Humanities

The Accounting and Finance ATAR course aims to make students financially literate by creating an 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. It helps students to analyse and make informed decisions about finances. Students will also develop an understanding that financial decisions have far reaching consequences for individuals and business.

Unit 1 Double Entry Accounting for Small Businesses

The focus for this unit is on double entry accounting for small businesses. Students apply their understanding of financial principles, systems and institutions to manage financial information and make decisions in a variety of small businesses. Students develop an understanding of the rationale for the use of particular conventions and principles and the consequences of disregarding them. Students record and process financial information using the double entry system and apply the principles of the Goods and Services Tax (GST). Students learn about the various forms of business organisations adopted by small business.

Unit 2 Accrual Accounting

The focus for this unit is on accrual accounting. Students apply financial systems and principles to the operations of businesses and distinguish between cash and accrual methods of accounting. Students prepare and analyse financial reports for a variety of types of business organisations and become familiar with the main aspects of electronic processing of financial data. Students learn of the role and functions of the professional accounting and financial associations.

Pathway: Units 1 and 2 lead to Year 12 Units 3 and 4 (ATAR)

Prerequisite:  Minimum of a 60% in either Year 10 Intermediate B Mathematics, Humanities or Accounting & Finance.

Economics investigates the choices which all people, groups and societies face as they confront 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 encompasses the key features which characterise an economist’s approach to a contemporary economic event or issue: the ability to simplify the essence of a problem; to collect economic information and data to assist analysis and reasoning; to think critically about the limits of analysis in a social context; and to draw inferences which assist decision-making, the development of public policy and improvement in economic wellbeing.

Unit 1 – Microeconomics

This unit explores the theory that markets are an efficient way to allocate scarce resources, using real world markets with an emphasis on the Australian economy. When the forces of demand and supply do not allocate and price resources in a way that society would regard as efficient, equitable or sustainable, market failure can occur. Students examine examples of market failure along with a range of government policy options that can be applied to achieve more desirable outcomes. Students are also introduced to the language of economics and the use of theories and models to explain and interpret economic events and issues.

Unit 2 – Macroeconomics

This unit explores the government’s role in a modified market economy and Australia’s recent (the last ten years) and contemporary (the last three years) macroeconomic performance. The cyclical fluctuations in the level of economic activity result in changes in the levels of output, income, spending and employment in the economy, which, in turn, have implications for economic growth, inflation and unemployment. Students examine the role of government, through its spending and taxing powers, which can affect the allocation and price of resources, and the level of economic activity by targeting economic objectives.

Pathway: Units 1 and 2 lead to Year 12 Units 3 and 4 (ATAR)

Prerequisite:  Minimum of 60% in Year 10 Humanities or in the Year 10 Economics unit.

The study of the Geography ATAR course draws on students’ curiosity about the diversity of the world’s places and their peoples, cultures and environments. It provides students with the knowledge and understanding of the nature, causes and consequences of natural and ecological hazards, international integration in a range of spatial contexts, land cover transformations, and the challenges affecting the sustainability of places. In the ATAR course, students learn how to collect information from primary and secondary sources, such as field observation and data collection, mapping, monitoring, remote sensing, case studies and reports.

Unit 1 – Natural and ecological hazards

Natural and ecological hazards represent potential sources of harm to human life, health, income and property, and may affect elements of the biophysical, managed and constructed elements of environments.

This unit focuses on understanding how these hazards and their associated risks are perceived and managed at local, regional and global levels. Risk management, in this particular context, refers to prevention, mitigation and preparedness. Prevention is concerned with the long-term aspects of hazards, and focuses on avoiding the risks associated with their reoccurrence. Mitigation is about reducing or eliminating the impact if the hazard does happen. Preparedness refers to actions carried out prior to the advance notice of a hazard to create and maintain the capacity of communities to respond to, and recover from, natural disasters. Preparedness starts at the local community level, but may branch out to national and international levels through measures such as planning, community education, information management, communications and warning systems.

Building on their existing geographical knowledge and understandings, students explore natural hazards, including atmospheric, hydrological and geomorphic hazards, for example, storms, cyclones, tornadoes, frosts, droughts, bushfires, flooding, earthquakes, volcanoes and landslides. They will also explore ecological hazards, for example, environmental diseases/pandemics (toxin-based respiratory ailments, infectious diseases, animal-transmitted diseases and water-borne diseases) and plant and animal invasions.

Students develop an understanding about using and applying geographical inquiry tools, such as spatial technologies, and skills, to model, assess and forecast risk, and to investigate the risks associated with natural and ecological hazards. The potential for fieldwork depends on the hazard selected, such as a visit to the town of Meckering to study earthquakes, or the impact of a specific cyclone, flood or bushfire on a town or region.

Unit 2 – Global networks and interconnections

This unit focuses on the process of international integration (globalisation) and is based on the reality that we live in an increasingly interconnected world. It provides students with an understanding of the economic and cultural transformations taking place in the world today, the spatial outcomes of these processes, and their political and social consequences. This is a world in which advances in transport and telecommunications technologies have not only transformed global patterns of production and consumption but also facilitated the diffusion of ideas and elements of cultures. The unit explains how these advances in transport and communication technology have lessened the friction of distance and have impacted at a range of local, national and global scales. Cultural groups that may have been isolated in the early twentieth century are now linked across an interconnected world in which there is a ‘shrinking’ of time and space. Of particular interest are the ways in which people adapt and respond to these changes.

Students have the opportunity to explore the ideas developed in the unit through an investigation of the changes taking place in the spatial distribution of the production and consumption of a selected commodity, good or service and the study of an example of cultural diffusion, adoption and adaptation. They also investigate the ways people embrace, adapt to, or resist the forces of international integration.

While the scale of the study in this unit begins with the global, locally based examples can be used to enhance students’ conceptual understanding. The scale of the study for both depth studies, unless specified, can range from local to global, as appropriate.

Students develop an understanding about using and applying geographical inquiry methods, tools (such as spatial technologies), and skills to investigate the transformations taking place throughout the world.

Prerequisite: Minimum of 60% in Year 10 Humanities or in the Year 10 Geography unit.

Pathway: Units 1 and 2 lead to Year 12 Units 3 and 4 (ATAR)

 

The Modern History ATAR course enables students to study the forces that have shaped today’s world and provides them with a broader and deeper comprehension of the world in which they live. While the focus is on the 20th century, the course refers back to formative changes from the late 18th century onwards and encourages students to make connections with the changing world of the 21st century. Modern history enhances students’ curiosity and imagination and their appreciation of larger themes, individuals, movements, events and ideas that have shaped the contemporary world.

Unit 1: Capitalism – The American Experience (1907–1941)

“Capitalism is the astounding belief that the most wickedest of men will do the most wickedest of things for the greatest good of everyone.” John Maynard Keynes

This course begins by looking at the main causes for the rise of capitalism in the USA including immigration, the end of slavery and the discovery of oil. Before examining the role and impact of significant individuals in this period, with particular reference to F D Roosevelt, J D Rockefeller and Henry Ford. The key events studied include WWI, the social changes and intolerance of the 1920s including examining the KKK, the Wall Street Crash and the Great Depression. This period of history shows the shaping of American values and the growth of consumerism, for example, film and fashion, prohibition and the ‘Jazz Age’. Another interesting part of the course is examining the impact of capitalism on different groups within American society along with the aims and beliefs of these groups, for example, African Americans, urban workers, rural workers, immigrants, industrialists, and members of Indian Nations; and the consequences of divisions caused by capitalism.

Unit 2: Nazism in Germany

“Silence in the face of evil is itself evil.” Dietrich Bonhoeffer

This is the course that all history students need to study. Students will gain an understanding of how Adolf Hitler rose from obscurity to become arguably the most powerful and feared leader in history. The course focuses on a number of key areas including the contributing factors for the rise of the Nazi party such as the Treaty of Versailles, the impact of the Great Depression; the nature of Nazi ideology and hostility towards communism. Once the Nazi party gained power the focus shifted to key aspects such as military mobilisation, Lebensraum (living space), propaganda, terror and repression (SA and SS), the Hitler Youth, social policies on religion, women, education, trade unions, and the nature of opposition to the Nazis. As well as Nazi policies of anti-Semitism and the promotion of the Aryan race, resulting in efforts to exterminate minorities in German-controlled lands, the greatest crime against humanity the ‘Holocaust’.

Prerequisite:  Minimum of 60% in Year 10 Humanities or in the Year 10 History unit.

Pathway: Units 1 and 2 lead to Year 12 Units 3 and 4 (ATAR).

 

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

Unit 1: Democracy and the rule of law

This unit examines the principles of a liberal democracy; the legislative, executive and judicial structures and processes of Australia’s political and legal system; the functioning of a non-democratic system; and the processes of a non-common law system. Political and legal developments and contemporary issues (the last three years) are used to provide a framework for the unit.                                                                                                       

Political and legal systems

Essential to the understanding of democracy and the rule of law are the separation of powers doctrine, sovereignty of parliament, division of powers, representative government, responsible government, constitutionalism, federalism and judicial independence.

Political and legal issues

Including at least one contemporary issue (the last three years) involving the legislative process and at least one contemporary issue (the last three years) involving the judicial process are studied.

Unit 2: Representation and justice

This unit examines the principles of fair elections; the electoral and voting systems in Australia since Federation, making reference to a recent (the last ten years) election in Australia; the electoral system of another country; an analysis of the civil and criminal law processes in Western Australia; and an analysis of a non-common law system.

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

Prerequisite:  Minimum of 60% in Year 10 Humanities or in the Year 10 Politics and Law unit.

Pathway: Units 1 and 2 lead to Year 12 Units 3 and 4 (ATAR).

Office administration tasks are essential in all business organisations. Tasks include word processing, records handling, business correspondence and book keeping. The Certificate II Business will prepare you for work in a variety of industries including retail, hospitality, education and health care. However the skills covered are relevant in most occupations.

Some of the topics to be covered through this certificate will include:

  • Workplace Health & Safety
  • Communicate in the business environment
  • Produce workplace documentation
  • Organise and complete daily work activities
  • Work effectively with others
  • Use business technology

The Certificate II Business will be delivered over a one year period only and will count as two units of equivalence towards the students' WACE requirements. 

Career prospects:  Completed Certificates carry considerable points towards TAFE entry aggregate. Graduates will gain the skills and knowledge to undertake entry level administrative roles such as Receptionist, Administrative Assistant, Clerical Officer and the skills will be useful if you are working in a small business.

Cost:  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).  Students will be enrolled with the RTO and will be inducted into RTO requirements at the beginning of the year.  An approximate levy of $150 (Auspice fee) plus course costs per student will be incurred.

Prerequisite:  There is no prerequisite for this course.

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