Year 11 and 12 ATAR Subjects

Course Description

The development and application of digital technologies impacts most aspects of living and working in our society. Digital technologies have changed how people interact and exchange information. These developments have created new challenges and opportunities in lifestyle, entertainment, education and commerce.

Throughout the Applied Information Technology ATAR course, students investigate client-driven issues and challenges, devise solutions, produce models or prototypes and then evaluate and refine the design solution in collaboration with the client. Students are provided with the opportunity to experience, albeit in a school environment, developing digital solutions for real situations.

The practical application of skills, techniques and strategies to solve information problems is a key focus of the course. Students also gain an understanding of computer systems and networks. In undertaking projects and designing solutions the legal, ethical and social issues associated with each solution are also considered and evaluated.

This course provides students with the opportunity to develop the knowledge and skills of digital technologies in order to use them in a responsible and informed manner.

The Applied Information Technology ATAR course provides a sound theoretical and practical foundation, offering pathways to further studies and a wide range of technology-based careers.

What do you study?

Year 11:

Unit 1 – Media information and communication technologies

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

Unit 2 – Digital technologies in business

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

Year 12:

Unit 3 – Evolving digital technologies

This unit focuses on the use of applications to create, modify, manipulate, use and/or manage technologies. Students consider the nature and impact of technological change and the effect this has when creating products for a particular purpose and audience.

Unit 4 – Digital technologies within a global society

This unit focuses on the production of a digital solution for a particular client. Students undertake the management of data and develop an appreciation of the social, ethical and legal impacts of digital technologies within a global community.

Course Description

A unique appreciation of life and a better understanding of the living world are gained through studying the Biology ATAR course. This course encourages students to be analytical, to participate in problem-solving and to systematically explore fascinating and intriguing aspects of living systems, from the microscopic level through to ecosystems. Students develop a range of practical skills and techniques through investigations and fieldwork in authentic contexts, such as marine ecosystems, endangered species, anatomy, and genetics. Scientific evidence is used to make informed decisions about controversial issues.

Biology is valuable background for many tertiary courses including Veterinary Studies, Dentistry, Medicine, Science, Botany, Zoology, Marine Biology, Environmental Science, Horticulture and Aquaculture.
Through laboratory work, field work (including working with rangers from the Department of Biodiversity, Conservation and Attractions and marine biologists at Fish WA) and class work, a study is made of the living world, including diversity and inter-relationships of living things; adaptations to various environments; natural selection, genetics, and evolution; the functioning organism including cell structure and organ systems.

What do you study?

Year 11
Unit 1 - Ecosystems and Biodiversity
This unit focusses on the interactions of living and non-living things, plant and animal communities, and the impact humans have on the world’s ecosystems and the role we play in preserving them.

Unit 2 – Single and multicellular organisms
In this unit, students examine inputs and outputs of cells to develop an understanding of the chemical nature of cellular systems, both structurally and functionally, and the processes required for cell survival. Students will also examine the structure and function of plant and animal systems to describe how they carry out the life processes of digestion, breathing, circulation, and excretion. 

Year 12 
Unit 3 – Continuity of species In this unit, students investigate mechanisms of heredity and the ways in which inheritance patterns can be explained, modelled, and predicted; they connect these patterns to population dynamics and apply the theory of evolution by natural selection to examine changes in populations. 

Unit 4 – Surviving in a changing environment. In this unit, students investigate system change and continuity in response to changing external conditions and pathogens; they investigate homeostasis and the transmission and impact of infectious disease; and they consider the factors that encourage or reduce the spread of infectious disease at the population level.

Chemistry enables you to examine materials and substances as they undergo transformations through interactions and energy transfer. Learn how to adapt, control, and manipulate systems to fulfill diverse economic, environmental, and social needs.

• Develop a deep understanding of chemical structures and processes.
• Master key concepts of structure, bonding, and chemical change.
• Explore the dynamic role of chemical, electrical, and thermal energy.

Unlock Career Opportunities:

• Forge pathways in forensic science, environmental science, engineering, and medicine.
• Excel in fields like dentistry, pharmacy, and sports science with a strong foundation in chemistry.
• Thrive in occupations spanning art, winemaking, agriculture, and food technology, where chemistry knowledge is indispensable.

What do you study? 

Year 11 
Unit 1 

In this unit, students examine atomic structure and bonding models to determine the properties of materials on a macroscopic scale. They enhance their comprehension of energy transformations within chemical reactions and use chemical equations to precisely determine the masses of substances participating in these reactions.

Unit 2 

Building upon their foundation, students further advance their understanding of bonding models, delving deeper into the relationship between structure, properties, and reactions. They explore the factors influencing reaction rates and conduct investigations into the unique characteristics of water, as well as the behaviours of acids and bases. Utilizing chemical equations, students master the art of calculating concentrations and volumes of solutions involved in chemical transformations.

Year 12
 Unit 3

Throughout this unit, students delve into the intricacies of reversible reactions and the dynamic equilibrium present in chemical systems. They explore modern models elucidating the behaviour and applications of acids and bases. Additionally, students delve into the fundamental principles governing oxidation and reduction reactions, including the generation of electricity through electrochemical cells.

Unit 4 

During this unit, students enhance their comprehension of the intricate interplay between the structure, properties, and chemical reactivity of various organic functional groups. They delve into the exploration of chemical synthesis methods aimed at producing valuable substances and products. Furthermore, students learn to evaluate and consider a multitude of factors crucial in the design of these synthetic processes.

Course Description

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

What do you study

Year 11

Unit 1 
This unit focuses on realism and representational drama. In this unit, students have the opportunity to research and collaboratively workshop, interpret and perform drama texts in forms and styles related to realism and representational drama. Within the focus of realism and representational drama, students must investigate the approach of Konstantin Stanislavski.

Unit 2 
This unit focuses on non-realism and presentational drama. In this unit, students have the opportunity to research and collaboratively workshop, interpret and perform drama texts related to non-realism and presentational drama. Within the focus of non-realism and presentational drama, students must investigate the approach of Bertolt Brecht.

Creative Team
In Unit 1 and Unit 2, students will study the contexts of drama in rehearsal, performance and respond to drama in role as a member of the Creative Team. 

All creative team roles must be supported by contextual research and textual analysis.

Actor and Director are to be demonstrated in Unit 1 and Unit 2.

• Actor – interprets and presents role or character
• Director – decides on an interpretation and vision to realise the drama.

Design roles include Costume, Lighting, Set and Sound.

A minimum of two roles are to be researched and applied in Unit 1 and Unit 2. 

• Costume designer – provides designs for the roles/characters on stage. These may include accessories, footwear and make up.
• Lighting designer – provides designs for illumination, focus, mood and transitions.
• Set designer – provides designs that aim to support the vision of the production in a performance space.
• Sound designer – provides designs for aural support for mood, action and transitions.

Note: multimedia technologies may be applied to design roles.

Year 12

Unit 3
This unit focuses on the realisation of drama text, context, forms and styles through the application of a selected approach.

Within the focus of Unit 3, students must investigate the approach of one of the following:

• Anne Bogart and Tina Landau
• Uta Hagen
• Robert Cohen
• David Mamet
• Maria Knebel and Sharon Marie Carnicke
• Rudolf Laban.

Unit 4
This unit focuses the approach to and interpretation of drama texts, contexts, forms and styles.

Within the focus of Unit 4, students must investigate the approach of one of the following:

• Antonin Artaud
• Frantic Assembly
• Steven Berkoff
• Jacques Lecoq
• Jerzy Grotowski
• Complicité

Creative Team

In Unit 3 and Unit 4, students will study the contexts of drama in rehearsal, performance and respond to drama in role as a member of the Creative Team.

All creative team roles must be supported by contextual research and textual analysis.

Knowledge of these roles in performance will be used in the practical and written component of the Drama ATAR course examination.

Actor and Director are to be applied in Unit 3 and Unit 4.

• Actor – interprets and presents role or character.
• Director – decides on an interpretation and vision to realise the drama.

Designer role questions in the ATAR written examination will allow the candidate to respond in a role of their choosing, which will include Costume, Lighting, Set and Sound.

A minimum of two roles are to be researched and applied in Unit 3 and Unit 4.

Students’ design roles can be the same for in Units 3 and 4 as they were for Units 1 and 2.

• Costume designer – provides designs for the roles/characters on stage. These may include accessories, footwear and make up.
• Lighting designer – provides designs for illumination, focus, mood and transitions.
• Set designer – provides designs that aim to support the vision of the production in a performance space.
• Sound designer – provides designs for aural support for mood, action and transitions.

Note: multimedia technologies may be applied to design roles.

Course Description

In this course, students will embark on a journey to unravel the mysteries of our planet. Earth Science encompasses a wide range of disciplines, including geology, meteorology, oceanography, and astronomy. Through hands-on experiments, field trips, and interactive lessons, students will gain a deep understanding of the Earth's dynamic processes and how they shape our environment. Topics covered will include the formation of rocks, the water cycle, weather patterns, plate tectonics, and the Earth's place in the solar system.

The examinations are divided into three sections; multiple-choice, short answer and extended response, Any workplace or university course will value your study of Earth and Environmental Science as it provides a context for the use of your critical thinking skills in an rapidly changing natural and human world interaction both past, present and future.

What do you study?

Year 11

Unit 1 – Earth systems
In this unit, students build on their existing knowledge of Earth by exploring the development of understanding of Earth’s formation and its internal and surface structure. Students study the processes that formed the oceans and atmosphere.

Unit 2 – Earth processes
In this unit, students build on their existing knowledge of Earth by exploring the development of understanding of Earth’s formation and its internal and surface structure. Students study the processes that formed the oceans and atmosphere.

Year 12

Unit 3 – Managing earth resources
In this unit, students examine renewable and non‐renewable resources, the implications of producing these resources, and associated management approaches.

Unit 4 – Earth hazards and climate change
In this unit, students consider how Earth processes and human activity can contribute to Earth hazards, and the ways in which these hazards can be predicted and managed to reduce their impact on Earth environments.

Course Description

In Year 11, you will explore how markets operate to allocate scarce resources and how economic models are used to analyse and predict economic relationships. You will also examine how markets respond to changes in demand and supply, how market structures affect efficiency and equity, how market failure occurs and how it can be corrected. You will learn how to apply economic concepts and theories to real-world situations, such as the impact of COVID-19 on the economy, the role of online platforms like Uber and Airbnb, and the pros and cons of carbon pricing.

In Year 12, you will focus on how Australia interacts with the global market and how the Australian government manages the economy through various policies. You will learn how international trade and finance influence Australia’s economic performance and how exchange rates affect the domestic economy. You will also learn how the government uses fiscal, monetary and microeconomic policies to affect economic activity, income distribution and living standards. You will apply your economic knowledge and skills to current issues, such as the effects of trade wars, the challenges of climate change, and the implications of budget deficits and surpluses.

What do you study? 

Prerequisite
Mathematics 10 Level 1B. Students will also benefit from studying Physics ATAR in Year 11 and 12.
 

Course Description
The Engineering Studies ATAR course combines practical and theoretical concepts focusing on real-life contexts. It aims to prepare students for a future in an increasingly technological world by providing the foundation for life-long learning with regard to engineering. It is particularly suited to those students who are interested in engineering and technical industries as future careers.
The Engineering Studies course provides opportunities for students to undertake project developments including investigation, research, design, and manufacture. Students also learn about fundamental engineering calculations including calculating forces in structures, mass, density, and volume. Using calculations and knowledge they will be able to select materials for various applications taking into account different materials properties and cross sections. They will also explore the interrelationships between engineering and society and current and future energy sources and use.
In year 11 students investigate, design and build an Automata (a mechanical toy). In addition to the above fundamental engineering calculations they also learn about gears, pulleys, chain and belt drives including mechanical advantage and velocity ratio.
In Year 12, 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 a greater understanding of the scientific, mathematical, and technical concepts that explain how engineered products function. The Year 12 course covers many topics in first-year university with many former students expressing gratitude that their first year was not quite as daunting.

Prerequisite

• English Level 1 C grade or better
• English Level 2 C grade or better

Course Description
In the English ATAR course, students explore a diverse range of texts and text types, including novels, short stories, feature films, documentaries, television shows, speeches, blogs, feature articles and memoirs. These texts are drawn from contemporary and past societies, and explore various cultures, including Australia and beyond.

The course focuses on the development of analytical and creative skills. Students will analyse the genre, purpose, audience, and context of the texts they study, as well as the multitude of ideas, issues, perspectives, representations, attitudes, values, and voices they present through their construction. Additionally, students will participate in discussions and craft their own imaginative, interpretive, and persuasive texts.

Prerequisite
At least a ‘C’ grade in Year 10 Humanities and Social Sciences.
 

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

Field Trips
These are designed to give students the opportunity to apply their knowledge to the local environment and enhance their appreciation of their studies in Geography. These field trips are an essential part of the assessment programme and will incur an extra cost to parents.
 

Further Studies
Geography provides an excellent basis for the study of Geology, Engineering, Environmental Sciences, Social Sciences, Town Planning, Cartography and Surveying at tertiary level.

Geography has a wide application to many careers and is particularly useful for students intent on developing skills of observation and analysis. Some careers that use Geography are Architects, Aviation, Builders, Business and Marketing, Conservationist, Environmental Engineer, Environmental Researcher, Epidemiologist, Lawyers, Meteorology, Tourism and Recreational Officers – just about anyone that involves humans and their environment.

Prerequisite
Health Education ‘B’ grade is recommended
 

Course Description
The influence of social, environmental, economic and biomedical determinants of health is a key focus of the course. Other course content includes the influence of beliefs, attitudes and values on health behaviour, and the importance of self-management and interpersonal skills in making healthy decisions.Using an inquiry process, students draw on their knowledge and understandings of health concepts and investigate health issues of interest. Through this process, they develop research skills that can be applied to a range of health issues or concerns.
 

What do you study?
Unit 1
This unit focuses on the health of individuals and communities. Students learn about health determinants and their impact on health. Health promotion is explored and used as a framework for designing approaches to improve health. Students examine attitudes, beliefs and norms and their impact on decision-making, and develop a range of key health skills. Students extend their understandings of factors influencing health, and actions and strategies to protect and promote health through inquiry processes.
Unit 2
This unit focuses on the impact of factors influencing the health of communities. Students learn about community development and how community participation can improve health outcomes. Students examine the influence of attitudes, beliefs, and norms on community health behaviours; apply investigative and inquiry processes to analyse issues influencing the health of communities; and develop appropriate responses. The impact of technology on interpersonal skills and strategies for managing such influences are also a focus.
Unit 3
This unit focuses on the health of specific populations and reasons why some groups do not enjoy the same level of health as the general population. Students learn about factors creating these disparities and ways of improving the health and wellbeing of specific groups. Students apply inquiry skills to examine and interpret data and explain and respond to inequities in health.
Unit 4
This unit focuses on local, regional and global challenges to health. Students learn about the impact of determinants on global health inequities and explore approaches to address barriers preventing groups from experiencing better health. Students apply well-developed health inquiry skills to analyse health issues, develop arguments and draw evidence-based conclusions.

Prerequisite
Prerequisite Year 10 Science ‘C’ grade, English level 2 ‘B grade or above’ recommended. 

Course Description
The Human Biology ATAR course gives students a chance to explore what it is to be human - how the human body works, the origins of human variation, inheritance in humans, the evolution of the human species and population genetics. 

Through their investigations, students research new discoveries that increase our understanding of human dysfunction, treatments and preventative measures. Practical tasks are an integral part of this course and develop a range of laboratory skills. Students learn to evaluate risks and benefits to make informed decisions about lifestyle and health topics, such as diet, alternative medical treatments, use of chemical
substances and the manipulation of fertility.
The course seeks to aid students not only in knowledge but also in the development of learning skills, handling skills and the process skills of science. The subject is highly recommended as a general education course for students finishing their formal education in Year 11 or 12, or interested in a career in health care and related professions.

Human Biological Science requires a significant amount of learning as well as the ability to communicate this knowledge in the written form. Students should only select Human Biological Science if they are good readers, independent workers and have a good level of literacy. 

What do you study?
Unit 1: The functioning human body
Students analyse how the structure and function of body systems, and the interrelationships between systems, support metabolism and body functioning.
Unit 2: Reproduction and inheritance
Students study the reproductive systems of males and females, the mechanisms of transmission of genetic material from generation to generation, and the effects of the environment on gene expression.
Additionally, students acquire scientific inquiry skills by partaking in practical activities and apply what they learn to real-life scenarios.
Unit 3: Homeostasis and disease
This unit explores the nervous and endocrine systems and the mechanisms that help maintain the systems of the body to function within normal range, and the body’s immune responses to invading pathogens.
Unit 4: Human variation and evolution
This unit explores the variations in humans, their changing environment and evolutionary trends in hominids. Additionally, students acquire scientific inquiry skills by planning and partaking in practical activities and apply what they learn to real-life scenarios.

Prerequisite
‘C’ grade or better in Year 10 Japanese.
 

Course Description
Learning Japanese is not just about mastering a new language; it’s about unlocking a whole new world of culture, innovation, and opportunity! Imagine being able to immerse yourself in the rich Japanese traditions, from the mesmerizing art of sushi-making to the graceful movements of traditional dance.
 

By learning Japanese, you’re not just learning a language; you’re opening doors to endless possibilities. Whether you dream of exploring the bustling streets of Tokyo, delving into the world of anime and manga, or forging global connections in the world of business and technology, Japanese will be your key to a world of adventure.
 

We need you to:

• like a challenge
• be independent, resourceful and a collaborative learner
• seek your own opportunities to connect with Japanese cultures and other speakers of Japanese
   

What do you study?
Unit 1
This unit focuses on Daily life. Through the three topics: My life, Home life, and Daily life, students further develop their communication skills in Japanese and gain a broader insight into the language and culture.
Unit 2
This unit focuses on (Welcome to my country). Through the three topics: Welcoming a guest, Seasonal activities and celebrations , and Healthy lifestyles, students extend their communication skills in Japanese and gain a broader insight into the language and culture.
Unit 3
This unit focuses on (Young travellers). Through the two topics: Travel and Part-time jobs and money, students extend and refine their communication skills in Japanese and gain a broader and deeper understanding of the language and culture.
Unit 4
This unit focuses on (Reflections and horizons). Through the three topics: This year and beyond , Youth events and pathways and Future plans, students extend and refine their communication skills in Japanese and gain a broader and deeper understanding of the language and culture.

Prerequisite
Ideally, students should exit Year 10 with an A or B grade in Targeted or Core English. The most important prerequisites are a passion for literature and a commitment to the course.
 

Course Description
In both Years 11 and 12, students study at least two poets and their works, two novels or other prose fiction and two plays, along with a wide range of supporting texts and

 literary theory. They engage with the ‘classics’ as well as more contemporary works.
The Literature course focusses on developing students’ analytical skills through offering their own readings of texts, considering literary traditions, context, values, attitudes, representations, generic conventions and literary techniques. It also teaches them how to apply existing literary theories to their readings.

The course allows students to engage in discussions about the world in which we live, as well as the issues, attitudes and place of texts in our society. They also learn to create your own imaginative texts.

Prerequisite
Level 2 ‘A’, ‘B’ or Level 1 ‘C’
 

Course Description
The Mathematics Applications ATAR course is designed for students who want to extend their mathematical skills beyond Year 10 level, but whose future studies or employment pathways do not require knowledge of calculus. The course is designed for students who have a wide range of educational and employment aspirations, including continuing their studies at university or TAFE. A minimum of a Year 10 Mathematics Level 2 high C grade (60% and above) is recommended for success in this course.
 

What do you study?
Units 1 and 2
Mathematics Applications focuses on enabling students to use mathematics effectively, efficiently and critically to make informed decisions in their daily lives. It provides students with the mathematical knowledge, skills and understanding to solve problems in real contexts, in a range of workplace, personal, further learning and community settings.

Students will encounter opportunities for problem-solving, such as finding the volume of a solid so that the amount of liquid held in a container can be compared with what is written on the label, or finding the interest on a sum of money to enable comparison between different types of loans.
 

Units 1 and 2

• Consumer arithmetic
• Algebra and matrices
• Shape and measurement
• Univariate data analysis and statistical investigation process
• Applications of trigonometry
• Linear equations and their graphs
   

Unit 3

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

Bivariate data analysis introduces students to some methods for identifying, analysing and describing associations between pairs of variables, including the use of the least squares method as a tool for modelling and analysing linear associations. The content is to be taught within the framework of the statistical investigation process. Growth and decay in sequences employs recursion to generate sequences that can be used to model and investigate patterns of growth and decay in discrete situations.
These sequences find application in a wide range of practical situations, including modelling the growth of a compound interest investment, the growth of a bacterial population, or the decrease in the value of a car over time. Sequences are also essential to understanding the patterns of growth and decay in loans and investments that are studied in detail in Unit 4. Graphs and networks introduces students to the language of graphs and the ways in which graphs, represented as a collection of points and interconnecting lines, can be used to model and analyse everyday situations, such as a rail or social network.
 

Unit 4

• Time series analysis
• Loans, investments and annuities
• Networks and decision mathematics
  Time series analysis continues students’ study of statistics by introducing them to the concepts and techniques of time series analysis.
   

The content is to be taught within the framework of the statistical investigation process. Loans investments and annuities aims to provide students with sufficient knowledge of financial mathematics to solve practical problems associated with taking out or refinancing a mortgage and making investments. Networks and decision mathematics uses networks to model and aid decision-making in practical situations.

Prerequisite
Year 10 Level 1 ‘A’ or ‘B’
 

Course Description
Mathematics Methods is an ATAR course that emphasizes the application of calculus and statistical analysis. The exploration of calculus serves as a foundation for comprehending changes in rates withing the physical realm, encompassing the utilization of functions, their derivatives, and intergrals t omodel physical phenomena. Additionally, the study of statistics enhances students’ skills in describing and analyzing phenomena characterized by uncertainty and variability.
 

In Year 11 of the Mathematics Methods ATAR course, students begin with foundational topics that are critical for understanding calculus and statistical analysis. The curriculum covers algebra, functions and their graphs, trigonometric functions, and the introduction to differential calculus. This year sets the groundwork for advanced studies, focusing on developing students’ problem-solving skills and their understanding of mathematical concepts.
 

What do you study?
Unit 1:

• Counting and probability
• Functions and graphs
• Trigonoetric functions

Unit 2:

• Exponential functions
• Arithmetic and geometric sequences and series
• Introduction to differential calculus

Progressing to Year 12, the focus shifts to more complex aspects of calculus and statistical analysis. Students engage with integral calculus, expand their knowledge of functions and their applications, and delve into advanced probability and statistics.
This year is designed to refine students’ analytical skills and prepare them for the mathematical challenges they will face in tertiary education and beyond.
 

Unit 3:

• Further differentiation and applications
• Integrals
• Discrete random variables

Unit 4:

• Interval/Point estimates for proportions ; confidence intervals
• Continuous randon variables and the normal distribution
• The logarithmic function

Prerequisite
Year 10 Level 1 ‘A’ and enrolled in Mathematical Methods
 

Course Description
Mathematics Specialist is an ATAR course that offers advanced opportunities beyond those found in the Mathematics Methods ATAR course. It focuses on developing precise mathematical arguments and proofs, as well as utilizing mathematical models more extensively.
 

This course expands on functions and calculus topics introduced in the Methods course, showcasing their application in various fields. Additionally, this course enhances understanding and knowledge of statistics and introduces concepts like vectors, complex numbers and matrices. It is important to note that this course should not be taken as a standalone course.
 

What do you study?
Unit 1

• Combinatorics
• Vectors in the plane
• Geometry
   

Unit 2:

• Trigonometry
• Matrices
• Real and complex numbers

Progressing to Year 12, the curriculum advances to encompass more intricate topics, including advanced calculus with applications, complex numbers, combinatorics, differential equations, and the practical application of mathematical principles to real-world problems.
 

Unit 3

• Complex numbers
• Functions and sketching graphs
• Vectors in three dimensions
   

Unit 4

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

Prerequisite
Outdoor Education ‘B’ grade is recommended, Science ‘C’ grade is recommended
 

Course Description
Through interaction with the natural world, the Outdoor Education ATAR course aims to develop an understanding of our relationships with the environment, others and ourselves. The ultimate goal of the course is to contribute towards a sustainable world.
The Outdoor Education ATAR course is based on the experiential learning cycle. This cycle is made up of three stages; plan, do and review. Students plan for outdoor experiences, participate in these experiences and reflect on their involvement.

The course lends itself to an integrated approach between practical experiences, the environment and conceptual understandings. Students develop self-awareness by engaging in a range of challenging outdoor activities. They enhance personal and group skills and build confidence, empathy and self-understanding. Working with others enables students to better understand group dynamics, and enhance their leadership qualities and decision-making abilities, while showing respect for self, others and the environment.
 

What do you study?
Unit 1
The focus of this unit is being responsible in the outdoors. Students are exposed to a broad range of responsibilities involved in undertaking short-duration expeditions. Through regular practical experiences and group activities, students develop flexibility, monitoring and commitment.

They further develop problem solving, decision making and outdoor leadership skills and strategies for building effective group relationships. Students become more aware of the natural environment and develop interpretational skills. They are introduced to sustainability and local environmental management strategies and consider the role of technology in mediating human relationships with nature.

Unit 2
The focus for this unit is attaining independence in the outdoors. Students develop their performance and competence at increasing levels of self-sufficiency, technical understanding and physical fitness to deal with a range of challenges. They are involved in planning for participation in extended expeditions, and become more proficient in outdoor activity roping and navigational skills.

They are able to conduct emergency response processes. Opportunities for self-discovery and strategies to enhance personal and interpersonal skills are provided. They deliver briefings, participate in debriefing, and experience shared leadership opportunities. Students extend their understanding about the environment and develop weather forecasting skills. They are introduced to historical, cultural and Indigenous heritage. They explore current controversial environmental issues related to outdoor experiences and examples of management strategies for environments at risk in Western Australia (WA).

Prerequisite
Students who have achieved a ‘B’ grade or better in a semester of Year 10 Humanities and Social Sciences are suitable candidates for these two History units.
 

Course Description
The Modern History ATAR course is designed for students who possess a keen interest in understanding the complex forces that have shaped the contemporary world. If you are intrigued by the significant events, individuals, movements, and ideas that have influenced societies and nations, this course offers a compelling exploration into the tumultuous narratives of the 20th century. By delving into the historical contexts of conflicts, revolutions, and societal transformations and shifts, students gain invaluable insights into the modern world and its ongoing evolution. From the ascendancy of capitalism in America to the tumultuous rise and fall of Nazism in Germany, students engage with a diverse array of themes that have profoundly shaped societies on local, national, and global scales.
 

What do you study?
Unit 1: Understanding the modern world
Students dive into an exciting exploration of how the modern world came to be, uncovering fascinating stories of change and progress. You will be teleported back in time to the heart of America’s story with our elective, “Capitalism – the American experience (1901–1941).” From the wild Roaring Twenties to the struggles of the Great Depression.

Unit 2: Movements for change in the 20th century
Explore the thrilling journey of significant movements that changed the 20th century, challenging the way societies were structured, how people lived, what they believed, and how they responded to the challenges of the time. Dive into the gripping story of the elective ‘Nazism in Germany’, where you’ll uncover the secrets behind Adolf Hitler’s rise to power and the tumultuous times that paved the way for his reign.
 

Unit 3 : Modern Nations of the 20th Century
Students delve into Russian and Soviet history from the eve of World War I to the conclusion of World War II. They explore the economic, political, and social conditions prevailing in Russia in 1914, alongside the internal divisions and crises exacerbated by the war. Students dissect the tumultuous events of the February and October Revolutions, probing the leadership of figures such as Tsar Nicholas II, Vladimir Lenin, Leon Trotsky and Josef Stalin. The causes, events, and consequences of the Russian Civil War, including the establishment of the USSR, are examined in depth. ending with World War Two.
 

Unit 4 – The Modern World Since 1945
This unit casts a spotlight on the significant and distinctive features that have shaped the modern world since the conclusion of World War II up to the turn of the 21st century. This unit presents an engaging journey through the pivotal events that have shaped the modern world in Europe, dissecting the profound impact of World War II on Europe.

Prerequisite
Year 10 Music Instrumental ‘B’ grade or higher.
 

Course Description
The Music ATAR course encourages students to explore a range of musical experiences, developing their musical skills and understanding, and creative and expressive potential, through a defined Western Art Music context. The course consists of a written component incorporating Aural and Theory, Composition and arrangement, Cultural and historical analysis, and a 50% practical component.

The practical component can be delivered in a variety of contexts, independent of the written component. Students can choose to perform on an instrument or voice in one of four contexts: Western Art Music, Jazz, Contemporary or Musical Theatre, and/or submit a composition portfolio. The Music course provides opportunities for creative expression, the development of aesthetic appreciation, and greatly enhanced performance skills.

Students listen, compose, perform and analyse music, developing skills to confidently engage with a diverse array of musical experiences, both independently and collaboratively. Studying music may also provide a pathway for further training and employment in a range of professions within the music industry.
 

What do you study?
Unit 1
Students engage in music making as performers and/or composers, both individually and collaboratively. They develop their music literacy, learning how the elements and characteristics of music can be applied, combined and manipulated when performing, composing, listening to and analysing music.
 

Unit 2
Students confidently engage in music making as performers and/or composers, both individually and collaboratively. They continue to develop and consolidate their music literacy, learning how the elements and characteristics of music can be applied, combined and manipulated when performing, composing, listening to and analysing music.
 

Unit 3
Students continue to engage in music making as performers and/or composers, both individually and collaboratively. They continue to develop and consolidate their music literacy, learning how the elements and characteristics of music can be applied, combined and manipulated when performing, composing, listening to and analysing music.
 

Unit 4
Students confidently engage in music making as performers and/or composers, both individually and collaboratively. They continue to develop and consolidate their music literacy, learning how the elements and characteristics of music can be applied, combined and manipulated when performing, composing, listening to and analysing music.

Prerequisite

• Physical Education ‘B’ Grade is recommended
• Science ‘C’ grade is recommended

Course Description
The Physical Education Studies ATAR course focuses on the complex interrelationships between motor learning, psychological, biomechanical, anatomical and physiological factors that influence individual and team performance.

Students engage as performers, leaders, coaches and analysts of physical activity. Physical activity serves both as a source of content and data and as a medium for learning. Learning in the Physical Education Studies ATAR course cannot be separated from active participation in physical activities, and involves students in closely integrated written, oral and physical learning experiences, based upon the study of selected physical activities.
 

What do you study?
Unit 1
The focus of this unit is functional anatomy and exercise physiology concepts and how students apply these to their own and others’ performance. Students will participate in volleyball for their practical component.
 

Unit 2
The focus of this unit is biomechanical, psychological and motor learning and coaching concepts and how students apply these to their own and others’ performance. Students will participate in badminton for their practical component.
 

Unit 3
The focus of this unit is to extend student understanding of acquired functional anatomy and exercise physiology. Students will participate in basketball for their practical component.
 

Unit 4
The focus of this unit is to extend student understanding of acquired biomechanical, psychological and motor learning and coaching concepts to evaluate their own and others’ performance. Students will participate in a sport of their choice for their practical component.

Prerequisite
Year 10 Science ‘B’ grade, Mathematics Level 1 ‘B’ grade recommended.
 

Course Description
The Physics ATAR course is tailored for individuals with inquisitive minds, particularly those who possess a keen interest in understanding the fundamental principles governing the physical world.
 

Students need to be:

1. Curiosity-driven Individuals: Physics is an ideal choice for those who frequently question the “why” and “how” of their surroundings.
2. Logical and Analytical Thinkers: The course is well-suited for students with strong logical and analytical thinking skills.
3. Spatially Aware: Success in Physics often correlates with good spatial awareness.
   Mathematics Enthusiasts: While not mandatory, students with an affinity for mathematics may find Physics more accessible.
    

What do you study?
Unit 1 and 2: 
The Year 11 Physics course encompasses five topics, addressing areas such as Thermal
Physics, Nuclear Physics, Electrical Physics, Linear Motion, and Waves. Each topic delves into practical questions and real-world applications
 

Unit 3 and 4
Gravity and Electromagnetism: This unit focuses on motion, Newton’s Laws of Motion, gravitational fields, electromagnetic interactions, and their applications in various devices. 

Revolutions in Modern Physics: Explores quantum theory, the theory of relativity, and their impact on our understanding of nature, covering topics like relative motion, light, quantum theory of the atom, particle physics, and the Big Bang theory.

Prerequisite
Students who have achieved an ‘A’ or ‘B’ grade in Year 10 Humanities and Social Sciences are suitable candidates for this Course.
 

Course Description
This course is for any student who is interested in making sense of the world we live in. In a period of fake news and the rapid spread of information the ability to understand and critically assess the political and legal structures in which we live is more important than ever.

Students who want to understand government and how the law operates in Australia would enjoy this course. It is a blend of learning and understanding structures and relating them to contemporary issues. If you like keeping up with current events, reading and discussing topical issues, this course may be for you. It requires a significant amount of reading and analysis, and students who excel often exhibit attention to detail.
 

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

It examines the democratic principles practised in Australia and makes comparisons with other political and legal systems. Units covered in Year 11 are Democracy and the Rule of Law, Representation and Justice. In Year 12 the units covered are Power and Governance, and Accountability and Rights.

Prerequisite
Year 10 Science ‘B’ grade, English Level 2 highly recommended.
 

Course Description
Psychology is the scientific study of how people think, feel and act. It aims to answer important questions such as what factors influence human development and human interactions. Psychology is rigorous in its use of the scientific method.
Many media outlets use concepts of psychology in the popular context. It is important for individuals to recognize that such approaches are often unscientific. On a larger scale, psychological knowledge can help us to understand how individuals function within different contexts and how this is influenced by culture, values and beliefs.
 

The course focuses on the psychology of self and others. Psychological knowledge helps us understand factors such as: nature and nurture as contributors to development; theories of intelligence and how intelligence is tested; personality assessments; effective communication; attitude formation and tools for measuring attitudes; and assists in understand how membership of a group influences behaviour. The course allows for systematic exploration of the complexities of human behaviour based on evidence
gathered through planned investigations.
 

What do you study?
Unit 1
Students learn the basic structure of the central nervous system and some effects of this structure on the way humans think, feel and behave. They are introduced to several methods used to study the brain and it introduces lifespan psychology. Students have the opportunity to understand the impact of developmental change on human thoughts, feelings and behaviours.
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Unit 2
In this unit students explore theories of cognitive dissonance, social identity and attribution. Students learn the role of stereotypes and the relationship between attitudes, prejudice and discrimination in a range of areas. They also learn about the relationship between social influence and the development of prosocial and antisocial behaviours.

Unit 3
In this unit, students learn the roles of sensation, perception and attention in memory. They further develop understanding of memory by applying models, understanding how specific structures of the brain affect memory, and learning about some of the processes associated with memory and forgetting.

Unit 4
This unit uses analysis of theories and models associated with motivation and
wellbeing to establish psychological understandings of these concepts. It introduces some elements of the relationships between stress, sleep and wellbeing

Prerequisite
Year 10 Art ‘B’ and English ‘C’
 

Course Description
The Visual Arts ATAR course encompasses the practice and theory of many broad areas of art. Students will express their imagination, explore personal imagery, develop new skills and learn how to create and present artwork. Students will develop aesthetic understandings and will engage in traditional, modern and contemporary art forms, such as painting, drawing, sculpture, digital, printmaking, collage, ceramics, installations, textiles, montage and mixed media.

The Visual Arts ATAR course aims to enable students to make connections to relevant fields of study and to prepare them for creative thinking and problem solving in future work. Students will transform and shape ideas and will develop resolved artwork through their understanding of visual literacy and symbols. A process of inquiry, exploration and experimentation that involves exploring, selecting and manipulating materials, techniques and processes will be of focus.

Students will explore approaches to style and technique and will explore themes surrounding self-image, society, identity, culture, place, politics, community and environment. Students will gain knowledge and an appreciation of art and culture, both in Australian and international contexts. They will analyse and evaluate their own works and the works of others from a range of historical and cultural viewpoints, and develop an appreciation of the role of art in the community and their daily lives.
 

What do you study?
Unit 1: Differences
The focus of this unit is differences. Students consider differences arising from cultural diversity, place, gender, class and historical period in their art making and interpretation.
 

Unit 2: Identities
The focus of this unit is identities. Students explore concepts or issues related to personal, social, cultural or gender identity in their art making and interpretation.
 

Unit 3: Commentaries
In this unit, students engage with the social and cultural purposes of art making and interpretation. The focus is on commentaries.
 

Unit 4: Points of view
In this unit, students identify and explore concepts or issues of personal significance in art making and interpretation. The focus is on points of view.