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O'Loughlin Catholic College 2016 Curriculum Guide for Students and Parents

CONTENTS

Curriculum Overview 2

Australian Curriculum 2

Year Level Curriculum 3

Year 7 and 8 3

Year 9 3

Year 10 4

Year 11 5

Year 12 6

Northern Territory Certificate of Education and Training 7

Selecting a NTCET Course 9

NTCET Course Planning 10

Subject Descriptions: 12

Religious Education 13

Arts 14

Design and Technology 15

Humanities (Middle School) 16

English (Senior School) 17

Social Studies (Senior School) 18

Health and Physical Education 19

Language: Indonesian 20

Mathematics 21

Personal Learning Plan 22

Science 23

Vocational Educational Training in Schools 24

WorkReady Program 26

Glossary of Terms 27

Notes and Questions 28

Curriculum Guide 2016 Page 1

CURRICULUM OVERVIEW

O’Loughlin Catholic College offers a broad and engaging Catholic education that encourages students in

Years 7 to 12 to realise their academic, spiritual, moral, emotional and physical development. Our

students are challenged and supported to experience success in all areas of their learning. Students will

master fundamental skills for lifelong learning in an environment of respect and encouragement. The

focus remains on providing students with the knowledge, understanding and skills that will enable them

to engage effectively with learning and remain on a pathway towards continued success in further

education, training or employment.

The curriculum at O’Loughlin Catholic College is aligned with the requirements of external authorities

such as the Senior Secondary Assessment Board of South Australia, the Northern Territory Board of

Studies and the Catholic Education Office. The curriculum content, teaching practices and co-curricular

activities provide a spiritual, social and cultural environment which will allow all students to pursue and

reach their potential. Students are encouraged within a broad Catholic context to develop personal values

and empathy for and understanding of other people’s perspectives. O’Loughlin Catholic College

provides an environment which encourages students to become responsible individuals, enabling them to

make informed choices in a changing world.

To facilitate the development of essential 21st century skills for lifelong learning, teaching practices

reflect an awareness of individual strengths and challenges. Teaching aims to be student centred, and

intellectually challenging providing each individual with the opportunity to become independent learners

while stressing the importance of being able to work in a collaborative situation. The Bring Your Own

Device [BYOD] program introduced into the College in 2015 provides students with unique and

powerful ways to enhance their learning and to promote the development of essential 21st century skills

across the key learning areas.

AUSTRALIAN CURRICULUM

In 2008, the Australian education ministers agreed that a national curriculum would play a key role in

delivering quality education and committed to the development of a Foundation to Year 12 national

curriculum. The Australian Curriculum is the mandated curriculum for Years 7 to 10. The Australian

Curriculum describes a learning entitlement for each Australian student that provides a foundation for

successful, lifelong learning and participation in the Australian community. It acknowledges that the

needs and interests of students will vary, and that schools and teachers will plan from the curriculum in

ways that respond to those needs and interests.

The Australian Curriculum includes a focus on seven general capabilities (literacy, numeracy,

information and communication technology competence, critical and creative thinking, ethical behaviour,

personal and social competence and intercultural understanding) and three cross-curriculum priorities

(Aboriginal and Torres Strait Islander histories and cultures, Asia and Australia’s engagement with Asia

and Sustainability). Continua of learning have been developed for each, to describe the relevant

knowledge, understanding and skills at particular points of schooling. These have been embedded where

relevant and appropriate in each learning area and can be viewed explicitly in the curriculum online.


YEAR 7 and YEAR 8 CURRICULUM

Compulsory Subjects

Length

Religious Education Year

Health and Physical Education Year

Humanities Year

Mathematics Year

Science Year

Personal Development Year

Design and Technology: Food* Year

Drama* Year

Indonesian * Year

Music* Year

Visual Art* Year

* These subjects are part of the elective program

YEAR 9 CURRICULUM

Compulsory Subjects

Length

Religious Education Year


Humanities Year

Mathematics Year

Science Year


Elective Subjects

Students in Year 9 study two options per semester, four in total for the year, and cannot

be repeated. Each option is one semester in length.

Length

Design and Technology: Graphics Semester

Design and Technology: Food Semester

Design and Technology: Wood Semester

Digital Technologies Semester

Drama Semester

Indonesian Semester

Music Semester

Sports Science Semester

Visual Arts Semester


YEAR 10 CURRICULUM

Compulsory Subjects

Length

Religious Education or Religious Education [Youth Ministry] Year

English Year


History Semester

Mathematics [Advanced, General or Essential] Year

Science Year

Social Science [Business and Enterprise, Geography or Legal Studies] Semester


Personal Learning Plan Year

Elective Subjects

Students in Year 10 study two options per semester, four in total for the year; subjects

can be studied twice across the year. Each option is one semester in length.

Length

Design and Technology: Communication [Graphics- 2D Illustrator] Semester

Design and Technology: Communication [Graphics- Film and Animation] Semester

Design and Technology: Food 1 Semester

Design and Technology: Food 2 Semester

Design and Technology: Wood 1 Semester

Design and Technology: Wood 2 Semester

Drama: Acting for Screen Semester

Drama: Acting for Stage Semester

Exercise Physiology 1 Semester

Exercise Physiology 2 Semester

Indonesian Semester

Integrated Learning: Music Technical Team* Semester

Music 1 Semester

Music 2 Semester

Outdoor Education 1 Semester

Outdoor Education 2 Semester

Visual Art: Oil Painting Semester

Visual Art: Printmaking Semester

Visual Art: Sculpture Semester

Visual Art: Textiles Semester


YEAR 11 CURRICULUM

In order to meet the requirements for SACE Stage 1, students need to select:

• One subject from the Literacy Group

• One subject from the Numeracy Group

• One subject from the Religion Studies Group

• Three subjects from the Choice Subjects

Literacy

Numeracy

Religion Studies

English as an Additional Language General Mathematics Religion Studies

English Mathematics Religion Studies -Youth Ministry

Choice Subjects

Australian History Geography

Biology Health

Business and Enterprise Legal Studies

Chemistry Music

Design and Technology: Communication [Graphics] Outdoor Education

Design and Technology: Materials [Food] Physical Education

Drama Physics

Food and Hospitality Visual Art

YEAR 11 WORKREADY CURRICULUM

In order to meet the requirements for SACE Stage 1, students need to complete:

• English

• Mathematics

• Workplace Practices

• A VETiS Course / SBA


YEAR 12 CURRICULUM

In order to meet the requirements for SACE Stage 2, students need to select:

• One subject from the Literacy Group

• One subject from the Numeracy Group

• One subject from the Religion Studies Group

• Three subjects from the Choice Subjects

Literacy

Numeracy

Religion Studies

English Pathways Mathematical Applications Religion Studies

English Communications Mathematical Methods Integrated Learning

English Studies Mathematical Studies Integrated Learning- Youth Ministry

Specialist Mathematics Community Studies

Choice Subjects

Australian History Health

Biology Legal Studies

Business and Enterprise Music

Chemistry Outdoor Education

Design and Technology: Communication [Graphics] Physical Education

Design and Technology: Materials [Food] Physics

Drama Visual Art

YEAR 12 WORKREADY CURRICULUM

In order to meet the requirements for SACE Stage 2, students need to complete:

• English Pathways

• Mathematical Applications


• A VETiS Course / SBA


NORTHERN TERRITORY CERTIFICATE OF EDUCATION

AND TRAINING What is the Northern Territory Certificate of Education and Training?

Students who successfully complete the requirements are awarded the Northern Territory Certificate of

Education and Training (NTCET). The NTCET is an internationally recognised qualification that paves

the way for young people to move from school to work or further training and study. The NTCET has

been updated and strengthened to ensure it meets the needs of students, higher and further education

providers, employers and the community. By completing the NTCET, students build essential skills and

knowledge they need to succeed – whether they are headed for further education, training, an

apprenticeship or straight into the workforce.

Completion Requirements of the Northern Territory Certificate of Education and Training. Every subject students complete successfully will earn credits. Gain 200 credits in the right mix of

subjects and courses and students will receive their NTCET. As an indication, a full semester (six

months) of study in one subject will be worth 10 credits.

Students will receive a grade for each subject (A to an E). For the compulsory subjects, a C grade or

better will be required to complete the NTCET. Students must achieve an A, B or C for all the

compulsory subjects and courses. Students must achieve an A, B or C in 140 credits.

At Stage 1 (Year 11), teachers at the student’s school will mark all subjects. At Stage 2 (Year 12), 30

percent of the student’s work in each subject (such as exams, practical projects and presentations) will be

marked by experts outside of the student’s school. The rest of the work will be assessed by teachers at the

student’s school, with their marks cross-checked with experts outside the school. This ensures everyone is

marked according to the same standards.

When students have finished their NTCET, they will receive a certificate which records their

achievements. Information about their achievements will be available online in both Stage 1 and Stage 2.

Most students start Stage 1 in Year 10, and finish it in Year 11. Stage 2 is usually studied in Year 12.

The following table shows what will be required as a minimum to achieve the NTCET. Many students

will choose to study more subjects than the minimum required at Stage 2.

NTCET Requirements Credits

Year 10

Personal Learning Plan [Stage 1] 10

Year 11 [Stage 1]

Literacy: from a range of English subjects (20 credits [a full year] )

Numeracy: from a range of mathematics subject (10 credits [a semester] )

20

10

Year 11 or 12 [Stage 1 or 2]

Other subjects and courses of the student’s choice [and achieve a grade] 100

Year 12 [Stage 2]

Other Stage 2 subjects and courses 60 or more

Total 200

Compulsory Subjects and Courses

Other subjects and courses


Completion Requirements of the Northern Territory Certificate of Education and Training.

To gain the NTCET students at O’Loughlin Catholic College must:

1. Fulfill the subject pattern requirements set down by the SACE Board of South Australia.

2. Receive an A, B or C in 140 credits.

3. Have studied at least three Stage 2 subjects and passed them to a C standard.

4. Study units of Religion in both Year 11 and Year 12.

5. To obtain an ATAR, students need to complete a minimum of 90 credits at Stage 2 level.


SELECTING A NTCET COURSE

Selecting a suitable and appropriate course of study for students is an important step in the education

process. Course selection should be a joint process between students, parents/guardian and the College

staff regardless of the year level of the student.

The following steps need to be followed to ensure a smooth and informed subject selection process:

Step 1 – Read the subject descriptions in the Course Handbook carefully. If you have any questions ask

the Head of Faculty for that particular subject.

Step 2 – Select a course of study. Use the ‘NTCET Course Planning guide to map your NTCET or

WorkReady program for both Stage 1 and Stage 2. This becomes a working document which means that

you have an overview of where you want to go and how you want to achieve your career goals.

When selecting your subjects there are several key things to consider:

1. Interest and motivation

2. Ability and performance in the area of study

3. Requirements for a particular career choice

4. Prerequisites for University or VET

5. Keeping options as open as possible

Step 3 – Attend an interview with the WorkReady /VET Coordinator and Careers Practitioner to discuss

your career goals and course of study.

Step 4 – Attend the Subject Information Evening.

Subject Information Evenings are held in Term Three of the year prior to study.

Step 5 – After the Subject Information Evening students will receive an instruction guide with a unique

user name and password allowing them to log in to the course selection program. Students will select

subjects from several drop down menus. On completion of the online course selection process, an

authentication slip must be printed and signed by the student’s parent/guardian and returned to the front

office.

Step 6 – Attend a Subject Mentoring interview with your parents/guardian to finalise your subject

choices. Interviews can be booked via the Head of Senior School.

Please note that some of the courses require a minimum number of students for them to be

available.


NTCET COURSE PLANNING

Stage 1 [Year 10 and Year 11]

Sem

este

r 1

Year 10 Year 11

Personal

Learning

Plan

Min C

grade

10 Credits

Literacy

Min C

grade

10 Credits

Numeracy

Min C

grade

10 Credits

Religion

Studies

10 Credits

Sem

este

r 2

Literacy

Min C

grade

10 Credits

Numeracy

Min C

grade

10 Credits

Religion

Studies

10 Credits

Stage 2 [Year 12]

Sem

este

r 1

Religion Studies

or

Integrated

Learning

or

Community

Studies [no

ATAR]

20 Credits

20 Credits

20 Credits

20 credits

20 Credits

Sem

este

r 2


NTCET COURSE PLANNING

WORKREADY Stage 1 [Year 11]

Sem

este

r 1

Year 10 Year 11

Personal

Learning

Plan

Min C

grade

10 Credits

Literacy

Min C grade

10 credits

Numeracy

Min C grade

10 credits

Workplace

Practices

Min C grade

10 credits

VET

Work

Placement/SBA

Sem

este

r 2

Literacy

Min C grade

10 credits

Numeracy

Min C grade

10 credits

Workplace

Practices

Min C grade

10 credits

VET

Work

Placement/SBA

WORKREADY Stage 2 [Year 12]

Sem

este

r 1

English Pathways

20 credits

Mathematical

Applications

20 credits

Workplace

Practices

20 credits

VET

Work

Placement/SBA

Sem

este

r 2

VET

Work

Placement/SBA


SUBJECT DESCRIPTIONS

The following section of the handbook outlines the courses offered in Years 7 to 12. Please note that

some of the courses require a minimum number of students for them to be available. Further information

can be obtained from a variety of sources including subject teachers and Heads of Faculty. The more

information you have, the more informed will be your choices and the greater chance you will have of

achieving personal success.


RELIGIOUS EDUCATION

MIDDLE SCHOOL

Religious Education reflects the Catholic philosophy of education that not only prepares young people

for life, intellectually and socially, but develops their spirituality and fosters a belief in the goodness of

God, through the model of Jesus Christ. Following the “Journey in Faith’ guidelines, laid down the

teaching of Religious Education in the Diocese, the structure and content of our courses encourage

attitudes of openness and enquiry into beliefs, traditions and worship of the Christian faith. This is done in

a Catholic context. As these courses are aimed at helping students to understand the nature of God, and

the ways this can be expressed, all students are required to participate in them.

There are 12 Journey in Faith topics which are covered over a two year cycle. These are grouped into

three strands:

• Believing

• Celebrating, and

• Living

SENIOR SCHOOL

The study of Religion forms a vital foundation for understanding society. This is of particular importance

in a culturally diverse society such as Australia. An appreciation of Australia’s multicultural society is

limited without an understanding of Religion and its influence on human behaviour and the shaping of

personal and group identity. Religious understanding and values continue to underpin broader social

structures and systems. Curriculum statements identify religions and spiritualties as living and dynamic,

with specific reference to the way in which their adherents participate in, and respond to, current social

and moral debates and issues within communities. Catholic perspectives are interwoven into all topics.

Subjects offered in this Learning Area include:

Year 10:

• Religious Education - Journey in Faith

• Religious Education [Youth Ministry]

Year 11:

• Religion Studies

• Religion Studies [Youth Ministry]

Year 12:

• Religion Studies

• Integrated Learning

• Integrated Learning [Youth Ministry]

• Community Studies* [No ATAR]


ARTS

MIDDLE SCHOOL

The Arts Learning Area encompasses the Visual Arts and the Performing Arts (Drama and Music).

Research shows that the study of these subjects aid students’ intellectual, physical, emotional, spiritual

and social development through the exploration of human expression in different social and cultural

contexts. Learning programs are structured to enable progressive skill development as students move up

through the Middle school, with differentiation of outcomes to enable individual expression and personal

development. Project work provides students with a record of process and instils students with a sense of

achievement that can be celebrated through presentations of resolved artworks and performances.

The three key areas of learning in all Arts specialisms are:

• Arts in Context

• Arts Responses and Analysis

• Arts Skills and Processes

• Creating Arts Ideas

SENIOR SCHOOL

At Senior school level the Arts courses become more specialist and rigorous with students working

towards individual excellence within their chosen area. To support this individual growth Year 10

courses aim to lay the foundations for success at examination level with students working on SACE

styled assignments that introduce students to examination assessment criteria whilst furthering the

development of practical skills.

The Stage 1 and 2 courses, whilst structured towards common assessment criteria, enable students a

degree of flexibility to tailor their own project work towards individual strengths and interests within

each subject. A high level of teacher support coupled with extra-curricular access to performance and

studio space enables students to work to their individual best.

A major celebration of the creative achievements of our students throughout the school takes place each

year in the form of Creative Arts Evening during Term 4 when we showcase artwork, design work,

music and drama performances alongside the work of students from the technology subjects.


Year 10:

• Art

• Drama

• Music

Year 11 and 12:

• Visual Art

• Drama

• Music


DESIGN AND TECHNOLOGY

MIDDLE SCHOOL

The Design and Technology Learning Area both share a common process that involves a problem

solving approach to a design brief. Whether working in the material base of food, wood or digital

communication the students work through the design stages of researching existing solutions; generating

ideas; design development; evaluation and modification before realising their finished products in a final

piece. By working through a series of projects they are introduced to, and then practice and refine,

practical skills in each of specialist areas.

The educational benefits of developing a problem solving approach to learning is well documented and

students benefit further when knowledge gained in one project is transferred in another in response to a

different design brief.

Subjects offered in this area include:

• Cooking [Materials]

• Graphics [Communication]

• Wood

SENIOR SCHOOL

At Senior school level the Design and Technology courses become more specialist and rigorous with

students working towards individual excellence within their chosen area. To support this individual

growth Year 10 courses aim to lay the foundations for success at examination level with students working

on SACE styled assignments that introduce students to examination assessment criteria whilst furthering

the development of practical skills.

The Stage 1 and 2 courses, whilst structured towards common assessment criteria, enable students a

degree of flexibility to tailor their own project work towards individual strengths and interests within each

subject. A major celebration of the creative achievements of our students throughout the school takes

place each year in the form of Creative Arts Evening during term four when we showcase finished

products, both visual and edible.


Year 10:

• Design and Technology: Communication Products (Graphics)

• Design and Technology: Material Products (Food)

Year 11 and 12:

• Design and Technology: Communication Products (Graphics)

• Design and Technology: Material Products (Food)


HUMANITIES

MIDDLE SCHOOL Humanities fosters an interdisciplinary approach to teaching and learning and integrates the English and

Social Sciences Learning Areas. It allows Middle School students to become confident communicators,

creative and critical thinkers and informed citizens. Through the study of Humanities, students are able to

analyse, understand, communicate with and build relationships with others and with the world around

them. They are able to appreciate, enjoy and use the English language in all its variations and develop a

sense of its power to convey information, form ideas, entertain, persuade and argue.

Students learn to question why the world is the way it is, reflect on their relationships with and

responsibilities for that world, and propose actions designed to shape a socially just and sustainable

future. They develop their understanding of societies, events, movements and developments that have

shaped humanity. Through the process of inquiry required in the Social Sciences, students develop

transferable skills, such as the ability to ask relevant questions; critically analyse and interpret sources;

consider context; respect and explain different perspectives; develop and substantiate interpretations, and

communicate effectively.

The English Strands covered in the Learning Area are:

• Language

• Literacy

• Literature

The Social Science subjects covered in the Learning Area are:

• Civics, Governance and Social Justice

• Enterprise

• Geography

• History


ENGLISH

SENIOR SCHOOL

The study of English develops the skills and knowledge necessary for students to use language

appropriately for a wide variety of purposes. Language is a major vehicle of communication and a means

by which social connection with other people is established. It is recognised as a key to social, economic,

and cultural participation. A person’s sense of identity, both individual and collective, in a variety of

situations, is shaped and defined by this participation.

Using skills in reading, viewing, writing, listening, and speaking and using information and

communication technologies, students develop strategies and establish a framework of understanding that

links texts to contexts and helps them to consider the way language is used in many different social and

cultural situations.


Year 10:

• English

• [WorkReady] English

Year 11:

• English as an Additional Language

• English

Year 12:

• English Pathways

• English Communications

• English Studies


SOCIAL SCIENCES

SENIOR SCHOOL

The study within the Social Sciences Learning Area incorporates the disciplines of History, Business

and Enterprise, Geography and Legal Studies. Through Social Sciences, learners explore and critically

construct their knowledge and understandings about the society in which they live and their place within

it. They investigate the changing world in terms of natural and social systems, culture, place and

resources, examining how these changes influence and impact on their lives, society and the environment.

The study of Social Sciences encourages learners to become purposeful, involved, well-informed citizens

who are able to make reasoned judgments and critical decisions about the world in which they live.


Year 10:

• Business and Enterprise

• Geography

• History

• Legal Studies

Year 11:


• Geography

• History

• Legal Studies

Year 12:


• History

• Legal Studies


HEALTH AND PHYSICAL EDUCATION

MIDDLE SCHOOL

The Health and Physical Education Learning Area focuses on the multiple dimensions of health and

how these influence an individual’s development. It reflects a move towards a more holistic approach to

health and physical education and the importance of taking action for life. Being physically active is an

achievable goal for all learners regardless of ability or disability. By instructing for increased activity,

learners will recognise the significance to regular participation in physical activity and develop a

positive attitude, good health and lifestyle. Students will develop skills in a range of areas including

invasion and striking games, and individual performance activities.

The concepts of the Health and Physical Education Learning Area are organised into three strands, each

making an equal contribution. The components of the strands are:

• Enhancing Personal Development and Relationships

• Promoting Individual and Community Health

• Participating in Physical Activity and Movement

SENIOR SCHOOL

Throughout all the subjects offered in the Health and Physical Education Learning Area, students

gain an understanding of human functioning and physical activity, and an awareness of the community

structures and practices that influence participation in physical activity. They explore their own physical

capacities and analyse performance, health, and lifestyle issues. Students develop skills in

communication, investigation, and the ability to apply knowledge to practical situations.


Year 10:

• Health and Physical Education

• [Elective] Exercise Physiology

• [Elective] Outdoor Education

Year 11 and 12:

• Health

• Outdoor Education

• Physical Education


LANGUAGES: INDONESIAN

MIDDLE SCHOOL

The Languages Learning Area is an essential part of a broad and balanced education for all learners.

Learning another language extends students’ cognitive and conceptual development and problem-solving

skills. It increases their awareness of how language works and can assist significantly in developing their

literacy skills. The study of another language allows learners to focus on the communicative function of the

language in a cultural context and promotes cultural sensitivity to peoples of the world.

The Strands covered in the Learning Area are:

• Listening

• Reading and Viewing

• Speaking

• Writing

SENIOR SCHOOL

Language is the basis of all communication and human interaction. The processes by which these take place

are rapidly diversifying through technological and cultural changes. Access to learning a second or

subsequent language enhances students’ potential to engage meaningfully and successfully in the global

society of the twenty-first century. Communicating in another language expands students’ horizons as both

national and international citizens.

Subjects offered in this Learning Area are:

Year 10:

• Indonesian

Year 11 and 12:

• Indonesian [NTOEC]


MATHEMATICS

MIDDLE SCHOOL

The Mathematics Learning Area provides learners with opportunities to develop their repertoire of

mathematical language, concepts, processes and skills that they can apply to many life situations. The

study of mathematics allows learners to explore and use mathematics in a variety of contexts and

applications to develop sound strategies for investigating and problem-solving.

The three content descriptors covered in the Learning Area are:

• Number and Algebra

• Measurement and Geometry

• Statistics and Probability

SENIOR SCHOOL

Mathematics is an integral part of the education and training of all students. It is an important component

of the senior secondary studies of many students as they complete their schooling and prepare for further

study, training or work, and for personal and community life.

The elements of traditional mathematics — arithmetic, geometry, algebra, calculus, and probability — are

involved in the creation and understanding of technologies. It is important that students understand these

elements in the context of current and emerging technologies as they transform our understanding of

mathematics. Statistics and statistical arguments abound in the mass media and other sources of

information and many students will use statistics in their chosen careers. It is vital that citizens, as they

make decisions that affect their lives and future, are able to interpret and question the claims of

advertisers and other advocates.


Year 10:

• Essential Mathematics

• General Mathematics

• Advanced Mathematics

Year 11:

• General Mathematics

• Mathematics

Year 12:

• Mathematical Applications

• Mathematical Methods

• Mathematical Studies

• Specialist Mathematics (by negotiation)


PERSONAL LEARNING PLAN

SENIOR SCHOOL

The Personal Learning Plan (PLP) is a compulsory 10- credit Stage 1 subject that all students undertake at

O’Loughlin Catholic College in Year 10. All students need to achieve a C grade or higher to achieve their

NTCET. Studying the PLP provides students with a solid foundation for their Year 11 and 12 studies.

Students identify goals, consider their aspirations and research career, training and further study choices

to help them map out their futures.

The Personal Learning Plan is dedicated to helping students:

• Discover the right NTCET subjects and study options for their future plans

• Gain skills for future study and employment

• Identify personal strengths and interests

• Look at different career paths and choices

• Make informed decisions about personal and learning goals.


SCIENCE

MIDDLE SCHOOL

The Science Learning Area provides students with the opportunity to explore the unknown, investigate

universal mysteries, make predictions and solve problems about the biological, physical and technological

world. The study of Science provides opportunities for students to develop an understanding of important

science concepts and processes, the practices used to develop scientific knowledge, of science’s

contribution to our culture and society, and its applications in our lives. In doing this, they develop

critical and creative thinking skills and challenge themselves to identify questions and draw evidence-

based conclusions using scientific methods. Students deepen their understanding at each year level by

being introduced to more complexity within early concepts and with the introduction of new ones.

Students also learn and practice science skills in the laboratory and relate these to real world situations.

The three content descriptors are:

• Science Understanding

• Science as a Human Endeavour

• Science Inquiry Skills

SENIOR SCHOOL

The study of Science provides a rational way of understanding the physical world that enables people to

be questioning, reflective and critical thinkers. As a way of knowing, science can be used by people to

explore and explain their experiences of phenomena of the universe. Science is a collective human

activity that uses distinctive ways of valuing thinking and working in order to understand the natural

world. Openness to new ideas, intellectual honesty and critical evaluation of data and arguments are thus

fundamentally important to both scientific understanding and working scientifically.


Year 10:

• Science

Year 11 and 12:

• Biology

• Chemistry

• Physics


VOCATIONAL EDUCATIONAL TRAINING IN SCHOOLS

Vocational Educational Training in Schools (VETiS)

What is Vocational Education Training?

Vocational Education Training [VET] provides students with the skills, knowledge and competencies

required for work in particular industries. VET programs are available across a wide range of industry

areas. VET courses are the same as TAFE courses. Charles Darwin University, and Transforming

Training are Registered Training Organisations [RTO] and provide a wide range of VET courses that

offer students recognised training within an industry area of their choosing. Students undertake this

training whilst continuing with their normal school curriculum. On successful completion of a

program, credit may be gained towards the Northern Territory Certificate of Education and Training.

What is Vocational Educational Training in Schools?

The concept of Vocational Educational Training in Schools (VETiS) is designed to integrate industry

training into secondary schools. The purpose of VETiS is to foster and develop work and

employability skills of students and to provide clear and recognisable pathways to employment and

future education. Courses that are run by VETiS RTOs are at Certificate I (1), II (2) and III (3) levels

and provide students with a taste of what may be involved in a particular industry or job. The VETiS

program usually combines both on and off-the-job training.

The VETiS program delivery is conducted on a Tuesday and / or Wednesday depending on the RTO

and course. The student is required to travel to and from the designated training location on the

instructed days for their VETiS course. On the remainder of days of the week students are to complete

secondary studies at the College. Students must be at least 15 years of age to be eligible to enrol. A

more detailed list of the courses offered can be found in the following pages.

What is a School-Based Apprenticeship?

A School-Based Apprenticeship (SBA) is where a student has the opportunity to attain paid work

while completing an apprenticeship and studying Stage 1 and Stage 2 subjects at the College.

Generally SBAs are catered in the Workready Program on Monday, Tuesday and Wednesday of each

week, with Thursday and Friday at school. Students need to approach employers and apply for a SBA

using similar strategies as they would for any job. SBAs are available throughout Darwin in a wide

range of industries. They are offered at the Certificate II or Certificate III level.

As a general rule VETiS programs are available to Year 11 and 12 students as they have completed

general education and have the maturity to make decisions which involve commitment to training.

Year 9 and 10 students wishing to participate in VETiS programs will be assessed on a case by case

basis.


How can VETiS help students?

Students can gain

• An insight into a chosen industry

• Credit towards the NTCET for competencies completed successfully

• General employability skills useful whether pursuing further study, or within part-time or full-

time employment

• Industry recognised national qualifications that are linked to further training programs or

apprenticeships while at school

• Knowledge of potential employers

• Specific industry skills which will enhance employment prospects

How to apply for the VETiS programs.

1. Students to speak with the WorkReady /VET Coordinator and Careers Practitioner

2. Student and Parent to attend an interview with the WorkReady /VET Coordinator and Careers

Practitioner

3. Submit a written Expression of Interest Form for the course of interest.

4. If accepted, attend an interview with the relevant Registered Training Organisation

School Based Apprenticeships.

1. Decide on the Industry Area/Apprenticeship

2. Participate in a Work Experience to make sure it is the right choice

3. Apply with the employer directly or a Group Training Organisation (e.g. GTNT)

NOTE:

The WorkReady Program that includes VET, VETiS and SBA is available to Year 10, 11 and 12 students;

however, this is dependent on maturity, behaviour, school attendance and commitment to training. Each

student wishing to participate in the WorkReady program will be assessed on a case by cases basis.

VETiS is available to students not in the WorkReady Program on one day programs only.


WORKREADY PROGRAM

The WorkReady Program is designed to support year 10, 11 and 12 students in exploring different

pathways. This includes Transition to Work, Apprenticeships, Traineeships or paid work. The program

provides students with the option of completing Vocational Education Training (VET) courses provided

by Registered Training Organisations (RTO). The courses available are Certificate I, II and III, ranging

from one semester to two semesters; being offered on one or two days a week.

It will give students a competitive advantage when applying for employment after high school.

The [Pre] WorkReady Program

The [Pre]WorkReady Program is designed to provide Year 10 students with the option of completing

Vocational Education Training in Schools (VETiS) courses provided by local Registered Training

Organisations (RTO). It combines Work Placements with VETiS courses as well as completing Year 10

core subjects. This program commences in the first term and runs throughout the entire year. The program

does not lock students into the WorkReady Pathway in Year 11; students can opt back into mainstream in

Year 11. The Pre-WorkReady program is suitable for students who wish to explore all possible pathways

into apprenticeships, traineeships or the workplace.

Subjects studied while at school:

• English

• Mathematics

• Science

• Religious Education

• Personal Learning Plan

• Health and Physical Education

• Social Sciences

WorkReady Program

The WorkReady Program is designed to give students another pathway to successfully transition from

school to work. It encourages students to undertake Vocational Educational Training (VET) courses that

may lead to a School Based Apprenticeship. In addition to studying Senior Secondary subjects at school

two days per week, students may undertake industry specific Vocational Educational Training for one day

per week and on the job training with a host employer for two days per week. On completion of Year 11,

students can continue their WorkReady Program during Year 12 with the possible outcome of gaining an

NTCET while at the same time gaining valuable experience in a desired industry.

Subjects studied while at school:

• English

• Mathematics



GLOSSARY OF TERMS

10 Credits A semester length component of a subject or course.

20 Credits A full year component of a subject or course.

ACARA Australian Curriculum, Assessment and Reporting Authority

ATAR Australian Tertiary Admission Rank. The ATAR is derived from the

university aggregate and is used for university entrance purposes.

Australian Curriculum The Australian Curriculum is being developed progressively by the

Australian Curriculum, Assessment and Reporting Authority.

Curriculum Pattern A selection of subjects required in order to qualify for the NTCET.

NAPLAN National Assessment Program – Literacy and Numeracy

NTCET Northern Territory Certificate of Education and Training

PLP Personal Learning Plan - a compulsory Stage 1 subject studied in Year 10.

Precluded Combination Two subjects are a precluded combination if they are defined by the

universities as having significant overlap in content.

RTO Registered Training Organisation

SACE South Australian Certificate of Education

SBA School Based Apprenticeship

Semester Equivalent to half a school year or two terms.

Stage 1 Units completed in Year 10 or 11

Stage 2 Units completed in Year 12

VET Vocational Education and Training

VETiS Vocational Education and Training in School


NOTES AND QUESTIONS

www.oloughlin.nt.edu.au Mueller Rd, Karama, NT

Email: [email protected]

Phone: (08) 8945 1277 Fax: (08) 8927 7140

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