YEAR 12 INFORMATION BOOK 2015 Academic Year CONTENT • About Kennedy Baptist College 3 General Information • • • • • • Introduction Western Australian Certificate of Education (WACE) University Entrance Vocational Education and Training (VET) Year 12 – Prerequisites for 2015 Courses of Study Year 12 Gridlines - 2015 6 8 9 14 15 16 • • • • • • • • • • • • • • • • • • • • • • • Accounting and Finance (Units 3A and 3B) Applied Information Technology (Units 1C and 1D) Biological Sciences (Units 3A and 3B) Business Management & Enterprise (Units 1C and 1D) Business Management & Enterprise (Units 3A and 3B) Career and Enterprise (Units 1C and 1D) Chemistry (Units 3A and 3B) Children, Family and the Community (Units 1C and 1D) Dance (Units 3A and 3B) Drama (Units 3A and 3B) Design: Design (Units 1C and 1D) Economics (Units 3A and 3B) Engineering Studies (Units 3A and 3B) English (Units 1C and 1D) English (Units 2C and 2D) English (Units 3A and 3B) English as an Additional Language/Dialect (Units 3A and 3B) Food Science Technology: Nutrition (Units 1C and 1D) French (Units 3A and 3B) Geography (Units 3A and 3B) Health Studies (Units 3A and 3B) Human Biological Science (Units 3A and 3B) Integrated Science (Units 1C and 1D) Literature (Units 3A and 3B) Materials Design and Technology: Wood (Units 1C and 1D) • • • • • COURSE OF STUDY INFORMATION • • • • • • • 18 • 19 20 • • • • • 21 22 23 24 25 26 27 28 29 30 31 32 33 34 35 36 37 38 39 40 41 42 Mathematics (Units 1D and 1E) Mathematics (Units 2C and 2D) Mathematics (Units 3A and 3B) Mathematics (Units 3C and 3D) Mathematics Specialist (Units 3C and 3D) Media Production & Analysis (Units 1C and 1D) Modern History (Units 3A and 3B) Music: Contemporary Music (Units 1C and 1D) Outdoor Education (Units 1C and1D) Physical Education Studies (Units 1C and 1D) Physical Education Studies (Units 3A and 3B) Physics (Units 3A and 3B) Politics and Law (Units 3A and3B) Psychology (Units 3A and 3B) Visual Art (Units 1C and 1D) Visual Art (Units 3A and 3B) 43 44 45 46 47 48 49 50 51 52 53 54 55 56 57 58 FREQUENTLY ASKED QUESTIONS 59 SENIOR SCHOOL ASSESSMENT POLICY 61 [This page is left intentionally blank] About our college Mission Statement : “ To provide educational opportunities of excellence in a Christian context, addressing the needs of individuals for lifelong learning. “ College Values Kennedy Baptist College upholds core values which form the framework of our pastoral care, discipline and learning programs. The values are: • Faith • Integrity • Boldness • Growth • Service The Founding of Kennedy Baptist College The new Kennedy Baptist College is the result of the joining of two neighbouring Colleges, Winthrop Baptist College and Somerville Baptist College (est. 1994 and 1999). Kennedy Baptist College marks a new chapter in the Colleges’ history, providing quality Christian education to around 1,300 students (Years 7-12) from Term 1, 2013. Motto The College motto is “Strive today, Conquer tomorrow” What drives one to boldly step where no one has gone before, to overcome obstacles and achieve great things against all odds? The story of WA pioneer Baptist Minister, William Kennedy inspires the answers to these questions and more. His passion and determination saw him overcome seemingly insurmountable odds to establish churches along WA’s Great Southern Railway, the Goldfields and the Eastern Hills. Kennedy was renowned as a man of integrity and audacity, by the communities he served. In today’s fast paced world of instant gratification, it is our hope that Kennedy’s remarkable qualities of focused determination and persistence will inspire our young people. Informed by Christian values, we aim to encourage our students to live passionately and persevere to overcome obstacles they may face in making the most of life’s opportunities. It is the spirit of Kennedy’s story that underpins our College values and will inspire our students to fulfil our College motto of ‘strive today, conquer tomorrow’. -3- [This page is left intentionally blank] GENERAL INFORMATION Introduction This Information Booklet is designed to make the Students applying for university entrance must take transition into senior school as easy as possible, at least four Stage 2 or Stage 3 courses in Year 12, in providing important and relevant information to which they must take the external examination, so assist in making informed decisions about education that there are four subjects that can be used to over this important period. calculate an ATAR (Australian Tertiary Admission Rank). Students not applying for university entrance It is crucial that the information is read through very are not required to take Stage 2 or Stage 3 courses. carefully, particularly regarding requirements for entrance into further education so that students Generally students take the same six courses in Year don’t limit their chances or exclude themselves from 12 that they took in Year 11. Only students choosing any course of study. 4 or more Courses of Study with an external exam in Year 12 will have the option of choosing study on In Year 11 and 12 students complete Courses of the grid line. Study. Each Course of Study is divided into Stages and semester units, each student completes a pair Changes of Courses from Year 11 to Year 12 may of units for each course. Generally units are named not be permitted if class sizes prevent additional 1A & 1B, 2A & 2B, 3A & 3B, although some courses students joining a class. progress to C & D units as well. Each pair of units Students enrolling for Year 12 fall into three broad increases in difficulty. Students planning to use a categories: Course of Study for university entrance would generally study units 2A & 2B in Year 11 followed by 1. 3A & 3B in Year 12. Students wanting to use their university. Students choosing a course leading to courses for TAFE admission would generally, where possible, choose units 1A & 1B in Year 11 and 1C & 2. 1D in Year 12. There will be separate external TAFE. Students choosing a course leading to examinations for all Stage 2 and Stage 3 units and these exams are compulsory for any 3. students studying a Stage 3 unit in Year 12. All to a Vocational College after Year 12 Students Seeking Employment or Entrance students must sit the examinations in order to count their courses towards their Graduation. These STUDENTS NEED TO BE VERY CLEAR ABOUT examinations can be combined to give a student an WHICH CATEGORY THEY COME UNDER ATAR (Australian Tertiary Admission Rank) which is BEFORE CHOOSING COURSES used for University admission. The College will be happy to advise students which All students at Kennedy Baptist College in Year 11 category they belong to. will study six courses of their choice (subject to timetable restrictions and suitability), each for 5 Entrance to the four public universities is based on periods per week. In addition to this each student the ATAR (Australian Tertiary Admission Rank) will study Christian Education (1 period), Physical determined from the student’s TEA (Tertiary Education (2 periods), Study Period (1 Period) and Entrance Aggregate). Form (1 Period). It is unwise for a student intending to apply for TAFE The courses chosen for Year 12 may be a mixture of entrance to tackle difficult Stage 2 & Stage 3 courses courses leading to TEA (Tertiary Entrance and achieve lower grades than she/he would in Aggregate), and courses leading to TAFE (with or Stage 1 courses. Experience shows that students without the external examination). achieving grades of D in more difficult courses may -6- miss out on BOTH university entrance and TAFE entrance because: I. their TEA aggregates are too low for university entrance II. they are beaten to TAFE places by students with higher grades of A in easier courses With the exception of the compulsory subjects, all of the other subjects are governed by the syllabuses and assessment structures determined by the School Curriculum and Standards Authority. In accordance with their guidelines, students will be awarded a grade in all Courses at the conclusion of Year 11. A Excellent Achievement B High Achievement C Sound Achievement D Limited Achievement E Inadequate Achievement These grades appear on the student’s Statement of Results, issued by the School Curriculum and Standards Authority when the student finishes school. Courses of study will show a level of achievement for each course undertaken. For Courses where an external exam is undertaken, the ATAR will be calculated based on 50% of the school mark and 50% of the external assessment after moderation, standardisation and scaling. -7- Western Australian Certificate of Education (WACE) The Western Australian Certificate of Education is awarded to secondary students who satisfy its requirements. Generally students will complete two years of senior secondary study. To qualify for the WACE, students must: • Complete at least 20 units, of which at least 10 must be from WACE courses. • Achieve an average C grade or better across the best 16 course units from Year 11 & 12 with at least eight units from Year 12. • Complete at least four units from an English course; two in Year 11 and two in Year 12, and meet the language competence standard as defined by works samples or a pass in the Curriculum Council English Language Competence Test. • Complete at least one pair of units from each of List A (arts/languages/social science) and List B (mathematics/science/technology) in Year 12. • Sit for WACE examinations, unless exempt. Examinations are not compulsory for students enrolled in Stage 1 and Stage 2 units. WACE Breadth of Study: For a student to achieve a WACE they must complete, in Year 12, at least one course from each of the following lists. List A (arts/languages/social science) List B (mathematics/science/technology) BME Business Management & Enterprise ACF Accounting and Finance CAE Career & Enterprise AIT Applied Information Technology CFC Children, Family and the Community BIO Biological Sciences DAN Dance CHE Chemistry DRA Drama DES Design ECO Economics EST Engineering Studies ENG English FST Food Science and Technology EALD English as an Additional Language or Dialect HBS Human Biological Science FRE French ISC Integrated Science GEO Geography MDT Materials Design and Technology HEA Health Studies MAT Mathematics HIM History – Modern MAS Mathematics Specialist IND Indonesian: Second Language OED Outdoor Education Studies LIT Literature PES Physical Education MPA Media Production & Analysis PHY Physics MUS Music PSY Psychology PAL Politics and Law VAR Visual Art WPL Workplace Learning Students can repeat course units. However, those course units that have the same code, e.g. 2CDMAT, and are repeated do not contribute to the WACE requirements more than once. If the course unit is repeated, the highest grade recorded for the unit will be used when calculating the C grade average. The unit will count only once towards meeting the breadth and depth requirement. -8- University Entrance To gain entrance to one of the four public* need to be completed and the external universities, a student must satisfy all the following assessment needs to be undertaken. conditions: The final Course of Study Level of Achievement will be a 50:50 combination of internal and 1. Achievement of the Western Australian Certificate of Education (WACE) external assessment. The highest four final Course of Study scaled It is essential for you to satisfy the requirements marks will be combined taking into account any of the WACE to enter all four universities. unacceptable combinations to produce a Tertiary Entrance Aggregate (TEA) 2. Competence in English The TEA is converted to an ATAR taking into For university admission purposes, usually you account the number of students with a TEA and demonstrate competence in English by the total Year 12 school leaving age population in achieving the prescribed standard in one of the WA as is currently done. WACE courses: English, Literature or English as Some students will have a mixture of Stage 2 and an Additional Language or Dialect (EALD) 3 results. These results will be mapped to the The prescribed standard is English, Literature or same scale to ensure fairness to all students. English as an Additional Language or Dialect: • Curtin University, Murdoch University, 4. Satisfy any PREREQUISITE or special entrance requirements for entry to particular courses. University of Western Australia You must achieve a scaled score of at least 50, in Stage 2 or Stage 3. • Prerequisites are courses or special requirements Edith Cowan University that must be successfully completed for entry to You must achieve • particular university courses. Generally a scaled - a scaled score of at least 50, in Stage 2 score of 50 or more in Stage 3 of a WACE course or Stage 3, or is required for prerequisites purposes, however, - a letter grade of A, B or C in two units of mathematics prerequisites differ across university English (2A, 2B, 2C, 2D, 3A or 3B) or courses. English as an Additional Language or Murdoch University does not require applicants Dialect or Literature (2A, 2B, 3A or 3B) to have undertaken specific prerequisite courses studied in Year 12. and instead provides introductory units to enable its students to become skilled in specific areas in All Universities which they may be lacking. English, Literature or English as an Additional Language or Dialect sat on a private basis (if For some university courses the special available) can be used to meet all universities’ requirements may include bridging/special competency in English requirement. In this course units, interviews, auditions, folio case, you must achieve a scaled score of at presentations, manual dexterity tests, aptitude least 50, in Stage 2 or Stage 3. tests, fitness requirements, etc. Detailed information is available from the individual universities. 3. Achievement of Sufficiently High ATAR The following points concerning the *Entrance to the University of Notre Dame determination of the ATAR have been agreed to (Australia) is made through private application by the four universities. and interview. None of the foregoing conditions applies. For a student’s Course of Study to be used in the calculation of his/her ATAR, at least two units -9- Comparison of TEA / ATAR • Admission into university is competitive and the Mathematics: Specialist Adjusted combined marks for 3A/3B – no increment Australian Tertiary Admission Rank is the basis of admission to most university courses. Students are Adjusted combined marks for 3C/3D + 15 ranked in order of merit based on their ATAR. 12 school leaving age and takes into account the Calculation of the TEA / ATAR number of students with a Tertiary Entrance The ATAR is derived from the Tertiary Entrance Aggregate (TEA) as well as the number of people Aggregate (TEA). The ATAR ranges between zero and 99.95. It reports your rank relative to all other WA students of Year of Year 12 school leaving age in the population of The TEA will be calculated by adding the best four this state. An ATAR of 75.00 indicates that you have scaled scores. These may be in any combination an overall rating equal to or better than 75% of the of courses. No course can be counted more than Year 12 school leaving age population in Western once. Stage 2 and Stage 3 of the same WACE course Australia. cannot both count. WACE courses except Mathematics and In calculating the scaled score, equal weight is given Mathematics: Specialist to the final school mark and the final examination mark, except where courses/subjects are taken on a As an incentive for students to study courses at private basis. the more demanding Stage 3 if they are capable of doing so, an increment will be applied to Stage 3 There are unacceptable course combinations marks. After standardisation and statistical whereby scores in both courses/subjects cannot moderation has occurred, the combined unscaled both be used. marks at Stage 3 of a course and the combined TISC will construct a table to convert your TEA to unscaled marks at Stage 2 of the course are placed an ATAR. The table takes into account the number on a common scale of adjusted combined marks of students with a TEA and the number of people of for the course. The adjusted combined marks at Year 12 school leaving age in the state. This table is Stage 3 will be increased by 15 marks per course constructed annually. relative to the adjusted combined marks at Stage 2. After this, the marks in both Stages are merged and The following table gives an indication of the scaled using Average Marks Scaling. No increment minimum Tertiary Entrance Aggregate (TEA) out of will be applied if a course is only examined at Stage 400 required to achieve a particular ATAR for 3. university entrance. The table is used to roughly check an ATAR calculation, the up to date ATAR Mathematics and Mathematics: Specialist calculator is available on the TISC website: www. Mathematics (with four unit pairs 2A/2B; 2C/2D; tisc.edu.au. 3A/3B and 3C/3D) and Mathematics: The TEA will be calculated by adding the best four Specialist (with two unit pairs 3A/3B and 3C/3D) scaled scores. No course can be counted more than have six possible examinations. To encourage once. In calculating the scaled score, equal weight students to attempt the highest level of is given to the final school score and the final mathematics they are capable of, the following examination score. The TEA will be measured out of increments will be applied before scaling: • 400. Mathematics Adjusted combined marks for 2A/2B – no increment Adjusted combined marks for 2C/2D + 10 Adjusted combined marks for 3A/3B + 20 Adjusted combined marks for 3C/3D + 30 - 10 - Example table: ATAR Minimum TEA for ATAR ATAR Minimum TEA for ATAR ATAR Minimum TEA for ATAR 30.00 132.9 78.00 244.8 92.00 286.7 40.00 155.0 79.00 247.2 93.00 291.2 50.00 177.4 80.00 249.4 94.00 295.7 55.00 189.0 81.00 252.1 95.00 301.0 60.00 201.2 82.00 254.7 96.00 307.3 65.00 213.2 83.00 257.5 97.00 315.2 70.00 225.4 84.00 260.3 98.00 324.2 71.00 227.5 85.00 263.2 98.50 331.0 72.00 230.0 86.00 266.1 99.00 339.3 73.00 232.2 87.00 269.1 99.50 353.9 74.00 234.6 88.00 272.3 99.70 364.3 75.00 237.1 89.00 275.3 99.90 377.6 76.00 239.8 90.00 278.8 99.95 385.0 77.00 242.3 91.00 282.5 LOTE BONUS Curtin University, University of Western Australia As an incentive for WACE students to study a Language Other Than English (LOTE), Curtin University and The University of Western Australia provide a bonus to students who achieve a scaled score in a Curriculum Council approved LOTE course. This results in a Selection Rank higher than your ATAR, if you have studied a LOTE course from 2011 onwards. This Selection Rank is then used, in place of the lower ATAR, for admission to Curtin and UWA courses. To calculate your Selection Rank, your TEA will firstly be enhanced by 10% of Example – Four WACE Courses (Stage 2 or Stage 3) your final scaled score in a LOTE course. Your Selection Rank will be calculated Course Scaled Score English 66 using this enhanced TEA. If you complete Mathematics 78 more than one LOTE course, the bonus Modern History 67 will be calculated using the LOTE course Media Production & Analysis 70 with the highest scaled score. Note that from the TEA/ATAR conversion table, this LOTE bonus will only be applied for Four subject sum: 66 + 78 + 67+ 70 = 281 LOTE courses studied from 2011 onwards. TEA= 281 You receive the LOTE bonus irrespective of whether your LOTE course Example – Six WACE Courses (Stage 2 or Stage 3) was counted as one of the best four in Course Scaled Score English 65 Mathematics 78 Indonesian 66 Human Biological Science 72 Drama 55 Applied Information Technology 53 your original TEA. UNACCEPTABLE COURSE COMBINATIONS You cannot use the following course combinations in calculating your ATAR. It may be possible to take both courses but only the result in one course may be used Best four course sum: 78 + 72 + 66 + 65 = 281 to calculate your ATAR. TEA = 281 Biological Sciences with Human Biological Science English with English as an Additional Language/Dialect English with Literature English as an Additional Language/Dialect with Literature - 11 - External Examinations TAFE Entrance (Technical Colleges) There will be separate examinations for Stage 2 and Each semester qualifications offered by TAFEWA Stage 3 paired units. will be divided into two groups. The first group of In their final year, students studying at least one qualifications will require applicants to address both Stage 2 unit pair (e.g. 2A/2B) or one Stage 3 (e.g. ‘entry requirements and selection criteria’ and the 3A/3B) unit pair will sit an examination for the second group of qualifications will require course. Stage 2 exams are not compulsory. applicants to address only the ‘entry requirements’. Each exam will assess the content, knowledge and Qualifications that require ‘entry requirements and skills described in the syllabus for the unit pair selection criteria’ are those where there are more studied. Practical and performance examinations applicants than places available. Qualifications that will be held for some courses have ‘entry requirements only’ are those where there are more places than applicants Scheduling of Stage 2 and Stage 3 Examinations (approximately 70% of courses). Stage 2 and Stage 3 examinations will be held concurrently. This means students who enrol in Applicants for ‘entry requirement only’ courses will both Stage 2 and Stage 3 unit pairs (e.g. English only need to submit their personal information, the 2A, 2B, 3A and 3B) will only be able to sit a single name of the qualification for which they are examination. The School Curriculum and Standards seeking entry and evidence that they meet the Authority automatically enrol a student in the minimum entry requirements. examination of the highest unit pair. Students may apply (early) to the School Curriculum and Applicants seeking places in qualifications with Standards Authority to change the examination ‘entry requirements and selection criteria’ will be enrolment. required to address both the minimum entry requirements and the selection criteria. Selection Sitting Stage 2 Examinations at the end of Year 11 criteria will focus on pathways, work experience and The WACE examinations are to be sat at the end of past academic/skill development achievement. Year 12. Their purpose is not for students to gain practice at completing an external examination at A student will typically apply for up to four TAFE the end of Year 11 so they may be better prepared courses, listing them in order of preference. for the final Year 12 examination the following year. Selection then depends on the student’s ranking Nor are they designed to be sat in Year 11 to obtain compared with other applicants and the number of a tertiary entrance aggregate for Stage 2A/2B and places being offered in the relevant course. then to use this as ‘insurance’ against getting a lower tertiary entrance aggregate for Stage 3A/3B the following year. Students who choose not to sit Examinations A student who should sit an examination and chooses not to, or chooses not to make a genuine attempt in the examination, will not get a course report. Nor will the grades for those units be counted towards the C grade average for the WACE. Students involved in VET or similar school based training programs may be eligible for exemption from external examinations, without penalty. - 12 - Work Place Learning Programme: WL WL is a structured out-of-school learning programme that provides students with the opportunity to develop work skills, while continuing with school education. Students achieve graduation, industry recognition and links to further education and training. WL is recommended for students wishing to enter TAFE, apprenticeships, traineeships and the workforce in general. Students on the WL programme attend two work placements (one each semester) organised by the student and WL Coordinator, this involves one day out of school each week. The 1st placement takes place in Semester 1, the 2nd placement will take place in Semester 2. Enrolment Procedure Students indicate their desire for this program on the Year 12 Grid. An application form will be given to students in Term 3 of Year 11. Interviews will be conducted in Term 3/4 of Year 11. Notification of acceptance will be in Term 4. Not all applicants are accepted. Students must have a positive attitude towards school and be motivated to learn from different situations. They will also need to display a mature attitude toward their work placement. Please note it is the student’s responsibility to catch up on school work missed during their placement, as such WL is NOT recommended for students who will be out of the College due to VET commitments. Students participating in WL will be enrolled as Workplace Learning Endorsed Program. - 13 - Vocational Education and Training (VET) Vocational education and training (VET) in the senior secondary years engages students in work related Enrolment Procedure learning built on strategic partnerships between Students will indicate a desire for VET through the schools, training organisations, business, industry Year 12 grid. When information is received by the and the wider community. VET can be undertaken College from all State Training Providers this as an integral part of the WACE and its completion information will be shared with students. by the student gains credit towards a nationally Applications are made directly to the State Training recognised VET qualification within the Australian Provider and as such have strict submission dates. Qualifications Framework (AQF), providing a broad Students must be attentive to College notices in range of post-school options and pathways. order to receive information in time to complete all aspects of their application. Qualifications and units of competency can contribute to the WACE as WACE course units when Not all applicants are accepted. Students must have completed through VET industry specific courses. a positive attitude towards school, be motivated to Alternatively, unit equivalence can be achieved learn from different situations and display a mature through VET credit transfer. attitude toward their placement. Acceptance into the programme is also based on the ability to find a suitable programme for the student. This is likely School Based Apprenticeships/ Traineeships to include interviews with outside agencies and/or employers. Please note it is the student’s responsibility to catch up on school work missed during their placement. School-Based Traineeships (SBT), School-Based Apprenticeships (SBA) and school apprenticeship link (SAL) programs also provide opportunities for students to meet their WACE requirements and commence a full qualification. Typically students who are involved in the VET program attend a mix of school and TAFE. In order to complete the Certificate courses offered through TAFE students should attend every scheduled class. A compulsory school event or camp should be communicated to the TAFE lecturer as soon as possible but events such as the Year 12 Ball or family vacations are NOT a valid reason to miss any lectures and may result in failing to meet the competencies of a course. In such a situation students may also jeopardise their chances of achieving the WACE. - 14 - Year 12 – Prerequisites for 2015 Courses of Study Course of Study Unit Prerequisites Accounting and Finance (3A / 3B) Successful completion of Units 2A/2B Applied Information Technology (1C / 1D) Nil but Stage 1 Applied Information Technology preferred Biological Sciences (3A / 3B) Successful completion of Units 2A/2B Business Management & Enterprise (1C / 1D) Nil Business Management & Enterprise (3A / 3B) Successful completion of Units 2A/2B Career & Enterprise (1C / 1D) Nil Chemistry (3A / 3B) Successful completion of Units 2A/2B Children, Family & Community (1C / 1D) Nil Dance (3A / 3B) Successful completion of Units 2A/2B Drama (3A / 3B) Successful completion of Units 2A/2B Design (Design) (1C / 1D) Nil Economics (3A / 3B) Successful completion of Units 2A/2B Engineering Studies (3A / 3B) Successful completion of Units 2A/2B English (1C / 1D) Nil English (2C / 2D) Successful completion of Stage 1 English (3A / 3B) Successful completion of Stage 2 English Additional Language Dialect (3A / 3B) Successful completion of Units 2A/2B Food Science & Technology (1C / 1D) Nil French (3A / 3B) Successful completion of Units 2A/2B Geography (3A / 3B) Successful completion of Units 2A/2B Health Studies (3A / 3B) Successful completion of Units 2A/2B Human Biological Science (3A / 3B) Successful completion of Units 2A/2B Indonesian: Second Language (3A / 3B) Successful completion of Units 2A/2B Integrated Science (1C / 1D) Nil Literature (3A / 3B) Successful completion of Units 2A/2B Materials Design & Technology (1C / 1D) Nil but Year 10 experience preferred Mathematics (1D / 1E) Nil Mathematics (2C / 2D) Successful completion of Units 2A/2B Mathematics (3A / 3B) Successful completion of Units 2C/2D Mathematics (3C / 3D) Successful completion of Units 3A/3B Mathematics: Specialist (3C / 3D) Successful completion of Units 3A/3B Media Production and Analysis (1C / 1D) Nil Modern History (3A / 3B) Successful completion of Units 2A/2B Music: Contemporary Music (1C / 1D) Nil Outdoor Education (1C / 1D) Nil Physical Education Studies (1C / 1D) Nil Physical Education Studies (3A / 3B) Successful completion of Units 2A/2B Physics (3A / 3B) Successful completion of Units 2A/2B Politics and Law (3A / 3B) Successful completion of Units 2A/2B Psychology (3A / 3B) Successful completion of Units 2A/2B Visual Art (1C / 1D) Nil Visual Art (3A / 3B) Successful completion of Units 2A/2B - 15 - Engineering 3AB Chemistry 3AB Biology 3AB Biology 3AB English 3AB English Additional Language 3AB English 2CD Geography 3AB Drama 3AB French 3AB Maths 2CD Human Biological Science 3AB Literature 3AB Physical Education Studies 3AB Human Biological Science 3AB Maths 3CD Maths 3AB Physics 3AB Maths Specialist 3AB Maths 3CD Psychology 3AB Visual Art 3AB Maths 3AB Maths 2CD Psychology 3AB Physical Education. Studies 3AB Modern History 3AB Maths 3CD Physics 3AB Political & Legal Studies 3AB Study Line Study Line Study Line Study Line Study Line Study Line Applied Information Technology 1CD Career & Enterprise 1CD Business Management & Enterprise 1CD Design: Design 1CD Food Science Technology 1CD Children Family & Community 1CD Career & Enterprise 1CD English 1CD English 1CD Media Production Analysis 1CD Maths 1DE English 1CD Maths 1DE Food Science Technology 1CD Music 1CD Physical Education Studies 1CD Outdoor Education 1CD Integrated Science 1CD Outdoor Education 1CD Visual Art 1CD Outdoor Education 1CD Materials & Designs Wood 1CD SAMPLE ONLY Lines 1 to 6 can only run if sufficient numbers of students choose to enrol in the subject. There are six lines - all students choose one subject from each line. A total of six chosen subjects. Each subject is studied for 5 periods per week. The subjects offered on Modern History 3AB Geography 3AB English 3AB Health Studies 3AB Human Biological Science 3AB Modern History 3AB Geography 3AB Maths 3AB English 3AB Literature 3AB English 3AB Maths 2CD A student selects one subject per grid line Economics 3AB English 3AB Accounting & Finance 3AB Chemistry 3AB Chemistry 3AB Business Management & Enterprise 3AB GRID: 6 5 4 3 2 1 English 3AB Dance 3AB Kennedy Baptist College : Year 12 Gridlines - 2015 COURSE OF STUDY INFORMATION Accounting and Finance (Units 3A and 3B) The course focuses on financial literacy and aims to provide students with a range of skills that enable them to make sound financial judgements. Students will develop an understanding of the fundamental principles upon which accounting and financial management are based through the preparation, examination and analysis of financial documents and systems. Unit 3A PREREQUISITE - Successful completion of Units 2A/2B The focus for this unit is internal management for business. Students prepare and interpret budgets and performance reports in relation to forecasting a business’s future. Students will be able to distinguish between internal and external reporting requirements. Decision-making processes using cost accounting techniques are a feature of the unit. Students critically analyse financial information and explore the importance of short and long-term planning for business. Unit 3B PREREQUISITE - Unit 3A The focus for this unit is Australian reporting entities and how they are regulated by the Corporations Act. Students use the Framework and the accounting standards to prepare financial statements for a reporting entity. The financing options of larger entities are identified and evaluated, particularly in relation to conformity with basic principles, such as profitability and stability. Students develop an awareness of corporate social disclosure issues and the ethical behaviour within corporations. CAREERS Banking, Business, Commerce, Industry, Local Government, Marketing, Public Service. - 18 - Applied Information Technology (Units 1C and 1D) In this course, students use a range of computer hardware and software to create, manipulate and communicate information. Using a range of applications, students investigate, design, construct and evaluate ICT solutions in a range of environments. The result is a set of skills to equip the student for the 21st century and give them an appreciation of the impact of information technology on society in general. Unit 1C PREREQUISITE - Nil but successful completion of Units 1A/B The context for this unit is personal information and communication technologies. The focus is on using the technology to meet personal computing needs. This will include the study of how individuals use, and can be affected by, information technology in their daily lives. Students investigate computer systems and understand the configuration needed to meet their personal needs. They acquire and apply a range of knowledge and skills to create information solutions that inform, persuade, educate or entertain. Unit 1D PREREQUISITE - Nil but successful completion of Units 1A/B The context for this unit is community information and communication technologies. The focus is on using productivity and communication software commonly required in the operation of a small business or community organization. Students investigate small office networks and peripheral devices required to use communication and graphic applications. They will gain an understanding of the configuration required for a small office system and will examine the impact of information technology solutions within the community. - 19 - Biological Sciences (Units 3A and 3B) The Biological Sciences Course of Study gives students a unique appreciation of life and a better understanding of the living world around them. It encourages them to be analytical, to participate in problem solving and to systematically explore fascinating and intriguing aspects of living systems. This course highlights the complexity and changing nature of the living world, and focuses on contexts that are relevant, significant and valued to students such as: marine reefs, desert scrublands, urban ecology, aquaria and terraria, zoos, botanic gardens and diseases. Unit 3A PREREQUISITE - Successful completion of Units 2A/2B The focus for this unit is maintaining balance. Students understand how survival depends upon an organism’s ability to respond to changes in external and internal environments. In studying this unit students develop an understanding of the principles and mechanisms of homeostasis that operate in response to environmental change. They understand that ecosystems change over time. Students explore the causes and consequences behind a range of environmental issues. Students develop their understanding of cellular processes and organelle functions that contribute to the survival of the organism. They critically analyse data and make judgements based on scientific evidence and biological knowledge. Unit 3B PREREQUISITE - Successful completion of Units 3A Students relate the development of evolutionary theory to evidence of evolution from palaeontology (fossil record), geological time, radioactive dating and biology. The biodiversity that currently exists on the earth is related to evolutionary processes over time. Students explore the challenge of maintaining biodiversity through a range of conservation strategies, including modern biotechnological practices. Students understand that human survival and quality of life depend on the effective conservation of biodiversity to maintain ecosystem stability, supply food and recycle resources as well as preserve the aesthetic value of the natural environment. Students recognise and analyse ethical issues related to working as a biologist and how context has influenced biological research throughout history. CAREERS The study of Biological Sciences can lead to a variety of fields. Possible vocations are Dentistry, Medicine, Biochemistry, Forestry, Physiotherapy, Nursing, Marine and Environmental Science. - 20 - Business Management & Enterprise (Units 1C and 1D) The role of small business in the WA economy is recognised as very important and the breadth and depth of the course reflects the importance of business in our global economy. This subject aims to help students develop the skills, aptitude, creativity, initiative and enterprise to own and operate a successful business. The subject focuses on identifying opportunities, analysing and solving problems, being innovative and enterprising, optimising solutions and promoting business growth which benefits all stakeholders. Students investigate the practical aspects of business such as; developing new products, choosing and registering a business name, advertising and marketing Additionally, they learn the skills to work as part of a team, open bank accounts, arrange finance, manage cash flow and follow and implement workplace health and safety regulations. The course aims to prepare all students for a future where they will need to identify possibilities and create opportunities within a business environment. Additionally, it aims to empower students to make business decisions using critical thinking based on societal and personal values. Unit 1C PREREQUISITE - Nil In this unit, the focus is on business management and administration in Australia. All businesses need to be managed and administered effectively in order to prosper. This unit explores, in a practical way, the role of business and office administration in facilitating business success and considers the importance of communication methods and technologies in business information management. The legislation that affects the internal running of a business in a range of business contexts is also considered. Units 1D PREREQUISITE - Nil In this unit, the focus is on implementing business policies and procedures which facilitate effective business management and administration. The emphasis is on developing administrative and personal management skills. Students are encouraged to evaluate systems and procedures in terms of their effective contribution to the success of a business organisation and to make or recommend improvements to these systems and procedures. - 21 - Business Management & Enterprise (Units 3A and 3B) The Business Management and Enterprise course aims to prepare all students for a future where they will need to identify possibilities and create opportunities within a business environment. In an age when many business practices and ethical standards are being examined, this course will give individuals the ability to make sound and ethical decisions based on knowledge and understanding. The course aims to empower students to make business decisions based on critical thinking and which are in line with their own values and the values of the society in which they live. They will be well equipped to be proactive participants in the dynamic world of business, behaving responsibly and demonstrating integrity in business activities. This course provides students with the opportunity to further their achievement of specific overarching learning outcomes from the Curriculum Framework together with the development of the core shared values. Unit 3A PREREQUISITE - Successful completion of Units 2A/2B In this unit, the focus is on contexts related to strategic business in a globalised world. The unit explores and examines competitive moves and business approaches to achieve successful performance in the international arena. Differentiation and competitive advantage are covered, as well as the needs, pressures and opportunities that influence business strategies and decision-making. Financial management is emphasised in this unit. Unit 3B PREREQUISITE - Unit 3A In this unit, the focus is on contexts related to strategic business management and implementation, which may include business practices, competitive situations and work environments. Ultimately the focus is on developing sustainable business growth by converting planned strategies into action in order to achieve strategic objectives. This leads to an emphasis on operations management in this unit. CAREERS The study of Business Management and Enterprise can lead to a variety of fields. Possible vocations are Commerce, Management, Marketing and Occupational Health & Safety. - 22 - Career and Enterprise (Units 1C and 1D) As the world of work changes, students need to be aware of these changes to enhance their future job opportunities. Career and Enterprise exposes students to the issues that affect individuals when they encounter the world of work. Unit 1C PREREQUISITE - Nil The unit explores career core requirements, knowledge, values and attitudes, combining these with work search tools and techniques to start planning career development options. The concepts of lifelong learning and career building are introduced. The organisation of workplaces and systems are discussed. The roles, rights and responsibilities of individuals, are all investigated. As a result, students will gain the necessary skills to manage their future careers. Unit 1D PREREQUISITE - Nil This unit facilitates the study of career management, corporate citizenship and influences through a range of alternative scenarios. An investigation is made into corporate and individual rights, exploring the links between teamwork, productivity and satisfying workplaces. Matching personal and work profiles, using career development and work search skills to develop future work career options. - 23 - Chemistry (Units 3A and 3B) The Chemistry Course of Study equips students with a knowledge and understanding of chemistry to enable them to appreciate the natural and built environment, its materials, and interactions between them. The course helps students to predict chemical effects, recognise hazards and make informed, balanced decisions about chemical use and sustainable resource management. This enables students to confidently and responsibly use the range of materials and substances available to them. Unit 3A PREREQUISITE - Successful completion of Units 2A/2B Students describe the intermolecular forces in hydrogen bonds, dipole-dipole forces, ion-dipole forces and dispersion forces. They refer to intermolecular forces when explaining properties of substances, including melting and boiling points, their relative solubilities in various solvents and their ability to act as solvents. Students perform multi-step stoichiometric calculations in the context of industrial processes. They are aware of relationships between chemical processes and products and responsible management and use of products and waste products. Students explore an important industrial, environmental or biological process associated with the context or contexts. This study is multi-faceted, and includes laboratory work as well as students exploring ways that chemists assist in monitoring and controlling processes in the environment, highlighting links to the importance of chemistry to society. Unit 3B Students learn about organic chemistry, acid/base theories and oxidation/reduction processes. They examine reversible reactions in physical systems and predict the properties of materials using aids such as chemical data tables. Ionic compounds are synthesized when students experiment with chemical reactions, such as acid/base, precipitation, redox and organic reactions such as combustion addition and substitution. They create solutions and measure properties such as pH, concentration and conductivity. They use the mole as a unifying concept in multi-step stoichiometric calculations including limiting reagents, concentration, mass and volumes. CAREERS Chemistry is relevant (and often essential) for tertiary bound students who wish to follow scientific, engineering or health vocations such as Agriculture, Dentistry, Medicine, Science, Chemistry, Environmental Health, Geology, Medical Technology, Nursing, Metallurgy, Nutrition and Food Science, Occupational Therapy, Pharmacy, Physics, Physiotherapy and Teaching. - 24 - Children, Family and the Community (Units 1C and 1D) The Children, Family and the Community course provides opportunities to develop in each student an understanding of the diversity of Australian society. Recognising diversity and promoting inclusivity among the individuals, families and groups making up our society provides the foundation for a cohesive community. Social, economic and technological factors impact on the ability of individuals and families to develop skills that enable them to live independently or to care for others. Individual, family and societal factors influence the development, health status and wellbeing of infants, children, adolescents, adults and seniors. Students choose between two course contexts: living independently and caring for others. This focus will be further defined by concentrating on a particular life Stage in each unit. CFCC: caring for others. Individuals may require care. This can be provided by family members, volunteers, paid individuals and/or community support services. This context focuses on caring for infants, children, adults, seniors or aged with or without additional needs. This context is studied with a focus on one of these groups. Unit 1C PREREQUISITE - Nil The focus for this unit is living and working together. The unit explores the influence of lifestyle behaviours and biological and environmental factors on growth and development. The roles and responsibilities of social institutions, issues and opportunities arising from relationships, values, ethically responsible decision-making and the influence of media, beliefs and values on the allocation of resources are also studied. Students identify the features of existing products, develop products, use a research process, communicate, make decisions, set goals and use a range of self-management, cooperation and conflict resolution skills. Unit 1D PREREQUISITE - Nil The focus for this unit is getting more out of life. The principles of growth and development, the factors that affect growth and development and individual and community health are studied. The role of paid and unpaid work in sustaining individuals and families and the rules and laws applicable to this work are investigated. Social order, roles and responsibilities of particular groups and the impact of beliefs and values on the management and use of resources are examined. Students look for opportunities to develop and assess products. They use shared research practices, communicate information, make decisions, set goals and use self-management and cooperation skills. CAREERS Knowledge, understanding and skills gained in the above units are valuable for further study at University or TAFE. Relevant courses include: Children’s Services, Childcare, Teaching, Special Needs Assistant, Social Worker, Hospitality, Chef, and Restaurateur. - 25 - Dance (Units 3A and 3B) 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. Unit 3A PREREQUISITE - Successful completion of Units 2A/2B The focus for this unit is youth voice. Within this broad focus, teachers select learning contexts that tap into the interests of their students and build upon the understandings that they have already acquired. Students manipulate the language of movement to express personal ideas and values exploring original concepts. Using dance language, they become proficient in reflecting and responding as they document their thinking and working practices. Through practical lessons, students initiate safe dance practices and refine physical competencies in acquiring genre-specific technique. They adapt to a variety of performance spaces and audiences as they develop personal style and an individual performance persona. The students’ use of choreographic processes and choices are integral to conveying the concept of the work. They manipulate the elements of dance, creating sophisticated structures which challenge the standard concepts of movement. In presenting their dance, students use innovative formats. They plan and manipulate technologies and design concepts to reflect personal choice. Unit 3B PREREQUISITE - Successful completion of Units 2A/2B The focus for this unit is extending the boundaries. Within this broad focus, teachers select learning contexts that tap into the interests of their students and build upon the understandings that they have already acquired. Students use the language of movement in the sophisticated development of choreographic ideas that reflect the evolution of concepts, ideas and skills. They select learning contexts that reflect their own artistic understanding and promote the production of unique dance work. Documentation using dance language reflects their progression of thinking and working practices. Refined physical competencies and proficient execution of experiential anatomy allow students to demonstrate genre-specific technique with aesthetic quality and personal style. They adapt to a wide variety of performance spaces as they extend their ability to evoke a reaction from an audience. Students demonstrate choreographic solutions through exploration that includes both analysis and synthesis of concepts. They challenge known ideas of choreography to construct extended original dance works. Students plan and use technologies to extend and enhance dance design. Students research issues and events which may influence dance, and in their responses they examine their own beliefs, considering how dance is reflected in and shaped by society and its values. They understand the impact of technologies on dance. - 26 - Drama (Units 3A and 3B) In Drama, students generate arts works that communicate ideas using the skills, techniques, processes, language, conventions and technologies of the arts and apply aesthetic understanding to reflect on, respond to and evaluate the arts and the role of the arts in society. Students will be required to attend tutorials, workshops and theatre excursions relevant to the course. The students will complete two written exams and a practical exam. Unit 3A PREREQUISITE - Successful completion of Units 2A/2B The focus for this unit is text and style. In this unit students perform and produce a published drama work incorporating in-depth study and interpretation of text, subtext, context and style. Students refine their skills in voice and movement and develop techniques for control of vocal delivery in performance. They learn about different approaches to dramaturgy, directing and rehearsing a drama text. They consider ways that drama can be funded and learn about the components of production budgets, Stage managing and planning production schedules; and working responsibly to create a safe working environment. Students learn about different theoretical approaches to representational and presentational or non-realist drama and the ways that drama texts can be reworked for contemporary performance contexts and audiences. Unit 3B PREREQUISITE - Successful completion of Units 2A/2B The focus for this unit is drama perspectives. Students apply conventions and techniques of drama forms and styles to develop original works that may be either celebratory and/or critical in their perspective. They show their understanding of how a range of practical and theoretical approaches manipulate the elements of drama. Students apply voice and movement skills appropriate to their drama work incorporating the use of new technologies, and may use elements of other art forms in their presentation. They research recent developments in world drama, critically evaluate the way that drama is valued in Australian culture and make predictions about its future. Students fulfil design and/or production roles that may include Stage manager, director or producer. They work independently to devise and perform an original work. CAREERS Drama provides an excellent complement to studies in English and Literature. It is relevant to courses at the Academy of Performing Arts, Arts Management, theatre work and teaching. - 27 - Design (Units 1C and 1D) Dimensional design includes elements of fashion, textiles, architecture, furniture design and 3D graphics including computer aided design. This context enables the design and production of objects having three dimensional content, including textures, models, glass, jewellery, ceramics, sculpture and the representation of three dimensional space. Unit 1C PREREQUISITE - Nil The focus for this unit is personal design. Students understand that they visually communicate aspects of their personality, values and beliefs and affiliations through decoration and adornment, choice of artefacts and consumer items and their manipulation of personal surroundings and environments. Unit 1D PREREQUISITE - Nil The focus for this unit is social design. Students become aware that society is made up of different groups of people that share common values, attitudes, beliefs, behaviours and needs; and that social design helps to inform and bind these groups together, assisting in creating and maintaining a sense of identity and community. CAREERS This subject provides students with the skills to move into employment or further study in areas such as Architecture, Drafting, Engineering, Construction or any field that uses drawing as a means of communication. - 28 - Economics (Units 3A and 3B) Economics investigates the choices which all people, groups and societies face as they confront the ongoing problem of satisfying their unlimited wants with a limited quantity of resources. As a key discipline in the social sciences, economics develops the knowledge, reasoning and interpretation skills that form an important component of understanding personal, business and government behaviour at the local, national and global levels. Economics aims to analyse and understand the allocation, distribution and utilisation of scarce resources that determine our wealth and wellbeing. Unit 3A PREREQUISITE - Successful completion of Units 2A/2B The focus for this unit is Australia in the global economy. It explores Australia’s economic relationship with other economies, and contemporary global economic events and issues of significance to Australia. Unit 3B PREREQUISITE - Unit 3A This unit explores how economic policies and actions of the government and other authorities, such as fiscal policy, monetary policy and microeconomic reform operate in the pursuit of the economic objectives of the government. CAREERS Banking, Business, Commerce, Community Development, Industry, Local Government, Marketing, Public Service, Political Adviser. - 29 - Engineering Studies (Units 3A and 3B) Engineers are problem-solvers. They design and manufacture just about anything from entertainment gadgets to sophisticated electronic systems, the tallest skyscrapers to the smallest computer chips, from cars to space shuttles, from new and emerging materials to artificial heart valves and cardiac pacemakers, from roadways to airports. Engineers rely strongly on their creativity and academic skills to turn dreams into reality by using mathematics, science and computers to model real-life situations and to find solutions. An engineer needs to be socially aware and involved in broader community issues: environment, sustainable energy, health, and consultation processes. They are responsible for the safe and efficient construction and operation of industries and infrastructure and their activities span the world economy. Their design skills determine the cost of production and the quality of products. Unit 3A PREREQUISITE - Successful completion of Units 2A/2B In this unit students develop their understanding of core and specialist area theory. They study the impact of obtaining and using the different forms of renewable and non-renewable energy on society, business and the environment. Students refine their use of the engineering design process through development of a comprehensive design brief. 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 continue to refine their understanding and skills of the engineering design process, undertaking tasks to produce, test and evaluate the product. Unit 3B PREREQUISITE - Unit 3A One focus for this unit is the life cycle analysis of engineering products. Students develop and demonstrate an understanding of the impact 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. CAREERS Engineering, Mechanics, Electrical, Electronics, Science and Education. - 30 - English (Units 1C and 1D) Language plays a central role in human life: it provides a vehicle for communication, a tool for thinking, a means of creativity and a source of pleasure. Through language people shape understandings of themselves and their world. An understanding of language and the ability to use it effectively empowers students. It gives them access to knowledge, enables them to play an active part in society and contributes to their personal growth. Unit 1C PREREQUISITE - Nil The recommended focus for this unit is language and self. Students learn to use language to present themselves, their experiences, ideas, opinions and responses more effectively. They explore the ways in which language varies according to context, purpose and audience (for example, at home, work and school), consider the expectations associated with different contexts and texts and learn to use language to more effectively take these expectations into account. In doing this they explore the responses, which are evoked on the basis of the way in which they present themselves through language. They come to see how their view of themselves can be influenced by the construction or representation by others of them and of social groups to which they belong. They investigate the implications of these constructions and representations in terms of the attitudes, values and beliefs implied. Unit 1D PREREQUISITE - Unit 1C The recommended focus for this unit is language and society and the development of students’ competence in the language skills needed to operate effectively in modern society as well as to achieve purposes related to students’ social, vocational/academic or cultural interests and needs. Students explore and develop the language skills relevant to activities associated with their current and future membership of society. They identify relevant activities and investigate the language skills needed to manage such activities and apply appropriate language skills. Students also develop skills in finding, accessing; using and evaluating information relevant to these and other activities. - 31 - English (Units 2C and 2D) In this course students study language through the use of written, visual and oral communication texts. Through the study of these texts, students learn about the English language, how it works and how to use it effectively. The course recognises the diversity of the student population and values and builds on their backgrounds, skills and aspirations and extends the range of language skills and understandings available to them. Unit 2C PREREQUISITE - Successful completion of Stage 1 The focus for this unit is language and communities. Students develop an understanding of the way language operates in a community (e.g. workplaces, subcultures, sporting groups, interest groups, professions, political groups, religious groups etc.) to transmit understandings, create identities, establish power and operate effectively. Students will examine a range of texts and text types to explore the ways a community may create its own language structure in order to influence attitudes and values. They will also examine how language structures/protocols can be used to marginalise, privilege and/or exclude individuals and subgroups. Unit 2D PREREQUISITE - Unit 2C The focus for this unit is language as representation. Students develop an understanding of the way language is used to offer particular representations of topics, events, places or people. They will also consider how these responses are mediated by cultural/social structures. They listen, read and view critically in order to examine the way we make meaning of representations in texts and to account for the different meanings available within textual representations. Students will use language to explore how purpose, context and audience may influence the representations offered in texts. Students wishing to obtain an ATAR and university entrance should study English Stage 3 in Year 12 - 32 - English (Units 3A and 3B) In this course students study language through the use of written, visual and oral communication texts. Through the study of these texts, students learn about the English language, how it works and how to use it effectively. The course recognises the diversity of the student population and values and builds on their backgrounds, skills and aspirations and extends the range of language skills and understandings available to them. Unit 3A PREREQUISITE - Successful completion of Stage 2 The recommended focus for this unit is language and identity. Students study how identities are expressed, constructed, represented and critiqued through language. They learn to critically interpret the relationship between particular uses of language and texts on the one hand and conceptions of identity on the other. They develop oral, visual and written language skills by learning to produce texts in a range of genres which explore, produce, challenge and/or subvert conceptions of identity. Students study literary, mass media and popular culture texts. Unit 3B PREREQUISITE - Unit 3A The recommended focus for this unit is language and ideas. Students explore the way language is used in relation to ideas and how this varies among particular fields, genres, and discourses. They study the way in which ideas are expressed, constructed and critiqued through language. They analyse the assumptions underlying language use and how knowledge is presented in selected fields, genres and discourses, and the attitudes, values and ideologies associated with these assumptions. Students demonstrate their understandings and language skills by learning to analyse language use and produce selected ideas in a range of language forms used in particular fields, genres and/or discourses, and how language is used in relation to ideas and the assumptions that underlie language use. Students study literary, mass media and popular culture texts. Students wishing to obtain an ATAR and university entrance should study English Stage 3 in Year 12 - 33 - English as an Additional Language/Dialect (Units 3A and 3B) While there are many varieties of English in Australia, the variety which is most commonly used in business, government, education and many workplaces is Standard Australian English (SAE). Therefore students need the opportunity to acquire proficiency in, and a critical understanding of SAE, including its idiomatic uses, while having their home languages or dialects respected, and valued as a resource for this purpose. The English as an Additional Language or Dialect course is designed to meet the specific linguistic, cultural and educational needs of students learning SAE as an additional language or dialect. These students have a wealth of knowledge and experience through their own language, culture and worldviews and it is the aim of the course to build on and expand this knowledge through the acquisition of SAE. At the end of the course, they may access further training, education or employment in order to participate in all aspects of the Australian community and achieve their personal goals. Unit 3A PREREQUISITE - Successful completion of Units 2A/2B The focus for this unit is Australia as a cultural community. Using knowledge and skills from their existing languages and cultures, students learn to use English to further explore the concept of ‘cultural schemas’ and how culture influences the way in which they and other people view the world. Their intercultural understandings enable them to apply analytical and problem-solving skills to their investigations of commonality and difference. They use SA English to explore how structures, patterns and audience expectations influence language and meaning and that meaning is negotiated, not given, within and across cultures. Unit 3B PREREQUISITE - Unit 3A The focus for this unit is language and empowerment. Using knowledge and skills from their existing languages and cultures, students learn to use English to explore the relationship between the use of languages and the concept of the power of language. They use SA English to consider ways in which conceptions and exercises of power and persuasive and rhetorical uses of language are related to cultures and vary between cultures. This knowledge and the ability to select and control language to suit context provide ‘empowerment’. Note: The English as an Additional Language or Dialect (EAL/D) course in the WACE is available to students who speak English as a second language or as an additional language or dialect, and whose use of SAE is restricted. Students need to complete an Eligibility Application Form and forward it, with supporting documentation, through their school/college, to the School Curriculum and Standards Authority at the time of enrolment. Copies of this form are available on the School Curriculum and Standards Authority website. - 34 - Food Science Technology: Nutrition (Units 1C and 1D) Food impacts on every aspect of life. It is used by the body to meet functional needs and is essential for overall health and wellbeing. Food is also eaten in a variety of situations for purposes other than nourishment, such as when celebrating significant cultural events, recognising important personal milestones and in response to psychological needs. The application of science and technology plays an important role in understanding how food properties are used in processing to meet identified needs of consumers and producers. The use of foods by consumers and producers is governed by laws and regulations to ensure the supply and distribution of safe foods. Students have the opportunity to explore and develop food-related interests and passions which shape personal and professional goals, enhance problem-solving abilities and build personal resilience and self-esteem. Unit 1C PREREQUISITE - Nil The focus for this unit is food and my life. Choosing and using food is fundamental to life. In this unit students learn about food through practical preparation skills in relation to themselves and their future. They work with readily available foods to address individual requirements, eating habits and lifestyles. Students learn about food as a commodity, its nutritional nature and properties in relation to selection and management when developing products, services and systems. Students determine the appropriateness of equipment used as they evaluate products and designs. There is a focus on working with others in teams, following safe and hygienic food handling skills and practices. Unit 1D PREREQUISITE - Nil The focus for this unit is food for communities. The ways community groups choose and use food are a reflection of local environmental conditions and cultural traditions. In this unit, students select and use techniques and equipment safely when preparing food to meet performance requirements for a community group. Students apply their knowledge of food varieties and their distinct properties to meet specific selection, performance or dietary requirements. When working with food, students consider innovation and ways food properties can be managed safely. They evaluate group working skills and how well other identified requirements are met for the community group. Students explore relationships between consumers and enterprises in communities and how these impact on the availability and diversity of food services, products and equipment. - 35 - French (Units 3A and 3B) In the French course, communication is paramount. Students develop the skills and knowledge to communicate in French. Communication involves the ability to comprehend, interpret and produce visual, spoken and written texts. Unit 3A PREREQUISITE - Successful completion of Units 2A/2B The focus for this unit is les médias (the media). It is aimed at students who have well-developed skills and understanding and are ready to work at a more sophisticated level. They explore media influence and trends in their lives as well as in France and French-speaking communities. They explore more complex texts or particular text types, such as magazines or advertisements, and develop further insight into French cultures by analysing the place of these texts in everyday life. Unit 3B PREREQUISITE - Unit 3A The focus for this unit is le monde qui nous entoure (the world around us). It is aimed at students who have well-developed skills and understanding. They reflect on, evaluate and respond to contemporary issues using more sophisticated language and a wide range of text types. They reflect on past, present, and future issues related to the themes of the individual, French-speaking communities, and the changing world. - 36 - Geography (Units 3A and 3B) Geographical studies are extremely diverse and consequently flow through other Tertiary Entrance Examination (TEE) syllabi. The subject therefore attracts a large TEE cohort as it provides a means of complementing and enhancing students’ overall TEE performance. Geography however, is divided into two interlocking sections. The first section is related to physical geography that examines the structure of the earth, weathering processes and biomes. The second section focuses on human geography which examines human interaction with physical geography in terms of land-use and social organization. An important element of Geography involves practical activities such as field trips which are incorporated into programmes to enhance learning. Unit 3A PREREQUISITE - Successful completion of Units 2A/2B Challenges exist in designing cities to be more productive, vibrant and sustainable. Urban planning involves a range of stakeholders that contribute to the decision-making and planning process. 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 different perspectives of stakeholders. Students will examine concepts, processes and roles of planning by comparing Perth with a selected megacity. Unit 3B PREREQUISITE - Unit 3A The global phenomenon of climate change possesses the capacity to affect significant areas of the planet. Climate change, including the greenhouse effect, is created by both natural and human processes that have local and global consequences. The human response to climate change is affected by social, economic and political considerations, and resource access and distribution. Students investigate policies and strategies to guide future action used to address the effects of climate change. CAREERS Agronomy, Cartography, Community Development, Demography, Economic Development, Environmental Science, Geology, Land Care, Local Government, Natural Resource Management, Public Service, Surveying, Teaching, Town Planning. - 37 - Health Studies (Units 3A and 3B) Health Studies focuses on the study of health as a dynamic quality of human life. Students undertaking this course develop the knowledge, understanding and skills necessary to promote an understanding of the importance of personal and community action in promoting health. Unit 3A PREREQUISITE - Successful completion of Units 2A/2B The focus for this unit is the health of specific populations. The interaction between factors that influence the health of individuals and communities within specific populations are explored. Using principles of social justice and approaches to public health decision-making, actions and strategies to address inequity and a review of healthcare reforms to reduce inequity are reviewed. The influence of cultural factors on health behaviour, decision-making and communicating in health settings are emphasised. Synthesising a broad range of information and using techniques for critically evaluating this information enables the investigation of health issues at an advanced level. Students will interpret relevant epidemiological data and analyse the relationships between determinants of health and health status. Unit 3B PREREQUISITE - Unit 3A The focus for this unit is global, local and regional challenges to health. The impact of social determinants on global inequities and other challenges to health at global and local levels are explored. A critical assessment is made of the prioritisation of health issues nationally and internationally, and the influence of initiatives to improve health (such as advocacy) is reviewed. The unit examines the complex interaction of behavioural, environmental and legislative strategies to effect change. Critical analysis of interrelationships between national health priorities and patterns of data enables the investigation of health issues at an advanced level. Students will analyse and clarify information to reach informed and valid conclusions and make recommendations based on a critical review of multiple sources of evidence. CAREERS Occupational Therapist, Speech Therapist, Nursing, Physical and Health Education Teaching, Environmental Scientist, Psychologist, Medical professions, Medical Technician. - 38 - Human Biological Science (Units 3A and 3B) The Human Biological Science Course of Study 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, growth and development are studied to understand the sources of variation that make each of us unique and to appreciate our future as ageing 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 longerterm changes leading to natural selection and evolution of our species. Unit 3A PREREQUISITE - Successful completion of Units 2A/2B The focus for this unit is human regulation. The body works to maintain a constant internal environment despite changes in the external environment. Normal body activities require constant feedback of blood sugar, temperature, gas and body fluid concentrations. Both the endocrine and nervous systems are involved in this maintenance. Malfunctions can be caused by genetics, behaviour or disease, and some can be controlled by medical intervention. Genes can be affected by the environment and/or chance events. The range of variation seen in humans today is not always the result of simple genetics and may involve more complicated models of inheritance. The environment can determine what lives or dies. This is a struggle for survival that has been recorded over millions of years in fossils. Natural selection leading to evolution is supported by evidence from comparative anatomy and biochemical studies. Throughout a human’s lifetime there are medical treatments and procedures that can influence the quality of life. Unit 3B PREREQUISITE - Units 3A The focus for this unit is the future of humans. Movement of the body requires complex processes of coordination. Bones, muscles and nerves must work together in a perfectly coordinated effort regardless of whether it is pulling a hand away from a hot object, playing sport or maintaining an upright stance. The malfunction of these systems can occur through trauma, disease and/or ageing. The role of DNA is vitally important and recent advances in knowledge and biotechniques have led to new ways of diagnosing and treating disease. If the body becomes damaged or infected, modern medical technology can be used to enhance trauma recovery, to deal with specific pathogens or alleviate the impact of ageing. Humans can trace their origins back for millions of years to the first primates. Throughout history there are a number of trends that can be followed through primates and hominins to the features of modern humans. CAREERS Human Biological Science is especially suited to students pursuing a career in health related occupations such as Medicine, Nursing, Physical Education, Medical Technology, Physiotherapy, Speech and Hearing Science. - 39 - Integrated Science (Units 1C and 1D) The Integrated Science course encourages students to be questioning, reflective and critical thinkers about scientific issues. The course is based on an integrated view of scientific knowledge that draws on the traditional disciplines of science and new scientific technology to enable students to investigate issues that are interesting and relevant in a modern world. Units 1C and 1D PREREQUISITE - Nil In each of the four Stage 1 units, the focus for learning is the practice of science, general knowledge of factual content in biological, physical and environmental/earth science and an understanding of the impact of science on the world in which students live. In each of these units, teachers are free to choose the content and learning experiences that best suit the needs of their students. CAREERS (Generally leads to TAFE, especially apprenticeships) Electrician, Plumber, Mechanic, Panel beater, Spray painter, Painter, Bricklayer, Cabinet maker, Fitter and turner, Laboratory technician, Hairdresser, Beauty therapist, Photographer, Sound technician. - 40 - Literature (Units 3A and 3B) Reading literature for pleasure and for the intellectual experience are key elements of the course. In Literature, students learn how to understand the values and attitudes that are privileged or marginalised by texts as well as the cultural and historical contexts in which they are produced and received. Through the study of Literature, students create readings of literary texts and develop the skills necessary to better understand their world. They apply and explore their understandings of literature through writing their own poems, plays and stories. Units 3A and 3B PREREQUISITE - Successful completion of Units 2A/2B Across the two units, it is expected that students develop a more sophisticated understanding of the elements of literary study. Students are also expected to respond to texts of increasing complexity. In these units, students explore the different ways in which literary texts relate to the historical conditions, value systems and cultural life of particular societies. They explore the various contexts of particular texts and consider how literary texts sometimes challenge and at other times naturalise the ideas of the society in which they are produced, as well as influencing the judgements we make about these ideas. They consider the ways that a nation or culture comes to recognise itself through the literary texts that it produces. Teachers will choose texts that they think are most appropriate to their students. Students consider how literary texts might challenge the ideology of some groups within society while supporting the views of others. They consider how literary texts might conform to, or challenge generic expectations. Students continue to explore how language works in more complex literary texts and how readers are positioned. This involves a closer study of the relationship between language and meaning which includes the relationship of language with point of view, tone, diction, imagery and figurative language. Students consider how the context of readers will influence the way they understand and perhaps challenge the ideas offered in a text. They examine how literary texts may be read out of their time and place and still reflect and produce culturally significant ideas. In this way, students engage with and develop the notion of multiple readings. Students are asked to produce competent analytical, discursive and reflective responses and to discuss other readings of texts as presented in critical reviews. They continue their analysis of the ways that writers use language and adopt or adapt generic conventions. They are also required to create their own literary pieces, that is, stories, poems or plays of their own as part of their continuing development of their understanding of what is literary and how works of literature are produced. Students are encouraged to experiment with language, to draft and edit and to adopt or adapt the conventions of genre to their purpose in the texts that they produce. NB: Literary requirements for WACE are fulfilled by Literature. CAREERS Law, Journalism, Library Studies, Arts and Teaching. - 41 - Materials Design and Technology: Wood (Units 1C and 1D) This course is predominately wood centred but allows for the introduction of other materials. While it has a practical base which develops hand skills, there is also a design aspect which is covered in theory lessons. Throughout the process, students learn about materials, including their origins, classifications, properties and suitability for purpose. Students are introduced to relevant technology process skills. Students work in a defined environment and learn to use a variety of relevant technologies safely and effectively. Unit 1C PREREQUISITE - Nil but Year 10 Material and Design/Woodwork preferred The focus for this unit is design techniques. It is for students who have many informal experiences interacting with a variety of items specifically designed to meet certain needs. Students are introduced to principles and practices of design, learning about fundamentals of design and concepts related to designing for individuals and markets, while considering beliefs and values. They learn to communicate various aspects of the design process within the structure of making their design. Unit 1D PREREQUISITE - Nil but Year 10 Materials and Design/Woodwork preferred The focus for this unit is design for the consumer. It is for students who have many experiences interacting with products designed for the consumer market. They use a range of techniques in determining market needs and apply the fundamentals of design to produce products for the consumer market. Students learn to conceptualise and communicate their own ideas and various aspects of the design process within the structure of making their own design. Students, in consultation, with teachers select projects of interest to design and make products for the consumer market. - 42 - Mathematics (Units 1D and 1E) The Mathematics course has been designed to cater for the full range of student abilities and their mathematics achievement at the beginning of their senior years of schooling. The units are written as a sequential development of mathematical concepts, understandings and skills. Stage One units emphasise practical uses of mathematics for daily life and the workplace. Unit 1D PREREQUISITE - Nil In this unit, students use integers, decimals, fractions, percentages and ratios for practical purposes. They apply mathematics in making financial decisions. They write word sentences algebraically and solve simple equations. They calculate area and perimeters of circles and use Pythagoras’s theorem for the sides of triangles. They describe the effects of reflecting, rotating and translating shapes in design, and enlarge, reduce and distort figures. They interpret detailed maps. Students collect measurement data from fair samples, display data in tables and graphs, calculate averages and describe spread of data, and compare datasets. They use mental strategies, written methods, calculators and computer technologies where appropriate. Unit 1E PREREQUISITE - Nil In this unit, students use positive and negative numbers and numbers with powers for practical purposes. They calculate interest and repayments for loans. They draw graphs to represent real situations, and use them to describe how quantities are related. They use trigonometry to calculate measurements in right triangles, and calculate volume and surface area of shapes. They analyse networks. Students simulate everyday chance events, calculate probabilities and predict using probabilities. They collect bivariate data relevant to them, display the data in tables and graphs, and describe trends. They use mental strategies, written methods, calculators and computer technologies where appropriate. - 43 - Mathematics (Units 2C and 2D) The Mathematics course has been designed to cater for the full range of student abilities and their mathematics achievement at the beginning of their senior years of schooling. The units are written as a sequential development of mathematical concepts, understandings and skills. Stage Two and Stage Three units extend the mathematical development in all areas, providing preparation for daily life, the workplace and further studies. Unit 2C PREREQUISITE - Successful completion of Units 2A/2B In this unit, students calculate interest and repayments in order to make decisions about savings and loans, and they interpret information on financial statements that are part of everyday living. They study and apply quadratic relationships. They extend their knowledge of coordinate geometry, and represent information in networks and interpret network diagrams. Students calculate and interpret probabilities for events with more than one chance component. They analyse and compare datasets, determine trends in data and use trend lines for prediction. They use mental and written methods and technologies where appropriate. Unit 2D PREREQUISITE - Unit 2C In this unit, students study functions and their graphs. They formulate recursion rules and apply recursion in practical situations. They explore patterns, making conjectures and testing them. They use trigonometry for the solution of right and acute triangles. Students simulate chance events on technologies, and calculate and interpret probabilities for chance events that occur in two or three stages. They plan random samples, collect, and analyse data from them, and infer results for populations. They use mental and written methods and technologies where appropriate. - 44 - Mathematics (Units 3A and 3B) The Mathematics course has been designed to cater for the full range of student abilities and their mathematics achievement at the beginning of their senior years of schooling. The units are written as a sequential development of mathematical concepts, understandings and skills. Stage Two and Stage Three units extend the mathematical development in all areas, providing preparation for daily life, the workplace and further studies. Unit 3A PREREQUISITE - Successful completion of Units 2C/2D In this unit, students explore and analyse the properties of functions and their graphs. They develop and use algebraic skills for solving equations. They apply recursion in practical situations, including for finance. They use trigonometry for the solution of triangles. Students use counting principles to calculate probabilities and analyse normally-distributed data. They plan sampling methods, analyse data from samples and infer results for populations. They use mental and written methods and technologies where appropriate. Unit 3B PREREQUISITE - Unit 3A In this unit, students study differential and integral calculus of polynomial functions and use calculus in optimisation problems. They develop algebraic skills for solving equations and apply them in linear programming. They analyse and construct project networks. They reason deductively in algebra and geometry. Students analyse bi-variate data, and argue to support or contest conclusions about data. They use mental and written methods and technologies where appropriate. CAREERS Statistics, Engineering, Computer Software, Business, Finance and Education - 45 - Mathematics (Units 3C and 3D) The Mathematics course has been designed to cater for the full range of student abilities and their mathematics achievement at the beginning of their senior years of schooling. The units are written as a sequential development of mathematical concepts, understandings and skills. Stage Two and Stage Three units extend the mathematical development in all areas, providing preparation for daily life, the workplace and further studies. Unit 3C PREREQUISITE - Successful completion of Units 3A/3B In this unit, students develop their knowledge of calculus concepts and their algebraic, graphing and calculus skills, and apply these in mathematical modelling. They use counting techniques and probability laws, and calculate and interpret probabilities for the binomial, uniform and normal random variables. They use mental and written methods and technologies where appropriate. Unit 3D PREREQUISITE - Unit 3C In this unit, students extend and apply their understanding of differential and integral calculus. They solve systems of equations in three variables and linear programming problems. They verify and develop deductive proofs in algebra and geometry. Students model data with probability functions and analyse data from samples. They justify decisions and critically assess claims about data. They use mental and written methods and technologies where appropriate. CAREERS Statistics, Engineering, Computer Software, Business, Finance and Education - 46 - Mathematics Specialist (Units 3C and 3D) This course provides a solid foundation for the many students who will continue their study of mathematics beyond the compulsory years of schooling. Students will already be familiar with the importance of mathematics in their daily lives. In this course, they learn how mathematics is used to describe and model a vast array of scientific and social phenomena. They develop a richer understanding of the role of mathematical techniques and applications in modelling real problems in a range of contexts. They also engage in posing and solving problems within mathematics itself, and thus appreciate mathematics as a creative endeavour. This gives students the ability to solve mathematical problems in a wide variety of contexts, thereby helping them to gain an appreciation of the wide applicability of mathematics. Unit 3C PREREQUISITE - Successful completion of Units 3A/3B and students must also enrol in Mathematics 3C/3D The focus for this unit is on the abstract development of a range of sophisticated relationships. Spatial contexts are extended from two dimensions to three. This unit develops abstraction as an increasingly powerful way of expressing and analysing change. It introduces exhaustion and contradiction as methods of proof to be explored. Unit 3D PREREQUISITE - Unit 3C The focus for this unit is on the use of differential and integral calculus to understand a range of phenomena. By increasing familiarity with transformation and the use of matrices, students can extend their theoretical understanding of growth and decay models. This unit introduces mathematical induction to complete the suite of proof processes developed in mathematical reasoning, to a satisfactory, pre-tertiary level. CAREERS Statistics, Engineering, Software Engineer, Business, Finance and Education - 47 - Media Production & Analysis (Units 1C and 1D) In the Media Production & Analysis course of study, students explore a range of media forms. Across broadcast, print and other digital media, students view, listen, research and analyse how the mass media works and the events and issues it presents. Students will also design, produce and present their own media works, both independently and in collaboration with classmates. It is expected that students will become confident and competent in using media technologies to express their ideas. Unit 1C PREREQUISITE - Nil The focus for this unit is entertainment. The students will view, listen to and analyse advertising that attempts to entertain as it persuades. The students will examine the language of media and how audiences cultural experiences influence their response. The students will build upon basic production processes and create their own productions. Unit 1D PREREQUISITE - Nil The focus for this unit is infotainment. The students will view and analyse television news and current affairs to examine how reality is dramatised and represented whilst engaging and informing audiences. Students create their own non-fiction media works learning about aspects of production. There are three areas of assessment in each unit: Production (creating media works) – 60% Investigation (research) – 20% Response (analysis of media works) – 20% CAREERS Film & Television, Photojournalism and Fine Arts Photography. - 48 - Modern History (Units 3A and 3B) The study of History allows students to gain insights into their own society and its values, and provide an avenue for understanding the human condition. It helps individuals understand why nations and people hold certain values, and why values and belief systems vary from one group to another. This knowledge is crucial to the development of active and informed citizens in any society. The study of history ensures that students gain essential knowledge of the past—its legacy and heritage—and that they become aware of the cumulative and tentative nature of human knowledge. Unit 3A PREREQUISITE - Successful completion of Units 2A/2B The focus for this unit is cohesion and division. Students learn that there are internal and external forces that result in cohesion and/or division within societies and these have consequences for continuity and change. Students assess how the structures of power and authority were used, how different groups and individuals responded and whether there was the potential for greater cohesion or division. Students develop the skill of drafting conclusions or findings that present balanced arguments. Such conclusions show a consideration of different perspectives and acknowledge the problematical nature of the construction and accuracy of past explanations and representations. Unit 3B PREREQUISITE - Unit 3A The focus for this unit is ideas that shaped history. The object of this unit is to explore the power of ideas and ideologies as forces for change and/or their use to reinforce dominant elements in society. Knowledge about the evolution and spread of significant ideas assists students to understand the beliefs and values of a society and to what extent these ideas have been cohesive or divisive. They are also able to determine which ideas were dominant at a given time and how and why this dominance may have changed. Students are able to identify and evaluate sources that contain a range of viewpoints and interpretations of the ideas being studied and be able to discuss how changing perspectives about past events, people and ideas challenge explanations and representations of the past. CAREERS Community Advocacy, Journalism, Law, Local Government, Political Adviser, Public Relations, Public Service, Teaching. - 49 - Music: Contemporary Music (Units 1C and 1D) Music involves the organisation of sound and silence in structures that have deep meaning for participants and listeners. Consequently, music has a universal place in every culture across the globe and throughout history. Studying music now provides the basis for a lifetime of further participation which contributes to the musical culture of the future. In studying music, students develop physical and mental skills which are extended by a balanced program of study. Central to this is performance and creativity. Performance allows students to actively participate in a wide range of music activities. Creativity drives both interpretation of existing music in performance, and stimulates self-expression in improvisation and composition. Unit 1C PREREQUISITE - Nil This unit focuses on the development of composition and performance. Students will learn the structure of how to compose an original song, perform and evaluate it. They will analyse the impact of music through songs and performances and how they have affected today’s society. Unit 1D PREREQUISITE - Nil This unit focuses on recording and production. Students will gain experience in a studio setting in which they will record their own music. They will learn and develop how to record with production skills and techniques. Students will organise a concert night in which they will setup, manage and run the performances. CAREERS Performing musician, Instrumental Teacher, Sound Engineering, Composer/ Songwriter, Management - 50 - Outdoor Education (Units 1C and 1D) Through interaction with a natural world, Outdoor Education aims to develop an understanding of our relationship with the environment, others and ourselves. This requires students to step outside their comfort zones, tackle fear and experience unexpected outcomes. Please note: When students take this course, they make a commitment to the physical requirements and the expeditions. These will include single day excursions, overnight and multiple night expeditions. The units are divided into 3 theory sessions and 2 practical sessions, per week. Theory components of the course will constitute 35% of a students’ grade. Practical components, including expedition assessment, will constitute 65% of a students’ grade. Unit 1C PREREQUISITE - Nil The focus for this unit is building confidence in the outdoors. It encourages students to build self-confidence as they interact with the environment. They understand basic planning and organisational requirements. They develop camping, survival and navigation skills. Risk management principles, safe practice development and emergency response procedures are examined. Personal and interpersonal skills are developed to assist working with others and as a leader. Leadership experiences are provided. Their understanding of the environment with relationship to nature is developed and the concept of sustainability introduced. Unit 1D PREREQUISITE - Nil The focus for this unit is outdoor leadership. It encourages students to continue to build self-confidence as they are encouraged to develop outdoor leadership skills. Planning and navigation skills, risk management and emergency response process are continued to be developed and extended. Personal and interpersonal skills used to assist in effective outdoor leadership are focused on and developed through experiences. Environmental awareness is increased through more study of parts of the natural environment, introduction to the concept of wilderness, and study of the impact of technology, urbanisation and changing lifestyles. Sustainability projects are examined and students are encouraged to engage with one of their choice. Physical Requirements for all Stage One Units: Swim 400m unaided (Full clothing : Year 12) Tread water 15 minutes (Hands out of the water 5 minutes : Year 12) The first unit of each course is water activity based and students must be prepared to be in the water, regardless of the weather, for every lesson. Expedition Experiences for all Stage One Units: The culmination of each unit is a 4-day expedition whereby students carry all equipment required (food, clothing, sleeping necessities etc.) and hike an average of 25km per day. Students will sleep in an open environment, using tents and will be expected to use natural toilet facilities. CAREERS Outdoor Leadership, Eco Tourism, and Managing Facilities. - 51 - Physical Education Studies (Units 1C and 1D) Physical Education Studies is comprised of 40% practical and 60% theoretical assessment. The practical components will include different skills component on a selected sport. The theoretical component will include analysing human movement using biomechanical analysis particularly physics principles. Students will be looking at the physiological effects of exercise, particularly how the body utilises food when using different energy systems. They will study how to improve performances by studying various training methods and principles. Students will predominately be looking at the psychological effects of sport and how it affects performance. They will look at various coaching methods and analyse the best methods to achieve the best results for the clientele. Units 1C PREREQUISITE - Nil The focus of this unit is to introduce students to simple movement, biomechanical, physiological, psychological, functional anatomy and motor leaning concepts that provide a basis for assessing and enhancing their own and others’ performance. The understanding of the relationship between skill, movement production and fitness will be further enhanced as students develop and improve. Units 1D PREREQUISITE - Unit 1C The focus of this unit is for students to assess their own and others’ movement competency and identify areas for improvement. They will build on their knowledge of training principles, nutrition and goal setting concepts to enhance their own and others’ performance in physical activity. CAREERS Sports Science, Teaching, Human Movement, Fitness, Recreation Centre Management. - 52 - Physical Education Studies (Units 3A and 3B) Physical Education Studies contributes to the development of student’s physical, social and emotional growth. Students learn about physiological, psychological, and biomechanical principles and apply these to analyse and improve personal and group performances in physical activities. Throughout the course, students learn through integrated written, oral and active learning experiences. The course also provides students with opportunities to develop skills that will enable them to pursue personal interests and potential in physical activity as athletes, coaches, officials, administrators and/or volunteers. Units 3A and 3B PREREQUISITE - Successful completion of Units 2A/2B The focus for these units is integrated planning to enhance participation and looking to the future. The focus is on a coherent and comprehensive approach to planning, to enhance participation, as a player and/or coach, official or administrator, informed by concepts and principles from each of the content areas. Students are introduced to theoretical frameworks and models providing the basis for looking at participation from an increasingly holistic perspective. It incorporates biomechanical, physiological, psychological and social dimensions. Students extend their use of quantitative analysis, drawing upon observations and qualitative data when designing, implementing and evaluating programs to enhance their own and others’ participation. Students learn to adopt a critical perspective, while looking at their own and others’ future participation in physical activity. They work with others (peers and/or family members, younger students, junior or adult club members) in planning to sustain participation as a core aspect of a healthy lifestyle. Using selected theoretical frameworks, models and theories, students are challenged to synthesise knowledge and understanding when designing and evaluating plans for participation over time and in anticipation of changes in lives, careers and participation interests. They will investigate, extend and refine solutions to a wide range of complex physical activity situations. They will explore compatibilities and tensions between current participation patterns and long-term interests, examining social, cultural, political, economic, institutional, government and ideological influences upon their own and others’ attitudes and behaviours relating to participation in physical activity. Refer to the following website for selected sports. http://www.curriculum.wa.edu.au/internet/Senior_Secondary/Courses/WACE_Courses/Physical_ Education_Studies?1333354349062 CAREERS Sports Science, Teaching, Human Movement, Fitness, Recreation Centre Management. - 53 - Physics (Units 3A and 3B) Physics is an experimental discipline involving the study of the properties of, and interrelationships between energy and matter. Physics helps us to construct models and explain physical phenomena. These, in turn, allow us to develop a deeper understanding of the world around us. Unit 3A PREREQUISITE - Successful completion of Units 2A/2B The unit content organisers are motion and forces in a gravitational field and electricity and magnetism. Within motion and forces in a gravitational field, students explore the motion of objects in gravitational fields, including the motion of projectiles, orbiting satellites, planets and moons, and ways in which forces may affect the stability of extended objects. Within electricity and magnetism, they also learn about magnetic fields and how they interact with moving charges in situations involving current electricity, the motor effect and electromagnetic induction. They identify real world problems, develop research questions to plan, conduct and evaluate investigations. Their problem-solving techniques include combinations of concepts and principles. Unit 3B PREREQUISITE - Unit 3A The unit content organisers are particles, waves and quanta and motion and forces in electric and magnetic fields. Further study of mechanical and electromagnetic waves allows students to appreciate both classical and modern interpretations of the nature and behaviour of waves. They learn how waves are used in a variety of technologies, such as in musical instruments, communication systems or sensing systems. They encounter the scale of the observable entities in our Universe, and relate physical principles about waves to the study of the Universe and its parts. Extending their knowledge of atomic physics, they analyse spectra and explain a range of physical phenomena such as fluorescence and X-ray emission. They also learn about some aspects of modern physics such as relativity and cosmology. They research their own question and develop problem-solving strategies that involve linking a number of concepts and principles. CAREERS Physicist, Engineer, Nuclear scientist, Astronomer, Meteorologist, Radiologist, Teacher, Research scientist, Architect, Biotechnologist, Oceanographer, Physiotherapist, Surveyor. - 54 - Politics and Law (Units 3A and 3B) The Politics and Law 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. 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 political and legal issues examined in the course are relevant to school, local, state, national and international communities. Unit 3A PREREQUISITE - Successful completion of Units 2A/2B The focus for this unit is political and legal power. Students critically examine the roles and powers of the legislative, executive and judicial branches of government. They consider the influence of individuals, political parties and pressure groups on the lawmaking process of parliament and the courts. The operation of federalism and the balance of power between the Commonwealth and the State governments in Australia is also critically examined. Political and legal issues are used to provide a contemporary context for the course. Unit 3B PREREQUISITE - Unit 3A The focus for this unit is rights and governance. Students critically examine the structures, processes and procedures of accountability in relation to the legislative, executive and judicial branches of government. The protection of rights in Australia and one other country and the ways in which democratic principles can be upheld or undermined in Australia and one other country are also critically examined. Political and legal issues are used to provide a contemporary context for the course. CAREERS Police Force, Armed Forces, Law Clerk, Various Legal Departments, Security, Lawyer - 55 - Psychology (Units 3A and 3B) This course introduces students to a breadth of knowledge focusing on the psychology of self, others and society. Psychological knowledge helps us understand factors relating to individuals such as: cognition, or the way we think; biological influences or heredity; and personality, the enduring traits that distinguish individuals. Psychological knowledge also helps us understand the way that individuals function within groups. This consists of knowledge associated with socialisation, moral development, the formation of attitudes and also how people relate and communicate. On a larger scale, psychological knowledge can be applied to society as a whole, helping us understand how individuals function within different contexts and how this is influenced by culture, shaping people’s values, attitudes and beliefs. Unit 3A PREREQUISITE - Successful completion of Units 2A/2B In this unit, students focus on a healthy lifestyle. The content focuses on behavioural change. They expand their knowledge and understanding of human behaviour by looking at behaviour that is dependent on development and maturation. Students apply knowledge of social psychology to contemporary issues and problem-solving issues of social concern. They develop competence in communication skills and processes involved in the communication of psychological information to a range of audiences. Students explain the relevance of key research findings and implications for further research. They engage in detailed investigations of experimental designs and methods used to assess psychological and physiological responses. Unit 3B PREREQUISITE - Unit 3A In this unit, students focus on diversity and community. They extend their understanding of the relationship between physical, cognitive and social development in shaping behaviour. Students examine the interrelationships between different areas of psychology and related disciplines, evaluate ethical issues as they relate to human and animal experiments and examine the professional code of conduct for psychologists. They look at the role of the experimenter, participants’ rights, informed consent procedures, and deception in research and confidentiality. Students synthesise a range of ideas, concepts and knowledge when considering a contemporary debate in psychology. CAREERS Health, Education, Social Work, Psychology, Counselling, Law - 56 - Visual Art (Units 1C and 1D) Art is a fundamental dimension of human life. Throughout history the visual arts have given form and meaning to ideas and feelings and provided ways for people to express and communicate experience. The Visual Arts course encompasses the practice and theory of the broad areas of art, craft and design. Students have opportunities to express their imagination and develop personal imagery, develop skills, and engage in the making and presentation of artworks. They develop aesthetic understandings and a critical awareness that assists them to appreciate and make informed evaluations of art. The Visual Arts course aims to enable students to make connections to relevant fields of study and to more generally prepare them for creative thinking and problem solving in future work and life. It aims to contribute to a sense of enjoyment, engagement and fulfilment in their everyday lives, as well as to promote an appreciation for the environment and ecological sustainability. Unit 1C PREREQUISITE - Nil 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. Students, through research and/or first-hand experience of artworks and art making, actively engage in perception, research, reflection and response and consider the ways in which artists, past and present, have been inspired to develop artworks. They are given opportunities to present or exhibit their work, to describe their source/s of inspiration and to evaluate the process and success of their finished artworks. Unit 1D PREREQUISITE - Nil 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 both art making and art interpretation. In this unit students investigate a variety of artworks and media to further develop their understanding of the creative process and learn how to apply new analytical and production skills and techniques in the communication of their own ideas. There are three areas of assessment in each unit: • Production (artworks) – 60% • Critical Analysis (analysis of artworks) – 20% • Investigation (research and visual analysis) – 20% - 57 - Visual Art (Units 3A and 3B) Art is a fundamental dimension of human life. Throughout history the visual arts have given form and meaning to ideas and feelings and provided ways for people to express and communicate experience. The Visual Arts course encompasses the practice and theory of the broad areas of art, craft and design. Students have opportunities to express their imagination and develop personal imagery, develop skills, and engage in the making and presentation of artworks. They develop aesthetic understandings and a critical awareness that assists them to appreciate and make informed evaluations of art. The Visual Arts course aims to enable students to make connections to relevant fields of study and to more generally prepare them for creative thinking and problem solving in future work and life. It aims to contribute to a sense of enjoyment, engagement and fulfilment in their everyday lives, as well as to promote an appreciation for the environment and ecological sustainability. Unit 3A PREREQUISITE - Successful completion of Units 2A/ 2B 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 conceptualisation and documentation of experiences within contemporary society. Students transform ideas and develop concepts using innovative approaches to art making and presentation. They document their thinking and working practices, having the flexibility to work across media and art forms. Students research artworks providing critical comment on the meaning, purpose and values communicated. They examine their own beliefs and consider how the visual arts have reflected and shaped society in different times and places. Unit 3B PREREQUISITE - Successful completion of Units 2A/ 2B 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. Students investigate a range of solutions using visual language and document the progressive resolution of thinking and working practices. Skills, techniques and processes are combined in the pursuit of new art forms, innovation and personal style. There are two areas of assessment in each unit: • Practical (Drawing, Design & Resolved Work) – 50% • Written (Critical Analysis & Research) – 50% - 58 - FREQUENTLY ASKED QUESTIONS performance, application to study and our Q: I don’t know what I want to be, how can I possibly choose courses? understanding of the complexity of the course. Q: Will I be able to change my mind about the courses I chose after I hand in the gridlines? A: Many students do know what they want to be. We try, as a College, to give you plenty of opportunities throughout Year 10, 11 &12 to learn about post secondary choices. It is important that A: Yes. If it is before the year has begun and if there you treat this seriously and be very proactive in is room in the class you wish to move into. Once investigating your options. If you still do not know the course has started it is more difficult to what you want to be when you come to filling out change. your grid, go with your strengths and do the highest Stage and Unit of which you are capable. Q: Can I choose two subjects on the same gridline? It is better to leave your options open. Q: What happens if I don’t want to go to school in Year 11 & 12? A: No. All classes on the same gridlines run at the A: Legislature states: All young people in Western Q: If what I want to do doesn’t fit on the gridlines, can they be changed? same time. Australia, in their 16th and 17th year, must be in education, training or employment. What this A: It is very rare that gridlines are changed once they means is that you do not have the option of staying home. Neither are you allowed to leave have been set. You are welcome to make an school in order to look for employment or wait enquiry and if there a large number of students for a course to begin. that wish to take a particular combination of courses and we have the staff available, we will If traditional schooling is really not for you there look at the possibility of changing the lines. are a number of things you can do (i.e. TAFE, apprenticeship, traineeship, employment etc…). Q: I am used to a particular teacher. Can I request that they teach me again? If you need any help with any of your options you can contact a Participation Coordinator at A: No. We do not arrange classes based on student Peel-Fremantle Education Office preferences for a particular teacher. Note: If you leave school and go to a course provided by a community organisation, want to Q: Can I repeat courses? take up full-time employment or do a combination of school, training and/or A: Yes. It is possible to repeat units in the next year employment then you need to submit a Notice of but only one pair will count towards your WACE. Arrangements through the school. Q: Can I have a ‘Study Line?’ Q: Will I be able to do a course if my marks in Year 11 don’t match up to the prerequisites? A: This depends on what Year you are in and your circumstances. • A: The ability for a student to graduate is restricted If you are in Year 12 and you are doing four courses with a final exam, you may choose if a course is chosen without meeting to take a Study Line. You will be required to prerequisites. However, we will counsel you about either sit at the back of an existing the difficulty of the task before you and give our classroom or in a room monitored by a honest opinion on the likelihood of your teacher and silently study. This can be of success based on previous academic - 59 - great benefit if used wisely. FREQUENTLY ASKED QUESTIONS (con’t from previous page...) missed from direct teaching has proven to be There are a few (extremely rare) exceptions to detrimental to your child’s educational success. this rule and we look at each case individually. In It is important that students be given the greatest the past we have accommodated students with a opportunity for success. Please ensure you ring long term illness that necessitated a hospital stay and discuss this with the Deputy of Curriculum. and a member of a National sporting team with Students missing from class for holidays without a large time commitment to training. If you are prior knowledge will be awarded a zero for unsure, feel free to contact the College. assessments not done. Q: I’m struggling with my courses what can I do? Q: Can I have flexi-time built into my schedule? A: Make sure you complete your class work and A: No, unless extreme circumstances which will need homework tasks and review your solutions. If you to be discussed with the Director of Studies, do not understand where you went wrong, tell Deputy of Curriculum or the Principal. your teacher so that he/she can work with you to clarify any problems. Q: Are Physical Education and Christian Education really necessary when I could be studying in the Research & Study Centre? Go to the scheduled tutoring for that course. If you need help with organisation and/or study, A: Yes. When you enrolled at the College you agreed see your Head of Year and they will organise a to undertake the breadth of the educational teacher mentor to help you. experience. Physical Education is mandated by the Government, and tends to be recreationally Q: I’ve chosen badly, the course is too hard I need to get out. focused as a complement to your academic pursuits. It is an expectation that every child A: This happens and it is still possible to change your participates. course, but only if you do it early. As most Q: I am sick and I will not be able to hand in an assignment/sit a scheduled test what do I do? subjects are one semester long (around 14 weeks), if you change too late you will not be able to catch up on missed work. At the commencement of each year we advertise the A: You MUST read the Senior School Assessment last date for changing courses. Policy (included). The situation surrounding a student’s absence from an assessment will be Q: The change date has passed but now I want to change a course. Can I? considered by the Deputy of Curriculum who will determine if the assessment is included in graded A: Not until the commencement of the next unit and or not. even then only if there is room in the class. You cannot change into courses that are running concurrently. Q: We have got a really good price on a holiday and wish to leave early/return later than the term holidays. A: The College strongly recommends that you do not withdraw your child from scheduled classes for holidays under any circumstances. Time - 60 - ASSESSMENT POLICY SENIOR SCHOOL ASSESSMENT POLICY • maintain accurate records of student This policy is provided to all senior secondary • meet college and external timelines for achievement. students at Kennedy Baptist College and is based on assessment and reporting. School Curriculum and Standards Authority requirements. • inform students and parents of academic This policy covers the assessment of all WACE progress, as appropriate. courses at Stage 1, 2 or 3. 3. Information provided to students 1. Student responsibilities At the start of each unit (or pair of units) the It is the responsibility of the student to: teacher will provide a printed copy of the following to each student: • attempt all in-class assessment tasks on the scheduled date and submit all out-of-class • the syllabus for the course/Stage assessment tasks by the due date. • a course unit outline that includes the • maintain an assessment file for each unit following information: (or pair of units) studied and to make it available whenever required. o the content o the sequence in which the content will be taught • maintain a good record of attendance, o the approximate time to teach conduct and progress (a student who is each section of the unit (or pair of absent from a class for five lessons or more units). per term is deemed to be ‘at risk’ of not achieving the best possible result for the • an assessment outline that includes the unit or pair of units). following information: o the assessment types o the weighting for each o the weighting for each o a general description of each o a general indication of the content It is the responsibility of the teacher to: o an indication of the outcomes • develop a teaching and learning program o the approximate timing of each • initiate contact with teachers concerning absence from class, missed in-class assessment type assessment tasks, requests for extension of the due date for out-of-class assessment assessment task tasks and other issues pertaining to assessment. assessment task 2. Teacher responsibilities covered by each assessment task covered by each assessment task that meets the WACE syllabus requirements assessment task (i.e. the week in for the course/Stage. which each assessment task is planned or the due dates for significant Stages of each • provide students with a course unit outline extended task). and an assessment outline at the start of the course. Students can also access via Coneqt-S the syllabus, the course outline, the • ensure that all assessment tasks are fair, assessment outline and the School valid and reliable. Curriculum and Standards Authority grade descriptions for the Stage of the course they • provide students with timely assessment are studying. feedback and guidance. - 62 - 4. Assessing student achievement 6. Modification of the assessment outline In each unit (or pair of units), a number of When a student’s specific education needs assessment tasks occur during the semester/ do not allow them to complete a particular year (including, end of semester exams in assessment task, the teacher may modify the all Stage 2 and 3 courses and most Stage 1 task in consultation with the head of learning courses – see Section 15 for details). area/teacher-in-charge. An individual education plan will be developed showing Some tasks are completed in-class and any modifications to the assessment outline others are completed out-of-class. Each task for the unit or pair of units. provides evidence of student achievement. When a student’s cultural beliefs do not The teacher uses the total weighted mark enable them to complete a particular from all assessment tasks when assigning a assessment task, the teacher may modify this grade at the completion of the unit or pair of task in consultation with the head of learning units. area/teacher-in charge. An individual education plan will be developed showing During every unit (or pair of units), the any modifications to the assessment outline requirements for each assessment task will for the unit or pair of units. be clearly described in writing (i.e. what the student needs to do, often indicating the When a student’s personal circumstances steps involved for extended tasks). Wherever limit his/her capacity to complete a particular appropriate, the criteria against which the assessment task, the teacher, in consultation task will be marked will also be provided. with the student and others involved, may negotiate a variation to the submission date. Some courses may include assessment tasks The teacher will consider fairness for all to be completed by a group of students. In students when making decisions about such cases teachers will use strategies to adjusting timelines for a particular student. enable them to assess the performance of each individual in the group. Typically this will If circumstances change during the be identified in the task brief teaching of a unit (or pair of units), requiring provided to the students at the the teacher to make adjustments to commencement of the task. scheduled assessment tasks, then an updated copy of the assessment outline will 5. Students with special learning needs be provided to students clearly indicating the changes. Students with a special education needs 7. Completion of a course unit will have assessments (written, practical and school examinations) modified. These modifications will be consistent with those A grade is assigned for each unit (or pair provided by the School Curriculum and of units) completed at Stage 1, Stage 2 or Standards Authority. For WACE examination Stage 3 unless, for reasons acceptable to the candidates, modifications depending on the College, the student is not able to complete individual students’ needs can include special enough assessment tasks to provide the equipment, provision of a scribe, or College with sufficient evidence to enable a additional time. grade to be assigned. Students who are unable to complete an Students are required to: assessment task because of their special • attempt all in-class assessment tasks on the scheduled date. education needs will be provided with • submit all out-of-class assessment tasks on alternative opportunities to demonstrate their or before the due date. knowledge, skills and understandings. - 63 - Unless there is a reason that is acceptable to certificate may be required to verify the the College (see Section 14 for details) failure illness. to attend a scheduled in-class 8. Retention and disposal of student work assessment task or submit on time an out-of-class assessment task may result in Students are responsible for retaining all of the student either: • receiving a lower grade than their marked written assessment tasks and/ expected at the end of the unit folios. The College will retain all non-written or pair of units (if the reason for assessment tasks. This material is required by non-completion/submission is not the teacher/s when assigning grades at the acceptable to the College), or completion of the unit (or pair of units) and may be required by the School Curriculum • receiving a U (Unfinished) notation and Standards Authority for moderation insteadof a grade (if the reason purposes. The use of the materials for any for non-completion/submission is other purposes requires the written acceptable to the College and the permission of the student. student can complete other work in the future to allow the The College will establish an assessment College to assign a grade). file for each student for each course/Stage [Note: A ‘U’ notation can be in which to hold marked assessment tasks. converted to a grade] Students will have access to this file for revision purposes. The College retains the For an out-of-class assessment task, where files until the marks have been accepted by the student does not provide a reason which the School Curriculum and Standards is acceptable to the College, the following Authority. The written assessment tasks and/ penalties apply: or folios are available to students for collection after the marks have been • 10% reduction in the mark accepted. All materials not collected by the (if submitted one school day late), students by the end of the school year and all or non-written assessment tasks will be securely disposed of by the College. • 20% reduction in the mark 9. Cheating, collusion and plagiarism (if submitted two school days late), or All work in each individual assessment task • • 30% reduction in the mark must be the work of the student. Students (if submitted three school days are not permitted to submit for marking, as late), or original, any work which contains: • a mark of 0% (if submitted more identical or similar material to the than three school days late or not work of another person (e.g. submitted). another student, parent, a tutor) • Where a student is likely to experience identical, or similar material to a difficulty meeting a deadline, they must published work unless the source discuss the matter with the teacher at the is acknowledged in referencing or earliest opportunity before the due date. footnotes. For a missed in-class assessment task due to Research assignments will be written in a illness, the student will be expected to way that avoids “cut and paste” answers and complete the task as soon as is practical should always include a bibliography in APA upon return to the College. A medical format. - 64 - Students must not cheat (i.e. engage in a disadvantaged compared to others in the dishonest act to gain an unfair advantage). class. An application to transfer between If a student is believed to have engaged in courses or units is made through the Director cheating, collusion or plagiarism, the teacher of Studies. A meeting may be held with the will refer the matter to the relevant Head of parent/guardian to discuss student progress Learning Area responsible for the course. As and the requirements necessary for the part of this process, the student will be student to be assigned a grade in the unit (or provided with the right of reply. If it is pair of units) into which they wish to transfer. demonstrated beyond reasonable doubt that The deadlines for course/unit changes are: a student has cheated, colluded or plagiarised, one of the following penalties will • apply: Friday of Week 4 of Term 1 for all Semester 1 units. • a mark of zero for the whole assessment task, or • Friday of Week 2 of Term 3 for all Semester 2 units. • a mark of zero for the part of the assessment task where the When a student transfers to a different unit in teacher can identify that it has the same course, or a unit in a similar course, been copied or plagiarised. the marks from completed assessment tasks will be used where they are appropriate for The parent/guardian will be informed of the the unit into which the student is transferring. penalty and any further disciplinary action. These marks may be statistically adjusted to ensure that they are on the same scale as the 10. Security of assessment tasks marks for all students in the new class. Where there is more than one class Where additional work and/or assessment studying the same unit at the College, all of tasks are necessary, the teacher will develop the assessment tasks will be the same. In an individual education plan showing the such cases, to ensure that no students are work to be completed and the unfairly advantaged, the question papers modifications to the assessment outline. The used for in-class assessment tasks will be plan will be discussed with the parent/ collected at the end of the lesson. In their guardian and provided to the student. own interests, students must not discuss the 12. Transfer from another school nature of the questions with students from the other classes until after all classes have It is the responsibility of any student who completed the task. transfers into a class from the same course at Discussion of the questions will be treated as another school, to provide the College with cheating and the students will be penalised. evidence of all completed assessment tasks. The Deputy Principal/ Director will contact the previous school to confirm: Where the College uses the same assessment task or exam as other schools, the task/exam • and the student responses will be retained the part of the syllabus that has been taught. by the teacher until the task/exam has been completed by all schools. • the assessment tasks which have been completed. 11. Transfer between courses/units • When a student commences a unit (or pair of units) late they are at risk of being - 65 - the marks awarded for these tasks. The relevant Head of Learning area • responsible for the course will: the assessment procedures used in the class do not conform with the College’s assessment policy. • determine how the marks from assessment tasks at the • procedural errors have occurred in previous school will be used the determination of the mark/s [Note: Where necessary these and/or grade/s. marks will be statistically adjusted to ensure that they are on the • • computational errors have same scale as those at Kennedy occurred in the determination of Baptist College.] the mark/s and/or grade/s. determine the additional work, The Principal, or a nominated if any, to be completed. representative, will conduct the review. The reviewer will meet with the student and the • determine the additional teacher independently and prepare a assessment tasks, if any, to be written report. This report will be provided completed to enable a grade to be to the student (and parent/guardian). If this assigned. review does not resolve the matter, the student (or parent/guardian) may appeal to Where additional work and/or assessment the School Curriculum and Standards tasks are necessary, the teacher will develop Authority using an appeal form which is an individual education plan showing the available from the Deputy Principal. work to be completed and the Authority representatives will then modifications to the assessment outline. The independently investigate the situation and plan will be discussed with the parent/ report to the Authority’s student appeal guardian and provided to the student. committee. If the committee upholds a student appeal the College will make any 13. Reviewing marks and grades required adjustments to the student’s marks and/or grades and reissue reports as If a student considers that there is an issue necessary. about the delivery of the course, the marking 14. Acceptable reasons for non-completion or non-submission of an assessment task or the grade assigned for a unit (or pair of units) they should, in the first instance, discuss the issue with the The penalty for non-completion or non- teacher. submission of an assessment task will be If an assessment issue cannot be resolved waived if the student provides a reason which through discussion with the teacher then the is acceptable to the College. For example: student (or parent/guardian) should approach • the Head of Learning area for the course. where sickness, injury or The student (or parent/guardian) can request, significant personal circumstances in writing, that the College conduct a formal prevents a student attending on assessment review, if they consider that the the day that an in-class student has been disadvantaged by any of assessment task is scheduled. the following: • • where sickness, injury or the assessment outline for the unit significant personal circumstances for (or pair of units) does not meet part or all of the period of an out-of- School Curriculum and Standards class assessment task prevents Authority requirements. completion or submission by the due date. - 66 - In such cases the parent/guardian must: be advised by the Head of Learning Area of modifications to the task requirements and/ • • contact the College before or the assessment outline, including the due 9.30am on the day and date. 15. School examinations provide either a medical certificate or a letter of explanation immediately the student returns A written examination will be held in all Stage TO school. 2 and 3 courses at the end of Semester 1 and the end of Semester 2. Examinations may Where the student provides a reason which is be scheduled for Stage 1 in those courses acceptable to the College for the non- where considered appropriate by the Head completion or non-submission of an of Learning Area. Exams are included in the assessment task, the teacher will: assessment outline for the unit/s. • negotiate an adjusted due date A practical/performance/oral exam will also for an out-of-class assessment be held in those courses with a task or an adjusted date for an practical/performance/oral WACE in-class assessment task (generally, examination. within two days of the student’s Examinations are typically 2.5 or 3 hours return), or long. The examination timetable and rules • decide on an alternate assessment are issued to students at least two weeks task (if, in the opinion of the before the start of the exam period. teacher, the assessment is no The weighting (i.e. proportion of the final longer confidential), or mark) for these school-based examinations • re-weight the student’s marks varies between courses and can be for other tasks (if, in the opinion of determined from the assessment outline for the teacher, sufficient evidence ex- the course/stage. ists in the other tasks completed to 16. Reporting achievement enable a grade to be)assigned, or • statistically estimate the student’s Kennedy Baptist College reports student mark for the assessment task on achievement at the end of Semester 1 and at the basis of their marks in similar the end of Semester 2. The report provides tasks. a comment by the teacher for each unit (or pair of units) and the following information: Events that can be rescheduled are not a valid reason for non-completion or non- • a grade for the unit/s. • a mark for the unit/s submission of an assessment task (e.g. sitting a driver’s licence test, preparation for the College ball). Family holidays during the term (the weighted total mark for all are not considered a valid reason for non- assessment tasks in the unit/s, completion or non-submission of an including the school exam/s). assessment task. • a mark in the semester exam. Where a catastrophic event (e.g. a pandemic) (Con’t next page) affects delivery of the teaching program, the completion or submission of one or more assessment tasks and/or completion of the College examination timetable, students will - 67 - In some Semester 1 course units, the mark and grade will not be finalised until after the Semester 2 exam (as this exam covers both units). In this case, an estimated mark and grade are reported at the end of Semester 1. At the end of the year, students will be provided with a Kennedy Baptist College statement which lists the grade for each unit (or pair of units), and where required, the school mark, which was submitted to the School Curriculum and Standards Authority. All grades on Semester 1 and 2 reports are subject to School Curriculum and Standards Authority approval at the end of the year. The student (and parent/guardian) will be notified of any changes that result from the School Curriculum and Standards Authority’s review of the student results submitted by Kennedy Baptist College. For all Year 12 students, for each Stage 2 and 3 course unit, a statistically adjusted school mark is reported by the School Curriculum and Standards Authority on the student’s Statement of Results. Details of the process that the Authority uses to adjust the marks submitted by the College are available on the Authority website at http://www.scsa.wa.edu.au/internet/Senior_ Secondary/WACE_Examinations/Your_Marks. Information about calculating the ATAR for university entry is available on the TISC website at www.tisc.edu.au. - 68 - Strive today, conquer tomorrow Farrington Road, Murdoch, Western Australia 6150 | PO Box 26, Bull Creek, Western Australia 6149 | CRICOS Code: 01688K t: (+618) 9314 7722 | f: (+618) 9314 7732 | e: [email protected] | kennedy.wa.edu.au |ABN: 21 207 516794
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