Subject Selections

Year 10

Year 10 students have a set study program with additional options to choose from including; Automotive Vocational Preparation, Engineering Pathways, Horse Care, Beekeeping and Conservation & Ecosystem management.

Year 11

Year 11 students have the opportunity to select between two study pathways that cater to different types of learning. The ATAR Pathway is more context and examination focused, while the VET/General Pathway is a more practical, skills-based option.

Year 12

In most cases, students will remain with the same types of offerings from Year 11 into Year 12. However, there is the capacity for students to make minor adjustments or select something new on offer.

Year 10 Subjects

English
Maths
Science
Humanities & Social Sciences
Career Education
Plants & Animals - Skills
Health Education & Phys Ed
On-the-job Workplace Learning - AHC20122 Certificate II in Agriculture
Option 1: Choose from the table of options on the right
Option 2: Choose from the table of options on the right

Year 10 Program

Option Information - students could get exposure and a taste of the following qualifications that are offered in senior school:

  • This course is a practical course which allows students to identify and inspect mechanical and electrical components and systems of light vehicles, heavy vehicles, outdoor power equipment, bicycles, marine craft and motorcycles. Students cover the skills and knowledge required to perform minor maintenance and repair of an automotive vehicle body. Students will typically achieve a cluster of competencies which can form part of their Certificate II in Agriculture and/or Certificate II in Automotive Vocational Preparation (Automotive), should they select it in Year 11.

  • Students will be given the opportunity to experience and develop skills related to Conservation and Ecosystem Management. This skill set provides basic skills and knowledge for individuals to recognise common plants and animals in natural landscapes and to undertake basic conservation and ecosystem works in the conservation and ecosystem management industry. A range of activities are covered which include planting, weeding, pruning and pest management, and natural area restoration.

  • This course is a practical course which allows students to work with metal in a range of contexts and develop skills in the use of the various welding forms. Students will typically achieve a cluster of competencies which can form part of their Certificate II in Agriculture and/or Certificate II in Engineering Pathways (Engineering), should they select it in Year 11.

  • In this course students learn how to ride horses and care for equipment, as well developing knowledge of equine anatomy, physiology, nutritional requirements, and injury. It also provides the skills and aptitude necessary to enter further TAFE level training courses which then lead to employment in, for example, horse breeding, racing, mounted police, veterinary nursing, biological science, retail, and coaching. A limited number of College horses are available to enable those students who do not own a horse to participate in the equine program. Students will typically achieve a cluster of competencies which can form part of their Certificate II in Agriculture and/or Certificate II in Horse Care (Equine), should they select it in Year 11.

  • Students learn about the natural history of bees and how to handle them. They learn how to make and set up a beehive and how to remove a honey crop from a hive. Students will typically achieve a cluster of competencies which can form part of their Certificate II in Agriculture.

Year 11 Subjects

Making choices for study in Year 11 should be based on the following considerations:

• Realistic assessment of ability, application and commitment: It is essential for students to make choices which are realistic and that are suitable for their academic ability and commitment to school.

• Interests and possible future careers: Selecting courses that are of interest to students is more likely to lead to success and enjoyment in their studies. If future goals are uncertain, it is best to maintain a broad course that would enable entry to a variety of post-school destinations.

• Passion for a type of learning and context of learning: The two available pathways cater to different types of learning, with the ATAR Pathway being more content and examination focused, while the VET/General Pathway is a more practical, skills-based option.

  • WACE Requirements

    The WACE is a certificate that demonstrates significant achievement over Years 11 and 12.

    Achievement of your WACE acknowledges that at the end of your compulsory schooling you have achieved or exceeded the required minimum standards in an educational program that has suitable breadth and depth.

    General Requirements:

    In order to achieve their WACE, students must:

    • demonstrate a minimum standard of Literacy (Reading and Writing) and a minimum standard of Numeracy based on the skills regarded as essential for individuals to meet the demands of everyday life and work in a knowledge‐ based economy (i.e. pass the OLNA or achieve Band 8 or above in Year 9 NAPLAN)

    • complete a minimum of 20 units or equivalents as described below:

    - complete at least four Year 12 ATAR courses, or
    - complete at least five Year 12 General courses and/or ATAR courses, or
    - complete a Certificate II (or higher) VET qualification in combination with ATAR, General courses.

    Breadth and Depth

    Students will complete a minimum of 20 course units or the equivalent. This requirement must include at least:

    • a minimum of ten Year 12 units or the equivalent,

    • two completed Year 11 English units and one pair of completed Year 12 English units, and

    • one pair of Year 12 course units from each of List A (Arts/Languages/Social Sciences) and List B (Mathematics/Science/Technology) subjects.

    Achievement Standard

    Students will be required to achieve fourteen C grades (or equivalents, see below) in Year 11 and Year 12 units, including at least six C grades in Year 12 units (or equivalents).

    Unit equivalence can be obtained through Vocational Education and Training (VET) programs and/or endorsed programs. The maximum unit equivalence available through these programs is eight units – four Year 11 units and four Year 12 units. Students may obtain unit equivalence as follows:

    • up to eight unit equivalents through completion of VET programs, or

    • up to four unit equivalents through completion of endorsed programs, or

    • up to eight unit equivalents through a combination of VET and endorsed programs, but with endorsed programs contributing no more than four unit equivalents.

  • A WASSA is issued to all Year 12 students who complete any study that contributes towards a WACE.

    The record of achievement will record:

    • Completion of requirements for secondary graduation for the awarding of the WACE

    • Achievement of Literacy and Numeracy Standards

    • Other qualifications achieved, such as VET certificates

    • Levels of achievement for courses in the school and examination assessments, including grades and final school marks

    • Course units completed

    • Achievement of Authority-endorsed programs

    • Achievement of the English language competence standard

    • Achievement of awards

    Literacy and Numeracy

    There are two parts to demonstrating competence in Literacy and Numeracy. Firstly, you are required to complete two Year 11 English units and a pair of Year 12 English units. Secondly, you must demonstrate that you have met the minimum standard for Literacy and Numeracy, which is based on skills regarded as essential for individuals to meet the demands of everyday life and work. You can demonstrate the minimum standard:

    • through the Authority’s Online Literacy Numeracy Assessment (OLNA), or

    • if you demonstrate Band 8 or higher in your Year 9 NAPLAN, Reading, Writing and Numeracy tests.

    The OLNA is compulsory for those students who have not prequalified in one or more of the components through Year 9 NAPLAN and want to achieve the WACE. Students will have up to six opportunities (two per year) between Year 10 and Year 12 to demonstrate the Literacy and Numeracy minimum standard.

    There are three assessment components:

    • one 50-minute, 45-item multiple-choice of Reading

    • one 50-minute, 45-item multiple-choice of Numeracy, and

    • one 60-minute, extended response in Writing of between 300 and 600 words.

    Endorsed Programs

    Endorsed programs address areas of learning not covered by WACE courses. Examples at WACOA Denmark include workplace learning.

    Endorsed programs may replace up to two Year 11 course units and two Year 12 course units you need to achieve your WACE.

    Externally Set Tasks (ESTs)

    There are no exams for General units. However, students will complete an externally set task (EST), which is a common task that all students enrolled in a General or Foundation course will sit in Semester 1 of Year 12. The task is set by the Authority, completed by students under test conditions, and is worth 15 per cent of the final mark for that pair of units.

    ATAR Examinations

    The Authority sets, administers and marks ATAR examinations for ATAR Units 3 and 4 in all courses. All ATAR examinations have written papers and some also include practical, oral, performance or portfolio examinations.

    Enrolling in Examinations - When students enrol in a Year 12 ATAR course, they will be automatically enrolled to sit the ATAR examination in that course.

    Examinations Compulsory for Graduation at ATAR - Separate examinations for ATAR Units 1 & 2 and ATAR Units 3 & 4 will be held in all courses. Students will be required to sit the examinations to achieve the WACE.

    Students who are in their final year of secondary schooling and are enrolled in at least one ATAR pair of units in a course are required to sit for and make a genuine attempt at the WACE examination in that course.

    In the context of ATAR courses in the WACE, the term ‘complete’ requires a student to sit the ATAR course examination or have an approved sickness/misadventure application for not sitting the examination in that course.

    Students who do not sit the ATAR course examination will not have a course mark or grade recorded on their WASSA, nor will they achieve an ATAR course report. This may also impact on students’ WACE attainment.

    If students are applying for university admission, they should check that their course selections meet the entry requirements. University admission information is available on the TISC website http://tisc.edu.au/static/home.tisc.

    Course Changes

    Students are able to change courses after the school’s timetable has been constructed. However, it is important to remember that classes do reach capacity and the sooner a change is made the better chance of gaining a place in a desired course.

    For a student to achieve course unit credits, a change can only be made early in Year 12, before the cut-off date set by the Authority; or in Year 11 after the completion of Unit 1, or at the end of Year 11 after completion of Unit 2. For a student to change a course they will need to see the Deputy Principal.

    No changes will be made to student’s course selection without a parent and teacher signature endorsing a change. Under normal circumstances, students will only be able to transfer to a new course up to the end of Week 6, Term 1.

    If at any time parents or students have questions about Senior School courses, they are requested to contact the Head Of Learning Coordinator.

    Course Availability

    The school reserves the right to withdraw any course. Available resources limit the number of classes which can be timetabled. Places in courses will be allocated on the basis of students who have met the prerequisites. If a student submits a course selection form after the due date for submission, they risk the possibility of not being allocated to all of their chosen selections.

  • The English ATAR course focuses on developing students’ analytical, creative, and critical thinking and communication skills in all language modes, encouraging students to critically engage with texts from their contemporary world, the past, and from Australian and other cultures.

  • This course focuses on the use of mathematics to solve problems in contexts that involve financial modelling, geometric and trigonometric analysis, graphical and network analysis, and growth and decay in sequences. It also provides opportunities for students to develop systematic strategies based on the statistical investigation process for answering statistical questions that involve analysing univariate and bivariate data, including time series data.

  • The Agribusiness ATAR course enables students to develop knowledge and skills related to the business decisions needed to run enterprises from production to marketing, adding value at all stages of the production process.

    Students learn about the structure of management in an agribusiness, manager functions and analysis of external factors influencing an agribusiness. Students will also learn about planning for sustainability to maintain the productivity of an agribusiness, including economic, environmental and social aspects.

  • The Agricultural Science and Technology ATAR course enables students to develop knowledge and skills related to the sustainable use of resources for a wide variety of agricultural production systems. Students explore, analyse and understand the ways that people manage natural resources, such as plants, animals, soil and water, to meet global societal needs. Students will also explore how new developments in science and technology can increase productivity, efficiency and sustainability whilst responding to evolving domestic and global demands.

  • A unique appreciation of life and a better understanding of the living world are gained through studying the Biology ATAR course. Students develop a range of practical skills and techniques through investigations and fieldwork in authentic contexts, such as marine reefs, endangered species, urban ecology, or biotechnology. Scientific evidence is used to make informed decisions about controversial issues.

  • 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 Mathematics Essential General course focuses on using mathematics effectively, efficiently and critically to make informed decisions. It provides students with the mathematical knowledge, skills and understanding to solve problems in real contexts for a range of workplace, personal, further learning and community settings. This course provides the opportunity for students to prepare for post-school options of employment and further training.

  • In the Animal Production Systems General course students learn about and apply operational practices to selected animal enterprises. Students apply natural resources, such as plants, animals, soil and water to the objective of meeting personal and community needs. They work with food and fibre production systems, applying sustainable farming practices and using appropriate agricultural technologies.

  • In the Plant Production Systems General course students learn about and apply operational practices to selected plant enterprises. Students apply natural resources, such as plant varieties, climate, soil and water, to the objective of meeting personal and community needs. They work with food and fibre production systems, applying sustainable farming practices, and using appropriate agricultural technologies.

  • The Materials Design and Technology Metals course provides students with the opportunity to develop practical and design skills in the metal trades area. Students will learn fabrication, welding, machining skills including 3D modelling CAD. They are able to put this knowledge to use in designing projects of their own. Practical and design skills learned in this course will assist with seeking employment in a variety of metal working vocations.

    Students will gain practical and design skills including:

    • Welding and fabrication skills – arc and mig welding

    • Design principles and processes including 3D Printing

    • Fitting and machining techniques

    • Opportunities to design and develop personal projects

  • Physical Education contributes to the development of your physical, social and emotional growth. Students will spend time learning about some sports while also completing a range of theory activities and tasks. Students will learn how the body responds to physical activity including:

    • Anatomical, physiological and practical factors associated with performance

    • Impact of physical activity on the body’s anatomical and physiological systems

    • Improving team performance

Year 12 Subjects

Year 12 ATAR subjects

These are for students who are wishing to continue with their ATAR program with the intention to enter into University.

Year 12 Agricultural and Trades qualifications / General courses

These are recommended for students interested in exploring opportunities in either the Agricultural Industry or  the Automotive or Engineering trade type industries. There is an opportunity for all students to select courses or subjects which will allow more opportunities to obtain skills for their preferred industry area.

Externally Set Tasks (ESTs) - There are no exams for General courses. However, students will complete an externally set task (EST), which is a common task. Students enrolled in a General course, will sit these tests in Semester One of Year 12. The task is set by the Authority, completed by students under test conditions, and is worth 15 per cent of the final mark for that pair of units.

Students who enrol in any ATAR subjects will be required to sit for the external WACE examination.

  • Students learn about the manipulation of animal breeding, including natural and artificial techniques, to optimise production. They apply their knowledge of animal nutrition to construct feeding programs that will assist in meeting market specifications. Students learn about the importance of sustainable management practices and the balance of short-term financial needs with long-term improvement of resources. Students identify major markets, recognise the advantages of Australian produce and the role of quality assurance. Students evaluate experimental data and scientific method, as well as proposing areas for future investigation.

    Students also identify issues for Australia in maintaining global competitiveness, and examine market protection strategies. Students investigate the implications of climate change on animal production systems, and current and future options to address these issues. They consider and propose solutions to address sub-optimal production. They consider the advantages and disadvantages of new technologies, and their related ethical and economic issues. They assess and manage risks involved in animal production and use financial analysis to guide decision making. They consider the importance of conservation and restoration of natural and agricultural ecosystems, and propose short-term and long-term enterprise goals.

  • A unique appreciation of life and a better understanding of the living world are gained through studying the Biology ATAR course. Students develop a range of practical skills and techniques through investigations and fieldwork in authentic contexts, such as marine reefs, endangered species, urban ecology, or biotechnology. Scientific evidence is used to make informed decisions about controversial issues.

  • The English ATAR course focuses on developing students’ analytical, creative, and critical thinking and communication skills in all language modes, encouraging students to critically engage with texts from their contemporary world, the past, and from Australian and other cultures.

  • This course focuses on the use of mathematics to solve problems in contexts that involve financial modelling, geometric and trigonometric analysis, graphical and network analysis, and growth and decay in sequences. It also provides opportunities for students to develop systematic strategies based on the statistical investigation process for answering statistical questions that involve analysing univariate and bivariate data, including time series data.

  • Students learn about the importance of sustainable management practices, and the balance of short-term financial needs with long-term maintenance and improvement of resources. Students identify major markets and advantages of Australian produce, and the role of quality assurance. They consider factors involved in fertiliser selection, and use production records in decision making. Students evaluate experimental data and scientific method, as well as proposing areas for future investigation.

    Students also identify issues for Australia in maintaining global competitiveness, and examine market protection strategies. Students investigate the implications of climate change on plant production systems, and the breeding of new cultivars. Students learn about manipulating plant processes and managing pests to optimise production in a sustainable manner. They consider and propose solutions to address suboptimal production. They consider the advantages and disadvantages of new technologies, and their related ethical and economic issues. They assess and manage risks involved in plant production and use financial analysis to guide decision making. They consider the importance of conservation and restoration of natural and agricultural ecosystems, and propose short-term and long-term enterprise goals.

  • The focus for this is personal finance. The concepts, principles and terminology used in financial decision making and management on a personal basis are introduced. The course addresses main institutions that operate in financial markets and how governments and other bodies can affect the way individuals and groups make financial decisions.

  • In the Animal Production Systems General course students learn about and apply operational practices to selected animal enterprises. Students apply natural resources, such as plants, animals, soil and water to the objective of meeting personal and community needs. They work with food and fibre production systems, applying sustainable farming practices and using appropriate agricultural technologies.

  • 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.

  • In the Plant Production Systems General course students learn about and apply operational practices to selected plant enterprises. Students apply natural resources, such as plant varieties, climate, soil and water, to the objective of meeting personal and community needs. They work with food and fibre production systems, applying sustainable farming practices, and using appropriate agricultural technologies.

  • The Materials Design and Technology Metals course provides students with the opportunity to develop practical and design skills in the metal trades area. Students will learn fabrication, welding, machining skills including 3D modelling CAD. They are able to put this knowledge to use in designing projects of their own. Practical and design skills learned in this course will assist with seeking employment in a variety of metal working vocations.

    Students will gain practical and design skills including:

    • Welding and fabrication skills – arc and mig welding

    • Design principles and processes including 3D Printing

    • Fitting and machining techniques

    • Opportunities to design and develop personal projects

  • The Mathematics Essential General course focuses on using mathematics effectively, efficiently and critically to make informed decisions. It provides students with the mathematical knowledge, skills and understanding to solve problems in real contexts for a range of workplace, personal, further learning and community settings. This course provides the opportunity for students to prepare for post-school options of employment and further training.

  • Physical Education contributes to the development of your physical, social and emotional growth. Students will spend time learning about some sports while also completing a range of theory activities and tasks. Students will learn how the body responds to physical activity including:

    • Anatomical, physiological and practical factors associated with performance

    • Impact of physical activity on the body’s anatomical and physiological systems

    • Improving team performance