Year 11 and 12 Enterprise Subjects (General and VET)

Course Description
Embark on a thrilling journey with the Children, Family, and Community General course, where the exploration of factors shaping human development becomes an exhilarating quest! Dive into the dynamic realms of social, cultural, environmental, economic, political, and technological influences that weave the intricate tapestry of individuals, families, and communities.

As students delve into developmental theories, the secrets of human growth and the interconnected domains of development unfold like a captivating saga. Witness the vibrant mosaic of societal groups and understand how nurturing environments can spark a revolution, impacting society at its core. Uncover the pathways to inclusive, diverse, and sustainable communities that stand as beacons of unity and well-being.
 

What do you study
Unit 3 : Unveiling the Tapestry of Relationships
In this transformative unit, students embark on an exploration of development. Students dissect and evaluate the features of products, services, and systems designed for individuals and families.
They then analyse Australian families, a kaleidoscope of diversity and dynamism. Students not only
recognise but champion cultural diversity, standing tall against inequity and injustice. Empowered with wisdom, they focus on self-management and interpersonal skills.
 

Unit 4 : Carving My Legacy in the Community
In this unit of empowerment, students navigate the ever-changing currents of society, where rapid transformations shape individual development and well-being. Unravelling the threads of contemporary Australian issues, they explore the pulse of families and communities at both state and national levels, delving into a myriad of advocacy types.
The exploration of developmental theories becomes a journey into the heart of cognitive development, where understanding transforms into action. Armed with effective self-management and interpersonal skills, students become architects of change, shaping products, processes, services, systems, and environments with a vision that reverberates far beyond the classroom.

Prerequisites
Year 10 Science ‘B’ grade, Mathematics Level 1 ‘B’ grade 

Course Description
Chemistry is the exploration of materials and substances and the dynamic transformations they undergo through interactions and energy transfer. Equipped with an understanding of chemical structures and processes, chemists possess the ability to shape and manipulate systems to address specific economic, environmental, and social challenges. From tackling global issues such as climate change and resource scarcity to optimizing the utilization of Earth's finite resources, chemistry plays a pivotal role in shaping our world.

In this Chemistry General course, students will delve into fundamental chemical concepts and models, including the study of structure, bonding, and chemical change. By grasping the roles of chemical, electrical, and thermal energy, students gain insight into predicting properties and reactions. Moreover, they learn to adapt these models to tailor solutions for diverse purposes, empowering them to contribute meaningfully to scientific advancement and societal progress.
 

What do you study?
Unit 1 - Chemical Fundamentals: Structure, Properties and Reactions
In this unit, students build on informal understandings of chemistry that they have already acquired through using different materials, tools and products in their lives, and through everyday chemical reactions, such as cooking, decomposition and rusting. Students develop their understandings through scientific inquiry. They plan and conduct investigations to collect first-hand data safely and methodically. They investigate factors that affect solubility and change of state as well as gathering data to investigate factors that affect the rates of chemical reactions 

Unit 2 -Molecular Interactions and Reactions:
In this unit, students investigate how chemistry plays an important part in their daily lives. Students appreciate the role of chemistry in contributing to a sustainable future by investigating recycling and disposal of community chemical wastes. They investigate ways that chemists assist in protecting the natural environment, such as conservation and management of our resources. They recognise and acknowledge that the use of scientific knowledge may have beneficial and/or harmful and/or unintended consequences. Students understand and apply chemical language by interpreting symbols and formulae of some common elements and compounds. 
In the laboratory, students investigate chemical changes involved in processes, such as food preservation and acid rain. They perform experiments to investigate reactions with acids and bases and use chemical aids, such as pH colour charts. They plan and conduct investigations to collect first-hand data safely and methodically. 

Unit 3 - Equilibrium, acids and bases, and redox reactions
In this unit, students further investigate the role that chemistry plays in their daily lives. They begin by investigating the naturally occurring, smelly, yellow-to-black liquid consisting of a complex mixture of hydrocarbons of various molecular weights, and other liquid organic compounds, that is crude oil. They examine its composition and the chemistry of some of the compounds that comprise it. This leads to an investigation of other oils, their sources, properties and uses, and finally, they consider the constituents, properties and uses of polymers.

Students appreciate the role of chemistry in contributing to a sustainable future by investigating recycling and disposal of community chemical wastes. They investigate ways that chemists assist in protecting the natural environment, such as by producing biodegradable alternatives, and by conservation and management of our resources. They recognise and acknowledge that the use of scientific knowledge may have beneficial and/or harmful and/or unintended consequences. 

Unit 4 - Organic chemistry and chemical synthesis
In this unit, students investigate the chemistry of one of two different fields: one, the chemistry of metals, will introduce them to the physical and chemical properties of a crucially important group of materials. They will test the properties of metals and relate these to their means of extraction, purification and uses. Finally, students will consider the properties of alloys and the deleterious effects of corrosion.

The second field is the chemistry associated with living processes. In this biochemical field, students will investigate the structure and function of two groups of chemicals, proteins and carbohydrates and one particular molecule, adenosine triphosphate (ATP). The roles in the body of carbohydrates, and ATP will be examined, including their roles in exercise. The factors that affect the catalytic function of the particular group of proteins, enzymes, will be studied and related to changing conditions of their environment, the body.

Prerequisites: 
None, Year 10 Cyberbotics and/or Pixel & Play Engineering ‘C’ grade recommended.
 

Course Description
In the Computer Science General Course students are introduced to the fundamental principles, concepts and skills within the field of computing. They learn how to diagnose and solve problems while exploring the building blocks of computing.

Students explore the principles related to the creation of computer and information systems; software development; the connectivity between computers; the management of data; the development of database
systems; and the moral and ethical considerations for the use of computer systems. This course provides students with the practical and technical skills that equip them to function effectively in a world where these attributes are vital for employability and daily life in a technological society.
 

What do you study
Unit 1 : Personal use of computer systems
This unit provides students with the knowledge and skills required to use and maintain a personal computer. It introduces a formal method for developing simple information systems and databases. While considering personal needs, students examine the social, ethical and legal implications of personal computer use.
 

Unit 2 : Personal use of communication and information systems
This unit introduces a formal method for developing networks and internet technologies and writing a sequence of simple instructions. Students examine the social, ethical and legal implications associated with
software development.
 

Unit 3 : Developing computer-based systems and producing spreadsheet and database solutions
The focus for this unit is on developing computer-based systems and producing spreadsheet and database solutions. Students are introduced to the internal, interrelating components of computer-based systems in an industry context. They examine a variety of systems, build on their spreadsheet and database skills and gain an appreciation of how these concepts and technologies are used in industry.
 

Unit 4 : Developing computer-based solutions and communications
The focus for this unit is on developing computer-based systems solutions and communications. Students are introduced to networking concepts, as applied to industry. Through the use of algorithms, students develop programming skills. Students create solutions exploring the ethical, legal and societal implications of industry-based applications.

Prerequisites: 
None, Year 10 Lens and Layout and or Pixel & Play Engineering ‘C’ grade recommended.
 

Course Description
The goals of the Design General course are to facilitate a deeper understanding of how design works; and how ideas, beliefs, values, attitudes, messages and information are effectively communicated to specific audiences with specific intentions or purposes via visual media forms. This course aims to achieve these goals by exposing students to a variety of communication forms and a thorough exploration of design.
Students develop a deeper understanding of how design works; and how ideas, beliefs, values, attitudes, messages and information are effectively communicated to specific audiences with specific intentions or purposes via visual media forms.

Design projects allow students to demonstrate their skills, techniques and application of design principles and processes; to analyse problems and possibilities; and to devise innovative strategies within design contexts. There is potential for students to develop transferable skills and vocational competencies while devising innovative designs using photography and graphic design skills. In this course, students develop a competitive edge for current and future industry and employment markets.
 

What do you study
Unit 1: Design fundamentals
The focus of this unit is to introduce design process and practice. Students learn that design can be used to provide solutions to design problems and communication needs.
 

Unit 2: Personal design
The focus of this unit is personal design. Students learn that they visually communicate aspects of their personality, values and beliefs through their affiliations and their manipulation of personal surroundings and environments.
 

Unit 3: Product design
The focus for this unit is product design. Students learn that the commercial world is comprised of companies, requiring consumer products, services and brands for a particular audience.
 

Unit 4 : Cultural design
The focus for this unit is cultural design. Students learn that society is made up of different groups of people who share diverse values, attitudes, beliefs, behaviours and needs; and that different forms of visual communication transmit these values and beliefs.

Course Description
The Drama General course focuses on drama in practice and aesthetic understanding as students integrate their knowledge and skills. They engage in drama processes such as improvisation, play building, text interpretation, playwriting and dramaturgy. This allows them to create original drama and interpret a range of texts written or devised by others by adapting the theoretical approaches of drama practitioners like Stanislavski and Brecht.

Students’ work in this course includes production and design aspects involving directing, scenography, costumes, props, promotional materials, and sound and lighting. Increasingly, students use new
technologies, such as digital sound and multimedia. They present drama to make meaning for a range of audiences and adapt their drama to suit different performance settings.

The focus in this course is primarily on ensemble performance and team work. After school rehearsals in the lead up to the production task are often required.
 

What do you study
Unit 1: Dramatic storytelling
This unit engages students with the skills, techniques and conventions of dramatic storytelling.

Unit 2: Drama performance events
This unit focuses on drama performance events for an audience other than their class members.

Unit 3: Representational, realist drama
This unit focuses on representational, realistic drama. Students explore techniques of characterisation through different approaches to text interpretation, particularly those based on the work of Stanislavski and others.

Unit 4: Presentational, non-realist drama
This unit focuses on presentational, non-realist drama. Students explore techniques of role and/or character through different approaches to text interpretation, particularly those based on the work of Brecht and others.

Prerequisites/Recommendations
Those who have completed Year 10 Core English with a mid C grade or lower are advised to enrol in English General.
 

Course Description
The English General course focuses on consolidating and refining the skills and knowledge required to become competent, confident, and engaged users of English in everyday life, further education or training, and workplace contexts.

Students comprehend, analyse, interpret and evaluate a wide range of texts and text types while creating analytical, imaginative, interpretive and persuasive texts in written, oral, multimodal and digital forms. The course aims to equip students with the skills to appreciate and utilise language for both personal and practical purposes.

Course Description
Embark on a thrilling journey into the heart of our daily existence, where the world of food unfolds as a captivating adventure of science, technology, and boundless possibilities! Fuelling every moment, food is the cornerstone of health and vitality, and its secrets are unravelled through the dynamic lens of the Food Science and Technology General course.

Imagine yourself at the forefront of innovation, delving into the intricate science and technology that shape the properties of food. This course isn’t just a curriculum; it’s a gateway to a realm where students transform into creators, problem solvers, and decision-makers. From the sensory delights to the chemical wonders, students explore the multifaceted dimensions of food, turning theory into practical prowess.
 

What do you study
Unit 3: Unveiling the Essence of Food Science
In this transformative unit, students transcend the ordinary, delving into societal, lifestyle, and economic realms that shape our very relationship with food. Beyond the plate, they unravel the profound impact of nutrient consumption on health and explore the intricate dance between diet-related health conditions and the well-being of individuals and families.

Armed with the power of scientific methods, students embark on a journey into the heart of food, understanding its functional properties and orchestrating its performance in the creation of culinary masterpieces. Technology and communication skills become their allies as they craft strategies to design food products and processing systems, ensuring not just functionality but excellence. In this realm, occupational safety and health standards are not just guidelines; they are the foundation upon which students build safe, quality food products using a myriad of foods and processing techniques.
 

Unit 4: The Undercover Story Unveiled
This unit takes students on a thrilling quest into the undercover world of food spoilage and contamination, unravelling the mysteries behind preserving food. They become investigators, exploring food processing techniques and the sacred principles of food preservation. Regulations unfold like ancient scrolls, dictating the packaging, labelling, and storage of food, while the guiding light of the Hazard Analysis Critical Control Point (HACCP) system illuminates the path to safe food production.

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

What do you study
Unit 1: All humans have rights
In this unit students learn about human rights. Students explore the United Nations Universal Declaration of Human Rights, and how humans across the world have been able to access these rights through legislation, policy changes and the progression of attitudes, perspectives, and behaviours over time.

Unit 2: A sense of community
In this unit students focus on opportunities as well as challenges within their local communities. Students will investigate the meaning of, and their place within a community. They will explore issues and possible solutions relevant to communities that they are or may be involved in.

Unit 3: People, Planet, Prosperity
In this unit, student’s study the impact of human interaction with the environment when allocating resources, and to find ways to live more sustainably. Students will investigate how humans use resources to ensure the needs and wants of the world’s population are being met and the impact this resource allocation has on the planet.

Unit 4: Disruptions, Global business operations
In this unit students learn about how disruptions (economic, geographical, political, social, demographic and technological) and how the response to those disruptions can change the way people and the world operate. From disruptions comes the opportunity to innovate. Students will learn how disruptive innovations have the potential to be a positive force in the world and the role that innovators have in providing solutions that ‘value add’ to society.

Course Description
The Human Biology General course gives students a chance to explore how the human body works. Students focus on bones, muscles, nerves and hormones, and how they maintain the body to act in a coordinated manner. The causes and spread of disease and how humans respond to invading pathogens are studied, as well as the role of males and females in the process of reproduction.
Who is the course for?

The Year 11 and Year 12 Human Biology General courses in the Western Australia curriculum are tailored for students who are interested in gaining a comprehensive understanding of the human body and its functions but may not necessarily be aiming for a career in health or medical sciences. These courses are ideal for those who wish to explore human biology in a broader context, including its social and environmental aspects, and who appreciate the relevance of biological knowledge to everyday life. The General courses provide practical and theoretical knowledge that supports informed decision-making about personal and community health, making them suitable for students pursuing diverse pathways beyond school.

Year 11
Unit 1 – Nutritional choices for optimum body functioning
The focus for this unit is on the nutritional choices that we make for the optimal functioning of body cells.
Cells are the basic structural and functional units of the human body. Nutrients are required by cells to sustain life processes. The structures of the digestive system are designed to obtain nutrients which are essential for a functioning musculoskeletal system. Personal dietary decisions can affect the optimal functioning of body cells and quality of life.
Unit 2 – Prevention and management of health and medical problems
The focus of this unit is on the importance of regular health checks to prevent or manage medical problems.
The circulatory, respiratory and urinary systems facilitate the exchange, transport and removal of materials for efficient body functioning. Regular health checks can assess the risk of future medical issues and monitor current medical problems for the development of individual treatment plans in order to improve quality of life.

Year 12
Unit 3 - Coordination
This unit explores bones, muscles, nerves and hormones and how they maintain the body to act in a coordinated manner.
The structure and function of the musculoskeletal system provides for human movement, balance and growth as the result of coordinated actions. This is brought about by the interaction of the musculoskeletal system with the nervous and endocrine systems.
Conditions affecting these systems, such as sporting injuries, hearing and vision defects, can result in a decrease or loss of function.
Unit 4 – Infectious disease
This unit explores the causes and spread of disease and how humans respond to invading pathogens. Disease is caused by various pathogens that are transmitted between individuals and populations in many different ways.
Prevention of transmission of disease can be achieved by adopting good hygiene practices at a personal, domestic and workplace level. The body responds naturally to disease in several ways. These actions of the body can be assisted by the use of medications, such as antibiotics, and the use of vaccines.

Course Description
The Mathematics Essentials General course is tailored for students seeking to enhance their mathematical proficiency. It emphasizes the effective, efficient, and critical utilization of mathematics to make informed decisions.

By imparting mathematical knowledge, skills, and understanding, it equips students to address real-world challenges across various workplace, personal, educational, and community settings. Moreover, this course serves as a stepping stone for students to prepare for post-school opportunities, including employment and further training.
 

Unit 1:

• Basic calculations, percentages and rates
• Using formulas for practical purposes
• Measurement
• Graphs

Unit 2:

• Representing and comparing data
• Percentages
• Rates and ratios
• Time and motion

Unit 3:

• Measurement
• Scales, plans and models
• Graphs in practical situations
• Data collection

Unit 4:

• Probability and relative frequencies
• Earth geometry and time zones
• Loans and compound interest

Prerequisites/Recommendations
There are no Pre-requisites. However, it is recommended that that students have an undertaken Design and Technology Subjects in lower school as this course builds on previously developed skills.
 

Course Description
The Materials Design and Technology General course is a practical course. In which students will work with wood, to design and manufacture products being the major focus.
Students have the opportunity to develop and practice skills that contribute to creating a physical product, while acquiring an appreciation of the application of a design process, and an understanding of the need for materials sustainability.

Students will learn and practice manufacturing processes and technologies, including principles of design, planning and management.
Students apply skills of management in planning and implementing a process, at the same time as they manipulate tools and machines to produce high-quality products.
 

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

Materials - students learn about shaping and forming timber into projects following the design process approach. The course will focus on the application of current technology in the woodwork industry. Students are given the opportunity to work with many materials, hand tools and machines, learning skills in joinery, lathe work, CNC (computer numerical control) systems and general construction work. Students will become adept in using computer software to document all their research, plans and designs as well as in the construction of products.

Prerequisites: 
None, however a C grade in Year 10 “The Art of Gaining Likes, Shares, and Subscribers, Creating Movie Magic, or Getting Your Facts Straight is recommended.
 

Course Description
The Media Production and Analysis General course aims to prepare all students for a future
in an increasingly media-based culture. To be informed and effective producers and consumers of media, students need to understand the role of media in society, and how and why various forms of media are constructed. In this course, students will demonstrate their understanding of the key concepts of media languages, representation, audience, production, skills and processes as well as express their creativity and originality.

This course focuses on the development of technical skills in the practical process. When producing media work, students learn to make decisions about all aspects of production, including creative choices across pre-production, production and post-production phases.
As part of the course, students have access to industry standard equipment and software to develop specialised skills. Students use professional equipment in a collaborative environment with an emphasis on making effective choices and decisions to support the stories they tell. There is an opportunity for students to reflect on and discuss their own creative work, intentions and outcomes.
 

What do you study?
Unit 1: Mass Media
The focus for this unit is on the mass media. Within this broad focus, students reflect on their own use of the media, common representations, including the examination of characters, stars and stereotypes and the way media is constructed and produced.

Unit 2: Point of view
The focus for this unit is on point of view, a concept that underpins the construction of all media work. In this unit, students will be introduced to the concept and learn how a point of view can be constructed. They will analyse media work and construct a point of view in their own productions.

Unit 3: Entertainment
The focus for this unit is on entertainment. Within this broad focus, teachers select learning contexts interesting to students and build upon the informal understandings they have already acquired.

Unit 4: Representation and reality
The focus for this unit is on representation and reality. Representation is the act of re-presenting or constructing identities, places or ideas based on shared values and understandings. Students will consider different types of representations and how they relate to the construction of reality within media work.

Prerequisite
Year 10 Marine Science ‘C’ grade
 

Course Description
The Marine and Maritime Studies General course provides students with the opportunity to study the sea and how people interact with it. Practical learning experiences equip students with a broad range of skills and knowledge. Students develop seamanship skills, nautical skills and water-based skills. Students investigate oceanography concepts to explore the interdependence between components of the marine environment and consider issues around the sustainable management of Western Australian fisheries.
 

What do you study?
Unit 1
This unit introduces students to marine science through the examination of water properties and methods used to conduct water testing. In oceanography, students learn about wind formation, tides, waves and currents, including Western Australian Ocean currents. Students examine Western Australian recreational and commercial fishing issues and how they are managed through rules and regulations. Students will have the opportunity to obtain an open water diver’s ticket.

Unit 2
This unit introduces students to the marine ecosystem, with a focus on the four main zones and the adaptations of marine life to survive in each zone. Western Australian examples of marine life will be identified and classified into the major groups. Food webs for each ocean zone will be studied. Students examine the importance of marine protected areas, marine parks, reserves and sanctuary zones, and the role of Western Australian agencies and organisations in the protection and management of marine life.

Unit 3
This unit investigates Western Australian marine ecosystems, with a focus on estuaries, mangroves, coral reefs and seagrass meadows. Students identify the key species and food webs for each of these ecosystems, as well as examine adaptations of organisms living in mangrove ecosystems. Environmental and resource management will focus on aquaculture as a solution to declining fish stocks. Students will have the opportunity to obtain a recreational skipper’s ticket.

Unit 4
This unit examines global surface ocean currents, atmospheric circulation systems and the impact of climate change on global sea levels, thermohaline circulation and marine ecosystems. The process of coastal erosion and coastal engineering structures is studied. Students study types of marine tourism activities with a focus on the importance and impacts of ecotourism.

Prerequisite:
Outdoor Education ‘B’ grade is recommended
 

Course Description
Through different modes of travel and theoretical study, students will enhance their activity specific skills on expeditions in the natural environment and remote areas where an environment of experiential education and physical challenge is harnessed. Outdoor Education is a course that develops the skills, knowledge and attitudes essential for expeditions in natural environments.

It is predominantly a practical subject supported by theoretical studies including the study of ecosystems of Western Australia, emergency response and first aid techniques, principles of navigation and weather forecasting, all studied both within the classroom and beyond the school gates. Students can expect to spend four out of six periods per week involved in practical activity. Practical activities include, kayaking, snorkeling, roping skills, abseiling and climbing, navigation, camp craft, bush walking, and practical first aid. Parents, please note that as we spend a large part of the year in an aquatic environment all members of the class must be competent and confident participating in the ocean activities.
 

What do you study?
Unit 1
An experiential approach is used to discover what being active in the environment is all about. Students are introduced to outdoor adventure activities where they can develop and improve technical skills and apply appropriate practices to ensure safe participation. They understand basic planning and organisational requirements necessary for them to participate in safe, short duration excursions/expeditions in selected outdoor activities. This will culminate in a 1-day snorkelling excursion to Rottnest Island in Term 1.

Unit 2
This unit offers the opportunity to engage in a range of outdoor activities that pose challenges and encourage students to step outside their comfort zone. Students consider planning and resource requirements related to an extended 5-day expedition. All students will be required to participate in a compulsory 5-day hiking expedition at the end of Term 4 in order to satisfy Curriculum Council assessment requirements.

Unit 3
Students consider planning and organisational requirements necessary for them to participate in positive and safe excursions/expeditions in selected outdoor activities. Students engage in outdoor activities where they develop and improve their technical skills and apply appropriate practices to ensure safe participation. They continue to develop navigational skills and respond to an emergency in the outdoors. All students will be required to participate in a compulsory 7-day sea-kayaking expedition at Shark Bay.

Unit 4
Students understand planning and organisational requirements necessary for them to participate in safe excursions/expeditions. Students participate in outdoor adventure activities where they develop and improve their technical skills and apply appropriate practices to ensure safe participation. This will culminate in a 2-day roping excursion to Potter’s Gorge in Wellington National Park at the beginning of Term 4. Students develop personal skills related to flexibility in coping and adapting to change and in monitoring such things as the elements in an environment, or the participation of individuals in activities and expeditions. Features and relationships in natural environments are examined.

Prerequisites
None, but a general interest in this subject is recommended.
 

Course Description
The Philosophy and Ethics General course engages students with three classical questions of the human condition: ‘What is real?’; ‘How do we know?’ and ‘How should we live?’ Within this context, the course allows students to explore the world of concepts from both contemporary and historical perspectives. Students are taught clarification, evaluation and argument. They develop the specific skills to inquire, reason and make judgements.

This course is good for students:

• who like considering problems and questions from a variety of perspectives.
• who are good at being open-minded, thoughtful, and comfortable holding and exploring different views and perspectives.
• who want to go on to study law, philosophy, or ethics. It is an excellent preparation for research-based roles and analytical disciplines.

What do you study
Unit 1 : Reason and persons
Students examine reasoning, inference, doubt, and proof: the construction of world views; ideas of mind, body and personhood; ideas of action, intention, motives, free will and determinism; and the elements of a personal ethic.

Unit 2 : Reason and Culture
Students examine ideas of beauty and aesthetics: the interpretation of art and literature; the idea of culture; intuition and emotion; and personal relationships and friendship.

Unit 3 : Reason and Society
Students examine the mapping of arguments; humanism, religion and values; individualism and social identity; the ideals of a good society; and the ideals of politics and government.

Unit 4 : Reason and meaning.
Students examine complex arguments; a number of higher-order systems of inquiry; ways of understanding the relationship between religion and science; and ethical issues of life and death.

Prerequisite: 
Physical Education ‘B’ Grade is recommended
 

Course Description
The Physical Education Studies General course contributes to the development of the whole person. It promotes the physical, social and emotional growth of students. Throughout the course, emphasis is placed on understanding and improving performance in physical activities. The integration of theory and practice is central to studies in this course

Learning in the Physical Education Studies General course cannot be separated from active participation in physical activities and involves students in closely integrated written, oral and physical learning experiences based upon the study of selected physical activities. Physical Education Studies General course is predominantly a practical course with contexts for participation determined by the class.
Completion of Physical Education Studies enables students to develop the skills, knowledge and attitudes to enable them to adopt, maintain and promote healthy active lifestyles.
 

What do you study?
Unit 1
The focus of this unit is the development of students’ knowledge, understanding and application of anatomical, physiological and practical factors associated with performing in physical activities.

Unit 2
The focus of this unit is the impact of physical activity on the body’s anatomical and physiological systems. Students are introduced to these concepts which support them to improve their performance as team members and/or individuals.

Unit 3
The focus of this unit is simple movement, biomechanical, physiological, psychological, functional anatomy and motor leaning concepts. The understanding of the relationship between skill, movement production and fitness will be further enhanced as students develop and improve.

Unit 4
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.

Course Description
For those who are curious about how religion affects societies and people, the Religion and Life ATAR course is all about exploring this fascinating connection. You’ll learn about different religions and how they shape our beliefs and behaviours. Whether you’re interested in where religions come from, what they believe, or how they’ve changed over time, this course covers it all.

If you enjoy understanding people and what inspires them, this course is for you. You’ll learn how to research and analyse information about religion and its impact on society. Whether you’re into history or just curious about why people believe what they do, this course will be a great fit for you. It’s all about exploring how religion influences our lives and understanding why it’s such an important part of human culture.
 

What do you study?
Unit 1
The focus of this unit is the place of religion in society. It examines the responses of people to religion, in particular how people understand the response of religion to their concerns, needs and questions. Students develop the skills required for conducting an inquiry, processing information, and communicating findings about the interplay between religion and life.

Unit 2
The focus of this unit is religious identity and purpose. It investigates how religion shapes, forms and supports people in life. The unit also examines how religion impacts on and interacts with, groups in society. Students develop the skills required for conducting an inquiry, processing information, and communicating findings about the interplay between religion and life.
Students then revisit questions around creation and the origins of the universe and are encouraged to apply the concepts in philosophy and openness of mind to critical considerations of the intersection of science and religion.

Unit 3
The focus for this unit is the connection between past and present experiences of religion. Students analyse the impact of changes within society and how these changes shape the way individuals and groups interact with religion. They further develop research skills for conducting an inquiry, processing information and, communicating findings about the interplay between religion and life.

Unit 4
The focus for this unit is the interplay between religion and life. Students explore how religion responds to, and interacts with, issues that arise within society. They further develop research skills for conducting an inquiry, processing information, and communicating findings about the interplay between religion and life.

CERTIFICATE IV UNIVERSITY PATHWAYS
Students may choose to select a Certificate IV level course in Year 12 to obtain a 70 ATAR. Pre-requisites may still be required depending on university course chosen.
An “A” grade is required in General English.

NURSING PATHWAY

• VETDSS Certificate IV in Preparation in Nursing Studies (2 years) – offered at TAFE and AMA College.
• Fee for Service – Certificate III in Health Services Assistant (Yr11) followed by Certificate IV Nursing Preparation (Yr12) – RTO Health Science Hub – invoiced to parents. Apply directly to RTO.

TEACHING PATHWAY

• VETDSS Cert III School Based Education Support – TAFE – Year 11
• VETDSS Cert IV School Based Education Support – Skilled Strategies – 2 years
• Fee for Service – Certificate IV School Based Education – RTO Fremantle Education Centre (FEC) – Year 12. Option to complete Cert III through FEC in Year 11 if required. Invoiced to parents. Apply directly to RTO.
• Work placement is a compulsory component of these courses – 110hours – times will be negotiated with the VET Coordinator.

BUSINESS PATHWAY

• Fee for Service – Certificate III and IV Business – RTO Fremantle Education Centre . Invoiced to parents. Apply directly to RTO

FEE FOR SERVICE
Fee for Service courses can be applied for and are supported by the school. Parents will be invoiced for these certificates directly from the RTO. Other courses may be available – this is not a definitive list.

• Applied Vocational Training offer an online Certificate II in Animal Care.
• WA Academy of Beauty offer:
  Beauty Services
  Nail Technology
  Make up
  Retail Cosmetics
  Salon Assistant
• AITT offer an online Certificate III in Business (Customer Engagement)
• Health Science Hub offer a range of courses in the following areas:
  Animal, Marine and Environmental
  Community and Mental Health – inc Auslan.
  Fitness, Sport and Nutrition
  Health & Medical – Allied Health, Public Health, Medic
  Laboratory and Forensics
• Diamond Fitness offer:
  Diploma of Sport – 1 day over 2 years
  Certificate III in Fitness
  Certificate IV in Fitness
• Skilled Solutions offer Certificate II in Medical First Response
• Austraining (AWA) offer courses in:
  Business
  Financial Services
  Accounting and Bookkeeping

PRE-APPRENTICESHIPS

• TAFE offer VETDSS courses in Construction, Plumbing, Electrotechnology.
• MPA Skills offer Plumbing – Apply directly to MPA. Students must have “C” grade average to apply.
• CTF Scholarship Pre-Apprenticeship Program – Building and Construction – 2 years. Apply direct to
  Construction Training Fund.
• Work placement is a compulsory component and will be negotiated with the VET Coordinator

SCHOOL BASED TRAINEESHIPS (SBT)

• Frederick Irwin will be advised of these opportunities as they become available, students will be able to apply for them as they arise.
• SBT’s are funded.
• Students will get paid, on the job training as well as a certificate qualification.

OFFSITE LINKS

• Tips for your TAFE Application - helpful hints from TAFE to make your application competitive.
• South Metro TAFE -
  General Information Applications open 24 close 30 August 2024
  Course guide
• North Metro TAFE
  Course Summary Open 15 July – Close 1 September 2024
  Course Guide
• AITT – Certificate III in Business (Customer Engagement)
• AMA College – course information
• Applied Vocational Training – Animal Care (online)
• Austraining (AWA) – Course Information
• Construction Training Fund – Scholarship program Applications close 31 August 2024
• Diamond Fitness - Course information & Expression of Interest
• Fremantle Education
  Centre Course Guide
  Application Form
• Health Science Hub
  Course Handbook
  Application form
• MPA Skills -
  Pre-Apprenticeship Fact Sheet
  Plumbing Pre-Apprenticeship
  Painting Pre-Apprenticeship – only available in Morley.
• Skilled Solutions – course information
• Taylor Weir
  Information Pack
  Application Form
  School Based traineeship
• WA Academy – Course Information
   

Please register your interest in VET Courses for 2025 at this link

Successful completion of a nationally recognised VET qualification contributes towards the achievement of a WACE as unit equivalence through VET credit transfer.

VET credit is split across Year 11 and Year 12 for successfully completed Certificate II qualifications or
higher.

• Certificate II qualifications
  A total of four unit equivalents (two Year 11 and two Year 12 units) is awarded for successfully
  completed Certificate II qualifications.
• Certificate III or higher qualifications
  A total of six unit equivalents (two Year 11 and four Year 12 units) is awarded for successfully completed Certificate III or higher qualifications.
• VET credit transfer and the C grade requirement
  VET credit transfer is not graded. However, each unit equivalent contributes to the WACE requirement for students to achieve 14 C grades or better with a minimum of six C grades in Year 12. Each unit equivalent achieved will directly reduce the number of C grades required to meet the C grade requirement; up to a maximum of eight unit equivalents (four Year 11 and four Year 12 unit equivalents).

Qualification
This qualification MEM20422 is delivered over two years under the auspices of Australian Institute of Education and Training (AIET) (RTO code – 121314)

The Certificate II in Engineering Pathways is a National Training package Certificate and is recognized Australia wide. The qualification is intended for students interested in exposure to engineering or related work environments and it will equip students with knowledge and skills which will enhance the prospect of employment.

The qualification is delivered and assessed across a two year period. It is entirely school-based and there is no work experience component. The minimum requirements for achievement of the Certificate II in
Engineering Pathways are completion of a minimum of twelve (12) units of competency as described below:

Qualification
The VET course Certificate III in Music is designed to enable students to gain the skills and knowledge required to participate in the Music Industry. The 11 units of study in this course focus on music performance and recording as well as managing audio equipment, music industry skills and knowledge and working effectively with others in the music industry.

This course is delivered in partnership with COSAMP (41549) and requires students to complete specific units over two years, in order to attain the Qualification: CUA30920 Certificate III in Music.

Assessment
Students are required to complete ALL assessment tasks for each unit of study in the associated year of study. Assessments tasks are based on the concept of ‘evidence of competency’ and range in style from quizzes to checklist completion, investigations, interviews and practical performance demonstrations.

Each unit has an Assessment outline and booklet that clearly outlines the Assessment task/s and the evidence required. Once a student has completed ALL assessment tasks satisfactorily, the Assessor signs the completed Assessment Record for each of the 11 units.

The following units of study are required for 2025:

Qualification
This qualification (SIS20122) is delivered over one year under the auspices of IVET Institute (RTO code – 40548)

This qualification reflects the role of individuals who apply the skills and knowledge to work in the sport and recreation industry. Likely roles for someone with this qualification include providing support in the provision of sport and recreation programs, grounds and facilities maintenance, routine housekeeping, retail and customer service assistance, administrative assistance and café service in locations such as fitness centres, outdoor sporting grounds or complexes or aquatic centres. All job roles are performed under supervision.

This is a VET course aimed at students who have a keen interest in sports performance and the recreation industry. Students will develop a wide range of skills including organisational skills, management skills and interpersonal skills. It is a practical based course that will allow students to get a real feel for what’s involved in the sporting and recreation industry.

Successful completion of Certificate II in Year 11 gives the student the opportunity to complete Certificate III Sport and Recreation in Year 12.

Students complete 10 units of competence; 6 core units plus 4 elective units from:

PREREQUISITE OF CERTIFICATE II SPORT AND RECREATION

Qualification
This Certificate (SIS30122) looks to build on the knowledge and skills gained in the Certificate II course.

It is a requirement that students have completed the Certificate II course to enrol in the Certificate III qualification. Students gain Credit transfer (CT) for some units completed as part of the Year 11 course.

This qualification reflects the role of individuals who apply the skills and knowledge to work in the sport and recreation industry. Likely roles for someone with this qualification include providing support in the provision of sport and recreation programs, grounds and facilities maintenance, routine housekeeping, retail and customer service assistance, administrative assistance and café service in locations such as fitness centres, outdoor sporting grounds or complexes or aquatic centres. All job roles are performed under supervision.

This is a VET course aimed at students who have a keen interest in sports performance and the recreation industry. Students will develop a wide range of skills including organisational skills, management skills and interpersonal skills. It is a practical based course that will allow students to get a real feel for what’s involved in the sporting and recreation industry.