Years 11 – 12 WACE General Pathway

• Certificate IV Education Support
• English (ATAR)
• Physical Education Studies (ATAR)
• Maths Essentials (General)
• Human Biological Science (General)

• Certificate IV Business
• English (General)
• Textiles (ATAR)
• Career & Enterprise (General)

• English (General)
• Dance (ATAR)
• Drama (ATAR)
• Maths Essentials (General)
• Media and Production Analysis (General)

For students not wishing to complete an ATAR pathway but wanting to pursue a direct entry to a university Bachelor’s Degree, a VET Certificate IV Year 12 may be helpful. The successful completion of a Certificate IV and either a scaled score of above 50% in English ATAR, the STAT test (see below) or a relevant English qualification outlined below will credit students with the minimum entry requirements into Edith Cowan University, Curtin University, Murdoch University, The University of Notre Dame and TAFE.

Students learn about the diversity of First Nations Peoples. They explore a wide range of political, social, historical, legal, economic and environmental issues from an intercultural perspective. They analyse First Nations Peoples’ experiences in Australian society, using a range of approaches. These include comparative studies, investigating the experiences of First Nations Peoples’ communities within Australia and elsewhere in the world. The importance of ethical considerations in the investigation of cultural and social issues is emphasised.

The Aboriginal and Intercultural Studies General course provides opportunities for students from all cultures to explore and involve themselves in active reconciliation. This course affirms the cultural experience and identity of Australian First Nations students. All students have opportunities to learn from Australian First Nations Peoples and/or through sources of First Nations Peoples’ voices and perspectives.

Unit 1

The focus for this unit is to develop knowledge and understanding of Australia’s First Nations Peoples as being the oldest living continuous cultures in the world. Students explore factors that contribute to a group, or individual, identity. Students further develop their understanding of the diversity of First Nations Peoples’ experiences and perspectives, locally, nationally, and globally and develop an awareness of the ways First Nations Peoples’ identities are expressed through unique ways of being, knowing and doing.

Unit 2

The focus of this unit is for students to learn about the distinctiveness and diversity of Australian First Nations Peoples’ cultural expressions. They learn how First Nations Peoples, both within Australia and internationally, continue to use materials and technologies in innovative ways to create cultural expressions that celebrate, challenge and communicate ideas and perspectives. Students explore the use of First Nations Peoples’ cultural expressions to continue, maintain, share and revitalise their cultural knowledge and values and, in doing so, develop respect and understanding of the cultural protocols, including intellectual and cultural property rights, which exist to protect and revitalise First Nation Peoples’ cultures.

Unit 3

The focus for this unit is the relationship First Nations Peoples in Australia and internationally have with the environment. Students will study the important role that Country and the environment play in the lives, cultures and identities of First Nations Peoples. This unit explores how the diversity of environments around Australia and internationally influences First Nations Peoples’ skills, knowledge and practices in adapting to changes to the environments over time.

Unit 4

The focus of this unit is the importance of self-determination for First Nations Peoples and the ongoing resilience demonstrated by First Nations Peoples in the face of invasion, displacement, government policy and other cultural interactions.

This unit explores how all Australians can contribute to reconciliation and the range of ways that First Nations people and their allies have changed and resisted change, through a variety of methods such as political activism, education and social media campaigns, in order to maintain a strong sense of identity and connection to culture. Students consider the positive impact that different cultural perspectives have on extending our knowledge and understanding of the world.

The Career and Enterprise General course engages students in learning about developing their career in a constantly changing digital and globalised world. Careers are now considered to be about work, learning and life. Individuals need to be proactive, enterprising career managers who engage in lifelong learning.

The Career and Enterprise General course aims to provide students with the knowledge, skills and understanding to enable them to be enterprising and to proactively manage their own careers.

The course reflects the importance of career development knowledge, understanding and skills in securing, creating and sustaining work. Work, including unpaid voluntary work, is fundamentally important in defining the way we live, relate to others and in determining the opportunities we have throughout life. The world of work is complex and constantly changing. The course recognises that work both reflects and shapes the culture and values of our society.

Workplaces have different structures which impact on their practices and processes and how they operate. Each workplace is unique and its organisation governs workplace settings and patterns of work.

The Career and Enterprise General course has been constructed using, and is strongly aligned to, the knowledge, skills and understandings from the Core Skills for Work Development Framework (2013) and the Australian Blueprint for Career Development (the Blueprint).

When developing a teaching and learning program, teachers should consider students’ formal and informal work experiences, cultural backgrounds and values.

Unit 1

The focus of this unit is exploring work and networks. Students develop an understanding of aspects of work, such as part-time, full-time, flexi hours, volunteer work and unemployment. They learn that positive self-esteem and self-management are required to access work opportunities and acquire skills to build careers. Students learn the basic organisation and roles associated with different workplace structures, and develop awareness that employment is connected with responsibility for themselves and others.

Unit 2

The focus of this unit is entry-level work readiness. Students explore the attributes and skills necessary for employment, and identify their personal strengths and interests, and the impact these have on career development opportunities and decisions.

Students examine the organisation of workplaces within a chosen industry area and learn about the rights and responsibilities of employees and employers in entry-level jobs.

Unit 3

This unit focuses on adopting a proactive approach to securing and maintaining work. It involves
self-management, using work search tools and techniques, developing career competencies, and accessing learning opportunities which are essential for career building. An assessment is made of the multidimensional operation and organisation of workplaces. The legal, ethical and financial considerations underpinning corporate and individual rights and responsibilities and the resolution of conflict are examined. An exploration is made of the implications of organisational reviews due to influences and trends, and how they impact on individual opportunities to secure and maintain work.

Unit 4

This unit explores issues associated with career management, workplaces and influences and trends in times of change. Change can be analysed and the information used to inform strategies associated with
self-management, career building and personal and professional learning experiences. This unit investigates the dynamic nature of the interrelationships between these strategies. An examination of the complexity of workplace operations and management of resources is used to understand productivity, achievement of industry standards and compliance with legal, ethical and financial considerations.

Assessment Types

• 90% of assessments are take home
• 2 x in-class comprehension assessments on unseen texts per year
• Year 12 Externally Set Task – in-class comprehension on an unseen text
• Variety of assessment types eg creative, persuasive, visual, and oral presentations

Exams 

No exams.

Texts

• Short Stories
• Novel x 1
• Feature film x 2
• Documentary x 1
• Images
• Non-fiction texts eg. articles, speeches, letters, blogs.
• Written and visual texts
• Less complex texts
• Time given in class to read and work on assessments
• Pace of the course is slower than English and Lit

Marks and Scaling

It is recommended students with a final grade of below 55% in Year 10 should select General English.

No scaling.

Music is an aural art form that involves the exploration, organisation and manipulation of sound and silence. Music has the capacity to engage, inspire and enrich students, stimulating imaginative and innovative responses and fostering critical thinking and aesthetic understanding. Music is processed through aural discrimination, memory and emotional response, all of which interact with each other and with physical processes as a means of perceiving, learning, composing and performing.

Music – Year 11 General

Prerequisites: It is desirable that students have studied classroom Music and/or instrumental or vocal lessons during Years 8 to 10.

The Music General course encourages students to explore a range of musical experiences through different musical contexts. The course consists of a written component and a practical component, incorporating the following content areas: Aural and theory, Composing and arranging, Investigation and analysis, and Performance. Students can choose to perform on voice or instrument, submit a composition portfolio or complete a production/practical project to fulfil the requirements of the practical component. The Music General course provides an opportunity for creative expression, the development of aesthetic appreciation and the pleasure and satisfaction that comes from listening to and making music independently and collaboratively with others. Studying music may also provide a pathway for further training and employment in a range of professions within the music industry.

In each unit, the Music General course is divided into a written component and a practical component. It is accessible to students with a varied background and experience in music and is designed to provide a flexible framework through which the areas of content can be taught.

The written component is made up of three learning areas:

• Aural and theory
• Composing and arranging­
• Investigation and analysis

The practical component can be delivered in a different context to the written component.

Unit 1 and Unit 2 are studied as a pair of units consecutively throughout Year 11.

Prerequisites: 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 and Unit 4 are studied as a pair of units consecutively throughout Year 12.

The Media Production and Analysis General course aims to prepare students for a future in a digital and interconnected world by providing the skills, knowledge, and understanding to tell their own stories and interpret others’ stories.

Students will develop an awareness and cultural understanding to explore and develop media ideas by using skills, techniques, processes, conventions, and technologies to create media work for audience, purpose, and context.

You will gain an understanding of the role of media in society by using critical, social, cultural, and aesthetic understandings to respond to, reflect on and evaluate media work.

You will learn to make decisions about all aspects of production, including creative choices across pre-production, production, and post-production phases. This will give you an opportunity to reflect on and discuss your own creative work, intentions, and outcomes, simulating industry experiences.

Units 1 & 2: Media Production and Analysis – Year 11

Mass Media and Point of View

Unit learning contexts may include a combination of the following:

• ‘Blockbuster’ films
• TV genres
• Comics
• Magazines
• Advertising
• News stories
• Current affairs stories

Students will have the opportunity to develop their understanding of media languages, considering different types of representations and how they relate to the construction of media. They will be given opportunities to acquire production skills and develop their personal style and are encouraged to experiment with filmmaking technologies and conventions to express their ideas.

Types of Assessments

• Response – 30%
• Production – 70%

Units 3 & 4: Media Production and Analysis – Year 12

Entertainment and Representation and Reality

Unit learning contexts may include a combination of the following:

• Promotion and marketing strategies
• Local and international film
• Animated sitcoms
• ‘Breakfast’ television
• News and current affairs programs and websites
• Participation media

Students will expand their understanding of media languages, considering different types of representations and how they relate to the construction of reality within media work. They will be given opportunities to extend their production skills and develop their personal style and are encouraged to experiment with filmmaking technologies and conventions to express their ideas.

Types of Assessments

• Response – 25%
• Production – 60%
• Externally Set Task – 15%

For more information regarding the syllabus, check the SCSA website.

Assessment Types

Production 70%– Students produce two bodies of work exploring the given broad themes of ‘Experiences’ and ‘Explorations’. This includes visual inquiry, the exploration of ideas and possibilities and development of skills. Following this exploration students produce a 2-D and/or 3-D artwork.

Analysis- 15% Use a critical analysis framework to analyse artwork. Describe artworks using specific art language and terminology.

Investigation- 15% Students research the art practice of given Australian and/ or international artists.

Year 12 – Externally Set Task – 15%, SCSA written task

Skills

Students develop skills in creative thinking, problem solving and visual communication. Through production work students develop observational drawing skills in addition to skills in a range of studio areas.

Other

Students are able to select their preferred studio area to develop their artworks within; possibilities include painting, ceramics, sculpture, printmaking, mixed media and digital platforms.

The Applied Information Technology General course aims to prepare students for a future in a digital and interconnected world by providing the skills, knowledge, and understanding of existing and new technologies.

Students will have the opportunity to develop practical skills in a range of software creating informative and eye-catching products.

Working independently and collaborating with others, students will investigate issues and challenges to develop solutions. This course also encourages students to use technologies in a responsible, secure, and informed manner.

Units 1 & 2 – Year 11

Unit 1 Personal Communication

The focus of this unit is to enable students to use technology to meet personal needs – such as creating effective presentations, and documents to meet a target audience’s needs.

Unit 2 – Working with Others

The focus of this unit is to enable students to use a variety of technologies to investigate managing data, common software applications and wireless network components required to effectively operate within a small business environment.

Types of assessments:

• Project 70%
• Short Answer 20%
• Extended Answer 10%

Units 3 & 4 – Year 12 

Unit 3 – Media Information and Communication Technologies

The emphasis of this unit is on the use of digital technologies to create and manipulate digital media including principles and elements of design, graphics, and social media.

Unit 4 – Digital Technologies in Business

The emphasis of this unit is on the skills, principles and practices associated with various types of documents and communications including animation, audio and websites.

Types of assessments:

• Projects 50%
• Short Answer 20%
• Extended Answer 15%
• Externally Set Task 15%

For more information regarding the syllabus, check the SCSA website.

The goals of the Design General course are to facilitate a deeper understanding of how design works, and how ideas, beliefs, values, attitudes, messages, and information are effectively communicated to specific audiences with specific intentions or purposes via visual forms.

Design projects allow students to demonstrate their skills, techniques and application of design elements, principles, and processes to analyse problems and possibilities, and to devise innovative strategies within design contexts. There is potential for students to develop transferable skills and vocational competencies while devising innovative designs.

In this course, students develop a competitive edge for current and future industry and employment markets. This course also emphasises the scope of design in professional and trade-based industries allowing students to maximise vocational and/or university pathways.

Design – Year 11

Unit 1 – Design Fundamentals

The focus of this unit is to introduce design process and practice. Students learn that design can be used to provide solutions to design problems and communication needs. They are introduced to basic design skills and a range of techniques to demonstrate control over the elements and principles of design.

Unit learning contexts may include a combination of:

• Album sleeve design
• Package design

Unit 2 – Personal Design

The focus for this unit is personal design. Students learn that they visually communicate aspects of their personality, values and beliefs through their affiliations and their manipulation of personal surroundings and environments. Students explore design elements and principles and the design process in a project communicating something of themselves and increase familiarity with basic production skills and processes, materials, and technologies.

Unit learning contexts may include a combination of:

• Exhibition invitation or poster
• Advertising
• Products of personal significance

Design – Year 12

Unit 3 – Product Design

The focus for this unit is product design. Students learn that the commercial world is comprised of companies, requiring consumer products, services, and brands for a particular audience. They are introduced to the concept of intellectual property. Using the design process, they create products/services, visuals and/or layouts with an awareness of codes and conventions. They use relevant and appropriate production skills and processes, materials, and technologies relevant to the design.

Unit learning contexts include a combination of:

• Commercial product design
• Advertising and/or campaign photography
• Catalogues

Unit 4 – Cultural Design

The focus for this unit is cultural design. Students learn that society is made up of different groups of people who share diverse values, attitudes, beliefs, behaviours, and needs, and that different forms of visual communication transmit these values and beliefs. Students are encouraged to create designs that link to a culture or sub-culture and are introduced to ethical issues concerning representation. Students consider communication strategies and audience.

Unit learning contexts include a combination of:

• Festival posters
• Self-image
• Montage

For more information see the SCSA website.

Year 11

Unit 1 – Food choices and health

Unit description

This unit focuses on the sensory and physical properties of food that affect the consumption of raw and processed foods. Students investigate balanced diets, the function of nutrients in the body and apply nutrition concepts that promote healthy eating. They study health and environmental issues that arise from lifestyle choices and investigate factors which influence the purchase of locally produced commodities.

Students devise food products, interpret and adapt recipes to prepare healthy meals and snacks that meet individual needs. They demonstrate a variety of mise-en-place and precision cutting skills, and processing techniques to ensure that safe food handling practices prevent food contamination. Students recognise the importance of using appropriate equipment, accurate measurement and work individually and in teams to generate food products and systems.

Unit 2 – Food for communities

Unit description

This unit focuses on the supply of staple foods and the factors that influence adolescent food choices and ethical considerations. Students recognise factors, including processing systems, that affect the sensory and physical properties of staple foods. They explore food sources and the role of macronutrients and water for health, and nutrition-related health conditions, such as coeliac and lactose intolerance, which often require specialised diets. Students consider how food and beverage labelling and packaging requirements protect consumers and ensure the supply of safe, quality foods.

Students work with a range of staple foods, adapt basic recipes and apply the technology process to investigate, devise, and produce food products to achieve specific dietary requirements. They evaluate food products and demonstrate a variety of safe workplace procedures, processing techniques and food handling practices.

Year 12

Structure of the syllabus

The Year 12 syllabus is divided into two units which are delivered as a pair.

Unit 3 – Food science

This unit explores the societal, lifestyle and economic issues that influence food choices. Students research the effect of under‐consumption and over‐consumption of nutrients on health and investigate a range of diet‐related health conditions that affect individuals and families.

Using scientific methods, students examine the functional properties that determine the performance of food and apply these in the planning and preparation of food products and processing systems.

Students develop their expertise with technology and communication skills to implement strategies to design food products and processing systems. They select resources to meet performance requirements and use evaluation strategies to monitor and maintain optimum standards. Students follow occupational safety and health requirements, implement safe food handling practices and use a variety of foods and processing techniques to produce safe, quality food products.

Unit 4 – The undercover story

This unit focuses on food spoilage and contamination and explores reasons for preserving food. Students investigate food processing techniques and the principles of food preservation. They examine the regulations which determine the way food is packaged, labelled and stored and how the principles of the Hazard Analysis Critical Control Point (HACCP) system are administered and implemented to guide the production and provision of safe food.

Students investigate the food supply chain and value‐adding techniques applied to food to meet consumer and producer requirements. Food choices are often determined by location, income, supply and demand and the environmental impact of food provision. Students examine influences on the nutritional wellbeing of individuals that arise from lifestyle and cultural traditions. They implement principles of dietary planning and adapt recipes and processing techniques when considering specific nutritional needs of demographic groups.

Students apply the technology process to address a product proposal and produce a preserved food product. They justify the equipment, resources and processing techniques used, and evaluate sensory properties. Students show the use of the preserved food product in another food product.

As a science, the subject matter of the Human Biology General course is founded on systematic inquiry. Knowledge and understanding of human biology have 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.

Responsible citizens need to be able to evaluate risks, ethical concerns and benefits to make informed decisions about matters relating to lifestyle and health. With an understanding of human biology, students are more able to make better life decisions, and to be more effective contributors to the discussions related to health issues in the community.

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. Appreciation of the range and scope of such professions broadens students’ horizons and enables them to make informed choices. This helps to prepare all students, regardless of their background or career aspirations, to take their place as responsible citizens in society.

Unit 1

This unit explores how the structure and function of cells help to sustain life processes, and the role of the digestive system in providing essential nutrients for the musculoskeletal system. It also explores how the dietary decisions we make can affect the functioning of body cells and our quality of life.

Unit 2

This unit explores circulatory, respiratory and urinary systems, and how they facilitate the exchange, transport and removal of materials for efficient body functioning. It also explores the importance of regular health checks to prevent or manage medical problems.

Unit 3 – Co-ordination

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

Unit 4 – Infectious disease

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

Year 11

Assessment Types

• Design             25%
• Production      60%
• Response       15%

Unit 1 (Semester 1 Fashion Garment- varies according to current trends)

Course description

Students interact with a variety of items that have been specifically designed to meet certain needs. Students are introduced to the fundamentals of design. They learn to communicate various aspects of the technology process by constructing what they design.

Throughout the process, students learn about the origins, classifications, properties and suitability for purpose of the materials they are using, and are introduced to a range of production equipment and techniques. They develop materials manipulation skills and production management strategies, and are given the opportunity to realise their design ideas through the production of their design project.

Unit 2 (Semester 2 Fashion Garment- varies according to current trends)

Course description

Students interact with products designed for a specific market. They use a range of techniques to gather information about existing products and apply the fundamentals of design. Students learn to conceptualise and communicate their ideas and various aspects of the design process within the context of constructing what they design.

Throughout the process, students learn about the origins, classifications, properties and suitability for end use of materials they are working with. Students are introduced to a range of technology skills and are encouraged to generate ideas and realise them through the production of their design projects. They work within a defined environment and learn to use a variety of relevant technologies safely and effectively.

Students, in consultation with teachers, select projects of interest and then design and make products suitable for a specific market.

Year 12

Note: this course runs concurrently and the end result is a culmination of a design portfolio and major design project. The course is broken down into the following assessment types that include written exams.

Assessment Types

Design             25%

Production      50%

Response        10%

EST                15%

Unit 3 and Unit 4

Course description

Students learn about the nature of designing for a client. 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 and consider the environmental impacts of recycling of materials.

Students learn about the classification and properties of a variety of materials and make appropriate materials selection for design needs. Students learn about the nature, properties and environmental impacts related to a variety of materials, and production techniques.

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 project. They learn about risk management and ongoing evaluation processes.

Note: EST – Externally set task

A written task of 50 minutes duration developed by the School Curriculum and Standards Authority and administered by the school.

Year 11

Assessment Types

• Design             25%
• Production      60%
• Response       15%

Unit 1 (Semester 1 Hall Table)

Course description

Students interact with a variety of items that have been specifically designed to meet certain needs. Students are introduced to the fundamentals of design. They learn to communicate various aspects of the technology process by constructing what they design.

Throughout the process, students learn about the origins, classifications, properties and suitability for purpose of the materials they are using, and are introduced to a range of production equipment and techniques. They develop materials manipulation skills and production management strategies, and are given the opportunity to realise their design ideas through the production of their design project.

Unit 2 (Semester 2 Hallway Mirror)

Course description

Students interact with products designed for a specific market. They use a range of techniques to gather information about existing products and apply the fundamentals of design. Students learn to conceptualise and communicate their ideas and various aspects of the design process within the context of constructing what they design.

Throughout the process, students learn about the origins, classifications, properties and suitability for end use of materials they are working with. Students are introduced to a range of technology skills and are encouraged to generate ideas and realise them through the production of their design projects. They work within a defined environment and learn to use a variety of relevant technologies safely and effectively.

Students, in consultation with teachers, select projects of interest and then design and make products suitable for a specific market.

Year 12

Note: this course runs concurrently and the end result is a culmination of a design portfolio and major design project. The course is broken down into the following assessment types that include written exams.

Assessment Types

• Design             25%
• Production      50%
• Response        10%
• EST *               15%

Unit 3 and Unit 4

Course description

Students learn about the nature of designing for a client. 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 and consider the environmental impacts of recycling of materials.

Students learn about the classification and properties of a variety of materials and make appropriate materials selection for design needs. Students learn about the nature, properties and environmental impacts related to a variety of materials, and production techniques.

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 project. They learn about risk management and ongoing evaluation processes.

*Note: EST – Externally set task

A written task of 50 minutes duration developed by the School Curriculum and Standards Authority and administered by the school.

The Mathematics Essential General course 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.

Unit 1

This unit provides students with the mathematical skills and understanding to solve problems relating to calculations, applications of measurement, the use of formulas to find an unknown quantity and the interpretation of graphs. Throughout this unit, students use the mathematical thinking process. This process should be explicitly taught in conjunction with the unit content. Teachers are advised to apply the content of the four topics in this unit: Basic calculations, percentages, and rates; Algebra; Measurement; and Graphs, in contexts which are meaningful and of interest to their students. Possible contexts for this unit are Earning and managing money and Nutrition and health.

Unit 2

This unit provides students with the mathematical skills and understanding to solve problems related to representing and comparing data, percentages, rates and ratios and time and motion. Students further develop the use of the mathematical thinking process and apply the statistical investigation process. The statistical investigation process should be explicitly taught in conjunction with the statistical content within this unit. Teachers are advised to apply the content of the four topics in this unit: Representing and comparing data; Percentages; Rates and ratios; and Time and motion, in a context which is meaningful and of interest to their students. Possible contexts for this unit are Transport and Independent living.

Unit 3

This unit provides students with the mathematical skills and understanding to solve problems related to measurement, scales, plans and models, drawing and interpreting graphs and data collection. Students use the mathematical thinking process and apply the statistical investigation process. Teachers are encouraged to apply the content of the four topics in this unit: Measurement; Scales, plans, and models; Graphs in practical situations; and Data collection, in a context which is meaningful and of interest to the students. A variety of approaches could be used to achieve this purpose. Possible contexts for this unit are Construction and design, and Medicine.

Unit 4

This unit provides students with the mathematical skills and understanding to solve problems related to probability, earth geometry and time zones, loans, and compound interest. Students use the mathematical thinking process and apply the statistical investigation process to solve problems involving probability. Teachers are advised to apply the content of the three topics in this unit: Probability and relative frequencies; Earth geometry and time zones; and Loans and compound interest, in a context which is meaningful and of interest to the students. Possible contexts for this unit are Finance, and Travel.

The Mathematics Foundation course focuses on building the capacity, confidence, and disposition to use mathematics to meet the numeracy standard for the WACE. This course is for students who have not demonstrated the numeracy standard in the OLNA. It provides students with the knowledge, skills and understanding to solve problems across a range of contexts including personal, community and workplace/employment. This course provides the opportunity for students to prepare for post-school options of employment and further training.

Unit 1

This unit provides students with the mathematical knowledge, understanding and skills to solve problems relating to addition and subtraction, length, mass, capacity, and time. It involves the extraction of information from, and the interpretation of, various simple forms of data representation used in everyday contexts. The number formats in Unit 1 are whole numbers and money.

Unit 2

This unit provides students with the mathematical knowledge, understanding and skills relating to fractions and decimals to solve problems relating to multiplication and division, perimeter, area and volume and qualitative probability from everyday contexts. The number formats in Unit 2 are whole numbers, money, fractions, and decimals.

Unit 3

This unit provides students with the mathematical knowledge, understanding and skills relating to percentages and the link to fractions and decimals and the solving of problems relating to the four operations using whole number, fractions, and decimals. Location, time and temperature, and shape and its relationship to design, are also covered in this unit.

Unit 4

This unit provides students with the mathematical knowledge, understanding and skills relating to rates and ratios, and the connection between statistics and probability. The collection of mathematical concepts and thinking processes encountered in this and previous units culminates in the solving of comprehensive real-life problems encountered in personal, workplace and community contexts.

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