Curriculum Handbook Senior Years · Subject Selection Online (SSO) (new for 2018) Student subject...
Transcript of Curriculum Handbook Senior Years · Subject Selection Online (SSO) (new for 2018) Student subject...
Westernn Australia’s oonly selecttivve academicc schhool
Curriculum HandbookSenior Years
2019 EDITION
Western Australia’s only selective academic school
Perth Modern School • Curriculum Handbook Senior Years 2019ii
PUBLICATION DATE: June 2018
PUBLISHED BY: Perth Modern School
Roberts Road
SUBIACO 6008
9380 05555
www.perthmodernschool.education.wa.edu.au
Students and parents are advised to refer to the most recent handbooks or websites from TAFE
Institutes of Training, TISC, the Universities and the School Curriculum and Standards Authority and
School Curriculum Opportunities, prior to making subject selections and career plans.
Western Australia’s only selective academic school
Perth Modern School • Curriculum Handbook Senior Years 2019 1
Contents
Introduction. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 3
The Senior Years Curriculum (Years 10–12) . . . . . . . . . . . . 4
Course Selection Process . . . . . . . . . . . . . . . . . . . . . . . . . . . . 5
Year 10 Students Course Selection Requirements. . . . . 9
Year 11 Students Course Selection Requirements . . . . . 10
Year 12 Students Course Selection Requirements. . . . . 11
Ensuring success . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 12
Additional Career Information. . . . . . . . . . . . . . . . . . . . . . . . 12
Websites . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 12
Achieving Excellence . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 12
Assessments. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 12
Homework/Study Commitments . . . . . . . . . . . . . . . . . . . . 12
WACE Achievement . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 13
WACE Requirements for Year 11 and 12 students
from 2019 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 13
Western Australian Statement of Student Achievement
(WASSA) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 13
University Admission . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 14
School Awards . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 15
School Based Awards and Recognition. . . . . . . . . . . . . . . 15
Sphinx Society . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 15
99 Club . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 15
Presentation Ceremony Awards . . . . . . . . . . . . . . . . . . . . . . 15
Scholarships to Universities . . . . . . . . . . . . . . . . . . . . . . . . . . 16
School Curriculum and Standards Authority
(SCSA) Awards. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 17
Exhibitions and Awards . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 17
General criteria for eligibility for
exhibitions and awards: . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 17
Peak awards . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 17
Beazley Medal: WACE . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 17
Awards for outstanding achievement . . . . . . . . . . . . . . . . 18
General Exhibitions . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 18
General Exhibitions (ATSI) . . . . . . . . . . . . . . . . . . . . . . . . 18
Special General Award . . . . . . . . . . . . . . . . . . . . . . . . . . . 18
Awards for outstanding achievement
in an ATAR course . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 18
Subject Exhibitions (ATAR courses). . . . . . . . . . . . . . . . 18
Special Subject Awards (ATAR courses) . . . . . . . . . . . 19
Subject Certifi cates of Excellence (ATAR courses). . 19
Special Certifi cates of Excellence (ATAR courses) . . 19
Certifi cates of merit and certifi cates of distinction . . . . 19
Rules for calculating points for
Ccertifi cates of Merit and Distinction . . . . . . . . . . . . . 19
Award approval. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 20
Certifi cates and medallions . . . . . . . . . . . . . . . . . . . . . . . . . . 20
School Curriculum and Standards Authority
Awards Ceremony . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 20
Sickness/misadventure claim. . . . . . . . . . . . . . . . . . . . . . . . . 20
Release of information . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 20
Curriculum Innovations . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 21
Year 10 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 22
Arts & Technology Learning Area. . . . . . . . . . . . . . . . . . . . 23
Arts Learning Area . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 24
Year 10 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 24
Years 11 and 12 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 27
Technologies Learning Area. . . . . . . . . . . . . . . . . . . . . . . . . . 33
Year 10 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 33
Years 11 and 12 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 36
English Learning Area . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 41
Year 10 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 42
Years 11 and 12 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 43
Health and Physical Education Learning Area . . . . . . 45
Year 10 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 46
Years 11 and 12 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 48
Humanities and Social Sciences Learning Area . . . . . 49
Year 10 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 50
Years 11 and 12 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 52
Languages Learning Area . . . . . . . . . . . . . . . . . . . . . . . . . . . . 63
Years 11 and 12 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 65
Mathematics Learning Area. . . . . . . . . . . . . . . . . . . . . . . . . . 69
Year 10 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 70
Years 11 and 12 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 71
Music Learning Area . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 77
Year 10 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 78
Years 11 and 12 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 79
Science Learning Area . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 81
Year 10 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 82
Years 11 and 12 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 83
Recreation Courses . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 95
Arts and Technologies . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 96
Curriculum Innovations . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 98
Appendix 1: Careers and Education Websites . . . . . . 99
CURRICULUM HANDBOOK SENIOR YEARS 2019
Introduction
Western Australia’s only selective academic school
Perth Modern School • Curriculum Handbook Senior Years 20194
Introduction
THE SENIOR YEARS CURRICULUM (YEARS 10–12)
As Western Australia’s only fully selective school for academically talented students, Perth Modern School
delivers a program to meet the needs of students who have been identifi ed as having the potential to
achieve high levels of academic excellence and are seeking a tertiary pathway.
The Senior Years at Perth Modern School encompasses Years 10–12 and as such, the curriculum provides
opportunities for successful outcomes for students so they may reach their post-school goals. Perth
Modern School has established a learning environment that is unique and advantageous to gifted
learners. Students can be confi dent they are involved in the highest quality teaching and learning
environment with a cohort of like-minded peers.
Fundamental to Senior Years is the young adult ethos which
fosters independence, individual and social responsibility
and the achievement of personal best. Students are
expected to take greater responsibility for their academic
decisions and to develop independence in their study
habits and skills. Opportunities to develop a broad portfolio
which enhance post-school options are provided through a
commitment to co-curricular experiences and community
service. Students have opportunity to develop global
understandings through extensive international tours.
Our Advocacy program will continue to contribute to
the wellbeing and well-rounded growth and support of
our students through emphasis on social and emotional
wellbeing. All students will participate in House
competitions—sport, drama, as well as presentations and
information sessions from guest speakers. The Community
Service ethos of Perth Modern School will continue.
Advocacy will add to the curriculum through developing
eff ective organisational skills, interpersonal relationships
and an appreciation of the value of community service and
‘giving back’. School spirit and connection will be advanced
through participation in House activities and whole school
events. Special Advocacy groups will continue for those
students involved in the Student Council and there will be
an opportunity to join the Youth Ambassadors, Sustainability
and Roadies advocacy groups in Years 10–12.
All students will participate in Mod Time. In the Senior Years,
this will involve Clubs—e.g. dance, sports, fi lm, art, circus,
debating.
The Senior Years program provides opportunities for choice
through individual pathways and students may wish to
accelerate their studies to meet their study goal by enrolling
in courses that are off ered at a higher year level. Whilst
students in Year 10 choose subjects by semester, students in
Year 11 generally choose a pathway of subjects that they will
follow for two years.
Students are encouraged to explore breadth as well as
depth with a requirement from Year 10 for courses to
represent a balance of both list A and list B courses, based
on Western Australian Certifi cate of Education (WACE)
requirements. Individual programs outside the school may
also be negotiated with the Associate Principal (Curriculum).
Perth Modern School is committed to keeping its rigorous
curriculum engaging and relevant to meet the needs of
very able students. Students will have access to a richer
curriculum and will be well prepared to achieve the results
they require to be competitive in the WACE examinations.
Teachers aim to help students to get the best learning by
diff erentiating the curriculum and placing greater emphasis
on higher order thinking and processing skills. Where
appropriate, teachers will adjust the pace of curriculum
delivery and will ensure students have the opportunity to be
extended by working with more complex ideas in greater
depth. Students are provided with many more opportunities
for enrichment through external programs, competitions
and events.
This handbook contains information to assist students in
deciding which courses to study at the senior level. The
options are many and the need to involve parents, teachers
and counsellors in the decision-making process is very
important.
Western Australia’s only selective academic school
Perth Modern School • Curriculum Handbook Senior Years 2019 5
COURSE SELECTION PROCESS
Subject Selection Online (SSO) (new for 2018)
Student subject choices will be completed online using the SSO system in 2018 for 2019 for all years.
Detailed instructions and further information will be emailed to Parents/Guardians towards the end of Term 2, 2018 and the
process of entering subject choices will commence early Term 3, 2018.
Parents/Guardians will receive an email link to the SSO site and instructions for accessing and completing the process.
Parents/Guardians should discuss subject choices and complete the process online with their child by their side. That way,
everyone will be informed and aware of choices made.
Subject choices should be guided by the current years’ Semester 1 results.
SSO will analyse subject choices against your child’s Semester 1 results. The subject choices will be coded with a green or
amber symbol.
Subjects coded with a green symbol have been recommended.
Students who achieve an ‘A’ grade in their Semester 1 results for a particular subject are ‘recommended’ without reservation.
Students who achieve a ‘B’ grade are ‘recommended with application’. This means they should be successful in this subject
if they apply themselves. The following application strategies are suggested to support student learning and outcomes for
ongoing success:
• Develop a study schedule and aim to complete a minimum of 2.5–3 hours of homework/review/preparation, per subject
per week.
• Seek early feedback and assistance from teachers if required.
• Access support off ered by individual teachers or learning areas.
• Access homework club in the library Monday–Thursday, 3.30–4.30 pm.
• Seek assistance from the Head of Year or Student Services if required.
Special note: Year 11 Mathematics Specialist (AEMAS): It is recommended that students have achieved an ‘A’ grade in
Pre-Specialist Mathematics in Year 10.
Subjects coded with an amber symbol indicate the recommendation has not been met and the student may not have the
required background, skill or understanding to be successful. If a student wishes to seek permission to study amber subject(s),
click on the subject and a pop-up box opens which requires you to send a request to the Head of Learning Area (HOLA) with
a reason why the student should be allowed to choose the subject. The HOLA will review the request and parents will receive
an email of the outcome. This process may take up to 2 working days.
When you receive an email with the outcome you will then need to log back into SSO and either choose that subject if
approved or if not approved, and you wish to continue with the choice, make an appointment with Miss Miller or Ms Nicholson
in the Careers Centre. The purpose of the counselling appointment is to discuss ways in which your child can be supported in
their study habits if they choose to select that subject.
All year groups will be using our new online subject selection system in 2018 for 2019 courses.
For parents, a helpdesk will be available from Monday 23 July. Parents can email [email protected] for
assistance from that date.
Student information sessions on how to use the system will be conducted during Advocacy assemblies.
Western Australia’s only selective academic school
Perth Modern School • Curriculum Handbook Senior Years 20196
Course Selection Process Timeline
Term Week Timeline
Term 2 Weeks 4 and 8-9 Year 10 Advocacy information sessions
Term 3 Week 1 Monday, 16 July 2018—
Subject Selection Online open at 8 am
Parents/Guardians will receive an emailed link to complete subject selection. Parents are
responsible to change passwords for added privacy and security. Please ensure the school has
your updated email details.
Tuesday, 17 July 2018—
Open Reporting Day
Parents/Guardians have the opportunity to speak with classroom teachers regarding student
progress.
YEAR 9 ONLY: Parents/Guardians have the opportunity to speak with a Course Counsellor
regarding subject selections.
Week 3 Friday, 27 July 2018—Subject Section Online closes at midnight
The online system has a number of inbuilt recommendations that your child should meet to select certain subjects.
Please refer to the Subject Selection recommendations attached.
Subject Selection Recommendations
2019 Year Group Learning Area Subject/Courses Recommendations
10 All All Subjects No recommendations have been set
English English Y11 AE ENG ATAR—compulsory
• Acceleration allows students to access advanced level curriculum content
— Students wishing to accelerate into a Year 11 (AE ATAR) require a Teacher and HOLA approval.
— Students are only allowed to accelerate a maximum of three subjects, including English.
— Whole Year Level Acceleration—requires an appointment with the Associate Principal, Ms Furphy.
Western Australia’s only selective academic school
Perth Modern School • Curriculum Handbook Senior Years 2019 7
ATAR Subject Selection Recommendations
2019 Year
Group
List A
or B
Learning Area Subject/Courses Recommendations
11 A Arts & Technology Art B
Drama B
Humanities &
Social Sciences
Ancient History B
Economics B
Geography B
Modern History B
Philosophy & Ethics B
Politics and Law B
Languages Chinese B
French B
Italian B
Japanese B
Music Music HOLA for approval
B Arts & Technology Computer Science B
Home Economics B
Design (Photography) B
Humanities &
Social Sciences
Accounting & Finance B
Health & Physical
Education
Physical Education Studies B
Mathematics Mathematics Specialist A
Mathematics Methods B
Mathematics Applications C
Science Biology B
Chemistry B
Human Biology B
Physics B
Psychology B
Engineering B
Western Australia’s only selective academic school
Perth Modern School • Curriculum Handbook Senior Years 20198
Existing students
All current Year 9 and 10 students will be taken through the course counselling process as part of their Careers Education
course.
New Students
All students new to the school must make an appointment with the Careers Centre to discuss course selection.
Accelerating Students
Students wishing to accelerate by subject must have this signed off by the head of that learning area. All students wishing to
accelerate by year must make an appointment and have this signed off by the Associate Principal (Curriculum).
The full Acceleration policy is available in the Information Handbook.
Selection process for Years 10 and 11 students
The selection process for existing students going in to Years 10 and 11 in 2019 is designed to assist them select appropriate
courses and will consist of a number of stages.
1. Students explore career paths in Advocacy and Career Education classes during Semester 1.
2. The Careers Program Coordinator and individual teachers will address students about course selection and specifi c
courses.
3. Parents can ask further questions on Parent Reporting and Information Days.
4. Parents of students entering Year 10 in 2019 will be invited to make an appointment for an interview on the open reporting
day (Tuesday 17 July 2018) with the course counselling team to discuss subject selections with their child.
It is not compulsory for Year 11 students in 2019 to make a course counselling appointment but they are welcome to make
an appointment through the Careers Centre.
5. In some cases, course selection will need to be reviewed based on results in second semester.
Selection process for Year 12 students
It is assumed students will continue with the same course that they studied in Year 11. Minor amendments may be made on
the course selection form. If an interview is required, an appointment can be made with the Associate Principal or the Careers
Program Coordinator. Major course changes must be signed off by the Associate Principal or the Careers Program Coordinator.
Additional note:
In the majority of cases, students will be able to study their preferred courses. There may be instances when a student chooses
a pattern of courses that is uncommon and two of their courses are timetabled at the same time. In these cases, students will
be contacted to discuss their options. In addition, if a student chooses a course that is not viable due to low numbers, they will
be contacted regarding an alternative choice.
Western Australia’s only selective academic school
Perth Modern School • Curriculum Handbook Senior Years 2019 9
YEAR 10 STUDENTS COURSE SELECTION REQUIREMENTSEach student entering Year 10 will have the opportunity to create a unique Senior Years academic pathway. The Year 10
program allows students to specialise in areas of interest at a level for which they are ready. Perth Modern School has an
Academic Placement Policy that allows students the opportunity to accelerate their studies if they wish. Students studying a
Year 11 course will make this choice for the whole year.
Year 10 students will complete 14 semester-long courses, seven in each semester. All are considered core subjects and there
are no electives. This allows students to mix and match courses for an individually mapped program. Students will study as a
minimum, two semesters of Year 11 English and one semester each of Mathematics, Humanities and Social Sciences, Science
and Physical Education at the Year 10 or 11 levels. Students may make up the remainder of the program with Year 10 level
courses or a mix of Years 10 and 11 courses.
Year 10 sample programs:
• Students must complete compulsory (bold) courses as a minimum. These may be at the Year 10 or Year 11 level.
• English will be Year 11 ATAR units 1 and 2 for all students.
• Students choosing Maths, Humanities and Social Sciences or Science at Year 11 level will not need to complete Year 10
courses in these fi elds.
Example A: Year 10 Course Example B : Mixed mode (Year 10 and 11 Courses)
Periods
per week
Semester 1 Semester 2 Semester 1 Semester 2
4 Year 11 English Year 11 English Year 11 English Year 11 English
4 Maths Maths Maths Science
4 Physical Education Humanities and Social
Sciences
Physical Education Humanities and Social
Sciences
4 Science Science Choice 2 Art Maths choice
4 Photography Humanities and Social
Sciences Choice 2
Design and Technologies Psychology
4 Language Drama Year 11 Music Year 11 Music
4 Art STEAM Year 11 Drama Year 11 Drama
Advocacy 94 minutes/week
Mod time 54 minutes/week
Western Australia’s only selective academic school
Perth Modern School • Curriculum Handbook Senior Years 201910
YEAR 11 STUDENT COURSE SELECTION REQUIREMENTSYear 11 students will have seven course choices and will study a minimum of six year-long WACE courses, plus one additional
WACE or recreation course. Students will complete units 1 and 2 in Year 11 for the chosen subject.
Students who have accelerated will complete the Year 12 component, units 3 and 4 and will sit the external WACE examination
at the end of Year 11. Their mark can be used in the calculation of their ATAR at the end of Year 12 if it is in their top four course
marks. It can also be used as a pre-requisite for university courses if applicable.
Accelerated students cannot repeat units 3 and 4 in Year 12 if they have sat the WACE examination in Year 11.
Students need to ensure that the courses chosen are from both lists A (Arts, Humanities and Social Sciences and Languages)
and B (Science, Mathematics and Technologies) to satisfy WACE achievement and university entry requirements. Students
must also be aware of unacceptable course combinations.
Year 11 Sample Programs:
• Seven choices.
• Students must complete compulsory (bold) courses as a minimum.
• Courses are year-long
• Six compulsory WACE choices—minimum.
• Seven course choices minimum Semester 1.
• Choice seven may be individually negotiated.
Example A: Year 11 Course Example B : Mixed mode (Year 11 and 12 Courses)
Periods
per week
Semester 1 Semester 2 Semester 1 Semester 2
4 Year 11 Literature Year 11 Literature
4 Year 11 Mathematics Methods Year 12 Mathematics Methods
4 Year 11 Mathematics Specialist Year 11 Economics
4 Year 11 Chemistry Year 11 Visual Arts
4 Year 11 Music Year 12 Music
4 Year 11 Italian Year 11 Physical Education Studies
4 Year 11 Modern History Recreation Recreation
Advocacy 94 minutes/week
Mod time 54 minutes/week
Western Australia’s only selective academic school
Perth Modern School • Curriculum Handbook Senior Years 2019 11
YEAR 12 STUDENT COURSE SELECTION REQUIREMENTSYear 12 students will complete a minimum of fi ve year-long ATAR courses, plus one additional ATAR course plus one semester
of recreation or private study, or two additional ATAR courses. It is anticipated that in most cases courses selected in Year 12 will
be a continuation of those selected in Year 11. Variations to this should only be made after careful consideration, appropriate
recommendations from teaching staff , and discussion with the Careers Program Coordinator or Associate Principal.
Year 12 sample programs:
• Seven choices.
• Students must complete compulsory (bold) courses as a minimum.
• Courses are year-long.
• Five compulsory WACE choices.
• Six Course choice minimum Semester 1.
• Choice six and seven may be individually negotiated.
• Year 12 2019 will be required to do a minimum of fi ve ATAR courses plus recreation for Semester 1.
Example A: Year 12 Course Example B: 6 WACE subject Course Example C: 5 WACE subject Course
Periods
per week
Semester 1 and 2 Semester 1 Semester 2 Semester 1 Semester 2
4 Year 12 English or Literature Year 12 English or Literature Year 12 English or Literature
4 Year 12 Mathematics: Methods Year 12 Mathematics: Applications Year 12 Mathematics: Methods
4 Year 12 Mathematics: Specialist Year 12 Economics Year 12 Economics
4 Year 12 Chemistry Year 12 Chemistry Year 12 Art
4 Year 12 Physics Year 12 Music Year 11 Human Biology (subject to
timetabling)
4 Year 12 Drama Year 12 Ancient History Individual
Research Project
Individual
Research Project
4 Year 12 Philosophy and Ethics Recreation Recreation Private Study Private Study
Advocacy 94 minutes/week
Mod time 54 minutes/week
Western Australia’s only selective academic school
Perth Modern School • Curriculum Handbook Senior Years 201912
ADDITIONAL CAREER INFORMATION
The Careers Centre in the Andrews Building can assist with
University information and course selection.
The School Psychologist is available to help with personal
and academic concerns and can be particularly useful if
students are unsure about what they want to do, or if they
are not sure that they are able to cope with a particular
course.
WEBSITES
There are a number of websites that have information
relevant to making subject/course selections. A
comprehensive list is documented in Appendix 1 of this
handbook and on the school website.
ACHIEVING EXCELLENCE
All students are encouraged to achieve their personal best
and develop a sense of pride in themselves, the school, their
environment and their community. We challenge our many
very able students to reach the highest levels of excellence.
ASSESSMENTS
Students are to ensure they are conversant with the Senior
Years Assessment policy available on Connect.
HOMEWORK/STUDY COMMITMENTS
Students studying Years 10–12 ATAR courses should aim
to do a minimum of three hours study per unit per week,
each and every week. Homework does not only consist of
the work given to you by the teacher, but includes a self–
directed component. This may be organising your notes,
revision, research, exam study, practical study or additional
tasks or questions. Students should expect homework and
study to occur over the school holidays. The full Homework
Policy is available on Connect.
Ensuring success
Western Australia’s only selective academic school
Perth Modern School • Curriculum Handbook Senior Years 2019 13
WESTERN AUSTRALIAN CERTIFICATE OF EDUCATION (WACE)
The Western Australian Certifi cate of Education (WACE) is awarded to secondary school students who satisfy
the requirements. All the courses that contribute to WACE are governed by the syllabus and assessment
structures of the School Curriculum and Standards Authority.
Breadth requirements
• Complete one pair of units in Year 12 from List A (Arts/
Languages/Humanities and Social Sciences) and List B
(Mathematics/Science/Technology).
Depth requirements
• Complete a minimum of 20 course units or the
equivalent (minimum of 10 Year 12 units or equivalent).
• Complete two Year 11 English units and complete one
pair of Year 12 English units.
• Endorsed Programs and/or VET credit transfer can reduce
the required number of course units by up to six units.
WACE Examinations
All students in their fi nal year who are enrolled in ATAR units
3 and 4 must sit the exam (unless exempt).
WESTERN AUSTRALIAN STATEMENT OF
STUDENT ACHIEVEMENT (WASSA)
Issued to all Year 12 students at the completion of their
secondary schooling.
The WASSA provides a formal record of what students
leaving in Year 12 have achieved, as a result of their school
education in Western Australia.
Further details available:
www.scsa.wa.edu.au/news-items/overview-of-the-wassa
WACE Achievement
The School Curriculum and Standards Authority will issue
two documents to students. The Western Australian
Statement of Student Achievement (WASSA) is issued to all
students at the completion of their secondary schooling.
The Western Australian Certifi cate of Education (WACE)
will be issued to all students who achieve secondary
achievement. All courses or unit equivalents completed at
Year 11 and 12 level count towards secondary achievement.
The School Curriculum and Standards Authority have strict
guidelines and requirements regarding enrolment and
changes to courses. Please refer to SCSA website for the
current timeline and activities schedule. http://www.scsa.
wa.edu.au/publications/activities-schedule.
WACE REQUIREMENTS FOR YEAR 11
AND 12 STUDENTS FROM 2019
Achievement of the WACE acknowledges that at the end of
the compulsory years of schooling students have achieved
or exceeded the required minimum standards in an
educational program that has suitable breadth and depth.
To achieve a WACE from 2019, a student must satisfy the
following. (Students may have completed courses in Year 10
that can also contribute to the requirements.)
Standard
• Complete four or more Year 12 ATAR courses or complete
a Certifi cate II or higher.
• Achieve a minimum standard of numeracy and literacy.
• Achieve 14 C grades or the equivalent (6 C grades or the
equivalent from Year 12).
Western Australia’s only selective academic school
Perth Modern School • Curriculum Handbook Senior Years 201914
UNIVERSITY ADMISSION
In order to be considered for university admission, a school
leaver should:
• achieve the Western Australian Certifi cate of Education
(WACE)
• achieve competence in English as prescribed by the
individual universities
• obtain a suffi ciently high Australian Tertiary Admissions
Rank (ATAR) for entry to a particular university and/or
course
• satisfy any prerequisites or special requirements for entry
to a particular course.
Competence in English
For university admission purposes, competence in English
is usually demonstrated by achieving the prescribed
standard in a course from the English Learning Area: English
or Literature. The University of Western Australia, Curtin
University of Technology, Murdoch University and Edith
Cowan University all require a scaled mark of at least 50.
Notre Dame’s University requirements are best viewed on
their website.
Australian Tertiary Admissions Rank (ATAR) for 2019
The Australian Tertiary Admissions Rank (ATAR) is derived
from school based assessment and an external examination.
To obtain an ATAR, students must sit the Tertiary Entrance
examinations at the end of Year 12. Some students may
complete courses during Year 11 and can sit the fi nal WACE
exam. The result achieved will count towards the fi nal
ATAR achieved the following year when other courses are
completed. The fi nal ATAR is calculated using the following
criteria:
• Examinations that are based on work studied in Year 12
only or for some students who completed the WACE
exam in Year 11.
• The ATAR will be calculated by adding the best four
combined (school and examination) scaled scores in
courses providing that at least two diff erent units of the
course have been completed.
• No course can be counted more than once.
• For all universities you may accumulate scaled scores
which contribute to your ATAR over fi ve consecutive
years.
Unacceptable course combinations
There will be some unacceptable course combinations
whereby scores in both courses cannot both be used at the
same time. It may be possible to take both courses but the
result in only one may be used to calculate the ATAR. These
are indicated in the list below:
• Mathematics Applications and Mathematics Methods.
• Mathematics Applications and Mathematics Specialist.
• English and Literature.
• Chinese Background Language and Chinese Second
Language.
Students in Year 11 in 2019
For detailed information about university admission
requirements, students in Year 11 in 2019 should refer to the
Admissions Brochure. The brochure can be downloaded
from www.tisc.edu.au.
Students may also make contact directly with the
universities for information on courses and admission
requirements. University websites have specifi c sections for
prospective/future students.
Students in Year 12 in 2019
For students wishing to enter university, TISC has advised the
following:
• The current Average Marks Scaling (AMS) process will
be applied to all course results to ensure fairness to all
students.
• The Australian Tertiary Admissions Rank (ATAR) will be
calculated by adding the best four scaled scores, subject
to unacceptable combinations.
• The competence in English requirement will normally be
met by a scaled mark of at least 50 in English or English
Literature.
• Prerequisites will generally require a scaled mark of at
least 50.
University Admission
Western Australia’s only selective academic school
Perth Modern School • Curriculum Handbook Senior Years 2019 15
SCHOOL BASED AWARDS AND RECOGNITION
Perth Modern School off ers awards for students to work
toward.
Sphinx Society
The Sphinx Society is open to all Year 10, 11 and 12 students
and is designed to encourage academic excellence in Senior
Years students, by providing overt activities including the
awarding of a prestigious badge.
Eligibility is by semester and is determined at the completion
of each semester report. Membership is for the semester
following qualifi cation for the award. The full policy and
criteria is available on Connect.
99 Club
Students who achieve an ATAR score of 99+ will be
recognised with membership of the 99 Club. Students
will have their name included on an honour board and be
recognised at a Perth Modern School assembly.
PRESENTATION CEREMONY AWARDS
School Course Awards
Medallions are awarded to the top student in each WACE (Unit 3 and 4) course.
Dux of the School
Recognises a student who has achieved the highest Tertiary Entrance Aggregate (TEA) based on Year 12 school results.
Principal’s Award for Academic Excellence
Recognises students who have achieved academic excellence across fi ve courses inclusive of at least two from List A and at
least two from List B.
Sphinx Society Awards
Sphinx Society membership is awarded at the end of each semester from Year 10 onwards.
Commitment to Excellence Award
Awarded to a student who has shown signifi cant contributions to school and community, has shown exceptional
interpersonal skills and has demonstrated commitment to excellence in a fi eld of endeavour.
The Dr Albert Walkington Prize for Chemistry and Physics
Awarded to the student who has achieved the highest combined school mark for Chemistry and Physics.
The Clare Casey Service Award
The Clare Casey Service Award recognises a student who has shown great service to the school community.
The Caltex All Rounder Award
Recognises a student who has performed to a very high level in the sporting arena, their chosen subjects and other
endeavours.
Subiaco Service Above Self Award
Recognises a student who has made a signifi cant contribution to the School and wider community.
Sustainability Leadership Award
Recognition of exceptional student leadership in Sustainability.
The recipient of the Sustainability Leadership Award is someone who has made a signifi cant contribution towards helping
Perth Modern School become a more sustainable community.
School Awards
Western Australia’s only selective academic school
Perth Modern School • Curriculum Handbook Senior Years 201916
ADF Long Tan Award
Recognises students who demonstrate leadership and teamwork within both the school and the broader community.
Youth Ambassadors Award
Recognises those students who have achieved a minimum of 100 hours community service, committing a minimum of 30
hours to three services or organisations (see Connect for detailed criteria).
Gold House Badge
Awarded to students who have earned over 1,000 House points (graduating in 2019) within diff erent categories, including:
Academic, Awards, Community Service, Co-curricular, Competitions and House Activities.
Platinum House Medallion
Awarded to students who have earned over 1,500 House points (graduating in 2018 and 2019) within diff erent categories,
including: Academic, Awards, Community Service, Co-curricular, Competitions and House Activities.
Dettman Music Scholarship
The winner of this scholarship must excel in practical and theoretical music and demonstrate diligence, commitment and a
passion for music.
Irene Jolley Memorial Choral Award
The recipient of this award must display a joyous love of and enthusiasm for singing and participate in a school choral
ensemble.
Tom Kent Scholarship
This award enables a student to pursue further studies in music performance at a recognised tertiary institution.
W and C Stabb Music Scholarship
This award is presented to a student studying a string instrument who wishes to pursue further studies on their instrument
at a recognised tertiary institution.
John Peter Coles Memorial Award
Awarded to the top vocal student.
Sports Person of the Year
Recognises excellence in sporting pursuits, leadership and sportsmanship.
Sports Citizen of the Year
Recognises an outstanding contribution to coaching and mentoring younger students.
Perth Modern School Diploma
Recognises student achievement in competitions and activities beyond their academic studies.
Special Note:
Year 10 students are eligible to receive School Course Awards.
Year 11 students are eligible for School Course Awards, Principal Awards and Dux.
Year 12 students are eligible for all the awards listed in the table.
SCHOLARSHIPS TO UNIVERSITIES
There are a variety of scholarships available from the various universities. The
selection criteria vary for each scholarship and from university to university. For
further information, contact the Careers Coordinators at Perth Modern School or
visit the university websites.
Students requiring references for Scholarships must follow the References and
Scholarships Policy available on Connect.
Western Australia’s only selective academic school
Perth Modern School • Curriculum Handbook Senior Years 2019 17
School Curriculum and Standards
Authority (SCSA) Awards
EXHIBITIONS AND AWARDS
Exhibitions and awards are granted by the School Curriculum and Standards Authority to senior secondary
students studying Authority subjects and VET. The awards recognise individual excellence in senior
secondary schooling. Both general educational excellence and subject-specifi c excellence are recognised.
The fi nal decision on the granting of each award is made by
the School Curriculum and Standards Authority’s Exhibitions
and Awards Committee.
GENERAL CRITERIA FOR ELIGIBILITY
FOR EXHIBITIONS AND AWARDS:
To be eligible to achieve a Beazley Medal: WACE, a Beazley
Medal: VET, a general exhibition, a general exhibition
(ATSI), a subject exhibition, a VET exhibition, a certifi cate of
excellence, a certifi cate of distinction or a certifi cate of merit,
a student must:
• be an Australian citizen or a permanent resident of
Australia
• have been enrolled as a full-time student in a registered
secondary school
• have satisfi ed the requirements for a WACE at the time
of the determination of the award/exhibition (except for
course exhibitions and certifi cates of excellence).
Special general awards, special subject awards, special
VET awards, and special certifi cates of excellence may be
awarded to students who do not meet the general eligibility
criteria.
PEAK AWARDS
Two peak awards are granted, one recognising outstanding
academic achievement (Beazley Medal: WACE) and another
recognising outstanding achievement in vocational
education and training (Beazley Medal: VET).
BEAZLEY MEDAL: WACE
The Beazley Medal: WACE is awarded for excellence to the
eligible student who achieves the top WACE award score
which is used to rank students for general exhibitions.
School Curriculum and Standards
Authority WACE award score
The WACE award score is based on the average of fi ve
scaled examination scores in ATAR courses, calculated to two
decimal places, with at least two from each of List A and List
B subjects. Where an examination includes both written and
practical components, an appropriate statistical process will
be used to combine the examination marks.
Students can accumulate scaled examination marks over the
last two years of their senior secondary schooling. Where
students have accumulated scaled examination marks over
two years, the following rules apply in calculating the WACE
award score:
1. At least three scaled examination scores must have
been obtained in the fi nal year of senior secondary
schooling.
2. Scaled examination scores achieved as a non-school
candidate in an examination do not count towards
the WACE award score.
1 A full-time student is one who is enrolled in at least four full-year or equivalent WACE courses in a registered secondary school.
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Perth Modern School • Curriculum Handbook Senior Years 201918
AWARDS FOR OUTSTANDING ACHIEVEMENT
General exhibitions are awarded to recognise outstanding
academic achievement. The awards relate to achievement in
ATAR courses.
General exhibitions
Fifty awards, known as general exhibitions, are awarded to
eligible students who obtain the highest WACE award score.
General exhibition (ATSI)
One award, known as the general exhibition (ATSI), may be
awarded to the Aboriginal and Torres Strait Islander student
who is eligible and achieves the highest WACE award score.
To be eligible for this award, the student must be an
Aboriginal or Torres Strait Islander as defi ned by the
Australian Bureau of Statistics.
A student may receive both a general exhibition and the
general exhibition (ATSI).
Special general award
A special general award is presented to students not eligible
for the award of a general exhibition because they have
not satisfi ed the general criteria for eligibility, but who have
otherwise achieved the requirements for the award of a
general exhibition and whose WACE award score is not
below the lowest score for which a general exhibition is
awarded.
AWARDS FOR OUTSTANDING
ACHIEVEMENT IN AN ATAR COURSE
These awards relate to ATAR courses only.
Subject exhibitions (ATAR courses)
A subject exhibition may be awarded to the eligible
student obtaining the highest examination mark for each
ATAR course, provided that at least 100 candidates sat the
examination. To be eligible for a subject exhibition, the
student must have completed the pair of Year 12 units in the
course in the year of the award and have not previously sat
the ATAR course examination for that course.
Where a course includes both written and practical
components the examination mark will be determined
using an appropriate statistical process to combine the two
examination marks.
Only one exhibition is awarded in each subject. In the
event that there is a tie in the examination mark, the School
Curriculum and Standards Authority’s Exhibition and Awards
Committee will review the students’ results and determine
the winner/s of the award.
Subject exhibitions will not generally be awarded where
less than 100 candidates sit the ATAR course examination.
However, the School Curriculum and Standards Authority’s
Exhibition and Awards Committee may decide to award a
subject exhibition if the achievement is of an exceptionally
high standard.
Western Australia’s only selective academic school
Perth Modern School • Curriculum Handbook Senior Years 2019 19
Special Subject Awards (ATAR courses)
A special subject award may be presented to a candidate
not eligible for a subject exhibition because they have
not satisfi ed the general criteria for eligibility but who
have otherwise achieved the requirements for a subject
exhibition. Only one award will be available in that subject.
Subject Certifi cates of Excellence (ATAR courses)
Certifi cates of excellence are awarded to eligible candidates
who are in the top 0.5 per cent of candidates in each ATAR
course examination, based on the examination mark, or
the top two candidates (whichever is the greater) in a
course where at least 100 candidates sit the ATAR course
examination. The number of certifi cates of excellence issued
for each subject is based on the number of candidates who
sit the ATAR course examination. Where a subject includes
both written and practical components the examination
mark will be determined using an appropriate statistical
process to combine the two examination marks.
To be eligible for a certifi cate of excellence, the student must
have completed the pair of Year 12 units in the course in
the year of the award and have not previously sat the ATAR
course examination for that course.
Where less than 100 candidates sit the ATAR course
examination, the School Curriculum and Standards
Authority’s Exhibition and Awards Committee may decide
to award certifi cates of excellence if the achievement is of an
exceptionally high standard.
Special Certifi cate of Excellence (ATAR courses)
A special certifi cate of excellence is awarded to candidates
not eligible for the award of a certifi cate of excellence
because they have not satisfi ed the general criteria
for eligibility but who have otherwise achieved the
requirements for the award of a certifi cate of excellence. It
will be awarded only to candidates who are in the top 0.5
per cent of candidates who sit the ATAR course examination.
CERTIFICATES OF MERIT AND
CERTIFICATES OF DISTINCTION
Certifi cates of merit and certifi cates of distinction
recognise student achievement in the WACE and are
dependent on the degree of diffi culty of the courses and
programs undertaken, together with the student’s level of
achievement. These awards will be based on the grades
awarded to students by their schools.
A certifi cate of merit or a certifi cate of distinction is to
be awarded to each eligible student who, in their last
three consecutive years of senior secondary school WACE
enrolment, obtains:
Certifi cates of merit 150–189 points
Certifi cates of distinction 190–200 points
Rules for calculating points for
certifi cates of Merit and Distinction
Points for the achievement of certifi cates of merit and
certifi cates of distinction are calculated according to the
following rules and table:
1. Points are accrued at the unit level.
2. Points are accrued from 20 Year 11 and Year 12 units of
which at least ten must be Year 12 units.
3. The units used to calculate a student’s points will be
those that maximise the student’s score (maximum
points = 200).
4. Repeated units cannot be used in the determination of
these awards.
5. Unit equivalents from AQF VET certifi cates achieved can
be used to meet the requirements. A maximum of eight
unit equivalents can be used. An AQF VET Certifi cate II or
higher must have been achieved. Achieved certifi cates in
the following combination may be used:
• one Certifi cate III or above
• two Certifi cate II.
6. Endorsed programs may contribute a unit equivalence
of up to four units—two Year 11 units and two Year 12
units. Endorsed programs are not allocated points and
do not reduce the number of points required.
Table 1: Calculating points for the achievement
of Certifi cates of Merit and Certifi cates of
Distinction
Points per unit ATAR course grade
10 A
9 B
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Perth Modern School • Curriculum Handbook Senior Years 201920
AWARD APPROVAL
The fi nal decision on the granting of each award is made by
the School Curriculum and Standards Authority’s Exhibition
and Awards Committee.
CERTIFICATES AND MEDALLIONS
The winners of the Beazley Medal: WACE and Beazley Medal:
VET receive a medallion and cheque for $1000. In the event
of a tie for either award, each student in the tie is to be
granted a medallion and $1000.
The winners of general exhibitions, special general awards,
subject exhibitions, special subject awards, VET exhibitions
and special VET awards receive a medallion, a certifi cate and
a prize.
All other award winners receive a certifi cate.
SCHOOL CURRICULUM AND STANDARDS
AUTHORITY AWARDS CEREMONY
The Beazley Medal: WACE, Beazley Medal: VET, general
exhibitions, subject exhibitions and VET exhibitions
recipients will be presented with their awards at a
presentation ceremony in February of each calendar year.
SICKNESS/MISADVENTURE CLAIM
A derived examination mark resulting from a sickness/
misadventure claim may not be included in the
determination of exhibitions and awards.
RELEASE OF INFORMATION
The name and school of the award winner is published by
the Authority unless the award winner has indicated that
the information is not for publication. In such cases, only the
name of the school is published.
CURRICULUM HANDBOOK SENIOR YEARS 2019
Curriculum
Innovations
Western Australia’s only selective academic school
Perth Modern School • Curriculum Handbook Senior Years 201922
Curriculum Innovations
Year 10
STEAM (10STEA1/10STEA2)
Science, Technology, Engineering,
Arts, Mathematics
Students may select this course in either Semester 1 or
Semester 2.
This course employs Project Based Learning to develop
interdisciplinary skills through a student led approach.
The focus of learning is on the process to develop project
management skills and design thinking.
In this course, students will be exposed to a range of
technologies, involving coding, electronics, productivity
software and digital design. Rather than provide explicit
instruction on a set number of technologies, students
are instead encouraged to explore how to learn with
technology. Students are encouraged to collaborate so that
members can allocate roles to the benefi t of the entire team
and class.
By the end of this course the successful student will be able
to explain, from experience, the considerations of running
a small-scale project with a team of peers utilising art and
technology to express scientifi c and mathematical concepts.
This will prepare the student for future involvement in
technical fi elds as well as develop a deeper understanding
of the content and context of topics spanning the school
curriculum.
Project topics are led by the student’s interests and research,
whether in Robotics, Fashion, Music, Automotive, Games or
Visual Design. The results of the project are only limited by
the students’ imagination and work ethic.
STUDENT RESEARCH—INDIVIDUAL RESEARCH PROJECT (10IRP1/10IRP2)
Students may select this course in either Semester 1 or
Semester 2.
This subject follows on from the Apprenticeship in Thinking.
Independent Student Research is an important skill for
students when following a university pathway.
The aim of this course is to allow students to undertake a
small original research project in an area of interest to them
which will typically involve a literature research, practical
research and/or experimental research. Students may
undertake a STEAM or Humanities focus project.
The project must be suitable for a school laboratory
environment and should be able to be completed within a
one semester time frame. Students may negotiate a project
to be completed off campus under the guidance of a
relevant industry mentor. Students may work independently
or in small groups. The project and size of the group needs
to be approved by the supervising teacher.
Upon successful completion of this challenging course it is
expected that students will be able to apply understanding
through the design and implementation of a research
project which then demonstrates a capacity to undertake
and communicate research thinking including;
• defi ning an issue in and planning an investigable
research project
• demonstrating relevance to ethical implications
• undertaking a research project
• communicating the results of the research project and
demonstrate the capacity to adhere to the conventions
of research
• demonstrating a capacity to synthesize and
communicate ideas.
Skills developed will include:
• Research methodology
• Leadership capacity
• Independent organisation and thinking
• Collaboration
• Communication.
When the requirements are met, students will receive a
certifi cate of completion—outlining the project and the
skills developed.
Additionally, selected outstanding research projects will be
published in a school journal.
We will be seeking endorsement from SCSA.
CURRICULUM HANDBOOK SENIOR YEARS 2019
Arts & Technology
Learning Area
Western Australia’s only selective academic school
Perth Modern School • Curriculum Handbook Senior Years 201924
ARTS LEARNING AREA Year 10
Arts & Technology Learning Area
DANCE
Students can select the Dance course in Semester 1 and/
or Semester 2.
The Dance course develops and presents ideas through a
variety of genres, styles and forms, as it provides a unique
way in which to express our cultural view and understanding
of the world. Through critical decision-making in individual
and group work, movement is manipulated and refi ned
to refl ect the choreographer’s intent. Students use a wide
range of creative processes, such as improvisation and the
use of choreographic elements and devices.
Through participation in Dance, students develop
transferable skills essential to their future. These include
communication skills, collaborative teamwork skills,
negotiation and confl ict resolution skills, problem-solving
skills, as well as the ability to organise, analyse and evaluate.
Year 10 Dance is recommended for students who enjoy
dance and those who aim to complete the ATAR Dance
course in Year 11.
DANCE (10ADAN1)
Semester 1: Exploring the components of Dance
In this course the elements of dance and processes
of choreography are explored and students solve
structured choreographic tasks to produce dance works
for performance. They will have fi rst-hand experience of
dance-making that actively engages them in exploration,
improvisation, research, refl ection and response.
Technologies and design concepts are introduced to the
planning stage of dance creation. Students will have the
opportunity to perform in class groups and smaller groups
with emphasis placed on choreographic elements and
stagecraft components such as costuming, stage make-up,
lighting and set design.
This course is highly recommended for students with an
interest in choreography, performance and leadership.
Events such as the ACHPER Dance Festival and Youth on
Health Festival will provide opportunities for students to
apply these skills.
The genre studied in this course will be Urban Hip Hop/
Contemporary Dance. Students can however select other
genre for choreographic tasks to further build upon the
interests and understandings that they may have already
acquired.
Western Australia’s only selective academic school
Perth Modern School • Curriculum Handbook Senior Years 2019 25
DANCE (10ADAN2)
Semester 2: Dance as entertainment
Students explore the entertainment potential of dance and
choreography. In practical lessons, they improve safe dance
practices and their physical competencies while acquiring
genre-specifi c technique. They explore and experiment
with the elements of dance and processes of choreography
to solve choreographic tasks for performance. Students
identify and select technologies and design concepts which
enhance the entertainment value of the dance and place it
in its social, historical and economic context.
This course is highly recommended for students with an
interest in choreography, performance and leadership.
The genre studied in this unit will be Urban Hip Hop/
Contemporary Dance. Students can however select other genre
for choreographic tasks to further build upon the interests and
understandings that they may have already acquired.
DRAMA
Students can select the Drama course in Semester 1 and/
or Semester 2.
The Drama 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. Students’
work in this course includes production and design
aspects involving directing, scenography, costumes, props,
promotional materials, and sound and lighting. Increasingly,
students use new technologies, such as digital sound and
multimedia. They present drama to make meaning for a
range of audiences and adapt their drama to suit diff erent
performance settings. The focus in this course is primarily on
ensemble performance and teamwork.
It is recommended for students who enjoy Drama and those
who aim to complete the ATAR Drama course in Year 11.
DRAMA (10ADR1)
Semester 1: Dramatic Storytelling/
Script Interpretation
Students engage with the skills, techniques, processes and
conventions of dramatic storytelling. Students view, read
and explore relevant drama works and texts using scripts
and/or script excerpts from Australian and/or world sources.
Students will undertake the audition and rehearsal process
as they prepare a script for public performance.
DRAMA (10ADR2)
Semester 2: Sounds, sights and the
sensation we call theatre!
Students delve into a range of presentational styles of
theatre such as radio plays and the world of Shakespeare
as they use digital sound and multimedia technologies to
create. Students draw on a range of theatre experiences
to self-devise a monologue for performance, engaging in
character development, improvisation and script writing
processes.
Other Information
Students will be exposed to the following roles in the
performance/production context: Actor, Costume, Lighting,
Scenography, and Sound.
VISUAL ARTS
Students can select the Visual Art course in Semester 1
and/or Semester 2.
The Visual Arts course encompasses the practice and theory
of the broad areas of art, craft and design. Students have
opportunities to express their imagination and develop
personal imagery, skills and engage in the making and
presentation of artworks. Students engage in art making
processes in traditional and new media areas which involve
exploring, selecting and manipulating materials, techniques,
processes, emerging technologies and responses to life. This
course allows them to engage in traditional, modern and
contemporary art forms and conventions, such as sculpture,
painting, drawing, ceramics, multimedia, and time-based
works.
Students gain knowledge, understanding and appreciation
of art and culture, both in Australian and international
contexts. The course enables students to develop their
visual literacy and communication skills and become
discriminating in their judgements. Students analyse and
evaluate their own works and the works of others from a
range of historical and cultural viewpoints and develop an
appreciation of the role of art in the community and their
daily lives.
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Perth Modern School • Curriculum Handbook Senior Years 201926
VISUAL ARTS (10AFI1)
Semester 1: Experiences
The focus for this course is experiences. Students develop
artworks based on their lives and personal experiences,
observations of the immediate environment, events and/
or special occasions. They participate in selected art
experiences aimed at developing a sense of observation.
There will be a focus on observational landscape/
cityscape/urban drawing skills as well as colour mixing and
colour theory. The artworks will encompass mainly two
dimensional mediums, ranging from (but not limited to)
painting, printing making and animation.
VISUAL ARTS (10AFI2)
Semester 2: Explorations
The focus for this course is explorations. Students explore
ways to generate and develop ideas using a variety
of stimulus materials and explorations from their local
environment. They use a variety of inquiry approaches,
techniques and processes when creating original artworks.
There will be a focus on observational drawings of people
as well as colour mixing and colour theory. The artworks
will encompass a combination of three dimensional and
two dimensional artworks ranging from (but not limited to)
painting, sculpture and digital technologies.
Other Information
Students will participate in a series of master classes with
local artists to develop particular art making skills.
Exceptional art works will be entered into community art
competitions. Student artworks are regularly displayed in
formal and informal settings around the school.
DESIGN—PHOTOGRAPHY
Students can select the Design (Photography) course in
Semester 1 and/or Semester 2.
The goals of the Design course are to facilitate a deeper
understanding of how design works, how ideas, beliefs,
values, attitudes, messages and information are eff ectively
communicated to specifi c audiences with specifi c intentions
or purposes via visual media forms. This course aims to
achieve these goals by exposing students to a variety of
communication forms and a thorough exploration of design.
Students will use industry standard equipment and
software to ensure their skills can be utilised in Tertiary
education as well as in relevant employment fi elds. They
will be challenged in a technical and creative sense to
produce photographic and design work that is considered
commercially acceptable.
There is a strong emphasis on commercial design concepts,
which will teach students more than just how images and
print media designs are produced. Students will learn the
aspects associated with how the fashion and advertising
industries create designs and how these campaigns reach a
specifi c target audience.
Design (Photography) is recommended for students who
enjoy Photography and those who aim to complete the
ATAR Design course in Year 11.
PHOTOGRAPHY AND DIGITAL IMAGING (10TPD1)
Semester 1: Design Fundamentals
The focus of this unit is to introduce design process and
practice. Students learn that design can be used to provide
solutions to design problems and communication needs.
They are introduced to basic design skills at the beginning,
with a strong emphasis to quickly learn and implement
more complex techniques into their workfl ow.
PHOTOGRAPHY AND DIGITAL IMAGING (10TPD2)
Semester 2: Personal Design
The focus of this unit is personal design. Students learn
that they visually communicate aspects of their personality,
values and beliefs through their affi liations and their
manipulation of personal surroundings and environments.
Students explore design elements and principles and the
design process in a project communicating something of
themselves.
Other Information
Students will become competent in using the latest digital
SLR cameras and Adobe® Creative Cloud software including
Photoshop and InDesign, to creatively manipulate their
images and layout their response work. They will use this
industry standard software extensively, giving them an
excellent grounding in digital manipulation.
Students will also participate in a fi eld excursion to use their
photography skills in an environment that requires a high
level of creativity and technical expertise. They will have the
opportunity to frame their completed images at larger sizes
suitable for an exhibition.
Arts & Technology Learning Area
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Perth Modern School • Curriculum Handbook Senior Years 2019 27
Years 11 and 12
establish contemporary production skills and processes,
materials and technologies.
Learning Outcomes
Outcome 1—Design understandings
In achieving this outcome, students:
• understand that communication theories are
demonstrated in design
• understand that design and audience behaviours are
related.
Outcome 2—Design process
In achieving this outcome, students:
• generate ideas to develop design solutions
• refi ne the development of design solutions.
Outcome 3—Application of design
In achieving this outcome, students:
• use interpretative skills when constructing design
creations
• use design skills, techniques and methods to construct
creations
• use planning and production methodologies to
construct design creations.
Outcome 4—Design in society
In achieving this outcome, students:
• understand how values, beliefs and attitudes are
communicated and learned through design
• understand responsibilities and issues in developing
design understand relationships between social
practices and design.
Recommended minimum entrance requirements
Available for students undertaking Year 11 and Year
10 students who achieved an A grade in the Year 9
Photography course and who wish to accelerate.
Other Information
Student’s creative works will be output to high-end large
format printers with capabilities of producing canvas prints
at exhibition size. Each student is encouraged to produce
work suitable for inclusion in the annual Photography
exhibition. Students are also encouraged to participate in
the South West Photography Tour. During the fi ve day tour
the class visits many spectacular areas to photograph for
their fi rst Year 12 photography brief, Commercial Design.
YEAR 11 ATAR DESIGN (AEDES)At Perth Modern School the Design course is off ered in the
Photography context. Examples of the nature of the design
work can include some or all of the following.
Magazine design, fashion label design, fashion photography,
billboards, still life photography, product advertisements,
product catalogue, landscape photography, food
photography/styling.
This course has been developed for students wishing to
study digital photography and photo imaging. Students
will have the opportunity to become highly competent
photographers as well as developing design skills and
techniques. The course focuses around Product and Cultural
Design. Students will use the latest digital imaging software,
Adobe® Photoshop® CS6 and Adobe® InDesign® CS6.
They will master high quality Canon and Nikon digital SLR
cameras with a variety of lenses and accessories to develop
creative and eye catching designs. They will also use the
professional standard Canon 5D Mk3.
Design projects allow students to demonstrate their skills
and understanding of design principles and processes. The
extensive investigation and response work will give the
students an excellent understanding of how photographers
and designers communicate their ideas in the advertising
industry.
Unit 1—Product Design
Students learn that the commercial world is comprised
of companies requiring consumer products, services and
brands for a particular audience. They are introduced to
the concept of intellectual property. They create products/
services, visuals and/or layouts with an understanding of
codes and conventions. They use relevant and appropriate
production skills and processes, materials and technologies
relevant to the design.
Unit 2—Cultural Design
Students learn that society is made up of diff erent groups
of people who share diverse values, attitudes, beliefs,
behaviour and needs and that diff erent forms of visual
communication transmit these values and beliefs. Students
are encouraged to create designs that link to a culture or
sub-culture and are introduced to ethical issues concerning
representation. Students develop a design process with
an understanding of codes and conventions. They analyse
communication situations and audience. They defi ne and
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Perth Modern School • Curriculum Handbook Senior Years 201928
YEAR 12 ATAR DESIGN (ATDES)
Unit 3—Commercial Design
Students become aware that design has commercial
considerations that are infl uenced by various stakeholders
to produce products, services and brands. Commercial
design is client and market driven and is a refl ection of
contemporary consumer demands. Students are introduced
to a client-focused design brief to create a product or
service. They plan, develop and analyse to create designs
that refl ect the client, audience, and market needs. They also
consider commercial and manufacturing requirements for
a real world solution, using relevant production skills and
processes, materials, and technologies.
Unit 4—Infl uential Design
The focus of this unit is the communication of ideals,
messages, information and values, to infl uence opinion and
attitudes. Students produce products and visual layouts
for specifi c and applied contexts with an understanding of
applied semiotics and the construction of meaning. They
analyse the audience in terms of empathy, profi ling and
stereotyping, and develop persuasive solutions using a
research, testing and feedback mechanism.
Learning Outcomes
Students will continue to develop a wide range of
design skills and processes that enable them to analyse,
communicate and produce artefacts through the
photography medium. The course has a 50 per cent
production component allowing students to capture and
edit digital images at a very high standard. This practical
work is then used in a variety of contexts, ranging from
images used in web page creation to the production of
wide format panoramic images suitable for framing and
public exhibition.
Outcome 1—Design understandings
In achieving this outcome, students:
• understand that communication theories are
demonstrated in design
• understand that design and audience behaviours are
related.
Outcome 2—Design process
In achieving this outcome, students:
• generate ideas to develop design solutions
• refi ne the development of design solutions.
Outcome 3—Application of design
In achieving this outcome, students:
• use interpretative skills when constructing design
creations
• use design skills, techniques and methods to construct
creations
• use planning and production methodologies to
construct design creations.
Outcome 4—Design in society
In achieving this outcome, students:
• understand how values, beliefs and attitudes are
communicated and learned through design
• understand responsibilities and issues in developing
design
• understand relationships between social practices and
design.
Recommended minimum entrance requirements
The Year 12 ATAR Design course is available for students who
have completed Year 11 ATAR Design.
Other Information
Their creative works will be output to high-end large format
printers capable of producing canvas prints at exhibition
size. Each student is encouraged to produce work suitable
for inclusion in the annual Photography exhibition.
Arts & Technology Learning Area
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Perth Modern School • Curriculum Handbook Senior Years 2019 29
YEAR 11 ATAR DRAMA (AEDRA)The Drama ATAR 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 that allow
them to create original drama and interpret a range of
texts written or devised by others. Their work in this course
includes production and design aspects involving sets,
costumes, makeup, props, promotional materials, sound
and lighting. Increasingly students use technologies such
as digital sound and multimedia. They present drama to
a range of audiences and work in diff erent performance
settings. The Drama ATAR course builds confi dence,
empathy, understanding about human experience, and
a sense of identity and belonging. These are invaluable
qualities for contemporary living.
Unit 1—Representational, realist drama
The focus for this unit is representational, realist drama.
Students explore techniques of characterisation through
diff erent approaches to group based text interpretation,
particularly those based on the work of Stanislavski
and others. In this unit, students have the opportunity
to research and collaboratively workshop, interpret,
perform and produce texts in forms and styles related to
representational, realistic drama that educate and present
perspectives.
Unit 2—Presentational, non-realist drama
The focus of this unit is presentational, non-realist drama.
Students explore techniques of role and/or character
through diff erent approaches to group based text
interpretation, particularly those based on the work of Brecht
and others. In this unit, students have the opportunity
to research and collaboratively workshop, interpret and
perform drama texts related to presentational, non-realistic
drama that challenge and question perspectives.
Learning Outcomes
By the conclusion of the Course, the students should be
developing in the area of,
Outcome 1—Drama ideas
In achieving this outcome, students:
• articulate their own ideas and interpret the ideas of
others to make drama
• explore and experiment to develop ideas in drama
• present drama ideas for specifi c purposes, audience and
spaces.
Outcome 2—Drama skills and processes
In achieving this outcome, students:
• apply specifi c skills, techniques and processes
• apply knowledge and conventions of drama
• use technologies and undertake production roles and
responsibilities.
Outcome 3—Drama responses
In achieving this outcome, students:
• respond to drama using processes of engagement and
inquiry
• refl ect on the process of producing and performing
drama
• evaluate drama using critical frameworks and cultural
perspectives.
Outcome 4—Drama in society
In achieving this outcome, students:
• understand the interrelationships between drama and its
historical and cultural contexts
• understand the social and cultural value and purpose of
drama
• understand economic considerations related to drama.
Recommended minimum entrance requirements
Available for students undertaking Year 11 and Year 10
students who achieved an A grade in the Year 9 Drama
course and who wish to accelerate.
Other Information
The Year 11 ATAR Drama course includes the following roles:
Actor: interprets and presents the text by adopting role or
character through action to create the drama event.
Dramaturge: assists, through historical research and
textual analysis, the process of ‘making meaning’ in the
drama event. In Unit 1 and Unit 2, students will study the
contexts of drama in performance and respond to two of
the following roles: costume designer, lighting designer,
scenographer and sound designer.
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Perth Modern School • Curriculum Handbook Senior Years 201930
YEAR 12 ATAR DRAMA (ATDRA)
Unit 3—Reinterpretation of drama
for contemporary audiences
The focus for this unit is to reinterpret dramatic text, context,
forms and styles for contemporary audiences through
applying theoretical and practitioner approaches. This
includes physical theatre approaches, such as Jacques Lecoq,
Anne Bogart and Tadashi Suzuki and text-based approaches,
such as Theatre of the Absurd, Asian theatre and Poor
Theatre. In this unit, students work on the reinterpretation
of text, subtext, context, form and style through in-depth
study.
Unit 4—Contemporary and devised drama
The focus for this unit is interpreting, manipulating and
synthesising a range of practical and theoretical approaches
to contemporary and devised drama. This includes
contemporary theatre approaches, such as Barrie Kosky
and Robert Lepage and experimental approaches, such
as Robert Wilson and VE Meyerhold. In this unit, students
show their understanding of how a range of practical and
theoretical approaches manipulate the elements of drama
to devise and perform original work.
Learning Outcomes
By the conclusion of the Course, the students should be
developing in the area of,
Outcome 1—Drama ideas
In achieving this outcome, students:
• articulate their own ideas and interpret the ideas of
others to make drama
• explore and experiment to develop ideas in drama
• present drama ideas for specifi c purposes, audience and
spaces.
Outcome 2—Drama skills and processes
In achieving this outcome, students:
• apply specifi c skills, techniques and processes
• apply knowledge and conventions of drama
• use technologies and undertake production roles and
responsibilities.
Outcome 3—Drama responses
In achieving this outcome, students:
• respond to drama using processes of engagement and
inquiry
• refl ect on the process of producing and performing
drama
• evaluate drama using critical frameworks and cultural
perspectives.
Outcome 4—Drama in society
In achieving this outcome, students:
• understand the interrelationships between drama and its
historical and cultural contexts
• understand the social and cultural value and purpose of
drama
• understand economic considerations related to drama.
Recommended minimum entrance requirements
The Year 12 ATAR Drama course is available for students who
have completed Year 11 ATAR Drama.
Other Information
Roles
Over Unit 3 and Unit 4, students are expected to research,
investigate and/or present in performance all roles.
Knowledge of these roles in performance will be used
in the practical and written component of the external
examination for Drama.
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Perth Modern School • Curriculum Handbook Senior Years 2019 31
Director: decides upon the interpretation or the
conceptualisation of the text and works with actors and the
creative team to realise the drama event.
Actor: interprets and presents the text by adopting role or
character through action to create the drama event.
Dramaturge: assists directors, actors, scenographers and
designers through contextual research and textual analysis
in the process of ‘making meaning’ in the drama event.
Scenographer: provides design for the stage setting to
create the sensory environment and layout of a performance
space for a drama event.
Costume designer: provides design for the appearance of
characters on stage including accessories, footwear, make-
up, and plans costume changes during a drama event.
Lighting designer: provides design for illumination, focus,
mood and atmosphere through lighting technologies in a
drama event.
Sound designer: provides design for aural support for
mood, action, context and transitions in a drama event.
YEAR 11 ATAR VISUAL ARTS (AEVAR)
The Visual Arts ATAR course encompasses the practice
and theory of the broad areas of art, craft and design. The
Visual Arts ATAR course encourages innovative process of
inquiry, exploration and experimentation. Students engage
in art-making processes in traditional and new media areas.
This course allows them to engage in traditional, modern
and contemporary art forms, such as sculpture, painting,
drawing, graphic design Australian and international and
printmaking. Students gain knowledge, understanding
and appreciation of art and culture, both in contexts. They
analyse and evaluate their own works and the works of
others from a range of historical and cultural viewpoints, and
develop an appreciation of the role of art in the community
and their daily lives.
The Visual Arts ATAR course aims to enable students
to make connections to relevant fi elds of study and to
more generally prepare them for creative thinking and
problem-solving in future work and life. It aims to contribute
to a sense of enjoyment, engagement and fulfi lment in their
everyday lives, as well as to promote an appreciation for the
environment and ecological sustainability.
Unit 1—Diff erences
The focus for this unit is diff erences. Students may, for
example, consider diff erences arising from cultural diversity,
place, gender, class and historical period. Diff erences
relating to art forms, media and conventions may also
provide a stimulus for exploration and expression. They
develop awareness of styles of representation, examining
the distinctly individualistic approaches of artists in diff erent
times and places.
Unit 2—Identities
The focus for this unit is identities. In working with this focus,
students explore concepts or issues related to personal,
social, cultural or gender identity. They become aware that
self-expression distinguishes individuals as well as cultures.
Students develop understandings of the personal and/
or public functions of art in the expression of identity, for
example, spiritual expression, psychological expression,
therapy, ceremony and ritual, and the purposes of art, such
as narrative—telling personal stories or exploring myths.
Learning Outcomes
Outcome 1—Visual arts ideas
In achieving this outcome, students:
• research and generate ideas
• use visual language to express ideas
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Perth Modern School • Curriculum Handbook Senior Years 201932
• develop and refi ne ideas for specifi c purposes, contexts
and audiences.
Outcome 2—Visual arts skills, techniques and processes
In achieving this outcome, students:
• use art elements and principles in the production of
artwork
• use skills, techniques and processes to complete artwork
• select and present artwork for audiences and contexts.
Outcome 3—Responses to visual arts
In achieving this outcome, students:
• respond to the qualities of artwork
• refl ect on the thinking and creative processes of their art
experiences
• critically evaluate artwork using visual language and art
terminology.
Outcome 4—Visual arts in society
In achieving this outcome, students:
• understand how art varies according to time and place
• understand the social, cultural and historical contexts of
visual arts.
Recommended minimum entrance requirements
The ATAR Visual Art course is available for students
undertaking Year 11 and Year 10 students who achieved an
A grade in the Year 9 art course and who wish to accelerate.
YEAR 12 ATAR VISUAL ARTS (ATVAR)
Unit 3—Commentaries
In this unit, students engage with the social and cultural
purposes of art making to produce a unique and cohesive
body of work. Broad and innovative inquiry includes the
conceptualisation and documentation of experiences
within contemporary society. Students transform ideas
and develop concepts using innovative approaches to art
making and presentation. They document their thinking and
working practices, having the fl exibility to work across media
and art forms.
Unit 4—Points of view
Students identify and explore concepts or issues of personal
signifi cance in the presentation of a sustained, articulate and
authentic body of work. They engage in sustained inquiry,
exploring ideas and developing concepts to communicate a
personal point of view.
Students investigate a range of solutions using visual
language and document the progressive resolution of
thinking and working practices. Skills, techniques and
processes are combined in the pursuit of new art forms,
innovation and personal style.
Learning Outcomes
Outcome 1—Visual arts ideas
In achieving this outcome, students:
• research and generate ideas
• use visual language to express ideas
• develop and refi ne ideas for specifi c purposes, contexts
and audiences.
Outcome 2—Visual arts skills, techniques and processes
In achieving this outcome, students:
• use art elements and principles in the production of
artwork
• use skills, techniques and processes to complete artwork
• select and present artwork for audiences and contexts.
Outcome 3—Responses to visual arts
In achieving this outcome, students:
• respond to the qualities of artwork
• refl ect on the thinking and creative processes of their art
experiences
• critically evaluate artwork using visual language and art
terminology.
Outcome 4—Visual arts in society
In achieving this outcome, students:
• understand how art varies according to time and place
• understand the social, cultural and historical contexts of
visual arts.
Recommended minimum entrance requirements
The Year 12 ATAR Visual Art course is available for students
who have completed Year 11 ATAR Visual Arts.
Arts & Technology Learning Area
Western Australia’s only selective academic school
Perth Modern School • Curriculum Handbook Senior Years 2019 33
TECHNOLOGIES LEARNING AREA
Learning in Design and Technologies builds on the
concepts, skills and processes developed in earlier years
throughout the Design and Technology courses. This course
in particular will be developing students’ skills in the use of
metal work and manipulation through furniture production
and sculpture generation. Students will use creativity,
innovation and enterprise skills with increasing confi dence,
independence and collaboration. Using a range of
technologies including a variety of graphical representation
techniques to communicate, students generate and
represent original ideas and production plans in two and
three dimensional representations. These will be generated
through the use of technical drawings including perspective,
scale, orthogonal and production drawings with sectional
and exploded views. Students will have to identify the
steps involved with planning the production of designed
solutions. Coupled with this students will have to consider
workshop safety and safety procedures to minimise risk and
manage projects with safety.
In this course students will be producing three metal work
projects utilising and refi ning their skills learned in previous
years. Students will be starting this course by learning
and developing their sketching skills by utilising graphical
representation.
Year 10
MATERIALS TECHNOLOGY, FOCUS: METAL (10TMET1/10TMET2)
Students may study this subject in Semester 1 and/or
Semester 2.
Within the three main practical projects, students will be
designing and producing a variety of metal tables, toolboxes
and metal rod sculptures. These projects will refi ne the
students’ ability to apply a variety of skills from welding,
brazing, cutting and drilling in order to manipulate resources
into their desired projects.
MATERIALS DESIGN: WOOD (10TWD1/10TWD2)
Students may study this subject in Semester 1 and/or
Semester 2.
Throughout this Materials Design course, students will be
producing two main projects utilising and refi ning their
skills learnt in previous years. AutoCAD design work will be
a major focus in the beginning of this course as it is used
primarily in designing both practical projects and producing
one of the tasks.
In the development and planning of the two projects,
students will have to graphically represent their ideas by
using AutoCAD and sketching processes to convey their
concepts. Within the two main projects, students will be
developing their own Laser cut design producing a high
quality fi nish and demonstrating their understanding of the
AutoCAD design program.
The second project will focus on the workshop use, joinery
skills and correct operational use of machinery within the
wood production task.
Western Australia’s only selective academic school
Perth Modern School • Curriculum Handbook Senior Years 201934
Arts & Technology Learning Area
DIGITAL TECHNOLOGIES
MULTIMEDIA
Students may study this subject in Semester 1 and/or
Semester 2 concurrently.
The development and application of digital technologies
impact most aspects of living and working in our society.
Digital technologies have changed how people interact and
exchange information. These developments have created
new challenges and opportunities in lifestyle, entertainment,
education and commerce.
Students investigate client-driven issues and challenges,
devise solutions, produce models or prototypes and then
evaluate and refi ne the design solution in collaboration with
the client. Students are provided with the opportunity to
experience, albeit in a school environment, how to develop
digital solutions for real situations.
The Digital Technologies: Multimedia course provides a sound
theoretical and practical foundation, off ering pathways to
further studies and a wide range of technology based careers.
MULTIMEDIA (10TMM1)
Semester 1: Personal communication:
design concepts and hardware
This course will involve a large number of hands-on practical
tasks in which students will create a variety of digital products
designed to teach them the necessary skills in an engaging
and interesting way. Students will explore the designing
and development of high quality images and digital media
as well as more creative and sophisticated 3D computer
graphics and animation. Students will use various software
such as Photoshop®, Illustrator®, Fireworks®, Adobe Premiere®,
Animate® and 3D Blender®. As well as using external devices
such as graphic tablets, digital cameras and 3D scanner.
MULTIMEDIA (10TMM2)
Semester 2: Working with others:
managing data and networks
In this course students will develop skills in the creation,
manipulation, storage and use of digital media. It aims
to provide background information on how a computer
handles graphics, sound, moving graphics and 3D fi les.
Students will be exposed to ICT terminology, as well as
investigating the impact of ICT on individuals, industry and
society.
Other information
Students are required to provide a USB or external hard drive.
COMPUTER SCIENCE
Students may study this subject Semester 1 and/or
Semester 2 concurrently.
This course provides students with practical and technical
skills that equip them to function eff ectively in a world
where these attributes are vital for employability and
daily life in a technological society. It provides a sound
understanding of computing to support students pursuing
further studies in related fi elds.
This course is suited to those students who enjoy the
challenges of logical problem-solving and wish to extend
their understanding of programming and how computer
systems work. Throughout the course, students can expect
to build upon the knowledge and skills that have been
acquired in Year 9 Computer Science. Students will develop
skills in HTML, CSS and JAVA coding for the development of
Websites, Python programming language, Robotics and an
introduction to Apps and gaming.
COMPUTER SCIENCE (10TCS1)
Semester 1: Personal use of Computer System:
System Analysis and Managing Data
The underpinning knowledge and skills in computer science
are practically applied to the development of computer
systems and software, while the connectivity between
computers, peripheral devices and software used in the
home, workplace and in education are examined. Students
develop problem-solving abilities and technical skills as they
learn how to diagnose and solve problems in the course of
understanding the building blocks of computing.
COMPUTER SCIENCE (10TCS2)
Semester 2: Developing Software,
Programming and Network Communication
Students will be exposed to the development of
programming skills and the analysis of a range of
programming languages and packages. An increased
understanding of programming skills and techniques
will be developed through a variety of activities using a
number of diff erent programming languages. It is expected
that students will develop the necessary programming
and logical problem-solving skills to enable them to
successfully participate in a number of national programming
competitions.
Other Information
Students are required to provide a USB or external hard drive.
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Perth Modern School • Curriculum Handbook Senior Years 2019 35
FOOD SCIENCE AND TECHNOLOGY
This course is for Semester 1 and/or Semester 2.
In the Food Science and Technology course, students
will learn about nutrition and health, food choice and
preparation, and the role of the consumer in modern eating
patterns through a mixture of practical and written work.
Students will develop their interests and skills through the
design, production and management of food-related tasks.
Students will learn about food as a commodity, its
nutritional nature and properties in relation to selection
and management. There is a focus on working with others,
following safe and hygienic food handling guidelines and
recognising the benefi ts of healthy eating. Students will
develop more advanced skills in the preparation, cooking
and presentation of foods as well as increasing their
knowledge of the sensory, physical, chemical and functional
properties of food.
The course provides the ability to more closely study the
science of food and eating in an interesting and enjoyable
way that is perfect preparation for further study in the Food
Science and Technology ATAR courses in Years 11 and 12.
FOOD SCIENCE AND TECHNOLOGY (10TFT1)
Semester 1: Food Choices and Health
This course focuses on the sensory and physical properties
of food that aff ect the consumption of raw and processed
foods. Students will investigate balanced diets, the function
of nutrients in the body and apply nutrition concepts
that promote healthy eating. They study health and
environmental issues that arise from lifestyle choices and
investigate factors which infl uence the purchase of locally
produced commodities.
Students will devise food products, interpret and adapt
recipes to prepare healthy meals and snacks that meet
individual needs. They demonstrate a variety of mise-en-
place and precision cutting skills, and processing techniques
to ensure that safe food handling practices prevent food
contamination. Students will recognise the importance of
using appropriate equipment, accurate measurement and
work individually, and in teams, to generate food products
and systems.
FOOD SCIENCE AND TECHNOLOGY (10TFT2)
Semester 2: Food for Commodities
This course focuses on the supply of staple foods and the
factors that infl uence adolescent food choices and ethical
considerations. Students will start to recognise factors,
including processing systems that aff ect the sensory and
physical properties of staple foods. They explore food
sources and the role of macronutrients and water for health,
and nutrition-related health conditions, such as coeliac and
lactose intolerance, which often require specialised diets.
Students will need to consider how food and beverage
labelling and packaging requirements protect consumers
and ensure the supply of safe, quality foods.
Students will work with a range of staple foods, adapt basic
recipes and apply the technology process to investigate,
devise, and produce food products to achieve specifi c
dietary requirements. Students will evaluate a range of
food products and demonstrate a variety of safe workplace
procedures, processing techniques and food handling
practices.
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Perth Modern School • Curriculum Handbook Senior Years 201936
Arts & Technology Learning Area
Years 11 and 12
COMPUTER SCIENCE
The Computer Science ATAR course focuses on the
fundamental principles, concepts and skills within the fi eld
of computing and provides students with opportunities
to develop fl exibility and adaptability in the application
of these, in the roles of developers and users. The
underpinning knowledge and skills in computer science
are practically applied to the development of computer
systems and software, and the connectivity between
computers, peripheral devices and software used in the
home, workplace and in education is examined. Students
develop problem-solving abilities and technical skills as they
learn how to diagnose and solve problems in the course of
understanding the building blocks of computing.
In this course, the impact of technological developments
on the personal, social and professional lives of individuals,
businesses and communities is investigated. The ethical,
moral and legal factors that infl uence developments in
computing are explored so that students recognise the
consequences of decisions made by developers and users in
respect to the development and use of technology.
This course provides students with practical and technical
skills that equip them to function eff ectively in a world
where these attributes are vital for employability and
daily life in a technological society. It provides a sound
understanding of computing to support students pursuing
further studies in related fi elds.
This course content includes both theoretical aspects
(Knowledge) and practical aspects (Skills).
The course is divided into fi ve content areas:
• Systems analysis and development.
• Managing data.
• Developing software.
• Programming.
• Networks and communications.
Students also explore and gain an understanding of how
computer systems work, computer components and
computer architecture through hands on activities. Students
have the opportunity to build a computer system from
scratch.
YEAR 11 ATAR COMPUTER SCIENCE (AECSC)
Unit 1—Developing computer-based systems and
producing spreadsheet and database solutions
The focus for this unit is developing computer-based
systems and producing spreadsheet and database solutions.
Students are introduced to the internal, interrelating
components of computer-based systems in an industry
context. They examine a variety of systems, build on their
spreadsheet and database skills and gain an appreciation of
how these concepts and technologies are used in industry.
Unit 2—Developing computer-based
systems solutions and communications.
The focus for this unit is developing computer-based
systems solutions and communications. Students
are introduced to networking concepts as applied to
industry. Through the use of algorithms, students develop
programming skills. They create solutions exploring the
ethical, legal and societal implications of industry-based
applications.
Learning Outcomes
Outcome 1—Technology process
In achieving this outcome, students:
• investigate ideas and generate proposals
• develop solutions that meet specifi cations and
recognised standards
• evaluate computer-based solutions.
Outcome 2—Knowledge and understanding of
computer-based systems
In achieving this outcome, students:
• understand the appropriate selection and application of
computer-based system components
• understand the nature of the interactions between the
elements of computer-based systems
• understand the concepts associated with computer-
based systems.
Outcome 3—Skills for computer-based systems
In achieving this outcome, students:
• apply a range of problem-solving techniques when
maintaining or developing computer-based systems
• apply a range of conventions and standards when
implementing a maintenance or development solution
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Perth Modern School • Curriculum Handbook Senior Years 2019 37
• apply organisational skills to identify and use appropriate
hardware and software resources when maintaining or
developing a computer-based system.
Outcome 4—Computer-based systems in society
In achieving this outcome, students:
• understand that developers’ attitudes and values aff ect
the development of computer-based systems
• understand that users’ attitudes and values aff ect the
development and use of computer-based systems
• understand there are legal, societal and ethical impacts
when computer-based systems are developed and
adopted.
Recommended minimum entrance requirements
The ATAR Computer Science course is available for students
undertaking Year 11 and Year 10 students who achieved an
A grade in a Year 9 Digital Technologies course (Multimedia
or Computer Science) and who wish to accelerate.
YEAR 12 ATAR COMPUTER SCIENCE (ATCSC)
Unit 3—Design and development of
computer-based systems and database solutions
In this unit, students understand the design concepts
and tools used to develop relational database systems.
They consider the complex interactions between users,
developers, the law, ethics and society when computer
systems are used and developed. This unit is divided into
two content areas: systems analysis and development and
managing data.
The focus for this unit is developing computer-based
systems and producing spreadsheet and database solutions.
Students are introduced to the internal, interrelating
components of computer-based systems in an industry
context. They examine a variety of systems, build on their
spreadsheet and database skills and gain an appreciation of
how these concepts and technologies are used in industry.
Unit 4—Design and development of
communication systems and software solutions
In this unit, students gain the knowledge and skills to create
software. They use algorithms and structured programming
to design and implement software solutions for a range of
problems using the Software Development Cycle. Students
examine attitudes and values that lead to the creation and
use of computer-based systems and their eff ect on society.
Students consider networks, communication systems,
including security and protocols. This unit is divided into
three content areas: developing software, programming and
networks and communications.
Learning Outcomes
Outcome 1—Technology process
In achieving this outcome, students:
• investigate ideas and generate proposals
• develop solutions that meet specifi cations and
recognised standards
• evaluate computer-based solutions.
Outcome 2—Knowledge and understanding of
computer-based systems
In achieving this outcome, students:
• understand the appropriate selection and application of
computer-based system components
• understand the nature of the interactions between the
elements of computer-based systems
• understand the concepts associated with
computer-based systems.
Outcome 3—Skills for computer-based systems
In achieving this outcome, students:
• apply a range of problem-solving techniques when
maintaining or developing computer-based systems
• apply a range of conventions and standards when
implementing a maintenance or development solution
• apply organisational skills to identify and use appropriate
hardware and software resources when maintaining or
developing a computer-based system.
Outcome 4—Computer-based systems in society
In achieving this outcome, students:
• understand that developers’ attitudes and values aff ect
the development of computer-based systems
• understand that users’ attitudes and values aff ect the
development and use of computer-based systems
• understand there are legal, societal and ethical impacts
when computer-based systems are developed and
adopted.
Recommended minimum entrance requirements
The Year 12 ATAR Computer Science course is available for
students who have completed Year 11 ATAR Computer
Science.
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Perth Modern School • Curriculum Handbook Senior Years 201938
YEAR 11 ATAR FOOD SCIENCE
AND TECHNOLOGY (AEFST)
In ATAR Food Science and Technology, students explore
innovations in science and technology and changing
consumer demands. New and emerging foods have
encouraged the design, development and marketing
of a range of products, services and systems. Students
investigate food issues and advertising strategies used to
promote food products. They examine infl uences on the
supply of food for the world’s population and explore issues
associated with food security, equity and sustainability.
This course enables students to develop their interests and
skills through the design, production and management
of food-related tasks. Students will exhibit advanced skills
in the preparation, cooking and presentation of foods.
Students will also demonstrate a sound knowledge of the
sensory, physical, chemical and functional properties of food
in both written work and practical application.
Unit 1—Food Science
In this unit, students explore how sensory, physical and
chemical properties infl uence the selection, use and
consumption of raw and processed foods. Using scientifi c
methods, they examine the functional properties which
determine the performance of food. Students explore
societal and economic issues and lifestyles that infl uence
food choices.
Unit 2—The Undercover Story
This unit focuses on food spoilage and contamination and
explores reasons for preserving food. Students investigate
food processing techniques and preservation principles.
They consider the laws and regulations that determine the
way food is safely preserved, packaged, labelled and stored.
Students learn how the principles of the Hazard Analysis
Critical Control Point (HACCP) system are implemented to
produce and provide safe food. They investigate the food
supply chain, natural and processed functional foods and
value-adding techniques that are applied to food to meet
producer and consumer requirements.
Learning Outcomes
Outcome 1—Understanding food
In achieving this outcome, students:
• understand the properties of foods and related
equipment used to meet needs
• understand foods are used to meet the body’s needs
• understand the nature and operation of food-related
systems.
Outcome 2—Developing food opportunities
In achieving this outcome, students:
• investigate issues, values, needs and opportunities
• devise and generate ideas and prepare production
proposals
• organise, implement and manage production processes
in food-related environments
• produce food products, services or systems
• evaluate plans, results and actions.
Outcome 3—Working in food environments
In achieving this outcome, students:
• apply self-management and communication skills in
food-related environments
• apply organisational skills when undertaking food-
related challenges and activities
• apply operational procedures and practical skills to safely
meet defi ned standards.
Outcome 4—Understanding food in society
In achieving this outcome, students:
• understand that beliefs and values of consumers and
producers impact on food-related technologies
• understand that resource management decisions aff ect
developments in food-related industries
• understand the importance of safe, sustainable practices
when developing and using food-related technologies.
Recommended minimum entrance requirements
Year 11 ATAR Food Science and Technology is available for
students in Year 11 and Year 10 students who achieved an A
grade in a Year 9 Food Subject and who wish to accelerate.
Arts & Technology Learning Area
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Perth Modern School • Curriculum Handbook Senior Years 2019 39
Unit 4—Future of Food
In this unit, students explore how food production systems
can provide a sustainable supply of food for current and
future world populations. They examine technologies
that create innovative food products and investigate
infl uences on global food supply, unequal distribution of
food resources and consequences of global food inequity.
Infl uence of food innovation in the development of food
products and the impact of food availability, selection,
consumption and the nutritional value of food for specifi c
demographic groups are investigated.
Students examine the role and responsibility of
organisations that control foods imported into Australia
and the advertising and marketing laws related to food
and beverages. Using the technology process, students
collect, interpret and analyse data to examine practices
used to develop new food products. They trial and adapt
recipes and processing techniques to develop a food
product. Students evaluate, analyse, draw conclusions and
make recommendations when assessing the features and
suitability of new food products.
YEAR 12 ATAR FOOD SCIENCE AND TECHNOLOGY (ATFST)
Unit 3—Food diversity and equity
This unit focuses on the relationships between food science
and technology, food consumption patterns and issues of
food diversity and equity in Australian society. Students
investigate biotechnology and the process of genetic
modifi cation and determine the benefi ts and risks involved.
They analyse factors that infl uence food selection, including
advertising and marketing practices. Infl uences on the
development and production of functional foods, food
products, services and systems are examined.
Students investigate the principles of the Hazard Analysis
Critical Control Point (HACCP) system to manage food safety,
and the associated laws and regulatory codes to ensure food
for sale is safe and suitable for human consumption. Using
the technology process, students trial and adapt recipes and
processing techniques to devise and produce food products
that demonstrate the functional properties of food. Students
evaluate and analyse processes and results, justifying choices
and drawing conclusions. They make recommendations to
adjust and improve processing techniques.
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Perth Modern School • Curriculum Handbook Senior Years 201940
Learning Outcomes
Outcome 1—Understanding food
In achieving this outcome, students:
• understand the properties of foods and related
equipment used to meet needs
• understand foods are used to meet the body’s needs
• understand the nature and operation of food-related
systems.
Outcome 2—Developing food opportunities
In achieving this outcome, students:
• investigate issues, values, needs and opportunities
• devise and generate ideas and prepare production
proposals
• organise, implement and manage production processes
in food-related environments
• produce food products, services or systems
• evaluate plans, results and actions.
Outcome 3—Working in food environments
In achieving this outcome, students:
• apply self-management and communication skills in
food-related environments
• apply organisational skills when undertaking
food-related challenges and activities
• apply operational procedures and practical skills to safely
meet defi ned standards.
Outcome 4—Understanding food in society
In achieving this outcome, students:
• understand that beliefs and values of consumers and
producers impact on food-related technologies
• understand that resource management decisions aff ect
developments in food-related industries
• understand the importance of safe, sustainable practices
when developing and using food-related technologies.
Recommended minimum entrance requirements
The Year 12 ATAR Food Science and Technology course is
available for students who have completed Year 11 ATAR
Food Science and Technology.
Arts & Technology Learning Area
CURRICULUM HANDBOOK SENIOR YEARS 2019
English
Learning Area
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Perth Modern School • Curriculum Handbook Senior Years 201942
ENGLISH LEARNING AREA—
COMPULSORY
Perth Modern School’s Senior Years English students
complete an extended and enriched program of study. In
accordance with the Australian National Curriculum, our
English pathway provides the greatest opportunity for
students to extend their learning and achievement.
Perth Modern School English Pathway
Year 10 All students complete Year 11 ATAR English
Year 11 All students complete Year 11 ATAR Literature
Year 12 Students select Year 12 ATAR English and/or
Year 12 ATAR Literature (can only count one
towards the ATAR)
In 2019, Year 10 English students will study two
semester-length units from a wide range of choices off ered
to accommodate their increasingly diverse interests and
aspirations. Students will make their selections later this year.
Year 10
English Learning Area
YEAR 11 ATAR ENGLISH (AEENG)
Unit 1: Semester 1
Students explore how meaning is communicated through
the relationships between language, text, purpose, context
and audience. This includes how language and texts are
shaped by their purpose, the audiences for whom they
are intended, and the contexts in which they are created
and received. Through responding to and creating texts,
students consider how language, structure and conventions
operate in a variety of imaginative, interpretive and
persuasive texts. Study in this unit focuses on the similarities
and diff erences between texts and how visual elements
combine with spoken and written elements to create
meaning. Students develop an understanding of stylistic
features and apply skills of analysis and creativity. They are
able to respond to texts in a variety of ways, creating their
own texts, and refl ecting on their own learning.
Unit 2: Semester 2
Students analyse the representation of ideas, attitudes and
voices in texts to consider how texts represent the world
and human experience. Analysis of how language and
structural choices shape perspectives in and for a range of
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Perth Modern School • Curriculum Handbook Senior Years 2019 43
contexts is central to this unit. By responding to and creating
texts in diff erent modes and media, students consider
the interplay of imaginative, interpretive, persuasive and
analytical elements in a range of texts and present their own
analyses. Students critically examine the eff ect of stylistic
choices and the ways in which these choices position
audiences for particular purposes, revealing and/or shaping
attitudes, values and perspectives. Through the creation of
their own texts, students are encouraged to refl ect on their
language choices and consider why they have represented
ideas in particular ways.
The kinds of units, as well as the degree of choice, are not
dissimilar to the way universities off er language, culture and
communications courses. The following are examples of the
units that may be off ered to Year 10 students next year:
I too sing America:
Course examining texts and representations of America and
American ideals in American fi lm and fi ction.
Women through the Ages:
This course examines representations and ideas about
women through the ages, and the ways in which these past
representations have shaped some of the ideas about the
women we have today.
Wake in Fright:
Gothic Australian texts, contexts and representations.
The Good of Society:
Dystopian texts and contexts.
Compete, Conquer, Collapse:
Men and Masculinity over time.
Regionalism in Australian fi lm and fi ction:
The course looks at the diverse and often unsettling ways
Australia ad Australians can be represented through a
number of exciting fi lms, short stories and other texts.
Short and Sweet:
Exploring the power of short texts from advertisements to
stories.
The Silver Age:
The Great Gatsby and other texts from the 1920s.
Get your motor runnin’:
road movies and other texts about journeys.
Years 11 and 12
YEAR 11 ATAR LITERATURE (AELIT)English Literature as a discipline has seen a number of
developments in recent times. It provides Year 11 students
with an understanding of the range of contemporary
approaches to literature and a broad range of texts while
emphasising close knowledge of specifi c literary texts. This
subject examines the ways in which literary meaning is
made through relationships between reader, writer, text and
context.
Close knowledge of the literary text and its language
is central to this subject and students will be given the
opportunity to read a wide range of specifi c literary works.
Through this reading, the students will develop concepts
and skills appropriate to the study of the subject, refi ne
their expressive abilities in both oral and written forms, and
broaden their understanding of self and others through the
imaginative experience of diverse literary works.
The Year 11 ATAR Literature provides an advanced and
enriched preparation for Year 12 ATAR English or Year 12
ATAR Literature.
Unit 1—Semester 1
Unit 1 develops students’ knowledge and understanding
of diff erent ways of reading and creating literary texts
drawn from a widening range of historical, social, cultural
and personal contexts. Students analyse the relationships
between language, text, contexts, individual points of view
and the reader’s response. This unit develops knowledge
and understanding of diff erent literary conventions and
storytelling traditions and their relationships with audiences.
A range of literary forms is considered: prose fi ction, poetry
and drama. The signifi cance of ideas and the distinctive
qualities of texts are analysed through detailed textual study.
Through the creation of analytical responses, students frame
consistent arguments that are substantiated by relevant
evidence. In the creation of imaginative texts, students
explore and experiment with aspects of style and form.
Unit 2—Semester 2
Unit 2 develops students’ knowledge and understanding
of intertextuality, the ways literary texts connect with
each other. Drawing on a range of language and literary
experiences, students consider the relationships between
texts, genres, authors, readers, audiences and contexts.
The ideas, language and structure of diff erent texts are
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Perth Modern School • Curriculum Handbook Senior Years 201944
compared and contrasted. Exploring connections between
texts involves analysing their similarities and diff erences
through an analysis of the ideas, language used and forms
of texts. Students create analytical responses that are
evidence-based and convincing. By experimenting with text
structures and language features, students understand how
their imaginative texts are informed by analytical responses.
YEAR 12 ATAR LITERATURE (ATLIT)
Unit 3
Unit 3 develops students’ knowledge and understanding of
the relationship between language, culture and identity in
literary texts. Students inquire into the power of language to
represent ideas, events and people, comparing these across
a range of texts, contexts, modes and forms. Through critical
analysis and evaluation, the values and attitudes represented
in and through texts and their impact on the reader are
examined. Throughout the unit, students create analytical
responses that are characterised by a confi dent, engaging
style and informed observation. In creating imaginative
texts, students experiment with language, adapt forms and
challenge conventions and ideas.
Unit 4
Unit 4 develops students’ appreciation of the signifi cance of
literary study through close critical analysis of literary texts
drawn from a range of forms, genres and styles. Students
refl ect upon the creative use of language, and the structural
and stylistic features that shape meaning and infl uence
response. The unit focuses on the dynamic nature of literary
interpretation and considers the insights texts off er, their use of
literary conventions and aesthetic appeal. Analytical responses
demonstrate increasing independence in interpreting texts
and synthesising a range of perspectives into critical and
imaginative responses. In creating imaginative texts, students
experiment with literary conventions and refl ect on how the
created text takes into account the expectations of audiences.
YEAR 12 ATAR ENGLISH (ATENG)
Unit 3
Students explore representations of themes, issues, ideas
and concepts through a comparison of texts. They analyse
and compare the relationships between language, genre
and contexts, comparing texts within and/or across diff erent
genres and modes. Students recognise and analyse the
conventions of genre in texts and consider how those
conventions may assist interpretation. Students compare
and evaluate the eff ect of diff erent media, forms and modes
on the structure of texts and how audiences respond to
them. Understanding of these concepts is demonstrated
through the creation of imaginative, interpretive, persuasive
and analytical responses.
Unit 4
Students examine diff erent interpretations and perspectives
to develop further their knowledge and analysis of purpose
and style. They challenge perspectives, values and attitudes
in texts, developing and testing their own interpretations
through debate and argument. Through close study of
texts, students explore relationships between content and
structure, voice and perspectives and the text and context.
This provides the opportunity for students to extend their
experience of language and of texts and explore their
ideas through their own reading and viewing. Students
demonstrate understanding of the texts studied through
creation of imaginative, interpretive, persuasive and
analytical responses.
English Learning Area
CURRICULUM HANDBOOK SENIOR YEARS 2019
Health and
Physical Education
Learning Area
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Perth Modern School • Curriculum Handbook Senior Years 201946
HEALTH AND PHYSICAL
EDUCATION LEARNING AREA
Health and Physical Education
Learning Area
Year 10
Compulsory for one semester only.
PHYSICAL EDUCATION (10PE1/10PE2)Health and Physical Education teaches students how to
enhance their own and others’ health, safety, wellbeing
and physical activity participation in varied and changing
contexts. The Health and Physical Education learning
area has strong foundations in scientifi c fi elds such as
physiology, nutrition, biomechanics and psychology which
inform what we understand about healthy, safe and active
choices. The Australian Curriculum: Health and Physical
Education is informed by these sciences and off ers students
an experiential curriculum that is contemporary, relevant,
challenging, enjoyable and physically active. The Health
and Physical Education Learning Area also off ers a range of
optional classes for students to take, which are listed below.
It is highly recommended that students considering taking
Physical Education Studies in Year 11 and 12 choose the
Specialised Sport Science Course in Year 10.
Health Education
Students in Health Education will explore safety issues
that students may encounter. The context in which this
learning will take place are Road Safety and Sexual Health
and Relationships. The course aims to develop students’
knowledge, attitudes and skills to enable them to make
informed decisions that will lead to a healthier lifestyle. There
will also be an emphasis on managing risk and assertive
behaviours which will be reinforced across both topics.
In the Road Safety unit, students will develop their
knowledge and skills for safer driving and safer road safety
choices. Students will complete a comprehensive pre-driver
program which will provide students with the opportunity
to gain their Learner’s Permit Test at school. Those who pass
are granted exemptions for the Learner’s Permit application
process under the authorisation of the WA Department of
Transport.
The Sexual Health unit is designed to support students to
make positive choices about their relationships and sexual
health. There will be a strong focus on providing students
with the skills and knowledge to evaluate the impact of
their decisions on themselves and others so they can make
informed health decisions.
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Perth Modern School • Curriculum Handbook Senior Years 2019 47
Physical Education
Integral to Physical Education is the acquisition of movement
skills, concepts and strategies to enable students to
confi dently, competently and creatively participate in a
range of physical activities. As a foundation for lifelong
physical activity participation and enhanced performance,
students develop profi ciency in movement skills, physical
activities and movement concepts and acquire an
understanding of the science behind how the body moves.
In doing so, they develop an appreciation of the signifi cance
of physical activity. Movement is a powerful medium for
learning, through which students can acquire, practice and
refi ne personal, behavioural, social and cognitive skills. The
sporting contexts used will be: volleyball, cricket and netball.
Career Education
In Career Education, students will investigate a variety of
career pathways and study options as well as strategies and
skills for eff ective study and examination preparation.
In addition, students can select the following courses:
SPECIALISED SPORTS SCIENCE PROGRAM(10SPEN1/10SPEN2)
This is a year-long course (must be studied for two
semesters)
The program is designed to provide Year 10 students who
are planning on studying Physical Education Studies in
Senior Years the ‘edge’ in regards to essential sport science
knowledge as well as improving their practical skills required
for the WACE exams.
Students will have the opportunity to work in a range of
sporting contexts while in the program to develop their
physical literacy. Specifi cally, this includes the development
of the following aspects of performance:
Cardio-respiratory endurance, speed (including skill and
power aspects), power, strength, agility, fl exibility, core
stability and physical literacy across several sporting
contexts.
In addition to this, students will develop their understanding
of anatomy, physiology and biomechanics.
AQUATIC RECREATION (10SAQR1/10SAQR2)
Available in Semester 1 only
This elective is designed for students who want to
experience activities that are water based and easy to access
in Perth. Some examples of activities off ered are sailing at
the State Sailing Centre and Funcats Watersports, surfi ng at
Surfi ng W.A, stand up paddle boarding and fi shing. Students
must be competent swimmers.
Other Information
The course requires regular participation in vigorous activity.
Students will need to change into suitable clothing for each
activity.
Costs for these activities must be paid before a student takes
part in any activity.
SPORTS CHALLENGE (10SPC1/10SPC2)
Available in Semester 2 only
This elective is designed for students who love the cut and
thrust of competition. Teams will organise and compete in a
number of team and individual competitions at community
sporting venues (e.g. Revolution, Rosemount bowl, Pot
Black) and school facilities culminating in a fi nals series.
Sports will be chosen from European Handball, Indoor
Soccer, Volleyball, Squash, Golf, Floorball, Ten Pin Bowling, Ice
Skating, Indoor Cricket, Basketball, Lawn Bowls and more.
Other information
The course requires regular participation in vigorous activity.
Students will need to change into suitable clothing for each
activity.
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Perth Modern School • Curriculum Handbook Senior Years 201948
YEAR 11 ATAR PHYSICAL EDUCATION STUDIES (AEPES)Physical Education Studies focuses on the complex
interrelationships between motor learning and coaching,
psychological, biomechanical, anatomical and physiological
factors that infl uence individual and team performance. It is the
study of Sport Science where students analyse the performance
of themselves and others, apply theoretical principles and
plan programs to enhance performance. Students engage as
performers, leaders, coaches, analysts and planners of physical
activity, providing them with the opportunity to develop
skills that will enable them to pursue personal interests and
potential in physical activity as athletes, coaches, offi cials, and/
or administrators.
Unit 1
The focus of this unit is to explore anatomical and
biomechanical concepts, the body’s responses to physical
activity and stress management processes to improve their own
performance and that of others in physical activity.
Unit 2
The focus of this unit is to identify the relationship between skill,
strategy and the body in order to improve the eff ectiveness and
effi ciency of performance.
Content Delivery
The course content is divided into theory and practical
components.
• the theory component weight is 70%
• the practical component weight is 30%
Currently, students have the option of participating in either
Netball or Volleyball for the practical component of their course.
Learning Outcomes
The Physical Education Studies ATAR course is designed to
facilitate achievement of the following outcomes:
• Skills for physical activity
• Knowledge and understanding of movement and
conditioning concepts for physical activity
• Knowledge and understanding of sport psychology
concepts for physical activity.
Recommended minimum entrance requirements
It is highly desirable to have completed the High Performance
Year 10 Physical Education learning area subject. A high level of
physical skill in team sports is essential.
YEAR 12 ATAR PHYSICAL EDUCATION STUDIES (ATPES)Physical Education Studies enables students to understand
and analyse the human body, its movements and functions.
The study enables the integration of theoretical knowledge
with practical application through participation in physical
activities. There are opportunities for students to apply
theoretical concepts and refl ect critically on factors that
aff ect all levels of performance. The theory component
of the course focuses on fi ve key areas of sports science:
functional anatomy, biomechanics, motor learning and
coaching, sports psychology and exercise physiology.
Unit 3
The focus of this unit is to provide opportunities for
students to build upon their acquired physical skills
and biomechanical, physiological and psychological
understandings to improve the performance of themselves
and others in physical activity.
Unit 4
The focus of this unit is to extend the understanding by
students of complex biomechanical, psychological and
physiological concepts to evaluate their own and others’
performance.
Content Delivery
The course content is divided into theory and practical
components:
• the theory component weight is 70%
• the practical component weight is 30%
Currently, students have the option of participating in either
Netball or Volleyball for the practical component of their
course.
Recommended minimum entrance requirements
An understanding of the Year 11 content is assumed
knowledge for students in Year 12.
It is recommended that students studying Unit 3 and Unit 4
have completed Unit 1 and Unit 2 from the Year 11 ATAR PE
Studies course. A high level of physical skill in team sports is
desirable.
Other information
The current Year 12 External WACE examinable sports are
AFL, Badminton, Basketball, Cricket, Hockey, Netball, Soccer,
Tennis, Touch, and Volleyball.
Years 11 and 12
Health and Physical Education
Learning Area
CURRICULUM HANDBOOK SENIOR YEARS 2019
Humanities and
Social Science
Learning Area
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Perth Modern School • Curriculum Handbook Senior Years 201950
HUMANITIES AND
SOCIAL SCIENCE LEARNING AREA
Humanities and Social Science
Learning Area
Year 10
Compulsory for at least one semester.
Humanities and Social Science off er six semester long units
(which are listed below). Each student must select at least
one unit. They may choose up to four units. Completion
of a Year 10 subject is not a prerequisite for Year 11 and 12.
The Humanities and Social Sciences Learning Area off ers a
range of extra curricula activities including SCRAM, Mock
Trials, Debating, Australian Geography Competition, Chevron
Focus Environment Competition, Young Travel Writers;
Competition and the National History Challenge.
Units available
• Ancient History: Representations of the Ancient World
• Economics: To Grow or Not to Grow? That is the
Question!
• Geography: Environmental Change and Management—
Coastal Environments at Risk!
• Modern History: Nations—The future of the 21st Century?
• Philosophy and Ethics: The Pursuit of Happiness—an
introduction to Ethics
• Politics and Law: Power to the People
ANCIENT HISTORY (10HIA1/10HIA2)
Representations of the Ancient World
Legends from the ancient world continue to capture the
imagination of students today and provide a wealth of
material for popular culture. This unit is designed to prepare
students for studying the Ancient History ATAR course and
also for students who are interested in the ancient world.
Students will be given an introduction to key disciplines that
inform us about the ancient world including archaeology,
classics and history. It enables students to explore
people, places and events from the past and changing
representations and interpretations over time. Students
will use a range of physical and written evidence from the
ancient world to examine life in Pompeii, the Persian War
and the truth about the Trojan War.
Other Information
Ancient History involves a signifi cant amount of reading and
writing in evaluating the ancient source material.
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Perth Modern School • Curriculum Handbook Senior Years 2019 51
ECONOMICS (10ECO1/10ECO2)
To Grow or Not to Grow? That is the Question!
The objective of the Year 10 Economics course is to
bring to life a small part of Economic theory that can be
explored through news articles and questions. Following
the framework of the Australian Curriculum, we will be
concentrating on the Macroeconomic objectives, especially
Economic Growth, and linking the growth of an economy
with the standard of living of the population within that
economy. We will explore questions like: Is Australia’s
economy doing well? What does it mean to Australia to
have a AAA credit rating? Why did the GFC occur? These
questions will be explored in a domestic and international
context. The second part of the course will consider how
the economy has changed over time: What have been
catalysts of this change and how have industries coped (or
not) with change? Why is Australia’s productivity rate falling?
Economic effi ciency and productivity will be explored, again
using relevant articles, and comparisons made in a global
context.
GEOGRAPHY (10GEO1/10GEO2)
Environmental Change and Management—
Coastal Environments at Risk!
Geography is one of the fastest growing subjects of the
Australian Curriculum and leads to many careers including
architecture mineral and resource extraction, environmental
management, and urban and regional planning.
Environmental change and management focuses on
investigating environmental geography through an in-
depth study of coastal environments. The unit begins with
an overview of the environmental functions that support
all life, the major challenges to their sustainability, and the
environmental world views that infl uence how people
perceive and respond to these challenges. Students will be
asked to apply human–environment systems thinking to
understand the causes and consequences of the change
and geographical concepts and methods to evaluate and
select strategies to manage the change.
The focus for this unit is the geography of coastal
environments at risk. In the local area, in particular regions
and globally, people pose threats to coastal environments
as they attempt to meet their needs. This can place these
environments at risk and people’s interests and concerns
can often be in confl ict. This course investigates the spatial
patterns and processes related to coastal environments
at risk, and to the protection of such environments
through management at local, regional and global levels.
Students will develop geographical methodologies that
are applicable and useful in the workplace and relevant
to a changing world. These may also provide them with
the framework to explore careers in the environmental
protection/rehabilitation and tourism industry.
Other Information
Fieldwork assessment excursions will occur and are a
compulsory component of this course.
MODERN HISTORY (10HIM1/10HIM2)
Nations—The future of the 21st Century?
The nation-state is historically a relatively new construct
and a form of political and social organisation that has
a large impact on diff erent relations between people
including war, trade and cultural interactions such as sport.
This course will look at the impact of the nation-state on
people and whether it is still the best form of social and
political organisation for its citizens, or whether there is a
more eff ective and effi cient form of organisation for the 21st
Century.
Students will study the history of the United States as a
vehicle to examine the course concepts. The course will
look at the War of Independence and the establishment of a
new nation, the American Civil War, social events of confl ict
during the 1920s and 1960s, and more current events
associated with the Obama and Trump presidencies.
PHILOSOPHY AND ETHICS (10PAE1/10PAE2)
The Pursuit of Happiness: An Introduction to Ethics
The course explores a number of moral points of view
from the ancient and modern world such as Epicureanism,
Stoicism, Deontology and Utilitarianism. Students are also
introduced to Virtue Ethics. Ethics involves philosophical
thinking about right action and the good life. It attempts
to answer questions about how we ought to live, how
we relate to others and how we should act and be when
making ethical decisions.
Learning to think philosophically is a key component of
the course. Students will be introduced to and practice the
Socratic method on a range of moral problems, which they
will be asked to view from diff erent moral points of view.
They will do this in the community of inquiry format which
prompts them to make their thinking visible and structured.
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Other Information
Philosophy develops critical and creative thinking and
the structure of argument in both the written and verbal
form. These skills are important in many other areas of the
curriculum, and typically suit students who intend to study
Humanities in years 11 and 12.
POLITICS AND LAW (10PAL1/10PAL2)
Power to the People
Drawing on a variety of contemporary political and legal
case studies, this course seeks to convey to students that
a range of competing and contested views exist regarding
the legitimacy of government, ideas of citizenship and
democracy.
The course begins with an examination of the Australian
political and legal system, exploring key concepts, ideas and
principles that underpin our society including notions of
natural justice and the rule of law.
Students will be invited to critically assess political and legal
systems within and beyond Australia against key democratic
principles including (but not limited to): regular, free and
fair elections, respect for human rights, accountability
and transparency, legitimacy, independent judiciary,
equality, political tolerance, freedom of speech and citizen
participation.
Students will have the opportunity to examine a variety
of contemporary political and legal issues in a range of
contexts and assess the extent to which these issues sustain,
challenge or limit the achievement of democratic systems
and processes. Students will also be asked to evaluate
the nature and scope of Australia’s role, obligations and
responsibilities in the global community.
By studying this course students will gain an understanding
that political and legal systems help to provide order to the
social relationships that occur in the world and how the
actions and participation of individuals and groups (political
parties, pressure groups and the media) can contribute
to a civil society. Students will develop and apply critical
thinking skills, taking account of multiple perspectives
and ambiguities, to formulate reasoned, evidence-based
arguments that incorporate diff erent points of views on
civics and citizenship issues.
Humanities and Social Science
Learning Area
Years 11 and 12
ACCOUNTING AND FINANCE
The Accounting and Finance ATAR course aims to make
students fi nancially literate by creating an understanding of
the systems and processes through which fi nancial practices
and decision-making are carried out, as well as the ethical,
social and environmental issues involved. It helps students to
analyse and make informed decisions about fi nances.
YEAR 11 ATAR ACCOUNTING AND FINANCE (AEACF)
Unit 1
The focus of this unit is on double entry accounting for
small businesses. Students apply their understanding of
fi nancial principles, systems and institutions to manage
fi nancial information and make decisions in a variety of
small businesses. Students develop an understanding of the
rationale for the use of particular conventions and principles
and the consequences of disregarding them. Students
record and process fi nancial information using the double
entry system and apply the principles of the Goods and
Services Tax (GST). Students learn about the various forms of
business organisation adopted by small business.
Unit 2
The focus of this unit is on accrual accounting. Students
apply fi nancial systems and principles to the operations
of businesses and distinguish between cash and accrual
methods of accounting. Students prepare and analyse
fi nancial reports for a variety of types of business
organisations and become familiar with the main aspects
of electronic processing of fi nancial data. Students learn of
the role and function of the professional accounting and
fi nancial associations.
Learning Outcomes
By the conclusion of the Course, the students should be
developing the following skills:
• understanding the concepts, principles, systems and
structures that are fundamental to accounting and other
fi nancial processes
• understanding the interrelationship between
fi nancial decisions and the individual, society and the
environment
• ability to explore and apply appropriate fi nancial systems
to meet personal and organisational needs
• ability to select, use and interpret fi nancial information.
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Perth Modern School • Curriculum Handbook Senior Years 2019 53
Recommended minimum entrance requirements
A ‘C’ grade in Year 10 HASS and English.
YEAR 12 ATAR ACCOUNTING AND FINANCE (ATACF)
Unit 3
The focus of this unit is internal management for business.
Students prepare and interpret budgets and performance
reports in relation to forecasting a business’s future. The
unit distinguishes between internal and external reporting
requirements. Decision-making processes using cost
accounting techniques are a feature of the unit. The unit
focuses on critical analysis of fi nancial information. The
unit also explores the importance of short and long-term
planning for business.
Unit 4
The focus of this unit is Australian reporting entities and
how they are regulated by the Corporations Act 2001.
The Framework for the Preparation and Presentation of
General Purpose Financial Reports (The Framework) and
the Accounting Standards are used in the preparation of
the fi nancial statements for a reporting entity. The fi nancing
options of larger entities are identifi ed and evaluated,
particularly in relation to conformity with basic principles,
including profi tability and stability. The unit addresses
corporate social disclosure issues and ethical behaviour
within corporations.
Learning Outcomes
By the conclusion of the Course, the students should have
developed an:
• understanding the concepts, principles, systems and
structures that are fundamental to accounting and other
fi nancial processes
• understanding the interrelationship between
fi nancial decisions and the individual, society and the
environment
• ability to explore and apply appropriate fi nancial systems
to meet personal and organisational needs
• ability to select, use and interpret fi nancial information.
Recommended minimum entrance requirements
A ‘C’ grade in Year 11 ACF or a ‘B’ grade in Year 10 HASS
ANCIENT HISTORY
Ancient History stimulates students’ curiosity and imagination
and enriches their appreciation of humanity through a study of
ancient societies. In ancient societies we see the development
of some of the distinctive features of contemporary societies
such as social organisation, power, authority, law and religion.
Ancient History is also concerned with the roles of individuals
and groups and how they shaped the political, social and
cultural landscapes of the ancient world.
YEAR 11 ATAR ANCIENT HISTORY (AEHIA)
Unit 1
Investigating the Ancient World—Unit 1 explores issues
related to investigating evidence from the Ancient World
including historical authentication and reliability, and
preservation/conservation and reconstruction. Students
will examine the event of Julius Caesar’s ‘tyranny’ and
assassination in 44B.C. and the rise of Octavian/Augustus.
A study of the ancient site of Masada where the Jewish
Rebellion took place will also be undertaken within the
context of the Flavian U.S.S.R. time period in Unit 2.
Unit 2
Ancient Societies—In Unit 2 students will study the Roman
Empire, extending from Britain through to Asia looking
at how Rome maintained her Empire and the role of key
individuals such as Caligula, Claudius, Nero, Agrippina the
Younger and Marcus Aurelius. Students will also look at
changes to the key religions within the Roman Empire
during this time period.
Learning Outcomes
By the conclusion of the Course, the students should be
developing in the area:
• knowledge and understanding of the ancient past,
including key individuals, institutions, structures and
features of ancient societies
• capacity to undertake historical inquiry, including skills
in inquiry and research, interpretation using sources,
evidence-based arguments, and communication
• analytical and critical thinking using key historical
concepts, including, evidence, continuity and change,
cause and eff ect, signifi cance, empathy, perspectives,
interpretations, representations and contestability
• appreciation of the origins, impact and legacy of ideas,
beliefs and values of the ancient world.
Recommended minimum entrance requirements:
A ‘C’ grade in Year 10 HASS and English.
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Perth Modern School • Curriculum Handbook Senior Years 201954
YEAR 12 ATAR ANCIENT HISTORY (ATHIA)
Unit 3
Athens in the 5th Century is lauded as the origin of
democracy but this century also saw two of the most
famous wars in history—The Persian War 481–479BC and
the Peloponnesian War 431–404BC. This course examines
the relationship between the development of democracy
and empire as well as the perceived contradiction between
democracy in Athens versus tyranny over the allies. The
period is considered to be an example of the fi rst ‘Cold
War’ by modern historians in the USA. The focus for this
unit is People, Power and Authority in the context of the
development of Athens between 481–440BC from a
member of the Hellenic League to the leader of a sea-based
empire and a democracy. Students examine the nature of
power and authority in the society and the ways in which
it was demonstrated through political, military, religious,
cultural and economic structures and institutions. This study
requires a focus on the reasons for continuity and change.
The detailed study of an individual who had a signifi cant
impact on their times develops students’ understanding of
the importance of human agency, as demonstrated by the
possible motivations and actions of individuals.
Unit 4
In the second half of the 5th Century BC Greece experienced
a large-scale war that originated from the tension between
Athens and Sparta and extended to Sicily and Persia. The
key source is Thucydides’ History of the Peloponnesian War,
which has been studied by national leaders through to the
20th century including Julius Caesar, Napoleon, Winston
Churchill and Secretary of State, George Marshall.
The focus for this course is reconstructing the ancient world
in the context of the Peloponnesian War with particular
reference to Thucydides’ History of the Peloponnesian War.
This unit allows for greater study of historiography and the
challenges associated with the interpretation and evaluation
of the evidence. Students will analyse the reliability and
usefulness of a wide range of ancient and modern sources
to the reconstruction of the historical period. Students will
examine key events including the Archidamian War, Peace of
Nicias and Sicilian Expedition as well as key individuals such
as Pericles, Nicias, Alcibiades and Lysander.
Learning Outcomes
By the conclusion of the Course, the students should have
developed:
• knowledge and understanding of the ancient past,
including key individuals, institutions, structures and
features of ancient societies
• capacity to undertake historical inquiry, including skills
in inquiry and research, interpretation using sources,
evidence-based arguments, and communication
• analytical and critical thinking using key historical
concepts, including, evidence, continuity and change,
cause and eff ect, signifi cance, empathy, perspectives,
interpretations, representations and contestability
• appreciation of the origins, impact and legacy of ideas,
beliefs and values of the ancient world.
Recommended minimum entrance requirements:
A ‘C’ grade in Year 11 Ancient History or a ‘B’ grade in Year 10
HASS and English.
Humanities and Social Science
Learning Area
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Perth Modern School • Curriculum Handbook Senior Years 2019 55
ECONOMICS
Economics investigates the choices which all people, groups
and societies face as they confront the ongoing problem of
satisfying their unlimited wants and their limited resources.
Economics aims to analyse and understand the allocation,
utilisation and distribution of scarce resources that determine
our health and wellbeing. Economics develops the
knowledge, reasoning and interpretation skills that form an
important component of understanding personal, business
and government behaviour at the local, national and global
levels. Economics allows students to explore a complex
range of economic events and issues facing our community
such as unemployment, income distribution, business
strategy and international relations.
The Economics ATAR course encompasses the key
features which characterise an economist’s approach to a
contemporary economic event or issue: the ability to simplify
the essence of a problem; to collect economic information
and data to assist analysis and reasoning; to think critically
about the limits of analysis in a social context; and to draw
inferences which assist decision-making, the development of
public policy and improvement in economic wellbeing.
YEAR 11 ATAR ECONOMICS (AEECO)
Unit 1—Microeconomics
This unit is an introduction to microeconomics and explores
the role of the market in determining the wellbeing of
individuals and society. Students explore the workings of real
world markets with an emphasis on the Australian economy.
Unit 2—Macroeconomics
This unit is an introduction to macroeconomics and
explores economic growth, infl ation and unemployment
with an emphasis on the Australian economy. Students
learn it is important to measure and monitor changes in
these macroeconomic indicators as changes in the level of
economic activity aff ect the wellbeing of individuals and
society.
Learning Outcomes
By the conclusion of the Course, the students should be
developing in the areas of:
• using economic information and data to communicate
an understanding of economic events, issues and
decisions.
• understanding that economic forces infl uence the
operation of the economy and are aff ected by the
decisions of consumers and businesses.
• understanding that the policies and actions of the
government and other authorities aff ect the operation of
the economy.
Recommended minimum entrance requirements:
A ‘C’ grade in Year 10 HASS and English.
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YEAR 12 ATAR ECONOMICS (ATECO)
Unit 3—Australia and the global economy
Australia is a relatively open economy and, as such, is
infl uenced by changes in the world economy. This unit
explores the interdependence of Australia and the rest of
the world. Concepts of globalisation, trade liberalisation
and protection in relation to the Australian economy will
be studied. Students will examine Australia’s trade, the
recording of international transactions and the impact of
these transactions on the Australian economy. The eff ects
of changes in Australia’s economic transactions with the
rest of the world using recent (the last ten years) and
contemporary (the last three years) economic data, together
with economic models will be used.
Unit 4—Economic policies and management
This unit explores the economic objectives of the Australian
Government and the actions and policies, such as fi scal
policy, monetary policy and microeconomic policy, taken
in the pursuit of these objectives. Students examine
the eff ects of the operation of policies in Australia using
economic models along with recent (the last ten years) and
contemporary (the last three years) economic data. Students
apply the language, theories and tools of economics to
develop a critical perspective on the role of these policies in
the current Australian Government policy mix.
Learning Outcomes
By the conclusion of the Course, the students should have
developed:
• using economic information and data to communicate
an understanding of economic events, issues and
decisions.
• understanding that economic forces infl uence the
operation of the economy and are aff ected by the
decisions of consumers and businesses.
• understanding that the policies and actions of the
government and other authorities aff ect the operation of
the economy.
Recommended minimum entrance requirements:
A ‘C’ grade in Year 11 Economics or a ‘B’ grade in Year 10
HASS and English.
GEOGRAPHY
Geography is one of the fastest growing subjects of the
Australian Curriculum and leads to many careers including
architecture mineral and resource extraction, environmental
management, and urban and regional planning.
The study of geography draws on students’ curiosity
about the diversity of the world’s places and their
peoples, cultures and environments. It enables them to
appreciate the complexity of our world and the diversity
of its environments, economies and cultures and use this
knowledge to promote a more sustainable way of life and
awareness of social and spatial inequalities.
Geography is organised into a Year 11 syllabus and a Year 12
syllabus. The cognitive complexity of the syllabus content
increases from Year 11 to Year 12.
YEAR 11 ATAR GEOGRAPHY (AEGEO)
Unit 1—Natural and Ecological hazards
Natural and ecological hazards represent potential sources
of harm to human life, health, income and property, and
may aff ect elements of the biophysical, managed and
constructed elements of environments.
This unit focuses on understanding how these hazards and
their associated risks are perceived and managed at local,
regional and global levels. Risk management, in this particular
context, refers to prevention, mitigation and preparedness.
Building on their existing geographical knowledge and
understandings, students explore natural hazards, including
atmospheric, hydrological and geomorphic hazards, for
example, storms, cyclones, tornadoes, frosts, droughts,
bushfi res, fl ooding, earthquakes, volcanoes and landslides.
They will also explore ecological hazards, for example,
environmental diseases/pandemics (toxin-based respiratory
ailments, infectious diseases, animal-transmitted diseases
and water-borne diseases) and plant and animal invasions.
Unit 2—Global Networks and Interconnections
This unit focuses on the process of international integration
(globalisation) and is based on the reality that we live in
an increasingly interconnected world. It provides students
with an understanding of the economic and cultural
transformations taking place in the world today, the spatial
outcomes of these processes, and their political and social
consequences. This is a world in which advances in transport
and telecommunications technologies have not only
transformed global patterns of production and consumption
but also facilitated the diff usion of ideas and elements of
Humanities and Social Science
Learning Area
Western Australia’s only selective academic school
Perth Modern School • Curriculum Handbook Senior Years 2019 57
cultures. The unit explains how these advances in transport
and communication technology have lessened the friction
of distance and have impacted at a range of local, national
and global scales. Cultural groups that may have been
isolated in the early twentieth century are now linked across
an interconnected world in which there is a ‘shrinking’ of
time and space. Of particular interest are the ways in which
people adapt and respond to these changes.
Learning Outcomes
By the end of this course, students:
• understand the nature and causes of natural and
ecological hazards
• understand the nature of the risks to be managed, such
as loss of property/life, eff ects on infrastructure, jobs,
economy, and physical and mental health
• understand that places and environments are infl uenced
by both natural and ecological hazards
• understand the complexity of human–environment
interdependence in relation to natural and ecological
hazards
• demonstrate a knowledge of the concept of risk
management
• understand and apply key geographical concepts—
including place, space, environment, interconnection,
sustainability, scale and change—as part of a
geographical inquiry
• compare and evaluate Australian and international risk
management policies, procedures and practices.
• understand the nature and causes of international
integration and its spatial, economic, political and social
consequences
• understand the ways people embrace, adapt to and
resist the forces of international integration
• think geographically, based on an understanding of the
complexities of an increasingly interdependent world
• apply geographical inquiry skills and a range of other
geographical skills, including spatial technologies and
fi eldwork, to investigate the complexity of the integrated
world
• evaluate the sustainability of alternative futures, drawing
on an understanding of an integrated global society.
Recommended minimum entrance requirements:
A ‘C’ grade in Year 10 HASS and English.
Other Information
Compulsory fi eldwork assessment excursions are an integral
part of the Year 11 and 12 Geography courses.
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YEAR 12 ATAR GEOGRAPHY (ATGEO)
Unit 3—Global environmental change
This unit focuses on the changing biophysical cover of the
Earth’s surface, the creation of anthropogenic biomes and
the resulting impacts on either global climate or biodiversity.
Land cover transformations have changed both global
climate and biodiversity through their interaction with
atmospheric and ecological systems. Conversely, climate
change and loss of biodiversity are producing further
transformations in land cover. Through applying the concept
of sustainability, students are given the opportunity to
examine and evaluate a program designed to address the
negative eff ect of land cover change. Aspects of physical,
environmental and human geography provide students
with an integrated and comprehensive understanding of the
processes related to land cover change, their local, regional
and global environmental consequences, and possible
sustainable solutions.
The Earth’s surface is constantly changing and all
environments are, to a greater or lesser extent, being
modifi ed by human activity. Students examine the
processes causing change in land cover. The scale at which
these processes are occurring is so extensive that very few
truly ‘natural’ environments still exist and most are now, to
some degree, anthropogenic in nature. Human action has
altered local and regional climates and hydrology, damaged
ecosystem services, contributed to the loss of biodiversity
and altered soils.
This unit begins with an overview of land cover change
drawn from diff erent regions and countries. Two depth
studies provide greater detail. The fi rst study focuses on the
interrelationship between land cover and global climate
change. The second study focuses on the evaluation of
a local land cover change initiative designed to address
climate change.
In undertaking these depth studies, students develop an
understanding of the use and application of geographical
inquiry, tools such as spatial technologies, fi eldwork and
other skills, to investigate human–environment systems.
Unit 4—Planning sustainable places
Challenges exist in designing urban places to render them
more productive, vibrant and sustainable. How people
respond to these challenges, individually and collectively,
will infl uence the sustainability and liveability of places
into the future. While all places are subject to changes
produced by economic, demographic, social, political and
environmental processes, the outcomes of these processes
vary depending on local responses, adaptations and
planning practices.
Urban planning involves a range of stakeholders
who contribute to decision making and the planning
process. Students examine how governments, planners,
communities, interest groups and individuals attempt to
address these challenges in order to ensure that places
are sustainable. They also investigate the ways in which
geographical knowledge and skills can be applied to identify
and address these challenges. The present and future needs
of society are addressed by the allocation and reallocation
of land uses, improving infrastructure and transport
systems and enhancing amenities to meet the needs of the
population as perceived by the diff erent perspectives of the
various stakeholders.
The unit begins with a global scale overview of the process
of urbanisation and its consequences. Urbanisation not only
aff ects human wellbeing and the rate of world population
growth, it has created a range of challenges for urban, rural
and remote places, including Indigenous communities.
The interconnected challenges faced in places, and other
matters related to liveability, are a focus of this unit.
Two depth studies provide greater detail. The fi rst study
focuses on challenges in metropolitan Perth. The second
study focuses on challenges faced in a megacity (New York).
Students examine the concepts, processes and roles of
planning in these selected contexts. This approach enables
students to also develop an understanding of the challenges
in two urban places.
Learning Outcomes
By the end of this course, students:
• understand the nature, extent and causes of the
changing land cover of the Earth’s surface, including
the emergence of anthropogenic biomes, and evaluate
projections of future changes in global land cover
• understand the local and regional eff ects of land cover
change on ecosystems, and the interrelationships
between land cover change and either global climate
change or biodiversity loss
• understand and apply key geographical concepts as
part of a geographical inquiry, including place, space,
environment, interconnection, sustainability, scale and
change
• evaluate the sustainability of a program aimed at
alleviating the negative impacts of land cover change
by considering its environmental, economic and social
benefi ts and costs
Humanities and Social Science
Learning Area
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Perth Modern School • Curriculum Handbook Senior Years 2019 59
• apply geographical inquiry and a range of skills,
including spatial technologies and fi eldwork, to evaluate
land cover change and its consequences and sustainable
solutions.
• understand the processes resulting in changes in places
and how the places investigated can be made more
sustainable
• understand the outcomes of the processes creating
change in diff erent communities
• gather and analyse primary and secondary data to reveal
trends in, and relationships between, the processes
resulting in change in places
• evaluate alternative planning strategies or proposals to
manage a selected challenge in Perth and New York
• understandings, skills, knowledge and values to
ensure they are well placed for tertiary study and/or
employment.
Recommended minimum entrance requirements:
A ‘C’ grade in Year 11 Geography or a ‘B’ grade in other Year
11 HASS and English.
Other Information
Compulsory fi eldwork assessment excursions are an integral
part of the Year 11 and 12 Geography courses.
MODERN HISTORY
History enables students to forge a clearer understanding of
the world around them, both by providing a context for key
trends and developments in society, and by equipping them
with key skills such as analysis and evaluation. Such skills
promote free thinking and empower students to make their
own judgements about our increasingly complex society.
Given the relatively modern (and popular) contexts for both
units, ample fi lm and internet resources are available to
enrich student learning.
YEAR 11 ATAR MODERN HISTORY (AEHIM)
Unit 1
Unit 1 will look at the French Revolution which ushered
in a new era based on the ideas that challenged social
hierarchy and hereditary privilege. Students will begin the
unit with an examination of the main causes of the French
Revolution including the infl uence of the Enlightenment,
and the growing discontent within sections of French
society. The unit examines the key ideas of liberty, equality,
fraternity and inalienable rights as well as the narrative of the
revolution, the counter revolution and the ‘Reign of Terror’.
Key individuals studied include Louis XVI, Marie Antoinette,
Robespierre and Napoleon. This unit gives students an
appreciation of the origins of the growth of nationalism and
nation states in the 19th century.
Unit 2
Unit 2 will focus on Nazism in Germany. Students will examine
all aspects of this fascinating and shocking period of history,
charting the rise of Hitler and the Nazis during the Great
Depression through to World War Two. The implementation
of Nazi policies in Germany such as Lebensraum, use of
propaganda and the Hitler Youth and their impacts on
Germany will be explored. Students will also investigate the
Holocaust and trace the origins of anti-Semitism in Europe.
Learning Outcomes
By the conclusion of the Course, the students should be
developing in the area of:
• knowledge and understanding of particular events,
ideas, movements and developments that have shaped
the modern world
• capacity to undertake historical inquiry, including skills
in research, evaluation of sources, synthesis of evidence,
analysis of interpretations and representations, and
communication of fi ndings
• application of historical concepts, including evidence,
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Perth Modern School • Curriculum Handbook Senior Years 201960
continuity and change, cause and eff ect, signifi cance,
empathy, perspectives and contestability
• capacity to be informed citizens with the skills, including
analytical and critical thinking, to participate in
contemporary debates.
Recommended minimum entrance requirements:
A ‘C’ grade in Year 10 HASS and English.
YEAR 12 ATAR MODERN HISTORY (ATHIM)
Unit 3
This unit focuses on the emergence of the Soviet Union and
its impact on society. Students will begin examining ideas
such as autocracy, Marxism and communism and also consider
how World War One shaped Russia. Stalin’s Cultural Revolution
as well as World War Two will be studied in detail. Students
will also have an opportunity to refl ect on the impact of the
Bolshevik Revolution on diff erent social groups in society.
Unit 4
This unit focuses on the Middle East region and examines
the struggle for peace throughout the 20th century. The unit
will begin with a focus on the British mandate in Palestine
and also the creation of the Israeli state. Key confl icts such
as the Suez Crisis, 6 Day War and Yom Kippur War will be
examined. The course will also look at the road to peace
throughout the latter part of the century culminating with
the Camp David Summit in 2000.
Learning Outcomes
By the conclusion of the Course, the students have
developed:
• knowledge and understanding of particular events,
ideas, movements and developments that have shaped
the modern world
• capacity to undertake historical inquiry, including skills
in research, evaluation of sources, synthesis of evidence,
analysis of interpretations and representations, and
communication of fi ndings
• application of historical concepts, including evidence,
continuity and change, cause and eff ect, signifi cance,
empathy, perspectives and contestability
• capacity to be informed citizens with the skills, including
analytical and critical thinking, to participate in
contemporary debates.
Recommended minimum entrance requirements:
A ‘C’ grade in Year 11 Modern History or ‘B’ grade in Year 10
HASS and English.
PHILOSOPHY AND ETHICS
Philosophy attempts to answer the questions that cannot
be addressed adequately by appealing to experience and
experiment alone. Philosophical thought shapes what
people think, what they value, what they consider to be true,
and how they engage with others and the world around
them. It is a foundation of all academic disciplines.
In studying this course, students will develop analytical
thinking skills, the ability to clarify advanced concepts and
unravel ethical issues. The problem-solving and deeper
thinking skills that they develop will assist them in becoming
better communicators, thinkers and problem-solvers.
YEAR 11 ATAR PHILOSOPHY AND ETHICS (AEPAE)
Unit 1
Do you have free will or are all your actions predetermined?
Is the mind distinct from the body? Is experience the only
road to objective truth?
The focus for the fi rst unit is reason and persons. Students
examine reasoning, inference, doubt and proof: the
distinction between rationalism and empiricism in the
production of knowledge; ideas of mind, body and
personhood; ideas of action, intention, motives, free-will and
determinism and causation.
Humanities and Social Science
Learning Area
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Perth Modern School • Curriculum Handbook Senior Years 2019 61
Unit 2
Do you shape culture or does culture shape you? Is there a
universal human nature? What is the relationship between
interpretation and truth? Is beauty relative?
The focus for the second unit is reason and culture. Students
examine the concepts of culture and moral agency, looking
at the way social structures could determine the freedom
to act. Students examine the concept and process of
interpretation and consider a number of theories of truth
in the production of knowledge. Students examine too the
question of beauty and the issue of relativity in aesthetics.
The elements of reasoning are further developed in greater
complexity.
Learning Outcomes
By the conclusion of the Course, the students should be
developing in the area of,
• the ability to identify and explain the elements of
reasoning
• the ability to clarify and evaluate the cogency or
persuasiveness of an argument in terms of an appeal to
reason
• the ability to construct a cogent or persuasive argument
that appeals to reason
• the ability to engage with abstract concepts and their
elements
• the ability to think critically, creatively and collaboratively
in a structured a manner.
Recommended minimum entrance requirements:
A ‘C’ grade in Year 10 HASS and English.
YEAR 12 ATAR PHILOSOPHY AND ETHICS(ATPAE)
Unit 3
What is the contractual relationship between individuals and
the state? What are natural rights and values? What are social
rights? What are our moral obligations to the environment?
The focus in this unit is reason and society. Students
examine human nature in terms of natural rights and
social contracts. This links to the study of humanism and
natural human values, and individualism and social identity.
Students also examine the idea of a good society and the
relationship between human fl ourishing and the moral
obligation humans have to the environment. The elements
of reasoning are further developed in greater complexity.
Unit 4
What is the meaning of life? Do you have a duty to pursue an
authentic life? Does science have a view on the meaningful
life or is that the domain of religion? Can killing be morally
justifi ed?
The focus in this unit is reason and meaning. Students
examine the tension between secularism and religion on
the question of human life and human purpose. Students
also examine classic problems in the philosophy of religion,
as well as moral questions about the taking of life. The
elements of reasoning are further developed in greater
complexity.
Learning Outcomes
By the conclusion of the Course, the students should have
developed,
• the ability to identify and explain the elements of
reasoning
• the ability to clarify and evaluate the cogency or
persuasiveness of an argument in terms of an appeal to
reason
• the ability to construct a cogent or persuasive argument
that appeals to reason
• the ability to engage with abstract concepts and their
elements.
Recommended minimum entrance requirements:
Year 11 ATAR Philosophy and Ethics or a middle to high B
grade in Year 10 Humanities and English or a compelling
reason and/or drive to study Philosophy.
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Perth Modern School • Curriculum Handbook Senior Years 201962
POLITICS AND LAW
Politics and Law is a study of the processes of
decision-making concerning society’s collective future. It
aims to develop knowledge of the principles, structures,
institutions and processes of political and legal systems
primarily in Australia. It brings together the judicial, executive
and legislative arms of government to demonstrate how
society is governed and examines the philosophy and values
on which society is governed.
This course is ideal for students who wish to undertake
tertiary study in any of the humanities. It is ideally suited to
students who have aspirations in the legal or civic fi elds. It
will help them develop their written expression, analytical
skills, verbal communication and self-confi dence—all of
which will serve them well in any vocation.
YEAR 11 ATAR POLITICS AND LAW (AEPAL)
Unit 1—Democracy and the Rule of Law
The focus for this course is political and legal systems.
Students critically examine the principles, structures and
processes of Australia’s political and legal system as well as
comparing and contrasting with other nations.
Unit 2—Representation and Justice
The focus for this course is representation and justice.
Students critically examine and assess political and legal
systems in relation to representative democracy and justice.
Students will also have the opportunity in Year 11 to take
part in the Inter-School Mock Trial competition, as well as
attend excursions to the Law Courts and Parliament House.
Learning Outcomes
By the conclusion of the course students should be
developing in the areas of:
• using inquiry skills to communicate an understanding
of the principles, structures, institutions, processes and
practices of political and legal systems
• ability to understand the operation of, and the
relationship between political and legal systems
• ability to understand the nature of stability and change
in political and legal systems
• ability to understand the skills and practices of
citizenship and the factors that infl uence participation in
the political and legal system.
Recommended minimum entrance requirements:
A ‘C’ grade in Year 10 HASS and English.
YEAR 12 ATAR POLITICS AND LAW (ATPAL)
Unit 3
The focus for this unit is political and legal power. Students
critically examine the political and legal system established
by the Commonwealth Constitution (Australia) and the
power exercised by the systems with reference to political
and legal developments and issues.
Unit 4
The focus of this unit is accountability and rights. Students
critically examine avenues for, and the eff ectiveness of,
accountability of the three branches of government in
Australia. Students also critically examine the ways in which
rights are protected, and how democratic principles are
upheld and/or undermined in Australia.
Learning Outcomes
By the conclusion of the Course, the students should have
developed:
• using inquiry skills to communicate an understanding
of the principles, structures, institutions, processes and
practices of political and legal systems
• ability to understand the operation of, and the
relationship between political and legal systems
• ability to understand the nature of stability and change
in political and legal systems
• ability to understand the skills and practices of
citizenship and the factors that infl uence participation in
the political and legal system.
Recommended minimum entrance requirements:
A ‘C’ grade in Year 11 Politics and Law or a ‘B’ grade in Year 10
HASS and English.
Humanities and Social Science
Learning Area
CURRICULUM HANDBOOK SENIOR YEARS 2019
Languages
Learning Area
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Perth Modern School • Curriculum Handbook Senior Years 201964
LANGUAGES LEARNING AREA
Languages Learning Area
Studying a Language in Senior Years enables students to
attain an advanced level of language competence and
cognitive sophistication. ‘Language capability’ contributes
to the development of rich linguistic and cultural resources
through which the community can engage socially,
culturally and economically in all domains. These include
business, trade, science, law, education, tourism, diplomacy,
international relations, health and languages’. Strong
competencies in languages can provide a wide range of
employment opportunities and employers will often look
favourably at employees who can speak a second language.
Language students can choose to continue their language
to the end of Year 10 or through to Year 12.
From Year 10 students have the opportunity to go on
overseas trips or exchange programs, visit fi lm festivals,
engage in competitive examinations, apply for language
scholarships and have individual tuition with native speakers.
All languages make extensive use of online resources
enabling rich and authentic experiences for students.
Students aiming for study or travel overseas or for an
international career should continue their language study
through to Year 12. For all students completing Second
Language ATAR Year 12, many universities in Australia off er a
10 per cent bonus to a student’s scaled scores. This special
consideration can make a big diff erence to the student’s
fi nal ATAR, potentially opening up many university courses
previously unattainable.
Languages off ered at Perth Modern School in Year 10 are:
• Chinese: Second Language
• Chinese: Background Language
• French: Second Language
• Italian: Second Language
• Japanese: Second Language.
In 2019, Year 10 students will complete Year 10 courses and
commence Year 11 ATAR Courses.
Application for enrolment in a Language course
All students wishing to study an ATAR language course in
Year 11 and 12 are required to complete an application for
permission to enrol in an ATAR language course in the year
prior to fi rst enrolment in the course to ensure that students
select the course best suited to their linguistic background
and educational needs. Information about the process,
including an application form, is sent to schools by the end
of Term 2. The process and fi nal determinations of eligibility
are made by the School Curriculum and Standards Authority.
Further guidance and advice related to enrolments in a
language course can be found on the Authority’s website:
www.scsa.wa.edu.au
For ATAR Language courses strict eligibility criteria applies
and students must ensure they will meet the criteria
when selecting a Year 11 or Year 12 ATAR Language
course.
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Perth Modern School • Curriculum Handbook Senior Years 2019 65
Years 11 and 12
YEAR 11 ATAR CHINESE: SECOND LANGUAGEAECSL)
The Year 11 syllabus is divided into two units, each of one
semester duration, which are typically delivered as a pair.
Unit 1
This unit focuses on 青少年 (Teenagers).. Through the three
topics: Having fun, student daily life, and technology and
leisure, students further develop their communication skills
in Chinese and gain a broader insight into the language and
culture.
Unit 2
This unit focuses on 我们去旅行吧! (Travel—let’s go!).
Through the three topics: tales of travel, Western Australia
as a travel destination, and China as a travel destination,
students extend their communication skills in Chinese and
gain a broader insight into the language and culture.
YEAR 12 ATAR CHINESE: SECOND LANGUAGE(ATCSL)
The Year 12 syllabus is divided into two units that are
delivered as a pair.
Unit 3
This unit focuses on 目前情况 (Here and now). Through
the three topics: Relationships, Celebrations and Traditions,
and Communicating in a modern world, students extend
and refi ne their communication skills in Chinese and gain
a broader and deeper understanding of the language and
culture.
Unit 4
This unit focuses on 有什么打算? (What next?). Through the
three topics: Refl ecting on my life and planning my future,
The Environment, and Current issues, students extend and
refi ne their communication skills in Chinese and gain a
broader and deeper understanding of the language and
culture.
YEAR 11 ATAR CHINESE: BACKGROUND LANGUAGE (AECBL)
YEAR 12 ATAR CHINESE: BACKGROUND LANGUAGE (ATCBL)The Chinese: Background Language ATAR is adapted from
the BOSTES NSW course for Heritage Chinese. This course
focuses on building on and further developing a student’s
language capability through engagement with Chinese-
speaking communities, locally and overseas, and through
the study of contemporary texts, topics and issues. It
enables students to strengthen their personal connections
to the Chinese culture and language, and enhances the
development of their bilingual competence and bicultural
identity.
This course is aimed at students who have typically been
brought up in a home where Chinese is used, and they have
a connection to that culture. These students have some
degree of understanding and knowledge of Chinese. They
have received all or most of their formal education in schools
where English, or a language other than Chinese, is the
medium of instruction. Students may have undertaken some
study of Chinese in a community, primary and/or secondary
school in Australia. Students may have had formal education
in a school where Chinese is the medium of instruction,
and may have spent some time in a country where it is a
medium of communication.
The language to be studied and assessed is the Modern
Standard Chinese, also known as Mandarin, and includes
formal and informal usage.
This syllabus presents the content and expectations for both
Year 11 and Year 12 for this course. While the core content
applies to both years, it is expected that the cognitive
complexity of the content increases from Year 11 to Year 12.
The course content is organised into four areas:
• Issues, perspectives, contexts and texts
• Linguistic resources
• Intercultural understandings
• Language learning and communication strategies.
These content areas should not be considered in isolation,
but rather holistically as content areas that complement one
another, and that are interrelated and interdependent. The
course focuses on the study of language through themes
and contemporary issues, which are studied through a range
of texts. For Year 12, texts are prescribed.
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Perth Modern School • Curriculum Handbook Senior Years 201966
YEAR 11 ATAR FRENCH SECOND LANGUAGE(AEFSL)
The Year 11 syllabus is divided into two units, each of one
semester duration, which are typically delivered as a pair.
Unit 1
This unit focuses on C’’est la vie! (That’s life!). Through the
three topics: My daily routine, French sports and leisure, and
leading a healthy lifestyle, students further develop their
communication skills in French and gain a broader insight
into the language and culture.
Unit 2
This unit focuses on Voyages (Travel). Through the three
topics: My travel tales and plans, Australia as a travel
destination, and travel in a modern world, students extend
their communication skills in French and gain a broader
insight into the language and culture.
YEAR 12 ATAR FRENCH: SECOND LANGUAGE(ATFSL)
The Year 12 syllabus is divided into two units that are
delivered as a pair.
Unit 3
This unit focuses on Les médias (The media). Through the
three topics: Technology and me, Film and music, and in the
media, students extend and refi ne their communication skills
in French and gain a broader and deeper understanding of
the language and culture.
Unit 4
This unit focuses on Le monde qui nous entoure (The world
around us). Through the three topics: Planning my future,
Migrant experiences, and Youth issues, students extend
and refi ne their communication skills in French and gain a
broader and deeper understanding of the language and
culture.
Languages Learning Area
Western Australia’s only selective academic school
Perth Modern School • Curriculum Handbook Senior Years 2019 67
YEAR 11 ATAR ITALIAN: SECOND LANGUAGE(AEISL)
The Year 11 syllabus is divided into two units, each of one
semester duration, that are typically delivered as a pair.
Unit 1
This unit focuses on Rapporti (Relationships). Through the
three topics: Rapporti in famiglia, tra gli amici e a scuola
(Family, friend and school relationships), Le tradizioni, gli
spettacoli e le feste (Traditions, events and celebrations),
and Comunicare nel mondo moderno (Communicating
in a modern world), students further develop their
communication skills in Italian and gain a broader insight
into the language and culture.
Unit 2
This unit focuses on Andiamo! (Travel—let’s go!). Through
the four topics: Le vacanze—racconti e progetti (My holiday
tales and plans), Destinazione Italia (Destination Italy),
Destinazione Australia (Destination Australia), and Viaggiare
oggi (Travel in a modern world) students extend their
communication skills in Italian and gain a broader insight
into the language and culture.
YEAR 12 ATAR ITALIAN: SECOND LANGUAGE(ATISL)
The Year 12 syllabus is divided into two units which are
delivered as a pair.
Unit 3
This unit focuses on Grazie Italia (Thank you Italy). Through
the three topics: Cose italiane (All things Italian), La vita
italiana (Italian lifestyle), and II Made in Italy nel mondo (II
Made in Italy around the world), students extend and refi ne
their communication skills in Italian and gain a broader and
deeper understanding of the language and culture.
Unit 4
This unit focuses on Ieri, oggi e domani (Yesterday, today
and tomorrow). Through the three topics: Rifl ettiamo sulla
vita e pensiamo al futuro (Refl ecting on my life and planning
my future), I problemi dei giovani oggi (Youth issues), and I
problemi ambientali (Environmental issues) students extend
and refi ne their communication skills in Italian and gain a
broader and deeper understanding of the language and
culture.
Western Australia’s only selective academic school
Perth Modern School • Curriculum Handbook Senior Years 201968
YEAR 11 ATAR JAPANESE: SECOND LANGUAGE (AEJSL)
The Year 11 syllabus is divided into two units, each of one
semester duration, that are typically delivered as a pair.
The notional time for each unit is 55 class contact hours.
Unit 1
This unit focuses on 日常生活)(Daily life). Through the three
topics: My life 私の生活, Home life 学校と家での生活 and
Daily life 生活をくらべて students further develop their
communication skills in Japanese and gain a broader insight
into the language and culture.
Unit 2
This unit focuses on ようこそ、私の国へ! (Welcome to my
country). Through the three topics: Welcoming a guest よ
うこそ!, Seasonal activities and celebrations しきとイベン
ト, and Healthy lifestyles けんこう, students extend their
communication skills in Japanese and gain a broader insight
into the language and culture.
YEAR 12 JAPANESE: SECOND LANGAUGE(ATJSL)
The Year 12 syllabus is divided into two units which are
delivered as a pair. The notional time for the pair of units
is 110 class contact hours.
Unit 3
This unit focuses on 若い旅行者 (Young travellers).
Through the two topics: Travel 旅行 and Part-time jobs
and money アルバイトとお金, students extend and refi ne
their communication skills in Japanese and gain a broader
and deeper understanding of the language and culture.
Unit 4
This unit focuses on かこと未来 (Refl ections and horizons).
Through the three topics: This year and beyond 今年と
将来, Youth events and pathways 若者の行事と進路
and Future plans 未来 students extend and refi ne their
communication skills in Japanese and gain a broader and
deeper understanding of the language and culture.
Languages Learning Area
CURRICULUM HANDBOOK SENIOR YEARS 2019
Mathematics
Learning Area
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Perth Modern School • Curriculum Handbook Senior Years 201970
Mathematics Learning Area
MATHEMATICS LEARNING AREA Year 10
Compulsory for at least one semester, but a full year’s
course is highly recommended for any student wishing to
complete a WACE Mathematics course in year 11 and 12.
In Semester 1, students will complete Unit One Mathematics
Methods and in semester two, Unit One Mathematics
Specialist. These units will prepare students for Mathematics
Methods and/or Mathematics Specialist in Year 11. Those
who are aiming for Mathematics Methods only in Year 11
will still be served by taking Unit One Specialist in semester
two as there is a lot of overlap of content and both courses
complement each other perfectly.
As students have completed the Year 10 curriculum in year 9,
we believe that students will be well served by completing
WACE Year 11 standard Unit One courses in Mathematics
Methods and Mathematics Specialist.
Unit 1 Mathematics Methods Semester one (Year 10)
Contains the three topics:
• Functions and graphs.
• Trigonometric functions.
• Counting and probability.
Unit 1 begins with a review of the basic algebraic concepts
and techniques required for a successful introduction to
the study of functions and calculus. Simple relationships
between variable quantities are reviewed, and these are
used to introduce the key concepts of a function and its
graph. The study of probability and statistics begins in this
unit with a review of the fundamentals of probability, and
the introduction of the concepts of conditional probability
and independence. The study of the trigonometric functions
begins with a consideration of the unit circle using degrees
and the trigonometry of triangles and its application. Radian
measure is introduced, and the graphs of the trigonometric
functions are examined and their applications in a wide
range of settings are explored.
Unit 1 Mathematics Specialist
Semester two (Year 10)
Contains the three topics:
• 1.1 Combinatorics.
• 1.2 Vectors in the plane.
• 1.3 Geometr.
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Perth Modern School • Curriculum Handbook Senior Years 2019 71
The three topics in Unit 1 complement the content of
the Mathematics Methods ATAR course. The profi ciency
strand of Reasoning, from the Year 7–10 curriculum, is
continued explicitly in the topic Geometry through a
discussion of developing mathematical arguments. This
topic also provides the opportunity to summarise and
extend students’ studies in Euclidean Geometry, knowledge
which is of great benefi t in the later study of topics such as
vectors and complex numbers. The topic Combinatorics
provides techniques that are very useful in many areas of
mathematics, including probability and algebra. The topic
Vectors in the plane provides new perspectives on working
with two-dimensional space and serves as an introduction
to techniques which can be extended to three-dimensional
space in Unit 3. These three topics considerably broaden
students’ mathematical experience and therefore begin
an awakening to the breadth and utility of the subject.
They also enable students to increase their mathematical
fl exibility and versatility.
In Year 11 the following year, students will repeat these Unit
One courses but with diff erent texts and extra resources
that will extend and enrich their understanding of the
foundation unit for Methods and Specialist. It has always
been a concern that in year 11 there is not enough time to
teach the very important Year 11 Unit one material due to
the many constraints to the Year 11 Timetable. To succeed in
year 12 WACE examinations, an excellent knowledge of Unit
One is essential as Units 2 to 4 rely on a deep appreciation
and understanding of the foundational Unit One material.
The Unit One syllabi contain more content than any other
unit but is allocated the same amount of teaching time in
Year 11.
Role of technology
Calculators are essential for everyday use within the
Mathematics classroom and at home. It is assumed that
each student has access to a suitable calculator at all
times. Students will require exposure to a CASIO Classpad
calculator in Year 10, to assist in their transition into Years 11
and 12, as well as using their scientifi c calculator.
Computers/Tablets will form an integral part of Mathematics
lessons, activities and assessments throughout all of the
senior years. It is essential that the students have access to
this technology to assist in the development of their skills.
Mathematics is the study of order, relation and pattern. From
its origins in counting and measuring it has evolved in highly
sophisticated and elegant ways to become the language
now used to describe much of the modern world. Statistics
is concerned with collecting, analysing, modelling and
interpreting data in order to investigate and understand real-
world phenomena and solve problems in context. Together,
mathematics and statistics provide a framework for thinking
and a means of communication that is powerful, logical,
concise and precise.
YEAR 11 ATAR MATHEMATICS: APPLICATIONS(AEMAA)
Units 1 and 2
Mathematics: Applications focuses on enabling students
to use mathematics eff ectively, effi ciently and critically to
make informed decisions in their daily lives. Mathematics:
Applications provides students with the mathematical
knowledge, skills and understanding to solve problems
in real contexts, in a range of workplace, personal, further
learning and community settings. This subject off ers
students the opportunity to prepare for post-school options
of employment and further training. Students will encounter
opportunities for problem-solving, such as fi nding the
volume of a solid so that the amount of liquid held in a
container can be compared with what is written on the
label, or fi nding the interest on a sum of money to enable
comparison between diff erent types of loans.
The content of the Mathematics: Applications subject is
designed to be taught within contexts that are relevant to
the needs of the particular student cohort. The skills and
understandings developed throughout the subject will be
further enhanced and reinforced through presentation in an
area of interest to the students.
Learning Outcomes
By the conclusion of the Course, the students should be
developing in the area of:
• understanding of concepts and techniques drawn from
mathematics and statistics
• ability to solve applied problems using concepts and
techniques drawn from mathematics and statistics
• reasoning and interpretive skills in mathematical and
statistical contexts
Years 11 and 12
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Perth Modern School • Curriculum Handbook Senior Years 201972
• capacity to communicate in a concise and systematic
manner using appropriate mathematical and statistical
language
• capacity to choose and use technology appropriately.
Recommended minimum entrance requirements
Completion of Two Semesters of Year 10 Mathematics to a
satisfactory standard.
Role of technology
It is assumed that students will be taught this course
with an extensive range of technological applications
and techniques. These have the potential to enhance the
teaching and learning of mathematics. However, students
also need to continue to develop skills that do not depend
on technology. The ability to choose when and when not to
use some form of technology, and the ability to work fl exibly
with technology, are important skills in this course.
YEAR 11 ATAR MATHEMATICS: METHODS(AEMAM)
Units 1 and 2
The major themes of Mathematics Methods are calculus and
statistics. They include as necessary prerequisites studies
of algebra, functions and their graphs, and probability.
They are developed systematically, with increasing levels
of sophistication and complexity. Calculus is essential for
developing an understanding of the physical world because
many of the laws of science are relationships involving rates of
change. The topics in Unit 1 build on students’ mathematical
experience. The topics ‘Functions and graphs’, ‘Trigonometric
functions’ and ‘Counting and probability’ all follow on from
topics in the F-10 curriculum from the strands, Number and
Algebra, Measurement and Geometry and Statistics and
Probability. In Unit 2 diff erential calculus is introduced.
Learning Outcomes
By the conclusion of the Course, the students should be
developing in the areas of:
• understanding of concepts and techniques drawn from
algebra, the study of functions, calculus, probability and
statistics
• ability to solve applied problems using concepts and
techniques drawn from algebra, functions, calculus,
probability and statistics
• reasoning in mathematical and statistical contexts and
interpretation of mathematical and statistical information
including ascertaining the reasonableness of solutions to
problems
• capacity to communicate in a concise and systematic
manner using appropriate mathematical and statistical
language
• capacity to choose and use technology appropriately
and effi ciently.
Recommended minimum entrance requirements
Completion of Two Semesters of Year 10 Mathematics to a
high standard.
Role of technology
It is assumed that students will be taught this course
with an extensive range of technological applications
and techniques. These have the potential to enhance the
teaching and learning of mathematics. However, students
also need to continue to develop skills that do not depend
on technology. The ability to choose when and when not to
use some form of technology, and the ability to work fl exibly
with technology, are important skills in this course.
Mathematics Learning Area
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Perth Modern School • Curriculum Handbook Senior Years 2019 73
YEAR 11 ATAR MATHEMATICS: SPECIALIST(AEMAS)
Units 1 and 2
Mathematics: Specialist provides opportunities, beyond
those presented in Mathematics: Methods to develop
rigorous mathematical arguments and proofs, and to use
mathematical and statistical models more extensively. Topics
are developed systematically and lay the foundations for
future studies in quantitative subjects in a coherent and
structured fashion. Students of Specialist will be able to
appreciate the true nature of mathematics, its beauty and its
functionality.
For all content areas, practice allows students to achieve
fl uency of skills, such as fi nding the scalar product of two
vectors, or fi nding the area of a region contained between
curves, freeing up working memory for more complex
aspects of problem-solving. In Mathematics: Specialist, the
formal explanation of reasoning through mathematical
proof takes on an important role and the ability to present
the solution of any problem in a logical and clear manner
is of paramount importance. The topics in Unit 1 broaden
students’ mathematical experience and provide diff erent
scenarios for incorporating mathematical arguments and
problem-solving. The unit blends algebraic and geometric
thinking. In this subject there is a progression of content,
applications, level of sophistication and abstraction. In Unit 1
vectors for two-dimensional space are introduced and then
in later Units vectors are studied for three-dimensional space.
Learning Outcomes
By the conclusion of the Course, the students should be
developing in the area of:
• understanding of concepts and techniques drawn
from combinatorics, geometry, trigonometry, complex
numbers, vectors, matrices, calculus and statistics
• ability to solve applied problems using concepts and
techniques drawn from combinatorics, geometry,
trigonometry, complex numbers, vectors, matrices,
calculus and statistics
• capacity to choose and use technology appropriately
• reasoning in mathematical and statistical contexts
and interpretation of mathematical and statistical
information, including ascertaining the reasonableness of
solutions to problems.
Recommended minimum entrance requirements
Completion of Two Semesters of Year 10 Mathematics to a
very high standard.
Role of technology
It is assumed that students will be taught this course
with an extensive range of technological applications
and techniques. These have the potential to enhance the
teaching and learning of mathematics. However, students
also need to continue to develop skills that do not depend
on technology. The ability to choose when and when not to
use some form of technology, and the ability to work fl exibly
with technology, are important skills in this course.
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Perth Modern School • Curriculum Handbook Senior Years 201974
YEAR 12 ATAR MATHEMATICS: APPLICATIONS
(ATMAA)
Unit 3
Unit 3 has three topics: ‘Bivariate data analysis’, ‘Growth and
decay in sequences’, and ‘Graphs and networks’. ‘Bivariate
data analysis’ introduces students to some methods
for identifying, analysing and describing associations
between pairs of variables, including the use of the least-
squares method as a tool for modelling and analysing
linear associations. The content is to be taught within the
framework of the statistical investigation process. ‘Growth
and decay in sequences’ employs recursion to generate
sequences that can be used to model and investigate
patterns of growth and decay in discrete situations. These
sequences fi nd application in a wide range of practical
situations, including modelling the growth of a compound
interest investment, the growth of a bacterial population,
or the decrease in the value of a car over time. Sequences
are also essential to understanding the patterns of growth
and decay in loans and investments that are studied in
detail in Unit 4. ‘Graphs and networks’ introduces students
to the language of graphs and the ways in which graphs,
represented as a collection of points and interconnecting
lines, can be used to model and analyse everyday situations,
such as a rail or social network.
Unit 4
Unit 4 also has three topics: ‘Time series analysis’, ‘Loans,
investments and annuities’, and ‘Networks and decision
mathematics’. ‘Time series analysis’ continues students’
study of statistics by introducing them to the concepts
and techniques of time series analysis. The content is to be
taught within the framework of the statistical investigation
process. ‘Loans investments and annuities’ aims to provide
students with suffi cient knowledge of fi nancial mathematics
to solve practical problems associated with taking out or
refi nancing a mortgage and making investments. ‘Networks
and decision mathematics’ uses networks to model and aid
decision-making in practical situations.
Learning Outcomes
By the conclusion of the Course, the students should be able
to:
• understand the concepts and techniques in bivariate
data analysis, growth and decay in sequences and
graphs and networks
• apply reasoning skills and solve practical problems in
bivariate data analysis, growth and decay in sequences
and graphs and networks
• implement the statistical investigation process in
contexts requiring the analysis of bivariate data and time
series data
• communicate their arguments and strategies, when
solving mathematical and statistical problems, using
appropriate mathematical or statistical language
• interpret mathematical and statistical information
and ascertain the reasonableness of their solutions to
problems and their answers to statistical questions
• choose and use technology appropriately and effi ciently
• understand the concepts and techniques in time series
analysis, loans, investments and annuities, and networks
and decision mathematics
• apply reasoning skills and solve practical problems
in time series analysis, loans, investments, annuities,
networks and decision mathematics
• evaluate the reasonableness of their solutions to
problems and their answers to questions.
Role of technology
It is assumed that students will be taught this course
with an extensive range of technological applications
and techniques. These have the potential to enhance the
teaching and learning of mathematics. However, students
also need to continue to develop skills that do not depend
on technology. The ability to choose when and when not to
use some form of technology, and the ability to work fl exibly
with technology, are important skills in this course.
Recommended minimum entrance requirements
Completion of Year 11 Mathematics Applications to a
satisfactory level.
Mathematics Learning Area
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YEAR 12 ATAR MATHEMATICS: METHODS (ATMAM)
Units 3 and 4
The study of calculus continues with the derivatives
of exponential and trigonometric functions and their
applications, together with some diff erentiation techniques
and applications to optimisation problems and graph
sketching. It concludes with integration, both as a process
that reverses diff erentiation and as a way of calculating areas.
The fundamental theorem of calculus as a link between
diff erentiation and integration is emphasised. In statistics,
discrete random variables are introduced, together with their
uses in modelling random processes involving chance and
variation. This supports the development of a framework for
statistical inference.
The calculus in Unit 4 deals with derivatives of logarithmic
functions. In probability and statistics, continuous random
variables and their applications are introduced and the
normal distribution is used in a variety of contexts. The
study of statistical inference in this unit is the culmination of
earlier work on probability and random variables. Statistical
inference is one of the most important parts of statistics,
in which the goal is to estimate an unknown parameter
associated with a population using a sample of data drawn
from that population. In the Mathematics: Methods ATAR
course, statistical inference is restricted to estimating
proportions in two-outcome populations.
Access to technology to support the computational aspects
of these topics is assumed.
Learning Outcomes
By the conclusion of the Course, the students should be able
to:
• understand the concepts and techniques in calculus,
probability and statistics
• solve problems in calculus, probability and statistics
• apply reasoning skills in calculus, probability and statistics
• interpret and evaluate mathematical and statistical
information and ascertain the reasonableness of
solutions to problems
• communicate their arguments and strategies when
solving problems.
Role of technology
It is assumed that students will be taught this course with
an extensive range of technological applications and
techniques. If appropriately used, these have the potential to
enhance the teaching and learning of the course. However,
students also need to continue to develop skills that do not
depend on technology. The ability to be able to choose
when or when not to use some form of technology and to
be able to work fl exibly with technology are important skills
in this course.
Recommended minimum entrance requirements
Completion of Year 11 Mathematics Methods to a
satisfactory level.
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YEAR 12 ATAR MATHEMATICS: SPECIALIST (ATMAS)
Unit 3
Unit 3 of the Mathematics: Specialist ATAR course contains
three topics: Complex numbers, Functions and sketching
graphs and Vectors in three dimensions. The study of vectors
was introduced in Unit 1 with a focus on vectors in two-
dimensional space. In this unit, three-dimensional vectors
are studied and vector equations and vector calculus are
introduced, with the latter extending students’ knowledge
of calculus from the Mathematics: Methods ATAR course.
Cartesian and vector equations, together with equations of
planes, enables students to solve geometric problems and
to solve problems involving motion in three-dimensional
space. The Cartesian form of complex numbers was
introduced in Unit 2, and the study of complex numbers is
now extended to the polar form. The study of functions and
techniques of graph sketching, begun in the Mathematics:
Methods ATAR course is extended and applied in sketching
graphs and solving problems involving integration.
Unit 4
Unit 4 of the Mathematics: Specialist ATAR course contains
three topics: Integration and applications of integration, rates
of change and diff erential equations and statistical inference.
In Unit 4, the study of diff erentiation and integration of
functions continues, and the calculus techniques developed
in this and previous topics are applied to simple diff erential
equations, in particular in biology and kinematics. These
topics demonstrate the real-world applications of the
mathematics learned throughout the Mathematics:
Specialist ATAR course. In this unit, all of the students’
previous experience working with probability and statistics
is drawn together in the study of statistical inference for the
distribution of sample means and confi dence intervals for
sample means.
Learning Outcomes
By the conclusion of the Course, the students should be able
to:
• understand the concepts and techniques in vectors,
complex numbers, functions and graph sketching
• apply reasoning skills and solve problems in vectors,
complex numbers, functions and graph sketching
• communicate their arguments and strategies when
solving problems
• construct proofs of results
• interpret mathematical information and ascertain the
reasonableness of their solutions to problems
• understand the concepts and techniques in applications
of calculus and statistical inference
• apply reasoning skills and solve problems in applications
of calculus and statistical inference.
Role of technology
It is assumed that students will have access to an extensive
range of technological applications and techniques. If
appropriately used, these have the potential to enhance the
teaching and learning of mathematics. However, students
also need to continue to develop skills that do not depend
on technology. The ability to be able to choose when or
when not to use some form of technology and to be able
to work fl exibly with technology are important skills in this
course.
Recommended minimum entrance requirements
Completion of Year 11 Mathematics Specialist to a
satisfactory level.
Mathematics Learning Area
CURRICULUM HANDBOOK SENIOR YEARS 2019
Music Learning Area
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MUSIC LEARNING AREA
The Music courses are designed to encourage students to
continue and develop their participation in musical activity
as both a recreational and vocational choice. It may serve as
a pathway for further training and employment in a range
of professions within the music industry, or as a means of
experiencing the pleasure and satisfaction that comes from
making music.
Music Learning Area
Year 10
MUSIC (EXTENSION) (10MUSE1/10MUSE2)
Students should select this subject in Semester 1 and
Semester 2.
Students enrolled in a music course are expected to be
members of the co-curricular ensemble, Senior Chorale.
In addition, students are expected to be members of
the applicable ensemble for their instrument or voice, as
directed by the Music Department.
The syllabus is designed around four key outcomes:
• Performing.
• Composing and Arranging.
• Listening and Responding.
• Culture and Society.
Within these four outcomes there are six key content areas:
• Aural.
• Theory.
• Analysis.
• Composition and Arranging.
• Performance.
• Cultural and Historical Perspective.
Other Information
The Music curriculum off ers many opportunities for student
extension, particularly through theoretical understanding,
composition, and performance opportunities. The
implementation of Kodaly methodology throughout the
curriculum allows students to learn through involvement in
quality music-making experiences.
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MUSIC (CLASS) (10MUSC1/10MUSC2)
Students may select this for Semester 1 as a minimum
and it is recommended that they also select this for
Semester 2.
Students enrolled in a music course are expected to be
members of the co-curricular ensemble, Senior Chorale.
In addition, students are expected to be members of
the applicable ensemble for their instrument or voice, as
directed by the Music Department. The syllabus is designed
around four key outcomes:
• Performing.
• Composing and Arranging.
• Listening and Responding.
• Culture and Society.
Within these four outcomes there are six key content areas:
• Aural.
• Theory.
• Analysis.
• Composition and Arranging.
• Performance.
• Cultural and Historical Perspective.
Other Information
The Music curriculum off ers many opportunities for student
extension, particularly through theoretical understanding,
composition, and performance opportunities. The
implementation of Kodaly methodology throughout the
curriculum allows students to learn through involvement in
quality music-making experiences.
Years 11 and 12
The Music course is designed to encourage students to
participate in musical activity as both a recreational and
vocational choice. It may serve as a pathway for further
training and employment in a range of professions within
the music industry, or as a means of experiencing the
pleasure and satisfaction that comes from making music.
Students enrolled in any music course are expected to be
members of the co-curricular ensemble, Senior Chorale.
In addition, students are expected to be members of
the applicable ensemble for their instrument or voice, as
directed by the Music Department. Refer to the Music
Policies and Guidelines for further information.
Perth Modern School students study the Western Art Music
context.
YEAR 11 ATAR MUSIC: WESTERN ART (AEMUSW)Western Art Music involves the study of the European
tradition of music and its development over time. The
Western Art Music areas of study will be chosen from:
• Symphony.
• Concerto.
• Opera.
• Chamber Music.
• Choral Music.
• Solo work (instrumental/vocal).
Units 1 and 2:
Core content and learning outcomes for Western Art Music
The syllabus is designed around four key outcomes:
• Performing.
• Composing and Arranging.
• Listening and Responding.
• Culture and Society.
Within these four outcomes there are six key content areas:
• Aural.
• Theory.
• Analysis.
• Composition and Arranging.
• Performance.
• Cultural and Historical Perspective.
ATAR Music has 50 per cent weighting awarded for
performance/practical work and 50 per cent weighting for
written work.
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Perth Modern School • Curriculum Handbook Senior Years 201980
Learning Outcomes
In these courses:
• students extend their understanding and appreciation of
a range of music
• further develop the skills and knowledge needed to be
able to respond to how social, cultural and historical
factors shape the role of music
• students will consider how music is structured and how
the elements of music are used to infl uence the specifi c
types of music being studied
• students will use their developing skills, knowledge and
understanding of Theory and Aural and apply this with
increasing complexity in their music making activities
• students will extend their knowledge and skill level
particularly through theoretical understanding,
composition, and performance opportunities
• the implementation of Kodaly methodology throughout
the curriculum allows students to learn through
involvement in quality music-making experiences.
Recommended minimum entrance requirements
Completion of Year 10 Music.
Other Information
Please note: For this examinable subject students will
perform a recital program for which an accompanist is
required
YEAR 12 ATAR MUSIC: WESTERN ART (ATMUSW)
Units 3 and 4
This course is a continuation and development of YEAR 11
ATAR MUSIC.
Students continue to extend their understanding and
appreciation of a range of music and further develop their
music skills and knowledge needed to respond to how
social, cultural and historical factors shape the role of music.
They integrate the activities of performing, composing,
arranging and responding to music genres, and use
musical language to communicate their knowledge and
understanding of music studied. Students continue to
consider how music is structured and how the elements
of music are used to infl uence the specifi c types of music
being studied. They make more extensive connections
between music and its context, diff erent areas of musical
knowledge, and diff erent aspects of musical activities while
applying, with increasing sophistication, their skills in Theory
and Aural in their music-making activities.
The Music curriculum off ers many opportunities for student
extension, particularly through theoretical understanding,
composition, and performance opportunities. The
implementation of Kodaly methodology throughout the
curriculum allows students to learn through involvement in
quality music-making experiences.
Recommended minimum entrance requirements
Year 11 ATAR Music: Western Art
Other Information
Please note: for this examinable subject students will perform
a recital program for which an accompanist is required.
Music Learning Area
CURRICULUM HANDBOOK SENIOR YEARS 2019
Science
Learning Area
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SCIENCE LEARNING AREA
Science Learning Area
Year 10
Compulsory for at least one semester.
Students will be given the choice of two diff erent courses
which can be studied over the year. In Semester 1, students
study 10SCI1 and in Semester 2, they study 10SCI2. Both
options have the same degree of rigour, but look at diff erent
aspects of the Science Curriculum. Students can opt to do
one or both of the courses. It is recommended that students
who wish to pursue a Science ATAR course in Years 11 and 12
choose to do both courses.
SCIENCE A (10SCI1)This course is called Walking in the Footsteps of the Famous
Scientists. Students look at the work conducted by famous
Scientists of Biology, Chemistry and Physics. Students
discover the importance of the DNA structure and how
changes to DNA result in diff erent genetic outcomes. Also,
how variation occurs when the cell divides and that the
combination of diff erent genes results in the development
of new species. In Chemistry, students view atomic structure
and how diff erent elements are bonded together. Students
will begin to analyse diff erent quantities of molecules and
they will be able to work out the products formed and
their amounts. Finally, students study Newton’s Three Laws
of Motion and vector quantity problems. They are given
opportunity to apply the equations generated from motion
graphs and they are required to work through contextual
examples. Students may carry out a range of investigations
in order to test the Laws of Motion. This will result in analysis,
synthesis and evaluation opportunities.
SCIENCE B (10SCI2)This module begins by asking the question: What is health
and is it the same as the absence of disease? How does our
body maintain a healthy state? What factors can infl uence
our health? Maintaining healthy sustainable bodies requires
certain actions. Also, certain actions are required to maintain
global sustainability. How can we keep the globe healthy?
What processes occur within global systems and how is the
energy transferred? What does future energy consumption
look like and are we helping or hindering our future by
our current energy usage practices? Students will begin by
investigating how energy is used in everyday life, including
direct and indirect use. They’ll explore the fl ow of energy
and cycling of carbon as they investigate hydrocarbons
and the role of plants and animals in the carbon cycle, and
discuss whether nuclear energy is a suitable alternative. Such
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Perth Modern School • Curriculum Handbook Senior Years 2019 83
questions lead us to consider whether we need to review
our global practices as we consider the environmental
implications and the human impact on the environment.
Also, students are given insight into how all the Science
disciplines can interrelate to help us understand and look to
solve signifi cant issues of sustainability facing our world.
Other Information
Calculators are essential for the Science classroom and
at home. It is assumed that each student has access to a
suitable calculator at all times. Students will require the use
of a Scientifi c calculator in Science, not a Classpad.
Computers/Tablets will form an integral part of Science
lessons and activities throughout all of the senior years. It
is essential that students have access to this technology to
assist in the development of their skills.
It is highly recommended that students wishing to pursue
Biology, Chemistry, Human Biology or Physics in Year 11
should take both courses in Year 10 as they provide an
excellent foundation for these courses.
PSYCHOLOGY (10PSY1/2)
Students can select this elective in either Semester 1 or
Semester 2.
As psychologists and profi ler trainees we will explore the
world of Psychology and Criminology. It is also a taster
for Senior Years Psychology. Psychology is the scientifi c
study of how we think, feel and act. During the course we
will examine how behaviour and personality can result in
criminal behaviour. We will explore personality disorders,
e.g. psychopaths and sociopaths, and investigate the minds
of criminals as well as completing computer aided forensic
course resources. Criminal Minds is about the psychology
and pathology of crime. We will again return to crime
scenes where we will look at the scene from a psychological
perspective.
Years 11 and 12
BIOLOGY
Biology is the study of the fascinating diversity of life as it
has evolved and as it interacts and functions. Investigation
of biological systems and their interactions, from cellular
processes to ecosystem dynamics, has led to biological
knowledge and understanding that enable us to explore
and explain everyday observations, fi nd solutions to
biological issues, and understand the processes of biological
continuity and change over time.
YEAR 11 ATAR BIOLOGY (AEBLY)In Units 1 and 2, students build on prior learning to develop
their understanding of relationships between structure and
function in a range of biological systems, from ecosystems
to single cells and multicellular organisms. In Unit 1, students
analyse abiotic and biotic ecosystem components and their
interactions, using classifi cation systems for data collection,
comparison and evaluation. In Unit 2, students investigate
the interdependent components of the cell system and the
multiple interacting systems in multicellular organisms.
Unit 1—Biodiversity and the
interconnectedness of life
The current view of the biosphere as a dynamic system
composed of Earth’s diverse, interrelated and interacting
ecosystems developed from the work of eighteenth and
nineteenth century naturalists, who collected, classifi ed,
measured and mapped the distribution of organisms and
environments around the world. In this unit, students
investigate and describe a number of diverse ecosystems,
exploring the range of biotic and abiotic components to
understand the dynamics, diversity and underlying unity of
these systems.
Students develop an understanding of the processes
involved in the movement of energy and matter in
ecosystems. They investigate ecosystem dynamics,
including interactions within and between species, and
interactions between abiotic and biotic components of
ecosystems. They also investigate how measurements of
abiotic factors, population numbers and species diversity,
and descriptions of species interactions, can form the basis
for spatial and temporal comparisons between ecosystems.
Students use classifi cation keys to identify organisms
describe the biodiversity in ecosystems, investigate patterns
in relationships between organisms, and aid scientifi c
communication.
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Perth Modern School • Curriculum Handbook Senior Years 201984
Unit 2—Cells and multicellular organisms
The cell is the basic unit of life. Although cell structure
and function are very diverse, all cells possess some
common features: all prokaryotic and eukaryotic cells
need to exchange materials with their immediate external
environment in order to maintain the chemical processes
vital for cell functioning. In this unit, students examine inputs
and outputs of cells to develop an understanding of the
chemical nature of cellular systems, both structurally and
functionally, and the processes required for cell survival.
Students investigate the ways in which matter moves and
energy is transformed and transferred in the biochemical
processes of photosynthesis and respiration, and the role of
enzymes in controlling biochemical systems.
Multicellular organisms typically consist of a number of
interdependent systems of cells organised into tissues,
organs and organ systems. Students examine the structure
and function of plant and animal systems at cell and tissue
levels in order to describe how they facilitate the effi cient
provision or removal of materials to and from all cells of the
organism.
Learning Outcomes
By the conclusion of the Course, the students should be
developing in the areas of:
• investigating and describing a number of diverse
ecosystems
• exploring the range of biotic and abiotic components to
understand the dynamics, diversity and underlying unity
of these ecosystems
• investigating patterns in relationships between
organisms
• understanding how scientifi c knowledge is used to off er
valid explanations and reliable predictions
• understanding the chemical nature of cellular systems
• investigating the metabolic processes in a range of
biological systems
• understanding the relationship between structure and
function within biological systems.
Recommended minimum entrance requirements
Minimum of an A grade in Year 10 Biology or Human Biology
modules of Science A and Science B courses. Students
should only select Biology if they have a good command of
English and are good readers.
Other information
A scientifi c calculator is needed.
YEAR 12 ATAR BIOLOGY (ATBLY)
Unit 3—Heredity and the continuity of life
Heredity is an important biological principle as it explains
why off spring (cells or organisms) resemble their parent
cell or organism. Organisms require cellular division and
diff erentiation for growth, development, repair and
sexual reproduction. In this unit, students investigate the
biochemical and cellular systems and processes involved in
the transmission of genetic material to the next generation
of cells and to off spring. They consider diff erent patterns
of inheritance by analysing the possible genotypes and
phenotypes of off spring. Students link their observations to
explanatory models that describe patterns of inheritance,
and explore how the use of predictive models of inheritance
enables decision-making.
Students investigate the genetic basis for the theory of
evolution by natural selection through constructing, using
and evaluating explanatory and predictive models for gene
pool diversity of populations. They explore genetic variation
in gene pools, selection pressures and isolation eff ects in
order to explain speciation and extinction events and to
make predictions about future changes to populations.
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Unit 4—Maintaining the Internal Environment
In order to survive, organisms must be able to maintain
system structure and function in the face of changes
in their external and internal environments. Changes in
temperature and water availability, and the incidence and
spread of infectious disease, present signifi cant challenges
for organisms and require coordinated system responses. In
this unit, students investigate how homeostatic response
systems control organisms’ responses to environmental
change—internal and external—in order to survive in a
variety of environments, as long as the conditions are within
their tolerance limits. Students study how the invasion of an
organism’s internal environment by pathogens challenges
the eff ective functioning of cells, tissues and body systems,
and triggers a series of responses or events in the short-
and long-term in order to maintain system function.
They consider the factors that contribute to the spread of
infectious disease and how outbreaks of infectious disease
can be predicted, monitored and contained.
Learning Outcomes
By the conclusion of the course, the students should be
developing in the areas of:
• investigating the genetic basis for the theory of
evolution by natural selection
• exploring the genetic variation in gene pools, selection
pressures and isolation eff ects
• understanding how scientifi c knowledge is used to off er
valid explanations and reliable predictions
• understanding the chemical nature of cellular systems
• investigating homeostatic mechanisms and responses to
environmental change
• considering how infectious diseases are spread and
how we can make predictions about the outbreak of
infectious disease.
Recommended minimum entrance requirements
Biology Units 1 and 2. It is possible to study Human Biology
Units 3 and 4 if students have studied Units 1 and 2 Biology,
but a lot of extra reading is required to make up for the
potential gaps in understanding.
Other information
A scientifi c calculator is needed.
CHEMISTRY
Chemistry is the study of materials and substances, and the
transformations they undergo through interactions and
the transfer of energy. Chemists can use an understanding
of chemical structures and processes to adapt, control
and manipulate systems to meet particular economic,
environmental and social needs. This includes addressing
the global challenges of climate change and security of
water, food and energy supplies, and designing processes
to maximise the effi cient use of earth’s fi nite resources.
Chemistry develops students’ understanding of the key
chemical concepts and models of structure, bonding, and
chemical change, including the role of chemical, electrical
and thermal energy. Students learn how models of structure
and bonding enable chemists to predict properties and
reactions and to adapt these for particular purposes.
YEAR 11 ATAR CHEMISTRY (AECHE)
Unit 1—Chemical fundamentals:
structure, properties and reactions
Students use models of atomic structure and bonding
to explain the macroscopic properties of materials and
to predict the products and explain the energy changes
associated with chemical reactions. Chemists design and
produce a vast range of materials for many purposes,
including for fuels, cosmetics, building materials and
pharmaceuticals. As the science of chemistry has developed
over time, there has been an increasing realisation that the
properties of a material depend on, and can be explained
by, the material’s structure. A range of models at the atomic
and molecular scale enable explanation and prediction of
the structure of materials and how this structure infl uences
properties and reactions. In this unit, students relate matter
and energy in chemical reactions, as they consider the
breaking and reforming of bonds as new substances are
produced. Students can use materials that they encounter
in their lives as a context for investigating the relationships
between structure and properties.
Unit 2—Molecular interactions and reactions
In Unit 2, they continue to develop their understanding of
bonding models and the relationship between structure,
properties and reactions, including consideration of the
factors that aff ect the rate of chemical reactions. In this
unit, students develop their understanding of the physical
and chemical properties of materials including gases,
water and aqueous solutions, acids and bases. Students
explore the characteristic properties of water that make it
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Perth Modern School • Curriculum Handbook Senior Years 201986
essential for physical, chemical and biological processes on
Earth, including the properties of aqueous solutions. They
investigate and explain the solubility of substances in water,
and compare and analyse a range of solutions. They learn
how rates of reaction can be measured and altered to meet
particular needs, and use models of energy transfer and
the structure of matter to explain and predict changes to
rates of reaction. Students gain an understanding of how to
control the rates of chemical reactions, including through
the use of a range of catalysts.
Learning Outcomes
By the conclusion of the course, the students should be
developing in the area of:
• using models to explain the atomic and molecular
structures and make predictions about a particular
structure’s properties and reactions
• understanding of patterns in the properties and
composition of materials
• investigating and describing the physical and chemical
properties of materials at the macroscopic level
• comparing and analysing a range of solutions, including
explaining the solubility of substances in water
• understanding how scientifi c knowledge is used to off er
valid explanations and reliable predictions
• using a range of practical and research inquiry skills to
investigate chemical reactions.
Recommended minimum entrance requirements
Minimum of an A grade in Year 10 Biology or Human Biology
modules of Science A and Science B courses. Students
should only select Biology if they have a good command of
English and are good readers.
Other information
A scientifi c calculator is needed.
YEAR 12 ATAR CHEMISTRY (ATCHE)
Unit 3—Equilibrium, acids and redox reactions
In Unit 3, students investigate models of equilibrium in
chemical systems; apply these models in the context of acids
and bases and redox reactions, including electrochemical
cells; and explain and predict how a range of factors aff ect
these systems. The idea of reversibility of reaction is vital
in a variety of chemical systems at diff erent scales, ranging
from the processes that release carbon dioxide into our
atmosphere to the reactions of ions within individual cells
in our bodies. Processes that are reversible will respond
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ENGINEERING STUDIES
YEAR 11 ATAR ENGINEERING STUDIESEngineers are involved in the design, manufacture
and maintenance of a diverse range of products and
infrastructure integral to the functioning of society, business
and industry. They rely strongly on their creativity and
problem-solving to turn ideas into reality by applying lateral
thinking and mathematical and scientifi c principles to
develop solutions to problems, needs and opportunities.
An engineer also needs to be socially aware and involved
in broader community issues: impacts on the environment,
sustainable energy, health and safety, and consultation
processes to understand social attitudes and opinion.
The Engineering Studies ATAR course provides opportunities
for students to investigate, research and present information,
design and make products and undertake project
development. These opportunities allow students to
apply engineering processes, understand underpinning
scientifi c and mathematical principles, develop engineering
technology skills and explore the interrelationships between
engineering and society.
The Engineering Studies ATAR course is essentially a practical
course focusing on real-life contexts. It aims to prepare
students for a future in an increasingly technological world
by providing the foundation for life-long learning about
engineering. It is particularly suited to those students who
are interested in engineering and technical industries as
future careers.
Students must study all of the core content material and one
of the specialist engineering fi elds, namely mechatronics.
to a range of factors and can achieve a state of dynamic
equilibrium. In this unit, students investigate acid-base
equilibrium systems and their applications. They use
contemporary models to explain the nature of acids and
bases, and their properties and uses. This understanding
enables further exploration of the varying strengths of acids
and bases. Students investigate the principles of oxidation
and reduction reactions and the production of electricity
from electrochemical cells.
Unit 4—Structure, Synthesis and Design
In Unit 4, students use models of molecular structure,
chemical reactions and energy changes to explain and
apply synthesis processes, particularly with consideration
of organic synthesis; and they consider current and future
applications of chemical design principles. Current and
future applications of chemistry include the development
of specialised techniques to create, or synthesise, new
substances to meet the specifi c needs of society, including
pharmaceuticals, fuels, polymers and nanomaterials. In this
unit, students focus on the principles and application of
chemical synthesis, particularly in organic chemistry. This
involves considering where and how functional groups can
be incorporated into already existing carbon compounds
in order to generate new substances with properties that
enable them to be used in a range of contexts.
Learning Outcomes
By the conclusion of the course, the students should be
developing in the areas of:
• investigating models of equilibrium in chemical systems
• explaining and predicting how a range of factors aff ect
equilibrium in chemical systems
• understanding how scientifi c knowledge is used to off er
valid explanations and reliable predictions
• investigating a range of electrochemical cells, using
science inquiry skills
• investigating the principles and application of chemical
structure, synthesis and design.
Recommended minimum entrance requirements
Chemistry Units 1 and 2.
Other information
A scientifi c calculator is needed.
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Perth Modern School • Curriculum Handbook Senior Years 201988
YEAR 11 ATAR ENGINEERING STUDIES (AEEST)
Unit 1
In the development of an engineering project, students
study core engineering theory and the chosen specialist
area of mechatronics. They develop an understanding of
diff erent forms of energy, uses of these diff erent forms, and
sources of renewable and non-renewable energy.
Given guidelines and a context, students apply their
knowledge of the engineering design process and theory
to develop and respond to a design brief. This requires them
to investigate existing products, construction materials
and components. Design ideas are developed through
annotated sketches and concept drawings. Students then
select and analyse the most suitable concept for production
as a prototype or working model.
Students fi nalise their chosen design by documenting
its specifi cations in the form of appropriate orthographic
drawings, specialist diagrams and lists of materials and
components. They calculate the cost of the prototype or
model. They follow a given timeline to undertake tasks
required to produce, test and evaluate the product.
Unit 2
This unit develops students’ understanding of core and
specialist area theory to better understand the scientifi c,
mathematical and technical concepts that explain how
engineered products function. They study the impact of the
diff erent forms of obsolescence in engineering products on
society, business and the environment.
Students continue to refi ne their understanding and
skills of the engineering design process, undertaking
tasks to produce, test and evaluate the product. Core
and Mechatronics specialist area theory continues to be
studied to forge greater understanding of the scientifi c,
mathematical and technical concepts that explain how
engineered products function.
Learning Outcomes
Students who are undertaking this course will be exposed
to the process of engineering design and specialising in the
fi eld of mechatronics. By the conclusion of the Course, the
students will have achieved the following outcomes:
Outcome 1—Engineering process
Students apply and communicate a process to design, make,
and evaluate engineered products.
In achieving this outcome, students:
• investigate needs and opportunities
• generate engineering production proposals to provide
solutions
• manage engineering production processes to produce
solutions
• evaluate intentions, plans and actions.
Outcome 2—Engineering understandings
Students demonstrate understanding of materials,
components, and scientifi c and mathematical concepts
used in the engineering context.
In achieving this outcome, students:
• understand and explain properties and behaviours of
materials and components
• understand and apply scientifi c and mathematical
concepts used in the engineering context.
Outcome 3—Engineering technology skills
Students use materials, skills and technologies when
undertaking an engineering challenge.
In achieving this outcome, students:
• apply initiative and organisational skills
• apply materials, techniques and technologies to achieve
solutions to engineering challenges
• operate equipment and resources safely
• apply skills of calculation and computation.
Outcome 4—Engineering in society
Students investigate, analyse and understand the
interrelationships between engineering projects and society.
In achieving this outcome, students:
• identify forms, sources and uses of energy
• describe the diff erent forms of obsolescence.
Recommended minimum entrance requirements
Y10 Semester Two Science Module (10SCI2) but Semester
One Science Module would be preferable too.
Other information
A Scientifi c calculator is needed.
Science Learning Area
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Perth Modern School • Curriculum Handbook Senior Years 2019 89
YEAR 12 ATAR ENGINEERING STUDIES (ATEST) (COMMENCES 2019)
Unit 3
In this unit, students develop their understanding of core
and specialist area theory. They also study the impacts
of obtaining and using the diff erent forms of renewable
and non-renewable energy on society, business and the
environment.
Students use the engineering design process beginning with
the development of a comprehensive design brief that has
a focus on a problem, need or opportunity. They synthesise
responses to the brief by engaging in a range of activities
that include: detailed research of similar existing engineered
products; construction materials and components; sketching,
drawing and notating concepts; analysing and justifying
the choice of the most promising of these for production
as a prototype or working model. Students refi ne their
understanding and skills of the engineering design process,
undertaking tasks to produce, test and evaluate the product.
Unit 4
In this unit, students consider and analyse the stages within
the life cycle of engineering products. Students develop and
demonstrate an understanding of the impacts on society,
business and the environment that occur during the life
cycle of engineered products.
Students continue to refi ne their understanding and skills
of the engineering design process, undertaking tasks to
produce, test and evaluate the product. Core and specialist
area theory continues to be studied to forge greater
understanding of the scientifi c, mathematical and technical
concepts that explain how engineered products function.
Each unit includes:
• a unit description—a short description of the purpose of
the unit
• unit content—the content to be taught and learned.
Learning Outcomes
Course content contains core content material and two
specialist fi elds. The core content utilises an engineering
design process to enable students to learn about
engineering in a practical project-focused approach.
The study of core content develops student knowledge,
understandings and skills of general engineering
concepts and processes. The content of mechatronics
allows for students to develop a greater specifi c practical
understanding of major engineering and industrial
technologies.
Outcome 1—Engineering process
Students apply and communicate a process to design, make,
and evaluate engineered products.
In achieving this outcome, students:
• investigate needs and opportunities
• generate engineering production proposals to provide
solutions
• manage engineering production processes to produce
solutions
• evaluate intentions, plans and actions.
Outcome 2—Engineering understandings
Students demonstrate understanding of materials,
components, and scientifi c and mathematical concepts
used in the engineering context.
In achieving this outcome, students:
• understand and explain properties and behaviours of
materials and components
• understand and apply scientifi c and mathematical
concepts used in the engineering context.
Outcome 3—Engineering technology skills
Students use materials, skills and technologies when
undertaking an engineering challenge.
In achieving this outcome, students:
• apply initiative and organisational skills
• apply materials, techniques and technologies to achieve
solutions to engineering challenges
• operate equipment and resources safely
• apply skills of calculation and computation.
Outcome 4—Engineering in society
Students investigate, analyse and understand the
interrelationships between engineering projects and society.
In achieving this outcome, students:
• identify forms, sources and uses of energy
• analyse the life cycle of engineered products.
Recommended minimum entrance requirements
Unit 1 and 2 Engineering Studies is essential.
Other information
A Scientifi c calculator is needed.
Western Australia’s only selective academic school
Perth Modern School • Curriculum Handbook Senior Years 201990
HUMAN BIOLOGY
Human Biology covers a wide range of ideas relating to
the functioning human. Students learn about themselves,
relating structure to function and how integrated regulation
allows individuals to survive in a changing environment.
They research new discoveries that are increasing our
understanding of the causes of dysfunction, which can lead to
new treatments and preventative measures. Reproduction is
studied to understand the source of variation that makes each
of us unique individuals. Through a combination of classical
genetics and advances in molecular genetics, dynamic new
biotechnological processes have resulted. Population genetics
is studied to highlight the longer-term changes leading to
natural selection and evolution of our species.
YEAR 11 ATAR HUMAN BIOLOGY (AEHBY)
Unit 1—The Functioning Human Body
This unit looks at how human structure and function
supports cellular metabolism and how lifestyle choices
aff ect body functioning.
Cells are the basic structural and functional unit of the
human body. Cells contain structures that carry out a range
of functions related to metabolism, including anabolic and
catabolic reactions. Materials are exchanged in a variety
of ways within and between the internal and external
environment to supply inputs and remove outputs of
metabolism. Metabolic activity requires the presence
of enzymes to meet the needs of cells and the whole
body. The respiratory, circulatory, digestive and excretory
systems control the exchange and transport of materials
in support of metabolism, particularly cellular respiration.
The structure and function of the musculo-skeletal system
provides for human movement and balance as the result of
the coordinated interaction of the many components for
obtaining the necessary requirements for life.
Unit 2—Reproduction and Inheritance
Opportunities are provided to explore the mechanisms of
transmission of genetic materials to the next generation,
the role of males and females in reproduction, and how
interactions between genetics and the environment
infl uence early development. The cellular mechanisms for
gamete production and zygote formation contribute to
human diversity. Meiosis and fertilisation are important in
producing new genetic combinations.
The transfer of genetic information from parents to off spring
involves the replication of deoxyribonucleic acid (DNA),
meiosis and fertilisation. The reproductive systems of
males and females are diff erentially specialised to support
their roles in reproduction, including gamete production
and facilitation of fertilisation. The female reproductive
system also supports pregnancy and birth. Reproductive
technologies can infl uence and control the reproductive
ability in males and females. Cell division and cell
diff erentiation play a role in the changes that occur between
the time of union of male and female gametes and birth.
Disruptions to the early development stages can be caused
by genetic and environmental factors: inheritance can be
predicted using established genetic principles. The testing of
embryos, resulting from assisted reproductive technologies,
is conducted for embryo selection, and the detection of
genetic disease. The application of technological advances
and medical knowledge has consequences for individuals
and raises issues associated with human reproduction.
Learning Outcomes
By the conclusion of the Course, the students should be
developing in the areas of:
• investigating and understanding cell structure and
organelles, and their functions
• understand the various systems of the body and how
they interact in a coordinated way
• understanding how scientifi c knowledge is used to off er
valid explanations and reliable predictions
• knowing the diff erent parts of the musculo-skeletal
system and how it functions to allow movement and
balance
• collecting and interpreting quantitative and qualitative
data to a variety of human biological problems.
• Appreciating the processes involved in producing new
off spring, from cell division through to fertilisation,
pregnancy and birth.
Recommended minimum entrance requirements
Minimum of an A grade in Year 10 Biology or Human Biology
modules of Science A and Science B courses. Students
should only select Biology if they have a good command of
English and are good readers.
Other information
A scientifi c calculator is needed.
Science Learning Area
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Perth Modern School • Curriculum Handbook Senior Years 2019 91
YEAR 12 ATAR HUMAN BIOLOGY (ATHBY)
Unit 3—Homeostasis and Disease
This unit explores the nervous and endocrine systems
and the mechanisms that help maintain the systems of
the body to function within normal range, and the body’s
immune responses to invading pathogens. The complex
interactions between body systems in response to changes
in the internal and external environments facilitate the
maintenance of optimal conditions for the functioning of
cells. Feedback systems involving the autonomic nervous
system, the endocrine system and behavioural mechanisms
maintain the internal environment for body temperature,
body fl uid composition, blood sugar and gas concentrations
within tolerance limits. The structure and function of the
endocrine system, including the glands, hormones, target
organs and modes of action, can demonstrate the many
interactions that enable the maintenance of optimal cellular
conditions. The structure and function of the autonomic
nervous system, and its relationship with other parts of
the nervous system, can be linked to the roles each play
in maintaining homeostasis of internal environmental
conditions. Comparing and contrasting the endocrine
and nervous systems can highlight the roles of each in
homeostasis. Humans can intervene to treat homeostatic
dysfunction and infl uence the quality of life for individuals
and families. Diff erent body systems have mechanisms,
including physical and chemical barriers, that protect the
body against invasion by pathogens. The non-specifi c
actions of the body can be aided by the use of antibiotics
and antiviral drugs to counter the invasion or reduce the
eff ect of the pathogen. Specifi c resistance mechanisms
involve the recognition of invading pathogens and produce
long-lasting immunity. Vaccinations can result in immunity
to infection by exposure to attenuated versions of the
pathogens.
Unit 4—Human Variation and Evolution
This unit explores the variations in humans in their changing
environment and evolutionary trends in hominids.
Humans can show multiple variations in characteristics
due to the eff ect of polygenes or gene expression. The
changing environment can infl uence the survival of
genetic variation through the survival of individuals with
favourable traits. Gene pools are aff ected by evolutionary
mechanisms, including natural selection, migration and
chance occurrences. Population gene pools vary due to
interaction of reproductive and genetic processes and the
environment. Over time, this leads to evolutionary changes.
Gene fl ow between populations can be stopped or reduced
by barriers. Separated gene pools can undergo changes
in allele frequency, due to natural selection and chance
occurrences, resulting in speciation and evolution. Evidence
for these changes comes from fossils and comparative
anatomy and biochemical studies. A number of trends
appear in the evolution of hominids and these may be
traced using phylogenetic trees. The selection pressures on
humans have changed due to the control humans have over
the environment and survival.
Learning Outcomes
By the conclusion of the Course, the students should be
developing in the areas of:
• investigating the genetic basis for the theory of
evolution by natural selection
• exploring the genetic variation in gene pools, selection
pressures and isolation eff ects
• using evidence from fossil records, comparative anatomy
and biochemical studies to develop an understanding of
evolutionary trends in hominins
• understanding how scientifi c knowledge is used to off er
valid explanations and reliable predictions.
Recommended minimum entrance requirements
It is not necessary to have completed Year 11 Human
Biology to study Year 12 Human Biology, but is highly
recommended. However, students who have studied
Year 11 Biology, Human Biology or Chemistry will have an
advantage. Students should only select Human Biology
if they have a good command of English and are good
readers.
Western Australia’s only selective academic school
Perth Modern School • Curriculum Handbook Senior Years 201992
PHYSICS
Physics is a fundamental science that endeavours to explain
all the natural phenomena that occur in the universe. Its
power lies in the use of a comparatively small number
of assumptions, models, laws and theories to explain a
wide range of phenomena, from the incredibly small to
the incredibly large. Physics has helped to unlock the
mysteries of the universe and provides the foundation of
understanding upon which modern technologies and all
other sciences are based.
YEAR 11 ATAR PHYSICS (AEPHY)
Unit 1—Thermal, nuclear and electrical physics
In Unit 1, students investigate energy production by
considering heating processes, radioactivity and nuclear
reactions, and investigate energy transfer and transformation
in electrical circuits.
An understanding of heating processes, nuclear reactions
and electricity is essential to appreciate how global energy
needs are met. In this unit, students explore the ways
physics is used to describe, explain and predict the energy
transfers and transformations that are pivotal to modern
industrial societies. Students investigate heating processes,
apply the nuclear model of the atom to investigate
radioactivity, and learn how nuclear reactions convert mass
into energy. They examine the movement of electrical
charge in circuits and use this to analyse, explain and predict
electrical phenomena.
Contexts that could be investigated in this unit include
technologies related to nuclear, thermal, or geothermal
energy, electrical energy production, large-scale power
systems, radiopharmaceuticals and electricity in the home;
and related areas of science such as nuclear fusion in stars
and the Big Bang theory.
Unit 2—Linear Motion and Waves
In Unit 2, students describe, explain and predict linear
motion, and investigate the application of wave models to
light and sound phenomena. In this unit, students develop
an appreciation of how an understanding of motion and
waves can be used to describe, explain and predict a wide
range of phenomena. Students describe linear motion
in terms of position and time data, and examine the
relationships between force, momentum and energy for
interactions in one dimension.
Students investigate common wave phenomena, including
waves on springs, and water, sound and earthquake
waves, and compare the behaviour of these waves with
the behaviour of light. This leads to an explanation of
light phenomena, including polarisation, interference and
diff raction, in terms of a wave model.
Learning Outcomes
By the conclusion of the Course, the students should be
developing in the areas of:
• using models, laws and theories to help explain a wide
range of phenomena
• understanding of heating processes, nuclear reactions
and electricity
• investigating technologies related to thermal, nuclear,
geothermal energy and other energy technologies
• investigating common wave phenomena
• using quantitative and qualitative models and theories
to visualise explain and predict physical phenomena.
Understanding how scientifi c knowledge is used to off er
valid explanations and reliable predictions.
Recommended minimum entrance requirements
Minimum of A grade in Physics modules in Year10 Science A
and Science B courses.
Other information
A scientifi c calculator is needed.
Science Learning Area
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Perth Modern School • Curriculum Handbook Senior Years 2019 93
YEAR 12 ATAR PHYSICS (ATPHY)
Unit 3—Gravity and Electromagnetism
In Unit 3, students investigate models of motion in
gravitational, electric and magnetic fi elds to explain
how forces act at a distance, and use the theory of
electromagnetism to explain the production and
propagation of electromagnetic waves.
Field theories have enabled physicists to explain a vast
array of natural phenomena and have contributed to the
development of technologies that have changed the world,
including electrical power generation and distribution
systems, artifi cial satellites and modern communication
systems. In this unit, students develop a deeper
understanding of motion and its causes by using Newton’s
Laws of Motion and the gravitational fi eld model to analyse
motion on inclined planes, the motion of projectiles,
and satellite motion. They investigate electromagnetic
interactions and apply this knowledge to understand
the operation of direct current (DC) and alternating
current (AC) motors and generators, transformers, and AC
electricity distribution systems. Students also investigate the
production of electromagnetic waves.
Unit 4—Revolutions in Modern Physics
In Unit 4, students investigate how shortcomings in existing
theories led to the development of the Special Theory of
Relativity, the quantum theory of light and matter, and the
Standard Model of particle physics.
The development of quantum theory and the theory of
relativity fundamentally changed our understanding of
how nature operates and led to the development of a wide
range of new technologies, including technologies that
revolutionised the storage, processing and communication
of information. In this unit, students examine observations of
relative motion, light and matter that could not be explained
by existing theories, and investigate how the shortcomings
of existing theories led to the development of the special
theory of relativity and the quantum theory of light and
matter. Students evaluate the contribution of the quantum
theory of light to the development of the quantum theory
of the atom, and examine the Standard Model of particle
physics and the Big Bang theory.
Recommended minimum entrance requirements
Physics Units 1 and 2.
Other information
A Scientifi c calculator is needed.
Western Australia’s only selective academic school
Perth Modern School • Curriculum Handbook Senior Years 201994
PSYCHOLOGY
Psychology is the scientifi c study of how people think, feel
and act. It aims to answer important questions such as; what
factors infl uence human development? While there are
other disciplines that overlap with psychology’s main aim
to understand humans, psychology is rigorous in its use of
scientifi c method. This allows for systematic exploration into
the complexities of human behaviour based on evidence
gathered through planned investigations.
YEAR 11 ATAR PSYCHOLOGY (AEPSY)
Unit 1
This unit focuses on a number of concepts that enable
students to gain an understanding of how and why people
behave the way they do. Students are introduced to the
human brain, focusing on the major parts and lobes of the
cerebral cortex, and review case studies, illustrating the
link between the brain and behaviour. They also explore
the impact of external factors, such as physical activity and
psychoactive drugs, on individuals’ behaviour. Cognitive
processes, such as sensation and perception and selective
and divided attention, are investigated. The impact of others
on behaviour is also studied.
Students examine diff erent types of relationships and look
at the role of verbal and non-verbal communication in
initiating, maintaining and regulating relationships. Students
are introduced to ethics in psychological research and
carry out investigations, following the steps in conducting
scientifi c research. They identify the aims of psychological
investigations and apply appropriate structure to sequence
data using correctly labelled tables, graphs and diagrams.
Unit 2
This unit introduces students to developmental psychology
by looking at the concept of average development and
changes expected as people age. They analyse twin and
adoption studies to gain insight into the nature/nurture
debate and look at the role of play in assisting development.
Students explore what is meant by the term personality
and examine several historical perspectives used to explain
personality such as Freud’s psychodynamic approach.
Students investigate the infl uence of others on self-concept,
identity and attitudes. They explore the behaviours
observed within groups, such as deindividuation and social
loafi ng, and causes of prejudice. Psychological research
methods introduced in Unit 1 are further explored.
Learning Outcomes
By the conclusion of the Course, the students should be
developing in the areas of:
• understanding the link between the brain and behaviour
• investigating the impact of external factors on an
individual’s behaviour
• investigating cognitive processes and their impact on
behaviour
• analysing case studies around nurture and nature
discussions
• investigating the infl uence of others on self-concept.
There are no recommended minimum entrance
requirements.
YEAR 12 ATAR PSYCHOLOGY (ATPSY)
Unit 3
This unit focuses on the functions of the lobes of the
cerebral cortex and examines how messages are transmitted
from the brain to the body. It explores how behaviour is
infl uenced by learning and other factors, and the impact
of others on individual behaviour. Students examine
socialisation processes observed within families and how
social background and gender can shape communication
styles. Students expand on their knowledge of ethics
in psychological research as they engage in detailed
investigations.
Unit 4
This unit focuses on developmental and contemporary
personality theories, and behaviours observed when
individuals are examined in the social context. Students
analyse the causes of conformity and obedience and
gain an understanding of the factors that shape a sense
of community. Students continue to develop their
understanding and application of psychological research
methods.
Science Learning Area
CURRICULUM HANDBOOK SENIOR YEARS 2019
Recreation Courses
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Perth Modern School • Curriculum Handbook Senior Years 201996
Recreation subjects are non ATAR courses that are timetabled for one double period per week. Recreation
courses are year-long. They do not count as units towards WACE achievement.
ARTS AND TECHNOLOGIES
ARTThis course is available for students who wish to work on
a personal creative project or for Visual Arts students to
extend their practical art making time. Skills and processes
will be facilitated on an individual basis subject to student
need.
DANCEDo you want to gain more confi dence on the dance fl oor,
increase your fi tness, creatively express yourself and have
fun? If so, then this is the class for you. The class will primarily
focus on assisting students with rhythm, and free style
dancing. Students will learn dance steps that can then be
adapted and rearranged to make it their own on the dance
fl oor.
Dance provides a unique way in which to express our
cultural view and understanding of the world. Students
will develop and present ideas through a variety of genres,
styles and forms. Students will have the opportunity to
choreograph through critical decision-making in individual
and group work, movement can be manipulated and
refi ned to refl ect the choreographer’s intent. This is an open
level class, and all ability levels will be catered for to develop
dance technique.
FOODFood impacts every aspect of daily life and is essential for
maintaining overall health and wellbeing. The application
of science and technology plays an important role in
understanding how the properties of food are used to meet
the needs of the individual and consumers. In this hands on
course students will develop their interests and skills through
the design, production and management of food-related
tasks. They have the opportunity to extend their knowledge
of the sensory, physical, chemical and functional properties
of food and apply these in practical situations. Students will
develop practical food-related skills, understandings and
attitudes that equip them for their next stage in life.
Recreation Courses
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Perth Modern School • Curriculum Handbook Senior Years 2019 97
MATERIALS DESIGN AND TECHNOLOGYMaterials Design and Technology is off ering students
the opportunity to come into Design and Technology
and participate in a recreational activity. They will have
the opportunity to ‘unleash’ their creative genius as they
unwind, design, construct and create. Furniture is a wide
term describing movable articles such as tables, chairs,
desks, cabinets—even ornaments. Student will design
and produce furniture exploring their creative ideas in the
workshop in line with curriculum standards, but without the
grading process involved. Utilising both of the workshops
through metal and wood design, students will be able to
incorporate these materials into a creative furniture piece.
HEALTH AND PHYSICAL EDUCATIONStudents have the opportunity to participate in leisure,
sporting and recreational pursuits designed to provide them
with the appropriate balance required to maximise their
academic performance. Year 11 and 12 Recreation activities
will be both school based as well as participating in various
community based recreation activities such as: golf, ice
skating, ten-pin bowling, bounce, revolution sports, yoga,
archery, surfi ng and beach activities. Students will have
access to a double period each week for the year.
MUSICThe Music recreation course is designed to encourage
students to participate in musical activity as both a
recreational and vocational choice. It will serve as a means of
experiencing the pleasure and satisfaction that comes from
making music.
Students enrolled in any music course are expected to be
members of the co-curricular ensemble, Senior Chorale.
In addition, students are expected to be members of
the applicable ensemble for their instrument or voice, as
directed by the Music Department. Refer to the Music
Policies and Guidelines for further information.
The syllabus is designed around four key outcomes:
• Performing.
• Composing and Arranging.
• Listening and Responding.
• Culture and Society.
Within these four outcomes there are three key content
areas:
• Musicianship.
• Composition and Arranging.
• Performance.
Western Australia’s only selective academic school
Perth Modern School • Curriculum Handbook Senior Years 201998
CURRICULUM INNOVATIONS
STEAM
Students will have the opportunity to explore Science,
Mathematics, Arts, Computing, coding or general
engineering type projects and competitions of interest
to them. It will be run like a club with students having the
opportunity to support each other in developing and sharing
interests.
Create your own exciting projects such as:
• Autonomous Mars Exploration Rover.
• Opportunity to express ideas and concepts through
drawing, painting and sculpture.
• 3D artwork drawing.
• Combine art and technology to create Augmented
Reality and Virtual Reality.
• Interactive clothing and electronic artwork
• Smartphone controlled racing car.
• Electronic musical instrument.
• 3D printed robotic hand controlled with your own hand
movements.
Recreation Courses
STUDENT RESEARCH—INDIVIDUAL
RESEARCH PROJECT
Independent Student Research is an important skill for
students when following a university pathway.
The aim of this Rec course is to allow students to undertake
a small original research project in an area of interest to
them, which will typically involve a literature research,
practical research and/or experimental research.
The project must be suitable for a school laboratory
environment and should be able to be completed within
an 18-month time frame (Year 11 and 12 Rec). Students may
negotiate a project to be completed off campus under the
guidance of a relevant industry mentor. Students may work
independently or in small groups. The project and size of the
group needs to be approved by the supervising teacher.
Upon successful completion of this challenging course it is
expected that students will be able to apply understanding
through the design and implementation of a research
project which then demonstrates a capacity to undertake
and communicate research thinking including:
• defi ning an issue in and planning an investigable
research project
• demonstrating relevance to ethical implications
• undertaking a research project
• communicating the results of the research project and
demonstrate the capacity to adhere to the conventions
of research
• demonstrating a capacity to synthesize and
communicate ideas.
Skills developed will include:
• Research methodology.
• Leadership capacity.
• Independent organisation and thinking.
• Collaboration.
• Communication.
When the requirements are met, students will receive a
certifi cate of completion—outlining the project and the
skills developed.
Additionally, selected outstanding research projects will be
published in a school journal.
We will be seeking endorsement from SCSA.
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Perth Modern School • Curriculum Handbook Senior Years 2019 99
Appendix 1
CAREERS AND EDUCATION WEBSITES
The information gained from the following list of websites may be helpful to students.
Tertiary Institutions Services Centre (TISC) www.tisc.edu.au
Curtin University www.curtin.edu.au
Edith Cowan University www.ecu.edu.au
Murdoch University www.murdoch.edu.au
University of Notre Dame www.nd.edu.au
University of Western Australia www.studyat.uwa.edu.au
Hobsons—Good University Guide online www.hobsonscoursefi nder.com.au
Australian Defence Force Academy www.defencejobs.gov.au
Australia wide job search www.jobsearch.gov.au
Centrelink www.centrelink.gov.au
Vacancies Australia wide www.seek.com.au
Western Australian Government (go to ‘Education and Training’) www.wa.gov.au
School Curriculum and Standards Authority www.scsa.wa.edu.au
www.perthmodernschool.education.wa.edu.au