2021 – 2022 Senior Subject Handbook - e Q

2021 Subject Selection Page 1

Tomorrow’s Future Today

2021 – 2022 Senior Subject

Handbook

Moranbah State High School



A Message from the Principal – Mrs Leigh Dyer

The Moranbah Community is very proud of its local secondary school because of the tradition and reputation we have established in providing unique senior courses for diverse student pathways. Our curriculum offerings embed 21st Century skills and we are committed to ensuring that “every day, in every classroom, every student is learning, achieving and valued”. Queensland’s new Queensland Certificate of Education: At the beginning of 2019, Queensland embarked on a new system of senior assessment and tertiary entrance. The changes:

strengthened the quality and comparability of school-based assessment; and improved the validity and reliability of subject assessments, increased the confidence in the Queensland Certificate of Education (QCE).

The key changes in the new QCE system include:

New general and applied syllabuses Introduction of external assessment; and Move from the current Overall Position (OP) tertiary entrance rank to an Australian Tertiary Admission

Rank (ATAR), as used by other states in Australia. This booklet has been compiled to answer the many questions you may have about the curriculum available at Moranbah State High School. You will find included in the booklet:

1. Information about the QCE and how to calculate it 2. A map outlining the Senior School Pathway at Moranbah SHS 3. A guide on how to pick Senior Schooling Electives for Year 11 4. A statement / description on all subjects being offered.

A Senior Education & Training (SET) Plan meeting will occur with all Year 10 students at Moranbah State High School, involving students, parents/ guardians and a member of the school leadership team. These individual meetings aim to ensure that the best possible course of study is chosen by each student, and that support is given to students throughout their time at MSHS. As Principal of the school, I am committed to developing a first class education that meets the unique needs of your child. We have a great school, fantastic staff and students and I am proud to be leading such an amazing organisation. Please do not hesitate to contact me if you have any questions or concerns regarding your child’s path throughout Year 11 and 12 at Moranbah State High School.

Leigh Dyer Principal


Year 11 2021 4

Queensland Certificate of Education (QCAA official publication) 5

Moranbah State High School – Senior Phase Map 9

Our Curriculum Offerings 10

Choosing Subjects 13

Senior Education and Training Plan (SET Plan) 14

Queensland Certificate of Education (QCE) 15

Queensland Curriculum and Assessment Authority 18

University Pathways 19

School of Distance Education 20

VET – Vocational Education and Training 21

School‐Based Apprenticeships and Traineeships 22

General Subjects 24

GENERAL MATHEMATICS 25

MATHEMATICAL METHODS 27

GENERAL ENGLISH 29

DRAMA 31

VISUAL ART 33

BIOLOGY 35

CHEMISTRY 37

PHYSICS 39

PHYSICAL EDUCATION 41

HEALTH 43

BUSINESS 45

LEGAL STUDIES 47

MODERN HISTORY 49

DESIGN 51

FOOD AND NUTRITION 53

Applied Subjects 55

ESSENTIAL MATHEMATICS 56

ESSENTIAL ENGLISH 58

ARTS IN PRACTICE 60

VISUAL ARTS IN PRACTICE 62

AGRICULTURAL PRACTICES 64

SCIENCE IN PRACTICE 66

SPORT AND RECREATION 68

BUSINESS STUDIES 70

SOCIAL & COMMUNITY STUDIES 72

BUILDING & CONSTRUCTION SKILLS 74

ENGINEERING SKILLS 76

INFORMATION & COMMUNICATION TECHNOLOGY 78

VET Subjects 80

SIS30315 CERTIFICATE III in FITNESS 81

BSB20115 CERTIFICATE II in BUSINESS 84

SIT20316 CERTIFICATE II in HOSPITALITY 86

M‐STEP ENGINEERING 89

M‐STEP ELECTRICAL 91

CHC30213 CERTIFICATE III in EDUCATION SUPPORT 93

Distance Education 95


Year 11 2021




Queensland Certificate of Education (QCAA official publication)





Moranbah State High School – Senior Phase Map


Our Curriculum Offerings Moranbah SHS offers its students a wide variety of courses throughout the Senior Phase of Learning, incorporating Years 10 to 12. There are four types of senior courses offered at Moranbah SHS:

General Courses Applied Courses Vocational Education & Training (VET) Certificates

General Courses These courses, approved by the Queensland Studies General (QCAA), are offered state wide in Queensland secondary schools and colleges. They contribute to the Queensland Certificate of Education (QCE) if the required level of achievement is attained. They also contribute to an ATAR (see below). Applied Courses Applied courses, approved by the Queensland Studies General (QCAA), are offered state wide in Queensland secondary schools and colleges. They may be used in the calculation of an ATAR. Applied courses emphasise practical skills and knowledge relevant to specific industries. They contribute to the QCE if the required level of achievement is attained. Vocational Education and Training (VET) Certificates Student achievement in accredited vocational education competencies (based on industry-endorsed competency standards) may give advanced standing towards a traineeship or apprenticeship and/or credit on entry to courses at TAFE institutes and other registered training organisations. VET certificates contribute to the QCE if the required competence is attained. ATAR (Australian Tertiary Admission Rank) ATAR’s are used to gain entry into tertiary institutions such as universities. ATAR’s are calculated based on the results students receive in their chosen courses. An ATAR will be given based on the best five results a student achieves. Combinations of courses that will result in an ATAR being awarded are shown below:

General Courses Applied Courses Certificate III or Higher

English or Essential English

6 5 1 5 1 4 2 4 1 1


Students should keep the following points in mind:

Students study six courses unless undertaking a School-Based Traineeship or Apprenticeship or Work Placement, in which case they may elect to five courses. Students who require an ATAR for tertiary entrance into a university must choose at least four General courses within their choice of six courses. While Essential English does contribute towards an ATAR, most university courses have English as a pre-requisite. Students should check the QTAC guide prior to choosing their English subject. Students not requiring an ATAR may study any combination of General, Applied or VET Certificates. All students should consult with the Deputy Principal (Senior School), Head of Department Senior School or VET Coordinator about course choices which suit their needs. Once course choices are made, students should complete the Subject Selection Online Form via OneSchool, indicating their preferred courses for Year 10. All students at Moranbah SHS must study one (1) course from the English curriculum area and one (1) course from the Mathematics curriculum areas. To comply with the Australian Curriculum, Year 10 students will also be required to undertake Science and History as part of their compulsory schooling from 2013. In order to offer a diverse curriculum, some courses may be organised with the assistance of the Brisbane, Capricornia or Cairns School of Distance Education, or other institutions e.g. TAFE and Private Registered Training Organisations (RTO’s). This may depend on the class size and/or human/material resources. Please note – students need to be very self-motivated to undertake these external courses and should limit the number they attempt.


A snapshot of what we offer The following table outlines the General, Applied and VET courses being offered at Moranbah SHS in 2019. This is not an exhaustive list. Some courses may not be offered due to student numbers and staffing requirements. Additional courses may be undertaken through Distance Education if necessary. Department General Applied VET Certificates

Mathematics General Mathematics Mathematical Methods Essential Mathematics

English & Arts English Drama Visual Arts

Essential English Arts in Practice Visual Arts in Practice

Science & HPE

Biology Chemistry Physics Physical Education Health

Agricultural Practices Science in Practice Sport and Recreation

Certificate III Fitness*

Humanities Business Legal Studies Modern History

Business Studies Social and Community Studies

Certificate II in Business*

Design & Digital Technology

Design Food and Nutrition

Building and Construction Skills Engineering Skills Information and Communication Technology

Certificate II in Hospitality*

VET

Certificate III in Education Support Certificate II in Engineering Pathways Certificate II in Resources and Infrastructure Work Preparation* Certificate II in Electrotechnology*

* These certificate courses are offered through External Registered Training Organisations. Further details in later pages.


Choosing Subjects It is important that students choose senior courses carefully as their decisions may affect the types of occupations they choose in the future, as well as their success and feelings about school. We suggest students choose subjects which:

They enjoy They achieve good results in They meet the pre-requisites for Reflect their interests and abilities Help them reach their goals Develop both life and work skills and knowledge for later life

Questions parents can ask their children

How well have you coped with similar subjects in the past? Do you wish to undertake tertiary studies at university after Year 12? If you do, then you

should study a minimum of five General Subjects out of six to be selected. This is because mainly General Subjects are used in the calculation of the ATAR.

If you know which tertiary course you would like to study, check the pre-requisite subjects necessary for entry into that course in the QTAC guide. Most courses will have English, not Essential English as the prerequisite.

If you do not know which tertiary course you are interested in, or if you wish to undertake tertiary studies, where possible, choose subjects that keep as many options open as possible.

If you do not wish to study at a tertiary institution after Year 12 and you want to acquire skills that may help you get a job after year 12, then a selection of Applied Subjects and VET Certificates may be advisable.

Vocational Education Certificates could provide a pathway to a job that attracts you. Success in these types of certificates may give you advanced standing (credit) to a higher level course that you are interested in e.g.: a Certificate II in Hospitality could lead to Certificate III or IV in Tourism and Hospitality.

After considering all the factors above, try to choose your best subjects and the ones you enjoy the most. Make your senior years of school enjoyable.

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, Head of Department, and Guidance Officer.


Do your research Take these steps to ensure you understand the content and requirements of each subject:

Read subject descriptions and course outlines carefully Talk to Heads of Departments and teachers of each subject Look at books and materials used in the subject Listen carefully at subject selection talks Check subject prerequisite expectations Fully understand the requirements of the subject assignments, exams, safety, trips, camps

etc.

Need further assistance in making decisions? Contact the school to arrange an appointment with the Deputy Principal, Heads of Department, the Guidance Officer or relevant teacher. More information can be found at http://www.qcaa.qld.edu.au.

Senior Education and Training Plan (SET Plan) The Queensland government introduced laws in 2006 which require young people to be “learning or earning”. All young people will be required to complete Year 10 at school and go on to undertake a further two years of education and/or training, until they achieve a Queensland Certificate of Education, Senior Statement or Certificate III vocational qualification or turn 17, whichever comes first. Young people will be exempt from these requirements if they gain full-time employment. The aim is to encourage as many young people as possible to complete Year 12 or equivalent. A Senior Education and Training (SET) Plan is developed to map a student’s future education and/or employment goals and their QCE pathway. Moranbah SHS works with students to develop and then implement their SET Plans. This plan assists them to make good choices about further learning and work. The SET Plan is designed to:

Work as a “road map” to help students achieve their learning goals during the Senior Phase of Learning

Include flexible and co-ordinated pathway options Assist students to examine further options across education, training and employment

sectors Help students to communicate with their parents/carers, Guidance Officer or teachers about

their intended pathways In their personalised plan, students will be able to list a variety of different learning pathways, some of which they may access outside the current formal structure of our school. This allows them to


create more options and flexibility in their learning. The plan can be altered if they decide to change direction and explore different learning pathways. How to complete SET Plans Students can access their SET Plans through One School by logging into their Managed Internet Service (MIS) account. Through the One School application, students can also set goals and targets relating to each of their subjects. They can also access their academic results and add a range of other information relating to their education. Once this is completed, students can print a report displaying their career information in a user-friendly document. Students having difficulty accessing their information on One School need to contact their ICT Co-ordinator. Who will access the SET Plans During students final years of education, there will be many occasions where students SET plans are accessed. The Deputy Principal, Heads of Department, Guidance Officer and Career Transition Officer may access students SET Plans when:

- confirming students subject choices are correct for their chosen pathway - students are considering subject changes - advertising School Based Traineeships and Apprenticeships - offering day trips, courses or other opportunities.

Students can update their SET plan at anytime by accessing http://olsp.eq.edu.au.

Queensland Certificate of Education (QCE) The QCE is awarded to eligible students – usually at the end of Year 12 Students can still work towards a QCE after Year 12 or if they leave school, their learning

account remains open Learning options are grouped into four categories: Core, Preparatory, Enrichment and

Advanced The QCE offers flexibility in what, where and when learning occurs Students with special needs may be eligible to receive a QCIA (Queensland Certificate of

Individual Achievement) Eligibility for a QCE To be eligible for a QCE, a student must be enrolled with a school and registered with the Queensland Curriculum and Assessment Authority. For most students the QCE will be achieved over Years 10, 11 and 12. Others may not achieve it until after they finish Year 12.


To achieve a QCE, a student needs at least twenty (20) credit points in a set pattern. At least 12 credits must come from completed Core courses. An additional 8 credits can come from a combination of any courses.

- For General and Applied Courses, students will receive 1 credit for successful completion of Unit 1, 1 credit for successful completion of Unit 2 and 2 credits for successful completion of Unit 3 & 4 combined.

- For VET courses, students will receive credit points for demonstrating competence (typically 2 credits for Certificate I, 4 credits for Certificate II and 6-8 credits for Certificate III courses).

- Literacy and numeracy minimum requirements must also be met. What is a credit? A credit is the minimum amount of learning at the set standard that can contribute to the QCE. A credit has two elements: an amount of learning and a set standard. For example, a credit for a General Subject is one Unit (amount of learning) at Sound Achievement (set standard) or a credit for a Certificate II qualification 25% (amount of learning) of the competencies (set standard). Some learning achievements will be recorded, but will not be a credit because they either do not have the required amount of learning or they do not meet the set standard. For example, a Very Limited Achievement in a General subject does not meet the set standard to be a credit. Flexibility The QCE will recognise more learning options. Students can design a program of study to match their career goals. There is flexibility in what, where and when learning occurs. Not all the learning needs to take place at school. Some learning can be with a registered training provider (RTO), in a workplace or with a community group. Students who do not meet the QCE requirements at the end of Year 12 can continue to work towards their certificate (however credits expire after nine years). The QCAA will award a QCE in the following July or December, after a student becomes eligible. Senior Education Profile Students in Queensland are issued with a Senior Education Profile when they complete Year 12. All students receive a Senior Statement, and eligible students receive a Queensland Certificate of Education (QCE) and/or a Tertiary Entrance Statement. Students who continue to study towards a QCE after completing Year 12 will receive a Statement of Results when they become eligible for a QCE. Students can access their Learning Accounts throughout the Senior Phase of Learning by logging on to the Student Connect website at https://studentconnect.qld.edu.au/ . Students use their Learning Unique Identifier (LUI) number to access information relating to their courses and credit points. Students can obtain their LUI number through the school office.


To be eligible for the QCE, students must complete: 1. A set amount of learning; 2. To a set standard 3. In a set pattern, and 4. Meet minimum literacy and numeracy standards.

Set amount of Learning To meet QCE requirements, a student must accrue 20 credits from learning options. Different types and amounts of learning contribute different amounts of credit to the QCE. Credit accrues when the set standard is achieved. Set Standard of Learning Contributing studies must meet the set standard to accrue credit to the QCE. Set standard includes:

satisfactory completion a grade of C or better qualification completion a pass or equivalent.

Partial completion of a course of study may contribute some credit to the QCE. Set Pattern of Learning The set pattern of learning for a QCE requires students to accrue 12 credits from completed Core courses of study. Core courses of study can only contribute to the completed Core requirement when a student:

is enrolled in a General or Applied subject for Units 1, 2, 3 and 4, and achieves a grade of C or better in Units 3 and 4

completes a vocational education and training (VET) Certificate II, III or IV The set pattern of learning for the QCE allows a maximum of:

8 credits can be accrued from other Core subjects 4 credits can be accrued from the Preparatory category of learning such as short courses,

Certificate I Courses or other recognised studies. 8 credits can be accrued from the Complementary category of learning such as University

subjects, Diploma or Advanced Diploma, or other recognised subjects.


Queensland Curriculum and Assessment Authority A brief outline of the system Queensland’s system of assessment for senior students involves the use of both externally-moderated school-based assessment and external assessment for students. The system is managed by the Queensland Curriculum and Assessment Authority (QCAA), an independent statutory body. The elements of the system are: 1. General Subjects:

Syllabi developed by the QCAA and implemented by schools. Syllabi prescribe: Objectives to be achieved by students All content to be taught to students Types of assessment appropriate for the subject in Units 1 & 2 The content, type, and marking scheme of all summative assessment in Units 3 & 4 Schools will: Implement the syllabus as written Develop Teaching, Learning and Assessment Plans (TLAPs) for each unit Develop and mark formative assessment for Units 1 & 2 Develop and mark summative internal assessment for units 3 & 4 The QCAA: Endorse all internal assessment written by the schools prior to students completing it Confirm marking of students work prior to scores being finalised Write external assessment for students to undertake in Term 4 of Year 12 Mark all external assessment Combine internal assessment and external assessment to calculate a final grade

2. Applied Subjects:

Syllabi developed by the QCAA, and implemented by schools. Work programs developed by schools are approved by the QCAA and include: Objectives to be achieved by students Core and elective content matter to be taught to students Types of assessment appropriate for the subject Schools will: Write a work program detailing how they will deliver the core and elective content,

consistent with the syllabus and suited to the needs of students in a school Provide learning experiences suited to the needs of students Develop and mark formative and summative assessment The QCAA will: Approve the schools work program


Perform annual moderation to ensure schools: o follow the approved work program o administer effective assessment o make correct judgements about the standards being achieved by the students

3. Tertiary Entrance Ranks

From 2020, Queensland will use the Australian Tertiary Admissions Rank (ATAR) system. These ranks are calculated by QTAC based on student results. See page 5 to view combinations of courses that will allow students to be given an ATAR.

4. Outcomes of the system

A student is awarded one of five levels of achievement in a subject at the end of Year 12. This level of achievement represents the same standard regardless of the school attended by the student

Eligible students receive an ATAR rank. These ranks are used by universities and colleges to technical and further education to select students for tertiary courses.

Quality Assurance The Queensland system is based on a rigorous framework of quality assurance of educational standards. The results of students individually, and overall, are reviewed at a number of stages in the process. This quality assurance process ensures that teachers and students receive useful and effective feedback on their performance. For teachers, this provides essential professional development in the area of assessment and consequently flows onto students. Elements of this quality assurance framework include:

Syllabi and work programs are quality assured by an external body – the QCAA Summative internal assessment for general subjects is endorsed by the QCAA prior to being

administered The products, students’ work, are sampled routinely by the QCAA, after each summative

internal assessment, with provision for additional sampling and rectification if this is warranted

The system has built-in continuous improvement of curriculum and assessment practices, teachers and standards of student achievement in each school

University Pathways Australian Tertiary Admissions Rank – Who needs an ATAR and how is it calculated? An ATAR is needed by anyone who is thinking of continuing with his/her studies after Year 12 at a tertiary institution. This is calculated by QTAC using algorithms that take the students best results and assigning them an ATAR ranking. A student’s ATAR is dependent on how well they achieve in


their subjects. Students need to choose subjects in which they have the best chance of doing well and which they will enjoy. The ATAR will be reported in 1000 bands. Each band increases by 0.05 from 0.00 to 99.95. For more information about the new system visit https://www.qtac.edu.auatar-my-path/atar. Students completing Year 12 in Moranbah may be entitled to apply for ATAR rank adjustments due to locations, access to limited variety of subjects, missed time at school due to demanding sport/artistic/cultural endeavours etc. The Guidance Officer can give more information on this to students when they fill out their QTAC applications. University Experience Every year students are given the opportunity to attend the James Cook University Residential Experience Program and spend time in Townsville living on campus and attending simulated lectures in students’ chosen fields. This is a great opportunity for students to explore the university and investigate all the options that it offers, as well as being able to talk to students who are currently studying in their areas of interest.

School of Distance Education Where Moranbah SHS cannot offer a subject due to timetabling structure or low student numbers, Distance Education can be a viable alternative. The Brisbane, Capricornia and Cairns Schools of Distance Education offer subjects we cannot offer and provide students with extensive materials including lesson notes, exercises, activities and assignments. These are completed under the direction of the SDE teacher in accordance with a Work Rate or Term Calendar. In addition, students have a timetabled lesson with their teacher via the internet or teleconference facilities on a regular basis (usually two lessons per week). Many courses are currently available via SDE. The SDE websites will have comprehensive lists of subjects on offer.

Brisbane: http://www.brisbanesde.qld.edu.au Cairns: http://www.cairnssde.qld.edu.au Capricornia: http://www.capriconriasde.qld.edu.au Charters Towers: https://charterstowerssde.eq.edu.au

To perform well in SDE courses, students generally need to be:

Self-directed with the ability to work independently as well as being prepared to collaborate with other students and the teacher

Competent users of technology or willing to acquire the necessary skills Self-motivated and punctual to online lessons.


VET – Vocational Education and Training What is VET? Vocational Education and Training (VET) is education and training to successfully enter the workforce. Moranbah State High School is a Registered Training Organisation (RTO 30402) that is authorised to deliver nationally accredited training to year 10, 11 and 12 students. Moranbah State High School’s Scope VET qualifications are nationally recognised and each qualification accumulates QCE points. Some of our VET subjects are on our scope. Others are offered in partnership with external RTO’s. In 2019, we intend to offer the following VET qualifications to our Year 11 students: Course Code Course Name RTO Name and ID Number BSB20115 Certificate II in Business Binnacle Training, RTO 31319 MEM20413 Certificate II in Engineering Pathways Moranbah SHS, RTO 30402

RII20115 Certificate II in Resources and Infrastructure Operations CQUniversity, RTO 40939

CHC30215 Certificate III in Education Support Moranbah SHS, RTO 30402 SIS30315 Certificate III in Fitness Binnacle Training, RTO 31319 SIT20216 Certificate II in Hospitality Blue Print Career Development, RTO 30978

FSK20113 Certificate II in Skills for Work and Vocational Pathways Moranbah SHS, RTO 30402

Please Note: Delivery of qualifications is based on student interest and some courses may not be delivered if there is insufficient student numbers. Units of Competency Within each Certificate, is a number of compulsory and/or elective units of competency that student’s must demonstrate their ability in. Each unit of competency identifies a discrete workplace requirement and includes the knowledge and skills that underpin competency as well as language, literacy and numeracy, and occupational health and safety requirements. The unit of competency does not specify the content, only the outcomes. Each unit of competency will be outlined in a Skills Checklist where students can explicitly determine the elements of competency and the performance criteria. To be determined “Competent”, a student must demonstrate a consistent ability to apply knowledge and skills to an industry standard.


Evidence Gathering Techniques Throughout the Certificate course, evidence will be gathered to determine competence through a range of techniques, including:

Observations with checklists Projects and portfolios Questioning Reports from workplace supervisor

Vocational Outcomes On successful completion of the vocational units of competency in your Certificate course, you should:

Be able to carry out a range of entry-level employment tasks within a position; Possess a range of skills, attitudes and knowledge that will assist you in roles not specifically

related to employment e.g. as a student and as a citizen in general; and Be eligible for appropriate credit into related courses offered by a number of other training

providers, including TAFE Queensland, where such courses, or the relevant parts thereof, are based on the same industry competency standards.

School-Based Apprenticeships and Traineeships A school-based apprenticeship or traineeship (SAT) is a contract of training and paid employment where a school student's timetable or curriculum reflects a combination of work, training and school study. This allows the student to complete Year 12 while gaining experience in industry and working towards a nationally recognised vocational qualification. Students enrolled in SATs are primarily Year 11 or 12 students. Traineeships are normally completed during Year 11 and 12, whereas apprenticeships continue after Year 12. SATs are only available to students when an industry representative has the willingness and the human resource requirements to offer a vacancy. Students are normally required to work one day per week, depending on the type of industry. School-based trainees at Moranbah SHS are currently working in areas such as Automotive Mechanic, Business Admin, Dental Admin/Patient Services, Childcare, Diesel Fitting, Electro-technology, Hairdressing, Hospitality, Information Technology, Medical Adm/Patient Services, Personal Training, Pharmacy, Retail, Tyre Fitting, and Warehousing. So how does one commence a school-based traineeship? Firstly, a vacancy must be identified. Businesses can contact the school if they wish to take on a trainee or if they wish to know more about traineeships. Students have also been known to alert us of potential traineeships. A selection process may be needed if there are many applicants for the one position. There will be a period of work experience prior to signing into a SAT to make sure both employer and employee are happy with the role. As SATs are school-based, and the potential trainee will be representing Moranbah


SHS in the community, past performance at school may be used to help assess suitability for a SAT candidate. Once the candidate is assessed as suitable, a meeting with an Apprenticeship Centre is organised to finalise paperwork and ensure that all parties are committed. Traineeships are not just for those students who want to fast track their way to the workforce. ATAR eligible students with tertiary aspirations and students with disabilities are finding that school-based traineeships have benefits for them. Most completed school-based traineeships are worth 4 credits towards a QCE, some are worth more. Students who complete school-based traineeships will have real work experience, paid employment, a nationally recognised vocational qualification and an increased sense of worth as they prepare for their post school future.


General Subjects




GENERAL MATHEMATICS QCE Credit Department: Mathematics Unit 1: 1 Points Head of Department: Ms Nata Unit 2: 1 Points Status: General Subject Unit 3&4: 2 Points

General Mathematics major domains are Number and algebra, Measurement and geometry, Statistics, and Networks and matrices, building on the content of the P–10 Australian Curriculum. General Mathematics is designed for students who want to extend their mathematical skills beyond Year 10 but whose future studies or employment pathways do not require calculus. Students build on and develop key mathematical ideas, including rates and percentages, concepts from financial mathematics, linear and non-linear expressions, sequences, the use of matrices and networks to model and solve authentic problems, the use of trigonometry to find solutions to practical problems, and the exploration of real-world phenomena in statistics. Students engage in a practical approach that equips learners for their needs as future citizens. They learn to ask appropriate questions, map out pathways, reason about complex solutions, set up models and communicate in different forms. They experience the relevance of mathematics to their daily lives, communities and cultural backgrounds. They develop the ability to understand, analyse and take action regarding social issues in their world. Pathways A course of study in General Mathematics can establish a basis for further education and employment in the fields of business, commerce, education, finance, IT, social science and the arts.

Objectives By the conclusion of the course of study, students will: • select, recall and use facts, rules,

definitions and procedures drawn from Number and algebra, Measurement and geometry, Statistics, and Networks and matrices

• comprehend mathematical concepts and techniques drawn from Number and algebra, Measurement and geometry, Statistics, and Networks and matrices

• communicate using mathematical, statistical and everyday language and conventions

• evaluate the reasonableness of solutions

• justify procedures and decisions by explaining mathematical reasoning

• solve problems by applying mathematical concepts and techniques drawn from Number and algebra, Measurement and geometry, Statistics, and Networks and matrices.

Prerequisites Students wishing to study General Mathematics must achieve a C or above in Year 10 Mathematics or Mathematics Extension.


Structure Unit 1 Unit 2 Unit 3 Unit 4

Money, measurement and relations Consumer

arithmetic Shape and

measurement Linear equations

and their graphs

Applied trigonometry, algebra, matrices and univariate data Applications of

trigonometry Algebra and

matrices Univariate data

analysis

Bivariate data, sequences and change, and Earth geometry Bivariate data

analysis Time series analysis Growth and decay

in sequences Earth geometry and

time zones

Investing and networking Loans, investments

and annuities Graphs and

networks Networks and

decision mathematics

Assessment Schools devise assessments in Units 1 and 2 to suit their local context. In Units 3 and 4 students complete four summative assessments. The results from each of the assessments are added together to provide a subject score out of 100. Students will also receive an overall subject result (A–E). Summative assessments

Unit 3 Unit 4

Summative internal assessment 1 (IA1): Problem-solving and modelling task

20% Summative internal assessment 3 (IA3): Examination

15%

Summative internal assessment 2 (IA2): Examination

15%

Summative external assessment (EA): 50% Examination


MATHEMATICAL METHODS QCE Credit Department: Mathematics Unit 1: 1 Points Head of Department: Ms Natasha Price Unit 2: 1 Points Status: General Subject Unit 3&4: 2 Points

Mathematical Methods major domains are Algebra, Functions, relations and their graphs, Calculus and Statistics. Mathematical Methods enables students to see the connections between mathematics and other areas of the curriculum and apply their mathematical skills to real-world problems, becoming critical thinkers, innovators and problem-solvers. Students learn topics that are developed systematically, with increasing levels of sophistication, complexity and connection, and build on algebra, functions and their graphs, and probability from the P–10 Australian Curriculum. Calculus is essential for developing an understanding of the physical world. The domain Statistics is used to describe and analyse phenomena involving uncertainty and variation. Both are the basis for developing effective models of the world and solving complex and abstract mathematical problems. Students develop the ability to translate written, numerical, algebraic, symbolic and graphical information from one representation to another. They make complex use of factual knowledge to successfully formulate, represent and solve mathematical problems. Pathways A course of study in Mathematical Methods can establish a basis for further education and employment in the fields of natural and physical sciences (especially physics and chemistry), mathematics and science education, medical and health sciences (including human biology, biomedical

science, nanoscience and forensics), engineering (including chemical, civil, electrical and mechanical engineering, avionics, communications and mining), computer science (including electronics and software design), psychology and business. Objectives By the conclusion of the course of study, students will: • select, recall and use facts, rules,

definitions and procedures drawn from Algebra, Functions, relations and their graphs, Calculus and Statistics

• comprehend mathematical concepts and techniques drawn from Algebra, Functions, relations and their graphs, Calculus and Statistics




• solve problems by applying mathematical concepts and techniques drawn from Algebra, Functions, relations and their graphs, Calculus and Statistics.

Prerequisites Students wishing to study Mathematical Methods must achieve a B or above in Year 10 Mathematics Extension.



Algebra, statistics and functions Arithmetic and

geometric sequences and series 1

Functions and graphs

Counting and probability

Exponential functions 1

Arithmetic and geometric sequences

Calculus and further functions Exponential

functions 2 The logarithmic

function 1 Trigonometric

functions 1 Introduction to

differential calculus Further

differentiation and applications 1

Discrete random variables 1

Further calculus The logarithmic

function 2 Further


Integrals

Further functions and statistics Further


Trigonometric functions 2

Discrete random variables 2

Continuous random variables and the normal distribution

Interval estimates for proportions

Assessment Schools devise assessments in Units 1 and 2 to suit their local context. In Units 3 and 4 students complete four summative assessments. The results from each of the assessments are added together to provide a subject score out of 100. Students will also receive an overall subject result (A–E).

Summative assessments

Unit 3 Unit 4


20% Summative internal assessment 3 (IA3): Examination

15%

Summative internal assessment 2 (IA2): Examination

15%



GENERAL ENGLISH QCE Credit Department: English And The Arts Unit 1: 1 Points Head of Department: Ms Bella Taylor Unit 2: 1 Points Status: General Subject Unit 3&4: 2 Points English focuses on the study of both literary texts and non-literary texts, developing students as independent, innovative and creative learners and thinkers who appreciate the aesthetic use of language, analyse perspectives and evidence, and challenge ideas and interpretations through the analysis and creation of varied texts. Students are offered opportunities to interpret and create texts for personal, cultural, social and aesthetic purposes. They learn how language varies according to context, purpose and audience, content, modes and mediums, and how to use it appropriately and effectively for a variety of purposes. Students have opportunities to engage with diverse texts to help them develop a sense of themselves, their world and their place in it. Students communicate effectively in Standard Australian English for the purposes of responding to and creating texts. They make choices about generic structures, language, textual features and technologies for participating actively in literary analysis and the creation of texts in a range of modes, mediums and forms, for a variety of purposes and audiences. They explore how literary and non-literary texts shape perceptions of the world, and consider ways in which texts may reflect or challenge social and cultural ways of thinking and influence audiences. Pathways A course of study in English promotes open-mindedness, imagination, critical awareness and intellectual flexibility – skills that prepare students for local and global citizenship, and for lifelong learning

Objectives By the conclusion of the course of study, students will: • use patterns and conventions of genres to

achieve particular purposes in cultural contexts and social situations

• establish and maintain roles of the writer/speaker/signer/designer and relationships with audiences

• create and analyse perspectives and representations of concepts, identities, times and places

• make use of and analyse the ways cultural assumptions, attitudes, values and beliefs underpin texts and invite audiences to take up positions

• use aesthetic features and stylistic devices to achieve purposes and analyse their effects in texts

• select and synthesise subject matter to support perspectives

• organise and sequence subject matter to achieve particular purposes

• use cohesive devices to emphasise ideas and connect parts of texts

• make language choices for particular purposes and contexts

• use grammar and language structures for particular purposes

• use mode-appropriate features to achieve particular purposes. Prerequisites Students wishing to study General English must achieve a B or above in Year 10 English.



Perspectives and texts Examining and

creating perspectives in texts

Responding to a variety of non-literary and literary texts

Creating responses for public audiences and persuasive texts

Texts and culture Examining and

shaping representations of culture in texts

Responding to literary and non-literary texts, including a focus on Australian texts

Creating imaginative and analytical texts

Textual connections Exploring

connections between texts

Examining different perspectives of the same issue in texts and shaping own perspectives

Creating responses for public audiences and persuasive texts

Close study of literary texts Engaging with

literary texts from diverse times and places

Responding to literary texts creatively and critically

Creating imaginative and analytical texts


Unit 3 Unit 4

Summative internal assessment 1 (IA1): Extended response — written

response for a public audience

25% Summative internal assessment 3 (IA3): Extended response — imaginative

written response

25%

Summative internal assessment 2 (IA2): Extended response — persuasive

spoken response

25% Summative external assessment (EA): Examination — analytical written

response

25%


DRAMA QCE Credit Department: English And The Arts Unit 1: 1 Points Head of Department: Ms Bella Taylor Unit 2: 1 Points Status: General Subject Unit 3&4: 2 Points Drama fosters creative and expressive communication. It interrogates the human experience by investigating, communicating and embodying stories, experiences, emotions and ideas that reflect the human experience. It engages students in imaginative meaning-making processes and involves them using a range of artistic skills as they make and respond to dramatic works. Students experience, reflect on, understand, communicate, collaborate and appreciate different perspectives of themselves, others and the world in which they live. They learn about the dramatic languages and how these contribute to the creation, interpretation and critique of dramatic action and meaning for a range of purposes. They study a range of forms, styles and their conventions in a variety of inherited traditions, current practice and emerging trends, including those from different cultures and contexts. Students learn how to engage with dramatic works as both artists and audience through the use of critical literacies. The study of drama develops students’ knowledge, skills and understanding in the making of and responding to dramatic works to help them realise their creative and expressive potential as individuals. Students learn to pose and solve problems, and work independently and collaboratively.

Pathways A course of study in Drama can establish a basis for further education and employment in the field of drama, and to broader areas in creative industries and cultural institutions, including arts administration and management, communication, education, public relations, research and science and technology. Objectives By the conclusion of the course of study, students will: • demonstrate an understanding of

dramatic languages • apply literacy skills • apply and structure dramatic languages • analyse how dramatic languages are used

to create dramatic action and meaning • interpret purpose, context and text to

communicate dramatic meaning • manipulate dramatic languages to create

dramatic action and meaning • evaluate and justify the use of dramatic

languages to communicate dramatic meaning

• synthesise and argue a position about dramatic action and meaning

Prerequisites Students wishing to study Drama must achieve a C or above in Year 10 English and have studied Drama in Year 10 (although individual cases may be considered).



Share How does drama promote shared understandings of the human experience? cultural inheritances

of storytelling oral history and

emerging practices a range of linear

and non-linear forms

Reflect How is drama shaped to reflect lived experience? Realism, including

Magical Realism, Australian Gothic

associated conventions of styles and texts

Challenge How can we use drama to challenge our understanding of humanity? Theatre of Social

Comment, including Theatre of the Absurd and Epic Theatre

associated conventions of styles and texts

Transform How can you transform dramatic practice? Contemporary

performance associated

conventions of styles and texts

inherited texts as stimulus


Unit 3 Unit 4

Summative internal assessment 1 (IA1): Performance

20% Summative internal assessment 3 (IA3): Project — practice-led project

35%

Summative internal assessment 2 (IA2): Project — dramatic concept

20%

Summative external assessment (EA): 25% Examination — extended response


VISUAL ART QCE Credit Department: English And The Arts Unit 1: 1 Points Head of Department: Ms Bella Taylor Unit 2: 1 Points Status: General Subject Unit 3&4: 2 Points Visual Art provides students with opportunities to understand and appreciate the role of visual art in past and present traditions and cultures, as well as the contributions of contemporary visual artists and their aesthetic, historical and cultural influences. Students interact with artists, artworks, institutions and communities to enrich their experiences and understandings of their own and others’ art practices. Students have opportunities to construct knowledge and communicate personal interpretations by working as both artist and audience. They use their imagination and creativity to innovatively solve problems and experiment with visual language and expression. Through an inquiry learning model, students develop critical and creative thinking skills. They create individualised responses and meaning by applying diverse materials, techniques, technologies and art processes. In responding to artworks, students employ essential literacy skills to investigate artistic expression and critically analyse artworks in diverse contexts. They consider meaning, purposes and theoretical approaches when ascribing aesthetic value and challenging ideas. Pathways A course of study in Visual Art can establish a basis for further education and employment in the fields of arts practice, design, craft, and

information technologies; broader areas in creative industries and cultural institutions; and diverse fields that use skills inherent in the subject, including advertising, arts administration and management, communication, design, education, galleries and museums, film and television, public relations, and science and technology. Objectives By the conclusion of the course of study, students will: • implement ideas and representations • apply literacy skills • analyse and interpret visual language,

expression and meaning in artworks and practices

• evaluate art practices, traditions, cultures and theories

• justify viewpoints • experiment in response to stimulus • create meaning through the knowledge

and understanding of materials, techniques, technologies and art processes

• realise responses to communicate meaning.

Prerequisites Students wishing to study Visual Art must achieve a C or above in Year 10 English.



Art as lens Through inquiry learning, the following are explored: Concept: lenses to

explore the material world

Contexts: personal and contemporary

Focus: People, place, objects

Media: 2D, 3D, and time-based

Art as code Through inquiry learning, the following are explored: Concept: art as a

coded visual language

Contexts: formal and cultural

Focus: Codes, symbols, signs and art conventions

Media: 2D, 3D, and time-based

Art as knowledge Through inquiry learning, the following are explored: Concept:

constructing knowledge as artist and audience

Contexts: contemporary, personal, cultural and/or formal

Focus: student-directed

Media: student-directed

Art as alternate Through inquiry learning, the following are explored: Concept: evolving

alternate representations and meaning

Contexts: contemporary and personal, cultural and/or formal

Focus: continued exploration of Unit 3 student-directed focus

Media: student-directed


Unit 3 Unit 4

Summative internal assessment 1 (IA1): Investigation — inquiry phase 1

15% Summative internal assessment 3 (IA3): Project — inquiry phase 3

35%

Summative internal assessment 2 (IA2): Project — inquiry phase 2

25%



BIOLOGY QCE Credit Department: Science and HPE Unit 1: 1 Points Head of Department: Mrs Megan Wright Unit 2: 1 Points Status: General Subject Unit 3&4: 2 Points Biology provides opportunities for students to engage with living systems. Students develop their understanding of cells and multicellular organisms. They engage with the concept of maintaining the internal environment. They study biodiversity and the interconnectedness of life. This knowledge is linked with the concepts of heredity and the continuity of life. Students learn and apply aspects of the knowledge and skills of the discipline (thinking, experimentation, problem-solving and research skills), understand how it works and how it may impact society. They develop their sense of wonder and curiosity about life; respect for all living things and the environment; understanding of biological systems, concepts, theories and models; appreciation of how biological knowledge has developed over time and continues to develop; a sense of how biological knowledge influences society. Students plan and carry out fieldwork, laboratory and other research investigations; interpret evidence; use sound, evidence-based arguments creatively and analytically when evaluating claims and applying biological knowledge; and communicate biological understanding, findings, arguments and conclusions using appropriate representations, modes and genres.

Pathways A course of study in Biology can establish a basis for further education and employment in the fields of medicine, forensics, veterinary, food and marine sciences, agriculture, biotechnology, environmental rehabilitation, biosecurity, quarantine, conservation and sustainability. Objectives By the conclusion of the course of study, students will: • describe and explain scientific concepts,

theories, models and systems and their limitations

• apply understanding of scientific concepts, theories, models and systems within their limitations

• analyse evidence • interpret evidence • investigate phenomena • evaluate processes, claims and

conclusions • communicate understandings,

findings, arguments and conclusions. Prerequisites Students wishing to study Biology must achieve a C or above in Year 10 Science and a C or above in Year 10 Maths or Maths Extension.



Cells and multicellular organisms Cells as the basis of

life Multicellular

organisms

Maintaining the internal environment Homeostasis Infectious diseases

Biodiversity and the interconnectedness of life Describing

biodiversity Ecosystem dynamics

Heredity and continuity of life DNA, genes and the

continuity of life Continuity of life on

Earth


Unit 3 Unit 4

Summative internal assessment 1 (IA1): Data test

10% Summative internal assessment 3 (IA3): Research investigation

20%

Summative internal assessment 2 (IA2): Student experiment

20%



CHEMISTRY QCE Credit Department: Science and HPE Unit 1: 1 Points Head of Department: Mrs Megan Wright Unit 2: 1 Points Status: General Subject Unit 3&4: 2 Points Chemistry is the study of materials and their properties and structure. Students study atomic theory, chemical bonding, and the structure and properties of elements and compounds. They explore intermolecular forces, gases, aqueous solutions, acidity and rates of reaction. They study equilibrium processes and redox reactions. They explore organic chemistry, synthesis and design to examine the characteristic chemical properties and chemical reactions displayed by different classes of organic compounds. Students develop their appreciation of chemistry and its usefulness; understanding of chemical theories, models and chemical systems; expertise in conducting scientific investigations. They critically evaluate and debate scientific arguments and claims in order to solve problems and generate informed, responsible and ethical conclusions, and communicate chemical understanding and findings through the use of appropriate representations, language and nomenclature. Students learn and apply aspects of the knowledge and skills of the discipline (thinking, experimentation, problem-solving and research skills), understand how it works and how it may impact society.

Pathways A course of study in Chemistry can establish a basis for further education and employment in the fields of forensic science, environmental science, engineering, medicine, pharmacy and sports science. Objectives By the conclusion of the course of study, students will: • describe and explain scientific concepts,




conclusions • communicate understandings, findings, arguments and conclusions Prerequisites Students wishing to study Chemistry must achieve a B or above in Year 10 Science and a B or above in Year 10 Maths Extension.



Chemical fundamentals — structure, properties and reactions Properties and

structure of atoms Properties and

structure of materials

Chemical reactions —reactants, products and energy change

Molecular interactions and reactions Intermolecular

forces and gases Aqueous solutions

and acidity Rates of chemical

reactions

Equilibrium, acids and redox reactions Chemical

equilibrium systems Oxidation and

reduction

Structure, synthesis and design Properties and

structure of organic materials

Chemical synthesis and design


Unit 3 Unit 4

Summative internal assessment 1 (IA1): Data test

10% Summative internal assessment 3 (IA3): Research investigation

20%

Summative internal assessment 2 (IA2): Student experiment

20%



PHYSICS QCE Credit Department: Science and HPE Unit 1: 1 Points Head of Department: Mrs Megan Wright Unit 2: 1 Points Status: General Subject Unit 3&4: 2 Points Physics provides opportunities for students to engage with classical and modern understandings of the universe. Students learn about the fundamental concepts of thermodynamics, electricity and nuclear processes; and about the concepts and theories that predict and describe the linear motion of objects. Further, they explore how scientists explain some phenomena using an understanding of waves. They engage with the concept of gravitational and electromagnetic fields, and the relevant forces associated with them. They study modern physics theories and models that, despite being counterintuitive, are fundamental to our understanding of many common observable phenomena. Students develop appreciation of the contribution physics makes to society: understanding that diverse natural phenomena may be explained, analysed and predicted using concepts, models and theories that provide a reliable basis for action; and that natter and energy interact in physical systems across a range of scales. They understand how models and theories are refined, and new ones developed in physics; investigate phenomena and solve problems; collect and analyse data; and interpret evidence. Students use accurate and precise measurement, valid and reliable evidence, and scepticism and intellectual rigour to evaluate claims; and communicate physics understanding, findings, arguments and conclusions using appropriate representations, modes and genres.

Students learn and apply aspects of the knowledge and skills of the discipline (thinking, experimentation, problem-solving and research skills), understand how it works and how it may impact society. Pathways A course of study in Physics can establish a basis for further education and employment in the fields of science, engineering, medicine and technology. Objectives By the conclusion of the course of study, students will: • describe and explain scientific concepts,




conclusions • communicate understandings,

findings, arguments and conclusions. Prerequisites Students wishing to study Physics must achieve a B or above in Year 10 Science and a B or above in Year 10 Maths Extension.



Thermal, nuclear and electrical physics Heating processes Ionising radiation

and nuclear reactions

Electrical circuits

Linear motion and waves Linear motion and

force Waves

Gravity and electromagnetism Gravity and motion Electromagnetism

Revolutions in modern physics Special relativity Quantum theory The Standard Model


Unit 3 Unit 4

Summative internal assessment 1 (IA1):

Data test

10% Summative internal assessment 3 (IA3):

Research investigation

20%


Student experiment

20%



PHYSICAL EDUCATION QCE Credit Department: Science and HPE Unit 1: 1 Points Head of Department: Mrs Megan Wright Unit 2: 1 Points Status: General Subject Unit 3&4: 2 Points Physical Education provides students with knowledge, understanding and skills to explore and enhance their own and others’ health and physical activity in diverse and changing contexts. Physical Education provides a philosophical and educative framework to promote deep learning in three dimensions: about, through and in physical activity contexts. Students optimise their engagement and performance in physical activity as they develop an understanding and appreciation of the interconnectedness of these dimensions. Students learn how body and movement concepts and the scientific bases of biophysical, sociocultural and psychological concepts and principles are relevant to their engagement and performance in physical activity. They engage in a range of activities to develop movement sequences and movement strategies. Students learn experientially through three stages of an inquiry approach to make connections between the scientific bases and the physical activity contexts. They recognise and explain concepts and principles about and through movement, and demonstrate and apply body and movement concepts to movement sequences and movement strategies. Through their purposeful engagement in physical activities, students gather data to analyse, synthesise and devise strategies to optimise engagement and performance. They engage in reflective decision-making as they evaluate and justify strategies to achieve a particular outcome.

Pathways A course of study in Physical Education can establish a basis for further education and employment in the fields of exercise science, biomechanics, the allied health professions, psychology, teaching, sport journalism, sport marketing and management, sport promotion, sport development and coaching. Objectives By the conclusion of the course of study, students will: • recognise and explain concepts and

principles about movement • demonstrate specialised movement

sequences and movement strategies • apply concepts to specialised movement

sequences and movement strategies • analyse and synthesise data to devise

strategies about movement • evaluate strategies about and in

movement • justify strategies about and in movement • make decisions about and use language, conventions and mode-appropriate features for particular purposes and contexts. Prerequisites Students wishing to study Physical Education must achieve a B or above in Year 10 Health and Physical Education and a C or above in Year 10 English.



Motor learning, functional anatomy, biomechanics and physical activity Motor learning

integrated with a selected physical activity

Functional anatomy and biomechanics integrated with a selected physical activity

Sport psychology, equity and physical activity Sport psychology

integrated with a selected physical activity

Equity — barriers and enablers

Tactical awareness, ethics and integrity and physical activity Tactical awareness

integrated with one selected ‘Invasion’ or ‘Net and court’ physical activity

Ethics and integrity

Energy, fitness and training and physical activity Energy, fitness and

training integrated with one selected ‘Invasion’, ‘Net and court’ or ‘Performance’ physical activity


Unit 3 Unit 4

Summative internal assessment 1 (IA1): Project — folio

25% Summative internal assessment 3 (IA3): Project — folio

30%

Summative internal assessment 2 (IA2): Investigation — report

20% Summative external assessment (EA): Examination — combination

response

25%


HEALTH QCE Credit Department: Science and HPE Unit 1: 1 Points Head of Department: Mrs Megan Wright Unit 2: 1 Points Status: General Subject Unit 3&4: 2 Points

Health provides students with a contextualised strengths-based inquiry of the various determinants that create and promote lifelong health, learning and active citizenship. Drawing from the health, behavioural, social and physical sciences, the Health syllabus offers students an action, advocacy and evaluation-oriented curriculum. Health uses an inquiry approach informed by the critical analysis of health information to investigate sustainable health change at personal, peer, family and community levels. Students define and understand broad health topics, which they reframe into specific contextualised health issues for further investigation. Students plan, implement, evaluate and reflect on action strategies that mediate, enable and advocate change through health promotion. Pathways A course of study in Health can establish a basis for further education and employment in the

fields of health science, public health, health education, allied health, nursing and medical professions. Objectives By the conclusion of the course of study, students will: recognise and describe information about

health-related topics and issues comprehend and use health approaches

and frameworks analyse and interpret information about

health-related topics and issues critique information to distinguish

determinants that influence health status organise information for particular purposes investigate and synthesise information to

develop action strategies evaluate and reflect on implemented action strategies to justify


Structure

Unit 1 Unit 2 Unit 3 Unit 4

Resilience as a personal health resource

Peers and family as resources for healthy living

Alcohol (elective)

Body image (elective)

Community as a resource for healthy living

Homelessness (elective)

Road safety (elective)

Anxiety (elective)

Respectful relationships in the post-schooling transition

Assessment

Schools devise assessments in Units 1 and 2 to suit their local context. In Units 3 and 4 students complete four summative assessments. The results from each of the assessments are added together to provide a subject score out of 100. Students will also receive an overall subject result (A–E). Summative assessments

Unit 3 Unit 4


Investigation — action research

25% Summative internal assessment 3 (IA3):

Investigation —analytical exposition

25%


Examination — extended response

25% Summative external assessment (EA):

Examination

25%


BUSINESS QCE Credit Department: Humanities Unit 1: 1 Points Head of Department: Mr Paul Morris Unit 2: 1 Points Status: General Subject Unit 3&4: 2 Points Business provides opportunities for students to develop business knowledge and skills to contribute meaningfully to society, the workforce and the marketplace and prepares them as potential employees, employers, leaders, managers and entrepreneurs. Students investigate the business life cycle, develop skills in examining business data and information and learn business concepts, theories, processes and strategies relevant to leadership, management and entrepreneurship. They investigate the influence of, and implications for, strategic development in the functional areas of finance, human resources, marketing and operations. Students use a variety of technological, communication and analytical tools to comprehend, analyse, interpret and synthesise business data and information. They engage with the dynamic business world (in both national and global contexts), the changing workforce and emerging digital technologies. Pathways A course of study in Business can establish a basis for further education and employment in the fields of business management, business

development, entrepreneurship, business analytics, economics, business law, accounting and finance, international business, marketing, human resources management and business information systems. Objectives By the conclusion of the course of study, students will: • describe business environments and

situations • explain business concepts, strategies and

processes • select and analyse business data and

information • interpret business relationships, patterns

and trends to draw conclusions • evaluate business practices and strategies

to make decisions and propose recommendations

• create responses that communicate meaning to suit purpose and audience.

Prerequisites Students wishing to study Business must achieve a C or above in Year 10 English and a C or above in Year 10 Business Studies.



Business creation Fundamentals of

business Creation of business

ideas

Business growth Establishment of a

business Entering markets

Business diversification Competitive

markets Strategic

development

Business evolution Repositioning a

business Transformation of a

business


Unit 3 Unit 4

Summative internal assessment 1 (IA1): Examination — combination

response

25% Summative internal assessment 3 (IA3): Extended response — feasibility

report

25%

Summative internal assessment 2 (IA2): Investigation — business report


response

25%


LEGAL STUDIES QCE Credit Department: Humanities Unit 1: 1 Points Head of Department: Mr Paul Morris Unit 2: 1 Points Status: General Subject Unit 3&4: 2 Points Legal Studies focuses on the interaction between society and the discipline of law and explores the role and development of law in response to current issues. Students study the legal system and how it regulates activities and aims to protect the rights of individuals, while balancing these with obligations and responsibilities. Students study the foundations of law, the criminal justice process and the civil justice system. They critically examine issues of governance, explore contemporary issues of law reform and change, and consider Australian and international human rights issues. Students develop skills of inquiry, critical thinking, problem-solving and reasoning to make informed and ethical decisions and recommendations. They identify and describe legal issues, explore information and data, analyse, evaluate to make decisions or propose recommendations, and create responses that convey legal meaning. They question, explore and discuss tensions between changing social values, justice and equitable outcomes.

Pathways A course of study in Legal Studies can establish a basis for further education and employment in the fields of law, law enforcement, criminology, justice studies and politics. The knowledge, skills and attitudes students gain are transferable to all discipline areas and post-schooling tertiary pathways. The research and analytical skills this course develops are universally valued in business, health, science and engineering industries. Objectives By the conclusion of the course of study, students will: • comprehend legal concepts, principles

and processes • select legal information from sources • analyse legal issues • evaluate legal situations • create responses that communicate

meaning. Prerequisites Students wishing to study Legal Studies must achieve a B or above in Year 10 Humanities. .



Beyond reasonable doubt Legal foundations Criminal

investigation process

Criminal trial process

Punishment and sentencing

Balance of probabilities Civil law

foundations Contractual

obligations Negligence and the

duty of care

Law, governance and change Governance in

Australia Law reform within a

dynamic society

Human rights in legal contexts Human rights The effectiveness of

international law Human rights in

Australian contexts


Unit 3 Unit 4

Summative internal assessment 1 (IA1): Examination — combination

response

25% Summative internal assessment 3 (IA3): Investigation — argumentative

essay

25%

Summative internal assessment 2 (IA2): Investigation — inquiry report


response

25%


MODERN HISTORY QCE Credit Department: Humanities Unit 1: 1 Points Head of Department: Mr Paul Morris Unit 2: 1 Points Status: General Subject Unit 3&4: 2 Points Modern History provides opportunities for students to gain historical knowledge and understanding about some of the main forces that have contributed to the development of the Modern World and to think historically and form a historical consciousness in relation to these same forces. Modern History enables students to empathise with others and make meaningful connections between the past, present and possible futures. Students learn that the past is contestable and tentative. Through inquiry into ideas, movements, national experiences and international experiences they discover how the past consists of various perspectives and interpretations. Students gain a range of transferable skills that will help them become empathetic and critically-literate citizens who are equipped to embrace a multicultural, pluralistic, inclusive, democratic, compassionate and sustainable future.

Pathways A course of study in Modern History can establish a basis for further education and employment in the fields of history, education, psychology, sociology, law, business, economics, politics, journalism, the media, writing, academia and strategic analysis. Objectives By the conclusion of the course of study, students will: • comprehend terms, issues and concepts • devise historical questions and conduct

research • analyse historical sources and evidence • synthesise information from historical

sources and evidence • evaluate historical interpretations • create responses that communicate

meaning. Prerequisites Students wishing to study Modern History must achieve a B or above in Year 10 Humanities. .

Structure

Unit 1 Unit 2Ideas in the modern world Australian Frontier Wars, 1788–1930s Age of Enlightenment, 1750s–1789 Industrial Revolution, 1760s–1890s American Revolution, 1763–1783 French Revolution, 1789–1799 Age of Imperialism, 1848–1914

Movements in the modern world Australian Indigenous rights movement since 1967 Independence movement in India, 1857–1947 Workers’ movement since the 1860s Women’s movement since 1893 May Fourth Movement in China, 1919 Independence movement in Algeria, 1945–1962


Meiji Restoration, 1868–1912 Boxer Rebellion, 1900–1901 Russian Revolution, 1905–1920s Xinhai Revolution, 1911–1912 Iranian Revolution, 1977–1979 Arab Spring since 2010 Alternative topic for Unit 1

Independence movement in Vietnam, 1945–1975 Anti-apartheid movement in South Africa, 1948–1991 African-American civil rights movement, 1954–1968 Environmental movement since the 1960s LGBTIQ civil rights movement since 1969 Pro-democracy movement in Myanmar (Burma) since 1988

Alternative topic for Unit 2

Unit 3 Unit 4National experiences in the modern world Australia, 1914–1949 England, 1707–1837 France, 1799–1815 New Zealand, 1841–1934 Germany,1914–1945 United States of America, 1917–1945 Soviet Union, 1920s–1945 Japan, 1931–1967 China, 1931–1976 Indonesia, 1942–1975 India, 1947–1974 Israel, 1948–1993 South Korea, 1948–1972

International experiences in the modern world Australian engagement with Asia since 1945 Search for collective peace and security since 1815 Trade and commerce between nations since 1833 Mass migrations since 1848 Information Age since 1936 Genocides and ethnic cleansings since 1941 Nuclear Age since 1945 Cold War, 1945–1991 Struggle for peace in the Middle East since 1948 Cultural globalisation since 1956 Space exploration since 1957 Rights and recognition of First Peoples since 1982 Terrorism, anti-terrorism and counter-terrorism since 1984


Unit 3 Unit 4

Summative internal assessment 1 (IA1): Examination — essay in response to

historical sources

25% Summative internal assessment 3 (IA3): Investigation — historical essay

based on research

25%

Summative internal assessment 2 (IA2): Independent source investigation

25% Summative external assessment (EA): Examination — short responses to

historical sources

25%


DESIGN QCE Credit Department: Digital and Design Technology Unit 1: 1 Points Head of Department: Ms Gemma Whapham Unit 2: 1 Points Status: General Subject Unit 3&4: 2 Points Design focuses on the application of design thinking to envisage creative products, services and environments in response to human needs, wants and opportunities. Designing is a complex and sophisticated form of problem-solving that uses divergent and convergent thinking strategies that can be practised and improved. Designers are separated from the constraints of production processes to allow them to appreciate and exploit new innovative ideas. Students learn how design has influenced the economic, social and cultural environment in which they live. They understand the agency of humans in conceiving and imagining possible futures through design. Collaboration, teamwork and communication are crucial skills needed to work in design teams and liaise with stakeholders. They learn the value of creativity and build resilience as they experience iterative design processes, where the best ideas may be the result of trial and error and a willingness to take risks and experiment with alternatives. Students learn about and experience design through exploring needs, wants and opportunities; developing ideas and design concepts; using drawing and low-fidelity prototyping skills; and evaluating ideas and design concepts. They communicate design proposals to suit different audiences.

Pathways A course of study in Design can establish a basis for further education and employment in the fields of architecture, digital media design, fashion design, graphic design, industrial design, interior design and landscape architecture. Objectives By the conclusion of the course of study, students will: describe design problems and design

criteria represent ideas, design concepts and

design information using drawing and low-fidelity prototyping

analyse needs, wants and opportunities using data

devise ideas in response to design problems

synthesise ideas and design information to propose design concepts

evaluate ideas and design concepts to make refinements

make decisions about and use mode-appropriate features, language and conventions for particular purposes and contexts. Prerequisites Students wishing to study Design must achieve a C or above in any one of: Year 10 Industrial Technology and Design, Year 10 Graphics or Year 10 Art.



Design in practice Experiencing design Design process Design styles

Commercial design Explore — client

needs and wants Develop —

collaborative design

Human-centred design Designing with

empathy

Sustainable design Explore —

sustainable design opportunities

Develop — redesign Assessment Schools devise assessments in Units 1 and 2 to suit their local context. In Units 3 and 4 students complete four summative assessments. The results from each of the assessments are added together to provide a subject score out of 100. Students will also receive an overall subject result (A–E). Summative assessments

Unit 3 Unit 4

Summative internal assessment 1 (IA1): Examination — design challenge

15% Summative internal assessment 3 (IA3): Project

25%

Summative internal assessment 2 (IA2): Project

35% Summative external assessment (EA): Examination — design challenge

25%


FOOD AND NUTRITION QCE Credit Department: Digital and Design Technology Unit 1: 1 Points Head of Department: Ms Gemma Whapham Unit 2: 1 Points Status: General Subject Unit 3&4: 2 Points

Food & Nutrition is the study of food in the context of food science, nutrition and food technologies, considering overarching concepts of waste management, sustainability and food protection. Students explore the chemical and functional properties of nutrients to create food solutions that maintain the beneficial nutritive values. This knowledge is fundamental for continued development of a safe and sustainable food system that can produce high quality, nutritious solutions with an extended shelf life. Their studies of the food system include the sectors of production, processing, distribution, consumption, research and development. Students actively engage in a food and nutrition problem-solving process to create food solutions that contribute positively to preferred personal, social, ethical, economic, environmental, legal, sustainable and technological futures. Pathways A course of study in Food & Nutrition can establish a basis for further education and employment in the fields of science, technology, engineering and health.

Objectives By the conclusion of the course of study, students will: recognise and describe food and nutrition

facts and principles explain food and nutrition ideas and

problems analyse problems, information and data determine solution requirements and

criteria synthesise information and data to develop

ideas for solutions generate solutions to provide data to

determine the feasibility of the solution evaluate and refine ideas and solutions to

make justified recommendations for enhancement

make decisions about and use mode-appropriate features, language and conventions for particular purposes and contexts.


Structure

Unit 1 Unit 2 Unit 3 Unit 4

Food science of vitamins, minerals and protein

Introduction to the food system

Vitamins and minerals

Protein

Developing food solutions

Food drivers and emerging trends

Consumer food drivers

Sensory profiling

Labelling and food safety

Food formulation for consumer markets

Food science of carbohydrate and fat

The food system

Carbohydrate

Fat

Developing food solutions

Food solution development for nutrition consumer markets

Formulation and reformulation for nutrition consumer markets

Food development process


Applied Subjects




ESSENTIAL MATHEMATICS QCE Credit Department: Mathematics Unit 1: 1 Points Head of Department: Ms Natasha Price Unit 2: 1 Points Status: Applied Subject Unit 3&4: 2 Points

Essential Mathematics major domains are Number, Data, Location and time, Measurement and Finance. Essential Mathematics benefits students because they develop skills that go beyond the traditional ideas of numeracy. Students develop their conceptual understanding when they undertake tasks that require them to connect mathematical concepts, operations and relations. They learn to recognise definitions, rules and facts from everyday mathematics and data, and to calculate using appropriate mathematical processes. Students interpret and use mathematics to make informed predictions and decisions about personal and financial priorities. This is achieved through an emphasis on estimation, problem-solving and reasoning, which develops students into thinking citizens.

Pathways A course of study in Essential Mathematics can establish a basis for further education and employment in the fields of trade, industry, business and community services. Students learn within a practical context related to general employment and successful participation in society, drawing on the mathematics used by various professional and industry groups. Objectives By the conclusion of the course of study, students will: • select, recall and use facts, rules,

definitions and procedures drawn from Number, Data, Location and time, Measurement and Finance

• comprehend mathematical concepts and techniques drawn from Number, Data, Location and time, Measurement and Finance




• solve problems by applying mathematical concepts and techniques drawn from Number, Data, Location and time, Measurement and Finance.



Number, data and graphs Fundamental topic:

Calculations Number Representing data Graphs

Money, travel and data Fundamental topic:

Calculations Managing money Time and motion Data collection

Measurement, scales and data Fundamental topic:

Calculations Measurement Scales, plans and

models Summarising and

comparing data

Graphs, chance and loans Fundamental topic:

Calculations Bivariate graphs Probability and

relative frequencies Loans and

compound interest Assessment Schools devise assessments in Units 1 and 2 to suit their local context. In Units 3 and 4 students complete four summative assessments. Schools develop three summative internal assessments and the common internal assessment (CIA) is developed by the QCAA.

Summative assessments Unit 3 Unit 4



Summative internal assessment 2 (IA2): Common internal assessment (CIA)

Summative internal assessment (IA4): Examination


ESSENTIAL ENGLISH QCE Credit Department: English And The Arts Unit 1: 1 Points Head of Department: Ms Bella Taylor Unit 2: 1 Points Status: Applied Subject Unit 3&4: 2 Points Essential English develops and refines students’ understanding of language, literature and literacy to enable them to interact confidently and effectively with others in everyday, community and social contexts. Students recognise language and texts as relevant in their lives now and in the future and learn to understand, accept or challenge the values and attitudes in these texts. Students engage with language and texts to foster skills to communicate confidently and effectively in Standard Australian English in a variety of contemporary contexts and social situations, including everyday, social, community, further education and work-related contexts. They choose generic structures, language, language features and technologies to best convey meaning. They develop skills to read for meaning and purpose, and to use, critique and appreciate a range of contemporary literary and non-literary texts. Students use language effectively to produce texts for a variety of purposes and audiences and engage creative and imaginative thinking to explore their own world and the worlds of others. They actively and critically interact with a range of texts, developing an awareness of how the language they engage with positions them and others.

Pathways A course of study in Essential English promotes open-mindedness, imagination, critical awareness and intellectual flexibility — skills that prepare students for local and global citizenship, and for lifelong learning across a wide range of contexts. Objectives By the conclusion of the course of study, students will: • use patterns and conventions of genres to

achieve particular purposes in cultural contexts and social situations

• use appropriate roles and relationships with audiences

• construct and explain representations of identities, places, events and concepts

• make use of and explain the ways cultural assumptions, attitudes, values and beliefs underpin texts and influence meaning

• explain how language features and text structures shape meaning and invite particular responses

• select and use subject matter to support perspectives

• sequence subject matter and use mode-appropriate cohesive devices to construct coherent texts

• make mode-appropriate language choices according to register informed by purpose, audience and context

• use language features to achieve particular purposes across modes.



Language that works Responding to a

variety of texts used in and developed for a work context

Creating multimodal and written texts

Texts and human experiences Responding to

reflective and nonfiction texts that explore human experiences

Creating spoken and written texts

Language that influences Creating and

shaping perspectives on community, local and global issues in texts

Responding to texts that seek to influence audiences

Representations and popular culture texts Responding to

popular culture texts

Creating representations of Australian identifies, places, events and concepts

Assessment Schools devise assessments in Units 1 and 2 to suit their local context. In Units 3 and 4 students complete four summative assessments. Schools develop three summative internal assessments and the common internal assessment (CIA) is developed by the QCAA.

Summative assessments Unit 3 Unit 4

Summative internal assessment 1 (IA1): Extended response — spoken/signed

response

Summative internal assessment 3 (IA3): Extended response — Multimodal response

Summative internal assessment 2 (IA2): Common internal assessment (CIA)

Summative internal assessment (IA4): Extended response — Written response


ARTS IN PRACTICE QCE Credit Department: English And The Arts Unit 1: 1 Points Head of Department: Ms Bella Taylor Unit 2: 1 Points Status: Applied Subject Unit 3&4: 2 Points Arts in Practice embraces studies in and across the visual, performing and media arts — dance, drama, media arts, music and visual arts. The interdisciplinary nature of the arts is becoming a more prevalent characteristic of contemporary arts practice. Students engage with two or more art forms to create an artwork. They explore the core of arts literacies and arts processes, apply techniques and processes, analyse and create artworks, and investigate artists’ purposes and audience interpretations. Students have the opportunity to engage with creative industries and arts professionals as they gain practical skills, use essential terminology and make choices to communicate ideas through their art-making. Pathways A course of study in Arts in Practice can establish a basis for further education and employment by providing students with the knowledge and skills that will enhance their employment prospects in the creative arts and entertainment industries. Employment opportunities, with additional training and experience, may be found in areas such as arts management and promotions, arts advertising and marketing, theatre and concert performance, multimedia, video game and digital entertainment design, screen and media, and creative communications and design.

Objectives By the conclusion of the course of study, students will: • identify and explain concepts and ideas

related to arts literacies and arts processes

• interpret information about arts literacies and arts processes

• demonstrate arts literacies and processes in arts making

• organise and apply arts literacies and arts processes to achieve goals

• analyse artworks and arts processes • use language conventions and features to

convey information and meaning about art forms, works and processes

• generate arts ideas and plan arts processes

• implement arts processes to create communications and realise artworks

• evaluate artworks and processes.


Structure The Arts in Practice course is designed around core and elective topics. Students explore at least three electives (art forms) across the four-unit course of study with at least two used in the creation of a product (artwork).

Core Elective

Arts literacies Arts processes

Dance Drama Media Arts Music Visual Arts

Assessment For Arts in Practice, assessment from Units 3 and 4 is used to determine the student’s exit result, and consists of four instruments, including: at least one project, arising from community connections one product (artwork) (involving the integration of at least two art forms) that is separate from

the assessable component of a project. Project Product (Artwork) Extended response Investigation

A response to a single task, situation and/or scenario.

A technique that assesses a range of skills in the creation of an original product (artwork) that expresses a personal aesthetic.

A technique that assesses the interpretation, analysis/examination and/or evaluation of ideas and information in provided stimulus materials.

A response that includes locating and using information beyond students’ own knowledge and the data they have been given.

The Project in Arts in Practice requires: a product (artwork)

that demonstrates the significant contribution of at least two art forms

at least one other component from the following: - written - spoken - multimodal.

Variable conditions. Presented in one of the following modes: written: 600–1000

words spoken: 3–4 minutes multimodal

- non-presentation: 10 A4 pages max (or equivalent)

- presentation: 4–7 minutes.

Presented in one of the following modes: written: 600–1000





VISUAL ARTS IN PRACTICE QCE Credit Department: English And The Arts Unit 1: 1 Points Head of Department: Ms Bella Taylor Unit 2: 1 Points Status: Applied Subject Unit 3&4: 2 Points Visual Arts in Practice focuses on students engaging in art-making processes and making virtual or physical visual artworks. Visual artworks are created for a purpose and in response to individual, group or community needs. Students explore and apply the materials, technologies and techniques used in art-making. They use information about design elements and principles to influence their own aesthetic and guide how they view others’ works. They also investigate information about artists, art movements and theories, and use the lens of a context to examine influences on art-making. Students reflect on both their own and others’ art-making processes. They integrate skills to create artworks and evaluate aesthetic choices. Students decide on the best way to convey meaning through communications and artworks. They learn and apply safe visual art practices.

Pathways A course of study in Visual Arts in Practice can establish a basis for further education and employment in a range of fields, including design, styling, decorating, illustrating, drafting, visual merchandising, make-up artistry, advertising, game design, photography, animation or ceramics. Objectives By the conclusion of the course of study, students will: • recall terminology and explain art-making

processes • interpret information about concepts and

ideas for a purpose • demonstrate art-making processes

required for visual artworks • apply art-making processes, concepts and

ideas • analyse visual art-making processes for

particular purposes • use language conventions and features to

achieve particular purposes • generate plans and ideas and make

decisions • create communications that convey

meaning to audiences • evaluate art-making processes, concepts

and ideas.


Structure The Visual Arts in Practice course is designed around core and elective topics.

Core Electives

Visual mediums, technologies, techniques Visual literacies and contexts Artwork realisation

2D 3D Digital and 4D Design Craft

Assessment For Visual Arts in Practice, assessment from Units 3 and 4 is used to determine the student’s exit result, and consists of four instruments, including: at least two projects, with at least one project arising from community connections at least one product (composition), separate to an assessable component of a project. Project Product Extended response Investigation


A technique that assesses the application of idenified skills to the production of artworks.



A project consists of: a product

component: variable conditions

at least one different component from the following - written: 500–900

words - spoken: 2½–3½

minutes - multimodal non-presentation:

8 A4 pages max (or equivalent) presentation: 3–6

minutes.

variable conditions Presented in one of the following modes: written: 600–1000









AGRICULTURAL PRACTICES QCE Credit Department: Science and HPE Unit 1: 1 Points Head of Department: Mrs Megan Wright Unit 2: 1 Points Status: Applied Subject Unit 3&4: 2 Points Agricultural Practices provides opportunities for students to explore, experience and learn knowledge and practical skills valued in agricultural workplaces and other settings. Students build knowledge and skills about two areas: animal studies and/or plant studies. Safety and management practices are embedded across both areas of study. Students build knowledge and skills in working safely, effectively and efficiently in practical agricultural situations. They develop skills to work effectively as an individual and as part of a team, to build relationships with peers, colleagues and wider networks, to collaborate and communicate appropriately with others, and to plan, organise and complete tasks on time. Pathways A course of study in Agricultural Practices can establish a basis for further education, training and employment in agriculture, aquaculture, food technology, environmental management and agribusiness. The subject also provides a basis for participating in and contributing to community associations, events and activities, such as agricultural shows.

Objectives By the conclusion of the course of study, students will: • demonstrate procedures to complete

tasks in agricultural activities • describe and explain concepts, ideas and

processes relevant to agricultural activities

• analyse agricultural information • apply knowledge, understanding and

skills relevant to agricultural activities • use appropriate language conventions

and features for communication of agricultural information

• plan processes for agricultural activities • make decisions and recommendations

with evidence for agricultural activities • evaluate processes and decisions

regarding safety and effectiveness.


Structure The Agricultural Practices course is designed around core topics embedded in at least two elective topics.

Core topics Elective topics

Rules, regulations and recommendations Equipment maintenance and operation Management practices An area of study:

- Animal industries - Plant industries - Animal industries and Plant industries

Operating machinery

Animal studies Plant studies

Infrastructure Production Agribusiness

Infrastructure Production Agribusiness

Assessment For Agricultural Practices, assessment from Units 3 and 4 is used to determine the student’s exit result, and consists of four instruments, including no more than two assessment instruments from any one technique.

Project Collection of work

Investigation Extended response

Examination


A response to a series of tasks relating to a single topic in a module of work.



A response that answers a number of provided questions, scenarios and/or problems.

At least two different components from the following: written: 500–

900 words spoken: 2½–

3½ minutes multimodal: 3–

6 minutes performance:

continuous class time.

At least three components from the following: written: 200–

300 words spoken: 1½–

2½ minutes multimodal: 2–

3 minutes performance:

continuous class time.

Presented in one of the following modes: written: 600–

1000 words spoken: 3–4

minutes multimodal: 4–

7 minutes.



minutes multimodal: 4-7

minutes.

60–90 minutes

50–250 words per item


SCIENCE IN PRACTICE QCE Credit Department: Science and HPE Unit 1: 1 Points Head of Department: Mrs Megan Wright Unit 2: 1 Points Status: Applied Subject Unit 3&4: 2 Points Science in Practice develops critical thinking skills through the evaluation of claims using systematic reasoning and an enhanced scientific understanding of the natural and physical world. Students learn through a contextual interdisciplinary approach that includes aspects of at least two science disciplines — Biology, Chemistry, Earth and Environmental Science or Physics. They are encouraged to become scientifically literate, that is, to develop a way of thinking and of viewing and interacting with the world that engages the practical and analytical approaches of scientific inquiry. Students plan investigations, analyse research and evaluate evidence. They engage in practical activities, such as experiments and hands-on investigations. Through investigations they develop problem-solving skills that are transferable to new situations and a deeper understanding of the nature of science. Pathways A course of study in Science in Practice is inclusive and caters for a wide range of students with a variety of backgrounds, interests and career aspirations. It can

establish a basis for further education and employment in many fields, e.g. animal welfare, food technology, forensics, health and medicine, the pharmaceutical industry, recreation and tourism, research, and the resources sector. Objectives By the conclusion of the course of study, students will: • describe and explain scientific facts,

concepts and phenomena in a range of situations

• describe and explain scientific skills, techniques, methods and risks

• analyse data, situations and relationships • apply scientific knowledge, understanding

and skills to generate solutions • communicate using scientific terminology,

diagrams, conventions and symbols • plan scientific activities and investigations • evaluate reliability and validity of plans

and procedures, and data and information

• draw conclusions, and make decisions and recommendations using scientific evidence.


Structure The Science in Practice course is designed around core topics and at least three electives.

Core topics Electives

Scientific literacy and working scientifically

Workplace health and safety Communication and self-management

Science for the workplace Resources, energy and sustainability Health and lifestyles Environments Discovery and change

Assessment For Science in Practice, assessment from Units 3 and 4 is used to determine the student’s exit result, and consists of four instruments, including: at least one investigation based on primary data a range of assessment instruments that includes no more than two assessment instruments from

any one technique. Project Investigation Collection of work Extended response Examination



A response to a series of tasks relating to a single topic in a module of work.



At least two different components from the following: written: 500–900

words spoken: 2½–3½

minutes multimodal


- presentation: 3–6 minutes

performance: continuous class time

product: continuous class time.



minutes multimodal



At least three different components from the following: written: 200–300

words spoken: 1½ –2½

minutes multimodal



performance: continuous class time

test: - 20–30 minutes - 50–250 words per

item.


words spoken: 3–4

minutes multimodal



60–90 minutes 50–250 words

per item


SPORT AND RECREATION QCE Credit Department: Science and HPE Unit 1: 1 Points Head of Department: Mrs Megan Wright Unit 2: 1 Points Status: Applied Subject Unit 3&4: 2 Points Sport and Recreation Recreation provides students with opportunities to learn in, through and about sport and active recreation activities, examining their role in the lives of individuals and communities. Students examine the relevance of sport and active recreation in Australian culture, employment growth, health and wellbeing. They consider factors that influence participation in sport and recreation, and how physical skills can enhance participation and performance in sport and recreation activities. Students explore how interpersonal skills support effective interaction with others, and the promotion of safety in sport and recreation activities. They examine technology in sport and recreation activities, and how the sport and recreation industry contributes to individual and community outcomes. Students are involved in acquiring, applying and evaluating information about and in physical activities and performances, planning and organising activities, investigating solutions to individual and community challenges, and using suitable technologies where relevant. They communicate ideas and information in, about and through sport and recreation activities. They examine the effects of sport and recreation on individuals and communities, investigate the role of sport and recreation in maintaining good health, evaluate strategies to promote health and safety, and investigate personal and interpersonal skills to achieve goals. Pathways A course of study in Sport & Recreation can establish a basis for further education and employment in the fields of fitness, outdoor recreation and education, sports administration, community health and recreation and sport performance.

Objectives By the conclusion of the course of study, students will: • demonstrate physical responses and

interpersonal strategies in individual and group situations in sport and recreation activities

• describe concepts and ideas about sport and recreation using terminology and examples

• explain procedures and strategies in, about and through sport and recreation activities for individuals and communities

• apply concepts and adapt procedures, strategies and physical responses in individual and group sport and recreation activities

• manage individual and group sport and recreation activities

• apply strategies in sport and recreation activities to enhance health, wellbeing, and participation for individuals and communities

• use language conventions and textual features to achieve particular purposes

• evaluate individual and group physical responses and interpersonal strategies to improve outcomes in sport and recreation activities

• evaluate the effects of sport and recreation on individuals and communities

• evaluate strategies that seek to enhance health, wellbeing, and participation in sport and recreation activities and provide recommendations

• create communications that convey meaning for particular audiences and purposes.


Structure The Sport & Recreation course is designed around core and elective topics.


Sport and recreation in the community Sport, recreation and healthy living Health and safety in sport and recreation

activities Personal and interpersonal skills in sport and

recreation activities

Active play and minor games Challenge and adventure activities Games and sports Lifelong physical activities Rhythmic and expressive

movement activities Sport and recreation physical

activities Assessment For Sport & Recreation, assessment from Units 3 and 4 is used to determine the student’s exit result, and consists of four instruments, including: one project (annotated records of the performance is also required) one investigation, extended response or examination.

Project Investigation Extended response Performance Examination




A response involves the application of identified skill/s when responding to a task that involves solving a problem, providing a solution, providing instruction or conveying meaning or intent.


At least two different components from the following: written: 500–900

words spoken: 2½–3½

minutes multimodal: 3–6

minutes performance: 2–4

minutes.*


words spoken: 3–4

minutes multimodal: 4–7

minutes.


words spoken:

3–4 minutes multimodal: 4–7

minutes.

2–4 minutes* 60–90 minutes

50–250 words per item

* Evidence must include annotated records that clearly identify the application of standards to performance.


BUSINESS STUDIES QCE Credit Department: Humanities Unit 1: 1 Points Head of Department: Mr Paul Morris Unit 2: 1 Points Status: Applied Subject Unit 3&4: 2 Points Business Studies provides opportunities for students to develop practical business knowledge, understanding and skills for use, participation and work in a range of business contexts. Students develop their business knowledge and understanding through applying business practices and business functions in business contexts, analysing business information and proposing and implementing outcomes and solutions in business contexts. Students develop effective decision-making skills and learn how to plan, implement and evaluate business outcomes and solutions, resulting in improved economic, consumer and financial literacy. Pathways A course of study in Business Studies can establish a basis for further education and employment in office administration, data entry, retail, sales, reception, small business, finance administration, public relations, property management, events administration and marketing.

Objectives By the conclusion of the course of study, students will: • describe concepts and ideas related to

business functions • explain concepts and ideas related to

business functions • demonstrate processes, procedures and

skills related to business functions to complete tasks

• analyse business information related to business functions and contexts

• apply knowledge, understanding and skills related to business functions and contexts

• use language conventions and features to communicate ideas and information

• make and justify decisions for business solutions and outcomes

• plan and organise business solutions and outcomes

• evaluate business decisions, solutions and outcomes.


Structure The Business Studies course is designed around core and elective topics. The elective learning occurs through business contexts.


Business practices, consisting of Business fundamentals, Financial literacy, Business communication and Business technology

Business functions, consisting of Working in administration, Working in finance, Working with customers and Working in marketing

Entertainment Events management Financial services Health and well-being Insurance Legal Media Mining

Not-for-profit Real estate Retail Rural Sports management Technical, e.g.

manufacturing, construction, engineering

Tourism Travel

Assessment For Business Studies, assessment from Units 3 and 4 is used to determine the student’s exit result, and consists of four instruments from at least three different assessment techniques, including: at least one project no more than two assessment instruments from any one technique.

Project

Extended response

Examination




At least two different components from the following: written: 500–900 words spoken: 2½–3½ minutes multimodal: 3–6 minutes performance: continuous

class time product: continuous class

time.

Presented in one of the following modes: written: 600–1000 words spoken: 3–4 minutes multimodal: 4–7 minutes.

60–90 minutes 50–250 words per item on

the test


SOCIAL & COMMUNITY STUDIES QCE Credit Department: Humanities Unit 1: 1 Points Head of Department: Mr Paul Morris Unit 2: 1 Points Status: Applied Subject Unit 3&4: 2 Points Social and Community Studies focuses on personal development and social skills which lead to self-reliance, self-management and concern for others. It fosters appreciation of, and respect for, cultural diversity and encourages responsible attitudes and behaviours required for effective participation in the community and for thinking critically, creatively and constructively about their future. Students develop personal, interpersonal, and citizenship skills, encompassing social skills, communication skills, respect for and interaction with others, building rapport, problem solving and decision making, self-esteem, self-confidence and resilience, workplace skills, learning and study skills. Students use an inquiry approach in collaborative learning environments to investigate the dynamics of society and the benefits of working with others in the community. They are provided with opportunities to explore and refine personal values and lifestyle choices and to practise, develop and value social, community and workplace participation skills. Pathways A course of study in Social & Community Studies can establish a basis for further education and employment, as it helps students develop the skills and attributes necessary in all workplaces.

Objectives By the conclusion of the course of study, students will: • recognise and describe concepts and

ideas related to the development of personal, interpersonal and citizenship skills

• recognise and explain the ways life skills relate to social contexts

• explain issues and viewpoints related to social investigations

• organise information and material related to social contexts and issues

• analyse and compare viewpoints about social contexts and issues

• apply concepts and ideas to make decisions about social investigations

• use language conventions and features to communicate ideas and information, according to purposes

• plan and undertake social investigations • communicate the outcomes of social

investigations, to suit audiences • appraise inquiry processes and the

outcomes of social investigations.


Structure The Social and Community Studies course is designed around three core life skills areas which must be covered within every elective topic studied, and be integrated throughout the course.

Core life skills Elective topics

Personal skills — Growing and developing as an individual

Interpersonal skills — Living with and relating to other people

Citizenship skills — Receiving from and contributing to community

The Arts and the community Australia’s place in the world Gender and identity Health: Food and nutrition Health: Recreation and

leisure

Into relationships Legally, it could be you Money management Science and technology Today’s society The world of work

Assessment For Social and Community Studies, assessment from Units 3 and 4 is used to determine the student’s exit result, and consists of four instruments from at least three different assessment techniques, including: one project or investigation one examination no more than two assessments from each technique.

Project

Investigation

Extended response

Examination





At least two different components from the following: written: 500–900 words spoken: 2½–3½ minutes multimodal: 3–6 minutes performance: continuous

class time product: continuous

class time.


words spoken: 3–4 minutes multimodal: 4–7

minutes.


60–90 minutes 50–250 words per

item on the test


BUILDING & CONSTRUCTION SKILLS QCE Credit Department: Digital and Design Technology Unit 1: 1 Points Head of Department: Ms Gemma Whapham Unit 2: 1 Points Status: Applied Subject Unit 3&4: 2 Points Building and Construction Skills focuses on the underpinning industry practices and construction processes required to create, maintain and repair the built environment. Students learn to meet customer expectations of quality at a specific price and time. In addition, they understand industry practices; interpret specifications, including information and drawings; safely demonstrate fundamental construction skills and apply skills and procedures with hand/power tools and equipment; communicate using oral, written and graphical modes; organise, calculate and plan construction processes; and evaluate the structures they create using predefined specifications. Students develop transferable skills by engaging in construction tasks that relate to business and industry, and that promote adaptable, competent, self-motivated and safe individuals who can work with colleagues to solve problems and complete practical work. Pathways A course of study in Building & Construction Skills can establish a basis for further education and employment in civil, residential or commercial building and construction fields. These include roles such as bricklayer, plasterer, concreter, painter and decorator, carpenter, joiner, roof tiler, plumber, steel fixer, landscaper and electrician.

Objectives By the conclusion of the course of study, students will: describe industry practices in construction

tasks demonstrate fundamental construction

skills interpret drawings and technical

information analyse construction tasks to organise

materials and resources select and apply construction skills and

procedures in construction tasks use visual representations and language

conventions and features to communicate for particular purposes

plan and adapt construction processes create structures from specifications evaluate industry practices, construction

processes and structures, and make recommendations.

Prerequisites A C or better in Achievement, Effort, and Behaviour in Year 10 ITD.


Structure The Building & Construction Skills course is designed around core and elective topics.


Industry practices Construction processes

Carpentry plus at least two other electives: Bricklaying Concreting Landscaping Plastering and painting Tiling.

Assessment For Building and Construction Skills, assessment from Units 3 and 4 is used to determine the student’s exit result, and consists of four instruments, including: at least two projects at least one practical demonstration (separate to the assessable component of a project).

Project Practical demonstration Examination


A task that assesses the practical application of a specific set of teacher-identified production skills and procedures.


A project consists of a product component and at least one of the following components: written: 500–900 words spoken: 2½–3½ minutes multimodal


- presentation: 3–6 minutes product: continous class

time.

Students demonstrate production skills and procedures in class under teacher supervision.

60–90 minutes 50–250 words per item


ENGINEERING SKILLS QCE Credit Department: Digital and Design Technology Unit 1: 1 Points Head of Department: Ms Gemma Whapham Unit 2: 1 Points Status: Applied Subject Unit 3&4: 2 Points

Engineering Skills focuses on the underpinning industry practices and production processes required to create, maintain and repair predominantly metal products in the engineering manufacturing industry. Students understand industry practices, interpret specifications, including technical information and drawings, demonstrate and apply safe and practical production processes with hand/power tools and machinery, communicate using oral, written and graphical modes, organise, calculate and plan production processes and evaluate the products they create using predefined specifications. Students develop transferable skills by engaging in manufacturing tasks that relate to business and industry, and that promote adaptable, competent, self-motivated and safe individuals who can work with colleagues to solve problems and complete practical work. Pathways A course of study in Engineering Skills can establish a basis for further education and employment in engineering trades. With additional training and experience, potential employment opportunities may be found, for example, as a sheet metal worker,

metal fabricator, welder, maintenance fitter, metal machinist, locksmith, air-conditioning mechanic, refrigeration mechanic or automotive mechanic. Objectives By the conclusion of the course of study, students should: describe industry practices in

manufacturing tasks demonstrate fundamental production skills interpret drawings and technical

information analyse manufacturing tasks to organise

materials and resources select and apply production skills and

procedures in manufacturing tasks use visual representations and language

conventions and features to communicate for particular purposes

plan and adapt production processes create products from specifications evaluate industry practices, production

processes and products, and make recommendations.

Prerequisites A C or better in Achievement, Effort, and Behaviour in Year 10 ITD.


Structure The Engineering Skills course is designed around core and elective topics.


Industry practices Production processes

Fitting and machining Sheet metal working Welding and fabrication

Assessment For Engineering Skills, assessment from Units 3 and 4 is used to determine the student’s exit result, and consists of four instruments, including: at least two projects at least one practical demonstration (separate to the assessable component of a project).

Project Practical demonstration Examination


A task that assesses the practical application of a specific set of teacher-identified production skills and procedures.


A project consists of a product component and at least one of the following components: written: 500–900 words spoken: 2½–3½ minutes multimodal



product: continous class time.

Students demonstrate production skills and procedures in class under teacher supervision.

60–90 minutes 50–250 words per item


INFORMATION & COMMUNICATION TECHNOLOGY QCE Credit

Department: Digital and Design Technology Unit 1: 1 Points Head of Department: Ms Gemma Whapham Unit 2: 1 Points Status: Applied Subject Unit 3&4: 2 Points

Information & Communication Technology (ICT) focuses on the knowledge, understanding and skills related to engagement with information and communication technology through a variety of elective contexts derived from work, study and leisure environments of today. Students are equipped with knowledge of current and emerging hardware and software combinations, an understanding of how to apply them in real-world contexts and the skills to use them to solve technical and/or creative problems. They develop knowledge, understanding and skills across multiple platforms and operating systems, and are ethical and responsible users and advocates of ICT, aware of the social, environmental and legal impacts of their actions. Students apply their knowledge of ICT to produce solutions to simulated problems referenced to business, industry, government, education and leisure contexts. Pathways A course of study in Information and Communication Technology can establish a basis for further education and employment in many fields, especially the fields of ICT

operations, help desk, sales support, digital media support, office administration, records and data management, and call centres. Objectives By the conslusion of the course of study, students should: identify and explain hardware and software

requirements related to ICT problems identify and explain the use of ICT in

society analyse ICT problems to identify solutions communicate ICT information to audiences

using visual representations and language conventions and features

apply software and hardware concepts, ideas and skills to complete tasks in ICT contexts

synthesise ICT concepts and ideas to plan solutions to given ICT problems

produce solutions that address ICT problems

evaluate problem-solving processes and solutions, and make recommendations.


Structure The Information & Communication Technology course is designed around: core topics integrated into modules of work using a problem-solving process three or more elective contexts.

Core topics Elective contexts

Hardware Software ICT in society

Animation Application development Audio and video production Data management Digital imaging and modelling Document production

Network fundamentals Online communication Website production

Assessment For Information & Communication Technology, assessment from Units 3 and 4 is used to determine the student’s exit result, and consists of four instruments, including: at least two projects at least one extended response.

Project Extended response



A project consists of a product component and at least one of the following components: written: 500–900 words spoken: 2½–3½ minutes multimodal: 3–6 minutes product: continuous class time.



VET Subjects




SIS30315 CERTIFICATE III in FITNESS QCE Credit RTO: Binnacle Training, RTO Code 31319 Department: Science and HPE / VET Maximum 8 points

Head of Department: Mrs Ebonie Matthews Not compatible with Sport and Recreation Pre-Requisite: Completion of Cert II Skills for Work and Vocational Pathways

Status: VET Subject

What is this Certificate about? Binnacle’s SIS30315 Certificate III in Fitness ‘Fitness in Schools’ program is offered as a senior subject where students deliver a range of fitness programs and services to clients within their school community. Graduates will be competent in a range of essential skills – such as undertaking client health assessments, planning and delivering fitness programs, and conducting group fitness sessions in indoor and outdoor fitness settings, including with older adult clients. QCE Credits: Successful completion of SIS30315 Certificate III in Fitness contributes eight (8) credits towards a student’s QCE. This program also includes the following:

First Aid qualification and CPR certificate; plus optional sport-specific coach/official accreditation.

A range of career pathway options including an alternative entry into university. Direct pathway into Certificate IV in Fitness (Personal Trainer) with Australian Institute of

Personal Trainers (AIPT). What do students learn? Learning experiences include:

Learning about the sport, fitness and recreation industry. Following health and safety standards in the workplace. Providing quality customer service. Using and maintaining fitness and sport equipment. Delivering community fitness programs. Developing coaching and officiating skills Conducting a risk assessment on fitness activities. Providing client screening and health assessments. Providing healthy eating information to clients. Instructing and monitoring fitness programs. Delivering warm-up and cool-down sessions


Planning and delivering gym programs. Working with specific population clients, including older adults. Developing skills in exercise science, including anatomy and physiology. Industry-recognised First Aid qualification and CPR certificate.

What are the competencies covered? CORE (9) SISFFIT001 Provide health screening and fitness orientation SISFFIT002 Recognise and apply exercise considerations for specific populations SISFFIT003 Instruct fitness programs SISFFIT004 Incorporate anatomy and physiology principles into fitness programming SISFFIT005 Provide healthy eating information SISFFIT014 Instruct exercise to older clients SISXCCS001 Provide quality service SISXFAC001 Maintain equipment for activities SISXIND001 Work effectively in sport, fitness and recreation environments ELECTIVES* Group C - Gym Instructor (4) BSBRSK401 Identify risk and apply risk management processes HLTAID003 Provide first aid HLTWHS001 Participate in workplace health and safety SISFFIT006 Conduct fitness appraisals PLUS (additional 3) SISFFIT011 Instruct approved community fitness programs SISXIND002 Maintain sport, fitness and recreation industry knowledge ISIXEMR001 Respond to emergency situations How are students assessed? Program delivery will combine both class-based tasks and practical components in a real gym environment at the school. This involves the delivery of a range of fitness programs to clients within the school community (students, teachers, and staff). A range of teaching/learning strategies will be used to deliver the competencies. These include:

Practical tasks Hands-on activities involving participants/clients Group work Practical experience within the school sporting programs and fitness facility Log Book of practical experience

Evidence contributing towards competency will be collected throughout the course. This process allows a student’s competency to be assessed in a holistic approach that integrates a range of competencies.


NOTE: This program involves a mandatory ‘outside subject’ weekly component of 90 minutes per week across a minimum of 5 consecutive weeks – delivering fitness programs and services to a variety of clients, including older adults. What costs are associated with this certificate? The costs associated with this subject include a course fee to Binnacle, First Aid Certificate fee and additional costs associated with delivering the course. Refer to Student Resource Scheme for fees. For whom is this certificate best suited? Students must have a passion for and/or interest in pursuing a career in the fitness and sport industries. They must have good quality written and spoken communication skills and an enthusiasm/ motivation to participate in physical activity sessions. Each student must obtain a (free) ‘Working with Children’ Student Blue Card (application to be completed as part of the enrolment process). A student’s official enrolment is unable to be finalised until their Student Blue Card has been issued. Where can this certificate lead to after Year 12? The SIS30315 Certificate III in Fitness will predominantly be used by students seeking to enter the fitness industry and/or as an alternative entry into University. For example:

Exercise Physiologist Teacher – Physical Education Sport Scientist Students may also choose to continue their study by completing the Certificate IV in Fitness

with Australian Institute of Personal Trainers (AIPT) for a Binnacle-exclusive price offer. IMPORTANT PROGRAM DISCLOSURE STATEMENT (PDS) This Subject Outline is to be read in conjunction with Binnacle Training's Program Disclosure Statement (PDS). The PDS sets out the services and training products Binnacle Training provides and those services carried out by the 'Partner School' (i.e. the delivery of training and assessment services). To access Binnacle's PDS, visit: http://www.binnacletraining.com.au/rto.php and select ‘RTO Files’.


BSB20115 CERTIFICATE II in BUSINESS QCE Credit RTO: Binnacle Training, RTO Code 31319 Department: Humanities/VET Maximum 4 points

Head of Department: Mrs Ebonie Matthews Not compatible with Business Studies Pre-Requisite: Completion of Cert II Skills for Work and Vocational Pathways

Status: VET Subject

What is this Certificate about? The BSB20115 Certificate II in Business is designed for students who are seeking to gain an understanding of business fundamentals with an interest in gaining entry level employment in administrative or customer service role. Through studying the BSB20115 Certificate II in Business students will gain the necessary skills, knowledge and confidence to work effectively in an organisational environment which requires co-operation and team work, adherence to organisational goals and values and skills to work within a clearly prescribed framework. BSB20115 Certificate II in Business will be taught in a simulated work environment combining the traditional business practices and principles with computing components. The integrated approach allows students to keep abreast of current business and technological trends. What do students learn? Students will learn to use a range of business communication technologies. Workplace health, safety and sustainability issues will also be covered. Hands-on learning is encouraged and students will be given multiple opportunities to learn in the simulated work environment. What are the competencies covered? FNSACC303 Perform financial calculations BSBITU202 Create and use spreadsheets FNSFLT301 Be MoneySmart BSBWHS201 Contribute to health and safety of self and others BSBSUS201 Participate in environmentally sustainable work practices BSBINM201 Process and maintain workplace information BSBCMM201 Communicate in the workplace BSBITU203 Communicate electronically


BSBITU201 Produce simple word processed documents BSBWOR203 Work effectively with others BSBIND201 Work effectively in a business environment BSBWOR202 Organise and complete daily work activities How are students assessed? Students are assessed using various forms of competency-based assessment including:

Activities Sheet Case Studies Team Projects Observations Practical Tests Self and Peer Assessment

What costs are associated with this certificate? The costs associated with this subject include a course fee to Binnacle and additional costs associated with delivering the course. Refer to Student Resource Scheme for fees. Students require a laptop computer – either through the School’s Laptop Program or their own personal device. Entry requirements Students must have a passion for and/or interest in working the Business Services industry and/or pursuing further tertiary pathways (e.g. Certificate II/IV, Diploma and Bachelor of Business or Financial Services). They must have good written and spoken communication skills and enthusiasm/ motivation to participate in a range of projects. Where can this certificate lead to after Year 12? Successful completion of this qualification provides you with basic computing skills to support a wide range of varying industry occupations with role titles such as office assistant, records assistant, and junior office support. IMPORTANT PROGRAM DISCLOSURE STATEMENT (PDS) This Subject Outline is to be read in conjunction with Binnacle Training's Program Disclosure Statement (PDS). The PDS sets out the services and training products Binnacle Training provides and those services carried out by the 'Partner School' (i.e. the delivery of training and assessment services). To access Binnacle's PDS, visit: http://www.binnacletraining.com.au/rto.php and select ‘RTO Files’.


SIT20316 CERTIFICATE II in HOSPITALITY QCE Credit RTO: Blue Print Career Development, RTO 30978 Department: Digital and Design Technology/VET Maximum 4 points

Head of Department: Mrs Ebonie Matthews Not compatible with Certificate I in Hospitality Pre-Requisite: Completion of Cert II Skills for Work and Vocational Pathways

Status: VET Subject

RTO Details Blueprint Career Development RTO # 30978 1300 851 550 www.blueprintcd.com.au Qualification SIT20316 Certificate II in Hospitality Vocational and educational training in Schools funding (VETiS) funded by the Queensland Government The VET investment budget provides students with funding to complete one VETiS qualification whilst attending school (grade 10,11,12). Blueprint Career Development is an approved supplier under this agreement and offers training to eligible students under this funding program, free of charge. You are still able to enrol in the course if you have used your VETiS Funding or do not meet the eligibility criteria. The cost is $1200. Eligibility criteria You are an Australian citizen or New Zealand citizen permanently residing in Queensland. If you are a permanent resident you are eligibility upon the presentation of immigration documents. Please refer to the Queensland Government’s student fact sheet developed specifically for VETiS program: http://www.training.qld.gov.au/training-organisations/funded-programs/vetis.html Course length 18 months Pre-requisites There are no pre-requisites for this qualification.


Reason to study Hospitality Hospitality is an area of study that provides students with a range of interpersonal skills with a general application in personal and working life, as well as with specific knowledge and skills related to employment within the hospitality industry. This course includes SITHFAB002 Provide responsible service of alcohol (RSA) which can help you gain employment. QCE points: Successful completion of the Certificate II in Hospitality contributes four (4) credits towards QCE points. Career pathways and further studies Career Pathways include: café attendant, catering assistant, food and beverage attendant, apprentice chef. Further study could occur in Certificate III in Hospitality (SIT30616), Certificate III in Commercial Cookery (SIT30813) or a Bachelor of Business (Hospitality & Tourism Management). Course Outline SIT20316 Certificate II in Hospitality: 12 units must be completed. (6 core units and 6 elective units). Year 11 Semester 1: Use hygienic practices for food safety Participate in safe work practices Prepare simple dishes Work effectively with others

Online theory and class work – Costings and order food, work plan preparation and principles of plate selection and food positioning Practical skills – Knife skills, preparing simple dishes (e.g. salads, pasta dishes, soups, preparing a cold buffet) Hygiene skills - Evaluating kitchen cleanliness and creating cleaning schedules Practical kitchen cleaning and sanitizing. Team work – How to work in a team and allocation of tasks

Year 11 Semester 2: Prepare and serve non-alcoholic beverages

Prepare sandwiches Interact with customers Prepare and serve espresso coffee Serve food and beverage Online theory and class work – Laying tables, service cycle, plate carrying and clearing. Cleaning and maintaining the espresso machine. Communicating with customers and colleagues Group practical function preparation - Source recipes and develop recipe book, costing and food orders for sandwiches such as. wraps, open grills, BLT, steak sandwiches, burgers, finger sandwiches Practical skills (Coffee Shop) - Set up, making coffee (e.g. black, macchiato, affogato, cappuccino, latte), presenting food, taking and serving orders and end of shift cleaning


Year 12 Semester 3: Cultural and social diversity Hospitality knowledge, including RSA Gain hospitality experience Online theory and class work – Cultural inclusion, anti-discrimination laws, and team work. Practical skills - SITHFAB002 Provide responsible service of alcohol unit so students can gain employment in beverage service.

Assessments Assessment will be competency based and clustered units may be part of the assessment to reflect real work scenarios and activities. Students will participate in a variety of assessment tasks which may include observation with check lists, product resulting from an activity, questioning (written, oral or portfolio), and reports from work place supervisor. Assessment may be conducted at the school using a simulated work environment. Functions will occur and at times, these may occur out of class time. Work Placement Structured Work Placement must occur to complete a Certificate II in Hospitality. This involves 12 Industry Shifts that need to be done at local venues, some during school hours and some outside school hours. You may be on vocational placement during any part of this semester as approved by the school and upon the completion of VETiS Vocational Placement insurance forms (available from the school). Clothing requirements White shirt, black pants or skirt and black covered footwear. School point of contact Gemma Whapham, Hospitality Teacher, 07 4949 2111 What costs are associated with this certificate?

The fees for this course are outlined in the Student Resource Scheme Hospitality Uniform costs

Please note, that students who enrol in this course will exhaust their VETiS government funding and will not be eligible for further VETiS courses. For whom is this certificate best suited? Students who have a pathway planned into the hospitality industry. Students who learn best in a practical program that focuses on online delivery and interactive activities.


M-STEP ENGINEERING QCE Credit

Department: Digital and Design Technology / VET 4 points for each subject

Head of Department: Mrs Ebonie Matthews Admittance to course is by application only Pre-Requisite: Completion of Cert II Skills for Work and Vocational Pathways

Status: VET Subject MEM20105 Certificate II in Engineering Pathways RTO: Moranbah State High School, RTO 30402 RII20115 Certificate II in Resources and Infrastructure RTO: CQUniversity, RTO 40939 Plus QSMART and Building and Construction

What is this Program about? The Moranbah Senior Training Education Program – Engineering is a program designed to target those students with the aptitude, ability, interest and maturity to take part in part-time school and part-time work at the Blue Shed. This program aims to:

Prepare students in a comprehensive manner to be thinking and behaving like an effective apprentice tradesperson.

Have students’ complete MEM20105 Certificate II in Engineering Pathways and RII20115 Certificate II in Resources and Infrastructure Operations; QMSART and Building and Construction.

The M-STEP program aims at getting students that are chosen, a dedicated pathway in a trade based career (for example, Diesel Fitter, Boiler Maker). Entry Requirements – What do students need to do to be a part of this program? Entry into all M-Step courses is through an application process. Students must:

1. Submit a written application addressing selection criteria and their resume 2. Have successfully completed Certificate II in Skills for Work and Vocational Pathways 3. Provide Year 10 report cards and attendance data 4. Provide Statements of support from three teachers.

Applications are due at the beginning of Term 3 of the calendar year and students are notified of their acceptance into the program by mid-Term 3. What do students learn? The M-STEP Engineering program allows the students to engage in both theoretical and practical content. Theoretical competencies include content delivered from topics such as Occupational


Health and Safety; working with others; planning tasks, and; quality control. Practical competencies are delivered via the fabrication of a wide range of projects. Students utilise and learn about a large range of hand tools and power tools; as well as pneumatic and hydraulic machinery and welding equipment. Students will also learn trade specific maths and science concepts in QSMART. Students engage in a range of learning activities including:

Exercises and projects individually, as well as projects for the community Classroom activities Skill and drill practice questions Online theory

How are students assessed?

Students are assessed through both practical and theoretical assessment as well as on-the-job training.

What costs are associated with this certificate?

The subject fees are outlined in the student resource scheme Students are also responsible for the purchase of the M-Step Engineering uniform including

work shirt, pants, steel capped boots and jacket. All safety gear is provided as part of the course.

RII20115 Certificate II in Resources and Infrastructure Work Preparation is delivered and assessed by CQUniversity Australia (RTO Code: 40939), and upon completion, students will be awarded with this qualification. This course is fully funded by the Queensland Government under the VET in Schools (VETiS) program. Please note, that once students complete this course they will exhaust their VETiS government funding and will not be eligible for further VETiS funded courses. For more information about this course or CQUniversity, visit www.cqu.edu.au/tafe.

For whom is this certificate best suited?

Students who have chosen a dedicated pathway into a trade based engineering industry. Where can this certificate lead to after Year 12?

Apprenticeships into a range of fields such as Boiler-maker, Diesel Fitter, Mechanic.


M-STEP ELECTRICAL QCE Credit Department: Digital and Design Technology / VET Head of Department: Mrs Ebonie Matthews Status: VET Subject

4 points for each subject Admittance to course is by application only Pre-Requisite: Completion of Cert II Skills for Work and Vocational Pathways

MEM20105 Certificate II in Engineering Pathways RTO: Moranbah State High School, RTO 30402

UEE22011 CERTIFICATE II in ELECTROTECHNOLOGY RTO: Electrogroup, RTO Code 30185 QSMART

What is this Program about? The Moranbah Senior Training Education Program – Engineering is a program designed to target those students with the aptitude, ability, interest and maturity to take part in part-time school and part-time work at the Coalfields Training Excellence Centre (CTEC). This program aims to:

Prepare students in a comprehensive manner to be thinking and behaving like an effective apprentice tradesperson.

Have students’ complete MEM20105 Certificate II in Engineering Pathways, UEE22011 Certificate II in Electrotechnology, and QSMART.

The M-STEP program aims at getting students that are chosen, a dedicated pathway in a trade based career (for example, electrician, electrical fitter, appliance servicing, air conditioning and refrigeration mechanic, auto electrician). Entry Requirements – What do students need to do to be a part of this program? Entry into all M-Step courses is through an application process. Students must:

1. Submit a written application addressing selection criteria and their resume 2. Have successfully completed Certificate II in Skills for Work and Vocational Pathways 3. Provide Year 10 report cards and attendance data 4. Provide Statements of support from three teachers.

Applications are due at the beginning of Term 3 of the calendar year and students are notified of their acceptance into the program by mid-Term 3. What do students learn?


The M-STEP Electrical program allows the students to engage in both theoretical and practical content. Theoretical competencies include content delivered from topics such as Occupational Health and Safety; working with others; planning tasks, and; quality control, and introduction to the Electrical industry. Students will learn electrical theory and wiring; solving problems in electrical circuits; identifying and selecting electrotechnology materials; use, dismantle, assemble and fabricate equipment and technology. Practical competencies are delivered a wide range of projects. Students utilise and learn about a large range of hand tools and power tools; as well as pneumatic and hydraulic machinery and welding equipment, and extra-low voltage single path and multi path DC circuits. Students will also learn trade specific maths and science concepts in QSMART. Students engage in a range of learning activities including:

Exercises and projects individually, as well as projects for the community Classroom activities Skill and drill practice questions

How are students assessed?

Students are assessed through both practical and theoretical assessment such as: Activities Sheet and Case Studies Team Projects Observations Practical Tests Self and Peer Assessment

What costs are associated with this certificate?

The subject fees are outlined in the student resource scheme Students are also responsible for the purchase of the M-Step Electrical uniform including

work shirt, pants, steel capped boots and jacket. All safety gear is provided as part of the course.

UUE22011 Certificate II in Electrotechnology II is provided by Electrogroup and is fully funded by the Queensland Government under the VET in Schools (VETiS) program. Please note, that once students complete this course they will exhaust their VETiS government funding and will not be eligible for further VETiS funded courses. For more information about this course or Electrogroup, visit www.cqu.edu.au/tafe.

For whom is this certificate best suited?

Students who have chosen a dedicated pathway into a trade based electrical industry. Where can this certificate lead to after Year 12?

Apprenticeships into a range of fields such as electrician, electrical fitter, air conditioning and refrigeration mechanic, auto electrician.


CHC30213 CERTIFICATE III in EDUCATION SUPPORT

QCE Credit

RTO: Moranbah State High School, RTO 30402 Maximum 8 points Department: VET and Pathways Pre-Requisite:

Completion of Cert II Skills for Work and Vocational Pathways

Head of Department: Mrs Ebonie Matthews

Status: VET Subject

What is this Certificate about? This program is designed for students wishing to work as a teacher aide in a school or go on to study Education at university to become a teacher. Students will have the opportunity to complete part of the required work placement at Bright Kids After School and Vacation Care. If successful in the application process, students have the opportunity to apply for paid employment and will also allow them to put into practice the knowledge they have learnt in a 'real-life’ environment. What do students learn? CHC30213 Certificate III in Education Support provides you with the skills you need to work in a variety of education settings, and work with students with different needs. You will learn how to guide students to improve their numeracy and literacy skills, assist children work through their learning plans and work with students with different needs. What are the competencies covered CHCECE006 Support behaviour of children and young people CHCEDS001 Comply with legislative, policy & industrial requirements in the education environment CHCEDS002 Assist implementation of planned educational programs CHCEDS003 Contribute to student education in all developmental domains CHCEDS004 Contribute to organisation and management of classroom or centre CHCEDS005 Support the development of literacy and oral language skills CHCEDS006 Support the development of numeracy skills CHCEDS007 Work effectively with students and colleagues CHCEDS017 Contribute to the health and safety of students CHCEDS018 Support students with additional needs in the classroom environment CHCDIV001 Work with diverse people CHCDIV002 Promote Aboriginal and/or Torres Strait Islander cultural safety HLTAID003 Provide first aid (external provider, credit transferred to CHC30213) CHCEDS008 Comply with school administrative requirements CHCEDS011 Search and assess online information CHCEDS012 Set up and sustain individual and small group learning areas CHCECE026 Work in partnership with family care for children


How are students assessed? For each unit of competency, students read through a Student Textbook, complete class activities, attend vocational placement and complete assessment tasks as provided by the teacher. What costs are associated with this certificate? Students will be required to pay the subject fees as outlined in the Student Resource Scheme. This fee will include the text ‘Supporting Education: The Teaching Assistant’s Handbook as well as Senior First Aid and Asthma and Anaphylaxis training. For whom is this certificate best suited? Students who enrol in this course will need to apply for a Blue Card (working with children check) and will be expected to have sound literacy and numeracy skills. Students will need to be prepared to complete work placement for this course, sometimes outside of school hours. Where can this certificate lead to after Year 12? Students may choose to go on to further study in Education at university or seek employment in the following fields; Aboriginal and/or Torres Strait Islander education worker, Indigenous language and culture teaching assistant, Education assistant, Education assistant (special needs), Education support worker, Home tutor, Homeland teaching assistant, Language worker, Literacy worker, Support worker (working with children with disabilities), Teacher aide, Teacher assistant


Distance Education




How does Distance Education work? Students who wish to study a subject not offered at MSHS may be able to enrol in the subject at a School of Distance Education (SDE). They are considered a school-based enrolment and can access one or more subjects at the SDE. Students are enrolled by their base school (Moranbah State High School). Students will have three lessons times during the week where they connect virtually to their teacher. These lesson times are compulsory and students must have computer devices capable of connecting to the SDE’s system. Which schools can I enrol in? There are 7 schools of distance education in Queensland, four of which offer Year 11/12 subjects. We can facilitate enrolment at:

Brisbane: http://www.brisbanesde.qld.edu.au Cairns: http://www.cairnssde.qld.edu.au Capricornia: http://www.capriconriasde.qld.edu.au Charters Towers: https://charterstowerssde.eq.edu.au

What do students need to be successful at distance education? To perform well in SDE courses, students generally need to be:

Self-directed with the ability to work independently as well as being prepared to collaborate with other students and the teacher

Competent users of technology or willing to acquire the necessary skills Self-motivated and punctual to online lessons.

How are students assessed? Students complete classwork, homework and assessment the same as for their school-based subjects. Assignments are provided electronically to the student and the completed assessment is emailed or posted directly to their SDE teacher. Exams are posted to MSHS, and students arrange a time to sit these with the Senior Schooling HOD, who then scans the exam response and emails to the SDE teacher as well as posting the hard copy. What subjects are on offer at through distance education?

Brisbane: Releasing their Year 11 subject offerings in September 2020 Cairns: Releasing their Year 11 Subject offerings in July 2020 Capricornia: General Subjects not offered at MSHS:

Accounting; Agricultural Science; Ancient History; Economics; Geography; Psychology VET Certificates not offered at MSHS: Certificate I: Business; Information, Digital Media and Technology; Agrifood Operations Certificate II: Information, Digital Media and Technology

Charters Towers: Release date to be advised.

Documents

2021 – 2022 Senior Subject Handbook - e Q