Year 12

INDICATIVE COST: $130

The Business Management and Enterprise ATAR course focuses on business planning, marketing and growth, and opportunities provided for business by technology and the global environment. Students examine factors that drive international business developments, the features and traits of successful management, and how businesses operate strategically to maximise business performance in a global setting. Through the consideration of real businesses and scenarios, students develop knowledge, understanding and skills that enable them to apply financial and business literacy, analyse business opportunities, evaluate business performance, identify and create opportunities, and make sound, ethical business decisions within a business environment. The course equips students to participate proactively in the world of business, behave responsibly and demonstrate integrity in business activities

 

CONTENT

Unit 3
The focus of this unit is on strategic international business growth. The unit explores the need for global expansion and change management. It also addresses the opportunities provided by the global environment and the factors that drive international business development.

Unit 4
The focus of this unit is on global business operations. The unit explores how businesses operate strategically and examines the features and traits of successful management. It addresses the significance of strategic planning and the concept of competitive advantage.

 

ASSESSMENT

• Business Research (30%)
• Response (30%)
• Examination (40%)

 

CAREER POSSIBILITIES

The ATAR Business Management and Enterprise course equips students with essential skills in leadership, financial literacy, marketing, operations, and strategic planning. These transferable skills prepare students for a wide range of career pathways, including roles such as business analyst, marketing coordinator, human resource officer, financial planner, accountant, management consultant, and project manager. Students may also pursue careers in business development, public relations, logistics, or retail and operations management.

The course provides an excellent foundation for those wishing to work in a family business or start their own enterprise. It also supports further study at university in degrees such as a Bachelor of Commerce or Bachelor of Business, with options to specialise in areas like marketing, finance, management, or international business. Additionally, it can lead to double degrees in fields such as law, IT, or arts, or entry into TAFE business diplomas as an alternative university pathway.

INDICATIVE COST: $73

The Chemistry ATAR course equips students with the knowledge, understanding and opportunity to investigate properties and reactions of materials. Theories and models are used to describe, explain and make predictions about chemical systems, structures and properties. Students recognise hazards and make informed, balanced decisions about chemical use and sustainable resource management. Investigations and laboratory activities develop an appreciation of the need for precision, critical analysis and informed decision making.

This course prepares students to be responsible and efficient users of specialised chemical products and processes at home or in the workplace. It also enables students to relate chemistry to other sciences, including biology, geology, medicine, molecular biology and agriculture, and prepares them for further study in the sciences.

 

CONTENT

Unit 3
This unit explores the concept of reversibility in chemical reactions, focusing on dynamic equilibrium and its relevance from cellular processes to global systems. Students investigate acid-base and redox equilibrium systems, using modern models to understand the nature, properties, and varying strengths of acids and bases, as well as the principles of oxidation and reduction in electrochemical cells. Through scientific inquiry and real-world contexts, they examine how these models have evolved, considering social, economic, and ethical factors. The unit also addresses chemistry’s role in contemporary industrial and environmental debates, including sustainability and risk evaluation, while acknowledging science’s limitations in offering absolute answers.

Unit 4
This unit examines organic chemistry and chemical synthesis, focusing on how useful substances are created to benefit society. Students explore the structure, properties, and reactions of organic functional groups, gaining insight into the diversity of organic compounds and the factors influencing the design of synthesis processes. They investigate how scientific models and theories in this field have evolved alongside social, economic, and ethical considerations. The unit also addresses chemistry’s role in discussions about resource use, sustainability, and risk management, while recognising the limitations of science in offering definitive answers. Students apply inquiry skills to analyse chemical structures and reactions, make informed predictions, and investigate both qualitative and quantitative aspects of synthesis.

 

ASSESSMENT

• Science Inquiry (20%)
• Response (10%)
• Tests (20%)
• Examination (50%)

 

CAREER POSSIBILITIES

The ATAR Chemistry course opens up a wide range of career possibilities across various fields. It provides a strong foundation for further study in science, health, engineering, and technology. Potential career pathways include medicine, dentistry, pharmacy, veterinary science, biomedical science, forensic science, environmental science, chemical engineering, food technology, and materials science. It also supports careers in teaching, agriculture, biotechnology, and roles within research institutions and regulatory bodies. The analytical thinking, problem-solving, and laboratory skills developed through this course are highly valued in many scientific and technical professions.

INDICATIVE COST: $130

The Drama ATAR course focuses on drama in practice as students integrate their knowledge and skills. They use the elements and conventions of drama to develop and present ideas and explore personal and cultural issues. They engage in drama processes, such as improvisation and text interpretation which allow them to create drama and interpret a range of texts written or devised by others. Their work in this course includes production and design aspects, such as sets, costumes, props, sound and lighting. Increasingly, students use technologies, such as digital sound and multimedia. They present drama to a range of audiences and work in different performance settings.

 

CONTENT

Unit 3
This unit focuses on the realisation of drama text, context, forms and styles through the application of selected approaches.

Unit 4
This unit focuses on the approaches to and interpretations of drama text, context, forms and styles through the application of selected approaches

 

ASSESSMENT

• Performance / Production (30%)
• Response (30%)
• Examination – Written (20%)
• Examination – Practical (20%)

 

CAREER POSSIBILITIES

The ATAR Drama course develops students’ creativity, communication, collaboration, and performance skills through the exploration of drama in both historical and contemporary contexts. It fosters confidence, empathy, and critical thinking—skills that are highly valued across many industries. While the course naturally supports careers in the performing arts, such as acting, directing, stage management, and theatre production, it also opens pathways into teaching, event management, media, communications, arts administration, and community development. Students may pursue further study in drama, theatre arts, performing arts, or education, and many of the skills gained are transferable to fields that require presentation, teamwork, and problem-solving.

INDICATIVE COST: $80

RATIONALE

The ATAR English course focuses on developing students’ analytical, creative, and critical thinking and communication skills in all language modes, encouraging students to critically engage with texts from their contemporary world, the past, and from Australian and other cultures. By closely studying a range of films, documentaries, graphic novels, podcasts and short stories, students develop their skills of analysis and evaluation. Opportunities to compose their own interpretive, persuasive and analytical texts enables them to enhance their creativity and expression.

Students will be assessed throughout the year on a wide range of activities, both written and oral. There are two major exams for the year, one each semester.

 

CONTENT

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 different 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 effect of different 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 different 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.

 

ASSESSMENT

Teachers design school-based assessment tasks to meet the needs of students. The details of the assessment types for the ATAR English Year 11 syllabus and the weighting for each assessment type are:

• Responding (35 – 40%)
• Creating (35 – 40%)
• Examination (20 – 30%)

 

CAREER POSSIBILITIES

The ability to communicate fluently and competently, whether it is in written or spoken forms is essential for success in tertiary studies and in all careers. Those careers which require a particular aptitude in English include public relations, prompt engineering, marketing, web content management, law, administration, journalism, social media management, publishing, librarianship, technical or creative writing and education.

 

ADDITIONAL COSTS

There may be additional costs to cover attending productions, plays or other cultural events.

INDICATIVE COST: $80

In the Literature ATAR course, students learn to create readings of literary texts and to create their own texts, including essays, poems, short stories, plays and multimodal texts. Students engage with literary theory and study literary texts in great detail.

Students learn to read texts in terms of their cultural, social and historical contexts; their values and attitudes; and their generic conventions and literary techniques. They enter the discourse about readings, reading practices and the possibility of multiple readings. Students learn to create texts paying attention to contexts, values and
conventions. Students learn about literary language, narrative, image and the power of representation. Students experience the aesthetic and intellectual pleasure that reading and creating literary texts can bring.

 

CONTENT

Unit 3:
Students develop 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 confident, engaging style and informed observation. In creating imaginative texts, students experiment with language, adapt forms and challenge conventions and ideas.

Unit 4:
Students develop appreciation of the significance of literary study through close critical analysis of literary texts drawn from a range of forms, genres and styles. Students reflect upon the creative use of language, and the structural and stylistic features that shape meaning and influence response.

The unit focuses on the dynamic nature of literary interpretation and considers the insights texts offer, 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 reflect on how the created text takes into account the expectations of audiences.

 

ASSESSMENT

The details of the assessment types for the ATAR English Year 12 syllabus and the weighting for each assessment type are:

• Extended Written Response (15%)
• Short Written Response (35%)
• Creative production of literary texts (10%)
• Oral (10%)
• Examination (30%)

 

CAREER POSSIBILITIES

The ability to communicate fluently and competently, whether it is in written or spoken forms is essential for success in tertiary studies and in all careers. Those careers which require a particular aptitude in English include public relations, prompt engineering, marketing, web content management, law, administration, journalism, social media management, publishing, librarianship, technical or creative writing and education.

 

ADDITIONAL COSTS

There may be additional costs to cover attending productions, plays or other cultural events.

INDICATIVE COST: $73

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 sources of variation that make 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.

An understanding of human biology is valuable for a variety of career paths. The course content helps to prepare all students, regardless of their background or career aspirations, to take their place as responsible citizens in society.

 

CONTENT

Unit 3
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.

Unit 4
This unit explores the variations in humans, their changing environment and evolutionary trends in hominids.

 

ASSESSMENT

Assessment types for both units:

• Practical/Investigations (10%)
• Extended Response (15%)
• Tests (25%)
• Examination (50%)

 

CAREER POSSIBILITIES

The ATAR Human Biology course opens up diverse career opportunities in health, science, and research fields. It provides a strong foundation for further study in medicine, nursing, physiotherapy, occupational therapy, sports science, paramedicine, and other allied health professions. Careers may include medical doctor, nurse, physiotherapist, dietitian, midwife, radiographer, biomedical scientist, genetic counsellor, lab technician, and public health officer. The course is also relevant to roles in education, forensic science, biotechnology, and aged or community care. Human Biology supports any career that benefits from an understanding of the human body, health, and biological processes.

INDICATIVE COST: $95

This course provides opportunities, beyond those presented in the Mathematics Methods ATAR course, to develop rigorous mathematical arguments and proofs, and to use mathematical models more extensively. Mathematics Specialist contains topics in functions and calculus that build on and deepen the ideas presented in the Mathematics Methods course, as well as demonstrate their application in many areas.

The Mathematics Specialist course also extends understanding and knowledge of statistics and introduces the topics of vectors, complex numbers and matrices. Mathematics Specialist is the only ATAR mathematics course that should not be taken as a stand-alone course and it is recommended to be studied in conjunction with the Mathematics Methods ATAR course as preparation for entry to specialised university courses such as engineering, physical sciences and mathematics.

 

CONTENT

Unit 3
This unit contains the three topics:

1. Complex numbers
2. Functions and sketching graphs
3. Vectors in three dimensions

The Cartesian form of complex numbers was introduced in Unit 2, and in Unit 3, the study of complex numbers is extended to the polar form. The study of functions and techniques of calculus begun in the Mathematics Methods ATAR course is extended and utilised in the sketching of graphs and the solution of problems involving integration.

The study of vectors begun in Unit 1, which focused on vectors in one- and two-dimensional space, is extended in Unit 3 to three-dimensional vectors, vector equations and vector calculus, with the latter building on 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.

Unit 4
This unit contains the three topics:

• Integration and applications of integration
• Rates of change and differential equations
• Statistical inference

In this unit, the study of differentiation and integration of functions is continued, and the techniques developed from this and previous topics in calculus are applied to the area of simple differential equations, in particular in biology and kinematics. These topics serve to demonstrate the applicability of the mathematics learnt throughout this course. Also in this unit, all of the students’ previous experience in statistics is drawn together in the study of the distribution of sample means. This is a topic that demonstrates the utility and power of statistics.

 

ASSESSMENT

• Investigation (20%)
• Response (40%)
• Examinations (40%)

 

CAREER POSSIBILITIES

Possible career pathways: mathematics, commerce/business, computing, engineering, metallurgy, informatics, biophysical science, physics, nanotechnology, geophysics, dentistry, podiatry, medicine and surgery, animal science, mine technology, geology, agriculture, biomedical science, health science, economics, chiropractic science.

INDICATIVE COST: $104

Mathematics Methods is an ATAR course which focuses on the use of calculus and statistical analysis. The study of calculus provides a basis for understanding rates of change in the physical world, and includes the use of functions, their derivatives and integrals, in modelling physical processes. The study of statistics develops students’ ability to describe and analyse phenomena that involve uncertainty and variation.

 

CONTENT

Unit 3:
Contains the three topics:

1. Further differentiation and applications
2. Integrals
3. Discrete Random Variables

 

In Unit 3, the study of calculus continues by introducing the derivatives of exponential and trigonometric functions and their applications, as well as some basic differentiation techniques and the concept of a second derivative, its meaning and applications. The aim is to demonstrate to the students the beauty and power of calculus and the breadth of its applications. The unit includes Integration, both as a process that reverses differentiation and as a way of calculating areas. The fundamental theorem of calculus as a link between differentiation and integration is emphasised. Discrete random variables are introduced, together with their uses in modelling random processes involving chance and variation. The purpose here is to develop a framework for statistical inference.

Unit 4:
Contains the three topics:

1. The logarithmic function
2. Continuous random variables and the normal distribution
3. Interval estimates for proportions

In Unit 4, the Logarithmic Function and its derivatives are studied. In Probability, continuous random variables are introduced and their applications examined, including the normal distribution. Probabilities associated with continuous distributions are calculated using definite integrals. In this unit, students are introduced to one of the most important parts of Statistics, namely, Statistical Inference, where the goal is to estimate an unknown parameter associated with a population using a sample of that population. In this unit, inference is restricted to estimating proportions in two- outcome populations.

 

ASSESSMENT

• Investigation (20%)
• Response (40%)
• Examinations (40%)

 

CAREER POSSIBILITIES

Possible career pathways: mathematics, commerce/business, computing, engineering (Mathematics: Specialist may be required), metallurgy, informatics, biophysical science, physics, nanotechnology, geophysics, dentistry, podiatry, medicine and surgery, animal science, mine technology, geology, agriculture, biomedical science, health science, economics, chiropractic science.

INDICATIVE COST: $95

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

 

CONTENT

Unit 3
Contains the three topics:

1. Bivariate data analysis
2. Growth and decay in sequences
3. Graphs and networks

‘Bivariate data analysis’ introduces students to methods of identifying, analysing and describing associations between pairs of variables, including using the least squares regression method as a tool for modelling and analysing linear associations. The content is taught within the framework of the statistical investigation formula. ‘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 are applied to a wide range of practical situations, including modelling growth of a compound interest investment, the growth of a bacterial population or the depreciation 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 way in which graphs, represented as a collection of points and interconnecting lines, can be used to analyse everyday situations, such as a rail or social networks.

Unit 4
Contains the three topics:

1. Time series analysis
2. Loans, investments and annuities
3. Networks and decision mathematics

‘Time series analysis’ continues the study of Statistics by introducing the concepts and techniques of time series analysis which will be taught within the framework of the statistical investigation process. ‘Loans, investments and annuities’ aims to provide students with sufficient knowledge of Financial Mathematics to solve practical problems associated with taking out or refinancing a mortgage and making investments.

‘Networks and decision mathematics’ use networks to model and aid decision making in practical situations.

 

ASSESSMENT

• Investigation (20%)
• Response (40%)
• Examinations (40%)

 

CAREER POSSIBILITIES

Possible career pathways: biotechnology, biological science, agricultural science, psychology, computer science, forensic biology, commerce, earth science, business, climate science.

INDICATIVE COST: $130

Studying the Modern History ATAR course enables students to become critical thinkers and helps inform their judgements and actions in a rapidly changing world. Students are exposed to a variety of historical sources, including government papers, extracts from newspapers, letters, diaries, photographs, cartoons, paintings, graphs and secondary sources, 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.

 

CONTENT

Unit 3
This unit examines the characteristics of modern nations in the 20th century; the crises that confronted nations, their responses to these crises and the different paths nations have taken to fulfil their goals. Students study the characteristics of one nation. Students investigate crises that challenged the stability of government, the path of development that was taken and the social, economic and political order that was either established or maintained. Students examine the ways in which the nation dealt with internal divisions and external threats. They emerge with a deeper understanding of the character of a modern nation.

Unit 4
This unit examines some significant and distinctive features of the modern world within the period 1945–2001 in order to build students’ understanding of the contemporary world – that is, why we are here at this point in time. These include changes to the nature of the world order: shifting international tensions, alliances and power blocs; the emergence of Asia as a significant international political and economic force, and the nature of engagement by and with Australia; the nature of various conflicts and regional and international attempts to create peace and security. Students study one of these features. As part of their study, they should follow and make relevant connections with contemporary events.

 

ASSESSMENT

• Historical Inquiry (20%)
• Explanation (20%)
• Source Analysis (20%)
• Examination (60%)

 

CAREER POSSIBILITIES

The Modern History ATAR course equips students with critical thinking, research, analysis, and communication skills, making them suitable for a variety of careers. Graduates may pursue roles in education, such as teaching or academic research, or work in media as journalists, editors, or content creators.

Opportunities also exist in cultural heritage as archivists, curators, or heritage consultants, as well as in public policy, law, or advocacy, where historical insights inform decision-making. Other pathways include business, marketing, creative industries, and NGOs, leveraging their understanding of historical contexts. These versatile skills enable success in numerous fields requiring analytical and interpretive expertise.

INDICATIVE COST: $200

Music has the capacity to engage, inspire and enrich students, stimulating imaginative and innovative responses and fostering critical thinking and aesthetic understanding. Students listen, perform, improvise, compose and analyse music, developing skills to confidently engage with a diverse array of musical experiences both independently and collaboratively. Through continuous sequential music learning, students develop music knowledge, skills and understanding to create, communicate and evaluate music ideas with increasing depth and complexity. Students are encouraged to reach their creative and expressive potential, communicating ideas with current and emerging technologies.

Studying music provides the basis for significant lifelong engagement and enjoyment, and fosters understanding and respect for all music and music practices across different times, places, cultures and contexts. This course will give students a solid grounding in both practical and theoretical components required for industry, or further study at tertiary level.

 

CONTENT

Unit 3
Students continue to engage in music making as performers and/or composers, both individually and collaboratively. They continue to develop and consolidate their music literacy, learning how the elements and characteristics of music can be applied, combined and manipulated when performing, composing, listening to and analysing music.

The music analysis theme for this unit is Identities. What can music tell us about people? Through the journey of critically considering how music can be used as a powerful form of expression, students explore the potential for music to communicate identity.

Unit 4
Students confidently engage in music making as performers and/or composers, both individually and collaboratively. They continue to develop and consolidate their music literacy, learning how the elements and characteristics of music can be applied, combined and manipulated when performing, composing, listening to and analysing music. The music analysis theme for this unit is Innovations. What drives a composer to create something truly different? Innovation within music is a result of ideas driven by personal experience, and sociopolitical and cultural influences. Students analyse and understand music that demonstrates innovative use of music elements and concepts, responding to how this challenged, further developed or reimagined music traditions to create new ideas, and communicate new meanings.

 

ASSESSMENT

• Practical (50%)
• Music Literacy (10%)
• Composition (10%)
• Music Analysis (10%)
• Written Examination (20%)

 

HOMEWORK AND STUDY EXPECTATIONS

Personal practice time of half an hour a day on your instrument is required in order to succeed in this course.

 

CAREER POSSIBILITIES

Professional musician (jazz, rock, alternative, classical), music teacher, specialist instrument tutor, TAFE or university lecturer, specialist recording artist, session musician, composer, jingle writing, movie soundtrack composer, music event coordinator, sound engineer, booking agent or artist/band manager.

INDICATIVE COST: $130

The Politics and Law ATAR course provides a study of the processes of decision-making concerning society’s collective future. It aims to develop the knowledge of the principles, structures, institutions and processes of political and legal systems primarily in Australia. It brings together the executive, legislative and judicial branches of government to demonstrate how society is governed and how each branch of government is held to account. It examines the democratic principles practised in Australia and makes comparisons with other political and legal systems.

 

CONTENT

Unit 3
This unit examines various aspects of the political and legal system established by the Commonwealth Constitution (Australia), including the roles and powers of the legislative, executive and judicial branches of government, with a comparison to a non-Westminster system; the influence of individuals, political parties and pressure groups on the law making process of parliament and the courts; and the operation of federalism and the balance of power between the Commonwealth and the States in Australia.

Political and legal developments and contemporary issues (the last three years) are used to provide a framework for the unit.

Unit 4
This unit examines the structures, processes and procedures of accountability in relation to the legislative, executive and judicial branches of government in Australia; how rights are protected, and democratic principles can be upheld and/or undermined, in Australia and one other country; and the experience of a particular group with respect to their political and legal rights in Australia.
Political and legal developments and contemporary issues (the last three years) are used to provide a framework for the unit.

 

ASSESSMENT

• Short Answer (15%)
• Essay (15%)
• Investigation (10%)
• Source Analysis (20%)
• Examination (40%)

 

CAREER POSSIBILITIES

The ATAR Politics and Law course provides students with a deep understanding of political and legal systems in Australia and internationally. It develops critical thinking, analysis, and communication skills that are highly valued in a wide range of careers. This course is particularly suited to students interested in how governments function, how laws are made and applied, and how individuals and groups can influence political decisions.

Career pathways include law, public policy, international relations, journalism, political advising, public service, diplomacy, and advocacy roles. It is also an excellent foundation for further study in law, political science, criminology, public administration, history, or global studies. The course supports students who wish to pursue careers in legal practice, government departments, non-government organisations, or international institutions.

INDICATIVE COST: $73

The Physics ATAR course uses qualitative and quantitative models and theories based on physical laws to visualise, explain and predict physical phenomena. Models, laws and theories are developed from, and their predictions are tested by, making observations and quantitative measurements. In this course, students gather, analyse and interpret primary and secondary data to investigate a range of phenomena and technologies using some of the most important models, laws and theories of physics, including the kinetic particle model, the atomic model, electromagnetic theory, and the laws of classical mechanics.

Students investigate how the unifying concept of energy explains diverse phenomena and provides a powerful tool for analysing how systems interact throughout the universe on multiple scales. Students learn how more sophisticated theories, including quantum theory, the theory of relativity and the Standard Model, are needed to explain more complex phenomena, and how new observations can lead to models and theories being refined and developed.

Studying senior secondary science provides students with a suite of skills and understandings that are valuable to a wide range of further study pathways and careers. Studying physics will enable students to become citizens who are better informed about the world around them and who have the critical skills to evaluate and make evidence-based decisions about current scientific issues.

 

CONTENT

Unit 3
Students investigate models of motion in gravitational, electric and magnetic fields to explain how forces act at a distance.

Unit 4
Students use the theory of electromagnetism to explain the production and propagation of electromagnetic waves and investigate how shortcomings in existing theories led to the development of the quantum theory of light and matter, the Special Theory of Relativity, and the Standard Model of particle physics.

 

ASSESSMENTS

• Experiments/Investigations/Evaluation and Analysis (20%)
• Tests (30%)
• Examination (50%)

 

CAREER POSSIBILITIES

The ATAR Physics subject will also provide a foundation in physics knowledge, understanding and skills for those students who wish to pursue tertiary study in science, engineering, medicine and technology.

INDICATIVE COST: $130

Physical Education Studies contributes to the development of the whole person. It promotes the physical, social and emotional growth of students. Throughout the course emphasis is placed on understanding and improving performance in physical activities. The integration of theory and practice is central to studies in this course.

Physical Education Studies focuses on the complex interrelationships between motor learning and psychological, biomechanical and physiological factors that influence individual and team performance. Students engage as performers, leaders, coaches, analysts and planners of physical activity. Physical activity serves both as a source of content and data and as a medium for learning. Learning in Physical Education Studies cannot be separated from active participation in physical activities and involves students in closely integrated written, oral and physical learning experiences based upon the study of selected physical activities.

 

CONTENT

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.

 

ASSESSMENT

• Practical Component (30%)
• Theoretical Component (70%)
• Investigation (20%)
• Response (25%)
• Examination (55%)

 

CAREER POSSIBILITIES

The course prepares students for a variety of post-school pathways, including immediate employment or tertiary studies. It provides students with an increasingly diverse range of employment opportunities in the sport, leisure and recreation industries, education, sport development, youth work and health and medical fields linked to physical activity and sport. The course also equips students to take on volunteer and leadership roles in activities within the community.

INDICATIVE COST: $73

Psychology is an evidence-based discipline that follows the principles of scientific inquiry to explore human cognition, behaviour and thought.

Psychological knowledge can help us understand how individuals function within different contexts and how culture shapes people’s values, attitudes and beliefs. Students will also develop an understanding of ethical guidelines and their importance to psychological practice.

 

CONTENT

Unit 3
In this unit, students learn the roles of sensation, perception and attention in memory. They further develop understanding of memory by applying models, understanding how specific structures of the brain affect memory, and learning about some of the processes associated with memory and forgetting.

The unit explores theories of learning, including classical conditioning, operant conditioning and social learning theory, in the context of key studies. Students apply learning theories in behaviour modification to real-world contexts.

Unit 4
A key concern in psychology is developing the understanding of human cognition, emotion and behaviour to inform improvements in the wellbeing of individuals and groups in society. In this unit, students develop a psychological understanding of the relationship between motivation and wellbeing, and apply this to the development of effective strategies related to stress and sleep.

Both units emphasise the role and relevance of Science inquiry, where psychological research is applied to contemporary concerns.

 

ASSESSMENT

• Science Inquiry (20%)
• Response (40%)
• Examination (40%)

 

CAREER POSSIBILITIES

The ATAR Psychology course can lead to a variety of career pathways in both health and social sciences. It provides foundational knowledge and skills relevant to further study in psychology, social work, counselling, education, and allied health fields. Potential careers include clinical psychologist, educational psychologist, forensic psychologist, organisational psychologist, counsellor, social worker, human resources officer, youth worker, rehabilitation specialist, and researcher. Psychology is also valuable in professions that require strong communication, interpersonal, and analytical skills, such as marketing, policing, nursing, criminology, and teaching.

INDICATIVE COST: $60

COURSE DESCRIPTION

In a constantly changing world, individuals, businesses and nations must adapt their position in an increasingly global economy and generate the wealth to sustain economic growth. Business requires people who are enterprising, innovative and creative, and this course focuses on the development of these skills within the business cycle of establishment, day-to-day running and continuing viability.

This course uses businesses scenarios to develop financial and business literacy, whilst at the same time enhancing interpersonal and intrapersonal skills. Students will be prepared for a future where they will need to identify possibilities and create opportunities in the business world.

 

CONTENT

Unit 3
The focus of this unit is on success in business at a national level. It explores what it takes to be successful beyond the initial start-up stage. Students investigate the features of successful marketing campaigns and report on how businesses succeed and prosper through methods, such as expansion in products, market share or diversification. The unit explores how the marketing plan contributes to the overall business plan.

Unit 4
The focus of this unit is on business growth and the challenges faced by businesses expanding at a national level. The unit explores issues in the business environment, including the importance of intellectual property in protecting business ideas. The unit addresses the significance of employee motivation and the development of a business plan in the overall success of expansion.

 

ASSESSMENT

• Business Research (40%)
• Response (45%)
• Externally set task (15%)

 

RECOMMENDATION

Minimum ‘C’ Grade in the Year 11 Business Management and Enterprise General course.

 

CAREER POSSIBILITIES

This course is especially useful for students who are considering running their own small business such as plumbers, electricians, hairdressers, beauticians and entrepreneurial start-ups.

INDICATIVE COST: $60

PREREQUISITES

There is no minimum entry requirement for this program

 

RATIONALE

Careers and Employability benefits individuals by providing them with the knowledge, understanding and skills to navigate their careers successfully. Through engaging in self-reflection, students gain invaluable insights into their strengths, values and aspirations. Students explore labour market information to help them identify in-demand skills, emerging job roles and industry sectors experiencing growth. The course supports the development of a range of employability skills including communication, digital literacy, teamwork and problem-solving. By promoting a mindset of lifelong learning, students are better prepared to adapt effectively to emerging trends and challenges, helping them to achieve their long-term career goals.

 

CONTENT

Unit 3
The focus of this unit is on adopting a proactive approach to securing and maintaining work.

Students learn how to access and interpret labour market information. They will build capacity to recognise growth industries, which can provide insights into enhanced career prospects. Students explore how societal needs and economic conditions influence the availability of employment. They will gain an understanding of the growing need for individuals to remain agile and flexible to enable effective participation in the world of work. Students develop capabilities and resources to secure work. This includes utilising work search tools and techniques to locate job opportunities. They will explore and apply a range of strategies to navigate through the job application process.

Unit 4
The focus of this unit is on adopting a proactive approach to securing and maintaining work.

Students learn how to access and interpret labour market information. They will build capacity to recognise growth industries, which can provide insights into enhanced career prospects.

Students explore how societal needs and economic conditions influence the availability of employment. They will gain an understanding of the growing need for individuals to remain agile and flexible to enable effective participation in the world of work.

Students develop capabilities and resources to secure work. This includes utilising work search tools and techniques to locate job opportunities. They will explore and apply a range of strategies to navigate through the job application process.

 

ASSESSMENT

• Investigation (45%)
• Job Application and Interview (20%)
• Response (20%)
• Externally Set Task (15%)

 

CAREER POSSIBILITIES

The General Careers and Employability course prepares students for the workforce by developing key skills such as communication, teamwork, problem-solving, and time management. It supports career planning, job applications, and workplace readiness, making it ideal for students aiming to enter employment, apprenticeships, traineeships, or further training through TAFE.

INDICATIVE COST: $140

COURSE DESCRIPTION

In the Computer Science General Course students are introduced to the fundamental principles, concepts and skills within the field of computing. They learn how to diagnose and solve problems while exploring the building blocks of computing. Students explore the principles related to the creation of computer and information systems; software development; the connectivity between computers; the management of data; the development of database systems; and the moral and ethical considerations for the use of computer systems. This course provides students with the practical and technical skills that equip them to function effectively in a world where these attributes are vital for employability and daily life in a technological society.

 

CONTENT

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.

Unit 3
In the Computer Science General Course students are introduced to the fundamental principles, concepts and skills within the field of computing. They learn how to diagnose and solve problems while exploring the building blocks of computing. Students explore the principles related to the creation of computer and information systems; software development; the connectivity between computers; the management of data; the development of database systems; and the moral and ethical considerations for the use of computer systems. This course provides students with the practical and technical skills that equip them to function effectively in a world where these attributes are vital for employability and daily life in a technological society.

Unit 4
This unit builds on the content covered in Unit 3. The focus for this unit is on 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. Students create solutions exploring the ethical, legal and societal implications of industry-based applications.

 

ASSESSMENT

• Project (50%)
• Theory Test (20%)
• Practical Test (15%)
• Externally set task (15%)

 

CAREER POSSIBILITIES

The General Computer Science course introduces students to the fundamentals of computing, including digital systems, coding, data management, and problem-solving using technology. It provides practical, hands-on experience with software and hardware, helping students develop skills in logical thinking, algorithm design, and digital literacy. It supports TAFE pathways and entry-level employment in fields such as IT support, data entry, web design, digital media, technical services, and administrative roles involving technology. It also lays the groundwork for further study in ICT and computing-related areas and is highly relevant in a workforce increasingly driven by digital skills.

INDICATIVE COST: $140

COURSE DESCRIPTION

General Drama offers students an engaging, hands-on experience in creating, performing, and reflecting on drama across a range of forms such as storytelling, play building, improvisation, and text interpretation. Students explore personal and cultural issues through performance while developing practical skills in acting, directing, and production, including set design, costumes, makeup, and multimedia technologies. The course builds confidence, collaboration, creativity, and communication—essential life skills transferable to many pathways. Students also learn to critically evaluate performances, understand drama’s cultural and historical context, and explore its vocational possibilities, all while gaining a deeper appreciation for the human experience.

 

CONTENT

Unit 3
The focus for this unit is representational, realist drama. Students explore techniques of characterisation through different 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 4
The focus of this unit is presentational, non-realist drama. Students explore techniques of role and/or character through different 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.

 

ASSESSMENT

• Production (55%)
• Response (30%)
• Externally set task (15%)

 

CAREER POSSIBILITIES

The General Drama course develops valuable skills in communication, teamwork, creativity, and confidence—qualities that are transferable across many industries. It can support pathways into TAFE and employment in areas such as community theatre, events coordination, education support, youth work, arts administration, and customer service. Students with a passion for performance may also explore opportunities in amateur or independent theatre, acting workshops, or local productions.

The course encourages self-expression and collaboration, making it relevant for careers that involve working with people, presenting information, or supporting creative projects.

INDICATIVE COST: $160

RATIONALE

The Engineering Studies course is in the context of Mechatronics: a combination of mechanics, electronics, and computer programming. Students will develop skills in all three areas and use them to create self-regulating systems and autonomous robots. Students will learn how to combine electronic components (such as LEDs, resistors, potentiometers, servo motors and speakers) and how to program integrated circuits using Arduino circuit boards.

Students apply a design process to research and present information about materials, engineering principles, concepts and ideas, and design proposals. They develop engineering technology skills in planning and implementing a process to manipulate tools and machines to produce a prototype of their designed solution.
This course links to future career options covering a range of possible pathways. Electronics and programming are fast becoming the standard for modern machinery and factories and the need for qualified and competent workers is essential.

 

CONTENT

Unit 3
In this unit, students explore core and specialist engineering theory, with a focus on different forms and sources of energy, including renewable and non-renewable options. They apply the engineering design process to develop a solution in response to a set design brief. Through research into existing products, materials, and components, students generate and refine design ideas using annotated sketches and concept drawings. The chosen design is developed into a detailed plan, including orthographic drawings, materials lists, and cost calculations. Students then follow a production timeline to build, test, and evaluate a prototype or working model.

Unit 4
Unit 4 builds on students’ theoretical understanding of scientific, mathematical, and technical concepts behind engineered products. Students explore the effects of various types of obsolescence on society, business, and the environment. They refine their use of the engineering design process by developing and responding to their own design brief. This involves investigating constraints, selecting materials, and designing a prototype or model. Ideas are presented through sketches and drawings, with the most suitable concept analysed and developed into a functional product.

 

ASSESSMENT

Assessment will incorporate a variety of forms including practical and written throughout the subject.

• Design (25%)
• Production (50%)
• Response (10%)
• Externally Set Task (15%)

 

CAREER POSSIBILITIES

Mechatronics professionals can work in diverse environments, from laboratories to field-testing prototypes. The interdisciplinary nature of mechatronics opens doors to careers in advanced manufacturing, automation, robotics, aerospace, and more.

INDICATIVE COST: $75

COURSE DESCRIPTION

The English General course focuses on consolidating and refining the skills and knowledge needed by students to become competent, confident and engaged users of English in everyday community, social, further education, training and workplace contexts. The English General course is designed to provide students with the skills that will empower them to succeed in a wide range of post- secondary pathways. The course develops students’ language, literacy and literary skills to enable them to communicate successfully both orally and in writing and to enjoy and value using language for both imaginative and practical purposes.

Students comprehend, analyse, interpret and evaluate the content, structure and styleof a wide variety of oral, written, multimodal, digital and media texts. Students learn how the interaction of structure, language, audience and context helps to shape how the audience makes meaning. Both independently and collaboratively, they apply their knowledge to create analytical, imaginative, interpretive and persuasive texts in different modes and media.

 

CONTENT

Unit 3
Focuses on exploring different perspectives presented in a range of texts and contexts. Students explore attitudes, text structures and language features to understand a text’s meaning and purpose. They examine relationships between context, purpose and audience in different language modes and types of texts, and their impact on meaning. They also consider how perspectives and values are presented in texts to influence specific audiences and develop and justify their own interpretations when responding to texts. Students will learn how to communicate logically, persuasively and imaginatively in different contexts, for different purposes, using a variety of types of texts.

Unit 4
Focuses on community, local or global issues and ideas presented in texts and on developing students’ reasoned responses to them. Students will explore how ideas, attitudes and values are presented by synthesising information from a range of sources to develop independent perspectives. They will learn to analyse the ways in which authors influence and position audiences. Students will investigate differing perspectives and develop reasoned responses to these in a range of text forms for a variety of audiences. They are expected to construct and clearly express coherent, logical and sustained arguments and demonstrate an understanding of purpose, audience and context. Students will consider intended purpose and audience response when creating their own persuasive, analytical, imaginative, and interpretive texts.

 

ASSESSMENT

Assessment types for both units:

• Responding (40%)
• Creating (45%)
• Externally Set Task (15%)

 

CAREER POSSIBILITIES

Possible career pathways: TAFE, apprenticeship, University – ECU will sometimes consider a General English ‘A’ grade for some undergraduate or university preparation courses. Please make an appointment with a representative in the Curriculum Office for more specific detail.

INDICATIVE COST: $190

PREREQUISITES

An interest in food preparation and the food industry.

 

RATIONALE

In the General Food Science and Technology course, students develop their interests and skills through design, production and management of food related tasks. They develop knowledge of the sensory, physical, chemical and functional properties of food and apply these in practical situations. Students will practice and enhance their problem-solving, decision making and practical food-related skills.

 

CONTENT

Unit 3
This unit investigates how societal, economic, and lifestyle factors influence food choices, with a focus on the health impacts of both nutrient under- and over-consumption. Students explore diet-related health issues and use scientific methods to examine the functional properties of food. They apply this knowledge in planning, preparing, and evaluating food products and processing systems. The unit also emphasises safe food handling practices, occupational health and safety, and the use of appropriate technologies and evaluation strategies to produce high-quality, safe food products.

Unit 4
In this unit, students explore food spoilage, contamination, and preservation methods. They study food processing techniques, food packaging regulations, labelling, and storage, including the implementation of HACCP principles for food safety. Students also examine the food supply chain, value-adding practices, and how factors such as income, location, and environmental concerns influence food choices. Using dietary planning principles, students adapt recipes to meet the nutritional needs of specific groups. They complete a product proposal and develop a preserved food product, justifying their methods and demonstrating how it can be used in another food item.

 

ASSESSMENT

• Investigation (30%)
• Production (40%)
• Response (15%)
• Externally Set Task (15%)

 

CAREER POSSIBILITIES

Food and Allied Health sectors represent a robust and expanding area of the Australian and global employment markets. A very rewarding course that would benefit anyone wishing to follow a career in areas such as nutrition, food and beverage manufacturing, food processing, community services, hospitality and retail.

INDICATIVE COST: $73

COURSE DESCRIPTION

In the Human Biology General course, students learn about themselves, relating the structure of the different body systems to their function and understanding the interdependence of these systems in maintaining life. Reproduction, growth and development of the unborn baby are studied to develop an understanding of the effects of lifestyle choices. Students will engage in activities exploring the coordination of the musculoskeletal, nervous and endocrine systems. They explore the various methods of transmission of diseases and the responses of the human immune system. Students research new discoveries that help increase our understanding of the causes and spread of disease in a modern world.

As a science, the subject matter of this course is founded on systematic inquiry; knowledge and understanding of human biology has been gained by scientific research. However, this knowledge is far from complete and is being modified and expanded as new discoveries and advancements are made. Students develop their understanding of the cumulative and evolving nature of scientific knowledge and the ways in which such knowledge is obtained through scientific investigations. They learn to think critically, to evaluate evidence, to solve problems, and to communicate understandings in scientific ways.

 

CONTENT

Unit 3
This unit explores bones, muscles, nerves and hormones and how they maintain the body to act in a coordinated manner.

Unit 4
This unit explores the causes and spread of disease and how humans respond to invading pathogens.

 

ASSESSMENT

• Science Inquiry (30%)
• Extended Response (20%)
• Tests (35%)
• Externally Set Task (15%)

 

CAREER POSSIBILITIES

An understanding of human biology is valuable for a variety of career paths. The course content deals directly and indirectly with many different occupations in areas, such as social work, medical and paramedical fields, food and hospitality, childcare, sport, science and health education.

INDICATIVE COST: $500

COURSE DESCRIPTION

Students investigate Western Australian marine ecosystems, with a focus on estuaries, mangroves, coral reefs and seagrass meadows. Students identify the key species and food webs for each of these ecosystems, as well as examine adaptations of organisms living in mangrove ecosystems. Environmental and resource management will focus on aquaculture as a solution to declining fish stocks.

Students gain an understanding of maritime studies, including the characteristics of construction materials, design and construction of water craft. The basic parts of the outboard motor, including features of two stroke and four stroke motors, will be studied, as well as Through a practical approach, students gain an understanding of the concepts and safe practices of power boating. Science inquiry skills will be developed through the design process in relation to construction materials used, and variations in design of water craft. Students will also be involved in practical activities to collect and analyse data related to trip planning, such as weather maps and aquaculture systems.

 

CONTENT

Unit 3
This unit investigates Western Australian marine ecosystems, with a focus on estuaries, mangroves, coral reefs and seagrass meadows. Students identify the key species and food webs for each of these ecosystems, as well as examine adaptations of organisms living in mangrove ecosystems. Environmental and resource management will focus on aquaculture as a solution to declining fish stocks.

Students gain an understanding of maritime studies, including the characteristics of construction materials, design and construction of water craft, and repair of fibreglass craft. The basic parts of the outboard motor, including features of two stroke and four stroke motors, will be studied, as well as features of small craft systems, including bilges, electrical, fuel, mooring lines and anchoring equipment.

Unit 4
This unit examines global surface ocean currents, atmospheric circulation systems and the impact of climate change on global sea levels, thermohaline circulation and marine ecosystems. The process of coastal erosion and coastal engineering structures is studied. Students study types of marine tourism activities with a focus on the importance and impacts of ecotourism.

Students gain an understanding of maritime studies, including common forms of construction material protection, and the possible side effects of using these materials. Aspects of small craft maintenance, including the use of a maintenance log, fuel and ignition, cooling system and engine diagnostics, are studied.

 

ASSESSMENT

• Practical (40%)
• Science inquiry/Scientific skills/Investigation (15%)
• Extended response (10%)
• Test (20%)
• Externally set task (15%)

 

ACTIVITIES

Students in this course will be given the opportunity to complete the theory and practical components of the Recreational Skippers Ticket as part of the Assessment program.

INDICATIVE COST: $69

COURSE DESCRIPTION

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

 

CONTENT

Unit 3
Contains the topics:

• Measurement
• Scales, plans and models
• Graphs in practical situations
• Data collection

Unit 4
Contains the topics:

• Probability and relative frequencies
• Earth geometry and time zones
• Loans and compound interest

Throughout each unit, students apply the mathematical thinking process to real-world problems

• Interpret the task and gather key information
• Identify the mathematics which could help to complete the task
• Analyse information and data from a variety of sources
• Apply existing mathematical knowledge and strategies to obtain a solution
• Verify the reasonableness of the solution
• Communicate findings in a systematics and concise manner

Students apply the statistical investigation process to real-world tasks

• Clarify the problem and pose one or more questions that can be answered with data
• Design and implement a plan to collect or obtain appropriate data
• Select and apply appropriate graphical or numerical techniques to analyse the data
• Interpret the results of this analysis and relate the interpretation to the original question
• Communicate findings in a systematic and concise manner

 

ASSESSMENT

• Practical Applications (45%)
• Response (40%)
• Externally set task (15%)

 

CAREER POSSIBILITIES

This subject provides students with useful tools and skills to use and apply in the post-school environment. It has been designed to cater for students who require preparation for a wide range of occupations within the community.

INDICATIVE COST: $180

COURSE DESCRIPTION

The Materials Design and Technology General course is a practical course with the design and manufacture of metal products as the major focus. The main material used in the course is metal, with some flexibility to incorporate additional materials from outside of this designated context. This course will enhance and complement the knowledge and skills developed within the metals course in Year 11, as many modern-day products are manufactured using a range of different techniques. Students examine social and cultural values and the short-term and long-term impacts of the use and misuse of materials and associated technologies. Through this inquiry, experimentation and research, students develop their creativity and understanding of the society in which they live.

Working with metals, students develop a range of manipulation, processing, manufacturing and organisational skills. When designing with metal, they develop cognitive skills, such as solving problems, generating ideas, creative design strategies and communicating what they do. This makes them more technologically literate and as consumers, enables them to make more informed decisions about the use and misuse of technology.

 

CONTENT

Unit 3
Students develop an understanding of the elements and fundamentals of design and consider human factors involved in the design, production and use of their projects. They develop creative thinking strategies and work on design projects within specified constraints. Students learn about the classification and properties of a variety of materials and make appropriate materials selection for design needs. Students learn about manufacturing and production skills and techniques. They develop the skills and techniques appropriate to the materials being used and gain practice in planning and managing processes through the production of design projects. They learn about risk management and ongoing evaluation processes.

Unit 4
Students learn about the nature of designing for a client, target audience or market. Students apply an understanding of the elements and fundamentals of design and consider human factors involved in their design projects. Students learn about the nature, properties and environmental impacts related to a variety of materials and production techniques. They develop creative thinking strategies, work on design projects within specified constraints and consider the environmental impacts of recycling materials. Students extend their understanding of safe working practices and contemporary manufacturing techniques and develop the knowledge, understanding and skills required to manage the processes of designing and manufacturing.

 

ASSESSMENT

• Design (25%)
• Production (50%)
• Response (10%)
• Externally Set Task (15%)

 

RECOMMENDATION

Minimum ‘C’ grade in Year 11 Materials Design and Technology – Metal General course.

 

CAREER POSSIBILITIES

TAFE pathway or Apprenticeship in most skill-based occupations such as wood, metal, welding, electrical and automotive, engineering and design work, building and construction.

INDICATIVE COST: $180

COURSE DESCRIPTION

The Materials Design and Technology General course is a practical course with the design and manufacture of wood products as the major focus. The course focuses on the use of wood as the main material, with some flexibility to incorporate additional materials from outside this specific context. This course is designed to enhance and complement the knowledge and skills developed within the Year 11 wood course, as modern-day products are manufactured using a range of different techniques and tools. Students examine social and cultural values and the short-term and long-term impacts of the use and misuse of materials and associated technologies. Through this inquiry, experimentation and research, students develop their creativity and understanding of the society in which they live.

Working with wood, students develop a range of manipulation, processing, manufacturing and organisational skills. When designing with wood, they develop cognitive skills, such as solving problems, generating ideas, creative design strategies and communicating what they do. This makes them more technologically literate as consumers and enables them to make more informed decisions about the use and misuse of technology.

 

CONTENT

Unit 3
Students develop an understanding of the elements and fundamentals of design and consider human factors involved in the design, production and use of their projects. They develop creative thinking strategies and work on design projects within specified constraints. Students learn about the classification and properties of a variety of wood and make appropriate materials selections for design needs. Students learn about manufacturing and production skills and techniques. They develop the skills and techniques appropriate to the materials being used and gain practice in planning and managing processes through the production of design projects. They learn about risk management and ongoing evaluation processes.

Unit 4
Students learn about the nature of designing for a client, target audience or market. Students apply an understanding of the elements and fundamentals of design and consider human factors involved in their design projects. Students learn about the nature, properties and environmental impacts related to wood and a range of production techniques. They develop creative thinking strategies, work on design projects within specified constraints and consider the environmental impacts of recycling of materials. Students extend their understanding of safe working practices and contemporary manufacturing techniques and develop the knowledge, understanding and skills required to manage the processes of designing and manufacturing with wood.

 

ASSESSMENT

• Design (25%)
• Production (50%)
• Response (10%)
• Externally Set Task (15%)

 

RECOMMENDATION

Minimum ‘C’ grade in Year 11 Materials Design and Technology – Wood General course.

 

CAREER POSSIBILITIES

TAFE pathway or Apprenticeship in most skill-based occupations such as wood, metal, welding, electrical and automotive, engineering and design work, building and construction.

INDICATIVE COST: $140

COURSE DESCRIPTION

Students will study reality TV, analyse trailers and popular films. With a big emphasis on practical, hands-on media production, students will also complete projects such as making a title sequence, a music video and a mockumentary. The written work is to assist student understanding of the media types they are producing and involves watching and analysing TV documentaries and Hollywood films. Creative challenges, problem-solving, using technology and working in teams are major components of the course, assisting students in developing as twenty-first century learners, with skills valued by employers. The course will enhance the student’s study of English and help improve critical and creative thinking, emotional intelligence and confidence, whether working individually or as a team. There is no external examination so is suitable for students considering a TAFE pathway or who wish to complement their other WACE courses with studies in Media.

The Media Production and Analysis General course aims to prepare all students for a future in a digital and interconnected world by providing the skills, knowledge and understandings to tell their own stories and interpret others’ stories. Digital technologies have had an impact on and extended the capacity that the media play in all Australian lives. Through new technologies, the role of the audience has shifted from a passive consumer to a more active participant, shaping the media through interaction and more accessible modes of production and dissemination of media work. Students’ interaction and opportunity to use technologies enables them to engage with current media and adapt to evolving media platforms. The production of media work enables students to demonstrate their understanding of the key concepts of media as well as express their creativity and originality. When producing media work, students learn to make decisions about all aspects of production, including creative choices across pre-production, production and post-production phases. Within this process, skills are developed enabling students to manipulate technologies which simulate industry experiences.

 

CONTENT

Unit 3
Students analyse, view, listen to and interact with interesting and relevant entertainment media work. They also generate ideas and learn production skills and processes as they apply their knowledge and creativity in their productions. Students will be able to work in a range of media, including film, TV, music video, digital media and podcasts.

Unit 4
Within this broad focus, students have the opportunity to choose from a range of media genres and styles and examine ways in which codes, conventions and techniques are used to dramatise and re-present reality while at the same time engaging and informing audiences. They learn about production controls, constraints and responsibilities. Students continue to develop strategies and production skills when creating their own media work.

 

ASSESSMENT

• Response (25%)
• Production (60%)
• Externally set task (15%)

 

CAREER POSSIBILITIES

Leads to TAFE entry. TAFE courses: creative industries, media, mass communication, animation and games design, film and TV, radio, games development, animation, broadcast television, screen and media, radio broadcasting, digital cinema, photo imaging, photography, desktop publishing.

Career pathways: marketing and promotions, multimedia designer, game designer, photographer, IT support, animator, webmaster, visual effects technician, documentary filmmaker, TV camera operator, camera assistant, lighting assistant, sound recordist, editor, TV program producer, television presenter, radio producer, public relations, advertising, actor, videographer, event coordinator.

INDICATIVE COST: $140

PREREQUISITIES

Year 10 Music or Music Creator – Minimum C Grade.

 

RATIONALE

The Music General course encourages students to explore a range of musical experiences, developing their musical skills and understanding, and creative and expressive potential, through a selected musical context. The course consists of a written component incorporating Aural and Theory, Composing and arranging, Investigation and analysis, in addition to a practical component.

The practical component consists of three different options and can be delivered in a different context, independent of the written component. Students select only one option and can choose to perform on an instrument or voice, submit a composition portfolio, or complete a production/practical project.

The Music General course provides opportunities for creative expression, the development of aesthetic appreciation, and understanding and respect for music and music practices across different times, places, cultures, and contexts. Students listen, compose, perform, and analyse music, developing skills to confidently engage with a diverse array of musical experiences both independently and collaboratively. Studying music may also provide a pathway for further training and employment in a range of professions within the music industry.

 

CONTENT

Unit 3
In this unit, students develop their skills, knowledge and understanding to listen to, compose, perform and analyse music. They develop aural and music literacy skills and learn how the elements of music can be applied when performing, composing and responding to music. Students learn about how music is created and performed, analysing musical works and exploring how social, cultural and historical factors shape music in the specific context selected for study. Students develop skills, confidence and stylistic awareness to engage in music making as performers and audience members both individually and collaboratively.

Unit 4
In this unit, students develop their skills, knowledge and understanding to listen to, compose, perform and analyse music. They develop aural and music literacy skills and learn how the elements of music can be applied when performing, composing and responding to music. Students learn about how music is created and performed, analysing musical works and exploring how social, cultural and historical factors shape music in the specific context selected for study. Students develop skills, confidence and stylistic awareness to engage in music making as performers and audience members both individually and collaboratively.

 

ASSESSMENT

School-managed assessment will provide evidence of achievement of all the outcomes.

• Practical (40%)
• Theory (60%)

INDICATIVE COST: $400

COURSE DESCRIPTION

Through interaction with the natural world, the Outdoor Education General course aims to develop an understanding of relationships with the environment, others and ourselves. The ultimate goal of the course is to contribute towards a sustainable world. The Outdoor Education General course is based on the experiential learning cycle. Students plan for outdoor experiences, participate in these experiences and reflect on their involvement.

 

CONTENT

Unit 3
In this unit students learn planning and organisational requirements necessary for them to participate in safe, short‐duration excursions/expeditions. Students participate in outdoor adventure activities where they develop and improve their technical skills, apply appropriate practices to ensure safe participation, and begin to develop survival skills.

Unit 4
In this unit student consider planning and organisational requirements necessary for them to participate in positive and safe, short‐duration excursions/expeditions in selected outdoor activities. Students engage in outdoor activities where they develop and improve their technical skills and apply appropriate practices to ensure safe participation. They continue to develop navigational skills and respond to an emergency in the outdoors whilst developing commitment, tolerance, resilience and conflict resolution skills.

 

ASSESSMENT

• Performance in outdoor adventure activities (30%)
• Investigation (15%)
• Expedition skills (20%)
• Response (20%)
• Externally set task (15%)

 

PREREQUISITE

Excellent standards of behaviour are necessary for a safe practical environment.

 

RECOMMENDATION

Minimum ‘C’ grade in Year 11 Outdoor Education Studies General course.
*Note: this is a high fee course due to the costs associated with equipment, specialised instructorsand transport associated with day trips, expeditions and course instruction; this is included in thecourse levy. Students are expected to supply individual foodstuffs and basic personal equipment forthe expeditions.

 

PATHWAYS

Outdoor Recreation and Tourism Industries: activity instructors, managers, program coordinators, tour operators, guides. Environmental Sciences, Conservation and Land Management: various government departments, environmental rehabilitation officers, rangers, native marine and terrestrial biologists, sustainable resource management. Business and Education: human resource management, corporate training, outdoor education teaching, and adventure therapy.

INDICATIVE COST: $90

COURSE DESCRIPTION

Physical Education Studies contributes to the development of student’s physical, social and emotional growth. Students learn about physiological, psychological, and biomechanical principles and apply these to analyse and improve personal and group performances in physical activities. Throughout the course, students learn through integrated written, oral and active learning experiences. The course also provides students with opportunities to develop skills that will enable them to pursue personal interests and potential in physical activity as athletes, coaches, officials, administrators and/or volunteers.

 

CONTENT

Unit 3
The focus of this unit is simple movement, biomechanical, physiological, psychological, functional anatomy and motor leaning concepts. The understanding of the relationship between skill, movement production and fitness will be further enhanced as students develop and improve.

Unit 4
The focus of this unit is for students to assess their own and others’ movement competency and identify areas for improvement. They will build on their knowledge of training principles, nutrition and goal setting concepts to enhance their own and others’ performance in physical activity.

 

ASSESSMENT

• Practical (50%)
• Investigation (15%)
• Response (20%)
• Externally set task (15%)

 

RECOMMENDATION

Minimum ‘C’ grade in Year 11 Physical Education Studies General course.

 

CAREER POSSIBILITIES

In addition to its relevant application to active students, this course will lead to further studies and training in areas such as health and fitness, massage, sport and recreation, physiotherapy, coaching, personal training, sport science, human movement and other health related fields.

INDICATIVE COST: $140

COURSE DESCRIPTION

Students have opportunities to express their imagination and develop personal imagery, skills and engage in the making and presentation of artworks in a variety of media, including drawing, painting, textiles, sculpture and printmaking. This course assists students to value and develop confidence in their own creative abilities and to develop a greater understanding of their environment, community and culture.

The Visual Arts General course engages students in a process that helps them develop motivation, self-esteem, discipline, collaborative practice and resilience, all of which are essential life skills. Enterprise and initiative are recognised and encouraged.

Within contemporary society, there is increasing demand for visual literacy; the ability to understand, interpret and evaluate visual information. The Visual Arts General course encourages students to develop problem-solving skills together with creative and analytical ways of thinking. Innovation is encouraged through a process of inquiry, exploration and experimentation.

The course is designed specifically for students who enjoy hands-on practical art making projects such as drawing, painting, textiles, sculpture, printmaking and who want to develop their knowledge and skills through creating a series of artworks. There is no external examination so is suitable for students considering a TAFE pathway or who wish to complement their other WACE courses with studies in Visual Arts.

The course offers students opportunity to think creatively; design and create not only artworks, but also useful, decorative items for the home. It fosters a positive transition from school to the commercial world of both arts and art and crafts.

 

CONTENT

Unit 3
The focus for Unit 3 is inspirations. Students become aware that artists gain inspiration and generate ideas from diverse sources, including what is experienced, learned about, believed in, valued, imagined or invented.

Unit 4
The focus for Unit 4 is investigations. Students explore and develop ideas for art making and interpretation through the investigation of different artists, art forms, processes and technologies.

 

ASSESSMENT

• Production (65%)
• Analysis (10%)
• Investigation (10%)
• Externally set task (15%)

 

CAREER POSSIBILITIES

Leads to TAFE entry. Possible career pathways: advertising, web/graphic designer, fashion designer, animator, cartoonist, draftsperson, illustrator, make-up artist, visual merchandiser, film and television, stage/set designer, photographer, sculptor, interior designer, theatrical costume maker and designer, sign writer, jeweller.

INDICATIVE COST: $250

Make a difference with the Certificate II in Community Services (CHC22015), a nationally recognised qualification that introduces students to the rewarding world of community and social support.

This 12-month certificate is delivered entirely online by Skills Generation (RTO 41008), providing flexible learning to suit your schedule.

This course develops essential skills in communication, teamwork, and providing assistance to individuals in need, making it ideal for those interested in health, education, or social services careers.

Gain hands-on experience and a strong foundation for further study or entry-level roles in the community services sector.

INDICATIVE COST: 250

Kickstart your career with the Certificate II in Workplace Skills (BSB20120), a nationally recognised qualification designed to build essential skills for any workplace.

This 12-month certificate is delivered entirely online by Skills Generation (RTO 41008), providing flexible learning to suit your schedule.

This course equips students with practical knowledge in communication, teamwork, time management, and workplace safety—ideal for those looking to enter a variety of industries.

Gain hands-on experience, boost your employability, and develop a strong foundation for future study or employment. Start your journey toward a successful career today! Contact the Futures Hub for more information.

INDICATIVE COST: 400

Unleash your creativity with the Certificate III in Make-Up (SHB30221), a nationally recognised qualification that prepares you for an exciting career in the Make Up industry.

This 18-month certificate is delivered face-to-face on site at Kinross College, run via Auspire in partnership with AIET (RTO 121314).

Learn professional techniques in makeup application, skincare, special event and photographic makeup, and customer service.

This hands-on course provides the skills and knowledge needed to work in beauty salons, retail cosmetics, or as a freelance makeup artist.

INDICATIVE COST: $360

Take your skills to new heights with the Certificate III in Aviation (Line of Sight Drone Pilot) – AV130419!

This nationally recognised qualification prepares students for exciting opportunities in drone operation across industries such as photography, agriculture, surveying, and emergency services.

This 18-month certificate is delivered on site at Kinross College by Skills Generation (RTO 41008).

Learn essential skills in flight planning, safety regulations, drone maintenance, and real-world piloting techniques.

Whether you’re looking to enter the workforce or further your aviation studies, this course provides a strong foundation for a future in drone technology.

Build the skills for a successful career with the Certificate III in Business (BSB30120), a nationally recognised qualification that prepares students for a wide range of industries. This course, offered in partnership with VTS Training (RTO 51843) on site at Kinross College, develops essential business skills, including customer service, workplace communication, teamwork, and administrative tasks.

Whether you’re looking to enter the workforce or advance to further study, this course provides a strong foundation for careers in business, administration, and entrepreneurship.

INDICATIVE COST: $350

Turn your passion for health and exercise into a career with the Certificate III in Fitness (SIS30321)! This nationally recognised qualification, completed in partnership with Skills Generation (RTO 41008), equips students with the skills and knowledge to work as a fitness instructor, leading group training sessions and promoting active lifestyles.

Learn about anatomy, nutrition, fitness programming, and client support while gaining hands-on experience in the industry. Whether you’re looking to start a career in fitness or continue studying in sport and health sciences, this course is your first step toward success.

 

SKILLS OUTLINE

Learn about anatomy, nutrition, fitness programming, and client support while gaining hands-on experience in the industry. Whether you’re looking to start a career in fitness or continue studying in sport and health sciences, this course is your first step toward success.

 

MINIMUM ENTRANCE REQUIREMENT

• C Grade in Physical Education in Year 10

INDICATIVE COST: $360

A continuation from the Certificate III in Music (CUA30920) in Year 11.

Turn your passion for music into a pathway for the future with the Certificate III in Music (CUA30920). Delivered in partnership with COSAMP (RTO 41549), this two-year course provides students with the opportunity to develop practical music skills and industry knowledge in a supportive, creative environment.

Students will explore performance, songwriting, sound production, and music industry practices while building confidence and collaboration skills. This nationally recognised qualification is ideal for students interested in pursuing further study or pathways into the music and entertainment industry.

INDICATIVE COST: TBC

RATIONALE

The Workplace Learning endorsed program provides an opportunity for a student to demonstrate and develop increasing competence in the core skills for work, often referred to as generic, transferable or employability skills. A student learns to apply and adapt the workplace skills that are necessary for different types of work and that play a key role in lifelong learning. The endorsed program is based on the skills, knowledge and understandings that underpin successful participation in work. These skills are documented in the Core Skills for Work Developmental Framework, developed collaboratively by the Department of Industry and the Department of Education. The Core Skills for Work encompass the Employability Skills outlined in the National Employability Skills Framework.

 

CONTENT

Students will participate in a Work Readiness program that will confirm their suitability for the Work Placement. They will also learn about Occupational Health and Safety, rights and responsibilities of employees and employers and develop greater understanding of the industry they are hoping to enter. Once these have been successfully completed the students will undertake two block placements during the Semester 1 and 2 Exam Periods.

 

ASSESSMENT

In the Workplace Learning program, students undertake training in a real workplace during exam periods. Students are expected to complete a detailed School Curriculum and Standards Authority (SCSA) Workplace Learning Journal as a written record of tasks accomplished and skills achieved based on the Core Skills for Work Developmental Framework.

The Workplace Learning Journal details the requirements of the endorsed program and the expectations, rights and responsibilities of the student in the workplace. It includes:

• An attendance record which must be completed progressively by the student.
• A task schedule which must be completed progressively by the student.
• Written assessment addressing the 10 Core Skills for Work.
• A workplace supervisor’s evaluation of student performance.

 

The Workplace Learning Journal provides a framework for the student to provide specific examples that demonstrate his/her application of work skills, knowledge and understandings. The Workplace Learning Journal must be completed by the student and validated by the Workplace Learning Coordinator after every 55 hours in the workplace.

 

UNIT EQUIVALENCE

Unit equivalence is allocated on the basis of one unit equivalent for each 55 hours completed in the workplace, to a maximum of four units

 

IMPORTANT

Students who work on construction sites or in workshops may be required by employers to wear safety equipment e.g. steel capped boots (approx. $80.00), long pants (approx. $40.00). Parents will be notified of any additional costs on the Parent Information sheet sent out prior to placement. The cost of such items is to be met by parents. Students who work on construction sites will also be required to complete Safety and Awareness Training (White Card) which will cost approximately $100. This training is a requirement for anyone who works on a construction site and will therefore be used by students post school.

INDICATIVE COST: TBC

Open Water 20 Diver is an international certification to dive autonomously with a buddy of similar qualification or higher. It is the entry requirement to further training leading to professional levels. Candidates are required to study academics covering the knowledge required to plan and undertake diving activities safely, understand physical principles, how to maintain equipment and respect the marine environment.

Learning is reinforced by face-to-face instructor interaction. Practical skills are taught in pool like conditions until mastery is achieved where upon both practical and academic knowledge is demonstrated under the supervision of an Instructor in open water through a minimum of 120 minutes underwater over at least 4 dives. Assessment is made through quizzes, exam, oral questions and observations. Evidence and quality assurance is gathered through online checks from both the student, Instructor and Dive Centre conducting training.

COURSE OUTLINE

The PIMS instrumental program is designed for students who are not studying general, ATAR or Certificate music in the classroom, however, are involved in extra curriculum activities such as school productions and ensembles. Students must be involved in at least one music extra curriculum activity outside of the classroom to meet the requirements of this program and maintain regular attendance to PIMS instrumental lessons.

• Bass Guitar
• Brass
• Clarinet
• Classical Guitar
• Contemporary Guitar
• Flute
• Percussion/Drumkit
• Voice

 

At the completion of this course students are awarded with credit points that go towards graduation.

Students can be credited with two units towards achieving their WACE.

Learn more about the Instruments and equipment within the PIMS Instrumental Program.

 

For more information on this program, please contact Kinross.col.music@education.wa.edu.au

INDICATIVE COST: TBC

COURSE OUTLINE

The Police Ranger program offered at Kinross College, in conjunction with Cadets WA, offers students in Years 8-12 amazing opportunities to develop an array of self-management, interpersonal and outdoor skills, along with knowledge of the WA Police Force.

The program has a strong focus on leadership development and allows students to forge friendships and build confidence and resiliency, while maintaining respect and discipline within a ranking system. Our partnerships with Cadets WA and the Department of Communities allows us to offer this program at a heavily subsidised cost.

A wide range of programs are offered within Parade times that not only provide opportunity for Rangers to demonstrate the required competencies, but also engage in fun/active learning experiences relevant to their local community and available facilities.

As a pre-requisite of entrance into the Kinross Police Ranger Cadets program, students need to attend Kinross College. Once in the program, students will have the option to continue in the program when attending Upper School.

All camps foster team building and leadership.

Rangers also have access to apply formal drill and ceremonial procedures through their involvement in ANZAC assemblies and parades, along with the annual Police Ranger Open Day and the State Ranger Rally.

All Rangers participate in formal training such as Essential and Senior First Aid courses, Bronze Medallion and Surf Rescue qualifications, to build their capacity to identify and manage risks and become actively contributing members of the broader community.

Kinross Police Rangers also have access to international programs such as World Challenge, a month-long expedition to a less developed country designed to challenge students physically, personally, and socially.

Rangers are recognised for their achievement of competencies, and for demonstrating excellence in leadership, through a formal Graduation Ceremony at the end of the year where many Rangers achieve promotion to the next rank. All instructors and students within the unit abide by the Ranger Oath and Code of Conduct demonstrating respect and service to others. Students in the Ranger program consistently develop and model skills, attitudes and values that have a positive impact on their schooling as well as their social interactions.

As a pre-requisite of entrance into the Kinross Police Ranger Cadets program, students need to attend Kinross College. Once in the program, students will have the option to continue in the program when attending Upper School.

Rangers meet every Wednesday at 3:30 pm to 5:00 pm from Week 5 in Term 1 of each year and continues until the Rangers graduation ceremony at the end of year.

Students can be credited with two units towards achieving their WACE.

 

For more information on this program, please contact Kinross.col.policerangers@education.wa.edu.au

INDICATIVE COST: TBC

The Recreational Skipper’s Ticket (RST) is a compulsory qualification for people skippering a powered boat in WA with a motor greater than 6hp. It is compulsory for all WA skippers. Developed by the Department of Transport (DoT), the RST ensures people in charge of vessels have the minimum skills and knowledge to protect themselves, their passengers and to share the waterways safely.

KINROSS MUSIC THEATRE PRODUCTION
Where Talent Takes Centre Stage!

At Kinross College, we proudly present our Musical Theatre Production – a vibrant and inclusive opportunity open to all students from Years 7 to 12.

Held every second year, our full-scale productions are a major highlight on the College calendar and are a testament to the incredible dedication, talent, and creativity of our students and staff.

Preparations for each production begin a full year in advance, allowing students to fully immerse themselves in the creative process and develop a deep understanding of what it takes to bring a professional performance to life. This long-term commitment fosters valuable skills in teamwork, communication, time management, and artistic expression.

Students can choose to be involved in a wide variety of areas, including:

• Acting and Singing
• Dancing and Choreography
• Creating Props and Costumes
• Set Design and Construction
• Backstage Crew
• Sound Engineering
• Lighting and Special Effects

These roles provide hands-on experience in both performance and production, offering students a chance to explore their interests and passions in a supportive, real-world setting.

Our past productions have included Grease, Rock of Ages, The Wizard of Oz, and The Addams Family – all of which have showcased the exceptional talent of Kinross College students and brought our community together in celebration of the performing arts.

The Musical Theatre Production is an ideal pathway for students aspiring to pursue further studies at institutions such as WAAPA (Western Australian Academy of Performing Arts). It also serves as a valuable extension of our Drama, Dance, and Music programs, which we strongly encourage participating students to study as part of their curriculum at Kinross College.

Whether on stage or behind the scenes, the Kinross College Musical Theatre Production offers something for everyone – nurturing confidence, creativity, and lifelong memories.

Join us and be part of something spectacular!

 

Empowering Students to Speak Up and Stand Out

At Kinross College, we are proud to support student participation in the Western Australian Debating League (WADL)—a dynamic program that fosters critical thinking, confidence, and global awareness through the art of debate.

 

WHAT IS THE WESTERN AUSTRALIAN DEBATING LEAGUE (WADL)?

The WADL make debating accessible to all students, regardless of background. Through engaging competitions and high-quality resources, WADL helps students develop lifelong skills in communication, reasoning, and teamwork.

WADL’s vision is to ensure every student feels empowered to stand up for what they believe in—no matter their postcode.

 

KINROSS COLLEGE AND THE KEA PROGRAM

Participation in WADL aligns with the goals of our KEA Program, which focuses on academic enrichment and personal development. Costs for WADL are subsidised by the KEA program, making this opportunity accessible to eligible students.

As an endorsed course for Years 11 – 12, the WADL cost will be approximately $50pp.

 

DEBATE FORMAT AND TOPICS

Students compete in structured rounds, including prepared and impromptu debates.

Sample Motions:

• Round 1
  • Novice: This house would implement the 4-day school week model.
  • Junior: This house would ban exclusionary disciplinary strategies (e.g. suspensions and expulsions).
• Round 2
  • Novice: This house would abolish compulsory voting in Australia.
  • Junior: This house would give local governments in Australia more powers (e.g. education, roads, infrastructure).
• Rounds 3–5: Motions are revealed one hour before the debate begins.

 

FINALS AND IMPORTANT INFORMATION

Should a Kinross College team qualify for the finals, students must maintain good standing to participate. If good standing is lost prior to the event, their invitation may be revoked.

 

WHY JOIN?

 Build confidence in public speaking

• Learn to think critically and argue respectfully
• Engage with real-world issues
• Represent Kinross College in a prestigious statewide competition

 

Debating is more than speaking—it’s about listening, learning, and leading.

 

For more information on this program, please contact Kinross.col.kea@education.wa.edu.au

Celebrating Learning, Building Global Connections

At Kinross College, we are proud to participate in the World Scholar’s Cup (WSC)—a global academic program that inspires students to explore new subjects, think critically, and collaborate with peers from around the world. More than just a competition, the WSC is a celebration of curiosity, teamwork, and international friendship.

 

WHAT IS THE WORLD SCHOLAR’S CUP?

The World Scholar’s Cup brings together students from diverse backgrounds to engage in a unique academic experience. It’s not about memorising facts—it’s about applying knowledge, debating ideas, and connecting concepts across disciplines. Students explore six subject areas through four exciting team events:

• Scholar’s Bowl – Fast-paced multimedia quiz challenges.
• Collaborative Writing – Creative and persuasive writing based on themed prompts.
• Scholar’s Challenge – A multiple-choice test with a twist: multiple answers allowed!
• Team Debate – Engaging debates on thought-provoking motions.

Each event encourages teamwork, critical thinking, and creativity, helping students grow as scholars and leaders.

 

THE JOURNEY BEGINS: THE PERTH ROUND

The Perth Round is our local entry point into the WSC. Many students participate in this round, gaining valuable experience and forming lasting friendships. Those who qualify may advance to a Global Round, where they’ll compete with scholars from around the world.

 

GOING GLOBAL: KUALA LUMPUR 2025

In 2025, Kinross College plans to attend the Global Round in Kuala Lumpur, Malaysia, in partnership with Kelmscott Senior High School. This international experience includes travel, cultural exchange, and unforgettable academic challenges.

 

THE GRAND FINALE: TOURNAMENT OF CHAMPIONS AT YALE

Students who qualify at a Global Round may be invited to the prestigious Tournament of Champions at Yale University, USA, held in November. This elite event offers students the chance to interact with Yale faculty, attend college prep panels, and experience life at one of the world’s top universities.

 

MORE THAN ACADEMICS: COMMUNITY AND CULTURE

The WSC is also about fun and connection. Students take part in:

• Debate Showcase – Mixed teams of top speakers debate in front of the community.
• Scholar’s Show – A talent show celebrating creativity and courage.
• Scholar’s Scavenge – A quirky city-wide challenge with new international teammates (Global Round).
• Scholar’s Fair – A cultural celebration with food, performances, and traditions from around the world (Global Round).
• Scholar’s Ball (Global Round)

 

JOIN THE AVENTURE

 Whether you’re debating global issues, writing creatively, or making friends from across the globe, the World Scholar’s Cup is a journey like no other. At Kinross College, we’re excited to support our students as they grow, learn, and shine on the world stage.

 

For more information on this program, please contact Kinross.col.kea@education.wa.edu.au

Step into the ‘Courtroom’. Speak with Purpose. Think Like a Lawyer.

At Kinross College, we are proud to offer students in Years 10 – 12 the opportunity to participate in the Mock Trial Competition, an endorsed course run in partnership with the Law Society of Western Australia.

This dynamic, real-world simulation of courtroom proceedings challenges students to think critically, argue persuasively, and collaborate effectively—while gaining a deeper understanding of legal processes and court procedures.

 

WHAT ARE MOCK TRIALS?

Mock Trials are structured legal simulations where students take on roles such as barristers, solicitors, witnesses, and court officials. Teams prepare and present fictional cases before a ‘judge’, gaining firsthand experience in legal processes and ‘courtroom’ etiquette.

 

WHY PARTICIPATE?

• Understand the Legal System – Learn how courts operate and how justice is delivered.
• Build Confidence – Develop persuasive speaking and argumentation skills.
• Earn WACE Credit – As an endorsed course, successful completion contributes a ‘C’ grade toward your WACE graduation requirements.
• Work as a Team – Collaborate with peers to prepare cases and present in court.

 

SUPPORTED BY THE KEA PROGRAM

Participation in Mock Trials is fully funded by the KEA Program at Kinross College, which supports academic enrichment and leadership development.

To be eligible, students must:

• Attend weekly team meetings outside school hours.
• Provide their own transport to and from the Supreme Court in Perth.
• Commit to completing the full competition season.

 

COMPETITION SCHEDULE

All trials are held on Tuesday, Wednesday, or Thursday evenings, with fixtures released after registration. Students typically arrive by 5:15 PM, with trials concluding around 7:15 PM.

• Round 1: First three weeks of March
• Round 2: First three weeks of May
• Round 3: First three weeks of June
• Finals: Term 3 (for qualifying teams)

 

READY TO TAKE THE STAND?

If you’re interested in joining the Mock Trial team or want to learn more, speak to our KEA Program coordinator (kinross.college.kea@education.wa.edu.au) or contact the HASS Department.

 

Mock Trials: Where students become advocates, thinkers, and leaders.