2016
Senior School
Course Selection Handbook
COMET BAY COLLEGE | 2 Allatoona Avenue SECRET HARBOUR WA 6173 | T: 08 9553 8100 | F: 08 9524 9473 | W: www.cometbaycollege.wa.edu.au 1
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CONTENTS
This publication is an information document for Comet Bay College students. Every effort has been made to ensure that the information in this document is correct at the date of printing.
University and State and Private Training Provider entrance requirements may alter from time to time and the recommended websites will elicit the most up to date information.
Introduction ...... 6
Pathway One – University Entrance, an outline ...... 7
Pathway Two – General Pathway, an outline ...... 8
Pathway Three – Foundations Pathway, an outline ...... 9
Vocational Education and Training (VET)...... 10
Alternative Possibilities ...... 10
WACE Requirements for 2016 and Beyond ...... 11
Pathway One – University Entrance ...... 13
Pathway One – ATAR/University Entrance – Individual Course Descriptions ...... 13 Biology ...... AEBLY ...... 13 Chemistry ...... AECHE ...... 13 Computer Science ...... AECSC ...... 14 Dance ...... AEDAN ...... 15 Design Photography ...... AEDES ...... 16 Drama ...... AEDRA ...... 17 Engineering Studies ...... AEEST...... 17 English ...... AEENG ...... 18 English Literature ...... AELIT ...... 18 Geography ...... AEGEO ...... 19 Human Biological ...... AEHBY ...... 20 Mathematics Applications ...... AEMAA ...... 21 Mathematics Methods ...... AEMAM ...... 21 Mathematics Specialist ...... AEMAS ...... 21 Media Production and Analysis ...... AEMPA...... 22 Modern History ...... AEHIM ...... 22 Physics ...... AEPHY ...... 24 Politics and Law ...... AEPAL ...... 25 Psychology ...... AEPSY ...... 25 Visual Art ...... AEVAR ...... 26
University Contact Information ...... 27
3 Pathway Two – General Pathway – Alternative University Entrance ...... 28
Pathway Two – General Pathway – Individual Course Descriptions ...... 29 Ancient History ...... GEHIA ...... 29 Business Management and Enterprise ...... GEBME ...... 30 Career and Enterprise ...... GECAE ...... 30 Children, Family and the Community ...... GECFC...... 31 Dance ...... GEDAN ...... 31 Drama ...... GEDRA ...... 32 Design – Photography ...... GEDESP ...... 32 Engineering Studies ...... GEEST ...... 32 English ...... GEENG ...... 33 Food Science and Technology ...... GEFST ...... 33 Geography ...... GEGEO ...... 34 Health Studies ...... GEHEA ...... 34 Integrated Science ...... GEISC ...... 35 Materials Design and Technology — Metals ...... GEMDTM ...... 35 Materials Design and Technology — Wood ...... GEMDTW ...... 36 Mathematics Essentials ...... GEMAE ...... 36 Physical Education Studies ...... GEPES ...... 36 Psychology ...... GEPSY ...... 37 Visual Art ...... GEVAR ...... 37
Pathway Three – Foundation Courses – Individual Course Descriptions ...... 38 Career and Enterprise ...... FECAE ...... 38 English ...... FEENG ...... 38
Qualifications – Individual Course Descriptions ...... 38 Certificate II in Creative Industries (Media) ...... CUF20107 ...... 39 Certificate II Information, Digital Media and Technology ...... ICT20115 ...... 39 Certificate II Leadership ...... 52562WA ...... 40 Certificate II / III Music ...... CUS20109 / CUS30109 ...... 40 Certificate II Sport (Coaching) ...... SIS20512 ...... 40 Cert II / III Sport and Recreation - AFL ...... SIS20313 & SIS30513 ...... 41 Cert II Sport Recreation – General ...... SIS20313 ...... 41 Cert III Education Support (Teaching pathway) ...... CHC30213 ...... 42 Cert II Construction ...... 52443WA ...... 42 Cert III Events ...... SIT30612 ...... 43 Cert II Health Support Services ...... 43
Student Information on the Unique Student Identifier (USI) ...... 44
Online Learning ...... 46
Training WA State Training Providers (Training WA) ...... 47
Minimum Entry Requirement ...... 50
Advanced Standing and Credit Transfer ...... 50
Edith Cowan University (ECU) ...... 50
State or Private Training Provider or Private Registered Training Organisations (RTO's) ...... 50
Murdoch University ...... 50
Portfolio Pathway to Edith Cowan University (ECU) ...... 50
Curtin University ...... 51
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Peron Alliance of Curriculum and Teaching (PACT)
To broaden the curriculum offerings in the Rockingham area, Comet Bay College, Gilmore Community College, Rockingham Senior High School, Safety Bay Senior High School and Warnbro Community College have formed the Peron Alliance of Curriculum and Teaching (PACT).
Where a course may not have been previously viable due to a low level of interest, PACT enables some of these courses to be offered and delivered at an alternative (PACT) school. To minimise disruption, every Wednesday students who choose a PACT course will attend the relevant school for either the morning or the afternoon. Students may choose 1 or 2 PACT courses and will attend their normal school for the remainder of the time on Wednesday. Any student who does not choose a PACT course will attend school as per normal on Wednesday. It is envisaged that most Comet Bay College students will choose to study the majority of their courses at Comet Bay College.
5 Introduction
Year 10 Selections for Upper School 2016
This booklet has been prepared to assist parents and students in making educational decisions for 2016 and beyond. This is always a complex and difficult task that requires careful thought and consideration.
Meeting the requirements for the WA Certificate of Education or for entrance to a State Training Provider or University depends largely on student ambitions and abilities. There are many factors to be considered when choosing courses. Even if you haven't decided on a career area, it is important to look at a number of possibilities and check prerequisites so that you don't restrict future options. When choosing a program of study, consider:
1. Abilities It is important to check the recommended prerequisite levels for different courses to ensure that you select a course that is best suited to you. Your end of Year 9 performance is the best indicator. Achievement in the NAPLAN / WALNA National Testing in Literacy and Numeracy can also be a useful guide. Previous years' data shows that students who have achieved in Band 7 or above in Reading and Numeracy are more able to succeed at the University bound courses, for example.
2. Future Goals Ensure that courses chosen meet criteria for future employment or studies. If career goals aren't clear, select a course that offers flexibility, interest and a realistic chance of success.
3. Interests Choose courses that you are likely to enjoy as you will spend a considerable amount of time studying them in upper school.
Movement between pathways is not easy and it can place secondary graduation at risk. Therefore, we encourage students and parents to think carefully and try to minimise movement later during the student's senior years. Students and Parents are advised to request courses or units that reflect the recommended pathways. These have been recommended based on past performance.
Upper School Pathways
At Comet Bay College, year 11 and 12 students will have the opportunity to engage in one of the following options:
Pathway One: University Entrance. Pathway Two: Alternative University Entrance, State or Private Training Providers or Employment. Pathway Three: State or Private Training Providers or Employment.
OR:
Vocational Education and Training (VET): Apprenticeship, Traineeship or Employment.
NOTE: Some students will take three years to meet graduation requirements.
6 Pathway One – UNIVERSITY ENTRANCE
Direct entrance into University requires an Australian Tertiary Admissions Rank (ATAR). The ATAR is based on a score derived from the top four courses completed in Year 12. Students need high levels of achievement, strong work ethic, organisational skills and good time management.
Students are required to select ATAR courses Year 11 and Year 12.
What to Select:
Year 11 Year 12
5 ATAR Courses 4 or 5 ATAR Courses 1 Cert II Qualification or Study 1 Cert II Qualification
Each student choosing this pathway must study six courses in Year 11. In order to satisfy English language competence standards, students must select English or Literature as one of their six courses.
They must include: One List A course (Arts / Languages / Society and Environment) and One List B Course (Mathematics / Science / Technology) in their courses.
Students that have a clear idea of what they want to enrol in a University should check the TISC WA website, identify where these courses are on offer and ensure they have any specific prerequisite courses selected in Year 12.
NOTE: For more details of courses, prerequisites and requirements please see the PATHWAY ONE section of this booklet.
7 Pathway Two – GENERAL PATHWAY
Students entering this pathway are either seeking an alternative entrance into University, via portfolio entrance or transitioning through a State or Private Training Provider. They will not receive an ATAR score. They need to select a combination of General and ATAR courses. Students must also select 1 or 2 Certificate II courses.
What to Select:
Year 11 Year 12
1 or 2 Certificate II Courses 1 or 2 Certificate II Courses PLUS PLUS 4 or 5 General and ATAR courses 4 or 5 General and ATAR courses NOTE: NOTE: A student must not select more than 3 A student must not select more than ATAR courses 3 ATAR courses
Each student choosing this pathway must study six courses in Year 11. In order to satisfy English language competence standards, students must select English or Literature as one of their six courses.
They must include:
One List A Course (Arts / Languages / Society and Environment)
and
One List B Course (Mathematics / Science / Technology)
NOTE: For more details of courses, prerequisites and requirements please see the PATHWAY TWO section of this booklet.
8 Pathway Three – FOUNDATIONS PATHWAY
Students entering this pathway are either seeking entrance into a State or Private Training or employment. They need to select a combination of General and Foundation courses. Students must also select one Certificate II course.
Students in the General pathway must have been identified as band 1 in some aspects of OLNA testing.
What to Select:
Year 11 Year 12
1 or 2 Certificate II Courses 1 or 2 Certificate II Courses PLUS PLUS 4 or 5 General and Foundation 4 or 5 General and Foundation courses courses
Each student choosing this pathway must study six courses in Year 11. In order to satisfy English language competence standards, students must select English or Literature as one of their six courses.
They must include:
One List A Course (Arts / Languages / Society and Environment)
and
One List B Course (Mathematics / Science / Technology)
NOTE: For more details of courses, prerequisites and requirements please see PATHWAY TWO and THREE SECTION of this booklet.
9 Vocational Education and Training (VET)
See separate handbook.
Alternative Possibilities
Students who do not choose to enter any of the previous pathways may choose alternatives that do not involve Comet Bay College.
The legal options children in their 16th and 17th years are able to access are listed below. Whilst these options are organised independently of the college, the following paperwork is required to enable the student’s subsequent withdrawal from Comet Bay College:
Full‒time Home Based Schooling: The local District Education Office needs to be advised.
Full‒time Enrolment at a Training Institution:, e.g. Training WA College or private Registered Training Organisation (RTO):
A „Notice of Arrangements‟ Application Form needs to be completed and submitted to the local District Education Office for approval.
NOTE: Where a Training WA Enrolment Form and a Training WA Parent Consent Form is signed, there is no need for a Notice of Arrangement to be submitted.
Apprenticeship or Traineeship: A „Notice of Arrangements‟ is not required providing an apprenticeship or traineeship contract has been signed.
Community Based Course: A „Notice of Arrangements‟ Application Form needs to be completed and submitted to the local District Education Office for approval.
Combination Program involving part-time school/training and/or part-time work: A „Notice of Arrangements‟ Application Form needs to be completed and submitted to the local District Education Office for approval.
Full-time Employment: A „Notice of Arrangements‟ Application Form needs to be completed and submitted to the local District Education Office for approval.
To ensure you have completed the appropriate paperwork or for any further queries, please contact our Student Support Staff.
10 WESTERN AUSTRALIAN CERTIFICATE OF EDUCATION (WACE)
The Western Australian Certificate of Education (WACE) is awarded to secondary school students who satisfy the requirements.
WACE Requirements for 2016-2017
To achieve a WACE, a student must satisfy the following:
General requirements demonstrate a minimum standard of literacy and a minimum standard of numeracy based on the skills regarded as essential for individuals to meet the demands of everyday life and work in a knowledge‐based economy complete a minimum of 20 units or equivalents as described below complete four or more Year 12 ATAR courses or complete a Certificate II or higher.
Breadth and depth Students will complete a minimum of 20 course units or the equivalent. This requirement must include at least: a minimum of 10 Year 12 units or the equivalent two completed Year 11 English units and one pair of completed Year 12 English units one pair of Year 12 course units from each of List A (Arts/English/Languages/Social Sciences) and List B (Mathematics/Science/Technology).
Achievement standard Students will be required to achieve 14 C grades (or equivalents, see below) in Year 11 and Year 12 units, including at least six C grades in Year 12 units (or equivalents). Unit equivalence can be obtained through VET programs and/or endorsed programs. The maximum unit equivalence available through these programs is eight units – four Year 11 units and four Year 12 units. Students may obtain unit equivalence as follows: up to eight unit equivalents through completion of VET programs, or up to four unit equivalents through completion of endorsed programs, or up to eight unit equivalents through a combination of VET and endorsed programs, but with endorsed programs contributing no more than four unit equivalents. The amount of unit equivalence allocated to VET and endorsed programs are as follows: VET qualifications o Certificate I is equivalent to two Year 11 units o Certificate II is equivalent to two Year 11 and two Year 12 units o Certificate III or higher is equivalent to two Year 11 and four Year 12 units Endorsed programs – unit equivalence is identified on the Authority’s approved list of endorsed programs.
11 WACE courses are offered at Comet Bay College in 2016.
(Students either in Pathway 1 or 2 select from these courses): LIST A LIST B (Arts / Languages / Social Science) (Mathematics / Science / Technology) Business Management and BME BIO Biological Science Enterprise CAE Career and Enterprise CHE Chemistry Children, Family and the CFC CSC Computer Science Community DAN Dance DES Design ‒ Photography DRA Drama EST Engineering Studies ENG English FST Food Science and Technology GEO Geography HBS Human Biological Science HEA Health Studies ISC Integrated Science Materials, Design and Technology ‒ HIA History ‒ Ancient MDTM Metals Materials, Design and Technology ‒ HIM History ‒ Modern MDTW Wood LIT Literature MAT Mathematics MPA Media Production and Analysis PES Physical Education PAL Politics and Law PHY Physics VAR Visual Art PSY Psychology
University Bound Courses offered for 2016 LIST A LIST B Literature Biological Sciences English Chemistry Geography Computer Science Politics and Law Design (Photography) History ‒ Modern Engineering Studies Visual Art Human Biological Sciences Mathematics Applications Mathematics Methods Mathematics Specialist Physics Psychology
12 Pathway One University Entrance – Individual Course Descriptions
Biology (AEBLY) COST: $75
TO SELECT THIS COURSE, STUDENTS MUST BE RECOMMENDED BY THEIR TEACHER.
Students will be expected to achieve: A or B Grade in Year 10 Science Extension or GATE.
The current view of the biosphere as a dynamic system composed of Earth‟s diverse, interrelated and interacting ecosystems developed from the work of eighteenth and nineteenth century naturalists, who collected, classified, measured and mapped the distribution of organisms and environments around the world. In this unit, students investigate and describe a number of diverse ecosystems, exploring the range of biotic and abiotic components to understand the dynamics, diversity and underlying unity of these systems.
Students develop an understanding of the processes involved in the movement of energy and matter in ecosystems. They investigate ecosystem dynamics, including interactions within and between species, and interactions between abiotic and biotic components of ecosystems. They also investigate how measurements of abiotic factors, population numbers and species diversity, and descriptions of species interactions, can form the basis for spatial and temporal comparisons between ecosystems. Students use classification keys to identify organisms, describe the biodiversity in ecosystems, investigate patterns in relationships between organisms, and aid scientific communication.
Through the investigation of appropriate contexts, students explore how international collaboration, evidence from multiple disciplines and the use of ICT and other technologies have contributed to the study and conservation of national, regional and global biodiversity. They investigate how scientific knowledge is used to offer valid explanations and reliable predictions, and the ways in which scientific knowledge interacts with social, economic, cultural and ethical factors.
Fieldwork is an important part of this unit. Fieldwork provides valuable opportunities for students to work together to collect first-hand data and to experience local ecosystem interactions. In order to understand the interconnectedness of organisms, the physical environment and human activity, students analyse and interpret data collected through investigation of a local environment. They will also use sources relating to other Australian, regional and global environments.
Chemistry (AECHE) COST: $85
TO SELECT THIS COURSE, STUDENTS MUST BE RECOMMENDED BY THEIR TEACHER.
Students will be expected to achieve: A or B Grade in Year 10 Science Extension or GATE. A or B Grade in Mathematics Pre-Methods.
Chemists design and produce a vast range of materials for many purposes, including for fuels, cosmetics, building materials and pharmaceuticals. As the science of chemistry has developed over time, there has been an increasing realisation that the properties of a material depend on, and can be explained by, the material‟s structure. A range of models at the atomic and molecular scale enable explanation and prediction of the structure of materials and how this structure influences properties and reactions. In this unit, students relate matter and energy in chemical reactions as they consider the breaking and reforming of bonds as new substances are produced. Students can use materials that they encounter in their lives as a context for investigating the relationships between structure and properties.
Through the investigation of appropriate contexts, students explore how evidence from multiple disciplines and individuals have contributed to developing understanding of atomic structure and
13 chemical bonding. They explore how scientific knowledge is used to offer reliable explanations and predictions, and the ways in which it interacts with social, economic and ethical factors.
Students use science inquiry skills to develop their understanding of patterns in the properties and composition of materials. They investigate the structure of materials by describing physical and chemical properties at the macroscopic scale, and use models of structure and primary bonding at the atomic and sub-atomic scale to explain these properties. They are introduced to the mole concept as a means of quantifying matter in chemical reactions.
Computer Science (AECSC) COST: $150
TO SELECT THIS COURSE, STUDENTS MUST BE RECOMMENDED BY THEIR TEACHER.
Students will be expected to achieve: A or B Grade in Year 10 Computer Science (teacher recommendation) or A or B Grade in Year 10 Computer Science Extension.
During first semester, the Computer Science ATAR course has students studying the development of computer-based systems and producing spreadsheet and database solutions. Students are introduced to the internal, interrelating components of computer-based systems in an industry context. They examine a variety of systems, build on their spreadsheet and database skills and gain an appreciation of how these concepts and technologies are used in industry. Second Semester students are introduced to networking concepts, as applied to industry. Through the use of algorithms, students develop programming skills. They create solutions exploring the ethical, legal and societal implications of industry-based applications.
The Computer Science ATAR course is designed to facilitate achievement of the following outcomes. Students will:
investigate ideas and generate proposals, develop solutions that meet specifications and recognised standards, and evaluate computer-based solutions. understand – through study and application - the appropriate selection and application of computer-based system components, understand the nature of the interactions between the elements of computer based systems, and understand the concepts associated with computer-based systems. apply a range of problem solving techniques when maintaining or developing computer based systems, apply a range of conventions and standards when implementing a maintenance or development solution, apply organisational skills to identify and use appropriate hardware and software resources when maintaining or developing a computer-based system. demonstrate understanding that developers‟ attitudes and values affect the development of computer-based systems, understand that users‟ attitudes and values affect the development and use of computer-based systems, and understand there are legal, societal and ethical impacts when computer-based systems are developed and adopted.
14 Pathway One – University Entrance continued…
Dance (AEDAN) COST: $70
TO SELECT THIS COURSE, STUDENTS MUST BE RECOMMENDED BY THEIR TEACHER.
Please note: Dance courses are not to be considered as generic dance lesson. It is assumed that enrolled students have knowledge and ability in dance performance and theory. For each unit students are required to complete 55 contact hours. Students will also be required to attend dance performances from Buzz dance theatre and Steps youth dance company which is part of students’ optional fees, and not covered in the course charges.
Unit 1 – Popular Culture The focus for this unit is Popular Culture. Students further develop their knowledge of dance language and examine how the language of movement contributes to the process of conveying concepts. Through practical lessons, students use safe dance practices and improve physical competencies to acquire genre-specific technique. Performance qualities and etiquette are improved through increased opportunities for performance of popular styles. Students solve choreographic tasks to produce new dance works incorporating dance elements and choreographic processes, using technologies and design concepts that reflect current popular trends.
The exploration of dance in popular culture leads to a wider understanding of the functions and contexts of dance in our society. Students understand and value the way dance works are subject to different interpretations and appreciate that informed responses should take into account the varying contexts within which dance works are created.
Unit 2 – Australian Dance The focus for this unit is Australian Dance. Students use their knowledge and understanding of dance language to reflect on the development of their ideas and concepts and examine how the language of movement in Australia is unique. Through practical lessons, they incorporate safe dance practices and demonstrate consistent improvement in physical competencies in acquiring genre – specific technique. Opportunities to perform in increasingly formal environments enhance the ability to develop individual stage presence.
Students manipulate the elements of dance and processes of choreographic processes to produce dance works which reflect an understanding of contemporary Australian culture. They understand that self-expression distinguishes individuals as well as cultures. They plan and manipulate technologies and design concepts to create an Australian identity, flavour or character.
An understanding of the diverse range of functions and contexts of dance in Australia allows students to make relevant comparisons between their own dance and the dance of others. They critically analyse their own cultural beliefs and values in relation to traditional and contemporary dance forms and styles, and develop deeper understandings of their own personal dance heritage. They understand that dance may give form to ideas and issues that concern the wider community.
15 Pathway One – University Entrance continued…
Design Photography (AEDES) COST: $170
TO SELECT THIS COURSE, STUDENTS MUST BE RECOMMENDED BY THEIR TEACHER.
Students will be expected to achieve: A or B Grade in Year 10 Photography (teacher recommendation) or A or B Grade in Year 10 Design Photography Extension.
Unit 1 – Product design Students learn that the commercial world is comprised of companies requiring consumer products, services and brands for a particular audience. They are introduced to the concept of intellectual property. They create products/services, visuals and/or layouts with an understanding of codes and conventions. They use relevant and appropriate production skills and processes, materials and technologies relevant to the design.
Contexts Within each context, teachers can choose a learning focus. The following list is not exhaustive: Photography: magazine design, fashion label design, fashion photography, billboards, still life photography, product advertisements, product catalogue, landscape photography, food photography/styling
Unit 2 – Cultural design Students learn that society is made up of different groups of people who share diverse values, attitudes, beliefs, behaviour and needs and that different forms of visual communication transmit these values and beliefs. Students are encouraged to create designs that link to a culture or sub- culture and are introduced to ethical issues concerning representation. Students develop a design process with an understanding of codes and conventions. They analyse communication situations and audience. They define and establish contemporary production skills and processes, materials and technologies.
Contexts Within each context, teachers can choose a learning focus. The following list is not exhaustive: Photography: festival posters, band promotions, portrait, formal portrait, photography social/cultural documentary, community/social photographic studies, fashion campaign poster, self-image, family portrait album, band poster design, stereotype, montage photography
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Pathway One – University Entrance continued…
Drama (AEDRA) COST: $100
TO SELECT THIS COURSE, STUDENTS MUST BE RECOMMENDED BY THEIR TEACHER.
Unit 1–Representational, realist drama The focus for this unit is representational, realist drama. Students explore techniques of characterisation through different approaches to group based text interpretation, particularly those based on the work of Stanislavski and others. In this unit, students have the opportunity to research and collaboratively workshop, interpret, perform and produce texts in forms and styles related to representational, realistic drama that educate and present perspectives.
Unit 2–Presentational, non-realist drama The focus of this unit is presentational, non-realist drama. Students explore techniques of role and/or character through different approaches to group based text interpretation, particularly those based on the work of Brecht and others. In this unit, students have the opportunity to research and collaboratively workshop, interpret and perform drama texts related to presentational, non-realistic drama that challenge and question perspectives.
Engineering Studies (AEEST) COST: $200
TO SELECT THIS COURSE, STUDENTS MUST BE RECOMMENDED BY THEIR TEACHER.
Students will be expected to achieve: A or B Grade in Year 10 Design and Technology (preferably Mechatronics).
In the development of an engineering project, students study core engineering theory and their chosen specialist area theory. They develop an understanding of different forms of energy, uses of these different forms, and sources of renewable and non-renewable energy.
Given guidelines and a context, students apply their knowledge of the engineering design process and theory to develop and respond to a design brief. This requires them to investigate existing products, construction materials and components. Design ideas are developed through annotated sketches and concept drawings. Students then select and analyse the most suitable concept for production as a prototype or working model.
Students finalise their chosen design by documenting its specifications in the form of appropriate orthographic drawings, specialist diagram and lists of materials and components. They calculate the cost of the prototype or model. They follow a given timeline to undertake tasks required to produce, test and evaluate the product.
17 Pathway One – University Entrance continued…
English (AEENG) COST: $40
TO SELECT THIS COURSE, STUDENTS MUST BE RECOMMENDED BY THEIR TEACHER.
Students will be expected to achieve: A or B Grade in English Extension or GATE.
Students explore how meaning is communicated through the relationships between language, text, purpose, context and audience. This includes how language and texts are shaped by their purpose, the audiences for whom they are intended and the contexts in which they are created and received. Through responding to and creating texts, students consider how language, structure and conventions operate in a variety of imaginative, interpretive and persuasive texts. Study in this unit focuses on the similarities and differences between texts and how visual elements combine with spoken and written elements to create meaning. Students develop an understanding of stylistic features and apply skills of analysis and creativity. They are able to respond to texts in a variety of ways, creating their own texts and reflecting on their own learning.
English Literature (AELIT) COST: $40
TO SELECT THIS COURSE, STUDENTS MUST BE RECOMMENDED BY THEIR TEACHER.
Students will be expected to achieve: A or B Grade in English Extension or Gate and must be an avid reader.
Unit 1 develops students‟ knowledge and understanding of different ways of reading and creating literary texts drawn from a widening range of historical, social, cultural and personal contexts. Students analyse the relationships between language, text, contexts, individual points of view and the reader‟s response. This unit develops knowledge and understanding of different literary conventions and storytelling traditions and their relationships with audiences. A range of literary forms is considered: prose fiction, poetry and drama. The significance of ideas and the distinctive qualities of texts are analysed through detailed textual study. Through the creation of analytical responses, students frame consistent arguments that are substantiated by relevant evidence. In the creation of imaginative texts, students explore and experiment with aspects of style and form.
18 Pathway One – University Entrance continued…
Geography (AEGEO) COST: $90
TO SELECT THIS COURSE, STUDENTS MUST BE RECOMMENDED BY THEIR TEACHER.
Students will be expected to achieve: A or B Grade in English Extension or GATE. A or B Grade in Year 10 Society and Environment Extension or GATE.
Semester 1 Unit 1 – Natural and ecological hazards Natural and ecological hazards represent potential sources of harm to human life, health, income and property, and may affect elements of the biophysical, managed and constructed elements of environments.
This unit focuses on understanding how these hazards and their associated risks are perceived and managed at local, regional and global levels. Risk management, in this particular context, refers to prevention, mitigation and preparedness. Prevention is concerned with the long-term aspects of hazards, and focuses on avoiding the risks associated with their reoccurrence. Mitigation is about reducing or eliminating the impact if the hazard does happen. Preparedness refers to actions carried out prior to the advance notice of a hazard to create and maintain the capacity of communities to respond to, and recover from, natural disasters. Preparedness starts at the local community level, but may branch out to national and international levels through measures such as planning, community education, information management, communications and warning systems.
Building on their existing geographical knowledge and understandings, students explore natural hazards, including atmospheric, hydrological and geomorphic hazards, for example, storms, cyclones, tornadoes, frosts, droughts, bushfires, flooding, earthquakes, volcanoes and landslides. They will also explore ecological hazards, for example, environmental diseases/pandemics (toxin- based respiratory ailments, infectious diseases, animal-transmitted diseases and water-borne diseases) and plant and animal invasions.
Students develop an understanding about using and applying geographical inquiry tools, such as spatial technologies, and skills, to model, assess and forecast risk, and to investigate the risks associated with natural and ecological hazards. The potential for fieldwork depends on the hazard selected, such as a visit to the town of Meckering to study earthquakes, or the impact of a specific cyclone, flood or bushfire on a town or region.
Semester 2 Unit 2 – Global networks and interconnections This unit focuses on the process of international integration (globalisation) and is based on the reality that we live in an increasingly interconnected world. It provides students with an understanding of the economic and cultural transformations taking place in the world today, the spatial outcomes of these processes, and their political and social consequences. This is a world in which advances in transport and telecommunications technologies have not only transformed global patterns of production and consumption but also facilitated the diffusion of ideas and elements of cultures. The unit explains how these advances in transport and communication technology have lessened the friction of distance and have impacted at a range of local, national and global scales. Cultural groups that may have been isolated in the early twentieth century are now linked across an interconnected world in which there is a „shrinking‟ of time and space. Of particular interest are the ways in which people adapt and respond to these changes.
Students have the opportunity to explore the ideas developed in the unit through an investigation of the changes taking place in the spatial distribution of the production and consumption of a selected commodity, good or service and the study of an example of cultural diffusion, adoption and adaptation. They also investigate the ways people embrace, adapt to, or resist the forces of international integration.
19 While the scale of the study in this unit begins with the global, locally based examples can be used to enhance students‟ conceptual understanding. The scale of the study for both depth studies, unless specified, can range from local to global, as appropriate.
Students develop an understanding about using and applying geographical inquiry methods, tools (such as spatial technologies), and skills to investigate the transformations taking place throughout the world. This course leads to ATAR Geography in Year 12.
Human Biological (AEHBY) COST: $80
TO SELECT THIS COURSE, STUDENTS MUST BE RECOMMENDED BY THEIR TEACHER.
Students will be expected to achieve: A or B Grade Year 10 Science Extension or GATE.
Unit 1 – The functioning human body This unit looks at how human structure and function supports cellular metabolism and how lifestyle choices affect body functioning.
Cells are the basic structural and functional unit of the human body. Cells contain structures that carry out a range of functions related to metabolism, including anabolic and catabolic reactions. Materials are exchanged in a variety of ways within and between the internal and external environment to supply inputs and remove outputs of metabolism. Metabolic activity requires the presence of enzymes to meet the needs of cells and the whole body. The respiratory, circulatory, digestive and excretory systems control the exchange and transport of materials in support of metabolism, particularly cellular respiration. The structure and function of the musculo-skeletal system provides for human movement and balance as the result of the co-ordinated interaction of the many components for obtaining the necessary requirements for life.
Students investigate questions about problems associated with factors affecting metabolism. They trial different methods of collecting data, use simple calculations to analyse data and become aware of the implications of bias and experimental error in the interpretation of results. They are encouraged to use ICT to interpret and communicate their findings in a variety of ways.
Unit 2 –Reproduction and inheritance This unit provides opportunities to explore, in more depth, the mechanisms of transmission of genetic materials to the next generation, the role of males and females in reproduction, and how interactions between genetics and the environment influence early development. The cellular mechanisms for gamete production and zygote formation contribute to human diversity. Meiosis and fertilisation are important in producing new genetic combinations.
The transfer of genetic information from parents to offspring involves the replication of deoxyribonucleic acid (DNA), meiosis and fertilisation. The reproductive systems of males and females are differentially specialised to support their roles in reproduction, including gamete production and facilitation of fertilisation. The female reproductive system also supports pregnancy and birth. Reproductive technologies can influence and control the reproductive ability in males and females. Cell division and cell differentiation play a role in the changes that occur between the time of union of male and female gametes and birth. Disruptions to the early development stages can be caused by genetic and environmental factors: inheritance can be predicted using established genetic principles. The testing of embryos, resulting from assisted reproductive technologies, is conducted for embryo selection, and the detection of genetic disease. The application of technological advances and medical knowledge has consequences for individuals and raises issues associated with human reproduction.
Students investigate an aspect of a given problem and trial techniques to collect a variety of quantitative and qualitative data. They apply simple mathematical manipulations to quantitative data, present it appropriately, and discuss sources and implications of experimental error. They also consider the limitations of their procedures and explore the ramifications of results that support or disprove their hypothesis. They are encouraged to use ICT in the analysis and interpretation of their data and presentation of their findings. 20 Pathway One – University Entrance continued…
Mathematics Applications (AEMAA) COST: $70
TO SELECT THIS COURSE, STUDENTS MUST BE RECOMMENDED BY THEIR TEACHER.
Students will be expected to achieve: A,B or C Grade in Year 10 Mathematics Pre-Applications Extension.
This unit has three topics: „Consumer arithmetic‟,„ Algebra and matrices‟, and „Shape and measurement‟.
Consumer arithmetic reviews the concepts of rate and percentage change in the context of earning and managing money and provides a fertile ground for the use of spread sheets.
Algebra and matrices continues the Year 7–10 curriculum study of algebra and introduces the topic of matrices. The emphasis of this topic is the symbolic representation and manipulation of information from real-life contexts using algebra and matrices.
Shape and measurement builds on and extends the knowledge and skills students developed in the Year 7–10 curriculum with the concept of similarity and associated calculations involving simple geometric shapes. The emphasis in this topic is on applying these skills in a range of practical contexts, including those involving three-dimensional shapes.
Classroom access to the technology necessary to support the computational aspects of the topics in this unit is assumed.
Mathematics Methods (AEMAM) COST: $70
TO SELECT THIS COURSE, STUDENTS MUST BE RECOMMENDED BY THEIR TEACHER.
Students will be expected to achieve: A or B Grade in Year 10 Mathematics Pre-Methods.
This unit begins with a review of the basic algebraic concepts and techniques required for a successful introduction to the study of calculus. The basic trigonometric functions are then introduced. Simple relationships between variable quantities are reviewed, and these are used to introduce the key concepts of a function and its graph. The study of inferential statistics begins in this unit with a review of the fundamentals of probability and the introduction of the concepts of counting, conditional probability and independence. Access to technology to support the computational and graphical aspects of these topics is assumed.
Mathematics Specialist (AEMAS) COST: $70
TO SELECT THIS COURSE, STUDENTS MUST BE RECOMMENDED BY THEIR TEACHER.
Students will be expected to achieve: A Grade in Year 10 Mathematics Pre-Methods.
Unit 1 of the Mathematics Specialist ATAR course contains three topics: Combinatorics, Vectors in the plane, and Geometry that complement the content of the Mathematical Methods ATAR course. The proficiency strand, reasoning, of the Year 7–10 curriculum is continued explicitly in Geometry through a discussion of developing mathematical arguments. While these ideas are illustrated through deductive Euclidean geometry in this topic, they recur throughout all topics in the Mathematics Specialist ATAR course. Geometry also provides the opportunity to summarise and extend students‟ studies in Euclidean Geometry. An understanding of this topic is of great benefit in the study of later topics in the course, including vectors and complex numbers.
Vectors in the plane provides new perspectives for working with two-dimensional space and serves as an introduction to techniques that will be extended to three-dimensional space in Unit 3. 21
Combinatorics provides techniques that are useful in many areas of mathematics, including probability and algebra. All topics develop students‟ ability to construct mathematical arguments. The three topics considerably broaden students‟ mathematical experience and therefore begin an awakening to the breadth and utility of the course. They also enable students to increase their mathematical flexibility and versatility.
Access to technology to support the computational aspects of these topics is assumed.
Media Production and Analysis (AEMPA) COST: $130
TO SELECT THIS COURSE, STUDENTS MUST BE RECOMMENDED BY THEIR TEACHER.
Students will be expected to achieve: A, B or C Grade in Year 10 English Extension or GATE. Completion of Media in Year 10 is preferred, but not essential.
The Media Production and Analysis ATAR course aims to prepare you for a future in a digital and interconnected world by providing the skills, knowledge and understandings to interpret others‟ stories and tell your own.
You will explore and interpret your world, reflecting and analysing contemporary life while understanding that this is done under social, cultural and institutional constraints. You, as a user and creator of media products, will consider the important role of audiences and their context. By producing media works, you will demonstrate your understanding of the key concepts of media languages, representation, audience, production, skills and processes as well as expressing your creativity and originality. When producing media creations, you will learn to make decisions about all aspects of production, including creative choices across pre-production, production and post-production phases. This provides an opportunity for you to reflect on and discuss your own creative work, intentions and outcomes. Within this process, your practical skills will be developed with the use of high quality equipment and tertiary standard software.
The Year 11 syllabus is divided into two units, “Popular Culture” and “Point of View”. Unit 1 – Popular culture: You will analyse, view, listen to and interact with a range of popular media, develop your own ideas, learn production skills and apply your understandings and skills in creating your own productions. Unit 2 – Journalism: In this unit you will further your understanding of journalistic media. You will analyse, view, listen to and interact with a range of journalistic genres and undertake research into the representation of groups and issues within media works.
Modern History (AEHIM) COST: $80
TO SELECT THIS COURSE, STUDENTS MUST BE RECOMMENDED BY THEIR TEACHER.
Students will be expected to achieve: A or B Grade in Year 10 Society and Environment Extension or GATE. A or B Grade in Year 10 English Extension or GATE.
Semester 1 Unit 1– Understanding the modern world This unit examines developments of significance in the modern era, including the ideas that inspired them and their far-reaching consequences. Students examine one development or turning point that has helped to define the modern world. Students explore crucial changes, for example, the application of reason to human affairs; the transformation of production, capitalism and consumption, transport and communications; the challenge to social hierarchy and hereditary privilege, and the assertion of inalienable rights; and the new principles of government by consent. Through their studies, students explore the nature of the sources for the study of modern history and build their skills in historical method through inquiry.
22 The key conceptual understandings covered in this unit are: what makes an historical development significant; the changing nature and usefulness of sources; the changing representations and interpretations of the past; and the historical legacy of these developments for the Western world and beyond.
Unit 1– Elective 7: Capitalism – the American experience (1907 – 1941) The main causes of the rise of capitalism in the USA, including the expansion of the railways; post-Civil War reconstruction; immigrant labour; discovery of oil; and mass production. The role and impact of significant individuals in the period, with particular reference to Theodore Roosevelt, Woodrow Wilson, Calvin Coolidge, Herbert Hoover, F D Roosevelt, J D Rockefeller, Henry Ford. Key ideas of: theories of capitalism, laissez-faire, consumerism, individualism (including „rugged individualism‟), limited government, economic liberty, and the American Dream. The impact of WWI, the 1920s, and WWII until 1941, on Amercian capitalism, the growth of consumerism; and the shaping of American values, for example, film and fashion, prohibition and the „Jazz Age‟. The causes of the Great Depression, the consequences for different groups and the effectiveness of political responses, including the New Deal, and the impact on capitalism. The impact of capitalism on different groups within American society and the aims and beliefs of different groups, for example, African Americans, urban workers, rural workers, immigrants, industrialists, and members of Indian Nations, and the consequences of divisions. The significance of capitalism in this period, including a comparison with other key economic ideologies, in particular, communism.
Semester 2 Unit 2 – Movements for change in the 20th century This unit examines significant movements for change in the 20th century that led to change in society, including people‟s attitudes and circumstances. These movements draw on the major ideas described in Unit 1, have been connected with democratic political systems, and have been subject to political debate. Through a detailed examination of one major 20th century movement, students investigate the ways in which individuals, groups and institutions have challenged existing political structures, accepted social organisation, and prevailing economic models, to transform societies. The key conceptual understandings covered in this unit are: the factors leading to the development of movements; the methods adopted to achieve effective change; the changing nature of these movements; and changing perspectives of the value of these movements and how their significance is interpreted.
Unit 2 – Elective 6: Nazism in Germany The economic, political and military circumstances in Germany at the end of WWI and how those circumstances contributed to the rise of Nazism. The democratic changes under the Weimar Government and reasons for its failure to deal with social, political and economic problems. The reasons for the Nazi Party‟s rise to power, including the Treaty of Versailles, the impact of the Great Depression, the nature of Nazi ideology and hostility to communism, the ability of Hitler and the Nazi Party to utilize popular fears; and the Party‟s organizational and tactical skills. The nature and effects of key aspects fo the Nazi state, including military mobilization, Lebensraum (living space), propaganda, terror and repression (SA and SS), the Hilter Youth, social policies on religion, women, education, trade unions, and the nature of oppositions to the Nazis. Nazi policies of anti-Semitism and the promotion of the Aryan race, resulting in efforts to exterminate minorities in German-controlled lands and the Holocaust. The role and impact of significant individuals in Weimar and Nazi Germany, for example, Adolf Hitler, Gustav Streseman, President von Hindenburg, Leni Riefenstahl, Alfred Krupp, Joseph Goebbels, Herman Goehring and Albert Speer. The legacy of Nazism after WWII.
This course leads to ATAR History in Year 12.
23 Pathway One – University Entrance continued…
Physics (AEPHY) COST: $75
TO SELECT THIS COURSE, STUDENTS MUST BE RECOMMENDED BY THEIR TEACHER.
Students will be expected to achieve: A Grade in Year 10 Science Extension or GATE. Must be enrolled in Year 11 Mathematics Methods.
Unit 1–Thermal, nuclear and electrical physics An understanding of heating processes, nuclear reactions and electricity is essential to appreciate how global energy needs are met. In this unit, students explore the ways physics is used to describe, explain and predict the energy transfers and transformations that are pivotal to modern industrial societies. Students investigate heating processes, apply the nuclear model of the atom to investigate radioactivity, and learn how nuclear reactions convert mass into energy. They examine the movement of electrical charge in circuits and use this to analyse, explain and predict electrical phenomena.
Contexts that can be investigated in this unit include technologies related to nuclear, thermal, or geothermal energy, the greenhouse effect, electrical energy production, large-scale power systems, radiopharmaceuticals, and electricity in the home; and related areas of science, such as nuclear fusion in stars and the Big Bang theory.
Through the investigation of appropriate contexts, students understand how applying scientific knowledge to the challenge of meeting world energy needs requires the international cooperation of multidisciplinary teams and relies on advances in ICT and other technologies. They explore how science knowledge is used to offer valid explanations and reliable predictions, and the ways in which it interacts with social, economic, cultural and ethical factors.
Students develop skills in interpreting, constructing and using a range of mathematical and symbolic representations to describe, explain and predict energy transfers and transformations in heating processes, nuclear reactions and electrical circuits. They develop their inquiry skills through primary and secondary investigations, including analysing heat transfer, heat capacity, radioactive decay and a range of simple electrical circuits.
Unit 2–Linear motion and waves Students develop an understanding of motion and waves which can be used to describe, explain and predict a wide range of phenomena. Students describe linear motion in terms of position and time data, and examine the relationships between force, momentum and energy for interactions in one dimension.
Students investigate common wave phenomena, including waves on springs, and water, sound and earthquake waves.
Contexts that can be investigated in this unit include technologies such as accelerometers, motion detectors, global positioning systems (GPS), energy conversion buoys, music, hearing aids, echo locators, and related areas of science and engineering, such as sports science, car and road safety, acoustic design, noise pollution, seismology, bridge and building design.
Through the investigation of appropriate contexts, students explore how international collaboration, evidence from a range of disciplines and many individuals, and the development of ICT and other technologies have contributed to developing understanding of motion and waves and associated technologies. They investigate how scientific knowledge is used to offer valid explanations and reliable predictions, and the ways in which it interacts with social, economic, cultural and ethical factors.
Students develop their understanding of motion and wave phenomena through laboratory investigations. They develop skills in relating graphical representations of data to quantitative relationships between variables, and they continue to develop skills in planning, conducting and interpreting the results of primary and secondary investigations.
24 Pathway One – University Entrance continued…
Politics and Law (AEPAL) COST: $80
TO SELECT THIS COURSE, STUDENTS MUST BE RECOMMENDED BY THEIR TEACHER.
Students will be expected to achieve: A or B Grade in Year 10 Society and Environment Extension or GATE. A or B Grade in Year 10 English Extension or GATE.
Semester 1 Unit 1–Democracy and the rule of law The focus for this unit is political and legal systems. Students critically examine the legislative, executive and judicial structures and processes of Australia‟s political and legal systems. Essential to the understanding of political and legal systems are the principles of democracy, the rule of law, separation of powers, sovereignty of parliaments, division of powers, representative government, responsible government, constitutionalism and federalism. This unit also examines the structure of Australia‟s political and legal system, legislative processes at state and national levels and key processes of civil and criminal trials in Western Australia. Political and legal issues are used to provide a contemporary context for the course. Semester 2 Unit 2–Representation and justice The focus for this unit is representation and justice. Students critically examine the concepts of representation, electoral and voting systems, civil and criminal law processes. Political and legal issues are used to provide a contemporary context for the course. Essential to the understanding of representation and justice are the principles of fair elections and natural justice.
This unit also examines ways individuals and political parties and pressure groups can participate in Australia‟s electoral processes and the strengths and weaknesses of Western Australia‟s civil and criminal law processes.
Political and legal developments and contemporary issues (the last three years) are used to provide a framework for the unit.
Psychology (AEPSY) COST: $80
TO SELECT THIS COURSE, STUDENTS MUST BE RECOMMENDED BY THEIR TEACHER.
Students will be expected to achieve: A or B Grade in Year 10 Society and Environment Extension or GATE. A or B Grade in Year 10 Science Extension or GATE.
Semester 1 This unit focuses on a number of concepts that enable students to gain an understanding of how and why people behave the way they do. Students are introduced to the human brain, focusing on the major parts and lobes of the cerebral cortex, and review case studies, illustrating the link between the brain and behaviour. They also explore the impact of external factors, such as physical activity and psychoactive drugs, on individuals‟ behaviour. Cognitive processes, such as sensation and perception and selective and divided attention, are investigated. The impact of others on behaviour is also studied. Students examine different types of relationships and look at the role of verbal and non-verbal communication in initiating, maintaining and regulating relationships. Students are introduced to ethics in psychological research and carry out investigations, following the steps in conducting scientific research. They identify the aims of psychological investigations and apply appropriate structure to sequence data using correctly labelled tables, graphs and diagrams.
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Semester 2 This unit introduces students to developmental psychology by looking at the concept of average development and changes expected as people age. They analyse twin and adoption studies to gain insight into the nature/nurture debate and look at the role of play in assisting development. Students explore what is meant by the term personality and examine several historical perspectives used to explain personality such as Freud‟s psychodynamic approach. Students investigate the influence of others on self-concept, identity and attitudes. They explore the behaviours observed within groups, such as de-individuation and social loafing, and causes of prejudice. Psychological research methods introduced in Unit 1 are further explored.
Visual Art (AEVAR) COST: $150
TO SELECT THIS COURSE, STUDENTS MUST BE RECOMMENDED BY THEIR TEACHER.
Students will be expected to achieve: A or B Grade in Year 10 Visual Art/Ceramics. A,B or C Grade in Year 10 Visual Art Extension. A or B Grade in Year 10 English.
The Year 11 Visual Arts ATAR course prepares students for Year 12 Visual Arts ATAR. It is also a great compliment to other humanities subjects such as English, Literature and History, as well as design subjects such as Photography. Visual Arts ATAR allows for much more creative freedom than the lower school Visual Arts subjects, and includes more in-depth visual analysis and historical study.
Two units are offered in Year 11.
Unit 1 – Differences The focus of this unit is differences. Students consider differences arising from cultural diversity, place, gender, class and historical period in their art making and interpretation.
Unit 2 – Identities The focus of this unit is identities. Students explore concepts or issues related to personal, social, cultural or gender identity in their art making and interpretation.
There are four types of assessment in Visual Arts ATAR:
Production (50%): A body of work (artwork) that incorporates resolved artwork and documentation of thinking and working practices.
Analysis (15%): Response to analysis and evaluation of artwork sourced from a variety of forms, periods, times and/or cultures.
Investigation (15%): Case studies involving research and visual analysis focused on Australian and/or International visual arts practice.
Exam (20%): An exam assessing students‟ analysis and investigation skills is held at the end of each unit.
Visual Arts ATAR allows students to study a creative subject, with many opportunities for personal expression. Many students find the Visual Art course adds variety to their timetable in Year 11 and 12. As well as studying Visual Arts for enjoyment, many students go on to further study and employment in Visual Arts and Design related careers. The course also allows students many opportunities to enter their production work into public exhibitions and allows students to begin building a portfolio of work that could be issued for entry into tertiary visual art and design courses.
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University Contact Information
Curtin University of Technology University of Notre Dame Australia Careers and Prospective Students Prospective Students Bentley Campus Admissions and Marketing BENTLEY WA 6012 Mouat Street Website: www.curtin.edu.au FREMANTLE WA 6160 T: 9433 0531 Website: www.nd.edu.au Edith Cowan University Student Recruitment Centre Building 2 University of Western Australia Edith Cowan University Prospective Students Office JOONDALUP WA 6027 NEDLANDS WA 6097 T: 6304 6304 T: 6488 3050 T: 1800 653 050 (Country Callers) Website: www.uwa.edu.au/prospective Murdoch University Office of Community Relations MURDOCH WA 6150 T: 9360 6147 Website: www.murdoch.edu.au Prospective Students Ph: 1300 687 3624 Website: choose.murdoch.edu.au
27 Pathway Two — General Pathway / Alternative University Entrance
Students seeking this pathway must:
Ensure six Courses are selected in Year 11; Ensure one of these six is a Certificate II Course; 4 or 5 General or ATAR Courses are selected; Ensure at least One List A and One List B subject is selected in your first choices with this repeated in your backup choices; Students who seek alternative portfolio entrance to University should aim at ATAR Courses for Year 12 to be competitive; No more than 3 ATAR Courses can be studied in Year 11 or 12.
Any student who is intending to select Pathway 2 must have a Certificate II in their selection. As these are Nationally Accredited qualifications the full qualification won't be available until the end of Year 12, although it can be completed in a smaller timeframe providing all competencies are met and nominal hour requirements are covered within that time and approved by the RTO.
28 Pathway Two General Pathway – Individual Course Descriptions
Ancient History (GEHIA) COST: $80
Prerequisites: None.
Semester 1 Unit 1 - Ancient civilisations and cultures In this unit, students investigate life in early Greek civilisations by studying the Trojan War (c. 1500–c. 1050 BC) and Greece under Spartan dominance (c. 490–c. 323 BC). The course will include content on the social, cultural, political, economic, religious, and military structures of each focus area. Significant values, beliefs, and traditions that existed at the time will be investigated in depth and students will discover how the world and its people have changed, as well as the significant legacies and fallacies that exist/persist into the present. The historical accounts and the misrepresentation of events generated by modern society give rise to the myths and legends associated this civilisation, forcing the students to critically analyse the accuracy of the information and construct their own theories. Students will study the social, political and military involvement of the Spartans in creating a stable Panhellenic society capable of withstanding several foreign invasions by vastly numerically superior forces. Students will also look into how aspects of Spartan culture have been inherited by modern societies and how our perceptions of the Spartans have been modified by historians and the modern media. They will be able to trace the development of some of the distinctive features of contemporary societies, for example, social organization, systems of law, governance and religion, through an examination of ancient Greece.
Semester 2 Unit 2 – Power in the ancient world Students study Alexander the Great, Macedonia 356–323 BC, examining how the selected individuals used their power to shape their society, and the way they are viewed by history. In this unit, students learn that, in ancient societies, key individuals have acted as agents of change, interacting with groups and institutions, and using their power to shape their society. They investigate key individuals‟ motives, the methods they used to achieve power, the ways they used their power, the responses of others to their use of power, and their impact and influence on society. Students also learn that individuals, groups, and institutions have a variety of types of power, and that power is not distributed evenly throughout the society. Students will learn that societies consist of individuals and institutions that have various types of power and authority and that these interact with each other. Power and authority is distributed throughout a group or society, individuals and groups seek to influence the structures of power and authority and the difficulties of using these structures in a just or equitable manner. In learning about the structures and institutions of societies, they make comparisons and judgments about other societies and their own society, developing critical thinking skills related to comparing and contrasting information, distinguishing between the usefulness of sources and understanding that there are different points of view and alternative accounts of history. The electives are taught with the requisite historical skills described as part of this unit.
29 Pathway Two – General Pathway continued…
Business Management and Enterprise (GEBME) COST: $120
Prerequisites: None.
The Business Management and Enterprise General course gives students the opportunity to understand how vital business is to individuals and society, and how it impacts on many aspects of our lives. This course focuses on the development of skills within the business cycle, day-to-day running, continuing viability and expansion of a business. Exposure to a wide range of business activities, management strategies and an understanding of enterprise, helps students to appreciate the significance of their role as both participants and consumers in the business world.
The focus of this course is on establishing and operating a small business in Australia. Opportunities are provided to explore business start-ups and to recognise the factors that contribute to business success. Entrepreneurship and innovative thinking are introduced, generating ideas and proposals that may be suitable for business ventures. These proposals are then developed into a business plan. The concepts of innovation, marketing and competitive advantage and the key factors that influence consumer decision making are introduced. Legal aspects of running a small business, including rights and responsibilities of employer and employee, are investigated.
The Business Management and Enterprise General course is designed to allow students to:
understand marketing, understand how leadership and management function, and understand how organisational practices, procedures and structures function. understand the impact of beliefs and values on business activity, understand the impact of economic environments, government policies and legal requirements on business activity, understand the impact of technologies on business activity. apply business skills, tools and processes, process and translate information required for effective business operations, demonstrate interpersonal skills required for effective business operations, investigate and evaluate innovative and enterprising opportunities.
Career and Enterprise (GECAE) COST: $70
Prerequisites: None.
Semester 1 The focus of this unit is exploring work and networks. Students develop an understanding of aspects of work, such as part-time, full-time, flexi hours, volunteer work and unemployment. They learn that positive self-esteem and self-management are required to access work opportunities and acquire skills to build careers. Students learn the basic organisation and roles associated with different workplace structures, and develop awareness that employment is connected with responsibility for themself and others.
Students understand that transitions can be facilitated by resources made available through the family, school, workplace and community, and that these groups assist young people to learn what is expected of them as workers.
It enables students to increase their knowledge of work and career choices and to identify a network of people and organisations that can help with their school-to-work transition.
30
Semester 2 The focus of this unit is entry-level work readiness. Students explore the attributes and skills necessary for employment, and identify their personal strengths and interests, and the impact these have on career development opportunities and decisions.
Students examine the organisation of workplaces within a chosen industry area and learn about the rights and responsibilities of employees and employers in entry-level jobs.
An audit is conducted of career competencies, knowledge, behaviours, values and attitudes, and an autobiographical profile is developed. This profile is used, together with simple work search tools and techniques, to commence planning career development options. A record of work, training and learning experiences is required for inclusion in a career portfolio.
The work search tools and techniques and career competencies used in the process of career management are investigated. An exploration is made of workplaces, organisation and systems, and also employment as a contractual agreement. The roles, rights and responsibilities of individuals are defined and assessed according to legal, ethical and financial considerations. The unit investigates how influences and trends impact on personal career development opportunities. Pathway Two – Training WA Individual Course Descriptions continued…
Children, Family and the Community (GECFC) COST: $120
Prerequisites: None.
The Children, Family and the Community General course focuses on factors that influence human development and the wellbeing of individuals, families and communities. Students explore the health of individuals and communities and the protective and preventative strategies that impact on growth and development. They engage in shared research, examine goal setting, self- management, decision making, communication and cooperation skills when creating products, services or systems that will assist individuals, families and communities to achieve their needs and wants. Contemporary Australian issues or trends relating to families and communities at the state and national level are examined in practical ways.
Dance (GEDAN) COST: $60
Prerequisites: None.
The Dance General course develops and presents ideas through a variety of genres, styles and forms. 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.
Students gain an understanding of the physical competencies specific to dance, including experiential , strength, flexibility, coordination and rhythmic understanding, while learning to use the body as a medium for artistic expression.
They learn about the origins of dance and its importance as a form of expression and that it can represent a variety of political, cultural and historical motivations.
31 Pathway Two – General Pathway continued…
Drama (GEDRA) COST: $60
Prerequisites: None.
Improve your voice, movement and characterisation skills exploring dramatic storytelling. Studying texts from around the world and Australia, you will have the chance to perform in a public performance, as well as exploring different design and production roles such as lighting, sound, and set design. You will also explore the value of the Performing Arts Industry in modern day culture and from an economic perspective.
Design – Photography (GEDESP) COST: $170
Prerequisites: None, though some exposure to Digital Design in lower school is preferred.
Unit 1 – Design fundamentals The focus of this unit is to introduce design process and practice. Students learn that design can be used to provide solutions to design problems and communication needs. They are introduced to basic design skills and a range of techniques within a defined context to demonstrate control over the elements and principles of design.
Defined contexts Photography: calendar design (the seasons), photography magazine design, poster design, tourism brochure, photography masters book cover
Unit 2 – Personal design The focus of this unit is personal design. Students learn that they visually communicate aspects of their personality, values and beliefs through their affiliations and their manipulation of personal surroundings and environments. Students explore design elements and principles and the design process in a project communicating something of themselves. Students increase familiarity with basic production skills and processes, materials and technologies.
Engineering Studies (GEEST) COST: $200
Prerequisites: None.
The course will expand students understanding of the technological world in which they live. Students learn how to how to apply the universal systems diagram (input, process, output); to writing programs that control applications in systems and subsystems. Familiarity with input sensor systems and output driver and actuator systems is advisable to enable students to create systems and control solutions. The systems and subsystems students will use will be controlled by pneumatic, electrical and mechanical transducers/sensors and outputs / actuators.
Computer Interface / microcontroller programming forms the fundamental basis of the Systems and Control Course. Flow chart programs, high level programming languages, subroutines and logic control are used to control devices in integrated and complex situations. Logic control is also used as both an input and output system. Input logic conditions are met and processed, and multiple outputs, often in sequential orders, are produced.
Students will be involved in the construction of mini robotics projects using skid control for drive, as the students progress they will also be involved in building the electronic control and monitoring system for an Electric Vehicle as part of the Swan A STATE OR PRIVATE TRAINING PROVIDER EV challenge. Students will also be asked to assist in the development and construction of more advanced robotics projects.
32 Pathway Two – General Pathway continued…
English (GEENG) COST: $40
Prerequisites: None.
Unit 1 focuses on students comprehending and responding to the ideas and information presented in texts. Students employ a variety of strategies to assist comprehension read, view and listen to texts to connect, interpret and visualise ideas learn how to respond personally and logically to texts by questioning, using inferential reasoning and determining the importance of content and structure consider how organisational features of texts help the audience to understand the text learn to interact with others in a range of contexts, including everyday, community, social, further education, training and workplace contexts communicate ideas and information clearly and correctly in a range of contexts apply their understanding of language through the creation of texts for different purposes.
Food Science and Technology (GEFST) COST: $180
Prerequisites: None.
Food impacts on every aspect of daily life and is essential for maintaining overall health and wellbeing. The Food Science and Technology General course provides opportunities for students to explore and develop food-related interests and skills. Students organise, implement and manage production processes in a range of food environments in a commercial kitchen and understand systems that regulate food availability, safety and quality. Occupational safety and health requirements, safe food handling practices, and a variety of processing techniques, are implemented to produce safe, quality food products. This course will provide experience and enhance employability and career opportunities in areas that include nutrition, health, food and beverage manufacturing, food processing, community services, hospitality and retail.
Unit 1 – Food choices and health Students investigate balanced diets, the function of nutrients in the body and apply nutrition concepts that promote healthy eating. They study health and environmental issues that arise from lifestyle choices and investigate factors which influence the purchase of locally produced commodities. They demonstrate a variety of mise-en-place and precision cutting skills, and processing techniques to ensure that safe food handling practices prevent food contamination.
Unit 2 – Food for communities This unit focuses on the supply of staple foods and the factors that influence adolescent food choices and ethical considerations. They explore food sources and the role of macronutrients and water for health, and nutrition-related health conditions, such as coeliac and lactose intolerance, which often require specialised diets. Students work with a range of staple foods, adapt basic recipes and apply the technology process to investigate, devise, and produce food products to achieve specific dietary requirements.
33 Pathway Two – General Pathway continued…
Geography (GEGEO) COST: $90
Prerequisites: None.
Semester 1 Unit 1 – Geography of environment at risk This unit explores the spatial patterns and processes related to environments at risk, and to the protection of such environments through management at local, regional and global levels. In the local area, in specific regions and globally, people pose threats to the environment as they attempt to meet their needs. Individuals and/or groups can have conflicting viewpoints about particular environments. This can place environments at risk. Sustainable solutions need to be developed for these environments. Students develop the knowledge, understandings and skills in this unit that are relevant to the world in which they live and which are also appropriate to careers in the environmental protection/rehabilitation, urban and regional development, and tourism industries.
Semester 2 Unit 2 – Geography of people and places This unit explores the natural and cultural characteristics of a region, the processes that have enabled it to change over time and the challenges it may face in the future. Students develop the knowledge, understanding and skills that will enable them to understand and apply the concept of a region to other regions in different scales.
Health Studies (GEHEA) COST: $90
Prerequisites: None.
This unit provides a general introduction to personal health and wellbeing and what it means to be healthy. Students explore factors which influence their health in positive and negative ways, and devise action plans which focus on achieving identified goals designed to improve health. Key consumer health skills and concepts are introduced, including the role and features of components of the Australian healthcare system. The relationship between beliefs, attitudes, values and health behaviour, and the impact of social and cultural norms is examined. Key self- management and interpersonal skills required to positively influence health and build effective relationships are explored. Health inquiry skills are developed and applied to investigate and report on health issues.
34 Pathway Two – General Pathway continued…
Integrated Science (GEISC) COST: $80
Prerequisites: None.
In this unit, students develop an understanding of the processes involved in the functioning of systems from the macro level (cycles in nature and Earth systems) to systems at the organism, cellular and molecular level. They investigate and describe the effect of human activity on the functioning of cycles in nature. By integrating their understanding of Earth and biological systems, students come to recognise the interdependence of these systems.
Students investigate structure and function of cells, organs and organisms, and the interrelationship between the biological community and the physical environment. They use a variety of practical activities to investigate patterns in relationships between organisms.
Practical experiences form an important part of this course. They provide valuable opportunities for students to work together to collect and interpret first-hand data in the field or the laboratory. In order to understand the interconnectedness of organisms to their physical environment, and the impact of human activity, students analyse and interpret data collected through investigations in the context studied. They will also use sources relating to other Australian, regional and global environments.
The context that is used to teach all the key concepts should be broad and integrate all areas of science to assist in the delivery of the key concepts. It should engage students, have local real-life application, and be relevant to the student‟s everyday life.
Materials Design and Technology — Metals (GEMDTM) COST: $200
Prerequisites: None.
The focus for this course for both semesters is production fundamentals. It is an introductory unit for those students who have limited experiences in the manufacturing of metal products. Students are introduced to principles and practices of design, fundamentals of design to manufacture metal products for themselves. They learn to communicate various aspects of the design process within the structure of making their product. Throughout the process, students learn about materials, including their origins, classifications, properties and suitability for purpose. Students are introduced to relevant technology process (machine / hand tools) skills.
Students work in a defined environment and learn to use a variety of relevant technologies safely and effectively. In addition to this the course also will contribute valuable skills and experience to further education and employment in related fields.
35 Pathway Two – General Pathway continued…
Materials Design and Technology — Wood (GEMDTW) COST: $200
Prerequisites: None.
The focus for this unit is production fundamentals. It is an introductory unit for those students who have limited experiences in the manufacturing of wood products. Students are introduced to principles and practices of design, fundamentals of design to manufacture wood products for themselves. They learn to communicate various aspects of the design process within the structure of making their product.
Throughout the process, students learn about materials, including their origins, classifications, properties and suitability for purpose. Students are introduced to relevant technology process (machine / hand tools) skills. Students work in a defined environment and learn to use a variety of relevant technologies safely and effectively. In addition to this the course also will contribute valuable skills and experience to further education and employment in related fields.
Mathematics Essentials (GEMAE) COST: $70
Prerequisites: None.
This unit provides students with the mathematical skills and understanding to solve problems relating to calculations, applications of measurement, the use of formulas to find an unknown quantity and the interpretation of graphs. Throughout this unit, students use the mathematical thinking process. This process should be explicitly taught in conjunction with the unit content. Teachers are advised to apply the content of the four topics in this unit: Basic calculations, percentages and rates; Algebra; Measurement; and Graphs, in contexts which are meaningful and of interest to their students. Possible contexts for this unit are Earning and managing money and Nutrition and health.
It is assumed that an extensive range of technological applications and techniques will to be used in teaching this unit. The ability to choose when or when not to use some form of technology, and the ability to work flexibly with technology, are important skills.
The number formats for the unit are whole numbers, decimals, common fractions, common percentages, square and cubic numbers written with powers.
Physical Education Studies (GEPES) COST: $120
Prerequisites: None.
The focus of this unit is the development of students‟ knowledge, understanding and application of anatomical, physiological and practical factors associated with performing in physical activities.
36 Pathway Two – General Pathway continued…
Psychology (GEPSY) COST: $80
Prerequisites: None.
Semester 1 This unit provides a general introduction to personality and intelligence and seeks to explain how individuals are influenced by their surroundings. Students explore a number of influential theories used to describe and/or explain personality such as Freud‟s psychodynamic approach and Eysenck‟s trait theory. A range of intelligence theories are reviewed and cultural influences with respect to intelligence testing and child-rearing are examined. 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. Students are introduced to qualitative and quantitative methods of data collection and explore fundamental ethical considerations in research including informed consent and voluntary participation.
Semester 2 This unit 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. Erikson‟s stages of psychosocial development are examined as students learn about the impact of external factors on personality development. 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. Students interpret descriptive data such as mean and range. They use this data to create tables, graphs and diagrams and draw conclusions using patterns observed in the data.
Visual Art (GEVAR) COST: $120
Prerequisites: None.
The focus for this unit is experiences. Students develop artworks based on their lives and personal experiences, observations of the immediate environment, events and/or special occasions. They participate in selected art experiences aimed at developing a sense of observation.
Students discover ways to compile and record their experiences through a range of art activities and projects that promote a fundamental understanding of visual language. They use experiences to develop appreciation of the visual arts in their everyday lives.
Students acquire various skills using processes of experimentation and discovery. Imaginative picture making is primarily concerned with experiences of the self and of the immediate environment, including aspects of family life, social activities, communal occasions and other shared activities. Ample scope for free, imaginative interpretation and experimentation with materials is provided.
37 Pathway Three Foundation Courses
Career and Enterprise (FECAE) COST: $70
Students with OLNA Level 1 in Literacy MUST attempt this course. Students with OLNA Level 2 or 3 in both aspects of Literacy MAY NOT attempt this course.
Unit 1 This unit is comprised of two core modules, which are compulsory, and three elective modules.
Core modules C11.1 Exploring work (20 hours) C11.2 Work health and safety (20 hours)
Elective modules Three electives from the following list must be completed: E11.1 Workplace communication (5 hours) E11.2 Personal organisation (5 hours) E11.3 Rights and responsibilities (5 hours) E11.4 Team work (5 hours) E11.5 Workplace numeracy (5 hours) E11.6 Technological literacy (5 hours) E11.7 Personal presentation for the workplace (5 hours) E11.8 Volunteering/experiencing work (5 hours)
A description and content for each elective module is provided in Appendix 2.
English (FEENG) COST: $40
Students with OLNA Level 1 in Literacy MUST attempt this course. Students with OLNA Level 2 or 3 in both aspects of Literacy MAY NOT attempt this course.
Unit 1 This unit is comprised of two core modules, which are compulsory, and three elective modules. Learning outcomes The learning outcomes reflect the intent of the rationale and the aims and are, in turn, reflected in the content and the assessment types. This repetition is deliberate, to keep the focus on these aims/outcomes/skills and the need to immerse students in the learning experiences that will develop these skills. The intention is that students will become increasingly autonomous in acquiring the skills that ensure that the learning outcomes are met.
By the end of this unit, students will: develop skills in functional literacy, including appropriate spelling, punctuation and grammar.
develop skills in reading (understanding, comprehending, interpreting, analysing) texts for work, learning, community and/or everyday personal contexts
develop skills in producing (constructing, creating, writing) texts for work, learning, community and/or everyday personal contexts
develop skills in speaking and listening for work, learning, community and everyday personal contexts
38 QUALIFICATIONS
ALL STUDENTS MUST CHOOSE AT LEAST ONE OF THE FOLLOWING QUALIFICATIONS:
Certificate II in Creative Industries (Media) (CUF20107) COST: $90
ONE YEAR qualification. Prerequisites: None. The qualification will allow students to explore the exciting world of Media, focussing primarily on the film and radio broadcast industries. Students will develop the ability to utilise digital recording equipment in interesting and creative ways, allowing them to express their ideas through a variety of text forms including short film, radio advertising and documentary style film-making. Students will also be given the opportunity to work with industry level editing software in post-production and will learn how to apply visual and audio special effects. The course is designed to run over a period of one year, with students completing a total of 8 units focussing on topics such as following a design process, developing industry knowledge, effective video and sound recording, as well as applying critical thinking to media analysis.
This course is offered to students under the auspices of Skills Strategies International (RTO #2401).
Certificate II Information, Digital Media and Technology (ICT20115) COST: $135
TWO YEAR qualification. Prerequisites: None. This entry level qualification provides the foundation skills and knowledge to use information and communications technology (ICT) in any industry. Certificate II in Information, Digital Media and Technology provides students with a VET qualification to industry standard. Students will gain practical skills and knowledge to operate the essential functions of hardware and software applications. Successful completion of this qualification provides students with foundation general computing and employment skills that enable participations in an information technology environment. Students will be required: to participate in OHS processes; develop environmentally sustainable work practices; demonstrate competent use of computer operating systems and hardware; work and communicate effectively in an IT environment; operate application software packages involving word process, spreadsheets, databases, publisher, power point; operate a digital media technology package; and, use social media tools for collaboration and engagement.
This course is competency based as per State/Private Training Provider guidelines. Students must demonstrate their ability to do a skill on demand. Students achieve ‘competency’ – there are no grades awarded.
This course is offered to students under the auspices of Skills Strategies International (RTO #2401).
39 Pathway Two – Training WA Individual Course Descriptions continued…
Certificate II Leadership (52562WA) COST: $200
ONE YEAR qualification. Prerequisites: None.
The qualification is designed to further develop and enhance a person‟s leadership skills. It allows participants to work effectively with others, undertake an individual or team project, communicate effectively and identify and contribute to the health and safety of others.
A major component of the Leadership course is active participation in a team or community based project. Participants are required to work in a team, to undertake a practical project which benefits not only the team or community, but also contributes to their own skill development and achievement.
This course is offered to students under the auspices of Challenger Institute of Technology (RTO #4265)
Certificate II / III Music (CUS20109) / (CUS30109) COST: $110
Cert II Music – ONE YEAR qualification.
Prerequisites: Cert III Music – requires successful completion of Cert II Music to enrol.
The qualification introduces and develops musical skills in technical production and performance. Performance components focus on general performance skills such as reading, song writing and performing within ensembles. Production components focus on recording and mixing music within studio and live environments as well as occupational health and safety. This course is a preparatory qualification that can be used as a pathway into specialist Certificate III qualifications within the music industry. This certificate is delivered over two years within a school based setting. Candidates may enter the qualification with limited or no vocational experience and without a relevant lower level qualification.
This course is offered to students under the auspices of the College of Sound and Music Production, member college of the Australian Centre for Advanced Studies (RTO #50392).
Students and parents are welcome to contact the RTO for confirmation of this program by phone or email. Phone: (03) 9592 4801 Email: [email protected] Website: cosamp.com.au
Certificate II Sport (Coaching) (SIS20512) COST: $90
TWO YEAR qualification. Prerequisites: None.
The qualification provides the skills and knowledge for an individual to be competent in assisting senior coaches in the planning and implementation of instruction for a range of sports. Work may be undertaken as part of a team and would be performed under supervision. Learners wishing to undertake this qualification should be current or past participants in the respective sport specialisation chosen as part of this qualification.
This course is offered to students under the auspices of YMCA (RTO #3979)
40 Pathway Two – Training WA Individual Course Descriptions continued…
Cert II / III Sport and Recreation - AFL (SIS20313) & (SIS30513) COST: $150
NOTE: AFL Pathway
TWO YEAR qualification. Prerequisites: AFSP students only.
The qualification provides the skills and knowledge for an individual wishing to work in the sport and recreation industry in a generalist capacity. Likely functions for someone with this qualification can include providing support in the provision of sport and recreation programs, grounds and facilities maintenance, routine housekeeping, retail and customer service assistance, administrative assistance or bar and café service in locations such as fitness centre, outdoor sporting grounds or complexes or aquatic centres. All job roles are performed under supervision. Job roles The following are indicative job roles for this qualification: recreation assistant administration assistant grounds assistant retail assistant
This course is offered to students under the auspices of YMCA (RTO #3979)
Cert II Sport Recreation – General (SIS20313) COST: $150
ONE YEAR qualification. Prerequisites: None.
The qualification provides the skills and knowledge for an individual wishing to work in the sport and recreation industry in a generalist capacity. Likely functions for someone with this qualification can include providing support in the provision of sport and recreation programs, grounds and facilities maintenance, routine housekeeping, retail and customer service assistance, administrative assistance or bar and café service in locations such as fitness centre, outdoor sporting grounds or complexes or aquatic centers. All job roles are performed under supervision.
The Netball component describes the performance outcomes, skills and knowledge required by players to participate in netball activities at an intermediate level. It requires the ability to prepare for and participate in drills, activities, games and competitions using intermediate level skills, strategies and tactics and to review and evaluate self and team performance. Job roles The following are indicative job roles for this qualification: recreation assistant administration assistant grounds assistant retail assistant
This course is offered to students under the auspices of YMCA (RTO #3979)
41 Pathway Two – Training WA Individual Course Descriptions continued…
Cert III Education Support (Teaching pathway) (CHC30213) COST: $90
ONE YEAR qualification. Prerequisites: None.
The qualification will provide students with the practical skills and knowledge to assist teaching staff in schools and provide care, instruction and supervision of children from kindergarten to Year 12. Clients will learn how to implement planned education programs, assist students in their learning and development, contribute to the safety and health of students and support students with additional needs. Students will also learn how to work with children and young people at risk of harm, work effectively with culturally diverse students, families and co-workers and introduce them to working with children with special needs. As part of this qualification clients will undertake a supervised work placement where they will be able to apply the skills and knowledge they have learned in a classroom setting. The articulation to the Certificate IV qualification is under review, please refer to separate brochure for an update as it comes available from State and Private Training Providers.
This course is offered to students under the auspices of Challenger Institute of Technology (RTO #4265)
Cert II Construction (52443WA) COST: None
ONE YEAR qualification – qualification to be confirmed. Prerequisites: None.
The qualification provides students with an excellent opportunity to gain the skills to impress possible future employers. It has been very successful in providing many of our students the opportunity to move into apprenticeships and traineeships in the building and construction industry. This course gives you the opportunity to develop skills in General construction
Construction techniques to assist in personal projects
Working as part of a team
Working safely in the construction industry
Using a variety of construction tools and equipment
Work placement is a requirement of this qualification and gives students the opportunity to work with potential employers.
42 Pathway Two – Training WA Individual Course Descriptions continued…
Cert III Events (SIT30612) COST: None
ONE YEAR qualification. Prerequisites: None.
The qualification opens the doors to many career directions in the exciting and rapidly growing event Industry. The Certificate III in Events provides you with the education and training to launch your career as an event coordinator. This course will equip you with skills and knowledge and enable you to work in an administrative or operational events support role.
The qualification has particular relevance in the community, cultural, hospitality, sporting and tourism sectors
Cert II Health Support Services COST: None
ONE YEAR qualification. Prerequisites: None.
The qualification gives participants entry level skills and knowledge to provide support for the effective functioning of health services. Participants that complete this qualification do not provide direct care assistance functions such as assisting other staff with the care of clients. This qualification may provide an appropriate pathway into higher level qualifications, such as those in aged care, hospitality, health services, allied health and home and community care.
NOTE:
All qualifications successfully running in 2016 are: 1. dependent on RTO‟s offering to auspice or deliver qualifications in schools 2. viable number of students enrolled.
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Student Information on the Unique Student Identifier (USI)
USI… bringing your skills together
If you are undertaking nationally recognised training delivered by a registered training organisation you will need to have a Unique Student Identifier (USI). This includes studying at TAFE or with a private training organisation, completing an apprenticeship or skill set, certificate or diploma course.
A USI gives you access to your online USI account which is made up of ten numbers and letters. It will look something like this: 3AW88YH9U5.
In time, your USI account will contain all your nationally recognised training records and results from 1 January 2015 onwards. Your results from 2015 will be available in your USI in 2016.
When applying for a job or enrolling in further study, you will often need to provide your training records and results. One of the main benefits of the USI is that you will have easy access to your training records and results throughout your life.
You can access your USI account online from a computer, tablet or smart phone anywhere and anytime.
Do you need a USI?
You will need a USI when you enrol or re-enrol in training if you are a: student enrolling in nationally recognised training for the first time, for example if you are studying at TAFE or with a private training organisation; completing an apprenticeship or skill set, certificate or diploma course; school student completing nationally recognised training; or student continuing with nationally recognised training.
You are a continuing student if you are a student who has already started your course in a previous year (and not yet completed it) and will continue studying after 1 January 2015.
Once you create your USI you will need to give your USI to each training organisation you study with so your training outcomes can be linked and you will be able to: view and update your details in your USI account; give your training organisation permission to view and/or update your USI account; give your training organisation view access to your transcript; control access to your transcript; and view online and download your training records and results in the form of a transcript which will help you with job applications and enrolment in further training.
If you are an international, overseas or an offshore student please visit usi.gov.au for more information.
How to get a USI
It is free and easy for you to create your own USI online.
While you may create your own USI, training organisations are also able to create a USI for you. Training organisations should do this as part of the enrolment process when you begin studying. Where this service is provided, training organisations will let you know.
44
Steps to create your USI
The following steps show how you can create a USI:
Step 1: Have at least one and preferably two forms of ID ready from the list below: Driver’s Licence Medicare Card Australian Passport Visa (with Non-Australian Passport) for international students Birth Certificate (Australian) Certificate Of Registration By Descent Citizenship Certificate Immi Card
IMPORTANT: To make sure we keep all of your training records together, the USI will be linked to your name as it appears on the form of ID you used to create the USI. The personal details entered when you create a USI must match exactly with those on your form of ID.
If you do not have proof of ID from the list above, you can contact your training organisation about the other forms of ID they can accept to help you get a USI.
Step 2: Have your personal contact details ready (e.g. email address, or mobile number, or mailing address).
Step 3: Visit the USI website at: usi.gov.au
Step 4: Select ‘Student Entry’ and then Select ‘Create a USI’ link and follow the steps.
Step 5: Agree to the Terms and Conditions.
Step 6: Follow the instructions to create a USI – it should only take a few minutes. Upon completion, the USI will be displayed on the screen. It will also be sent to your preferred method of contact.
Step 7: You should then write down your USI and keep it handy and safe somewhere, perhaps on your phone.
More information
For more information please visit: usi.gov.au Or contact us at Email: [email protected] Phone: Skilling Australia Information line – 13 38 73
45
Online Learning COST: $500* (if enrolled in 2015)
Job Ready Online Training: Comet Bay College in conjunction with Polytechnic West are offering students fully online qualifications in the areas of Business, Finance, Multimedia and Information Technology.
The industry qualifications have been specifically designed to help students (17 years and under) to be job ready through their online training.
Students may enrol directly into any of the qualifications available on offer and may enrol in more than one qualification if the first qualification has been completed.
Upon enrolment, students will have 24/7 access to online resources, as well as fully trained and qualified lecturers at Polytechnic who can assist them with their studies via telephone or email (during business hours).
Students enrol for groups of two to three units at a time which are to be completed over a three month period (this equates to approximately seven (7) hours commitment per week). As this mode of study allows students to work at their own pace within the specified period, it means a full qualification is achievable in 12 months.
Students are enrolled through Polytechnic West and all learning and assessment resources are provided fully online and all assessments will be the responsibility of Polytechnic West Lecturing staff.
Students must be enrolled in at least 4 ATAR courses in 2015 to be eligible to access the online qualifications.
Qualifications on offer: Business Studies Certificate I, II, III & IV Business Certificate III & IV Business Administration Certificate IV Marketing Certificate IV Human Resources Certificate IV Small Business Management
Finance Studies Certificate III Accounts Administration Certificate I, II & III Financial Services Certificate IV Accounting Certificate IV Bookkeeping
Information Technology Certificate I & II Information Technology Certificate III Information, Digital Media & Technology - Multimedia Certificate III Information, Digital Media & Technology – Networking Certificate IV Digital Media Technologies Certificate IV Networking
The above courses available for selection are subject to change.
What does it cost? The maximum course fee is $500* (directly payable to Polytechnic West). This maximum applies to the total course fees for one or more courses for both concessional and non-concessional students.
*please note the course and resource fee are subject to change before the commencement of the 2016 school year, the $500 fee is only for enrolments in the 2015 school year as no updates on costing have been provided by STP’s for 2016 at time of publication,
46 Further Information
Training WA State Training Providers (Training WA)
State Training Providers (Training WA) offer courses for Vocational education and training, apprenticeships and traineeships, support for workplace learning and courses for business and industry.
To gain entry into a State Training Provider (TWA), applicants need to meet the entrance requirements for the chosen course. Where a course is deemed to be competitive, applicants are required to meet both the entrance requirements and selection criteria. Selection criteria will focus on secondary education achievement, skill development, previous qualifications and workplace learning (paid or unpaid).
Courses that require selection criteria to be met will clearly indicate this below the entrance requirement information.
Students who are interested in applying for State Training Provider (TWA) courses are strongly advised to access the latest information from www.trainingwa.wa.gov.au.
Students will find detailed information on the website, but if more information or clarification is needed, then contact:
The Career Centre 166 Murray Street Perth City (Second floor, above Woolworths)
Phone: 13 23 98 or 1800 999 167 Email: [email protected] Web: www.trainingwa.wa.gov.au/careercentre
47 The links between State Training Providers and University
All Universities in Western Australia to a greater or lesser extent accept Training WA qualifications ie. Certificate IV and above, as admission for specific courses. The extent of this acceptance varies between Universities and courses and students should consult with the relevant university.
State Training Provider (STP) Qualifications Australian Qualifications Framework
Training WA UNIVERSITY Doctorate Masters Degree Graduate Diploma Bachelor Degree Advanced Diploma Advanced Diploma Diploma Diploma Certificate IV Certificate III Certificate II Certificate I
If you intend to follow this Pathway to University Admission then you are advised to consult with the Counsellors at the relevant University to identify which Training WA Courses are recommended.
Alternative University Entry Pathways (NB: Alternate Entry Programs are reviewed annually)
Portfolio Pathway to Edith Cowan University (ECU) In addition to the requirements outlined above, Edith Cowan University offers an additional pathway for entry by school leaver students. Detailed information about the requirements for the Portfolio Entry Pathway to ECU may be obtained from Student Recruitment on 13 43 28 or www.reachyourpotential.com.au.
Portfolio Entry to Murdoch University In addition to the requirements outlined above, Murdoch University offers a portfolio pathway for admission to Bachelor degrees in Media, Mass Communication and in Digital Media. For more information see www.murdoch.edu.au.
Gaining Admission to University through Training WA An Australian Tertiary Admissions Rank (ATAR) is not the only means of entry to University in Western Australia. Training WA can be your stepping stone to a University Education. A significant number of Training WA graduates gain admission to Australian universities each year. Training WA graduates need to apply through the Tertiary Institutions Services Centre (TISC) for admission to the public universities, visit www.tisc.edu.au. Apply directly for admission to the University of Notre Dame Australia.
48 University Access via Training Provider
At time of printing this chart shows the current entry requirements for each University for students applying after completing a state or private training provider Course. This needs to be checked for 2015 / 2016 as it can change annually.
Minimum Entry Contact Information University Requirement (Universities Admissions Centres)
Curtin Certificate IV Curtin will assess applicants with diplomas University of English Language and/or Advanced Diplomas for advanced Technology competence and course standing. The amount of credit given will Prerequisites in many depend on the relevance of the State or instances a diploma and Private Training Provider’s qualification to the subject prerequisites are course of study at Curtin. recommended. Visit: www.prospective.curtin.edu.au and select the Recognition of Prior Learning Link.
Edith Cowan Certificate IV Edith Cowan will assess applicants with University Diplomas and/or Advanced Diplomas for advanced standing. The amount of credit given will depend on the relevance of the State or Private Training Provider’s qualification to the course of study at Edith Cowan Visit: www.edugreatcareers.com
Murdoch Certificate IV Murdoch University will assess students with University Certificate IV, Diploma, Advanced Diploma or State or Private Training Provider WA studies for advanced standing. Advanced standing is not dependent on the overlap, if any, between these studies and the proposed study at Murdoch University. However, the number of exemptions given will depend on the relevance of the State or Private Training Provider qualification to the course of study at Murdoch. Visit: www.choosemurdoch.edu.au
University of Certificate IV Notre Dame will assess applicants with a Notre Dame and English language Diploma and/or Advanced Diploma for Australia competence advanced standing. The amount of credit given will depend on relevance of the State of Private Training Provider qualification to the course of study at Notre Dame. Visit: www.nd.edu.au/credit
University of Diploma, On gaining a place at UWA, a diploma Western English language and/or advanced diploma graduate may Australia and subject prerequisites. be eligible for credit transfer (advanced standing). Applications for credit are assessed on an individual basis. The amount of credit granted will depend on the relevance of elements of the State or Private Training Provider qualification to the degree course, and on evidence of academic quality beyond "competent". Visit: admissions.uwa.edu.au
49 Minimum Entry Requirement
The minimum entry requirement is the minimum level of educational achievement necessary to be eligible to apply for a place at a university. Achieving the minimum entry requirement does not guarantee entry to a particular course or that an applicant is competitive enough to be selected for a place at the university. Entry to courses is very competitive and some university courses have course prerequisites. Completing a diploma may increase your chance of selection.
Advanced Standing and Credit Transfer
Once you have gained admission into university, you may be eligible for advanced standing or credit for your previous studies. In many cases, the universities have determined which State or Private Training Provider qualification will earn you advanced standing or credit.
The following are current alternative entry pathways and are subject to change. They do, however, serve as a guide for students.
Edith Cowan University (ECU)
Alternative Entry Pathways - University Preparation Course (UPC)
For students who have not satisfied the traditional requirements for University entry. For near-miss students (students whose ATAR is below but close to the minimum). UPC is a one Semester course. Satisfactory completion will enable students to enrol in a degree program in Semester 2. Students must apply through TISC.
State or Private Training Provider or Private Registered Training Organisations (RTO's)
ECU accepts applications from students who have completed Certificate IV or above at a state or private training provider, or an equivalent level at a Business College. ECU has standing agreements with PIBT, Alexander, Martin, Beaufort and other RTO's.
Murdoch University
Applicants with State or Private Training Provider Qualifications
Applicants who have recently completed a State or Private Training Provider Certificate Level IV, Advanced Certificate, Diploma, Associate Diploma, or Advanced Diploma with good grades are eligible to be considered for admission and can apply for advanced standing.
Portfolio Pathway to Edith Cowan University (ECU)
In addition to the requirements outlined above, Edith Cowan University offers an additional pathway for entry by school leaver students.
Detailed information about the requirements for the Portfolio Entry Pathway to ECU may be obtained from Student Recruitment on 134 328 or www.reachyourpotential.com.au.
Portfolio Entry to Murdoch University
In addition to the requirements outlined above, Murdoch University offers a portfolio pathway for admission to the Bachelors degrees in Media, Mass Communication and in Digital Media. For more information see www.murdoch.edu.au.
50 Curtin University
Applicants with Qualifications
All State or Private Training Provider Advanced Diploma, Associate Diploma, Diploma and Certificate IV awards, as well as a number of advanced Certificate awards, satisfy Curtin's general matriculation requirement. The former two year certificate courses may also be considered for entry. Applicants with a Certificate Level must separately show that they have attained a satisfactory level of competency in English. A number of State Training Provider’s communication units are acceptable for this purpose. A list of qualifications that may be used to meet the English requirement is available from the Admission Office. Applicants should note that selection for a particular course may require completion of studies not covered in their course. Students intending to apply for Engineering Courses should consult with the Sub‒Dean of the Faculty of Engineering.
Bridging Courses are also available at a number of Universities.
51