year 11 curriculum handbook 2022

Year 11

Curriculum Handbook

2022 Information in this handbook was published on 16/06/2021 [email protected]

mailto:[email protected]

2022 Year 11 Curriculum Handbook 2

Procedures for students in Year 10 2021

Course enrolment and timetabling dates for 2021/22 15-26 June (During school time) Year 10 Talks on

• Senior school curriculum • WACE • Subject Selection

Learning Area Course Offering Talks Term 2 Week 10 Subject Selection Online opens to students Term 3 Week 2 Appeals and Subject Selection Online closes to students on 1 August 2021 Week 4 By the end of Week 4 students with appeals and high average academic

performance will be informed if their appeals are granted after a review by the Program Coordinator Operations.

Week 5 onward Students who do not fit within the timetable are informed from mid Term 3 as the timetable is established.

Week 7 and 8 Students with outstanding appeals will be asked to prove that they have good cause for the appeal to be granted.

Week 8 to 10 HoLAs are advised of students who continue with active appeals. Students can request support to meet the standard required for success on a course by course basis.

Term 4 Week 3 HoLAs and Mr Newton conference on each student with an active appeal and all appeals are resolved in consultation with parents and students.

I understand and have considered

My success or failure in Year 10 is an excellent indicator of my performance in Year 11.

The class teacher is the first person I should to speak to about choosing courses.

I understand that Year 11 students are required to be enrolled in 6 courses or the equivalent

I understand that I must have 6 full year courses, qualifications or equivalencies registered with SCSA before April 2022 to complete Semester 1 requirements.

I acknowledge and understand that SCSA courses are designed to be studied over 2 years and that I am expected to maintain my pathway from Year 11 into 12.

I understand that I must complete 2 units of English although these may be from different courses

I am aware I’ll have to work 15% to 25% harder to maintain my Year 10 levels. Can I do this?

I know that prerequisites are well informed; ignoring them can lead me to stress and failure.

A course I choose may be closed where an insufficient number of students can be allocated.

I cannot apply to enter a Vocational Education and Training (VET) Certificate qualification after 4 March, 2022 (end of Week 5 Term 1).

Requests for ordinary ATAR and General course changes are to be made by the 1 April 2022.

I understand that I may not be able to change courses if classes are full, there is no suitable course available or a change will jeopardise my success moving into Year 12.

Course changes in 2022

As there is limited time to discuss and make changes at the start of Year 11 students and families should consider their choices carefully and seek advice from Year 10 teachers and other sources. It is essential that the 2021 Semester 1 and 2 marks and examinations results are valued. Students are responsible for monitoring their progress and they are advised to act quickly if progress is inadequate.


Table of Contents 2 Procedures for students in Year 10 2021 3 Table of Contents 5 2020 Programs on Offer by Type 6 Introduction 9 Flexible Learning in School Programs (FLiS) 10 State Government Awards for Achievements in the WACE 11 The WACE 12 Courses by List A and List B and Level 13 Post-School Pathways 14 Subject Selection Process 15 The Arts

• Dance General (GEDAN) • Dance ATAR (AEDAN) • Drama General (GEDRA) • Drama ATAR (AEDRA) • Media Production and Analysis (GEMPA) • Media Production and Analysis (AEMPA) • Music ATAR (AEMUS) • PIMS • Certificate II in Music (VMUS) • Visual Arts General (GEVAR) • Visual Arts ATAR (AEVAR)

19 English • English General (GEENG or GEENGF) • English ATAR (AEENG) • Literature (AELIT)

21 English as an Additional Language/Dialect • English as an Additional Language or Dialect General (GEELD) • English as an Additional Language or Dialect ATAR (AEELD)

22 Health and Physical Education • Lifecare – Allocated within Timetabling Administration • Health Studies General (GEHEA) • Health Studies ATAR (AEHEA) • Outdoor Education General (GEOED) • Physical Education Studies General (GEPES) or Basketball (GEPESB) • Physical Education Studies ATAR (AEPES) or Basketball (AEPESB) • Certificate II in Sport and Recreation (VSR) • Certificate III in Fitness (V3FIT)

27 Humanities and Social Sciences • Accounting and Finance ATAR (AEACF) • Business Management and Enterprise General (GEBME) • Business Management and Enterprise ATAR (AEBME) • Earth and Environmental Science ATAR (AEEES) • Economics ATAR (AEECO) • Geography ATAR (AEGEO) • Modern History General (GEHIM) • Modern History ATAR (AEHIM) • Philosophy and Ethics ATAR (AEPAE) • Politics and Law ATAR (AEPAL)

33 Languages • French: Second Language ATAR (AEFSL) • Italian: Second Language ATAR (AEISL) • Japanese: Second Language ATAR (AEJSL)

From 2022 students may study both English and Literature in Year 11 and 12


34 Mathematics

• Mathematics Essential General (GEMAE or GEMAEF) • Mathematics Application ATAR (AEMAA) • Mathematics Methods ATAR (AEMAM) • Mathematics Specialist ATAT (AEMAS)

36 Science • Biology ATAR (AEBLY) • Chemistry ATAR (AECHE) • Human Biology ATAR (AEHBY) • Integrated Science General (GEISC) • Physics ATAR (AEPHY) • Psychology General (GEPSY) • Psychology ATAR (AEPHY)

37 Technologies • Building and Construction General (GEBCN) • Certificate II in Hospitality (VEVHTF) • Certificate II in Visual Arts (V1VAD) • Computer Science ATAR (AECSC) • Design: Dimensional Design General (GEDESD) • Design: Photography General (GEDESP) • Design: Students Choice of Context (AEDES) • Engineering Studies ATAR (AEEST) • Food Science and Technology ATAR (AEFST) • Materials Design and Technology – Wood General (GEMDTW) • Materials Design and Technology – Wood ATAR (AEMDTW)

46 Vocational Education and Training • Career and Enterprise General (GECAE or GCAEF) • Career and Enterprise ATAR (AECAE) • Certificate II in Community Service (VCS) • Certificate II in Workplace Skills (VWS)


Types 2020 Programs on Offer Certificates - Vocational Education and Training Qualifications

Certificate II in Community Services Certificate II in Sport and Recreation

Certificate III in Fitness Certificate II in Visual Arts – Design Graphics

Certificate II in Hospitality BSB20120 Certificate II in Workplace Skills

Certificate II in Music

For certificate details :ttps://www.fulltimecourses.tafe.wa.edu.au/courses

Endorsed Programs; for example

ADF Cadet Program PIMS School of Instrumental Music Program Duke of Edinburgh Award Program Workplace Learning (ADWPLEF) Program

Schools Curriculum Standards Authority (SCSA) Developed Courses

Accounting and Finance ATAR Integrated Science General

Biology ATAR Italian: Second Language ATAR

Building and Construction General Japanese: Second Language ATAR

Business and Enterprise Management ATAR and General

Literature ATAR

Career and Enterprise General Mathematics Essential General

Chemistry ATAR Mathematics Applications ATAR

Computer Science ATAR Mathematics Methods ATAR

Dance ATAR and General Mathematics Specialist ATAR

Design – Dimensional Design General Media Production and Analysis ATAR and General

Design – Student Choice of Context ATAR and General

Materials Design and Technology – Wood ATAR and General

Drama ATAR and General Modern History ATAR and General

Economics ATAR Music ATAR

Engineering Studies ATAR Outdoor Education General (GEOED) English as an Additional Language/Dialect ATAR and General Philosophy and Ethics ATAR

English ATAR and General Physical Education Studies (incorporating Basketball Specialist) ATAR and General

Food Science and Technology ATAR and General

Physics ATAR

French: Second Language ATAR Politics and Law ATAR

Geography ATAR Psychology ATAR and General

Health Studies ATAR and General Visual Arts ATAR and General

Human Biology ATAR Syllabus details ATAR and General course: https://senior-secondary.scsa.wa.edu.au/

http://www.fulltimecourses.tafe.wa.edu.au/courses


Introduction

The Course Selection process for Year 11 is an exciting time as students consider their ambitions, the areas of interest to them, plan for the future and make decisions. This Year 11 Curriculum Handbook is a useful reference for students, parents and teachers as it details information that is important in making decisions about Year 11 studies.

Remember the importance of the classroom teachers you know and trust as they are often the best persons to ask for advice about their subject area. The Heads of Learning Areas are also available to answer questions to do with their Learning Area.

The types of courses and programs on offer at Willetton SHS are:

School Curriculum and Standards Authority (SCSA) designed courses - Australian Tertiary Admissions Rank (ATAR) and General courses

Vocational Education and Training (VET) Certificate II & III qualifications

Workplace Learning (WPL) - an endorsed program available to students enrolled in the Flexible Learning in Schools (FLiS) program or an industry specific course

SCSA endorsed programs that are part of a student’s extra-curricular activities

University collaborations

Students may obtain official approval to participate in an alternative to secondary schooling. The most common non-school options are:

A training program through TAFE or a private Registered Training Organisation (RTO)

An apprenticeship or a traineeship

Full-time employment

Promoting success

Students’ success is largely dependent on suitable pre-learning and an adequate level of achievement before beginning a course. When students are unprepared for courses, they begin Year 11 behind the rest of the group and this can lead to excessive stress and failure. Where suitable courses are chosen, a significant contributor to success is the level of commitment and effort the student gives to their studies.

Pathways

If you wish to pursue a particular course at University you need to meet prerequisites of at least 4 ATAR courses in both Year 11 and 12. One of those courses must be ATAR English/Literature or EALD. Studying these allows students to sit examinations at the end of Year 12. The results of these are used to calculate a TEA for entry to further study at University. University requirements can be found in the various university handbooks on line and booklets are available from Student Services.

For students entering Year 11, Year 10 results are the best guide to selecting courses. Meeting prerequisites is very important. It is expected that students will study the same courses in Year 12 as were studied in Year 11. It is not advised to begin ATAR courses in Year 12 as students will not have a solid foundation. The external examinations are for progress towards university studies and are suitably difficult in all courses. All courses contribute to meeting WACE requirements and pathways to a Trade Training Centre, State Training Provider, traineeship or apprenticeship.

Course Choices

You may choose a combination of programs from the types below. FLiS has some restrictions on this due to the off-site components.

The types of courses and programs on offer at Willetton SHS are:

The Flexible Learning in Schools (FLiS) program which includes Workplace Learning (WPL)

The School Curriculum and Standards Authority (SCSA) designs courses of two types: Australian Tertiary Admissions Rank (ATAR) and General

The SCSA endorsed programs that are part of a student’s extra-curricular activities

The Vocational Education and Training (VET) Certificate II & III qualifications


Non-school opportunities (these are not available through Willetton SHS):

Students may obtain official approval to participate in an alternative to secondary schooling. All other students must remain at school until the end of the year in which they turn 17. The most common non-school options are:

A training program through TAFE or a private Registered Training Organisation (RTO)

An apprenticeship or a traineeship

Full-time employment

The process to gain approval for these alternatives is external to the school, rigorous and can be lengthy. Advice can be obtained from Ms Lana Warner-Gillon.

ATAR Courses

These courses are generally taken by students seeking entry to university. This does not mean that you should not choose them if you are seeking entry to TAFE or employment. In fact, some TAFE courses and employers list ATAR courses as prerequisite courses. Students studying these courses must sit exit examinations at the end of Year 12. Year 12 students who know they want to go to university must choose at least four ATAR courses including ATAR English. Students aiming to use an ATAR score for direct access to university courses must study a minimum of four ATAR courses, some students will study five or six ATAR courses. Choosing to complete six ATAR courses is a very rigorous pathway and many students find it difficult to manage the workload involved, students should consider carefully their capacity when selecting ATAR courses.

General Courses

These courses are normally chosen by students who wish to seek entry to TAFE or employment. Students seeking entry to university may wish to consider a General course as a sixth course. These courses do not have an external exam component.

Vocational Education and Training (VET)

This area gives students the opportunity to gain skills and knowledge in the workplace while working towards WACE. Students choosing a VET course attain certain competencies and skills recognised by employers. As nationally accredited certificate courses they provide Certificates of Achievement which confirm that the student has achieved specific knowledge and relevant skills toward gaining employment in a particular vocation. Students seeking entry to university may wish to consider a VET course as a sixth course.

Endorsed Program

An endorsed program is a significant learning program that has been developed for senior secondary students. These programs are not included in the Year 11 selection process and are supplementary to the requirements Willetton SHS has for study in Year 11. Endorsed programs may be developed by the School Curriculum and Standards Authority, or developed by a private provider or a school and subsequently endorsed by the Authority.

All endorsed programs successfully completed and reported to the Authority by the school:

• are listed on the student’s Western Australian Statement of Student Achievement

• may contribute towards the breadth-and-depth requirement of the WACE

• may contribute towards the C grade requirement of the WACE.

Each endorsed program is allocated one, two, three or four unit equivalents.

A student who will graduate in 2023 will be able to count a maximum of 4 unit equivalents from endorsed programs for WACE purposes, two in Year 11 and two in Year 12, depending on the number of certificate courses they study.

Programs are endorsed in three categories:

1. Authority-developed endorsed programs

These endorsed programs are developed by the Authority to provide WACE recognition for students undertaking activities of a similar nature and for which no quality-assured certificate or award is issued. A program outline that provides details of the program and the completion requirements can be downloaded at the SCSA website.

2. Provider-developed endorsed programs

These endorsed programs are developed by a private provider such as a university, community organisation or training institution. Provider-developed endorsed programs recognise structured learning programs that

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


result in the attainment of a quality-assured certificate or award.

3. School-developed endorsed programs

These endorsed programs are developed by individual schools in response to a particular need which cannot be met through a WACE course, a VET qualification or another endorsed program.

Workplace Learning is an Authority-developed endorsed program that is available to Flexible Learning in School (FLiS) students and Certificate II in Hospitality students. For your convenience, the program outline and support materials can be accessed on the SCSA website.

Schools Curriculum Standard Authority Developed Courses

The School Curriculum and Standards Authority (SCSA) develops courses of two types: Australian Tertiary Admissions Rank (ATAR) courses and General courses.

ATAR courses have a significant theory component and all have a final examination which students must sit and make a genuine attempt at the paper. Some courses also have portfolios or practical or oral examinations. The results from these examinations are combined with the student’s school marks and a final score is calculated (refer to the TISC website for detailed information).

Students can choose a full ATAR load, which is six courses. Students who are planning to enter university directly from Year 12 by achieving the required ATAR, must study at least four ATAR courses in their final senior secondary year.

SCSA General courses do not have a final examination and most have a significant practical component. Students are required to sit a one hour written paper, Externally Set Task (EST), in Term 2. This is marked out of 15 and the score is included in the final mark which is 85% school assessment and 15% EST.

Vocational Education and Training (VET) Programs VET is taken as part of the Western Australian Certificate of Education (WACE) and provides a wide range of post school options and pathways. Vocational Education and Training (VET) in schools enables students to gain nationally recognised industry skills.

All VET programs involve a partnership between WSHS and a Registered Training Organisation so that students can achieve a VET qualification that is delivered either at school or off-campus (Flexible Learning in School program) as part of a student’s Year 11 and/or 12 course selection. Students involved in these programs are still regarded as full-time students at Willetton SHS, however they are also enrolled as a student with the Registered Training Organisation.

Under the 2021 WACE rules, there will be provision for students to gain C grade course/unit equivalence by completing:

For course equivalence, students may only use up to four course equivalents (8 units) of VET and endorsed programs with a maximum of two course equivalents from endorsed programs. However, VET Industry Specific programs count as a course C grade completion – and not as part of the course equivalents of VET and endorsed programs.

School Based Vet Programs

School based VET programs are delivered on the school site as part of a student’s regular timetable. All school based VET programs involve a partnership between WSHS and Registered Training Organisations so that students can achieve a VET qualification that is delivered at school as part of a student’s Year 11 and/or 12 course selection. VET programs are divided into two categories: VET Industry Specific; or VET Credit Transfer:

VET Credit Transfer

VET credit transfer is not graded. However, each unit equivalent contributes to the WACE

Completed Qualification Equivalence Total Credit Allocation (courses)

Year 11 Year 12

Certificate I 1 course (2 units) 1 course (2 units) N/A

Certificate II 2 courses (4 units) 1 course (2 units) 1 course (2 units)

Certificate III 3 courses (6 units) 1 course (2 units) 2 courses (4 units)

Certificate II Hospitality VET Industry Specific (a work experience component ADWPL must be completed)

2 C grades plus 2 units for ADWPL

C grade C grade

2 units for ADWPL

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

https://www.tisc.edu.au/static/misc/admissions-transparency.tisc


requirement for students to achieve 14 C grade units or better with a minimum of six C grade units in Year 12. Each unit equivalent achieved will directly reduce the number of C grade units required to meet the C grade requirement; up to a maximum of eight unit equivalents (four Year 11 and four Year 12 unit equivalents).

Vet Industry Specific Programs (VETiS)

VETiS courses have the status of a School Curriculum and Standards Authority (SCSA) course and enable students to achieve dual accreditation for a nationally endorsed training package qualification and meet SCSA-developed course completion requirements for WACE. Achievement of these qualifications will count towards WACE as courses (not part of the 40% VET maximum under the WACE) with C grade completion. The achievement descriptor ‘completed’ contributes in the same manner as a C grade for all other General course units. Regardless of the academic year in which a VETIS course is completed, WACE course credit is allocated across both Year 11 and Year 12. That is, part of the achievement allocation of a VETIS course is either retrospective or projected credit, depending on the year in which the course requirements are completed.

ATAR students are also encouraged to choose a VET qualification as part of their Upper School course selections.

Students are advised to choose no more than 2 VET qualifications.

Flexible Learning in School Program (FLiS)

VET (Vocational Education and Training) programs are integrated to the Western Australian Certificate of Education (WACE) and lead to a wide range of post school options and pathways. Vocational Education and Training (VET) in schools enables students to gain nationally recognised industry skills.

FLiS is a program designed by our teachers to allow students to access TAFE and the workplace while participating in Year 11 and 12 studies at Willetton SHS.

Any student who is interested in the program can book an interview. See SSO for details or call Mrs. Dawn Donald on 93347239 for interview bookings. To enter the program, the student and a parent/caregiver meet with the VET staff to discuss the courses and pathways that can be taken and to map a two-year progression with the FLiS team.

Students in the Willetton SHS FLiS program attend school 3 days per week (Monday to Wednesday) where they study: • English General • Mathematics Essentials • Career & Enterprise General • The School Curriculum and Assessment Developed Workplace Learning ADWPL (Endorsed

Program) which includes a Certificate II in Skills for Work and Vocational Pathways and • One other subject – either a course or another school based qualification – choices may be limited

due to timetable constraints Students spend the remaining 2 days (Thursday & Friday) off-campus completing: • Work Experience (ADWPL) • Registered Training Organisation (RTO) programs which are externally delivered qualifications

The Flexible Learning in School program is suitable for students considering an apprenticeship or employment. Students looking for alternative entry into university may also be interested in this option by selecting a Certificate III (Year 11) and Certificate IV (Year 12). A Certificate IV will assist entry into university when other conditions are met. Please refer to the VET section of the Year 11 or Year 12 Curriculum Handbook for links to these requirements.

The FLiS program offers a wide range of qualifications from Certificate II to Certificate IV delivered by a variety of Registered Training Organisations. Students will be able to choose from a number of qualifications, details of which will be available at FLiS course counselling sessions, and on display on the VET notice board.

The availability of these programs is subject to the external Training Provider being able to provide a venue and lecturer. The venues for some the training programs in FLiS require the student to travel a considerable distance. The school cannot guarantee that all students will achieve a place in their chosen qualification. If students are not successful in achieving an external training placement, they must agree to completing a second days’ work placement.

Some programs incur a Fee for Service that must be paid to the school prior to commencement of the program. The school will forward this fee to the Registered Training Organisation. Fees will be discussed with parents and students during FLiS interviews.

In selected industry areas, students may be eligible to complete a qualification under a School Based


Traineeship (SBT) or Pre-Apprenticeship in Schools Program (PAiS). Details of the qualifications that are available in 2022 will be discussed at the individual FLiS counselling sessions.

Note: To comply with national Vocational Education and Training (VET) data collection, students participating in a VET course will be required to provide personal information to the Registered Training Organisation the school is partnering with

State Government Awards for Achievement in WACE

There are several prestigious awards available to students who complete Year 12. The awards are considered by universities and others when they assess a student’s achievements and students wishing to apply for scholarships can benefit from having received such an award.

The School Curriculum and Standards Authority grant exhibitions and awards to senior secondary students. The awards recognise individual excellence at the end of senior secondary schooling. Both general educational excellence and course-specific excellence are recognised.

The WACE award score is used to rank students for General Exhibitions and thus determines the top student in the state for ATAR courses. The process applied in calculating the WACE award score is based on the examination only, and is not the same as the scaling process used by TISC to determine ATARs.

Students can accumulate equated examination marks over the last two years of their senior secondary schooling. Where students have accumulated equated ATAR course examination marks over two years, specific rules apply in calculating the WACE award score.

The Beazley Medal: WACE is awarded for excellence to the eligible student who achieves the top WACE award score when students are ranked for general exhibitions. The WACE award score is based on the average of five equated examination scores in SCSA ATAR courses, calculated to two decimal places. At least two of the examination scores from List A and two from List B subjects are used. Where an examination includes both written and practical components, an appropriate statistical process will be used to combine these examination marks.

The Beazley Medal: VET is awarded for excellence in studies that include VET qualifications. It is awarded to the eligible student who has demonstrated the most outstanding overall performance in a VET Certificate II or higher and in their other WACE achievements.

To be eligible for this award a student will have achieved a WACE, and a VET exhibition in one of the industry areas.

More information about the exhibitions and awards granted by the Authority can be found at: https://senior-secondary.scsa.wa.edu.au/certification/exhibitions-and-awards


WACE Requirements 2021 and Beyond

The Western Australian Certificate of Education (WACE) is awarded to secondary school students who satisfy its requirements. Students will, generally, complete two years of senior secondary study and if they demonstrate the required levels of achievement, they are awarded the Western Australian Certificate of Education.


2022 Programs on Offer List A and List B and unlisted

List A List B ATAR ATAR

Business Management and Enterprise ATAR (AEBME) Accounting and Finance ATAR (AEACF) Dance ATAR (AEDAN) Biology ATAR (AEBLY) Drama ATAR (AEDRA) Chemistry ATAR (AECHE) Economics ATAR (AEECO) Computer Science ATAR (AECSC) English as an Additional Language/Dialect ATAR (AEELD) Design – Student Choice of Context ATAR (AEDES)

English ATAR (AEENG) Earth and Environmental Science ATAR (AEEES) French: Second Language ATAR (AEFSL) Engineering Studies ATAR (AEEST)

Geography ATAR (AEGEO) Food Science and Technology ATAR (AEFST)

Health Studies ATAR (AEHEA) Human Biology ATAR (AEHBY)

Italian: Second Language ATAR (AEISL) Materials Design and Technology – Wood ATAR (AEMDTW)

Japanese: Second Language ATAR (AEJSL) Mathematics Applications ATAR (AEMAA)

Literature ATAR (AELIT) Mathematics Methods ATAR (AEMAM)

Media Production and Analysis ATAR (AEMPA) Mathematics Specialist ATAR (AEMAS)

Modern History ATAR (AEHIM) Physical Education Studies ATAR (AEPES)

Music ATAR (AEMUS) Physical Education Studies ATAR (AEPESB Basketball)

Philosophy and Ethics ATAR (AEPAE) Physics ATAR (AEPHY) Politics and Law ATAR (AEPAL) Psychology ATAR (AEPSY) Visual Arts ATAR (AEVAR)

General General Business Management & Enterprise General (GEBME) Building and Construction General (GEBCN) Career and Enterprise General (GECAE) or (GECAEF) Design – Dimensional Design General (GEDESD) Dance General (GEDAN) Design – Photography General (GEDESP) Drama General (GEDRA) Food Science and Technology General (GEFST) English as an Additional Language/Dialect General (GEELD) Integrated Science General (GEISC)

English General (GEENG) or (GEENGF) Materials Design & Technology – Wood General (GEMDTW)

Health Studies General (GEHEA) Mathematics Essential General (GEMAE) or (GEMAEF)

Media Production and Analysis General (GEMPA) Outdoor Education General (GEOED)

Modern History General (GEHIM) Physical Education Studies General (GEPES) or (GEPESB Basketball)

Visual Arts General (GEVAR) Psychology General (GEPSY)

Certificates (do not qualify as List A or B)

CHC22015 Certificate II in Community Services (VCS) (one year)

SIS20115 Certificate II in Sport and Recreation (VSR) (one year)

SIS30315 Certificate III in Fitness (V3FIT) (one year) CUA20715Certificate II in Visual Arts – Design Graphics (V1VAD) (two years)

SIT20316 Certificate II in Hospitality (VEVHTF) (two years)

BSB20120 Certificate II in Workplace Skills (VWS) (one year)

CUA20615 Certificate II in Music (VMUS) (one year) Certificate details: https://training.gov.au/

Note: To comply with national Vocational Education and Training (VET) data collection, students participating in a VET course will be required to provide personal information to the Registered Training Organisation the school is partnering with.


Post-School Pathways

We encourage students to first consider their interests and strengths and make selections based upon a career pathway. Entry to post school pathways are quite flexible and often no longer require students to undertake any one specific course of study.

Apprenticeships An apprenticeship is a structured program usually of four years’ duration that leads to a trade qualification. Training combines practical experience at work with an employer who agrees to train the apprentice in aspects of the trade with on and off the job training at a TAFE or other registered training organisations.

Traineeships A traineeship is a structured program usually of at least 12 months’ duration on a full-time or part-time basis and generally in a non-trade related area. A trainee gains work experience with an employer and has the opportunity to learn new skills in a hands-on environment. Like an apprenticeship, a traineeship is an opportunity for earning while learning.

Technical and Further Education (TAFE) Options TAFE offers courses for vocational education and training, apprenticeships and traineeships, support for workplace learning and courses for business and industry. The campus websites offer detailed information on the length, content and relevance of courses.

TAFE to University Pathways Successful completion of TAFE qualifications to Certificate IV, Diploma or Advanced Diploma level can be used as a pathway for admission to university studies.

University Entry Options To gain entry to university, school leavers must have a sufficiently high ATAR for their chosen course, or can access university studies through bridging or enabling programs offered by the universities. Each university has a number of alternative entry pathways that provide options if your results or educational background do not provide immediate eligibility for direct entry to undergraduate study.

Australian Tertiary Admissions Rank (ATAR) The Australian Tertiary Admissions Rank is used to rank students for selection into courses of their choice at university. An ATAR is a number between 99.95 and zero that reports the rank position relative to all other students. It is derived from the Tertiary Entrance Aggregate (TEA).

The TEA is calculated by adding the best four scaled scores in courses.

There are unacceptable course combinations for the determination of the ATAR. Where a student chooses to take both course within an unacceptable combination, only one of the results (the higher) may be included in the ATAR (see http://www.tisc.edu.au/static/resources.tisc).

Equal weight is given to the final school score and the final examination score in calculating the scaled score for ATAR courses. Information from Regulatory Bodies SCSA INFORMATION https://student.scsa.wa.edu.au/ https://parent.scsa.wa.edu.au/ https://www.scsa.wa.edu.au/publications/past-atar-course-exams TISC INFORMATION http://www.tisc.edu.au/static/resources.tisc The links below are to in depth information where you'll find some more detailed information which you may find helpful: • about the Australian Tertiary Admission Rank • scaling (and other marks adjustment processes) • the Special Tertiary Admissions Test (STAT) • entry ranks (ATARs and ranks) • statistics and reports • forms and downloads you may find useful • related sites of interest • information videos from TISC

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

https://student.scsa.wa.edu.au/

https://parent.scsa.wa.edu.au/

https://www.scsa.wa.edu.au/publications/past-atar-course-exams

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

http://www.tisc.edu.au/static/statistics/scaling/scaling-index.tisc

http://www.tisc.edu.au/static/guide/stat.tisc

http://www.tisc.edu.au/static/statistics/cutoff-rank/cutoff-index.tisc

http://www.tisc.edu.au/static/statistics/statistics-index.tisc

http://www.tisc.edu.au/static/guide/forms.tisc

http://www.tisc.edu.au/static/guide/download.tisc

http://www.tisc.edu.au/static/guide/related-sites.tisc

mailto:https://www.tisc.edu.au/static/guide/video.tisc


The Subject Selection Process

Year 11 students are required to select six courses or the equivalent. A total of six full year courses or qualifications must be registered with SCSA and these must be completed.

Students in Year 11 have a choice of three pathways; ATAR, General or VET. Most students will choose a combination of types of course by selecting courses that suit their abilities, aspirations and interests. A student planning to use an ATAR score to gain direct entry to university must study at least four ATAR courses. A combination of course types provides a well-rounded option for success in school and after graduation.

The WACE study options are designed with particular pathways and levels of achievement in mind and students are not likely to succeed in courses for which they do not demonstrate the background and prior achievement recommended by teachers.

Lifecare

All Year 11 students are automatically timetabled into Lifecare for one hour per week. (Page 26)

Subject Selection Online

Willetton SHS uses Subject Selection Online (SSO) as the data collection platform for 2022.

SSO will be available to Year 10 students in Week 10 Term 2 and will close Week 2 of Term 3. Information will be sent to parents on the use of SSO at the end to Term 2.

Some students will be contacted to attend an interview with a Senior School Course Counsellor to discuss their choices and check WACE requirements.

Students who wish to change courses after the close of the SSO are to complete a request form (available from the front office) and email this to. [email protected] .

SSO Course Selection Process When SSO is opened students will be able to lodge their 6 choices as long as they meet the pre-requisites for these courses. Where a student does not meet a prerequisite, the selection button will be inactive. Step 1 – Clarify definite outcomes that you want to achieve during Year 11 and Year 12. Step 2 – Read the description of the courses your prefer and check the prerequisites Step 3 - Consider if you are suited to these courses. Step 4 – Make your selections Step 5 - Selection button Inactive

If the selection button is inactive choose another course or Use the SSO appeal to the HoLA/delegated teacher SSO email link to request permission to select. You will receive an email asking you to re-select.

Step 6 – If you have an appeal refused, you must choose the subject in the Appeal Pending section to record your interest.

Step 7 – After SSO closes students with appeals and high average academic performance are reviewed by the Program Coordinator Operations, Mr Newton. By the end of Week 4 Term 3 you will be informed if your appeals are granted.

Step 8 – Week 8 students with active appeals will be contacted by Mr Newton. Appeals will be granted if he has evidence that adequate improvement has been achieved. Other students will be allocated to courses that suit their achievement in Year 10.

Course Changes

We encourage students to consider their choices very carefully and have provided a large window of time for this process. Students may request to change their courses by completing a subject change form and emailing it to [email protected] before 28 January 2022. After September, the grid will be well developed and requests for changes may meet with restrictions. At the start of 2022, there will be limited flexibility for changes and student will have to submit their requests in person to the Operations office.

mailto:willetton.shs.11/[email protected]

mailto:willetton.shs.11/[email protected]


The Arts

Studying the Arts develops skills in communication, working relationships and critical thinking. Students are required to process abstract ideas and examine issues from various perspectives. As their critical thinking develops students are able to use different ways of seeing the world and creating solutions. The study of the Arts demands growth in communication and understanding which assists success in all work places.

Year 11 Arts students to develop as self-sufficient thinkers who engage with problem solving. They are given opportunities to work as informed collaborators in social contexts and use an increasing range of critical thinking skills to explore ideas, concepts, beliefs and practices.

DANCE GENERAL (GEDAN)

You are strongly advised to read the detailed description in the SCSA Syllabus and Support Materials: https://senior-secondary.scsa.wa.edu.au/syllabus-and-support-materials/arts/dance

Prerequisites Nil; past dance experience is an advantage.

Course Description Dance is dynamic and powerful. It embodies our ideas, thoughts, emotions and values and provides a unique opportunity to develop physically, creatively, aesthetically, emotionally and intellectually. People have always danced, and dance continues to evolve as a form of expression, fulfilling a variety of functions in society. As an art form, dance encourages artistic creativity and the active use of the imagination. The study of dance acknowledges the interrelation of practical and theoretical aspects—the making and performing of movement and the appreciation of its meaning. Students can compose and perform work relevant to their lives.

The Dance General course presents and develops ideas through a variety of genres, styles and forms as it provides a unique way to express our cultural view and understanding of the world. Through critical decision-making in individual and group work, movement is manipulated and refined to reflect the choreographer’s intent. Students use a wide range of creative processes, such as improvisation and the use of choreographic elements and devices, and draw on their own physicality and the interpretation of existing work of others to make dance works.

Assessment The General dance course has 70% practical/performance component and 30% written component. DANCE ATAR (AEDAN)

You are strongly advised to read the detailed description in the SCSA Syllabus and Support Materials available at: https://senior-secondary.scsa.wa.edu.au/syllabus-and-support-materials/arts/dance

Prerequisites Good literacy skills with a minimum mark of 60% in Semester 1, Year 10 English. Participation in the Dance or Dance for Boys subjects or experience in a dance school is recommended.

Course Description The Dance ATAR course acknowledges the inter-relationship between practical and theoretical aspects of dance – the making and performing of movement and the appreciation of its meaning. Through critical decision-making in individual and group work, movement is manipulated and refined to reflect the choreographer’s intent. Students use a wide range of creative processes, such as improvisation and the use of choreographic elements and devices and draw on their own physicality and the interpretation of existing work of others to create unique dance works.

Students investigate how technologies are used to extend and enhance dance design. They also learn how dance styles and forms are historically derived and culturally valued. Through dance, students experience an intrinsic sense of enjoyment and have an opportunity to achieve a high level of movement skills.

Opportunities to perform in a variety of formal environments enhance the ability to develop an individual stage presence.

Assessment The emphasis is on the practical components (approximately 60% of the course). Written

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


components - critical review, case study and examination contribute approximately 40%.


DRAMA GENERAL (GEDRA)

You are strongly advised to read the detailed description in the SCSA Syllabus and Support Materials: https://senior-secondary.scsa.wa.edu.au/syllabus-and-support-materials/arts/drama

Prerequisites There are no prerequisites; however, past experience in performing is an advantage.

Course Description The Drama General course focuses on aesthetic understanding and drama in practice as students integrate their knowledge and skills. They use the elements and conventions of drama to develop and present ideas and explore personal and cultural issues. They engage in drama processes such as improvisation, play building, text interpretation, playwriting and dramaturgy which allow them to create original drama and interpret a range of texts written or devised by others.

The content of this course includes production and design aspects involving sets, costumes, makeup, props, promotional materials, and stage management, front of house activities, and sound and lighting. Students use technologies such as digital sound and multimedia and present drama to a range of audiences and work in different performance settings.

Assessment This course is practical involving 70% performance/production and practical investigations. There is a 30% written investigations and response component DRAMA ATAR (AEDRA)

You are strongly advised to read the detailed description in the SCSA Syllabus and Support Materials: https://senior-secondary.scsa.wa.edu.au/syllabus-and-support-materials/arts/drama

Prerequisites A minimum mark of 60% in semester one in English in Year 10. Past experience in performing is an advantage.

Course Description The Drama ATAR course focuses on drama in practice and aesthetic understanding as students integrate their knowledge and skills. They engage in drama processes such as improvisation, play building, text interpretation, playwriting and dramaturgy. This allows them to create original drama and interpret a range of texts written or devised by others, by adapting the theoretical approaches of drama practitioners like Stanislavski and Brecht.

The course includes production and design aspects involving directing, scenography, costumes, props, promotional materials and sound and lighting. Increasingly, students use new technologies such as digital sound and multimedia. They present drama to make meaning for a range of audiences and adapt their drama to suit different performance settings. The focus in this course is on individual and ensemble performance, as well as the roles of actor, director, scenographer, lighting designer, sound designer, costume designer and dramaturge.

Assessment There is a heavy emphasis on practical assessment worth 50% of the course. Written components take the form of analytical responses and examinations worth 50%. MEDIA PRODUCTION AND ANALYSIS General (GEMPA)

You are strongly advised to read the detailed description in the SCSA Syllabus and Support Materials: available at:https://senior-secondary.scsa.wa.edu.au/syllabus-and-support-materials/arts/media-production-and-analysis

Prerequisites-Nil

Course Description The Media Production and Analysis General course aims to prepare students for a future in a digital and interconnected world by providing the skills, knowledge and understandings to tell their own stories and interpret the stories of others. Students are encouraged to explore,

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


experiment and interpret their world, reflecting and analysing contemporary life, while understanding that this is done under social, cultural and institutional constraints. Students, as users and creators of media products, consider the important role of audiences and their context. This course focuses on the development of technical skills in the practical process Studying Media is an excellent basis for opportunities in film and television, performing arts and advertising, journalism, marketing, design, photography, graphics, news reader and script writer. Media also provides students with excellent presentational and communication skills.

Assessment Practical assessment 70%, written components worth approximately 30%. MEDIA PRODUCTION AND ANALYSIS ATAR (AEMPA)

You are strongly advised to read the detailed description in the SCSA Syllabus and Support Materials: available at:https://senior-secondary.scsa.wa.edu.au/syllabus-and-support-materials/arts/media-production-and-analysis

Prerequisites A minimum mark of 60% in Semester One Year 10English. Strong writing skills and Year 10 Media are also recommended.

Course Description The focus of this course is popular culture, press and broadcasting. Students will study past, current and upcoming trends in the media through viewing and analysing a wide variety of popular media forms such as music videos, sitcoms and websites. Students will further their understanding of non- fiction media forms and genre through learning contexts that relate to their interests such as television, documentary, mockumentary and new trends in broadcast news. Students will learn production skills and create their own media productions.

Assessment One major production will be completed each semester in addition to practical workshops. Practical assessments are worth approximately 50% of the course mark and written components take the form of investigative work and examinations worth approximately 50%. MUSIC ATAR (AEMUS)

You are strongly advised to read the detailed description in the SCSA Syllabus and Support Materials: https://senior-secondary.scsa.wa.edu.au/syllabus-and-support-materials/arts/music

Prerequisites A minimum mark of 60% in semester one in English in Year 10. The course is designed for students who have participated in advanced music in Years 9 and 10 classes or through private tuition.

Course Description The Music ATAR course encourages students to explore a range of musical experiences, developing their musical skills and understanding, and creative and expressive potential, through a choice of one of three defined contexts: Western Art Music, Jazz or Contemporary Music. The course consists of a significant a practical component and a written component. The sections of the written component are: Aural and Theory, Composition and Arrangement, Cultural and Historical Analysis. The practical component can be delivered in a different context, independent of the written component. Students can choose to perform on an instrument or voice in one of four contexts, and/or submit a composition portfolio. The ATAR music course provides opportunities for creative expression, the development of aesthetic appreciation, and understanding and respect for music and music practices across different times, places, cultures and contexts. Students listen, compose, perform and analyse music, developing skills to confidently engage with a diverse array of musical experiences, both independently and collaboratively. ATAR music provides a pathway to tertiary training and professional careers within the music industry.

Assessment There is an emphasis on practical assessment worth 50% of the course mark. This is made up from semester work and examinations. Written components take the form of analytical responses and examinations worth 50%.


PIMS ENDORSED PROGRAM

Prerequisites – current participation in the SIMS program. PIMS is a SCSA Endorsed Program. SCSA and The School of Instrumental Music have negotiated that a minimum of 84 hours’ music performance time is equivalent to 5 points (i.e. one full unit) of Year 11 or 12 studies (a unit represents a semester of study). Students enrolled in the PIMS Course are required to undertake the following activities: • Attend all instrumental/vocal lessons • Organise a consistent practice schedule of home practice • Attend school ensemble rehearsals and performances as required • Provide a record of performance times and required signatures in the PIMS Journal. The course content and choice of repertoire for PIMS lessons is flexible and can be negotiated with the instrumental/vocal teacher. The content may include performing some, or all of the following: • scales/studies selected in relation to the choice and level of difficulty of solo repertoire

e.g. articulation, rhythms etc. • solo repertoire with or without piano accompaniment. Programs such as Smart Music and/or

Audacity can assist in the production of student CD’s • school ensemble repertoire in preparation for school performance/concerts.

Assessment Instrumental/vocal students are provided a PIMS’ Journal in which to document meeting the requirements of the course. This record is used by the school it to verify with SCSA when a student has successfully completed the required 84 hours of music performance time.

Students are assessed through the PIMS’ Journal which shows attendance at school ensemble rehearsals and concerts. It is signed by the ensemble director/s and has evidence from the SIMS teacher. It is essential that students use the Journal as a personal log book throughout the year to record evidence of their practice/lessons. The supervising teacher or instrument/vocal teacher signs the records each week. A formal PIMS Report is issue CUA20615 CERTIFICATE II IN MUSIC ONE YEAR PROGRAM

Prerequisites Nil. Instrumental or vocal experience would be highly recommended. Students must be able to perform.

Qualification Description This qualification reflects the role of individuals who perform a range of mainly routine tasks in the music industry, work under direct supervision, and use limited practical skills and fundamental operational knowledge in a defined context. This qualification allows students to develop their music skills by studying popular music. Students will be required to perform music, create their own music works, develop their own ideas and apply their understanding and skills. Students will also set up sound equipment, make digital recordings and apply these skills in a variety of contexts such as road crew assistant, recording assistant and performer at the local community level.

Assessment Willetton SHS will partner with a Registered Training Organisation (RTO) to deliver this qualification. This partnership enables teachers with additional vocational qualifications to deliver the program on behalf of the RTO. Assessment is based on a competent or not competent basis and will involve both practical and theory work. Although the students will be completing practical activities, there is a significant written aspect to this qualification. Practical assessments involve performances, scenarios and bumping in and out for a variety of performances.

WACE C grade equivalence for full qualification achievement is one Year 11 course and one Year 12 course.

This qualification is a proposed offering for the 2022 academic year. At the time of publication, no agreements have been entered into with a Registered Training Organisation for the delivery of this qualification. On the basis of interest from students, the school will initiate a formal partnership agreement with a RTO for the delivery of the qualification.


VISUAL ARTS General (GEVAR)

You are strongly advised to read the detailed description in the SCSA Syllabus and Support Materials: https://senior-secondary.scsa.wa.edu.au/syllabus-and-support-materials/arts/visual-arts

Prerequisites Nil - The course covers basic art skills and caters for those with no art experience as well as the more advanced student.

Course Description In the Visual Arts General course, students engage in traditional, modern and contemporary media and techniques within the broad area 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.

Assessment This course is 70% practical involving art production with a 30% written component. VISUAL ARTS ATAR (AEVAR)

You are strongly advised to read the detailed description in the SCSA Syllabus and Support Materials: https://senior-secondary.scsa.wa.edu.au/syllabus-and-support-materials/arts/visual-arts

Prerequisites A minimum mark of 60% in semester one in English in Year 10. The course is designed for the more advanced art student who has demonstrated success in lower school.

Course Description In the Visual Arts ATAR 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. The Visual Arts ATAR course allows students to develop aesthetic understandings and a critical awareness to appreciate and make informed evaluations of art through their engagement of their own art practice and the work of others.

Assessment There is an emphasis on practical art production, 50% of the course. Written components 50%, takes the form of art interpretation, divided between critical analysis and investigation tasks and assessments of this component are by written examination and assignments. ENGLISH

An English course is compulsory. Each student must select one of these courses: English (ATAR / General) or Literature or English as an Additional Language/Dialect (ATAR / General).

Students who meet the prerequisites may choose both English and Literature. ENGLISH General (GEENG) or (GEENGF)

You are strongly advised to read the detailed description in the SCSA Syllabus and Support Materials: https://senior-secondary.scsa.wa.edu.au/syllabus-and-support-materials/english/english2

Prerequisites Nil.

Course Description The English General course focuses on consolidating and refining the skills and knowledge needed by students to become competent, confident and engaged users of English in everyday, community, social, further education, training and workplace contexts. The English General course is designed to provide students with the skills that will empower them to succeed in a wide range of post-secondary pathways.

The course develops students’ language, literacy and literary skills to enable them to communicate successfully both orally and in writing and to enjoy and value using language for


both imaginative and practical purposes. The course explores different perspectives and ideas presented in a range of texts, and a range of community, local and/or global issues.

Assessment Students will be assessed by a range of written and spoken tasks. There is no examination at the end of these units. ENGLISH ATAR (AEENG)

You are strongly advised to read the detailed description in the SCSA Syllabus and Support Materials: https://senior-secondary.scsa.wa.edu.au/syllabus-and-support-materials/english/english2

Students who meet the prerequisites may choose both English and Literature.

Prerequisites A minimum mark of 60% in Semester One in English in Year 10.

Course Description The English ATAR course focuses on developing students’ analytical, creative, and critical thinking and communication skills in all language modes. Students are encouraged to critically engage with texts from their contemporary world, the past and from Australian and other cultures. Through wide reading, viewing, listening and close study, students develop the ability to analyse and evaluate the purpose, stylistic qualities and conventions of texts and to enjoy creating imaginative, interpretive, persuasive and analytical responses in a range of written, oral, multimodal and digital forms.

Assessment Students are assessed in a range of written and oral tasks, the majority of which are done in class, in test conditions. There is a formal examination each semester.

LITERATURE ATAR (AELIT)

You are strongly advised to read the detailed description in the SCSA Syllabus and Support Materials: https://senior-secondary.scsa.wa.edu.au/syllabus-and-support-materials/english/literature

Students who meet the prerequisites may choose both English and Literature.

Prerequisites A minimum mark of 70% in Semester One English in Year 10. Participation in the Gifted and Talented or English Extension programs is highly recommended.

Course Description In the Literature ATAR course, students learn to create readings of literary texts and to create their own texts, including essays, poems, short stories, plays and multimodal texts. Students engage with literary theory and study literary texts in great detail.

Students learn to read texts in terms of their cultural, social and historical contexts; their values and attitudes; and their generic conventions and literary techniques. They enter the discourse about readings, reading practices and the possibility of multiple readings.

Students learn to create texts paying attention to contexts, values and conventions. They learn about literary language, narrative, image and the power of representation. Students experience the aesthetic and intellectual pleasure that reading and creating literary texts can bring.

Unit 1 develops knowledge and understanding of different ways of reading and creating literary texts drawn from a widening range of historical, social, cultural and personal contexts. Unit 2 develops knowledge and understanding of intertextuality, the ways literary texts connect with each other.

Assessment Students will be assessed in long and short essay forms and in oral activities. There will also be an element of creative writing. There is a formal examination each semester.


English as an Additional Language or Dialect

Eligibility for enrolment in English as an Additional Language/Dialect (EAL/D) The EAL/D ATAR course is available to students who speak English as a second language or as an additional language or dialect, and whose use of Standard Australian English (SAE) is restricted. To enrol in EAL/D ATAR the specific eligibility criteria are a student:

• whose first language is not English and who has not been a resident in Australia or another predominantly English speaking country for a total period of more than seven years immediately prior to 1 January of the year of enrolment into Year 12 AND for whom English has not been the main medium of communication and/or instruction for more than seven years immediately prior to 1 January of the year of enrolment into Year 12

• who is Aboriginal or Torres Strait Islander, or from Cocos Island or Christmas Island, for whom Standard Australian English (SAE) has been the medium of instruction, but for whom SAE is an additional language/dialect, and whose exposure to SAE is primarily within the school context

• who is deaf or hard-of-hearing and communicates using signing, such as AUSLAN, as their first language

• whose first language is not English and who was born outside Australia and has had little or no formal education prior to arriving in Australia

Students who fulfil any of these conditions are eligible. ENGLISH AS AN ADDITIONAL LANGUAGE/DIALECT General (GEELD)

You are strongly advised to read the detailed description in the SCSA Syllabus and Support Materials: https://senior-secondary.scsa.wa.edu.au/syllabus-and-support-materials/english/english-as-an-additional- language-or-dialect

Prerequisites This course is only available to eligible students from a non-English language background. Eligibility is prescribed by the School Curriculum and Standards Authority (SCSA) or by gaining approval from the Head of Languages.

Course Description The EAL/D courses are designed for students who speak another language or dialect as their first or ‘home’ language. EAL/D focuses on development of the competent use of Standard Australian English (SAE) in a range of contexts. The EAL/D General course prepares students for a range of post-secondary destinations in further education, training and the workplace. Year 11 themes are cross-cultural perspectives and life experiences.

Assessment • investigations • responses to texts • production of written texts • oral presentations. ENGLISH AS AN ADDITIONAL LANGUAGE/DIALECT ATAR (AEELD)

You are strongly advised to read the detailed description in the SCSA Syllabus and Support Materials: https://senior-secondary.scsa.wa.edu.au/syllabus-and-support-materials/english/english-as-an-additional- language-or-dialect

Prerequisites A minimum mark of 60% in semester one in Year 10 EAL/D (AEELD) is required or approval from the Head of Languages.

Eligibility This course is only available to eligible students from a non-English language background and is designed with this in mind. Eligibility is prescribed by the School Curriculum and Standards Authority (SCSA).

Course Description


The EAL/D courses are designed for students who speak another language or dialect as their first or ‘home’ language. EAL/D focuses on development of the competent use of Standard Australian English (SAE) in a range of contexts. The EAL/D ATAR course develops academic English skills to prepare students for tertiary study. HEALTH AND PHYSICAL EDUCATION

Health and Physical Education Health and Physical Education offers the following WACE Courses and VET qualifications.

Year 11 COMPULSORY LIFECARE SELECTED OPTIONS

Health Studies Physical Education Studies

Outdoor Education

ATAR Courses

(University)

Health Studies (AEHEA)

Physical Education Studies (AEPES)

Basketball Specialists students use code

(AEPESB)

General Courses

Health Studies (GEHEA)

Physical Education Studies (GEPES)

Basketball Specialists students use code

(GEPESB)

Outdoor Education (GEODE)

VET Courses SIS20115 Certificate II in

Sport and Recreation (VSR)

SIS30315 Certificate III

in Fitness (VFIT)

Year 12

OVERVIEW Health Studies General

& ATAR

Physical Education Studies

General and ATAR &

VET Certificates

Outdoor Education

General

LIFECARE (DSPOR) Compulsory for Year 11 students

Specific Participant Requirements Students need to meet strict PE uniform (dark blue senior school PE shirts, PE blue shorts).

Prerequisites: This is a compulsory 1 hour allocation no selection required.

Course Description Lifecare not only allows students to benefit from active participation in sport, but also to be involved in community service, adding value to their own and community values. They will be involved in:

• Lawn Bowls • Primary school visits • Boxing Fitness

• Indoor Sports • School based sports • Stretching/Relaxation

Assessment Students are assessed on a competency basis that covers skills and attributes and this will be reported to parents on a semester basis.


HEALTH STUDIES General (GEHEA)

You are strongly advised to read the detailed description in the SCSA Syllabus and Support Materials available at: https://senior-secondary.scsa.wa.edu.au/syllabus-and-support-materials/health-and-physical- education/health-studies

Prerequisites Nil

Course Description This course focuses on personal health and wellbeing and what it means to be healthy. Key consumer health skills and concepts, and the relationship between beliefs, attitudes, values and health behaviour, and the impact of social and cultural norms, are introduced. The following contexts are considered:

• Lifestyle diseases • Media review • Health Systems • Journal writing

Assessment Assessment is based on a marks system & consists of 20% Inquiry, 50% Project work and 30% Response work 30%. HEALTH STUDIES ATAR (AEHEA)

You are strongly advised to read the detailed description in the SCSA Syllabus and Support Materials: https://senior-secondary.scsa.wa.edu.au/syllabus-and-support-materials/health-and-physical-education/physical- education-studies

Prerequisites: Minimum 55% in Year 10 English is recommended.

Course Description This course focuses on the health of individuals and communities. They learn about health determinants and their impact on health and how community development and community participation can improve health outcomes. The following contexts are considered

• Principles & Models • Actions & Strategies • Holistic Health • Health Inquiry • Beliefs, Values & Attitudes

Assessment Assessment is based on a marks system & 20% Inquiry, 30% Project work, 20% Response work and 30% examinations. OUTDOOR EDUCATION STUDIES GENERAL (GEODE)


Specific Participant Requirements - these must consider when making course selections.

• Students will need to meet strict Outdoor Education personal conduct requirements throughout the course. Students may be required to purchase appropriate clothing for various activities.

• Camps costs are not inclusive of the course costs. These or any other activities where variation from course based costings are required will need to be met by the student. These can be confirmed at the start of each course.

• Students will be asked to participate in at least one single-day excursion and a minimum of one overnight expedition in a natural environment and this will involve assessment so are deemed compulsory activities.

Prerequisites

Students must have competent swimming ability in aquatic settings and this will be assessed by a 200m continuous swim before enrolments are finalised.

Course Description

The division of time/assessment is approximately 50% involves practical experiences and 50% is theoretical work.


Practical Students involved with GEODE will be involved with

• Snorkelling • Bush walking • Mountain Biking • Camping • Navigation • Hiking

A Flexi time system exists to accommodate travel and course needs.

Theory Students involved with GEODE will be involved in a basic examination of theory components in

• Roping • Expedition Planning • Navigation • Leadership & Communication • Environmental management, • Safety

Assessment Assessment consists of 20% practical skills/activities, 30% specific to expeditions/camps, 25% investigation and 25%on response work. PHYSICAL EDUCATION STUDIES GENERAL (GEPES) or Basketball (GEPESB)


Prerequisites GPES/GEPESB: A minimum mark of 55% in Year 10 English & B grade in Year 10 Physical Education is recommended.

GEPESB (Basketball Specialist course) an application process will apply to students who are not involved with the current Year 10 Specialist Basketball program.

Course Description Assessment/time: Approximately 50% involves practical sports and 50% theoretical work.

Practical Students involved with GEPES will be involved with up to three sports over the year while the GEPESB students will be involved with Basketball for the full year. “Flexi” time system exists at times to accommodate travel & course needs.

Theory Both GEPES and GEPESB students will be involved in a basic examination of the same theory components involving

• Functional Anatomy • Biomechanics • Exercise Physiology • Motor Learning & Coaching • Sport Psychology,

There are some strong links between Physics, Dance and Human Biology.

Assessment Assessment is based on a marks system and consists of 50% practical sports skills and match play, 25% investigation and 25% response work.


PHYSICAL EDUCATION STUDIES ATAR (AEPES) or (AEPESB)


Prerequisites AEPES/AEPESB: A minimum mark of 55% in Year 10 English & a B grade in Year 10 Physical Education is recommended.

AEPESB (Basketball Specialist course) an application process will apply to students who are not involved with the current Year 10 Specialist Basketball program.

Course Description Assessment/time: Approximately 30% involves practical sports and 70% theoretical work.

Practical Students involved with AEPES will be involved with up to two sports over the year while the AEPESB students will be involved with Basketball for the full year. A flexible timetable exists to accommodate travel and sport needs.

Theory Both AEPES and AEPESB students will be involved in a detailed examination of the same theory components involving

• Functional Anatomy • Biomechanics • Exercise Physiology • Motor Learning & Coaching • Sport Psychology,

There are some strong links between Physics, Dance and Human Biology.

Assessment Assessment is based on a marks system and consists of 30% practical sports skills and match play, 15% investigation, 15% response and 40% examinations. SIS20115 CERTIFICATE II IN SPORT & RECREATION (VSR) ONE YEAR PROGRAM

Prerequisites: NIL

Program Description Assessment/time: Approx. 50% involves practical experiences and 50% theoretical work.

Certificate II in Sport & Recreation is looking to provide the skills and knowledge for an individual wishing to work in the sport and recreation industry in a generalist capacity. The likely functions for someone with this qualification include providing support in the provision of sports and recreation programs and supervised roles in locations such as fitness centres, outdoor sporting ground or complexes or aquatic centres.

Practical Students will be involved in

• Event Management • Equipment use and maintenance

• Selected Sports

• Coaching Programs • Fitness & Exercise • First Aid A Flexi” time system may exist to accommodate travel and course needs.

Theory Students will be involved in a basic examination of theory components involving

• Coaching Practices • First Aid • Event Management • Leadership & Communication • Industry requirements • Movement Science

Assessment Willetton SHS will partner with a Registered Training Organisation (RTO) to deliver this qualification. This partnership enables teachers with additional vocational qualifications to deliver this program on behalf of the RTO. Assessment is based on a competent or not competent basis and will involve both practical and theory based work.

WACE C grade equivalence for full qualification achievement is one Year 11 course and one Year 12


course.

This qualification is a proposed offering for the 2022 academic year. At the time of publication, no agreements have been entered into with a Registered Training Organisation for the delivery of this qualification. On the basis of interest from students, the school will initiate a formal partnership agreement with a RTO for the delivery of the qualification. SIS30315 CERTIFICATE III IN FITNESS (VFIT3) ONE YEAR PROGRAM

Prerequisites NIL Students need to have genuine interest in fitness and understand there is a demanding theory component to this qualification.

Program Description Assessment/time: Approx. 50% involves practical experiences and 50% theoretical work.

This qualification will provide students with the practical skills and knowledge to plan and conduct a fitness program that will enable them to assist new gym members to use equipment & lead small group classes through basic programing.

Practical Students will be involved in

• Fitness Appraisals • Industry Equipment • Health Screening • Instruct Programs • Fitness & Exercise • Programming

A flexible timetable exists to accommodate travel and sport needs.

Theory Students will be involved in a basic examination of theory components involving

• Healthy eating • First Aid • Functional Anatomy • Leadership & Communication • Industry requirements • Exercise Science

Assessment Willetton SHS will partner with a Registered Training Organisation (RTO) to deliver this qualification. This partnership enables teachers with additional vocational qualifications to deliver this qualification on behalf of the RTO. Assessment is based on a competent or not competent basis and will involve practical sports performance and theory based work.

WACE C grade equivalence for full qualification achievement is one Year 11 course and two Year 12 courses.

This qualification is a proposed offering for the 2022 academic year. At the time of publication, no agreements have been entered into with a Registered Training Organisation for the delivery of this qualification. On the basis of interest from students, the school will initiate a formal partnership agreement with a RTO for the delivery of the qualification.


Humanities and Social Sciences ACCOUNTING AND FINANCE ATAR (AEACF)

You are strongly advised to read the detailed description in the SCSA Syllabus and Support Materials https://senior-secondary.scsa.wa.edu.au/syllabus-and-support-materials/humanities-and-social- sciences/accounting-and-finance

Prerequisites A minimum mark of 60% in semester one in Humanities and Social Sciences in Year 10. A good level of written and communication skills.

Course Description Students develop an understanding of the fundamentals of accounting and financial management. Those wishing to pursue Commerce at university or TAFE, find the skills and concepts acquired in this course invaluable. If students eventually become self-employed and engaged in some form of accounting, this course will equip them with the necessary skills. This course aims to make students financially literate by creating an understanding of the systems and processes through which financial practices and decision making are carried out. Through studying this course, the student will develop an understanding of the fundamentals on which accounting and financial management are based. Many students may, one day, find themselves self-employed and there is a high probability that they will have to engage in some form of accounting practices. Having an understanding of these practices enables them to analyse financial data and make informed decisions based on that analysis. The Unit 1 focus is double entry accounting for small business. Unit 2 is accrual accounting.

Assessments Students will be assessed through a range of tasks and an examination each semester.

BUSINESS MANAGEMENT AND ENTERPRISE ATAR (GEBME)

You are strongly advised to read the detailed description in the SCSA Syllabus and Support Materials: https://senior-secondary.scsa.wa.edu.au/syllabus-and-support-materials/humanities-and-social- sciences/business-management-and-enterprise

Prerequisites Nil

Course Description The Year 11 syllabus is divided into two units, which are delivered as a pair. Unit 1: The focus of this unit is on establishing a small business in Australia. Students will be given an understanding of the processes and procedures required for generating business ideas and turning them into a viable business venture. Entrepreneurship and innovative thinking are introduced, generating ideas and proposals that may be suitable for business ventures.

Unit 2: The focus of this unit is on operating a small business in Australia. Here students will look at factors that impact on business innovation and success, business planning, and legal aspects of running a small business. Students will engage in the running of a small business, or participate in business simulations, to develop practical business skills and to develop financial and business literacy.

Assessment Assessment comprises 2 main types: business research (written, oral and multimedia) and response (short answer and extended response).


BUSINESS MANAGEMENT AND ENTERPRISE ATAR (AEBME)

You are strongly advised to read the detailed description in the SCSA Syllabus and Support Materials: https://senior-secondary.scsa.wa.edu.au/syllabus-and-support-materials/humanities-and-social- sciences/business-management-and-enterprise

Prerequisites A minimum mark of 55% in semester one in Humanities and Social Sciences.

Course Description The Year 11 syllabus is divided into two units, which are delivered as a pair.

Unit 1: The focus of this unit is on success in business at a national level. It explores what it takes to be successful beyond the initial start-up stage. Students will investigate the features of successful marketing campaigns and report on how businesses succeed and prosper through methods, such as expansion in products, market share and diversification. The unit explores how the marketing plan contributes to the overall business plan.

Unit 2: The focus of this unit is on business growth and the challenges faced by businesses expanding at a national level. The unit explores issues in the business environment, including the importance of intellectual property in protecting business ideas. The unit addresses the significance of employee motivation and the development of a business plan in the overall success of expansion. The course content encompasses theoretical and practical aspects of business management and enterprise, and is divided into three content areas- environments, management and people.

Assessment Assessment comprises three main types: business research (written, oral and multimedia), response (short answer and extended response), and an examination at the end of semesters. Horizons Program: Partnership with Murdoch University

Students who complete this program receive a certificate and three points of credit, which is the equivalent of one subject or unit, towards a Murdoch degree.

Willetton SHS students have the opportunity to participate in the Horizons Program at the Murdoch Horizons Summer School where they study a university-level subject before entering Year 12.

Summer School students work in small groups under the guidance of internationally renowned lecturers and academics, and are mentored by experienced Murdoch students. Participants choose from a range of units each of which explores new perspectives within Business Management and Enterprise (BMA). An aspect of the summer school is the introduction of learning strategies and knowledge which can be applied to Year 12 BMA studies.

The successful completion of this 3-week summer break program will earn participants 3 Murdoch University credit points upon completion of high school. This will allow students to study at Murdoch University with the equivalent of one unit of work completed (30 hours of study), freeing up that time in their first semester at University. Participation in the Horizons program, which is valued at $500, is covered for the top 30 students who successfully completed the Entrepreneurship and Innovation Internship in Year 10. The one-unit credit in the first year of university at Murdoch will save the student an additional $1700 in university fees.

The Business Management and Enterprise ATAR course is a key component of the Horizons Program which Willetton is offering in conjunction with Murdoch University. Please refer to the following pages for detail.


EARTH AND ENVIRONMENTAL SCIENCE ATAR (AEEES)

You are strongly advised to read the detailed description in the SCSA Syllabus and Support Materials: https://senior-secondary.scsa.wa.edu.au/syllabus-and-support-materials/science/earth-and-environmental- science

Prerequisites A minimum mark of 55% in semester one in Humanities and Social Sciences in Year 10.

Course Description This ATAR course explores our planet as a dynamic global system involving interactions between the geosphere, hydrosphere, atmosphere and the biosphere. With a multidisciplinary approach, including geological and environmental sciences, the course provides students with opportunities to explore the theories and evidence that frame our understanding of Earth’s origins and history; the dynamic and interdependent nature of Earth’s processes, environments and resources; and the ways in which these processes, environments and resources respond to change across a range of temporal and spatial scales. Students conduct practical investigations and have the opportunity to participate in field-based excursions that encourage them to apply what they have learnt in class to real world situations.

This course encourages students to be curious about the world around them and to strive to understand past and present processes so that reliable and scientifically defensible predictions can be made about the future.

Assessment Assessment will be ongoing and linked to understanding and inquiry skills in the scientific context.


ECONOMICS ATAR (AEECO)

You are strongly advised to read the detailed description in the SCSA Syllabus and Support Materials: https://senior-secondary.scsa.wa.edu.au/syllabus-and-support-materials/humanities-and-social- sciences/economics

Prerequisites A minimum mark of 60% in semester one in Humanities and Social Sciences in Year 10.

Course Description The aim of Economics is to equip students with the necessary knowledge, skills and techniques to understand the behaviour in the world of commerce and finance. Unit 1: Microeconomics - This unit explores how consumers and producers look to allocate their resources within the Australian economy. Students explore how the forces of demand and supply act in efficient and inefficient markets. Students are introduced to the language of economics and the theories and models to explain economic events. Unit 2: Macroeconomics -This unit explores Australia’s economic performance throughout the past decade. Students will look at the consequences of fluctuations in the economy on economic growth, inflation and unemployment. Students will explore how the government reacts to the changes in the economy.

Assessment A variety of assessments are used, including short answer questions on data interpretation, multiple-choice questions, extended answer questions on analysis and case studies and an examination. GEOGRAPHY ATAR (AEGEO)

You are strongly advised to read the detailed description in the SCSA Syllabus and Support Materials: https://senior-secondary.scsa.wa.edu.au/syllabus-and-support-materials/humanities-and-social- sciences/geography

Prerequisites A minimum mark of 55% in semester one in Humanities and Social Sciences in Year 10. Strong reading and writing skills are desirable.

Course Description The study of the Geography ATAR course draws on students’ curiosity about the diversity of the world’s places and their people, culture and environment. It provides students with the knowledge and understandings of the nature, causes and consequences of natural and ecological hazards, international integration in a range of spatial contexts, land cover transformations, and the challenges affecting the sustainability of places. In this course, students learn how to collect information from primary and secondary sources, such as field observation and data collection, mapping, monitoring, remote sensing, case studies and reports.

Unit 1: Natural and ecological hazards may include the study of the natural hazards of flooding and earthquakes. It will also explore ecological hazards, which may include infectious diseases, animal transmitted diseases, waterborne diseases and plant and animal invasions.

Unit 2: Global networks and interconnections examines how advances in telecommunication and transport technologies have transformed global patterns of production and consumption. Impacts and resulting cultural changes through the study of architecture and fashion and the way people embrace, adapt to, or resist the forces of international change.

Assessment There will be four major types of assessment, geographical inquiry, fieldwork/practical skills, short and extended responses and examinations.


MODERN HISTORY General (GEHIM)

You are strongly advised to read the detailed description in the SCSA Syllabus and Support Materials: https://senior-secondary.scsa.wa.edu.au/syllabus-and-support-materials/humanities-and-social- sciences/modern-history

Prerequisites A desire to seek answers and understanding and a belief that the past is important to the present and future. An enjoyment of reading is recommended.

Course Description The Modern History General course provides students with an understanding of the driving forces behind local and global issues. Investigating the past helps students to understand why and how groups and/or societies changed or resisted change.

Unit 1: People, Place and Time - This unit allows students to become aware of the broad sweep of history and our place within the historical narrative. We examine the values, beliefs and traditions within a society, the aspects that change and those that stay the same. We explore the importance and impact of individuals within a period. Students study one or two of the following electives: Nelson Mandela and the fight to end apartheid in South Africa, and Napoleon, the Revolution and the Empire.

Unit 2: Power and Authority - Students learn that societies consist of individuals and institutions that have various types of power and authority and that these interact with each other. Students examine the nature of power, how it is distributed, who seeks to use power and how it affects equality and justice. Students study the following elective: Authoritarian state: Communist Russia/USSR 1917–1953.

Assessment This General course supports the literacy skills that are vital for graduation and provides opportunities for students to practice writing and interpretation techniques. Assessment types include historical inquiry, explanation, source analysis and test. There is no exam for this course. MODERN HISTORY ATAR (AEHIM)

You are strongly advised to read the detailed description in the SCSA Syllabus and Support Materials: https://senior-secondary.scsa.wa.edu.au/syllabus-and-support-materials/humanities-and-social- sciences/philosophy-and-ethics

Prerequisites A minimum mark of 55% in Semester One in Humanities and Social Sciences Year 10 and 55% in a Year 10 English course.

Course Description The course focus is on 20th century history between World War 1 and World War 2.

Unit 1: Capitalism: The American experience 1907 to 1941 examines the United States birth on the global stage as the sleeping giant emerges from isolation. The unit explores the theory of American capitalism and how champions of industry tussle with Presidents. We investigate the domestic struggles with changing values in the 1920’s and economic catastrophe in the 1930’s. The course concludes with America’s entry into World War II following the surprise attack by the Japanese on Pearl Harbor a date that will live in infamy.

Unit 2: Nazism in Germany studies the period from 1918 to 1945, focusing on German History. The course starts with Germany’s role in World War I and the Treaty of Versailles. It continues to the Weimar Republic’s attempts to cope with economic difficulties and culminates at the destruction of Germany in 1945 after 13 years of Nazism. We track the rise of Hitler as Nazi party enveloped Germany with policies of indoctrination and social manipulation. We investigate the travesty that was Holocaust and the Second World. It is our aim that students leave with a sense of historical understanding and knowing never to invade Russia. Assessment The assessment program will comprise four main assessment types: historical inquiry (research and using evidence), explanation (essays), document study (short answer using primary sources) and the examination.


PHILOSOPHY AND ETHICS ATAR (AEPAE)

You are strongly advised to read the detailed description in the SCSA Syllabus and Support Materials: https://senior-secondary.scsa.wa.edu.au/syllabus-and-support-materials/humanities-and-social-sciences/ philosophy-and-ethics

Prerequisites A minimum mark of 55% in semester one in Humanities and Social Sciences Year 10 or in Philosophy in Year 10. Course Description The Philosophy and Ethics course teaches students how to construct clear and compelling arguments and how to critically engage with the arguments of other people.

The course engages students with three classical questions of the human condition: ‘What is real?’ ‘How do we know?’ and ‘How should we live?’ Within this context, the course gives students the opportunity to explore the world of concepts from both contemporary and historical perspectives.

Students are taught clarification, evaluation and argument. They develop the specific skills to inquire, reason and make judgments. Unit 1 focuses on reason and persons and explores issues of identity and world views. Unit 2 explores reason and culture, including aesthetics and interpretation.

Because of the focus on analyzing, organizing and presenting ideas and theories, students are advantaged as they enter university and study other disciplines. The course encourages the wide application of disciplined a learning and communication.

Assessments Students are assessed in a variety of forms including communities of inquiry and written responses to philosophical questions. There is an examination at the end of each semester. POLITICS AND LAW ATAR (AEPAL)

You are strongly advised to read the detailed description in the SCSA Syllabus and Support Materials: https://senior-secondary.scsa.wa.edu.au/syllabus-and-support-materials/humanities-and-social-sciences/politics- and-law

Prerequisites A minimum mark of 55% in semester one in Humanities and Social Sciences in Year 10 or in Legal Studies in Year 10. It is desirable that students have strong reading and writing skills for this course and an interest in political and legal issues.

Course Description The course is organized around four major outcomes: Political and legal inquiry, Political and legal systems, Stability and change in political and legal systems, Citizenship in political and legal systems.

The course covers understanding and analysis of: the principles, structures and processes of the Australian political and legal systems, the processes of civil and criminal law, including trial procedures and adjudication, exploration of legal and political ideas and analysis of their development through Australian and other systems, analysis of voting and representation, focusing on electoral systems and election results in Australia.

Assessment Assessment is based on investigation tasks with a research focus; short answers, essays where students respond to propositions and explore ideas, source analysis tasks and examinations.


Languages

Applications for enrolment in a language course: All students wishing to study a WACE language course are required to complete an application for permission to enrol in a WACE language course in the year prior to first enrolment in the course. This is to ensure that students select the course best suited to their linguistic background and educational needs.

Information about the process, including an application form, is given to students at the end of Term 2 of Year 10. Further guidance and advice related to enrolments in a language course can be found on the Authority website at www.scsa.wa.edu.au FRENCH: SECOND LANGUAGE ATAR (AEFSL)

You are strongly advised to read the detailed description in the SCSA Syllabus and Support Materials: https://senior-secondary.scsa.wa.edu.a/syllabus-and-support-materials/languages/french-second-language

Prerequisites A minimum mark of 60% in Year 10 French or by approval of the Head of Languages. SCSA eligibility requirements must also be met.

Course Content The French: Second Language ATAR course is designed to further develop students’ knowledge and understanding of the culture and the language of French-speaking communities. It provides opportunities to gain a broader and deeper understanding of French and extend and refine students’ communication skills. The course focuses on the interrelationship of language and culture, and equips students with the skills needed to function in a globalised society, a culturally and linguistically diverse local community and provides a foundation for life-long language learning.

Relevant and engaging tasks, delivered through a range of appropriate contexts and topics, develop literacy in the French language as well as extend literacy development in English.

Assessment Assessment will be in the form of reading, writing, listening and speaking tasks, as well as a written and oral examination at the end of each semester. Course work is weighted at 70% and formal examinations are weighted at 30%. ITALIAN: SECOND LANGUAGE ATAR (AEISL)

You are strongly advised to read the detailed description in the SCSA Syllabus and Support Materials: https://senior-secondary.scsa.wa.edu.au/syllabus-and-support-materials/languages/italian-second-language

Prerequisites A minimum mark of 60% in Year 10 Italian or by approval of the Head of Languages. SCSA eligibility requirements must also be met.

Course Content The Italian: Second Language ATAR course is designed to further develop students’ knowledge and understanding of the culture and the language of Italian-speaking communities. It provides opportunities to gain a broader and deeper understanding of Italian and extends and refines students’ communication skills. The course focuses on the interrelationship of language and culture and equips students with the skills needed to function in a globalised society and a culturally and linguistically diverse local community. It provides a foundation for life-long language learning. Relevant and engaging tasks, delivered through a range of appropriate contexts and topics, develop literacy in the Italian language as well as extend literacy development in English.

Assessment

Western Australian universities apply a bonus point scheme of 10% of the final scaled score to the TEA of students studying Languages in Year 12 regardless of the degree course for which they apply.

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

https://senior-secondary.scsa.wa.edu.a/

https://senior-secondary.scsa.wa.edu.au/syllabus-and-support-materials/languages/italian-second-language

https://senior-secondary.scsa.wa.edu.au/syllabus-and-support-materials/languages/italian-second-language


Assessment will be in the form of reading, writing, listening and speaking tasks, as well as a written and oral examination at the end of each semester. Course work is weighted at 70% and formal examinations are weighted at 30%. JAPANESE: SECOND LANGUAGE ATAR (AEJSL)

You are strongly advised to read the detailed description in the SCSA Syllabus and Support Materials: https://senior-secondary.scsa.wa.edu.au/syllabus-and-support-materials/languages/japanese-second-language

Prerequisites A minimum mark of 60% in semester one in Japanese (AEJSL) or by gaining approval from the Head of Languages. SCSA eligibility requirements must also be met.

Course Content The Japanese: Second Language ATAR course is designed to further develop students’ knowledge and understanding of the culture and the language of Japanese-speaking communities. It provides opportunities to gain a broader and deeper understanding of Japanese and extends and refines students’ communication skills. The course focuses on the interrelationship of language and culture, and equips students with the skills needed to function in a globalised society, a culturally and linguistically diverse local community and provides a foundation for life-long language learning.

Relevant and engaging tasks, delivered through a range of appropriate contexts and topics, develop literacy in the Japanese language as well as extend literacy development in English.

Assessment Assessment will be in the form of reading, writing, listening and speaking tasks, as well as a written and oral examination at the end of each semester. Course work is weighted at 70% and formal examinations are weighted at 30%. Mathematics

A student’s choice of mathematics will depend on: - • ability, usually as demonstrated in Year 10 performance • the level of mathematics required for the intended career and • interest in and attitude towards mathematics.

In selecting which mathematics course to undertake, students need to consider the requirements of future study. They should take careful note of prerequisites of university or TAFE courses. (Not all university/TAFE courses require senior school mathematics and not all senior school Mathematics courses lead to university). Four Year 11 courses are offered: -

• Mathematics Essential (GEMAE) • Mathematics Applications (AEMAA) • Mathematics Methods (AEMAM) • Mathematics Specialist (AEMAS)

The courses are differentiated, each focusing on a pathway that will meet the learning needs of a particular group of senior school students. Mathematics Essential is a General course. The last three courses are ATAR courses. Students selecting ATAR courses are likely to be involved in early morning assessments during the year.

Students may choose any one of the first three courses or both Mathematics Methods and Specialist in Year 11. Mathematics Specialist may only be studied with Mathematics Methods.

Currently, students may count no more than two mathematics scaled scores in the calculation of the ATAR. For school leavers, unacceptable combination rules apply:

• Mathematics Applications ATAR and Mathematics Methods ATAR • Mathematics Applications ATAR and Mathematics Specialist ATAR

https://senior-secondary.scsa.wa.edu.au/syllabus-and-support-materials/languages/japanese-second-language

https://senior-secondary.scsa.wa.edu.au/syllabus-and-support-materials/languages/japanese-second-language


MATHEMATICS ESSENTIAL General (GEMAE) or (GEMAEF)

You are strongly advised to read the detailed description in the SCSA Syllabus and Support Materials: https://senior-secondary.scsa.wa.edu.au/syllabus-and-support-materials/mathematics/mathematics-essential

Prerequisites Nil

Course Content The Mathematics Essential General course focuses on using mathematics effectively, efficiently and critically to make informed decisions. It provides students with the mathematical knowledge, skills and understanding to solve problems in real contexts for a range of workplace, personal, further learning and community settings. This course provides the opportunity for students to prepare for post-school options of employment and further training.

Assessment Tests, investigations, assignments, projects and classroom participation.

MATHEMATICS APPLICATIONS ATAR (AEMAA)

You are strongly advised to read the detailed description in the SCSA Syllabus and Support Materials: https://senior-secondary.scsa.wa.edu.au/syllabus-and-support-materials/mathematics/mathematics-applications

Prerequisites A minimum mark of 45% in 10MAE or 10MAG; or a minimum mark 55% in 10MA.

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

The Mathematics Applications ATAR course is designed for students who want to extend their mathematical skills beyond Year 10 level, and whose future studies or employment plans do not require knowledge of calculus. The course is designed for students who have a wide range of educational and employment aspirations, including continuing their studies at university or TAFE.

Assessment Tests, investigations, assignments and examinations (with and without calculators).

MATHEMATICS METHODS ATAR (AEMAM)

You are strongly advised to read the detailed description in the SCSA Syllabus and Support Materials :https://senior-secondary.scsa.wa.edu.au/syllabus-and-support-materials/mathematics/mathematics-methods

Western Australian universities will apply a bonus points scheme of 10% to the TEA of students studying Mathematics Methods in Year 12 regardless of the degree course for which they apply.

Prerequisites A minimum mark of 67% in 10MAE or 10MAG

Course Content This course focuses on the use of calculus and statistical analysis. The study of calculus provides a basis for understanding rates of change in the physical world. It includes the use of functions, their derivatives and integrals, in modelling physical processes. The study of statistics develops students’ ability to describe and analyse phenomena that involve uncertainty and variation.

Mathematics Methods provides a foundation for further studies in disciplines in which mathematics and statistics have important roles. It is also advantageous for further studies in the health and social sciences. This course is designed for students whose tertiary studies and employment may involve mathematics and statistics and their applications.

Assessment Tests, investigations, assignments and examinations (with and without calculators).

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

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

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

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

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

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


MATHEMATICS SPECIALIST ATAR (AEMAS)

You are strongly advised to read the detailed description in the SCSA Syllabus and Support Materials: https://senior-secondary.scsa.wa.edu.au/syllabus-and-support-materials/mathematics/mathematics-specialist

Western Australian universities will apply a bonus points scheme of 10% to the TEA of students studying Mathematics Specialist in Year 12 regardless of the degree course for which they apply.

Prerequisites A minimum mark of 80% in 10MAE or 10MAG. At Willetton SHS students must study this and Mathematics Methods Units 1 & 2. concurrently

Course Content This course provides opportunities to develop rigorous mathematical arguments and proofs, and to use mathematical models beyond those presented in the Mathematics Methods course. Mathematics Specialist contains topics in functions and calculus that build on and deepen the ideas presented in the Mathematics Methods course, and demonstrates their application in many areas. The course introduces the topics of vectors, complex numbers and matrices and extends understanding and knowledge of statistics. It is the only ATAR mathematics course that is not taken as a stand-alone course and is studied in conjunction with the Mathematics Methods ATAR in preparation for university courses such as engineering, physical sciences and mathematics.

Assessment Tests, investigations, assignments and examinations (with and without calculators). Science BIOLOGY ATAR (AEBLY)

You are strongly advised to read the detailed description in the SCSA Syllabus and Support Materials: https://senior-secondary.scsa.wa.edu.au/syllabus-and-support-materials/science/biology

Prerequisites A minimum mark of 60% in Year 10 Science

Course Description Biology is the study of the fascinating diversity of life as it has evolved and as it interacts and functions. Investigation of biological systems and their interactions, from cellular processes to ecosystem dynamics, has led to biological knowledge and understanding that enable us to explore and explain everyday observations, find solutions to biological issues, and understand the processes of biological continuity and change over time. Australian, regional and global communities rely on the biological sciences to understand, address and successfully manage environmental, health and sustainability challenges facing society in the twenty-first century.

This course explores ways in which scientists work in a range of integrated fields to increase understanding of biological knowledge. Students develop their investigative, analytical and communication skills through field, laboratory and research investigations of living systems and through critical evaluation of the development, ethics, applications and influences of contemporary biological knowledge in a range of contexts.

Semester 1: Unit 1: Ecosystems and biodiversity Semester 2: Unit 2: From single cells to multicellular organism

Assessment Weightings are 30% for science inquiry, practical and investigations; 10% for extended response; 20% for tests and 40% for examinations.

CHEMISTRY ATAR (AECHE)

You are strongly advised to read the detailed description in the SCSA Syllabus and Support Materials: https://senior-secondary.scsa.wa.edu.au/syllabus-and-support-materials/science/chemistry

Prerequisites A minimum mark of 65% Year 10 Science (Pathway 1 or above).

Course Description Study in Chemistry is recommended for courses at the tertiary level in science, forensics, engineering, agriculture, dentistry, physiotherapy, nursing and medicine. Chemistry is the study of materials and substances and the transformations they undergo through chemical reactions.

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

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

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

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


Chemists can use an understanding of chemical structures and processes to adapt, control and change systems to meet particular economic, environmental and social needs. Chemistry develops students' understanding of the key chemical concepts and models of structure, bonding, and chemical change. Students learn how models of structure and bonding enable chemists to predict properties and reactions and to adapt these for particular purposes.

Semester 1: Unit 1: Chemical fundamentals: structure, properties and reactions Semester 2: Unit 2: Molecular interactions and reactions

Assessment Assessments will be weighted according to science inquiry (25%), extended response (10%) and tests and examinations (65%).

HUMAN BIOLOGY ATAR (AEHBY)

You are strongly advised to read the detailed description in the SCSA Syllabus and Support Materials: https://senior-secondary.scsa.wa.edu.au/syllabus-and-support-materials/science/human-biology

Prerequisites A minimum mark of 65% Year 10 Science

Course Description Human Biology covers a wide range of ideas relating to the functioning human. Students learn about themselves, relating structure to function and how integrated regulation allows individuals to survive in a changing environment. They research new discoveries that are increasing our understanding of the causes of dysfunction, which can lead to new treatments and preventative measures.

Reproduction is studied to understand the sources of variation that make each of us unique individuals. Through a combination of classical genetics, and advances in molecular genetics, dynamic new biotechnological processes have resulted. Population genetics is studied to highlight the longer term changes leading to natural selection and evolution of our species. The content includes cells, metabolism and regulation, body systems, inheritance, variation and evolution. Unit 1: The functioning human body Semester 2: Unit 2: Reproduction and inheritance

Assessment Students will be allocated grades according to their performance in the units. Weightings are 20% for science inquiry, practical and investigations; 15% for extended response; 25% for tests and 40% for examinations.

INTEGRATED SCIENCE General (GEISC)

You are strongly advised to read the detailed description in the SCSA Syllabus and Support Materials: https://senior-secondary.scsa.wa.edu.au/syllabus-and-support-materials/science/integrated-science

Prerequisites – Nil

Course Description Science is a dynamic, collaborative human activity that uses distinctive ways of valuing, thinking and working to understand natural phenomena. The Integrated Science General course is a course grounded in the belief that science is a practical activity. It is based on people’s aspirations and motivations to follow their curiosity and wonder about the physical, biological and technological world. From this stems the view that understandings in science come from a need to find solutions to real problems.

This course seeks to reflect this creative element of science as inquiry. It involves students in research that develops a variety of skills, including the use of appropriate technology.

Assessment Students will be allocated grades according to their performance in each unit. Weightings are 50% for science inquiry, practical and investigations; 30% for extended response and 20% for tests.

https://senior-secondary.scsa.wa.edu.au/syllabus-and-support-materials/science/human-biology

https://senior-secondary.scsa.wa.edu.au/syllabus-and-support-materials/science/human-biology

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

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


PHYSICS ATAR (AEPHY)

You are strongly advised to read the detailed description in the SCSA Syllabus and Support Materials: https://senior-secondary.scsa.wa.edu.au/syllabus-and-support-materials/science/physics

Prerequisites A minimum mark of 65% Year 10 Science and a minimum mark of 65% Year 10 Mathematics 10MA

Course Description Physics is a fundamental science that endeavours to explain all the natural phenomena that occur in the universe. Its power lies in the use of a comparatively small number of assumptions, models, laws and theories to explain a wide range of phenomena, from the incredibly small to the incredibly large. Physics helps to unlock the mysteries of the universe and provides the foundation of understanding upon which modern technologies and all sciences are based.

Unit 1: Thermal, nuclear and electrical physics Unit 2: Linear motion and waves.

Assessment Students will be allocated grades according to their performance in each unit. Weightings are 30% for science inquiry, experiments, evaluation analysis and investigations; 30% for tests and 40% for examinations. PSYCHOLOGY General (GEPSY)

You are strongly advised to read the detailed description in the SCSA Syllabus and Support Materials: https://senior-secondary.scsa.wa.edu.au/syllabus-and-support-materials/science/psychology

Prerequisites 55% in each of Year 10 Science, Mathematics and English is highly recommended.

Course Description Unit 1 provides a general introduction to personality and intelligence and seeks to explain how individuals are influenced by their surroundings. Beyond the individual, the impact of others on behaviour is a key focus. Students examine different agents of socialisation, focusing on the impact of parenting style on behaviour. Types of communication and the role of verbal and non-verbal communication in initiating, maintaining and regulating relationships are studied

Unit 2 introduces students to the human brain, focusing on the major parts. Students explore the impact of factors influencing behaviour, emotion and thought, including heredity, hormones, physical activity and psychoactive drugs. The scientific study of development is an important component of psychology. Students review physical, cognitive, social and emotional development and the role of nature and nurture. Students examine the impact of group size on behaviour and look at the influence of culture in shaping attitudes towards issues such as mental illness and disability.

In both units students are introduced to qualitative and quantitative methods of data collection and explore fundamental ethical considerations in research including informed consent and voluntary participation.

Assessment Weightings are: 30% for Investigations; 40% for Responses; 30% for Projects

PSYCHOLOGY ATAR (AEPSY)

You are strongly advised to read the detailed description in the SCSA Syllabus and Support Materials: https://senior-secondary.scsa.wa.edu.au/syllabus-and-support-materials/science/psychology

Prerequisites 60% in each of Year 10 Science, Mathematics and English is highly recommended. Completion of Year 10 psychology is desirable but not required.

Course Description Psychology is the scientific study of how people think, feel and act. It aims to answer important

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

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





questions such as what factors influence human development and human interactions. Psychology is rigorous in its use of the scientific method. Many media outlets use concepts of psychology in the popular context. It is important for individuals to recognize that such approaches are often unscientific. On a larger scale, psychological knowledge can help us to understand how individuals function within different contexts and how this is influenced by culture, values and beliefs.

The course focuses on the psychology of self and others. Psychological knowledge helps us understand factors such as: nature and nurture as contributors to development; theories of intelligence and how intelligence is tested; personality assessments; effective communication; attitude formation and tools for measuring attitudes; and assists in understand how membership of a group influences behaviour. The course allows for systematic exploration of the complexities of human behaviour based on evidence gathered through planned investigations.

For each unit, the content is organised as follows:

Assessment Weightings are: investigations 20%; response 30%; project 20% and examinations 30%. Technologies Technologies enrich and impact on the lives of people and societies globally. Australia needs enterprising individuals who can make discerning decisions about the development and use of technologies. It needs people who can independently and collaboratively develop innovative solutions to complex problems and contribute to sustainable patterns of living. As they develop technologies play an important role in, transforming, restoring and sustaining our societies and our natural, managed, constructed and digital environments. The Technologies Learning Area comprises of two areas: Design and Technologies which includes the Design & Technologies and Home Economics courses and Digital Technologies which includes Computing, Design and Multimedia. BUILDING AND CONSTRUCTION GENERAL (GEBCN)

You are strongly advised to read the detailed description in the SCSA Syllabus and Support Materials: https://senior-secondary.scsa.wa.edu.au/syllabus-and-support-materials/technologies/building-and-construction Prerequisites It is strongly recommended that students have completed Year 10 Building & Construction. Course Description The course explores processes drawn from building projects. A variety of materials are worked with and a range of practical skills developed in the fields of bricklaying, paving, welding, fabrication and carpentry through ongoing projects such as flat pack kitchens and bathrooms, limestone wall construction and school bricklaying renovation projects. The course content is broken in to 3 main areas;

• Design, Planning & Management: Planning and management, design processes and drafting.

• Materials: Properties and selection, working with materials - wood, bricks, pavers, mortar, metal.

Content organisers Unit 1 Unit 2 Self

Biological influences/bases of behaviour

Developmental psychology

Cognition Personality Others Relational influences Social psychology

Communication Culture and values Research methods Planning and conducting psychological research

Processing and evaluating psychological research


• Systems: Structures and Services, Environment & Sustainability. Assessment Assessment is made up of a combination of design, production and response. SIT20316 CERTIFICATE II IN HOSPITALITY (VEVHTF) TWO YEAR PROGRAM

Prerequisites Nil Course Description This qualification is a hands-on, highly practical course develops and refines more complex food preparation and practical skills and techniques in a realistic and stimulating environment. Training covers a wide variety of practical skills in a commercial kitchen with students applying knowledge developed through the units of competence, including preparing and serving a range of non-alcoholic beverages and café-style cuisines through the school café. This qualification aims to provide students with entry-level training in cookery to assist in gaining employment as an apprentice cook/chef or as an unqualified cook with non-tradesperson status. Assessment Willetton SHS will partner with a Registered Training Organisation (RTO) to deliver this qualification. This partnership enables teachers with additional vocational qualifications to deliver this program on behalf of the RTO. Assessment is based on a competent or not competent basis and will involve both practical and theory based work. This qualification is a proposed offering for the 2022 academic year. At the time of publication, no agreements have been entered into with a Registered Training Organisation for the delivery of this qualification. On the basis of interest from students, the school will initiate a formal partnership agreement with a RTO for the delivery of the qualification. VET Industry Specific Additional/Optional WACE Credit: This qualification can also act as a VET Industry Specific (VETIS) course for the School Curriculum and Standards Authority (SCSA). To achieve the extra WACE credit, there is an additional work experience requirement (110 hours in total over Years 11 and 12) that is related to SCSA industry specific requirements but not related to the qualification itself. This requirement is flexible and can be achieved in various ways; through industry-related part time work, by completing industry-related work experience organised during class time by the teacher, by selecting to do the FLiS program or by organising an alternative work experience arrangement during exam breaks. Achievement of this qualification over two years with the 110 hours of work experience component will count towards WACE as:

• 2 C grade course completions (Course unit credit for a VETIS course is awarded as ‘completed’ for each VETIS course unit. The achievement descriptor ‘completed’ contributes in the same manner as a C grade for all other course units)

• Completion of the 110 hours of work experience component will also count as one Year

12 course C equivalent

For students who opt not to do the work experience, the WACE C grade equivalence for full qualification achievement is one Year 11 course and one Year 12 course.


CUA20715 CERTIFICATE II IN VISUAL ARTS (V1VAD) TWO YEAR PROGRAM (Design Graphics Focus)

Prerequisites Nil Qualification Description This qualification is delivered exclusively in a digital environment. Students complete all units using industry standard software on a Macintosh platform. The elective units within the qualification allow learners to apply their technical skills to produce creative and original projects. Assessments have been developed to reflect current design practices relating to the Elements and Principals of Design and the design process. Students create their own digital portfolio as part of the course. Assessment Willetton SHS partners with a Registered Training Organisation (RTO) to deliver this qualification. This partnership enables teachers with additional vocational qualifications to deliver this program on behalf of the RTO. Assessment is based on a competent or not competent basis and will involve both practical and theory based work. WACE C grade equivalence for full qualification achievement is one Year 11 course and one Year 12 course. This qualification is a proposed offering for the 2022 academic year. At the time of publication, no agreements have been entered into with a Registered Training Organisation for the delivery of this qualification. On the basis of interest from students, the school will initiate a formal partnership agreement with a RTO for the delivery of the qualification. COMPUTER SCIENCE ATAR (AECSC)

You are strongly advised to read the detailed description in the SCSA Syllabus and Support Materials: https://senior-secondary.scsa.wa.edu.au/syllabus-and-support-materials/technologies/computer-science Prerequisites A minimum mark of 60% in semester one in Pathway 2 Mathematics in Year 10. Participation in the Computer Science Specialist Program or similar ability and/or experience such as the Year 10 Software Engineering course. Course Description The Computer Science ATAR course focuses on the fundamental principles, concepts and skills within the field of computing and provides students with opportunities to develop flexibility and adaptability in the application of these, in the roles of developers and users. The underpinning knowledge and skills in computer science are practically applied to the development of computer systems and software, and the connectivity between computers, peripheral devices and software used in the home, workplace and in educational settings. Students create a complete technology solution for a small business. In this they: work to a given timeframe, build a computer, install an operating system and productivity software, connect other computers through a server they configure, to form a wired and wireless network, explore security through creating user accounts and levels of access, create databases and write programs to meet business needs that will be run on the computers they build and over their network. Assessment Assessment of student performance is based on a set of tasks designed to measure performance of a number of outcomes. Type of assessment: Project - 40%; Theory test - 20%; Practical test - 10% and Examination- 30%

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

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


DESIGN – DIMENSIONAL DESIGN General (GEDESD)

You are strongly advised to read the detailed description in the SCSA Syllabus and Support Materials: https://senior-secondary.scsa.wa.edu.au/syllabus-and-support-materials/technologies/design Prerequisites – Nil Course Description Dimensional Design links key specialisations of design such as graphics, communication, objects, experience, spatial design, materials, media and technology. Students complete two units of study: Product Design and Cultural Design. Future designers learn to combine independent thinking and imagination with practical and technical skills using state of the art technology, manufacturing equipment and sustainable materials. Design students work in collaborative environment building experience in established, new and emerging technologies. Students develop knowledge, skills and capacities for design thinking, systems thinking, social innovation and entrepreneurship. As a member of our growing technologies community students are encouraged to work beyond their current thresholds of creativity, knowledge and experience to develop innovative products. Students can use this course to build their own pathways to a career as a confident design professional able to engage fully with the multidimensional nature of contemporary design practice. Our course equips students to engage in cutting-edge practices with advanced manufacturing technologies like Computer Modelling, Laser Cutting and CNC Routing. Assessment is divided into three types: Production - extended project in response to a design brief - 65%, Response - 20% and an externally set task - 15% DESIGN – PHOTOGRAPHY General (GEDESP)

You are strongly advised to read the detailed description in the SCSA Syllabus and Support Materials: https://senior-secondary.scsa.wa.edu.au/syllabus-and-support-materials/technologies/design Prerequisites Nil. Adobe Suite training, preferred. Course Description The Design context is focused on Photography and involves the strategic development, planning and production of visual and tactile communication. It deals with the effective and efficient communication of ideas, values, beliefs, attitudes, messages and information to specific audiences for specific purposes and with specific intentions. The goals of the Design General 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 forms and a thorough exploration of design. In this context, design may use analogue, and/or digital photographic systems and/or digital media. The Year 11 syllabus is divided into two units which are delivered as a pair. Assessment for DESIGN (Dimensional Design General and for DESIGN Photography General) has three components: Design (practical portfolio), Production (practical work), Response (written).

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



DESIGN – Students choice of context ATAR (AEDES)

You are strongly advised to read the detailed description in the SCSA Syllabus and Support Materials: https://senior-secondary.scsa.wa.edu.au/syllabus-and-support-materials/technologies/design Prerequisites Nil. Study in a range of these courses in Years 9 to 10 is recommended, but is not compulsory: Photography, Graphic Design, Creative Designer, Dimensional Design and the study of design in textiles. Study in Visual Arts (art, craft, drawing or media) also provide preparation for this course especially for students who are interested in the use varied visual techniques. Course Description Design ATAR focuses on the creation and exploitation of intellectual property through a range of disciplines such as graphics, photography, dimensional forms, fashion, architecture and design. Students research and develop original products that impact on consumers or audiences and address practical outcomes for users. Students study product and design which covers concepts such as intellectual property, ethics of representation, understanding codes and conventions and develops skills and technologies. The course allows students to work in a context of their choice, such as photography, graphic design, painting, dimensional design and woodwork or textiles. Projects and models can blend and amalgamate these design disciplines or specialise in one. Students have the option of using two dimensional (2D) and three dimensional (3D) media their construction. This includes elements of interactive media, graphics technology and visual communication through digital technology and graphics. Projects can be specialised in the elements of photography, furniture design, architecture, garments, glassware, jewellery, ceramics, sculpture or a series of design drawings in which any of the 3D examples are represented. Design ATAR leads to a Bachelor of Design at universities across the world. High achieving students can also engage in freelance work as a designer in any/all of the disciplines. Design ATAR has direct industry applications into advertising, marketing and ecommerce and reflects the importance of design in the growth of digital/social media. Studying design enriches students’ critical awareness, self-discipline, problem solving, planning, goal setting and testing of ideas and concepts. Assessment 50% of the course is separated into 2 practical portfolios of work. The remaining 50% is breaks into written investigations showcasing design understandings and two written examinations worth 10% each. ENGINEERING STUDIES ATAR (AEEST)

You are strongly advised to read the detailed description in the SCSA Syllabus and Support Materials: https://senior-secondary.scsa.wa.edu.au/syllabus-and-support-materials/technologies/engineering-studies Prerequisites A minimum mark of 50% in Mathematics Extension or GATE or 70% in Semester 1 General Mathematics and 60% in Year 10 Science. It is advised that students studying Year 11 Engineering ATAR have experience in the workshop in Years 9 or 10 as a competent level of technical knowledge and tool/machine skills is required to achieve the course objectives. Course Objectives and Content • Students design, make and evaluate components of an engineered system i.e. parts of a

small electric commuter vehicle. • Students understand key engineering theory including; design principles, properties of

materials, statics and dynamics.




• Students use skills, technologies and materials appropriate to mechanical engineering. Students begin by researching Australia’s renewable energy demand over the next 40 years. In the workshop, students are tasked with completing their Eco Warrior electric commuter trikes which were started in Year 11. Semester one’s design challenge is to produce an effective braking system for the Eco Warrior. In Term 1, students cover theory concerned with the properties of materials including stress and strain calculations and Young’s modulus. Terms 2 and 3 students cover shear and bending moment theory as well as basic moments and dynamics calculations. The teaching year concludes with intensive revision of basic engineering concepts in preparation for the WACE examinations and first year Mechanical Engineering at university. Assessment Design Portfolio (30%), Product appraisal (40%), Examination (30%) FOOD SCIENCE AND TECHNOLOGY General (GEFST)

You are strongly advised to read the detailed description in the SCSA Syllabus and Support Materials: https://senior-secondary.scsa.wa.edu.au/syllabus-and-support-materials/technologies/food-science-and- technology Prerequisites Nil Course Description Food impacts every aspect of daily life and is essential for maintaining overall health and wellbeing. This practical course focuses on food – the choices we make and its impact on our health and lifestyle choices. Students develop food-related understandings and attitudes that enhance their problem-solving abilities and decision-making skills using a variety of food processing techniques and skills. Students will be able to develop their skills and interests through production and management of food related tasks. Using a range of interactive class activities and practical session’s students will explore: food classifications, staple food products, factors influencing food selection and use, food allergies and intolerances, physical and sensory properties of food, nutrients: functions, sources and role in the diet, food selection models, food products and processing skills: adapt recipes, use a variety of equipment, precision cutting skills, methods of cookery, factors influencing food choices, food handling practices, food and beverage labelling Assessment Students will complete a variety of practical orientated assessment types based upon: Investigation: 30%; Production: 60% and Response: 10% FOOD SCIENCE AND TECHNOLOGY ATAR (AEFST)

You are strongly advised to read the detailed description in the SCSA Syllabus and Support Materials: https://senior-secondary.scsa.wa.edu.au/syllabus-and-support-materials/technologies/materials-design-and- technology Prerequisites Nil Course Description Eating food is something we all have in common. Food Science and Technology ATAR is about food innovation, knowledge, skills and technology. This interactive course will enable students to investigate food issues and strategies used to promote food. Influences on the world’s food supply will be examined and the issues of food sustainability and food security will be explored. Students will develop knowledge and understanding of the functional properties of food and apply these in a range of practical activities. The course focus is on: Unit 1: Food Science Unit 2: Undercover Story. Using a range of interactive class activities and practical session’s students will explore: food


supply chain, reasons for variety of food products, sensory and physical properties of food, functional properties of food, nutrients: sources, role in body, effects of over and under consumption of nutrients on health, value adding to food, food preservation, food selection models and needs of individual groups, influences on food choices, food processing techniques and skills e.g. recipe adaption, methods of cookery, food issues in society, food laws to protect consumers: FSANZ, OS&H, food safety. Assessment Students will complete a variety of practical orientated assessment types based upon: Investigation: 30%; Production: 20%; Response: 20%, Examination: 30% MATERIALS DESIGN AND TECHNOLOGY – WOOD General (GEMDTW)

You are strongly advised to read the detailed description in the SCSA Syllabus and Support Materials: https://senior-secondary.scsa.wa.edu.au/syllabus-and-support-materials/technologies/materials-design-and- technology Prerequisites – Nil Course Description The Materials Design and Technology Wood is a practical course and supports and trains students use wood and their imagination to explore and design and manufacture products. Students complete the course with a product that they have made and that they can use – the models that students produce are o the take-home-working mode. The use of advanced manufacturing techniques such as three-dimensional computer modelling and computer aided machines provides students the opportunity to develop knowledge and skills that are critical for the 21st Century. The course connects students with pathways in vocational education and training which lead to university and to the world of work. Students who have an aptitude for design can develop the cognitive skills fundamental to designing in a practical context. This is an ability to use a process that enhances employability and can lead to further training and employment in areas such as manufacturing, design, built environment, science and engineering. Assessment Design 25%, Production 60%, Response 15% MATERIALS DESIGN AND TECHNOLOGY – WOOD ATAR (AEMDTW)

You are strongly advised to read the detailed description in the SCSA Syllabus and Support Materials: https://senior-secondary.scsa.wa.edu.au/syllabus-and-support-materials/technologies/materials-design-and- technology Prerequisites Wood Year 10 is advisable, but not essential. Course Description Working with wood, students develop a range of manipulation, processing, manufacturing and organisational skills. When designing with materials, they develop cognitive skills, such as solving problems, generating ideas, creative design strategies and communicating what they do. This makes them more technologically literate and, as consumers, enables them to make more informed decisions about the use and misuse of technology. The use of advanced manufacturing techniques such as three-dimensional computer modelling and computer aided machinery provide the students the opportunity to develop knowledge and skills that are directly related to further study and work. The ATAR course is designed to facilitate achievement of the following outcomes: • Technology process - students apply a technology process to create or modify products,

processes or systems in order to meet human needs and realise opportunities. • Understanding the use of materials - students understand how the nature of materials

influences design, development and use


• Using technology skills – students create material products safely and efficiently to specified standards.

• Understanding materials, society and the environment - students understand interrelationships between people, the environment and the use of materials

Assessment Design (Practical portfolio) - 25%; Production (Practical) - 50% and Response (Written) - 25% Vocational Education and Training (VET) CAREER AND ENTERPRISE General (GECAE)

You are strongly advised to read the detailed description in the SCSA Syllabus and Support Materials: https://senior-secondary.scsa.wa.edu.au/syllabus-and-support-materials/humanities-and-social-sciences/career- and-enterprise Prerequisites Nil Course Description Career and Enterprise is an integral part of any VET program, and provides a valuable background in career management and an introduction to understanding workplace issues. Career education involves learning to manage and take responsibility for personal career development. The Career and Enterprise General course involves recognising one’s individual skills and talents, and using this understanding to assist in gaining and keeping work. The course develops a range of work skills and an understanding of the nature of work. Key components of the course include: the development of an understanding of different personality types and their link to career choices, entrepreneurial behaviours, learning to learn and the exploration of social, cultural and environmental issues that affect work, workplaces and careers. The Year 11 course is about adopting a proactive approach to securing and The maintaining work and it involves self-management, using work search tools and techniques, developing career competencies and accessing learning opportunities. It explores issues associated with career management, workplaces and influences and trends in times of change. Work, training and learning experiences provide opportunities to extend students’ knowledge and skills in anticipation of responding to change and maintaining an edge. These experiences are documented in career portfolios, using an increasing range of information technology skills. Assessment Investigation, production/performance, individual pathway plan/career portfolio, response, and short answer questions and/or extended answers. CAREER AND ENTERPRISE ATAR (AECAE)

You are strongly advised to read the detailed description in the SCSA Syllabus and Support Materials: https://senior-secondary.scsa.wa.edu.au/syllabus-and-support-materials/humanities-and-social-sciences/career- and-enterprise Prerequisites A minimum mark of 55% in Semester One Year 10 English or Humanities and Social Sciences. An ability to write confidently at length will be required. Course Description Career education involves learning to manage and take responsibility for personal career development. The ATAR course supports students in recognising their individual skills and talents, and using this understanding to assist in gaining and keeping work. Key components of the course include; the study of different career development theories and the application of these theories to an individual’s career, development entrepreneurial behaviours, learning to learn, the exploration of social, cultural and environmental issues that globally affect work, workplaces and careers. The Career and Enterprise ATAR course engages students in learning about developing their career in a constantly changing digital and globalised world. It explores issues associated with career management, workplaces and influences and trends in times of change. It aims to provide


all students with the knowledge, skills and understanding to enable them to be enterprising and to proactively manage their own careers. Assessment Investigation 20%, Production/Performance 10%, Individual pathway plan 10%, Response 30%, Exam 30%. CHC22015 CERTIFICATE II IN COMMUNITY SERVICES (VCS) ONE YEAR PROGRAM

Prerequisites Nil Course Description This qualification focuses on community services work in the areas of children’s services, youth work, social work, disabilities and aged care, and may apply specifically to workers who support individuals by providing a first point of contact in a crisis situation and referral to a broad range of services; or workers in residential facilities and/or in community services under direct or regular supervision within clearly defined organisation guidelines and service plans. Students with the following characteristics or wishing to develop these will find the course rewarding: • Enjoy or want to assist people • Friendly, patient, empathetic and have a positive outlook • Ability to maintain confidentiality • Have sound and sensible decision making skills or want to improve their decision- making

skills • Have good communication and interpersonal skills or want to improve these skills • Able to or want to work independently and to participate constructively in teams Assessment Willetton SHS will partner with a Registered Training Organisation (RTO) to deliver this qualification. This partnership enables teachers with additional vocational qualifications to deliver this program on behalf of the RTO. Assessment is based on a competent or not competent basis and will involve both practical and theory based work. WACE C grade equivalence for full qualification achievement is one Year 11 course and one Year 12 course. This qualification is a proposed offering for the 2022 academic year. At the time of publication, no agreements have been entered into with a Registered Training Organisation for the delivery of this qualification. On the basis of interest from students, the school will initiate a formal partnership agreement with a RTO for the delivery of the qualification. BSB20120 CERTIFICATE II IN WORKPLACE SKILLS (VBUS) ONE YEAR PROGRAM

This qualification replaces BSB20115 Certificate II in Business Prerequisites Nil Qualification Description This certificate provides students with the skills to work in both the public and private sectors of the business world. It reflects the role of individuals in a variety of junior administrative positions who perform a range of mainly routine tasks using practical skills and fundamental operational knowledge in a defined context. Individuals in these roles generally work under direct supervision. Students who approach the certificate as an opportunity to prepare themselves for entry to further study or work will benefit from the broad range of knowledge and skills in basic of business practices. This will contribute to success in allied studies and also increase marketability as an employee. Assessment


Willetton SHS will partner with a Registered Training Organisation (RTO) to deliver this qualification. This partnership enables teachers with additional vocational qualifications to deliver this program on behalf of the RTO. Assessment is based on a competent or not competent basis and will involve both practical and theory based work. WACE C grade equivalence for full qualification achievement is one Year 11 course and one Year 12 course. This qualification is a proposed offering for the 2022 academic year. At the time of publication, no agreements have been entered into with a Registered Training Organisation for the delivery of this qualification. On the basis of interest from students, the school will initiate a formal partnership agreement with a RTO for the delivery of the qualification. FLEXIBLE LEARNING IN SCHOOL PROGRAM (FLIS)

In this program, students attend school for 3 days per week (Monday – Wednesday), an external Registered Training Provider (RTO) for one day, and work experience for the other day (Thursday – Friday). All students are interviewed by a FLiS counsellor before they can enter the program. Students attend school 3 days per week (Monday – Wednesday) studying:

• English General • Mathematics Essentials or another selection if available • Career & Enterprise General • Authority Developed Workplace Learning ADWPL (Endorsed Program) + Certificate II in Skills for

Work and Vocational Pathways • One other subject – either a course or another school based qualification – choices may be limited

due to timetable constraints Students spend the remaining 2 days (Thursday & Friday) off-campus completing:

• Work Experience (ADWPL) • Registered Training Organisation (RTO) program – externally delivered qualification

NB: The school timetable does not run for FLiS students on Thursdays and Fridays once their work experience and training days have commenced (usually from Term 1 Week 5 onwards) so that students do not miss out on curriculum delivery.

The Flexible Learning in School program is suitable for students considering an apprenticeship or employment. Students looking for alternative entry into university may also be interested in this option by selecting a Certificate III (Year 11) and Certificate IV (Year 12). A Certificate IV will assist entry into university when a couple of other conditions are met. Please refer to Year 11 or Year 12 Curriculum Handbook for links to these requirements.

The FLiS program offers a wide range of qualifications from Certificate II to Certificate IV delivered by a variety of Registered Training Organisations. Students will be able to choose from a number of qualifications, details of which will be available at FLiS course counselling sessions, and on display in the VET notice board outside the downstairs VET office (throughout course counselling).

The availability of these programs is subject to the external Training Provider being able to provide a venue and lecturer. The venues for some the training programs in FLiS require the student to travel a considerable distance. The school cannot guarantee that all students will achieve a place in their chosen qualification. If students are not successful in achieving an external training placement, they must agree to completing a second days’ work placement.

Some programs incur a Fee for Service that must be paid to the school prior to commencement of the program. The school will forward this fee to the Registered Training Organisation. Fees will be discussed with parents and students during FLiS interviews.

In selected industry areas, students may be eligible to complete a qualification under a School Based Traineeship (SBT) or Pre-Apprenticeship in Schools Program (PAiS). Details of the qualifications that are available in 2020 will be discussed at the individual FLiS counselling sessions.

Qualifications and details can be found by accessing the links on the school website: below (these may not have been upgraded for 2020 delivery): https://www.willettonshs.wa.edu.au/our-curriculum/learning-areas/vocational-education-and-training-vet/flexible-learning-in-school/

https://www.willettonshs.wa.edu.au/our-curriculum/learning-areas/vocational-education-and-training-vet/flexible-learning-in-school/

https://www.willettonshs.wa.edu.au/our-curriculum/learning-areas/vocational-education-and-training-vet/flexible-learning-in-school/


NB: Qualifications may change without notice Students who wish to enter the FLiS program are to choose this option on SSO and then make an appointment to discuss FLiS training options with a FLiS staff member. Appointments can be made by ringing Mrs Dawn Donald on 93347239. WORKPLACE LEARNING (ADWPLF) FLEXIBLE LEARNING STUDENTS

You are strongly advised to read the detailed description in the SCSA Syllabus and Support Materials available at: https://scsaappstest.scsa.wa.edu.au/apps/ep/programDetails.aspx?programCode=ADWPL&Year=2019 and https://senior-secondary.scsa.wa.edu.au/syllabus-and-support-materials/endorsed-programs/authority-developed-endorsed-programs

Prerequisites To be accepted in to this program, students must attend an interview and select the Flexible Learning in School (FLiS) program. Program Description The Workplace Learning program is an Authority-developed endorsed program and is an integral part of any VET program. It aims to provide students with the knowledge, workplace skills and attitudes valued within work environments, as a preparation for employment. To complete this program a student works in one or more real workplace/s to develop a set of transferable workplace skills. Assessment The student must record the number of hours completed and the tasks undertaken in the workplace in the Authority’s Workplace Learning Logbook. The student must also provide evidence of his/her knowledge and understanding of the workplace skills by completing the Authority’s Workplace Learning Skills Journal after each 55 hours completed in the workplace. Unit equivalence is allocated on the basis of one-unit equivalent for each 55 hours completed in the workplace, to a maximum of two course equivalents. The total number of hours completed in the workplace is reported on the student’s WASSA.

https://scsaappstest.scsa.wa.edu.au/apps/ep/programDetails.aspx?programCode=ADWPL&Year=2019

https://scsaappstest.scsa.wa.edu.au/apps/ep/programDetails.aspx?programCode=ADWPL&Year=2019

year 11 curriculum handbook 2022

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