PROSPECTIVE STUDENTS 2022 - GUIDE FOR - Dickson College
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GUIDE FOR PROSPECTIVE STUDENTS 2022
Excellence | Opportunity | Community
Dickson College provides a supportive,
innovative and enriched learning
environment.
Together, we develop informed, caring,
creative and confident global citizens.
Teaching & Learning Areas
Art and Ceramics (A/T) Japanese (T)
Contents
Biology (A/T) • Beginning
Business (A/T) • Continuing
Chemistry (T) • Advanced
Chinese (Mandarin) (T) Legal Studies (A/T)
• Beginning Mathematics
Ethos 01 • Continuing • Maths for Living (A)
Contents 02 • Advanced • Essential Mathematics (A)
Teaching and Learning Areas 03 Dance (A/T) • Mathematics Applications (T)
Welcome 04 Design & Graphics (A/T) • Mathematics Methods (T)
School Leadership Team 05 • Graphic Design • Specialist Mathematics Methods (T)
Student Wellbeing at our College 06 Designed Environments (A/T) Media (A/T)
Student Voice & Leadership 08 • Architecture Music (A/T)
Passionate & Effective Teachers 09 Drama (A/T) • Music Advanced (CSM/ANU)
Personalised Learning: Learn Anywhere 09 Earth and Environmental Science (A/T) • Music Industry (C)
Aboriginal and Torres Straight Islander 10 Economics (T) Oceanography (A/T)
Partnership Agreement Engineering (T) Outdoor Education (A/T)
Dickson Green 11 English (A/T) Photography (A/T)
Extension & Enrichment Opportunities 12 English as a Second Language (A/T) • Digital Photography
Administration Team 14 Exercise Science (T) • Black and White Photography
General Course Information 15 French (T) Physical Education (A)
Subject Information 16 • Beginning Physics (T)
International Students 41 • Continuing Psychology (A/T)
Refugee Bridging Program 54 Global Studies (T) Refugee Bridging Program
Secondary Introductory English Centre 55 Health and Wellbeing Studies (T/A) Secondary Introductory English Centre
Sports Development Program 59 History (A/T) (SIEC)
Support Programs 60 • Ancient History Senior Science (A)
Vocational Education Training 65 • Modern History Social and Community Work (A/V)
Australian School-Based Apprenticeships 66 Hospitality and Food Studies (A/V) Sociology (A/T)
Library 68 Indigenous Cultures and Languages (A/T) Sports Development (A/T)
Careers and University Advice 67 Indonesian (T) Tourism and Event Management (A/V)
Key Dates 69 • Beginning Textiles and Fashion (A/T/V)
• Continuing Workshop Technologies:
Information Technology (A/T/V) • Automotive Technology (A/V)
Interdisciplinary Inquiry Project (A/T) • Construction (A/V)
• Metal Products (A)
• Timber Products (A)
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Leadership
Everyone, every day, learning – for life Team
Our College embraces every student as an individual with unique talents,
Craig Edwards
passions, and interests. Our students consistently achieve outstanding P RIN C IPAL
outcomes in a range of different pathways, and we support and challenge
each student to grow and thrive at school and beyond. At Dickson, Victoria Margrain
excellence is not about being the best; it is about doing your best, learning, DE P U T Y P RIN C IPAL
and being a good person.
Michelle Morthorpe
DE P U T Y P RIN C IPAL
Our learning environment fosters personal connection and diversity. We
support students to pursue successful futures and value their well-being Esther Duffy
while encouraging them to contribute to the community in which they C OL L E GE B U SIN E SS MAN AGE R
Hello!
live. Our students obtain ACT Senior Secondary Certificates, Tertiary
Alison Di Berardino
Entrance Statements (ATAR), and Vocational Education qualifications in PASTORAL C ARE
a range of industry areas. We believe every student has a right to high- ST U DE N T W E L L B E IN G
quality educational outcomes and the pursuit of their self-determined ST U DY SU P P ORT
goals, regardless of their levels of ability or educational backgrounds. At
our school, opportunity means equal access to a valuable education that
Jenny Cowell
C ARE E RS & T RAN SIT ION S
prepares each student for their future. H OSP ITAL IT Y
SOC IAL & C OMMU N IT Y W ORK
We work collaboratively to develop informed, caring, creative and W OODW ORK, ME TALW ORK, B U IL DING A ND CONS TRUCTION
VOC AT ION AL E DU C AT ION AN D T RA INING ( VE T)
confident young adults. Our College has a diverse community and includes
students in the Secondary Introductory English Centre (SIEC). We have Scott Eastburn
highly effective programs for refugees, those who require extension and ASSE SSME N T AN D C E RT IF IC AT ION
enrichment, International Private Students, exchange students and students IN T E RDISC IP L IN ARY IN QU IRY
L IB RARY
with complex support needs or disability. At our school, community means
SE C ON DARY IN T RODU CTORY E N GLIS H CENTRE (S IEC)
diversity, inclusion, positive relationships and belonging. T IME TAB L E
Our approach to learning values student voice and preparation for an Caitlin Hanby
ever-changing world. It will challenge students to explore their capabilities SU P P ORT P ROGRAMS AN D DISABILIT Y EDUCA TION
via cooperative learning and group tasks. In the future, students
will be supported to develop mastery of 21st-century skills such as Rod Harding
ARTS – C E RAMIC S, DAN C E , DE SIGN, DRA M A , FA S HION A ND
communication, collaboration, creativity and critical thinking. They will T E X T IL E S, ME DIA, MU SIC , P H OTOGRA PHY A ND VIS UA L A RTS
voice their opinions about events, school board decisions, and teaching E X E RC ISE SC IE N C E , H E ALT H , OUTDOOR EDUCA TION A ND PE
practices – and those opinions will be used, amongst other things, to shape
the school’s strategic direction. We do this to ensure that the education Josephine Kim
IN F ORMAT ION T E C H N OLOGY
provided at Dickson makes a positive difference for each young person. MAT H E MAT IC S
SC IE N C E – B IOLOGY, C H E MIST RY, GENERA L S CIENCE,
I invite you to explore Dickson College and contact us at any time should OC E AN OGRAP H Y AN D P H YSIC S
ST E M
you wish to know more.
Claire Sandrey
C U RRIC U LU M
E N GL ISH
H U MAN IT IE S – AC C OU N T IN G, B US INES S , ECONOMICS ,
GLOB AL ST U DIE S, H ISTORY, IN D IGENOUS CULTURES , LEGA L
ST U DIE S, P SYC H OLOGY AN D SOCIOLOGY
GRAIG EDWARDS
Yani Tian
Principal, 2015 - Present
E SL
IN T E RN AT ION AL ST U DE N TS
L AN GUAGE S
RE F U GE E B RIDGIN G P ROGRAM
ABORIGINAL AND TORRES STRAIT ISLANDER academically and in maintaining positive wellbeing.
STUDENTS The program aims to provide:
At Dickson we pride ourselves on acknowledging and • Strong pastoral care with sustained relationships, and
promoting the immense value that our Aboriginal and a weekly opportunity to seek advice on any matter
Torres Strait Islander students provide to the college affecting the student or their participation in education
community. We have many different programs that enrich • Transition support to settle into college
our school and support our Aboriginal and Torres Strait • Strategies to manage stress, reduce anxiety and
Islander students. Along with a designated Indigenous promote wellbeing, as well as techniques for effective
Contact Officer who provides support and guidance to study, time management and test preparation
all our students, we have a cultural space, the Yumalundi • Student pathway planning and post-school pathways
Room, and run student-driven projects and programs within • Participation in a group activity linked to the interests
Student
the college and broader community. Students have access of the group.
to various scholarship, tutoring, mentoring and cultural • Positive education is also a feature of the program,
engagement opportunities, as well as taking the lead in incorporating gratitude and kindness activities and
college-based activities and engaging in community events. meditation to relieve stress and increase wellbeing
Wellbeing Students with more intensive case management
STUDY SUPPORT
Dickson College Study Skills Program is open to all students
at the college. It is a tutorial support program where
LUNCHTIME WELLBEING/INTEREST GROUP
PROGRAMS
These are informal small groups that are held at lunchtimes
requirements may access the Inclusion Support Program. students can access guidance from staff who monitor and offer a chance for students with common interests
We take a holistic approach to supporting Refer to Support Programs for further information or progress and communicate with parents/carers and the to meet other young people in the college. Students bring
students to achieve the best academic and contact Caitlin Hanby, Student Wellbeing Team as necessary. The program is their lunch, have a chat and become involved in the weekly
vocational outcomes whilst developing their Disability Education Coordinator (DECO): designed to promote student wellbeing and academic activity. Groups vary depending on interest each year.
skills and independence towards adulthood caitlin.hanby@ed.act.edu.au success, with particular focus on: Currently we have:
and exciting post-school pathways. • Smooth transition to college • LGBTI support group (PLUS group)
The team of year coordinators for 2021 are: • Time management and meeting deadlines • Duke of Edinburgh program
Dickson College takes a systematic approach to meeting the Year 11 Year 12 DC Student Leadership group
• Proof reading and editing for polished work •
needs of students. The staff in Student Wellbeing prioritise the A-H: Ella Packham A-H: Robert Howatson Dungeons and Dragons
• Revision and study techniques to prepare for test •
social and emotional development and wellbeing of students. I-P: John Forrest I-P: Mel Cook Environmental group (SWAG)
conditions •
Staff take a holistic approach to supporting students to achieve Q-Z: Janelle Boreham Q-Z: Anna Beaver Chess Club
• Building resilience and managing challenges such as •
the best academic and vocational outcomes, whilst developing Artpreneurs
anxiety, procrastination and time constraints •
personal skills and independence towards adulthood and post- EXECUTIVE STAFF Drawing Table
• Supporting students who have accessed special •
school pathways. The team is comprised of: Alison DiBerardino is the Executive Teacher of Student considerations, or who have a history of v grades or
Wellbeing and oversees wellbeing support of students poor academic performance DUKE OF EDINBURGH PROGRAM
ADMINISTRATIVE TEAM across the school, along with study support, the pastoral It involves participating in four components: service to
• Supporting students who have a history of poor
At the Student Wellbeing reception area, students can care program, the special consideration panel and the community, physical activity, skill development and
attendance
make appointments for all members of the team, including our wellbeing program. Teachers from all faculties are participation in an adventurous journey (or a camp). There
• Supporting students who need additional assistance
appointments for the school psychologist. All student supported to make reasonable adjustments for the are costs associated with Duke of Ed registration fees and
• Supporting students with academically demanding
attendance is processed by the admin team so leave forms individual learning needs of students in their classes. camp.
workloads
and documentary evidence to explain absences should be
• Supporting students with additional demands on
submitted here. Scott Eastburn is the Executive Teacher, Assessment and Further information on these programs is available from
their time such as elite and representative sporting or
Certification, advising the team on all matters relating artistic commitments Alison Di Berardino in Student Wellbeing.
YEAR COORDINATORS to BSSS policy and procedures, and is a member of the
There are three year coordinators for each year group and Special Considerations Panel. WELLBEING EVENTS
Students can enrol in Study Support themselves or may
appointments can be made to see them at Student Wellbeing Wellbeing events and fundraising are promoted throughout
also be referred by their year coordinator or a parent/carer.
reception. Year coordinators are the first point of call for SCHOOL PSYCHOLOGIST the college, actively promoting inclusion and help seeking
Study Support is available several times a week for 1 hour.
students to talk through options for managing issues affecting Dickson College has a school psychologist who is a strategies through events such as orientation day, Stress
their attendance, academic performance or wellbeing. They practicing clinical psychologist and able to consult on PASTORAL CARE PROGRAM Less Week, RUOK Day, National Youth Week, Harmony Day
utilise a case management approach that encourages students all matters related to student wellbeing, mental health, and National Day of Action. This provides an opportunity
This is a mandatory one hour pastoral care class for all
to develop help seeking skills, resilence and independence by disability support, cognitive and educational assessment. for students to express their thoughts and take action on
students. Year 11 Transitions Program provides college
actively engaging with the school’s relevant supports and BSSS Students can make appointments via Student Wellbeing issues important to them.
information, package checks, wellbeing advice and
processes. reception. weekly topics that assist students to succeed at college
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Student-Centred
Learning:
Skills for their
Future
Passionate
Our teaching practice aims to engage and
challenge young people to grow and acquire
the skills necessary to flourish in an ever-
& Effective
changing world.
Teachers
Student Voice In March of 2021, the Dickson College Board approved
the College’s next 5-year improvement plan. In that plan,
the College aims to improve the learning experience of
students in two areas, they are:
Teachers at Dickson College are
& Leadership
constantly reviewing their teaching
• Increase students’ ability to demonstrate 21st
practices in order to deliver the highest
Century skills
quality teaching and learning
• Improve students’ self-management capability
for its students.
To make progress in these areas we are focusing our
Dickson College is a school community which
The Student Voice and Leadership at our Projects this group are involved in include: work on the skills and capabilities that we believe will
is committed to delivering the highest quality
college operates on principles of inclusion, • Targeted fundraising for school based programs help students succeed at College and beyond. These skill
teaching and learning for its students. The teachers
opportunity and community. and community organisations and capabilities are:
at Dickson College are constantly reviewing
• Raising Mental Health Awareness • Communication
their teaching practice in order to deliver on this
Our college and students have developed a formal • Improving the physical environment of the school • Collaboration
commitment.
Student Leadership Group, which is a fully inclusive • Improving academic and social support for • Creativity
team of students who represent their peers on students • Critical Thinking
There are a large amount of teachers at Dickson
significant issues across the college. Students are • Sustainability, College recycling and waste • Self-management
College who teach across a broad range of
self-selected so that the current group comprises of a
curriculum areas in order to meet the needs of our
very broad range of students. The group is facilitated At Dickson College we consider all students as leaders. We are preparing strategies for 2022 to help students
students, and enable them to find their passions.
by a teacher and operates on principles of inclusion, All students are enrolled in a pastoral care group called demonstrate skills to think independently and respond to
opportunity and community. Clubs and Communities and through this group are various situations in informed and creative ways. We aim
The teachers at Dickson College spend considerable
part of the culture of giving at the school. There are also to help students become strong communicators that
time preparing for their specialised teaching areas
Students who join can get involved in governance, a range of opportunities through curriculum areas to work productively with others, ensuring openness to life-
to ensure students have access to the most current,
significant projects and programs, and make a positive represent the school. These range from the building of long learning and an ability to adapt to a changing world.
relevant and interesting materials and research.
contribution to the college and the broader community. cubby houses for local childcare centres and schools,
This opt-in group meets fortnightly to discuss issues, to involvement in school sports teams, mooting and As a school, we know how vital self-management is
All teachers are also involved in Professional
make recommendations and action plans for improving debating competitions, language and writing contests for learning and wellbeing. We want our students to
Practice teams which meet regularly; share research
the school community. and many more. graduate as confident, resilient, and adaptable young
and evidence; observe one another’s teaching
adults. We are putting strategies in place to assist
practice; reflect on how to improve learning and
This group is open to all students who are willing to students in developing their self-management capability
teaching across our school; interrogate assessment
attend meetings and events regularly, and operates via to achieve goals through organisational skills, self-
tasks and talk and think about the profession of
a committed core group, who communicates regularly discipline, and perseverance.
teaching. Each teacher is also a member of a faculty
with the Senior School Executive.
in which they undertake professional learning
relevant to their specific teaching area.
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Dickson Green
Dickson College maintains a focus on 4. LED LIGHTING
environmental sustainability within our Completed in early 2015, this retro-fitted new technology
school, with the ongoing support of our has significantly reduced the College’s electricity usage.
community. More upgrades occurred in 2019 with upgrades to the
North Canberra In recent years, Dickson College has adopted a focus on
environmental sustainability, and we have taken some
school gym and hall with energy efficient lighting and
automatic sensors. Savings made on these facilities
management running costs can then be redirected to
Cluster of Schools important steps towards making our facility ‘greener’ in a
way that strongly supports pedagogical activity and student
learning. Below are some key points about the College
further support student learning.
5. ORGANIC COMMUNITY GARDEN
and Community supporting this focus:
1. ZERO EMISSIONS ACTION PLAN
Run by Canberra Organic Growers, the garden continues
to thrive. Raised beds were built by College Technology
students in 2013, and the plots connected to a supply of
Aboriginal and Torres Strait
In line with the ACT Government’s commitment to a Zero rainwater collected in external tanks. These tanks continue
Emissions Government, the school is developing a Zero to be a supply for all users of the community garden, and in
Emissions Action Plan. The plan will include how to reduce 2015 were upgraded with new water pumps. The gardens
Islander Partnerships Agreement
emissions via energy efficient building upgrades, space continue to be used by a variety of student groups, including
and water heating, and solar technologies. Voluntary Support Programs, SIEC and students in VET Programs.
contributions towards the Building Trust Fund are fully
tax deductible and will help the College further reduce 6. RECYCLING & WASTE
emissions. Recycling initiatives to date include College wide paper,
Each year in Term 3, the Inner North cluster of schools communities; all students have the capacity to achieve container and printer cartridge recycling. In 2022, the
come together with the community to reconnect, high outcomes in all aspects of their life; and strong, 2. SUSTAINABILITY AND WASTE ACTION GROUP College will build on its efforts to maintain a strong culture
celebrate and demonstrate our commitment to the respectful relationships are essential. (SWAG) of recycling and waste management. This will include
school’s Partnerships Agreement. This celebration SWAG is an award-winning student led initiative at Dickson significant student involvement through the Dickson
aims to allow students to reconnect with culture The Agreement shows that as a community we will: College. SWAG focuses on environmental improvements College Student Leadership Group and SWAG. These
and community, as well as seeing the transition value Aboriginal and Torres Strait Islander cultures; including waste and recycling, clothing swaps, and plant groups are working closely with staff to improve waste
from K to 12 and beyond, of their peers firsthand. develop mutual respect, acknowledgement and a sales. Students are working closely with staff to improve management.
The day encompasses many activities, workshops welcoming and inclusive school environment; build the environmental objectives of the school. Future students
and performances from the 10 schools involved and quality relationships with students – staff will know are encouraged to join SWAG to ensure the great student
community organisations. Each year over 200 Aboriginal their students, their interests and aspirations; improve led initiatives continue.
and Torres Strait Islander students have attended and outcomes for Aboriginal and Torres Strait Islander
the event is growing every year with 2019 celebrating 10 students; provide support for learning, social support 3. SOLAR PANELS
years of commitment. Even during 2020 we managed and quality teaching that meets students’ needs and Two solar panel arrays (Hall and N-Block Roofs) installed
to celebrate with students across different schools and goals; reflection, review and respond together. in 2013 and 2014 continue to provide a source of income
sites. for the College via a Feed-in-Tariff (FIT) arrangement
with ActewAGL. Funds generated from the FIT need to be
The Agreement is underpinned by the belief that expended on sustainable and/or environmental initiatives
Aboriginal and Torres Strait Islander cultures are unique College wide.
and vital; the promotion, recognition and celebration of
Aboriginal and Torres Strait Islander history, cultures
and achievements contributes positively to school
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STUDENT LEADERSHIP GROUP ARTISTIC STUDENTS
Extension & Enrichment
Become a leader in the school and the community. There are so many opportunities for gifted musicians,
In 2017 our student leadership group was nominated actors, photographers and visual artists. Student
for the group Young Canberra Citizen of the Year artwork is displayed throughout the school and into the
award. Wouldn’t that look great on an ANU Tuckwell community.
Opportunities
Scholarship application?
SPORTS
COURSES • Our Sports Development Program supports gifted
Our courses allow for extension across all our faculties. athletes.
• Join a range of sporting teams to compete against
ACADEMIC COMPETITIONS other schools.
Our college offers a range of extension and UC ACCELERATED PATHWAYS PROGRAM
• Computational and Algorithmic Thinking
enrichment opportunities for students to Studying in the University of Canberra Accelerated
• Australian Mathematics Competition CAMPS
participate and excel in. Pathways Program will complement your ACT Year
• Informatics Olympiads Outdoor Education Camps and Drama Camp are
11 and 12 College studies and give you access to the
• ICAS – Maths, Science, English highlights of the year for many gifted students.
ANU EXTENSION library, computer systems and modern learning and
• Australian National Chemistry Quiz
ANU Extension provides an enhanced learning research facilities at UC.
• Kangourou Sans Frontier (French Maths FUN COMPETITIONS
experience for Year 11 and 12 students in ACT schools
Competition) • Unmanned Aerial Vehicle Outback Challenge. Be
and colleges. You’ll thrive in an environment where innovation,
• Oxford University Computing Challenge part of a team to design, build and program a drone
collaboration and hands-on experience unite to expand
• RACI Titration (Dickson often has teams qualify for to deliver supplies to a simulated outback victim in
Study sciences, engineering, computing, mathematics, your horizons and create a pathway to your future.
the National Finals and students who win gold and Queensland.
commerce and Asian languages at ANU while you’re https://www.canberra.edu.au/campaign/accelerated-
silver medals) • Join a team to take part in the weekend ANU
still in high school. https://extension.anu.edu.au/ pathways-program
Innovation Challenge.
• Astrophysics • Business Decision Making
MATHS ENRICHMENT • Recite digits of Pi to win scarves, cushions,
• Biodiversity • Information Technology
Prepare for ANU Maths Day (Dickson won in 2014, bookmarks and more.
• Chemistry • Systemic Anatomy and Physiology
and second in 2016), AMC (Dickson was the only ACT • Solve any size Rubik’s cube.
• Continuing Chinese • Understanding People and Behaviour
College Prize winner in 2015 and 2016), ICAS Maths
• Creative Computing
(Dickson had the top student in ACT and NSW in 2014, STAY IN THE LOOP
• Discovering Engineering MUSIC EXTENSION
2016 and 2019). There are too many opportunities for Gifted and
• Global Perspectives in Commerce Dickson students have the opportunity to undertake
Talented students at Dickson to mention here. Keep up
• Indonesian Culture and Politics extension courses at CIT and ANU. Through audition,
DUKE OF EDINBURGH to date by joining the CODE (Community Of Dickson
• Japanese students can also access the Instrumental Music
Prepare for this prestigious international award. Push Excellence) Google Classroom. The CODE code is
• Korean Language and Culture Program to contribute towards their package.
your personal limits and have your achievements o2w4ygo. Choose the opportunities that suit you.
• Physics
recognised.
• Specialist Maths
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Course Information
Administration
Typically, units are 1 semester in length and may be in the CERTIFICATES ISSUED AT THE END OF YEAR 12
form of: ACT Senior Secondary Certificate
A standard package for a Senior Secondary Certificate
TERTIARY (T) – units prepare students for higher will be awarded on completion of an educational program
Team
education courses including university entrance. approved by the college. This program will have a coherent
pattern of study and will include the equivalent of at least
ACCREDITED (A) – units prepare students for study at 17 standard units in a period not exceeding five years.
institutes of technology and the workforce. Refer also to section 8.5 Contribution of Units to Senior
Secondary Certificate and Tertiary Entrance Statement on
The Dickson College Administration Team is the FINANCIAL MANAGEMENT VOCATIONAL (V) – unit content is based on competencies the BSSS website.
hub of all Administrative and Learning Support • Efficient and effective management of resources defined in industry training packages and can lead to
activities throughout the College. We are committed is a key focus; we build our educational budgets qualifications. This package must contain a minimum of four A, T, M, H, C
to excellence in the provision of Administration and from first principles (Zero Based Budgeting); if you or E courses from at least three different course areas. This
Learning Support services. We focus our energies have an idea which will facilitate student learning, VOCATIONAL (C) – units of competency for a VET must include at least two A, T or M courses.
on two key areas, both of which are integral to the enhance educational outcomes or develop the qualification are delivered by a college RTO and can lead to
College’s Strategic Plan, namely; school community, and you can provide a strong the award of a qualification. Compulsory Courses
1. Enhancing educational outcomes, and supporting rationale, we will allocate additional All students must complete a course from the English
2. Creating a thriving school community resources to make it happen; VOCATIONAL (E) – externally delivered nationally Course Area as a requirement for the award of an ACT
recognised vocational qualifications - Certificate of Senior Secondary Certificate.
HOW DO WE DO THIS? FACILITIES MANAGEMENT Statement or Attainment or credit for an Australian School
We are a diverse, multi-skilled, committed, multi- • We are constantly maintaining and developing our Based Apprenticeship. Strongly Recommended Courses
cultural group of individuals, operating within a matrix facilities; We are guided by the College Master Plan, It is strongly recommend that all students complete a
type structure; this structure supports full integration a high-level plan which sets out objectives and REGISTERED (R) – extra-curricular activities including course from the Mathematics Course Area as part of their
of our activities into the teaching and learning strategies to manage facilities development and social, artistic, sporting or personal development, including ACT Senior Secondary Certificate package. A course in
environment. change over many years; Clubs and Community pastoral care. Mathematics is now a requirement for ANU admission for
We provide ‘Excellence in Practice’ in the following key • Master Plan work completed to date includes a students commencing 2023.
areas; refurbished student canteen area and external MODIFIED (M) – unit that are accredited by the ACT
deck; plans are underway to develop a new BSSS as providing appropriate educational experiences for Tertiary Entrance Statement (ATAR)
PEOPLE MANAGEMENT Performing Arts space; students who satisfy specific disability criteria. To meet the requirements of a T package and be awarded
• Staff/student interaction; the majority of our staff • Our aim is to provide contemporary learning and a Tertiary Entrance Statement and receive an ATAR, during
are hands-on in Faculty areas; interactive spaces to support student growth and HIGHER EDUCATION (H) – year 11 and 12 courses year 11 and 12 studies, a student must complete units that
• Front Office and Student Wellbeing; the ‘Face of development, improve student welfare and grow designed and accredited by an Australian higher accrue a minimum of:
DCKC’; Customer Service is a priority; community involvement; education provider and where successful completion of the 20 standard units which must include at least 18 standard
• Learning Support/ School Assistants; supporting course will be recognised towards an undergraduate degree A, C, E, T, M, H units of which at least the equivalent of 12.5
the work of teaching staff across various Faculties, COMMUNITY INVOLVEMENT with that provider. Usually this is via the ANU or University standard units must be T or H. Refer also to section 8.5
and fully integrated into the holistic teaching and • We continue to strive to better understand how the of Canberra. Contribution of Units to Senior Secondary Certificate and
learning environment; College fits into the Community; Tertiary Entrance Statement on the BSSS website.
• We continue to develop the concept of the College Courses may be studied in these patterns:
RISK MANAGEMENT as a Facility for the Community; currently, the Minor 2 – 3 units completed of a particular course. For a Teritary Entrance Statement units must be arranged
We foster a ‘no fault’ environment where every issue College operates as a Community Facility Monday Major 3.5 – 5 units completed of a particular course. into courses to form at least the following patterns:
is as important as any other, and remedial action is a through Thursday each week, and every Saturday Major/Minor 5.5 – 6.5 units completed of a particular • five majors or
priority; we create and maintain a safe teaching and course. • four majors and one minor or
learning environment; WHY DO WE DO THIS? Double Major 7 – 8 units completed of a particular course. • three majors and three minors
To create a thriving school community, facilitate
student learning, enhance educational outcomes, Note: Not all courses offer Majors, Major/Minor or Double Of these major and minor courses:
commit to student welfare and grow Community Major combinations. at least three major courses and one minor course must
involvement. have been classified T or H.
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Arts & Ceramics Biology
At Dickson College, we regard art as integral to our Through the increased insight and thinking skills Biology at Dickson College is an exciting course processes and gene pools; they construct and
community and as such display art work throughout generated by employing creativity, imagination, that teaches our students how life works. use models to analyse the data gathered; and they
the College to highlight the full scope of student planning, solving, experimenting and applying, continue to develop their skills in constructing
work. students develop their ability to create artworks; Dickson biology teachers are passionate about their subject and plausible predictions and valid, reliable conclusions.
document their thought processes; evaluate their use a variety of teaching styles for the benefit of our students,
VISUAL ART (T/A/M) work and that of other artists. including a diverse range of practical lessons, meaningful UNIT 3: THE INTERNAL ENVIRONMENT
A wide range of units are taught through the criteria of Making excursions and the use of ICT. Students can complete a Major Students use science inquiry skills to investigate a
and Responding, including: Exploring Visual Art; Painting; CERAMICS (T/A/M) or Minor in Biology at Dickson College following the structure range of responses by plants and animals to changes
Illustration; Culture and Identity; Contemporary Art Practice; Ceramics explores a wide range of clay construction indicated in the Australian Curriculum. There are four different in their environments and to invasion by pathogens;
Printmaking and Mixed Media. It is an energetic and popular methods such as pinch, coil, slab and thrown forms. semester units of biology available to students. they construct and use appropriate representations
course as it provides all students with the hands-on opportunity Students will draw knowledge from their study of to analyse the data gathered; and they continue
to develop their creative strengths and skills. contemporary artists work, investigate ancient UNIT 1: CELLS AND MULTICELLULAR ORGANISMS to develop their skills in constructing plausible
influences, surface finishes, pattern and design to (prerequisite unit) predictions and valid conclusions.
Students are exposed to artists’ work through theory, class inspire them and expand upon their own creative Students use science inquiry skills to explore the relationship
discussions and excursions to major galleries, both in Canberra practice. Students need to be prepared to work both between structure and function by conducting real or virtual UNIT 4: BIODIVERSITY AND CONNECTEDNESS
and interstate, as well as visiting artists talking to students with their teachers and independently to develop and dissections and carrying out microscopic examination of cells Students develop an understanding of the processes
about their art practice. refine skills to create finished works of art. and tissues. Students consider the ethical considerations that involved in the movement of energy and matter
apply to the use of living organisms in research. They develop in ecosystems. They investigate ecosystem
The Visual Arts are also a means by which students are able to Ceramics can be studied as a major or minor as part skills in constructing and using models to describe and interpret dynamics, including interactions within and between
communicate, express and explore ideas; histories; narratives; of the Visual Art course. data about the functions of cells and organisms. species, and interactions between abiotic and
information; knowledge; experiences; feelings and concepts. biotic components of ecosystems. Students use
The Arts have a social, cultural and economic function and UNIT 2: HEREDITY & CONTINUITY OF LIFE classification keys to identify organisms; describe the
students are able to reflect on the society and time in which Students use science inquiry skills to design and conduct biodiversity in ecosystems; investigate patterns in
they were produced. investigations into how different factors affect cellular relationships between organisms; and aid scientific
communication.
l 16 l l 17 lChemistry
Business Chemistry is often referred to as the central science because it joins together
Physics and Mathematics, Biology and Medicine, and the Earth and Environmental sciences.
Studying Business at Dickson College enables
students to develop a critical awareness of
aspects of finance and business.
Studying Business enables students to develop a critical
awareness of how Business interacts with various
aspects of the economy; government; law; industry and
society; as well as developing an appreciation of how it
impacts their lives and the lives of others. This includes:
an understanding of business theory and best practice;
as well as developing an awareness of how important
commerce is in Australia and the world. In understanding
how businesses operate in society, students become
active, informed and responsible global citizens ,with an
understanding and appreciation of a variety of systems
of government and civics.
Students studying Business look at how businesses Chemistry is the study of matter and energy and the and identification of products and the measurement of the
start; the advantages and disadvantages of owning a interaction between them. Chemistry is an incredibly rate of reaction. They investigate the behaviour of gases,
business; how businesses impact on the lives of citizens; fascinating field of study because it is so fundamental to and use the kinetic theory to predict the effects of changing
the economy; government; and employment. Students our world. It plays a role in everyone’s lives and touches temperature, volume and pressure in gaseous systems.
are challenged to engage with the complex interactions almost every aspect of our existence in some way.
AREAS OF STUDY OVER THE TWO YEARS MAY INCLUDE
that occur in business between interest groups, as well Chemistry is also central to many new and exciting UNIT 3: EQUILIBRIUM AND REDOX REACTIONS
THE FOLLOWING ELECTIVES:
as the negotiations that occur between stakeholders in technologies, including nanotechnology, and drug design Students use science inquiry skills to investigate the
• ENTREPRENEURSHIP local, national and global contexts. In turn, students will and development. Knowledge of the nature of chemicals principles of dynamic chemical equilibrium, and how these
• MEDIA AND COMMUNICATIONS IN BUSINESS learn to think critically, socially and ethically; to develop and chemical processes therefore provides insights into a can be applied to chemical processes and systems. They
problem solving skills and to become efficient decision variety of physical and biological phenomena. investigate a range of electrochemical cells, including the
• GLOBALISATION
makers. choice of materials used and the voltage produced by these
• ETHICS AND BUSINESS UNIT 1: CHEMICAL FUNDAMENTALS cells.
• MARKETING The assessment tasks for Business usually include a Students use science inquiry skills to develop their
research essay/report, a test and an open response. understanding of patterns in the properties and UNIT 4: STRUCTURE, SYNTHESIS AND DESIGN
• BUSINESS PLANNING
Students have the opportunity to participate in various composition of materials. They investigate the structure of Students use science inquiry skills to investigate the
• BUSINESS OPERATIONS AND FINANCIAL PLANNING extension activities such as: Business Forums; Meet the materials by describing physical and chemical properties at principles and application of chemical structure, synthesis
• ISSUES FACING BUSINESS Business Leader; and ANU CBE Apprentice Challenge; the macroscopic scale. Students use models of structure and design. They select and use data from instrumental
as well as putting into practice their skills through and primary bonding at the atomic and sub-atomic scale to analysis to determine the identity and structure of a range
• CHANGE MANAGEMENT
job application process; market day; and visits to explain these properties. of organic materials. They make predictions based on
• DEVELOPING PEOPLE (HR) businesses. knowledge of types of chemical reactions, and investigate
UNIT 2: MOLECULES chemical reactions qualitatively and quantitatively.
Students use a range of practical and research inquiry skills
to investigate chemical reactions, including the prediction
l 18 l l 19 lChinese
(Mandarin)
Dance
Students build strength, fitness and essential dance
skills through core training and technique classes.
Various dance styles are studied and students
Learning Mandarin has never been In addition, China is a wonderful country to teach English in and
participate in a wide range of fun, educational and
more important! We have multiple you can develop your language and cultural skills while earning a
practical activities to develop their performance skills.
levels of Chinese classes at Dickson living.
College to suit all learners -
A broad range of dance units can be studied for students to
Beginning, Continuing and Advanced. Despite its reputation, learning Chinese is not difficult. Chinese
gain a major in Tertiary or Accredited Dance at Dickson College.
has a relatively uncomplicated grammar. For example, it doesn’t
Our course includes units such as Dance Foundations; Dance
Mandarin Chinese is the official language have verb conjugations and you don’t need to memorise verb
Production; Theatrical Dance Styles; and Dance in the Media.
in China, it is also known as Putonghua and tenses.
Guoyu. People may not have considered the
Dance is the language of movement. It is an art form that uses
advantages of learning Chinese ten years At Dickson College, we have multiple levels of Chinese classes
the body as an instrument of communication and creativity. It
ago, but today, learning Chinese is one of the to suit all learners: Beginning Chinese, Continuing Chinese and
has its own specific language, processes and techniques that are
wisest and most worthwhile investments you Advanced Chinese. Classes go beyond just the language, and we
explored through creation, performance and evaluation of dance,
can make for yourself. cook Chinese food; learn the art of writing Chinese characters; and
demanding intellectual and physical rigour.
explore more traditional ways of study. In addition to classroom
Learning Chinese exposes students to learning, students go on excursions locally to yum-cha and
Dance offers opportunities for students to derive a sense of
culture and people, in addition to learning a karaoke; visit the ANU as part of the Asia-Pacific program; and
wellbeing, self-esteem and the necessary social skills to work
language. China is one of the world’s oldest get a taste of what university has to offer for language students.
effectively, both individually and collaboratively. Through Dance,
cultures – its history goes back more than Every second year we offer a trip to China. This is a fantastic
students have the opportunity to develop a range of life skills that
5000 years. More than 1 billion people opportunity for students to have firsthand experience of Chinese
will enhance their careers and personal growth.
around the world - approximately one fifth of with their peers.
the world’s population, speak mandarin.
Students participate in performances that take place throughout
The Chinese program at Dickson College enriches learners
the year and offer a range of dance experience. Students also
Chinese language skills are useful in a wide intellectually, educationally and culturally. Students are able
have the opportunity to participate in Dance Festival as a
range of vocations and careers. China is the to communicate across cultures, and contribute to social
Registered unit.
second largest economy in the world and cohesiveness through better communication and understanding
it has become a huge market which needs of both Chinese language and Chinese culture. The ANU also
people who can speak Chinese and English. offers bonus ATAR points to students who complete a course of
study in a language other than English (conditions apply).
l 20 l l 21 lDesign & Designed
Graphics Environments
Designed Environments allows students
The study of Design and Graphics focuses to design and create a variety of real-
on exploring the purposeful use of technologies world design solutions including buildings,
and creative processes to produce real world landscapes and gardens, and interiors for
design solutions. residential and commercial purposes.
Graphic Design encourages students to develop their visual Studying Designed Environments allows students to:
communication and design skills in order to understand learn how items and ideas have developed throughout
and create real world products. Using the design process, history in the context of different cultures; understand
Adobe software and printing methods, students will the significance of human factors; nurture creativity and
produce a variety of items including: magazines; t-shirts; develop problem solving skills; and become familiar with
packaging; typography; websites; posters; pamphlets; basic technology, materials and design methods.
logos; branding and folios.
Designed Environments contains four individual units
Students will gain a sound understanding of design theory and can be studied over one year to gain a minor, or
and practice, and be able to develop and translate concepts over two years to gain a major. Students will have the
to generate original designs that meet a diverse range of opportunity to use computer-aided drawing software as
visual outcomes. All design work undertaken in this course well as technical drawing techniques by hand.
is utilised to produce a professional portfolio in the last
semester of Year 12, which students can use to apply for The Designed Environments course introduces students
courses at University or Tafe. to a range of design applications including architecture,
landscape design and interior design. Students studying
Throughout this course, four individual units can be studied this course will learn about the design process as we
as either Tertiary or Accredited, allowing students to work through a series of class tasks before undertaking
complete a minor or major. Design and Graphics can also a design project. With a focus on sustainability and
be combined with Designed Environments (Architecture) innovation, projects range from residential buildings to
and/or other Technology Course (Textiles and Fashion, IT large-scale community and commercial properties.
or Engineering) units to achieve a major-minor or double
major under the Technologies framework. The Designed Environments course culminates in a
major negotiated project and provides students with the
All are welcome and no previous experience in design and opportunity to develop a portfolio of work for entry into
graphics is required, as students begin by learning the tertiary study.
fundamentals in the Design Applications unit.
l 22 l l 23 lDrama
Drama integrates well with all other subject
areas by focussing on the way concepts
and ideas can be developed into a practical
and physical performance.
Tertiary and Accredited courses in Drama give students
the opportunity to develop their whole selves - physically,
intellectually and spiritually - by creating performances
that communicate meaning about their world.
Students can complete anything from a minor to a
double major in Drama, while studying a variety of units
which emphasise the practical.
Drama integrates well with all other subject areas,
by focussing on the way concepts and ideas can be
developed into a practical and physical performance.
Apart from acting technique, students experiment with
active analysis, theatrical design and directing principles.
Every semester students will have the opportunity to
participate in a major production, staged at Dickson
College and/or go out into the community and perform
at Canberra Repertory Theatre.
Being an active viewer of live theatre is also encouraged
with excursions, camps and trips to Sydney - some of
the many highlights.
Dickson Drama is not only a fun and dynamic troupe to
be a part of, but one that inspires students to take risks
and put theory into practice. All are welcome and no
previous Drama experience is required.
l 24 l l 25 lEarth and Economics
Environmental Science Economics is the exploration of the key questions
that shape the organisation of societies. The
study of economics provides a framework for
understanding societies and the directions they
take as they develop from subsistence to complex
Earth and Environmental Science is a
nation states.
multifaceted field of inquiry that focuses
on interactions between the solid Earth, its
Economics at Dickson College has a strong emphasis on
water, its air and its living organisms, and
contemporary issues. When undertaking the course, students
on dynamic, interdependent relationships
examine how nation states deal with economic realities to
that have developed between these four
provide for the needs of its citizens. Students in Economics also
components.
study the complex relationships between individuals, groups,
business and government that are at the heart of our economic
The knowledge, understanding and skills introduced
system, as well as interpreting the implications of decisions,
in Earth and Environmental Science will encourage UNIT 3: LIVING ON EARTH
and how potential challenges to an economy can be effectively
students to become confident, active citizens who can Students examine the occurrence of non-
managed.
competently use diverse methods of inquiry. These renewable mineral and energy resources,
units will provide a foundation for further studies or and review how an understanding of Earth
The Economics course is divided into a number of units that
employment in Earth and Environmental science-related and environmental science processes guides
progressively build on skills and understanding. Electives of
fields. resource exploration and extraction. They
study within the units generally include:
investigate how the rate of extraction and
• Economics Principles and History
UNIT 1: INTRODUCTION TO EARTH SYSTEMS other environmental factors impact on the
• Finance and the Share Market
Students critically examine the scientific evidence for the quality and availability of renewable resources,
• Macroeconomic Theories and Issues
origin of life, linking this with their understanding of the including water, energy resources and biota,
• Microeconomics Theories and Theory of the Firm
evolution of Earth’s hydrosphere and atmosphere. They as well as the importance of monitoring and
• Globalisation
review evidence from the fossil record that demonstrates modelling to manage these resources at
• Development and Trade Economics
the interrelationships between major changes in Earth’s local, regional and global scales. Students
systems and the evolution and extinction of organisms. learn about ecosystem services and how
In studying Economics, students will be introduced to the
They investigate how the distribution and viability of life natural and human-mediated changes of
fundamental principles of economics (e.g. demand and
on Earth influences, and is influenced by, Earth systems. the biosphere, hydrosphere, atmosphere
supply), and the social, historical and political forces that have
and geosphere, including the pedosphere,
shaped the discipline and practice. They will then progress
UNIT 2: EARTH PROCESSES influence resource availability and sustainable
in Macroeconomics, for example, to explore the broader
Students explore how the transfer and transformation management.
management of the economy with the use of monetary, fiscal
of energy from the sun and Earth’s interior enable and
and external policy. Students can also complete units that
control processes within and between the geosphere, UNIT 4: THE CHANGING EARTH
look at contemporary issues (globalisation/free trade vs aid)
atmosphere, hydrosphere and biosphere. Students Students review the scientific evidence
and interactions that shape economies on a national and
examine how the transfer and transformation of for climate change models, including the
international scale and/or how economic strategies underpin
heat and gravitational energy in Earth’s interior drive examination of evidence from the geological
nation building and the alleviation of poverty.
movements of Earth’s tectonic plates. They analyse record, and explore the tensions associated
how the transfer of solar energy to Earth is influenced with differing interpretations of the same
The course is offered at Tertiary level. There is an emphasis
by the structure of the atmosphere; how air masses and evidence. They consider the reliability of these
on research work with students being assessed via research
ocean water move as a result of solar energy transfer models for predicting climate change, and
assignments, essays, oral seminars and project work.
and transformation to cause global weather patterns; the implications of future climate change
and how changes in these atmospheric and oceanic events, including changing weather patterns,
The course content learnt and skills development from studying
processes can result in anomalous weather patterns. globally and in Australia (for example, changes
economics provides a valuable compliment to other courses
in flooding patterns or aridity, and changes
offered in the college and will enable students to pursue a range
to vegetation distribution, river structure and
of educational pathways and careers.
groundwater recharge).
l 26 l l 27 lEnglish
At Dickson College you can study English at either
an Accredited or Tertiary level, under the Australian
Curriculum.
ESSENTIAL ENGLISH (A)
Engineering
The course focuses on students comprehending and responding
to a range of texts. The emphasis is on using several strategies to
ESSENTIAL ENGLISH (A)
assist comprehension and improve the standard of reading, writing,
Unit 1 Comprehending and Responding
listening, viewing and speaking. Students study literary, digital and
Unit 2 Making Connections
media texts. As English is a prerequisite for study at the majority
Unit 3 Understanding Perspectives
of universities, Essential English (A) is generally for those students
Design, make, appraise, break Unit 4 Local and Global Issues
who are not thinking of pursuing a course at a tertiary institution
after they complete Year 12.
The work of an engineer applies science, technology and LITERATURE (T)
mathematics to solve problems. Using this framework, students Unit 1 Ways of Reading and Creating
ENGLISH (T)
completing Engineering Studies are exposed to a broad range of Unit 2 Intertextuality
This course focuses on students refining their skills across all
subject matter, from designing energy efficient homes, to building Unit 3 Power of Literature
language modes by engaging critically with texts, including literary,
sustainable furniture. Unit 4 Literary Interpretations
digital and media texts. Topics vary between courses and include
the study of genre, place and theme. Students have different
In each unit students will develop an appreciation of the scientific ENGLISH (T)
options from a range of electives to study in year 12. English (T)
principles that underpin each project. They will use technologies Unit 1 Communication of Meaning
is for students who are considering undertaking further study at a
to build, test and improve their designs. Students will apply Unit 2 Representations Through Texts
tertiary institution after Year 12.
mathematics to calibrate digital sensors so that they can output Unit 3 Comparative Texts
meaningful data sets using algorithms. Unit 4 Perspectives
LITERATURE (T)
The focus in this course is for students to develop a knowledge and
The course seeks to expose students to the critical thinking, ELECTIVES FOR UNIT 3 ENGLISH
understanding of different literary conventions, literary theories,
creative and communication skills required to be a successful Crime Fiction
and their relationships with audiences. Literature (T) is a course
engineer or work in any type of trade. As students progress, they Science Fiction
for students considering undertaking further study at a tertiary
will collaborate with peers to develop parts of integrated systems. International Voices
institution after Year 12.
Student project work will consist of a broad range of tasks. Adaptations
Literature (T) and English (T) subjects are interchangeable and can
ELECTIVES FOR UNIT 4
be mixed to gain a tertiary package. Students in English classes
Journalism and Media
complete three pieces of assessment each semester. Typically,
World Texts
these tasks include an investigating, a responding and a creative
The Fantastic
task to a specific text type.
Conflict
l 28 l l 29 lYou can also read
