Pathways to Future Careers
Congratulations, you’re approaching an exciting part of your learning journey at high school. It’s a few short years until graduation and there is no better time than today to start planning for what comes next. Here you can learn about the different pathways available to you at ESHS and what doors they’ll open for you.
Understanding Core Terms
The Western Australian Certificate of Education (WACE) is your official senior school certificate that’s recognised right across Australia. This certificate shows you’ve met all the important requirements and is your ticket to an even wider selection of careers, training, and tertiary education opportunities after high school.
To achieve your WACE there are some requirements we assist every student with meeting.
Requirement Overview:
- complete a minimum of 20 units, or equivalent
- complete one of 3 course combination options:
- at least 4 Year 12 ATAR courses
- at least 5 Year 12 General courses (or a combination of General and up to 3 Year 12 ATAR courses) or equivalent
- complete a Certificate Il (or higher) VET qualification in combination with ATAR, General or Foundation courses.
- a minimum standard of literacy and a minimum standard of numeracy
- meet the requirements for breadth and depth of study
- meet the achievement standard of at least 14 C grades or higher in Years 11 and 12, including at least 6 C grades (or equivalent) in Year 12.
Literacy & Numeracy Requirements:
- prequalifying through the reading, writing and numeracy tests of the Year 9 National Assessment Program – Literacy and Numeracy (NAPLAN)
- successfully completing the Online Literacy and Numeracy Assessments (OLNA)
https://senior-secondary.scsa.wa.edu.au/assessment/olna/prequalification-through-naplan
Unit Requirements:
- a minimum of 10 Year 12 units, or the equivalent (including endorsed programs and/or VET)
- 4 units from an English learning area course, post Year 10, including at least one pair of Year 12 units from an English learning area course
- one pair of Year 12 units from List A (arts, languages, social sciences)
- one pair of Year 12 units from List B (mathematics, science, technology).
Achievement Requirements:
Students must achieve at least 14 C grades or equivalents in Year 11 and Year 12 units, including at least 6 C grades or equivalents in Year 12 units.
A student’s Australian Tertiary Admissions Rank (ATAR) is calculated using their course and examination results.
A minimum of 4 ATAR courses is required. For most students, the academic nature and challenge of ATAR courses provides the best preparation for success at university.
There are a wide variety of entrance pathways to University available to students. The most common of which for high school students is a direct application.
Detailed information on how to apply is kept up-to-date and available on the Tertiary Institutions Service Centre (TISC) website. https://tisc.edu.au/static/guide/download.tisc
Degree Requirements
Entrance requirements vary dependant on the university, and the course itself that you’re interested in this includes minimum ATAR scores or prerequisite high school subjects. We recommend visiting the website of your preferred university for specific information.
Don’t Know Where to Start?
Why not book a meeting with our school Career Practitioner? Learn all about the support on offer on our Career Launch Pad page.
Vocational Education and Training (VET) through Registered Training Organisations (RTOs) and TAFE WA offers students practical, industry-focused education that can begin during high school and continue post-graduation.
While in high school, students can complete VET qualifications as part of their WACE, gaining nationally recognised certificates in areas such as business, hospitality, automotive, health services, construction, and information technology. These qualifications provide direct pathways into employment or can contribute towards university entry through portfolio pathways. Post-schooling, TAFE WA and other RTOs offer an extensive range of certificate, diploma, and advanced diploma courses that lead directly to careers or provide alternative university entry routes.
Many TAFE programs include work placements and industry partnerships, ensuring graduates are job-ready with current skills that employers value.
Selecting the Right Pathway for You
So you’ve got a career or future endeavour in mind, but not sure which pathway is the best one to help you achieve your goal? We’ve got a handy Pathways Guide to help you out!
Our Pathways Guide is designed to show you the most common pathways through high school into tertiary education or employment in a simple-to-understand way. Keep in mind these pathways aren’t all-encompassing and don’t include every options available, to learn more about other options talk to our Career Practitioner or Deputy.
Year 10 Courses
OVERVIEW
The Year 10 English course builds on Year 9 content, offering two pathways to cater to different student needs. Pathway 1 focuses on developing analytical skills, reviewing short answer and essay writing forms, and experimenting with language and structural features in creative compositions. It includes end-of-semester examinations. Pathway 2 is designed to support students’ literacy needs, with a focus on OLNA preparedness and exploring engaging text types that encourage students to think about the world and their place in it. This pathway does not include end-of-semester examinations.
LEARNING OUTCOMES
1. Explore texts dealing with human experiences, interpersonal relationships, and ethical and global dilemmas from various perspectives.
2. Explain how literary concepts such as voice, perspective, and representation operate within complex, challenging texts, including media texts.
3. Emulate the style of other authors before developing their own as creative writers.
4. Read and view a range of familiar and challenging texts fluently, comprehending common themes, issues, and representations.
5. Identify and analyse values within texts, explaining how these are influenced by purposes and audiences.
6. Create a range of texts, including multimodal presentations, which influence a course of action (e.g., pitch an idea for an anti-hero movie).
OVERVIEW
In Year 10, students focus on issues affecting the wider community and transfer learned specialised movement skills with increasing proficiency across various contexts. They study external influences on health decisions and evaluate their impact on personal identity and the health of the broader community. Students use feedback to improve their own and others’ performance with greater consistency, and critically evaluate movement responses based on previous performances. They 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.
LEARNING OUTCOMES
1. Understand the impact of societal and cultural influences on personal identity and health behaviour.
2. Understand external influences on sexuality and sexual health behaviours, including the impact decisions and actions have on their own and others’ health and wellbeing.
3. Develop skills and strategies to promote respectful relationships.
4. Improve movement skills and sequences within different physical activity contexts reflecting increased complexity and transference of learned skills to new activities.
5. Evaluate, select and implement responses to changing conditions based on the outcome of previous performances.
6. Analyse the impact of changes to effort, space and time on performance and quality of outcome.
OVERVIEW
In Year 10 Humanities and Social Sciences (HASS) students increase their independence in critical thinking and skills application which includes questioning, researching, analysing, evaluating, communicating and reflecting They investigate events, people and places that are both historical and contemporary.
LEARNING OUTCOMES
- Civics and Citizenship (Justice at home and overseas)
- Economics (Economic performance and living standards)
- Geography (Environmental change and management & Geographies of Wellbeing)
- History (The modern world and Australia)
OVERVIEW
Mathematics students at Esperance Senior High School learn how to use mathematics to solve problems, recognise patterns, represent and interpret data and perform calculations in real world scenarios. We aim to instil an appreciation of the elegance and power of mathematical reasoning, promote creative problem solving and to improve numerical fluency.
LEARNING OUTCOMES- Number & Algebra
- Measurement & Geometry
- Statistics & Probability
OVERVIEW
The Year 10 Science course explores systems at different scales, connecting microscopic and macroscopic properties to explain phenomena. Students examine biological, chemical, geological and physical evidence for theories including natural selection and Big Bang theory. The curriculum integrates Science Understanding, Science Inquiry Skills, and Science as Human Endeavour across biological, chemical, earth/space, and physical sciences. Students analyse the periodic table to predict element properties, explain chemical reactions and energy conservation within systems, and describe interactions within Earth’s spheres. The course emphasises evidence-based scientific thinking and develops skills in planning investigations, analysing data patterns, and communicating findings effectively.
LEARNING OUTCOMES
- Analyse the periodic table to predict element properties and explain how different types of chemical reactions are used to produce a range of products.
- Apply the relationship between force, mass and acceleration to predict changes in the motion of objects and explain energy conservation in simple systems.
- Describe and analyse interactions and cycles within and between Earth’s spheres, and explain how evidence for scientific theories such as natural selection and Big Bang theory can be used to support or refute models or predictions.
- Plan, select and use appropriate investigation types and methodologies to collect reliable data, assess risk and address ethical issues associated with these methods.
- Analyse patterns and trends in data, including describing relationships between variables, identifying sources of uncertainty and drawing conclusions that are consistent with evidence.
- Communicate scientific ideas and information for a particular purpose, including constructing evidence-based arguments and using appropriate scientific language, conventions and representations.
OVERVIEW
Students are introduced to the world of café food. Everyone likes to eat and prepare delicious food. Students will look at foods designed to serve with tea and coffee and light luncheon menus. Special dietary requirements are considered as students set up their café and make delicious foods appropriate for café service.
LEARNING OUTCOMES
- Identify the needs of the client/stakeholder to determine the basis for a solution.
- Select, justify, and safely implement and test appropriate technologies
and processes, to make solutions. - Work independently, and collaboratively, to manage projects, whilst considering time, cost, safety, and production processes.
- Analyse design processes and solutions against task criteria.
OVERVIEW
The second half of this Nationally Recognised Certificate is delivered in year 10 and is comprised of units in: Simple Ensemble Performance; Working with Others; Sound and Music Equipment Set-up and Pack-Up; and Creative Arts Industry Research.
It should be noted that many assessments require students to work as part of a team in situations easiest to complete in situations that occur outside of school hours, ie: Ensemble Performances.
LEARNING OUTCOMES
- CUAMPF213 – Play or sing music in ensembles.
- CUASTA211 – Contribute to bump-in and bump-out of shows.
- CUAIND211 – Develop Creative Arts Industry Knowledge.
- BSBTWK211 – Work effectively with others.
OVERVIEW
Everyone loves babies and wants to learn more about what they can do and how we can help them to grow and develop. The physical, social, emotional, intellectual and nutritional needs of children will be looked at in a practical and fun way. This course provides students with a variety of practical experiences and activities to be used with children while also learning of their needs.
LEARNING OUTCOMES
- Healthy eating through the skills and knowledge of nutrients. Principles of food safety, preparation, presentation and sensory perceptions.
- Investigate and evaluate the social, ethical, and environmental considerations that impact designs, and processes.
- Students combine a range of characteristics and properties of materials, systems, components, tools, technologies and equipment to create designed solutions.
- Identify the needs of the client to determine the basis for a solution, whilst creating and critiquing briefs to address criteria.
OVERVIEW
The year 10 Construction option provides opportunity for students to gain experience and basic understanding of elements of the construction industry, through the undertaking of a range of practical and theory-based tasks.
LEARNING OUTCOMES
- Knowledge and Understanding
- Processes and Production Skills
OVERVIEW
The year 10 Drama program builds on the knowledge and skills already well developed by the students previous study in Performing Arts.
Individually and collaboratively, students develop their confidence, empathy and self-awareness to explore, depict and celebrate human experience, take risks and extend their own creativity through Drama.
LEARNING OUTCOMES
- Students demonstrate their knowledge of how to analyse, apply and control the elements, skills, techniques, processes, conventions, forms and styles of drama.
- Students demonstrate their performance skills and abilities in traditional and contemporary drama to engage and create meaning for audiences.
- Students demonstrate their understanding of the role of group processes, different technologies available and in the creative process of devising and interpreting drama to make meaning for audiences.
- Students demonstrate their knowledge of traditional and contemporary drama through responding as critical and active participants and audience members.
OVERVIEW
Individually and collaboratively, students demonstrate confidence, curiosity, imagination and enjoyment when engaged in the process of Drawing in Visual Arts. Students apply their knowledge of materials, processes and techniques to create drawings through the design and inquiry process. They apply critical creative thinking skills when responding to Drawings and develop an appreciation of drawing techniques both as artists and critics.LEARNING OUTCOMES
- Students study theoretical concepts, reflect on their practical work and respond to the work of others.
- Students learn to appreciate and investigate Drawing techniques through contextual study.
- Students respond to Visual Arts works by reflecting, analysing, interpreting and evaluating the role Drawing takes in the development of both their own work and the works of others.
- Students reflect on their own experiences as audience members and begin to understand how Visual Arts represent ideas through expression, symbolic communication and cultural traditions and rituals.
OVERVIEW
Fashion design and creation is a popular industry today. In Fashion, you will be designing and creating a pair of shorts or a skirt for yourself. Learn about designing, fabric choice, construction skills and how to produce a garment that will fit you and you will enjoy wearing.
LEARNING OUTCOMES
- Apply design thinking skills by using divergent techniques to generate design ideas for user
experiences and a range of solutions. - Skilled at identifying the steps involved in planning and the development of detailed plans that are considerate of time, production processes, social, ethical, economic and sustainable factors.
- Use specialised technologies to achieve designed solutions in the context of materials and technologies.
- Critique opportunities as well as created designs, and revise and further develop preferred ideas based on analysis of investigations.
- Apply design thinking skills by using divergent techniques to generate design ideas for user
OVERVIEW
Students will travel the world experiencing different cultures and food choices, whilst investigating how these cultures and traditions influence modern cuisine. Students will work collaboratively to enhance presentation skills, and demonstrate food safety, nutrition and sustainability in food preparation.
LEARNING OUTCOMES
- Identify appropriate tools, equipment, techniques and safety procedures for each process and evaluate production processes for quality, safety and efficiency.
- Communicate using appropriate technical terms and record the development of design ideas for an intended audience including justification of decisions.
- Use materials, resources, equipment and techniques safely and considers alternatives to maximise sustainability and safety.
- Evaluate and justify the use and best combination of traditional, contemporary and emerging technologies during project development, including consideration of sustainability.
OVERVIEW
The year 10 Jewellery option provides opportunity for students to gain experience and develop skills in the processes required to design and produce jewellery items of increased complexity using a range of materials including sterling silver, timber and resin.
LEARNING OUTCOMES
- Knowledge & Understanding
- Processes & Production Skills
OVERVIEW
Students have the option to study Aboriginal Culture or a language available via the School of
Isolated & Distance Education (SIDE) remotely, such as French, Indonesian, Italian or Japanese.
Additional subjects offered by SIDE will require consultation with the Deputy Principal.
OVERVIEW
The year 10 Mechanical Workshop option provides opportunity for students to develop knowledge and understanding about the workings of multi-cylinder en