curriculum handbook senior years · subject selection online (sso) (new for 2018) student subject...

Westernn Australia’s oonly selecttivve academicc schhool

Curriculum HandbookSenior Years

2019 EDITION

Western Australia’s only selective academic school

Perth Modern School • Curriculum Handbook Senior Years 2019ii

PUBLICATION DATE: June 2018

PUBLISHED BY: Perth Modern School

Roberts Road

SUBIACO 6008

9380 05555

www.perthmodernschool.education.wa.edu.au

Students and parents are advised to refer to the most recent handbooks or websites from TAFE

Institutes of Training, TISC, the Universities and the School Curriculum and Standards Authority and

School Curriculum Opportunities, prior to making subject selections and career plans.


Perth Modern School • Curriculum Handbook Senior Years 2019 1

Contents

Introduction. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 3

The Senior Years Curriculum (Years 10–12) . . . . . . . . . . . . 4

Course Selection Process . . . . . . . . . . . . . . . . . . . . . . . . . . . . 5

Year 10 Students Course Selection Requirements. . . . . 9

Year 11 Students Course Selection Requirements . . . . . 10

Year 12 Students Course Selection Requirements. . . . . 11

Ensuring success . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 12

Additional Career Information. . . . . . . . . . . . . . . . . . . . . . . . 12

Websites . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 12

Achieving Excellence . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 12

Assessments. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 12

Homework/Study Commitments . . . . . . . . . . . . . . . . . . . . 12

WACE Achievement . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 13

WACE Requirements for Year 11 and 12 students

from 2019 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 13

Western Australian Statement of Student Achievement

(WASSA) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 13

University Admission . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 14

School Awards . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 15

School Based Awards and Recognition. . . . . . . . . . . . . . . 15

Sphinx Society . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 15

99 Club . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 15

Presentation Ceremony Awards . . . . . . . . . . . . . . . . . . . . . . 15

Scholarships to Universities . . . . . . . . . . . . . . . . . . . . . . . . . . 16

School Curriculum and Standards Authority

(SCSA) Awards. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 17

Exhibitions and Awards . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 17

General criteria for eligibility for

exhibitions and awards: . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 17

Peak awards . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 17

Beazley Medal: WACE . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 17

Awards for outstanding achievement . . . . . . . . . . . . . . . . 18

General Exhibitions . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 18

General Exhibitions (ATSI) . . . . . . . . . . . . . . . . . . . . . . . . 18

Special General Award . . . . . . . . . . . . . . . . . . . . . . . . . . . 18

Awards for outstanding achievement

in an ATAR course . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 18

Subject Exhibitions (ATAR courses). . . . . . . . . . . . . . . . 18

Special Subject Awards (ATAR courses) . . . . . . . . . . . 19

Subject Certifi cates of Excellence (ATAR courses). . 19

Special Certifi cates of Excellence (ATAR courses) . . 19

Certifi cates of merit and certifi cates of distinction . . . . 19

Rules for calculating points for

Ccertifi cates of Merit and Distinction . . . . . . . . . . . . . 19

Award approval. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 20

Certifi cates and medallions . . . . . . . . . . . . . . . . . . . . . . . . . . 20

School Curriculum and Standards Authority

Awards Ceremony . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 20

Sickness/misadventure claim. . . . . . . . . . . . . . . . . . . . . . . . . 20

Release of information . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 20

Curriculum Innovations . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 21

Year 10 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 22

Arts & Technology Learning Area. . . . . . . . . . . . . . . . . . . . 23

Arts Learning Area . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 24

Year 10 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 24

Years 11 and 12 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 27

Technologies Learning Area. . . . . . . . . . . . . . . . . . . . . . . . . . 33

Year 10 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 33

Years 11 and 12 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 36

English Learning Area . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 41

Year 10 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 42

Years 11 and 12 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 43

Health and Physical Education Learning Area . . . . . . 45

Year 10 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 46

Years 11 and 12 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 48

Humanities and Social Sciences Learning Area . . . . . 49

Year 10 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 50

Years 11 and 12 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 52

Languages Learning Area . . . . . . . . . . . . . . . . . . . . . . . . . . . . 63

Years 11 and 12 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 65

Mathematics Learning Area. . . . . . . . . . . . . . . . . . . . . . . . . . 69

Year 10 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 70

Years 11 and 12 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 71

Music Learning Area . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 77

Year 10 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 78

Years 11 and 12 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 79

Science Learning Area . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 81

Year 10 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 82

Years 11 and 12 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 83

Recreation Courses . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 95

Arts and Technologies . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 96

Curriculum Innovations . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 98

Appendix 1: Careers and Education Websites . . . . . . 99

CURRICULUM HANDBOOK SENIOR YEARS 2019

Introduction


Perth Modern School • Curriculum Handbook Senior Years 20194

Introduction

THE SENIOR YEARS CURRICULUM (YEARS 10–12)

As Western Australia’s only fully selective school for academically talented students, Perth Modern School

delivers a program to meet the needs of students who have been identifi ed as having the potential to

achieve high levels of academic excellence and are seeking a tertiary pathway.

The Senior Years at Perth Modern School encompasses Years 10–12 and as such, the curriculum provides

opportunities for successful outcomes for students so they may reach their post-school goals. Perth

Modern School has established a learning environment that is unique and advantageous to gifted

learners. Students can be confi dent they are involved in the highest quality teaching and learning

environment with a cohort of like-minded peers.

Fundamental to Senior Years is the young adult ethos which

fosters independence, individual and social responsibility

and the achievement of personal best. Students are

expected to take greater responsibility for their academic

decisions and to develop independence in their study

habits and skills. Opportunities to develop a broad portfolio

which enhance post-school options are provided through a

commitment to co-curricular experiences and community

service. Students have opportunity to develop global

understandings through extensive international tours.

Our Advocacy program will continue to contribute to

the wellbeing and well-rounded growth and support of

our students through emphasis on social and emotional

wellbeing. All students will participate in House

competitions—sport, drama, as well as presentations and

information sessions from guest speakers. The Community

Service ethos of Perth Modern School will continue.

Advocacy will add to the curriculum through developing

eff ective organisational skills, interpersonal relationships

and an appreciation of the value of community service and

‘giving back’. School spirit and connection will be advanced

through participation in House activities and whole school

events. Special Advocacy groups will continue for those

students involved in the Student Council and there will be

an opportunity to join the Youth Ambassadors, Sustainability

and Roadies advocacy groups in Years 10–12.

All students will participate in Mod Time. In the Senior Years,

this will involve Clubs—e.g. dance, sports, fi lm, art, circus,

debating.

The Senior Years program provides opportunities for choice

through individual pathways and students may wish to

accelerate their studies to meet their study goal by enrolling

in courses that are off ered at a higher year level. Whilst

students in Year 10 choose subjects by semester, students in

Year 11 generally choose a pathway of subjects that they will

follow for two years.

Students are encouraged to explore breadth as well as

depth with a requirement from Year 10 for courses to

represent a balance of both list A and list B courses, based

on Western Australian Certifi cate of Education (WACE)

requirements. Individual programs outside the school may

also be negotiated with the Associate Principal (Curriculum).

Perth Modern School is committed to keeping its rigorous

curriculum engaging and relevant to meet the needs of

very able students. Students will have access to a richer

curriculum and will be well prepared to achieve the results

they require to be competitive in the WACE examinations.

Teachers aim to help students to get the best learning by

diff erentiating the curriculum and placing greater emphasis

on higher order thinking and processing skills. Where

appropriate, teachers will adjust the pace of curriculum

delivery and will ensure students have the opportunity to be

extended by working with more complex ideas in greater

depth. Students are provided with many more opportunities

for enrichment through external programs, competitions

and events.

This handbook contains information to assist students in

deciding which courses to study at the senior level. The

options are many and the need to involve parents, teachers

and counsellors in the decision-making process is very

important.



COURSE SELECTION PROCESS

Subject Selection Online (SSO) (new for 2018)

Student subject choices will be completed online using the SSO system in 2018 for 2019 for all years.

Detailed instructions and further information will be emailed to Parents/Guardians towards the end of Term 2, 2018 and the

process of entering subject choices will commence early Term 3, 2018.

Parents/Guardians will receive an email link to the SSO site and instructions for accessing and completing the process.

Parents/Guardians should discuss subject choices and complete the process online with their child by their side. That way,

everyone will be informed and aware of choices made.

Subject choices should be guided by the current years’ Semester 1 results.

SSO will analyse subject choices against your child’s Semester 1 results. The subject choices will be coded with a green or

amber symbol.

Subjects coded with a green symbol have been recommended.

Students who achieve an ‘A’ grade in their Semester 1 results for a particular subject are ‘recommended’ without reservation.

Students who achieve a ‘B’ grade are ‘recommended with application’. This means they should be successful in this subject

if they apply themselves. The following application strategies are suggested to support student learning and outcomes for

ongoing success:

• Develop a study schedule and aim to complete a minimum of 2.5–3 hours of homework/review/preparation, per subject

per week.

• Seek early feedback and assistance from teachers if required.

• Access support off ered by individual teachers or learning areas.

• Access homework club in the library Monday–Thursday, 3.30–4.30 pm.

• Seek assistance from the Head of Year or Student Services if required.

Special note: Year 11 Mathematics Specialist (AEMAS): It is recommended that students have achieved an ‘A’ grade in

Pre-Specialist Mathematics in Year 10.

Subjects coded with an amber symbol indicate the recommendation has not been met and the student may not have the

required background, skill or understanding to be successful. If a student wishes to seek permission to study amber subject(s),

click on the subject and a pop-up box opens which requires you to send a request to the Head of Learning Area (HOLA) with

a reason why the student should be allowed to choose the subject. The HOLA will review the request and parents will receive

an email of the outcome. This process may take up to 2 working days.

When you receive an email with the outcome you will then need to log back into SSO and either choose that subject if

approved or if not approved, and you wish to continue with the choice, make an appointment with Miss Miller or Ms Nicholson

in the Careers Centre. The purpose of the counselling appointment is to discuss ways in which your child can be supported in

their study habits if they choose to select that subject.

All year groups will be using our new online subject selection system in 2018 for 2019 courses.

For parents, a helpdesk will be available from Monday 23 July. Parents can email [email protected] for

assistance from that date.

Student information sessions on how to use the system will be conducted during Advocacy assemblies.



Course Selection Process Timeline

Term Week Timeline

Term 2 Weeks 4 and 8-9 Year 10 Advocacy information sessions

Term 3 Week 1 Monday, 16 July 2018—

Subject Selection Online open at 8 am

Parents/Guardians will receive an emailed link to complete subject selection. Parents are

responsible to change passwords for added privacy and security. Please ensure the school has

your updated email details.

Tuesday, 17 July 2018—

Open Reporting Day

Parents/Guardians have the opportunity to speak with classroom teachers regarding student

progress.

YEAR 9 ONLY: Parents/Guardians have the opportunity to speak with a Course Counsellor

regarding subject selections.

Week 3 Friday, 27 July 2018—Subject Section Online closes at midnight

The online system has a number of inbuilt recommendations that your child should meet to select certain subjects.

Please refer to the Subject Selection recommendations attached.

Subject Selection Recommendations

2019 Year Group Learning Area Subject/Courses Recommendations

10 All All Subjects No recommendations have been set

English English Y11 AE ENG ATAR—compulsory

• Acceleration allows students to access advanced level curriculum content

— Students wishing to accelerate into a Year 11 (AE ATAR) require a Teacher and HOLA approval.

— Students are only allowed to accelerate a maximum of three subjects, including English.

— Whole Year Level Acceleration—requires an appointment with the Associate Principal, Ms Furphy.



ATAR Subject Selection Recommendations

2019 Year

Group

List A

or B

Learning Area Subject/Courses Recommendations

11 A Arts & Technology Art B

Drama B

Humanities &

Social Sciences

Ancient History B

Economics B

Geography B

Modern History B

Philosophy & Ethics B

Politics and Law B

Languages Chinese B

French B

Italian B

Japanese B

Music Music HOLA for approval

B Arts & Technology Computer Science B

Home Economics B

Design (Photography) B

Humanities &

Social Sciences

Accounting & Finance B

Health & Physical

Education

Physical Education Studies B

Mathematics Mathematics Specialist A

Mathematics Methods B

Mathematics Applications C

Science Biology B

Chemistry B

Human Biology B

Physics B

Psychology B

Engineering B



Existing students

All current Year 9 and 10 students will be taken through the course counselling process as part of their Careers Education

course.

New Students

All students new to the school must make an appointment with the Careers Centre to discuss course selection.

Accelerating Students

Students wishing to accelerate by subject must have this signed off by the head of that learning area. All students wishing to

accelerate by year must make an appointment and have this signed off by the Associate Principal (Curriculum).

The full Acceleration policy is available in the Information Handbook.

Selection process for Years 10 and 11 students

The selection process for existing students going in to Years 10 and 11 in 2019 is designed to assist them select appropriate

courses and will consist of a number of stages.

1. Students explore career paths in Advocacy and Career Education classes during Semester 1.

2. The Careers Program Coordinator and individual teachers will address students about course selection and specifi c

courses.

3. Parents can ask further questions on Parent Reporting and Information Days.

4. Parents of students entering Year 10 in 2019 will be invited to make an appointment for an interview on the open reporting

day (Tuesday 17 July 2018) with the course counselling team to discuss subject selections with their child.

It is not compulsory for Year 11 students in 2019 to make a course counselling appointment but they are welcome to make

an appointment through the Careers Centre.

5. In some cases, course selection will need to be reviewed based on results in second semester.

Selection process for Year 12 students

It is assumed students will continue with the same course that they studied in Year 11. Minor amendments may be made on

the course selection form. If an interview is required, an appointment can be made with the Associate Principal or the Careers

Program Coordinator. Major course changes must be signed off by the Associate Principal or the Careers Program Coordinator.

Additional note:

In the majority of cases, students will be able to study their preferred courses. There may be instances when a student chooses

a pattern of courses that is uncommon and two of their courses are timetabled at the same time. In these cases, students will

be contacted to discuss their options. In addition, if a student chooses a course that is not viable due to low numbers, they will

be contacted regarding an alternative choice.



YEAR 10 STUDENTS COURSE SELECTION REQUIREMENTSEach student entering Year 10 will have the opportunity to create a unique Senior Years academic pathway. The Year 10

program allows students to specialise in areas of interest at a level for which they are ready. Perth Modern School has an

Academic Placement Policy that allows students the opportunity to accelerate their studies if they wish. Students studying a

Year 11 course will make this choice for the whole year.

Year 10 students will complete 14 semester-long courses, seven in each semester. All are considered core subjects and there

are no electives. This allows students to mix and match courses for an individually mapped program. Students will study as a

minimum, two semesters of Year 11 English and one semester each of Mathematics, Humanities and Social Sciences, Science

and Physical Education at the Year 10 or 11 levels. Students may make up the remainder of the program with Year 10 level

courses or a mix of Years 10 and 11 courses.

Year 10 sample programs:

• Students must complete compulsory (bold) courses as a minimum. These may be at the Year 10 or Year 11 level.

• English will be Year 11 ATAR units 1 and 2 for all students.

• Students choosing Maths, Humanities and Social Sciences or Science at Year 11 level will not need to complete Year 10

courses in these fi elds.

Example A: Year 10 Course Example B : Mixed mode (Year 10 and 11 Courses)

Periods

per week

Semester 1 Semester 2 Semester 1 Semester 2

4 Year 11 English Year 11 English Year 11 English Year 11 English

4 Maths Maths Maths Science

4 Physical Education Humanities and Social

Sciences

Physical Education Humanities and Social

Sciences

4 Science Science Choice 2 Art Maths choice

4 Photography Humanities and Social

Sciences Choice 2

Design and Technologies Psychology

4 Language Drama Year 11 Music Year 11 Music

4 Art STEAM Year 11 Drama Year 11 Drama

Advocacy 94 minutes/week

Mod time 54 minutes/week



YEAR 11 STUDENT COURSE SELECTION REQUIREMENTSYear 11 students will have seven course choices and will study a minimum of six year-long WACE courses, plus one additional

WACE or recreation course. Students will complete units 1 and 2 in Year 11 for the chosen subject.

Students who have accelerated will complete the Year 12 component, units 3 and 4 and will sit the external WACE examination

at the end of Year 11. Their mark can be used in the calculation of their ATAR at the end of Year 12 if it is in their top four course

marks. It can also be used as a pre-requisite for university courses if applicable.

Accelerated students cannot repeat units 3 and 4 in Year 12 if they have sat the WACE examination in Year 11.

Students need to ensure that the courses chosen are from both lists A (Arts, Humanities and Social Sciences and Languages)

and B (Science, Mathematics and Technologies) to satisfy WACE achievement and university entry requirements. Students

must also be aware of unacceptable course combinations.

Year 11 Sample Programs:

• Seven choices.

• Students must complete compulsory (bold) courses as a minimum.

• Courses are year-long

• Six compulsory WACE choices—minimum.

• Seven course choices minimum Semester 1.

• Choice seven may be individually negotiated.

Example A: Year 11 Course Example B : Mixed mode (Year 11 and 12 Courses)

Periods

per week

Semester 1 Semester 2 Semester 1 Semester 2

4 Year 11 Literature Year 11 Literature

4 Year 11 Mathematics Methods Year 12 Mathematics Methods

4 Year 11 Mathematics Specialist Year 11 Economics

4 Year 11 Chemistry Year 11 Visual Arts

4 Year 11 Music Year 12 Music

4 Year 11 Italian Year 11 Physical Education Studies

4 Year 11 Modern History Recreation Recreation





YEAR 12 STUDENT COURSE SELECTION REQUIREMENTSYear 12 students will complete a minimum of fi ve year-long ATAR courses, plus one additional ATAR course plus one semester

of recreation or private study, or two additional ATAR courses. It is anticipated that in most cases courses selected in Year 12 will

be a continuation of those selected in Year 11. Variations to this should only be made after careful consideration, appropriate

recommendations from teaching staff , and discussion with the Careers Program Coordinator or Associate Principal.

Year 12 sample programs:

• Seven choices.

• Students must complete compulsory (bold) courses as a minimum.

• Courses are year-long.

• Five compulsory WACE choices.

• Six Course choice minimum Semester 1.

• Choice six and seven may be individually negotiated.

• Year 12 2019 will be required to do a minimum of fi ve ATAR courses plus recreation for Semester 1.

Example A: Year 12 Course Example B: 6 WACE subject Course Example C: 5 WACE subject Course

Periods

per week

Semester 1 and 2 Semester 1 Semester 2 Semester 1 Semester 2

4 Year 12 English or Literature Year 12 English or Literature Year 12 English or Literature

4 Year 12 Mathematics: Methods Year 12 Mathematics: Applications Year 12 Mathematics: Methods

4 Year 12 Mathematics: Specialist Year 12 Economics Year 12 Economics

4 Year 12 Chemistry Year 12 Chemistry Year 12 Art

4 Year 12 Physics Year 12 Music Year 11 Human Biology (subject to

timetabling)

4 Year 12 Drama Year 12 Ancient History Individual

Research Project

Individual

Research Project

4 Year 12 Philosophy and Ethics Recreation Recreation Private Study Private Study





ADDITIONAL CAREER INFORMATION

The Careers Centre in the Andrews Building can assist with

University information and course selection.

The School Psychologist is available to help with personal

and academic concerns and can be particularly useful if

students are unsure about what they want to do, or if they

are not sure that they are able to cope with a particular

course.

WEBSITES

There are a number of websites that have information

relevant to making subject/course selections. A

comprehensive list is documented in Appendix 1 of this

handbook and on the school website.

ACHIEVING EXCELLENCE

All students are encouraged to achieve their personal best

and develop a sense of pride in themselves, the school, their

environment and their community. We challenge our many

very able students to reach the highest levels of excellence.

ASSESSMENTS

Students are to ensure they are conversant with the Senior

Years Assessment policy available on Connect.

HOMEWORK/STUDY COMMITMENTS

Students studying Years 10–12 ATAR courses should aim

to do a minimum of three hours study per unit per week,

each and every week. Homework does not only consist of

the work given to you by the teacher, but includes a self–

directed component. This may be organising your notes,

revision, research, exam study, practical study or additional

tasks or questions. Students should expect homework and

study to occur over the school holidays. The full Homework

Policy is available on Connect.

Ensuring success



WESTERN AUSTRALIAN CERTIFICATE OF EDUCATION (WACE)

The Western Australian Certifi cate of Education (WACE) is awarded to secondary school students who satisfy

the requirements. All the courses that contribute to WACE are governed by the syllabus and assessment

structures of the School Curriculum and Standards Authority.

Breadth requirements

• Complete one pair of units in Year 12 from List A (Arts/

Languages/Humanities and Social Sciences) and List B

(Mathematics/Science/Technology).

Depth requirements

• Complete a minimum of 20 course units or the

equivalent (minimum of 10 Year 12 units or equivalent).

• Complete two Year 11 English units and complete one

pair of Year 12 English units.

• Endorsed Programs and/or VET credit transfer can reduce

the required number of course units by up to six units.

WACE Examinations

All students in their fi nal year who are enrolled in ATAR units

3 and 4 must sit the exam (unless exempt).

WESTERN AUSTRALIAN STATEMENT OF

STUDENT ACHIEVEMENT (WASSA)

Issued to all Year 12 students at the completion of their

secondary schooling.

The WASSA provides a formal record of what students

leaving in Year 12 have achieved, as a result of their school

education in Western Australia.

Further details available:

www.scsa.wa.edu.au/news-items/overview-of-the-wassa

WACE Achievement

The School Curriculum and Standards Authority will issue

two documents to students. The Western Australian

Statement of Student Achievement (WASSA) is issued to all

students at the completion of their secondary schooling.

The Western Australian Certifi cate of Education (WACE)

will be issued to all students who achieve secondary

achievement. All courses or unit equivalents completed at

Year 11 and 12 level count towards secondary achievement.

The School Curriculum and Standards Authority have strict

guidelines and requirements regarding enrolment and

changes to courses. Please refer to SCSA website for the

current timeline and activities schedule. http://www.scsa.

wa.edu.au/publications/activities-schedule.

WACE REQUIREMENTS FOR YEAR 11

AND 12 STUDENTS FROM 2019

Achievement of the WACE acknowledges that at the end of

the compulsory years of schooling students have achieved

or exceeded the required minimum standards in an

educational program that has suitable breadth and depth.

To achieve a WACE from 2019, a student must satisfy the

following. (Students may have completed courses in Year 10

that can also contribute to the requirements.)

Standard

• Complete four or more Year 12 ATAR courses or complete

a Certifi cate II or higher.

• Achieve a minimum standard of numeracy and literacy.

• Achieve 14 C grades or the equivalent (6 C grades or the

equivalent from Year 12).



UNIVERSITY ADMISSION

In order to be considered for university admission, a school

leaver should:

• achieve the Western Australian Certifi cate of Education

(WACE)

• achieve competence in English as prescribed by the

individual universities

• obtain a suffi ciently high Australian Tertiary Admissions

Rank (ATAR) for entry to a particular university and/or

course

• satisfy any prerequisites or special requirements for entry

to a particular course.

Competence in English

For university admission purposes, competence in English

is usually demonstrated by achieving the prescribed

standard in a course from the English Learning Area: English

or Literature. The University of Western Australia, Curtin

University of Technology, Murdoch University and Edith

Cowan University all require a scaled mark of at least 50.

Notre Dame’s University requirements are best viewed on

their website.

Australian Tertiary Admissions Rank (ATAR) for 2019

The Australian Tertiary Admissions Rank (ATAR) is derived

from school based assessment and an external examination.

To obtain an ATAR, students must sit the Tertiary Entrance

examinations at the end of Year 12. Some students may

complete courses during Year 11 and can sit the fi nal WACE

exam. The result achieved will count towards the fi nal

ATAR achieved the following year when other courses are

completed. The fi nal ATAR is calculated using the following

criteria:

• Examinations that are based on work studied in Year 12

only or for some students who completed the WACE

exam in Year 11.

• The ATAR will be calculated by adding the best four

combined (school and examination) scaled scores in

courses providing that at least two diff erent units of the

course have been completed.

• No course can be counted more than once.

• For all universities you may accumulate scaled scores

which contribute to your ATAR over fi ve consecutive

years.

Unacceptable course combinations

There will be some unacceptable course combinations

whereby scores in both courses cannot both be used at the

same time. It may be possible to take both courses but the

result in only one may be used to calculate the ATAR. These

are indicated in the list below:

• Mathematics Applications and Mathematics Methods.

• Mathematics Applications and Mathematics Specialist.

• English and Literature.

• Chinese Background Language and Chinese Second

Language.

Students in Year 11 in 2019

For detailed information about university admission

requirements, students in Year 11 in 2019 should refer to the

Admissions Brochure. The brochure can be downloaded

from www.tisc.edu.au.

Students may also make contact directly with the

universities for information on courses and admission

requirements. University websites have specifi c sections for

prospective/future students.

Students in Year 12 in 2019

For students wishing to enter university, TISC has advised the

following:

• The current Average Marks Scaling (AMS) process will

be applied to all course results to ensure fairness to all

students.

• The Australian Tertiary Admissions Rank (ATAR) will be

calculated by adding the best four scaled scores, subject

to unacceptable combinations.

• The competence in English requirement will normally be

met by a scaled mark of at least 50 in English or English

Literature.

• Prerequisites will generally require a scaled mark of at

least 50.

University Admission



SCHOOL BASED AWARDS AND RECOGNITION

Perth Modern School off ers awards for students to work

toward.

Sphinx Society

The Sphinx Society is open to all Year 10, 11 and 12 students

and is designed to encourage academic excellence in Senior

Years students, by providing overt activities including the

awarding of a prestigious badge.

Eligibility is by semester and is determined at the completion

of each semester report. Membership is for the semester

following qualifi cation for the award. The full policy and

criteria is available on Connect.

99 Club

Students who achieve an ATAR score of 99+ will be

recognised with membership of the 99 Club. Students

will have their name included on an honour board and be

recognised at a Perth Modern School assembly.

PRESENTATION CEREMONY AWARDS

School Course Awards

Medallions are awarded to the top student in each WACE (Unit 3 and 4) course.

Dux of the School

Recognises a student who has achieved the highest Tertiary Entrance Aggregate (TEA) based on Year 12 school results.

Principal’s Award for Academic Excellence

Recognises students who have achieved academic excellence across fi ve courses inclusive of at least two from List A and at

least two from List B.

Sphinx Society Awards

Sphinx Society membership is awarded at the end of each semester from Year 10 onwards.

Commitment to Excellence Award

Awarded to a student who has shown signifi cant contributions to school and community, has shown exceptional

interpersonal skills and has demonstrated commitment to excellence in a fi eld of endeavour.

The Dr Albert Walkington Prize for Chemistry and Physics

Awarded to the student who has achieved the highest combined school mark for Chemistry and Physics.

The Clare Casey Service Award

The Clare Casey Service Award recognises a student who has shown great service to the school community.

The Caltex All Rounder Award

Recognises a student who has performed to a very high level in the sporting arena, their chosen subjects and other

endeavours.

Subiaco Service Above Self Award

Recognises a student who has made a signifi cant contribution to the School and wider community.

Sustainability Leadership Award

Recognition of exceptional student leadership in Sustainability.

The recipient of the Sustainability Leadership Award is someone who has made a signifi cant contribution towards helping

Perth Modern School become a more sustainable community.

School Awards



ADF Long Tan Award

Recognises students who demonstrate leadership and teamwork within both the school and the broader community.

Youth Ambassadors Award

Recognises those students who have achieved a minimum of 100 hours community service, committing a minimum of 30

hours to three services or organisations (see Connect for detailed criteria).

Gold House Badge

Awarded to students who have earned over 1,000 House points (graduating in 2019) within diff erent categories, including:

Academic, Awards, Community Service, Co-curricular, Competitions and House Activities.

Platinum House Medallion

Awarded to students who have earned over 1,500 House points (graduating in 2018 and 2019) within diff erent categories,

including: Academic, Awards, Community Service, Co-curricular, Competitions and House Activities.

Dettman Music Scholarship

The winner of this scholarship must excel in practical and theoretical music and demonstrate diligence, commitment and a

passion for music.

Irene Jolley Memorial Choral Award

The recipient of this award must display a joyous love of and enthusiasm for singing and participate in a school choral

ensemble.

Tom Kent Scholarship

This award enables a student to pursue further studies in music performance at a recognised tertiary institution.

W and C Stabb Music Scholarship

This award is presented to a student studying a string instrument who wishes to pursue further studies on their instrument

at a recognised tertiary institution.

John Peter Coles Memorial Award

Awarded to the top vocal student.

Sports Person of the Year

Recognises excellence in sporting pursuits, leadership and sportsmanship.

Sports Citizen of the Year

Recognises an outstanding contribution to coaching and mentoring younger students.

Perth Modern School Diploma

Recognises student achievement in competitions and activities beyond their academic studies.

Special Note:

Year 10 students are eligible to receive School Course Awards.

Year 11 students are eligible for School Course Awards, Principal Awards and Dux.

Year 12 students are eligible for all the awards listed in the table.

SCHOLARSHIPS TO UNIVERSITIES

There are a variety of scholarships available from the various universities. The

selection criteria vary for each scholarship and from university to university. For

further information, contact the Careers Coordinators at Perth Modern School or

visit the university websites.

Students requiring references for Scholarships must follow the References and

Scholarships Policy available on Connect.



School Curriculum and Standards

Authority (SCSA) Awards

EXHIBITIONS AND AWARDS

Exhibitions and awards are granted by the School Curriculum and Standards Authority to senior secondary

students studying Authority subjects and VET. The awards recognise individual excellence in senior

secondary schooling. Both general educational excellence and subject-specifi c excellence are recognised.

The fi nal decision on the granting of each award is made by

the School Curriculum and Standards Authority’s Exhibitions

and Awards Committee.

GENERAL CRITERIA FOR ELIGIBILITY

FOR EXHIBITIONS AND AWARDS:

To be eligible to achieve a Beazley Medal: WACE, a Beazley

Medal: VET, a general exhibition, a general exhibition

(ATSI), a subject exhibition, a VET exhibition, a certifi cate of

excellence, a certifi cate of distinction or a certifi cate of merit,

a student must:

• be an Australian citizen or a permanent resident of

Australia

• have been enrolled as a full-time student in a registered

secondary school

• have satisfi ed the requirements for a WACE at the time

of the determination of the award/exhibition (except for

course exhibitions and certifi cates of excellence).

Special general awards, special subject awards, special

VET awards, and special certifi cates of excellence may be

awarded to students who do not meet the general eligibility

criteria.

PEAK AWARDS

Two peak awards are granted, one recognising outstanding

academic achievement (Beazley Medal: WACE) and another

recognising outstanding achievement in vocational

education and training (Beazley Medal: VET).

BEAZLEY MEDAL: WACE

The Beazley Medal: WACE is awarded for excellence to the

eligible student who achieves the top WACE award score

which is used to rank students for general exhibitions.

School Curriculum and Standards

Authority WACE award score

The WACE award score is based on the average of fi ve

scaled examination scores in ATAR courses, calculated to two

decimal places, with at least two from each of List A and List

B subjects. Where an examination includes both written and

practical components, an appropriate statistical process will

be used to combine the examination marks.

Students can accumulate scaled examination marks over the

last two years of their senior secondary schooling. Where

students have accumulated scaled examination marks over

two years, the following rules apply in calculating the WACE

award score:

1. At least three scaled examination scores must have

been obtained in the fi nal year of senior secondary

schooling.

2. Scaled examination scores achieved as a non-school

candidate in an examination do not count towards

the WACE award score.

1 A full-time student is one who is enrolled in at least four full-year or equivalent WACE courses in a registered secondary school.



AWARDS FOR OUTSTANDING ACHIEVEMENT

General exhibitions are awarded to recognise outstanding

academic achievement. The awards relate to achievement in

ATAR courses.

General exhibitions

Fifty awards, known as general exhibitions, are awarded to

eligible students who obtain the highest WACE award score.

General exhibition (ATSI)

One award, known as the general exhibition (ATSI), may be

awarded to the Aboriginal and Torres Strait Islander student

who is eligible and achieves the highest WACE award score.

To be eligible for this award, the student must be an

Aboriginal or Torres Strait Islander as defi ned by the

Australian Bureau of Statistics.

A student may receive both a general exhibition and the

general exhibition (ATSI).

Special general award

A special general award is presented to students not eligible

for the award of a general exhibition because they have

not satisfi ed the general criteria for eligibility, but who have

otherwise achieved the requirements for the award of a

general exhibition and whose WACE award score is not

below the lowest score for which a general exhibition is

awarded.

AWARDS FOR OUTSTANDING

ACHIEVEMENT IN AN ATAR COURSE

These awards relate to ATAR courses only.

Subject exhibitions (ATAR courses)

A subject exhibition may be awarded to the eligible

student obtaining the highest examination mark for each

ATAR course, provided that at least 100 candidates sat the

examination. To be eligible for a subject exhibition, the

student must have completed the pair of Year 12 units in the

course in the year of the award and have not previously sat

the ATAR course examination for that course.

Where a course includes both written and practical

components the examination mark will be determined

using an appropriate statistical process to combine the two

examination marks.

Only one exhibition is awarded in each subject. In the

event that there is a tie in the examination mark, the School

Curriculum and Standards Authority’s Exhibition and Awards

Committee will review the students’ results and determine

the winner/s of the award.

Subject exhibitions will not generally be awarded where

less than 100 candidates sit the ATAR course examination.

However, the School Curriculum and Standards Authority’s

Exhibition and Awards Committee may decide to award a

subject exhibition if the achievement is of an exceptionally

high standard.



Special Subject Awards (ATAR courses)

A special subject award may be presented to a candidate

not eligible for a subject exhibition because they have

not satisfi ed the general criteria for eligibility but who

have otherwise achieved the requirements for a subject

exhibition. Only one award will be available in that subject.

Subject Certifi cates of Excellence (ATAR courses)

Certifi cates of excellence are awarded to eligible candidates

who are in the top 0.5 per cent of candidates in each ATAR

course examination, based on the examination mark, or

the top two candidates (whichever is the greater) in a

course where at least 100 candidates sit the ATAR course

examination. The number of certifi cates of excellence issued

for each subject is based on the number of candidates who

sit the ATAR course examination. Where a subject includes

both written and practical components the examination

mark will be determined using an appropriate statistical

process to combine the two examination marks.

To be eligible for a certifi cate of excellence, the student must

have completed the pair of Year 12 units in the course in

the year of the award and have not previously sat the ATAR

course examination for that course.

Where less than 100 candidates sit the ATAR course

examination, the School Curriculum and Standards

Authority’s Exhibition and Awards Committee may decide

to award certifi cates of excellence if the achievement is of an

exceptionally high standard.

Special Certifi cate of Excellence (ATAR courses)

A special certifi cate of excellence is awarded to candidates

not eligible for the award of a certifi cate of excellence

because they have not satisfi ed the general criteria

for eligibility but who have otherwise achieved the

requirements for the award of a certifi cate of excellence. It

will be awarded only to candidates who are in the top 0.5

per cent of candidates who sit the ATAR course examination.

CERTIFICATES OF MERIT AND

CERTIFICATES OF DISTINCTION

Certifi cates of merit and certifi cates of distinction

recognise student achievement in the WACE and are

dependent on the degree of diffi culty of the courses and

programs undertaken, together with the student’s level of

achievement. These awards will be based on the grades

awarded to students by their schools.

A certifi cate of merit or a certifi cate of distinction is to

be awarded to each eligible student who, in their last

three consecutive years of senior secondary school WACE

enrolment, obtains:

Certifi cates of merit 150–189 points

Certifi cates of distinction 190–200 points

Rules for calculating points for

certifi cates of Merit and Distinction

Points for the achievement of certifi cates of merit and

certifi cates of distinction are calculated according to the

following rules and table:

1. Points are accrued at the unit level.

2. Points are accrued from 20 Year 11 and Year 12 units of

which at least ten must be Year 12 units.

3. The units used to calculate a student’s points will be

those that maximise the student’s score (maximum

points = 200).

4. Repeated units cannot be used in the determination of

these awards.

5. Unit equivalents from AQF VET certifi cates achieved can

be used to meet the requirements. A maximum of eight

unit equivalents can be used. An AQF VET Certifi cate II or

higher must have been achieved. Achieved certifi cates in

the following combination may be used:

• one Certifi cate III or above

• two Certifi cate II.

6. Endorsed programs may contribute a unit equivalence

of up to four units—two Year 11 units and two Year 12

units. Endorsed programs are not allocated points and

do not reduce the number of points required.

Table 1: Calculating points for the achievement

of Certifi cates of Merit and Certifi cates of

Distinction

Points per unit ATAR course grade

10 A

9 B



AWARD APPROVAL

The fi nal decision on the granting of each award is made by

the School Curriculum and Standards Authority’s Exhibition

and Awards Committee.

CERTIFICATES AND MEDALLIONS

The winners of the Beazley Medal: WACE and Beazley Medal:

VET receive a medallion and cheque for $1000. In the event

of a tie for either award, each student in the tie is to be

granted a medallion and $1000.

The winners of general exhibitions, special general awards,

subject exhibitions, special subject awards, VET exhibitions

and special VET awards receive a medallion, a certifi cate and

a prize.

All other award winners receive a certifi cate.

SCHOOL CURRICULUM AND STANDARDS

AUTHORITY AWARDS CEREMONY

The Beazley Medal: WACE, Beazley Medal: VET, general

exhibitions, subject exhibitions and VET exhibitions

recipients will be presented with their awards at a

presentation ceremony in February of each calendar year.

SICKNESS/MISADVENTURE CLAIM

A derived examination mark resulting from a sickness/

misadventure claim may not be included in the

determination of exhibitions and awards.

RELEASE OF INFORMATION

The name and school of the award winner is published by

the Authority unless the award winner has indicated that

the information is not for publication. In such cases, only the

name of the school is published.


Curriculum

Innovations



Curriculum Innovations

Year 10

STEAM (10STEA1/10STEA2)

Science, Technology, Engineering,

Arts, Mathematics

Students may select this course in either Semester 1 or

Semester 2.

This course employs Project Based Learning to develop

interdisciplinary skills through a student led approach.

The focus of learning is on the process to develop project

management skills and design thinking.

In this course, students will be exposed to a range of

technologies, involving coding, electronics, productivity

software and digital design. Rather than provide explicit

instruction on a set number of technologies, students

are instead encouraged to explore how to learn with

technology. Students are encouraged to collaborate so that

members can allocate roles to the benefi t of the entire team

and class.

By the end of this course the successful student will be able

to explain, from experience, the considerations of running

a small-scale project with a team of peers utilising art and

technology to express scientifi c and mathematical concepts.

This will prepare the student for future involvement in

technical fi elds as well as develop a deeper understanding

of the content and context of topics spanning the school

curriculum.

Project topics are led by the student’s interests and research,

whether in Robotics, Fashion, Music, Automotive, Games or

Visual Design. The results of the project are only limited by

the students’ imagination and work ethic.

STUDENT RESEARCH—INDIVIDUAL RESEARCH PROJECT (10IRP1/10IRP2)

Students may select this course in either Semester 1 or

Semester 2.

This subject follows on from the Apprenticeship in Thinking.

Independent Student Research is an important skill for

students when following a university pathway.

The aim of this course is to allow students to undertake a

small original research project in an area of interest to them

which will typically involve a literature research, practical

research and/or experimental research. Students may

undertake a STEAM or Humanities focus project.

The project must be suitable for a school laboratory

environment and should be able to be completed within a

one semester time frame. Students may negotiate a project

to be completed off campus under the guidance of a

relevant industry mentor. Students may work independently

or in small groups. The project and size of the group needs

to be approved by the supervising teacher.

Upon successful completion of this challenging course it is

expected that students will be able to apply understanding

through the design and implementation of a research

project which then demonstrates a capacity to undertake

and communicate research thinking including;

• defi ning an issue in and planning an investigable

research project

• demonstrating relevance to ethical implications

• undertaking a research project

• communicating the results of the research project and

demonstrate the capacity to adhere to the conventions

of research

• demonstrating a capacity to synthesize and

communicate ideas.

Skills developed will include:

• Research methodology

• Leadership capacity

• Independent organisation and thinking

• Collaboration

• Communication.

When the requirements are met, students will receive a

certifi cate of completion—outlining the project and the

skills developed.

Additionally, selected outstanding research projects will be

published in a school journal.

We will be seeking endorsement from SCSA.


Arts & Technology

Learning Area



ARTS LEARNING AREA Year 10

Arts & Technology Learning Area

DANCE

Students can select the Dance course in Semester 1 and/

or Semester 2.

The 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. Through critical decision-making in individual

and group work, movement is manipulated and refi ned

to refl ect the choreographer’s intent. Students use a wide

range of creative processes, such as improvisation and the

use of choreographic elements and devices.

Through participation in Dance, students develop

transferable skills essential to their future. These include

communication skills, collaborative teamwork skills,

negotiation and confl ict resolution skills, problem-solving

skills, as well as the ability to organise, analyse and evaluate.

Year 10 Dance is recommended for students who enjoy

dance and those who aim to complete the ATAR Dance

course in Year 11.

DANCE (10ADAN1)

Semester 1: Exploring the components of Dance

In this course the elements of dance and processes

of choreography are explored and students solve

structured choreographic tasks to produce dance works

for performance. They will have fi rst-hand experience of

dance-making that actively engages them in exploration,

improvisation, research, refl ection and response.

Technologies and design concepts are introduced to the

planning stage of dance creation. Students will have the

opportunity to perform in class groups and smaller groups

with emphasis placed on choreographic elements and

stagecraft components such as costuming, stage make-up,

lighting and set design.

This course is highly recommended for students with an

interest in choreography, performance and leadership.

Events such as the ACHPER Dance Festival and Youth on

Health Festival will provide opportunities for students to

apply these skills.

The genre studied in this course will be Urban Hip Hop/

Contemporary Dance. Students can however select other

genre for choreographic tasks to further build upon the

interests and understandings that they may have already

acquired.



DANCE (10ADAN2)

Semester 2: Dance as entertainment

Students explore the entertainment potential of dance and

choreography. In practical lessons, they improve safe dance

practices and their physical competencies while acquiring

genre-specifi c technique. They explore and experiment

with the elements of dance and processes of choreography

to solve choreographic tasks for performance. Students

identify and select technologies and design concepts which

enhance the entertainment value of the dance and place it

in its social, historical and economic context.

This course is highly recommended for students with an

interest in choreography, performance and leadership.

The genre studied in this unit will be Urban Hip Hop/

Contemporary Dance. Students can however select other genre

for choreographic tasks to further build upon the interests and

understandings that they may have already acquired.

DRAMA

Students can select the Drama course in Semester 1 and/

or Semester 2.

The Drama course focuses on drama in practice and

aesthetic understanding as students integrate their

knowledge and skills. They engage in drama processes

such as improvisation, play building, text interpretation,

playwriting and dramaturgy. This allows them to create

original drama and interpret a range of texts. Students’

work in this course includes production and design

aspects involving directing, scenography, costumes, props,

promotional materials, and sound and lighting. Increasingly,

students use new technologies, such as digital sound and

multimedia. They present drama to make meaning for a

range of audiences and adapt their drama to suit diff erent

performance settings. The focus in this course is primarily on

ensemble performance and teamwork.

It is recommended for students who enjoy Drama and those

who aim to complete the ATAR Drama course in Year 11.

DRAMA (10ADR1)

Semester 1: Dramatic Storytelling/

Script Interpretation

Students engage with the skills, techniques, processes and

conventions of dramatic storytelling. Students view, read

and explore relevant drama works and texts using scripts

and/or script excerpts from Australian and/or world sources.

Students will undertake the audition and rehearsal process

as they prepare a script for public performance.

DRAMA (10ADR2)

Semester 2: Sounds, sights and the

sensation we call theatre!

Students delve into a range of presentational styles of

theatre such as radio plays and the world of Shakespeare

as they use digital sound and multimedia technologies to

create. Students draw on a range of theatre experiences

to self-devise a monologue for performance, engaging in

character development, improvisation and script writing

processes.

Other Information

Students will be exposed to the following roles in the

performance/production context: Actor, Costume, Lighting,

Scenography, and Sound.

VISUAL ARTS

Students can select the Visual Art course in Semester 1

and/or Semester 2.

The Visual Arts course encompasses the practice and theory

of the broad areas of art, craft and design. Students have

opportunities to express their imagination and develop

personal imagery, skills and engage in the making and

presentation of artworks. Students engage in art making

processes in traditional and new media areas which involve

exploring, selecting and manipulating materials, techniques,

processes, emerging technologies and responses to life. This

course allows them to engage in traditional, modern and

contemporary art forms and conventions, such as sculpture,

painting, drawing, ceramics, multimedia, and time-based

works.

Students gain knowledge, understanding and appreciation

of art and culture, both in Australian and international

contexts. The course enables students to develop their

visual literacy and communication skills and become

discriminating in their judgements. Students analyse and

evaluate their own works and the works of others from a

range of historical and cultural viewpoints and develop an

appreciation of the role of art in the community and their

daily lives.



VISUAL ARTS (10AFI1)

Semester 1: Experiences

The focus for this course is experiences. Students develop

artworks based on their lives and personal experiences,

observations of the immediate environment, events and/

or special occasions. They participate in selected art

experiences aimed at developing a sense of observation.

There will be a focus on observational landscape/

cityscape/urban drawing skills as well as colour mixing and

colour theory. The artworks will encompass mainly two

dimensional mediums, ranging from (but not limited to)

painting, printing making and animation.

VISUAL ARTS (10AFI2)

Semester 2: Explorations

The focus for this course is explorations. Students explore

ways to generate and develop ideas using a variety

of stimulus materials and explorations from their local

environment. They use a variety of inquiry approaches,

techniques and processes when creating original artworks.

There will be a focus on observational drawings of people

as well as colour mixing and colour theory. The artworks

will encompass a combination of three dimensional and

two dimensional artworks ranging from (but not limited to)

painting, sculpture and digital technologies.

Other Information

Students will participate in a series of master classes with

local artists to develop particular art making skills.

Exceptional art works will be entered into community art

competitions. Student artworks are regularly displayed in

formal and informal settings around the school.

DESIGN—PHOTOGRAPHY

Students can select the Design (Photography) course in

Semester 1 and/or Semester 2.

The goals of the Design course are to facilitate a deeper

understanding of how design works, how ideas, beliefs,

values, attitudes, messages and information are eff ectively

communicated to specifi c audiences with specifi c 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.

Students will use industry standard equipment and

software to ensure their skills can be utilised in Tertiary

education as well as in relevant employment fi elds. They

will be challenged in a technical and creative sense to

produce photographic and design work that is considered

commercially acceptable.

There is a strong emphasis on commercial design concepts,

which will teach students more than just how images and

print media designs are produced. Students will learn the

aspects associated with how the fashion and advertising

industries create designs and how these campaigns reach a

specifi c target audience.

Design (Photography) is recommended for students who

enjoy Photography and those who aim to complete the

ATAR Design course in Year 11.

PHOTOGRAPHY AND DIGITAL IMAGING (10TPD1)

Semester 1: Design Fundamentals

The focus of this unit is to introduce design process and

practice. Students learn that design can be used to provide

solutions to design problems and communication needs.

They are introduced to basic design skills at the beginning,

with a strong emphasis to quickly learn and implement

more complex techniques into their workfl ow.

PHOTOGRAPHY AND DIGITAL IMAGING (10TPD2)

Semester 2: Personal Design

The focus of this unit is personal design. Students learn

that they visually communicate aspects of their personality,

values and beliefs through their affi liations 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.

Other Information

Students will become competent in using the latest digital

SLR cameras and Adobe® Creative Cloud software including

Photoshop and InDesign, to creatively manipulate their

images and layout their response work. They will use this

industry standard software extensively, giving them an

excellent grounding in digital manipulation.

Students will also participate in a fi eld excursion to use their

photography skills in an environment that requires a high

level of creativity and technical expertise. They will have the

opportunity to frame their completed images at larger sizes

suitable for an exhibition.




Years 11 and 12

establish contemporary production skills and processes,

materials and technologies.

Learning Outcomes

Outcome 1—Design understandings

In achieving this outcome, students:

• understand that communication theories are

demonstrated in design

• understand that design and audience behaviours are

related.

Outcome 2—Design process


• generate ideas to develop design solutions

• refi ne the development of design solutions.

Outcome 3—Application of design


• use interpretative skills when constructing design

creations

• use design skills, techniques and methods to construct

creations

• use planning and production methodologies to

construct design creations.

Outcome 4—Design in society


• understand how values, beliefs and attitudes are

communicated and learned through design

• understand responsibilities and issues in developing

design understand relationships between social

practices and design.

Recommended minimum entrance requirements

Available for students undertaking Year 11 and Year

10 students who achieved an A grade in the Year 9

Photography course and who wish to accelerate.

Other Information

Student’s creative works will be output to high-end large

format printers with capabilities of producing canvas prints

at exhibition size. Each student is encouraged to produce

work suitable for inclusion in the annual Photography

exhibition. Students are also encouraged to participate in

the South West Photography Tour. During the fi ve day tour

the class visits many spectacular areas to photograph for

their fi rst Year 12 photography brief, Commercial Design.

YEAR 11 ATAR DESIGN (AEDES)At Perth Modern School the Design course is off ered in the

Photography context. Examples of the nature of the design

work can include some or all of the following.

Magazine design, fashion label design, fashion photography,

billboards, still life photography, product advertisements,

product catalogue, landscape photography, food

photography/styling.

This course has been developed for students wishing to

study digital photography and photo imaging. Students

will have the opportunity to become highly competent

photographers as well as developing design skills and

techniques. The course focuses around Product and Cultural

Design. Students will use the latest digital imaging software,

Adobe® Photoshop® CS6 and Adobe® InDesign® CS6.

They will master high quality Canon and Nikon digital SLR

cameras with a variety of lenses and accessories to develop

creative and eye catching designs. They will also use the

professional standard Canon 5D Mk3.

Design projects allow students to demonstrate their skills

and understanding of design principles and processes. The

extensive investigation and response work will give the

students an excellent understanding of how photographers

and designers communicate their ideas in the advertising

industry.

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.

Unit 2—Cultural Design

Students learn that society is made up of diff erent groups

of people who share diverse values, attitudes, beliefs,

behaviour and needs and that diff erent 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 defi ne and



YEAR 12 ATAR DESIGN (ATDES)

Unit 3—Commercial Design

Students become aware that design has commercial

considerations that are infl uenced by various stakeholders

to produce products, services and brands. Commercial

design is client and market driven and is a refl ection of

contemporary consumer demands. Students are introduced

to a client-focused design brief to create a product or

service. They plan, develop and analyse to create designs

that refl ect the client, audience, and market needs. They also

consider commercial and manufacturing requirements for

a real world solution, using relevant production skills and

processes, materials, and technologies.

Unit 4—Infl uential Design

The focus of this unit is the communication of ideals,

messages, information and values, to infl uence opinion and

attitudes. Students produce products and visual layouts

for specifi c and applied contexts with an understanding of

applied semiotics and the construction of meaning. They

analyse the audience in terms of empathy, profi ling and

stereotyping, and develop persuasive solutions using a

research, testing and feedback mechanism.

Learning Outcomes

Students will continue to develop a wide range of

design skills and processes that enable them to analyse,

communicate and produce artefacts through the

photography medium. The course has a 50 per cent

production component allowing students to capture and

edit digital images at a very high standard. This practical

work is then used in a variety of contexts, ranging from

images used in web page creation to the production of

wide format panoramic images suitable for framing and

public exhibition.

Outcome 1—Design understandings


• understand that communication theories are

demonstrated in design

• understand that design and audience behaviours are

related.

Outcome 2—Design process


• generate ideas to develop design solutions

• refi ne the development of design solutions.

Outcome 3—Application of design


• use interpretative skills when constructing design

creations

• use design skills, techniques and methods to construct

creations

• use planning and production methodologies to

construct design creations.

Outcome 4—Design in society


• understand how values, beliefs and attitudes are

communicated and learned through design

• understand responsibilities and issues in developing

design

• understand relationships between social practices and

design.


The Year 12 ATAR Design course is available for students who

have completed Year 11 ATAR Design.

Other Information

Their creative works will be output to high-end large format

printers capable of producing canvas prints at exhibition

size. Each student is encouraged to produce work suitable

for inclusion in the annual Photography exhibition.




YEAR 11 ATAR DRAMA (AEDRA)The Drama ATAR course focuses on aesthetic understanding

and drama in practice as students integrate their knowledge

and skills. They use the elements and conventions of drama

to develop and present ideas and explore personal and

cultural issues. They engage in drama processes that allow

them to create original drama and interpret a range of

texts written or devised by others. Their work in this course

includes production and design aspects involving sets,

costumes, makeup, props, promotional materials, sound

and lighting. Increasingly students use technologies such

as digital sound and multimedia. They present drama to

a range of audiences and work in diff erent performance

settings. The Drama ATAR course builds confi dence,

empathy, understanding about human experience, and

a sense of identity and belonging. These are invaluable

qualities for contemporary living.

Unit 1—Representational, realist drama

The focus for this unit is representational, realist drama.

Students explore techniques of characterisation through

diff erent 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 diff erent 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.

Learning Outcomes

By the conclusion of the Course, the students should be

developing in the area of,

Outcome 1—Drama ideas


• articulate their own ideas and interpret the ideas of

others to make drama

• explore and experiment to develop ideas in drama

• present drama ideas for specifi c purposes, audience and

spaces.

Outcome 2—Drama skills and processes


• apply specifi c skills, techniques and processes

• apply knowledge and conventions of drama

• use technologies and undertake production roles and

responsibilities.

Outcome 3—Drama responses


• respond to drama using processes of engagement and

inquiry

• refl ect on the process of producing and performing

drama

• evaluate drama using critical frameworks and cultural

perspectives.

Outcome 4—Drama in society


• understand the interrelationships between drama and its

historical and cultural contexts

• understand the social and cultural value and purpose of

drama

• understand economic considerations related to drama.


Available for students undertaking Year 11 and Year 10

students who achieved an A grade in the Year 9 Drama

course and who wish to accelerate.

Other Information

The Year 11 ATAR Drama course includes the following roles:

Actor: interprets and presents the text by adopting role or

character through action to create the drama event.

Dramaturge: assists, through historical research and

textual analysis, the process of ‘making meaning’ in the

drama event. In Unit 1 and Unit 2, students will study the

contexts of drama in performance and respond to two of

the following roles: costume designer, lighting designer,

scenographer and sound designer.



YEAR 12 ATAR DRAMA (ATDRA)

Unit 3—Reinterpretation of drama

for contemporary audiences

The focus for this unit is to reinterpret dramatic text, context,

forms and styles for contemporary audiences through

applying theoretical and practitioner approaches. This

includes physical theatre approaches, such as Jacques Lecoq,

Anne Bogart and Tadashi Suzuki and text-based approaches,

such as Theatre of the Absurd, Asian theatre and Poor

Theatre. In this unit, students work on the reinterpretation

of text, subtext, context, form and style through in-depth

study.

Unit 4—Contemporary and devised drama

The focus for this unit is interpreting, manipulating and

synthesising a range of practical and theoretical approaches

to contemporary and devised drama. This includes

contemporary theatre approaches, such as Barrie Kosky

and Robert Lepage and experimental approaches, such

as Robert Wilson and VE Meyerhold. In this unit, students

show their understanding of how a range of practical and

theoretical approaches manipulate the elements of drama

to devise and perform original work.

Learning Outcomes



Outcome 1—Drama ideas


• articulate their own ideas and interpret the ideas of

others to make drama

• explore and experiment to develop ideas in drama

• present drama ideas for specifi c purposes, audience and

spaces.

Outcome 2—Drama skills and processes


• apply specifi c skills, techniques and processes

• apply knowledge and conventions of drama

• use technologies and undertake production roles and

responsibilities.

Outcome 3—Drama responses


• respond to drama using processes of engagement and

inquiry

• refl ect on the process of producing and performing

drama

• evaluate drama using critical frameworks and cultural

perspectives.

Outcome 4—Drama in society


• understand the interrelationships between drama and its

historical and cultural contexts

• understand the social and cultural value and purpose of

drama

• understand economic considerations related to drama.


The Year 12 ATAR Drama course is available for students who

have completed Year 11 ATAR Drama.

Other Information

Roles

Over Unit 3 and Unit 4, students are expected to research,

investigate and/or present in performance all roles.

Knowledge of these roles in performance will be used

in the practical and written component of the external

examination for Drama.




Director: decides upon the interpretation or the

conceptualisation of the text and works with actors and the

creative team to realise the drama event.

Actor: interprets and presents the text by adopting role or

character through action to create the drama event.

Dramaturge: assists directors, actors, scenographers and

designers through contextual research and textual analysis

in the process of ‘making meaning’ in the drama event.

Scenographer: provides design for the stage setting to

create the sensory environment and layout of a performance

space for a drama event.

Costume designer: provides design for the appearance of

characters on stage including accessories, footwear, make-

up, and plans costume changes during a drama event.

Lighting designer: provides design for illumination, focus,

mood and atmosphere through lighting technologies in a

drama event.

Sound designer: provides design for aural support for

mood, action, context and transitions in a drama event.

YEAR 11 ATAR VISUAL ARTS (AEVAR)

The Visual Arts ATAR course encompasses the practice

and theory of the broad areas of art, craft and design. The

Visual Arts ATAR course encourages innovative process of

inquiry, exploration and experimentation. Students engage

in art-making processes in traditional and new media areas.

This course allows them to engage in traditional, modern

and contemporary art forms, such as sculpture, painting,

drawing, graphic design Australian and international and

printmaking. Students gain knowledge, understanding

and appreciation of art and culture, both in contexts. They

analyse and evaluate their own works and the works of

others from a range of historical and cultural viewpoints, and

develop an appreciation of the role of art in the community

and their daily lives.

The Visual Arts ATAR course aims to enable students

to make connections to relevant fi elds of study and to

more generally prepare them for creative thinking and

problem-solving in future work and life. It aims to contribute

to a sense of enjoyment, engagement and fulfi lment in their

everyday lives, as well as to promote an appreciation for the

environment and ecological sustainability.

Unit 1—Diff erences

The focus for this unit is diff erences. Students may, for

example, consider diff erences arising from cultural diversity,

place, gender, class and historical period. Diff erences

relating to art forms, media and conventions may also

provide a stimulus for exploration and expression. They

develop awareness of styles of representation, examining

the distinctly individualistic approaches of artists in diff erent

times and places.

Unit 2—Identities

The focus for this unit is identities. In working with this focus,

students explore concepts or issues related to personal,

social, cultural or gender identity. They become aware that

self-expression distinguishes individuals as well as cultures.

Students develop understandings of the personal and/

or public functions of art in the expression of identity, for

example, spiritual expression, psychological expression,

therapy, ceremony and ritual, and the purposes of art, such

as narrative—telling personal stories or exploring myths.

Learning Outcomes

Outcome 1—Visual arts ideas


• research and generate ideas

• use visual language to express ideas



• develop and refi ne ideas for specifi c purposes, contexts

and audiences.

Outcome 2—Visual arts skills, techniques and processes


• use art elements and principles in the production of

artwork

• use skills, techniques and processes to complete artwork

• select and present artwork for audiences and contexts.

Outcome 3—Responses to visual arts


• respond to the qualities of artwork

• refl ect on the thinking and creative processes of their art

experiences

• critically evaluate artwork using visual language and art

terminology.

Outcome 4—Visual arts in society


• understand how art varies according to time and place

• understand the social, cultural and historical contexts of

visual arts.


The ATAR Visual Art course is available for students

undertaking Year 11 and Year 10 students who achieved an

A grade in the Year 9 art course and who wish to accelerate.

YEAR 12 ATAR VISUAL ARTS (ATVAR)

Unit 3—Commentaries

In this unit, students engage with the social and cultural

purposes of art making to produce a unique and cohesive

body of work. Broad and innovative inquiry includes the

conceptualisation and documentation of experiences

within contemporary society. Students transform ideas

and develop concepts using innovative approaches to art

making and presentation. They document their thinking and

working practices, having the fl exibility to work across media

and art forms.

Unit 4—Points of view

Students identify and explore concepts or issues of personal

signifi cance in the presentation of a sustained, articulate and

authentic body of work. They engage in sustained inquiry,

exploring ideas and developing concepts to communicate a

personal point of view.

Students investigate a range of solutions using visual

language and document the progressive resolution of

thinking and working practices. Skills, techniques and

processes are combined in the pursuit of new art forms,

innovation and personal style.

Learning Outcomes

Outcome 1—Visual arts ideas


• research and generate ideas

• use visual language to express ideas

• develop and refi ne ideas for specifi c purposes, contexts

and audiences.

Outcome 2—Visual arts skills, techniques and processes


• use art elements and principles in the production of

artwork

• use skills, techniques and processes to complete artwork

• select and present artwork for audiences and contexts.

Outcome 3—Responses to visual arts


• respond to the qualities of artwork

• refl ect on the thinking and creative processes of their art

experiences

• critically evaluate artwork using visual language and art

terminology.

Outcome 4—Visual arts in society


• understand how art varies according to time and place

• understand the social, cultural and historical contexts of

visual arts.


The Year 12 ATAR Visual Art course is available for students

who have completed Year 11 ATAR Visual Arts.




TECHNOLOGIES LEARNING AREA

Learning in Design and Technologies builds on the

concepts, skills and processes developed in earlier years

throughout the Design and Technology courses. This course

in particular will be developing students’ skills in the use of

metal work and manipulation through furniture production

and sculpture generation. Students will use creativity,

innovation and enterprise skills with increasing confi dence,

independence and collaboration. Using a range of

technologies including a variety of graphical representation

techniques to communicate, students generate and

represent original ideas and production plans in two and

three dimensional representations. These will be generated

through the use of technical drawings including perspective,

scale, orthogonal and production drawings with sectional

and exploded views. Students will have to identify the

steps involved with planning the production of designed

solutions. Coupled with this students will have to consider

workshop safety and safety procedures to minimise risk and

manage projects with safety.

In this course students will be producing three metal work

projects utilising and refi ning their skills learned in previous

years. Students will be starting this course by learning

and developing their sketching skills by utilising graphical

representation.

Year 10

MATERIALS TECHNOLOGY, FOCUS: METAL (10TMET1/10TMET2)

Students may study this subject in Semester 1 and/or

Semester 2.

Within the three main practical projects, students will be

designing and producing a variety of metal tables, toolboxes

and metal rod sculptures. These projects will refi ne the

students’ ability to apply a variety of skills from welding,

brazing, cutting and drilling in order to manipulate resources

into their desired projects.

MATERIALS DESIGN: WOOD (10TWD1/10TWD2)


Semester 2.

Throughout this Materials Design course, students will be

producing two main projects utilising and refi ning their

skills learnt in previous years. AutoCAD design work will be

a major focus in the beginning of this course as it is used

primarily in designing both practical projects and producing

one of the tasks.

In the development and planning of the two projects,

students will have to graphically represent their ideas by

using AutoCAD and sketching processes to convey their

concepts. Within the two main projects, students will be

developing their own Laser cut design producing a high

quality fi nish and demonstrating their understanding of the

AutoCAD design program.

The second project will focus on the workshop use, joinery

skills and correct operational use of machinery within the

wood production task.




DIGITAL TECHNOLOGIES

MULTIMEDIA


Semester 2 concurrently.

The development and application of digital technologies

impact most aspects of living and working in our society.

Digital technologies have changed how people interact and

exchange information. These developments have created

new challenges and opportunities in lifestyle, entertainment,

education and commerce.

Students investigate client-driven issues and challenges,

devise solutions, produce models or prototypes and then

evaluate and refi ne the design solution in collaboration with

the client. Students are provided with the opportunity to

experience, albeit in a school environment, how to develop

digital solutions for real situations.

The Digital Technologies: Multimedia course provides a sound

theoretical and practical foundation, off ering pathways to

further studies and a wide range of technology based careers.

MULTIMEDIA (10TMM1)

Semester 1: Personal communication:

design concepts and hardware

This course will involve a large number of hands-on practical

tasks in which students will create a variety of digital products

designed to teach them the necessary skills in an engaging

and interesting way. Students will explore the designing

and development of high quality images and digital media

as well as more creative and sophisticated 3D computer

graphics and animation. Students will use various software

such as Photoshop®, Illustrator®, Fireworks®, Adobe Premiere®,

Animate® and 3D Blender®. As well as using external devices

such as graphic tablets, digital cameras and 3D scanner.

MULTIMEDIA (10TMM2)

Semester 2: Working with others:

managing data and networks

In this course students will develop skills in the creation,

manipulation, storage and use of digital media. It aims

to provide background information on how a computer

handles graphics, sound, moving graphics and 3D fi les.

Students will be exposed to ICT terminology, as well as

investigating the impact of ICT on individuals, industry and

society.

Other information

Students are required to provide a USB or external hard drive.

COMPUTER SCIENCE

Students may study this subject Semester 1 and/or

Semester 2 concurrently.

This course provides students with practical and technical

skills that equip them to function eff ectively in a world

where these attributes are vital for employability and

daily life in a technological society. It provides a sound

understanding of computing to support students pursuing

further studies in related fi elds.

This course is suited to those students who enjoy the

challenges of logical problem-solving and wish to extend

their understanding of programming and how computer

systems work. Throughout the course, students can expect

to build upon the knowledge and skills that have been

acquired in Year 9 Computer Science. Students will develop

skills in HTML, CSS and JAVA coding for the development of

Websites, Python programming language, Robotics and an

introduction to Apps and gaming.

COMPUTER SCIENCE (10TCS1)

Semester 1: Personal use of Computer System:

System Analysis and Managing Data

The underpinning knowledge and skills in computer science

are practically applied to the development of computer

systems and software, while the connectivity between

computers, peripheral devices and software used in the

home, workplace and in education are 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.

COMPUTER SCIENCE (10TCS2)

Semester 2: Developing Software,

Programming and Network Communication

Students will be exposed to the development of

programming skills and the analysis of a range of

programming languages and packages. An increased

understanding of programming skills and techniques

will be developed through a variety of activities using a

number of diff erent programming languages. It is expected

that students will develop the necessary programming

and logical problem-solving skills to enable them to

successfully participate in a number of national programming

competitions.

Other Information

Students are required to provide a USB or external hard drive.



FOOD SCIENCE AND TECHNOLOGY

This course is for Semester 1 and/or Semester 2.

In the Food Science and Technology course, students

will learn about nutrition and health, food choice and

preparation, and the role of the consumer in modern eating

patterns through a mixture of practical and written work.

Students will develop their interests and skills through the

design, production and management of food-related tasks.

Students will learn about food as a commodity, its

nutritional nature and properties in relation to selection

and management. There is a focus on working with others,

following safe and hygienic food handling guidelines and

recognising the benefi ts of healthy eating. Students will

develop more advanced skills in the preparation, cooking

and presentation of foods as well as increasing their

knowledge of the sensory, physical, chemical and functional

properties of food.

The course provides the ability to more closely study the

science of food and eating in an interesting and enjoyable

way that is perfect preparation for further study in the Food

Science and Technology ATAR courses in Years 11 and 12.

FOOD SCIENCE AND TECHNOLOGY (10TFT1)

Semester 1: Food Choices and Health

This course focuses on the sensory and physical properties

of food that aff ect the consumption of raw and processed

foods. Students will investigate balanced diets, the function

of nutrients in the body and apply nutrition concepts

that promote healthy eating. They study health and

environmental issues that arise from lifestyle choices and

investigate factors which infl uence the purchase of locally

produced commodities.

Students will devise food products, interpret and adapt

recipes to prepare healthy meals and snacks that meet

individual needs. They demonstrate a variety of mise-en-

place and precision cutting skills, and processing techniques

to ensure that safe food handling practices prevent food

contamination. Students will recognise the importance of

using appropriate equipment, accurate measurement and

work individually, and in teams, to generate food products

and systems.

FOOD SCIENCE AND TECHNOLOGY (10TFT2)

Semester 2: Food for Commodities

This course focuses on the supply of staple foods and the

factors that infl uence adolescent food choices and ethical

considerations. Students will start to recognise factors,

including processing systems that aff ect the sensory and

physical properties of staple foods. They explore food

sources and the role of macronutrients and water for health,

and nutrition-related health conditions, such as coeliac and

lactose intolerance, which often require specialised diets.

Students will need to consider how food and beverage

labelling and packaging requirements protect consumers

and ensure the supply of safe, quality foods.

Students will work with a range of staple foods, adapt basic

recipes and apply the technology process to investigate,

devise, and produce food products to achieve specifi c

dietary requirements. Students will evaluate a range of

food products and demonstrate a variety of safe workplace

procedures, processing techniques and food handling

practices.




Years 11 and 12

COMPUTER SCIENCE

The Computer Science ATAR course focuses on the

fundamental principles, concepts and skills within the fi eld

of computing and provides students with opportunities

to develop fl exibility 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.

In this course, the impact of technological developments

on the personal, social and professional lives of individuals,

businesses and communities is investigated. The ethical,

moral and legal factors that infl uence developments in

computing are explored so that students recognise the

consequences of decisions made by developers and users in

respect to the development and use of technology.

This course provides students with practical and technical

skills that equip them to function eff ectively in a world

where these attributes are vital for employability and

daily life in a technological society. It provides a sound

understanding of computing to support students pursuing

further studies in related fi elds.

This course content includes both theoretical aspects

(Knowledge) and practical aspects (Skills).

The course is divided into fi ve content areas:

• Systems analysis and development.

• Managing data.

• Developing software.

• Programming.

• Networks and communications.

Students also explore and gain an understanding of how

computer systems work, computer components and

computer architecture through hands on activities. Students

have the opportunity to build a computer system from

scratch.

YEAR 11 ATAR COMPUTER SCIENCE (AECSC)

Unit 1—Developing computer-based systems and

producing spreadsheet and database solutions

The focus for this unit is developing computer-based

systems and producing spreadsheet and database solutions.

Students are introduced to the internal, interrelating

components of computer-based systems in an industry

context. They examine a variety of systems, build on their

spreadsheet and database skills and gain an appreciation of

how these concepts and technologies are used in industry.

Unit 2—Developing computer-based

systems solutions and communications.


systems solutions and communications. Students

are introduced to networking concepts as applied to

industry. Through the use of algorithms, students develop

programming skills. They create solutions exploring the

ethical, legal and societal implications of industry-based

applications.

Learning Outcomes

Outcome 1—Technology process


• investigate ideas and generate proposals

• develop solutions that meet specifi cations and

recognised standards

• evaluate computer-based solutions.

Outcome 2—Knowledge and understanding of

computer-based systems


• understand the appropriate selection and application of

computer-based system components

• understand the nature of the interactions between the

elements of computer-based systems

• understand the concepts associated with computer-

based systems.

Outcome 3—Skills for computer-based systems


• apply a range of problem-solving techniques when

maintaining or developing computer-based systems

• apply a range of conventions and standards when

implementing a maintenance or development solution



• apply organisational skills to identify and use appropriate

hardware and software resources when maintaining or

developing a computer-based system.

Outcome 4—Computer-based systems in society


• understand that developers’ attitudes and values aff ect

the development of computer-based systems

• understand that users’ attitudes and values aff ect the

development and use of computer-based systems

• understand there are legal, societal and ethical impacts

when computer-based systems are developed and

adopted.


The ATAR Computer Science course is available for students

undertaking Year 11 and Year 10 students who achieved an

A grade in a Year 9 Digital Technologies course (Multimedia

or Computer Science) and who wish to accelerate.

YEAR 12 ATAR COMPUTER SCIENCE (ATCSC)

Unit 3—Design and development of

computer-based systems and database solutions

In this unit, students understand the design concepts

and tools used to develop relational database systems.

They consider the complex interactions between users,

developers, the law, ethics and society when computer

systems are used and developed. This unit is divided into

two content areas: systems analysis and development and

managing data.


systems and producing spreadsheet and database solutions.

Students are introduced to the internal, interrelating

components of computer-based systems in an industry

context. They examine a variety of systems, build on their

spreadsheet and database skills and gain an appreciation of

how these concepts and technologies are used in industry.

Unit 4—Design and development of

communication systems and software solutions

In this unit, students gain the knowledge and skills to create

software. They use algorithms and structured programming

to design and implement software solutions for a range of

problems using the Software Development Cycle. Students

examine attitudes and values that lead to the creation and

use of computer-based systems and their eff ect on society.

Students consider networks, communication systems,

including security and protocols. This unit is divided into

three content areas: developing software, programming and

networks and communications.

Learning Outcomes

Outcome 1—Technology process


• investigate ideas and generate proposals

• develop solutions that meet specifi cations and

recognised standards

• evaluate computer-based solutions.

Outcome 2—Knowledge and understanding of

computer-based systems


• understand the appropriate selection and application of

computer-based system components

• understand the nature of the interactions between the

elements of computer-based systems

• understand the concepts associated with

computer-based systems.

Outcome 3—Skills for computer-based systems


• apply a range of problem-solving techniques when

maintaining or developing computer-based systems

• apply a range of conventions and standards when

implementing a maintenance or development solution

• apply organisational skills to identify and use appropriate

hardware and software resources when maintaining or

developing a computer-based system.

Outcome 4—Computer-based systems in society


• understand that developers’ attitudes and values aff ect

the development of computer-based systems

• understand that users’ attitudes and values aff ect the

development and use of computer-based systems

• understand there are legal, societal and ethical impacts

when computer-based systems are developed and

adopted.


The Year 12 ATAR Computer Science course is available for

students who have completed Year 11 ATAR Computer

Science.



YEAR 11 ATAR FOOD SCIENCE

AND TECHNOLOGY (AEFST)

In ATAR Food Science and Technology, students explore

innovations in science and technology and changing

consumer demands. New and emerging foods have

encouraged the design, development and marketing

of a range of products, services and systems. Students

investigate food issues and advertising strategies used to

promote food products. They examine infl uences on the

supply of food for the world’s population and explore issues

associated with food security, equity and sustainability.

This course enables students to develop their interests and

skills through the design, production and management

of food-related tasks. Students will exhibit advanced skills

in the preparation, cooking and presentation of foods.

Students will also demonstrate a sound knowledge of the

sensory, physical, chemical and functional properties of food

in both written work and practical application.

Unit 1—Food Science

In this unit, students explore how sensory, physical and

chemical properties infl uence the selection, use and

consumption of raw and processed foods. Using scientifi c

methods, they examine the functional properties which

determine the performance of food. Students explore

societal and economic issues and lifestyles that infl uence

food choices.

Unit 2—The Undercover Story

This unit focuses on food spoilage and contamination and

explores reasons for preserving food. Students investigate

food processing techniques and preservation principles.

They consider the laws and regulations that determine the

way food is safely preserved, packaged, labelled and stored.

Students learn how the principles of the Hazard Analysis

Critical Control Point (HACCP) system are implemented to

produce and provide safe food. They investigate the food

supply chain, natural and processed functional foods and

value-adding techniques that are applied to food to meet

producer and consumer requirements.

Learning Outcomes

Outcome 1—Understanding food


• understand the properties of foods and related

equipment used to meet needs

• understand foods are used to meet the body’s needs

• understand the nature and operation of food-related

systems.

Outcome 2—Developing food opportunities


• investigate issues, values, needs and opportunities

• devise and generate ideas and prepare production

proposals

• organise, implement and manage production processes

in food-related environments

• produce food products, services or systems

• evaluate plans, results and actions.

Outcome 3—Working in food environments


• apply self-management and communication skills in

food-related environments

• apply organisational skills when undertaking food-

related challenges and activities

• apply operational procedures and practical skills to safely

meet defi ned standards.

Outcome 4—Understanding food in society


• understand that beliefs and values of consumers and

producers impact on food-related technologies

• understand that resource management decisions aff ect

developments in food-related industries

• understand the importance of safe, sustainable practices

when developing and using food-related technologies.


Year 11 ATAR Food Science and Technology is available for

students in Year 11 and Year 10 students who achieved an A

grade in a Year 9 Food Subject and who wish to accelerate.




Unit 4—Future of Food

In this unit, students explore how food production systems

can provide a sustainable supply of food for current and

future world populations. They examine technologies

that create innovative food products and investigate

infl uences on global food supply, unequal distribution of

food resources and consequences of global food inequity.

Infl uence of food innovation in the development of food

products and the impact of food availability, selection,

consumption and the nutritional value of food for specifi c

demographic groups are investigated.

Students examine the role and responsibility of

organisations that control foods imported into Australia

and the advertising and marketing laws related to food

and beverages. Using the technology process, students

collect, interpret and analyse data to examine practices

used to develop new food products. They trial and adapt

recipes and processing techniques to develop a food

product. Students evaluate, analyse, draw conclusions and

make recommendations when assessing the features and

suitability of new food products.

YEAR 12 ATAR FOOD SCIENCE AND TECHNOLOGY (ATFST)

Unit 3—Food diversity and equity

This unit focuses on the relationships between food science

and technology, food consumption patterns and issues of

food diversity and equity in Australian society. Students

investigate biotechnology and the process of genetic

modifi cation and determine the benefi ts and risks involved.

They analyse factors that infl uence food selection, including

advertising and marketing practices. Infl uences on the

development and production of functional foods, food

products, services and systems are examined.

Students investigate the principles of the Hazard Analysis

Critical Control Point (HACCP) system to manage food safety,

and the associated laws and regulatory codes to ensure food

for sale is safe and suitable for human consumption. Using

the technology process, students trial and adapt recipes and

processing techniques to devise and produce food products

that demonstrate the functional properties of food. Students

evaluate and analyse processes and results, justifying choices

and drawing conclusions. They make recommendations to

adjust and improve processing techniques.



Learning Outcomes

Outcome 1—Understanding food


• understand the properties of foods and related

equipment used to meet needs

• understand foods are used to meet the body’s needs

• understand the nature and operation of food-related

systems.

Outcome 2—Developing food opportunities


• investigate issues, values, needs and opportunities

• devise and generate ideas and prepare production

proposals

• organise, implement and manage production processes

in food-related environments

• produce food products, services or systems

• evaluate plans, results and actions.

Outcome 3—Working in food environments


• apply self-management and communication skills in

food-related environments

• apply organisational skills when undertaking

food-related challenges and activities

• apply operational procedures and practical skills to safely

meet defi ned standards.

Outcome 4—Understanding food in society


• understand that beliefs and values of consumers and

producers impact on food-related technologies

• understand that resource management decisions aff ect

developments in food-related industries

• understand the importance of safe, sustainable practices

when developing and using food-related technologies.


The Year 12 ATAR Food Science and Technology course is

available for students who have completed Year 11 ATAR

Food Science and Technology.



English

Learning Area



ENGLISH LEARNING AREA—

COMPULSORY

Perth Modern School’s Senior Years English students

complete an extended and enriched program of study. In

accordance with the Australian National Curriculum, our

English pathway provides the greatest opportunity for

students to extend their learning and achievement.

Perth Modern School English Pathway

Year 10 All students complete Year 11 ATAR English

Year 11 All students complete Year 11 ATAR Literature

Year 12 Students select Year 12 ATAR English and/or

Year 12 ATAR Literature (can only count one

towards the ATAR)

In 2019, Year 10 English students will study two

semester-length units from a wide range of choices off ered

to accommodate their increasingly diverse interests and

aspirations. Students will make their selections later this year.

Year 10

English Learning Area

YEAR 11 ATAR ENGLISH (AEENG)

Unit 1: Semester 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 diff erences 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 refl ecting on their own learning.

Unit 2: Semester 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 diff erent 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 eff ect 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 own texts, students are encouraged to refl ect on their

language choices and consider why they have represented

ideas in particular ways.

The kinds of units, as well as the degree of choice, are not

dissimilar to the way universities off er language, culture and

communications courses. The following are examples of the

units that may be off ered to Year 10 students next year:

I too sing America:

Course examining texts and representations of America and

American ideals in American fi lm and fi ction.

Women through the Ages:

This course examines representations and ideas about

women through the ages, and the ways in which these past

representations have shaped some of the ideas about the

women we have today.

Wake in Fright:

Gothic Australian texts, contexts and representations.

The Good of Society:

Dystopian texts and contexts.

Compete, Conquer, Collapse:

Men and Masculinity over time.

Regionalism in Australian fi lm and fi ction:

The course looks at the diverse and often unsettling ways

Australia ad Australians can be represented through a

number of exciting fi lms, short stories and other texts.

Short and Sweet:

Exploring the power of short texts from advertisements to

stories.

The Silver Age:

The Great Gatsby and other texts from the 1920s.

Get your motor runnin’:

road movies and other texts about journeys.

Years 11 and 12

YEAR 11 ATAR LITERATURE (AELIT)English Literature as a discipline has seen a number of

developments in recent times. It provides Year 11 students

with an understanding of the range of contemporary

approaches to literature and a broad range of texts while

emphasising close knowledge of specifi c literary texts. This

subject examines the ways in which literary meaning is

made through relationships between reader, writer, text and

context.

Close knowledge of the literary text and its language

is central to this subject and students will be given the

opportunity to read a wide range of specifi c literary works.

Through this reading, the students will develop concepts

and skills appropriate to the study of the subject, refi ne

their expressive abilities in both oral and written forms, and

broaden their understanding of self and others through the

imaginative experience of diverse literary works.

The Year 11 ATAR Literature provides an advanced and

enriched preparation for Year 12 ATAR English or Year 12

ATAR Literature.

Unit 1—Semester 1

Unit 1 develops students’ knowledge and understanding

of diff erent 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 diff erent literary conventions and

storytelling traditions and their relationships with audiences.

A range of literary forms is considered: prose fi ction, poetry

and drama. The signifi cance of ideas and the distinctive

qualities of texts are analysed through detailed textual study.

Through the creation of analytical responses, students frame

consistent arguments that are substantiated by relevant

evidence. In the creation of imaginative texts, students

explore and experiment with aspects of style and form.

Unit 2—Semester 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 diff erent texts are



compared and contrasted. Exploring connections between

texts involves analysing their similarities and diff erences

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 features, students understand how

their imaginative texts are informed by analytical responses.

YEAR 12 ATAR LITERATURE (ATLIT)

Unit 3

Unit 3 develops students’ knowledge and understanding of

the relationship between language, culture and identity in

literary texts. Students inquire into the power of language to

represent ideas, events and people, comparing these across

a range of texts, contexts, modes and forms. Through critical

analysis and evaluation, the values and attitudes represented

in and through texts and their impact on the reader are

examined. Throughout the unit, students create analytical

responses that are characterised by a confi dent, engaging

style and informed observation. In creating imaginative

texts, students experiment with language, adapt forms and

challenge conventions and ideas.

Unit 4

Unit 4 develops students’ appreciation of the signifi cance of

literary study through close critical analysis of literary texts

drawn from a range of forms, genres and styles. Students

refl ect upon the creative use of language, and the structural

and stylistic features that shape meaning and infl uence

response. The unit focuses on the dynamic nature of literary

interpretation and considers the insights texts off er, their use of

literary conventions and aesthetic appeal. Analytical responses

demonstrate increasing independence in interpreting texts

and synthesising a range of perspectives into critical and

imaginative responses. In creating imaginative texts, students

experiment with literary conventions and refl ect on how the

created text takes into account the expectations of audiences.

YEAR 12 ATAR ENGLISH (ATENG)

Unit 3

Students explore representations of themes, issues, ideas

and concepts through a comparison of texts. They analyse

and compare the relationships between language, genre

and contexts, comparing texts within and/or across diff erent

genres and modes. Students recognise and analyse the

conventions of genre in texts and consider how those

conventions may assist interpretation. Students compare

and evaluate the eff ect of diff erent media, forms and modes

on the structure of texts and how audiences respond to

them. Understanding of these concepts is demonstrated

through the creation of imaginative, interpretive, persuasive

and analytical responses.

Unit 4

Students examine diff erent interpretations and perspectives

to develop further their knowledge and analysis of purpose

and style. They challenge perspectives, values and attitudes

in texts, developing and testing their own interpretations

through debate and argument. Through close study of

texts, students explore relationships between content and

structure, voice and perspectives and the text and context.

This provides the opportunity for students to extend their

experience of language and of texts and explore their

ideas through their own reading and viewing. Students

demonstrate understanding of the texts studied through

creation of imaginative, interpretive, persuasive and

analytical responses.

English Learning Area


Health and

Physical Education

Learning Area



HEALTH AND PHYSICAL

EDUCATION LEARNING AREA

Health and Physical Education

Learning Area

Year 10

Compulsory for one semester only.

PHYSICAL EDUCATION (10PE1/10PE2)Health and Physical Education teaches students how to

enhance their own and others’ health, safety, wellbeing

and physical activity participation in varied and changing

contexts. The Health and Physical Education learning

area has strong foundations in scientifi c fi elds such as

physiology, nutrition, biomechanics and psychology which

inform what we understand about healthy, safe and active

choices. The Australian Curriculum: Health and Physical

Education is informed by these sciences and off ers students

an experiential curriculum that is contemporary, relevant,

challenging, enjoyable and physically active. The Health

and Physical Education Learning Area also off ers a range of

optional classes for students to take, which are listed below.

It is highly recommended that students considering taking

Physical Education Studies in Year 11 and 12 choose the

Specialised Sport Science Course in Year 10.

Health Education

Students in Health Education will explore safety issues

that students may encounter. The context in which this

learning will take place are Road Safety and Sexual Health

and Relationships. The course aims to develop students’

knowledge, attitudes and skills to enable them to make

informed decisions that will lead to a healthier lifestyle. There

will also be an emphasis on managing risk and assertive

behaviours which will be reinforced across both topics.

In the Road Safety unit, students will develop their

knowledge and skills for safer driving and safer road safety

choices. Students will complete a comprehensive pre-driver

program which will provide students with the opportunity

to gain their Learner’s Permit Test at school. Those who pass

are granted exemptions for the Learner’s Permit application

process under the authorisation of the WA Department of

Transport.

The Sexual Health unit is designed to support students to

make positive choices about their relationships and sexual

health. There will be a strong focus on providing students

with the skills and knowledge to evaluate the impact of

their decisions on themselves and others so they can make

informed health decisions.



Physical Education

Integral to Physical Education is the acquisition of movement

skills, concepts and strategies to enable students to

confi dently, competently and creatively participate in a

range of physical activities. As a foundation for lifelong

physical activity participation and enhanced performance,

students develop profi ciency in movement skills, physical

activities and movement concepts and acquire an

understanding of the science behind how the body moves.

In doing so, they develop an appreciation of the signifi cance

of physical activity. Movement is a powerful medium for

learning, through which students can acquire, practice and

refi ne personal, behavioural, social and cognitive skills. The

sporting contexts used will be: volleyball, cricket and netball.

Career Education

In Career Education, students will investigate a variety of

career pathways and study options as well as strategies and

skills for eff ective study and examination preparation.

In addition, students can select the following courses:

SPECIALISED SPORTS SCIENCE PROGRAM(10SPEN1/10SPEN2)

This is a year-long course (must be studied for two

semesters)

The program is designed to provide Year 10 students who

are planning on studying Physical Education Studies in

Senior Years the ‘edge’ in regards to essential sport science

knowledge as well as improving their practical skills required

for the WACE exams.

Students will have the opportunity to work in a range of

sporting contexts while in the program to develop their

physical literacy. Specifi cally, this includes the development

of the following aspects of performance:

Cardio-respiratory endurance, speed (including skill and

power aspects), power, strength, agility, fl exibility, core

stability and physical literacy across several sporting

contexts.

In addition to this, students will develop their understanding

of anatomy, physiology and biomechanics.

AQUATIC RECREATION (10SAQR1/10SAQR2)

Available in Semester 1 only

This elective is designed for students who want to

experience activities that are water based and easy to access

in Perth. Some examples of activities off ered are sailing at

the State Sailing Centre and Funcats Watersports, surfi ng at

Surfi ng W.A, stand up paddle boarding and fi shing. Students

must be competent swimmers.

Other Information

The course requires regular participation in vigorous activity.

Students will need to change into suitable clothing for each

activity.

Costs for these activities must be paid before a student takes

part in any activity.

SPORTS CHALLENGE (10SPC1/10SPC2)

Available in Semester 2 only

This elective is designed for students who love the cut and

thrust of competition. Teams will organise and compete in a

number of team and individual competitions at community

sporting venues (e.g. Revolution, Rosemount bowl, Pot

Black) and school facilities culminating in a fi nals series.

Sports will be chosen from European Handball, Indoor

Soccer, Volleyball, Squash, Golf, Floorball, Ten Pin Bowling, Ice

Skating, Indoor Cricket, Basketball, Lawn Bowls and more.

Other information

The course requires regular participation in vigorous activity.

Students will need to change into suitable clothing for each

activity.



YEAR 11 ATAR PHYSICAL EDUCATION STUDIES (AEPES)Physical Education Studies focuses on the complex

interrelationships between motor learning and coaching,

psychological, biomechanical, anatomical and physiological

factors that infl uence individual and team performance. It is the

study of Sport Science where students analyse the performance

of themselves and others, apply theoretical principles and

plan programs to enhance performance. Students engage as

performers, leaders, coaches, analysts and planners of physical

activity, providing them with the opportunity to develop

skills that will enable them to pursue personal interests and

potential in physical activity as athletes, coaches, offi cials, and/

or administrators.

Unit 1

The focus of this unit is to explore anatomical and

biomechanical concepts, the body’s responses to physical

activity and stress management processes to improve their own

performance and that of others in physical activity.

Unit 2

The focus of this unit is to identify the relationship between skill,

strategy and the body in order to improve the eff ectiveness and

effi ciency of performance.

Content Delivery

The course content is divided into theory and practical

components.

• the theory component weight is 70%

• the practical component weight is 30%

Currently, students have the option of participating in either

Netball or Volleyball for the practical component of their course.

Learning Outcomes

The Physical Education Studies ATAR course is designed to

facilitate achievement of the following outcomes:

• Skills for physical activity

• Knowledge and understanding of movement and

conditioning concepts for physical activity

• Knowledge and understanding of sport psychology

concepts for physical activity.


It is highly desirable to have completed the High Performance

Year 10 Physical Education learning area subject. A high level of

physical skill in team sports is essential.

YEAR 12 ATAR PHYSICAL EDUCATION STUDIES (ATPES)Physical Education Studies enables students to understand

and analyse the human body, its movements and functions.

The study enables the integration of theoretical knowledge

with practical application through participation in physical

activities. There are opportunities for students to apply

theoretical concepts and refl ect critically on factors that

aff ect all levels of performance. The theory component

of the course focuses on fi ve key areas of sports science:

functional anatomy, biomechanics, motor learning and

coaching, sports psychology and exercise physiology.

Unit 3

The focus of this unit is to provide opportunities for

students to build upon their acquired physical skills

and biomechanical, physiological and psychological

understandings to improve the performance of themselves

and others in physical activity.

Unit 4

The focus of this unit is to extend the understanding by

students of complex biomechanical, psychological and

physiological concepts to evaluate their own and others’

performance.

Content Delivery

The course content is divided into theory and practical

components:

• the theory component weight is 70%

• the practical component weight is 30%

Currently, students have the option of participating in either

Netball or Volleyball for the practical component of their

course.


An understanding of the Year 11 content is assumed

knowledge for students in Year 12.

It is recommended that students studying Unit 3 and Unit 4

have completed Unit 1 and Unit 2 from the Year 11 ATAR PE

Studies course. A high level of physical skill in team sports is

desirable.

Other information

The current Year 12 External WACE examinable sports are

AFL, Badminton, Basketball, Cricket, Hockey, Netball, Soccer,

Tennis, Touch, and Volleyball.

Years 11 and 12

Health and Physical Education

Learning Area


Humanities and

Social Science

Learning Area



HUMANITIES AND

SOCIAL SCIENCE LEARNING AREA

Humanities and Social Science

Learning Area

Year 10

Compulsory for at least one semester.

Humanities and Social Science off er six semester long units

(which are listed below). Each student must select at least

one unit. They may choose up to four units. Completion

of a Year 10 subject is not a prerequisite for Year 11 and 12.

The Humanities and Social Sciences Learning Area off ers a

range of extra curricula activities including SCRAM, Mock

Trials, Debating, Australian Geography Competition, Chevron

Focus Environment Competition, Young Travel Writers;

Competition and the National History Challenge.

Units available

• Ancient History: Representations of the Ancient World

• Economics: To Grow or Not to Grow? That is the

Question!

• Geography: Environmental Change and Management—

Coastal Environments at Risk!

• Modern History: Nations—The future of the 21st Century?

• Philosophy and Ethics: The Pursuit of Happiness—an

introduction to Ethics

• Politics and Law: Power to the People

ANCIENT HISTORY (10HIA1/10HIA2)

Representations of the Ancient World

Legends from the ancient world continue to capture the

imagination of students today and provide a wealth of

material for popular culture. This unit is designed to prepare

students for studying the Ancient History ATAR course and

also for students who are interested in the ancient world.

Students will be given an introduction to key disciplines that

inform us about the ancient world including archaeology,

classics and history. It enables students to explore

people, places and events from the past and changing

representations and interpretations over time. Students

will use a range of physical and written evidence from the

ancient world to examine life in Pompeii, the Persian War

and the truth about the Trojan War.

Other Information

Ancient History involves a signifi cant amount of reading and

writing in evaluating the ancient source material.



ECONOMICS (10ECO1/10ECO2)

To Grow or Not to Grow? That is the Question!

The objective of the Year 10 Economics course is to

bring to life a small part of Economic theory that can be

explored through news articles and questions. Following

the framework of the Australian Curriculum, we will be

concentrating on the Macroeconomic objectives, especially

Economic Growth, and linking the growth of an economy

with the standard of living of the population within that

economy. We will explore questions like: Is Australia’s

economy doing well? What does it mean to Australia to

have a AAA credit rating? Why did the GFC occur? These

questions will be explored in a domestic and international

context. The second part of the course will consider how

the economy has changed over time: What have been

catalysts of this change and how have industries coped (or

not) with change? Why is Australia’s productivity rate falling?

Economic effi ciency and productivity will be explored, again

using relevant articles, and comparisons made in a global

context.

GEOGRAPHY (10GEO1/10GEO2)

Environmental Change and Management—

Coastal Environments at Risk!

Geography is one of the fastest growing subjects of the

Australian Curriculum and leads to many careers including

architecture mineral and resource extraction, environmental

management, and urban and regional planning.

Environmental change and management focuses on

investigating environmental geography through an in-

depth study of coastal environments. The unit begins with

an overview of the environmental functions that support

all life, the major challenges to their sustainability, and the

environmental world views that infl uence how people

perceive and respond to these challenges. Students will be

asked to apply human–environment systems thinking to

understand the causes and consequences of the change

and geographical concepts and methods to evaluate and

select strategies to manage the change.

The focus for this unit is the geography of coastal

environments at risk. In the local area, in particular regions

and globally, people pose threats to coastal environments

as they attempt to meet their needs. This can place these

environments at risk and people’s interests and concerns

can often be in confl ict. This course investigates the spatial

patterns and processes related to coastal environments

at risk, and to the protection of such environments

through management at local, regional and global levels.

Students will develop geographical methodologies that

are applicable and useful in the workplace and relevant

to a changing world. These may also provide them with

the framework to explore careers in the environmental

protection/rehabilitation and tourism industry.

Other Information

Fieldwork assessment excursions will occur and are a

compulsory component of this course.

MODERN HISTORY (10HIM1/10HIM2)

Nations—The future of the 21st Century?

The nation-state is historically a relatively new construct

and a form of political and social organisation that has

a large impact on diff erent relations between people

including war, trade and cultural interactions such as sport.

This course will look at the impact of the nation-state on

people and whether it is still the best form of social and

political organisation for its citizens, or whether there is a

more eff ective and effi cient form of organisation for the 21st

Century.

Students will study the history of the United States as a

vehicle to examine the course concepts. The course will

look at the War of Independence and the establishment of a

new nation, the American Civil War, social events of confl ict

during the 1920s and 1960s, and more current events

associated with the Obama and Trump presidencies.

PHILOSOPHY AND ETHICS (10PAE1/10PAE2)

The Pursuit of Happiness: An Introduction to Ethics

The course explores a number of moral points of view

from the ancient and modern world such as Epicureanism,

Stoicism, Deontology and Utilitarianism. Students are also

introduced to Virtue Ethics. Ethics involves philosophical

thinking about right action and the good life. It attempts

to answer questions about how we ought to live, how

we relate to others and how we should act and be when

making ethical decisions.

Learning to think philosophically is a key component of

the course. Students will be introduced to and practice the

Socratic method on a range of moral problems, which they

will be asked to view from diff erent moral points of view.

They will do this in the community of inquiry format which

prompts them to make their thinking visible and structured.



Other Information

Philosophy develops critical and creative thinking and

the structure of argument in both the written and verbal

form. These skills are important in many other areas of the

curriculum, and typically suit students who intend to study

Humanities in years 11 and 12.

POLITICS AND LAW (10PAL1/10PAL2)

Power to the People

Drawing on a variety of contemporary political and legal

case studies, this course seeks to convey to students that

a range of competing and contested views exist regarding

the legitimacy of government, ideas of citizenship and

democracy.

The course begins with an examination of the Australian

political and legal system, exploring key concepts, ideas and

principles that underpin our society including notions of

natural justice and the rule of law.

Students will be invited to critically assess political and legal

systems within and beyond Australia against key democratic

principles including (but not limited to): regular, free and

fair elections, respect for human rights, accountability

and transparency, legitimacy, independent judiciary,

equality, political tolerance, freedom of speech and citizen

participation.

Students will have the opportunity to examine a variety

of contemporary political and legal issues in a range of

contexts and assess the extent to which these issues sustain,

challenge or limit the achievement of democratic systems

and processes. Students will also be asked to evaluate

the nature and scope of Australia’s role, obligations and

responsibilities in the global community.

By studying this course students will gain an understanding

that political and legal systems help to provide order to the

social relationships that occur in the world and how the

actions and participation of individuals and groups (political

parties, pressure groups and the media) can contribute

to a civil society. Students will develop and apply critical

thinking skills, taking account of multiple perspectives

and ambiguities, to formulate reasoned, evidence-based

arguments that incorporate diff erent points of views on

civics and citizenship issues.


Learning Area

Years 11 and 12

ACCOUNTING AND FINANCE

The Accounting and Finance ATAR course aims to make

students fi nancially literate by creating an understanding of

the systems and processes through which fi nancial 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 fi nances.

YEAR 11 ATAR ACCOUNTING AND FINANCE (AEACF)

Unit 1

The focus of this unit is on double entry accounting for

small businesses. Students apply their understanding of

fi nancial principles, systems and institutions to manage

fi nancial 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 fi nancial 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 organisation adopted by small business.

Unit 2

The focus of this unit is on accrual accounting. Students

apply fi nancial systems and principles to the operations

of businesses and distinguish between cash and accrual

methods of accounting. Students prepare and analyse

fi nancial reports for a variety of types of business

organisations and become familiar with the main aspects

of electronic processing of fi nancial data. Students learn of

the role and function of the professional accounting and

fi nancial associations.

Learning Outcomes


developing the following skills:

• understanding the concepts, principles, systems and

structures that are fundamental to accounting and other

fi nancial processes

• understanding the interrelationship between

fi nancial decisions and the individual, society and the

environment

• ability to explore and apply appropriate fi nancial systems

to meet personal and organisational needs

• ability to select, use and interpret fi nancial information.




A ‘C’ grade in Year 10 HASS and English.

YEAR 12 ATAR ACCOUNTING AND FINANCE (ATACF)

Unit 3

The focus of this unit is internal management for business.

Students prepare and interpret budgets and performance

reports in relation to forecasting a business’s future. The

unit distinguishes between internal and external reporting

requirements. Decision-making processes using cost

accounting techniques are a feature of the unit. The unit

focuses on critical analysis of fi nancial information. The

unit also explores the importance of short and long-term

planning for business.

Unit 4

The focus of this unit is Australian reporting entities and

how they are regulated by the Corporations Act 2001.

The Framework for the Preparation and Presentation of

General Purpose Financial Reports (The Framework) and

the Accounting Standards are used in the preparation of

the fi nancial statements for a reporting entity. The fi nancing

options of larger entities are identifi ed and evaluated,

particularly in relation to conformity with basic principles,

including profi tability and stability. The unit addresses

corporate social disclosure issues and ethical behaviour

within corporations.

Learning Outcomes

By the conclusion of the Course, the students should have

developed an:

• understanding the concepts, principles, systems and

structures that are fundamental to accounting and other

fi nancial processes

• understanding the interrelationship between

fi nancial decisions and the individual, society and the

environment

• ability to explore and apply appropriate fi nancial systems

to meet personal and organisational needs

• ability to select, use and interpret fi nancial information.


A ‘C’ grade in Year 11 ACF or a ‘B’ grade in Year 10 HASS

ANCIENT HISTORY

Ancient History stimulates students’ curiosity and imagination

and enriches their appreciation of humanity through a study of

ancient societies. In ancient societies we see the development

of some of the distinctive features of contemporary societies

such as social organisation, power, authority, law and religion.

Ancient History is also concerned with the roles of individuals

and groups and how they shaped the political, social and

cultural landscapes of the ancient world.

YEAR 11 ATAR ANCIENT HISTORY (AEHIA)

Unit 1

Investigating the Ancient World—Unit 1 explores issues

related to investigating evidence from the Ancient World

including historical authentication and reliability, and

preservation/conservation and reconstruction. Students

will examine the event of Julius Caesar’s ‘tyranny’ and

assassination in 44B.C. and the rise of Octavian/Augustus.

A study of the ancient site of Masada where the Jewish

Rebellion took place will also be undertaken within the

context of the Flavian U.S.S.R. time period in Unit 2.

Unit 2

Ancient Societies—In Unit 2 students will study the Roman

Empire, extending from Britain through to Asia looking

at how Rome maintained her Empire and the role of key

individuals such as Caligula, Claudius, Nero, Agrippina the

Younger and Marcus Aurelius. Students will also look at

changes to the key religions within the Roman Empire

during this time period.

Learning Outcomes


developing in the area:

• knowledge and understanding of the ancient past,

including key individuals, institutions, structures and

features of ancient societies

• capacity to undertake historical inquiry, including skills

in inquiry and research, interpretation using sources,

evidence-based arguments, and communication

• analytical and critical thinking using key historical

concepts, including, evidence, continuity and change,

cause and eff ect, signifi cance, empathy, perspectives,

interpretations, representations and contestability

• appreciation of the origins, impact and legacy of ideas,

beliefs and values of the ancient world.

Recommended minimum entrance requirements:




YEAR 12 ATAR ANCIENT HISTORY (ATHIA)

Unit 3

Athens in the 5th Century is lauded as the origin of

democracy but this century also saw two of the most

famous wars in history—The Persian War 481–479BC and

the Peloponnesian War 431–404BC. This course examines

the relationship between the development of democracy

and empire as well as the perceived contradiction between

democracy in Athens versus tyranny over the allies. The

period is considered to be an example of the fi rst ‘Cold

War’ by modern historians in the USA. The focus for this

unit is People, Power and Authority in the context of the

development of Athens between 481–440BC from a

member of the Hellenic League to the leader of a sea-based

empire and a democracy. Students examine the nature of

power and authority in the society and the ways in which

it was demonstrated through political, military, religious,

cultural and economic structures and institutions. This study

requires a focus on the reasons for continuity and change.

The detailed study of an individual who had a signifi cant

impact on their times develops students’ understanding of

the importance of human agency, as demonstrated by the

possible motivations and actions of individuals.

Unit 4

In the second half of the 5th Century BC Greece experienced

a large-scale war that originated from the tension between

Athens and Sparta and extended to Sicily and Persia. The

key source is Thucydides’ History of the Peloponnesian War,

which has been studied by national leaders through to the

20th century including Julius Caesar, Napoleon, Winston

Churchill and Secretary of State, George Marshall.

The focus for this course is reconstructing the ancient world

in the context of the Peloponnesian War with particular

reference to Thucydides’ History of the Peloponnesian War.

This unit allows for greater study of historiography and the

challenges associated with the interpretation and evaluation

of the evidence. Students will analyse the reliability and

usefulness of a wide range of ancient and modern sources

to the reconstruction of the historical period. Students will

examine key events including the Archidamian War, Peace of

Nicias and Sicilian Expedition as well as key individuals such

as Pericles, Nicias, Alcibiades and Lysander.

Learning Outcomes


developed:

• knowledge and understanding of the ancient past,

including key individuals, institutions, structures and

features of ancient societies


in inquiry and research, interpretation using sources,

evidence-based arguments, and communication

• analytical and critical thinking using key historical

concepts, including, evidence, continuity and change,

cause and eff ect, signifi cance, empathy, perspectives,

interpretations, representations and contestability

• appreciation of the origins, impact and legacy of ideas,

beliefs and values of the ancient world.


A ‘C’ grade in Year 11 Ancient History or a ‘B’ grade in Year 10

HASS and English.


Learning Area



ECONOMICS

Economics investigates the choices which all people, groups

and societies face as they confront the ongoing problem of

satisfying their unlimited wants and their limited resources.

Economics aims to analyse and understand the allocation,

utilisation and distribution of scarce resources that determine

our health and wellbeing. Economics develops the

knowledge, reasoning and interpretation skills that form an

important component of understanding personal, business

and government behaviour at the local, national and global

levels. Economics allows students to explore a complex

range of economic events and issues facing our community

such as unemployment, income distribution, business

strategy and international relations.

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.

YEAR 11 ATAR ECONOMICS (AEECO)

Unit 1—Microeconomics

This unit is an introduction to microeconomics and explores

the role of the market in determining the wellbeing of

individuals and society. Students explore the workings of real

world markets with an emphasis on the Australian economy.

Unit 2—Macroeconomics

This unit is an introduction to macroeconomics and

explores economic growth, infl ation and unemployment

with an emphasis on the Australian economy. Students

learn it is important to measure and monitor changes in

these macroeconomic indicators as changes in the level of

economic activity aff ect the wellbeing of individuals and

society.

Learning Outcomes


developing in the areas of:

• using economic information and data to communicate

an understanding of economic events, issues and

decisions.

• understanding that economic forces infl uence the

operation of the economy and are aff ected by the

decisions of consumers and businesses.

• understanding that the policies and actions of the

government and other authorities aff ect the operation of

the economy.





YEAR 12 ATAR ECONOMICS (ATECO)

Unit 3—Australia and the global economy

Australia is a relatively open economy and, as such, is

infl uenced by changes in the world economy. This unit

explores the interdependence of Australia and the rest of

the world. Concepts of globalisation, trade liberalisation

and protection in relation to the Australian economy will

be studied. Students will examine Australia’s trade, the

recording of international transactions and the impact of

these transactions on the Australian economy. The eff ects

of changes in Australia’s economic transactions with the

rest of the world using recent (the last ten years) and

contemporary (the last three years) economic data, together

with economic models will be used.

Unit 4—Economic policies and management

This unit explores the economic objectives of the Australian

Government and the actions and policies, such as fi scal

policy, monetary policy and microeconomic policy, taken

in the pursuit of these objectives. Students examine

the eff ects of the operation of policies in Australia using

economic models along with recent (the last ten years) and

contemporary (the last three years) economic data. Students

apply the language, theories and tools of economics to

develop a critical perspective on the role of these policies in

the current Australian Government policy mix.

Learning Outcomes


developed:

• using economic information and data to communicate

an understanding of economic events, issues and

decisions.

• understanding that economic forces infl uence the

operation of the economy and are aff ected by the

decisions of consumers and businesses.

• understanding that the policies and actions of the

government and other authorities aff ect the operation of

the economy.


A ‘C’ grade in Year 11 Economics or a ‘B’ grade in Year 10

HASS and English.

GEOGRAPHY

Geography is one of the fastest growing subjects of the

Australian Curriculum and leads to many careers including

architecture mineral and resource extraction, environmental

management, and urban and regional planning.

The study of geography draws on students’ curiosity

about the diversity of the world’s places and their

peoples, cultures and environments. It enables them to

appreciate the complexity of our world and the diversity

of its environments, economies and cultures and use this

knowledge to promote a more sustainable way of life and

awareness of social and spatial inequalities.

Geography is organised into a Year 11 syllabus and a Year 12

syllabus. The cognitive complexity of the syllabus content

increases from Year 11 to Year 12.

YEAR 11 ATAR GEOGRAPHY (AEGEO)

Unit 1—Natural and Ecological hazards

Natural and ecological hazards represent potential sources

of harm to human life, health, income and property, and

may aff ect 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.

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,

bushfi res, fl ooding, 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.

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 diff usion of ideas and elements of


Learning Area



cultures. The unit explains how these advances in transport

and communication technology have lessened the friction

of distance and have impacted at a range of local, national

and global scales. Cultural groups that may have been

isolated in the early twentieth century are now linked across

an interconnected world in which there is a ‘shrinking’ of

time and space. Of particular interest are the ways in which

people adapt and respond to these changes.

Learning Outcomes

By the end of this course, students:

• understand the nature and causes of natural and

ecological hazards

• understand the nature of the risks to be managed, such

as loss of property/life, eff ects on infrastructure, jobs,

economy, and physical and mental health

• understand that places and environments are infl uenced

by both natural and ecological hazards

• understand the complexity of human–environment

interdependence in relation to natural and ecological

hazards

• demonstrate a knowledge of the concept of risk

management

• understand and apply key geographical concepts—

including place, space, environment, interconnection,

sustainability, scale and change—as part of a

geographical inquiry

• compare and evaluate Australian and international risk

management policies, procedures and practices.

• understand the nature and causes of international

integration and its spatial, economic, political and social

consequences

• understand the ways people embrace, adapt to and

resist the forces of international integration

• think geographically, based on an understanding of the

complexities of an increasingly interdependent world

• apply geographical inquiry skills and a range of other

geographical skills, including spatial technologies and

fi eldwork, to investigate the complexity of the integrated

world

• evaluate the sustainability of alternative futures, drawing

on an understanding of an integrated global society.



Other Information

Compulsory fi eldwork assessment excursions are an integral

part of the Year 11 and 12 Geography courses.



YEAR 12 ATAR GEOGRAPHY (ATGEO)

Unit 3—Global environmental change

This unit focuses on the changing biophysical cover of the

Earth’s surface, the creation of anthropogenic biomes and

the resulting impacts on either global climate or biodiversity.

Land cover transformations have changed both global

climate and biodiversity through their interaction with

atmospheric and ecological systems. Conversely, climate

change and loss of biodiversity are producing further

transformations in land cover. Through applying the concept

of sustainability, students are given the opportunity to

examine and evaluate a program designed to address the

negative eff ect of land cover change. Aspects of physical,

environmental and human geography provide students

with an integrated and comprehensive understanding of the

processes related to land cover change, their local, regional

and global environmental consequences, and possible

sustainable solutions.

The Earth’s surface is constantly changing and all

environments are, to a greater or lesser extent, being

modifi ed by human activity. Students examine the

processes causing change in land cover. The scale at which

these processes are occurring is so extensive that very few

truly ‘natural’ environments still exist and most are now, to

some degree, anthropogenic in nature. Human action has

altered local and regional climates and hydrology, damaged

ecosystem services, contributed to the loss of biodiversity

and altered soils.

This unit begins with an overview of land cover change

drawn from diff erent regions and countries. Two depth

studies provide greater detail. The fi rst study focuses on the

interrelationship between land cover and global climate

change. The second study focuses on the evaluation of

a local land cover change initiative designed to address

climate change.

In undertaking these depth studies, students develop an

understanding of the use and application of geographical

inquiry, tools such as spatial technologies, fi eldwork and

other skills, to investigate human–environment systems.

Unit 4—Planning sustainable places

Challenges exist in designing urban places to render them

more productive, vibrant and sustainable. How people

respond to these challenges, individually and collectively,

will infl uence the sustainability and liveability of places

into the future. While all places are subject to changes

produced by economic, demographic, social, political and

environmental processes, the outcomes of these processes

vary depending on local responses, adaptations and

planning practices.

Urban planning involves a range of stakeholders

who contribute to decision making and the planning

process. Students examine how governments, planners,

communities, interest groups and individuals attempt to

address these challenges in order to ensure that places

are sustainable. They also investigate the ways in which

geographical knowledge and skills can be applied to identify

and address these challenges. The present and future needs

of society are addressed by the allocation and reallocation

of land uses, improving infrastructure and transport

systems and enhancing amenities to meet the needs of the

population as perceived by the diff erent perspectives of the

various stakeholders.

The unit begins with a global scale overview of the process

of urbanisation and its consequences. Urbanisation not only

aff ects human wellbeing and the rate of world population

growth, it has created a range of challenges for urban, rural

and remote places, including Indigenous communities.

The interconnected challenges faced in places, and other

matters related to liveability, are a focus of this unit.

Two depth studies provide greater detail. The fi rst study

focuses on challenges in metropolitan Perth. The second

study focuses on challenges faced in a megacity (New York).

Students examine the concepts, processes and roles of

planning in these selected contexts. This approach enables

students to also develop an understanding of the challenges

in two urban places.

Learning Outcomes

By the end of this course, students:

• understand the nature, extent and causes of the

changing land cover of the Earth’s surface, including

the emergence of anthropogenic biomes, and evaluate

projections of future changes in global land cover

• understand the local and regional eff ects of land cover

change on ecosystems, and the interrelationships

between land cover change and either global climate

change or biodiversity loss

• understand and apply key geographical concepts as

part of a geographical inquiry, including place, space,

environment, interconnection, sustainability, scale and

change

• evaluate the sustainability of a program aimed at

alleviating the negative impacts of land cover change

by considering its environmental, economic and social

benefi ts and costs


Learning Area



• apply geographical inquiry and a range of skills,

including spatial technologies and fi eldwork, to evaluate

land cover change and its consequences and sustainable

solutions.

• understand the processes resulting in changes in places

and how the places investigated can be made more

sustainable

• understand the outcomes of the processes creating

change in diff erent communities

• gather and analyse primary and secondary data to reveal

trends in, and relationships between, the processes

resulting in change in places

• evaluate alternative planning strategies or proposals to

manage a selected challenge in Perth and New York

• understandings, skills, knowledge and values to

ensure they are well placed for tertiary study and/or

employment.


A ‘C’ grade in Year 11 Geography or a ‘B’ grade in other Year

11 HASS and English.

Other Information

Compulsory fi eldwork assessment excursions are an integral

part of the Year 11 and 12 Geography courses.

MODERN HISTORY

History enables students to forge a clearer understanding of

the world around them, both by providing a context for key

trends and developments in society, and by equipping them

with key skills such as analysis and evaluation. Such skills

promote free thinking and empower students to make their

own judgements about our increasingly complex society.

Given the relatively modern (and popular) contexts for both

units, ample fi lm and internet resources are available to

enrich student learning.

YEAR 11 ATAR MODERN HISTORY (AEHIM)

Unit 1

Unit 1 will look at the French Revolution which ushered

in a new era based on the ideas that challenged social

hierarchy and hereditary privilege. Students will begin the

unit with an examination of the main causes of the French

Revolution including the infl uence of the Enlightenment,

and the growing discontent within sections of French

society. The unit examines the key ideas of liberty, equality,

fraternity and inalienable rights as well as the narrative of the

revolution, the counter revolution and the ‘Reign of Terror’.

Key individuals studied include Louis XVI, Marie Antoinette,

Robespierre and Napoleon. This unit gives students an

appreciation of the origins of the growth of nationalism and

nation states in the 19th century.

Unit 2

Unit 2 will focus on Nazism in Germany. Students will examine

all aspects of this fascinating and shocking period of history,

charting the rise of Hitler and the Nazis during the Great

Depression through to World War Two. The implementation

of Nazi policies in Germany such as Lebensraum, use of

propaganda and the Hitler Youth and their impacts on

Germany will be explored. Students will also investigate the

Holocaust and trace the origins of anti-Semitism in Europe.

Learning Outcomes


developing in the area of:

• knowledge and understanding of particular events,

ideas, movements and developments that have shaped

the modern world


in research, evaluation of sources, synthesis of evidence,

analysis of interpretations and representations, and

communication of fi ndings

• application of historical concepts, including evidence,



continuity and change, cause and eff ect, signifi cance,

empathy, perspectives and contestability

• capacity to be informed citizens with the skills, including

analytical and critical thinking, to participate in

contemporary debates.



YEAR 12 ATAR MODERN HISTORY (ATHIM)

Unit 3

This unit focuses on the emergence of the Soviet Union and

its impact on society. Students will begin examining ideas

such as autocracy, Marxism and communism and also consider

how World War One shaped Russia. Stalin’s Cultural Revolution

as well as World War Two will be studied in detail. Students

will also have an opportunity to refl ect on the impact of the

Bolshevik Revolution on diff erent social groups in society.

Unit 4

This unit focuses on the Middle East region and examines

the struggle for peace throughout the 20th century. The unit

will begin with a focus on the British mandate in Palestine

and also the creation of the Israeli state. Key confl icts such

as the Suez Crisis, 6 Day War and Yom Kippur War will be

examined. The course will also look at the road to peace

throughout the latter part of the century culminating with

the Camp David Summit in 2000.

Learning Outcomes

By the conclusion of the Course, the students have

developed:

• knowledge and understanding of particular events,

ideas, movements and developments that have shaped

the modern world


in research, evaluation of sources, synthesis of evidence,

analysis of interpretations and representations, and

communication of fi ndings

• application of historical concepts, including evidence,

continuity and change, cause and eff ect, signifi cance,

empathy, perspectives and contestability

• capacity to be informed citizens with the skills, including

analytical and critical thinking, to participate in

contemporary debates.


A ‘C’ grade in Year 11 Modern History or ‘B’ grade in Year 10

HASS and English.

PHILOSOPHY AND ETHICS

Philosophy attempts to answer the questions that cannot

be addressed adequately by appealing to experience and

experiment alone. Philosophical thought shapes what

people think, what they value, what they consider to be true,

and how they engage with others and the world around

them. It is a foundation of all academic disciplines.

In studying this course, students will develop analytical

thinking skills, the ability to clarify advanced concepts and

unravel ethical issues. The problem-solving and deeper

thinking skills that they develop will assist them in becoming

better communicators, thinkers and problem-solvers.

YEAR 11 ATAR PHILOSOPHY AND ETHICS (AEPAE)

Unit 1

Do you have free will or are all your actions predetermined?

Is the mind distinct from the body? Is experience the only

road to objective truth?

The focus for the fi rst unit is reason and persons. Students

examine reasoning, inference, doubt and proof: the

distinction between rationalism and empiricism in the

production of knowledge; ideas of mind, body and

personhood; ideas of action, intention, motives, free-will and

determinism and causation.


Learning Area



Unit 2

Do you shape culture or does culture shape you? Is there a

universal human nature? What is the relationship between

interpretation and truth? Is beauty relative?

The focus for the second unit is reason and culture. Students

examine the concepts of culture and moral agency, looking

at the way social structures could determine the freedom

to act. Students examine the concept and process of

interpretation and consider a number of theories of truth

in the production of knowledge. Students examine too the

question of beauty and the issue of relativity in aesthetics.

The elements of reasoning are further developed in greater

complexity.

Learning Outcomes



• the ability to identify and explain the elements of

reasoning

• the ability to clarify and evaluate the cogency or

persuasiveness of an argument in terms of an appeal to

reason

• the ability to construct a cogent or persuasive argument

that appeals to reason

• the ability to engage with abstract concepts and their

elements

• the ability to think critically, creatively and collaboratively

in a structured a manner.



YEAR 12 ATAR PHILOSOPHY AND ETHICS(ATPAE)

Unit 3

What is the contractual relationship between individuals and

the state? What are natural rights and values? What are social

rights? What are our moral obligations to the environment?

The focus in this unit is reason and society. Students

examine human nature in terms of natural rights and

social contracts. This links to the study of humanism and

natural human values, and individualism and social identity.

Students also examine the idea of a good society and the

relationship between human fl ourishing and the moral

obligation humans have to the environment. The elements

of reasoning are further developed in greater complexity.

Unit 4

What is the meaning of life? Do you have a duty to pursue an

authentic life? Does science have a view on the meaningful

life or is that the domain of religion? Can killing be morally

justifi ed?

The focus in this unit is reason and meaning. Students

examine the tension between secularism and religion on

the question of human life and human purpose. Students

also examine classic problems in the philosophy of religion,

as well as moral questions about the taking of life. The

elements of reasoning are further developed in greater

complexity.

Learning Outcomes


developed,

• the ability to identify and explain the elements of

reasoning

• the ability to clarify and evaluate the cogency or

persuasiveness of an argument in terms of an appeal to

reason

• the ability to construct a cogent or persuasive argument

that appeals to reason

• the ability to engage with abstract concepts and their

elements.


Year 11 ATAR Philosophy and Ethics or a middle to high B

grade in Year 10 Humanities and English or a compelling

reason and/or drive to study Philosophy.



POLITICS AND LAW

Politics and Law is a study of the processes of

decision-making concerning society’s collective future. It

aims to develop knowledge of the principles, structures,

institutions and processes of political and legal systems

primarily in Australia. It brings together the judicial, executive

and legislative arms of government to demonstrate how

society is governed and examines the philosophy and values

on which society is governed.

This course is ideal for students who wish to undertake

tertiary study in any of the humanities. It is ideally suited to

students who have aspirations in the legal or civic fi elds. It

will help them develop their written expression, analytical

skills, verbal communication and self-confi dence—all of

which will serve them well in any vocation.

YEAR 11 ATAR POLITICS AND LAW (AEPAL)

Unit 1—Democracy and the Rule of Law

The focus for this course is political and legal systems.

Students critically examine the principles, structures and

processes of Australia’s political and legal system as well as

comparing and contrasting with other nations.

Unit 2—Representation and Justice

The focus for this course is representation and justice.

Students critically examine and assess political and legal

systems in relation to representative democracy and justice.

Students will also have the opportunity in Year 11 to take

part in the Inter-School Mock Trial competition, as well as

attend excursions to the Law Courts and Parliament House.

Learning Outcomes

By the conclusion of the course students should be


• using inquiry skills to communicate an understanding

of the principles, structures, institutions, processes and

practices of political and legal systems

• ability to understand the operation of, and the

relationship between political and legal systems

• ability to understand the nature of stability and change

in political and legal systems

• ability to understand the skills and practices of

citizenship and the factors that infl uence participation in

the political and legal system.



YEAR 12 ATAR POLITICS AND LAW (ATPAL)

Unit 3

The focus for this unit is political and legal power. Students

critically examine the political and legal system established

by the Commonwealth Constitution (Australia) and the

power exercised by the systems with reference to political

and legal developments and issues.

Unit 4

The focus of this unit is accountability and rights. Students

critically examine avenues for, and the eff ectiveness of,

accountability of the three branches of government in

Australia. Students also critically examine the ways in which

rights are protected, and how democratic principles are

upheld and/or undermined in Australia.

Learning Outcomes


developed:

• using inquiry skills to communicate an understanding

of the principles, structures, institutions, processes and

practices of political and legal systems

• ability to understand the operation of, and the

relationship between political and legal systems

• ability to understand the nature of stability and change

in political and legal systems

• ability to understand the skills and practices of

citizenship and the factors that infl uence participation in

the political and legal system.


A ‘C’ grade in Year 11 Politics and Law or a ‘B’ grade in Year 10

HASS and English.


Learning Area


Languages

Learning Area



LANGUAGES LEARNING AREA

Languages Learning Area

Studying a Language in Senior Years enables students to

attain an advanced level of language competence and

cognitive sophistication. ‘Language capability’ contributes

to the development of rich linguistic and cultural resources

through which the community can engage socially,

culturally and economically in all domains. These include

business, trade, science, law, education, tourism, diplomacy,

international relations, health and languages’. Strong

competencies in languages can provide a wide range of

employment opportunities and employers will often look

favourably at employees who can speak a second language.

Language students can choose to continue their language

to the end of Year 10 or through to Year 12.

From Year 10 students have the opportunity to go on

overseas trips or exchange programs, visit fi lm festivals,

engage in competitive examinations, apply for language

scholarships and have individual tuition with native speakers.

All languages make extensive use of online resources

enabling rich and authentic experiences for students.

Students aiming for study or travel overseas or for an

international career should continue their language study

through to Year 12. For all students completing Second

Language ATAR Year 12, many universities in Australia off er a

10 per cent bonus to a student’s scaled scores. This special

consideration can make a big diff erence to the student’s

fi nal ATAR, potentially opening up many university courses

previously unattainable.

Languages off ered at Perth Modern School in Year 10 are:

• Chinese: Second Language

• Chinese: Background Language

• French: Second Language

• Italian: Second Language

• Japanese: Second Language.

In 2019, Year 10 students will complete Year 10 courses and

commence Year 11 ATAR Courses.

Application for enrolment in a Language course

All students wishing to study an ATAR language course in

Year 11 and 12 are required to complete an application for

permission to enrol in an ATAR language course in the year

prior to fi rst enrolment in the course to ensure that students

select the course best suited to their linguistic background

and educational needs. Information about the process,

including an application form, is sent to schools by the end

of Term 2. The process and fi nal determinations of eligibility

are made by the School Curriculum and Standards Authority.

Further guidance and advice related to enrolments in a

language course can be found on the Authority’s website:

www.scsa.wa.edu.au

For ATAR Language courses strict eligibility criteria applies

and students must ensure they will meet the criteria

when selecting a Year 11 or Year 12 ATAR Language

course.



Years 11 and 12

YEAR 11 ATAR CHINESE: SECOND LANGUAGEAECSL)

The Year 11 syllabus is divided into two units, each of one

semester duration, which are typically delivered as a pair.

Unit 1

This unit focuses on 青少年 (Teenagers).. Through the three

topics: Having fun, student daily life, and technology and

leisure, students further develop their communication skills

in Chinese and gain a broader insight into the language and

culture.

Unit 2

This unit focuses on 我们去旅行吧! (Travel—let’s go!).

Through the three topics: tales of travel, Western Australia

as a travel destination, and China as a travel destination,

students extend their communication skills in Chinese and

gain a broader insight into the language and culture.

YEAR 12 ATAR CHINESE: SECOND LANGUAGE(ATCSL)

The Year 12 syllabus is divided into two units that are

delivered as a pair.

Unit 3

This unit focuses on 目前情况 (Here and now). Through

the three topics: Relationships, Celebrations and Traditions,

and Communicating in a modern world, students extend

and refi ne their communication skills in Chinese and gain

a broader and deeper understanding of the language and

culture.

Unit 4

This unit focuses on 有什么打算? (What next?). Through the

three topics: Refl ecting on my life and planning my future,

The Environment, and Current issues, students extend and

refi ne their communication skills in Chinese and gain a

broader and deeper understanding of the language and

culture.

YEAR 11 ATAR CHINESE: BACKGROUND LANGUAGE (AECBL)

YEAR 12 ATAR CHINESE: BACKGROUND LANGUAGE (ATCBL)The Chinese: Background Language ATAR is adapted from

the BOSTES NSW course for Heritage Chinese. This course

focuses on building on and further developing a student’s

language capability through engagement with Chinese-

speaking communities, locally and overseas, and through

the study of contemporary texts, topics and issues. It

enables students to strengthen their personal connections

to the Chinese culture and language, and enhances the

development of their bilingual competence and bicultural

identity.

This course is aimed at students who have typically been

brought up in a home where Chinese is used, and they have

a connection to that culture. These students have some

degree of understanding and knowledge of Chinese. They

have received all or most of their formal education in schools

where English, or a language other than Chinese, is the

medium of instruction. Students may have undertaken some

study of Chinese in a community, primary and/or secondary

school in Australia. Students may have had formal education

in a school where Chinese is the medium of instruction,

and may have spent some time in a country where it is a

medium of communication.

The language to be studied and assessed is the Modern

Standard Chinese, also known as Mandarin, and includes

formal and informal usage.

This syllabus presents the content and expectations for both

Year 11 and Year 12 for this course. While the core content

applies to both years, it is expected that the cognitive

complexity of the content increases from Year 11 to Year 12.

The course content is organised into four areas:

• Issues, perspectives, contexts and texts

• Linguistic resources

• Intercultural understandings

• Language learning and communication strategies.

These content areas should not be considered in isolation,

but rather holistically as content areas that complement one

another, and that are interrelated and interdependent. The

course focuses on the study of language through themes

and contemporary issues, which are studied through a range

of texts. For Year 12, texts are prescribed.



YEAR 11 ATAR FRENCH SECOND LANGUAGE(AEFSL)


semester duration, which are typically delivered as a pair.

Unit 1

This unit focuses on C’’est la vie! (That’s life!). Through the

three topics: My daily routine, French sports and leisure, and

leading a healthy lifestyle, students further develop their

communication skills in French and gain a broader insight

into the language and culture.

Unit 2

This unit focuses on Voyages (Travel). Through the three

topics: My travel tales and plans, Australia as a travel

destination, and travel in a modern world, students extend

their communication skills in French and gain a broader

insight into the language and culture.

YEAR 12 ATAR FRENCH: SECOND LANGUAGE(ATFSL)

The Year 12 syllabus is divided into two units that are


Unit 3

This unit focuses on Les médias (The media). Through the

three topics: Technology and me, Film and music, and in the

media, students extend and refi ne their communication skills

in French and gain a broader and deeper understanding of

the language and culture.

Unit 4

This unit focuses on Le monde qui nous entoure (The world

around us). Through the three topics: Planning my future,

Migrant experiences, and Youth issues, students extend

and refi ne their communication skills in French and gain a


culture.




YEAR 11 ATAR ITALIAN: SECOND LANGUAGE(AEISL)


semester duration, that are typically delivered as a pair.

Unit 1

This unit focuses on Rapporti (Relationships). Through the

three topics: Rapporti in famiglia, tra gli amici e a scuola

(Family, friend and school relationships), Le tradizioni, gli

spettacoli e le feste (Traditions, events and celebrations),

and Comunicare nel mondo moderno (Communicating

in a modern world), students further develop their

communication skills in Italian and gain a broader insight


Unit 2

This unit focuses on Andiamo! (Travel—let’s go!). Through

the four topics: Le vacanze—racconti e progetti (My holiday

tales and plans), Destinazione Italia (Destination Italy),

Destinazione Australia (Destination Australia), and Viaggiare

oggi (Travel in a modern world) students extend their

communication skills in Italian and gain a broader insight


YEAR 12 ATAR ITALIAN: SECOND LANGUAGE(ATISL)

The Year 12 syllabus is divided into two units which are


Unit 3

This unit focuses on Grazie Italia (Thank you Italy). Through

the three topics: Cose italiane (All things Italian), La vita

italiana (Italian lifestyle), and II Made in Italy nel mondo (II

Made in Italy around the world), students extend and refi ne

their communication skills in Italian and gain a broader and

deeper understanding of the language and culture.

Unit 4

This unit focuses on Ieri, oggi e domani (Yesterday, today

and tomorrow). Through the three topics: Rifl ettiamo sulla

vita e pensiamo al futuro (Refl ecting on my life and planning

my future), I problemi dei giovani oggi (Youth issues), and I

problemi ambientali (Environmental issues) students extend

and refi ne their communication skills in Italian and gain a


culture.



YEAR 11 ATAR JAPANESE: SECOND LANGUAGE (AEJSL)


semester duration, that are typically delivered as a pair.

The notional time for each unit is 55 class contact hours.

Unit 1

This unit focuses on 日常生活)(Daily life). Through the three

topics: My life 私の生活, Home life 学校と家での生活 and

Daily life 生活をくらべて students further develop their

communication skills in Japanese and gain a broader insight


Unit 2

This unit focuses on ようこそ、私の国へ！ (Welcome to my

country). Through the three topics: Welcoming a guest よ

うこそ！, Seasonal activities and celebrations しきとイベン

ト, and Healthy lifestyles けんこう, students extend their

communication skills in Japanese and gain a broader insight


YEAR 12 JAPANESE: SECOND LANGAUGE(ATJSL)

The Year 12 syllabus is divided into two units which are

delivered as a pair. The notional time for the pair of units

is 110 class contact hours.

Unit 3

This unit focuses on 若い旅行者 (Young travellers).

Through the two topics: Travel 旅行 and Part-time jobs

and money アルバイトとお金, students extend and refi ne

their communication skills in Japanese and gain a broader

and deeper understanding of the language and culture.

Unit 4

This unit focuses on かこと未来 (Refl ections and horizons).

Through the three topics: This year and beyond 今年と

将来, Youth events and pathways 若者の行事と進路

and Future plans 未来 students extend and refi ne their

communication skills in Japanese and gain a broader and

deeper understanding of the language and culture.



Mathematics

Learning Area



Mathematics Learning Area

MATHEMATICS LEARNING AREA Year 10

Compulsory for at least one semester, but a full year’s

course is highly recommended for any student wishing to

complete a WACE Mathematics course in year 11 and 12.

In Semester 1, students will complete Unit One Mathematics

Methods and in semester two, Unit One Mathematics

Specialist. These units will prepare students for Mathematics

Methods and/or Mathematics Specialist in Year 11. Those

who are aiming for Mathematics Methods only in Year 11

will still be served by taking Unit One Specialist in semester

two as there is a lot of overlap of content and both courses

complement each other perfectly.

As students have completed the Year 10 curriculum in year 9,

we believe that students will be well served by completing

WACE Year 11 standard Unit One courses in Mathematics

Methods and Mathematics Specialist.

Unit 1 Mathematics Methods Semester one (Year 10)

Contains the three topics:

• Functions and graphs.

• Trigonometric functions.

• Counting and probability.

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.

Unit 1 Mathematics Specialist

Semester two (Year 10)

Contains the three topics:

• 1.1 Combinatorics.

• 1.2 Vectors in the plane.

• 1.3 Geometr.



The three topics in Unit 1 complement the content of

the Mathematics Methods ATAR course. The profi ciency

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 benefi t 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

fl exibility and versatility.

In Year 11 the following year, students will repeat these Unit

One courses but with diff erent texts and extra resources

that will extend and enrich their understanding of the

foundation unit for Methods and Specialist. It has always

been a concern that in year 11 there is not enough time to

teach the very important Year 11 Unit one material due to

the many constraints to the Year 11 Timetable. To succeed in

year 12 WACE examinations, an excellent knowledge of Unit

One is essential as Units 2 to 4 rely on a deep appreciation

and understanding of the foundational Unit One material.

The Unit One syllabi contain more content than any other

unit but is allocated the same amount of teaching time in

Year 11.

Role of technology

Calculators are essential for everyday use within the

Mathematics classroom and at home. It is assumed that

each student has access to a suitable calculator at all

times. Students will require exposure to a CASIO Classpad

calculator in Year 10, to assist in their transition into Years 11

and 12, as well as using their scientifi c calculator.

Computers/Tablets will form an integral part of Mathematics

lessons, activities and assessments throughout all of the

senior years. It is essential that the students have access to

this technology to assist in the development of their skills.

Mathematics is the study of order, relation and pattern. From

its origins in counting and measuring it has evolved in highly

sophisticated and elegant ways to become the language

now used to describe much of the modern world. Statistics

is concerned with collecting, analysing, modelling and

interpreting data in order to investigate and understand real-

world phenomena and solve problems in context. Together,

mathematics and statistics provide a framework for thinking

and a means of communication that is powerful, logical,

concise and precise.

YEAR 11 ATAR MATHEMATICS: APPLICATIONS(AEMAA)

Units 1 and 2

Mathematics: Applications focuses on enabling students

to use mathematics eff ectively, effi ciently and critically to

make informed decisions in their daily lives. Mathematics:

Applications provides students with the mathematical

knowledge, skills and understanding to solve problems

in real contexts, in a range of workplace, personal, further

learning and community settings. This subject off ers

students the opportunity to prepare for post-school options

of employment and further training. Students will encounter

opportunities for problem-solving, such as fi nding the

volume of a solid so that the amount of liquid held in a

container can be compared with what is written on the

label, or fi nding the interest on a sum of money to enable

comparison between diff erent types of loans.

The content of the Mathematics: Applications subject is

designed to be taught within contexts that are relevant to

the needs of the particular student cohort. The skills and

understandings developed throughout the subject will be

further enhanced and reinforced through presentation in an

area of interest to the students.

Learning Outcomes



• understanding of concepts and techniques drawn from

mathematics and statistics

• ability to solve applied problems using concepts and

techniques drawn from mathematics and statistics

• reasoning and interpretive skills in mathematical and

statistical contexts

Years 11 and 12



• capacity to communicate in a concise and systematic

manner using appropriate mathematical and statistical

language

• capacity to choose and use technology appropriately.


Completion of Two Semesters of Year 10 Mathematics to a

satisfactory standard.

Role of technology

It is assumed that students will be taught this course

with an extensive range of technological applications

and techniques. These have the potential to enhance the

teaching and learning of mathematics. However, students

also need to continue to develop skills that do not depend

on technology. The ability to choose when and when not to

use some form of technology, and the ability to work fl exibly

with technology, are important skills in this course.

YEAR 11 ATAR MATHEMATICS: METHODS(AEMAM)

Units 1 and 2

The major themes of Mathematics Methods are calculus and

statistics. They include as necessary prerequisites studies

of algebra, functions and their graphs, and probability.

They are developed systematically, with increasing levels

of sophistication and complexity. Calculus is essential for

developing an understanding of the physical world because

many of the laws of science are relationships involving rates of

change. The topics in Unit 1 build on students’ mathematical

experience. The topics ‘Functions and graphs’, ‘Trigonometric

functions’ and ‘Counting and probability’ all follow on from

topics in the F-10 curriculum from the strands, Number and

Algebra, Measurement and Geometry and Statistics and

Probability. In Unit 2 diff erential calculus is introduced.

Learning Outcomes



• understanding of concepts and techniques drawn from

algebra, the study of functions, calculus, probability and

statistics


techniques drawn from algebra, functions, calculus,

probability and statistics

• reasoning in mathematical and statistical contexts and

interpretation of mathematical and statistical information

including ascertaining the reasonableness of solutions to

problems

• capacity to communicate in a concise and systematic

manner using appropriate mathematical and statistical

language

• capacity to choose and use technology appropriately

and effi ciently.



high standard.

Role of technology












YEAR 11 ATAR MATHEMATICS: SPECIALIST(AEMAS)

Units 1 and 2

Mathematics: Specialist provides opportunities, beyond

those presented in Mathematics: Methods to develop

rigorous mathematical arguments and proofs, and to use

mathematical and statistical models more extensively. Topics

are developed systematically and lay the foundations for

future studies in quantitative subjects in a coherent and

structured fashion. Students of Specialist will be able to

appreciate the true nature of mathematics, its beauty and its

functionality.

For all content areas, practice allows students to achieve

fl uency of skills, such as fi nding the scalar product of two

vectors, or fi nding the area of a region contained between

curves, freeing up working memory for more complex

aspects of problem-solving. In Mathematics: Specialist, the

formal explanation of reasoning through mathematical

proof takes on an important role and the ability to present

the solution of any problem in a logical and clear manner

is of paramount importance. The topics in Unit 1 broaden

students’ mathematical experience and provide diff erent

scenarios for incorporating mathematical arguments and

problem-solving. The unit blends algebraic and geometric

thinking. In this subject there is a progression of content,

applications, level of sophistication and abstraction. In Unit 1

vectors for two-dimensional space are introduced and then

in later Units vectors are studied for three-dimensional space.

Learning Outcomes



• understanding of concepts and techniques drawn

from combinatorics, geometry, trigonometry, complex

numbers, vectors, matrices, calculus and statistics


techniques drawn from combinatorics, geometry,

trigonometry, complex numbers, vectors, matrices,

calculus and statistics

• capacity to choose and use technology appropriately

• reasoning in mathematical and statistical contexts

and interpretation of mathematical and statistical

information, including ascertaining the reasonableness of

solutions to problems.



very high standard.

Role of technology











YEAR 12 ATAR MATHEMATICS: APPLICATIONS

(ATMAA)

Unit 3

Unit 3 has three topics: ‘Bivariate data analysis’, ‘Growth and

decay in sequences’, and ‘Graphs and networks’. ‘Bivariate

data analysis’ introduces students to some methods

for identifying, analysing and describing associations

between pairs of variables, including the use of the least-

squares method as a tool for modelling and analysing

linear associations. The content is to be taught within the

framework of the statistical investigation process. ‘Growth

and decay in sequences’ employs recursion to generate

sequences that can be used to model and investigate

patterns of growth and decay in discrete situations. These

sequences fi nd application in a wide range of practical

situations, including modelling the growth of a compound

interest investment, the growth of a bacterial population,

or the decrease in the value of a car over time. Sequences

are also essential to understanding the patterns of growth

and decay in loans and investments that are studied in

detail in Unit 4. ‘Graphs and networks’ introduces students

to the language of graphs and the ways in which graphs,

represented as a collection of points and interconnecting

lines, can be used to model and analyse everyday situations,

such as a rail or social network.

Unit 4

Unit 4 also has three topics: ‘Time series analysis’, ‘Loans,

investments and annuities’, and ‘Networks and decision

mathematics’. ‘Time series analysis’ continues students’

study of statistics by introducing them to the concepts

and techniques of time series analysis. The content is to be

taught within the framework of the statistical investigation

process. ‘Loans investments and annuities’ aims to provide

students with suffi cient knowledge of fi nancial mathematics

to solve practical problems associated with taking out or

refi nancing a mortgage and making investments. ‘Networks

and decision mathematics’ uses networks to model and aid

decision-making in practical situations.

Learning Outcomes

By the conclusion of the Course, the students should be able

to:

• understand the concepts and techniques in bivariate

data analysis, growth and decay in sequences and

graphs and networks

• apply reasoning skills and solve practical problems in

bivariate data analysis, growth and decay in sequences

and graphs and networks

• implement the statistical investigation process in

contexts requiring the analysis of bivariate data and time

series data

• communicate their arguments and strategies, when

solving mathematical and statistical problems, using

appropriate mathematical or statistical language

• interpret mathematical and statistical information

and ascertain the reasonableness of their solutions to

problems and their answers to statistical questions

• choose and use technology appropriately and effi ciently

• understand the concepts and techniques in time series

analysis, loans, investments and annuities, and networks

and decision mathematics

• apply reasoning skills and solve practical problems

in time series analysis, loans, investments, annuities,

networks and decision mathematics

• evaluate the reasonableness of their solutions to

problems and their answers to questions.

Role of technology










Completion of Year 11 Mathematics Applications to a

satisfactory level.




YEAR 12 ATAR MATHEMATICS: METHODS (ATMAM)

Units 3 and 4

The study of calculus continues with the derivatives

of exponential and trigonometric functions and their

applications, together with some diff erentiation techniques

and applications to optimisation problems and graph

sketching. It concludes with integration, both as a process

that reverses diff erentiation and as a way of calculating areas.

The fundamental theorem of calculus as a link between

diff erentiation and integration is emphasised. In statistics,

discrete random variables are introduced, together with their

uses in modelling random processes involving chance and

variation. This supports the development of a framework for

statistical inference.

The calculus in Unit 4 deals with derivatives of logarithmic

functions. In probability and statistics, continuous random

variables and their applications are introduced and the

normal distribution is used in a variety of contexts. The

study of statistical inference in this unit is the culmination of

earlier work on probability and random variables. Statistical

inference is one of the most important parts of statistics,

in which the goal is to estimate an unknown parameter

associated with a population using a sample of data drawn

from that population. In the Mathematics: Methods ATAR

course, statistical inference is restricted to estimating

proportions in two-outcome populations.

Access to technology to support the computational aspects

of these topics is assumed.

Learning Outcomes


to:

• understand the concepts and techniques in calculus,

probability and statistics

• solve problems in calculus, probability and statistics

• apply reasoning skills in calculus, probability and statistics

• interpret and evaluate mathematical and statistical

information and ascertain the reasonableness of

solutions to problems

• communicate their arguments and strategies when

solving problems.

Role of technology

It is assumed that students will be taught this course with

an extensive range of technological applications and

techniques. If appropriately used, these have the potential to

enhance the teaching and learning of the course. However,

students also need to continue to develop skills that do not

depend on technology. The ability to be able to choose

when or when not to use some form of technology and to

be able to work fl exibly with technology are important skills

in this course.


Completion of Year 11 Mathematics Methods to a

satisfactory level.



YEAR 12 ATAR MATHEMATICS: SPECIALIST (ATMAS)

Unit 3

Unit 3 of the Mathematics: Specialist ATAR course contains

three topics: Complex numbers, Functions and sketching

graphs and Vectors in three dimensions. The study of vectors

was introduced in Unit 1 with a focus on vectors in two-

dimensional space. In this unit, three-dimensional vectors

are studied and vector equations and vector calculus are

introduced, with the latter extending students’ knowledge

of calculus from the Mathematics: Methods ATAR course.

Cartesian and vector equations, together with equations of

planes, enables students to solve geometric problems and

to solve problems involving motion in three-dimensional

space. The Cartesian form of complex numbers was

introduced in Unit 2, and the study of complex numbers is

now extended to the polar form. The study of functions and

techniques of graph sketching, begun in the Mathematics:

Methods ATAR course is extended and applied in sketching

graphs and solving problems involving integration.

Unit 4

Unit 4 of the Mathematics: Specialist ATAR course contains

three topics: Integration and applications of integration, rates

of change and diff erential equations and statistical inference.

In Unit 4, the study of diff erentiation and integration of

functions continues, and the calculus techniques developed

in this and previous topics are applied to simple diff erential

equations, in particular in biology and kinematics. These

topics demonstrate the real-world applications of the

mathematics learned throughout the Mathematics:

Specialist ATAR course. In this unit, all of the students’

previous experience working with probability and statistics

is drawn together in the study of statistical inference for the

distribution of sample means and confi dence intervals for

sample means.

Learning Outcomes


to:

• understand the concepts and techniques in vectors,

complex numbers, functions and graph sketching

• apply reasoning skills and solve problems in vectors,

complex numbers, functions and graph sketching

• communicate their arguments and strategies when

solving problems

• construct proofs of results

• interpret mathematical information and ascertain the

reasonableness of their solutions to problems

• understand the concepts and techniques in applications

of calculus and statistical inference

• apply reasoning skills and solve problems in applications

of calculus and statistical inference.

Role of technology

It is assumed that students will have access to an extensive

range of technological applications and techniques. If

appropriately used, these have the potential to enhance the



on technology. The ability to be able to choose when or

when not to use some form of technology and to be able

to work fl exibly with technology are important skills in this

course.


Completion of Year 11 Mathematics Specialist to a

satisfactory level.



Music Learning Area



MUSIC LEARNING AREA

The Music courses are designed to encourage students to

continue and develop their participation in musical activity

as both a recreational and vocational choice. It may serve as

a pathway for further training and employment in a range

of professions within the music industry, or as a means of

experiencing the pleasure and satisfaction that comes from

making music.

Music Learning Area

Year 10

MUSIC (EXTENSION) (10MUSE1/10MUSE2)

Students should select this subject in Semester 1 and

Semester 2.

Students enrolled in a music course are expected to be

members of the co-curricular ensemble, Senior Chorale.

In addition, students are expected to be members of

the applicable ensemble for their instrument or voice, as

directed by the Music Department.

The syllabus is designed around four key outcomes:

• Performing.

• Composing and Arranging.

• Listening and Responding.

• Culture and Society.

Within these four outcomes there are six key content areas:

• Aural.

• Theory.

• Analysis.

• Composition and Arranging.

• Performance.

• Cultural and Historical Perspective.

Other Information

The Music curriculum off ers many opportunities for student

extension, particularly through theoretical understanding,

composition, and performance opportunities. The

implementation of Kodaly methodology throughout the

curriculum allows students to learn through involvement in

quality music-making experiences.



MUSIC (CLASS) (10MUSC1/10MUSC2)

Students may select this for Semester 1 as a minimum

and it is recommended that they also select this for

Semester 2.

Students enrolled in a music course are expected to be




directed by the Music Department. The syllabus is designed

around four key outcomes:

• Performing.





• Aural.

• Theory.

• Analysis.


• Performance.


Other Information







Years 11 and 12

The Music course is designed to encourage students to

participate in musical activity as both a recreational and

vocational choice. It may serve as a pathway for further

training and employment in a range of professions within

the music industry, or as a means of experiencing the

pleasure and satisfaction that comes from making music.

Students enrolled in any music course are expected to be




directed by the Music Department. Refer to the Music

Policies and Guidelines for further information.

Perth Modern School students study the Western Art Music

context.

YEAR 11 ATAR MUSIC: WESTERN ART (AEMUSW)Western Art Music involves the study of the European

tradition of music and its development over time. The

Western Art Music areas of study will be chosen from:

• Symphony.

• Concerto.

• Opera.

• Chamber Music.

• Choral Music.

• Solo work (instrumental/vocal).

Units 1 and 2:

Core content and learning outcomes for Western Art Music


• Performing.





• Aural.

• Theory.

• Analysis.


• Performance.


ATAR Music has 50 per cent weighting awarded for

performance/practical work and 50 per cent weighting for

written work.



Learning Outcomes

In these courses:

• students extend their understanding and appreciation of

a range of music

• further develop the skills and knowledge needed to be

able to respond to how social, cultural and historical

factors shape the role of music

• students will consider how music is structured and how

the elements of music are used to infl uence the specifi c

types of music being studied

• students will use their developing skills, knowledge and

understanding of Theory and Aural and apply this with

increasing complexity in their music making activities

• students will extend their knowledge and skill level

particularly through theoretical understanding,

composition, and performance opportunities

• the implementation of Kodaly methodology throughout

the curriculum allows students to learn through

involvement in quality music-making experiences.


Completion of Year 10 Music.

Other Information

Please note: For this examinable subject students will

perform a recital program for which an accompanist is

required

YEAR 12 ATAR MUSIC: WESTERN ART (ATMUSW)

Units 3 and 4

This course is a continuation and development of YEAR 11

ATAR MUSIC.

Students continue to extend their understanding and

appreciation of a range of music and further develop their

music skills and knowledge needed to respond to how

social, cultural and historical factors shape the role of music.

They integrate the activities of performing, composing,

arranging and responding to music genres, and use

musical language to communicate their knowledge and

understanding of music studied. Students continue to

consider how music is structured and how the elements

of music are used to infl uence the specifi c types of music

being studied. They make more extensive connections

between music and its context, diff erent areas of musical

knowledge, and diff erent aspects of musical activities while

applying, with increasing sophistication, their skills in Theory

and Aural in their music-making activities.








Year 11 ATAR Music: Western Art

Other Information

Please note: for this examinable subject students will perform

a recital program for which an accompanist is required.

Music Learning Area


Science

Learning Area



SCIENCE LEARNING AREA

Science Learning Area

Year 10

Compulsory for at least one semester.

Students will be given the choice of two diff erent courses

which can be studied over the year. In Semester 1, students

study 10SCI1 and in Semester 2, they study 10SCI2. Both

options have the same degree of rigour, but look at diff erent

aspects of the Science Curriculum. Students can opt to do

one or both of the courses. It is recommended that students

who wish to pursue a Science ATAR course in Years 11 and 12

choose to do both courses.

SCIENCE A (10SCI1)This course is called Walking in the Footsteps of the Famous

Scientists. Students look at the work conducted by famous

Scientists of Biology, Chemistry and Physics. Students

discover the importance of the DNA structure and how

changes to DNA result in diff erent genetic outcomes. Also,

how variation occurs when the cell divides and that the

combination of diff erent genes results in the development

of new species. In Chemistry, students view atomic structure

and how diff erent elements are bonded together. Students

will begin to analyse diff erent quantities of molecules and

they will be able to work out the products formed and

their amounts. Finally, students study Newton’s Three Laws

of Motion and vector quantity problems. They are given

opportunity to apply the equations generated from motion

graphs and they are required to work through contextual

examples. Students may carry out a range of investigations

in order to test the Laws of Motion. This will result in analysis,

synthesis and evaluation opportunities.

SCIENCE B (10SCI2)This module begins by asking the question: What is health

and is it the same as the absence of disease? How does our

body maintain a healthy state? What factors can infl uence

our health? Maintaining healthy sustainable bodies requires

certain actions. Also, certain actions are required to maintain

global sustainability. How can we keep the globe healthy?

What processes occur within global systems and how is the

energy transferred? What does future energy consumption

look like and are we helping or hindering our future by

our current energy usage practices? Students will begin by

investigating how energy is used in everyday life, including

direct and indirect use. They’ll explore the fl ow of energy

and cycling of carbon as they investigate hydrocarbons

and the role of plants and animals in the carbon cycle, and

discuss whether nuclear energy is a suitable alternative. Such



questions lead us to consider whether we need to review

our global practices as we consider the environmental

implications and the human impact on the environment.

Also, students are given insight into how all the Science

disciplines can interrelate to help us understand and look to

solve signifi cant issues of sustainability facing our world.

Other Information

Calculators are essential for the Science classroom and

at home. It is assumed that each student has access to a

suitable calculator at all times. Students will require the use

of a Scientifi c calculator in Science, not a Classpad.

Computers/Tablets will form an integral part of Science

lessons and activities throughout all of the senior years. It

is essential that students have access to this technology to

assist in the development of their skills.

It is highly recommended that students wishing to pursue

Biology, Chemistry, Human Biology or Physics in Year 11

should take both courses in Year 10 as they provide an

excellent foundation for these courses.

PSYCHOLOGY (10PSY1/2)

Students can select this elective in either Semester 1 or

Semester 2.

As psychologists and profi ler trainees we will explore the

world of Psychology and Criminology. It is also a taster

for Senior Years Psychology. Psychology is the scientifi c

study of how we think, feel and act. During the course we

will examine how behaviour and personality can result in

criminal behaviour. We will explore personality disorders,

e.g. psychopaths and sociopaths, and investigate the minds

of criminals as well as completing computer aided forensic

course resources. Criminal Minds is about the psychology

and pathology of crime. We will again return to crime

scenes where we will look at the scene from a psychological

perspective.

Years 11 and 12

BIOLOGY

Biology is the study of the fascinating diversity of life as it

has evolved and as it interacts and functions. Investigation

of biological systems and their interactions, from cellular

processes to ecosystem dynamics, has led to biological

knowledge and understanding that enable us to explore

and explain everyday observations, fi nd solutions to

biological issues, and understand the processes of biological

continuity and change over time.

YEAR 11 ATAR BIOLOGY (AEBLY)In Units 1 and 2, students build on prior learning to develop

their understanding of relationships between structure and

function in a range of biological systems, from ecosystems

to single cells and multicellular organisms. In Unit 1, students

analyse abiotic and biotic ecosystem components and their

interactions, using classifi cation systems for data collection,

comparison and evaluation. In Unit 2, students investigate

the interdependent components of the cell system and the

multiple interacting systems in multicellular organisms.

Unit 1—Biodiversity and the

interconnectedness of life

The current view of the biosphere as a dynamic system

composed of Earth’s diverse, interrelated and interacting

ecosystems developed from the work of eighteenth and

nineteenth century naturalists, who collected, classifi ed,

measured and mapped the distribution of organisms and

environments around the world. In this unit, students

investigate and describe a number of diverse ecosystems,

exploring the range of biotic and abiotic components to

understand the dynamics, diversity and underlying unity of

these systems.

Students develop an understanding of the processes

involved in the movement of energy and matter in

ecosystems. They investigate ecosystem dynamics,

including interactions within and between species, and

interactions between abiotic and biotic components of

ecosystems. They also investigate how measurements of

abiotic factors, population numbers and species diversity,

and descriptions of species interactions, can form the basis

for spatial and temporal comparisons between ecosystems.

Students use classifi cation keys to identify organisms

describe the biodiversity in ecosystems, investigate patterns

in relationships between organisms, and aid scientifi c

communication.



Unit 2—Cells and multicellular organisms

The cell is the basic unit of life. Although cell structure

and function are very diverse, all cells possess some

common features: all prokaryotic and eukaryotic cells

need to exchange materials with their immediate external

environment in order to maintain the chemical processes

vital for cell functioning. 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 biochemical

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 effi cient

provision or removal of materials to and from all cells of the

organism.

Learning Outcomes



• investigating and describing a number of diverse

ecosystems

• exploring the range of biotic and abiotic components to

understand the dynamics, diversity and underlying unity

of these ecosystems

• investigating patterns in relationships between

organisms

• understanding how scientifi c knowledge is used to off er

valid explanations and reliable predictions

• understanding the chemical nature of cellular systems

• investigating the metabolic processes in a range of

biological systems

• understanding the relationship between structure and

function within biological systems.


Minimum of an A grade in Year 10 Biology or Human Biology

modules of Science A and Science B courses. Students

should only select Biology if they have a good command of

English and are good readers.

Other information

A scientifi c calculator is needed.

YEAR 12 ATAR BIOLOGY (ATBLY)

Unit 3—Heredity and the continuity of life

Heredity is an important biological principle as it explains

why off spring (cells or organisms) resemble their parent

cell or organism. Organisms require cellular division and

diff erentiation for growth, development, repair and

sexual reproduction. In this unit, students investigate the

biochemical and cellular systems and processes involved in

the transmission of genetic material to the next generation

of cells and to off spring. They consider diff erent patterns

of inheritance by analysing the possible genotypes and

phenotypes of off spring. Students link their observations to

explanatory models that describe patterns of inheritance,

and explore how the use of predictive models of inheritance

enables decision-making.

Students investigate the genetic basis for the theory of

evolution by natural selection through constructing, using

and evaluating explanatory and predictive models for gene

pool diversity of populations. They explore genetic variation

in gene pools, selection pressures and isolation eff ects in

order to explain speciation and extinction events and to

make predictions about future changes to populations.




Unit 4—Maintaining the Internal Environment

In order to survive, organisms must be able to maintain

system structure and function in the face of changes

in their external and internal environments. Changes in

temperature and water availability, and the incidence and

spread of infectious disease, present signifi cant challenges

for organisms and require coordinated system responses. In

this unit, students investigate how homeostatic response

systems control organisms’ responses to environmental

change—internal and external—in order to survive in a

variety of environments, as long as the conditions are within

their tolerance limits. Students study how the invasion of an

organism’s internal environment by pathogens challenges

the eff ective functioning of cells, tissues and body systems,

and triggers a series of responses or events in the short-

and long-term in order to maintain system function.

They consider the factors that contribute to the spread of

infectious disease and how outbreaks of infectious disease

can be predicted, monitored and contained.

Learning Outcomes

By the conclusion of the course, the students should be


• investigating the genetic basis for the theory of

evolution by natural selection

• exploring the genetic variation in gene pools, selection

pressures and isolation eff ects



• understanding the chemical nature of cellular systems

• investigating homeostatic mechanisms and responses to

environmental change

• considering how infectious diseases are spread and

how we can make predictions about the outbreak of

infectious disease.


Biology Units 1 and 2. It is possible to study Human Biology

Units 3 and 4 if students have studied Units 1 and 2 Biology,

but a lot of extra reading is required to make up for the

potential gaps in understanding.

Other information


CHEMISTRY

Chemistry is the study of materials and substances, and the

transformations they undergo through interactions and

the transfer of energy. Chemists can use an understanding

of chemical structures and processes to adapt, control

and manipulate systems to meet particular economic,

environmental and social needs. This includes addressing

the global challenges of climate change and security of

water, food and energy supplies, and designing processes

to maximise the effi cient use of earth’s fi nite resources.

Chemistry develops students’ understanding of the key

chemical concepts and models of structure, bonding, and

chemical change, including the role of chemical, electrical

and thermal energy. Students learn how models of structure

and bonding enable chemists to predict properties and

reactions and to adapt these for particular purposes.

YEAR 11 ATAR CHEMISTRY (AECHE)

Unit 1—Chemical fundamentals:

structure, properties and reactions

Students use models of atomic structure and bonding

to explain the macroscopic properties of materials and

to predict the products and explain the energy changes

associated with chemical reactions. Chemists design and

produce a vast range of materials for many purposes,

including for fuels, cosmetics, building materials and

pharmaceuticals. As the science of chemistry has developed

over time, there has been an increasing realisation that the

properties of a material depend on, and can be explained

by, the material’s structure. A range of models at the atomic

and molecular scale enable explanation and prediction of

the structure of materials and how this structure infl uences

properties and reactions. In this unit, students relate matter

and energy in chemical reactions, as they consider the

breaking and reforming of bonds as new substances are

produced. Students can use materials that they encounter

in their lives as a context for investigating the relationships

between structure and properties.

Unit 2—Molecular interactions and reactions

In Unit 2, they continue to develop their understanding of

bonding models and the relationship between structure,

properties and reactions, including consideration of the

factors that aff ect the rate of chemical reactions. In this

unit, students develop their understanding of the physical

and chemical properties of materials including gases,

water and aqueous solutions, acids and bases. Students

explore the characteristic properties of water that make it



essential for physical, chemical and biological processes on

Earth, including the properties of aqueous solutions. They

investigate and explain the solubility of substances in water,

and compare and analyse a range of solutions. They learn

how rates of reaction can be measured and altered to meet

particular needs, and use models of energy transfer and

the structure of matter to explain and predict changes to

rates of reaction. Students gain an understanding of how to

control the rates of chemical reactions, including through

the use of a range of catalysts.

Learning Outcomes



• using models to explain the atomic and molecular

structures and make predictions about a particular

structure’s properties and reactions

• understanding of patterns in the properties and

composition of materials

• investigating and describing the physical and chemical

properties of materials at the macroscopic level

• comparing and analysing a range of solutions, including

explaining the solubility of substances in water



• using a range of practical and research inquiry skills to

investigate chemical reactions.






Other information


YEAR 12 ATAR CHEMISTRY (ATCHE)

Unit 3—Equilibrium, acids and redox reactions

In Unit 3, students investigate models of equilibrium in

chemical systems; apply these models in the context of acids

and bases and redox reactions, including electrochemical

cells; and explain and predict how a range of factors aff ect

these systems. The idea of reversibility of reaction is vital

in a variety of chemical systems at diff erent scales, ranging

from the processes that release carbon dioxide into our

atmosphere to the reactions of ions within individual cells

in our bodies. Processes that are reversible will respond




ENGINEERING STUDIES

YEAR 11 ATAR ENGINEERING STUDIESEngineers are involved in the design, manufacture

and maintenance of a diverse range of products and

infrastructure integral to the functioning of society, business

and industry. They rely strongly on their creativity and

problem-solving to turn ideas into reality by applying lateral

thinking and mathematical and scientifi c principles to

develop solutions to problems, needs and opportunities.

An engineer also needs to be socially aware and involved

in broader community issues: impacts on the environment,

sustainable energy, health and safety, and consultation

processes to understand social attitudes and opinion.

The Engineering Studies ATAR course provides opportunities

for students to investigate, research and present information,

design and make products and undertake project

development. These opportunities allow students to

apply engineering processes, understand underpinning

scientifi c and mathematical principles, develop engineering

technology skills and explore the interrelationships between

engineering and society.

The Engineering Studies ATAR course is essentially a practical

course focusing on real-life contexts. It aims to prepare

students for a future in an increasingly technological world

by providing the foundation for life-long learning about

engineering. It is particularly suited to those students who

are interested in engineering and technical industries as

future careers.

Students must study all of the core content material and one

of the specialist engineering fi elds, namely mechatronics.

to a range of factors and can achieve a state of dynamic

equilibrium. In this unit, students investigate acid-base

equilibrium systems and their applications. They use

contemporary models to explain the nature of acids and

bases, and their properties and uses. This understanding

enables further exploration of the varying strengths of acids

and bases. Students investigate the principles of oxidation

and reduction reactions and the production of electricity

from electrochemical cells.

Unit 4—Structure, Synthesis and Design

In Unit 4, students use models of molecular structure,

chemical reactions and energy changes to explain and

apply synthesis processes, particularly with consideration

of organic synthesis; and they consider current and future

applications of chemical design principles. Current and

future applications of chemistry include the development

of specialised techniques to create, or synthesise, new

substances to meet the specifi c needs of society, including

pharmaceuticals, fuels, polymers and nanomaterials. In this

unit, students focus on the principles and application of

chemical synthesis, particularly in organic chemistry. This

involves considering where and how functional groups can

be incorporated into already existing carbon compounds

in order to generate new substances with properties that

enable them to be used in a range of contexts.

Learning Outcomes



• investigating models of equilibrium in chemical systems

• explaining and predicting how a range of factors aff ect

equilibrium in chemical systems



• investigating a range of electrochemical cells, using

science inquiry skills

• investigating the principles and application of chemical

structure, synthesis and design.


Chemistry Units 1 and 2.

Other information




YEAR 11 ATAR ENGINEERING STUDIES (AEEST)

Unit 1

In the development of an engineering project, students

study core engineering theory and the chosen specialist

area of mechatronics. They develop an understanding of

diff erent forms of energy, uses of these diff erent forms, and

sources of renewable and non-renewable energy.

Given guidelines and a context, students apply their

knowledge of the engineering design process and theory

to develop and respond to a design brief. This requires them

to investigate existing products, construction materials

and components. Design ideas are developed through

annotated sketches and concept drawings. Students then

select and analyse the most suitable concept for production

as a prototype or working model.

Students fi nalise their chosen design by documenting

its specifi cations in the form of appropriate orthographic

drawings, specialist diagrams and lists of materials and

components. They calculate the cost of the prototype or

model. They follow a given timeline to undertake tasks

required to produce, test and evaluate the product.

Unit 2

This unit develops students’ understanding of core and

specialist area theory to better understand the scientifi c,

mathematical and technical concepts that explain how

engineered products function. They study the impact of the

diff erent forms of obsolescence in engineering products on

society, business and the environment.

Students continue to refi ne their understanding and

skills of the engineering design process, undertaking

tasks to produce, test and evaluate the product. Core

and Mechatronics specialist area theory continues to be

studied to forge greater understanding of the scientifi c,

mathematical and technical concepts that explain how

engineered products function.

Learning Outcomes

Students who are undertaking this course will be exposed

to the process of engineering design and specialising in the

fi eld of mechatronics. By the conclusion of the Course, the

students will have achieved the following outcomes:

Outcome 1—Engineering process

Students apply and communicate a process to design, make,

and evaluate engineered products.


• investigate needs and opportunities

• generate engineering production proposals to provide

solutions

• manage engineering production processes to produce

solutions

• evaluate intentions, plans and actions.

Outcome 2—Engineering understandings

Students demonstrate understanding of materials,

components, and scientifi c and mathematical concepts

used in the engineering context.


• understand and explain properties and behaviours of

materials and components

• understand and apply scientifi c and mathematical

concepts used in the engineering context.

Outcome 3—Engineering technology skills

Students use materials, skills and technologies when

undertaking an engineering challenge.


• apply initiative and organisational skills

• apply materials, techniques and technologies to achieve

solutions to engineering challenges

• operate equipment and resources safely

• apply skills of calculation and computation.

Outcome 4—Engineering in society

Students investigate, analyse and understand the

interrelationships between engineering projects and society.


• identify forms, sources and uses of energy

• describe the diff erent forms of obsolescence.


Y10 Semester Two Science Module (10SCI2) but Semester

One Science Module would be preferable too.

Other information

A Scientifi c calculator is needed.




YEAR 12 ATAR ENGINEERING STUDIES (ATEST) (COMMENCES 2019)

Unit 3

In this unit, students develop their understanding of core

and specialist area theory. They also study the impacts

of obtaining and using the diff erent forms of renewable

and non-renewable energy on society, business and the

environment.

Students use the engineering design process beginning with

the development of a comprehensive design brief that has

a focus on a problem, need or opportunity. They synthesise

responses to the brief by engaging in a range of activities

that include: detailed research of similar existing engineered

products; construction materials and components; sketching,

drawing and notating concepts; analysing and justifying

the choice of the most promising of these for production

as a prototype or working model. Students refi ne their

understanding and skills of the engineering design process,

undertaking tasks to produce, test and evaluate the product.

Unit 4

In this unit, students consider and analyse the stages within

the life cycle of engineering products. Students develop and

demonstrate an understanding of the impacts on society,

business and the environment that occur during the life

cycle of engineered products.

Students continue to refi ne their understanding and skills

of the engineering design process, undertaking tasks to

produce, test and evaluate the product. Core and specialist

area theory continues to be studied to forge greater

understanding of the scientifi c, mathematical and technical

concepts that explain how engineered products function.

Each unit includes:

• a unit description—a short description of the purpose of

the unit

• unit content—the content to be taught and learned.

Learning Outcomes

Course content contains core content material and two

specialist fi elds. The core content utilises an engineering

design process to enable students to learn about

engineering in a practical project-focused approach.

The study of core content develops student knowledge,

understandings and skills of general engineering

concepts and processes. The content of mechatronics

allows for students to develop a greater specifi c practical

understanding of major engineering and industrial

technologies.

Outcome 1—Engineering process

Students apply and communicate a process to design, make,

and evaluate engineered products.


• investigate needs and opportunities

• generate engineering production proposals to provide

solutions

• manage engineering production processes to produce

solutions

• evaluate intentions, plans and actions.

Outcome 2—Engineering understandings

Students demonstrate understanding of materials,

components, and scientifi c and mathematical concepts

used in the engineering context.


• understand and explain properties and behaviours of

materials and components

• understand and apply scientifi c and mathematical

concepts used in the engineering context.

Outcome 3—Engineering technology skills

Students use materials, skills and technologies when

undertaking an engineering challenge.


• apply initiative and organisational skills

• apply materials, techniques and technologies to achieve

solutions to engineering challenges

• operate equipment and resources safely

• apply skills of calculation and computation.

Outcome 4—Engineering in society

Students investigate, analyse and understand the

interrelationships between engineering projects and society.


• identify forms, sources and uses of energy

• analyse the life cycle of engineered products.


Unit 1 and 2 Engineering Studies is essential.

Other information




HUMAN BIOLOGY

Human Biology covers a wide range of ideas relating to

the functioning human. Students learn about themselves,

relating structure to function and how integrated regulation

allows individuals to survive in a changing environment.

They research new discoveries that are increasing our

understanding of the causes of dysfunction, which can lead to

new treatments and preventative measures. Reproduction is

studied to understand the source of variation that makes each

of us unique individuals. Through a combination of classical

genetics and advances in molecular genetics, dynamic new

biotechnological processes have resulted. Population genetics

is studied to highlight the longer-term changes leading to

natural selection and evolution of our species.

YEAR 11 ATAR HUMAN BIOLOGY (AEHBY)

Unit 1—The Functioning Human Body

This unit looks at how human structure and function

supports cellular metabolism and how lifestyle choices

aff ect body functioning.

Cells are the basic structural and functional unit of the

human body. Cells contain structures that carry out a range

of functions related to metabolism, including anabolic and

catabolic reactions. Materials are exchanged in a variety

of ways within and between the internal and external

environment to supply inputs and remove outputs of

metabolism. Metabolic activity requires the presence

of enzymes to meet the needs of cells and the whole

body. The respiratory, circulatory, digestive and excretory

systems control the exchange and transport of materials

in support of metabolism, particularly cellular respiration.

The structure and function of the musculo-skeletal system

provides for human movement and balance as the result of

the coordinated interaction of the many components for

obtaining the necessary requirements for life.

Unit 2—Reproduction and Inheritance

Opportunities are provided to explore 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

infl uence early development. The cellular mechanisms for

gamete production and zygote formation contribute to

human diversity. Meiosis and fertilisation are important in

producing new genetic combinations.

The transfer of genetic information from parents to off spring

involves the replication of deoxyribonucleic acid (DNA),

meiosis and fertilisation. The reproductive systems of

males and females are diff erentially 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 infl uence and control the reproductive

ability in males and females. Cell division and cell

diff erentiation play a role in the changes that occur between

the time of union of male and female gametes and birth.

Disruptions to the early development stages can be caused

by genetic and environmental factors: inheritance can be

predicted using established genetic principles. The testing of

embryos, resulting from assisted reproductive technologies,

is conducted for embryo selection, and the detection of

genetic disease. The application of technological advances

and medical knowledge has consequences for individuals

and raises issues associated with human reproduction.

Learning Outcomes



• investigating and understanding cell structure and

organelles, and their functions

• understand the various systems of the body and how

they interact in a coordinated way



• knowing the diff erent parts of the musculo-skeletal

system and how it functions to allow movement and

balance

• collecting and interpreting quantitative and qualitative

data to a variety of human biological problems.

• Appreciating the processes involved in producing new

off spring, from cell division through to fertilisation,

pregnancy and birth.






Other information





YEAR 12 ATAR HUMAN BIOLOGY (ATHBY)

Unit 3—Homeostasis and Disease

This unit explores the nervous and endocrine systems

and the mechanisms that help maintain the systems of

the body to function within normal range, and the body’s

immune responses to invading pathogens. The complex

interactions between body systems in response to changes

in the internal and external environments facilitate the

maintenance of optimal conditions for the functioning of

cells. Feedback systems involving the autonomic nervous

system, the endocrine system and behavioural mechanisms

maintain the internal environment for body temperature,

body fl uid composition, blood sugar and gas concentrations

within tolerance limits. The structure and function of the

endocrine system, including the glands, hormones, target

organs and modes of action, can demonstrate the many

interactions that enable the maintenance of optimal cellular

conditions. The structure and function of the autonomic

nervous system, and its relationship with other parts of

the nervous system, can be linked to the roles each play

in maintaining homeostasis of internal environmental

conditions. Comparing and contrasting the endocrine

and nervous systems can highlight the roles of each in

homeostasis. Humans can intervene to treat homeostatic

dysfunction and infl uence the quality of life for individuals

and families. Diff erent body systems have mechanisms,

including physical and chemical barriers, that protect the

body against invasion by pathogens. The non-specifi c

actions of the body can be aided by the use of antibiotics

and antiviral drugs to counter the invasion or reduce the

eff ect of the pathogen. Specifi c resistance mechanisms

involve the recognition of invading pathogens and produce

long-lasting immunity. Vaccinations can result in immunity

to infection by exposure to attenuated versions of the

pathogens.

Unit 4—Human Variation and Evolution

This unit explores the variations in humans in their changing

environment and evolutionary trends in hominids.

Humans can show multiple variations in characteristics

due to the eff ect of polygenes or gene expression. The

changing environment can infl uence the survival of

genetic variation through the survival of individuals with

favourable traits. Gene pools are aff ected by evolutionary

mechanisms, including natural selection, migration and

chance occurrences. Population gene pools vary due to

interaction of reproductive and genetic processes and the

environment. Over time, this leads to evolutionary changes.

Gene fl ow between populations can be stopped or reduced

by barriers. Separated gene pools can undergo changes

in allele frequency, due to natural selection and chance

occurrences, resulting in speciation and evolution. Evidence

for these changes comes from fossils and comparative

anatomy and biochemical studies. A number of trends

appear in the evolution of hominids and these may be

traced using phylogenetic trees. The selection pressures on

humans have changed due to the control humans have over

the environment and survival.

Learning Outcomes



• investigating the genetic basis for the theory of

evolution by natural selection

• exploring the genetic variation in gene pools, selection

pressures and isolation eff ects

• using evidence from fossil records, comparative anatomy

and biochemical studies to develop an understanding of

evolutionary trends in hominins


valid explanations and reliable predictions.


It is not necessary to have completed Year 11 Human

Biology to study Year 12 Human Biology, but is highly

recommended. However, students who have studied

Year 11 Biology, Human Biology or Chemistry will have an

advantage. Students should only select Human Biology

if they have a good command of English and are good

readers.



PHYSICS

Physics is a fundamental science that endeavours to explain

all the natural phenomena that occur in the universe. Its

power lies in the use of a comparatively small number

of assumptions, models, laws and theories to explain a

wide range of phenomena, from the incredibly small to

the incredibly large. Physics has helped to unlock the

mysteries of the universe and provides the foundation of

understanding upon which modern technologies and all

other sciences are based.

YEAR 11 ATAR PHYSICS (AEPHY)

Unit 1—Thermal, nuclear and electrical physics

In Unit 1, students investigate energy production by

considering heating processes, radioactivity and nuclear

reactions, and investigate energy transfer and transformation

in electrical circuits.

An understanding of heating processes, nuclear reactions

and electricity is essential to appreciate how global energy

needs are met. In this unit, students explore the ways

physics is used to describe, explain and predict the energy

transfers and transformations that are pivotal to modern

industrial societies. Students investigate heating processes,

apply the nuclear model of the atom to investigate

radioactivity, and learn how nuclear reactions convert mass

into energy. They examine the movement of electrical

charge in circuits and use this to analyse, explain and predict

electrical phenomena.

Contexts that could be investigated in this unit include

technologies related to nuclear, thermal, or geothermal

energy, 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

In Unit 2, students describe, explain and predict linear

motion, and investigate the application of wave models to

light and sound phenomena. In this unit, students develop

an appreciation of how an understanding of motion and

waves 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, and compare the behaviour of these waves with

the behaviour of light. This leads to an explanation of

light phenomena, including polarisation, interference and

diff raction, in terms of a wave model.

Learning Outcomes



• using models, laws and theories to help explain a wide

range of phenomena

• understanding of heating processes, nuclear reactions

and electricity

• investigating technologies related to thermal, nuclear,

geothermal energy and other energy technologies

• investigating common wave phenomena

• using quantitative and qualitative models and theories

to visualise explain and predict physical phenomena.

Understanding how scientifi c knowledge is used to off er

valid explanations and reliable predictions.


Minimum of A grade in Physics modules in Year10 Science A

and Science B courses.

Other information





YEAR 12 ATAR PHYSICS (ATPHY)

Unit 3—Gravity and Electromagnetism

In Unit 3, students investigate models of motion in

gravitational, electric and magnetic fi elds to explain

how forces act at a distance, and use the theory of

electromagnetism to explain the production and

propagation of electromagnetic waves.

Field theories have enabled physicists to explain a vast

array of natural phenomena and have contributed to the

development of technologies that have changed the world,

including electrical power generation and distribution

systems, artifi cial satellites and modern communication

systems. In this unit, students develop a deeper

understanding of motion and its causes by using Newton’s

Laws of Motion and the gravitational fi eld model to analyse

motion on inclined planes, the motion of projectiles,

and satellite motion. They investigate electromagnetic

interactions and apply this knowledge to understand

the operation of direct current (DC) and alternating

current (AC) motors and generators, transformers, and AC

electricity distribution systems. Students also investigate the

production of electromagnetic waves.

Unit 4—Revolutions in Modern Physics

In Unit 4, students investigate how shortcomings in existing

theories led to the development of the Special Theory of

Relativity, the quantum theory of light and matter, and the

Standard Model of particle physics.

The development of quantum theory and the theory of

relativity fundamentally changed our understanding of

how nature operates and led to the development of a wide

range of new technologies, including technologies that

revolutionised the storage, processing and communication

of information. In this unit, students examine observations of

relative motion, light and matter that could not be explained

by existing theories, and investigate how the shortcomings

of existing theories led to the development of the special

theory of relativity and the quantum theory of light and

matter. Students evaluate the contribution of the quantum

theory of light to the development of the quantum theory

of the atom, and examine the Standard Model of particle

physics and the Big Bang theory.


Physics Units 1 and 2.

Other information




PSYCHOLOGY

Psychology is the scientifi c study of how people think, feel

and act. It aims to answer important questions such as; what

factors infl uence human development? While there are

other disciplines that overlap with psychology’s main aim

to understand humans, psychology is rigorous in its use of

scientifi c method. This allows for systematic exploration into

the complexities of human behaviour based on evidence

gathered through planned investigations.

YEAR 11 ATAR PSYCHOLOGY (AEPSY)

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 are introduced to the

human brain, focusing on the major parts and lobes of the

cerebral cortex, and review case studies, illustrating the

link between the brain and behaviour. They also explore

the impact of external factors, such as physical activity and

psychoactive drugs, on individuals’ behaviour. Cognitive

processes, such as sensation and perception and selective

and divided attention, are investigated. The impact of others

on behaviour is also studied.

Students examine diff erent types of relationships and look

at the role of verbal and non-verbal communication in

initiating, maintaining and regulating relationships. Students

are introduced to ethics in psychological research and

carry out investigations, following the steps in conducting

scientifi c research. They identify the aims of psychological

investigations and apply appropriate structure to sequence

data using correctly labelled tables, graphs and diagrams.

Unit 2

This unit introduces students to developmental psychology

by looking at the concept of average development and

changes expected as people age. They analyse twin and

adoption studies to gain insight into the nature/nurture

debate and look at the role of play in assisting development.

Students explore what is meant by the term personality

and examine several historical perspectives used to explain

personality such as Freud’s psychodynamic approach.

Students investigate the infl uence of others on self-concept,

identity and attitudes. They explore the behaviours

observed within groups, such as deindividuation and social

loafi ng, and causes of prejudice. Psychological research

methods introduced in Unit 1 are further explored.

Learning Outcomes



• understanding the link between the brain and behaviour

• investigating the impact of external factors on an

individual’s behaviour

• investigating cognitive processes and their impact on

behaviour

• analysing case studies around nurture and nature

discussions

• investigating the infl uence of others on self-concept.

There are no recommended minimum entrance

requirements.

YEAR 12 ATAR PSYCHOLOGY (ATPSY)

Unit 3

This unit focuses on the functions of the lobes of the

cerebral cortex and examines how messages are transmitted

from the brain to the body. It explores how behaviour is

infl uenced by learning and other factors, and the impact

of others on individual behaviour. Students examine

socialisation processes observed within families and how

social background and gender can shape communication

styles. Students expand on their knowledge of ethics

in psychological research as they engage in detailed

investigations.

Unit 4

This unit focuses on developmental and contemporary

personality theories, and behaviours observed when

individuals are examined in the social context. Students

analyse the causes of conformity and obedience and

gain an understanding of the factors that shape a sense

of community. Students continue to develop their

understanding and application of psychological research

methods.



Recreation Courses



Recreation subjects are non ATAR courses that are timetabled for one double period per week. Recreation

courses are year-long. They do not count as units towards WACE achievement.

ARTS AND TECHNOLOGIES

ARTThis course is available for students who wish to work on

a personal creative project or for Visual Arts students to

extend their practical art making time. Skills and processes

will be facilitated on an individual basis subject to student

need.

DANCEDo you want to gain more confi dence on the dance fl oor,

increase your fi tness, creatively express yourself and have

fun? If so, then this is the class for you. The class will primarily

focus on assisting students with rhythm, and free style

dancing. Students will learn dance steps that can then be

adapted and rearranged to make it their own on the dance

fl oor.

Dance provides a unique way in which to express our

cultural view and understanding of the world. Students

will develop and present ideas through a variety of genres,

styles and forms. Students will have the opportunity to

choreograph through critical decision-making in individual

and group work, movement can be manipulated and

refi ned to refl ect the choreographer’s intent. This is an open

level class, and all ability levels will be catered for to develop

dance technique.

FOODFood impacts every aspect of daily life and is essential for

maintaining overall health and wellbeing. The application

of science and technology plays an important role in

understanding how the properties of food are used to meet

the needs of the individual and consumers. In this hands on

course students will develop their interests and skills through

the design, production and management of food-related

tasks. They have the opportunity to extend their knowledge

of the sensory, physical, chemical and functional properties

of food and apply these in practical situations. Students will

develop practical food-related skills, understandings and

attitudes that equip them for their next stage in life.

Recreation Courses



MATERIALS DESIGN AND TECHNOLOGYMaterials Design and Technology is off ering students

the opportunity to come into Design and Technology

and participate in a recreational activity. They will have

the opportunity to ‘unleash’ their creative genius as they

unwind, design, construct and create. Furniture is a wide

term describing movable articles such as tables, chairs,

desks, cabinets—even ornaments. Student will design

and produce furniture exploring their creative ideas in the

workshop in line with curriculum standards, but without the

grading process involved. Utilising both of the workshops

through metal and wood design, students will be able to

incorporate these materials into a creative furniture piece.

HEALTH AND PHYSICAL EDUCATIONStudents have the opportunity to participate in leisure,

sporting and recreational pursuits designed to provide them

with the appropriate balance required to maximise their

academic performance. Year 11 and 12 Recreation activities

will be both school based as well as participating in various

community based recreation activities such as: golf, ice

skating, ten-pin bowling, bounce, revolution sports, yoga,

archery, surfi ng and beach activities. Students will have

access to a double period each week for the year.

MUSICThe Music recreation course is designed to encourage

students to participate in musical activity as both a

recreational and vocational choice. It will serve as a means of

experiencing the pleasure and satisfaction that comes from

making music.

Students enrolled in any music course are expected to be




directed by the Music Department. Refer to the Music

Policies and Guidelines for further information.


• Performing.




Within these four outcomes there are three key content

areas:

• Musicianship.


• Performance.



CURRICULUM INNOVATIONS

STEAM

Students will have the opportunity to explore Science,

Mathematics, Arts, Computing, coding or general

engineering type projects and competitions of interest

to them. It will be run like a club with students having the

opportunity to support each other in developing and sharing

interests.

Create your own exciting projects such as:

• Autonomous Mars Exploration Rover.

• Opportunity to express ideas and concepts through

drawing, painting and sculpture.

• 3D artwork drawing.

• Combine art and technology to create Augmented

Reality and Virtual Reality.

• Interactive clothing and electronic artwork

• Smartphone controlled racing car.

• Electronic musical instrument.

• 3D printed robotic hand controlled with your own hand

movements.

Recreation Courses

STUDENT RESEARCH—INDIVIDUAL

RESEARCH PROJECT

Independent Student Research is an important skill for

students when following a university pathway.

The aim of this Rec course is to allow students to undertake

a small original research project in an area of interest to

them, which will typically involve a literature research,

practical research and/or experimental research.

The project must be suitable for a school laboratory

environment and should be able to be completed within

an 18-month time frame (Year 11 and 12 Rec). Students may

negotiate a project to be completed off campus under the

guidance of a relevant industry mentor. Students may work

independently or in small groups. The project and size of the

group needs to be approved by the supervising teacher.

Upon successful completion of this challenging course it is

expected that students will be able to apply understanding

through the design and implementation of a research

project which then demonstrates a capacity to undertake

and communicate research thinking including:

• defi ning an issue in and planning an investigable

research project

• demonstrating relevance to ethical implications

• undertaking a research project

• communicating the results of the research project and

demonstrate the capacity to adhere to the conventions

of research

• demonstrating a capacity to synthesize and

communicate ideas.

Skills developed will include:

• Research methodology.

• Leadership capacity.

• Independent organisation and thinking.

• Collaboration.

• Communication.

When the requirements are met, students will receive a

certifi cate of completion—outlining the project and the

skills developed.

Additionally, selected outstanding research projects will be

published in a school journal.

We will be seeking endorsement from SCSA.



Appendix 1

CAREERS AND EDUCATION WEBSITES

The information gained from the following list of websites may be helpful to students.

Tertiary Institutions Services Centre (TISC) www.tisc.edu.au

Curtin University www.curtin.edu.au

Edith Cowan University www.ecu.edu.au

Murdoch University www.murdoch.edu.au

University of Notre Dame www.nd.edu.au

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

Hobsons—Good University Guide online www.hobsonscoursefi nder.com.au

Australian Defence Force Academy www.defencejobs.gov.au

Australia wide job search www.jobsearch.gov.au

Centrelink www.centrelink.gov.au

Vacancies Australia wide www.seek.com.au

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

School Curriculum and Standards Authority www.scsa.wa.edu.au

www.perthmodernschool.education.wa.edu.au

curriculum handbook senior years · subject selection online (sso) (new for 2018) student subject...

Documents