Year 11 Curriculum Handbook 2022 - Information in this handbook was published on 24/06/2021 ...
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Year 11
Curriculum
Handbook
2022
Information in this handbook was published on 24/06/2021
Willetton.SHS.SubjectSelection@education.wa.edu.au
Procedures for students in Year 10 2021
Course enrolment and timetabling dates for 2021/22
15-26 June (During school time) Year 10 Talks on
• Senior school curriculum
• WACE
• Subject Selection
Learning Area Course Offering Talks
Term 2 Week 10 Subject Selection Online opens to students
Term 3
Week 2 Appeals and Subject Selection Online closes to students on 1 August 2021
Week 4 By the end of Week 4 students with appeals and high average academic
performance will be informed if their appeals are granted after a review by
the Program Coordinator Operations.
Week 5 onward Students who do not fit within the timetable are informed from mid Term 3 as the
timetable is established.
Week 7 and 8 Students with outstanding appeals will be asked to prove that they have
good cause for the appeal to be granted.
Week 8 to 10 HoLAs are advised of students who continue with active appeals. Students can
request support to meet the standard required for success on a course by
course basis.
Term 4 Week 3 HoLAs and Mr Newton conference on each student with an active appeal and all
appeals are resolved in consultation with parents and students.
I understand and have considered
My success or failure in Year 10 is an excellent indicator of my performance in Year 11.
The class teacher is the first person I should to speak to about choosing courses.
I understand that Year 11 students are required to be enrolled in 6 courses or the equivalent
I understand that I must have 6 full year courses, qualifications or equivalencies registered
with SCSA before April 2022 to complete Semester 1 requirements.
I acknowledge and understand that SCSA courses are designed to be studied over 2
years and that I am expected to maintain my pathway from Year 11 into 12.
I understand that I must complete 2 units of English although these may be from different
courses
I am aware I’ll have to work 15% to 25% harder to maintain my Year 10 levels. Can I do this?
I know that prerequisites are well informed; ignoring them can lead me to stress and failure.
A course I choose may be closed where an insufficient number of students can be allocated.
I cannot apply to enter a Vocational Education and Training (VET) Certificate qualification
after 4 March, 2022 (end of Week 5 Term 1).
Requests for ordinary ATAR and General course changes are to be made by the 1 April 2022.
I understand that I may not be able to change courses if classes are full, there is no suitable
course available or a change will jeopardise my success moving into Year 12.
Course changes in 2022
As there is limited time to discuss and make changes at the start of Year 11 students and families should
consider their choices carefully and seek advice from Year 10 teachers and other sources. It is essential
that the 2021 Semester 1 and 2 marks and examinations results are valued. Students are responsible for
monitoring their progress and they are advised to act quickly if progress is inadequate.
2022 Year 11 Curriculum Handbook 2Table of Contents
2 Procedures for students in Year 10 2021
3 Table of Contents
5 2020 Programs on Offer by Type
6 Introduction
9 Flexible Learning in School Programs (FLiS)
10 State Government Awards for Achievements in the WACE
11 The WACE
12 Courses by List A and List B and Level
13 Post-School Pathways
14 Subject Selection Process
15 The Arts
• Dance General (GEDAN)
• Dance ATAR (AEDAN)
• Drama General (GEDRA)
• Drama ATAR (AEDRA)
• Media Production and Analysis (GEMPA)
• Media Production and Analysis (AEMPA)
• Music ATAR (AEMUS)
• PIMS
• Certificate II in Music (VMUS)
• Visual Arts General (GEVAR)
• Visual Arts ATAR (AEVAR)
19 English
• English General (GEENG or GEENGF)
From 2022 students may study both
• English ATAR (AEENG) English and Literature in Year 11 and 12
• Literature (AELIT)
21 English as an Additional Language/Dialect
• English as an Additional Language or Dialect General (GEELD)
• English as an Additional Language or Dialect ATAR (AEELD)
22 Health and Physical Education
• Lifecare – Allocated within Timetabling Administration
• Health Studies General (GEHEA)
• Health Studies ATAR (AEHEA)
• Outdoor Education General (GEOED)
• Physical Education Studies General (GEPES) or Basketball (GEPESB)
• Physical Education Studies ATAR (AEPES) or Basketball (AEPESB)
• Certificate II in Sport and Recreation (VSR)
• Certificate III in Fitness (V3FIT)
27 Humanities and Social Sciences
• Accounting and Finance ATAR (AEACF)
• Business Management and Enterprise General (GEBME)
• Business Management and Enterprise ATAR (AEBME)
• Earth and Environmental Science ATAR (AEEES)
• Economics ATAR (AEECO)
• Geography ATAR (AEGEO)
• Modern History General (GEHIM)
• Modern History ATAR (AEHIM)
• Philosophy and Ethics ATAR (AEPAE)
• Politics and Law ATAR (AEPAL)
33 Languages
• French: Second Language ATAR (AEFSL)
• Italian: Second Language ATAR (AEISL)
• Japanese: Second Language ATAR (AEJSL)
2022 Year 11 Curriculum Handbook 334 Mathematics
• Mathematics Essential General (GEMAE or GEMAEF)
• Mathematics Application ATAR (AEMAA)
• Mathematics Methods ATAR (AEMAM)
• Mathematics Specialist ATAT (AEMAS)
36 Science
• Biology ATAR (AEBLY)
• Chemistry ATAR (AECHE)
• Human Biology ATAR (AEHBY)
• Integrated Science General (GEISC)
• Physics ATAR (AEPHY)
• Psychology General (GEPSY)
• Psychology ATAR (AEPHY)
37 Technologies
• Building and Construction General (GEBCN)
• Certificate II in Hospitality (VEVHTF)
• Certificate II in Visual Arts (V1VAD)
• Computer Science ATAR (AECSC)
• Design: Dimensional Design General (GEDESD)
• Design: Photography General (GEDESP)
• Design: Students Choice of Context (AEDES)
• Engineering Studies ATAR (AEEST)
• Food Science and Technology ATAR (AEFST)
• Materials Design and Technology – Wood General (GEMDTW)
• Materials Design and Technology – Wood ATAR (AEMDTW)
46 Vocational Education and Training
• Career and Enterprise General (GECAE or GCAEF)
• Career and Enterprise ATAR (AECAE)
• Certificate II in Community Service (VCS)
• Certificate II in Workplace Skills (VWS)
2022 Year 11 Curriculum Handbook 4Types 2020 Programs on Offer
Certificates - Vocational Education and Training Qualifications
Certificate II in Community Services Certificate II in Sport and Recreation
Certificate III in Fitness Certificate II in Visual Arts – Design Graphics
Certificate II in Hospitality BSB20120 Certificate II in Workplace Skills
Certificate II in Music
For certificate details :ttps://www.fulltimecourses.tafe.wa.edu.au/courses
Endorsed Programs; for example
ADF Cadet Program PIMS School of Instrumental Music Program
Duke of Edinburgh Award Program Workplace Learning (ADWPLEF) Program
Schools Curriculum Standards Authority (SCSA) Developed Courses
Accounting and Finance ATAR Integrated Science General
Biology ATAR Italian: Second Language ATAR
Building and Construction General Japanese: Second Language ATAR
Business and Enterprise Management ATAR Literature ATAR
and General
Career and Enterprise General Mathematics Essential General
Chemistry ATAR Mathematics Applications ATAR
Computer Science ATAR Mathematics Methods ATAR
Dance ATAR and General Mathematics Specialist ATAR
Design – Dimensional Design General Media Production and Analysis ATAR and
General
Materials Design and Technology – Wood ATAR
Design – Student Choice of Context ATAR
and General
and General
Drama ATAR and General Modern History ATAR and General
Economics ATAR Music ATAR
Engineering Studies ATAR Outdoor Education General (GEOED)
English as an Additional Language/Dialect
ATAR and General Philosophy and Ethics ATAR
Physical Education Studies (incorporating
English ATAR and General Basketball Specialist) ATAR and General
Food Science and Technology ATAR and Physics ATAR
General
French: Second Language ATAR Politics and Law ATAR
Geography ATAR Psychology ATAR and General
Health Studies ATAR and General Visual Arts ATAR and General
Syllabus details ATAR and General course:
Human Biology ATAR
https://senior-secondary.scsa.wa.edu.au/
2022 Year 11 Curriculum Handbook 5Introduction
The Course Selection process for Year 11 is an exciting time as students consider their ambitions,
the areas of interest to them, plan for the future and make decisions. This Year 11 Curriculum
Handbook is a useful reference for students, parents and teachers as it details information that
is important in making decisions about Year 11 studies.
Remember the importance of the classroom teachers you know and trust as they are often the
best persons to ask for advice about their subject area. The Heads of Learning Areas are also
available to answer questions to do with their Learning Area.
The types of courses and programs on offer at Willetton SHS are:
School Curriculum and Standards Authority (SCSA) designed courses - Australian
Tertiary Admissions Rank (ATAR) and General courses
Vocational Education and Training (VET) Certificate II & III qualifications
Workplace Learning (WPL) - an endorsed program available to students enrolled in the
Flexible Learning in Schools (FLiS) program or an industry specific course
SCSA endorsed programs that are part of a student’s extra-curricular activities
University collaborations
Students may obtain official approval to participate in an alternative to secondary schooling. The
most common non-school options are:
A training program through TAFE or a private Registered Training Organisation (RTO)
An apprenticeship or a traineeship
Full-time employment
Promoting success
Students’ success is largely dependent on suitable pre-learning and an adequate level of achievement
before beginning a course. When students are unprepared for courses, they begin Year 11 behind the
rest of the group and this can lead to excessive stress and failure. Where suitable courses are chosen,
a significant contributor to success is the level of commitment and effort the student gives to their
studies.
Pathways
If you wish to pursue a particular course at University you need to meet prerequisites of at least 4
ATAR courses in both Year 11 and 12. One of those courses must be ATAR English/Literature or EALD.
Studying these allows students to sit examinations at the end of Year 12. The results of these are
used to calculate a TEA for entry to further study at University. University requirements can be found
in the various university handbooks on line and booklets are available from Student Services.
For students entering Year 11, Year 10 results are the best guide to selecting courses. Meeting
prerequisites is very important. It is expected that students will study the same courses in Year 12 as
were studied in Year 11. It is not advised to begin ATAR courses in Year 12 as students will not have
a solid foundation. The external examinations are for progress towards university studies and are
suitably difficult in all courses. All courses contribute to meeting WACE requirements and pathways to
a Trade Training Centre, State Training Provider, traineeship or apprenticeship.
Course Choices
You may choose a combination of programs from the types below. FLiS has some restrictions on this
due to the off-site components.
The types of courses and programs on offer at Willetton SHS are:
The Flexible Learning in Schools (FLiS) program which includes Workplace Learning (WPL)
The School Curriculum and Standards Authority (SCSA) designs courses of two types: Australian
Tertiary Admissions Rank (ATAR) and General
The SCSA endorsed programs that are part of a student’s extra-curricular activities
The Vocational Education and Training (VET) Certificate II & III qualifications
2022 Year 11 Curriculum Handbook 6Non-school opportunities (these are not available through Willetton SHS):
Students may obtain official approval to participate in an alternative to secondary schooling. All other
students must remain at school until the end of the year in which they turn 17.
The most common non-school options are:
A training program through TAFE or a private Registered Training Organisation (RTO)
An apprenticeship or a traineeship
Full-time employment
The process to gain approval for these alternatives is external to the school, rigorous and can be lengthy.
Advice can be obtained from Ms Lana Warner-Gillon.
ATAR Courses
These courses are generally taken by students seeking entry to university. This does not mean that
you should not choose them if you are seeking entry to TAFE or employment. In fact, some TAFE
courses and employers list ATAR courses as prerequisite courses. Students studying these courses
must sit exit examinations at the end of Year 12. Year 12 students who know they want to go to
university must choose at least four ATAR courses including ATAR English. Students aiming to use an
ATAR score for direct access to university courses must study a minimum of four ATAR courses, some
students will study five or six ATAR courses. Choosing to complete six ATAR courses is a very rigorous
pathway and many students find it difficult to manage the workload involved, students should consider
carefully their capacity when selecting ATAR courses.
General Courses
These courses are normally chosen by students who wish to seek entry to TAFE or employment.
Students seeking entry to university may wish to consider a General course as a sixth course. These
courses do not have an external exam component.
Vocational Education and Training (VET)
This area gives students the opportunity to gain skills and knowledge in the workplace while working
towards WACE. Students choosing a VET course attain certain competencies and skills recognised by
employers. As nationally accredited certificate courses they provide Certificates of Achievement which
confirm that the student has achieved specific knowledge and relevant skills toward gaining
employment in a particular vocation. Students seeking entry to university may wish to consider a VET
course as a sixth course.
Endorsed Program
An endorsed program is a significant learning program that has been developed for senior secondary
students. These programs are not included in the Year 11 selection process and are supplementary to the
requirements Willetton SHS has for study in Year 11. Endorsed programs may be developed by the School
Curriculum and Standards Authority, or developed by a private provider or a school and subsequently
endorsed by the Authority.
All endorsed programs successfully completed and reported to the Authority by the school:
• are listed on the student’s Western Australian Statement of Student Achievement
• may contribute towards the breadth-and-depth requirement of the WACE
• may contribute towards the C grade requirement of the WACE.
Each endorsed program is allocated one, two, three or four unit equivalents.
A student who will graduate in 2023 will be able to count a maximum of 4 unit equivalents from endorsed
programs for WACE purposes, two in Year 11 and two in Year 12, depending on the number of certificate
courses they study.
Programs are endorsed in three categories:
1. Authority-developed endorsed programs
These endorsed programs are developed by the Authority to provide WACE recognition for students
undertaking activities of a similar nature and for which no quality-assured certificate or award is issued. A
program outline that provides details of the program and the completion requirements can be downloaded
at the SCSA website.
2. Provider-developed endorsed programs
These endorsed programs are developed by a private provider such as a university, community organisation
or training institution. Provider-developed endorsed programs recognise structured learning programs that
2022 Year 11 Curriculum Handbook 7result in the attainment of a quality-assured certificate or award.
3. School-developed endorsed programs
These endorsed programs are developed by individual schools in response to a particular need which cannot
be met through a WACE course, a VET qualification or another endorsed program.
Workplace Learning is an Authority-developed endorsed program that is available to Flexible Learning in
School (FLiS) students and Certificate II in Hospitality students. For your convenience, the program outline
and support materials can be accessed on the SCSA website.
Schools Curriculum Standard Authority Developed Courses
The School Curriculum and Standards Authority (SCSA) develops courses of two types: Australian Tertiary
Admissions Rank (ATAR) courses and General courses.
ATAR courses have a significant theory component and all have a final examination which students must
sit and make a genuine attempt at the paper. Some courses also have portfolios or practical or oral
examinations. The results from these examinations are combined with the student’s school marks and a
final score is calculated (refer to the TISC website for detailed information).
Students can choose a full ATAR load, which is six courses. Students who are planning to enter university
directly from Year 12 by achieving the required ATAR, must study at least four ATAR courses in their final
senior secondary year.
SCSA General courses do not have a final examination and most have a significant practical component.
Students are required to sit a one hour written paper, Externally Set Task (EST), in Term 2. This is marked
out of 15 and the score is included in the final mark which is 85% school assessment and 15% EST.
Vocational Education and Training (VET) Programs
VET is taken as part of the Western Australian Certificate of Education (WACE) and provides a wide range
of post school options and pathways. Vocational Education and Training (VET) in schools enables students
to gain nationally recognised industry skills.
All VET programs involve a partnership between WSHS and a Registered Training Organisation so that
students can achieve a VET qualification that is delivered either at school or off-campus (Flexible Learning
in School program) as part of a student’s Year 11 and/or 12 course selection. Students involved in these
programs are still regarded as full-time students at Willetton SHS, however they are also enrolled as a
student with the Registered Training Organisation.
Under the 2021 WACE rules, there will be provision for students to gain C grade course/unit equivalence
by completing:
Completed Qualification Equivalence Total Credit Allocation (courses)
Year 11 Year 12
Certificate I 1 course (2 units) 1 course (2 units) N/A
Certificate II 2 courses (4 units) 1 course (2 units) 1 course (2 units)
Certificate III 3 courses (6 units) 1 course (2 units) 2 courses (4 units)
Certificate II Hospitality VET 2 C grades plus 2 C grade C grade
Industry Specific (a work units for ADWPL
2 units for ADWPL
experience component
ADWPL must be completed)
For course equivalence, students may only use up to four course equivalents (8 units) of VET and endorsed
programs with a maximum of two course equivalents from endorsed programs. However, VET Industry
Specific programs count as a course C grade completion – and not as part of the course equivalents of VET
and endorsed programs.
School Based Vet Programs
School based VET programs are delivered on the school site as part of a student’s regular timetable. All
school based VET programs involve a partnership between WSHS and Registered Training Organisations so
that students can achieve a VET qualification that is delivered at school as part of a student’s Year 11 and/or
12 course selection. VET programs are divided into two categories: VET Industry Specific; or VET Credit
Transfer:
VET Credit Transfer
VET credit transfer is not graded. However, each unit equivalent contributes to the WACE
2022 Year 11 Curriculum Handbook 8requirement for students to achieve 14 C grade units or better with a minimum of six C grade units in Year
12. Each unit equivalent achieved will directly reduce the number of C grade units required to meet the C
grade requirement; up to a maximum of eight unit equivalents (four Year 11 and four Year 12 unit
equivalents).
Vet Industry Specific Programs (VETiS)
VETiS courses have the status of a School Curriculum and Standards Authority (SCSA) course and enable
students to achieve dual accreditation for a nationally endorsed training package qualification and meet
SCSA-developed course completion requirements for WACE. Achievement of these qualifications will count
towards WACE as courses (not part of the 40% VET maximum under the WACE) with C grade completion.
The achievement descriptor ‘completed’ contributes in the same manner as a C grade for all other General
course units. Regardless of the academic year in which a VETIS course is completed, WACE course credit
is allocated across both Year 11 and Year 12. That is, part of the achievement allocation of a VETIS course
is either retrospective or projected credit, depending on the year in which the course requirements are
completed.
ATAR students are also encouraged to choose a VET qualification as part of their Upper School course
selections.
Students are advised to choose no more than 2 VET qualifications.
Flexible Learning in School Program (FLiS)
VET (Vocational Education and Training) programs are integrated to the Western Australian Certificate
of Education (WACE) and lead to a wide range of post school options and pathways. Vocational
Education and Training (VET) in schools enables students to gain nationally recognised industry skills.
FLiS is a program designed by our teachers to allow students to access TAFE and the workplace while
participating in Year 11 and 12 studies at Willetton SHS.
Any student who is interested in the program can book an interview. See SSO for details or call Mrs.
Dawn Donald on 93347239 for interview bookings. To enter the program, the student and a
parent/caregiver meet with the VET staff to discuss the courses and pathways that can be taken and
to map a two-year progression with the FLiS team.
Students in the Willetton SHS FLiS program attend school 3 days per week (Monday to Wednesday)
where they study:
• English General
• Mathematics Essentials
• Career & Enterprise General
• The School Curriculum and Assessment Developed Workplace Learning ADWPL (Endorsed
Program) which includes a Certificate II in Skills for Work and Vocational Pathways and
• One other subject – either a course or another school based qualification – choices may be limited
due to timetable constraints
Students spend the remaining 2 days (Thursday & Friday) off-campus completing:
• Work Experience (ADWPL)
• Registered Training Organisation (RTO) programs which are externally delivered qualifications
The Flexible Learning in School program is suitable for students considering an apprenticeship or
employment. Students looking for alternative entry into university may also be interested in this option
by selecting a Certificate III (Year 11) and Certificate IV (Year 12). A Certificate IV will assist entry
into university when other conditions are met. Please refer to the VET section of the Year 11 or Year
12 Curriculum Handbook for links to these requirements.
The FLiS program offers a wide range of qualifications from Certificate II to Certificate IV delivered by
a variety of Registered Training Organisations. Students will be able to choose from a number of
qualifications, details of which will be available at FLiS course counselling sessions, and on display on
the VET notice board.
The availability of these programs is subject to the external Training Provider being able to provide a
venue and lecturer. The venues for some the training programs in FLiS require the student to travel a
considerable distance. The school cannot guarantee that all students will achieve a place in their
chosen qualification. If students are not successful in achieving an external training placement, they
must agree to completing a second days’ work placement.
Some programs incur a Fee for Service that must be paid to the school prior to commencement of the
program. The school will forward this fee to the Registered Training Organisation. Fees will be
discussed with parents and students during FLiS interviews.
In selected industry areas, students may be eligible to complete a qualification under a School Based
2022 Year 11 Curriculum Handbook 9Traineeship (SBT) or Pre-Apprenticeship in Schools Program (PAiS). Details of the qualifications that are available in 2022 will be discussed at the individual FLiS counselling sessions. Note: To comply with national Vocational Education and Training (VET) data collection, students participating in a VET course will be required to provide personal information to the Registered Training Organisation the school is partnering with State Government Awards for Achievement in WACE There are several prestigious awards available to students who complete Year 12. The awards are considered by universities and others when they assess a student’s achievements and students wishing to apply for scholarships can benefit from having received such an award. The School Curriculum and Standards Authority grant exhibitions and awards to senior secondary students. The awards recognise individual excellence at the end of senior secondary schooling. Both general educational excellence and course-specific excellence are recognised. The WACE award score is used to rank students for General Exhibitions and thus determines the top student in the state for ATAR courses. The process applied in calculating the WACE award score is based on the examination only, and is not the same as the scaling process used by TISC to determine ATARs. Students can accumulate equated examination marks over the last two years of their senior secondary schooling. Where students have accumulated equated ATAR course examination marks over two years, specific rules apply in calculating the WACE award score. The Beazley Medal: WACE is awarded for excellence to the eligible student who achieves the top WACE award score when students are ranked for general exhibitions. The WACE award score is based on the average of five equated examination scores in SCSA ATAR courses, calculated to two decimal places. At least two of the examination scores from List A and two from List B subjects are used. Where an examination includes both written and practical components, an appropriate statistical process will be used to combine these examination marks. The Beazley Medal: VET is awarded for excellence in studies that include VET qualifications. It is awarded to the eligible student who has demonstrated the most outstanding overall performance in a VET Certificate II or higher and in their other WACE achievements. To be eligible for this award a student will have achieved a WACE, and a VET exhibition in one of the industry areas. More information about the exhibitions and awards granted by the Authority can be found at: https://senior-secondary.scsa.wa.edu.au/certification/exhibitions-and-awards 2022 Year 11 Curriculum Handbook 10
WACE Requirements 2021 and Beyond The Western Australian Certificate of Education (WACE) is awarded to secondary school students who satisfy its requirements. Students will, generally, complete two years of senior secondary study and if they demonstrate the required levels of achievement, they are awarded the Western Australian Certificate of Education. 2022 Year 11 Curriculum Handbook 11
2022 Programs on Offer List A and List B and unlisted
List A List B
ATAR ATAR
Business Management and Enterprise ATAR (AEBME) Accounting and Finance ATAR (AEACF)
Dance ATAR (AEDAN) Biology ATAR (AEBLY)
Drama ATAR (AEDRA) Chemistry ATAR (AECHE)
Economics ATAR (AEECO) Computer Science ATAR (AECSC)
English as an Additional Language/Dialect ATAR
Design – Student Choice of Context ATAR (AEDES)
(AEELD)
English ATAR (AEENG) Earth and Environmental Science ATAR (AEEES)
French: Second Language ATAR (AEFSL) Engineering Studies ATAR (AEEST)
Geography ATAR (AEGEO) Food Science and Technology ATAR (AEFST)
Health Studies ATAR (AEHEA) Human Biology ATAR (AEHBY)
Materials Design and Technology – Wood ATAR
Italian: Second Language ATAR (AEISL)
(AEMDTW)
Japanese: Second Language ATAR (AEJSL) Mathematics Applications ATAR (AEMAA)
Literature ATAR (AELIT) Mathematics Methods ATAR (AEMAM)
Media Production and Analysis ATAR (AEMPA) Mathematics Specialist ATAR (AEMAS)
Modern History ATAR (AEHIM) Physical Education Studies ATAR (AEPES)
Physical Education Studies ATAR (AEPESB
Music ATAR (AEMUS)
Basketball)
Philosophy and Ethics ATAR (AEPAE) Physics ATAR (AEPHY)
Politics and Law ATAR (AEPAL) Psychology ATAR (AEPSY)
Visual Arts ATAR (AEVAR)
General General
Business Management & Enterprise General (GEBME) Building and Construction General (GEBCN)
Career and Enterprise General (GECAE) or (GECAEF) Design – Dimensional Design General (GEDESD)
Dance General (GEDAN) Design – Photography General (GEDESP)
Drama General (GEDRA) Food Science and Technology General (GEFST)
English as an Additional Language/Dialect General
Integrated Science General (GEISC)
(GEELD)
Materials Design & Technology – Wood General
English General (GEENG) or (GEENGF)
(GEMDTW)
Mathematics Essential General (GEMAE) or
Health Studies General (GEHEA)
(GEMAEF)
Media Production and Analysis General (GEMPA) Outdoor Education General (GEOED)
Physical Education Studies General (GEPES) or
Modern History General (GEHIM)
(GEPESB Basketball)
Visual Arts General (GEVAR) Psychology General (GEPSY)
Certificates (do not qualify as List A or B)
CHC22015 Certificate II in Community Services (VCS) SIS20115 Certificate II in Sport and Recreation
(one year) (VSR) (one year)
CUA20715Certificate II in Visual Arts – Design
SIS30315 Certificate III in Fitness (V3FIT) (one year)
Graphics (V1VAD) (two years)
SIT20316 Certificate II in Hospitality (VEVHTF) (two BSB20120 Certificate II in Workplace Skills (VWS)
years) (one year)
CUA20615 Certificate II in Music (VMUS) (one year) Certificate details: https://training.gov.au/
Note: To comply with national Vocational Education and Training (VET) data collection, students participating in a VET course
will be required to provide personal information to the Registered Training Organisation the school is partnering with.
2022 Year 11 Curriculum Handbook 12Post-School Pathways We encourage students to first consider their interests and strengths and make selections based upon a career pathway. Entry to post school pathways are quite flexible and often no longer require students to undertake any one specific course of study. Apprenticeships An apprenticeship is a structured program usually of four years’ duration that leads to a trade qualification. Training combines practical experience at work with an employer who agrees to train the apprentice in aspects of the trade with on and off the job training at a TAFE or other registered training organisations. Traineeships A traineeship is a structured program usually of at least 12 months’ duration on a full-time or part-time basis and generally in a non-trade related area. A trainee gains work experience with an employer and has the opportunity to learn new skills in a hands-on environment. Like an apprenticeship, a traineeship is an opportunity for earning while learning. Technical and Further Education (TAFE) Options TAFE offers courses for vocational education and training, apprenticeships and traineeships, support for workplace learning and courses for business and industry. The campus websites offer detailed information on the length, content and relevance of courses. TAFE to University Pathways Successful completion of TAFE qualifications to Certificate IV, Diploma or Advanced Diploma level can be used as a pathway for admission to university studies. University Entry Options To gain entry to university, school leavers must have a sufficiently high ATAR for their chosen course, or can access university studies through bridging or enabling programs offered by the universities. Each university has a number of alternative entry pathways that provide options if your results or educational background do not provide immediate eligibility for direct entry to undergraduate study. Australian Tertiary Admissions Rank (ATAR) The Australian Tertiary Admissions Rank is used to rank students for selection into courses of their choice at university. An ATAR is a number between 99.95 and zero that reports the rank position relative to all other students. It is derived from the Tertiary Entrance Aggregate (TEA). The TEA is calculated by adding the best four scaled scores in courses. There are unacceptable course combinations for the determination of the ATAR. Where a student chooses to take both course within an unacceptable combination, only one of the results (the higher) may be included in the ATAR (see http://www.tisc.edu.au/static/resources.tisc). Equal weight is given to the final school score and the final examination score in calculating the scaled score for ATAR courses. Information from Regulatory Bodies SCSA INFORMATION https://student.scsa.wa.edu.au/ https://parent.scsa.wa.edu.au/ https://www.scsa.wa.edu.au/publications/past-atar-course-exams TISC INFORMATION http://www.tisc.edu.au/static/resources.tisc The links below are to in depth information where you'll find some more detailed information which you may find helpful: • about the Australian Tertiary Admission Rank • scaling (and other marks adjustment processes) • the Special Tertiary Admissions Test (STAT) • entry ranks (ATARs and ranks) • statistics and reports • forms and downloads you may find useful • related sites of interest • information videos from TISC 2022 Year 11 Curriculum Handbook 13
The Subject Selection Process
Year 11 students are required to select six courses or the equivalent. A total of six full year
courses or qualifications must be registered with SCSA and these must be completed.
Students in Year 11 have a choice of three pathways; ATAR, General or VET. Most students will
choose a combination of types of course by selecting courses that suit their abilities, aspirations
and interests. A student planning to use an ATAR score to gain direct entry to university must
study at least four ATAR courses. A combination of course types provides a well-rounded option
for success in school and after graduation.
The WACE study options are designed with particular pathways and levels of achievement in mind
and students are not likely to succeed in courses for which they do not demonstrate the
background and prior achievement recommended by teachers.
Lifecare
All Year 11 students are automatically timetabled into Lifecare for one hour per week. (Page 26)
Subject Selection Online
Willetton SHS uses Subject Selection Online (SSO) as the data collection platform for 2022.
SSO will be available to Year 10 students in Week 10 Term 2 and will close Week 2 of Term 3.
Information will be sent to parents on the use of SSO at the end to Term 2.
Some students will be contacted to attend an interview with a Senior School Course Counsellor
to discuss their choices and check WACE requirements.
Students who wish to change courses after the close of the SSO are to complete a request form
(available from the front office) and email this to.
willetton.shs.11and12choices@education.wa.edu.au .
SSO Course Selection Process
When SSO is opened students will be able to lodge their 6 choices as long as they meet the
pre-requisites for these courses. Where a student does not meet a prerequisite, the selection
button will be inactive.
Step 1 – Clarify definite outcomes that you want to achieve during Year 11 and Year 12.
Step 2 – Read the description of the courses your prefer and check the prerequisites
Step 3 - Consider if you are suited to these courses.
Step 4 – Make your selections
Step 5 - Selection button Inactive
If the selection button is inactive choose another course
or
Use the SSO appeal to the HoLA/delegated teacher SSO email link to request
permission to select. You will receive an email asking you to re-select.
Step 6 – If you have an appeal refused, you must choose the subject in the Appeal Pending
section to record your interest.
Step 7 – After SSO closes students with appeals and high average academic performance are
reviewed by the Program Coordinator Operations, Mr Newton. By the end of Week 4
Term 3 you will be informed if your appeals are granted.
Step 8 – Week 8 students with active appeals will be contacted by Mr Newton.
Appeals will be granted if he has evidence that adequate improvement has been
achieved. Other students will be allocated to courses that suit their achievement in
Year 10.
Course Changes
We encourage students to consider their choices very carefully and have provided a large window
of time for this process. Students may request to change their courses by completing a subject
change form and emailing it to willetton.shs.11and12choices@education.wa.edu.au before 28
January 2022. After September, the grid will be well developed and requests for changes may
meet with restrictions. At the start of 2022, there will be limited flexibility for changes and student
will have to submit their requests in person to the Operations office.
2022 Year 11 Curriculum Handbook 14The Arts Studying the Arts develops skills in communication, working relationships and critical thinking. Students are required to process abstract ideas and examine issues from various perspectives. As their critical thinking develops students are able to use different ways of seeing the world and creating solutions. The study of the Arts demands growth in communication and understanding which assists success in all work places. Year 11 Arts students to develop as self-sufficient thinkers who engage with problem solving. They are given opportunities to work as informed collaborators in social contexts and use an increasing range of critical thinking skills to explore ideas, concepts, beliefs and practices. DANCE GENERAL (GEDAN) You are strongly advised to read the detailed description in the SCSA Syllabus and Support Materials: https://senior-secondary.scsa.wa.edu.au/syllabus-and-support-materials/arts/dance Prerequisites Nil; past dance experience is an advantage. Course Description Dance is dynamic and powerful. It embodies our ideas, thoughts, emotions and values and provides a unique opportunity to develop physically, creatively, aesthetically, emotionally and intellectually. People have always danced, and dance continues to evolve as a form of expression, fulfilling a variety of functions in society. As an art form, dance encourages artistic creativity and the active use of the imagination. The study of dance acknowledges the interrelation of practical and theoretical aspects—the making and performing of movement and the appreciation of its meaning. Students can compose and perform work relevant to their lives. The Dance General course presents and develops ideas through a variety of genres, styles and forms as it provides a unique way to express our cultural view and understanding of the world. Through critical decision-making in individual and group work, movement is manipulated and refined to reflect the choreographer’s intent. Students use a wide range of creative processes, such as improvisation and the use of choreographic elements and devices, and draw on their own physicality and the interpretation of existing work of others to make dance works. Assessment The General dance course has 70% practical/performance component and 30% written component. DANCE ATAR (AEDAN) You are strongly advised to read the detailed description in the SCSA Syllabus and Support Materials available at: https://senior-secondary.scsa.wa.edu.au/syllabus-and-support-materials/arts/dance Prerequisites Good literacy skills with a minimum mark of 60% in Semester 1, Year 10 English. Participation in the Dance or Dance for Boys subjects or experience in a dance school is recommended. Course Description The Dance ATAR course acknowledges the inter-relationship between practical and theoretical aspects of dance – the making and performing of movement and the appreciation of its meaning. Through critical decision-making in individual and group work, movement is manipulated and refined to reflect the choreographer’s intent. Students use a wide range of creative processes, such as improvisation and the use of choreographic elements and devices and draw on their own physicality and the interpretation of existing work of others to create unique dance works. Students investigate how technologies are used to extend and enhance dance design. They also learn how dance styles and forms are historically derived and culturally valued. Through dance, students experience an intrinsic sense of enjoyment and have an opportunity to achieve a high level of movement skills. Opportunities to perform in a variety of formal environments enhance the ability to develop an individual stage presence. Assessment The emphasis is on the practical components (approximately 60% of the course). Written 2022 Year 11 Curriculum Handbook 15
components - critical review, case study and examination contribute approximately 40%. 2022 Year 11 Curriculum Handbook 16
DRAMA GENERAL (GEDRA) You are strongly advised to read the detailed description in the SCSA Syllabus and Support Materials: https://senior-secondary.scsa.wa.edu.au/syllabus-and-support-materials/arts/drama Prerequisites There are no prerequisites; however, past experience in performing is an advantage. Course Description The Drama General course focuses on aesthetic understanding and drama in practice as students integrate their knowledge and skills. They use the elements and conventions of drama to develop and present ideas and explore personal and cultural issues. They engage in drama processes such as improvisation, play building, text interpretation, playwriting and dramaturgy which allow them to create original drama and interpret a range of texts written or devised by others. The content of this course includes production and design aspects involving sets, costumes, makeup, props, promotional materials, and stage management, front of house activities, and sound and lighting. Students use technologies such as digital sound and multimedia and present drama to a range of audiences and work in different performance settings. Assessment This course is practical involving 70% performance/production and practical investigations. There is a 30% written investigations and response component DRAMA ATAR (AEDRA) You are strongly advised to read the detailed description in the SCSA Syllabus and Support Materials: https://senior-secondary.scsa.wa.edu.au/syllabus-and-support-materials/arts/drama Prerequisites A minimum mark of 60% in semester one in English in Year 10. Past experience in performing is an advantage. Course Description The Drama ATAR 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. The 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 on individual and ensemble performance, as well as the roles of actor, director, scenographer, lighting designer, sound designer, costume designer and dramaturge. Assessment There is a heavy emphasis on practical assessment worth 50% of the course. Written components take the form of analytical responses and examinations worth 50%. MEDIA PRODUCTION AND ANALYSIS General (GEMPA) You are strongly advised to read the detailed description in the SCSA Syllabus and Support Materials: available at:https://senior-secondary.scsa.wa.edu.au/syllabus-and-support- materials/arts/media-production-and-analysis Prerequisites-Nil Course Description The Media Production and Analysis General course aims to prepare students for a future in a digital and interconnected world by providing the skills, knowledge and understandings to tell their own stories and interpret the stories of others. Students are encouraged to explore, 2022 Year 11 Curriculum Handbook 17
experiment and interpret their world, reflecting and analysing contemporary life, while understanding that this is done under social, cultural and institutional constraints. Students, as users and creators of media products, consider the important role of audiences and their context. This course focuses on the development of technical skills in the practical process Studying Media is an excellent basis for opportunities in film and television, performing arts and advertising, journalism, marketing, design, photography, graphics, news reader and script writer. Media also provides students with excellent presentational and communication skills. Assessment Practical assessment 70%, written components worth approximately 30%. MEDIA PRODUCTION AND ANALYSIS ATAR (AEMPA) You are strongly advised to read the detailed description in the SCSA Syllabus and Support Materials: available at:https://senior-secondary.scsa.wa.edu.au/syllabus-and-support- materials/arts/media-production-and-analysis Prerequisites A minimum mark of 60% in Semester One Year 10English. Strong writing skills and Year 10 Media are also recommended. Course Description The focus of this course is popular culture, press and broadcasting. Students will study past, current and upcoming trends in the media through viewing and analysing a wide variety of popular media forms such as music videos, sitcoms and websites. Students will further their understanding of non- fiction media forms and genre through learning contexts that relate to their interests such as television, documentary, mockumentary and new trends in broadcast news. Students will learn production skills and create their own media productions. Assessment One major production will be completed each semester in addition to practical workshops. Practical assessments are worth approximately 50% of the course mark and written components take the form of investigative work and examinations worth approximately 50%. MUSIC ATAR (AEMUS) You are strongly advised to read the detailed description in the SCSA Syllabus and Support Materials: https://senior-secondary.scsa.wa.edu.au/syllabus-and-support-materials/arts/music Prerequisites A minimum mark of 60% in semester one in English in Year 10. The course is designed for students who have participated in advanced music in Years 9 and 10 classes or through private tuition. Course Description The Music ATAR course encourages students to explore a range of musical experiences, developing their musical skills and understanding, and creative and expressive potential, through a choice of one of three defined contexts: Western Art Music, Jazz or Contemporary Music. The course consists of a significant a practical component and a written component. The sections of the written component are: Aural and Theory, Composition and Arrangement, Cultural and Historical Analysis. The practical component can be delivered in a different context, independent of the written component. Students can choose to perform on an instrument or voice in one of four contexts, and/or submit a composition portfolio. The ATAR music course provides opportunities for creative expression, the development of aesthetic appreciation, and understanding and respect for music and music practices across different times, places, cultures and contexts. Students listen, compose, perform and analyse music, developing skills to confidently engage with a diverse array of musical experiences, both independently and collaboratively. ATAR music provides a pathway to tertiary training and professional careers within the music industry. Assessment There is an emphasis on practical assessment worth 50% of the course mark. This is made up from semester work and examinations. Written components take the form of analytical responses and examinations worth 50%. 2022 Year 11 Curriculum Handbook 18
PIMS ENDORSED PROGRAM Prerequisites – current participation in the SIMS program. PIMS is a SCSA Endorsed Program. SCSA and The School of Instrumental Music have negotiated that a minimum of 84 hours’ music performance time is equivalent to 5 points (i.e. one full unit) of Year 11 or 12 studies (a unit represents a semester of study). Students enrolled in the PIMS Course are required to undertake the following activities: • Attend all instrumental/vocal lessons • Organise a consistent practice schedule of home practice • Attend school ensemble rehearsals and performances as required • Provide a record of performance times and required signatures in the PIMS Journal. The course content and choice of repertoire for PIMS lessons is flexible and can be negotiated with the instrumental/vocal teacher. The content may include performing some, or all of the following: • scales/studies selected in relation to the choice and level of difficulty of solo repertoire e.g. articulation, rhythms etc. • solo repertoire with or without piano accompaniment. Programs such as Smart Music and/or Audacity can assist in the production of student CD’s • school ensemble repertoire in preparation for school performance/concerts. Assessment Instrumental/vocal students are provided a PIMS’ Journal in which to document meeting the requirements of the course. This record is used by the school it to verify with SCSA when a student has successfully completed the required 84 hours of music performance time. Students are assessed through the PIMS’ Journal which shows attendance at school ensemble rehearsals and concerts. It is signed by the ensemble director/s and has evidence from the SIMS teacher. It is essential that students use the Journal as a personal log book throughout the year to record evidence of their practice/lessons. The supervising teacher or instrument/vocal teacher signs the records each week. A formal PIMS Report is issue CUA20615 CERTIFICATE II IN MUSIC ONE YEAR PROGRAM Prerequisites Nil. Instrumental or vocal experience would be highly recommended. Students must be able to perform. Qualification Description This qualification reflects the role of individuals who perform a range of mainly routine tasks in the music industry, work under direct supervision, and use limited practical skills and fundamental operational knowledge in a defined context. This qualification allows students to develop their music skills by studying popular music. Students will be required to perform music, create their own music works, develop their own ideas and apply their understanding and skills. Students will also set up sound equipment, make digital recordings and apply these skills in a variety of contexts such as road crew assistant, recording assistant and performer at the local community level. Assessment Willetton SHS will partner with a Registered Training Organisation (RTO) to deliver this qualification. This partnership enables teachers with additional vocational qualifications to deliver the program on behalf of the RTO. Assessment is based on a competent or not competent basis and will involve both practical and theory work. Although the students will be completing practical activities, there is a significant written aspect to this qualification. Practical assessments involve performances, scenarios and bumping in and out for a variety of performances. WACE C grade equivalence for full qualification achievement is one Year 11 course and one Year 12 course. This qualification is a proposed offering for the 2022 academic year. At the time of publication, no agreements have been entered into with a Registered Training Organisation for the delivery of this qualification. On the basis of interest from students, the school will initiate a formal partnership agreement with a RTO for the delivery of the qualification. 2022 Year 11 Curriculum Handbook 19
VISUAL ARTS General (GEVAR) You are strongly advised to read the detailed description in the SCSA Syllabus and Support Materials: https://senior-secondary.scsa.wa.edu.au/syllabus-and-support-materials/arts/visual-arts Prerequisites Nil - The course covers basic art skills and caters for those with no art experience as well as the more advanced student. Course Description In the Visual Arts General course, students engage in traditional, modern and contemporary media and techniques within the broad area of art forms. The course promotes innovative practice. Students are encouraged to explore and represent their ideas and gain an awareness of the role that artists and designers play in reflecting, challenging and shaping societal values. Students are encouraged to appreciate the work of other artists and engage in their own art. Assessment This course is 70% practical involving art production with a 30% written component. VISUAL ARTS ATAR (AEVAR) You are strongly advised to read the detailed description in the SCSA Syllabus and Support Materials: https://senior-secondary.scsa.wa.edu.au/syllabus-and-support-materials/arts/visual-arts Prerequisites A minimum mark of 60% in semester one in English in Year 10. The course is designed for the more advanced art student who has demonstrated success in lower school. Course Description In the Visual Arts ATAR course, students engage in traditional, modern and contemporary media and techniques within the broad areas of art forms. The course promotes innovative practice. Students are encouraged to explore and represent their ideas and gain an awareness of the role that artists and designers play in reflecting, challenging and shaping societal values. The Visual Arts ATAR course allows students to develop aesthetic understandings and a critical awareness to appreciate and make informed evaluations of art through their engagement of their own art practice and the work of others. Assessment There is an emphasis on practical art production, 50% of the course. Written components 50%, takes the form of art interpretation, divided between critical analysis and investigation tasks and assessments of this component are by written examination and assignments. ENGLISH An English course is compulsory. Each student must select one of these courses: English (ATAR / General) or Literature or English as an Additional Language/Dialect (ATAR / General). Students who meet the prerequisites may choose both English and Literature. ENGLISH General (GEENG) or (GEENGF) You are strongly advised to read the detailed description in the SCSA Syllabus and Support Materials: https://senior-secondary.scsa.wa.edu.au/syllabus-and-support-materials/english/english2 Prerequisites Nil. Course Description The English General course focuses on consolidating and refining the skills and knowledge needed by students to become competent, confident and engaged users of English in everyday, community, social, further education, training and workplace contexts. The English General course is designed to provide students with the skills that will empower them to succeed in a wide range of post-secondary pathways. The course develops students’ language, literacy and literary skills to enable them to communicate successfully both orally and in writing and to enjoy and value using language for 2022 Year 11 Curriculum Handbook 20
both imaginative and practical purposes. The course explores different perspectives and ideas presented in a range of texts, and a range of community, local and/or global issues. Assessment Students will be assessed by a range of written and spoken tasks. There is no examination at the end of these units. ENGLISH ATAR (AEENG) You are strongly advised to read the detailed description in the SCSA Syllabus and Support Materials: https://senior-secondary.scsa.wa.edu.au/syllabus-and-support-materials/english/english2 Students who meet the prerequisites may choose both English and Literature. Prerequisites A minimum mark of 60% in Semester One in English in Year 10. Course Description The English ATAR course focuses on developing students’ analytical, creative, and critical thinking and communication skills in all language modes. Students are encouraged to critically engage with texts from their contemporary world, the past and from Australian and other cultures. Through wide reading, viewing, listening and close study, students develop the ability to analyse and evaluate the purpose, stylistic qualities and conventions of texts and to enjoy creating imaginative, interpretive, persuasive and analytical responses in a range of written, oral, multimodal and digital forms. Assessment Students are assessed in a range of written and oral tasks, the majority of which are done in class, in test conditions. There is a formal examination each semester. LITERATURE ATAR (AELIT) You are strongly advised to read the detailed description in the SCSA Syllabus and Support Materials: https://senior-secondary.scsa.wa.edu.au/syllabus-and-support- materials/english/literature Students who meet the prerequisites may choose both English and Literature. Prerequisites A minimum mark of 70% in Semester One English in Year 10. Participation in the Gifted and Talented or English Extension programs is highly recommended. Course Description In the Literature ATAR course, students learn to create readings of literary texts and to create their own texts, including essays, poems, short stories, plays and multimodal texts. Students engage with literary theory and study literary texts in great detail. Students learn to read texts in terms of their cultural, social and historical contexts; their values and attitudes; and their generic conventions and literary techniques. They enter the discourse about readings, reading practices and the possibility of multiple readings. Students learn to create texts paying attention to contexts, values and conventions. They learn about literary language, narrative, image and the power of representation. Students experience the aesthetic and intellectual pleasure that reading and creating literary texts can bring. Unit 1 develops knowledge and understanding of different ways of reading and creating literary texts drawn from a widening range of historical, social, cultural and personal contexts. Unit 2 develops knowledge and understanding of intertextuality, the ways literary texts connect with each other. Assessment Students will be assessed in long and short essay forms and in oral activities. There will also be an element of creative writing. There is a formal examination each semester. 2022 Year 11 Curriculum Handbook 21
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