What can I study?
Our goal is to provide a teaching and learning environment that allows students to focus on achieving their academic potential. Local/domestic students work towards the completion of the WA Certificate of Education with emphasis on achieving an Australian Tertiary Admission Rank (ATAR). The Certificate IV in University Access Program and Diploma of Commerce are also available. In some cases, students may choose the WA Universities’ Foundation Program.
Year 10
Canning College’s unique Year 10 program provides a platform that puts students on track for Year 11 and Year 12 studies, and the completion of the WA Certificate of Education (WACE).
Canning College students come from more than 20 different countries and a strong culture of internationalisation is built into campus life. A multicultural campus provides an environment for young adults to interact and make friends with peers from around the world, to develop cross-cultural understandings and a deeper appreciation of global society.
The Year 10 program comprises the mandated learning areas of Western Australian Curriculum for Year 10: Mathematics, English, Science, and Humanities and Social Sciences (“MESH” subjects) and Health and Physical Education. Students will study two hours of Physical Education, one hour of Health Education and the equivalent of five hours of each of the MESH subjects each week.
The extra hour equivalent for MESH (compared to other schools) enables enrichment and extension programs in these subjects; for example, introduction to economics, financial literacy, ethics, mathematics extension and enrichment, participation in academic competitions, STEM problem solving, intercultural studies and community service.
The balance of the Year 10 program will focus on careers and pathway planning, experiential learning, and completion of Endorsed Programs. Place-based learning experiences such as excursions to the Art Gallery of WA, WA Museum and our partner universities, are also a feature of the Canning College Year 10 program.
The English curriculum is built around the three interrelated strands of language, literature, and literacy. Teaching and learning programs should balance and integrate all three strands. Together, the strands focus on developing students’ knowledge, understanding and skills in listening, reading, viewing, speaking, writing, and creating. Learning in English builds on concepts, skills and processes developed in earlier years, and teachers will revisit and strengthen these as needed.
In Year 10, students interact with peers, teachers, individuals, groups, and community members in a range of face-to-face and online/virtual environments. They experience learning in familiar and unfamiliar contexts, including local community, vocational and global contexts.
Students engage with a variety of texts for enjoyment. They interpret, create, evaluate, discuss and perform a wide range of literary texts in which the primary purpose is aesthetic, as well as texts designed to inform and persuade. These include various types of media texts, including newspapers, film and digital texts, fiction, non-fiction, poetry, dramatic performances and multimodal texts, with themes and issues involving levels of abstraction, higher order reasoning and intertextual references. Students develop critical understanding of the contemporary media and the differences between media texts.
The range of literary texts comprises Australian literature, including the oral narrative traditions of Aboriginal and Torres Strait Islander Peoples, as well as the contemporary literature of these two cultural groups, and classic and contemporary world literature.
Literary texts that support and extend students as independent readers are drawn from a range of genres and involve complex, challenging, and unpredictable plot sequences and hybrid structures that may serve multiple purposes. These texts explore themes of human experience and cultural significance, interpersonal relationships, and ethical and global dilemmas within real-world and fictional settings and represent a variety of perspectives. Informative texts represent a synthesis of technical and abstract information (from credible/verifiable sources) about a wide range of specialised topics. Text structures are more complex and include chapters, headings and subheadings, tables of contents, indexes, and glossaries. Language features include successive complex sentences with embedded clauses, a high proportion of unfamiliar and technical vocabulary, figurative and rhetorical language, and dense information supported by various types of graphics and images.
Students create a range of imaginative, informative and persuasive types of texts including narratives, procedures, performances, reports, discussions, literary analyses, transformations of texts and reviews.
The content provides students with the opportunity to begin to focus on issues that affect the wider community. They study external influences on health decisions and evaluate their impact on personal identity and the health of the broader community. Students continue to develop and refine communication techniques to enhance interactions with others, and apply analytical skills to scrutinise health messages in a range of contexts.
In continuing to improve performance, students transfer learned specialised movement skills with increasing proficiency and success across a variety of contexts. They use feedback to improve their own and others’ performance with greater consistency, and critically evaluate movement responses based on the outcome of previous performances. Through the application of biomechanical principles to analyse movement, students broaden their understanding of optimal techniques necessary for enhanced athletic performance.
Students self-assess their own and others’ leadership styles and apply problem-solving approaches to motivate participation and contribute to effective team relationships. They are also provided with opportunities to assume direct control of physical activities in coaching, coordinating or officiating roles.
The Health and Physical Education curriculum provides opportunities for students to develop, enhance and exhibit attitudes and values that promote a healthy lifestyle.
Humanities and Social Sciences consists of Civics and Citizenship, Economics and Business, Geography and History. Students develop increasing independence in critical thinking and skill application, which includes questioning, researching, analysing, evaluating, communicating, and reflecting. They apply these skills to investigate events, developments, issues, and phenomena, both historical and contemporary.
Students continue to build on their understanding of the concepts of democracy, democratic values, justice, and rights and responsibilities by exploring Australia’s roles and responsibilities at a global level and its international legal obligations. They inquire in to the values and practices that enable a resilient democracy to be sustained.
Students are introduced to the concept of economic performance and living standards while continuing to further their understanding of the concepts of making choices, interdependence, specialisation, and allocation and markets through examining contemporary issues, events and/or case studies delving into the reasons for variations in the performance of economies. They explore the nature of externalities and investigate the role of governments in managing economic performance to improve living standards. They inquire into the ways businesses can manage their workforces to improve productivity.
The concepts of place, space, environment, interconnection, sustainability and change continue to be developed as a way of thinking, through an applied focus on the management of environmental resources and the geography of human wellbeing at the full range of scales, from local to global and in a range of locations.
Students develop their historical understanding through key concepts, including evidence, continuity and change, cause and effect, perspectives, empathy, significance and contestability. These concepts are investigated within the historical context of the modern world and Australia from 1918 to the present, with an emphasis on Australia in its global context.
The proficiency strands understanding, fluency, problem-solving and reasoning are an integral part of mathematics content across the three content strands: number and algebra, measurement and geometry, and statistics and probability. The proficiencies reinforce the significance of working mathematically within the content and describe how the content is explored or developed. They provide the language to build in the developmental aspects of the learning of mathematics. The achievement standards reflect the content and encompass the proficiencies.
At Year 10 level:
understanding includes applying the four operations to algebraic fractions, finding unknowns in formulas after substitution, making the connection between equations of relations and their graphs, comparing simple and compound interest in financial contexts, and determining probabilities of two- and three-step experiments
fluency includes factorising and expanding algebraic expressions, using a range of strategies to solve equations, and using calculations to investigate the shape of data sets
problem-solving includes calculating the surface area and volume of a diverse range of prisms to solve practical problems, finding unknown lengths and angles using applications of trigonometry, using algebraic and graphical techniques to find solutions to simultaneous equations and inequalities and investigating independence of events
reasoning includes formulating geometric proofs involving congruence and similarity, interpreting, and evaluating media statements and interpreting and comparing data sets.
In the Year 10 curriculum students explore systems at different scales and connect microscopic and macroscopic properties to explain phenomena. Students explore the biological, chemical, geological and physical evidence for different theories, such as the theories of natural selection and the Big Bang.
Students develop their understanding of atomic theory to understand relationships within the periodic table. They understand that motion and forces are related by applying physical laws. They learn about the relationships between aspects of the living, physical and chemical world that are applied to systems on a local and global scale and this enables them to predict how changes will affect equilibrium within these systems.
Year 11
(WA Certificate of Education)
The Year 11 WA Certificate of Education program is designed to provide students with the knowledge and skills required to ensure a successful transition into Year 12 studies and the achievement of an Australian Tertiary Admission Rank. This program is studied over four terms, across two semesters.
Year 11 students must study six ATAR courses in both Semester 1 and Semester 2, contributing 12 units of the 20 units required to achieve the WACE. Students select ATAR English or English as an Additional Language or Dialect (EAL/D), for qualifying students only, and five other ATAR courses including at least one from both List A and List B.
SUBJECTS
LIST a
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.
Unit 1: The unit focuses on how to be successful in an Australian business market and exploring what it takes to be successful beyond the initial start-up stage. Students investigate successful marketing campaigns and examine how businesses succeed and grow through different business practices.
Unit 2: The focus of this unit is on business growth and the challenges faced by businesses wanting to expand in an Australian market. The unit explores issues which may arise in the business environment and how to address these issues.
Economics investigates the choices which all people, groups and societies face as they attempt to resolve the ongoing problem of satisfying their unlimited wants with limited resources. Economics aims to understand and analyse the allocation, utilisation and distribution of scarce resources that determine our wealth and wellbeing. Economics develops the knowledge, reasoning and interpretation skills that form an important component of understanding individual, business and government behaviour at the local, national and global levels. The Economics ATAR course develops reasoning, logical thinking and interpretation skills demanded by the world of work, business and government. Economic literacy developed through this course enables students to actively participate in economic and financial decision-making, which promotes individual and societal wealth and wellbeing. The emphasis of the course is on the Australian economy.
Unit 1: Microeconomics
Introduces microeconomics and explores the role of the market in determining the wellbeing of individuals and society. Students explore the workings of real-world markets with an emphasis on the Australian economy.
Unit 2: Macroeconomics
Introduces macroeconomics and explores economic growth, inflation and unemployment with an emphasis on the Australian economy. Students learn it is important to measure and monitor changes in these macroeconomic indicators as changes in the level of economic activity affect the wellbeing of individuals and society.
The English ATAR course focuses on developing students’ analytical, creative, and critical thinking and communication skills in all language modes, encouraging students to critically engage with texts from their contemporary world, the past, and from Australian and other cultures. Through close study and wide reading, viewing and listening, students develop the ability to analyse and evaluate the purpose, stylistic qualities and conventions of texts and to enjoy creating imaginative, interpretive, persuasive and analytical responses in a range of written, oral, multimodal and digital forms.
Unit 1: Students explore how meaning is communicated through the relationships between language, text, purpose, context and audience. This includes how language and texts are shaped by their purpose, the audiences for whom they are intended, and the contexts in which they are created and received. Through responding to and creating texts, students consider how language, structure and conventions operate in a variety of imaginative, interpretive and persuasive texts. Study in this unit focuses on the similarities and differences between texts and how visual elements combine with spoken and written elements to create meaning. Students develop an understanding of stylistic features and apply skills of analysis and creativity. They are able to respond to texts in a variety of ways, creating their own texts, and reflecting on their own learning.
Unit 2: Students analyse the representation of ideas, attitudes and voices in texts to consider how texts represent the world and human experience. Analysis of how language and structural choices shape perspectives in and for a range of contexts is central to this unit. By responding to and creating texts in different modes and media, students consider the interplay of imaginative, interpretive, persuasive and analytical elements in a range of texts and present their own analyses. Students critically examine the effect of stylistic choices and the ways in which these choices position audiences for particular purposes, revealing and/or shaping attitudes, values and perspectives. Through the creation of their own texts, students are encouraged to reflect on their language choices and consider why they have represented ideas in particular ways.
The EAL/D program is designed for students who speak another language or dialect as their first or ‘home’ language. EAL/D focuses on development of the competent use of Standard Australian English (SAE) in a range of contexts. The EAL/D ATAR course develops academic English skills to prepare students for tertiary study.
Unit 1: The focus is on investigating how language and culture are interrelated and expressed in a range of contexts. A variety of oral, written and multimodal texts are used to develop understanding of text structures and language features. The relationship between these structures and features and the context, purpose and audience of texts is explored. The unit will enhance students’ confidence in creating texts for different purposes and across all language modes in both real and imagined contexts. It will broaden their understanding of the sociocultural and sociolinguistic elements of SAE and develop skills for research and further academic study.
Unit 2: The focus is on analysing and evaluating perspectives and attitudes presented in texts and creating extended texts for a range of contexts. SAE language skills for effective communication in an expanding range of contexts are consolidated. The use of cohesive text structures and language features is developed. The unit focuses on developing planning and editing skills to create extended oral, written and multimodal texts. Attitudes, values and culturally based assumptions within texts are identified, analysed and compared. Strategies for collecting, analysing, organising and presenting ideas and information are refined.
LIST B
The Accounting and Finance ATAR course focuses on financial literacy and aims to provide students with the knowledge, understandings and a range of skills that enables them to make sound financial judgements. Students develop an understanding that financial decisions have far reaching consequences for individuals and business. The course will provide students with the understanding of the systems and processes through which financial practices and decision making are carried out, as well as the ethical, social and environmental issues involved. Through the preparation, examination and analysis of a variety of financial documents and systems, students develop an understanding of the fundamental principles and practices upon which accounting and financial management are based. An understanding and application of these principles and practices enables students to analyse their own financial data and that of businesses and make informed decisions, forecasts of future performance, and recommendations based on that analysis.
Unit 1: The focus for this unit is on double entry accounting for small businesses.
Unit 2: The focus for this unit is on accrual accounting.
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.
Unit 1: Chemical fundamentals: structure, properties and reactions
Students use models of atomic structure and bonding to explain the macroscopic properties of materials. Students develop their understanding of the energy changes associated with chemical reactions and the use of chemical equations to calculate the masses of substances involved in chemical reactions.
Unit 2: Molecular interactions and reactions
Students continue to develop their understanding of bonding models and the relationship between structure, properties and reactions, including consideration of the factors that affect the rate of chemical reactions. Students investigate the unique properties of water and the properties of acids and bases, and use chemical equations to calculate the concentrations and volumes of solutions involved in chemical reactions.
The Computer Science ATAR course builds on the core principles, concepts and skills developed in the Digital Technologies subject in previous years. Students utilise and enhance established analysis and algorithm design skills to create innovative digital solutions to real-world problems. In the process, students develop computational, algorithmic and systems thinking skills which can be successfully applied to problems across domains outside Information Technology. In addition to the development of software, the essential concepts of networking, data management and cyber security are explored. With the vast amounts of data collected in our increasingly digital world, especially in the information-intensive business and scientific disciplines, data management is becoming essential. Similarly, with more and more devices connecting to the internet, cyber security is a major issue for society and the world continues to look for new, young experts to emerge in this field.
Python is the prescribed programming language for Computer Science ATAR.
Units 1 and 3; 2 and 4 have the same descriptions, however the Year 12 units build on knowledge and skills from Year 11. Units 3 and 4 have increased specialisation and complexity.
Unit 1: Design and development of programming and network solutions
Students gain knowledge and skills to create software solutions. They use algorithms and structured programming to design and implement software solutions for a range of problems. They consider the complex interactions between users, developers, the law, ethics and society when computer systems are used and developed. Students learn about network communications and the transfer of data through a network.
Unit 2: Design and development of database solutions and cyber security considerations
Students learn about the design concepts and tools used to develop relational database systems. Students gain knowledge and skills to create database solutions and create queries to extract relevant information. Students consider the security of network communications, exploring a range of threats and measures used to keep networks secure. Students examine attitudes and values involved in the creation and use of computer-based systems and their effect on society. They examine the ethical and legal obligations of the user and developer in the collection and storage of data.
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.
As a science, the subject matter of this course is founded on knowledge and understanding that has been gained through systematic inquiry and 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.
Unit 1: The functioning human body
Students analyse how the structure and function of body systems, and the interrelationships between systems, support metabolism and body functioning.
Unit 2: Reproduction and inheritance
Students study the reproductive systems of males and females, the mechanisms of transmission of genetic material from generation to generation, and the effects of the environment on gene expression.
This course focuses on the use of mathematics to solve problems in contexts that involve financial modelling, geometric and trigonometric analysis, graphical and network analysis, and growth and decay in sequences. It also provides opportunities for students to develop systematic strategies based on the statistical investigation process for answering statistical questions that involve analysing univariate and bivariate data, including time series data. The Mathematics Applications ATAR course is designed for students who want to extend their mathematical skills beyond Year 10 level, but whose future studies or employment pathways do not require knowledge of calculus. The course is designed for students who have a wide range of educational and employment aspirations, including continuing their studies at university or TAFE.
Unit 1: Contains the three topics:
• Consumer arithmetic
• Algebra and matrices
• Shape and measurement.
‘Consumer arithmetic’ reviews the concepts of rate and percentage change in the context of earning and managing money, and provides a context for the use of spread sheets. ‘Algebra and matrices’ continues the Year 7–10 study of algebra and introduces the new topic of matrices. The emphasis of this topic is the symbolic representation and manipulation of information from real-life contexts using algebra and matrices. ‘Shape and measurement’ extends the knowledge and skills students developed in the Year 7–10 curriculum with the concept of similarity and associated calculations involving simple and compound geometric shapes. The emphasis in this topic is on applying these skills in a range of practical contexts, including those involving three-dimensional shapes.
Unit 2: Contains the three topics:
• Univariate data analysis and the statistical investigation process
• Applications of trigonometry
• Linear equations and their graphs.
‘Univariate data analysis and the statistical investigation process’ develop students’ ability to organise and summarise univariate data in the context of conducting a statistical investigation. ‘Applications of trigonometry’ extends students’ knowledge of trigonometry to solve practical problems involving non-right-angled triangles in both two and three dimensions, including problems involving the use of angles of elevation and depression and bearings in navigation. ‘Linear equations and their graphs’ uses linear equations and straight-line graphs, as well as linear-piece-wise and step graphs, to model and analyse practical situations.
This course 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.
Mathematics Methods provides a foundation for further studies in disciplines in which mathematics and statistics have important roles. It is also advantageous for further studies in the health and social sciences. In summary, this course is designed for students whose future pathways may involve mathematics and statistics and their applications in a range of disciplines at the tertiary level.
Unit 1: Contains the three topics:
• Counting and probability
• Functions and graphs
• Trigonometric functions.
Unit 1 begins with the study of probability and statistics with a review of the fundamentals of probability, and the introduction of the concepts of conditional probability and independence. A review of the basic algebraic concepts and techniques required for a successful introduction to the study of functions and calculus is covered. Simple relationships between variable quantities are reviewed, and these are used to introduce the key concepts of a function and its graph. The study of the trigonometric functions begins with a consideration of the unit circle using degrees and the trigonometry of triangles and its application. Radian measure is introduced, and the graphs of the trigonometric functions are examined and their applications in a wide range of settings are explored.
Unit 2: Contains the three topics:
• Exponential functions
• Arithmetic and geometric sequences and series
• Introduction to differential calculus.
Exponential functions are introduced and their properties and graphs examined. Arithmetic and geometric sequences and their applications are introduced and their recursive definitions applied. Rates and average rates of change are introduced and this is followed by the key concept of the derivative as an ‘instantaneous rate of change’. These concepts are reinforced numerically (by calculating difference quotients), geometrically (as slopes of chords and tangents), and algebraically. This first calculus topic concludes with derivatives of polynomial functions, using simple applications of the derivative to sketch curves, calculate slopes and equations of tangents, determine instantaneous velocities, and solve optimisation problems.
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.
Unit 1: contains the three topics:
1.1 Geometry
1.2 Combinatorics
1.3 Vectors in the plane
The three topics complement the content of the Mathematics Methods ATAR course. The proficiency strand of Reasoning, from the Year 7–10 curriculum, is continued explicitly in the topic Geometry through a discussion of developing mathematical arguments. This topic also provides the opportunity to summarise and extend students’ studies in Euclidean Geometry, knowledge which is of great benefit in the later study of topics such as vectors and complex numbers. The topic Combinatorics builds on the knowledge from Mathematics Methods and provides techniques that are very useful in many areas of mathematics, including probability and algebra. The topic Vectors in the plane provides new perspectives on working with two-dimensional space and serves as an introduction to techniques which can be extended to three-dimensional space in Unit 3. These three topics considerably broaden students’ mathematical experience and therefore begin an awakening to the breadth and utility of the subject. They also enable students to increase their mathematical flexibility and versatility.
Unit 2: contains the three topics:
2.1 Trigonometry
2.2 Matrices
2.3 Real and complex numbers
Matrices provide new perspectives for working with two-dimensional space and Real and complex numbers provides a continuation of the study of numbers. The topic Trigonometry contains techniques that are used in other topics in both this unit and Units 3 and 4. All topics develop students’ ability to construct mathematical arguments. The technique of proof by the principle of mathematical induction is introduced in this unit.
Students will learn how energy and energy transformations can shape the environment from the small scale, in quantum leaps inside an atom’s electron cloud, through the human scale, in vehicles and the human body, to the large scale, in interactions between galaxies. Students have opportunities to develop their investigative skills and use analytical thinking to explain and predict physical phenomena. Students plan and conduct investigations to answer a range of questions, collect and interpret data and observations, and communicate their findings in an appropriate format. Problem-solving and using evidence to make and justify conclusions are transferable skills that are developed in this course.
Unit 1: Thermal, nuclear and electrical physics
Students investigate energy production by considering heating processes, radioactivity and nuclear reactions, and investigate energy transfer and transformation in electrical circuits.
Unit 2: Linear motion and waves
Students describe, explain and predict linear motion, and investigate the application of wave models to sound phenomena.
Students will be introduced to psychological knowledge which supports an understanding of the way individuals think, feel and behave in different contexts. Students learn about major psychological theories, studies and models, and conduct scientific investigations. Students develop skills to apply their psychological knowledge to explain thoughts, feelings and behaviours in the everyday world. Students apply the principles of scientific inquiry and ethical guidelines as they analyse data used to examine phenomena, such as developmental stages, memory, attention, attitudes, personality and social influence. An understanding of psychology is very useful, both to individuals and those assisting us to improve ourselves and our relationships, and to society as a whole.
Unit 1: Biological and lifespan psychology
This unit introduces psychology as an inquiry-based discipline. Students begin to learn concepts associated with psychological theories, studies and models, which develop and change over time, to explain human emotion, cognition and behaviour. Students learn the basic structure of the central nervous system and some effects of this structure on the way humans think, feel and behave. They are introduced to several methods used to study the brain.
The unit introduces lifespan psychology with a key focus on adolescent development. Students have the opportunity to understand the impact of developmental change on human thoughts, feelings and behaviours. They extend their understanding of developmental processes through learning the role of attachment and identifying stages of development according to specified theorists.
Science inquiry skills developed during Year 7–10 Science are further developed in this unit as students apply these skills to understanding and analysing psychological studies.
Unit 2: Attitudes, stereotypes and social influence
This unit focuses on the influence of others on human behaviour, cognition and emotion. Students explore the function and effect of attitudes and apply the tripartite model of attitude structure to develop a more complex understanding. Students explore theories of cognitive dissonance, social identity and attribution with reference to relevant psychological studies, and apply these theories to real-world experiences.
The unit introduces social influences. Students learn the role of stereotypes and the relationship between attitudes, prejudice and discrimination in a range of areas. They learn about the relationship between social influence and the development of prosocial and antisocial behaviours.
Students extend their understanding of Science inquiry and the way psychological knowledge develops over time and in response to ongoing research.
Year 12
(WA Certificate of Education)
The Year 12 WA Certificate of Education is designed to provide students with the knowledge and skills required to achieve an Australian Tertiary Admission Rank and ensure a successful transition into university degree programs.
In addition to English or EAL/D, students study four or five other courses in which they intend to sit the external exam at the end of their course. The four or five courses selected should include at least one from both List A and List B.
SUBJECTS
LIST a
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.
Unit 3: Focuses 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: Focuses 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.
Economics investigates the choices which all people, groups and societies face as they attempt to resolve the ongoing problem of satisfying their unlimited wants with limited resources. Economics aims to understand and analyse the allocation, utilisation and distribution of scarce resources that determine our wealth and wellbeing. Economics develops the knowledge, reasoning and interpretation skills that form an important component of understanding individual, business and government behaviour at the local, national and global levels. The Economics ATAR course develops reasoning, logical thinking and interpretation skills demanded by the world of work, business and government. Economic literacy developed through this course enables students to actively participate in economic and financial decision-making, which promotes individual and societal wealth and wellbeing. The emphasis of the course is on the Australian economy.
Unit 3: Australia and the global economy
Explores the interdependence of Australia and the rest of the world. Australia is a relatively open economy and, as such, is influenced by changes in the world economy.
Unit 4: Macroeconomic Theory and Economic Policy
Explores the economic objectives of the Australian Government and the actions and policies taken in the pursuit of these objectives. Changes in the level of economic activity influence the policy mix and the government’s capacity to achieve its objectives.
The English ATAR course focuses on developing students’ analytical, creative, and critical thinking and communication skills in all language modes, encouraging students to critically engage with texts from their contemporary world, the past, and from Australian and other cultures. Through close study and wide reading, viewing and listening, students develop the ability to analyse and evaluate the purpose, stylistic qualities and conventions of texts and to enjoy creating imaginative, interpretive, persuasive and analytical responses in a range of written, oral, multimodal and digital forms.
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.
The EAL/D courses are designed for students who speak another language or dialect as their first or ‘home’ language. EAL/D focuses on development of the competent use of Standard Australian English (SAE) in a range of contexts. The EAL/D ATAR course develops academic English skills to prepare students for tertiary study.
Unit 3: This focuses on analysing how language choices are used to achieve different purposes and effects in a range of contexts. SAE language skills are developed so that they can be used to describe, inform, express a point of view and persuade for different purposes and audiences. The ways in which language choices shape meaning and influence audiences are explored through the study and creation of a range of oral, written and multimodal texts. The representation of ideas, attitudes and values and how these vary across cultures and within different contexts, particularly the Australian context, is analysed and evaluated. Effective and independent research skills are consolidated throughout the unit.
Unit 4: This focuses on analysing, evaluating and using language to represent and respond to issues, ideas and attitudes in a range of contexts. By extending and consolidating language and communication skills, critical use of SAE for a range of contexts, purposes and audiences is developed. Independent and collaborative investigation and analysis are used to explore how language and texts achieve specific purposes and effects. Extended oral, written and multimodal texts and presentations are created, adapted and refined for a variety of contexts, purposes and audiences. Effective research strategies and referencing protocols are used to present ideas, information, conclusions, arguments and recommendations.
LIST B
The Accounting and Finance ATAR course focuses on financial literacy and aims to provide students with the knowledge, understandings and a range of skills that enables them to make sound financial judgements. Students develop an understanding that financial decisions have far reaching consequences for individuals and business. The course will provide students with the understanding of the systems and processes through which financial practices and decision making are carried out, as well as the ethical, social and environmental issues involved. Through the preparation, examination and analysis of a variety of financial documents and systems, students develop an understanding of the fundamental principles and practices upon which accounting and financial management are based. An understanding and application of these principles and practices enables students to analyse their own financial data and that of businesses and make informed decisions, forecasts of future performance, and recommendations based on that analysis.
Unit 3: Focuses on internal management for business.
Unit 4: Focuses on Australian reporting entities and how they are regulated by the Corporations Act 2001.
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.
Unit 3: Equilibrium, acids and bases, and redox reactions
Students investigate the concept of reversibility of reactions and the dynamic nature of equilibrium in chemical systems; contemporary models of acid-base behaviour that explain their properties and uses; and the principles of oxidation and reduction reactions, including the generation of electricity from electrochemical cells.
Unit 4: Organic chemistry and chemical synthesis
Students develop their understanding of the relationship between the structure, properties and chemical reactions of different organic functional groups. Students also investigate the process of chemical synthesis to form useful substances and products and the need to consider a range of factors in the design of these processes.
The Computer Science ATAR course builds on the core principles, concepts and skills developed in the Digital Technologies subject in previous years. Students utilise and enhance established analysis and algorithm design skills to create innovative digital solutions to real-world problems. In the process, students develop computational, algorithmic and systems thinking skills which can be successfully applied to problems across domains outside Information Technology. In addition to the development of software, the essential concepts of networking, data management and cyber security are explored. With the vast amounts of data collected in our increasingly digital world, especially in the information-intensive business and scientific disciplines, data management is becoming essential. Similarly, with more and more devices connecting to the internet, cyber security is a major issue for society and the world continues to look for new, young experts to emerge in this field.
Python is the prescribed programming language for Computer Science ATAR.
Unit 3: Design and development of programming and networking solutions
Students gain knowledge and skills to create software solutions. They use algorithms, structured programming and object-oriented techniques to design and implement software solutions for a range of problems. They consider the complex interactions between users, developers, the law, ethics and society when computer systems are used and developed. Students learn about network communications and the transfer of data through a network.
Unit 4: Design and development of database solutions and cyber security considerations
Students learn about the design concepts and tools used to develop relational database systems. Students gain knowledge and skills to create database solutions and create queries to extract relevant information. Students consider the security of network communications, exploring a range of threats and measures used to keep networks secure. Students examine attitudes and values involved in the creation and use of computer-based systems, and their effect on society. They examine the ethical and legal obligations of the user and developer in the collection and storage of data.
*Units 1 and 3; 2 and 4 have the same descriptions, however, the Year 12 units build on knowledge and skills from Year 11. Units 3 and 4 have increased specialisation and complexity.
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.
As a science, the subject matter of this course is founded on knowledge and understanding that has been gained through systematic inquiry and 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.
Unit 3: Homeostasis and disease
Students explore 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: Human variation and evolution
Students explore the variations in humans, their changing environment and evolutionary trends in hominids.
This course focuses on the use of mathematics to solve problems in contexts that involve financial modelling, geometric and trigonometric analysis, graphical and network analysis, and growth and decay in sequences. It also provides opportunities for students to develop systematic strategies based on the statistical investigation process for answering statistical questions that involve analysing univariate and bivariate data, including time series data. The Mathematics Applications ATAR course is designed for students who want to extend their mathematical skills beyond Year 10 level, but whose future studies or employment pathways do not require knowledge of calculus. The course is designed for students who have a wide range of educational and employment aspirations, including continuing their studies at university or TAFE.
Unit 3: Contains the three topics:
• Bivariate data analysis
• Growth and decay in sequences
• Graphs and networks
‘Bivariate data analysis’ introduces students to some methods for identifying, analysing and describing associations between pairs of variables, including using the least-squares method as a tool for modelling and analysing linear associations. The content is to be taught within the framework of the statistical investigation process.
‘Growth and decay in sequences’ employs recursion to generate sequences that can be used to model and investigate patterns of growth and decay in discrete situations. These sequences find application in a wide range of practical situations, including modelling the growth of a compound interest investment, the growth of a bacterial population, or the decrease in the value of a car over time. Sequences are also essential to understanding the patterns of growth and decay in loans and investments that are studied in detail in Unit 4.
‘Graphs and networks’ introduces students to the language of graphs and the 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 network.
Unit 4: Contains the three topics:
• Time series analysis
• Loans, investments and annuities
• Networks and decision mathematics.
‘Time series analysis’ continues students’ study of statistics by introducing them to the concepts and techniques of time series analysis. The content is to be taught within the framework of the statistical investigation process. ‘Loans, investments and annuities’ aims to provide students with sufficient knowledge of financial mathematics to solve practical problems associated with taking out or refinancing a mortgage and making investments. ‘Networks and decision mathematics’ uses networks to model and aid decision-making in practical situations.
This course 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.
Mathematics Methods provides a foundation for further studies in disciplines in which mathematics and statistics have important roles. It is also advantageous for further studies in the health and social sciences. In summary, this course is designed for students whose future pathways may involve mathematics and statistics and their applications in a range of disciplines at the tertiary level.
Unit 3: Contains the three topics:
• Further differentiation and applications
• Integrals
• Discrete random variables.
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 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:
• The logarithmic function
• Continuous random variables and the normal distribution
• Interval estimates for proportions.
The logarithmic function and its derivative are studied. Continuous random variables are introduced and their applications examined. 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. Students will already be familiar with many examples of these types of populations.
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.
Unit 3: contains the three topics:
3.1 Complex numbers
3.2 Functions and sketching graphs
3.3 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: contains the three topics:
4.1 Integration and applications of integration
4.2 Rates of change and differential equations
4.3 Statistical inference
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.
Students will learn how energy and energy transformations can shape the environment from the small scale, in quantum leaps inside an atom’s electron cloud, through the human scale, in vehicles and the human body, to the large scale, in interactions between galaxies. Students have opportunities to develop their investigative skills and use analytical thinking to explain and predict physical phenomena. Students plan and conduct investigations to answer a range of questions, collect and interpret data and observations, and communicate their findings in an appropriate format. Problem-solving and using evidence to make and justify conclusions are transferable skills that are developed in this course.
Unit 3: Gravity and electromagnetism
Students investigate models of motion in gravitational, electric and magnetic fields to explain how forces act at a distance.
Unit 4: Revolutions in modern physics
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.
Students will be introduced to psychological knowledge which supports an understanding of the way individuals think, feel and behave in different contexts. Students learn about major psychological theories, studies and models, and conduct scientific investigations. Students develop skills to apply their psychological knowledge to explain thoughts, feelings and behaviours in the everyday world. Students apply the principles of scientific inquiry and ethical guidelines as they analyse data used to examine phenomena, such as developmental stages, memory, attention, attitudes, personality and social influence. An understanding of psychology is very useful, both to individuals and those assisting us to improve ourselves and our relationships, and to society as a whole.
Unit 3: Memory and learning
Cognitive psychology is concerned with the process of how human beings develop understanding and apply this to the world in which they live. Memory and learning form core components of cognitive psychology. Various theories of memory and learning have been developed based on psychological research.
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.
Science inquiry skills are further developed in this unit, as is the understanding that psychological knowledge develops over time and in response to ongoing research.
Unit 4: Psychology of motivation, wellbeing and health
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.
This unit uses analysis of theories and models associated with motivation and wellbeing to establish psychological understandings of these concepts. It introduces some elements of the relationships between stress, sleep and wellbeing. Students learn psychological models and techniques to improve wellbeing in these contexts.
The unit emphasises the role and relevance of science inquiry, where the psychological research is applied to contemporary concerns.
WA Universities’ Foundation Program (WAUFP)
The WAUFP is designed to provide students with the knowledge and skills required to achieve entry into university degree programs. Local/domestic students (including Australian Citizens, Permanent Residents and certain Temporary Resident visa holders) who meet the relevant entry requirements and have completed no more than two years of high school education in Australia, are eligible to enrol.
Students study the compulsory subject of English Language and Australian Cultural Studies (ELACS) for 9 hours per week. They are required to select a minimum of three other subjects, which are studied for 4.5 hours per week.
CRICOS Course Code 113589D
SUBJECTS
English Language and Australian Cultural Studies (ELACS) is designed to meet the literacy needs of international students with the purpose of entry into leading universities.
The aim of this subject is to develop students’ academic skills of reading, writing, listening, speaking and viewing. These skills effectively prepare students for success at university level. At the same time, students increase their knowledge and understanding of Australian society and culture. This helps students to understand and adapt to the Australian way of life. Students are provided with 9 hours per week of tuition by highly experienced teachers.
The Accounting and Finance subject focuses on financial literacy and aims to provide students with the knowledge, understandings and a range of skills that enables them to make sound financial judgements. Students develop an understanding that financial decisions have far reaching consequences for individuals and business. The subject will provide students with the understanding of the systems and processes through which financial practices and decision making are carried out, as well as the ethical, social and environmental issues involved. Through the preparation, examination and analysis of a variety of financial documents and systems, students develop an understanding of the fundamental principles and practices upon which accounting and financial management are based. An understanding and application of these principles and practices enables students to analyse their own financial data and that of businesses and make informed decisions, forecasts of future performance, and recommendations based on that analysis.
The Business Management and Enterprise elective subject 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 subject equips students to participate proactively in the world of business, behave responsibly and demonstrate integrity in business activities.
The Chemistry elective subject 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 subject 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.
The Computer Science elective subject builds on the core principles, concepts and skills of Digital Technologies. Students utilise and enhance established analysis and algorithm design skills to create innovative digital solutions to real-world problems. In the process, students develop computational, algorithmic and systems thinking skills which can be successfully applied to problems across domains outside Information Technology. In addition to the development of software, the essential concepts of networking, data management and cyber security are explored. With the vast amounts of data collected in our increasingly digital world, especially in the information-intensive business and scientific disciplines, data management is becoming essential. Similarly, with more and more devices connecting to the internet, cyber security is a major issue for society and the world continues to look for new, young experts to emerge in this field.
Python is the prescribed programming language for Computer Science.
Economics investigates the choices which all people, groups and societies face as they attempt to resolve the ongoing problem of satisfying their unlimited wants with limited resources. Economics aims to understand and analyse the allocation, utilisation and distribution of scarce resources that determine our wealth and wellbeing. Economics develops the knowledge, reasoning and interpretation skills that form an important component of understanding individual, business and government behaviour at the local, national and global levels. The Economics elective subject develops reasoning, logical thinking and interpretation skills demanded by the world of work, business and government. Economic literacy developed through this subject enables students to actively participate in economic and financial decision-making, which promotes individual and societal wealth and wellbeing. The emphasis of the subject is on the Australian economy.
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.
As a science, the subject matter of this subject is founded on knowledge and understanding that has been gained through systematic inquiry and 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.
This subject focuses on the use of mathematics to solve problems in contexts that involve financial modelling, geometric and trigonometric analysis, graphical and network analysis, and growth and decay in sequences. It also provides opportunities for students to develop systematic strategies based on the statistical investigation process for answering statistical questions that involve analysing univariate and bivariate data, including time series data. The Mathematics Applications subject is designed for students who want to extend their mathematical skills beyond Year 10 level, but whose future studies or employment pathways do not require knowledge of calculus. The subject is designed for students who have a wide range of educational and employment aspirations, including continuing their studies at university or TAFE.
This subject 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.
Mathematics Methods provides a foundation for further studies in disciplines in which mathematics and statistics have important roles. It is also advantageous for further studies in the health and social sciences. In summary, this subject is designed for students whose future pathways may involve mathematics and statistics and their applications in a range of disciplines at the tertiary level.
This subject provides opportunities, beyond those presented in the Mathematics Methods subject, 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 subject, as well as demonstrate their application in many areas. The Mathematics Specialist subject also extends understanding and knowledge of statistics and introduces the topics of vectors, complex numbers and matrices. it is recommended to be studied in conjunction with the Mathematics Methods subject as preparation for entry to specialised university subjects such as engineering, physical sciences and mathematics.
Students will learn how energy and energy transformations can shape the environment from the small scale, in quantum leaps inside an atom’s electron cloud, through the human scale, in vehicles and the human body, to the large scale, in interactions between galaxies. Students have opportunities to develop their investigative skills and use analytical thinking to explain and predict physical phenomena. Students plan and conduct investigations to answer a range of questions, collect and interpret data and observations, and communicate their findings in an appropriate format. Problem-solving and using evidence to make and justify conclusions are transferable skills that are developed in this subject.
Students will be introduced to psychological knowledge which supports an understanding of the way individuals think, feel and behave in different contexts. Students learn about major psychological theories, studies and models, and conduct scientific investigations. Students develop skills to apply their psychological knowledge to explain thoughts, feelings and behaviours in the everyday world. Students apply the principles of scientific inquiry and ethical guidelines as they analyse data used to examine phenomena, such as developmental stages, memory, attention, attitudes, personality and social influence. An understanding of psychology is very useful, both to individuals and those assisting us to improve ourselves and our relationships, and to society as a whole.
Certificate IV in University Access Program
The Certificate IV in University Access Program is a one semester pre-diploma program designed to prepare students for university studies. Successful completion will provide a pathway to the Diploma of Commerce at Canning College or entry into some degree programs at Curtin University and Murdoch University. This qualification is equivalent to a 70 Australian Tertiary Admissions Rank (ATAR).
Entry is available in January and July each year. The standard academic program goes for 20 weeks.
Mathematics and Academic Communication are studied in both terms. Students study three other subjects each term. Learning assistance in Mathematics and Academic Communication is available through the Canning College Learning Centre. Students receive an additional hour of subject support each week. There is usually a two-week vacation period between each 10-week tuition period, and examinations are held in the last week of each 10-week term.
Contact the College on +618 9278 3500 or email canning.col.local@education.wa.edu.au for more information including eligibility.
Training Accreditation Council 52901WA.
Academic Communication has two modules. The purpose of each module is to develop the students’ communication skills focusing on reading, writing, listening and speaking. Critical thinking and analysing skills are developed through the study of a range of text types. Each module also focuses on developing research and referencing skills necessary for higher education. The class activities and assessments provide students with practical experience to develop their communication skills.
Successful completion will provide a pathway to the Diploma of Commerce at Canning College or entry into some degree programs at Curtin University and Murdoch University. This qualification is equivalent to a 70 Australian Tertiary Admissions Rank (ATAR).
The purpose of the module is to introduce key knowledge to students on the applications of Computers and the Internet, to a business environment, and to demonstrate how business effectively and efficiently use Microsoft Word, Excel and Power Point in a business environment. On successful completion of this module students will be able to identify the various components of a computer system, including the hardware, (input devices, output devices and storages devices), and the software, (application software), use the internet to access information relevant to business, and apply the packages of Word, Excel and Power Point to business situations.
Students will develop an understanding of how society attempts to overcome the problem of scarcity and how this will deliver better living standards for everyone in society. This module will focus on the key principles of microeconomics (to do with demand, supply, and markets) and macroeconomics (to do with explaining the business cycle).
This module will also have an introduction to fiscal and monetary policy, actions taken by the government and the reserve bank to manage the business cycle.
Students study the foundational aspects of law, including understanding the Australian legal system, civil and criminal law principles, and legal research methods. They also learn about contracts, torts, and dispute resolution techniques, gaining practical knowledge applicable to various legal contexts and preparing them for entry-level positions in legal support roles or further studies in law.
Students study the fundamental principles of management, covering topics such as leadership, communication, and team dynamics. They also develop practical skills in project management, problem-solving, and decision-making, preparing them for entry-level managerial positions across various industries.
Students explore key concepts including market research, consumer behaviour, and branding strategies to develop a solid foundation in marketing principles. They also learn practical skills such as digital marketing techniques, social media management, and marketing planning.
The purpose of these two modules is to identify and explain key knowledge concepts and methodology of mathematics in a business context.
Module A covers the topics of Functions – graph linear, quadratic, and exponential functions, and solving simple equations; Optimisation – using linear programming, and Sequences – defined recursively and applied to finance. On successful completion the student will be able to: graph and solve basic functions; optimise linear programming problems; apply growth and decay principles.
Module B covers the mathematical topics of Statistics – descriptive statistics and correlation; Probability – probability rules, Venn diagrams; Probability distributions – Binomial and normal distributions. On successful completion the student will be able to: use statistical formula to calculate measures of central tendency and dispersion and apply basic concepts of linear correlation; apply probability rules to problems with a sample space; calculate the probability associated with Binomial and normal distributions.
Diploma of Commerce
The Diploma of Commerce is equivalent to first year Bachelor of Commerce at the University of Western Australia (UWA) or Curtin University. On successful completion of the Diploma, students will articulate into Year 2 of the bachelor degree at the relevant university. Students can also choose to enter second year of business/commerce programs at Murdoch University and the University of Notre Dame, Australia.
The Diploma of Commerce is offered over 2 semesters. This closely follows university academic calendars. The study program includes at least one week free from class in the middle of semester and a study week prior to final exams. These breaks allow students to prepare for assignments, tests and examinations.
Training Accreditation Council codes 52902WA (Curtin Stream), 52903WA (UWA Stream).
CURTIN STREAMS SUBJECTS
Students complete the four compulsory subjects of Accounting, Economics, Marketing and Management. They choose four other units, depending on their major.
This is a compulsory core unit. The purpose of this module is for students to understand the role of the accountant in society and demonstrate knowledge and understanding of accounting principles and how managerial, investment and financial issues are applied in a business environment.
This is a compulsory core unit. Students will develop an understanding of how society attempts to overcome the problem of scarcity and how this will deliver better living standards for everyone in society. This unit will cover the key principles of microeconomics (to do with demand, supply, elasticity and markets) and macroeconomics (to do with explaining and managing the business cycle). The unit examines current economic issues and analyses the implications of these issues on society. In explaining these principles and concepts, students will be introduced to the skills of economic analysis and explanation, to justify actions taken by the government and the Reserve Bank to manage the economy.
This is a compulsory core unit. Students will develop an understanding of how society attempts to overcome the problem of scarcity and how this will deliver better living standards for everyone in society. This unit will cover the key principles of microeconomics (to do with demand, supply, elasticity and markets) and macroeconomics (to do with explaining and managing the business cycle). The unit examines current economic issues and analyses the implications of these issues on society. In explaining these principles and concepts, students will be introduced to the skills of economic analysis and explanation, to justify actions taken by the government and the Reserve Bank to manage the economy.
This is a compulsory core unit. The purpose of this unit is for students to develop an understanding of the evolution of management theories and practices over time. Students will consider how internal and external environmental factors such as cultural attitudes, organisational goals and ethical expectations affect the implementation of management practices. They will also gain insights into the skills necessary to be an effective manager and the factors which impact employee motivation and productivity.
This is an elective. This unit aims to introduce students to the advanced knowledge and skills required in the field of managerial accounting. Students will learn the analytical and technical skills to prepare, analyse and apply management data to plan, control and make decisions in contemporary business settings. A foundational background in accounting is required for this course.
This is an elective. Students study the psychological and sociological factors influencing consumer decision-making processes. They explore concepts such as motivation, perception, attitudes, and cultural influences, gaining insights into how these factors shape consumer preferences and purchasing behaviours in various market contexts.
This is an elective. Students examine the integration of technology with business processes to enhance organisational efficiency and effectiveness. They learn about database management, enterprise resource planning (ERP) systems, cybersecurity, and strategic information management, preparing them to analyse, design, and implement information systems solutions to meet the needs of modern businesses.
This is an elective. This module aims to introduce students to the basic concepts of corporate and investment finance. Students will be equipped with the fundamentals of financial theory and learn the financial tools required for financial decision making in corporations.
This is an elective. Business Law focuses on business contracts and civil cases concerning breaches of contract. Past law cases are studied focusing on the decisions of the courts and the importance of precedents. The historical cases are very interesting because of the final decisions of the court. As an introduction to civil and business law students will also study the basic structure and workings of the Australian federal and state parliaments. The different business structures are examined highlighting their strengths and weaknesses.
UWA STREAMS SUBJECTS
Students complete the four compulsory core units of Financial Accounting, Economics, Marketing and Management as well as the broadening units Business Law and Communication Studies. They also choose two electives depending on their major.
This is a compuslory core unit. Topics taught in the unit include – the purpose of financial accounting, the conceptual framework and accounting regulations, basic accounting concepts, accounting practices for recording financial transactions, managing inventory, cash and non-current assets, profit determination and application of accrual accounting, preparation, analysis and interpretation of financial reports.
The purpose of this unit is for students to develop financial accounting knowledge related to the role of financial accounting in decision making, the purpose of accounting regulation and the conceptual framework, accounting systems and processes for recording and reporting financial information, preparation of financial reports for internal and external reporting and analysis and interpretation of financial reports for business performance evaluation.
This is a compulsory core unit. Students will develop an understanding of how society attempts to overcome the problem of scarcity and how this will deliver better living standards for everyone in society. This unit will cover the key principles of microeconomics (to do with demand, supply, elasticity and markets) and macroeconomics (to do with explaining and managing the business cycle). The unit examines current economic issues and analyses the implications of these issues on society. In explaining these principles and concepts, students will be introduced to the skills of economic analysis and explanation, to justify actions taken by the government and the Reserve Bank to manage the economy.
This is a compulsory core unit. Students typically study foundational principles of marketing, including market segmentation, consumer behaviour, and marketing mix strategies. They explore real-world case studies, engage in market research projects, and learn about contemporary marketing trends, preparing them for diverse careers in marketing, advertising, and business development.
This is a compulsory core unit. The purpose of this unit is for students to develop an understanding of the evolution of management theories and practices over time. Students will consider how internal and external environmental factors such as cultural attitudes, organisational goals and ethical expectations affect the implementation of management practices. They will also gain insights into the skills necessary to be an effective manager and the factors which impact employee motivation and productivity.
This is a compulsory broadening unit. Business Law focuses on business contracts and civil cases concerning breaches of contract. Past law cases are studied focusing on the decisions of the courts and the importance of precedents. The historical cases are very interesting because of the final decisions of the court. As an introduction to civil and business law students will also study the basic structure and workings of the Australian federal and state parliaments. The different business structures are examined highlighting their strengths and weaknesses.
This is a compulsory broadening unit. Students learn to understand and develop the skills necessary to be effective communicators. This includes the study of written and oral communication, development of effective interpersonal skills and an understanding of intercultural communication. Class activities and assessments provide students with practical experience to develop these skills.
This is an elective. This module aims to introduce students to the basic concepts of corporate and investment finance. Students will be equipped with the fundamentals of financial theory and learn the financial tools required for financial decision making in corporations.
This is an elective. Students study the psychological and sociological factors influencing consumer decision-making processes. They explore concepts such as motivation, perception, attitudes, and cultural influences, gaining insights into how these factors shape consumer preferences and purchasing behaviours in various market contexts.
This is an elective. The purpose of this unit is to provide students with the necessary understanding of statistics for other modules in their course that require such skills, develop the essential analytical skills necessary for decision making within a business environment, allow students to better analyse and understand business related data and use a computer software package to generate output that can be analysed.
Topics in this subject include, descriptive statistics (including data presentation and statistical measurement), probability (including discrete and continuous probability distributions), sampling methods, Inference (using normal, t, Chi-square and F distributions) and simple linear and multiple regression.