Subject Information Year 11, 2020

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Table of Contents INTRODUCTION ....................................................................................................................................... 4

CREATIVE ARTS ........................................................................................................................................ 5

Certificate III Visual Arts ...................................................................................................................... 5

Design - Graphics (General) ................................................................................................................ 5

Design – Photography (General) ......................................................................................................... 6

Media Production & Analysis (ATAR) .................................................................................................. 6

Media Production & Analysis (General) .............................................................................................. 7

Visual Arts (ATAR) ............................................................................................................................... 7

CREATIVE LIVING ..................................................................................................................................... 8

Certificate II Community Services - Children's Services ...................................................................... 8

Certificate II Hospitality ...................................................................................................................... 8

Children, Family & the Community (ATAR) ......................................................................................... 9

Children, Family & the Community (General) ................................................................................... 10

Materials Design & Technology - Textiles (General) ......................................................................... 12

ENGLISH ................................................................................................................................................ 13

English (ATAR) ................................................................................................................................... 13

English (General) ............................................................................................................................... 14

Literature (ATAR) .............................................................................................................................. 15

HUMANITIES ......................................................................................................................................... 17

Accounting and Finance (ATAR) ........................................................................................................ 17

Certificate II Business ........................................................................................................................ 17

Economics (ATAR) ............................................................................................................................. 18

Geography (ATAR) ............................................................................................................................. 19

Modern History (ATAR) ..................................................................................................................... 20

Politics & Law (ATAR) ........................................................................................................................ 21

ICT ......................................................................................................................................................... 22

Applied Information Technology (ATAR) .......................................................................................... 22

Computer Science (ATAR) ................................................................................................................. 22

LANGUAGES .......................................................................................................................................... 23

Italian Second Language (ATAR) ....................................................................................................... 23

MATHEMATICS ...................................................................................................................................... 24

Mathematics Applications (ATAR) .................................................................................................... 24

Mathematics Essential (General) ...................................................................................................... 24

Mathematics Methods (ATAR) .......................................................................................................... 25

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Mathematics Specialist (ATAR) ......................................................................................................... 26

PERFORMING ARTS ............................................................................................................................... 27

Certificate III Music Industry ............................................................................................................. 27

Dance (ATAR) .................................................................................................................................... 27

Drama (ATAR) .................................................................................................................................... 28

Music (General) ................................................................................................................................. 29

Music - Western Art (ATAR) .............................................................................................................. 30

PHYSICAL EDUCATION ........................................................................................................................... 32

Certificate II Sport & Recreation ....................................................................................................... 32

Physical Education Studies (ATAR) .................................................................................................... 33

Physical Education Studies (General) ................................................................................................ 34

RELIGION ............................................................................................................................................... 35

Religion & Life (ATAR) ....................................................................................................................... 35

Religion & Life (General) ................................................................................................................... 36

SCIENCE ................................................................................................................................................. 37

Biology (ATAR)................................................................................................................................... 37

Chemistry (ATAR) .............................................................................................................................. 38

Earth and Environmental Science (ATAR) ......................................................................................... 39

Human Biology (ATAR) ...................................................................................................................... 40

Integrated Science (General) ............................................................................................................ 41

Marine and Maritime Studies (General) ........................................................................................... 42

Physics (ATAR) ................................................................................................................................... 43

Psychology (ATAR) ............................................................................................................................ 44

TECHNOLOGY, INNOVATION, DESIGN & ENTERPRISE (TIDE) ................................................................ 45

Certificate III Design Fundamentals - Jewellery & 3D Design ........................................................... 45

Design - Technical Graphics (ATAR) .................................................................................................. 46

Design - Technical Graphics (General) .............................................................................................. 47

Materials Design & Technology - Wood (General) ........................................................................... 48

FLEXED................................................................................................................................................... 49

WORKPLACE LEARNING ........................................................................................................................ 50

PREREQUISITES TABLE .......................................................................................................................... 52

FURTHER INFORMATION ...................................................................................................................... 54

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INTRODUCTION At Prendiville Catholic College there are four Senior School pathways that provide students with a variety of avenues to success beyond Year 12. The four pathway combination aims to provide each student with the best opportunity to achieve their greatest potential, fulfil interests and realise personal goals.

The four Senior School learning pathways are:

The ATAR pathway or direct university pathway is for those students who are aiming for a university education beyond Prendiville and will study at least four (ATAR) courses.

The LINKed pathway provides students with an alternative pathway to Edith Cowan University. The pathway is a partnership between Prendiville Catholic College and Edith Cowan College.

The GENERAL pathway is a General course pathway for those students who aspire to enter the workforce, TAFE or University via indirect entry.

The FLEXed pathway is a pathway for those students who seek senior secondary education in a flexible learning environment. This pathway allows students to complete a General pathway through completion of WACE in a school based enterprise setting.

Students in Year 11 at Prendiville Catholic College must choose 6 courses. These courses run 5 times a week in a 30 period week. In choosing their courses students should ensure this is done in accordance with all WACE Guidelines and future post school destinations requirements. This information is available on the Subject Selection Home Page under WACE Eligibility and Post School Destinations.

Religion and either English or Literature remain compulsory in Years 11 and 12.

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CREATIVE ARTS

Certificate III Visual Arts

This is a fun, student-driven course that will give you the freedom to develop your skills and create artworks in a style that interest you. Students will draw on their experience to develop and complete three major pieces throughout the year. This will include a painting, a ceramic sculpture, and a collaborative project with a well-known Perth street artist to paint a car that will participate in the annual fundraising Cancer Council car rally.

This subject represents the first year of the two-year course where students have the opportunity to gain a Certificate III in Visual Arts. Over the two years, the students will cover workplace skills and knowledge related to working in the Creative Arts industry. To achieve the full qualification Certificate III in Visual Arts (CUA31115) 12 units must be completed over two years: 4 core units and eight elective units.

Pathways Information: Successful completion of a Certificate III in Year 12 secures a place in a Certificate IV course at North Metropolitan TAFE.

Prerequisites: Nil

Design - Graphics (General)

Students who select the Graphics course will acquire the skills to enable them to produce design works of the highest level.

Delivered within a student-centred and flexible learning environment, students focus on the elements of digital and interactive media, graphics technology, print production and visual communication. Graphics participants have access to the latest equipment within the Creative Arts area, including a range of print media options for placing images on large format posters, banners, mugs, shirts and ceramic products.

Pathway: Units 1 and 2 lead to Year 12 Units 3 and 4.

Prerequisite: Nil

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Design – Photography (General)

Students learn about photography, and the different forms of digital media while completing highly engaging projects. Photography students have access to the latest equipment within the Creative Arts area, used within the well-resourced rooms, or on the many excursions to local areas of interest.

Students will gain industry experience through participating in various events, exhibitions and competitions throughout the year.

Pathway: Units 1 and 2 lead to Year 12 Units 3 and 4.

Prerequisite: Nil

Media Production & Analysis (ATAR)

Students who select the Media Production and Analysis (MPA) course will acquire the skills to enable them to produce media works of the highest level.

Delivered within a student-centred and flexible learning environment, Media students will experience and pursue mastery in a variety of different media specialties including, but not limited to, producing, gaffing, cinematography, editing, sound engineering and directing. Beyond this, they will become familiar with video equipment and editing software used by professionals within the media industry; including Rhode Blimps, Pre-Mix Sound Devices and the Adobe Creative Suite.

ATAR units comprise of both theoretical and practical units; preparing students for University, most specifically in areas concerning marketing, communication and film & television.

When Year 12 students were asked, what they enjoyed most about Media Production and Analysis they responded:

“The opportunity to express myself; to form an idea and be able to see my vision come to life.”

“Using all the different technologies used in the Media Industry.”

“Learning about the creative process!!”

Pathway: Year 11 Units 1 and 2 lead to Year 12 Units 3 and 4 (ATAR)

Prerequisite: C Grade in Year 10 English

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Media Production & Analysis (General)

Students who select the Media Production and Analysis (MPA) course will acquire the skills to enable them to produce media works of the highest level.

Delivered within a student-centred and flexible learning environment, Media students are provided with an opportunity to specialise in fields of interest including, but not limited to, producing, gaffing, cinematography, editing, sound engineering and directing. Beyond this, they will become familiar with video equipment and editing software used by professionals within the media industry; including Rhode Blimps, Pre-Mix Sound Devices and the Adobe Creative Suite.

Units comprise of both theoretical and practical units and prepare students for University entrance or studies at The Central Institute of TAFE.

When Year 12 students were asked, what they enjoyed most about Media Production and Analysis they responded:

“The opportunity to express myself; to form an idea and be able to see my vision come to life.”

“Using all the different technologies used in the Media Industry.”

“Learning about the creative process!!”

Prerequisite: Nil

Visual Arts (ATAR)

Do you want the creative freedom to make anything?

This is a fun, student-driven course that will give you the freedom to develop your skills and create artworks in a style that interest you! You will spend the majority of your time planning and making two individual artworks that you develop from overarching themes. The course caters for students who wish to explore the following mediums: painting, drawing, sculpture, mixed media, video, textiles, animation, photography, printmaking, glass, or any combination of these.

Guest speakers, artists and Art teachers work as a team to coach and mentor students through the practical and theoretical aspects of the course. Students don’t need to be overly proficient in any one area when they enter the course, as they will develop skills along the way.

Pathway: Units 1 & 2 in Visual Arts (ATAR) lead to Units 3 & 4 (ATAR) in Year 12.

Prerequisite: C Grade in Year 10 English.

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CREATIVE LIVING

Certificate II Community Services - Children's Services

Community Services is currently one of the fastest growing areas of employment in Australia. The course provides an appropriate pathway into higher level qualifications relevant to aged care, disability and home and community care. Children Services is the primary focus of this course and is suitable for students enthusiastic about employment as teachers, teacher assistants, aged care workers, youth workers, disability care, community care and child care workers. It consists of practical and theoretical components, and requires a practical placement to complete the qualification. This course may include work placement in a day-care centre, running a playgroup, caring for the virtual baby and preparing food for children.

To achieve Certificate II Community Services (CHC20112) students will cover core and elective competencies over 2 years. Eleven units must be completed for this qualification:

• CHCCS211B Prepare for work in the community sector • CHCCOM201C Communicate with people accessing the services of the organisation • CHCORG201C Follow policies, procedures and programs of the organisation • CHCORG202C Work with others • CHCIC201B Communicate with children • HLTWHS200A Participate in WHS processes • HLTWHS300A Contribute to WHS processes • CHCCN301C Ensure the health and safety of children • CHCCS312A Use electronic learning materials • HTLTFS2017C Follow basic food safety practices • CHCORG303A Participate effectively in the work environment

Course Fee: A student choosing to complete this qualification at Prendiville Catholic College will be charged a subject levy which absorbs the delivery costs of completing the qualification from the RTO (Registered Training Organisation). An approximate levy of $275 per student will be incurred.

Auspicing: Our College has an auspicing arrangement with YMCA for this qualification, so students will be enrolled with this RTO.

Prerequisite: Nil

Certificate II Hospitality

This course offers budding ‘Master Chefs’ the ultimate opportunity to develop their interests in food preparation. It also provides a pathway to working in a restaurant, café, club, hotel or food outlet.

The course is both practical and theory based with an emphasis on working effectively with others, food hygiene and safety and preparation of simple dishes. Course participants will engage in a range of hospitality work activities and work under supervisions to complete tasks.

Students have the opportunity to obtain a Certificate II over Year 11 and 12. This is an excellent qualification to assist entry into a career in Hospitality or Food Production. Units covered over the two years will be chosen from the list below.

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• BSBWOR203AB - Work effectively with others • SITHIND202 - Use hospitality skills effectively • SITXCCS202 - Interact with customers • SITXWHS101 - Participate in safe work practices • SITXCOM201 - Show social and cultural sensitivity • SITHIND201 - Source and use information on the hospitality industry • SITXFSA101 - Use hygienic practices for food safety • SITHCCC103 - Prepare sandwiches • BSBITU201A - Produce simple word processed documents • SITHFAB203 - Prepare and serve non-alcoholic beverages • SITHFAB204 - Prepare and serve espresso coffee • SIXCCS101 - Provide information and assistance

Course Fee: A student choosing to complete this qualification at Prendiville Catholic College will be charged a subject levy which absorbs the delivery costs of completing the qualification from the RTO (Registered Training Organisation). An approximate levy of $300 per student will be incurred.

Auspicing: Our College has an auspicing arrangement with Hospitality Group Training for this qualification, so students will be enrolled with this RTO.

Prerequisite: Nil

Pathway: This course continues in Year 12 for the completion of the Certificate II in Hospitality.

Children, Family & the Community (ATAR)

There IS an external examination of this course at this level in Year 12.

This course caters for students seeking career pathways in areas such as sociology, psychology, education, nursing, occupational therapy, community services, childcare and health.

Content focuses on factors that influence human development and the wellbeing of individuals, families and communities. Students develop an understanding of the social, cultural, environmental, economic, political and technological factors that impact on the ability of individuals and families to develop skills and lead healthy lives.

Through the study of developmental theories, students develop an understanding of human growth and the domains of development. They develop an appreciation of how the creation of environments that promote optimal growth and development of individuals, families and communities affect and influence society as a whole. Students investigate access to, and availability of, support services and review laws and regulations that govern the provision of such support. They use a range of skills to make informed decisions and consider actions at personal, family and community levels. Students communicate and interact with children, families and community groups in practical ways.

Course Outcomes

• Exploring human development • Applying the technology process • Self- management and interpersonal skills • Society and support systems

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Unit 1: Building on Relationships

In this unit, students investigate the principles of development and how these relate to the domains and theories of development. Students examine and evaluate the features of products, services and systems for individuals and families. They examine the diverse and dynamic nature of families in Australia. They recognise and acknowledge cultural diversity, and inequity and injustice issues. Students develop effective self-management and interpersonal skills to recognise and enhance personal relationships, enabling them to take active roles in society.

Unit 2: My Place in the World

In this unit, students examine the effect on an individual’s development and wellbeing in a society characterised by rapid change. They explore contemporary Australian issues or trends relating to families and communities at the state and national level, and are introduced to a range of advocacy types. Students examine developmental theories and their influence on cognitive development. Students use effective self-management and interpersonal skills when assessing or developing products, processes, services, systems or environments.

Assessment Types

• Investigation • Production • Response • Examination (School based in Year 11 only)

Prerequisite: C grade in English

Children, Family & the Community (General)

This course caters for students who are TAFE or employment bound and particularly those who are considering careers working with children. Career pathways include areas such as education, nursing, community services, childcare and health.

The course focuses on factors that influence human development and the well-being of individuals, families and communities. Students develop an understanding of the social, cultural, environmental, economic, political and technological factors which have an impact on the ability of individuals and families and groups in society contributes to the creation of safe, cohesive and sustainable communities. Through the study of developmental theories, students develop an understanding of human growth and the domains of development. Students investigate access to, and availability of, support services and review laws and regulations that govern the provision of such support.

Students explore products, services or systems that address issues, opportunities or challenges to meet the needs of individuals, families and communities. They use a range of skills to make informed decisions and communicate and interact with children, families and community groups.

Course Outcomes

• Exploring human development • Applying the technology process • Self-management and interpersonal skills • Society and support systems

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Unit 1: Families and Relationships

This unit focuses on family uniqueness. Students examine the role of families and the relationships between individuals, families and their communities. Through an understanding of growth and development, students recognise the characteristics of individuals and families and that development is affected by biological and environmental influences. They identify roles and responsibilities of families, and examine their similarities and differences, the issues that arise from family interactions and the influence of attitudes, beliefs and values on the allocation of resources to meet needs and wants.

Students make decisions, and develop skills to accommodate actions that impact on themselves and others. They also design and produce products and services that meet the needs of individuals, families and communities.

Unit 2: Our Community

This unit focuses on families, relationships and living in communities. The influence of biological and environmental factors, lifestyle behaviours and health status on growth and development is studied. Students explore the health of individuals and communities and the protective and preventative strategies that impact on growth and development.

Students examine the roles and responsibilities of particular groups, networks, and services, and the impact of attitudes, beliefs and values on the management of resources. Students engage in shared research practice, communicate information, use decision-making, goal setting, self-management and cooperation skills when creating products, services or systems that will assist individuals, families and communities to achieve their needs and wants.

Assessment Types

• Investigation • Production • Response

Learning experiences in this subject may include but are not limited to:

• Virtual baby program • Excursions to Mercy Hospital and a children’s production cooking task • Guest speakers including expectant mother, parents with baby/child, families and various

community services that support families, for example CARERSWA, Community Midwifery WA, Disability Services, Nursing Mothers Association

• Investigation into societal issues and trends that impact on individuals and families • Production of Information kit and product to meet the changing needs of individuals and

family groups • Practical activities including trialling and producing nutritionally healthy recipes with

preschool age children, family care package production for single mothers in need, excursion to Mercy Hospital and the Natural Birthing ward, guest speakers and other learning experiences with children.

Prerequisite: Nil

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Materials Design & Technology - Textiles (General)

This course connects to the world of work, further vocational education and training within the textiles, clothing, manufacturing and design environments. The Materials Design & Technology General course aims to prepare all students for a future in a technological and material world by providing the foundation for lifelong learning about how products are designed and how materials are developed and used. It is a practical course with a focus on the design and manufacture of products using 'textiles'. Working with textiles, students develop a range of manipulation, processing, manufacturing and organisational skills. When designing with textiles, they develop cognitive skills, such as solving problems, generating ideas, creative design strategies and communicating what they do. Through this inquiry, experimentation and research, students also develop their creativity and understanding of the society in which they live. This makes them more technologically literate and, as consumers, enables them to make more informed decisions about the use and misuse of technology.

Prerequisites: Nil

Course Outcomes

• Technology Process • Understanding the use of materials • Using technology skills • Understanding materials, society & the

environment

Course Content

• Nature, properties and use of materials • Design fundamentals and skills • Use of technology - skills, techniques, safety and production management

Unit 1

Students interact with a variety of items that have been specifically designed to meet certain needs. Students are introduced to the fundamentals of design. They learn to communicate various aspects of the technology process by constructing what they design. Throughout the process, students learn about the origins, classifications, properties and suitability for purpose of the materials they are using, and are introduced to a range of production equipment and techniques. They develop materials manipulate skills and production management strategies, and are given the opportunity to realise their design ideas through the production of their design project

Unit 2

Students interact with products designed for a specific market. They use a range of techniques to gather information about existing products and apply the fundamentals of design. Students learn to conceptualize and communicate their ideas and various aspects of the design process within the context of constructing what they design. Throughout the process, students learn about the origins, classifications, properties and suitability for end use of materials they are working with. Students are introduced to a range of technology skills and are encouraged to generate ideas and realise them through the production of their project to use a variety of technologies safely and effectively.

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ENGLISH

English (ATAR)

The English (ATAR) course focuses on developing students’ analytical, creative, and critical thinking and communication skills in all language modes. It encourages students to critically engage with texts from their contemporary world, with texts from the past and with texts from Australian and other cultures. Such engagement helps students develop a sense of themselves, their world and their place in it.

Through close study and wide reading, viewing and listening, students develop the ability to analyse and evaluate the purpose, stylistic qualities and conventions of texts and enjoy creating their own imaginative, interpretive, persuasive and analytical responses. The English (ATAR) course is designed to develop students’ facility with all types of texts and language modes and to foster an appreciation of the value of English for lifelong learning.

Students refine their skills across all language modes by engaging critically and creatively with texts. They learn to speak and write fluently in a range of contexts and to create a range of text forms. They hone their oral communication skills through discussion, debate and argument, in a range of formal and informal situations.

The Year 11 (ATAR) syllabus is divided into two units, each of one semester duration, which are typically delivered as a pair.

The English (ATAR) course focuses on developing students’ analytical, creative, and critical thinking and communication skills in all language modes. It encourages students to critically engage with texts from their contemporary world, with texts from the past and with texts from Australian and other cultures. Such engagement helps students develop a sense of themselves, their world and their place in it.

Unit 1

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.

Unit 2

Students analyse the representation of ideas, attitudes and voices in texts to consider how texts represent the world and human experience. Analysis of how language and structural choices shape perspectives in and for a range of contexts is central to this unit. By responding to and creating texts in different modes and media, students consider the interplay of imaginative, interpretive, persuasive and analytical elements in a range of texts and present their own analyses. Students critically examine the effect of stylistic choices and the ways in which these choices position audiences for particular purposes, revealing and/or shaping attitudes, values and perspectives. Through the creation of their

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own texts, students are encouraged to reflect on their language choices and consider why they have represented ideas in particular ways.

Prerequisite: A C grade in Year 10 English, however it is highly recommended students achieve a high C grade.

Pathway: Units 1 and 2 lead to Units 3 and 4 in Year 12.

English (General)

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

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

Students comprehend, analyse, interpret and evaluate the content, structure and style of a wide variety of oral, written, multimodal, digital and media texts. Students learn how the interaction of structure, language, audience and context helps to shape how the audience makes meaning. Both independently and collaboratively, they apply their knowledge to create analytical, imaginative, interpretive and persuasive texts in different modes and media.

The English General course is designed to provide students with the skills that will empower them to succeed in a wide range of post-secondary pathways. The English General course aims to develop students’ ability to:

• use and apply language and information effectively, confidently and creatively in vocational, community and academic contexts and enhance their broader communication skills

• understand the ways in which text structure, stylistic features and register combine to make meaning and influence responses

• be proficient in comprehending and creating a range of written, oral, multimodal and digital forms

• work collaboratively, interacting confidently and effectively with others in everyday, community, social and applied learning contexts.

• The Year 11 syllabus is divided into two units, each of one semester duration, which are typically delivered as a pair.

Unit 1: 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

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• apply their understanding of language through the creation of texts for different purposes

Unit 2: Unit 2 focuses on interpreting ideas and arguments in a range of texts and contexts.

Students:

• analyse text structures and language features and identify the ideas, arguments and values expressed

• consider the purposes and possible audiences of texts • examine the connections between purpose and structure and how a text’s meaning is

influenced by the context in which it is created and received • integrate relevant information and ideas from texts to develop their own interpretations • learn to interact effectively in a range of contexts • create texts using persuasive, visual and literary techniques to engage audiences in a range of

modes and media.

Prerequisite: There is no prerequisite for the English General course.

Pathway: Units 1 and 2 lead to Units 3 and 4 in the Year 12 English General course.

Literature (ATAR)

The Literature (ATAR) course focuses on the study of literary texts and developing students as independent, innovative and creative learners and thinkers who appreciate the aesthetic use of language; evaluate perspectives and evidence; and challenge ideas and interpretations. The Literature (ATAR) course explores how literary texts construct representations, shape perceptions of the world and enable us to enter other worlds of the imagination. In this subject, students actively participate in the dialogue of literary analysis and the creation of imaginative and analytical texts in a range of modes, media and forms.

Students enjoy and respond creatively and critically to literary texts drawn from the past and present and from Australian and other cultures. They reflect on what these texts offer them as individuals, as members of Australian society and as world citizens.

Students establish and articulate their views through creative response and logical argument. They reflect on qualities of literary texts, appreciate the power of language and inquire into the relationships between texts, authors, readers, audiences and contexts as they explore ideas, concepts, attitudes and values.

Structure of the syllabus

The Year 11 syllabus is divided into two units, each of one semester duration, which are typically delivered as a pair.

Unit 1

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,

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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.

Unit 2

Unit 2 develops students’ knowledge and understanding of intertextuality, the ways literary texts connect with each other. Drawing on a range of language and literary experiences, students consider the relationships between texts, genres, authors, readers, audiences and contexts. The ideas, language and structure of different texts are compared and contrasted. Exploring connections between texts involves analysing their similarities and differences through an analysis of the ideas, language used and forms of texts. Students create analytical responses that are evidence-based and convincing. By experimenting with text structures and language.

Prerequisite: A ‘B’ grade in Year 10 English.

Pathway: Units 1 and 2 lead to Units 3 and 4 in Year 12.

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HUMANITIES

Accounting and Finance (ATAR)

The Accounting and Finance (ATAR) course aims to make students financially literate by creating an understanding of the systems and processes through which financial practices and decision making are carried out, as well as the ethical, social and environmental issues involved. It helps students to analyse and make informed decisions about finances. Students will also develop an understanding that financial decisions have far reaching consequences for individuals and business.

Unit 1 Double Entry Accounting for Small Businesses

The focus for this unit is on double entry accounting for small businesses. Students apply their understanding of financial principles, systems and institutions to manage financial information and make decisions in a variety of small businesses. Students develop an understanding of the rationale for the use of particular conventions and principles and the consequences of disregarding them. Students record and process financial information using the double entry system and apply the principles of the Goods and Services Tax (GST). Students learn about the various forms of business organisations adopted by small business.

Unit 2 Accrual Accounting

The focus for this unit is on accrual accounting. Students apply financial systems and principles to the operations of businesses and distinguish between cash and accrual methods of accounting. Students prepare and analyse financial reports for a variety of types of business organisations and become familiar with the main aspects of electronic processing of financial data. Students learn of the role and functions of the professional accounting and financial associations.

Pathway: Units 1 and 2 lead to Year 12 Units 3 and 4 (ATAR)

Prerequisite: Minimum of a 60% in either Year 10 Intermediate B Mathematics, Humanities or Accounting & Finance.

Certificate II Business

Office administration tasks are essential in all business organisations. Tasks include word processing, records handling, business correspondence and book keeping. The Certificate II Business will prepare you for work in a variety of industries including retail, hospitality, education and health care. However the skills covered are relevant in most occupations.

Some of the topics to be covered through this certificate will include:

• Workplace Health & Safety • Communicate in the business environment • Produce workplace documentation • Organise and complete daily work activities • Work effectively with others • Use business technology

The Certificate II Business will be delivered over a one year period only and will count as two units of equivalence towards the students' WACE requirements.

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Career prospects: Completed Certificates carry considerable points towards TAFE entry aggregate. Graduates will gain the skills and knowledge to undertake entry level administrative roles such as Receptionist, Administrative Assistant, Clerical Officer and the skills will be useful if you are working in a small business.

Cost: A student choosing to complete this qualification at Prendiville Catholic College will be charged a subject levy which absorbs the delivery costs of completing the qualification from the RTO (Registered Training Organisation). Students will be enrolled with the RTO and will be inducted into RTO requirements at the beginning of the year. An approximate levy of $150 (Auspice fee) plus course costs per student will be incurred.

Prerequisite: There is no prerequisite for this course.

Economics (ATAR)

Economics investigates the choices which all people, groups and societies face as they confront the ongoing problem of satisfying their unlimited wants with limited resources. Economics aims to understand and analyse the allocation, utilisation and distribution of scarce resources that determine our wealth and wellbeing. Economics develops the knowledge, reasoning and interpretation skills that form an important component of understanding individual, business and government behaviour at the local, national and global levels.

The Economics (ATAR) course encompasses the key features which characterise an economist’s approach to a contemporary economic event or issue: the ability to simplify the essence of a problem; to collect economic information and data to assist analysis and reasoning; to think critically about the limits of analysis in a social context; and to draw inferences which assist decision-making, the development of public policy and improvement in economic wellbeing.

Unit 1 – Microeconomics

This unit explores the theory that markets are an efficient way to allocate scarce resources, using real world markets with an emphasis on the Australian economy. When the forces of demand and supply do not allocate and price resources in a way that society would regard as efficient, equitable or sustainable, market failure can occur. Students examine examples of market failure along with a range of government policy options that can be applied to achieve more desirable outcomes. Students are also introduced to the language of economics and the use of theories and models to explain and interpret economic events and issues.

Unit 2 – Macroeconomics

This unit explores the government’s role in a modified market economy and Australia’s recent (the last ten years) and contemporary (the last three years) macroeconomic performance. The cyclical fluctuations in the level of economic activity result in changes in the levels of output, income, spending and employment in the economy, which, in turn, have implications for economic growth, inflation and unemployment. Students examine the role of government, through its spending and taxing powers, which can affect the allocation and price of resources, and the level of economic activity by targeting economic objectives.

Pathway: Units 1 and 2 lead to Year 12 Units 3 and 4 (ATAR)

Prerequisite: Minimum of 60% in Year 10 Humanities or in the Year 10 Economics unit.

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Geography (ATAR)

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

Unit 1 – Natural and ecological hazards

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.

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

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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.

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.

The potential for fieldwork depends on the focus of the element of culture studied as part of the unit, for example the Swan Valley to study the diffusion of wine or the Western Australian wheat belt.

Prerequisite: Minimum of 60% in Year 10 Humanities or in the Year 10 Geography unit.

Pathway: Units 1 and 2 lead to Year 12 Units 3 (Global Environmental Change) and 4 (Planning Sustainable Places) (ATAR)

Modern History (ATAR)

The Modern History (ATAR) course enables students to study the forces that have shaped today’s world and provides them with a broader and deeper comprehension of the world in which they live. While the focus is on the 20th century, the course refers back to formative changes from the late 18th century onwards and encourages students to make connections with the changing world of the 21st century. Modern history enhances students’ curiosity and imagination and their appreciation of larger themes, individuals, movements, events and ideas that have shaped the contemporary world.

Unit 1: Capitalism – The American Experience (1907–1941)

“Capitalism is the astounding belief that the most wickedest of men will do the most wickedest of things for the greatest good of everyone.” John Maynard Keynes

This course begins by looking at the main causes for the rise of capitalism in the USA including immigration, the end of slavery and the discovery of oil. Before examining the role and impact of significant individuals in this period, with particular reference to F D Roosevelt, J D Rockefeller and Henry Ford. The key events studied include WWI, the social changes and intolerance of the 1920s including examining the KKK, the Wall Street Crash and the Great Depression. This period of history shows the shaping of American values and the growth of consumerism, for example, film and fashion, prohibition and the ‘Jazz Age’. Another interesting part of the course is examining the impact of capitalism on different groups within American society along with the aims and beliefs of these groups, for example, African Americans, urban workers, rural workers, immigrants, industrialists, and members of Indian Nations; and the consequences of divisions caused by capitalism.

Unit 2: Nazism in Germany

“Silence in the face of evil is itself evil.” Dietrich Bonhoeffer

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This is the course that all history students need to study. Students will gain an understanding of how Adolf Hitler rose from obscurity to become arguably the most powerful and feared leader in history. The course focuses on a number of key areas including the contributing factors for the rise of the Nazi party such as the Treaty of Versailles, the impact of the Great Depression; the nature of Nazi ideology and hostility towards communism. Once the Nazi party gained power the focus shifted to key aspects such as military mobilisation, Lebensraum (living space), propaganda, terror and repression (SA and SS), the Hitler Youth, social policies on religion, women, education, trade unions, and the nature of opposition to the Nazis. As well as Nazi policies of anti-Semitism and the promotion of the Aryan race, resulting in efforts to exterminate minorities in German-controlled lands, the greatest crime against humanity the ‘Holocaust’.

Prerequisite: Minimum of 60% in Year 10 Humanities or in the Year 10 History unit.

Pathway: Units 1 and 2 lead to Year 12 Units 3 and 4 (ATAR).

Politics & Law (ATAR)

The Politics and Law (ATAR) course provides a study of the processes of decision-making concerning society’s collective future. It aims to develop the knowledge of the principles, structures, institutions and processes of political and legal systems primarily in Australia. It brings together the executive, legislative and judicial branches of government to demonstrate how society is governed and how each branch of government is held to account. It examines the democratic principles practised in Australia and makes comparisons with other political and legal systems.

Unit 1: Democracy and the rule of law

This unit examines the principles of a liberal democracy; the legislative, executive and judicial structures and processes of Australia’s political and legal system; the functioning of a non-democratic system; and the processes of a non-common law system. Political and legal developments and contemporary issues (the last three years) are used to provide a framework for the unit.

Political and legal systems: Essential to the understanding of democracy and the rule of law are the separation of powers doctrine, sovereignty of parliament, division of powers, representative government, responsible government, constitutionalism, federalism and judicial independence.

Political and legal issues: Including at least one contemporary issue (the last three years) involving the legislative process and at least one contemporary issue (the last three years) involving the judicial process are studied.

Unit 2: Representation and justice

This unit examines the principles of fair elections; the electoral and voting systems in Australia since Federation, making reference to a recent (the last ten years) election in Australia; the electoral system of another country; an analysis of the civil and criminal law processes in Western Australia; and an analysis of a non-common law system.

Political and legal developments and contemporary issues (the last three years) are used to provide a framework for the unit.

Prerequisite: Minimum of 60% in Year 10 Humanities or in the Year 10 Politics and Law unit.

Pathway: Units 1 and 2 lead to Year 12 Units 3 and 4 (ATAR).

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ICT

Applied Information Technology (ATAR)

This course provides students with practical application on the use of digital technologies. Students use a range of technologies to create and manipulate digital media and audio communications. They examine trends in digital media and implications in using these types of technologies. Students design digital solutions for users where the solutions need to consider the legal, ethical and social implications and the impact of various technologies.

Pathway: Year 11 Units 1 and 2, lead to Year 12 Units 3 and 4 (ATAR).

Prerequisite: C Grade in Year 10 Computer Systems or a B Grade in Year 10 Media.

Computer Science (ATAR)

The Computer Science (ATAR) course focuses on the fundamental principles, concepts and skills within the field of computing and provides students with opportunities to develop flexibility and adaptability in the application of these, in the roles of developers and users. The underpinning knowledge and skills in Computer Science are practically applied to the development of computer systems and software, and the connectivity between computers, peripheral devices and software used in the home, workplace and in education is examined. Students develop problem-solving abilities and technical skills as they learn how to diagnose and solve problems in the course of understanding the building blocks of computing.

The course covers programming, data management, databases, system analysis, computer hardware and networking.

Pathway: Units 1 and 2 Year 11 leads to Year 12 Units 3 and 4 (ATAR)

Prerequisite: B Grade in Year 10 Computer Systems.

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LANGUAGES

Italian Second Language (ATAR)

The Year 11 (ATAR) Italian Second Language course is designed to extend students’ knowledge of the Italian language and culture through the study of two units of work related to the individual and the Italian community.

Unit 1

Rapporti in famiglia, tra gli amici e a scuola (Family, friend and school relationships) Students reflect on the different relationships in their lives and consider the importance of friendship in their lives and the lives of young Italians.

Le tradizioni, gli spettacoli e le feste (Traditions, events and celebrations) Students explore Italian traditions, events and celebrations, and how these promote a sense of community and an awareness of culture

Communicare nel mondo moderno (Communicating in a modern world) Students consider how the internet, mobiles, social networking and other technologies impact on the lives of young people around the world.

Unit 2

Le vacanze ‐ racconti e progetti (My holiday tales and plans) Students reflect on their own holiday tales and discuss what is essential when planning a trip and travelling at home and/or abroad.

Destinazione Italia (Destination Italy) Students explore travelling in a particular Italian region or city and explore tourist attractions and cultural experiences.

Destinazione Australia (Destination Australia) Students explore Australia as a destination for Italian speaking travellers and discuss how they would prepare an Italian speaker for a trip to Australia.

Viaggiare oggi (Travel in a modern world) Students consider how technology is changing world travel, influencing how people plan their holidays and communicate while they are away.

Units 1 and 2 are studied concurrently. Students sit both oral and written exams midyear and at the end of the year. The final mark awarded is comprised of 25% oral work and 75% written work. All assessments are held in class time.

WAATI / Intercultura Exchange Programme

Students in Year 11 have the opportunity of participating in the WAATI/Intercultura Exchange Programme. Typically this involves hosting an Italian student for 8 weeks (July and August), followed by an 8-week stay in Italy (December and January) where students are fully immersed in the language and experience the life of an Italian teenager.

It is important to note that UWA, Curtin University and Edith Cowan University all now award a 10% bonus to any student who sits the WACE exam in a language in Year 12.

Prerequisites: Year 10 Italian – 65% or better.

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MATHEMATICS

Mathematics Applications (ATAR)

Prerequisites:

• Year 10 Intermediate B Mathematics: A Grade, or • Year 10 Intermediate A Mathematics: C Grade, or • Year 10 Advanced Mathematics: All Grades

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

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

Students will study Units 1 and 2 in year 11 followed by Units 3 and 4 in year 12. Students must achieve a passing mark at the conclusion of year 11 in order to continue in this course in year 12.

Course Detail

Students start with ‘Consumer arithmetic’ which reviews the concepts of rate and percentage change in the context of earning and managing money, and provides a context for the use of spread sheets. ‘Algebra and matrices’ continues the Year 7–10 study of algebra and introduces the new 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’ extends the knowledge and skills students developed in the Year 7–10 curriculum with the concept of similarity and associated calculations involving simple and compound geometric shapes. The emphasis in this topic is on applying these skills in a range of practical contexts, including those involving three-dimensional shapes. ‘Univariate data analysis and the statistical investigation process’ develop students’ ability to organise and summarise univariate data in the context of conducting a statistical investigation. ‘Applications of trigonometry’ extends students’ knowledge of trigonometry to solve practical problems involving non-right-angled triangles in both two and three dimensions, including problems involving the use of angles of elevation and depression and bearings in navigation. ‘Linear equations and their graphs’ uses linear equations and straight-line graphs, as well as linear-piece-wise and step graphs, to model and analyse practical situations.

Mathematics Essential (General)

Prerequisite: Nil

Students studying Year 10 Mathematics Foundations are encouraged to discuss the selection of this course with their classroom teacher.

The Mathematics Essential (General) course focuses on using mathematics effectively, efficiently and critically to make informed decisions. It provides students with the mathematical knowledge, skills and understanding to solve problems in real contexts for a range of workplace, personal, further

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learning and community settings. This course provides the opportunity for students to prepare for post-school options of employment and further training.

In Year 11 students will study Units 1 & 2 followed by Units 3 & 4 in Year 12.

Course Detail

Unit 1 provides students with the mathematical skills and understanding to solve problems relating to calculations, the use of formulas to find an unknown quantity, applications of measurement and the use and interpretation of graphs. Unit 2 provides students with the mathematical skills and understanding to solve problems related to representing and comparing data, percentages, rates and ratios, and time and motion. These topics are all delivered in contexts that are relevant to students and the real world. Possible contexts are Earning and managing money, Transport, Independent living and Nutrition and health.

Mathematics Methods (ATAR)

Prerequisite:

• Year 10 Intermediate A Mathematics: A Grade, or • Year 10 Advanced Mathematics: C Grade

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

Mathematics Methods provides a foundation for further studies in disciplines in which mathematics and statistics have important roles. It is also advantageous for further studies in the health and social sciences. In summary, this course is designed for students whose future pathways may involve mathematics and statistics and their applications in a range of disciplines at the tertiary level.

Students will study Units 1 and 2 in year 11 followed by Units 3 and 4 in year 12. Students must achieve a passing mark at the conclusion of year 11 in order to continue in this course in year 12.

Course Detail

Unit 1 begins with a review of the basic algebraic concepts and techniques required for a successful introduction to the study of functions and calculus. 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 probability and statistics begins in this unit with a review of the fundamentals of probability, and the introduction of the concepts of conditional probability and independence. The study of the trigonometric functions begins with a consideration of the unit circle using degrees and the trigonometry of triangles and its application. Radian measure is introduced, and the graphs of the trigonometric functions are examined and their applications in a wide range of settings are explored. In Unit 2, exponential functions are introduced and their properties and graphs examined. Arithmetic and geometric sequences and their applications are introduced and their recursive definitions applied. Rates and average rates of change are introduced and this is followed by the key concept of the derivative as an ‘instantaneous rate of change’. These concepts are reinforced numerically (by calculating difference quotients), geometrically (as slopes of chords and tangents), and algebraically. This first calculus topic concludes with derivatives of polynomial functions, using simple applications

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of the derivative to sketch curves, calculate slopes and equations of tangents, determine instantaneous velocities, and solve optimisation problems.

Mathematics Specialist (ATAR)

Prerequisite:

• Year 10 Advanced Mathematics: B Grade

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

Course Detail

The three topics in Unit 1 complement the content of the Mathematics Methods (ATAR) course. The proficiency strand of Reasoning, from the Year 7–10 curriculum, is continued explicitly in the topic Geometry through a discussion of developing mathematical arguments. This topic also provides the opportunity to summarise and extend students’ studies in Euclidean Geometry, knowledge which is of great benefit in the later study of topics such as vectors and complex numbers. The topic

Combinatorics provides techniques that are very useful in many areas of mathematics, including probability and algebra. The topic Vectors in the plane provides new perspectives on working with two-dimensional space and serves as an introduction to techniques which can be extended to three-dimensional space in Unit 3. These three topics considerably broaden students’ mathematical experience and therefore begin an awakening to the breadth and utility of the subject. They also enable students to increase their mathematical flexibility and versatility.

In Unit 2, Matrices provide new perspectives for working with two-dimensional space and Real and complex numbers provides a continuation of the study of numbers. The topic Trigonometry contains techniques that are used in other topics in both this unit and Units 3 and 4. The technique of proof by the principle of mathematical induction is introduced in this unit. All topics develop students’ ability to construct mathematical arguments and formulate mathematics proofs.

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PERFORMING ARTS

Certificate III Music Industry

The Music VET standalone course focuses on the areas of performance, ensemble and band skills, sound recording, editing and mixing in a hands-on and practical environment.

The VET Music course makes prime use of our industry-standard recording studio, 300-seat theatre, Music Technology Mac Lab and purpose-built control room, all fitted with a complete package of industry-standard recording and sound equipment and ProTools software. All students in this course are trained in the use of the recording studio, relevant equipment and software, and once trained to a sufficient level, may choose to book the studio out of class time to engineer their own recording.

Students may choose from two streams within this course – performance or technology, and may complete a number of competencies in their choice of a Contemporary, Classical, Jazz or Musical Theatre context.

This course is run in two parts and provides students with the opportunity to complete a full Certificate III over Year 11 and 12, providing them with a recognised industry qualification as well as a credit of 6 units towards their WACE. A Certificate III will provide students with credit towards WAAPA entry into the Diploma and Advanced Diploma courses (Music Performance or Audio Engineering), SAE (School of Audio Engineering) or another area of study.

Our College partners with Collarts, a registered training organisation for the Certificate III in Music. Students selecting this course will be enrolled with this RTO and inducted into their requirements at the beginning of Year 11.

Whilst this is predominantly a practical class, written components will be required. These must be completed in full and to a high standard in order to meet the requirements of the course.

Cost: There is an additional cost of $250 to cover the VET auspicing and workshop fees.

Prerequisite: Nil. The study of the Certificate II in Music is an advantage but not essential. Some previous instrumental or vocal experience (beginner level acceptable) is required to complete this course.

Pathway: Certificate III Music Industry (Part Two) in Year 12

Dance (ATAR)

The study of Dance acknowledges the interrelationship between practical and theoretical aspects, the making and performing of movement and the appreciation of its meaning. The (ATAR) Dance course develops and presents ideas through a variety of genres, styles and forms, as it provides a unique way in which to express our cultural view and understanding of the world. As a physical art form, dance is able to offer an opportunity for them to achieve an elite level of movement skills. They gain an understanding of the physical competencies specific to dance, including experiential anatomy (movement specific alignment), strength, flexibility, coordination and rhythmic understanding, while learning to use the body as a medium for artistic expression. The study of dance draws on other disciplines, including yoga, martial arts and gymnastics. It is essential that students demonstrate safe dance practices and understand health issues that will enhance their general physical well-being and prolong their dance involvement.

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In performing dance, technical, design and expressive skills are incorporated and developed. The opportunity to present dance to an audience enables students to understand and undertake a wide range of production and design concepts, skills and roles. Dance may draw on other art forms, such as music, art and electronic media to broaden students’ knowledge and interest in the Arts. Through participation in the Dance course, students develop transferable skills essential to their future. These include communication skills, collaborative teamwork skills, negotiation and conflict resolution skills, problem solving skills, as well as the ability to organise, analyse and evaluate. Participation may lead to opportunities for future study in dance or related arts fields.

Unit 1 – Popular Culture

Within the broad focus of popular culture, teachers select learning contexts that relate to the interests of their students and build upon the understandings that they have already acquired.

The exploration of dance in popular culture leads to a wider understanding of the diverse contexts and functions of dance in our society. Students understand and value the way dance is 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

Within the broad focus of Australian dance, teachers select learning contexts that relate to the interests of their students and build upon the understandings that they have already acquired.

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 analyse critically 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.

Prerequisites:

• Year 10 Dance C Grade or entry upon audition/interview with the Head of Performing Arts, and

• Year 10 English C grade.

Special exemptions apply to new students to Prendiville and individual cases, at the discretion of the Head of Performing Arts. Please speak to Mr Hislop for further information.

Pathway: Units 3 and 4 (ATAR) Dance in Year 12.

Drama (ATAR)

The Drama (ATAR) course focuses on aesthetic understanding and drama in practice. Students use the elements and conventions of drama to develop and present ideas and explore personal and cultural issues. They engage in drama processes such as improvisation, play building, text interpretation, playwriting and dramaturgy which allow them to create original drama and interpret a range of texts that are written or devised by others. Students achieve outcomes through the key activities of creation, performance and reflection. Their work in this course includes taking on different roles defined as actor, director, dramaturge, designer (of lighting, sound and costume) and scenographer and through these roles they gain an appreciation of the scope and depth in drama. Students engage in both Australian and world drama practice. They learn to understand how drama has changed over time and will continue to change according to its cultural context.

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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.

Prerequisites:

• Year 10 Drama C Grade o entry upon audition/interview with the Head of Performing Arts, and

• Year 10 English C grade.

Special exemptions apply to new students to Prendiville and individual cases, at the discretion of the Head of Performing Arts. Please speak to Mr Hislop for further information.

Pathway: Units 3 and 4 (ATAR) Drama in Year 12.

Music (General)

The General Music course is designed to accommodate those students who have a keen interest in music and have some formal training in instrumental or vocal studies. A range of styles will be covered based on the students’ interests in Western Art, Jazz, Contemporary and Music Theatre. As this is offered as a composite course with ATAR Music, students will be assessed on the same Culture and Society component as the ATAR Music students.

The course is divided into four content areas:

• Performing • Composing/Arranging • Listening and Responding • Culture and Society

Unit One: Concerto

In this unit, students study the genre of Symphonic Music from a variety of eras. Students develop skills in the analysis of symphonic works and ensembles, composition, music theory, aural perception and concert practice. Students develop historical knowledge and high-level analysis skills whilst looking at this genre. In this unit, students study the Classical and Romantic eras in depth, as well as a number of prominent symphonic works.

Designated Works – Concerto

Bach, J.S. Concerto for two violins in D minor, BWV 1043. 1st and 2nd movements

Beethoven, L. van Piano concerto no. 3 in C minor, Op. 37. 1st movement

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Unit Two: Choral Music

In this unit, students study the genre of Choral Music, looking at the development of this genre over a variety of eras. Students develop skills in the analysis of choral works and ensembles, composition, music theory, aural perception and concert practice. Students develop historical knowledge and high-level analysis skills whilst looking at this genre. In this unit, students study the Classical and Romantic eras in depth, as well as a number of prominent choral works.

Designated Works – Choral Music

Haydn, F.J. The Creation Part I: The heavens are telling (chorus), Part II: At once earth opens her womb (Bass recitative), In fairest raiment (trio) and Achieved is the glorious work (chorus)

Verdi, G. Requiem II: Dies irae e tuba mirum (chorus) and Lacrymosa (soloists and chorus)

Students studying General Music are not required to sit practical or written exams, but will complete an independent project that relates to their chosen instrumental style.

Prerequisites:

• Year 10 Prendiville Specialised Music (PSM) C grade or higher, or • Working at AMEB performance Grade 2 or above, and • Year 10 English C grade or higher.

Special exemptions apply to new students to Prendiville and individual cases, at the discretion of the Head of Performing Arts. Please speak to Mr Hislop for further information.

Course requirements: Students must be enrolled in individual tuition (30 minutes or 45 minutes) within the College or externally for the duration of the year on their principal study instrument/voice.

Pathway: Units 3 and 4 General Music in Year 12

Music - Western Art (ATAR)

The Music ATAR course involves the study of the European tradition of music and its development over time. This is an intricate, challenging and highly interesting course where students study set works from the genres of Concerto and Choral Music.

The course is divided into four content areas:

• Performing • Composing/Arranging • Listening and Responding • Culture and Society

Unit One: Concerto

In this unit, students study the genre of Symphonic Music from a variety of eras. Students develop skills in the analysis of symphonic works and ensembles, composition, music theory, aural perception and concert practice. Students develop historical knowledge and high-level analysis skills whilst looking at this genre. In this unit, students study the Classical and Romantic eras in depth, as well as a number of prominent symphonic works.

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Designated Works – Concerto

Bach, J.S. Concerto for two violins in D minor, BWV 1043. 1st and 2nd movements

Beethoven, L. van Piano concerto no. 3 in C minor, Op. 37. 1st movement

Unit Two: Chamber Music

In this unit, students study the genre of Chamber Music, looking at the development of this genre over a variety of eras. Students develop skills in the analysis of chamber works and ensembles, composition, music theory, aural perception and concert practice. Students develop historical knowledge and high-level analysis skills whilst looking at this genre. In this unit, students study the Classical and Romantic eras in depth, as well as a number of prominent choral works.

Designated Works – Chamber Music

Haydn, F.J. String Quartet in D minor, Op. 76, No. 2 (Quinten). 1st and 3rd movements

Brahms, J. Clarinet Quintet in B minor, Op. 115. 1st and 3rd movements

Prerequisite: Year 10 Prendiville Specialised Music (PSM) B grade or higher and working at AMEB performance Grade 4 or above. Students are required to have their instrumental tutor sign off on their ability to perform at an ATAR level and have an interview with the Head of Performing Arts.

English prerequisite: Year 10 English C grade or higher.

Special exemptions apply to new students to Prendiville and individual cases, at the discretion of the Head of Performing Arts. Please speak to Mr Hislop for further information.

Course requirements: Students must be enrolled in individual tuition (30 minutes or 45 minutes) within the college or externally for the duration of the year on their principal study instrument/voice. Ongoing rehearsals and performances with a professional accompanist throughout the year also incur additional fees.

Pathway: Units 3 and 4 ATAR Music in Year 12

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PHYSICAL EDUCATION

Certificate II Sport & Recreation

Course Code: VET SIS20115

Duration: One year

This qualification reflects the role of individuals who apply the skills and knowledge to work in the sport and recreation industry in areas such as maintaining grounds and playing surfaces, providing customer service, housekeeping and or administrative assistance. This qualification also provides for multi-skilled roles, which combine a range of activities required to support the operation of facilities such as fitness centres, outdoor sporting grounds or complexes, aquatic centres and community recreation centres. All job roles are performed under supervision with some degree of autonomy.

Eight core units and five elective units must be completed in the year to achieve the Certificate II Sport and Recreation qualification.

Units covered:

• BSBWOR202 Organise and complete daily work activities • HLTAID003 Provide first aid • HLTWHS001 Participate in workplace health and safety • SISXCAI002 Assist with activity sessions • SISXCCS001 Provide a quality service • SISXEMR001 Respond to emergency situations • SISXIND001 Work effectively in sport, fitness and recreation environments • SISXIND002 Maintain sport, fitness and recreation industry knowledge • SISCAQU002 Perform basic water rescues • SISXFAC001 Maintain equipment for activities • SISSSCO101 Develop and update knowledge of coaching practices • SISSSCO202 Coach beginner or novice participants to develop fundamental motor skills.

Unit SISSSCO101 Develop and update knowledge of coaching practices must be complete before this can be started.

• SISSNTB204A Teach foundation netball skills

Prerequisites: Students should demonstrate an interest in outdoor activities and possess reasonable swimming ability. This qualification requires a substantial amount of theory work, due to the expectations to be qualified and employable at this level.

Additional Qualifications Gained: Senior First Aid

Pathways Information: This qualification could lead onto Certificate II in Sport Coaching in Year 12. These qualifications could then lead to occupational roles/functions within Community Recreation, Fitness, Outdoor Recreation, Sport Industry or Australian Apprenticeship pathway. Such job roles could include recreation assistant, administration assistant, retail assistant.

Employability Skills: Employability skills required by the sport and recreation industry for this qualification include: communication, initiative and enterprise, learning, planning and organising, problem-solving, self-management, teamwork, technology.

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Auspicing: Our College has an auspicing arrangement with YMCA Training for this qualification, so students will be enrolled with this Registered Training Organisation (RTO). All students will be inducted into RTO requirements at the beginning of the year and will require a USI number before commencing the course.

Course Fee: A student choosing to complete this qualification at Prendiville Catholic College will be charged a subject levy which absorbs the delivery costs of completing the qualification from the RTO (Registered Training Organisation). A subject levy plus activity fees (approx. $450) per student will be incurred in 2020.

Physical Education Studies (ATAR)

Study of the Physical Education Studies (ATAR) course contributes to the development of the whole person. It promotes the physical, social and emotional growth of students. Throughout the course, emphasis is placed on understanding and improving performance in physical activities. The integration of theory and practice is central to studies in this course.

The Physical Education Studies (ATAR) course focuses on the complex interrelationships between motor learning and psychological, biomechanical and physiological factors that influence individual and team performance. Students engage as performers, leaders, coaches, analysts and planners of physical activity. Physical activity serves both as a source of content and data and as a medium for learning. Learning in the Physical Education Studies (ATAR) course cannot be separated from active participation in physical activities, and involves students in closely integrated written, oral and physical learning experiences, based upon the study of selected physical activities.

The course appeals to students with varying backgrounds, physical activity knowledge and dispositions. Students analyse the performance of themselves and others, apply theoretical principles and plan programs to enhance performance. Physical activity and sport are used to develop skills and performance along with an understanding of physiological, anatomical, psychological, biomechanical and skill learning applications.

The course prepares students for a variety of post-school pathways, including immediate employment or tertiary studies. It provides students with an increasingly diverse range of employment opportunities in the sport, leisure and recreation industries, education, sport development, youth work, and health and medical fields linked to physical activity and sport. The course also equips students to take on volunteer and leadership roles in community activities.

Course Content:

This course is 70% Theory and 30% Practical.

• Developing physical skills and tactics • Motor learning and coaching • Functional anatomy • Biomechanics • Exercise physiology • Sport psychology

Prerequisite: Achievement of a C Grade in Year 10 Advanced Physical Education, with a minimum of 50% attained in the theoretical component.

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Students who have not completed Year 10 Advanced Physical Education in Year 10, need to attain a B Grade in Year 10 Science.

This is a rigorous course for students on an (ATAR) pathway. Students who wish to engage in a subject with less theory and more practical sport focus, should enrol in General Physical Education Studies (outlined following).

Physical Education Studies (General)

The Physical Education Studies (General) course contributes to the development of the whole person. It promotes the physical, social and emotional growth of students. Throughout the course, emphasis is placed on understanding and improving performance in physical activities. The integration of theory and practice is central to studies in this course.

The Physical Education Studies General course focuses on the complex interrelationships between motor learning and psychological, biomechanical and physiological factors that influence individual and team performance. Students engage as performers, leaders, coaches, analysts and planners of physical activity. Physical activity serves both as a source of content and data and as a medium for learning. Learning in the Physical Education Studies General course cannot be separated from active participation in physical activities and involves students in closely integrated written, oral and physical learning experiences based upon the study of selected physical activities.

The course appeals to students, with varying backgrounds, physical activity knowledge and dispositions. Students analyse the performance of themselves and others, apply theoretical principles and plan programs to enhance performance. Physical activity and sport are used to develop skills and performance, along with an understanding of physiological, anatomical, psychological, biomechanical and skill learning applications.

The course prepares students for a variety of post-school pathways, including immediate employment or tertiary studies. It provides students with an increasingly diverse range of employment opportunities in the sport, leisure and recreation industries, education, sport development, youth work and health and medical fields linked to physical activity and sport. The course also equips students to take on volunteer and leadership roles in community activities.

Course Content:

This course is 50% practical and 50% theory.

• Developing physical skills and tactics • Motor learning and coaching • Functional anatomy • Biomechanics • Exercise physiology • Sport psychology

Prerequisites: An interest and willingness to participate in physical activity.

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RELIGION All Year 11 students at Prendiville Catholic College (and in every other Catholic secondary school in WA) will engage in the Schools Curriculum and Standards Authority Course Religion and Life. Learning will focus on the Catholic faith tradition. Each unit will engage students in exploring the interplay between religion and life from the Catholic perspective.

Students may choose either Religion and Life (General) or Religion and Life (ATAR).

Religion & Life (ATAR)

The Religion and Life ATAR course provides students with opportunities to learn about religion and the interplay that occurs between religion, societies and people. Students develop an informed and critical understanding of this interplay by drawing from a detailed knowledge of one or more religions.

Every religion offers a system of beliefs and practices. In the Religion and Life ATAR course, students explore one or more religions and investigate the characteristics of religion, their origins, foundations, social influence and development over time. They analyse the role religion has played in society and understand the challenges and opportunities religions face.

The connections between religion and life occur in many areas of human activity. Religion motivates and influences how people interact with each other and the world around them.

Students employ research and learning skills that enable them to use a range of primary and secondary sources to investigate the interplay between religion and life.

The Year 11 syllabus is divided into two units, each of one semester duration, which are typically delivered as a pair. The notional time for each unit is 55 class contact hours.

Unit 1

The focus of this unit is the place of religion in society. It examines the responses of people to religion, in particular how people understand the response of religion to their concerns, needs and questions. Students develop the skills required for conducting an inquiry, processing information, and communicating findings about the interplay between religion and life.

Unit 2

The focus of this unit is religious identity and purpose. It investigates how religion shapes, forms and supports people in life. The unit also examines how religion impacts on and interacts with, groups in society. Students develop the skills required for conducting an inquiry, processing information, and communicating findings about the interplay between religion and life.

Prerequisite: A minimum of a B Grade in Year 10 Religious Education as well as 60% in Year 10 English.

Pathway: Leads to Religion and Life (ATAR) in Year 12

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Religion & Life (General)

The Religion and Life General course provides students with opportunities to learn about religion and explores the relationships between religion, society and individuals. It examines the nature of religion and how it offers individuals and their communities an understanding of the world around them.

Students develop an understanding of ways in which people discover, understand and express their religious beliefs. They explore one or more religions and investigate the characteristics of religion, origins, foundations, cultural influences and development over time. They analyse the role religion has played in human affairs and explore issues of concern to religion.

Through the Religion and Life General course students learn skills that will enable them to understand the role religion plays in society and in the lives of people. They use a range of primary and secondary sources and employ a variety of methods to investigate information. These methods include research, observation, analysis, and discussion.

The Year 11 syllabus is divided into two units, each of one semester duration, which are typically delivered as a pair. The notional time for each unit is 55 class contact hours.

Unit 1

The focus of this unit is religion as a human activity. It explores how people search for meaning in life and the characteristics of religion. Students conduct research and develop the skills required for processing information and communicating findings about religion and life.

Unit 2

The focus of this unit is the role religion plays in society. It considers the responses offered by religion to issues that exist in society. Students conduct research and develop the skills required for processing information and communicating findings about religion and life.

Prerequisite: Nil

Pathway: Leads to Religion and Life (General) in Year 12

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SCIENCE

Biology (ATAR)

A unique appreciation of life and a better understanding of the living world are gained through studying the Biology (ATAR) course. This course encourages students to be analytical, to participate in problem-solving and to systematically explore fascinating and intriguing aspects of living systems, from the microscopic level through to ecosystems.

Students develop a range of practical skills and techniques through investigations and fieldwork in authentic contexts, such as marine reefs, endangered species, urban ecology, or biotechnology. Scientific evidence is used to make informed decisions about controversial issues.

The Biology (ATAR) course has three interrelated strands: Science Inquiry Skills, Science as a Human Endeavour and Science Understanding which build on students’ learning in the Year 7–10 Science curriculum. The Year 11 syllabus is divided into two units, each of one semester duration, which are typically delivered as a pair.

Unit 1: Ecosystems and biodiversity

In this unit, students analyse abiotic and biotic ecosystem components and their interactions, using classification systems for data collection, comparison and evaluation.

The current view of the biosphere as a dynamic system composed of Earth’s diverse, interrelated and interacting ecosystems. 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.

Unit 2: From single cells to multicellular organisms

The cell is the basic unit of life. Although cell structure and function are very diverse, all cells possess some common features. In this unit, students examine inputs and outputs of cells to develop an understanding of the chemical nature of cellular systems, both structurally and functionally, and the processes required for cell survival. Students investigate the ways in which matter moves and energy is transformed and transferred in the processes of photosynthesis and respiration, and the role of enzymes in controlling biochemical systems.

Multicellular organisms typically consist of a number of interdependent systems of cells organised into tissues, organs and organ systems. Students examine the structure and function of plant and animal systems at cell and tissue levels in order to describe how they facilitate the efficient provision or removal of materials to and from all cells of the organism.

Prerequisite: 56% in Semester 1 Year 10 Science courses and then in Semester 2 maintain at least a C Grade throughout the relevant Pathway chosen to prepare to do this course in Year 11.

Pathway: Units 1 and 2 lead to Units 3 and 4 in Year 12.

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Chemistry (ATAR)

Chemistry, the study of matter and its interactions, is an indispensable human activity that has contributed essential knowledge and understanding of the world around us.

The Chemistry course equips students with a knowledge and understanding of chemistry to enable them to appreciate the natural and built environment, its materials, and interactions between them. The course helps students to predict chemical effects, recognise hazards and make informed, balanced decisions about chemical use and sustainable resource management. This enables students to confidently and responsibly use the range of materials and substances available to them.

Chemistry requires observation, investigation, experimentation, collection and evaluation of data and the application of new understandings.

The Chemistry (ATAR) course has three interrelated strands: Science Inquiry Skills, Science as a Human Endeavour and Science Understanding which build on students’ learning in the Year 7–10 Science curriculum. The Year 11 syllabus is divided into two units, each of one semester duration, which are typically delivered as a pair.

Unit 1: Chemical fundamentals: structure, properties and reactions

In this unit, students use models of atomic structure and bonding to explain the macroscopic properties of materials. Students develop their understanding of the energy changes associated with chemical reactions and the use of chemical equations to calculate the masses of substances involved in chemical reactions.

Unit 2: Molecular interactions and reactions

In this unit, students continue to develop their understanding of bonding models and the relationship between structure, properties and reactions, including consideration of the factors that affect the rate of chemical reactions. Students investigate the unique properties of water and the properties of acids and bases, and use chemical equations to calculate the concentrations and volumes of solutions involved in chemical reactions.

The Chemistry course aims to equip students to become informed citizens able to participate in discussion of challenging social and environmental issues. The course enables students to relate chemistry to other sciences including biology, physics, geology, medicine, molecular biology and agriculture, and to take advantage of vocational opportunities that arise through its application. It also helps them to prepare for further study and to be responsible and efficient users of specialised chemical products and processes at home or in the workplace.

Prerequisite: 66% in Semester 1 Year 10 Science courses and then in Semester 2 maintain at least a C Grade throughout the relevant Pathway chosen to prepare to do this course in Year 11.

Pathway: Units 1 and 2 lead to Units 3 and 4 in Year 12.

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Earth and Environmental Science (ATAR)

This ATAR course explores our planet as a dynamic global system involving interactions between the geosphere, hydrosphere, atmosphere and the biosphere. A multidisciplinary approach, including geological and environmental sciences, encourages students to be curious about the world around them and to apply scientific principles to develop a balanced view of the benefits and challenges presented by the utilisation of resources.

Students conduct practical investigations and have the opportunity to participate in field-based excursions that encourage them to apply what they have learnt in class to real world situations.

This course provides an understanding of the minerals and energy industry and its contribution to Western Australia’s economy.

The Earth and Environmental Science ATAR course has three interrelated strands: Science Inquiry Skills, Science as a Human Endeavour and Science Understanding which build on students’ learning in the Year 7–10 Science curriculum. The Year 11 syllabus is divided into two units, each of one semester duration, which are typically delivered as a pair.

Unit 1: Earth Systems

The Earth consists of interacting systems, including the geosphere, atmosphere, hydrosphere and biosphere. A change in any one sphere can impact on others. In this unit, students build on their existing knowledge of Earth by exploring the development of understanding of Earth’s formation and its internal and surface structure. Students study the processes that formed the oceans and atmosphere. They review the origin and significance of water at Earth’s surface, how water moves through the hydrological cycle, and the environments influenced by water, in particular, the oceans, ice sheets and groundwater.

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Students critically examine the scientific evidence for the origin of life, linking this with their understanding of the evolution of Earth’s hydrosphere and atmosphere. They review evidence from the fossil record that demonstrates the interrelationships between major changes in Earth’s systems and the evolution and extinction of organisms.

Unit 2: Earth Processes

Earth system processes require energy. In this unit, students explore how the transfer and transformation of energy from the sun and Earth’s interior enable and control processes within and between the geosphere, atmosphere, hydrosphere and biosphere. Students examine how the transfer and transformation of heat and gravitational energy in Earth’s interior drive movements of Earth’s tectonic plates. They analyse how the transfer of solar energy to Earth is influenced by the structure of the atmosphere. Students use inquiry skills to collect, analyse and interpret data relating to energy transfers and transformations and cycling of matter.

Note: Participation in fieldwork is an essential component of the course. More details given at the start of the year.

Prerequisite: 56% in Semester 1 Year 10 Science courses and then in Semester 2 maintain at least a C Grade throughout the relevant Pathway chosen to prepare to do this course in Year 11.

Pathway: Units 1 and 2 lead to Units 3 and 4 in Year 12.

Human Biology (ATAR)

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

As a science, the subject matter of this course is founded on knowledge and understanding that has been gained through systematic inquiry and scientific research. They learn to think critically, to evaluate evidence, to solve problems and to communicate understandings in scientific ways.

An understanding of Human Biology is valuable for a variety of career paths. The course content deals directly and indirectly with many different occupations in fields, such as science education, medical and paramedical fields, food and hospitality, childcare, sport and social work. Appreciation of the range and scope of such professions broadens their horizons and enables them to make informed choices. This helps to prepare all students, regardless of their background or career aspirations, to take their place as responsible citizens in society.

The Year 11 syllabus is divided into two units, each of one semester duration, which are typically delivered as a pair.

Unit 1: The Functioning Human Body

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. 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.

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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.

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.

Prerequisite: 56% in Semester 1 Year 10 Science courses and then in Semester 2 maintain at least a C Grade throughout the relevant Pathway chosen to prepare to do this course in Year 11.

Pathway: Units 1 and 2 lead to Units 3 and 4 in Year 12

Integrated Science (General)

The Integrated Science General course is inclusive and aims to be attractive to students with a wide variety of backgrounds, interests and career aspirations.

The Integrated Science course is a course grounded in the belief that Science is, in essence, a practical activity. The course involves students in research and investigations that develops a variety of skills, including the use of appropriate technology, an array of diverse methods of investigation, and a sense of the practical application of the domain.

This course enables students to investigate science issues in the context of the world around them, and encourages student collaboration and cooperation with community members employed in scientific pursuits. It requires them to be creative, intellectually honest, to evaluate arguments with scepticism, and to conduct their investigations in ways that are ethical, fair and respectful of others.

The Integrated Science course has three interrelated strands or outcomes: Science Inquiry Skills, Science as a Human Endeavour and Science Understanding which build on students’ learning in the Year 7–10 Science curriculum. The Year 11 syllabus is divided into two units, each of one semester duration, which are typically delivered as a pair.

Unit 1

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.

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Possible topics include:

• Environmental degradation • Marine biology • Sustainability and biodiversity • Water • Biotechnology

Unit 2

In this unit students will investigate the properties of elements, compounds and mixtures, and how substances interact with each other in chemical reactions to produce new substances. They explore the concepts of forces, energy and motion and recognise how an increased understanding of scientific concepts has led to the development of useful technologies and systems.

Possible topics include:

• Forensic science • Rocketry • Kitchen chemistry • Cosmetics • Marine archaeology • Mining

Students will do topics from the same three science fields in Units 3 and 4.

Prerequisite: Nil

Pathway: Units 1 and 2 lead to Units 3 and 4 in Year 12.

Marine and Maritime Studies (General)

Australia is an island nation, with Western Australia’s mainland and islands having approximately twenty-one thousand kilometres of coastline. It is therefore relevant to Western Australians to study the sea and how people interact with it. The Marine and Maritime Studies General course provides opportunities for students to apply theoretical knowledge through practical activities with a focus on active learning experiences both within and outside of the classroom.

The Marine and Maritime Studies course is designed to facilitate achievement of the following outcomes.

Outcome 1 – Marine and maritime knowledge Outcome 2 – Marine and maritime skills Outcome 3 – Marine and maritime application

The Year 11 syllabus is divided into two units, each of one semester duration, which are typically delivered as a pair.

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Unit 1

This unit introduces students to marine science through the examination of water properties and methods used to conduct water testing. In oceanography, students learn about wind formation, tides, waves and currents, including Western Australian ocean currents. Students examine Western Australian recreational and commercial fishing issues and how they are managed through rules and regulations.

Unit 2

This unit introduces students to the marine ecosystem, with a focus on the four main zones and the adaptations of marine life to survive in each zone. Western Australian examples of marine life will be identified and classified into the major groups. Food webs for each ocean zone will be studied. Students examine the importance of marine protected areas, marine parks, reserves and sanctuary zones, and the role of Western Australian agencies and organisations in the protection and management of marine life.

Extra Cost: As the course will include snorkelling lessons and a practical snorkelling field trip, there will be extra fees of approximately $400 that will be required to be paid in December 2019.

Prerequisite: Nil

Pathway: Units 1 and 2 lead to Units 3 and 4 in Year 12.

Physics (ATAR)

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

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. 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.

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.

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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.

Prerequisite: 66% in Semester 1 Year 10 Science courses and then in Semester 2 maintain at least a C Grade throughout the relevant Pathway chosen to prepare to do this course in Year 11.

Pathway: Units 1 and 2 lead to Units 3 and 4 in Year 12.

Psychology (ATAR)

Psychology is the scientific study of how people think, feel and act. It aims to answer important questions such as what factors influence human development. While there are other disciplines that overlap with psychology's main aim to understand humans, psychology is rigorous in its use of scientific method. This allows for systematic exploration into the complexities of human behaviour based on evidence gathered through planned investigations.

Psychology is very useful, both to individuals assisting us to improve ourselves and our relationships, and to society as a whole. Through this course, students gain valuable insights and understandings into both themselves and their worlds. Methods of communication studied enhance personal communication skills, both within the field of psychology and in the context of daily life. Students also develop important research skills as they engage in the exploration and evaluation of data to illustrate how empirical procedures are used to examine phenomena such as intelligence and personality.

This course is designed to integrate the understanding of scientific principles, the acquisition of psychological knowledge and the application of both in an enjoyable and contemporary way. The study of psychology is highly relevant to further studies in the health professions; education, human resources, social sciences, sales, media and marketing and management.

Unit 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 learn about the human brain and explore the impact of external factors on behaviour, such as physical activity and psychoactive drugs. Cognitive processes, such as sensation and perception, and selective and divided attention are investigated. Students examine different types of relationships and the role of verbal and non-verbal communication in initiating, maintaining and regulating these. Students are introduced to ethics in psychological research and carry out investigations

Unit 2

This unit focuses on developmental psychology. Students 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 historical perspectives used to explain personality. They also explore behaviour and causes of prejudice. Psychological research methods studied in Unit 1 are further developed in Unit 2.

This syllabus continues to develop science inquiry skills, building on those acquired in the Year 7–10 Science Curriculum.

Prerequisite: 56% in Semester 1 Year 10 Science courses and then in Semester 2 maintain at least a C Grade throughout the relevant Pathway chosen to prepare to do this course in Year 11.

Pathway: Units 1 and 2 lead to Units 3 and 4 in Year 12

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TECHNOLOGY, INNOVATION, DESIGN & ENTERPRISE (TIDE)

Certificate III Design Fundamentals - Jewellery & 3D Design

If you’ve always wanted to work with a range of materials including glass, precious metals and ceramics to create jewellery, fused glass artworks and three-dimensional objects then this is the course for you.

Students taking this course will develop a unique skill set in design and manufacturing. They will learn to use the elements and principles of design to create bespoke products. Working with handmade glass students will learn fusing, slumping and casting techniques. They will also work with base and precious metals to construct objects from original designs using cutting, forming, casting, soldering and polishing processes with professional equipment in a custom-built studio.

Jewellery and 3 Dimensional Design is a subject suited to both male and female students as each project retains sufficient flexibility in design to cater to the interests of all participants.

The course covers Workplace Health and Safety (WHS) and teaches safe workshop practices when using a wide range of machinery and hand tools.

This subject represents the first year of a two-year course where students have the opportunity to gain a Certificate III in Design Fundamentals. Over the two years the students will cover workplace skills and knowledge related to working in the Creative Arts and Design industry. In this time frame 12 Units of Competency (UoC’s) must be completed: 7 core units and 5 elective units (to achieve the full qualification). WACE equivalence of 220 hours for partial completion of this course is possible if all the Year 12 UoC’s and one WHS unit are completed. Students are required to complete some theory work, due to the expectations to be qualified and employable at this AQF level.

TIDE Enterprise: All students completing a Certificate III in Design Fundamentals through the Technology, Industry, Design and Enterprise learning area (TIDE) will be engaged in an exciting, not for profit initiative, creating fused glass artworks and other hand-crafted objects for the College and wider community. The students will be sourcing materials, consulting with clients, working on designs for packaging and presentation and collaborating with younger students engaged in TIDE courses. In addition to creating their own original works in class, students will be encouraged to be generous with their personal time through volunteering to work outside allocated class hours.

Work completed outside of allocated class time can count toward Service Learning hours.

Auspicing: All certificate courses are undertaken in partnership with a Registered Training Organisation (RTO). Our College has an auspicing arrangement with North Metropolitan TAFE for this qualification, so students will be enrolled with this RTO. All students will be inducted into TAFE’s requirements at the beginning of the school year.

Pathways Information: At the completion of the Certificate III in Design Fundamentals students will gain a range of foundation skills required to work with precious metals, glass and a variety of other materials that could lead to occupational roles/functions within the Jewellery Manufacturing industry,

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Visual Arts and Design, Graphic Design, Industrial Design and Glassworking industries in a studio environment.

Employability Skills: The industry/enterprise employability skills requirements for this qualification include: communication, teamwork, problem solving, initiative and enterprise, planning and organising, self-management, learning, technology.

Course Fee: A student choosing to complete this qualification at Prendiville Catholic College will be charged a subject levy which absorbs the delivery costs of completing the qualification from the RTO (Registered Training Organisation). A subject levy plus a materials fee of $200 per student will be incurred.

Prerequisites: Nil

Design - Technical Graphics (ATAR)

In the Design ATAR course students develop skills and processes for current and future industry and employment markets. Students are equipped with the knowledge and skills to understand design principles and processes, analyse problems and possibilities, and devise innovative strategies within the Technical Graphics design context. This course also emphasises the scope of design in professional industries allowing students to maximise university pathways.

Rationale

The goals of the Design ATAR course are to facilitate a deeper understanding of how design works; and how ideas, beliefs, values, attitudes, messages and information are effectively communicated to specific audiences with specific intentions or purposes via visual media forms. This course aims to achieve these goals by exposing students to a variety of communication forms and a thorough exploration of design.

Design projects allow students to demonstrate their skills and understandings of design principles and processes; to analyse problems and possibilities; and to devise innovative strategies within design contexts. There is potential for students to develop transferable skills and vocational competencies while devising innovative designs.

In this course, students develop a competitive edge for current and future industry and employment markets. This course also emphasises the scope of design in professional and trade based industries allowing students to maximise vocational and/or university pathways.

The Year 11 Design ATAR course is designed to facilitate achievement of the following outcomes.

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.

Technical Graphics projects may include: small to medium sized 3D objects such as toys, lunch boxes, drink bottles, hair dryers, shavers, toasters and other kitchen appliances re-designed to appeal to a

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broader demographic, motor vehicle styling, component parts, architecture, mechanical, geometric figures

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.

Technical Graphics projects may include: architectural design such as a gallery or public building, dimensional designs such as a tourist souvenir or graphic such as a tattoo, architecture for communities, product design of cultural articles such as T shirt prints, designing with materials appropriate to place and culture.

Prerequisites: Year 10 Technical Graphics C grade

Design - Technical Graphics (General)

Gain the skills and knowledge to communicate design concepts.

This course enables students to learn about a broad range of technical drawing skills and terminology. It is designed to follow on from Year 10 Technical Graphics and provide the necessary information to enable the student to further develop their knowledge and skills.

Students will design and create drawings in both 2 and 3 dimensions through a variety of processes including sketching, freehand rendering and Computer Aided Drafting (CAD). They will study the basic elements and principles of design, discover concept development strategies and explore techniques used by successful designers.

Technical Graphics is a subject suited to both male and female students as each project retains sufficient flexibility in design to cater to the interests of all participants.

Unit 1

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.

Unit 2

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.

Prerequisite: Nil

Pathway: Units 1 & 2 lead to Units 3 & 4 in Year 12

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Materials Design & Technology - Wood (General)

This is a dynamic and engaging course where students develop skills and the knowledge to use a variety of professional machinery in the production of woodwork projects with an emphasis on design and joinery. There is a strong focus on lateral thinking in the creation of individual works. Students are taught to work safely and sustainably in a custom built workshop.

Woodwork is a subject suited to both male and female students as each project retains sufficient flexibility in design to cater to the interests of all participants.

Unit 1

Students interact with a variety of items that have been specifically designed to meet certain needs. Students are introduced to the fundamentals of design. They learn to communicate various aspects of the technology process by constructing what they design.

Throughout the process, students learn about the origins, classifications, properties and suitability for purpose of the materials they are using, and are introduced to a range of production equipment and techniques. They develop materials manipulation skills and production management strategies, and are given the opportunity to realise their design ideas through the production of their design project.

Unit 2

Students interact with products designed for a specific market. They use a range of techniques to gather information about existing products and apply the fundamentals of design. Students learn to conceptualise and communicate their ideas and various aspects of the design process within the context of constructing what they design.

Throughout the process, students learn about the origins, classifications, properties and suitability for end use of materials they are working with. Students are introduced to a range of technology skills and are encouraged to generate ideas and realise them through the production of their design projects. They work within a defined environment and learn to use a variety of relevant technologies safely and effectively.

Students, in consultation with teachers, select projects of interest and then design and make products suitable for a specific market.

Within the context of materials design and technology; students are provided with opportunities to meet each of the following outcomes:

Outcome 1: Technology process Outcome 2: Understanding the use of materials Outcome 3: Using technology skills Outcome 4: Understanding materials, society and the environment

Prerequisite: Nil

Cost: There is a materials fee of $50 for this subject to cover basic materials and students pay for their own timber.

Pathway: Units 1 & 2 lead to Units 3 & 4 in Year 12.

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FLEXED FLEXed – For Practical & Creative Learners on a General Pathway

FLEXed is for students who are seeking to graduate from school with certified accreditation. It will provide a rigorous understanding of business and enterprise that can lead to employment, further study or even a practical trade.

This program will provide selected students with an independent, tertiary style environment and the opportunity to achieve their WACE and complete their secondary education at Prendiville Catholic College, graduating as a ‘Prendivillian’.

The program is facilitated by a mentor teacher who will work closely with each student, personalising the learning experience and addressing each student’s individual needs.

Further testimony to students’ achievements will be provided including a progressive achievement record, specific exit statement and reference. Students enter the program in Year 11, completing the course work over two years.

Flexible Course Delivery

• Subjects and assessments are integrated • Flexible delivery and timetable • Online and external student participation • Use of external facilities • Students take responsibility for an operational business enterprise • Custom built woodwork, glasswork and jewellery studios on site • Artisan gallery

Course Content - Covered over two years (Year 11 and Year 12)

• English (General) • Religious Education (General) • Certificate II in Business • Certificate III in Design Fundamentals • Materials Design and Technology – Wood (General) • Workplace Learning (pending SCSA approval) • Leadership & Enterprise camps

Course Achievements

• Meet WACE graduation requirements • Have high academic standards and rigour • Meet Literacy, Numeracy and employability requirements for TAFE • Provide support for students to meet WACE literacy requirements • Prepare students for life beyond school through real life learning opportunities • Graduate as a Prendivillian

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WORKPLACE LEARNING The Workplace Learning endorsed program provides an opportunity for a student to demonstrate and develop increasing competence in the core skills for work, often referred to as generic transferable or employability skills. A student learns to apply and adapt the workplace skills that are necessary to understand and carry out different types of work and that play a key role in lifelong learning.

Developing competence in workplace skills assists an individual to gain employment and, in the longer term, to progress within the organisation or industry area in which they are employed and to contribute successfully to the organisation’s objectives and to the wider community.

Workplace Learning is an Authority-developed endorsed program that is managed by individual schools. To complete this endorsed program, a student works in one or more real workplace/s to develop a set of transferable workplace skills. The student must record the number of hours completed and the tasks undertaken in the workplace in the Authority’s Workplace Learning Logbook. The student must also provide evidence of their knowledge and understanding of the workplace skills by completing the Authority’s Workplace Learning Skills Journal after each 55 hours completed in the workplace.

ONSITE

Prendiville Catholic College is part of the ONSITE cluster, which coordinates students, employer training and supervises work placements. ONSITE is the model by which Workplace Learning is delivered to students at Prendiville Catholic College and six other Independent and Catholic schools in the metropolitan region. Students who apply and participate in the ONSITE programme are required to enrol in the Workplace Learning programme at Prendiville Catholic College.

ONSITE is a Workplace Learning Programme that provides students with the opportunity to develop work skills while continuing with their senior secondary education. The ONSITE staff manage and implement the programme within policy guidelines established by the various consultative and management groups. The Workplace Learning School Coordinator (Mr Jason Todd) assists the ONSITE Coordinators at a school level to manage and implement the programme.

Students are required to attend the allocated workplace one day a week (usually a Wednesday for PCC students) and work as directed by the workplace supervisor. Most students complete two placements during the one year. ONSITE students are expected to make a complete commitment to learning in the workplace.

The major goals of the programme include:

• To develop in students a wide range of work-related competencies • To assist students with career planning • To increase self-esteem and confidence • To develop broader communication skills with people outside the school environment • To enable students to complete Year 12 and attain WACE Certification and also have the

benefit of ongoing work-based experience and training • Through workplace experience, students may gain points for admission to TAFE.

In addition, some students may elect to combine their industry experience with a VET qualification. Students and parents interested in the Building and Construction, Hairdressing and Childcare industries are invited to an information evening on Tuesday 2nd July from 6pm to 7pm, in the

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Gateway Building, to find out how they can combine their workplace experience with a VET qualification.

Students who enrol in Workplace Learning are charged a service fee for participating in the ONSITE program. In 2020 this fee will be $500. (This fee is subject to change prior to students commencing in the workplace due to 2020 programme costs not yet finalised). The $500 fee partially covers the total cost charged to the school by ONSITE to facilitate, maintain and service the programme for the benefit of Prendiville Catholic College students. Costs include initial student interviews, workplace visits, telephone calls, correspondence, employer training, sourcing a placement, logbook production, insurance provision and so forth.

PLEASE NOTE: Students who withdraw from Prendiville Catholic College, Workplace Learning or ONSITE in writing after WEDNESDAY 12 FEBRUARY 2020 will still be charged the FULL service fee of $500.

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PREREQUISITES TABLE

Year 11 Course Year 10 Prerequisite Prerequisite Learning Area

Accounting & Finance (ATAR) Mathematics Intermediate B, or Humanities , or Accounting & Finance

B B B

Humanities

Applied Information Technology (ATAR) Computer Systems or Media

C B ICT

Biology (ATAR) Science 56% Science

Certificate II Business Nil Humanities

Certificate II Community Services -Children’s Services Nil Creative

Living

Certificate II Hospitality Nil Creative Living

Certificate II Sport & Recreation Reasonable Swimming PE

Certificate III Design Fundamentals Nil TIDE

Certificate III Music Industry Nil Performing Arts

Certificate III Visual Art Nil Creative Arts

Chemistry (ATAR) Science 66% Science

Children, Family & the Community (ATAR) English (Mainstream or Advanced) C Creative Living

Children, Family & the Community (General) Nil Creative

Living

Computer Science (ATAR) Computer Systems B ICT

Dance (ATAR) Dance and English

C and C

Performing Arts

Design - Graphics (General) Nil Creative Arts

Design - Photography (General) Nil Creative Arts

Design - Technical Graphics (ATAR) Technical Graphics C TIDE

Design - Technical Graphics (General) Technical Graphics C TIDE

Drama (ATAR) Drama and English

C and C

Performing Arts

Earth & Environmental Sciences (ATAR) Science 56% Science

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Year 11 Course Year 10 Prerequisite Prerequisite Learning Area

Economics (ATAR) Humanities or Humanities Economics Unit

60% 60% Humanities

English (ATAR) English (Mainstream or Advanced) C English

English (General) Nil English

Geography (ATAR) Humanities or Humanities Geography Unit

60% 60% Humanities

Human Biology (ATAR) Science 56% Science

Integrated Science (General) Nil Science

Italian - Second Language (ATAR) Italian 65% LOTE

Literature (ATAR) English (Mainstream) English (Advanced)

B C English

Marine & Maritime Studies (General) Nil Science

Materials Design & Technology – Textiles (General) Nil Creative

Living Materials Design & Technology – Wood (General) Woodwork C TIDE

Mathematics Applications (ATAR) Mathematics Intermediate B or Mathematics Intermediate A Mathematics Advanced

A C Any grade

Maths

Mathematics Essentials (General) Nil Maths

Mathematics Methods (ATAR) Mathematics Intermediate A or Mathematics Advanced

A C Maths

Mathematics Specialist (ATAR) Mathematics Advanced B Maths

Media Production & Analysis (ATAR) English C Creative Arts

Media Production & Analysis (General) Nil Creative Arts

Modern History (ATAR) Humanities or Humanities Modern History Unit

60% 60% Humanities

Music – Western Art (ATAR) Specialised Music (PSM) and AMEB (external to PCC) and English

B Grade 4 C

Performing Arts

Music (General) Specialised Music (PSM) and English or AMEB (external to PCC) and English

C and C Grade 2 and C

Performing Arts

Physical Education Studies (ATAR) Advanced Physical Education (elective) or Science

C B PE

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Year 11 Course Year 10 Prerequisite Prerequisite Learning Area

Physical Education Studies (General) Nil PE

Physics (ATAR) Science 66% Science

Politics and Law (ATAR) Humanities or Humanities Politics & Law Unit

60% 60% Humanities

Psychology (ATAR) Science 56% Science

Religion & Life (ATAR) Religious Education and English

B and 60% RE

Religion & Life (General) Nil RE

Visual Arts (ATAR) English C Creative Arts

FURTHER INFORMATION

Schools Curriculum & Standards Authority (SCSA) information for parents and students:

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

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

SCSA Year 10 Information and Handbook (for Year 11 and gaining WACE in 2021)

https://scsa.wa.edu.au/publications/year-10-information