Course Selection: Subjects

Art

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Visual Art: ATAR

Visual Arts ATAR is designed for students who aspire to university destinations and those who want a more practical approach and enjoy the art making process. This course is a combination of practical and theoretical aspects of the Visual Arts.

In the Visual Arts ATAR course students engage in traditional, modern and contemporary media and techniques within the broad areas of art forms. The course promotes innovative practice. Students are encouraged to explore and represent their ideas and gain an awareness of the role that artists and designers play in reflecting, challenging and shaping societal values. The Visual Arts ATAR course allows students to develop aesthetic understandings and a critical awareness to appreciate and make informed evaluations of art through their engagement of their own art practice and the work of others.

The following units are offered over the course of four semesters in Year 11 and 12:

Units 1 and 2 –A1VAR/A2VAR

Minimum Prerequisite: B grade in Year 9 and/or Year 10 Art and C grade in Year 10 English.

Pathway: Visual Art ATAR Units 3 and 4 in Year 12

Unit 1

The focus for this unit is differences arising from cultural diversity, place, gender, class and historical periods. Differences relating to new art forms, media and conventions may also provide a stimulus for exploration and expression. Students will explore ways of collecting, compiling and recording information and documenting thinking and working practices. They will explore approaches to drawing and develop awareness that each artist has his or her particular way of making marks to explore a personal vision. Students will examine how visual language and media choices contribute to the process of conveying function and meaning, and use a range of media and technologies to explore, create and communicate ideas.

Unit 2

The focus for this unit is identities exploring concepts or issues related to personal, social, cultural or gender identity. Students will become aware that self-expression distinguishes individuals as well as cultures. Students use a variety of stimulus and use a range of investigative approaches as starting points to create artworks. They develop a personal approach to the development of ideas/concepts making informed choices about the materials, skills, techniques and processes used to resolve and present their ideas and concepts.

Year 12 Units 3 and 4 – ATVAR

Minimum prerequisite: Minimum of a high C (55% +) in Year 11 A1/A2 Visual Arts.

Unit 3

The focus for this unit is commentaries. In this unit, students engage with the social, political and cultural purposes of art making to produce a unique and cohesive body of work. Broad and innovative inquiry includes the conceptualization 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 flexibility to work across media and art forms.

Unit 4

The focus for this unit is points of view. Students identify and explore concepts or issues of personal significance 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. Skills, techniques and process are combined in the pursuit of new art forms, innovation and personal style.

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Visual Art: GENERAL

Visual Arts General is intended for students who enjoy the practical aspects of art making but who do not wish to sit a WACE examination in the course.

In this course, students engage in traditional, modern and contemporary media and techniques within the broad areas of art forms. The course promotes innovative practice. Students are encouraged to explore and represent their ideas and gain an awareness of the role that artists and designers play in reflecting, challenging and shaping societal values. Students are encouraged to appreciate the work of other artists and engage in their own art practice.

The following units are offered over the course of four semesters in Year 11 and 12:

Units 1 and 2 – G1VAR/G2VAR

Minimum prerequisite: No prerequisite required.

Pathway: Visual Arts General Units 3 and 4 in Year 12.

Unit 1

The focus for this unit is experiences. Students will develop artworks based on their lives and personal experiences, observations of the immediate environment, events and/or special occasions. Students will acquire various skills using processes of experimentation and discovery. They compile and record experiences through a range of art activities and projects that promote a fundamental understanding of art language and appreciation of the visual arts in everyday life.

Unit 2

The focus for this unit is explorations. Students will explore ways to develop ideas using a variety of stimulus materials and explorations from their local environment. They will use a variety of inquiry approaches, techniques and processes when creating original artworks using a range of art materials. In developing subject matter for artworks, students will explore ways to express personal beliefs, values and opinions whilst developing their skills.

Units 3 and 4 – GTVAR

Minimum prerequisite: No prerequisite required.

Unit 3

The focus for this unit is inspirations. Students become aware that artists gain inspiration and generate ideas from diverse sources, including what is experienced, learned about, believed in, valued, imagined or invented. The breadth of this focus allows choice of learning contexts that are related to students interests. In this unit, students develop their knowledge and understanding of visual language and apply this to both art making and art interpretation.

Unit 4

The focus for this unit is investigations. Students explore and develop ideas through the investigation of different artists, art forms, processes and technologies. Students investigate spontaneous and analytical styles of drawing, experimenting with a range of media and techniques. They further develop their knowledge and understanding of visual language and apply this to their art making. In particular, students explore the expressive potential of media techniques and processes, considering their inherent qualities in the development and presentation of their artworks.

Aviation: ATAR

Units 1 and 2 – A1AVN/A2AVN

Prerequisite: Minimum of 65% Course average in Year 10 Science.

Pathway: Aviation ATAR units 3 & 4 in Year 12.

Aviation involves flying by mechanical means, especially with heavier-than-air craft. The study of aviation, therefore, encompasses the application of skills and understandings about the nature of the atmosphere, aerodynamics, and the systems and structures designed to achieve safe and efficient flight.

The Aviation ATAR course draws from such diverse disciplines as science, engineering, environmental science, the social sciences, mathematics, English and information technology. It encompasses a range of mathematical, technological and humanities concepts and draws together a broad variety of skills, processes, understandings and strategies that promote the safe and effective operations of the aviation industry. The course provides students with the opportunity to investigate the importance of aviation to our society and learn the skills and knowledge required to make informed decisions on issues relating to aviation and associated industries.

The Aviation ATAR course caters for those students seeking a career in aviation, science or engineering.

Unit 1

Students investigate the aerodynamic principles associated with lift and drag, and the various types of aircraft stability. They investigate aircraft controls and identify the six primary flight instruments, examining their purpose, operation and limitations. Students learn the basic principles of meteorology, navigation, maps and time. They are introduced to some human physiology pertinent to aviation. In terms of aviation development, students study the development of the various facets of aviation since the first flight, including the factors driving the developments and their impact on society.

Unit 2

Students explore the development and principles of the internal combustion aircraft engine, its use, instrumentation and limitations. They investigate fixed pitch propellers and various aircraft systems commonly found on light aircraft, the disposition of forces in specific flight manoeuvres. They can use take-off and landing performance charts, and weight and balance charts, for a simple light aircraft (Cessna 172). They also explore aviation communications, including radios and radio wave propagation, light signals and ground symbols. They learn about flight rules and airspace classification. In aviation development, students study the structure of aviation in Australia today and the services provided. They also gain an understanding of the regulatory and support organisations servicing the aviation industry.

Units 3 and 4 – ATAVN

Prerequisites:Minimum of a ‘C’ grade in Year 11 Aviation.

The focus of this unit is the further development of aviation concepts related to flying training and general aviation. Students develop their understanding of aerodynamics. They apply the terminology and principles of navigation to learn how to prepare aeronautical maps for visual navigation. They explore the formation and interaction of weather on aviation operations. Students understand the principles, purpose and need for safety management in aviation. Students consider issues associated with flight crew resource management and the development of threat and error management (TEM). In Aviation development, they study a selection of current developments in aviation looking at the factors driving the developments, and their likely impact.

Unit 3

Students develop their understanding of aerodynamics and examine rotary wing, advanced aerodynamic features and high-speed aerodynamics. They apply the terminology and principles of navigation to learn how to prepare aeronautical maps for visual navigation and learn to complete flight plans. Students explore the formation and interaction of weather on aviation operations and the rules for visual flight.

Students also understand the principles, purpose and need for safety management in aviation, including communication, leadership, assertiveness, judgement and decision making. They understand issues associated with flight crew resource management and the development of threat and error management (TEM).

Unit 4

In this unit, students further their understanding of aircraft engines, including the principles associated with turbine engines. They investigate different types of propeller design and their operation, and further develop their ability to interpret performance charts for light aircraft. They are introduced to advanced cockpit displays, examine various aircraft navigation and electronic aids, and gain an understanding of how these are used in flight operations.

Students examine human physiology pertinent to flight, and the cause and effects of inappropriate consumption of drugs and alcohol. They consider the effects of toxic substances and acceleration forces on flight crew. Visual and physiological deficiencies and their implications for flight are also explored.

Course Insights: What Happens in the Classroom

Have you ever thought:

• what is it like to study this course? 
• what do students do in the course?

Watch the video below, to learn more about the course.

Design and Technology

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Design: ATAR

Units 1 and 2 – A1DEST/A2DEST

Minimum prerequisites: A basic knowledge of CAD or Adobe programs is important, but not essential.

Pathway: Design ATAR Units 3 and 4 in Year 12.

The study of Design empowers students to identify, understand, interpret, create, and communicate through visual and tactile means; to influence everyday life for individuals, societies, and the natural world.

Students are introduced to design theory, design history and design practice through the experience of applying a design process. The design process involves identification of a perceived need, problem or opportunity that is then articulated in a design brief. Concepts and ideas are developed through the application of Design Thinking, incorporating a variety of tools, methods and strategies that are shaped by considerations of aesthetics and functionality, as well as social, cultural, historical, environmental, and economic factors. This Design Thinking approach encourages students to engage a user-centred design process that is iterative, and prototype driven.

The Design course equips students with highly transferrable knowledge and skills for further education and employment pathways within a range of industries. The problem solving, Design Thinking and visual communication skills obtained in this course, in partnership with industry specific knowledge, provides students with an increasingly valuable skill set relevant to all fields of design as well as technology, engineering, business, science and innovation.

Students work on two main unit projects for this course, each project is based on a student chosen design problem for them to solve, in any design context that interests them. This freedom to work on design problems that interests them is huge positive with in the course, motivating and pushing students ‘creativity and technical design understanding. Achievement is determined through assessment of course work, through a personal design portfolio and examination.

The course is mainly a project based practical design course, with supporting design theory aspects.

Unit 1: Representational design

In this unit, students begin to experiment with various techniques for representation, such as sketching, drawing, photographing, and prototyping, to communicate design ideas and Design Thinking. They are introduced to an iterative design process to create possible design outcomes. Students ‘main unit project is based on a self-chosen design problem to solve, in any design context that interests them.

Unit 2: User-centred design

In this unit, students increase their understanding of design methodologies through the introduction to an iterative design process. They prototype and modify designs to test the impact on audiences and address practical outcomes for users. Students second course project for this unit is also based on a self-chosen design problem to solve, in any design context that interests them.

Units 3 and 4 - ATDEST

Minimum prerequisites: Entry level is for students who have studied Year 11 ATAR Design; however, students may be considered if they have had a meeting with the Head of Learning Area regarding their interest in studying Design ATAR in Year 12. A basic knowledge of CAD or Adobe programs would be beneficial, but not essential.

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

Students work on two main unit projects for this course, each project is based on a student chosen design problem for them to solve, in any design context that interests them. This freedom to work on design problems that interests them is huge positive with in the course, motivating and pushing students’ creativity and technical design understanding.

Design projects allow students to demonstrate their skills and understandings of design principles and processes; to analyse problems and possibilities; and to devise innovative strategies within design contexts. There is potential for students to develop transferable skills while devising innovative designs. Achievement is determined through assessment of course work, through a personal design portfolio and examination.

The course is mainly a project based practical design course, with supporting design theory aspects.

Unit 3: Commercial Design

In this unit, students become aware of the legal, ethical, and environmental responsibilities of a designer as they focus on the development of useful, sustainable and/or ethical design forms. Students are introduced to a client-focused design brief to create a product or service. They plan, develop, and analyse to create designs that reflect the client, audience, and market needs. They also consider commercial and manufacturing requirements for a real-world solution, with relevant production skills and processes, materials, and technologies. Students’ main unit project is based on a self-chosen design problem to solve, in any design context that interests them.

Unit 4: Influential Design

In this unit, students learn how the communication of ideals, messages, information, and values can influence opinion and attitudes. Students produce products and visual layouts for specific and applied contexts with an understanding of applied semiotics and the construction of meaning. They analyse the audience in terms of empathy, profiling, and stereotyping, and develop persuasive solutions using research, testing and feedback mechanism. Students second project for the course is also based on a self-chosen design problem to solve, in any design context that interests them.

Student Testimonial

"Within any field, great design maximises efficiency. The ATAR Design course embodies 'creative freedom' and allows students the ability to invent and develop original ideas. Students have the choice to pursue their own independent projects whether as an architect, product designer, or even a graphic illustrator, with options of bringing imaginative masterpieces to life. Designers are engineers, artists, psychologists, and business strategists. Merging technical expertise, creative vision, user empathy, and market insight, students can create impactful real-world solutions. You will be rewarded with enriching skills in problem-solving, critical thinking, and creative innovation. You'll develop proficiency in cutting-edge technology on Adobe software and 3D CAD modelling to meet future industry demands. I highly recommended this subject for all students as ATAR Design enhances every career path significantly."
Hieu Dixon (24)

Design Photos

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Engineering Studies: ATAR (Mechatronics)

Units 1 and 2 – A1EST/A2EST

Minimum prerequisites: Consistent achievement at least a ‘B’ grade in a Year 10 Design and Technology or related science subject. Achievement of a ‘B’ grade for a mainstream Math course in Year 10.

Pathway: Engineering ATAR Units 3 and 4 in Year 12

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 scientific 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.

Achievement is determined through assessment of course work and examinations of related theory content.

Unit 1

IIn the development of an engineering project, students study core engineering theory and their chosen specialist area theory. They develop an understanding of different forms of energy, uses of these different forms, and sources of renewable and non-renewable energy.

Given guidelines and a context, students apply their knowledge of the engineering design process and theory to develop and respond to a design brief. This requires them to investigate existing products, construction materials and components. Design ideas are developed through annotated sketches and concept drawings. Students then select and analyse the most suitable concept for production as a prototype or working model.

Students finalise their chosen design by documenting its specifications in the form of appropriate orthographic drawings, specialist 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 scientific, mathematical, and technical concepts that explain how engineered products function. They study the impact of the different forms of obsolescence in engineering products on society, business, and the environment.

Students continue to refine 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 scientific, mathematical, and technical concepts that explain how engineered products function.

Units 3 and 4 – ATEST

Minimum prerequisites: Entry is for students who have passed the Year 11 A1/A2 Engineering Studies course. However, students who have studied Year 11 A1/A2 Physics and/or a high mathematics course may be considered. Engineering Studies is for students who have advanced skills and understandings and are ready to work with content at a sophisticated level of complexity.

In this course, students will develop their understanding of both core and specialised mechatronics theory. The impacts of transitioning to renewable energy sources to the economy, society and the environment is closely scrutinised. Students will also complete a thorough and rigorous engineering design process, focussing on the need, opportunity, or problem. They will synthesise responses to a design brief by engaging in a range of activities, including researching similar engineered products, researching and analysis construction materials, processes and components, sketching, drawing, and annotating concepts, analysing, and justifying a choice of most promise for the design, and prototyping. After completing this process, students will produce their designed solutions using a variety of contemporary and emerging technologies, including comprehensive and inter-connected circuitry, integrated circuits, CAD, and laser cutting, production and assembly of mechanisms, and traditional construction methods. In addition, students will consider and analyse the stages within the lifecycle of engineering products, and how these products impact society, business, and the environment. Core content and specialist theory is further mastered, embedding, and cementing an understanding of the scientific, mathematical and technical concepts that explain how engineered products are designed, produced and function.

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 different 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 refine 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 refine 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 scientific, mathematical, and technical concepts that explain how engineered products function.

Student Testimonial

"Engineering ATAR covers a wide range of content, relating to mechatronics and physical sciences. It works in tandem to aid students in producing functioning products such as an LED mood lamp, while also delivering the skills necessary to delve into what makes circuits work. The course relies on a similar maths level to Physics ATAR where students learn some similar content, making the courses complement each other in their study load. Engineering provides the opportunity to learn about how much of the world around us functions, from electrical devices to forms and sources of energy. Students are assessed both practically – through a product created over the course of the year, and through several topic tests and examinations focusing on electrical calculations and technical drawings."
Michael Lamborn (22)

Engineering Photos

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Materials Design and Technology: GENERAL (Metal)

Units 1 and 2 – G1MDTM/G2MDTM

Minimum prerequisites: No prerequisites required.

Pathway: MDT (Metal) General Units 3 and 4

This is a practical course using a metal context for the design and manufacture of products as the major focus for the course. There is also the flexibility to incorporate additional materials from outside the designated context. This will enhance and complement the knowledge and skills developed within the course as many modern day products are manufactured using a range of different material types. Students may use a few or many materials in innovative designs and explore the interactions between materials, people and their environment.

Working with materials, students develop a range of manipulative, processing, manufacturing and organisational skills. When designing with materials, they develop cognitive skills such as critiquing, analysing, solving problems, generating innovative
ideas and communicating what they do. This makes them more technologically literate and, as consumers, enables them to make decisions about the use and misuse of technology now and in the future.

The Materials Design and Technology course aims to prepare all students for a future in a technological and material world by providing the foundation for lifelong learning about how materials are developed and used.

Units 3 and 4 - GTMDM

Minimum prerequisites: It is preferable that students have studied Materials in Year 11 but students who have studied a Year 10 related Design and Technology course may be eligible with the recommendation of the Head of Learning Area.

Working with materials, students develop a range of manipulation, processing, manufacturing and organisational skills. When designing with materials, they develop cognitive skills, such as solving problems, generating ideas, creative design strategies and communicating what they do. This makes them more technologically literate and as consumers, enables them to make more informed decisions about the use and misuse of technology.

The Materials Design and Technology General course aims to prepare all students for a future in a technological and material world by providing the foundation for lifelong learning about how products are designed and how materials are developed and used.

Unit 3

Students develop an understanding of the elements and fundamentals of design and consider human factors involved in the design, production and use of their projects. They develop creative thinking strategies and work on design projects within specified constraints. Students learn about the classification and properties of a variety of materials and make appropriate materials selection for design needs.

Students learn about manufacturing and production skills and techniques. They develop the skills and techniques appropriate to the materials being used and gain practice in planning and managing processes through the production of design project. They learn about risk management and ongoing evaluation processes.

Unit 4

Students learn about the nature of designing for a client, target audience or market. Students apply an understanding of the elements and fundamentals of design and consider human factors involved in their design projects. Students learn about the nature, properties and environmental impacts related to a variety of materials and production techniques. They develop creative thinking strategies, work on design projects within specified constraints and consider the environmental impacts of recycling of materials.

Students extend their understanding of safe working practices and contemporary manufacturing techniques and develop the knowledge, understanding and skills required to manage the processes of designing and manufacturing.

Student Testimonial

“General Metals is primarily focused on getting students' hands occupied, with a yearlong project that they take home at the end of the year. The theory side of the course is spaced throughout the year, dispersed between various stages of designing and constructing a custom-made metal work project.  My personal experience as an ATAR student, that is also studying a General subject like Metals, has been fantastic. Being in the workshop for a period every day allows me to take a break from my written subjects and refresh my focus on something completely different.”
Torrey Benness (24)

Metal Photos

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Materials Design and Technology: GENERAL (Wood)

Units 1 and 2 – G1MDTW/G2MDTW

Minimum prerequisites: No prerequisites required.

Pathway: MDT (Wood) General Units 3 and 4

This is a practical course using a wood context for the design and manufacture of products as the major focus for the course. There is also the flexibility to incorporate additional materials from outside the designated context. This will enhance and complement the knowledge and skills developed within the course as many modern day products are manufactured using a range of different material types. Students may use a few or many materials in innovative designs and explore the interactions between materials, people and their environment.

Working with materials, students develop a range of manipulative, processing, manufacturing and organisational skills. When designing with materials, they develop cognitive skills such as critiquing, analysing, solving problems, generating innovative
ideas and communicating what they do. This makes them more technologically literate and, as consumers, enables them to make decisions about the use and misuse of technology now and in the future.

The Materials Design and Technology course aims to prepare all students for a future in a technological and material world by providing the foundation for lifelong learning about how materials are developed and used.

Units 3 and 4 - GTMDW

Minimum prerequisites: It is preferable that students have studied Materials in Year 11 but students who have studied a Year 10 related Design and Technology course may be eligible with the recommendation of the Head of Learning Area.

Working with materials, students develop a range of manipulation, processing, manufacturing and organisational skills. When designing with materials, they develop cognitive skills, such as solving problems, generating ideas, creative design strategies and communicating what they do. This makes them more technologically literate and as consumers, enables them to make more informed decisions about the use and misuse of technology.

The Materials Design and Technology General course aims to prepare all students for a future in a technological and material world by providing the foundation for lifelong learning about how products are designed and how materials are developed and used. 

Unit 3

Students develop an understanding of the elements and fundamentals of design and consider human factors involved in the design, production and use of their projects. They develop creative thinking strategies and work on design projects within specified constraints. Students learn about the classification and properties of a variety of materials and make appropriate materials selection for design needs.

Students learn about manufacturing and production skills and techniques. They develop the skills and techniques appropriate to the materials being used and gain practice in planning and managing processes through the production of design project. They learn about risk management and ongoing evaluation processes.

Unit 4

Students learn about the nature of designing for a client, target audience or market. Students apply an understanding of the elements and fundamentals of design and consider human factors involved in their design projects. Students learn about the nature, properties and environmental impacts related to a variety of materials and production techniques. They develop creative thinking strategies, work on design projects within specified constraints and consider the environmental impacts of recycling of materials.

Students extend their understanding of safe working practices and contemporary manufacturing techniques and develop the knowledge, understanding and skills required to manage the processes of designing and manufacturing.

Student Testimonial

“In Year 12 General Wood, we experience a blend of theory and practice, with the current project being to craft a hallway table. The theory aspect of the course looks at mastering design principles, material properties, and joinery techniques. This theory work allows for an easy transition into the hands-on application of the course. As students we get taught how to measure, cut, and assemble each component to precision, which helps foster a strong understanding of woodworking that empowers us to create functional and aesthetically pleasing pieces. General Wood isn't so much based on the teacher instructions on what to do, but you create your on path, which involves how you plan to build your project. A great course that allows you to escape the pressures of the normal written classroom work.”

Carter Robertson (24)

Wood Photos

Course Insights: What Happens in the Classroom

Have you ever thought:

• what is it like to study this course? 
• what do students do in the course?

Watch the video below, to learn more about the course.

English

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The English Department at Trinity College will be offering the WACE courses in accordance with the Australian Senior Secondary Curriculum. There will be three courses from which to choose –English: General, English: ATAR and Literature: ATAR.

English course pathways:

Course	Year 11 Units	Year 12 Units	Background and Destination	WACE Exam
English:  General	1 & 2	3 & 4	Primarily for students who typically have experienced some difficulties with English or are TAFE / workplace bound.	N/A
English: ATAR	1 & 2	3 & 4	Students with satisfactory to strong English results – primarily for students who are tertiary bound	English: ATAR Exam
Literature: ATAR	1 & 2	3 & 4	Students with stronger English results – primarily for students who are tertiary bound.	Literature: ATAR Exam

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English: ATAR

From 2022, eligible students can select to study BOTH English ATAR & Literature ATAR. The prerequisites for Literature ATAR must be met for this combination to occur.

Units 1 and 2 – A1ENG/A2ENG

Minimum prerequisite: Minimum of 60% in Year 10 English Course 2 (Mainstream), or, a minimum of 55% in English Course 1 (Extension). A pass in the National Online Literacy and Numeracy Assessment is strongly recommended.

Pathway: ENG ATAR Units 3 & 4 in Year 12.

English: ATAR Units 1 & 2 focus on developing students’ analytical, creative and critical thinking and communication skills in all language modes. It encourages students to engage with texts from their contemporary world, with texts from the past and with texts from Australian and other cultures. Such engagement helps students develop a sense of themselves, their world and their place in it. Through close study and wide reading, viewing and listening, students develop the ability to analyse and evaluate the purpose, stylistic qualities and conventions of texts and enjoy creating their own imaginative, interpretive, persuasive and analytical responses.

Units 3 and 4 – ATENG

Minimum prerequisites: Successful completion (minimum 50%) in Year 11 A1/A2 English.

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 different 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 effect of different 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 different 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.

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Literature: ATAR

From 2022, eligible students can select to study BOTH English ATAR & Literature ATAR. The prerequisites for Literature ATAR must be met for this combination to occur.

Units 1 and 2 – A1LIT/A2LIT

Minimum prerequisite: Minimum of 65% or better in Year 10 English Course 1 (Extension), or, 70% or better in English Course 2 (Mainstream). A pass in the National Online Literacy and Numeracy Assessment is strongly recommended.

Pathway: LIT ATAR Units 3 & 4 in Year 12.

The Literature: ATAR course focuses on the study of literary texts and developing students as independent, innovative and creative learners and thinkers who appreciate the aesthetic use of language; evaluate perspectives and evidence; and challenge ideas and interpretations. The Literature: ATAR course explores how literary texts construct representations, shape perceptions of the world and enable us to enter other worlds of the imagination. In this subject, students actively participate in the dialogue of literary analysis and the creation of imaginative and analytical texts in a range of modes, media and forms. Students enjoy and respond creatively and critically to literary texts drawn from the past and present and from Australian and other cultures. They reflect on what these texts offer them as individuals, as members of Australian society and as world citizens.

Units 3 and 4 – ATLIT

Minimum prerequisites: Successful completion (minimum 50%) in Year 11 A1/A2 Literature.

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 confident, 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 significance of literary study through close critical analysis of literary texts drawn from a range of forms, genres and styles. Students reflect upon the creative use of language, and the structural and stylistic features that shape meaning and influence response. The unit focuses on the dynamic nature of literary interpretation and considers the insights texts offer, 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 reflect on how the created text takes into account the expectations of audiences.

Course Insights: What Happens in the Classroom

Have you ever thought:

• what is it like to study this course? 
• what do students do in the course?

Watch the video below, to learn more about the course.

"Literature ATAR can be simply described by one word: Essays. In comparison to English ATAR, Literature focuses exclusively on written texts - either prose, poetry, or play. While the study burden on a day-to-day basis is not particularly heavy, one must demonstrate a very strong writing ability and ability to adapt their writing to succeed in this course. The vast majority of assessments are classified as either 'Close Readings' or 'Extended Essays', both types of essays. While the former relates to the analysis of unseen texts based upon personal interpretation, the latter concerns answering questions based on texts studied in class. Literature greatly improved my writing ability, which translated to other subjects very well, and the in-class discussions we have had are extremely insightful and enjoyable. I would highly recommend literature to those who achieved well in 10LIT or extremely well in 10English."
Connor Wilson (22)

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English: General

Units 1 and 2 – G1ENG/G2ENG

Minimum prerequisite: No prerequisites required.

Pathway: ENG GEN Units 3 & 4 in Year 12

English: General Units 1 & 2 focus on consolidating and refining the skills and knowledge needed by students to become competent, confident and engaged users of English in everyday, community, social, further education, training and workplace contexts. The English General course is designed to provide students with the skills that will empower them to succeed in a wide range of post-secondary pathways. The course develops students’ language, literacy and literary skills to enable them to communicate successfully both orally and in writing and to enjoy and value using language for both imaginative and practical purposes.

Units 3 and 4 – GTENG

Minimum prerequisites: Successful completion of English: General Units 1 & 2 in Year 11.

Students who do not successfully complete English: General Units 1 & 2 in Year 11 will typically be required to enrol in English: Foundation.

Unit 3

Unit 3 focuses on exploring different viewpoints presented in a range of texts and contexts. Students explore attitudes, text structures and language features to understand a text’s meaning and purpose. In doing so, they examine relationships between context, purpose and audience in different language modes and types of texts, and their impact on meaning. Students consider how perspectives and values are presented in texts to influence specific audiences as well as learning to develop and justify their own interpretations when responding to texts. Finally, students learn how to communicate logically, persuasively and imaginatively in different contexts, for different purposes, using a variety of types of texts.

Unit 4

Unit 4 focuses on community, local or global issues and ideas presented in texts and developing students’ reasoned responses to them. Students explore how ideas, attitudes and values are presented by synthesising information from a range of sources to develop independent perspectives. They analyse the ways in which authors influence and position audiences and investigate differing perspectives, developing reasoned responses to these in a range of text forms for a variety of audiences Students learn to construct and clearly express coherent, logical and sustained arguments and demonstrate an understanding of purpose, audience and context. Finally, students consider intended purpose and audience response when creating their own persuasive, analytical, imaginative, and interpretive texts.

Note: English: General cannot contribute to an ATAR score. There is no external examination at the end of Year 12 for students studying English: General. There is, however, an externally set task, which is used for moderation purposes

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Other English Courses

For those very few students who have not passed the Online Literacy and Numeracy Assessment by Year 11, two other courses are available on a case-by-case basis - the English: Foundation & English: Preliminary courses. Students who are likely to be eligible for these courses will be contacted individually by literacy counsellors from within the school.

Health and Physical Education

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Physical Education Studies ATAR

Units 1 and 2 – A1PES/A2PES

Minimum prerequisites: ‘B’ grade in Year 10 Physical Education with Excellent work habits. Students would be expected to have achieved an average B grade across their CORE subjects.

Pathway: Units 3 and 4 Physical Education Studies: ATAR in Year 12.

The Physical Education Studies ATAR course focuses on the complex interrelationships between motor learning and psychological, biomechanical and physiological factors that influence individual and team performance. Students engage as performers, leaders, coaches, analysts and planners of physical activity. Physical activity serves both as a source of content and data and as a medium for learning.

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

The course content is divided into six interrelated content areas:

• Developing physical skills and tactics (Practical- 30%)
• Motor learning and coaching
• Functional anatomy
• Biomechanics
• Exercise physiology
• Sport psychology (5 Theory units -70%)

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 the performance of themselves and 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 effectiveness and efficiency of performance.

Units 3 and 4 – ATPES

Minimum prerequisite: ‘B’ in Year 11 A1/A2 Physical Education Studies, or, a high ‘C’ with the recommendation of the Head of Learning Area. NOTE: If you have not met the prerequisites, or, have not completed the A1/A2 course and you would like to be considered for this course, see HOLA – HPE.

The Physical Education Studies ATAR course focuses on the complex interrelationships between motor learning and psychological, biomechanical and physiological factors that influence individual and team performance. Students engage as performers, leaders, coaches, analysts and planners of physical activity. Physical activity serves both as a source of content and data and as a medium for learning.

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

The course content is divided into six interrelated content areas:
▪ Developing physical skills and tactics (Practical- 30%)
▪ Motor learning and coaching
▪ Functional anatomy
▪ Biomechanics
▪ Exercise physiology
▪ Sport psychology (5 Theory units -70%)

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.

Course Insights: What Happens in the Classroom

Have you ever thought:

• what is it like to study this course? 
• what do students do in the course?

Watch the video below, to learn more about the course.

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Physical Education Studies GENERAL

Unit 1 and 2 – G1PES/G2PES

Minimum prerequisites: No prerequisite required.

Pathway: Physical Education Studies General Units 3 and 4.

The Physical Education Studies General course is designed for students with a strong learning disposition towards their sporting performance and understanding of key aspects enhancing long-term performance in physical activity. It contributes to the development of the whole person. It promotes the physical, social and emotional growth of students. Throughout the course, emphasis is placed on understanding and improving performance in physical activities. The integration of theory and practice is central to studies in this course. (Theory 50% / Practical 50%).

The Physical Education Studies General course focuses on the complex interrelationships between motor learning and psychological, biomechanical and physiological factors that influence individual and team performance. Students engage as performers, leaders, coaches, analysts and planners of physical activity. Learning in the Physical Education Studies General course cannot be separated from active participation in physical activities and is based upon the study of selected physical activities.

Students analyse the performance of themselves and others, apply theoretical principles and plan programs to enhance performance. Physical activity and sport are used to develop skills and performance, along with an understanding of physiological, anatomical, psychological, biomechanical and skill learning applications.

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

Students wishing to select this course should have been a keen and active participant in the Middle School Health and Physical Education program, demonstrating a willingness to enhance their knowledge and understanding of physical performance. Having studied Sports Science in Year 10 would be an advantage. From a tertiary perspective, this course would assist anyone considering an occupation in the sport and fitness industry.

Unit 3 and 4 – GTPES

Minimum prerequisites: No prerequisite required.

The Physical Education Studies General course is designed for students with a strong learning disposition towards their sporting performance and understanding of key aspects enhancing long-term performance in physical activity. It contributes to the development of the whole person. It promotes the physical, social and emotional growth of students. Throughout the course, emphasis is placed on understanding and improving performance in physical activities. The integration of theory and practice is central to studies in this course. (Theory 70% / Practical 30%)

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

Students analyse the performance of themselves and others, apply theoretical principles and plan programs to enhance performance. Physical activity and sport are used to develop skills and performance, along with an understanding of physiological, anatomical, psychological, biomechanical and skill learning applications.

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

Students wishing to select this course should have been a keen and active participant in physical education and sport programs at the College, demonstrating a willingness to enhance their knowledge and understanding of physical performance. Having studied PE Studies in Year 11 would be an advantage. From a tertiary perspective, this course would assist anyone considering an occupation in the sport and fitness industry.

Humanities

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Accounting and Finance

Units 1 and 2 – A1ACF/A2ACF

Minimum prerequisites: 55% in Humanities and a ‘C’ grade in Mathematics.

Pathway: Units 3 and 4 Accounting and Finance: ATAR in Year 12.

Unit 1: Double Entry Accounting for Small Business

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

Unit 2: Accrual Accounting

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

In implementing both units, teachers must refer to the current practices as prescribed by the Australian Accounting Standards Board (AASB) and other relevant legislation.

Units 3 and 4 - ATACF

Minimum prerequisites: Minimum of 55% in Year 11 A1/A2 Accounting and Finance.

NOTE: If you have not completed Units 1/2 course and you would like to be considered for this course see the Head of Learning Area.

Financial literacy gives individuals the ability to make sound financial judgements, based on information analysis. In an age when many business practices and ethical standards are being questioned, awareness of the ways financial practices impact on their lives helps students take responsibility for their own financial commitments. It empowers them, giving them an understanding of the local, national and global influences on financial matters. It gives them the problem-solving skills to operate at many levels of financial decision making, from banking transactions to the management of personal investments and the financial planning and control of businesses.

Through engagement with the Accounting and Finance ATAR course, students develop an understanding of the fundamentals on which accounting and financial management are based. Many students will find themselves self-employed and there is a high probability that they will have to engage in some form of accounting practices. Having an understanding of these practices enables them to analyse their own financial data and make informed decisions based on that analysis.

Unit 3: Internal Management for Business

The focus for this unit is on 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 financial information. The unit also explores the importance of short and long term planning for business.

Unit 4: Australian Reporting Entities

The focus for this unit is on 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 financial statements for a reporting entity. The financing options of larger entities are identified and evaluated, particularly in relation to conformity with basic principles, including profitability and stability. The unit addresses corporate social disclosure issues and ethical behaviour within corporations.

Studying Accounting and Finance is highly recommended for those students who are interested in pursuing a Commerce Degree University Pathway. Accounting and Finance is a compulsory first year unit for ALL students enrolling in this course at Curtin and UWA.

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Business Management and Enterprise: ATAR

Units 3 and 4 – ATBME

Prerequisite: A strong ‘C’ grade average in Year 10 Humanities subjects and a demonstrated mature work ethic equivalent to a Year 12 standard.

Pathway:

Trinity College is offering students an exciting opportunity to complete Units 3 and 4, traditionally taken in Year 12, in Year 11. Students are required to sit the ATAR examination at the end of Year 11, and are able to “bank” their results, potentially reducing the pressure for their final year. It is important that students are ready for the rigour of completing a Year 12 course in Year 11 before considering this subject. Attainment of the prerequisites is important.

The Business Management and Enterprise ATAR course gives students the opportunity to understand how vital business is to individuals and society, and how it impacts on many aspects of our lives. Business has a complex and dynamic organisational structure that requires a combination of skills, aptitude, creativity, initiative and enterprise to operate effectively. In a constantly changing world, individuals, businesses and nations must adapt their position in an increasingly global economy and generate the wealth to sustain economic growth. To do this, business requires people with strategic vision who are enterprising, innovative and creative. This course focuses on the development of these skills within the business cycle of day-to-day running and continuing viability and expansion of a business. Exposure to a wide range of business activities, management strategies and an understanding of enterprise, helps students to appreciate the significance of their role as both participants and consumers in the business world.

Unit 3

The focus of this unit is on strategic international business growth. The unit explores the need for global expansion and change management. It also addresses the opportunities provided by the global environment and the factors that drive international business development.

Unit 4

The focus of this unit is on global business operations. The unit explores how businesses operate strategically and examines the features and traits of successful management. It addresses the significance of strategic planning and the concept of competitive advantage.

Course Insights: What Happens in the Classroom

Have you ever thought:

• what is it like to study this course? 
• what do students do in the course?

Watch the video below, to learn more about the course.

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Economics: ATAR

Units 1 and 2 – A1ECO/ A2ECO

Minimum prerequisites: 55% in Humanities and a ‘C’ grade in English.

Pathway: Economics: ATAR Units 3 and 4 in Year 12.

Unit 1: Microeconomics

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

Unit 2: Macroeconomics 

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

Units 3 and 4 – ATECO

Minimum Prerequisites: Minimum of 55% in Year 11 A1/A2 Economics.

NOTE: If you have not done the Units A1/A2 Economics and you would like to be considered for this course see the Head of Learning Area.

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.

The Economics ATAR course develops reasoning, logical thinking and interpretation skills demanded by the world of work, business and government. These skills relate to a variety of qualifications in vocational, technical and university education contexts. The learning experiences available through studying this course explore the knowledge, values and opinions which surround the complex range of economic events and issues facing our community, such as unemployment, income distribution, business strategy and international relations.

Unit 3: Australia and the global economy

The unit explores the linkages between economies and the concepts of globalisation, trade liberalisation and protection in relation to the Australian economy. Students examine Australia’s trade, the recording of international transactions and the impact of these transactions on the Australian economy. Students examine the effects 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.

Unit 4: Economic policies and management

The unit explores how economic policies and actions, such as fiscal policy, monetary policy and microeconomic policy operate in the pursuit of the Australian Government’s economic objectives. Students examine the effects 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.

Studying Economics is highly recommended for those students who are interested in pursuing a Commerce Degree University Pathway. Economics is a compulsory first year unit for ALL students enrolling in this course at Curtin and UWA.

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Geography: ATAR

Units 1 and 2 – A1GEO/A2GEO

Minimum prerequisites: 55% in Humanities and a ‘C’ grade in English.

Pathway: Geography ATAR Units 3 and 4 in Year 12.

Unit 1: Natural and Ecological Hazards

This unit titled “Natural and ecological hazards” focuses on the potential sources of harm to human life, health, income and property, and those that may affect elements of the biophysical, managed and constructed elements of environments. This unit focuses on understanding how these hazards and their associated risks are perceived and managed at local, regional and global levels. Risk management, in this particular context, refers to prevention, mitigation and preparedness. Prevention is concerned with the long-term aspects of hazards, and focuses on avoiding the risks associated with their reoccurrence. Mitigation is about reducing or eliminating the impact if the hazard does happen. Preparedness refers to actions carried out prior to the advance notice of a hazard to create and maintain the capacity of communities to respond to, and recover from, natural disasters. Preparedness starts at the local community level, but may branch out to national and international levels through measures such as planning, community education, information management, communications and warning systems.

Unit 2: Global networks and interconnections

This unit titled “Global networks and interconnections” focuses on the process of international integration (globalisation) and is based on the reality that we live in an increasingly interconnected world. It provides students with an understanding of the economic and cultural transformations taking place in the world today, the spatial outcomes of these processes, and their political and social consequences. This is a world in which advances in transport and telecommunications technologies have not only transformed global patterns of production and consumption but also facilitated the diffusion of ideas and elements of cultures. The unit explains how these advances in transport and communication technology have lessened the friction of distance and have impacted at a range of local, national and global scales. Cultural groups that may have been isolated in the early twentieth century are now linked across an interconnected world in which there is a ‘shrinking’ of time and space. Of particular interest are the ways in which people adapt and respond to these changes.

Units 3 and 4 – ATGEO

Minimum prerequisites: Minimum of 55% in Year 11 A1/A2 Geography.

NOTE: If you have not done the Units A1/A2 Geography and you would like to be considered for this course see the Head of Learning Area.

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.

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 effect 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.

This unit begins with an overview of land cover change drawn from different regions and countries. Two depth studies provide greater detail. The first study focuses on the interrelationship between land cover and either global climate change or biodiversity loss. The second study focuses on the evaluation of a local land cover change initiative designed to address either climate change or biodiversity loss.

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 influence 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 different perspectives of the various stakeholders.

The unit begins with a global scale overview of the process of urbanisation and its consequences. Urbanisation not only affects 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 first study focuses on challenges in metropolitan Perth or a regional urban centre in Western Australia. The second study focuses on challenges faced in a megacity.

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Modern History: ATAR

Unit 1 and Unit 2 – A1HIM/A2HIM

Minimum prerequisites: 55% in Humanities and a ‘C’ grade in English.

Pathway: Modern History ATAR Units 3 and 4 in Year 12

Unit 1: Understanding the Modern World

The focus for this unit is Capitalism – The American Experience 1907-1941. Students will investigate the key changes that occurred in the USA between the Presidency of Theodore Roosevelt and World War Two. These include the end of isolation policy after the sinking of the Lusitania by a German U Boat during WW1, the rise and fall of the Ku Klux Klan, the coming of Jazz and the onset of the Great Depression. The students become economic analysts in evaluating the New Deal of Franklin Delano Roosevelt, and consider the importance of war in driving change. An essay and document-study focus means that research and written skills are developed, as is the key skill of analysis.

Unit 2: Movements for Change in the Twentieth Century

The focus for this unit is Nazism in Germany. Students will study the rise of fascism in Germany from World War One. An understanding of the forces that drive extremism and political change will be the aim, with topics such as who started World War One, did Hitler ‘fail’ in 1923, and the impact of economic depression on the world. Students will spend time analysing the ideology of Nazism and how it has influenced political thinking and techniques to the present day. They will learn about the Holocaust, and the factors which allowed it to occur. Once again, document analysis and essay-writing are key skills, and students will learn to develop a more questioning, open mind.

Units 3 and 4 – ATHIM

Minimum prerequisites: Minimum of 55% in Year 11 A1/A2 Modern History. In addition, a minimum of 55% in Year 11 A1/A2 English.

NOTE: If you have not done the A1/A2 Modern History and you would like to be considered for this course see the Head of Learning Area. Content in Year 12 is not dependent upon knowledge from Year 11.

The Modern History ATAR course continues to develop the historical skills and understandings taught in the Year 7–10 History curriculum. Students pose increasingly complex questions about the past and use their historical inquiry skills, analytical skills and interpretation of sources to formulate reasoned answers to those questions. Key assessment types include essays, source analysis and research assignments.

History students typically do well in University courses which incorporate units from Arts faculties but are also well-prepared for courses in Law, Journalism, Industrial Relations, Teaching and Economics/Commerce.

Students of History develop a capacity to be informed citizens, with the skills, including analytical and critical thinking, to participate in contemporary debates. Studying History therefore complements the selection of other Humanities subjects, such as Politics/Law and Economics, as well as English Literature.

Unit 3

This unit examines the ‘nation’ as the principal form of political organisation in the modern world; the crises that confronted nations in the 20th century; their responses to these crises, and the different paths they have taken to fulfil their goals. The focus nation at Trinity will be Russia and the Soviet Union 1914–1945.

Students will explore such topics as autocracy, Marxism, communism, Leninism, and Stalinism, along with the internal divisions and crises within Russian society, including the impact of World War I, and the causes, events and outcomes of the February and October Revolutions in 1917. They will also consider the significance of the struggle of Josef Stalin and Leon Trotsky for power, the reasons for the success of Stalin, and the changes under Stalin that transformed Russia - the Five Year Plans and state control of the economy, forced rural collectivisation, famine and the Great Purges, and the modernisation of the Soviet Union.

Unit 4

Unit 4 focuses on Europe in a changing world. The course examines the of the origins and early development of the Cold War to 1948, including the ideological and political differences between the United States and the Soviet Union, and the significance of key individuals and events in the continuation of the Cold War to 1991, including the impact of the arms race, the space race, threat of nuclear war, the Berlin Wall, the Cuban Missile Crisis and the collapse of communism 1989–1991. 

The second part of the course examines the developments that followed the end of the Cold War in 1989, including the break-up of the Soviet Union and the resultant changes in the politics and economics of the Soviet Union; the reunification of Germany; the break-up of the former Yugoslavia; and the changing role of North Atlantic Treaty Organisation (NATO) from Cold War. In addition, the development of European governance and extension of the ‘European Union’ as a political and economic union is explored.’ 

Course Insights: What Happens in the Classroom

Have you ever thought:

• what is it like to study this course? 
• what do students do in the course?

Watch the video below, to learn more about the course.

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Politics and Law: ATAR

Units 1 and 2 – A1PAL/A2PAL

Minimum prerequisites: 55% in Humanities and a ‘C’ grade in English.

Pathway: Politics and Law ATAR Units 3 and 4 in Year 12.

Unit 1: Democracy and the Rule of Law

This unit titled “Democracy and the rule of law” examines the principles of a liberal democracy; the legislative, executive and judicial structures and processes of Australia’s political and legal system; the functioning of a non-democratic system; and the processes of a non-common law system. Essential to the understanding of democracy and the rule of law are the separation of powers doctrine, sovereignty of parliament, division of powers, representative government, responsible government, constitutionalism, federalism and judicial independence.

Unit 2: Representation and Justice

This unit titled “Representation and Justice” examines the principles of fair elections; the electoral and voting systems in Australia since Federation, making reference to a recent (the last ten years) election in Australia; the role of pressure groups and political parties in the electoral process; the electoral system of the USA; an analysis of the civil and criminal law processes in Western Australia; and an analysis of a non-common law system. Political and legal developments and contemporary issues (the last three years) are used to provide frameworks for both units.

The assessment structure for both units is based on short answers tests, source analysis, essay response, investigation and an examination.

Units 3 and 4 – ATPAL

Minimum prerequisites: Minimum of 55% in Year 11 A1/A2 Politics and Law. In addition, a minimum of 55% in Year 11 A1/A2 English. NOTE: If you have not done A1/A2 Politics and Law and you would like to be considered for this course see the Head of Learning Area.

Content in Year 12 is not dependent upon knowledge from Year 11.

Politics and law is a critical study of the processes of decision making concerning society’s collective future. The study of politics examines the structures and processes through which individuals and groups with different interests, beliefs and goals, deliberate and negotiate in order to make choices, respond to changing circumstances and enact laws. The study of law examines the system of laws governing the conduct of the people of a community, society or nation, in response to the need for regularity, consistency and justice based upon collective human experience.

A close relationship exists between politics and law. They relate through the judicial, executive and legislative arms of government; together they constitute how societies are governed. Laws generally embody social and political values that usually have a philosophical foundation.

The Politics and Law ATAR course aims to develop knowledge and understanding of the principles, structures, institutions, processes, and practices of political and legal systems, primarily in Australia and where appropriate, other systems and/or countries. The course challenges students to critically examine the effectiveness of political and legal systems using criteria, such as openness, responsiveness and accountability of those systems. The course provides for both a chronological and contemporary understanding of political and legal issues in society.

Unit 3: Political and legal power

This unit examines various aspects of the political and legal system established by the Commonwealth Constitution (Australia), including the roles and powers of the legislative, executive and judicial branches of government, with a comparison to a non-Westminster system; the influence of individuals, political parties and pressure groups on the law making process of parliament and the courts; and the operation of federalism and the balance of power between the Commonwealth and the States in Australia.

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

Unit 4: Accountability and rights

This unit examines the structures, processes and procedures of accountability in relation to the legislative, executive and judicial branches of government in Australia; how rights are protected, and democratic principles can be upheld and/or undermined, in Australia and one other country; and the experience of a particular group with respect to their political and legal rights in Australia. Political and legal developments and contemporary issues (the last three years) are used to provide a framework for the unit.

Student Testimonial

"Politics and Law is one of the most challenging humanities subject which has been reflected in high ATAR results in the subject from Trinity Students. Politics and Law provides an insight into the processes of government and the operation of the legal system. Going into the subject I didn't fully understand how important essay writing is to the subject. In Politics and Law there is a variety of learning opportunities provided such as visiting the Law Courts to observe the process of justice and having guest speakers to provide unique insights. Such as the prosecution lawyer in the Claremont Case who provided insights on the case to students in 2020."
Myles Brown (22)

Course Insights: What Happens in the Classroom

Have you ever thought:

• what is it like to study this course? 
• what do students do in the course?

Watch the video below, to learn more about the course.

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Aboriginal and Intercultural studies: GENERAL

Units 1 and 2 – G1AIS/G2AIS

Minimum Prerequisites: No prerequisites required.

Pathway: Units 3/4 in Year 12.

Aboriginal histories and cultures are fundamental to the development of Australian identity and the formation of contemporary Australian society and as such are a focus of this course. In Year 11, students explore the concept of leadership through the arts, sports and the struggle for civil rights in Australia and in other countries. Students also investigate how culture is expressed through the arts and how this cultural expression has changed over time. In Year 12, students investigate the relationship of First Nations peoples with the environment, and cultural interaction and resilience.

Students will have the opportunity to learn about the diversity of First Nations Peoples. They will explore a wide range of political, social, historical, legal, economic and environmental issues from an intercultural perspective. They analyse First Nations Peoples’ experiences in Australian society, using a range of approaches. These include comparative studies, investigating the experiences of First Nations Peoples’ communities within Australia and elsewhere in the world. 

The Aboriginal and Intercultural Studies General course provides opportunities for students from all cultures to explore and involve themselves in active reconciliation. This course affirms the cultural experience and identity of Australian First Nations students. All students have opportunities to learn from Australian First Nations Peoples and/or through sources of First Nations Peoples’ voices and perspectives.

Aims
The Aboriginal and Intercultural Studies General course enables students to:

• develop and further build knowledge and understanding of Australian First Nations Peoples as being the oldest living continuous cultures in the world 
• develop and further build an awareness of the ways First Nations Peoples’ identities are expressed through unique ways of being, knowing and doing
• develop and further build knowledge and understanding that there are different and changing perspectives of history and that these inform and influence people’s actions
• develop and further build knowledge and understanding that members of different cultures have different world views as a result of their beliefs, values, practices and experiences
• acknowledge and celebrate the diversity and richness of Australian First Nations Peoples’ histories and cultures
• develop critical thinking skills, including ethical research skills
• develop empathy and respect for the ways people think, feel and act
• become active and informed advocates for a just and inclusive world
• engage in reconciliation, respect and recognition of the world’s oldest continuous living cultures.

Unit 1

This unit enables students to develop their understanding of the concept of culture and of Australia’s First Nations Peoples as being the oldest living continuous cultures in the world. Students will explore factors that contribute to a group, or individual identity over time, and in further developing their understanding of the diversity of First Nations Peoples’ experiences and perspectives, will build an awareness of the ways First Nations Peoples’ cultural identities are uniquely expressed within Australia and around the world.

Unit 2

This unit enables students to explore the distinctiveness and diversity of Australian First Nations Peoples’ cultural expressions. They explore the use of First Nations Peoples’ cultural expressions to continue, maintain, share and revitalise their cultural knowledge and values and, in doing so, develop respect and understanding of the cultural protocols, including intellectual and cultural property rights, which exist to protect and revitalise First Nation Peoples’ cultures.

Units 3 and 4 – GTAIS

Minimum Prerequisites: No prerequisites required.

Unit 3

This unit enables students to explore the relationship Australian First Nations Peoples and other First Nations Peoples around the world have with Country and the environment. They learn the important role Country and the environment play in the lives, cultures and identity of First Nations Peoples, from education and knowledge sharing, ceremony and celebration, management of contemporary environmental threats and economic opportunities.

Unit 4

This unit enables students to explore the idea of cultural resilience and Reconciliation. They learn that cultural change results from a range of external and internal factors and may be welcomed or resisted. Students explore how individuals and groups show self-determination, resilience and actively participate in growing Reconciliation in Australia and globally.

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Career & Enterprise: GENERAL

Units 1 and 2 – G1CAE/G2CAE

Minimum Prerequisites: No prerequisites required. This subject is compulsory for students who select ONSITE GENERAL or ONSITE SPECIALIST in Year 11.

Pathway: Units 3/4 in Year 12.

The Career and Enterprise General course engages students in learning about developing their career in a constantly changing digital and globalised world. Careers are now considered to be about work, learning and life. Individuals need to be proactive, enterprising career managers who engage in lifelong learning. The Career and Enterprise General course aims to provide students with the knowledge, skills and understanding to enable them to be enterprising and to proactively manage their own careers. The course reflects the importance of career development knowledge, understanding and skills in securing, creating and sustaining work. The world of work is complex and constantly changing. The course recognises that work both reflects and shapes the culture and values of our society.

Workplaces have different structures which impact on their practices and processes and how they operate. Each workplace is unique and its organisation governs workplace settings and patterns of work. The Career and Enterprise General course has been constructed using, and is strongly aligned to, the knowledge, skills and understandings from the Core Skills for Work Development Framework (2013) and the Australian Blueprint for Career Development (the Blueprint).

Unit 1

This unit enables students to increase their knowledge of work and career choices and identify a network of people and organisations that can help with school to work transitions.

Unit 2

This unit explores the attributes and skills necessary for employment and provides students with the opportunity to identify their personal strengths and interests and the impact of these on career development opportunities and decisions.

Units 3 and 4 – GTCAE

Minimum Prerequisites: No prerequisites required.

Unit 3

This unit focuses on adopting a proactive approach to securing and maintaining work. It involves self-management, using work search tools and techniques, developing career competencies, and accessing learning opportunities which are essential for career building.

An assessment is made of the multidimensional operation and organisation of workplaces. The legal, ethical and financial considerations underpinning corporate and individual rights and responsibilities and the resolution of conflict are examined. An exploration is made of the implications of organisational reviews due to influences and trends, and how they impact on individual opportunities to secure and maintain work.

Opportunities are provided for students to further develop the repertoire of career competencies and work search techniques that are directly applicable to securing and maintaining work. Career portfolios are presented in a professional manner and reflect organisation of detailed records of work, training and learning experiences, especially those related to securing and maintaining work.

Unit 4

This unit explores issues associated with career management, workplaces and influences and trends in times of change. Change can be analysed and the information used to inform strategies associated with self-management, career building and personal and professional learning experiences. This unit investigates the dynamic nature of the interrelationships between these strategies. An examination of the complexity of workplace operations and management of resources is used to understand productivity, achievement of industry standards and compliance with legal, ethical and financial considerations.

Exposure to changing scenarios for career development provides opportunities to further develop career competencies and work search techniques, in particular those associated with planning and organisation, making decisions, identifying and solving problems and creativity and innovation.

Work, training and learning experiences provide opportunities to extend students’ knowledge and skills in anticipation of responding to change and maintaining an edge.

These experiences are documented in career portfolios, using an increasing range of information technology skills.

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Humanities and Social Sciences in Action: GENERAL

Units 1 and 2 – G1HIA/G2HIA

Minimum Prerequisites: No prerequisites required.

Pathway: Units 3/4 in Year 12.

The General Humanities and Social Sciences in Action course is contemporary and dynamic so students can see impacts and challenges that society faces in real time, as well as how change can be affected by a variety of stakeholders and perspectives, from individuals and small groups to large governments. This course will give students an understanding of how the scale of issues can vary, from a local to a global level. This will enable students to understand that change can be on a small scale but impactful.

The Humanities and Social Sciences in Action course is an inquiry-based course, underpinned by the skills of: Questioning and Researching, Analysing, Evaluating and communicating, and Reflecting. Students will use these skills to support learning about how there are varied and complex perspectives to all issues and that these perspectives need to be considered when trying to effect change. The course encourages students to become socially aware and active participants who will continue to be active members of society. This course will give students the skills to make informed choices about issues facing them and their world and to give them the confidence to actively participate in being part of the problem-solving process.

Unit 1: All humans have rights

In this unit students learn about human rights. Students explore the United Nations Universal Declaration of Human Rights, and how humans across the world have been able to access these rights through legislation, policy changes and the progression of attitudes, perspectives, and behaviours over time. Students will probe the circumstances that have prevented minority groups from accessing basic human rights and suggest ways to improve access to rights for these groups.

Unit 2: A sense of community

In this unit students focus on opportunities as well as challenges within their local communities. Students will investigate the meaning of, and their place within a community. They will explore issues and possible solutions relevant to communities that they are or may be involved in. They will propose changes and solutions to issues facing a community and raising awareness for this. Students will also investigate their place within a community and how they as individuals can effect change on a variety of scales.

Units 3 and 4 – GTHIA

Minimum Prerequisites: No prerequisites required.

Unit 3: People, Planet, Prosperity

In this unit, student’s study the impact of human interaction with the environment when allocating resources, and to find ways to live more sustainably. Students will investigate how humans use resources to ensure the needs and wants of the world’s population are being met and the impact this resource allocation has on the planet. They will explore ways that they themselves, and organisations, are reducing this impact and how they themselves can further contribute to these actions. Students will also investigate the decisions stakeholders make around the use of resources, including prosperity and planet versus profit.

Unit 4: Disruptions

In this unit students learn about how disruptions (economic, geographical, political, social, demographic and technological) and how the response to those disruptions can change the way people and the world operate. From disruptions comes the opportunity to innovate. Students will learn how disruptive innovations have the potential to be a positive force in the world and the role that innovators have in providing solutions that ‘value add’ to society. Students will explore the use of innovative methods to invoke action that promotes societal benefits. Students will also reflect on their role in effecting change in society.

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Information Technology

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Applied Information Technology: ATAR 

Units 1 and 2 – A1AIT/A2AIT

Minimum prerequisites: Minimum of ‘C’ grade in Year 10 English Course 1, or, 60% or better in English Course 2.

Pathway: Applied Information Technology ATAR Units 3 & 4 in Year 12.

Preparing students for a future job market which will require a grounding in digital literacy. Designed for students who have an interest in technology, its many uses and how it affects society now and into the future. During the course, students will look at website and mobile application design, social networking, computer security, networks and ethics.

Trinity students studying AIT have achieved results amongst the best in the state every year we have run the course. Students who have sound skills in English and an interest in Multimedia Design are well suited for AIT.

Units 3 and 4 – ATAIT

Minimum prerequisites: Minimum of a ‘C’ in Year 11 A1/A2 Applied Information Technology or a ‘60%’ in Year 11 A1/A2 Computer Science.

Preparing students for a future job market which will require a grounding in digital literacy. Designed for students who have an interest in Technology, its many uses and how it affects society now and into the future. In additional to areas covered in Applied Information Technology ATAR Units 1 & 2, students will look at Virtual Worlds, Animation, 3D and Emerging Trends like Robotics and Nano Technology.

Trinity students studying Applied Information Technology have achieved results amongst the best in the state every year we have run the course. Students who have sound skills in English and an interest in Multimedia Design are well suited for Applied Information Technology.

Course Insights: What Happens in the Classroom

Have you ever thought:

• what is it like to study this course? 
• what do students do in the course?

Watch the video below, to learn more about the course.

Student Testimonial

"AIT is a very engaging course, focusing on real world use cases of concepts taught in the course. The course is based heavily around assignment work, with tests holding little weighting. AIT focuses heavily around the design of digital products with topics regularly returning to this central focus point. The course shares some concepts with Computer Science, this led to my experience of feeling that the two were a good pair of subjects to take together." 
Archie Allen (22)

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Computer Science: ATAR

Units 1 and 2 – A1CSC/A2CSC

Minimum prerequisites: Minimum of ‘C’ in Course 1a or a ‘65%’ in Course 1b in Year 10 Mathematics.

Pathway: Computer Science – ATAR units 3 & 4 in Year 12.

Students explore the fundamental principles, concepts and skills within the field of computing. They learn how to diagnose and solve problems in the course of understanding the building blocks of computing. Students explore the principles related to the analysis and creation of computer and information systems; software development;
the connectivity between computers; the management of data; the development of database systems; and the moral and ethical considerations for the development and use of computer systems.

This course provides students with the practical and technical skills that equip them to function effectively in a world where these attributes are vital for employability and daily life in a technological society.

Computer Science is a preferred course for students who are looking to maximize their ATAR result. Students who have sound skills in Mathematics and Problem Solving and an interest in Software, Cyber Security or Game Design are well suited for Computer Science.

Units 3 and 4 - ATCSC

Minimum prerequisites: Minimum of a ‘65’ in Year 11 A1/A2 Computer Science or B average across ATAR subjects along with an acceptance interview with Head of Digital Technologies.

Students explore the fundamental principles, concepts and skills within the field of computing. They learn how to diagnose and solve problems while understanding the building blocks of computing. Students explore the principles related to the analysis and creation of computer and information systems; software development; the connectivity between computers; the management of data; the development of database systems; and the moral and ethical considerations for the development and use of computer systems.

This course provides students with the practical and technical skills that equip them to function effectively in a world where these attributes are vital for employability and daily life in a technological society.

Computer Science is a preferred course for students who are looking to maximize their ATAR result. Students who have sound skills in Mathematics and Problem Solving and an interest in Software, Cyber Security or Game Design are well suited for Computer Science.

Student Testimonial

“Computer Science is a definition heavy subject, for which I found had to be revised regularly due to the breadth of content which covers systems analysis, data management, programming and networking . The coding required in this subject is not too strenuous mathematically but requires sound problem solving and logic skills to tackle questions.”
Kiran Thambiran (22)

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Media Production and Analysis: ATAR

Unit 1 and Unit 2 – A1MPA/A2MPA

Minimum prerequisites: Minimum of 60% in Year 10 English Course 2 (Mainstream), or, a minimum of 55% in English Course 1.

Pathway: Media Production and Analysis ATAR Units 3 & 4 in Year 12.

The Year 11 ATAR MPA Course has a two-unit focus - Popular Culture & Influence.

In studying these two areas, students study a variety of inter-generational popular media and in doing so learn about how and why media works such a music videos, television shows and social media platforms generate interest and popularity. They also learn about how the Australian and global media world influences our news and understanding of world issues that infiltrate our lives on a daily basis.

Students then apply this learning to create their own production tasks such as music videos and documentaries using industry-standard editing software and being guided by industry professionals alongside the classroom teacher. This dedication to production becomes 50% of their course-work to fulfil the syllabus content related to Industry and therefore allows them a glimpse into the real-world of cinema and television production.

Unit 3 and Unit 4 – ATMPA

Minimum prerequisites: Minimum of ‘C’ grade in Year 11 Media Production and Analysis, or, 65% or better in English Course 2. For further information regarding Media please contact Rebecca Bryant, Media teacher.

The Year 12 ATAR MPA Course has a two-unit focus - Media Art & Power and Persuasion.

In studying these two areas, students study a variety of media art that has been created over the decades and how it enhances the aesthetic beauty of cinema around the globe. They also learn about how film as an art form is a cultural benefit to society, teaching us all about how art can appeal to both the heart and the mind. In addition to this, students engage with real-word media, assessing how persuasive strategies are used to influence audiences and how media outlets & producers use their power to make society think in desired ways in relation to big world issues.

As in Year 11, students apply this learning to create their own production task – an art film or a documentary, using industry-standard editing software and being guided by industry professionals alongside the classroom teacher. This dedication to production becomes 50% of their course-work to fulfil the syllabus content related to Industry and therefore allows them a glimpse into the real-world of cinema and television production.

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Applied Information Technology: GENERAL

Units 1 and 2 – G1AIT/G2AIT

Minimum prerequisite: No prerequisites required.

Pathway: AIT GEN Units 3 & 4 in Year 12

The Applied Information Technology General course provides students with the knowledge and skills to use a range of computer hardware and software to create, manipulate and communicate information in an effective, responsible and informed manner. Students develop an understanding of computer systems; the management of
data; and the use a variety of software applications to investigate, design, construct and evaluate digital products and digital solutions. Students will have access to a wide variety of industry standard applications including the Adobe Suite (Photoshop, Illustrator, After Effects, Dream Weaver, Anime etc.) to create high quality multimedia
and graphic design work. The course offers pathways to further study in a range of technology-based careers and a set of skills that equip students for the 21st century and give them an appreciation of the impact of information technology on society.

Unit 1: Personal communication

The focus of this unit is to enable students to use technology to meet personal needs. Students develop a range of skills that enable them to communicate using appropriate technologies and to gain knowledge that assists in communicating within a personal context.

Unit 2: Working with others

The focus of this unit is to enable students to use a variety of technologies to investigate managing data, common software applications and wireless network components required to effectively operate within a small business environment. They examine the legal, ethical and social impacts of technology within society.

Units 3 and 4 – GTAIT

Minimum prerequisite: No prerequisites required.

Unit 3: Media information and communication technologies

The emphasis is on the use of digital technologies to create and manipulate digital media. Students use a range of applications to create visual and audio communications. They examine trends in digital media transmissions and implications arising from the use of these technologies.

Unit 4: Digital technologies in business

The emphasis of this unit is on the skills, principles and practices associated with various types of documents and communications. Students identify the components and configuration of networks to meet the needs of a business. Students design digital solutions for clients, being mindful of the various impacts of technologies within legal, ethical and social boundaries.

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Design: GENERAL (Game Design)

Units 1 and 2 – G1DES/G2DES

Minimum prerequisites: No prerequisite required.

Pathway: Design General (Game Design) units 3 & 4 in Year 12.

Preparing students for a future job market which will require a grounding in digital literacy. Designed for students who enjoy games, you will develop the skills to build creative 3D gaming environments and characters and use these assets to develop immersive experiences in an industry that is bigger than the music and movie sectors put
together!

Students will work in areas that include;

• Game Analysis and Game Play Strategies
• 2D and 3D Graphics Design and Production
• Audio Production
• Character and Environment Development
• Unity 3D or Unreal Gaming Engine Development
• Experimentation in VR and Augmented Reality

The Design (Game Design) course is conducted in a Project Based Learning environment. This means students undertake a range of projects that they investigate, design, produce and evaluate. Students will be assessed based upon the completion of projects which includes the final product along with the project management skills used
to complete the task. 

Units 3 and 4 – GTDES

Minimum prerequisites: No prerequisite required.

Preparing students for a future job market which will require a grounding in digital literacy. Designed for students who enjoy games, you will develop the skills to build creative 3D gaming environments and characters and use these assets to develop immersive experiences in an industry that is bigger than the music and movie sectors put together!

Students will work in areas that include;

• Game Analysis and Game Play Strategies
• 2D and 3D Graphics Design and Production
• Audio Production
• Character and Environment Development
• Unity 3D or Unreal Gaming Engine Development
• Experimentation in VR and Augmented Reality

The Design (Game Design) course is conducted in a Project Based Learning environment. This means students undertake a range of projects that they investigate, design, produce and evaluate. Students will be assessed based upon the completion of projects which includes the final product along with the project management skills used
to complete the task.

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Media Production and Analysis: GENERAL

Units 1 and 2 – G1MPA/G2MPA

Minimum prerequisites: No prerequisite required.

Pathway: Media Production and Analysis General Units 3 and 4.

The Year 11 ATAR MPA Course has a two-unit focus - Mass Media & Point of View (possibly being renamed in the new syllabus review).

The Media Production and Analysis General course is a predominantly production-based course for those students who learn in a kinaesthetic way and aims to prepare them for a future where they can use their learned media skills to create their own exciting media works and/or properly understands the works of others on local, national, and global scale.

Behind every media product are the producers; the men and women involved in the design, making, editing and final appearance of the product. These people make decisions about the target audience, the style of the product, the story to be told and the best way to tell it. Students learn that their own work, and that of others, is characterised by decisions about what to include and what to leave out. Students have opportunities to engage in this production process. Students have opportunities in excursions to television networks, radio stations, and WAAPA, creating content for the Year 12 leaver’s videos, short films and short film competitions as well as assisting in the filming of TC events such as PSA sport and other significant events on the College calendar.

Students will be assessed based upon the completion of practical projects which includes a final product along with the syllabus-mandated industry skills used to complete the tasks.

Units 3 and 4 – GTMPA

Minimum prerequisites: No prerequisites required.

The Year 11 ATAR MPA Course has a two-unit focus - Entertainment & Representation and Reality (possibly being renamed in the new syllabus review). 

The Media Production and Analysis General course is a predominantly production-based course for those students who learn in a kinaesthetic way and aims to prepare them for a future where they can use their learned media skills to create their own exciting media works and/or properly understands the works of others on local, national, and global scale.

Behind every media product are the producers; the men and women involved in the design, making, editing and final appearance of the product. These people make decisions about the target audience, the style of the product, the story to be told and the best way to tell it. Students learn that their own work, and that of others, is characterised by decisions about what to include and what to leave out. Students have opportunities to engage in this production process. Students have opportunities in excursions to television networks, radio stations, and WAAPA, creating content for the Year 12 leaver’s videos, short films and short film competitions as well as assisting in the filming of TC events such as PSA sport and other significant events on the College calendar.

Students will be assessed based upon the completion of practical projects which includes a final product along with the syllabus-mandated industry skills used to complete the tasks.

Italian

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Italian Second Language

Unit 1 and 2 – A1ISL/A2ISL

Minimum prerequisites: Minimum of a ‘C’ in Year 10 Italian.

Pathway: Italian Second Language ATAR Unit 3 and Unit 4 in Year 12.

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

Unit 1

The focus for this unit is Rapporti (Relationships), Rapporti in famiglia, tra gli amici e a scuola (Family, friend and school relationships), Comunicare nel mondo moderno (communicating in a modern world) and Le tradizioni, gli spettacoli e le feste (Traditions, events and celebrations). Students look at the differences and similarities between Italian and Australian culture, particularly from the point of view of a teenager.

Unit 2

The focus for this unit is Andiamo! (Travel lets go!) 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 look at Italians travelling to Australia and Australians travelling to Italy. They also look at how travel is organised and how this has changed over time. Students will also focus on recounting their travel experiences to others.

Units 3 and 4 – ATISL

Minimum prerequisites: Minimum of a high C (55 %+) in Year 11 A1/A2 Italian.

This course aims to further promote students' communicative skills in both spoken and written Italian. It also aims to extend their understanding of the culture and way of life of the people in Italy, as well as in those communities within Australia where Italian is used. 

In this course students typically engage in a range of activities and are exposed to a variety of authentic models of spoken and written Italian in order to develop greater confidence and fluency in using the language in different contexts.

Unit 3

The focus for this unit is Grazie Italia! (Thankyou Italy!) Cose Italiane (All things Italian), La Vita Italiana (Italian lifestyle) and Il Made in Italy nel Mondo (Made in Italy around the world). It is primarily aimed at students who have well-developed skills and understanding and are ready to work with challenging content. Students explore more complex texts, such as online magazines, advertisements, genres, such as comedy texts, historical texts or topics, such as music, finding work, or teenage trends. They develop a further insight into Italian culture by analysing the place of texts in everyday life, such as
how one’s identity is influenced by the role models, portrayed in advertising and the media in general.

Students explore the trends in Italy and the importance of these in the establishment of identity. They evaluate the place of things Italian in their day to day life, such as food, fashion, film, cars, art, and music. Students reach an understanding of the impact of Italy, Italians and Italian-speaking communities in the world.

Unit 4:

he focus for this unit is Ieri, Oggi, e domani. (Yesterday, Today and tomorrow) Riflettiamo sulla vita e pensiamo al futuro (Reflecting on my life and planning my future), I problemi dei giovani (Youth issues) and I problemi ambientali (Environmental issues). It is aimed at students who have well-developed skills and understanding, and show a skilled
knowledge of content as well as the development of a personal style. It allows them to reflect on their skills, critically evaluate and respond personally to more complex issues using advanced language and a wide range of text types.

Students reflect on their lives, their experiences and what the future has to offer. They examine future study, employment, travel and relationships. Students focus on issues pertinent to Italian-speaking communities, and to the students themselves or to their community for example: personal, social and environmental issues.

Learning Support

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ASDAN Award Programs blend activity-based curriculum enrichment with a framework for the development, assessment and accreditation of key skills and other personal and social skills, with emphasis on rewarding achievement. Students complete challenges and collect evidence of their activities to build a portfolio. When the portfolios have been externally moderated, an ASDAN Endorsed certificate of achievement is issued.

Prerequisites: Entry into these courses are by invitation only.

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Towards Independence

The ASDAN Towards Independence Programme is focused on helping students make a successful transition from school education to adulthood. The flexibility of an ASDAN Course means that it can be carried out in a variety of settings, over a time to suit the individual.
This portfolio will contain:

• a record of challenges completed, with supporting evidence for each challenge
• recording documents, showing how learners have planned and reviewed their activities
• summary of achievement, highlighting skills development
• personal statement

 

The Towards Independence Programme contains a variety of modules:

• Money: Introduction
• Horticulture
• Baking
• History
• Personal Safety
• Relationships
• Business Enterprise
• Cooking on a Budget
• Sports Studies
• Meal Preparation and cooking: Introduction
• Out in the Community

 

Pre and post course observations will be made to determine each student’s level of ability at the start of the course and at the end, to determine the level of progress achieved.

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Workright

The ASDAN Workright Programme provides a framework to develop a range of basic transferable employability skills for young people (aged 14+) and adults who are following a work-based/work experience programme of study.
This portfolio will contain:

• a record of challenges completed, with supporting evidence for each challenge
• recording documents, showing how learners have planned and reviewed their activities
• summary of achievement, highlighting skills development
• personal statement

 

The Workright Programme contains the following modules;

• Health and safety at work.
• Responsibilities in the workplace.
• Working with others.
• You at work.

 

Pre and post course observations will be made to determine each student’s level of ability at the start of the course and at the end, to determine the level of progress achieved.

Mathematics

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The six mathematics courses are differentiated, each focusing on a pathway that will meet the learning needs of a particular group of senior secondary students.

• Mathematics Specialist: ATAR
• Mathematics Methods: ATAR
• Mathematics Applications: ATAR
• Mathematics Essential: General
• Mathematics: Foundation
• Mathematics: Preliminary

Senior Secondary Mathematics Pathways:

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Mathematics Specialist: ATAR

Units 1 and 2 – A1MAS/A2MAS

Minimum prerequisites: Minimum 60% in Year 10 Mathematics 1a course.

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

Units 3 and 4 – ATMAS

Minimum prerequisites: C grade in Year 11 A1/A2 Mathematics Specialist.

Unit 3

This unit contains the three topics:

• 3.1 Complex numbers
• 3.2 Functions and sketching graphs
• 3.3 Vectors in three dimensions

The Cartesian form of complex numbers was introduced in Unit 2, and in Unit 3, the study of complex numbers is extended to the polar form. The study of functions and techniques of calculus begun in the Mathematics Methods ATAR course is extended and utilised in the sketching of graphs and the solution of problems involving integration. The study of vectors begun in Unit 1, which focused on vectors in one- and two-dimensional space, is extended in Unit 3 to three-dimensional vectors, vector equations and vector calculus, with the latter building on 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.

Unit 4

This unit contains the three topics:

• 4.1 Integration and applications of integration
• 4.2 Rates of change and differential equations
• 4.3 Statistical inference

In this unit, the study of differentiation and integration of functions is continued, and the techniques developed from this and previous topics in calculus are applied to the area of simple differential equations, in particular in biology and kinematics. These topics serve to demonstrate the applicability of the mathematics learnt throughout this course. Also in this unit, all of the students’ previous experience in statistics is drawn together in the study of the distribution of sample means. This is a topic that demonstrates the utility and power of statistics.

Student Testimonial

"Specialist is one of the most challenging subjects which can be studied at an ATAR level. It's focused on proofs and theoretical mathematics extending upon concepts covered in Methods. During my time in Year 11 Specialist took up by far most of the time in terms of study. The tests and examinations were thoroughly challenging. I would only advise students achieving Highly in Pre-Methods. Saying this however, Maths Specialist was one of the most enjoyable subjects I studied, with our class working closely together on challenging questions. "
Myles Brown (22)

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Mathematics Methods: ATAR

Units 1 and 2 – A1MAM/A2MAM

Minimum prerequisites: Minimum C grade in Year 10 Mathematics 1a course.

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

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

Units 3 and 4 – ATMAM

Minimum prerequisites: C grade in Year 11 A1/A2 Mathematics Methods.

Unit 3

Contains the three topics:

• Further differentiation and applications
• Integrals
• Discrete random variables.

The study of calculus continues by introducing the derivatives of exponential and trigonometric functions and their applications, as well as some basic differentiation techniques and the concept of a second derivative, its meaning and applications. The aim is to demonstrate to students the beauty and power of calculus and the breadth of its
applications. The unit includes integration, both as a process that reverses differentiation and as a way of calculating areas. The fundamental theorem of calculus as a link between differentiation and integration is emphasised. Discrete random variables are introduced, together with their uses in modelling random processes involving chance and variation. The purpose here is to develop a framework for statistical inference.

Unit 4

Contains the three topics:

• The logarithmic function
• Continuous random variables and the normal distribution
• Interval estimates for proportions.

The logarithmic function and its derivative are studied. Continuous random variables are introduced and their applications examined. Probabilities associated with continuous distributions are calculated using definite integrals. In this unit, students are introduced to one of the most important parts of statistics, namely, statistical inference, where the goal is to estimate an unknown parameter associated with a population using a sample of that population. In this unit, inference is restricted to estimating proportions in two outcome populations. Students will already be familiar with many examples of these types of populations
 

Course Insights: What Happens in the Classroom

Have you ever thought:

• what is it like to study this course? 
• what do students do in the course?

Watch the video below, to learn more about the course.

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Mathematics Applications: ATAR

Units 1 and 2 – A1MAA/A2MAA

Minimum prerequisites: Minimum B grade in Year 10 Mathematics 2 course and any Mathematics 1b course grade.

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

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

Units 3 and 4 – ATMAA

Minimum prerequisites: C grade in Year 11 A1/A2 Mathematics Applications.

Unit 3

Contains the three topics:

• Bivariate data analysis
• Growth and decay in sequences
• Graphs and networks

‘Bivariate data analysis’ introduces students to some methods for identifying, analysing and describing associations between pairs of variables, including using 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 find 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 way in which graphs, represented as a collection of points and interconnecting lines, can be used to analyse everyday situations, such as a rail or social network.

Unit 4

Contains the three topics:

• Time series analysis
• Loans, investments and annuities
• 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 sufficient knowledge of financial mathematics to solve practical problems associated with taking out or refinancing a mortgage and making investments. ‘Networks and decision mathematics’ uses networks to model and aid decision making in practical situations.

Student Testimonial

"Applications is a course focused on extending mathematics knowledge gained in middle school however is not as rigorous as Methods. Content covered has very visible real world use cases and these use cases are often used when teaching concepts. The workload is very flexible as tests tend to have large periods of time between them when compared to other ATAR subjects."
Archie Allen (22)

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Mathematics Essential: GENERAL

Units 1 and 2 – G1MAE/G2MAE

Minimum prerequisites: No prerequisites required.

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

Units 3 and 4 – GTMAE

Minimum prerequisites: No prerequisites required.

Unit 3

Unit 3 provides students with the mathematical skills and understanding to solve problems related to measurement, scales, plans and models, drawing and interpreting graphs and data collection. Teachers are advised to apply the content of all topics in contexts which are meaningful and of interest to the students. Possible contexts for this unit are Construction and design, and Medicine.

Unit 4

Unit 4 provides students with the mathematical skills and understanding to solve problems related to probability, earth geometry and time zones, loans and compound interest. Teachers are advised to apply the content of all topics in contexts which are meaningful and of interest to the students. Possible contexts for this unit are Finance, and Travel. However these contexts may not be relevant for all students and teachers are encouraged to find a suitable context that will make the mathematical topics of this unit relevant for their particular student cohort.

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Other Mathematics Courses

For those very few students who have not passed the Online Literacy and Numeracy Assessment by the end of Year 10, two other courses are available on a case-by-case basis - the Mathematics Foundation & Preliminary Courses. Students who are likely to be eligible for these courses will be notified by the College.

Music and Performing Arts

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Dance

Units 1 and 2 – A1DAN/A2DAN

Minimum prerequisites: Minimum of 60% in year 10 English (Course 2) or a 'C' grade or better in English (Course 1). Previous dance experience is recommended with a sound knowledge of dance skills, techniques, processes, elements and principles explored in the Year 7–10 Arts curriculum.

Pathway: Dance ATAR Units 3 & 4 in Year 12.

The Dance ATAR course acknowledges the interrelationship between practical and theoretical aspects of dance – the making and performing of movement and the appreciation of its meaning. Through critical decision-making in individual and group
work, movement is manipulated and refined to reflect the choreographer’s intent. Students use a wide range of creative processes, such as improvisation and the use of choreographic elements and devices and draw on their own physicality and the interpretation of existing work of others to create unique dance works. They investigate how technologies are used to extend and enhance dance design. They also learn how dance styles and forms are historically derived and culturally valued. Through dance, students experience an intrinsic sense of enjoyment and have an opportunity to achieve a high level of movement skills.

Units 3 and 4 - ATDAN

Minimum prerequisites: Minimum of 55% in year 11 Dance or students with a good knowledge of dance, equivalent to units 1 & 2 as explored in year 11 Dance Arts Curriculum.

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

Through participation in the Dance ATAR course, students develop transferable skills essential to their future. These include communication skills, collaborative teamwork skills, negotiation and conflict resolution skills, problem-solving skills, as well as the ability to organise, analyse and evaluate. Participation may lead to opportunities for future study in dance or related arts fields.

All students enrolled in the Dance ATAR Year 12 course are required to sit the ATAR course examination. The examination is based on a representative sampling of the content for Unit 3 and Unit 4. Details of the written and practical (performance) ATAR course examinations are prescribed in the examination design briefs on the following pages.

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Drama: ATAR

Units 1 and 2 – A1DRA/ A2DRA

Minimum prerequisite: Minimum of 60% in Year 10 English Course 2 or, a ‘C’ grade or better in English Course 1. Previous Drama experience is recommended but not required. Students must also commit to out of school rehearsals for this course.

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

Drama is a vibrant and varied art form found in play, storytelling, street theatre, festivals, film, television, interactive games, performance art and theatres. It is one of the oldest art forms and part of our everyday life. Through taking on roles and enacting real and imagined events, performers engage audiences who suspend their disbelief to enter the world of the drama. Drama entertains, informs, communicates, challenges, and allows the sharing of human experiences.

Progression from the Year 7–10 curriculum

This syllabus builds on the drama skills, conventions, processes, elements and principles explored in the Year 7–10 Arts curriculum. In Year 11 and 12 ATAR Drama students will have the opportunity to perform in public forums such as the Senior School Drama Production, annual Dance and Drama Showcase, PSA Theatre Sports and Catholic Performing Arts Festival. 

The Drama ATAR course focuses on drama in practice as students integrate their knowledge and skills. They use the elements and conventions of drama to develop and present ideas and explore personal and cultural issues. They engage in drama processes, such as improvisation and text interpretation, which allow them to create drama and interpret a range of texts written or devised by others. Their work in this course includes production and design aspects, such as sets, costumes, props, and sound and lighting. Increasingly, students use technologies, such as digital sound and multimedia. They present drama to a range of audiences and work in different performance settings.

Students work independently and collaboratively, learning self-management skills, showing initiative, and demonstrating leadership and interpersonal skills. The Drama ATAR course requires them to develop and practise problem-solving skills through creative and analytical thinking processes. They develop their capacity to respond to, reflect on, and make informed judgements using appropriate terminology and language to describe, analyse, interpret, and evaluate drama.

In this course, students engage in both Australian and world drama practice. They understand how drama has changed over time and will continue to change according to its cultural context. Through the Drama ATAR course, students can understand the experience of other times, places and cultures in an accessible, meaningful and enjoyable way. They understand the economic factors that affect drama practice and explore the vocational opportunities that drama offers.

While some students intend to pursue a career in drama and related fields, they also participate in drama for enjoyment and satisfaction. They experience the pleasure that comes from developing personal skills, knowledge and understandings that can be transferred to a range of careers and situations. The Drama ATAR course builds confidence, empathy, understanding about human experience, and a sense of identity and belonging.

Unit 1: Representational Drama

This unit focuses on realism and representational drama. In this unit, students have the opportunity to research and collaboratively workshop, interpret and perform drama texts in forms and styles related to realism and representational drama. Within the focus of realism and representational drama, students must investigate the approach of Konstantin Stanislavski; including the background, ideology and application of this practitioners approach in rehearsal and/or performance.

Unit 2: Presentational Drama

This unit focuses on non-realism and presentational drama. In this unit, students have the opportunity to research and collaboratively workshop, interpret and perform drama texts related to non-realism and presentational drama. Within the focus of non-realism and presentational drama, students must investigate the approach of Bertolt Brecht; including the background, ideology and application of this practitioners approach in rehearsal and/or performance.

Units 3 and 4 – ATDRA

Minimum prerequisite: Minimum of 55% in Year 11 A1/A2 Drama.

In this course, students achieve through the key activities of creation, performance and reflection. They explore and communicate ideas and learn particular processes and skills to enable them to work with drama forms, styles, conventions and technologies. They reflect, respond and evaluate drama and become critical, informed audiences, understanding drama in the context of their own society and culture. They draw on a diverse range of drama from other cultures, places and times to enrich their intercultural understanding.

The Drama ATAR course focuses on drama in practice as students integrate their knowledge and skills. They use the elements and conventions of drama to develop and present ideas and explore personal and cultural issues. They engage in drama processes, such as improvisation and text interpretation which allow them to create drama and interpret a range of texts written or devised by others. Their work in this course includes production and design aspects, such as sets, costumes, props, sound and lighting. Increasingly, students use technologies, such as digital sound and multimedia. They present drama to a range of audiences and work in different performance settings.

Students engage in both Australian and world drama practice. They understand how drama has changed over time and will continue to change according to its cultural context. Through the Drama ATAR course, they can understand the experience of other times, places and cultures in an accessible, meaningful and enjoyable way. They understand the economic factors that affect drama practice and explore the vocational opportunities that drama offers.

Unit 3:

This unit focuses on the realisation of drama text, context, forms and styles through the application of a selected approach. Within the focus of Unit 3, students must investigate the approach of at least one practitioner which could include Uta Hagen, Robert Cohen, David Mamet, Maria Knebel and Sharon Marie Carnicke, Rudolf Laban or Anne Bogart and Tina Landau. The investigation of such a practitioner in this unit will include their background, ideology and the application of the approach (psychological and/or physical) in rehearsal and/or performance.

Unit 4:

This unit focuses the approach to and interpretation of drama texts, contexts, forms and styles. Within the focus of Unit 4, students must investigate an approach such as Antonin Artaud, Frantic Assembly, Steven Berkoff, Jacques Lecoq, Jerzy Grotowski or Complicite’. The investigation of such a practitioner in this unit will include their background, ideology and the application of the approach (psychological and/or physical) in rehearsal and/or performance.

Drama Photos

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Dance: GENERAL

Units 1 and 2 – G1DAN/G2DAN

Minimum prerequisites: Minimum C grade in English. Previous dance experience recommended with a sound knowledge of dance skills, or completion of year 10 dance.

Pathway: Dance General units 3 & 4 in Year 12.

This syllabus builds on the dance skills, techniques, processes, elements and principles explored in Bands 7–10 in the Arts curriculum. This includes the interrelated strands of Making and Responding. Making includes learning about and using knowledge, skills, techniques, processes, materials and technologies to explore dance practices and make artworks that communicate ideas and intentions. Responding includes exploring, responding to, analysing and interpreting dance.

Year 11 explores the components of dance and dance as entertainment.

Units 3 and 4 – GTDAN

Minimum prerequisites: Minimum C grade in English. Previous dance experience recommended with a sound knowledge of dance skills, or completion of year 11 dance (ATAR or General).

The Dance General course acknowledges the interrelationship between practical and theoretical aspects of dance – the making and performing of movement and the appreciation of its meaning. Through decision-making in individual and group work, students use a wide range of creative processes, such as improvisation and the use of choreographic elements and devices to create dance works. They also learn how dance styles and forms are historically derived and culturally valued. Through dance, students experience an intrinsic sense of enjoyment and have an opportunity to achieve a high level of movement skills.

Year 12 explores the popular culture and Australian Dance.

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Music: ATAR (Western Art)

Units 1 and 2 – A1MUSW/A2MUSW

Minimum prerequisite: Minimum of a ‘B’ in Year 10 Music and appropriate instrumental/composition ability. For further information regarding Music please contact Dr Robert Braham, Director of Music.

Pathway: ATAR MUSW Units 3 and 4 in Year 12.

This is an excellent course where students can specialise in their area of strength. The course consists of the following components: Literacy (Aural and Theory), Analysis, Composition. All students will study each of these course components as well as choose a performance or composition practical component.

WRITTEN COMPONENT (50%)

Musicianship: Aural tasks requiring the application of skills and knowledge related to aural activities, including aural identification of the elements of music. These can be perception activities such as melodic and rhythmic dictations and the identification of interval, chord progressions and instrument timbre and practical voice skills. Theory Tasks requiring application of theoretical knowledge and skills related to composing/arranging music. This may include melody writing, song settings, orchestrations and arrangements, harmonisation and accompaniment writing.

Analysis: For the music analysis component three designated works will be studied in each unit that are significant exemplars of the thematic organiser (Unit 1 – Elements, Unit 2 – Narratives). Tasks will require the application of skills and knowledge related to the analysis of these designated musical works. One designated work will be drawn from each of the Western Art Music, Jazz and Contemporary styles.

Composition: Project based compositions with the submission of 2 original works over the course of the year.

PRACTICAL COMPONENT Performance or Composition (50%)

A students may perform in a Western Art Music, Jazz, Music Theatre or Contemporary style.

Performance: A study of a particular instrument/voice as a solo performer. It is strongly recommended that students wishing to enrol in Music have a minimum instrumental/vocal standard equivalent to fifth grade AMEB.

Composition: Submission of a portfolio of compositions of at least three pieces of music with a minimum total time of 12 minutes

Units 3 and 4 - ATMUSW

Minimum prerequisite: Minimum of a ‘C’ grade in Year 11 A1/A2 Music and appropriate instrumental/composition ability. For further information regarding Music please contact Dr Robert Braham, Director of Music.

This is an excellent course where students can specialise in their area of strength. The course consists of the following components: Literacy (Aural and Theory), Analysis, Composition. All students will study each of the listed course components and will also choose a performance or composition practical component.

WRITTEN COMPONENT (50%)

Musicianship: Aural Tasks requiring the application of skills and knowledge related to aural activities, including aural identification of the elements of music. These can include perception activities such as rhythmic and melodic dictations, intervals, chord progressions, instrument identification and practical voice skills. Related theory work includes knowledge of intervals, harmony, tonality, form, rhythmic groups, metre, compositional devices, texture, articulation, dynamics, instrument playing techniques and ornamentation. Theory Tasks requiring application of theoretical knowledge and skills related to creating/arranging music. This will include melody writing, SATB setting, orchestrations and arrangements, harmonisation, accompaniment writing.

Analysis: For the music analysis component three designated works will be studied in each unit that are significant exemplars of the thematic organiser (Unit 3 – Identities, Unit 4 – Innovations). Tasks will require the application of skills and knowledge related to the analysis of these designated musical works. One designated work will be drawn from each of the Western Art Music, Jazz and Contemporary styles.

Composition: Completion of original compositions for solo instrument or small ensembles.

PRACTICAL COMPONENT (50%)

Performance: A study of a particular instrument/voice or instruments as a solo performer and/or in ensemble. It is strongly recommended that students wishing to enrol in Music Units 3 and 4 have a minimum instrumental/vocal standard equivalent to sixth grade AMEB.

Composition: Submission of a portfolio of compositions.

Student Testimonial

“Music ATAR covers a vast range of interesting content for all young aspiring musicians. From musical and score analysis, the development of musical forms, composition of your own unique pieces and melodies, music theory, and the mastery of your chosen instrument. Music ATAR requires a hefty time commitment each night outside of school, to stay on top of composition tasks, theory work and practising your instrument for performance and technical assessments.”
Darcy Hoye (22)

Year 11 Music Photos

Science

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Biology

Units 1 and 2 – A1BLY/A2BLY

Prerequisite: Minimum of 60% in Year 10 Science.

Pathway: Biology ATAR units 3 & 4 in Year 12.

Unit 1: Ecosystems and biodiversity

In this unit, students investigate and describe a number of diverse ecosystems, exploring the range of biotic and abiotic components to understand the dynamics, diversity and underlying unity of these systems. Students develop an understanding of the processes involved in the movement of energy and matter in ecosystems. They investigate ecosystem dynamics, including interactions within and between species, and interactions between abiotic and biotic components of ecosystems. They also investigate how measurements of abiotic factors, population numbers and species diversity, and descriptions of species interactions, can form the basis for spatial and temporal comparisons between ecosystems. Students use classification keys to identify organisms, describe the biodiversity in ecosystems, investigate patterns in relationships between organisms, and aid scientific communication.

Fieldwork is an important part of this unit. It provides valuable opportunities for students to work together to collect first-hand data and to experience local ecosystem interactions. In order to understand the interconnectedness of organisms, the physical environment and human activity, students analyse and interpret data collected through investigation of a local environment.

Unit 2: From single cells to multicellular organisms

In this unit, students examine inputs and outputs of cells to develop an understanding of the chemical nature of cellular systems, both structurally and functionally, and the processes required for cell survival. Students investigate the ways in which matter moves and energy is transformed and transferred in the processes of photosynthesis and respiration, and the role of enzymes in controlling biochemical systems. Students examine the structure and function of plant and animal systems at cell and tissue levels to describe how they facilitate the efficient provision or removal of materials to and from all cells of the organism.

Students use Science inquiry skills to explore the relationship between structure and function by conducting real or virtual dissections and carrying out microscopic examination of cells and tissues. Students consider the ethical considerations that apply to the use of living organisms in research. They develop skills in constructing and using models to describe and interpret data about the functions of cells and organisms.

Units 3 and 4 - ATBLY

Prerequisites: Successful completion (minimum 55%) in Year 11 Biology ATAR.

Biology is the study of the fascinating diversity of life as it has evolved and as it interacts and functions. Investigation of biological systems and their interactions, from cellular processes to ecosystem dynamics, has led to biological knowledge and understanding that enable us to explore and explain everyday observations, find solutions to biological issues, and understand the processes of biological continuity and change over time. Living systems are all interconnected and interact at a variety of spatial and temporal scales, from the molecular level to the ecosystem level. Investigation of living systems involves classification of key components within the system, and analysis of how those components interact, particularly with regard to the movement of matter and the transfer and transformation of energy within and between systems. The theory of evolution by natural selection is critical to explaining these patterns and processes in biology, and underpins the study of all living systems.

Studying the Biology ATAR course provides students with a suite of skills and understandings that are valuable to a wide range of further study pathways and careers. Understanding of biological concepts, as well as general science knowledge and skills, is relevant to a range of careers, including those in medical, veterinary, food and marine sciences, agriculture, biotechnology, environmental rehabilitation, biosecurity, quarantine, conservation and eco-tourism. This course will also provide a foundation for students to critically consider and to make informed decisions about contemporary biological issues in their everyday lives.

Unit 3: Continuity of species

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 offspring. They consider different patterns of inheritance by analysing the possible genotypes and phenotypes of offspring. 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 effects in order to explain speciation and extinction events and to make predictions about future changes to populations.

Unit 4: Surviving in a changing environment

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 changes in the global distribution of vector- borne infectious diseases. They consider the factors that contribute to the spread of infectious disease and how outbreaks of infectious disease can be predicted, monitored and contained.

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Chemistry: ATAR

Units 1 and 2 – A1CHE/A2CHE

Prerequisite: Minimum of 60% in Year 10 Science and a minimum of 75% in Mathematics Course 1b.

Pathway: Chemistry ATAR units 3 & 4 in Year 12.

Unit 1: Chemical fundamentals: structure, properties and reactions

In this unit, students relate matter and energy in chemical reactions as they consider the breaking and reforming of bonds as new substances are produced. Students can use materials that they encounter in their lives as a context for investigating the relationships between structure and properties.
Through the investigation of appropriate contexts, students explore how evidence from multiple disciplines and individuals have contributed to developing understanding of atomic structure and chemical bonding. They explore how scientific knowledge is used to offer reliable explanations and predictions, and the ways in which it interacts with social, economic and ethical factors.

Students use Science inquiry skills to develop their understanding of patterns in the properties and composition of materials. They investigate the structure of materials by describing physical and chemical properties at the macroscopic scale, and use models of structure and primary bonding at the atomic and sub-atomic scale to explain these properties. They are introduced to the mole concept as a means of quantifying matter in chemical reactions.

Unit 2: Molecular interactions and reactions

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. Through the investigation of appropriate contexts, students explore how evidence from multiple disciplines and individuals have contributed to developing understanding of intermolecular forces and chemical reactions. They explore how scientific knowledge is used to offer reliable explanations and predictions, and the ways in which it interacts with social, economic and ethical factors.

Students use a range of practical and research inquiry skills to investigate chemical reactions, including the prediction and identification of products and the measurement of the rate of reaction. They investigate the behaviour of gases, and use the Kinetic Theory to predict the effects of changing temperature, volume and pressure in gaseous systems.

Units 3 and 4 - ATCHE

Prerequisites: Successful completion (minimum 55%) in Year 11 Chemistry ATAR.

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 efficient use of Earth’s finite resources. The Chemistry ATAR course 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. 

Studying the Chemistry ATAR course provides students with a suite of skills and understandings that are valuable to a wide range of further study pathways and careers. An understanding of chemistry is relevant to a range of careers, including those in forensic science, environmental science, engineering, medicine, dentistry, pharmacy and sports science.

Unit 3: Equilibrium, acids and bases, and redox reactions

The idea of reversibility of reaction is vital in a variety of chemical systems at different 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 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. Through the investigation of appropriate contexts, students explore the ways in which models and theories related to acid-base and redox reactions, and their applications, have developed over time and through interactions with social, economic and ethical considerations. They explore the ways in which chemistry contributes to contemporary debate in industrial and environmental contexts, including the use of energy, evaluation of risk and action for sustainability, and they recognise the limitations of science in providing definitive answers in different contexts.

Unit 4: Organic chemistry and chemical synthesis

This unit focuses on organic chemistry and the processes of chemical synthesis by which useful substances are produced for the benefit of society. Students investigate the relationship between the structure, properties and chemical reactions of different organic functional groups and the vast diversity of organic compounds. Students also develop their understanding of the process of chemical synthesis to form useful substances and products and the need to consider a range of factors in the design of these processes.

Through the investigation of appropriate contexts, students explore the ways in which models and theories have developed over time and through interactions with social, economic and ethical considerations. They explore the ways in which chemistry contributes to contemporary debate regarding current and future uses of local, regional and international resources, evaluate the risk and action for sustainability, and they recognise the limitations of science in providing definitive answers in different contexts.

Student Testimonial

"Chemistry ATAR as a subject contains a holistic meld of theory, mathematics, and explanations. It is distinctly varied in the skills required, with an ability to write and interpret chemical equations, explain concepts, conduct mathematical calculations and rote learn content, all key to gaining success in the subject. Students will revise the basic theory that defines chemistry, before moving onto more complex topics like chemical calculations, organic chemistry, intermolecular forces, and acids/bases. Chemistry is suited to those who are both analytical and versatile, as it links the writing skills of a humanities with the calculation ability of mathematics, all tied under a sound sense of scientific inquiry. It is a subject that is very rewarding, both from a marks outlook, and from its application to everyday life."
Connor Wilson (22)
 

Course Insights: What Happens in the Classroom

Have you ever thought:

• what is it like to study this course? 
• what do students do in the course?

Watch the video below, to learn more about the course.

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Human Biology: ATAR

Unit 1 and 2 – A1HBY/A2HBY

Prerequisite: Minimum of 60% in Year 10 Science.

Pathway: Human Biology ATAR Unit 3 and 4 in Year 12.

Unit 1: The functioning human body

This unit looks at how human structure and function supports cellular metabolism and how lifestyle choices affect body functioning. Cells are the basic structural and functional unit of the human body. Cells contain structures that carry out a range of functions related to metabolism, including anabolic and catabolic reactions. Materials are exchanged in a variety of ways within and between the internal and external environment to supply inputs and remove outputs of metabolism. Metabolic activity requires the presence of enzymes to meet the needs of cells and the whole body. The respiratory, circulatory, digestive and excretory systems control the exchange and transport of materials in support of metabolism, particularly cellular respiration. The structure and function of the musculo-skeletal system provides for human movement and balance as the result of the co-ordinated interaction of the many components for obtaining the necessary requirements for life.

Unit 2: Reproduction and inheritance

This unit provides opportunities to explore, in more depth, the mechanisms of transmission of genetic materials to the next generation, the role of males and females in reproduction, and how interactions between genetics and the environment influence early development. The cellular mechanisms for gamete production and zygote formation contribute to human diversity. Meiosis and fertilisation are important in producing new genetic combinations. The transfer of genetic information from parents to offspring involves the replication of deoxyribonucleic acid, meiosis and fertilisation. The reproductive systems of males and females are differentially specialised to support their roles in reproduction, including gamete production and facilitation of fertilisation. The female reproductive system also supports pregnancy and birth. Reproductive technologies can influence and control the reproductive ability in males and females. Cell division and cell differentiation play a role in the changes that occur between the time of union of male and female gametes and birth. Disruptions to the early development stages can be caused by genetic and environmental factors: inheritance can be predicted using established genetic principles. The testing of embryos, resulting from assisted reproductive technologies, is conducted for embryo selection, and the detection of genetic disease. The application of technological advances and medical knowledge has consequences for individuals and raises issues associated with human reproduction.

Units 3 and 4 – ATHBY

Prerequisites: Successful completion (minimum 55%) in Year 11 Human Biology ATAR.

Human Biology covers a wide range of ideas relating to the functioning human. Students learn about themselves, relating structure to function and how integrated regulation allows individuals to survive in a changing environment. They research new discoveries that are increasing our understanding of the causes of dysfunction, which can lead to new treatments and preventative measures. Reproduction is studied to understand the sources of variation that make each of us unique individuals. Through a combination of classical genetics, and advances in molecular genetics, dynamic new biotechnological processes have resulted. Population genetics is studied to highlight the longer term changes leading to natural selection and evolution of our species.

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

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 fluid 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 influence the quality of life for individuals and families.

Different body systems have mechanisms, including physical and chemical barriers that protect the body against invasion by pathogens. The non-specific actions of the body can be aided by the use of antibiotics and antiviral drugs to counter the invasion or reduce the effect of the pathogen. Specific 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 effect of polygenes or gene expression. The changing environment can influence the survival of genetic variation through the survival of individuals with favourable traits. Gene pools are affected 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 flow 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.

Student Testimonial

"Human Biology ATAR is an incredibly content-heavy subject, with large amounts of rote learning necessary to achieve high scores. Throughout the course students will learn about what makes the human body work, and the systems that are within it. This knowledge is highly applicable to daily life and, despite the large study load, one of the most rewarding in terms of study to results ratios. I highly suggest this subject for students capable of consistent study, as it may prove challenging for those with less defined study habits. Human Biology provides deep insights into the workings of the human body and is assessed heavily on knowledge recall, with minimal, although impactful practical assessments, such as various dissections and visits to the VR lab."
Michael Lamborn (22)

Course Insights: What Happens in the Classroom

Have you ever thought:

• what is it like to study this course? 
• what do students do in the course?

Watch the video below, to learn more about the course.

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Physics: ATAR

Units 1 and 2 – A1PHY/A2PHY

Prerequisite: Minimum of 60% in Year 10 Science and a minimum of 75% in Mathematics Course 1b.

Pathway: Physics ATAR Units 3 and 4 in Year 12.

Unit 1: Motion, Forces and Energy

Students develop an understanding of motion, forces, and mechanical and thermal energy, which can be used to describe, explain and predict a wide range of phenomena. Students describe linear motion in terms of position and time data, and examine the relationships between force, momentum and energy for interactions in one dimension.

Contexts that may be investigated in this unit include technologies, such as accelerometers and motion detectors, and related areas of science and engineering, such as sports science and car and road safety.

Through the investigation of appropriate contexts, students explore how international collaboration, evidence from a range of disciplines and individuals, and the development of ICT and other technologies have contributed to developing understanding of motion, forces and mechanical and thermal energy, and associated technologies. They investigate how scientific knowledge is used to offer valid explanations and reliable predictions, and the ways in which it interacts with social, economic, cultural and ethical factors.

Students develop their understanding of motion, forces and mechanical and thermal energy phenomena through laboratory experiences. They develop skills in relating graphical representations of data to quantitative relationships between variables, and they continue to develop skills in planning, conducting, analysing and interpreting the results of primary and secondary investigations.

Unit 2: Waves, Nuclear and Electrical Physics

An understanding of waves, nuclear reactions and electricity is essential to appreciate how global energy needs are met. 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 common wave phenomena in various media. They apply the nuclear model of the atom to investigate radioactivity and learn how nuclear reactions convert mass into energy. Students examine the movement of electrical charge in circuits and use this to analyse, explain and predict electrical phenomena.

Contexts that can be investigated in this unit include technologies related to nuclear energy, radiopharmaceuticals, seismic waves, musical instruments and electricity in the home; and related areas of science, such as nuclear fusion in stars.

Through the investigation of appropriate contexts, students understand how applying scientific knowledge to the challenge of meeting world energy needs requires the international cooperation of multidisciplinary teams and relies on advances in ICT and other technologies. They explore how science knowledge is used to offer valid explanations and reliable predictions, and the ways in which it interacts with social, economic, cultural and ethical factors.

Students develop skills in interpreting, constructing and using a range of mathematical and symbolic representations to describe, explain and predict energy transfers and transformations in wave interactions, nuclear reactions and electrical circuits. They develop their inquiry skills through primary and secondary investigations, including analysing wave behaviours and interactions, radioactive decay and a range of simple electrical circuits.

Units 3 and 4 - ATPHY

Prerequisites: Successful completion (minimum 55%) in Year 11 Physics ATAR.

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.

The Physics ATAR course uses qualitative and quantitative models and theories based on physical laws to visualise, explain and predict physical phenomena. Models, laws and theories are developed from, and their predictions are tested by, making observations and quantitative measurements. In this course, students gather, analyse and interpret primary and secondary data to investigate a range of phenomena and technologies using some of the most important models, laws and theories of physics, including the kinetic
particle model, the atomic model, electromagnetic theory, and the laws of classical mechanics.

Studying senior secondary science provides students with a suite of skills and understandings that are valuable to a wide range of further study pathways and careers. The Physics ATAR course will also provide a foundation in physics knowledge, understanding and skills for those students who wish to pursue tertiary study in science, engineering, medicine and technology.

Unit 3: Gravity and electromagnetism

In this unit, students develop a deeper understanding of motion and its causes by using Newton’s Laws of Motion and the gravitational field 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 motors, direct current (DC) and alternating current (AC) generators, transformers, and AC power distribution systems. Students also investigate the production of electromagnetic waves. Contexts that can be investigated in this unit include technologies, such as artificial satellites, navigation devices, large-scale power generation and distribution, motors and generators, electric cars, synchrotron science, medical imaging, and related areas of science and engineering, such as sports science, amusement parks, ballistics and forensics. Through the investigation of appropriate contexts, students explore the ways in which models and theories related to gravity and electromagnetism, and associated technologies, have developed over time and through interactions with social, economic, cultural and ethical considerations. They investigate the ways in which Science contributes to contemporary debate about local, regional and international issues, including evaluation of risk and action for sustainability, and recognise the limitations of science to provide definitive answers in different contexts.

Students develop their understanding of field theories of gravity and electromagnetism through investigations of motion and electromagnetic phenomena. Through these investigations, they develop skills in relating graphical representations of data to quantitative relationships between variables, using lines of force to represent vector fields, and interpreting interactions in two and three dimensions. They continue to develop skills in planning, conducting and interpreting the results of primary and secondary investigations and in evaluating the validity of primary and secondary data.

Unit 4: Revolutions in modern physics

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. Contexts that can be investigated in this unit include technologies, such as photo radar, fibre optics, DVDs, GPS navigation, lasers, modern electric lighting, medical imaging, nanotechnology, semiconductors, quantum computers and particle accelerators, and astronomical telescopes such as the Square Kilometre Array. Other contexts may include black holes, dark matter, and related areas of science, such as space travel and the digital revolution.

Through the investigation of appropriate contexts, students explore the ways in which these models and theories, and associated technologies, have developed over time and through interactions with social, economic, cultural and ethical considerations. They investigate the ways in which Science contributes to contemporary debate about local, regional and international issues, including evaluation of risk and action for sustainability, and they recognise the limitations of science to provide definitive answers in different context.

Student Testimonial

"Physics provides an insight into the world around us, with the year eleven course covering topics such as nuclear physics, thermodynamics and waves. One misconnection that I had about Physics was that a high level of mathematical knowledge is required. The mathematics needed in the subject is no more than that of applications. Physics provides a range of assessments including evaluations, experiments and tests. Physics is a degree which is vital for students looking to enter STEM careers."
Myles Brown (22)

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Psychology: ATAR

Units 1 and 2 – A1PSY/A2PSY

Prerequisite: A minimum of 60% in Year 10 Science.

Pathway: Psychology ATAR units 3 & 4 in Year 12.

Unit 1: Biological and Lifespan Psychology

This unit introduces psychology as an inquiry-based discipline. Students begin to learn concepts associated with psychological theories, studies and models, which develop and change over time, to explain human emotion, cognition and behaviour. Students learn the basic structure of the central nervous system and some effects of this structure on the way humans think, feel and behave. They are introduced to several methods used to study the brain.

The unit introduces lifespan psychology with a key focus on adolescent development. Students have the opportunity to understand the impact of developmental change on human thoughts, feelings and behaviours. They extend their understanding of developmental processes through learning the role of attachment and identifying stages of development according to specified theorists.

Science inquiry skills developed during Year 7–10 Science are further developed in this unit as students apply these skills to understanding and analysing psychological studies.

Unit 2: Attitudes, Stereotypes and Social Influence

This unit focuses on the influence of others on human behaviour, cognition and emotion. Students explore the function and effect of attitudes and apply the tripartite model of attitude structure to develop a more complex understanding. Students explore theories of cognitive dissonance, social identity and attribution, with reference to relevant psychological studies, and apply these theories to real world experiences.

The unit introduces social influences. Students learn the role of stereotypes and the relationship between attitudes, prejudice and discrimination in a range of areas. They learn about the relationship between social influence and the development of prosocial and antisocial behaviours.

Students extend their understanding of Science inquiry and the way psychological knowledge develops over time and in response to ongoing research.

Units 3 and 4 - ATPSY

Prerequisites: Successful completion (minimum 55%) in Year 11 Psychology ATAR.

Unit 3: Memory and Learning

Cognitive psychology is concerned with the process of how human beings develop understandings and apply this to the world in which they live. Memory and learning form core components of cognitive psychology.
Various theories of memory and learning have been developed based on psychological research.

In this unit, students learn the roles of sensation, perception and attention in memory. They further develop understanding of memory by applying models, understanding how specific structures of the brain affect memory, and learning about some of the processes associated with memory and forgetting.

Theories of learning, including classical conditioning, operant conditioning and social learning theory, are explored in the context of key studies. Students apply learning theories in behaviour modification to real-world contexts.
Science inquiry skills are further developed in this unit, as is the understanding that psychological knowledge develops over time and in response to ongoing research.

Unit 4: Psychology motivation, wellbeing and health

A key concern in psychology is developing the understanding of human cognition, emotion and behaviour to inform improvements in the wellbeing of individuals and groups in society. In this unit, students develop a psychological understanding of the relationship between motivation and wellbeing, and apply this to the development of effective strategies related to stress and sleep.

This unit uses analysis of theories and models associated with motivation and wellbeing to establish psychological understandings of these concepts. It introduces some elements of the relationships between stress, sleep and wellbeing. Students learn psychological models and techniques to improve wellbeing in these contexts.

The unit emphasises the role and relevance of Science inquiry, where the psychological research is applied to contemporary concerns.

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Human Biology: General

Units 1 and 2 – G1HBY/G2HBY

Prerequisite: No prerequisites required.

Pathway: Human Biology GENERAL Units 3 & 4 in Year 12.

Unit 1: The functioning Human Body

The focus for this unit is on the nutritional choices that we make for the optimal functioning of body cells. Cells are the basic structural and functional units of the human body. Nutrients are required by cells to sustain life processes. The structures of the digestive system are designed to obtain nutrients which are essential for a functioning musculoskeletal system. Personal dietary decisions can affect the optimal functioning of body cells and quality of life.

Students investigate and model cell processes through practical activities. They explore the digestive and musculoskeletal systems through real and virtual dissections. Students analyse and evaluate various diets against the Australian Dietary Guidelines. They are encouraged to use information and communication technology to gather and interpret data, and communicate their findings in a variety of ways.

Unit 2: Reproduction and Inheritance

The focus of this unit is on the importance of regular health checks to prevent or manage medical problems. The circulatory, respiratory and urinary systems facilitate the exchange, transport and removal of materials for efficient body functioning. Regular health checks can assess the risk of future medical issues and monitor current medical problems for the development of individual treatment plans in order to improve quality of life.

Students investigate blood pressure, heart rate, blood oxygen levels and lung capacity through practical activities. They explore the circulatory, respiratory and urinary systems through real and virtual dissections. Students analyse data from blood and urine samples to detect anomalies. They are encouraged to use information and communication technology to gather and interpret data, and communicate their findings in a variety of ways.

Each unit includes the knowledge, understandings and skills of scientific method, scientific literacy and scientific understanding.

Units 3 and 4 - GTHBY

Prerequisites: No prerequisites required.

Unit 3: Homeostasis and Disease

The focus for this unit is on the reproductive choices that people make for personal reproductive health and the delivery of a healthy baby.

Offspring show features of both parents which result from new chromosomal combinations. Reproductive systems are specialised to produce differentiated gametes and ensure the chances of successful fertilisation and implantation. The healthy development of the embryo and foetus can be monitored and options are available for the safe delivery of the baby. Lifestyle choices can impact an individual’s sexual health and their fertility may require the use of reproductive technologies.

Students apply their knowledge to construct a DNA model and demonstrate cell division processes. They analyse and evaluate the various contraceptive methods, assisted reproductive technologies and delivery methods in terms of risks, effectiveness and personal circumstances. Students are encouraged to use information and communication technology to interpret data and communicate their findings in a variety of ways.

Unit 4: Human Variation and Evolution

The focus of this unit is on the immune system’s response to infection and explores the importance of coordinated community and global responses for the prevention and control of infectious disease transmission. 

Infectious diseases are caused by pathogens that are transmitted between individuals. The immune system coordinates different level of responses when encountering pathogens, and can be assisted with the use of medications and antimicrobials. There are many factors that contribute to the spread of infectious disease that need to be considered in order to predict, monitor and manage outbreaks.

Students investigate hygiene practices and disease transmission using practical activities or simulations. They explore the transmission of diseases using second-hand data from a historical perspective and recent epidemics and pandemics. They consider how data is used to inform decisions related to disease prevention and control. They are encouraged to use information and communication technology to gather and interpret data, and communicate their findings in a variety of ways.

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Science in Practice: General

Units 1 and 2 – G1SIP/G2SIP

Prerequisite: No prerequisites required.

Pathway: Human Biology GENERAL Units 3 & 4 in Year 12.

Unit 1

In this unit, students develop an understanding of the processes involved in the functioning of systems from the macro level (cycles in nature and Earth systems) to systems at the organism, cellular and molecular level. They investigate and describe the effect of human activity on the functioning of cycles in nature. By integrating their understanding of Earth and biological systems, students come to recognise the interdependence of these systems.

Students investigate structure and function of cells, organs and organisms, and the interrelationship between the biological community and the physical environment. They use a variety of practical activities to investigate patterns in relationships between organisms.

Unit 2

In this unit, students develop an understanding of the processes involved in the transformations and redistributions of matter and energy in biological, chemical and physical systems, from the atomic to the macro level. Students will investigate the properties of elements, compounds and mixtures, and how substances interact with each other in chemical reactions to produce new substances. They explore the concepts of forces, energy and motion and recognise how an increased understanding of scientific concepts has led to the development of useful technologies and systems.

Each unit includes the knowledge, understandings and skills of scientific method, scientific literacy and scientific understanding.

Units 3 and 4 - GTSIP

Prerequisites: No prerequisites required.

Unit 3

In this unit, students integrate ideas relating to the processes involved in the movement of energy and matter in ecosystems. They investigate and describe a number of diverse ecosystems, exploring the range of living and non-living components, to understand the dynamics, diversity and interrelationships of these systems.

They investigate ecosystem dynamics, including interactions within and between species, and interactions between living and non-living components of ecosystems. They also investigate how measurements of population numbers, species diversity, and descriptions of species interactions, can form the basis for comparisons between ecosystems.

Unit 4

This unit provides students with the opportunity to conduct scientific investigations that will increase their understanding of important scientific concepts and processes. Students will explore the properties of chemical substances that determine their use, and the techniques involved in separating mixtures and solutions. They will investigate forces acting upon an object and the effects of kinetic, potential and heat energy on objects. Students will discover the way in which increases in the understanding of scientific concepts have led to the development of useful technologies and systems.