2020 - Sarina State High School · The English learning area offers students opportunities to enjoy language and be empowered as functional, purposeful, creative and critical language

2020

Contents

Senior School Studies Policy .................................................................................. 2

Year 10 Subject Information ................................................................................. 5

Mathematics ......................................................................................................... 6

Science................................................................................................................... 7

English ................................................................................................................... 8

History ................................................................................................................... 9

Health and Physical Education ............................................................................ 10

Advanced Mathematics....................................................................................... 11

English ................................................................................................................. 12

Essential English .................................................................................................. 13

History ................................................................................................................. 14

Geography ........................................................................................................... 15

Legal Studies ........................................................................................................ 16

Business ............................................................................................................... 17

Accounting........................................................................................................... 18

Health and Physical Education Extension ........................................................... 19

Netball Development Program ........................................................................... 20

Rugby League Development Program ................................................................. 21

Recreation ........................................................................................................... 22

Hospitality ........................................................................................................... 23

Food and Nutrition .............................................................................................. 24

Drama .................................................................................................................. 25

Visual Art ............................................................................................................. 26

Japanese .............................................................................................................. 27

Music ................................................................................................................... 28

Graphics............................................................................................................... 29

Industrial Technology and Design ....................................................................... 30

Information and Communication Technology .................................................... 31

MSM10216 Certificate I in Manufacturing (Pathways) ....................................... 32

ACM10117 Certificate I in Animal Studies ......................................................... 33

AHC10216 Certificate I in AgriFood Operations .................................................. 34

FSK20113 Certificate II in Skills for Work and Vocational Pathways ................... 35

2

Senior School Studies Policy Pre-requisite Requirements for Senior Subjects

Students wishing to enter University in 2023 will require and Australian Tertiary Admission Rank (ATAR) calculated by the Queensland Tertiary Admissions Centre (QTAC).

To be eligible for an ATAR at the end of 2022, you need a minimum of 4 General subjects. At Sarina State High School you must study 6 subjects for the duration of Year 11 and 12. The following combinations are recommended for the best possible ATAR:

6 x General subjects

5 x General subjects + 1 VET (Certificate III)

5 x General subjects + 1 Applied Subject

Other combinations that still meet eligibility requirements:

4 x General subjects + 2 Applied Subjects

4 x General subjects + 1 Applied Subject + 1 VET (Certificate III)

4 x General subjects + 2 VET (Certificate III)

Sarina State High School applies pre-requisites to senior subjects. Pre-requisites are applied to ensure students select courses in which they have the most capability to be successful.

Note that students need to demonstrate at least a C standard in English in Year 10 to undertake ANY General subject in Year 11 and 12.

Year 11 and 12 students:

MUST study either English OR English Essentials.

MUST study either Essential Mathematics, General Mathematics OR Mathematic Methods.

MUST study 6 subjects in both Year 11 and 12. Choose any combinations of six subjects that

match their pathway.

It is recommended that students wanting to study Specialist Mathematics or Physics also study

Mathematical Methods.

3

ATAR PATHWAY Learning

Area Semester 2 Year 10 Year 11 & 12 Subject Type

English English (Pre-requisite – C Standard)

English General

Mathematics

Mathematics (Pre-requisite – C Standard)

General Mathematics General

Advanced Mathematics (Pre-requisite – C Standard)

Mathematical Methods General

Specialist Mathematics General

Science

Living Science – Term 4 only (Pre-requisite – C Standard)

Biology General

Marine Science General

Chemical and Physical Science – Term 4 only (Pre-requisite – C Standard)

Physics General

Chemistry General

Biology General

Marine Science General

Agricultural Science General

Humanities

History (Pre-requisite – C Standard)

Ancient History General

Modern History General

Geography (Pre-requisite – C Standard)

Geography General

Legal Studies (Pre-requisite – C Standard)

Legal Studies General

Business (Pre-requisite – C Standard)

Business General

Accounting Accounting General

Certificate III in Business VET

Health

Health and Physical Education Extension OR Living Science (Pre-requisite – C Standard)

Physical Education General

Certificate III in Early Childhood Education and Care

VET

Certificate III in Fitness VET

Technologies

Food and Nutrition OR Health and Physical Education Extension OR Living Science (Pre-requisite – C Standard)

Food and Nutrition General

Digital Solutions General

Graphics Design General

Arts Drama Drama General

Visual Art Visual Art General

Languages Japanese Japanese General

4

VOCATIONAL PATHWAY

Learning Area

Semester 2 Year 10 Year 11 and 12 Subject Type

English Essential English Essential English Applied

Mathematics Mathematics Essential Mathematics Applied

Science Practical Science Aquatic Practices Applied

Humanities Certificate III in Business VET

Certificate II in Business VET

Health

Rugby League Development Program

Rugby League Development Program (Certificate II in Sport and Recreation)

VET

Netball Development Program

Recreation Sport and Recreation Applied

Certificate II in Sport and Recreation

VET

Certificate III in Early Childhood Education and Care

VET

Certificate III in Fitness VET

Technologies

Hospitality Certificate II in Hospitality VET

Certificate I in Animal Studies

Certificate II in Agriculture VET Certificate I in Agrifood Operations

Certificate I in Manufacturing (Pathways)

Certificate II in Engineering VET

Graphics Industrial Graphics Skills Applied

Industrial Technology and Design

Building and Construction Skills

Applied

Information and Communication Technology

Information and Communication Technology

Applied

Certificate II in Information, Digital Media and Technology

VET

Certificate II in Engineering Pathways (Mackay Engineering College -Application Required)

VET

Arts Visual Arts in practice Applied

5

Year 10 Subject Information

Sarina State High School offers its students a wide variety of courses throughout Senior Secondary. There are two types of courses offered in Year 10 at Sarina State High

School:

CORE: This subject MUST be taken by all Year 10 students

ELECTIVE: Subjects available for selection

Semester One: All students in Year 10 will study CORE English, Mathematics, Science, History, Health and Certificate II in Foundation Skills for Work and Vocational Pathways. Student will also be able to choose one elective. Semester Two: Students will be able to select an ELECTIVE English and Mathematics course that suits their needs, and continue Science for term 3 and in term 4 choose and elective science. They will also be able to select their choice of three electives. It is suggested that students choose subjects which:

They enjoy;

They can achieve good results;

Reflect their interests and abilities;

Help them reach their career goals;

Meet pre-requisites of senior subjects.

Read carefully all of the subject descriptions in this booklet. Look at the type of assessment, abilities required etc. Further queries regarding subjects may be directed to relevant teachers, Heads of Department, Senior Secondary Head of Department, Guidance Officer or the relevant Deputy Principal.

Please remember: Subjects will run based on appropriate numbers of students selecting the course. The subject selection process is one of refinement and reduction and for this reason some subjects may not be able to operate and the school reserves the right to cancel or withdraw a subject or course. In the event of this happening, students will be consulted to consider alternatives. Costs: All information is correct at the time of printing, however all costs may be subject to change. If this occurs, students who have selected affected courses will be advised of updated information.

Delivery of any Certificates will be dependent on the approval status of Sarina State High School’s Scope of Registration. The school guarantees that the student will be provided with every opportunity to complete any VET Certificate as per the rights and obligations outlined in the enrolment process and information in handbooks provided. Students who successfully achieve all qualification requirements will be provided with a Qualification and record of results. Students who achieve at least one unit (but not the full qualification) will receive a Statement of Attainment. Sarina State High School (RTO 30433) Date of Publication – 22/7/19 Correct at time of printing but subject to change

6

Mathematics

Subject Code MAT

Towards Further Study/Employment

Core/Elective CORE

Rationale: Students will learn mathematical skills that will enable them to be independent citizens with a working knowledge of how mathematics fits in the world around them. Students will learn how to think and reason mathematically and be equipped with strategies that will be useful across many areas of study including Science, Engineering and Technology. Students will use Information and Communication Technologies to help solve more complex mathematical problems as well as continue to refine their own mathematical knowledge.

Course Structure: This course covers study on the following topics:

Linear Equations

Algebra

Pythagoras and Trigonometry

Probability

Data

Geometry and Mathematical proofs

Mathematical Relationships

Polynomials

Assessment: Year 10 Mathematics students are assessed in two main ways:

Written examinations (in class time, once per semester)

Assignments (some class time provided)

Students will be assessed on three criteria:

Knowledge and Understanding

Modelling and Problem Solving

Communication and Justification

Pathways:

Senior subjects: Essential Mathematics or General Mathematics. Students need to demonstrate at least a C Standard in Mathematics to enter General Mathematics.

Additional Cost to Student Resource Scheme: Students are encouraged to participate in the National Mathematics Competition and the McDonalds Mathematics competition each year at a total cost of approximately $15.

7

Science Subject Code SCI


Core/Elective CORE

Rationale: Students will develop a solid foundation of knowledge of the Biological, Chemical, Physical and Earth and Space Sciences. This will include being able to select and integrate the scientific knowledge and methods needed to explain and predict phenomena. Students will apply that understanding to new situations and events, and to appreciate the dynamic nature of science knowledge.


Genetics and cell processes

Evolution

Chemical Reactions

Chemical Processes

Motion

Forces in Motion

The Universe

Global Systems

Assessment: Year 10 Science students are assessed in a number of ways:



Students will be assessed on two criteria:

Science Understanding

Science Inquiry Skills

A third non-assessable criteria (Science as a Human Endeavour) is addressed but does not contribute towards academic achievement. Written assignments are usually contextually based. Class time will be provided but there is an expectation that some work be completed outside of class time.

Pathways:

Senior subjects: Biology, Chemistry, Physics and Marine Science A C standard minimum is a strong recommendation for students wishing to enter into any of the Senior Sciences. Students wishing to enter Chemistry and Physics should achieve a B standard or above.

Additional Cost to Student Resource Scheme: Students may be invited to attend excursions/field trips related to subject matter and these will in most instances be limited to under $15.

8

English Subject Code ENG


Core/Elective CORE

Rationale: The English learning area offers students opportunities to enjoy language and be empowered as functional, purposeful, creative and critical language users who understand how texts can convey and transform personal and cultural perspectives. In our world today citizens need to be literate - in English they will learn how language varies according to context, purpose and audience, content, and modes and mediums. Students have opportunities to engage with a range of texts to help them develop a sense of themselves, their world and their place in it.

Students will be engaged in a variety of learning activities including:

group discussions which allow them to make observations and express personal views;

teacher-guided activities to impart relevant background information;

listening to, reading or viewing texts individually, in small groups or as a whole class;

analysing and critically responding to a range of texts

comparing and contrasting texts; planning and drafting phases rehearsing and presenting speeches; writing responses in a number of

different genre styles – such as analytical, persuasive and creative.

Course Structure: This course covers study on the following two topics for the duration of Semester one:

1. Responding to literary texts: in depth novel study. In this unit, students read, analyse and evaluate a novel that explores issues relevant to contemporary society. They examine narrative viewpoint, characterisation and plot structures in literature. They consider the links between values, beliefs, assumptions and the social, moral and ethical positions of authors. Students will consider the worth or value of the novel for young Australian readers.

2. Poetry: In this unit, students read and respond to a range of poetry that explores groups, issues and/or events that are relevant to them and Australian society. Students will examine how poetry can be used to develop social, moral and ethical perspectives on issues that are relevant to particular audiences and contexts. Students will examine stylistic features, text structures and language features in poetry and consider how these elements combine to privilege perspectives. Students will also consider technical aspects of poetic forms such as odes, elegies, ballads and sonnets, producing their own poetic texts.

Assessment: Task 1 response: Students will take on the role of an informed writer and compose a literary analysis which supports or refutes the literary merit (value; relevance) of the novel for young Australian readers. The analysis will encourage or discourage young Australians from purchasing a copy of the text. Task 2 response: Students will create 5 poems (different forms) that provide a perspective on a social, moral, ethical issue of concern / interest to young Australians. Students will then select ONE poem and compose a justification (rationale) of their text structure and language choices in that poem (that present and emphasise the chosen issue), and present the justification and poem to the class. Students will also create a multimodal element to accompany their chosen poem that will support their ‘message’ and further influence their audience. The purpose of poem and presentation is to influence thoughts/opinions of the audience re that issue. The presentation will be in the form of a ‘Slam Poetry’ performance.

Pathways:

Senior subjects: English and Essential English A C standard is a strong recommendation for students wishing to enter into English in Semester Two.

Additional Cost to Student Resource Scheme: Nil

9

History Subject Code HIS


Core/Elective CORE

Rationale: Studying History provides a student with skills which are not confined to the study of the past. Skills of analysis are invaluable in many jobs, and the ability to analyse and then prioritise information is vital to decision making. History is relevant - in order to make sense of current affairs / what is happening in the world it is important to study the past, as everything which is happening around us today has been influenced by, and is a direct result of, that which preceded it. In this way, the study of History is explicitly relevant to us.



teacher-guided / student-led activities to impart relevant background information for example, role plays; blogs; podcasts; ‘what if’ scenarios; interviews

listening, reading or viewing texts individually, in small groups or as a whole class;

analysing and critically responding to texts, in written and spoken form;

comparing and contrasting texts;

planning and drafting written assessment tasks;

rehearsing and presenting responses and speeches;

writing a number of different genre styles – such as analytical; persuasive editorials; informative; reflective

Course Structure: This course covers study on the following two topics for the duration of Semester one.

1. World War 11 (1939 - 45): Students investigate: the consequences of World War II? How did these consequences shape the modern world; Use evidence to explore the course of events during World War II; explore the Australian experience during World War II, including home front experiences; international relationships; the fall of Singapore; POWs; involvement of indigenous Australians and the significance of the Kokoda campaign.

2. Rights and Freedoms (1945 - present): Explore the origin and significance of human rights as well as the background to the struggle of Aboriginal peoples and Torres Strait Islander peoples for rights and freedoms before 1965 / investigate the causes, effects and significance of the Stolen Generations / investigate continuity and change in the civil rights for Aboriginal peoples and Torres Strait Islander peoples over time / investigate methods used by civil rights activists to achieve change for Aboriginal peoples and Torres Strait Islander peoples and examine the significance of the United Nations Declaration of the Rights of Indigenous Peoples to Aboriginal peoples and Torres Strait Islander peoples.

Assessment: Task 1 response: Students analyse and interpret sources about the Kokoda military campaign and select and use information from these sources as evidence to support conclusions about the Japanese retreat/withdrawal during the Kokoda campaign. Supervised exam. Task 2 response: To analyse, select and organise information from a range of sources to develop a historical argument about the significance of the 1992 Mabo case High Court decision. Topic: The 1992 Mabo case High Court decision was a significant turning point in the progress towards Reconciliation.In your response, consider how valid this statement is in light of the historical evidence provided on the source sheet. Supervised exam: extended response.

Pathways: Senior Subjects: Ancient History and Modern History A C Standard is a recommendation for students wishing to enter into Modern or Ancient History in Senior or Semester 2 Year 10 but NOT a prerequisite.

Additional Cost to Student Resource Scheme: Additional cost may be required for appropriate excursions throughout the semester.

10

Health and Physical Education Subject Code HPE


Core/Elective CORE

Rationale: In Health and Physical Education practical learning experiences are used to broaden and encourage life-long involvement in physical activity. Skills are developed for critical and creative appraisal, analysis and refinement of students’ own and others’ movement performance. Social, cultural and political factors that influence health, safety, wellbeing and physical activity participation are questioned and critically analysed to make informed judgements and ethical decisions. Strategies to positively manage change and respectful relationships, leadership and collaboration skills are also developed and critically evaluated. The Year 10 curriculum continues to progress students throughout their schooling; providing opportunities to develop their own support networks within their school, families and wider community.


Unit 1: I Can Influence Others – In this unit, students will access credible information about alcohol and other drugs. They will investigate binge drinking and explore the impact of risk-taking behaviours on health. Students will examine strategies to minimise risks and make safe and healthy decisions when under pressure in social situations.

Unit 2: PT Yourself – In this unit, students will propose and evaluate a workout that targets muscular endurance and cardiovascular fitness. They will monitor heart rates to determine changes during activities of varying intensities.

Unit 3: Excellence in Health – In this unit, students work in groups to demonstrate leadership and cooperation skills whilst applying the problem-solving process to take action to enhance their own and others' health, safety and wellbeing in the school community. Students will design a health action plan and implement this through presenting to the junior school, thus raising awareness.

Unit 4: Tactical Awareness – Touch Football

Assessment: In Health and Physical Education practical assessment takes place during class time with a focus on movement skills and the ability to work with others in a team environment. The theory component of the course will assess students through assignments/research tasks and interactive multimodal workshops.

Students are assessed on three criteria:


Investigating

Performance and Practical Application

As structured in the junior school, students have the option to choose HPE, Netball or Rugby League as their CORE choice for semester 1.

Pathways:

Senior subjects: Physical Education, Certificate III Fitness, Sport and Recreation, Rugby League Development Program and Sports Coaching. A C Standard minimum is a strong recommendation for students wishing to enter into any of the Health courses. However, students wishing to enter Senior Physical Education should aim to achieve a ‘B’ Standard or above.


11

Advanced Mathematics Subject Code ADM

Towards Further Study

Core/Elective ELECTIVE

Rationale: Students will learn mathematical skills that will enable them to be independent citizens with a working knowledge of how mathematics fits in the world around them. Students will learn how to think and reason mathematically and be equipped with strategies that will be useful in Mathematics Methods and Specialist Mathematics. Course Structure: This course covers study on the following topics:

Algebra

Calculus

Functions

Assessment:

Year 10 Mathematics students are assessed in two main ways:



Students will be assessed on three criteria:


Modelling and Problem Solving

Communication and Justification

Pathways:

Senior subjects: Mathematics Methods and Specialist Mathematics Students need to demonstrate at least a B Standard in Advanced Mathematics to enter Mathematics Methods or Specialist Mathematics.


12

English Subject Code ENG



Rationale: The differences between English and Essential English subjects lie in the emphasis of how knowledge and skills are developed and the contexts in which they are applied. English is more suited to students who are interested in going to university as it tends to be more ‘academic’ than Essential English.

ENGLISH: English is the detailed study of literary texts (Shakespeare’s Romeo and Juliet’ and satirical texts) in which students critically and creatively engage with texts, written, spoken and visually. English extends their language, vocabulary, literature and literacy skills and understanding the ways in which people communicate. English in Semester 2 will introduce students to the knowledge and skills required in English in year 11.

Students will be engaged in a variety of learning activities (spoken, written, visual) including:

group discussions which allow them to make observations and express personal views; teacher-guided activities to impart relevant background information;


comparing and contrasting texts

creating / composing texts

Course Structure: This course covers study on the following two topics for the duration of Semester two:

1. SHAKESPEARE (ROMEO AND JULIET): Students will read and interpret a Shakespearean tragedy; students will begin by developing knowledge that will help them interpret the text. They will explore ideas and viewpoints about events, issues and characters represented in the text. Students will then analyse the play; analysing arguments and accompanying evidence to support or refute ideas presented by the author.

2. UNDERSTANDING SATIRE: In this unit students read, view and analyse the techniques used in satirical texts. Students will create and then present a spoken multimodal satirical response that demonstrates their knowledge and understanding of the techniques of satire.

Assessment: Task 1 response: Assessment response will be an exam question (analytical essay) where the student will be evaluating an interpretation of Romeo and Juliet. Task 2 response: Students create and present a satirical text (spoken news report for the Betoota Advocate) based on a person, event, social group or issue of topical/contemporary relevance. Student choice to be negotiated with classroom teacher.

Pathways:

Senior subjects: English and Essential English A C Standard in this course is a prerequisite for students wishing to enter into English.


13

Essential English Subject Code EES



Rationale: The differences between English and Essential English subjects lie in the emphasis of how knowledge and skills are developed and the contexts in which they are applied. Essential English is suited to students who are interested in vocational educational education and training, or employment.

ESSENTIAL ENGLISH is designed to further develop students’ literacy skills through the study of the purpose, language and structure of a range of texts. Essential English extends their language, vocabulary, literacy skills and understanding of the ways in which people communicate effectively. Essential English in Semester 2 will introduce students to the knowledge and skills required in Essential English in year 11.

Students will be engaged in a variety of learning activities (spoken, written, visual) including:

group discussions which allow them to make observations and express personal views; teacher-guided activities to impart relevant background information;


comparing and contrasting texts

creating / composing texts

Course Structure: This course covers study on the following two topics for the duration of Semester Two: Unit 1: How people, places, events or issues are represented in the news media: in this unit students will listen to, view and read a variety of news texts and then discuss how an issue, an individual person or a social group has been represented in those reports / articles. Students will also discuss how the various audiences have been positioned to view these elements for example, in a negative or positive way; and the techniques the news writers and presenters have used to position the audience this way.

Unit 2: Novel Study: Representations of people, places, events and/or issues: In this unit students will read and discuss a chosen class novel with a particular focus on how the characters are presented in the novel (what ‘sort’ of people the readers interpret them to be). Students will also gain an understanding of how a ‘reality’ can be constructed (for example, a scene; characters; relationships; issues) in a text and the ways in which a reader responds to this.

Assessment: In Essential English, students complete tasks based around the units of study. Task response 1: Students will write and present a spoken news report that portrays a ‘resistant’ (NOT generally how a person, event, issue, social group – ‘opposite’) representation. This will be a multimodal presentation therefore students will construct a multi-modal element such as a power point / video clip to support this resistant representation.

Task response 2: Students will plan and create a ‘new’ chapter / excerpt to be included in the studied novel that presents a ‘new’ perspective (from a chosen character’s perspective) on a person, event or issue from the novel.

Pathways:

Senior subjects: English and Essential English

A minimum C Standard in this course is a prerequisite for students entering Essential English A minimum B Standard in this course is a prerequisite for students wishing to enter into English.


14

History Subject Code HIS



Rationale: Through the study of History (Ancient and Modern), we can understand how the peoples and achievements of the distant and recent past have influenced our world. Students will complete two (2) pieces of assessment over the course of the semester that focus on, not only the development of historical skills and content, but on the incorporation of ICTs in History. Students will be able to choose the history era for their responses: modern and/or ancient times, depending on their area and time of interest. Students will be engaged in a variety of learning activities including:

group discussions which allow them to make observations and express personal views e.g. blogs, video blogs etc.

teacher-guided activities to impart relevant background information e.g Ted Talks, quizzes, documentaries

student-centred research activities in small groups, as a whole class, or individually;

note-taking and critically evaluating sources, in written and spoken form;

comparing and contrasting historical accounts and sources;


rehearsing and presenting performances and speeches;

writing a number of different genre styles –documentary scripts, historical journal articles, and expository writing.


1. Personalities in History: In this unit students will examine the role and evaluate the significance of one specific individual who was important in shaping the experiences, achievements or history of the people whom they led or from whom they emerged. These individuals may be philosophers, artists, reformers, revolutionaries, politicians, kings, queens, religious leaders, soldiers, writers, dramatists — anyone who in some way distinguished themselves, dared to be different, took a stand on an issue about which they felt strongly, or had an impact on the history of their times e.g. students may wish to investigate George W. Bush and his role in ‘the war on terror’, or Pol Pot and the Cambodian Genocide

2. Studies of Conflict: In this unit students will research, study and understand the multiple factors that often lie at the base of conflict. These may include both the long-term and immediate causes; religious, racial, economic and political variables; and the actions of key individuals of the era. What was the end result and short-term effects of this conflict? What were the long-term effects of the conflict? For how long and in what ways did these effects continue? How did these changes impact on individuals and groups and society? Whose interests were not served by these changes? Students will be able to choose which conflict on which to base their response. Students may wish to choose conflicts such as: the Cuban Revolution, the Korean War, and the Fall of Rome etc.

Assessment: In History, students complete tasks based around the units of study. Students will complete two (2) pieces of assessment over the course of the semester but will be able to choose the history era for their responses: modern and/or ancient times depending on their topic and time period of interest. Responses will be in the form of a range of text types, for example: tutorials, documentaries, interviews, video blogs, podcasts, multimodal presentations, websites.

Pathways:

Senior subjects: Ancient History and Modern History A C Standard in English is a prerequisite for students wishing do Ancient or Modern History.


15

Geography Subject Code GEG



Rationale: ‘Environmental Impact of the Human Race – An Inconvenient truth’. Through the study of Geography students will develop informed perspectives on what is happening the world. Geographically informed citizens understand the many interdependent spheres in which they live, and make informed judgments to improve their community, state, country and the world.




listening, reading or viewing texts such as blogs, online articles, TED talks, vlogs.

conducting research in the field (excursions)



writing a number of different genre styles – such as analytical expositions, persuasive editorials or expository writing.


1. Human Well-Being: Students will understand the many interdependent spheres in which they live, and make informed judgments to improve human wellbeing in their world. Human well-being refers to the quality of life of groups in society (case study). In this unit students will be analysing and predicting patterns of human wellbeing – they will create and evaluate proposals to help improve the well-being of a social group (student choice, for example, the India, South Africa, Indonesia).

2. Environmental Change and Management: investigating the causes and effects of an environmental change and how to manage it in a local region (eg. Great Barrier Reef).

Assessment: In Geography, students complete tasks based around the units of study. Students will complete two (2) pieces of assessment over the course of the semester.

Task one is a report on a country of their choice on how to improve wellbeing.

Task two is an exam on environmental change and management of the Great Barrier Reef. Students will have the opportunity to receive constructive feedback on their planning and drafting from the classroom teacher.

Pathways:

Senior subjects: Geography A C Standard in English is a recommendation for students wishing to enter Geography.


16

Legal Studies Subject Code LGS



Rationale: What are my rights and responsibilities? Legal Studies is about developing an understanding of the Australian legal system and how it affects our basic rights, obligations and responsibilities. Students will explore how to become an active and informed citizen and learn how to constructively question and contribute to the improvement of laws and legal processes. By examining factors that have led society to create a legal system, you will develop knowledge and understanding of the frameworks which regulate and shape our society. This will allow students to be able to comprehend legal concepts, principals and processes; select legal information from sources; analyse legal issues and evaluate legal situations by the completion of the course in year 12. Students will be engaged in a variety of learning activities including:




analysing and critically responding to texts, in written and spoken form;

comparing and contrasting texts;



writing a number of different genre styles – such as analytical expositions, persuasive editorials or expository writing.


1. Legal Introduction - Students are introduced to the Australian legal system, the sources of law, and the roles of parliament and the courts. The unit focuses on legal principles and criteria such as just and equitable outcomes. Students will investigate civil and criminal law concepts to have a basic understanding which will the students will build upon in senior Legal Studies.

2. Employment and the Law – Students will investigate how the legal system attempts to balance the rights and responsibilities of employer and employee. The unit will also examine salaries, wages and conditions for employees and the community.

Assessment: In Legal Studies, students complete tasks based around the units of study. Students will complete two (2) pieces of assessment over the course of the semester. Task one is a combination response exam. Task two is an investigative inquiry report. Students will have the opportunity to receive constructive feedback on their planning and drafting from the classroom teacher.

Pathways:

Senior subjects: Legal Studies A C Standard in English is a prerequisite for students wishing to enter into Legal Studies.


17

Business Subject Code BST



Rationale: Business is multifaceted. It is a contemporary discipline with representation in every aspect of society including individuals, community and government. Business, as a dynamic and evolving discipline, is responsive to environmental changes such as emerging technologies, globalisation, sustainability, resources, economy and society.

The study of business is relevant to all individuals in a rapidly changing, technology-focused and innovation-driven world. Through studying Business, students are challenged academically and exposed to authentic and real-life practices. The knowledge and skills developed in Business will allow students to contribute meaningfully to society, the workforce and the marketplace and prepare them as potential employees, employers, leaders, managers and entrepreneurs of the future.

Course Structure: This course covers the fundamental skills in both practical and theory based business applications. Students will become familiar with and examine the different stages of a business, as they apply analytical tools such as SWOT analysis and create documents using the Microsoft Suite programs including Word and Excel.

Assessment: Year 10 Business students are assessed in two main ways:

Folio of work Short answer written responses

Pathways:

Senior Subjects: Business A C Standard English is a prerequisite for students wishing to enter into Business.


18

Accounting Subject Code ACT



Rationale:

Accounting is a universal discipline, encompassing the successful management of financial resources of the public sector, businesses and individuals. It is foundational to all organisations across all industries, and assists with accountability and financial control. Throughout the course of year 10 Accounting, the students will become familiar with key accounting concepts to help prepare them for studying Accounting in their senior schooling years.


Introduction to Accounting

Introduction to Real World Accounting principles

This course covers study on the following topics for the duration of Semester two.

Assessment: Year 10 Accounting students are assessed in two main ways:

A combination response

A short response examination

Pathways:

Senior Subjects: Accounting A C Standard in English and Mathematics is a prerequisite for students wishing to enter into Business.


19

Health and Physical Education Extension Subject Code HPX



Rationale: In Health and Physical Education Extension, physical activity serves as both a source of content, data and the medium for learning. Learning is based on engagement in physical activity with students involved in closely integrated written, oral, physical and other learning experiences explored through the study of selected physical activities. The course allows students to develop and understand the relationships between the body and physical abilities. The course also encourages students to consider many of the wider complex social issues that surround physical activity in Australia and the world.


Unit 1: Sociology in Sport (Figueroa’s Framework)

Unit 2: Tactical Awareness and Netball

Unit 3: Biomechanics

Unit 4: Tactical Awareness and Volleyball

Assessment: Year 10 Health and Physical Education Extension students are assessed in three main ways:

Multi-modal Presentation

Analytical Essay

Practical Demonstration

Theory assessments are conducted in class and are completed once per term. Students are assessed on the following criterion:

Recognising, explaining and implementing

Categorising, organising, analysing, critiquing and synthesising

Evaluating, making decisions and justifying

Communicating

Written assignments are contextually based. Class time will be provided but there is an expectation that some work be completed outside of class time.

Pathways:

Senior subjects: Physical Education, Certificate III in Fitness, Sport and Recreation and Sports Coaching A C Standard is a prerequisite for entry into any of the Health courses.


20

Netball Development Program Subject Code NET



Rationale: The main focus of the Netball Development Program is to provide students with access to specialist Netball Coaching to develop the required skills of Netball. As in all team sports, a strong focus is placed on leadership and team work. Students are expected to participate in the Mackay and Districts Secondary Schools Netball competition and interschool games where these skills will be put into practice representing Sarina State High School. Students will develop coaching and umpiring skills as well as an in-depth understanding of health, wellbeing and fitness.


Unit 1: I Can Influence Others – In this unit, students will access credible information about alcohol and other drugs. They will investigate binge drinking and explore the impact of risk-taking behaviours on health. Students will examine strategies to minimise risks and make safe and healthy decisions when under pressure in social situations. Unit 2: Excellence in Health – In this unit, students work in groups to demonstrate leadership and cooperation skills while applying the problem-solving process to take action to enhance their own and others' health, safety and wellbeing in the school community. Students will design a health action and implement this through presenting to the junior school, thus raising awareness. Unit 3: Fitness Fanatics – In this unit, students test specific fitness components such as speed, muscular endurance and coordination, then implement appropriate training methods with the aim of improving test scores in each fitness component. Unit 4: Nutrition Nuts – In this unit, students explore the most suitable types of food an athlete should consume to remain at peak performance during training and games.

Assessment: In the Netball Development Program practical assessment takes place during class time with a focus on movement skills and the ability to work with others in a team environment. The theory component of the course will assess students through written examinations, assignments/research tasks and interactive multimodal workshops.



Investigating


Pathways:


Additional Cost to Student Resource Scheme: The program is $100 per annum which covers registration and uniform hire. For a student who is new to the program, the cost will be $120 as they will also receive a training singlet and whistle. Throughout the year optional excursions are offered to each Netball Development student and costs vary depending on the trip and fundraising.

21

Rugby League Development Program Subject Code RLD



Rationale: The main focus of the Rugby League Development Program is to provide students with access to specialist Rugby League coaching to develop the required skills of Rugby League. A strong focus is placed on teamwork, leadership, respect, accountability, integrity and responsibility. Through the medium of Rugby League, students are encouraged to participate in all school events and are expected to display a positive attitude and school pride within the school and the local community.


Unit 1: I Can Influence Others – In this unit, students will access credible information about alcohol and other drugs. They will investigate binge drinking and explore the impact of risk-taking behaviours on health. Students will examine strategies to minimise risks and make safe and healthy decisions when under pressure in social situations. Unit 2: Excellence in Health – In this unit, students work in groups to demonstrate leadership and cooperation skills while applying the problem-solving process to take action to enhance their own and others' health, safety and wellbeing in the school community. Students will design a health action and implement this through presenting to the junior school, thus raising awareness. Unit 3: Fitness Fanatics – In this unit, students test specific fitness components such as speed, muscular endurance and coordination, then implement appropriate training methods with the aim of improving test scores in each fitness component. Unit 4: Nutrition Nuts – In this unit, students explore the most suitable types of food an athlete should consume to remain at peak performance during training and games.

Assessment: In the Rugby League Development Program, practical assessment takes place during class time with a focus on movement skills and the ability to work with others in a team environment. The theory component of the course will assess students through written examinations, assignments/research tasks and interactive multimodal workshops.

Pathways:


Additional Cost to Student Resource Scheme: The program is $100 per annum which covers registration, training shirt and hat. For a student who is new to the program, the cost will be $120 as they will also get playing shorts and socks.

22

Recreation Subject Code RRE



Rationale: Recreation focuses on the role recreation has in the life of individuals and communities. It provides you with opportunities to learn in, through and about recreation activities. Recreation activities are those that require exertion and activity. They are engaged in for competition, relaxation or simply enjoyment. Recreation activities include active play and minor games, challenge and adventure activities, games and sports, health-related physical activities, and rhythmic and expressive movement activities.

You will experience the challenge and fun of active participation in physical activity whilst developing beneficial vocational and life skills. The skills developed in Recreation may help you in work, personal fitness, or general health and wellbeing. You will develop interpersonal abilities and be encouraged to appreciate and value involvement in recreation activities.


Unit 1: Strength and Conditioning – Training Programs

Unit 2: Badminton - Tournament Organisation

Assessment: In Recreation, practical assessment takes place during class time with a focus on movement skills and the ability to work with others in a team environment. The theory component of the course will assess students through an individual assignment and a group project. Each term students will receive a grade for their application and development in the physical activity undertaken. They will also complete one theoretical task that is directly related to the physical activity and the course matter being undertaken in that term. Each assessment task represents 50% of that term’s total assessment.

Students are assessed on two criteria:



Pathways: Senior subjects: Sport and Recreation, Sports Coaching and Rugby League Development Program.


23

Hospitality Subject Code HSP



Rationale: Hospitality provides basic skills and knowledge for an individual to be competent in routine tasks in various hospitality settings such as restaurants, hotels, motels, catering operations, cafes and coffee shops. As students will have to opportunity to complete a Certificate II in Hospitality across year 11 and 12, this non certificate subject provides students with a great opportunity to experience what the Hospitality subject involves.


Unit 1: Hygienic practices for food safety

Unit 2: Prepare and serve non-alcoholic beverages

Assessment: Students are assessed using various forms of competency based assessment including:

Group projects

Individual assignments

Exams

Observations of Practical tasks

Students are assessed on two criteria:



Pathways: Senior subjects: Certificate II in Hospitality

Additional Cost to Student Resource Scheme: There is a subject Levy of $50 for this subject to cover the cost of ingredients

24

Food and Nutrition Subject Code FAN



Rationale: Students will explore chemical and function properties of food to create food solutions for real world problems. Students will learn how to prepare healthy meals that enhance the nutrient needs of growing adolescents, equipping them with knowledge and skills for other areas of study including Food and Nutrition, Biology and Technology. Food and Nutrition provides opportunities to create food solutions that contribute positively to personal, social economic and sustainable futures, while cooking through a food science context.


Nutrients

Food groups

Dieting trends

Food choice

Cookery techniques

Technological advances in food production

Foodie culture

Meal planning

Assessment: Year 10 Food and Nutrition students are assessed in two main ways:

Written examinations

Practical Assignment – including portfolio and food solution

Assessment and examinations are conducted in class at least once under full examination conditions. Students are assessed on the following criteria:

Comprehending

Analysing and determining

Synthesising and evaluating

Communicating

Written assignments are usually contextually based. Class time will be provided but there is an expectation that work also be completed outside of class time.

Pathways:

Senior subjects: Food and Nutrition and Certificate II Hospitality A C Standard in this course is a prerequisite for students wishing to enter into Food and Nutrition.

Additional Cost to Student Resource Scheme: There is a subject Levy of $30 for this subject to cover the cost of ingredients.

25

Drama Subject Code DRA



Rationale: Drama interrogates the human experience by investigating, communicating and embodying stories, experiences, emotions and ideas that reflect the human experience. It allows students to look to the past with curiosity, and explore inherited traditions of artistry to inform their own artistic practice and shape their world as global citizens. Drama is created and performed in diverse spaces, including formal and informal theatre spaces, to achieve a wide range of purposes. Drama engages students in imaginative meaning-making processes and involves them using a range of artistic skills as they make and respond to dramatic works. The range of purposes, contexts and audiences provides students with opportunities to experience, reflect on, understand, communicate, collaborate and appreciate different perspectives of themselves, others and the world in which they live.


Improvisation

Role play

Stagecraft

Theatre styles

The study of scripts

Script writing

Dramatic language

Responding to live theatre

Assessment: Year 10 Drama students are assessed in two main ways:

Practical assessment - including Performances

Assignments – including script writing and responding to live theatre

Assessment is conducted in class at least twice per term. Students are assessed on three criteria:

Presenting

Responding

Making (forming)

Pathways:

Senior Subjects: Drama A C Standard is a prerequisite for students wishing to enter Drama.

Additional Cost to Student Resource Scheme: Students will have the opportunity to see live theatre and there may be a charge associated with these events.

26

Visual Art Subject Code ART



Rationale: Students will learn to pose and solve problems, work independently and in collaboration, and create and convey meaning from various viewpoints. Students will use their imagination and creativity to innovatively solve problems and experiment with visual language and expression. Students will also develop knowledge and skills when they create individualised responses and meaning by applying diverse materials, techniques, technologies and art processes.


Concept: Contemporary Art

Focus: People, places and objects.

Media: 2D and 3D (include drawing, painting, printmaking and sculpture)

Contexts: Personal and contemporary

Assessment: Year 10 Visual Art students are assessed in two main ways:

Folio of experimental work

Written report

Written assessments are usually contextually and conceptually based. Examinations are conducted in class at least once per semester under full examination conditions.

Pathways:

Senior Subjects: Visual Art in Practice, Visual Art, Certificate I and II in Visual Art. A C Standard is a prerequisite for students wishing to enter into Visual Art.


27

Japanese Subject Code JAP



Rationale: People use language to achieve their personal communicative needs — to express, exchange, interpret and negotiate meaning, and to understand the world around them. The central goal for additional language acquisition is communication. Students do not simply learn a language — they participate in a range of interactions in which they exchange meaning and become active participants in understanding and constructing written, spoken and visual texts. Additional language acquisition provides students with opportunities to reflect on their understanding of a language and the communities that use it, while also assisting in the effective negotiation of experiences and meaning across cultures and languages.

Course Structure: For the duration of the semester, the students will study two topic areas per term:

Getting it Right – Bathroom Etiquette

Health

Get Lost!

Shopping

These units will help prepare the students for future study of Japanese in year 11 and 12 as these units provide the foundation skills for their future understanding.

This subject can lead students to: Global business – become employees who can communicate in Japanese and therefore become employees who are highly sought after. Language – having the ability to communicate in more than one language is a very attractive option when applying for courses, university and when seeking employment. Travel - having knowledge of Japanese language and culture makes travelling and living in Japan much easier and more enjoyable. Opportunities - to meet Japanese friends, go on short or long term exchanges to Japan, visit Japan on a school tour and opportunities to host Japanese students.

Assessment: The students will need to complete one assessment per term Task 1 - Responding in English to a Japanese Stimulus Task 2 - A combination response

Pathways:

Senior Subjects: Japanese A C Standard in year 10 Japanese is a prerequisite for students wishing to enter into Senior Japanese


28

Music Subject Code MUS



Rationale: Music is a unique art form that uses sound and silence as a means of personal expression. It allows for the expression of the intellect, imagination and emotion and the exploration of values. Music occupies a significant place in everyday life of all cultures and societies, serving social, cultural, celebratory, political and educational roles.

The study of music combines the development of cognitive, psychomotor and affective domains through making and responding to music. The development of musicianship through making (composition and performance) and responding (musicology) is at the centre of the study of music. Through composition, students use music elements and concepts, applying their knowledge and understanding of compositional devices to create new music works. Students resolve music ideas to convey meaning and/or emotion to an audience. Through performance, students sing and play music, demonstrating their practical music skills through refining solo and/or ensemble performances. Students realise music ideas through the demonstration and interpretation of music elements and concepts to convey meaning and/or emotion to an audience.

In musicology, students explain the use of music elements and concepts, analysing music in a variety of contexts, styles and genres. They evaluate music through the synthesis of analytical information to justify a viewpoint.

Students learn to pose and solve problems, work independently and in collaboration, and create and convey meaning from various viewpoints. New skills are learnt and knowledge is created through the investigation and

experience of valued traditions and practices across various art forms.


1. Rock – The students will develop their knowledge from junior Music and have an in-depth look at Rock music.

2. Broadway – students will examine the musical aspects of Broadway Musicals.

Assessment:

The students will be assessed in three main ways:

Composition

Performance

Aural (listening) skills

Pathways:

Senior subjects: Music A C Standard in English is a prerequisite for students wishing to enter into Legal Studies.


29

Graphics Subject Code GPH



Rationale: Graphics contributes to the development of technological literacy and develops the communication and problem-solving skills required for a large number of educational and vocational aspirations. Graphics provides the opportunity to express simple and complex information through visual imagery and representations, encouraging clearer and more efficient communication.

Course Structure: Students explore graphical communication through studies in real-life contexts developed across the contextual areas of:

Foundation graphics

Production graphics

Business graphics

Built environment

Assessment: The assessment program will include a variety of assessment techniques which are integrated with the learning experiences. Students will complete and be graded on classwork, assignments, and possibly an examination.

Pathways:

Senior subjects: Industrial Graphics Skills


30

Industrial Technology and Design Subject Code ITD



Rationale: Year 10 Industrial Technology and Design offers students the opportunity to develop work, life and/or leisure skills integrating the study area core of manufacturing, safety and technological processes within the selected units of study. The flexibility of this course is intended to allow students to gain some knowledge and skills in a number of different industry areas, rather than focus on one area.

Course Structure: A course in Industrial Technology and Design comprises of:

Industry safety

Engineering

Building and construction

Assessment: The assessment program will include a variety of assessment techniques which are integrated with the learning experiences. Students will be assessed through practical projects, theory examinations and project logbooks.

Pathways:

Senior subjects: Building and Construction Skills and Certificate II in Engineering

Additional Cost to Student Resource Scheme: There is a subject levy of $50 to cover the cost of materials.

31

Information and Communication Technology Subject Code ICT



Rationale: Students will participate in a semester long elective that will enable them to analyse problems and design, implement and evaluate a range of digital solutions. Students will be encouraged to think creatively as they solve a variety of design issues using technology resources. These design issues may include such areas as drawing and designing 3D objects and using the industry standard software at school to design, make and manipulate digital products such as photographs, moving images and sound files. Students will make extensive use of their personal laptop device in this subject.


Computational thinking

Hardware and software

3D drawing and printing

Industry standard digital manipulation

Assessment: Year 10 Information and Communication Technology students are assessed in two main ways:

Quiz

Build a folio of evidence



Analysing and Applying

Producing and Evaluating

Class time will be provided but there is an expectation that some work be completed outside of class time.

Pathways:

Senior subjects: Information and Communication Technology


32

MSM10216 Certificate I in Manufacturing (Pathways)

Rationale: This qualification provides an introduction to the manufacturing industry, its culture, occupations, job roles and workplace expectations. The units of competency cover essential occupational health and safety requirements, the industrial and work organisation structure, communication skills, work planning, and basic use of tools and materials. The qualification is built around a basic manufacturing project unit that integrates the skills and embeds the facets of employability skills in context.

Course Structure: Total Units = 9 (3 core units + 6 elective units)

Core Units MSMPCI101 - Adapt to work in industry MSMPCI102 - Apply effective work practices MSMPCI103 - Demonstrate care and apply safe practices at work

Elective Units

MSMPCII298 - Make an object from metal MEM05007C - Perform manual heating and thermal cutting MEM05012C - Perform routine manual metal arc welding MEM11011B - Undertake manual handling MEM18001C - Use hand tools MEM18002B - Use power tools/hand-held operations

Assessment: Students will be assessed across practical projects, theory (safety) examinations and project logbooks. Students will need to meet minimum safety standards, including PPE:

Steel capped boots

Long blue jeans/blue cotton drill pants

Orange high visibility shirt (supplied as part of the course fee)

Eye and hearing protection, basic protection will be provided by the school

Pathways:

Senior subjects: Certificate II in Engineering and Building and Construction Skills

Additional Cost to Student Resource Scheme: There is subject levy of $100.00 for this course which covers some project materials and a Sarina State High School high visibility shirt.

Subject Code XMP



RTO Sarina State High School – RTO Code: 30433

33

ACM10117 Certificate I in Animal Studies

Rationale: This is a course for students who want to gain experience in animal care. This qualification covers work activities undertaken by a cross-section of animal care and management enterprises. The course will help students to develop basic skills and knowledge required for the care and maintenance of animals in a variety of workplaces. Students will learn about animal care in industry and become aware of related job opportunities. By completing the course successfully students will be able to assist in the care of animals, work safely and communicate effectively in the workplace.


Core Units ACMGAS101 - Investigate job opportunities in animal care and related industries ACMGAS102 - Catch and handle a range of quiet animals ACMGAS103 - Assist in the care of animals ACMGAS202 - Participate in workplace communications ACMOHS201 - Participate in occupational health and safety processes

Elective Units AHCLSK204 - Carry out regular livestock observation AHCLSK205 - Handle livestock using basic techniques

Assessment: Students are assessed using various forms of competency based assessment including practical tasks, worksheets, observations, self and peer assessments and reports from workplace supervisors.

Pathways:

Senior subjects: Certificate II in Agriculture

Additional Cost to Student Resource Scheme: Students may be invited to attend excursions/field trips related to subject matter and these will in most instances be limited to under $15. An Agriculture shirt will be available for purchase, cost TBA.

Subject Code ACM

Towards Employment



34

AHC10216 Certificate I in AgriFood Operations

Rationale: This is a course for students who want to gain experience in AgriFood. This qualification covers work activities undertaken by a cross-section of agriculture, horticulture and conservation and land management. The course will help students to develop basic skills and knowledge required to prepare for work. Students will undertake a range of tasks under close supervision. By completing the course successfully students will be able to assist in the care of plants, work safely and maintain the workplace.


Core Units AHCWRK101 - Maintain the workplace AHCWHS101 - Work safely

Elective Units AHCCHM101 - Follow basic chemical safety rules AHCMOM101 - Assist with routine maintenance of machinery and equipment AHCNSY101 - Support nursery work AHCPGD101 - Support gardening work AHCPHT101 - Support horticultural production

Assessment: Students are assessed using various forms of competency based assessment including practical tasks, worksheets, observations, self and peer assessments and reports from workplace supervisors.

Pathways:

Senior subjects: Certificate II in Agriculture

Additional Cost to Student Resource Scheme: Students may be invited to attend excursions/field trips related to subject matter and these will in most instances be limited to under $15. An Agriculture shirt will be available for purchase, cost TBA.

Subject Code AHC

Towards Employment



35

FSK20113 Certificate II in Skills for Work and Vocational Pathways

Rationale: The intended purpose of this pre-vocational course is to maximise young people’s employability potential in small, medium or large enterprises by equipping them with knowledge, skills and generic and specific competencies that enable them to meet the demands of the workplace as a proficient ‘worker’. That is, one who manages their own work performance to meet the workplace standards expected of an entry level employee. The course will help develop the ability of students to exercise judgement and autonomy in the workplace and to take and appropriate level of responsibility for work outcomes.


Core Units FSKDIG03 - Use digital technology for routine workplace tasks FSKLRG09 - Use strategies to respond to routine workplace problems FSKLRG11 - Use routine strategies for work-related learning FSKNUM14 - Calculate with whole numbers and familiar fractions, decimals and percentages for work FSKNUM15 - Estimate, measure and calculate with routine metric measurements for work FSKOCM07 - Interact effectively with others at work FSKRDG10 - Read and respond to routine workplace information FSKWTG09 - Write routine workplace texts

Electives Units BSBWHS201 - Contribute to health and safety of self and others BSBITU201 - Produce simple word processed documents FSKWTG01 - Write personal details on basic workplace forms FSKLRG07 - Use strategies to identify job opportunities FSKLRG10 - Use routine strategies for career planning FSKLRG06 - Participate in work placement

Assessment: Students are assessed using various forms of competency based assessment including

practical tasks, worksheets, observations, self and peer assessments, reports from workplace supervisors and online activities.

Pathways:

Benefits students with skills for work and further study.


Subject Code XSK

Towards Employment

Core/Elective CORE


Documents

2020 - Sarina State High School · The English learning area offers students opportunities to enjoy language and be empowered as functional, purposeful, creative and critical language