A COLLEGE OF THE UNITING CHURCH IN AUSTRALIA
PATHWAYS AFTER YEAR TEN
Information to help students select their courses for 2011
A glimpse into the future -
A person leaving school today can expect:
to have 6 – 10 changes in jobs
to have at least 3 – 4 different occupations during a lifetime
to be involved in a variety of job patterns
to spend time unemployed
to be involved in formal education throughout their lifetime
to move away from the area or country in which they were born
to be involved in jobs/careers that don’t yet exist
to use technology that has not yet been thought of Source: Colin Ball, Kevin Richardson, Peter Ellyard
Do not make decisions for Year Eleven and Twelve lightly. There are many sources of information available. Use them all to help you choose wisely.
Front cover artwork by Mrs Louise Hardwick TRANBY COLLEGE A College of the Uniting Church
Choosing a Pathway
A student in Western Australia needs to remain at school, or be engaged in another approved option, until the end of the year in which he or she turns 17 years of age. Students have an important role to play in deciding where they want to be and what they want to be doing until then. These questions cannot just be answered in terms of the next one or two years. Decisions that students make during Year Ten and Eleven must take into account the goals that they have for their life after school.
Very few Year Ten and Eleven students are committed to a single career. Most have a range of interests and a range of abilities. Before a pathway can be selected, options need to be explored. Students should not limit themselves to specific jobs, but should consider broader career paths.
Information is available from a range of sources. Job Guides, University and TAFE Handbooks are all available in the College and on the Internet. Career counsellors at universities and TAFE are a good source of information. These institutions hold ―Open Days‖ where all courses and aspects of campus life can be explored. Industry bodies are also willing to help. The ―Careers Caravan‖ from the Kwinana Industries Education Partnership is stationed at Tranby at times during the year to provide careers counselling and advice. Students also visited one of two careers, education and employment expos in Semester One.
Once students have decided upon broad career areas, they need to determine the best method to reach their goals. Most of the above sources of information will also be able to help with this step, as will teaching staff at Tranby College.
There are essentially three school-based pathways beyond Year Ten available to students:
1. Preparation for entrance to university. 2. Preparation for entrance to TAFE. 3. Preparation for entrance to the workforce and apprenticeships.
It is also important to note that many students go to TAFE after leaving school and then on to university.
The course selection process starts in Term Three and continues until almost the end of the year. In the first instance Year Ten students are asked to select six courses for Year Eleven from the list in this book. Year Eleven students are generally asked to select six courses for Year Twelve but choosing a ―Study Line‖ is an option for students studying at Stage 2 and 3 in their Year Twelve.
To support them in doing this, two separate information evenings will be held at the College. The first will be a presentation about the requirements to achieve the Western Australian Certificate of Education (WACE) at the conclusion of Year Twelve. The second will be an opportunity to hear teachers of each course describe what is studied in the course, and to ask questions about its suitability for students. Teachers will recommend to Year Ten students which Mathematics and English course is most suitable for them.
The forms containing the initial choices are returned to Mr Davies, then staff will meet with the students and discuss their choices with them.
We are committed to helping students make the best choice for themselves. We will not prevent a student from studying a course that interests him or her. However, students and parents do need to be mindful of advice from teachers about the courses in which it is thought they will have the greatest success. Experience has shown that students who do not follow the advice given by their relevant teacher may have difficulty in succeeding with courses and this can lead to considerable stress and anxiety, and a poor start to Year Eleven from which it is sometimes difficult to recover.
Western Australian Certificate of Education (WACE)
All students who complete Year Twelve are eligible to receive the Western Australian Certificate of Education (WACE). The Curriculum Council issues this certificate to students who meet all the requirements for Secondary Graduation. Criteria for achievement of the WACE are currently different for students in Year Ten and Eleven in 2010. Both sets of criteria are listed below:
To qualify for a WACE, a current Year Ten student must:
Complete at least twenty course units – must include four units from English or Literature during Years Eleven & Twelve (at least two units in the final year of schooling); Achieve a C grade average or better across the best 16 course units, of which at least 8 must be completed in Year Twelve; Achieve Curriculum Council English Language Competence – automatically achieved with a C grade in any Stage 1 or higher course in English or Literature; Complete, in the final year of study, at least one pair of course units from List A (arts/languages/social science), and List B (mathematics/ science/technology). The complete lists may be found at the end of this booklet, and; Sit for Stage 2 and 3 WACE examinations, unless exempt, and ―make a genuine attempt‖.
To qualify for a WACE, a current Year Eleven student must:
Complete at least twenty course units or acceptable alternatives, including at least three two- unit combinations (e.g. 2A/B, 2C/D, 3A/B); Obtain an average grade of C or better in at least ten course units from at least five courses, including at least three two-unit combinations. For the three two-unit combinations, the last two units completed are used in the calculation; Achieve requirements for English language competence and complete four English course units (at least two units must be studied in the final year of schooling): Complete, in the final year of study, at least one course (two units) from List A (arts/languages/social sciences) and List B (mathematics/science/technology). The complete lists may be found at the end of this booklet, and; Sit for WACE examinations, unless exempt. All students enrolled in a pair of units at Stage 2 or 3 must sit the external examination and ―make a genuine attempt‖.
Note: Lists A & B are included at the end of this booklet.
The Curriculum Council issues a Statement of Results to students who complete Year Twelve.
The Statement of Results will include:
English language competence, if achieved exhibitions and awards granted WACE course scores school and examination results and scaled scores in Stage 2 and 3 courses grades achieved in course units VET qualifications and VET units of competency achieved endorsed programs achieved community service hours completed.
A WACE course report will also be issued to all students who sit the external examination in that course.
Further information about the WACE is available on the Curriculum Council‘s website (www.curriculum.wa.edu.au )
What do students have to do to gain entrance to university?
There are four public universities in Western Australia, (Edith Cowan, Murdoch, Curtin and the University of Western Australia) and an independent Catholic university (Notre Dame). In each case, the entry requirements to faculties and courses may be quite different. Students are advised to consult the handbooks for each institution which are published each year and are available through their websites.
Entry to Notre Dame University is quite different to that for the public universities. Less emphasis is placed upon a student‘s performance in the final examinations and course combinations than upon evidence of academic rigour and school assessment of potential. Also considered are a written application, interview, and school and personal references. Students apply directly to Notre Dame University for entry.
Each of the public universities bases their selection on four selection criteria: i) Achievement of the WACE. (This is described in the preceding section) ii) Competence in English, and normally a scaled mark of at least 50 in a Stage 2 or 3 English or Literature course. iii) Australian Tertiary Admittance Rank The Australian Tertiary Admittance Rank (ATAR) is a mark out of 100, which ranks each student against all other students. To obtain an ATAR, students must sit the external examinations in at least four Stage 2 or 3 courses. Students must obtain a sufficiently high ATAR for entry to a particular university and/or course. It is very difficult to predict what ATAR will be the required score for entrance to the various courses at each university and the most appropriate course of action would be to review the entrance scores from the previous years as a guide. This information is available from the TISC (Tertiary Institutions Service Centre) website at www.tisc.edu.au . Students can also check their estimated ATAR on the TISC website at www.tisc.edu.au/tiscguide/calculator.jsp .
(iv) Prerequisite Courses: A fourth selection criterion that universities may apply is the requirement that students have studied and passed certain courses at Year Twelve level prior to commencing university. This means that before you select a faculty and course at university, you will need to be aware if there are preferred and/or prerequisite courses of study that are recommended for that university course. Details about each course can be found in TISC‘s ―University Admission 2012 & 2013: Admission Requirements for School Leavers‖ (available at the College), in each university‘s handbook. and also on the TISC website.
Some universities are also using additional selection criteria. For example, students wishing to study medicine or dentistry at the University of WA must take part in an interview and an aptitude test (UMAT).
What do students have to do to gain entrance to TAFE?
The courses offered by TAFE are very diverse and something can be found to suit almost all interests and abilities.
TAFE offer courses at six levels; Certificate I Certificate II Certificate III Certificate IV Diploma Advanced Diploma
These courses may be offered at a number of metropolitan and regional TAFE centres. Certificates I – IV recognise an increasing degree of skill level and course lengths. Diploma courses involve two years full-time study and Advanced Diploma courses, two to three years full-time study.
As might be expected, the more advanced the course, the higher the entrance standards. TAFE courses are competitive and as a general rule, students have a greater possibility of entrance the higher their level of secondary education.
Every TAFE course has a set of minimum entry requirements, which students must meet before their application will be considered. In general, students must meet a minimum benchmark in ―communication‖ and mathematics. These requirements are described in the TAFE handbooks and vary according to the level of course for which the student is applying. This information may also be accessed on the TAFE website at www.tafe.wa.edu.au . Specifically, a ―skills calculator‖ is available at http://tasonline.tafe.wa.edu.au/Reckoner/Default.aspx .
Selection Criteria are used to select students where there are more eligible applicants than places available. TAFE has a scoring system that allocates points to each of the selection criteria and the more points that a student earns, the more likely they are of gaining entrance to their chosen course.
The demand for TAFE courses may change from year to year as the demands of industry change. It is therefore difficult to place minimum scores on TAFE entry or predict what they might be in the future. In general terms, however, one can expect that courses such as veterinary nursing,
electrical pre-apprenticeship, education assistant and nursing will be in higher demand and will require higher scores.
It is possible to access university from TAFE and the successful completion of a TAFE course may result in credit being given for some university units. The publication titled ‗Your Guide to Advanced Standing for TAFE and University Students‘ provides details on courses and available credit transfers.
What other options do students have when they leave school?
Some students seek employment at the end of Year Eleven or Twelve. Others seek employment in combination with study at TAFE, or indeed, seek employment as a way of helping to support themselves during their university studies. Work Studies in Year Ten is partly designed to help students to prepare and present themselves effectively for employment.
Students may also choose to enter an apprenticeship when they leave school. Once again, entry is becoming very competitive and the successful completion of Years Eleven and Twelve is becoming more common as an entry point. TAFE books contain information on apprenticeships and pre- apprenticeship courses and how to access them. The School Apprenticeship Link (SAL) programme is available to students at Tranby College. In this programme, students spend three days at school and two days at TAFE/in a workplace. This programme has been an important preparation for apprenticeships for many Tranby students.
Traineeships are twelve month courses during which trainees are paid a training wage. A certificate is issued on the successful completion of the traineeship, as evidence of the training undertaken and the skills acquired. It is recognised nationally and may be used as a step to permanent employment and/or further education and training. It is also possible for students who are still at school can undertake traineeships.
Curriculum Council Exhibitions and Awards
The Curriculum Council grants a variety of Exhibitions and Awards to full-time students in West Australian schools: Details can be found on their website.
What options are being offered at Tranby in 2011?
Courses VET Certificates School Apprenticeship Link
Tranby College aims to give students a wide choice of pathways after school. We have developed a list of courses based on the skills that staff have and the combination of courses that will give students maximum opportunities for further study at university or TAFE.
School Apprenticeship Link
School Apprenticeship Link (SAL The School Apprenticeship Link (SAL) programme is an opportunity for young people still attending school and enrolled in the Western Australian Certificate of Education (WACE) to be one step ahead ofSchool other young Apprenticeship people who want Link to (SAL take up an apprenticeship. The SAL programme provides an opportunity for students to get a real taste of what the workplace is all about.
SAL is a school-based transition from school to an apprenticeship for students in Years Eleven and Twelve. Students in the SAL programme must attend school, undertake training at a Registered Training Organisation (RTO) participating in the programme and be linked to a minimum of two employers for work placement.
SAL Phase I in Year 11 is delivered as a Family of Trades within an industry. SAL Phase II is completed in Year 12 and the student chooses the trade in which they are interested and commence their trade training.
On successful completion of Phases I and II, students will be assisted to find an employer and to gain an apprenticeship. Any training successfully completed will be credited against trade training once an apprenticeship has been achieved.
The SAL family of trades programme is available in the following industries in 2010, according to the Apprenticentre website www.det.wa.edu.au/apprenticentre/detcms/portal/ :
• automotive (heavy and light vehicle, auto body refinishing and repair, auto electrical) • building and construction (wall and floor tiling, bricklaying, carpentry and joinery, ceiling fixing, plastering, painting) • food (cooking, pastry cook, bread baking) • horticulture (landscaping, nursery, turf, gardening) • furniture trades (cabinet making, furniture finishing, upholstery) • metals and engineering (plant, fabrication and mechanical fitting) • hairdressing.
Trade specific pre-apprenticeships are available in most of these industry areas.
Information was available from the beginning of Term Three.
The above information provides only an indication of the trades to be delivered and will depend upon skill shortages and the ability of TAFE to deliver.
Applications will be accepted from students who can meet the following criteria:
1. Students MUST be enrolled in school in Year Ten or Year Eleven in 2010. 2. Students MUST pass or have passed Year Ten with a C grade average or better. 3. Students must be commencing Year Eleven or Twelve in 2011. 4. Students have to be endorsed by the College as ‘work ready’ and able to participate in approximately 200 hours of work placement. 5. Students must meet Australian citizenship and visa requirements. 6. Students MUST NOT have completed Certificate 1 or higher in the qualification for which they are applying.
Students must apply for a placement on this programme, complete an application form and attend an interview. Successful applicants will be notified before the end of 2010.
Information on this programme may be obtained from Mrs Audrey Klein, Head of Student Services, at the College.
COURSE OFFERINGS FOR 2011
Course Stage 1 Stage 2 Stage 3 Accounting & Finance 2A/B 3A/B Ancient History 1A/B Applied Information Technology 1A/B, 1C/D 2A/B 3A/B Biological Sciences 1A/B 2A/B 3A/B Business, Management & Enterprise 2A/B 3A/B Chemistry 2A/B 3A/B Children, Family & the Community 1A/B Dance 1A/B 2A/B 3A/B Design 1A/B Drama 2A/B 3A/B English* 1A/B, 1C/D 2C/D 3A/B Food Science & Technology: Hospitality (FSTH) 1C/D 2A/B Geography 1A/B 2A/B 3A/B History Modern (HISM) 2A/B 3A/B Human Biological Science 2A/B 3A/B Indonesian: Second Language 1A/B 2A/B 3A/B Integrated Science 1A/B, 1C/D Literature 2A/B 3A/B Materials Design & Technology: Textiles 2A/B 3A/B Materials Design & Technology: Wood 1A/B, 1C/D Mathematics (MAT)# 1B/C, 1D/E 2A/B, 2C/D 3A/B, 3C/D Mathematics Specialist (MAS) 3A/B, 3C/D Media Production & Analysis 1A/B, 1C/D 2A/B 3A/B Music 1A/B, 1C/D Physics 2A/B 3A/B Physical Education Studies@ 1C/D 2A/B 3A/B Politics & Law 2A/B 3A/B Visual Arts 1C/D 2A/B 3A/B Workplace Learning 1A/B, 1C/D
* Refer to the information chart for English # Refer to the information chart for Mathematics @ Refer to the information chart for Physical Education Studies
Courses may be studied at different levels of difficulty. Moving from Stage 1 to 2 to 3, courses become more difficult. This reflects a move from practical and familiar content and contexts to increased complexity and depth with more theoretical and abstract concepts and contexts. The suitability of each stage for different pathways is described in the table over the page.
Organisation of the Week in Years Eleven and Twelve
At Tranby, the school week is divided into forty forty-minute periods, with Years Eleven and Twelve courses being taught in 80 minute blocks. A Year Eleven or Twelve course is taught for a minimum of 240 minutes per week (i.e. 6 periods, or 3 double periods) for the whole year.
In 2011, Year Eleven students will study 6 courses. Students generally continue with the same courses of study in Year Twelve, but try different units at the same stage or units at a more advanced stage. Requirements for achievement of the WACE must be considered when choosing courses over the two years, as should prerequisites for university courses.
Year Eleven and Twelve students also have a Period 0, used for Assembly, Chapel and House Meetings, and Tutor Group each week. Studies of Religion and Philosophy (SRP) occupies one double period each week. Students also participate in Sport for one double period each week.
Choosing Courses for Year Eleven and Twelve 2011
All students should be aiming for achievement of the WACE. Check carefully the requirements which are listed at the front of this booklet. All students must complete four English course units in Years Eleven and Twelve, including two units in Year Twelve. At Tranby we require students to choose a Mathematics course. There is no distinction between courses that lead to university, to TAFE or to the workforce. However, university-bound students will typically study a programme of Stage 2 and Stage 3 units over two years. In their final year, most would be at Stage 3. Students who complete Stage 3 courses are involved in higher order academic skills more suitable for coping with university studies. Stage 3 courses are more difficult than Stage 2 courses and so attract a 15 mark increment to encourage study at this stage. Other students will typically take all Stage 1 units or a mixture of Stage 1 and Stage 2 units in Years Eleven and Twelve. Students should be aware that if they are studying a Stage 2 or Stage 3 unit, it is compulsory for them to sit the WACE examination for that course. Stage 1 units are not subject to external examinations.
Included in the course description are recommended prerequisite grades from Year Ten. These are designed as a guide and students must discuss their chosen courses with their teachers. Once students have made an initial selection, the College will work to construct the timetable and it is likely that further negotiation will be necessary. Although there are opportunities to change courses during first term next year, students should do all that they can to try to ensure that they select the correct courses now. Changing courses is always unsettling and puts undue pressure on both students and teachers.
Stage 2 and Stage 3 – Which to Choose?
For courses that have Stage 2 and Stage 3 examinations, an increment of 15 marks will be added to the Stage 3 combined standardised scores before scaling.
Mathematics courses receive slightly different increments.
Mathematics (MAT)
Combined unscaled marks for 2A/2B – no increment Combined unscaled marks for 2C/2D + 10 Combined unscaled marks for 3A/3B + 20 Combined unscaled marks for 3C/3D + 30
Mathematics: Specialist (MAS)
Combined unscaled marks for 3A/3B – no increment Combined unscaled marks for 3C/3D + 15
Within each course, Stage 2 is less academically demanding than Stage 3. Students who complete Stage 3 courses are involved in higher order academic skills more suitable for coping with university studies. Increments encourage students to study Stage 3 courses. Stage 2 is scaled more severely than Stage 3 within the same course. University entrance is more likely if ATAR made up of 4 x Stage 3 courses but Stage 2 marks can contribute to ATAR. Students studying courses at Stage 2 must aim to be the best students in their Stage 2 course if they are to achieve university entrance.
Course Counselling
Good educational principles apply:
Attempt the highest stage of which you are capable. You should challenge yourself and aim high. Do not undersell your abilities. Be motivated and aspire to do your very best. However, be realistic about your ability to achieve certain standards. Do not aim for something that will be impossible to attain. Choose courses that you will be interested in and enjoy. What is required to reach your goals? Some universities or TAFEs may have prerequisites for particular courses. Choose your courses after doing some research. Think carefully before repeating units. For students in Year Eleven, 2011, units can be repeated but cannot contribute more than once to help achieve the WACE. Only the best result will contribute to the WACE.
Pathways
There are many pathways for students after Year Ten. Some of the more common ones are listed below, with the suggested courses that can be studied in Year Eleven which would lead into university or TAFE. Please check with specific university and TAFE handbooks for further information. Specific information about prerequisites for university courses may be found on the TISC website at www.tisc.edu.au and for TAFE courses at www.tafe.wa.edu.au .
Pathways University entrance TAFE entrance Engineering English, Mathematics, English, Mathematics, Integrated Mathematics Mathematics Specialist, Science, Workplace Learning Science Physics, Chemistry, Biological Sciences, Human Biological Science Hospitality and Tourism English, Geography, English, Mathematics, Food Science & Mathematics, Indonesian Technology: Hospitality, Workplace Learning, SAL Humanities: English, Mathematics, Politics English, Mathematics, Geography, Law and Law, History, Indonesian, Politics and Law, Business Language Geography, Economics, management & Enterprise, Workplace History Accounting & Finance, Learning Politics Business Management & Enterprise Health and Community English, Mathematics, Human English, Mathematics, Children, Service Biological Science, Physical Family & the Community, Physical Education Education Studies Education Studies, Workplace Psychology Learning Arts English, Mathematics, English, Mathematics, Materials Music Drama, Visual Arts, Media Design & Technology: Textiles, Drama, Fashion Production & Analysis, Music, Drama, Visual Arts, Design & Design Dance Technology: Wood, Media Production & Analysis, Music, Workplace Learning, Dance Business English, Mathematics, English, Mathematics, Applied Commerce Accounting & Finance, Information Technology, Accounting Finance Economics, Applied & Finance, Workplace Learning, Management Information Technology, Business Management & Enterprise Indonesian, Politics and Law, Business Management & Enterprise Information Technology English, Mathematics, Applied English, Mathematics, Applied Information Technology Information Technology, Workplace Learning Apprenticeships English, Mathematics, Workplace Learning, SAL
2011 Subject Levy
As a guide, the follow levies applied in 2010, however, there may be additional costs relating to courses in 2011:
Geography $185 Visual Arts $100 (+ cost of Art Tour to Melbourne) Materials Design & Technology:Wood $100 (+ cost of personal project)
These figures are subject to annual review by the College Council and may vary from this in 2011. Some Mathematics classes will also use Mathletics as part of their programme. In 2010 the cost of this programme was $30.
Description of Courses
The following pages give short descriptions of the courses to be offered in Year Eleven and Twelve in 2011. This does not guarantee that all these courses will run next year as this is dependent on timetabling, student numbers and suitability of staffing.
It is also important for you to let the College know if you wish to study a particular course that does not seem to fit on the current gridlines. Some modification may be possible if demand is sufficient.
Some courses may require that students have developed relevant skills in a relevant course in Year Ten or Eleven. Students should discuss this with their class teachers or the teacher of the course of interest.
The course descriptions are arranged alphabetically.
Accounting and Finance
The course focuses on financial literacy and aims to provide students with a range of skills that enable them to make sound financial judgements. Students will develop an understanding of the fundamental principles upon which accounting and financial management are based through the preparation, examination and analysis of financial documents and systems.
Applied Information Technology
In this course, students use a range of computer hardware and software to create, manipulate and communicate information. Using a range of applications, students investigate, design, construct and evaluate ICT solutions in a range of environments. The result is a set of skills to equip the student for the 21st century and give them an appreciation of the impact of information technology on society in general.
Biological Sciences
Biological Sciences gives students a unique appreciation of life and a better understanding of the living world around them. It encourages them to be analytical, to participate in problem-solving and to systematically explore fascinating and intriguing aspects of living systems. Biology is studied in real-world contexts such as marine reefs, endangered species, urban ecology, viticulture and incorporates biotechnological applications.
Business Management and Enterprise
The course helps students to develop practical skills as well as knowledge and understanding of business activity by focussing on innovation, initiative and entrepreneurship. Course content ranges from the many facets of business to opportunities and issues faced by national and international business. This course uses real businesses and scenarios to develop financial and business literacy, whilst at the same time enhancing interpersonal and intrapersonal skills.
Chemistry
The Chemistry course equips students with the knowledge and understandings to enable them to appreciate the natural and built environment, its materials and interactions between them. Students predict chemical effects, recognise hazards and make informed, balanced decisions about chemical use and sustainable resource management. This course enables students to relate chemistry to other sciences including biology, physics, geology, medicine, molecular biology and agriculture. It also helps them to prepare for further study and to be responsible and efficient users of specialised chemical products and processes at home or in the workplace.
Children, Family and the Community
The Children, Family and the Community course provides opportunities for students to develop an understanding of the diversity of the Australian society. Recognising this diversity and promoting inclusivity among the individuals, families and groups makes up our society and provides the foundation for a cohesive community. This course examines the factors that impact on the ability of individuals and families to develop skills that enable them to live independently or to care for others.
Dance
Students undertaking this course will develop an appreciation of a variety of genres, styles and forms. They will gain transferable skills that enable them to engage with dance through choreography, performance and appreciation. Students are encouraged to work independently and in collaboration with others to solve tasks and present dance works.
Design
In the Design course, students develop a competitive edge for current and future industry and employment markets. Students are equipped with the knowledge and skills to understand design principles and processes, analyse problems and devise innovative strategies through projects. Students are able to focus on particular contexts: from a choice of; photography, graphics, dimensional design and technical graphics.
Drama
The Drama course develops students‘ understandings and skills of this vibrant and varied art form as creators, performers and audience members. Students are encouraged to explore and communicate ideas about the production, design and performance of drama in a range of settings. They develop creative and analytical skills as they engage with Australian and world drama practice.
English Guidelines: Year Ten or Eleven teacher will recommend a course and stage
Language plays a central role in human life: it provides a vehicle for communication, a tool for thinking, a means of creativity and a source of pleasure. In the English course, through the use of oral, written and visual communication texts students examine the relationship between language and power, and learn how to become competent, reflective, adaptable and critical users of language. Students learn about the English language, how it works and how to use it effectively.
Food Science and Technology
The Food Science and Technology course provides opportunities for students to explore and develop food-related interests and passions to achieve personal and professional goals. Students choose a context from hospitality, nutrition and health promotion or product development to develop and apply enterprising and innovative ideas to food production to meet future needs.
Geography
Geography is the study of physical and cultural environments from a spatial perspective. It provides students with the knowledge and skills to observe and describe places on the surface of the Earth, and from a spatial perspective analyse and provide explanations on human and physical phenomena and their complex interactions. They develop a range of skills that help them to understand the physical world, interpret the past, scrutinise the present and explore sustainable strategies for the future care of places.
History (Ancient)
The study of ancient history examines past societies ranging from the pyramid builders of the Old Kingdom in Egypt to the Roman Empire. Students develop skills in critical thinking through hypothesis testing and the analysis of various sources including artefacts, buildings, and written sources. They develop a critical understanding of how evidence may be manipulated and how perspectives of people and events are shaped by a variety of influences.
History (Modern)
Studying Modern History enables students to become critical thinkers and helps inform their judgements and actions in a rapidly changing world. Students are exposed to a variety of historical sources including artefacts, oral stories, film, diary extracts and other written accounts in order to determine the cause and effect, and the motives and forces influencing people and events. Through the process of historical inquiry, students are encouraged to question and evaluate historical sources; identify various representations and versions of history; use evidence to formulate and support their own interpretations; and communicate their findings in a variety of ways.
Human Biological Science
Human Biological Science 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. This course gives students a chance to explore what it is to be human—how the human body works, the origins of human variation, the evolution of the human species and human ecology.
Indonesian: Second Language
In the Indonesian: Second Language course, students learn about this dynamic language and its diverse cultures. Through learning Indonesian students will develop the skills to communicate with a range of people in various contexts, and enhance their job opportunities in areas such as tourism and hospitality, politics, diplomacy, commerce, law, education, engineering and many others. It is assumed that students will have mastered the elementary structures and language functions of Indonesian in lower secondary school studies.
Integrated Science
Integrated Science encourages students to be questioning, reflective and critical thinkers about scientific issues. This course is based on an holistic view of science knowledge and starts with the problems and issues that are important to young people. It draws on the traditional disciplines of science, such as biology, chemistry, geology and physics, as well as less traditional areas, such as forensic science and biotechnology, as a resource to enable students to investigate issues that are interesting and relevant in a modern world.
Literature
Reading literature for pleasure and for the intellectual experience are key elements of the course. In Literature, students learn how to understand the values and attitudes that are privileged or marginalised by texts as well as the cultural and historical contexts in which they are produced and received. Through the study of Literature, students create readings of literary texts and develop the skills necessary to better understand their world. They apply and explore their understandings of literature through writing their own poems, plays and stories.
Materials, Design and Technology: Textiles and/or Wood
This is a practical course where students can choose to work with wood or textiles in the design and manufacture of products. This is also a course about ideas, innovation and creativity. In order to do these well, students research and test materials and use strategies to develop innovative and creative ideas. They apply skills of management in planning and implementing a process, at the same time as they manipulate tools and machines to produce high-quality products. We are investigating an opportunity for Year Eleven students to work towards a Certificate 1 in 2011. Year Twelve students will study the MDT course but not the certificate.
Mathematics Guidelines: Year Ten or Eleven teacher will recommend a course and stage
The Mathematics course has been created to offer senior secondary students the opportunity to advance their mathematical skills, to build and use mathematical models, to solve problems, to learn how to conjecture and to reason logically, and to gain an appreciation of the elegance,
beauty and creative nature of mathematics. Students use numbers and symbols to represent many situations in the world around them. They examine how mathematical methods associated with number, algebra and calculus allow for precise, strong conclusions to be reached, providing a form of argument not available to other disciplines.
Mathematics - Specialist Guidelines: Year Ten or Eleven teacher will recommend a course and stage
The Mathematics - Specialist course provides a solid foundation for the many students who will continue their study of mathematics beyond the compulsory years of schooling. It has an emphasis on mathematical reasoning, modelling, recursion and the use of technology, in keeping with recent trends in mathematics education, and in response to the growing impact of computers and the internet. Students engage in posing and solving problems within mathematics itself, and thus appreciate mathematics as a creative endeavour.
Media Production and Analysis
In the Media Production and Analysis course, students develop skills to make and understand media ranging from traditional forms such as film, photography, newspapers, magazines, comics, radio and television to new and emerging multimedia technologies. They will consider how people, events and issues are represented. They will also create, produce and present their own works in media of their choice to express their ideas using media technologies and practices.
Music
In the Music course, students are given the opportunity to develop their musical abilities and potential and share their creativity and personal expression through creating, presenting and responding to music. They produce and present music, working independently and with others. They can do this in the context of Western Art music, Jazz, Contemporary music and/or World /Indigenous music. By studying music from other times and cultures, they experience a sense of enjoyment and fulfilment while striving to achieve at the highest possible level.
Physical Education Studies
Physical Education Studies contributes to the development of the whole person. The emphasis is on learning through movement and personalised learning experiences. Students will analyse their own personal performance as well as others, apply theoretical principles and plan whilst coaching, instructing, teaching and leading. The students use physical activity and sport as fundamental contexts to develop broader physiological, psychological, biomechanical and motor learning understandings. As the Possible Pathways suggest, Year Eleven students may only study the 1A/B or 2A/B units. These units are not available to Year Twelve students in 2011.
Physics
In the Physics course, students investigate the natural and built world around them in a wide and interesting range of contexts. They explore the different forms of energy and energy transformations, and study how mechanical forces can shape the environment. They learn how electric and magnetic fields can be used in machines and electronic devices, why different materials are used in heating and cooling systems, how communication and vision systems apply our understanding of the properties of light and sound waves and how radioactivity is used in industrial testing and in the treatment of diseases.
Politics and Law
Politics and Law is a study of the processes of decision-making concerning society‘s collective future. It aims to develop knowledge of the principles, structures, institutions and processes of political and legal systems primarily in Australia. It brings together the judicial, executive and legislative arms of government to demonstrate how society is governed and examines the philosophy and values on which society is governed.
Visual Arts
In the Visual Arts course, students engage in traditional, modern and contemporary media and techniques within the broad areas of art forms. The course promotes innovative practice. Students are encouraged to explore and represent their ideas and gain an awareness of the role that artists and designers play in reflecting, challenging and shaping societal values. Students are encouraged to appreciate the work of other artists and engage in their own art practice. Year Twelve students in 2011 may only study Visual Arts at Stage 2 or 3.
Workplace Learning
The Workplace Learning course aims to provide all students with the knowledge, workplace skills and attitudes valued within work environments, as a preparation for employment. Specific technical skills and knowledge learnt during formal education help students gain and keep employment. Generic work related skills that are transferable are vital to all forms of employment in today‘s world.
General Mathematics Courses in 2011
Mathematics (MAT) Pathways
In a colour band, the lighter shade indicates Year Eleven, the darker Year Twelve
English – Possible Pathways
Year 11 Year 12
1A/B 1C/D
1C/D 2A/B or 2C/D
2A/B or 2 C/D 3A/B
Physical Education Studies – Possible Pathways
Year 11 Year 12
1A/B 1C/D
2A/B 3A/B
Curriculum Council - General Advice on Pathways
For university-oriented students, the number of pathways has not changed significantly. Increased opportunities to study mathematics units have been introduced for students to develop general mathematical skills for further training or employment.
Mathematics
General pathway description Year 11 Year 12 Double mathematics for university entry to 3AMAT/3BMAT 3CMAT/3DMAT specialist courses such as engineering, and and physical sciences and mathematics 3AMAS/3BMAS 3CMAS/3DMAS Single mathematics for university courses 3AMAT/3BMAT 3CMAT/3DMAT where further mathematics is likely to be or or needed. Also suitable for preparation for 2CMAT/2DMAT 3AMAT/3BMAT higher level training in technical areas Single mathematics for further education and 2AMAT/2BMAT 2CMAT/2DMAT training or university entry where further 1DMAT/1EMAT 2AMAT/2BMAT mathematics is unlikely to be needed Single mathematics for students to develop 1BMAT/1CMAT 1DMAT/1EMAT general mathematical skills for further 1AMAT/1BMAT 1CMAT/1DMAT training or employment 1AMAT/1BMAT
English
General pathway description Year 11 Year 12 Typical university oriented pathway 2AENG/2BENG 3AENG/3BENG Typical pathway to further training, 1CENG/1DENG 2AENG/2BENG university or employment 1CENG/1DENG 2CENG/2DENG 2AENG/2BENG 2CENG/2DENG Typical pathway to further training and/or 1AENG/1BENG 1CENG/1DENG employment 1AENG/1BENG
Other courses
General pathway description Year 11 Year 12 Typical university oriented pathway 2A/2B 3A/3B Typical pathway to further training, 1A/1B 2A/2B university or employment 1C/1D 2A/2B Typical pathway to further training and/or 1A/1B 1C/1D employment 1A/1B
WACE breadth-of-study list (2011 onwards)
For a student to achieve a WACE in 2011 and beyond, the student must complete, in their final WACE year (Year Twelve), at least one course from each of the following lists. For this purpose, completion of a course means that the student has: • received a grade in at least two units in their final year of senior secondary schooling in that course • made a genuine attempt in the examination, unless exempt, for that course.
If 50 per cent of a student‘s final year of senior secondary schooling comprises endorsed programmes, including VET, then the breadth-of-study requirement is waived.
List A (arts/languages/social science) List B (mathematics/science/technology) AIS Aboriginal and Intercultural Studies ACF Accounting and Finance ABL Aboriginal Languages of Western Australia APS Animal Production Systems HIA Ancient History AIT Applied Information Technology ARA Arabic VAU Automotive (VET industry specific) BME Business Management and Enterprise AET Automotive Engineering and Technology VBS Business Services (VET industry specific) AVN Aviation CAE Career and Enterprise BIO Biological Sciences CFC Children, Family and the Community BCN Building and Construction CBS Chinese: Background Speakers BME Business Management and Enterprise (2010 only) CSL Chinese: Second Language CHE Chemistry VCS Community Services (VET industry specific) CSC Computer Science VCA Creative Industries: Art (VET industry specific) VCO Construction (VET industry specific) VME Creative Industries: Media (VET industry specific) DES Design DAN Dance EES Earth and Environmental Science DRA Drama EST Engineering Studies ECO Economics FST Food Science and Technology ENG English VHO Hospitality (VET industry specific) ELD English as an Additional Language/Dialect HBS Human Biological Science FRE French VIT Information Technology (VET industry specific) GEO Geography ISC Integrated Science GER German MMT Marine and Maritime Technology HEA Health Studies MDT Materials Design and Technology HEB Hebrew MAT Mathematics IBS Indonesian: Background Speakers MAS Mathematics Specialist IND Indonesian: Second Language OED Outdoor Education ITA Italian PES Physical Education JBS Japanese: Background Speakers PHY Physics JSL Japanese: Second Language PPS Plant Production Systems LIT Literature VPI Primary Industries (VET industry specific) MBS Malay: Background Speakers PSY Psychology MPA Media Production and Analysis GRE Modern Greek HIM Modern History MUS Music PAE Philosophy and Ethics PAL Politics and Law REL Religion and Life VTO Tourism (VET industry specific) VAR Visual Arts WPL Workplace Learning
• Endorsed programs are unlisted.
The Pathways Flow Chart
What are your interests? What do you want from a job? Job Guide University Handbooks What broad career areas do Information TAFE Course Guides you want to pursue? from Careers Counsellors at University & TAFE Internet Kwinana Industry Education Partnership Careers Caravan Career Adviser What do you need to do to get Information Many of the above sources there? from
Make an appointment with your Head of House, Mrs Klein or Mr Davies to discuss your options.
Consider Will these courses allow you to achieve Choose 6 courses from the list the WACE at the end of Year 12? that Tranby is offering in 2011 If you want to go to university, will these courses allow you to ~ do the course you want to? ~ get an ATAR? If you want to study at TAFE, will these subjects Fill in the course selection ~ allow you to satisfy the minimum form, have it signed by your entry requirements for your course? parents and Head of House ~ help you to get the points you and give it to Mr Davies. need?