1. science
2. mathematics

YEAR 12 INFORMATION BOOK
2015 Academic Year
CONTENT
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About Kennedy Baptist College
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General Information
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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
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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)
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COURSE OF STUDY INFORMATION
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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)
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FREQUENTLY ASKED QUESTIONS
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SENIOR SCHOOL
ASSESSMENT POLICY
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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’.
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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:
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Complete at least 20 units, of which at least 10 must be from WACE courses.
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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.
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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.
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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.
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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
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Comparison of TEA / ATAR
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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
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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
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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.
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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.
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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.
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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.
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t: (+618) 9314 7722 | f: (+618) 9314 7732 | e: admin@kennedy.wa.edu.au | kennedy.wa.edu.au |ABN: 21 207 516794