FOUNDATION CHRISTIAN COLLEGE

SUBJECT SELECTION HANDBOOKSENIOR SCHOOL

Foreword

The Senior School years are an exciting time of transition from adolescence to adulthood. At Foundation Christian College we aim to encourage all of our students to develop a close relationship with Jesus Christ and to prepare them for life when they leave this College. Various activities focus on growing their understanding of Christian life.

These activities include a four day Christian retreat and a Christian Education programme that will help them grow their faith. Our College has a unique pastoral care structure of combined Year 11 and Year 12 pastoral care groups, which encourages friendships and mentoring across the two year groups.

As you read this handbook I hope that you will be inspired to spend the next two years learning about God and His story. I encourage all our students in Senior School to become spiritually strong and academically rigorous.I look forward to getting to know each one of you and I am certain that our educational offerings will encourage, teach and inspire you.

Head Of Senior School

ERoodt

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“...spiritually strong and academically rigorous”

MISSION STATEMENT

Foundation Christian College has been established by Christian parents to provide Christ-centered education of the highest quality for children in the City of Mandurah and surrounding suburbs.

Students are nurtured in their understanding of God and His creation in a safe, caring environment, enabling them to develop to their full potential intellectually, socially, physically, spiritually and emotionally and preparing them to go out as light into a needy world.

At Foundation Christian College, parents will be encouraged to take responsibility for their child’s education by providing Godly examples to their children, supporting staff in their work in the College and by involving themselves in the life of the College as appropriate.

IndexThe WACETypes of Year 11 and 12 SubjectsYear 11 and 12 at Foundation Christian CollegeList A and BUniversity and TAFE Requirements Engineering Studies Applied Information TechnologyBiological ScienceHuman Biological ScienceChemistryPhysics Children, Family and the CommunityHealth Design, PhotographyDramaPsychologyHistory, ModernMedia ProductionFood Science and TechnologyMaterials, Design and TechnologyMathematicsMathematics Specialist EnglishLiteratureOutdoor EducationPhysical Education StudiesVisual ArtsMusicPolitics and Law

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The WACEThe Western Australian Certificate of Education is based upon a series of modifications based upon the ‘Our Youth Our Future’ report, published in 2001. These modifications have been through many changes over the years, but the essence of the system remains. Senior Secondary education in Western Australia changed drastically, beginning in 2007, with the process reaching its conclusion in 2010. The most obvious consequence of this educational reform is the introduction of courses of study, to replace the previous system’s subject structure.

Units and Stages: When selecting courses, it is easy to become confused with the increasing number of course codes from which to choose.

Courses are divided into four stages, which are intended to cover the entire range of abilities and needs for the complete population of Senior Secondary Students. Stage P Courses are intended for students with learning disabilities who are unable to complete study in typical classrooms. These courses will generally be used in specialist education centres to deliver appropriate content to disabled learners. Stage 1 courses are practical and experiential and are predominately suited to students who don’t plan to enter University.

The WACE is intended to:• Be more flexible and not lock students into pathways.• Have one system of curriculum with consistent standards and one system of assessment.• Have a common assessment structure, so that parents, students, tertiary institutions and employers can see what achievements a student has made within each course.• Include Vocational Education and Training (VET).• Have the choice of up to 50 courses of study.• Enable the marks from any course to be utilized to calculate an ATAR.• Include areas of study, like Aboriginal and Intercultural Studies, Earth and Environmental Science; Psychology; and Philosophy and Ethics.

Stage 2 and 3 are equivalent to ATAR subjects and are examinable at year 12. The level of complexity increases as students progress through the units and stages.A student may choose courses from a variety of stages. It is possible to progress from stage 1 to stage 2 or stage 2 to stage 3 during your time in Senior Secondary. It is generally considered unwise for a student to progress from stage 1 to stage 2 to attain an ATAR, since examination preparation is not as extensive in stage 1 courses. Courses are also split into units. A unit represents one semester (55 hours) of study at Senior School level.

WACE – HOW DO I GRADUATE?

All courses will be assessed by teachers, with reference to a detailed list of Outcomes, Indicators of Performance and Grade Descriptors. Teachers are responsible not only to interpret these tools accurately, but to ensure their performance is comparable within the state. Extensive opportunities exist for teachers to compare their assessment with teachers from other schools, in order to achieve comparability.

The Western Australian Certificate of Education (WACE) will be issued only to students who meet all the requirements for secondary graduation as detailed in the WACE guide. A WACE guide is published each year in order to provide current detail of the requirements specific to that year.

At the end of senior secondary studies (Year 12), students will receive a Folio of Achievement containing: • a WACE (if attained)• a Record of Achievement• acknowledgement of English Language Competency• a Course of Study Report for each course studied• VET Units of Competency and/or VET qualifications (if attained)

It is now a legal requirement that students must be engaged in some form of education or until the end of the year in which they turn 17.

Each unit is represented by a code, which details the stage and unit. Several units are offered in each stage. For example 1CMAT would indicate Stage 1, Unit C, Mathematics. Most schools will offer courses in pairs, for example 1CMAT and 1DMAT, and students are expected to complete the unit pair. There is limited op-portunity for a student to change courses mid-year.

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Types of Year 11 & 12 SubjectsCourses

WACE courses will continue to be offered until the intro-duction of the Australian Curriculum for senior secondary education. This is scheduled for 2016.

Endorsed programmes

These are subjects which have not been written by the Curriculum Council, but have been approved. Endorsed programs take many forms and are offered at various levels, from community organization training programs (such as RSPCA), personal development programs (such as Duke of Edinburgh Awards) or study from atypical education systems (such as University units. It is not typical that endorsed programs be studied during school hours.

VET Subjects

These subjects are accessed in partnership with TAFE or a Registered Training Organisation. They require students to complete/demonstrate a set number of ‘Units of Competency’ for a related area of the workforce, usually through a School Based Traineeship or embedded Certificate level courses within school subjects. Foundation Christian College is currently offering VET placements with Mount Pleasant Baptist Community College and other providers such as TAFE.

Additional Subjects

These are subjects not accredited by the Curriculum Council and are purely school designed. Christian Education is an example of this type of subject.

Year 11 and 12 at Foundation Christian College

Foundation Christian College will offer a range of subjects to meet the individual needs of all Year 11 and 12 students. Programmes offered will include:

• Course Units• Structured Workplace learning (one day in workplace per week)• School Based Traineeships• VET Courses offered by Mount Pleasant Baptist Community College.• Other opportunities as student needs require

Benefits of our Programmes

• Christian environment with associated values.• Education through flexible programme delivery.• Guiding students toward the workforce.• Providing opportunity for TAFE entry.• Providing opportunity for University entry.• K – 12 continuous education, with focus on Pastoral Care.• Making use of technology to enhance student opportunity.• Community and family culture.• Expectations of self motivation and personal accountability.• Provision of most recent delivery methods of curriculum.• Timetable – flexible to meet individual needs.• New and modern facilities.• Staffing and facilities to offer a wide range of courses.• Small group of students allowing for more individual assistance.• Focused and dedicated Christian staff.

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Breadth-of-study requirement

In Year 12, students must complete at least one pair of course units from each of List A and List B (as indicated in this table). For this purpose, completion of a pair of course units means that the student has received a grade in this pair of course units. If 50 per cent (five or more unit equivalents) of a student’s Year 12 programme comprises endorsed programmes and/or VET credit transfer, then the breadth-of-study requirement is waived. It should benoted that endorsed programmes and/or VET credit transfer are unlisted.

12WACE and subject information courtesy of the School Curriculum and Standards Authority at www.scsa.wa.edu.au

University and TAFE requirementsUniversity and TAFE colleges usually attract more applications than they have places to offer. This causes many courses to become competitive for entry and some courses are extremely difficult to enter direct from Secondary School.

University Entrance

Universities select students for courses using two separate indicators, course prerequisites (subjects which a student is required to study) and the ATAR (a calculation of student performance in the final year of secondary education). It is helpful to note:

• Course prerequisites need to be studied for entry to a subject, but are not necessarily required in the calculation of the ATAR for entry into that subject.• The ATAR is a score calculated using the best four scores from subjects studied in the final year of Senior School. This score is compared to the scores of all students in the state. The ATAR is an expression, as a percentage, of that comparison. • Courses will generally list an ATAR cut-off in their promotional material. This is the score of the lowest ranked successful applicant from the previous year.• Students will generally study more than four Stage 3 subjects in Year 12 if they are looking to enter University directly from Secondary School.• When a desired course doesn’t list prerequisites, students are advised to select subjects in which they will maximize marks.

TAFE

TAFE’s selection criteria value practical experience and prior experience in the desired field of study. Students amass a score out of 100 points, based upon the following three criteria:

• Qualification Pathway. This criterion includes nationally recognized certificates in any field. Points are gained based upon the level of study and the appropriateness of the qualification to the intended field. A student who holds a Certificate 2 in a related field and an incomplete Certificate 1 in a related field would gain maximum points in this criterion.• Work Experience/Employment. This criterion is calculated using various forms of work, whether paid or unpaid, full time or part time, organized through school or privately completed. Community service is included in this calculation. To gain maximum points 14,500 hours of work would be required. • Secondary Education/Skill Development. This criterion assesses student performance in the best three two-unit pairs in the last year of secondary school. One unit pair must be English, or English as an additional language. Some courses may also require a portfolio of work to accompany the application. Points will be gained in this criterion if that is the case.

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Engineering Studies

Overview

Engineering Studies provides a focus for students to investigate, research and present information; design and make products, and undertake project development. These ac-tivities provide students with opportunities to apply engineering processes, understand underpinning scientific and mathematical principles and develop engineering technology skills and to understand the interrelationships between engineering projects and society.

Future Directions

All Engineering Fields: Mechanical, Electrical, Civil and others

Leading Questions

• What is a design brief and which materials and components are needed?• How do engineers calculate the cost of a road or a bridge?• What are the properties and qualities of the different materials used in engineering?• How do I draw an annotated design of a structure?

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Applied Information Technology

Overview

In this course, students use a range of computer hardware and software to create, manipulate and communicate information. Using a range of applications, students investigate, design, construct and evaluate ICT solutions in a range of environments. The result is a set of skills to equip the student for the 21st century and give them an appreciation of the impact of information technology on society in general.

Future Directions

This course teaches students to follow a design process which is applicable to any future work or study involving creating new products or designs. It is largely focused on producing digital media and is relevant to future work in media. The course is available at both ATAR and non-ATAR levels and includes practical computing skills necessary for any future study.This course is ideal for students interested in studying or working in computing or media production.

Leading Questions

• What actually happens to my information when I post it on the internet?• How are webpages designed and created?• How many Gigahertz and Gigabytes do I actually need in my computer?• Are computers just for “nerds”?

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Biological ScienceOverview

Biological Science consist of two units across two stages; 2AB and 3ABStudents are given an understanding of the living world. This course encourages students to explore fascinating and intriguing aspects of living systems, from the microscopic level through to ecosystems. Students develop a range of practical skills and techniques through investigations and fieldwork in authentic contexts such as marine reefs, endangered species, urban ecology, or biotechnology. Scientific evidence is used to make informed decisions about controversial issues.

Future Directions

Biological Science can be used to gain pathways into university for courses such as Biological Science, Environmental Science and Conservation Biology. This subject gives students a broad understanding of the world they live in and the issues facing our planet.

Leading Questions

• Is climate change actually occurring? Are humans to be blamed for this or is this natural climatic change? • Do you know what a ‘Biodiversity Hotspot is’? Do you know that we live on the fringe of one of the Biodiversity hotspots in the world? • What are the different ways animals bodies are suited to their environments? For example did you know elephants use their ears to cool their bodies? • Who has seen or heard of White tigers? Do you know that in order to keep the white tiger population, close relatives are forced to produce offspring which is decreasing the genetic diversity of the population and having negative conse-quences on the population?

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Human Biological SciencesOverview

Human Biological Sciences consist of two units across two stages; 2AB and 3AB. It complements other WACE courses such as Physical Education Studies. Students gain an excellent understanding of how their bodies work, for example understanding the physiological changes during exercise, puberty, pregnancy, birth, making informed choices about birth control and many other issues they will be faced with as being young adults in the world. Students also explore the world we live in as the course is written to produce educated young citizens aware of global concepts that affect them and the world they live in.

Future Directions

Human Biology can be used to gain pathways into university for courses such as Science and Health Sciences, and also to gain entry into selective courses at TAFE.

Leading Questions

• What evidence is there for the evolution for the human population? What evidence disputes this claim? • Did you know Western Australia has the lowest child vaccination rate in the country at 89% and that it is expected to dip to 85% in coming years? How does this trend impact you and your family? Why is immunity and disease control important? • Why are ‘life style’ diseases such as Type 2 diabetes on the rise in Australia? It is estimated that 3.3 million Australians will have type 2 diabetes by 2031. What are the control mechanisms that are involved in such disease and how can we prevent it? • What is stem cell research and what are the implications of the research for conditions such as Parkinson’s disease and spinal injuries?

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ChemistryOverview

Chemistry, a branch of physical science, is the study of the composition, properties and behavior of matter. As it is a fundamental component of matter, the atom is the basic unit of Chemistry. Chemistry is concerned with atoms and their interactions with other atoms, with particular focus on the properties of the chemical bonds formed between species. Chemistry is also concerned with the interactions between atoms or molecules and various forms of energy. Chemistry is sometimes called “the central science” because it bridges other natural sciences like physics, geology and biology with each other.

Future Directions

You could use Chemistry in most fields, but it’s commonly seen in the sciences and in medicine. Chemists, Physicists, Biologists and Engineers study Chemistry. Doctors, Nurses, Dentists, Pharmacists, Physical Therapists, Forensic Scientists and Veterinarians all take Chemistry courses. Some chemists work in a lab, in a research environment, ask-ing questions and testing hypotheses with experiments. Other chemists may work on a computer developing theories or models or predicting reactions. Some chemists do field work. Others contribute advice on chemistry for projects. Some chemists write. Some chemists teach.

Leading questions

• What is this material made of? • How does a battery work?• How can we use electricity to prevent a metal object from rusting?• How can I make a chemical reaction go faster?

Overview

Physics is the natural science that involves the study of matter and its motion through space and time, along with related concepts such as energy and force. Physics intersects with many interdisciplinary areas of research, such as biophysics and quantum chemistry, and the boundaries of physics are not rigidly defined. New ideas in physics often explain the fundamental mechanisms of other sciences, while opening new avenues of research in areas such as mathematics and philosophy. Physics also makes significant contributions through advances in new technologies that arise from theoretical breakthroughs. For example, advances in the understanding of electromagnetism or nuclear physics led directly to the development of new products which have dramatically transformed modern-day society; such as television, computers, domestic appliances, and nuclear weapons; advances in thermodynamics led to the develop-ment of industrialization; and advances in mechanics inspired the development of calculus. Most importantly Physics teaches you to think.

Future Directions

Physics offers challenging, exciting, and productive careers. As a career, Physics covers many specialized fields – from acoustics, astronomy, and astrophysics to medical physics, geophysics, and vacuum sciences. Physics is an integral part of many University courses such as medicine, engineering, electronics, physical therapy and environmental science. Physicists even make excellent patent attorneys because not only do they understand complicated processes related to science-based inventions, they can explain it to others.

Physics

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Leading questions

• Could we ever go back in time? • What is a light year?• How does physics help sport? • Why is the sky blue? • What is a cantilever and what is its purpose?• How does a fridge work? • What is a black hole?

Health StudiesOverview

In this course, students will explore health as a dynamic quality of life. They will consider the way in which beliefs and attitudes influence health decisions and learn how to plan and take action that will promote their own and others’ health. They examine the impact of social and environmental factors on health, healthcare systems, frameworks and theories relevant to a public health approach.

Future Directions

Nursing, Physiotherapy, Occupational Therapy, Medicine, Community Services.

Leading questions

• What are some of the psychological, social, environmental, economic and biological determinants of health?• How can we improve health by using and valuing local culture, knowledge, skills and resources?• What is the role of the individual, community and society in preventing and reducing risk of disease/ill health?• What is the relationship between health literacy and health status?

Children, Family and the Community

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Children, Family and the CommunityOverview

The Children, Family and the Community course focuses on individual, family and societal factors that influence human development, health status and the wellbeing of individuals, families and communities. Students develop an understanding of the social, economic, legal, ethical and technological factors which impact on the ability of individu-als and families to develop skills and lead healthy lives. They recognise how promoting inclusion and diversity among individuals, families and groups in society contributes to the creation of safe, cohesive and sustainable communities.Through the study of developmental theories, students develop an understanding of human growth and the domains of development. Students investigate access to and availability of support services and review laws and regulations that govern the provision of such support. Students actively explore and develop products, services or systems that address issues, opportunities or challenges to meet the identified needs of individuals, families and communities. Students consider alternative perspectives, policies and practices when working individually or collaboratively on specific practical tasks. Students communicate and interact with children, families and community groups in practical ways. They demon-strate initiative when advocating for others about ethical and societal issues or ideas.

Future Directions

This course caters for all students, including those seeking career pathways in related areas such as Sociology, Psychology, Education, Nursing, Occupational Therapy, Community Services, Childcare and Health.

Leading Questions

• From birth, young children actively strive to make sense of the world and their surroundings. A theorist has developed an understanding of children’s cognitive development and has suggested that children proceed in an orderly sequence of stages that allow them to developthe concepts needed for intellectual maturation. Which theorist has influenced this understanding? • There are many different community systems supported by the local government and the community, what impact do they have on creating a sustainable environment?

Design, PhotographyOverview

These units introduce students to the concept of design using photography as a method of visualcommunication. Students will acquire skills as photographers and utilize these skills to design and create images for a specific purpose and to communicate specific messages. Creativity and technical skill development with the camera are essential elements of the course. Students understand that design theory, audience response, and design principles are reflected in design. Students apply the design process to develop design solutions. In this course students will learn to generate ideas to develop design solutions; and students use skills, techniques and methods to plan, construct and produce design creations. Students will use interpretative skills when constructing design creations; use design skills, techniques and methods to construct creations; and use planning and production methodologies to construct design creations.Students learn that values, beliefs and attitudes are communicated and learned through design.

Future Directions

Commercial Photographer, Wedding Photographer, Food Photographer, Photojournalism

Leading Questions

• What influence do photographs have in media communication? • Does the widespread availability and use of digital cameras mean anyone is now a photographer?• What happens to the millions of pictures taken every day?

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DramaOverview

Drama is one of the oldest art forms and is a part of our everyday lives. In the Drama units the students will engage in the creation of drama as performance. They will also attend professional drama performances and reflect on these experiences. Students will work independently and collaboratively, learning time-management skills and showing initiative. They will also demonstrate leadership and interpersonal skills. Students will engage in both Australian and World drama practice and develop an understanding that drama has changed over time and is a continually changing medium. They will develop personal skills, knowledge and understandings that that can be transferred to a range of careers and situations. Drama builds confidence, empathy, understanding about human experience, and a sense of identity and belonging.Through drama we can experience different cultures and ideas by studying how other cultures express themselves through the dramatic medium. Students can also experiment with being someone else for a short space of time in a safe environment. This activity can help them to develop understandings of and empathy for others.

Future Directions

Acting is only one of the career options available. Not every student who takes a drama unit enters the acting profession. There are many other career options available within theatres that do not require a person to be on the stage. There is plenty of opportunity for other careers, such as lighting design, sound and special effects, costume design and make-up artists to name a few. Many of the skills learned in the drama units can be transferred to other career paths too, such as management and problem solving skills.

Leading Questions

• How do I act and perform in front of an audience?• Is drama just about playing games?• How is drama a relevant topic?

PsychologyOverview

Psychology is the scientific study of how we think, feel and act. This course is designed to integrate the understanding of scientific principles, the acquisition of psychological knowledge and the application of these in an enjoyable and contem-porary forum. Students learn about major psychological models and theories and the methods used to investigate within the discipline of psychology. Their understanding of how these models and theories are applied in everyday settings will help them understand themselves and their world. Students are involved in scientific investigations and the analysis of data to illustrate how empirical procedures are used to examine phenomena such as memory, attention, attitudes, personality and group behaviour. Developing this foundation of scientific method and critical thinking are valuable skills students can acquire and apply throughout their study, work and everyday lives.

Future Directions

Counselling, Teaching, Social Work, Advertising, Sport Science, Top and mid-level Management and Administration, Sales, Other Management Occupations, Labour-relations, Personnel and Training, Administrative Positions, Real Es-tate, Business Services and Insurance, Marketing.

Leading Questions

• What is human behaviour?• How does genetics and environment shape our personality?• Are there really differences in thinking between males and females?• How do humans store and recover information?• How do we make sense of the world around us through our senses?

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History, ModernOverview

Studying Modern History enables students to become critical thinkers and helps inform their judgments and actions in a rapidly changing world. Students are exposed to a variety of historical sources including artefacts, oral stories, film, diary extracts and other written accounts in order to determine the cause and effect, and the motives and forces, influencing people and events. Through the process of historical inquiry, students are encouraged to question and evaluate historical sources; identify various representations and versions of history; use evidence to formulate and support their own interpretations; and communicate their findings in a variety of ways.

Future Directions

The study of History will develop essential thinking skills that will be an asset in any future course of study.

Leading Questions

Why learn about History?• To help us develop judgment in worldly affairs by understanding the past behavior of people and societies.• To help us understand change and how the community, nation and world we live in came to be.• To help us develop essential skills for good citizenship.• To inspire us.

Media ProductionOverview

In the Media Production and Analysis course, students develop skills to make and understand media ranging from traditional forms such as film, photography, newspapers, magazines, comics, radio and television to new and emerging multimedia technologies. They will consider how people, events and issues are represented. They will also create, produce and present their own works in media of their choice to express their ideas using media technologies and practices.

Future Directions

Multi Media Artist, Television, Film or Advertisement Director, Graphic Designer, Interior Designer, Art Director, Art Teacher, Magazine Layout Artist, Animator, Video Game Designer.

Leading Questions

• How does a green screen work?• What is motion capture?• How do I develop a story from a written text to a motion picture?

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Food Science and Technology

Overview

Food Science and Technology offers the opportunity to gain an introduction to food science, nutrition, and health, as well as a taste in the specific academic background to pursue careers as food scientists, dieticians/nutritionists, health educators and for those wanting to start work in the hospitality industry. It uses the basic skills knowledge that the stu-dents have gained during their experience with the Hospitality elective and integrates new knowledge and advances in technology and the physical and biological sciences with psychological, sociological, and behavioural sciences in the provision of a safe, nutritious food supply. Research, teaching, and outreach extend the continuum from the processing of food to its marketing, consumption, and impact on public health and community.

Future Directions

Chef, Food Scientists, Dieticians/Nutritionists, Health Educators and for those wanting to start work in the Hospitality Industry.

Leading Questions

• Who doesn’t love food? • It’s fun to make, it’s fun to eat, it’s fun to ...study? That’s right! There is a lot of science that goes into the everyday foods that you love. • Explore questions such as how our environment is impacted by food, how and why certain manufacturers produce food, and why people’s expectations of the hospitality industry differ.

Materials, Design and Technology

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Materials, Design and TechnologyOverview

The Materials Design and Technology course consists of a practical course and a theoretical component where the main material of choice is wood. This is also a course about ideas, innovation and creativity. In order to do these well, students research and test materials and use strategies to develop innovative and creative ideas. They apply skills of management in planning and implementing a process, at the same time they manipulate tools and machines to produce high-quality products.

Future Directions

As a contemporary artistic medium wood crosses both traditional and modern boundaries; largely due to its natural versatility it is an ideal material to create with. Wood is used in all manner of guises from creating a book shelf to an elaborate sculpture, jewellery to salad bowls.What you study woodworking in combination with will shape your career path. Students have the opportunity set up own workshops, sell designs and enter into product development for high-street furniture retailers. There are also a number of wider opportunities such as working for film set designers, or becoming technical assistants for television or for sculp-tors. Architecture and museums and galleries also often have positions for skilled woodworkers

Leading Questions

• Are designers critical to solving problems that face society today in dwindling material supplies? • How can we design and create more sustainable products? • Do designers influence style and taste or does the consumer market dictate what designers should produce?

Overview

The Mathematics course has been created to offer all senior secondary students the opportunity to advance their mathematical skills, to build and use mathematical models, to solve problems, to learn how to conjecture and to reason logically, and to gain an appreciation of the elegance, beauty and creative nature of mathematics. Students use numbers and symbols to represent many situations in the world around them. They examine how mathematical methods associated with number, algebra and calculus allow for precise, strong conclusions to be reached, providing a form of argument not available to other disciplines.

Stage 1

Future DirectionsStage 1 gives students basic numeracy skills and concepts necessary for everyday life. It covers basic topics such as personal finance, reading and interpreting tables and graphs and making decisions based on chance and statistics. The course also covers the basic algebra and geometry necessary for many trades and TAFE courses. It is an ideal course for students intending to enter the workforce upon graduating school, or those who wish to pursue further study but not at a university level.Leading Questions• How do I accurately read and produce scale house plans?• How much will my mortgage or car loan actually cost me?

Stage 2

Future DirectionsStage 2 is entry level mathematics for further study at university in courses not requiring mathematics. It has a large focus on algebra and functions and using them to practically model real life situations including finance, population growth, orienteering and movement. There is also a large component on probability and statistics and how these are used to make decisions based on real-world data and ob-servations. Students will earn to use technology such as spreadsheets and CAS calculators to assist them.Leading Questions• How do we predict the value of houses over the next 10 years? • How do we accurately calculate the required girder lengths to construct roof trusses for houses?

Mathematics

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Stage 3

Future DirectionsStage 3 involves advanced math-ematics for further study at university in fields requiring mathematics or for students who enjoy mathematics. This course covers similar topics to stage 2, but at a deeper level and requires students to demonstrate greater problem solving and reasoning skills. It also includes advanced topics such as linear programming to model production and working with seasonal data to make future predictions. The course also looks at probability distributions and how they can be used to make predictions about real life situations. Finally it introduces students to calculus and its practical uses in determining areas and volumes of curved shapes and optimising practical situations.

Leading Questions

• How do I determine the cross sec-tion area of a curved tunnel?• What is the normal distribution and how can I use it to predict the heights and weights of newborn children?

Mathematics SpecialistOverview

‘Mathematics, rightly viewed, possesses not only truth, but supreme beauty… [it is] sublimely pure, and capable of a stern perfection such as only the greatest art can show.’ – Bertrand Russell.

Mathematics: Specialist provides opportunities, beyond those presented in Mathematics, to develop rigorous mathe-matical arguments and proofs, and to use mathematical and statistical models more extensively. Because Mathematics is widely applicable as a model of the world around us, there is ample opportunity for problem solving throughout Math-ematics: Specialist. There is also a sound logical basis to this subject, and in mastering the subject students will develop logical reasoning skills to a high level. The subject contains topics in functions and calculus that build on and deepen the ideas presented in Mathematics and demonstrate their application in many areas. Vectors, complex numbers and matrices are introduced and spatial contexts are extended from two dimensions to three dimensions. A strong distinc-tion is drawn between exact and approximate results and their practical applications in particular contexts when solving problems. Students of Mathematics: Specialist will be able to appreciate the true nature of mathematics, its beauty and its functionality.

Future Directions

This course is studied in conjunction with the Mathematics course at Stage 3. Mathematics: Specialist is designed for students with a strong interest in mathematics, including those intending to study mathematics, statistics, all sciences and associated fields, economics or engineering at university.

Leading Questions

• Have you ever wondered how crime scene investigators analyse blood spatter patterns? • Have you ever wondered how planes land safely?

EnglishOverview

English is Australia’s national language, thus all students must study this subject in order to improve their oral, written and visual communication skills. However, the study of English is not limited to these skills; rather, it incorporates the study of representation, identity and power and how these influence, and are influenced by, the use of language. In Stage 1 the focus is on building and consolidating language and communication skills. During Stage 2 we look at language and representation, as well as language and the world. In Stage 3 the topics are language and identity, and language and ideology.Studying English is the most common way that students fulfil the WACE English requirement. The course is offered at all stages from Foundation to Stage 3. Typically, students with a realistic desire to attend university begin Year 11 at Stage 2 and make a judgment about continuing on at this level in Year 12, or advancing to Stage 3. Students who do not have the desire to achieve an ATAR are welcome to work at this level also, but more often choose Stage 1 in both Year 11 and Year 12.

Future Directions

The study of English is integral to all careers, regardless of their focus. English is also important for the development of effective communication skills. Specific careers relevant to the field of English include Teaching, Editing (magazine, newspaper, literature, new media), Advertising and Public Relations, Law, Journalism, and Business.

Leading Questions

• Is there an Australian identity? If so, do we need a new one?• Are you confident you can make yourself understood in any formal or informal setting? 40

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seepe

d thro

ugh t

he cr

acks i

n the

fenc

e and

straig

ht int

o the

ears

of tho

se lis

tening

to

silen

ce. P

inks e

scapin

g from

the i

n-

sides

of clo

uds a

nd ye

llows s

hine

up in

beam

s from

the r

ising

sun,

the sky

’s tra

nsform

ation

s

start a

s an e

arly d

ark bl

ue

and c

hang

e to a

paste

l

With th

e rela

pse of

morn

ing te

as, af

terno

ons o

n

the ve

randa

and e

venin

gs spe

nt in

the dr

awing

room, t

he m

orning

s merg

ed in

to nig

hts. T

ime

had l

ost it

s stru

cture,

bring

ing w

ith it

a fut

ile

sense

of sig

nifican

ce. A

long t

he ya

rd lea

ding t

o

the ga

rden b

rookli

me cov

ered t

he on

ce ba

rren

patch

es be

en. W

e had

argu

ed on

the a

mount

of

azalea

s and

mag

nolia

s tha

t had

once

filled t

he

yard

but w

ith gr

eat ex

acerba

tion I

had p

ulled

them ou

t, and

all th

at was

left w

as bro

oklim

e,

which s

praye

d the

garde

n in h

ues o

f blue

and

purpl

es. F

rom th

e pa

rlor t

he w

indow

’s vie

w

stretc

hed f

rom th

e ten

acre

plot o

ver t

o Ilkl

ey

Moor, w

hich h

allow

ed a

sense

of myst

ery. T

he

misty f

og se

ttled o

n the

grou

nd an

d hov

ered l

ike

a sole

mn gho

st. Rich

ard ha

d teas

ed m

e with

terrif

ying

storie

s of h

eadles

s men

with

rusty

dagg

ers w

ho lu

rked i

n the

thick

haze;

that

alone

had a

verte

d my d

esire

to ste

p foo

t on t

he m

oors

or ev

en ga

ze up

on th

em fo

r too l

ong.

The hi

gh

walls w

ere a

fortre

ss tha

t kep

t dark

ness

out, o

r

rathe

r lock

ed it

within

its bo

rders,

the d

arkne

ss

that h

aunte

d me a

t nigh

t.

LITERATU

RE

I was against the curtains. I knew you only

chose them because they were the cheapest

material we could find at Ikea; I told you it

would have been cheaper to have no cur-

tains but you didn’t listen. It wasn’t the first

or last time. The material was too rough for

my tastes and it never fully kept out the sun-

light, leaving me to complain what the point

of it all was to anyone who would listen.

From th

e porc

h onw

ards r

adiat

ed co

lours

that c

anno

t be p

ut int

o

words,

these

colou

rs res

ided i

nobje

cts th

at wou

ld be

seen

on a

daily

basis

but n

ever

actua

lly se

en. B

right

green

s tha

t slid

into

the le

ft sid

e of b

rains,

trigg

ering

posit

ive vi

bes a

nd bl

ues

reach

ing th

rough

ears

and f

orcefu

lly en

tering

into

blood

-

stream

s. Pass

ing pu

rple a

nd tu

rquois

e bicy

cles w

ent

by in

a blur

and t

he la

ughs

of the

youth

stroll

ed be

-

side t

he pi

cket

fence

on th

e path

way, th

e lau

ghs

seepe

d thro

ugh t

he cr

acks i

n the

fenc

e and

straig

ht int

o the

ears

of tho

se lis

tening

to

silen

ce. P

inks e

scapin

g from

the i

n-

sides

of clo

uds a

nd ye

llows s

hine

up in

beam

s from

the r

ising

sun,

the sky

’s tra

nsform

ation

s

start a

s an e

arly d

ark bl

ue

and c

hang

e to a

paste

l 42

Overview

Literature is an exciting alternative to English. Studying the course fulfils the WACE English requirement, while allowing students to engage in more creative and critical thinking about the world around them, and the way its past, present, and future is represented in a diverse range of written texts. The Literature course is constructed around rigorous and close reading of poetry, prose and drama drawn from a canon of classic and contemporary texts. Students who study Literature invariably make the comment that the course has changed the way they think forever.The course is offered at Stage 2 level for Year 11 students, who most often continue on to Stage 3 Literature in Year 12.

Future Directions

The study of Literature is particularly relevant to careers in Education, Editing and Publishing, The Arts, and Journalism.

Leading Questions

• How can we learn about our past from fiction, and is it important that we do?• What role does fiction play in the life of a Christian?• Why is it important for Christians read fiction?

Literature

Outdoor EducationOverview

Stage 1 Outdoor Education provides opportunities for students to learn more about themselves, others, the environment and their relationship with the environment through practical experiences.The Outdoor Education course enables students to develop appropriate knowledge and understandings, skills, and attitudes about the outdoors through a variety of learning and experiential processes that are transferrable to their adult lives. Currently the main practical experiences include Surfing, Skipper’s Ticket, Sailing and Expedition Hiking.

Future Directions

Professional Athlete, Skipper, Outdoor Education Teacher.

Leading Questions

• What type of knot should you use for lowering or hauling equipment?• How do you navigate with a compass?

44

Physical Education StudiesOverview

Physical Education studies is about developing a broader and wider understanding of the human body in relation to physical or sporting activity. Students will learn about the principles of motor control, biomechanics and physiological aspects that influence sporting performances. There will be opportunities to apply these principles on a practical level and also in theory where students will be taught to write and describe concepts learned in various physical activity as-pects.

Future Directions

They will also be given opportunities to develop skills that will enable them to pursue their passions and interests in physical activity in the areas of volunteering, coaching, administrators and as athletes.

Leading Questions

• What can an athlete do to reduce his level of anxiety before an important game?• How can a coach manage team cohesion to ensure better team performance?• How does the altitude of a sports venue affect the performances of an athlete?• How can an athlete use a theoretical understanding of balance and stability to his advantage during a game?

46

Visual Arts

Overview

In the Visual Arts course, students engage in traditional, modern and contemporary media and techniques. The course promotes innovative practice. Students are encouraged to explore and represent their ideas and gain an awareness of the role that artists and designers play in reflecting, challenging and shaping societal values. Students are encouraged to appreciate the work of other artists and engage in their own art practice.

Future Directions

Visual Artist, Multi-media Artist, Graphic Designer, Interior Designer, Art Director, Art Teacher, Art Curator, Illustrator, Magazine Layout Artist, Animator, Video Game Designer.

Leading Questions

• How does contemporary art comment on modern issues such as politics, genetic engineering and social media?• What influenced the Dadaists to make a mockery of traditional art?• How can a Pop Art painting of a Coca Cola bottle be worth millions of dollars?• How can you explore and develop your own identity through art?

MusicOverview

Studying Music in Senior School allows students to encounter opportunities to develop and extend their musical under-standings and potential in a range of contexts (Western Art Music, Jazz or Contemporary Music). Through the study of aural, theory, composition and arrangement, cultural and historical analysis and performance, students refine and develop their musicianship, engage in learning that develops music literacy and cultural awareness, which reflects the world of performers, composers and audiences. Future Directions

Students who successfully complete this course of study allow themselves the opportunity to apply to continue their study at WAAPA (either in Music, Musical Theatre, Stage Management, Arts Management, Sound and Performing Arts) or engage in occupations in the industries of Media (Radio, Film and Television) Entertainment and Education.

Leading Questions

• Do you have a passion for music, either composing through notation or electronically? • Are you proficient in playing an instrument?

Politics and LawOverview

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.

Future Directions

Attorney, Lawyer, Judge, Social Worker.

Leading Questions

• Do you want to impact the world you live in?• Are you frustrated with injustice and want to start the trickle that will change the tide?• Do you want to hold society accountable for the choices they make?• Do you want to bring righteousness to the justice system?

“Wisdom is the right use of knowledge. To know is not to be wise. Many men know a great deal, and are all the greater

fools for it. There is no fool so great a fool as a knowing fool. But to know how to use knowledge is to have wisdom.”

Charles H. Spurgeon

Foundation Christian College115 Waldron Ave Greenfields, WA, 6210

Tel: 08 9586 5444Fax: 08 9535 1133

Email: office@fcc.wa.edu.auwww.fcc.wa.edu.au