There IS an external examination of this course at this level in Year 12.
This course caters for students seeking career pathways in areas such as sociology, psychology, education, nursing, occupational therapy, community services, childcare and health.
Content focuses on factors that influence human development and the wellbeing of individuals, families and communities. Students develop an understanding of the social, cultural, environmental, economic, political and technological factors that impact on the ability of individuals and families to develop skills and lead healthy lives.
Through the study of developmental theories, students develop an understanding of human growth and the domains of development. They develop an appreciation of how the creation of environments that promote optimal growth and development of individuals, families and communities affect and influence society as a whole. Students investigate access to, and availability of, support services and review laws and regulations that govern the provision of such support. They use a range of skills to make informed decisions and consider actions at personal, family and community levels. Students communicate and interact with children, families and community groups in practical ways.
Unit 1: Building on Relationships
In this unit, students investigate the principles of development and how these relate to the domains and theories of development. Students examine and evaluate the features of products, services and systems for individuals and families. They examine the diverse and dynamic nature of families in Australia. They recognise and acknowledge cultural diversity, and inequity and injustice issues. Students develop effective self-management and interpersonal skills to recognise and enhance personal relationships, enabling them to take active roles in society.
Unit 2: My Place in the World
In this unit, students examine the effect on an individual’s development and wellbeing in a society characterised by rapid change. They explore contemporary Australian issues or trends relating to families and communities at the state and national level, and are introduced to a range of advocacy types. Students examine developmental theories and their influence on cognitive development. Students use effective self-management and interpersonal skills when assessing or developing products, processes, services, systems or environments.
Prerequisite: A C grade in English
This course caters for students who are TAFE or employment bound and particularly those who are considering careers working with children. Career pathways include areas such as education, nursing, community services, childcare and health.
The course focuses on factors that influence human development and the well being of individuals, families and communities. Students develop an understanding of the social, cultural, environmental, economic, political and technological factors which have an impact on the ability of individuals and families and groups in society contributes to the creation of safe, cohesive and sustainable communities. Through the study of developmental theories, students develop an understanding of human growth and the domains of development. Students investigate access to, and availability of, support services and review laws and regulations that govern the provision of such support.
Students explore products, services or systems that address issues, opportunities or challenges to meet the needs of individuals, families and communities. They use a range of skills to make informed decisions and communicate and interact with children, families and community groups.
Unit 1: Families and Relationships
This unit focuses on family uniqueness. Students examine the role of families and the relationships between individuals, families and their communities. Through an understanding of growth and development, students recognise the characteristics of individuals and families and that development is affected by biological and environmental influences. They identify roles and responsibilities of families, and examine their similarities and differences, the issues that arise from family interactions and the influence of attitudes, beliefs and values on the allocation of resources to meet needs and wants.
Students make decisions, and develop skills to accommodate actions that impact on themselves and others. They also design and produce products and services that meet the needs of individuals, families and communities.
Unit 2: Our Community
This unit focuses on families, relationships and living in communities. The influence of biological and environmental factors, lifestyle behaviours and health status on growth and development is studied. Students explore the health of individuals and communities and the protective and preventative strategies that impact on growth and development.
Students examine the roles and responsibilities of particular groups, networks, and services, and the impact of attitudes, beliefs and values on the management of resources. Students engage in shared research practice, communicate information, use decision-making, goal setting, self-management and cooperation skills when creating products, services or systems that will assist individuals, families and communities to achieve their needs and wants.
Learning experiences in this subject may include but are not limited to:
This course connects to the world of work, further vocational education and training within the textiles, clothing, manufacturing and design environments. The Materials Design & Technology General course aims to prepare all students for a future in a technological and material world by providing the foundation for lifelong learning about how products are designed and how materials are developed and used.
It is a practical course with a focus on the design and manufacture of products using 'textiles'. Working with textiles, students develop a range of manipulation, processing, manufacturing and organisational skills. When designing with textiles, they develop cognitive skills, such as solving problems, generating ideas, creative design strategies and communicating what they do. Through this inquiry, experimentation and research, students also develop their creativity and understanding of the society in which they live. This makes them more technologically literate and, as consumers, enables them to make more informed decisions about the use and misuse of technology.
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 manipulate skills and production management strategies, and are given the opportunity to realise their design ideas through the production of their design project
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 to use a variety of technologies safely and effectively.
This course offers budding ‘Master Chefs’ the ultimate opportunity to develop their interests in food preparation. It also provides a pathway to working in a restaurant, café, club, hotel or food outlet.
The course is both practical and theory based with an emphasis on working effectively with others, food hygiene and safety and preparation of simple dishes. Course participants will engage in a range of hospitality work activities and work under supervisions to complete tasks.
Students have the opportunity to obtain a Certificate II over Year 11 and 12. This is an excellent qualification to assist entry into a career in Hospitality or Food Production. Units covered over the two years will be chosen from the list below.
BSBWOR203AB - Work effectively with others
SITHIND202 - Use hospitality skills effectively
SITXCCS202 - Interact with customers
SITXWHS101 - Participate in safe work practices
SITXCOM201 - Show social and cultural sensitivity
SITHIND201 - Source and use information on the hospitality industry
SITXFSA101 - Use hygienic practices for food safety
SITHCCC103 - Prepare sandwiches
BSBITU201A - Produce simple word processed documents
SITHFAB203 - Prepare and serve non-alcoholic beverages
SITHFAB204 - Prepare and serve espresso coffee
SIXCCS101 - Provide information and assistance
Course Fee: A student choosing to complete this qualification at Prendiville Catholic College will be charged a subject levy which absorbs the delivery costs of completing the qualification from the RTO (Registered Training Organisation). An approximate levy of $130 per student will be incurred in 2017.
Auspicing: Our College has an auspicing arrangement with Hospitality Group Training for this qualification, so students will be enrolled with this RTO.
Pathway: This course continues in Year 12 for the completion of the Certificate II in Hospitality.
Community Services is currently one of the fastest growing areas of employment in Australia. The course provides an appropriate pathway into higher level qualifications relevant to aged care, disability and home and community care. Children Services is the primary focus of this course and is suitable for students enthusiastic about employment as teachers, teacher assistants, aged care workers, youth workers, disability care, community care and child care workers. It consists of practical and theoretical components, and requires a practical placement to complete the qualification. This course may include work placement in a day-care centre, running a playgroup, caring for the virtual baby and preparing food for children.
To achieve Certificate II Community Services (CHC20112) students will cover core and elective competencies over 2 years. Eleven units must be completed for this qualification including:
Course Fee: A student choosing to complete this qualification at Prendiville Catholic College will be charged a subject levy which absorbs the delivery costs of completing the qualification from the RTO (Registered Training Organisation). An approximate levy of $115 per student will be incurred in 2017.
Auspicing: Our College has an auspicing arrangement with YMCA for this qualification, so students will be enrolled with this RTO.
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