle functions that contribute to the survival of the organism. They critically analyse data and make judgements based on scientific evidence and biological knowledge. Unit 3BBIO The focus for this unit is evolution. Evolution is the single most unifying idea in biology. Natural selection and the processes leading to variation and speciation are considered as the main mechanisms of evolution. Students relate the development of evolutionary theory to evidence of evolution from palaeontology (fossil record), geological time, radioactive dating and biology. The biodiversity that currently exists on the earth is a result of evolutionary processes over time. Students explore the challenge of maintaining biodiversity through a range of conservation strategies, including modern biotechnological practices. Students understand that human survival and quality of life depend on the effective conservation of biodiversity to maintain ecosystem stability, supply food and recycle resources as well as preserve the aesthetic value of the natural

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environment. Students recognise and analyse ethical issues related to working as a biologist and how context has influenced biological research throughout history. How will this course help students in the future? This course caters for all students including: those who are interested in biology; those who want to continue to study biology or related disciplines such as marine biology, biotechnology, botany, agriculture, veterinary science and zoology in tertiary institutions; and those who are interested in a career in a field related to biology such as floristry, forensic science, landscape gardening, horticulture, medicine or pest control.

CHEMISTRY: CHE The Chemistry course equips students with the knowledge and understandings to enable them to appreciate the natural and built environment, its materials and interactions between them. Students predict chemical effects, recognise hazards and make informed, balanced decisions about chemical use and sustainable resource management. This course enables students to relate chemistry to other sciences including biology, physics, geology, medicine, molecular biology and agriculture. It also helps them to prepare for further study and to be responsible and efficient users of specialised chemical products and processes at home or in the workplace. MINIMUM ENTRY REQUIREMENT The minimum entry requirement for this course is a B grade in Natural & Processed Materials in Year 10 Science. Unit 2ACHE The focus for this unit is chemistry in and around the home. In this unit, students develop more formal understandings of chemical structure, change and language within familiar contexts. Unit 2BCHE The focus for this unit is chemistry and the environment. In this unit students develop formal understandings of acids and bases, oxidation and reduction, and organic chemistry through environmental contexts. NOTE: The following pair of units will be offered in Year 12 after successful completion of Units 2A and 2B in Year 11. Unit 3ACHE The focus for this unit is chemical processes. Students examine relationships between concepts, models and principles, and sustainable chemical practices where industry endeavours to achieve a maximum yield at the lowest possible cost. Unit 3BCHE The focus for this unit is chemistry and modern lifestyles. Students develop understandings of complex models that underlie the study of medicines, biochemistry, fuel cells and plastics through further study of equilibrium, oxidation and reduction, and organic chemistry. How will this course help students in the future? This course enables students to relate chemistry to other sciences including biology, physics, geology, medicine, molecular biology and agriculture, and to take advantage of vocational opportunities that arise through its application. It also helps them to prepare for further study and to be responsible and efficient users of specialised chemical products and processes at home or in the workplace.

HUMAN BIOLOGICAL SCIENCE: HBS

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The Human Biological Science 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. Scientific evidence is used to make informed decisions about controversial issues, such as stem cell research, obesity and euthanasia.

MINIMUM ENTRY REQUIREMENT Information regarding this will be discussed at the Year 11 course counselling interviews or from the student’s Year 10 Science teacher.

Unit 2AHBS The focus for this unit is functioning humans. The functioning body has many needs including food, oxygen and the removal of its wastes. For each one of these needs, the body has a system that fulfils them, and a transport system that links them together. Cells that make up the body rely on these systems to survive. All of the cell processes including metabolism and cell division have specific requirements that must be met from the surrounding environment. Offspring show features of both parents and it is possible to predict these due to the known patterns of inheritance. New chromosomal combinations result from reproductive processes. Chance occurrences during cell division can result in mutations. Many factors can affect the body’s health and it must be able to defend itself. Each system has its own defence mechanisms and can be assisted by the use of medical preparations and hygiene practices. Every person is unique due to the influence of genetic and environmental factors and lifestyle choices. Every person responds differently to medical treatments. Unit 2BHBS The focus for this unit is human survival. Almost everything that happens inside the human body can be traced back to DNA. It provides the instructions for the cells that make up the human body. Humans start as a single cell that develops into all of the organs and tissues seen in the body. The formation of that original single cell involves many carefully controlled and timed processes in males and females. Once formed, this cell undergoes many changes during pregnancy and into infancy and is susceptible to environmental threats from which it needs protection. The reproductive process is complex and not always successful. Tests and counselling can assist people with reproductive difficulties and genetic counselling can help determine the level of risk of having an offspring with a genetic condition for families with known conditions. The environment plays a large role in determining the survival of individuals. NOTE: The following pair of units will be offered in Year 12 after successful completion of Units 2A and 2B in Year 11.

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Unit 3AHBS The focus for this unit is human regulation. The body works to maintain a constant internal environment despite changes in the external environment. Normal body activities require constant feedback of blood sugar, temperature, gas and body fluid concentrations. Both the endocrine and nervous systems are involved in this maintenance. Malfunctions can be caused by genetics, behaviour or disease, and some can be controlled by medical intervention. Genes can be affected by the environment and/or chance events. The range of variation seen in humans today is not always the result of simple genetics and may involve more complicated models of inheritance. The environment can determine what lives or dies. This is a struggle for survival that has been recorded over millions of years in fossils. Natural selection leading to evolution is supported by evidence from comparative anatomy and biochemical studies. Throughout a human’s lifetime there are medical treatments and procedures that can influence the quality of life. Unit 3BHBS The focus for this unit is the future of humans. Movement of the body requires complex processes of coordination. Bones, muscles and nerves must work together in a perfectly coordinated effort regardless of whether it is pulling a hand away from a hot object, playing sport or maintaining an upright stance. The malfunction of these systems can occur through trauma, disease and/or ageing. The role of DNA is vitally important and recent advances in knowledge and biotechniques have led to new ways of diagnosing and treating disease. If the body becomes damaged or infected, modern medical technology can be used to enhance trauma recovery, to deal with specific pathogens or alleviate the impact of ageing. Humans can trace their origins back for millions of years to the first primates. Throughout history there are a number of trends that can be followed through primates and hominins to the features of modern humans.

PHYSICS: PHY In the Physics course, students investigate the natural and built world around them in a wide and interesting range of contexts. They explore the different forms of energy and energy transformations, and study how mechanical forces can shape the environment. They learn how electric and magnetic fields can be used in machines and electronic devices, why different materials are used in heating and cooling systems, how communication and vision systems apply our understanding of the properties of light and sound waves and how radioactivity is used in industrial testing and in the treatment of diseases. MINIMUM ENTRY REQUIREMENT An A or B grade in Energy and Change in Year 10 Science and an A or B grade in Algebra are essential for enrolment in this course. Unit 2APHY The unit content organisers are motion and forces explore motion in one dimension to solve both qualitative and quantitative problems. Through the study of nuclear physics, students learn about atomic structure and subatomic particles to understand and appreciate phenomena such as those that lead to the emission of nuclear radiation, and nuclear energy. They are encouraged to develop their own investigations of real world problems, extending their investigative and communication skills. They learn that uncertainties are an integral part of the measurements made in their experiments, and engage with more abstract questions to select appropriate problem-solving strategies.

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Unit 2BPHY The unit content organisers are heating and cooling and electrical fundamentals. In learning about heating and cooling, students gain insight into temperature measurement, internal energy, conduction and convection and radiation to develop understandings about how energy is transferred by heat through different types of materials. They also examine the thermal properties of substances, including thermal expansion, specific heat capacity and latent heat. Within electrical fundamentals, students learn to apply the concepts of charge and energy transfer to situations involving both electrostatics and current electricity. They construct and study characteristics of electric circuits; learn how to work safely with electricity; and gain a more comprehensive understanding of the relationship between electricity and magnetism. They research real world problems and plan to carry out an investigation, and deal with abstract concepts and principles when selecting problem-solving techniques. NOTE: The following pair of units will be offered in Year 12 after successful completion of Units 2A and 2B in Year 11. Unit 3APHY The unit content organisers are motion and forces in a gravitational field and electricity and magnetism. Within motion and forces in a gravitational field, students explore the motion of objects in gravitational fields, including the motion of projectiles, orbiting satellites, planets and moons, and ways in which forces may affect the stability of extended objects. Within electricity and magnetism, students also learn about magnetic fields and how they interact with moving charges in situations involving current electricity, the motor effect and electromagnetic induction. They identify real world problems, develop research questions to plan, conduct and evaluate investigations. Their problem-solving techniques include combinations of concepts and principles. Unit 3BPHY The unit content organisers are particles, waves and quanta and motion and forces in electric and magnetic fields. Further study of mechanical and electromagnetic waves allows students to appreciate both classical and modern interpretations of the nature and behaviour of waves. They learn how waves are used in a variety of technologies, such as in musical instruments, communication systems or sensing systems. They encounter the scale of the observable entities in our Universe, and relate physical principles about waves to the study of the Universe and its parts. Extending their knowledge of atomic physics, they analyse spectra and explain a range of physical phenomena such as fluorescence and X-ray emission. They also learn about some aspects of modern physics such as relativity and cosmology. They research their own question and develop problem-solving strategies that involve linking a number of concepts and principles. How will this course help students in the future? Students pursuing post-secondary education at TAFE will find that their studies in Physics provide them with foundation knowledge that will support their studies in many areas such as those requiring laboratory and technical skills, as well as those leading to electrical and other physics-related vocations. This course also provides prerequisite, preferred or highly desirable knowledge and skills for many science, engineering and science-related courses at tertiary institutions. coordination. Bones, muscles and nerves must work together in a perfectly coordinated effort to make informed decisions about controversial issues, such as stem cell research, obesity and euthanasia.

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CONSERVATION and LAND MANAGEMENT (CALM) Certificate II in Conservation and Land Management This certificate will be delivered over two years. For this certificate, students will be trained in occupational health and safety, basic first aide, environmental work practices and workplace communications. These skills will provide them with the knowledge needed to work in the conservation and land management sector, including conservation earthworks, lands, parks and wildlife, indigenous land management and natural area restoration. Whilst there is no work placement requirement for this qualification, students must work on native bushland to meet the competencies which are achieved through practical tasks, group work and log books to record tasks and times. Excursions to conservation areas are part of the learning program and provide real life examples. Units Year 11 – Part A AHCOHS201A Participate in OHS processes AHCWRK209A Participate in environmentally sustainable work practices AHCFAU201A Recognise fauna AHCNAR202A Maintain wildlife habitat refuges AHCWRK205A Participate in workplace communications AHCWRK204A Work effectively in the industry AHCILM202A Observe and report plants and/or animals AHCMOM203A Operate basic machinery and equipment AHCPCM201A Recognise plants AHCNSY203A Undertake propagation activities Year 12 – Part B AHCSOL201A Determine basic properties of soil and/or growing media AHCNAR201A Carry out natural area restoration works AHCPMG201A Treat weeds AHCPGD201A Plant trees and shrubs AHCWRK202A Observe environmental work practices Suitable For

Year 11 Year 12 (who are already on-track to meet Certificate II attainment by the end of 2014)

Complimentary Subjects

Integrated Science 1A/B Geography 1A/B Biology 2A/B Outdoor Education 1A/B or Certificate II in Outdoor Recreation Certificate II in Tourism

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MATHEMATICS 3YMAT 3XMAT 2YMAT 2XMAT 1TMAT 1SMAT MATHEMATICS SPECIALIST 3YMAS 3XMAS

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Mathematics (MAT) and Mathematics: Specialist (MAS) Pathways

The Mathematics units progress in cognitive difficulty from Preliminary Mathematics (PAMAT) to 3DMAT. The pitch of the content for each stage is notional and there will be overlap between stages. All units are structured in terms of course content strands namely, Number and Algebra, Space and Measurement and Chance & Data. Assessment and grading processes are also the same throughout the progression of the units. Each student chooses a Year 11 entry unit that is determined by their mathematical development to that point.

Pathway options In a colour band, the lighter shade indicates Year 11, the darker, Year 12 Pathway description

Unit Year 11 entry units are in colour Opt 1 Opt 2 Opt 3 Opt 4 Opt 5 Opt 6 Opt 7 Opt 8 Opt 9

PAMAT PA

PBMAT PB

1AMAT 1A 1A

Single mathematics for students to develop general mathematical skills for further training or employment.

1BMAT 1B 1B 1B

1CMAT 1C 1C

1DMAT 1D 1D 1D

1EMAT 1E 1E

Single mathematics for further education and training or university entry where further mathematics is unlikely to be needed. 2AMAT 2A 2A

2BMAT 2B 2B

2CMAT 2C 2C

2DMAT 2D 2D

Single mathematics for university courses where further mathematics is likely to be needed. Also suitable for preparation for higher level training in technical areas. 3AMAT 3A 3A 3A

3BMAT 3B 3B 3B

3CMAT 3C 3C

3DMAT 3D 3D

MAS Mathematics: Specialist is a stand alone course and runs parallel to the MAT Mathematics course.

3AMAS 3A

3BMAS 3B

3CMAS 3C

Double mathematics for university entry to specialist courses such as engineering, physical sciences and mathematics.

3DMAS 3D

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MATHEMATICS: MAT The Mathematics course has been created to offer senior secondary students the opportunity to advance their mathematical skills, to build and use mathematical models, to solve problems, to learn how to conjecture and to reason logically, and to gain an appreciation of the elegance, beauty and creative nature of mathematics. Students use numbers and symbols to represent many situations in the world around them. They examine how mathematical methods associated with number, algebra and calculus allow for precise, strong conclusions to be reached, providing a form of argument not available to other disciplines.

YEAR 11 or 12 1BMAT YEAR 11 or 12 1CMAT COURSE DESCRIPTION In this unit, students use decimals, fractions and percentages for practical purposes. They apply mathematics for personal budgeting, banking and shopping. They estimate and measure length and mass of objects using a variety of instruments, and derive and use methods for calculating perimeter and basic areas. They translate, reflect and rotate shapes in design. Students use repeated measurement to collect data relevant to them, display data in tables and graphs and interpret the displays. They calculate using mental strategies, written methods and calculators.

COURSE DESCRIPTION In this unit, students use decimals, fractions, percentages and ratios for practical purposes. They apply mathematics to financial matters in the workplace. They write and use algebraic rules for number patterns. They measure volume and other attributes of objects, and derive and use formulas for area and volume. They read and draw maps with scales, describe and draw shapes in three dimensions. Students describe likelihood for chance events, and design and test simple probability devices. They collect time-series data relevant to them, display data in tables and graphs and interpret the displays. They calculate using mental strategies, written methods and calculators.

Aimed at This course is designed for students who, in the future, are interested in studying at TAFE, seeking employment or obtaining an apprenticeship.


Pre-requisites 'C', 'D' or 'E' grade in year 10.

PRE-REQUISITES 'C' grade minimum in 1BMAT.

Leads onto 1CMAT

Leads onto 1DMAT

Booklist requirements Scientific Calculator (Sharp EL-531) Workable Maths For WA 1BMAT

BOOKLIST REQUIREMENTS Scientific Calculator (Sharp EL-531) Workable Maths For WA 1CMAT

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YEAR 11 or 12 1DMAT YEAR 11 or 12 1EMAT COURSE DESCRIPTION In this unit, students use integers, decimals, fractions, percentages and ratios for practical purposes. They apply mathematics in making financial decisions. They write word sentences algebraically and solve simple algebraic equations. They calculate area and perimeters of circles and use the Pythagoras’s theorem for calculating the length of the sides of right triangles. They describe the effects of reflecting, rotating and translating shapes in design, and enlarge, reduce and distort figures. They interpret detailed maps. Students collect measurement data from fair samples, display data in tables and graphs, calculate averages and describe spread of data, and compare datasets. They use mental strategies, written methods, calculators and computer-technologies where appropriate.

COURSE DESCRIPTION In this unit, students use positive and negative numbers and numbers with powers for practical purposes. They calculate interest and repayments for loans. They draw graphs to represent real situations, and use them to describe how quantities are related. They use trigonometry to calculate measurements in right triangles, and calculate volume and surface area of shapes. Students simulate everyday chance events, calculate probabilities and predict using probabilities. They collect bivariate data relevant to them, display the data in tables and graphs, and describe trends.They use mental strategies, written methods, calculators and computer technologies where appropriate.



Pre-requisites 'C' grade minimum in 1CMAT or 'C', grade minimum in year 10.

PRE-REQUISITES 'C' grade minimum in 1DMAT.

Leads onto 1EMAT

Leads onto 2AMAT

Booklist requirements Scientific Calculator (Sharp EL-531) Workable Maths For WA 1DMAT

BOOKLIST REQUIREMENTS Scientific Calculator (Sharp EL-531) Workable Maths For WA 1EMAT

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YEAR 11 or 12 2AMAT YEAR 11 or 12 2BMAT COURSE DESCRIPTION In this unit, students apply ratios, rates and direct proportion in practical situations. They calculate profit, loss, discount and commission in financial contexts. They study introductory algebra and linear relationships in numeric, algebraic and graphical forms. They use Pythagoras’s theorem for the sides of triangles and analyse the reflection, rotation and translation of shapes in design. Students collect data from fair samples, and represent and interpret the data. They use mental and written methods and technologies where appropriate.

COURSE DESCRIPTION In this unit, students study and apply exponential relationships. They develop skills for solving equations algebraically and graphically, and investigate and generalise number patterns. They use coordinate geometry in two dimensions. They use formulas directly and inversely for calculations involving shapes three-dimensional. They apply trigonometry in right triangles. They represent information using network diagrams. Students simulate everyday chance events, calculate and interpret probabilities, and collect and analyse bivariate and time-series data. They use mental and written methods and technologies where appropriate.

Aimed at This course is designed for students who are TAFE bound with a high level of maths required for their studies or are university bound where the skills learnt, are at a basic mathematical level. This course cannot be taken by students who are intending to use this subject towards their TER due to effects of scaling.

Aimed at This course is designed for students who are TAFE bound with a high level of maths required for their studies or are university bound where the skills learnt, are at a basic mathematical level. This course cannot be taken by students who are intending to use this subject towards their TER due to effects of scaling.

Pre-requisites 'C' grade minimum in 1EMAT or High 'C', grade minimum in year 10.

PRE-REQUISITES 'C' grade minimum in 2AMAT.

Leads onto 2BMAT

Leads onto 2CMAT

Booklist requirements Scientific Calculator (Sharp EL-531) if completing the units in year 12 OR Casio CAS Calculator Class Pad 330 if completing the units in year 11. Unit 2A Mathematics for WA-Sadler Complete Revision for Mathematics 2A 2B

BOOKLIST REQUIREMENTS Scientific Calculator (Sharp EL-531) if completing the units in year 12 OR Casio CAS Calculator Class Pad 330 if completing the units in year 11. Unit 2B Mathematics for WA-Sadler Complete Revision for Mathematics 2A 2B

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YEAR 11 or 12 2CMAT YEAR 11 or 12 2DMAT

COURSE DESCRIPTION In this unit, students calculate interest and repayments in order to make decisions about savings and loans, and they interpret information on financial statements that are part of everyday living. They study and apply quadratic relationships. They extend their knowledge of coordinate geometry, and represent information in networks and interpret network diagrams. Students calculate and interpret probabilities for events with more than one chance component. They analyse and compare datasets, determine trends in data and use trend lines for prediction. They use mental and written methods and technologies where appropriate.

COURSE DESCRIPTION In this unit, students study functions and their graphs. They formulate recursion rules and apply recursion in practical situations. They explore patterns, making conjectures and testing them. They use trigonometry for the solution of right and acute triangles. Students simulate chance events on technologies, and calculate and interpret probabilities for chance events that occur in two- or three- stages. They plan random samples, collect, and analyse data from them, and infer results for populations. They use mental and written methods and technologies where appropriate.

Aimed at The course does not include calculus, nor does it provide the probabilistic foundations for future studies of statistical inference.Therefore this course is intended for students who wish to study mathematics in their final years at school and who may be preparing for entry to tertiary courses which have limited mathematical requirement. The skills learnt should provide highly useful to students after they leave school.

Aimed at The course does not include calculus, nor does it provide the probabilistic foundations for future studies of statistical inference.Therefore this course is intended for students who wish to study mathematics in their final years at school and who may be preparing for entry to tertiary courses which have limited mathematical requirement. The skills learnt should provide highly useful to students after they leave school.

Pre-requisites 'C' grade minimum in 2BMAT or 'B', grade minimum in year 10.

PRE-REQUISITES 'C' grade minimum in 2CMAT.

Leads onto 2DMAT

Leads onto 3AMAT

Booklist requirements Casio CAS Calculator Class Pad 330 2C Mathematics for WA-Sadler Complete Revision for Maths 2C 2D

BOOKLIST REQUIREMENTS Unit 2B Mathematics for WA-Sadler Complete Revision for Maths 2C 2D

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YEAR 11 or 12 3AMAT YEAR 11 or 12 3BMAT

COURSE DESCRIPTION In this unit, students explore and analyse the properties of functions and their graphs. They develop and use algebraic skills for solving equations. They apply recursion in practical situations, including for finance. They use trigonometry for the solution of triangles. Students use counting principles to calculate probabilities and analyse normally-distributed data. They plan sampling methods, analyse data from samples and infer results for populations. They use mental and written methods and technologies where appropriate.

COURSE DESCRIPTION In this unit, students study differential and integral calculus of polynomial functions and use calculus in optimisation problems. They develop algebraic skills for solving equations and apply them in linear programming. They analyse and construct project networks. They reason deductively in algebra and geometry. Students analyse bivariate data, and argue to support or contest conclusions about data. They use mental and written methods and technologies where appropriate.

Aimed at This course is designed for students proceeding to tertiary studies in courses, which make some use of calculus.

Aimed at This course is designed for students proceeding to tertiary studies in courses, which make some use of calculus.

Pre-requisites 'C' grade minimum in 2DMAT or High 'B', grade in year 10.

PRE-REQUISITES 'C' grade minimum in 3AMAT.

Leads onto 3BMAT

Leads onto 3CMAT

Booklist requirements Casio CAS Calculator Class Pad 330 3A Mathematics for WA-Sadler Complete Revision for Maths 3A 3B Study Guide WACE Mathematics 3A-3B

BOOKLIST REQUIREMENTS 3B Mathematics for WA-Sadler Complete Revision for Maths 3A 3B Study Guide WACE Mathematics 3A-3B

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YEAR 12 3CMAT YEAR 12 3DMAT COURSE DESCRIPTION In this unit, students develop their knowledge of calculus concepts and their algebraic, graphing and calculus skills, and apply these in mathematical modelling. They use counting techniques and probability laws, and calculate and interpret probabilities for the binomial, uniform and normal random variables. They use mental and written methods and technologies where appropriate.

COURSE DESCRIPTION In this unit, students extend and apply their understanding of differential and integral calculus. They solve systems of equations in three variables and linear programming problems. They verify and develop deductive proofs in algebra and geometry. Students model data with probability functions and analyse data from samples. They justify decisions and critically assess claims about data. They use mental and written methods and technologies where appropriate.

Aimed at This course is designed for students who are university bound and require a higher level of Mathematics for their course.

Aimed at This course is designed for students who are university bound and require a higher level of Mathematics for their course.

Pre-requisites 'C' grade minimum in 3BMAT

PRE-REQUISITES 'C' grade minimum in 3CMAT.

Leads onto 3DMAT

Leads onto University

Booklist requirements Casio CAS Calculator Class Pad 330 3C Mathematics for WA-Sadler Study Guide WACE Mathematics 3C-3D Mathematics 3CD Revision Series

BOOKLIST REQUIREMENTS Casio CAS Calculator Class Pad 330 3D Mathematics for WA-Sadler Study Guide WACE Mathematics 3C-3D Mathematics 3CD Revision Series

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MATHEMATICS SPECIALIST: MAS

The Mathematics-Specialist course provides a solid foundation for the many students who will continue their study of mathematics beyond the compulsory years of schooling. It has an emphasis on mathematical reasoning, modelling, recursion and the use of technology, in keeping with recent trends in mathematics education, and in response to the growing impact of computers and the internet. Students engage in posing and solving problems within mathematics itself, and thus appreciate mathematics as a creative endeavour.

YEAR 11 3AMAS YEAR 11 3BMAS COURSE DESCRIPTION The focus for this unit is on representation and students use a variety of forms. A strong distinction is drawn between exact and approximate results and their practical applications in particular contexts when solving problems. Students use mathematical models to understand situations defined in terms of change. Mathematical reasoning is introduced and used to establish laws and investigate functions.

COURSE DESCRIPTION Students explore new ways of expressing and analysing change, including limiting behaviour and continuity. Students establish and use properties to develop deductive proofs. By building strong algebraic skills to support mathematical arguments, supplemented by the use of appropriate technology, students investigate more complex models to solve practical problems.

Aimed at This course is intended for students desiring a strong mathematics preparation for tertiary studies and will be invaluable for those proceeding to the more mathematically or scientifically oriented courses. Together with 3AMAT, it provides suitable preparation for the Year 12 subject, 3CDMAS.

Aimed at This course is intended for students desiring a strong mathematics preparation for tertiary studies and will be invaluable for those proceeding to the more mathematically or scientifically oriented courses. Together with 3BMAT, it provides suitable preparation for the Year 12 subject, 3CDMAS.

Pre-requisites High 'A', grade in year 10.

PRE-REQUISITES 'C' grade minimum in 3AMAS.

Leads onto 3BMAS

Leads onto 3CMAS

Booklist requirements Casio CAS Calculator Class Pad 330 3A Maths Specialist for WA-Sadler Specialist Maths 3AB Revision Series Study Guide WACE Maths Specialist 3A-3B

BOOKLIST REQUIREMENTS Casio CAS Calculator Class Pad 330 3A Maths Specialist for WA-Sadler Specialist Maths 3AB Revision Series Study Guide WACE Mathematics 3A-3B

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YEAR 12 3CMAS YEAR 12 3DMAS COURSE DESCRIPTION The focus for this unit is the abstract development of a range of sophisticated relationships. Spatial contexts are extended from two dimensions to three dimensions. This unit develops abstraction as an increasingly powerful way of expressing and analysing change and introduces exhaustion and contradiction as methods of proof to be explored.

COURSE DESCRIPTION The focus for this unit is on the use of differential and integral calculus to understand a range of phenomena. By increasing familiarity with transformation and the use of matrices, students can extend their theoretical understanding of growth and decay models. This unit introduces mathematical induction to complete the suite of proof processes developed in mathematical reasoning to a satisfactory, pre-tertiary level.

Aimed at This course is designed for students desiring a thorough knowledge of calculus and its applications. It is invaluable for those proceeding to tertiary studies in the more mathematical – or scientifically–oriented areas. This subject must be taken in conjunction 3CMAT.

Aimed at This course is designed for students desiring a thorough knowledge of calculus and its applications. It is invaluable for those proceeding to tertiary studies in the more mathematical – or scientifically–oriented areas. This subject must be taken in conjunction 3DMAT.

Pre-requisites 'C' grade minimum in 3BMAS.

PRE-REQUISITES 'C' grade minimum in 3CMAS.

Leads onto 3DMAS

Leads onto University

Booklist requirements Casio CAS Calculator Class Pad 330 3C Maths Specialist for WA-Sadler Specialist Maths 3CD Revision Series Study Guide WACE Mathematics 3C-3D

BOOKLIST REQUIREMENTS Casio CAS Calculator Class Pad 330 3D Maths Specialist for WA-Sadler Specialist Maths 3CD Revision Series Study Guide WACE Mathematics 3C-3D

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PHYSICAL EDUCATION STUDIES 3XPES 2XPES CERT II S&R OUTDOOR EDUCATION 1YOED CERT II REC HEALTH 1XHEA

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OUTDOOR EDUCATION: OED

Through interaction with the natural world, Outdoor Education aims to develop an understanding of our relationships with the environment, others and ourselves. The course focuses on outdoor activities in a range of environments including bushwalking, sailing, caving, climbing and orienteering. It provides students with an opportunity to develop essential life skills and physical activity skills, and an opportunity to develop a comprehensive understanding of the environment and develop a positive relationship with nature. 1YOED Pre-requisites: This course is only available to year 12 students who have completed 1XOED in 2013. In the future Atwell College will offer the CERT II Recreation in place of the Outdoor Education course of study. Please Note– There is a strong swimming component to the course. Students will undergo a compulsory swimming evaluation at the start and must be deemed competent swimmers to stay enrolled in the course. Unit 1COED The focus for this unit is building confidence in the outdoors. It encourages students to build self-confidence as they interact with the environment. They understand basic planning and organisational requirements. They develop camping, survival and navigation skills. Risk management principles, safe practice development and emergency response procedures are examined. Personal and interpersonal skills are developed to assist working with others and as a leader. Leadership experiences are provided. Their understanding of the environment with relationship to nature is developed and the concept of sustainability introduced. Unit 1DOED The focus for this unit is outdoor leadership. It encourages students to continue to build self-confidence as they are encouraged to develop outdoor leadership skills. Planning and navigation skills, risk management and emergency response process are continued to be developed and extended. Personal and interpersonal skills used to assist in effective outdoor leadership are focused on and developed through experiences. Environmental awareness is increased through more study of parts of the natural environment, introduction to the concept of wilderness, and study of the impact of technology, urbanisation and changing lifestyles. Sustainability projects are examined and students are encouraged to engage with one of their choice. Certificate II in Outdoor Recreation This qualification is part of the Outdoor Recreation Training Package. It provides the learner with the practical skills and knowledge to work as a tour guide or hospitality worker in the outdoor recreation/tourism industry. Students will learn to navigate bushwalking in a tracked/untracked area, demonstrate simple abseiling skills, operate communication systems and equipment, and maintain sport and recreational facilities. Students will learn about outdoor recreational logistics and occupational health and safety procedures.

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PHYSICAL EDUCATION STUDIES: PES Physical Education Studies contributes to the development of the whole person. The emphasis is on learning through movement and personalised learning experiences. Students will analyse their own personal performance as well as others, apply theoretical principles and plan whilst coaching, instructing, teaching and leading. The students use physical activity and sport as fundamental contexts to develop broader physiological, psychological, biomechanical and motor learning understandings. MINIMUM ENTRY REQUIREMENT Students intending to select an ATAR course in Physical Education should be achieving at a minimum B Grade level in both English and Science. It is also highly recommended that students have participated in the Year 10 Specialised PE course. A recommended course pairing for 2A/B PES is Human Biology. NOTE: It is recommended that students wishing to undertake 2A/BPES have participated in the Year 10 Specialised PE Option. A recommended pairing for 2A/BPES is Human Biology Unit 2APES The focus for this unit is exploring personal potential in relation to participation in physical activity. The focus of learning is on specific training methods, strategies and programs to enhance personal movement competency and aspects of fitness. It also focuses on instruction and practice, extending the repertoire of movement skills, strategies, tactics and problem-solving abilities in game or performance situations. It covers strategies to extend skills for communicating feedback, debriefing, and goal setting and to support the development of positive attitudes towards participation. Study of initiatives and developments in the past, and internationally, extends students’ understanding of physical activity and sport from social perspectives. Unit 2BPES The focus for this unit is realising personal potential.. Working with peers, younger students or family members, students explore the practical application of concepts and principles relating to training (mental and physical), skill development and movement competency, psychological aspects of participation and leadership and decision-making styles. They will be challenged to match and adapt training and skill development strategies, enhancing specific aspects of participation relevant to individual and/or group needs and interests, taking into account values and attitudes. Students explore complex physical activity problems, develop effective responses and explore the principle of the transfer of learning. Exploration of psychological and social dimensions enables students to extend their understanding of influences on their own and others’ attitudes, beliefs and behaviours in relation to participation in physical activity and sport. NOTE: The following pair of units will be offered in Year 12 after successful completion (B Grade or Higher) of Units 2A and 2B in Year 11. A recommended pairing for 3A/BPES is Human Biology. Unit 3APES The focus for this unit is integrated planning for participation. The focus is on a coherent and comprehensive approach to planning, to enhance participation, as a player and/or coach, official or administrator, informed by concepts and principles from each of the content areas. Introducing students to theoretical frameworks and models provides the basis for looking at participation from an increasingly holistic perspective. It incorporates biomechanical, physiological, psychological and social dimensions. Students extend their use of quantitative analysis, drawing upon observations and qualitative data when designing, implementing and evaluating programs to enhance their own and others’ participation.

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Unit 3BPES The focus for this unit is looking to the future. Teachers select learning contexts that prompt students to adopt a critical perspective, while looking at their own and others’ future participation in physical activity. Students work with others (peers and/or family members, younger students, junior or adult club members) in planning to sustain participation as a core aspect of a healthy lifestyle. Using selected theoretical frameworks, models and theories, students are challenged to synthesise knowledge and understanding when designing and evaluating plans for participation over time and in anticipation of changes in lives, careers and participation interests. They will investigate, extend and refine solutions to a wide range of complex physical activity situations. How will this course help students in the future? Students will progressively develop skills, knowledge and understanding that will enable them to pursue their personal interests and potential in physical activity as athletes, coaches, officials and/or administrators. It will prepare them to play an active role in the development of communities and societies.

Certificate 2 (SIS20310) in Sport and Recreation Entry Requirements There are no entry requirements This qualification provides the skills and knowledge for an individual wishing to work in the sport and recreation industry in a generalist capacity. Likely functions for someone with this qualification can include providing support and provision of sport and recreation programs, grounds and facilities maintenance, routine housekeeping, retail and customer assistance or bar and café service in locations such as fitness centers, sporting grounds and aquatic centers. All job roles are performed under supervision.

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HEALTH: HEA Health Studies 1A/B Rationale Health Studies 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. The influence of social, environmental, economic and biological determinants of health is a key focus of the course. Other course content includes the influence of beliefs, attitudes and values on health behaviour, and the importance of self-management and interpersonal skills in making healthy decisions. Using an inquiry process, students draw on their knowledge and understandings of health concepts, and investigate health issues of interest. Through this process they develop research skills that can be applied to a range of health issues or concerns. This course will prepare students for career and employment pathways in a range of health and community service industries including: Health Industry:

Hospitals Primary Health Oral Health Allied Health Mental Health Community Health Aboriginal & Torres Strait Islander Health Alternative and Complementary Health

Community Services Industry:

Youth Services, Early Childhood Education and Care Disability Services Mental Health Services Aged and Community Care Services Emergency Services Counseling and Mediation Services Family and Domestic Violence Services.

Students will have the opportunity to develop key employability and life skills including communication, leadership, initiative and enterprise. Inquiry skills will equip students well to adapt to current and future studies and work environments.