Ryan Catholic College Senior Pathways Handbook 2020 - 2022...Ryan Catholic College Senior Pathways Handbook 2020 - 2022 Version 1 - 4 May 2020 . 1 Contents Contents 1 How to use this

Ryan Catholic College

Senior Pathways Handbook

2020 - 2022

Version 1 - 4 May 2020

1

Contents

Contents 1

How to use this handbook 3

Introduction 4

‘Earn or Learn’: the compulsory participation phase 5

The Queensland Certificate of Education 6

Accrual of points in Applied and General subjects 6

Accrual of points through VET 6

Accrual of points through recognised studies 7

Meeting the completed core requirement of the QCE 7

Meeting the literacy and numeracy requirements of the QCE 7

The ATAR 8

Making an informed choice 9

The subject selection process 11

Key contacts 12

Subject offerings: Years 11 and 12 12

Subject profiles: Years 11 and 12 14

General Subjects 14

Accounting 14

Ancient History 16

Biology 18

Business 20

Chemistry 22

Dance 24

Design 32

Digital Solutions 28

Drama 32

English 32

Film, Television and New Media 34

Geography 36

Health Education 38

Italian 40

Japanese 42

Legal Studies 44

Literature 136

General Mathematics 48

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Mathematical Methods 50

Specialist Mathematics 52

Modern History 54

Music 56

Physical Education 58

Physics 60

Study of Religion 63

Visual Art 65

Applied Subjects 67

Engineering Skills 67

Essential English 69

Furnishing Skills 71

Fashion 73

Information and Communication Technology (ICT) 75

Industrial Graphics Skills 77

Essential Mathematics 79

Religion & Ethics 81

Social and Community Studies 83

Tourism 85

Visual Arts in Practice 87

Vocational Education and Training (VET) 89

Construction 92

Hospitality 95

Business (Certificate II) 98

Foundational Skills 101

Early Childhood 104

Fitness 106

Engineering Pathways 109

Health 111

Christian Ministry and Theology (Certificate III) 115

Christian Ministry and Theology (Certificate IV) 118

Aviation 121

Overview of Subject Offerings: Year 10, Semester 2 124

Subject Summaries: Year 10, Semester 2 124

Core Subjects 125

Elective Subjects 127

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How to use this handbook

The subject selection process for senior schooling is a complex one, and we appreciate that students often

feel a lot of pressure to make the best choices straight away. This handbook contains a lot of information

to assist students and their families in making these choices.

To make effective use of this handbook, we recommend that you use the following process:

1. Read through the front matter of this handbook. It provides valuable information about the senior

schooling process, both at Ryan Catholic College and across Queensland. Make contact with the

relevant people (p. 12) if you have questions or concerns.

2. Look through the list of subject offerings and flag any that you think you may enjoy. Spend some

time looking through the subject descriptions and ensure that you ask the relevant Curriculum

Leaders any questions you may have.

3. Conduct a bit of research - if you have some ideas about your post-school pathways, find out what

subjects and courses may help you to achieve those goals. Add those to your shortlist.

4. Familiarise yourself with the subjects offered in Year 10, Semester 2. You will be provided with a

proposed timetable during your SET Plan interview; if you wish to negotiate alternative subjects

for Semester 2, you will need to be familiar with the courses on offer.

4

Introduction

As you approach the next phase of your schooling, a number of exciting opportunities await you. Until

now, you have been carefully guided through a broad curriculum that has given you a taste of different

learning styles, fields of knowledge and skill and levels of complexity. This guidance has helped you to

determine your interests, preferred styles of learning and perhaps even the direction you wish to take

after you finish school.

In Years 11 and 12, you will work towards the completion of a Queensland Certificate of Education. To do

this, you will usually undertake six subjects selected from a broad range of offerings. In some learning

areas, you will be asked to specialise; in others, you will be able to select subjects that offer different

levels of challenge and complexity.

To support you in making the decisions necessary for this transition, Ryan Catholic College offers you the

opportunity to select, enrol in and trial senior subjects in Semester 2 of Year 10.

How does this work?

During Term 2 of Year 10, you will be given an overview of the subject offerings for Semester 2 (Terms 3

and 4). This handbook is the first part of that process. In consultation with your parents, teachers and

Curriculum Leaders, you will choose a number of subjects to study. Four of your selections are mandated:

● Religious Education (Introduction to Senior Religion)

● English (you will remain in your Semester 1 English course/class)

● Mathematics (you will remain in your Semester 1 Mathematics course/class unless otherwise

negotiated)

● Pathways

You will choose another three subjects from the range of electives offered. While you are permitted to

choose any electives from this handbook, please note the following:

● Students wishing to study Music or Languages in Years 11 and 12 must select those subjects in

Semester 2 of Year 10. Students wishing to study one or more Science subjects are strongly

encouraged to select those subjects.

● You are encouraged to select subjects that you enjoy and are good at. While this is a six-month trial,

you are preparing yourself for a two-year course of senior study. You will give yourself the greatest

chance of success if you enjoy your studies and focus on your strengths.

● If you intend to continue to tertiary studies after Year 12, you should consider any prerequisites for

courses you may be interested in. This is an opportunity for you to sample these subjects before

committing to them next year.

● Our Senior School Curriculum Leaders, in consultation with your current subject teachers, will identify

any concerns about subject selections and discuss these with you as the need arises.

5

‘Earn or Learn’: the compulsory participation phase

In 2006, the Queensland Government initiated a new approach to secondary schooling. In recognition of

the need for young people to transition successfully from school to the workforce, the compulsory

participation phase was introduced as a part of the ‘Earn or Learn’ policy. Under these regulations, young

people in Queensland are required to:

● remain in school until they finish Year 10 or have turned 16, whichever comes first;

● participate in education and training for a further two years, or until they have:

○ gained a Senior Statement; or

○ gained a Certificate III vocational qualification; or

○ turned 17

Exemptions apply to young people who enter full-time work after completing Year 10 or turning 17.

This period of further education is known as the Senior Phase of Learning, and begins when a young person

is registered with the Queensland Curriculum & Assessment Authority (QCAA), usually during Year 10, and

ends with the attainment of a Queensland Certificate of Education (QCE). All students who remain in

school until the completion of Year 12 will be issued with a Senior Statement, recording all learning

undertaken in this senior phase. Not all students in Queensland receive a QCE. The requirements for

attaining this qualification are outlined in the next section of this handbook.

The compulsory participation phase presents some challenges to students. While senior schooling has

traditionally served the purpose of preparing and ultimately selecting students for tertiary education, the

engagement of students with diverse abilities and ambitions has become an increasingly important part

of this phase of learning. Ryan Catholic College has responded to this challenge by diversifying its subject

and course offerings, delivering a wide range of General, Applied and Vocational courses. The process of

SET Planning serves to guide students through the selection of these learning options in order to achieve

their post-school goals. While some students may have a very clear picture of their desired outcomes,

others may wish to ‘keep the door open’ for a wide range of work and learning opportunities. Our subject

offerings allow both groups of students - and everyone in between - to remain engaged in learning while

attaining meaningful knowledge, skills and qualifications.

For some students, the compulsory participation phase may see them seeking work rather than remaining

enrolled at school. Our Semester 2 Year 10 program allows students to make an informed decision by

engaging in formal senior studies for an extended period. Students who seek alternative pathways are

encouraged first to make use of the guidance and support services offered by the College.

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The Queensland Certificate of Education

The Queensland Certificate of Education (QCE) is Queensland’s internationally recognised senior

secondary schooling qualification. It recognises student achievement and acknowledges successful

completion of secondary schooling. A QCE is attained by students who complete a set amount of learning,

at a set standard, in a set pattern, while meeting literacy and numeracy requirements.

In its most basic sense, a QCE is attained by collecting points. Students may commence accruing points

once a learning account has been opened for them with the QCAA and once they have been assigned a

Learner Unique Identifier (LUI). This usually occurs in the second half of Year 10. Points may be gained

through a wide range of learning activities, including:

● The successful completion of units of work in QCAA Applied or General subjects (see below)

● The successful completion or, in some cases, partial completion, of recognised Certificate I, II, III or IV

qualifications

● Other recognised studies (refer to QCAA website for more information)

Accrual of points in Applied and General subjects

For most students, a significant portion of their points will be accrued through the completion of Applied

and General subjects at school. Applied and General subjects are divided into four units. Successful

completion of these units results in the awarding of points as follows:

UNIT 1 UNIT 2 UNIT 3 UNIT 4

APPLIED AND GENERAL: Successful completion indicated by a result of C or better.

APPLIED AND GENERAL: Successful completion indicated by a result of C or better.

APPLIED: Marked on an A-E basis. Two units work together to produce an exit grade. Successful completion indicated by a result of C or better. GENERAL: Marked against numerical indicators, generating an exit mark out of 100. This is used to generate an exit grade (A-E). Successful completion indicated by an exit grade of C or better.

1 point accumulated upon successful completion

1 point accumulated upon successful completion

2 points accumulated at exit upon successful completion of the pair of units (i.e. an exit result of C or better)

Students who enrol in an Applied or General subject and achieve success across the entire course will

accrue 4 points for that course of study. Unsuccessful completion of Unit 1 or 2, or unsuccessful

completion of the pair of Units 3 and 4, will result in fewer points.

Accrual of points through VET

As well as accruing points through traditional classroom-based subjects, students may choose to complete

one or more vocational education and training (VET) courses. As well as providing students with

recognised practical, industry-specific qualifications, these programs of learning contribute points

towards a QCE:

● Certificate I (completed) 2-3 points

● Certificate II (completed) 4 points

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● Certificate III/IV (completed) 5-8 points

These qualifications may be delivered through a range of modes, including in-school learning, study at

TAFE or TCTC, or school-based traineeships. Students who wish to undertake a VET qualification as an

integral part of their QCE are encouraged to seek curriculum advice to ensure that they understand the

contribution that will be made by this qualification, including any limitations. This is especially important

for students who wish to undertake more than one VET qualification. It is important to note that the QCAA

may not award full points for VET qualifications where there is a recognised duplication of learning - that

is, where a student undertakes more than one course from the same suite of qualifications, or where a

student undertakes a VET qualification that closely mirrors learning in an Applied subject.

Accrual of points through recognised studies

As well as formal school-based learning, the QCAA recognises learning acquired through students’ extra-

curricular and community activities. Some of the more common qualifications that may accrue QCE points

include:

● Successful completion of AMEB/Trinity College exams (at specified levels)

● Successful completion of dance exams from recognised bodies and at specified levels

● Successful completion of a PADI Open Water Dive Course

A comprehensive list of recognised studies may be found on the QCAA website. The range of recognised

studies is regularly reviewed and updated. Students should note that it is the individual training provider,

rather than Ryan Catholic College, that is responsible for reporting completion of recognised studies to

the QCAA.

Meeting the completed core requirement of the QCE

An additional dimension of the QCE is an expectation that students demonstrate an ability to see their

studies through to completion. For this reason, the QCAA has included a ‘completed core’ requirement

for attainment of the QCE. To meet this requirement, students must accrue a minimum of twelve points

from subjects or courses completed from beginning to end. This may be accomplished in a number of

ways, including:

● Successfully completing all four units in three General or Applied subjects

● Remaining enrolled in four or more General or Applied subjects for four units, and accruing at least

12 points across those subjects (in this case, points will only be accrued if the student achieves a C or

better in the Unit 3 and 4 pair)

● Successfully completing one or more Certificate II, III or IV qualifications, accruing a total of 12 or more

points either alone or in combination with General or Applied subjects

Meeting the literacy and numeracy requirements of the QCE

The final requirement of the QCE is demonstration of literacy and numeracy. This may be achieved by:

● Successful completion of at least one unit of an English or Maths subject

● Successful completion of the Certificate II in Skills for Work and Vocational Pathways (FSK20113)

vocational qualification.

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The ATAR

In addition to a QCE, many of our students will be eligible to receive an Australian Tertiary Admissions

Rank (ATAR). As of 2020, the ATAR has replaced the OP as Queensland’s method of ranking students for

tertiary entrance. Where the OP was expressed as an integer from 1 to 25 (with 1 representing the highest

achievers), the ATAR provides a finer-grain ranking increasing in increments of 0.05 from a notional

bottom of 0 to a top score of 99.95.

As was the case with the OP system, the calculation of the ATAR is a mathematically complex process and

it is difficult to forecast with any precision a student’s likely score. As it is a rank-based system, there is no

direct equivalence between subject results and a specific ATAR; similarly, equivalent results in similar

subjects may result in different ATARs from one year to the next. Technical information about the process

of calculating ATARs is available via the QCAA website.

Should students wish to be eligible for an ATAR, they will need as a bare minimum one of the following

subject combinations:

● Five general subjects; or

● Four general subjects and an applied subject; or

● Four general subjects and a Certificate III or IV.

Students must also successfully complete a General or Applied English subject in order to receive an ATAR.

The ATAR is calculated using the five best results from the combination of courses undertaken by each

student.

The QCAA has made it clear that subjects are scaled - that is, they are not weighted equally - in the

calculation of an ATAR. Scaling is an annual process, and there is no clear formula or model that may be

carried from one year to another. The weighting applied to a subject is dependent on the cross-curriculum

performance of students enrolled in that subject. The QCAA’s document, Inter Subject Scaling: An

Introduction, available on their website, provides a comprehensive explanation of this process. The

variable nature of scaling reinforces the reality that, instead of selecting subjects purely because ‘they are

likely to scale well’, students should focus on following the QCAA’s advice: they should choose subjects

they enjoy and are good at.

https://www.qtac.edu.au/

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Making an informed choice

The diversity of educational pathways available at Ryan Catholilc College can be overwhelming for

students and, as a result, we have a number of processes in place to help students to make informed

choices. Foremost among these processes is our Pathways program in Year 10, which culminates with our

Senior Education and Training (SET) Planning process in Term 2.

During Pathways lessons, students learn about the various factors that may influence their subject choices

for senior school. This includes an examination of where they are now, where they see themselves in the

future and the various pathways they may take to get there. While career planning is a significant part of

this process, we remain mindful that students in Year 10 may not yet have a clear picture of their intended

post-school pathways. Consequently, the Pathways program focuses more broadly on the lives students

may want to lead both now and into the future.

The SET Planning process is a rigorous one, during which students make informed choices of subjects and

vocational programs for their senior years. During this process, students:

● Prepare and deliver a short presentation outlining where they see themselves in the future and how

they see themselves getting there, including reflection on their present academic standing and

proposed subjects for senior schooling;

● Discuss the subjects they have chosen to study in Year 11, which have in turn guided proposed subject

selections for the second half of Year 10;

● Discuss their intentions openly with their parents/carers and the SET Plan interviewer (a trained

member of the College staff) to ensure that their intended pathways are well-suited to their goals and

aptitudes.

When selecting subjects, a number of factors must be taken into account. While students often focus on

prerequisites for admission into desired tertiary programs, the QCAA’s advice is that students should

select subjects that they enjoy and are good at. This is important because:

● Students are more likely to achieve success in subjects that they enjoy;

● Students are more likely to enjoy subjects that they are good at; and

● These subjects are more likely to lead to fulfilling future studies and/or career pathways.

Students should be aware that, while universities often assign prerequisites for entry into their courses,

there are usually alternative pathways, including bridging courses, that may allow students to work

towards entry to those programs. Students will be discouraged from selecting subjects in which their

chances of success are limited, even if those subjects are identified as prerequisites for their intended

tertiary studies.

Key questions to consider when selecting senior subjects:

● Over the course of my schooling, what subject areas have I enjoyed studying?

● What subject areas have I enjoyed the least?

● In what subject areas have I achieved the strongest results?

● In which subject areas have I shown the greatest improvement?

● In an ideal world, what career or study pathway would I follow straight after school?

● Where do I see myself ten years after finishing school?

● Do these goals align with the subjects I enjoy?

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● Do these goals align with the subjects I am good at?

At their SET Planning interviews, many students indicate that they do not yet know what they would like

to do after school. This is normal! We encourage students to ‘keep their options open’ by:

● Ensuring that they don’t ‘sell themselves short’

Students should select subjects that challenge them, and should think carefully before selecting an

‘easy’ subject to give them a ‘break’ from the rigour of their other subjects.

● Aiming for the highest standard of achievement across all subjects in Years 11 and 12

Once students have selected a subject, they should commit to achieving the best possible results in

that course. Deliberately ‘sacrificing’ one subject in order to succeed in others is a risky strategy that

is not encouraged.

● Establishing a range of contingency plans

Rather than focusing all of their efforts on gaining admission to a specific course, students should

ensure that their subject selections allow them access to their ‘backup plans’ as well.

● Choosing a broad range of subjects

While some students know very early in their schooling that they would like to pursue a specific

pathway (e.g. Sciences, Humanities, Arts), others may want to keep their options open by enrolling in

subjects across diverse disciplines. This does not mean that every student must follow a diverse study

pathway, or every student must study a particular subject ‘just in case’ - but it may be a good

strategy for some students.

While it is difficult for students to know exactly what they want to do after year 12 and beyond, they are

encouraged to continue exploring their options by researching industries and occupations. By

participating in the holiday work experience program, students can investigate a range of possibilities that

will assist them in making informed decisions when the time comes in year 12.

Kathy Donaldson is the career counsellor who can assist students (and their parents) identify their skills

and strengths and help them establish goals and plans for the future.

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The subject selection process

In 2020, we have streamlined the subject selection process for Year 10 students. Our new process

recognises the close relationship between subjects studied in Year 10, Semester 2 and in Years 11 and 12.

The subjects studied in the second half of Year 10 should give students an opportunity to experience the

types of content and styles of learning they will encounter in their proposed senior pathways.

The process of subject selection is as follows:

TIME ACTIVITIES

Term 2, Weeks 1-6

During Pathways lessons, students work with their teachers to research possible careers and to familiarise themselves with the senior study pathways available to them at the College and elsewhere. Students use this learning to complete Pages 2 and 3 of the SET Plan document.

Term 2, Week 3

This handbook is released in digital form (with some limited hard copies available) to students and parents via the College website. Students review the subject selection process, subject offerings and pathways and seek further information as required.

Term 2, Weeks 4-6

Students receive information from Curriculum and Program Leaders regarding subject selections in the Senior School. Students have opportunities to engage with these key people to seek further information as required. Students complete their SET Plan presentations.

Term 2, Week 6

Students use Edval to enter preliminary subject selections for Years 11 and 12. These selections are used to generate a proposed timetable for Year 10, Semester 2 in accordance with academic recommendations in this handbook.

Term 2, Weeks 7-8

Students and their parents attend SET Plan interviews (format to be advised due to COVID-19 restrictions). Students deliver presentations explaining their chosen pathways and consequent subject selections. Students receive a proposed subject selection for Year 10, Semester 2.

Term 2, Weeks 9-10

Students finalise any negotiations regarding variations to subject selections for Year 10, Semester 2. College staff finalise timetables for Semester 2 and make contact with families to negotiate additional changes.

Semester 2 Students engage in learning as a trial of the subjects, or close approximations of the subjects they intend to study in Years 11 and 12. Students may, over the course of this semester, negotiate changes to subject selections. Significant changes will require new SET Plans.

In 2020, the pathway development and subject selection processes involve a combination of online and

face-to-face career planning and information gathering. This handbook is the primary source of

information regarding the senior curriculum, but students also work extensively with their Pathways

teacher to explore options and design pathways for themselves.

Year 10, Semester 2 is a trial semester. Students have the opportunity to “test out” subjects before

committing to them in Years 11 and 12. Students who wish to make substantial changes to their patterns

of enrolment may be invited to sit a second SET Planning interview. Opportunities to change subjects in

Years 11 and 12 are limited, so it is important that students make suitable choices in Year 10. It is our aim

that students enter Year 11 confident that their Year 10, Semester 2 experiences have prepared them for

success and fulfilment in their senior years of study.

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Key contacts

AT SCHOOL:

Careers Counsellor - Kathy Donaldson [email protected]

Pastoral Leader -Lyall Herlihy [email protected]

VET Field Officer - Juan Mendiolea [email protected]

Assistant Principal – Curriculum - Graham Joseph [email protected]

Deputy Principal - Teaching & Learning - Catherine Whittaker [email protected]

OUTSIDE AGENCIES:

Queensland Curriculum & Assessment Authority (QCAA) www.qcaa.qld.edu.au

Queensland Tertiary Admissions Centre (QTAC) www.qtac.edu.au

Defence Force Recruiting www.defencejobs.gov.au

Central Queensland University www.cqu.edu.au

James Cook University www.jcu.edu.au

TAFE Queensland www.tafeqld.edu.au

Subject offerings: Years 11 and 12

DEPARTMENT GENERAL APPLIED VET

Religious Education Study of Religion Religion & Ethics Certificate III/IV in Christian

Ministry & Theology

English English

Literature

Essential English Certificate II in Skills for Work

and Vocational Pathways

(Available by negotiation) Mathematics General Mathematics

Mathematical Methods

Specialist Mathematics

Essential Mathematics

The Arts Dance

Drama

Film, Television & New Media

Music

Visual Art

Visual Arts in Practice

Information

Technology & Business

Accounting

Business

Design

Digital Solutions

Information & Communication

Technology

Certificate II in Business

Certificate III in Aviation

(Remote Pilot - Visual Line of

Sight)

Health & Physical

Education

Health Education

Physical Education

Certificate III in Fitness (with

embedded Certificate II in Sport

& Recreation)

Certificate III in Health Services

Assistance (with Certificate II in

Health Support and Certificate II

mailto:[email protected]





http://www.qcaa.qld.edu.au/

http://www.qtac.edu.au/

http://www.defencejobs.gov.au/

http://www.cqu.edu.au/

http://www.jcu.edu.au/

http://www.tafeqld.edu.au/

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in Community Services)

Humanities Ancient History

Geography

Legal Studies

Modern History

Social & Community Studies

Tourism

Languages Italian

Japanese

Science Biology

Chemistry

Physics

Technologies - Hard Engineering Skills

Furnishing Skills

Industrial Graphics Skills

Certificate I in Construction

Certificate II in Engineering

Pathways

Technologies - Soft Fashion Certificate II in Hospitality

Certificate III in Early Childhood

Education and Care

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Subject profiles: Years 11 and 12

General Subjects

Accounting

(also offered as a Year 10 Semester 2 elective subject)

Why study Accounting?

Accounting is a universal discipline, encompassing the successful management of financial resources of

the public sector, businesses and individuals. It is foundational to all organisations across all industries,

and assists in discharging accountability and financial control. Accounting is a way of systematically

organising, critically analysing and communicating financial data and information for decision-making. The

overarching context for this syllabus is the real-world expectation that accounting provides real-time

processing of transactions with a minimum of monthly and yearly reporting. Digital technologies are

integral to accounting, enabling real-time access to vital financial information.

When students study this subject, they develop an understanding of the essential role accounting plays

in the successful performance of any organisation. Students learn fundamental accounting concepts in

order to develop an understanding of accrual accounting, managerial and accounting controls, internal

and external financial statements, and ratio analysis. Students are then ready for more complex utilisation

of knowledge, allowing them to synthesise financial and other information, evaluate accounting practices,

solve authentic accounting problems and make and communicate recommendations.

Accounting is for students with a special interest in business, commerce, entrepreneurship and the

personal management of financial resources. The numerical, literacy, technical, financial, critical thinking,

decision-making and problem-solving skills learned in Accounting enrich the personal and working lives of

students. Problem-solving and the use of authentic and diversified accounting contexts provide

opportunity for students to develop an understanding of the ethical attitudes and values required to

participate more effectively and responsibly in a changing business environment.

Academic Recommendations

It is recommended that students who select Accounting have performed at a minimum of a C level in Year

9 and 10 in English and General Mathematics.

Pathways

Accounting is a General subject suited to students who are interested in pathways beyond school that

lead to tertiary studies, vocational education or work. A course of study in Accounting can establish a basis

for further education and employment in the fields of accounting, business, management, banking,

finance, law, economics and commerce. As the universal language of business (Helliar 2013), Accounting

provides students with a variety of future opportunities, enabling a competitive advantage in

entrepreneurship and business management in many types of industries, both locally and internationally.

15

Structure

16

Ancient History

(offered in combination with Modern History as a Year 10 Semester 2 elective subject)

Why study Ancient History?

Ancient History provides opportunities for students to study people, societies and civilisations of the past,

from the development of the earliest human communities to the end of the Middle Ages. Students explore

the interaction of societies, and the impact of individuals and groups on ancient events and ways of life,

and study the development of some features of modern society, such as social organisation, systems of

law, governance and religion.

Students analyse and interpret archaeological and written evidence. They develop increasingly

sophisticated skills and understandings of historical issues and problems by interrogating the surviving

evidence of ancient sites, societies, individuals and significant historical periods. They investigate the

problematic nature of evidence, pose increasingly complex questions about the past and formulate

reasoned responses. Students gain multi-disciplinary skills in analysing textual and visual sources,

constructing arguments, challenging assumptions, and thinking both creatively and critically.

Academic recommendations

Students choosing to study Ancient History are expected to have achieved at least a C in Year 10 English.

Students who do not meet this minimum standard must request an interview with Kristen Harrison

(Curriculum Leader - Humanities [Senior School]) before admission to this course.

Pathways

A course of study in Ancient History can establish a basis for further education and employment in the

fields of archaeology, history, education, psychology, sociology, law, business, economics, politics,

journalism, the media, health and social sciences, writing, academia and research.

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.

Structure

Unit 1 Unit 2 Unit 3 Unit 4

Investigating the ancient

world

● Digging up the past

● Ancient societies

Weapons and warfare

(Rome) OR slavery

Personalities in their time

● Hatshepsut

● Alexander the Great

Reconstructing the ancient

world

● Thebes - East and West,

18th Dynasty Egypt

● Fifth Century Athens

(BCE)

People, power and authority

● Ancient Rome - Civil War

and the breakdown of

the Republic

● Augustus

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Assessment

Assessment for Units 1 and 2 will mirror that in Units 3 and 4. 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).

Unit 3 Unit 4

IA1: Examination - essay in response to historical sources (25%) IA3: Investigation - historical essay based on research (25%)

IA2: Independent source investigation (25%) EA: Examination - short responses to historical sources (25%)

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Biology

(Also offered as a Year 10 Semester 2 elective subject)

Why study Biology?

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.

Academic recommendations

Students choosing Biology in Years 11 and 12 should have achieved a minimum of C in Foundation Biology

(Year 10 Semester 2) and a minimum of C in English and Mathematical Methods. Students who have

studied General Mathematics in Year 10 should have achieved at least a B.

Students commencing at Ryan Catholic College in Year 11 should have achieved a minimum of a C in

English and a B in Science and Mathematics at their previous school.

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


● 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.

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Structure


Cells and multicellular

organisms

● Cells as the basis of life ● Multicellular organisms

Biodiversity and the

interconnectedness of life

● Describing biodiversity ● Ecosystem dynamics

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

Assessment Assessment for Units 1 & 2 will follow a similar program as the summative assessment for Unit 3 & 4.

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).

Unit 3 Unit 4

Summative internal assessment 1 (IA1):

Data test

10% Summative internal assessment 3 (IA3):

Research investigation

20%


Student experiment

20%

Summative external assessment (EA): 50%

Examination

20

Business


Why Study Business?

Business is multifaceted. It is a contemporary discipline with representation in every aspect of society

including individuals, community and government. Business, as a dynamic and evolving discipline, is

responsive to environmental changes such as emerging technologies, globalisation, sustainability,

resources, economy and society.

The study of business is relevant to all individuals in a rapidly changing, technology-focused and

innovation-driven world. Through studying Business, students are challenged academically and exposed

to authentic and real-life practices. The knowledge and skills developed in Business will allow students to

contribute meaningfully to society, the workforce and the marketplace and prepare them as potential

employees, employers, leaders, managers and entrepreneurs of the future.

Students investigate the business life cycle from the seed to post-maturity stage and develop skills in

examining business data and information. Students learn business concepts, theories, processes and

strategies relevant to leadership, management and entrepreneurship. A range of business environments

and situations is explored. Through this exploration, students investigate the influence of and implications

for strategic development in the functional areas of finance, human resources, marketing and operations.

Learning in Business integrates an inquiry approach with authentic case studies. Students become critical

observers of business practices by applying an inquiry process in undertaking investigations of business

situations. They use a variety of technological, communication and analytical tools to comprehend,

analyse, interpret and synthesise business data and information. Students evaluate strategies using

criteria that are flexible, adaptable and underpinned by communication, leadership, creativity and

sophistication of thought.

This multifaceted course creates a learning environment that fosters ambition and success, while being

mindful of social and ethical values and responsibilities. Opportunity is provided to develop interpersonal

and leadership skills through a range of individual and collaborative activities in teaching and learning.

Business develops students’ confidence and capacity to participate as members or leaders of the global

workforce through the integration of 21st century skills.

Business allows students to engage with the dynamic business world (in both national and global

contexts), the changing workforce and emerging digital technologies. It addresses contemporary

implications, giving students a competitive edge in the workplace as socially responsible and ethical

members of the business community, and as informed citizens, employees, consumers and investors.


It is recommended that students who select Business have performed at a minimum of a C or a sound

level in Year 9 and 10 in English and General Mathematics.

21

Pathways

Business is a General subject suited to students who are interested in pathways beyond Year 12 that lead

to tertiary studies, vocational education or work. The study of Business provides opportunities for

students to pursue entrepreneurial pathways and a wide range of careers in the public, private and not-

for-profit sectors. 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.

Structure

22

Chemistry


Why Study Chemistry?

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.


problem-solving and research skills), understand how it works and how it may impact society.


From Semester 2 Year 10 a minimum grade of:

● Foundation Chemistry – C, and;

● English – C, and;

● General Maths – A, or Maths Methods – C

are highly recommended prerequisites for any student wishing to study Year 11 and 12 Chemistry.

If entering Ryan Catholic College from another school:

● Science – A, and;


● Maths – B.

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







23


● communicate understandings, findings, arguments and conclusions.

Structure


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

Assessment

Assessment for Units 1 & 2 will follow a similar program as the summative assessment for Unit 3 & 4.



result (A–E).

Unit 3 Unit 4


Data test



20%


Student experiment

20%


Examination

24

Dance


Why Study Dance? Dance fosters creative and expressive communication. It uses the body as an instrument for expression

and communication of ideas. It provides opportunities for students to critically examine and reflect on

their world through higher order thinking and movement. It encourages the holistic development of a

person, providing a way of knowing about oneself, others and the world.

Students study dance in various genres and styles, embracing a variety of cultural, societal and historical

viewpoints integrating new technologies in all facets of the subject. Historical, current and emerging

dance practices, works and artists are explored in global contexts and Australian contexts, including the

dance of Aboriginal peoples and Torres Strait Islander peoples. Students learn about dance as it is now

and explore its origins across time and cultures.

Students apply critical thinking and literacy skills to create, demonstrate, express and reflect on meaning

made through movement. Exploring dance through the lens of making and responding, students learn to

pose and solve problems, and work independently and collaboratively. They develop aesthetic and

kinaesthetic intelligence, and personal and social skills.


It is recommended that students who select Dance have performed at a minimum of a C or a sound level

in Year 9 and 10 in English. It is an advantage to have studied Dance in Year 9 or 10 however not

mandatory.

Pathways

A course of study in Dance can establish a basis for further education and employment in the field of

dance, and to broader areas in creative industries and cultural institutions, including arts administration

and management, communication, education, public relations, research, and science and technology. It

also can support pathways into movement related fields such as sports science, physiotherapy and

occupational therapy.

Objectives


● demonstrate an understanding of dance concepts and skills

● apply literacy skills

● organise and apply the dance concepts

● analyse and interpret dance concepts and skills

● apply technical skills

● realise meaning through expressive skills

● create dance to communicate meaning

● evaluate dance, justifying the use of dance concepts and skills.

25

Structure


Moving bodies

How does dance communicate

meaning for different purposes

and in different contexts?

Genres:

● Contemporary ● at least one other genre Subject matter:

● meaning, purpose and

context ● historical and cultural

origins of focus genres

Moving through environments

How does the integration of the

environment shape dance to

communicate meaning?

Genres:


● physical dance

environments including

site-specific dance ● virtual dance

environments

Moving statements

How is dance used to

communicate viewpoints?

Genres:


● Social, political and

cultural influences on

dance

Moving my way

How does dance communicate

meaning for me?

Genres:

fusion of movement styles

Subject matter:

● developing a personal

movement style ● Personal viewpoints and

influences on genre

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


Performance


Project - dance work

35%


Choreography

20%


Examination - extended response

26

Design


Why Study Design? Technologies have been an integral part of society for as long as humans have had the desire to create solutions to improve their own and others’ quality of life. Technologies have an impact on people and societies by transforming, restoring and sustaining the world in which we live. Australia needs enterprising and innovative individuals with the ability to make discerning decisions concerning the development, use and impact of technologies. When developing technologies, these individuals need to be able to work independently and collaboratively to solve complex, open-ended problems. Subjects in the Technologies learning area prepare students to be effective problem-solvers as they learn about and work with contemporary and emerging technologies. The Design subject 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 innovative ideas. In Unit 1, students will be introduced to design in practice through the experience of applying a design process. In Unit 2, students will learn about and experience designing in the context of commercial design, considering the role of the client and the influence of economic, social and cultural issues. They will use a collaborative design approach. In Unit 3, students will learn about and experience designing in the context of human-centred design. They will use designing with empathy as an approach as they design for the needs and wants of an identified person or group. In Unit 4, students will learn about and experience designing in the context of sustainable design. They will use a redesigning approach to design for an opportunity. The teaching and learning approach uses a design process grounded in the problem-based learning framework. This approach enables students to 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. Students communicate design proposals to suit different audiences. Students will learn how design has influenced the economic, social and cultural environment in which they live. They will understand the agency of humans in conceiving and imagining possible futures through design. Students will develop valuable 21st century skills in critical thinking, creative thinking, communication, collaboration and teamwork, personal and social skills, and information & communication technologies (ICT) skills. Collaboration, teamwork and communication are crucial skills needed to work in design teams and liaise with stakeholders. The design thinking students learn is broadly applicable to a range of professions and supports the development of critical and creative thinking. Students will develop an appreciation of designers and their role in society. They will 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. Design equips students with highly transferable, future-focused thinking skills relevant to a global context.

27


It is recommended that students who select Design have performed at a minimum of a C or a sound level

in Year 9 and 10 in English.

Pathways

Design is a General subject suited to students who are interested in pathways beyond school that lead to

tertiary studies, vocational education or work. 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. This course will contribute in a

significant way to the general education of students whether or not they intend to pursue further studies

or employment in technology fields.

Structure

28

Digital Solutions


Why Study Digital Solutions?

Technologies have been an integral part of society for as long as humans have had the desire to create

solutions to improve their own and others’ quality of life. Technologies have an impact on people and

societies by transforming, restoring and sustaining the world in which we live.

Australia needs enterprising and innovative individuals with the ability to make discerning decisions

concerning the development, use and impact of technologies. When developing technologies, these

individuals need to be able to work independently and collaboratively to solve open-ended problems.

Subjects in the Technologies learning area prepare students to be effective problem-solvers as they learn

about and work with contemporary and emerging technologies.

In Digital Solutions, students learn about algorithms, computer languages and user interfaces through

generating digital solutions to problems. They engage with data, information and applications to create

digital solutions that filter and present data in timely and efficient ways while understanding the need to

encrypt and protect data. They understand computing’s personal, local and global impact, and the issues

associated with the ethical integration of technology into our daily lives.

Students engage in problem-based learning that enables them to explore and develop ideas, generate

digital solutions, and evaluate impacts, components and solutions. They understand that solutions

enhance their world and benefit society. To generate digital solutions, students analyse problems and

apply computational, design and systems thinking processes. Students understand that progress in the

development of digital solutions is driven by people and their needs.

Learning in Digital Solutions provides students with opportunities to create, construct and repurpose

solutions that are relevant in a world where data and digital realms are transforming entertainment,

education, business, manufacturing and many other industries. Australia’s workforce and economy

requires people who are able to collaborate, use creativity to be innovative and entrepreneurial, and

transform traditional approaches in exciting new ways.

By using the problem-based learning framework, students develop confidence in dealing with complexity,

as well as tolerance for ambiguity and persistence in working with difficult problems that may have many

solutions. Students are able to communicate and work with others in order to achieve a common goal or

solution. Students write computer programs to create digital solutions that: use data; require interactions

with users and within systems; and affect people, the economy and environments. Solutions are

developed using combinations of readily available hardware and software development environments,

code libraries or specific instructions provided through programming. Some examples of digital solutions

include instructions for a robotic system, an instructional game, a productivity application, products

featuring interactive data, animations and websites.

Digital Solutions prepares students for a range of careers in a variety of digital contexts. It develops

thinking skills that are relevant for digital and non-digital real-world challenges. It prepares them to be

29

successful in a wide range of careers and provides them with skills to engage in and improve the society

in which we work and play. Digital Solutions develops the 21st century skills of critical and creative

thinking, communication, collaboration and teamwork, personal and social skills, and information and

communication technologies (ICT) skills that are critical to students’ success in further education and life.


It is recommended that students who select Digital Solutions have performed at a minimum of a C or a

sound level in Year 9 and 10 in English and General Mathematics.

Pathways

Digital Solutions is a General subject suited to students who are interested in pathways beyond school

that lead to tertiary studies, vocational education or work. A course of study in Digital Solutions can

establish a basis for further education and employment in the fields of science, technologies, engineering

and mathematics.

Structure

30

Drama


Why Study Drama?

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.

Academic Recommendations It is recommended that students who select Drama have performed at a minimum of a C or a sound level

in Year 9 and 10 in English. It is an advantage to have studied Drama in Year 9 or 10 however not

mandatory.

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


● demonstrate an understanding of dramatic languages


● 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.

31

Structure


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

Assessment




result (A–E).


Unit 3 Unit 4


Performance


Project - practice-led project

35%


Project - dramatic concept

20%



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).

32

English

(Compulsory in Year 10 Semester 2)

Why Study English?

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 across a

wide range of contexts.

Objectives


● 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.

33

Structure


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

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


Extended response — written response for a public

audience


Extended response — imaginative written response

25%


Extended response — persuasive spoken response

25% Summative external assessment (EA):

Examination — analytical written response

25%

34

Film, Television and New Media


Why Study Film, Television and New Media?

Film, Television & New Media fosters creative and expressive communication. It explores the five key

concepts of technologies, representations, audiences, institutions and languages.

Students learn about film, television and new media as our primary sources of information and

entertainment. They understand that film, television and new media are important channels for

educational and cultural exchange, and are fundamental to our self-expression and representation as

individuals and as communities.

Students creatively apply film, television and new media key concepts to individually and collaboratively

make moving-image media products, and investigate and respond to moving-image media content and

production contexts. Students develop a respect for diverse perspectives and a critical awareness of the

expressive, functional and creative potential of moving-image media in a diverse range of global contexts.

They develop knowledge and skills in creative thinking, communication, collaboration, planning, critical

analysis, and digital and ethical citizenship.


It is recommended that students who select Film, TV and New Media have performed at a minimum of a

C or a sound level in Year 9 and 10 in English. It is an advantage to have studied Media in Year 9 or 10

however not mandatory.

Pathways

A course of study in Film, Television & New Media can establish a basis for further education and

employment in the fields of information technologies, creative industries, cultural institutions, and diverse

fields that use skills inherent in the subject, including advertising, arts administration and management,

communication, design, education, film and television, and public relations.

Objectives


● explain the features of moving-image media content and practices

● symbolise conceptual ideas and stories

● construct proposals and construct moving-image media products


● analyse moving-image products and contexts of production and use

● structure visual, audio and text elements to make moving-image media products

● experiment with ideas for moving-image media products

● appraise film, television and new media products, practices and viewpoints

● synthesise visual, audio and text elements to solve conceptual and creative problems.

35

Structure


Foundation

Concept: technologies

How are tools and associated

processes used to create

meaning?

Concept: institutions

How are institutional practices

influenced by social, political

and economic factors?

Concept: languages

How do signs and symbols,

codes and conventions create

meaning?

Story forms

Concept:representations

How do representations function

in story forms?

Concept: audiences

How does the relationship

between story forms and

meaning change in different

contexts?

Concept: languages

How are media languages used to

construct stories?

Participation


How do technologies enable

or constrain participation?

Concept: audiences

How do different contexts and

purposes impact the

participation of individuals

and cultural groups?

Concept: institutions

How is participation in

institutional practices

influenced by social, political

and economic factors?

Identity


How do media artists

experiment with technological

practices?

Concept: representations

How do media artists portray

people, places, events, ideas

and emotions?

Concept: languages

How do media artists use signs,

symbols, codes and

conventions in experimental

ways to create meaning?

Assessment




result (A–E).


Unit 3 Unit 4


Case study investigation


Stylistic project

35%


Multi-platform project

25%



36

Geography


Why Study Geography?

Geography focuses on the significance of ‘place’ and ‘space’ in understanding our world. Students engage

in a range of learning experiences that develop their geographical skills and thinking through the

exploration of geographical challenges and their effects on people, places and the environment.Students

investigate places in Australia and across the globe to observe and measure spatial, environmental,

economic, political, social and cultural factors. They interpret global concerns and challenges including

responding to risk in hazard zones, planning sustainable places, managing land cover transformations and

planning for population change. They develop an understanding of the complexities involved in

sustainable planning and management practices. Students observe, gather, organise, analyse and present

data and information across a range of scales. They engage in real-world applications of geographical skills

and thinking, including the collection and representation of data.

Academic Recommendation

Students choosing to study Geography must meet the following minimum standards:

● Year 10 English - minimum C grade

Students not meeting the minimum standards must request an interview with Kristen Harrison

(Curriculum Leader - Senior Humanities) before being admitted into this course.

Pathways

A course of study in Geography can establish a basis for further education and employment in the fields

of urban and environmental design, planning and management; biological and environmental science;

conservation and land management; emergency response and hazard management; oceanography,

surveying, global security, economics, business, law, engineering, architecture, information technology,

and science.

Objectives


● explain geographical processes

● comprehend geographic patterns

● analyse geographical data and information

● apply geographical understanding

● synthesise information from the analysis to propose action

● communicate geographical understanding.

37

Structure


Responding to risk and

vulnerability in hazard zones

● Natural hazard zones

● Ecological hazard zones

Planning sustainable places

● Responding to challenges

facing a place in Australia ● Managing the challenges facing

a megacity

Responding to land cover

transformations

● Land cover transformations

and climate change ● Responding to local land

cover transformations

Managing population change

● Population challenges in

Australia ● Global population change


Unit 3 Unit 4


Examination — combination response


Investigation — data report

25%


Investigation — field report


Investigation — data report

25%

38

Health Education


Why study Health Education?

Health is a quality of life that is influenced by the interactions between individuals and their sociocultural,

economic, political and physical environments. The focus of Health Education is the understanding of

health in the context of society, and the mechanisms necessary to develop and promote health for

individuals, groups, communities and nations. Health Education provides a context for exploring health

issues. By using an inquiry approach when investigating health issues, students apply the practices and

principles that underpin social action and health promotion to devise and justify recommendations and

strategies for change. Consequently, Health Education is an action-oriented subject that inspires students

to implement and evaluate their own and others’ strategies to maximise the health and well being of

those in their communities.


At least a Sound Level of Achievement in Year 10 English. Students should have an interest in current

health related issues that arise in our society.

The criterion of this subject are ● Recognising and comprehending ● Analysing, critiquing and organising ● Investigating, synthesizing, evaluating and reflecting ● Communication

Pathways

Health is a subject suited to students who are interested in pathways beyond school that lead to tertiary

studies, vocational education or work. A study in Health can establish a basis for further education in the

fields of health science, public health, health education, allied health, nursing and medical professions.

Objectives

Through a course of study in Health Education, students should develop:

● A commitment to creating and maintaining a society that promotes health

● An understanding of the influences of diverse values, attitudes and beliefs on personal and group

decisions and behaviour related to health

● An understanding of and a commitment to equity, a respect for difference, and a critical

awareness of the need for supportive physical and social environments in promoting health

● A belief that they can achieve better health outcomes for themselves and others

● Knowledge, skills and capacity for social response, which can facilitate informed decisions and

actions to promote their own health and the health of individuals, groups and communities.

39

Structure

Health is a course of study consisting of four units. Subject matter, learning experiences and assessment

increase in complexity from Units 1 and 2 to Units 3 and 4 as students develop greater independence as

learners. Units 1 and 2 provide foundational learning, which allows students to experience all syllabus

objectives and begin engaging with the course subject matter. Students should complete Units 1 and 2

before beginning Unit 3. It is recommended that Unit 3 be completed before Unit 4. Units 3 and 4

consolidate student learning. Only the results from Units 3 and 4 will contribute to ATAR calculations.


Resilience as a personal health

resource

Assessment

Formative internal assessment

Investigation – analytical

exposition

Examination

Peers and family as resources for

healthy living

Body image

Assessment

Formative internal assessment

Investigation – action research

Examination

Community as a resource for

healthy living

Road safety

Assessment

Summative internal

assessment1:

Investigation – action research

(25%)

Summative internal

assessment 2:

Examination – extended

response (25%)

Respectful relationships in the

post-schooling transition

Assessment

Summative internal assessment

3:

Investigation – analytical

exposition (25%)

Summative external

assessment 4:

Examination – (25%

40

Italian


Why study Italian?

Italian provides students with the opportunity to reflect on their understanding of the Italian language

and the communities that use it, while also assisting in the effective negotiation of experiences and

meaning across cultures and languages. Students participate in a range of interactions in which they

exchange meaning, develop intercultural understanding and become active participants in understanding

and constructing written, spoken and visual texts.

Students communicate with people from Italian-speaking communities to understand the purpose and

nature of language and to gain an understanding of linguistic structures. They acquire language in social

and cultural settings and communicate across a range of contexts for a variety of purposes. Students

experience and evaluate a range of different text types; reorganise their thinking to accommodate other

linguistic and intercultural knowledge and textual conventions; and create texts for a range of contexts,

purposes and audiences.


Prospective students are expected to have completed both semesters of Year Ten Italian. Successful

outcomes for students of senior Italian depend on their summative-assessment achievement outcomes

being consistently of a high standard or better.

Pathways

A course of study in Italian can establish a basis for further education and employment in many

professions and industries, particularly those where the knowledge of an additional language and

intercultural understanding it encompasses could be of value, such as business, hospitality, law, science,

technology, sociology and education.

Objectives


● comprehend Italian to understand information, ideas, opinions and experiences

● identify tone, purpose, context and audience to infer meaning, values and attitudes

● analyse and evaluate information and ideas to draw conclusions and justify opinions, ideas and

perspectives

● apply knowledge of Italian language elements, structures and textual conventions to convey

meaning appropriate to context, purpose, audience and cultural conventions

● structure, sequence and synthesise information to justify opinions, ideas and perspectives

● use strategies to maintain communication and exchange meaning in Italian.

41

Structure


La mia vita

My world

● Family/carers and friends

● Lifestyle and leisure

● Education

Esplorando il mondo

Exploring our world

● Travel ● Technology and media ● The contribution of Italian

culture to the world

La nostra societa

Our society

● Roles and relationships ● Socialising and connecting

with my peers ● Groups in society

Il mio futuro

My future

● Finishing secondary school,

plans and reflections ● Responsibilities and moving

on

Assessment Schools devise assessments in Units 1 and 2 to suit their local context.



result (A–E).


Unit 3 Unit 4


Examination - short response


Extended response

30%


Examination - combination response



25%

42

Japanese


Why study Japanese?

Japanese provides students with the opportunity to reflect on their understanding of the Japanese

language and the communities that use it, while also assisting in the effective negotiation of experiences

and meaning across cultures and languages. Students participate in a range of interactions in which they

exchange meaning, develop intercultural understanding and become active participants in understanding

and constructing written, spoken and visual texts.Students communicate with people from Japanese-

speaking communities to understand the purpose and nature of language and to gain an understanding

of linguistic structures. They acquire language in social and cultural settings and communicate across a

range of contexts for a variety of purposes.

Students experience and evaluate a range of different text types; reorganise their thinking to

accommodate other linguistic and intercultural knowledge and textual conventions; and create texts for

a range of contexts, purposes and audiences.


Prospective students are expected to have completed both semesters of Year Ten Japanese. Successful

outcomes for students of senior Japanese depend on their summative-assessment achievement outcomes

being consistently of a high standard or better.

Pathways

A course of study in Japanese can establish a basis for further education and employment in many

professions and industries, particularly those where the knowledge of an additional language and the

intercultural understanding it encompasses could be of value, such as business, hospitality, law, science,

technology, sociology and education.

Objectives


● comprehend Japanese to understand information, ideas, opinions and experiences

● identify tone, purpose, context and audience to infer meaning, values and attitudes

● analyse and evaluate information and ideas to draw conclusions and justify opinions, ideas and

perspectives

● apply knowledge of Japanese language elements, structures and textual conventions to convey

meaning appropriate to context, purpose, audience and cultural conventions

Structure

● structure, sequence and synthesise information to justify opinions, ideas and perspectives

● use strategies to maintain communication and exchange meaning in Japanese.

43


私のくらし

My world

● Family/carers and friends

● Lifestyle and leisure

● Education

私達のまわり

Exploring our world

● Travel ● Technology and media ● The contribution of Japanese

culture to the world

私達の社会

Our society

● Roles and relationships ● Socialising and connecting

with my peers ● Groups in society

私の将来

My future

● Finishing secondary school,

plans and reflections ● Responsibilities and moving

on

Assessment




result (A–E).


Unit 3 Unit 4


Examination - short response


Extended response

30%





25%

44

Legal Studies


Why study Legal Studies?

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.


Students choosing to study Legal Studies must meet the following minimum standards:


● Students not meeting the minimum standards must request an interview with Kristen Harrison


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


● comprehend legal concepts, principles and processes

● select legal information from sources

● analyse legal issues

● evaluate legal situations


45

Structure


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

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



Unit 3 Unit 4





25%


Investigation - injury report



25%

46

Literature

Why study Literature?

Literature focuses on the study of 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 literary

texts.

Students engage with language and texts through a range of teaching and learning experiences to foster

the skills to communicate effectively. They make choices about generic structures, language, textual

features and technologies to participate actively in the dialogue and detail of literary analysis and the

creation of imaginative and analytical texts in a range of modes, mediums and forms. Students explore

how literary texts shape perceptions of the world and enable us to enter the worlds of others. They

explore ways in which literary texts may reflect or challenge social and cultural ways of thinking and

influence audiences.challenge social and cultural ways of thinking and influence audiences.

Pathways

A course of study in Literature 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


● 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.

47

Structure


Introduction to literary studies

● Ways literary texts are

received and responded

to

● How textual choices

affect readers

● Creating analytical and

imaginative texts

Intertextuality

● Ways literary texts connect

with each other - genre,

concepts and contexts ● Ways literary texts connect

with each other - style and

structure ● Creating analytical and

imaginative texts

Literature and identity

● Relationship between

language, culture and

identity in literary texts ● Power of language to

represent ideas, events and

people ● Creating analytical and

imaginative texts

Independent explorations

● Dynamic nature of literary

interpretation ● Close examination of style,

structure and subject matter ● Creating analytical and

imaginative texts

Assessment





Unit 3 Unit 4


Examination - analytical written response


Extended response — imaginative written response

25%


Extended response — imaginative spoken/multimodal

response


Examination — analytical written response

25%

48

General Mathematics

(Offered in Semester 2 as a continuation of Year 10 General Mathematics)

Why study General Mathematics?

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.


Students choosing to study General Mathematics must meet the following minimum standards:

● Year 10 General Mathematics - minimum C grade


● Students not meeting the minimum standards must request an interview with Andrew Neumann

(Curriculum Leader - Senior Mathematics) before being admitted into this course.

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


● 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.

49

Structure


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 to

construct stories?

Bivariate data, sequences and

change, and Earth geometry

● Bivariate data analysis ● Time series analysis ● Growth and decay in

sequences ● Earth geometry and

time zones practices

influenced by social,

political and economic

factors?

Investing and networking

Loans, investments and

annuities

● Graphs and networks ● Networks and decision

mathematics conventions in

experimental ways to create

meaning?


Unit 3 Unit 4


Problem-solving and modelling task


Examination

15%


Examination

15%


Examination

50


(Offered in Semester 2 as a continuation of Year 10 Mathematical Methods)

Why study Mathematical Methods?

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.


Students choosing to study Mathematical Methods must meet the following minimum standards:

● Year 10 Mathematical Methods - minimum C grade


Students not meeting the minimum standards must request an interview with Andrew Neumann


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


● 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



51


● solve problems by applying mathematical concepts and techniques drawn from Algebra,

Functions, relations and their graphs, Calculus and Statistics

Structure


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 differentiation and

applications 2 ● Integrals

Further functions and statistics

● Further differentiation and

applications 3 ● Trigonometric functions 2 ● Discrete random variables 2 ● Continuous random

variables and the normal

distribution ● Interval estimates for

proportions

Assessment




result (A–E).


Unit 3 Unit 4




Examination

15%


Examination

15%


Examination

52



Why study Specialist Mathematics?

Specialist Mathematics’ major domains are Vectors and matrices, Real and complex numbers,

Trigonometry, Statistics and Calculus.

Specialist Mathematics is designed for students who develop confidence in their mathematical knowledge

and ability, and gain a positive view of themselves as mathematics learners. They will gain an appreciation

of the true nature of mathematics, its beauty and its power. Students learn topics that are developed

systematically, with increasing levels of sophistication, complexity and connection, building on functions,

calculus, statistics from Mathematical Methods, while vectors, complex numbers and matrices are

introduced. Functions and calculus are essential for creating models of the physical world. Statistics are

used to describe and analyse phenomena involving probability, uncertainty and variation. Matrices,

complex numbers and vectors are essential tools for explaining abstract or complex relationships that

occur in scientific and technological endeavours.

Student learning experiences range from practising essential mathematical routines to developing

procedural fluency, through to investigating scenarios, modelling the real world, solving problems and

explaining reasoning.


Students choosing to study Specialist Mathematics must meet the following minimum standards:

● Year 10 Mathematical Methods - minimum B grade


Recommended that students have studied Year 10 Specialist Mathematics



Pathways

A course of study in Specialist Mathematics can establish a basis for further education and employment

in the fields of science, all branches of mathematics and statistics, computer science, medicine,

engineering, finance and economics.

Objectives


● select, recall and use facts, rules, definitions and procedures drawn from Vectors and matrices,

Real and complex numbers, Trigonometry, Statistics and Calculus

● comprehend mathematical concepts and techniques drawn from Vectors and matrices, Real and

complex numbers, Trigonometry, Statistics and Calculus



● justify procedures and decisions, and prove propositions by explaining mathematical reasoning

53

● solve problems by applying mathematical concepts and techniques drawn from Vectors and

matrices, Real and complex numbers, Trigonometry, Statistics and Calculus.

Structure

Specialist Mathematics is to be undertaken in conjunction with, or on completion of, Mathematical

Methods.


Combinatorics, vectors and

proof

● Combinatorics ● Vectors in the plane ● Introduction to proof

Complex numbers, trigonometry,

functions and matrices

● Complex numbers 1 ● Trigonometry and functions ● Matrices

Mathematical induction, and

further vectors, matrices and

complex numbers

● Proof by mathematical

induction ● Vectors and matrices ● Complex numbers 2

Further statistical and calculus

inference

● Integration and

applications of integration ● Rates of change and

differential equations ● Statistical inference


Unit 3 Unit 4




Examination

15%


Examination

15%


Examination

54

Modern History

(offered in combination with Ancient History as a Year 10 Semester 2 elective subject)

Why study Modern History?

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.


Students choosing to study Modern History must meet the following minimum standards:


Students not meeting the minimum standards must request an interview with Kristen Harrison


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


● 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


55

Structure


Ideas in the modern world

● French Revolution ● Russian Revolution, 1905–

1920s

Movements in the modern world

● Australian Indigenous rights

movement since 1967

National experiences in the

modern world

● Germany,1914–1945

International experiences in

the modern world

● Australian engagement with

Asia since 1945 ● Cold War, 1945–1991

●


Unit 3 Unit 4


Examination - essay in response to historical sources


Investigation — historical essay based on research

25%


Independent source investigation


Examination - short responses to historical sources

25%

56

Music


Why study Music?

Music fosters creative and expressive communication. It allows students to develop musicianship through

making (composition and performance) and responding (musicology). Through composition, performance

and musicology, students use and apply music elements and concepts. They apply their knowledge and

understanding to convey meaning and/or emotion to an audience. Students use essential literacy skills to

engage in a multimodal world. They demonstrate practical music skills, and analyse and evaluate music in

a variety of contexts, styles and genres.


It is recommended that students who select Music have performed at a minimum of a C or a sound level

in Year 9 and 10 in English. It is an advantage to have studied Music in Year 9 or 10 however not

mandatory.

Pathways

A course of study in Music can establish a basis for further education and employment in the fields of arts

administration, communication, education, creative industries, public relations and science and

technology.

Objectives


● demonstrate technical skills

● explain music elements and concepts

● use music elements and concepts

● analyse music

● apply compositional devices


● interpret music elements and concepts

● evaluate music to justify the use of music elements and concepts

● realise music ideas

● resolve music ideas

57

Structure


Designs

Through inquiry learning, the

following is explored:

How does the treatment and

combination of different music

elements enable musicians to

design music that

communicates meaning

through performance and

composition?

Identities



How do musicians use their

understanding of music elements,

concepts and practices to

communicate cultural, political,

social and personal identities

when performing, composing and

responding to music?

Innovations



How do musicians incorporate

innovative music practices to

communicate meaning when

performing and composing?

Narratives



How do musicians manipulate

music elements to

communicate narrative when

performing, composing and

responding to music?

Assessment




result (A–E).


Unit 3 Unit 4


Performance


Integrated project

35%


Composition

20%


Examination

58

Physical Education


Why study Physical Education?

Across the course of study, students will engage in a range of physical activities to develop movement

sequences and movement strategies. Students optimise their engagement and performance in physical

activity as they develop an understanding and appreciation of the interconnectedness of the dimensions.

In becoming physically educated, students learn to see 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.

Physically educated learners develop the 21st century skills of critical thinking, creative thinking,

communication, personal and social skills, collaboration and teamwork, and information and

communication technologies skills through rich and diverse learning experiences about, through and in

physical activity. Physical Education fosters an appreciation of the values and knowledge within and across

disciplines, and builds on students’ capacities to be self-directed, work towards specific goals, develop

positive behaviours and establish lifelong active engagement in a wide range of pathways beyond school.


Students need to be physically fit and have a passion for learning. Students should have displayed an

interest and commitment in Physical Education in Year Nine and/or Ten. It is preferable, but not necessary,

to have studied an elective Physical Education subject.

It is important that students have the ability to research topics and be intrinsically motivated. They need

to be able to work in groups and individually. Students need to have good time management and be self-

motivated. They need to be familiar with IT resources.

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.

Structure

The structure of the PE course has changed since 2018 and is assessed externally and internally. While

students will still be involved in physical activities their performance of these activities are NOT weighted

50/50 with the theory aspects. Units 1 and 2 provide foundational learning, which allows students to

experience all syllabus objectives and begin engaging with the course subject matter. Students should

complete Units 1 and 2 before beginning Unit 3. It is recommended that Unit 3 be completed before Unit

4. Units 3 and 4 consolidate student learning. Only the results from Units 3 and 4 will contribute to ATAR

calculations.

59


Motor learning, functional

anatomy, biomechanics and

physical activity

Topic 1:

Motor learning integrated with

a selected physical activity

Topic 2: Functional anatomy

and biomechanics integrated

with a selected physical activity

Assessment

Formative internal

assessment/s

Sport psychology, equity and

physical activity

Topic 1:

Sport psychology integrated with

a selected physical activity

Topic 2:

Equity — barriers and enablers

Assessment

Formative internal

Tactical awareness, ethics

and integrity and physical

activity

Topic 1:

Tactical awareness integrated

with one selected ‘Invasion’ or

‘Net and court’ physical

activity

Topic 2:

Ethics and integrity

Assessment

-Summative internal

assessment 1:

Project — folio (25%)

-Summative internal

assessment 2:

Investigation — report (20%)

Energy, fitness and training

and physical activity

Topic 1:

Energy, fitness and training

integrated with one selected

‘Invasion’, ‘Net and court’ or

‘Performance’ physical activity

Assessment

Summative internal assessment

3:

Project — folio (30%)

Summative external

assessment:

● Examination — combination

response (25%)

60

Physics


Why study Physics?

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 matter 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.


problem-solving and research skills), understand how it works and how it may impact society.


From Semester 2 Year 10 a minimum grade of:

● Foundation Physics – C, and;


● Maths Methods – C, and

● Specialist Maths – C

are highly recommended prerequisites for any student wishing to study Year 11 and 12 Physics.

If entering Ryan Catholic College from another school:

● Science – B, and;


● Maths – A.

It is highly recommended that any student undertaking a course in Physics also studies Maths Methods

AND Specialist Maths. Students who do not follow this recommendation may struggle with the

mathematical complexities of Physics.

61

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








● communicate understandings, findings, arguments and conclusions

Structure


Thermal, nuclear and electrical

physics

● Heating processes ● Ionising radiation and nuclear

reactions ● Electrical circuits

Linear motion and waves

● Linear motion and force ● Wave

Gravity and

electromagnetism

● Gravity and motion ● Electromagnetism

Revolutions in modern physics

● Special relativity ● Quantum theory ● The Standard Model

QCAA Subject Type: General

ATAR Eligibility: Contributes to ATAR

QCE Status: Unit 1 and 2 – standalone units and contribute 1 point per unit after the unit is completed

satisfactorily. Unit 3 & 4 are combined and contribute 2 points after the successful completion of Unit 4.

Assessment

Assessment for Units 1 & 2 will follow a similar program as the summative assessment for Unit 3 & 4.



result (A–E).

62

Unit 3 Unit 4


Data test



20%


Student experiment

20%


Examination

63

Study of Religion

Why study Study of Religion?

Study of Religion investigates religious traditions and how religion has influenced, and continues to

influence, people’s lives. Students become aware of their own religious beliefs, the religious beliefs of

others, and how people holding such beliefs are able to co-exist in a pluralist society.

Students study the five major world religions of Judaism, Christianity, Islam, Hinduism and Buddhism; and

Australian Aboriginal spiritualities and Torres Strait Islander religion and their influence on people, society

and culture. These are explored through sacred texts and religious writings that offer insights into life, and

through the rituals that mark significant moments and events in the religion itself and the lives of

adherents.

Students develop a logical and critical approach to understanding the influence of religion, with judgments

supported through valid and reasoned argument. They develop critical thinking skills, including those of

analysis, reasoning and evaluation, as well as communication skills that support further study and post-

school participation in a wide range of fields.

Pathways

A course of study in Study of Religion can establish a basis for further education and employment in such

fields as anthropology, the arts, education, journalism, politics, psychology, religious studies, sociology

and social work.

Objectives


● describe the characteristics of religion and religious traditions

● demonstrate an understanding of religious traditions

● differentiate between religious traditions

● analyse perspectives about religious expressions within traditions

● consider and organise information about religion

● evaluate and draw conclusions about the significance of religion for individuals and its influence

on people, society and culture

● create responses that communicate meaning to suit purpose

Structure


Sacred texts and religious writings Sacred texts ● Abrahamic traditions

Religion and ritual ● Lifecycle rituals ● Calendrical rituals

Religious ethics Social ethics ● Ethical relationships

Religion, rights and the nation-state

● Religion and the nation–state

● Religion and human rights

64


Unit 3 Unit 4

Summative internal assessment 1 (IA1): Examination - extended response

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

25%

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

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

25%

65

Visual Art


Why study Visual Art?

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.


It is recommended that students who select Visual Arts have performed at a minimum of a C or a sound

level in Year 9 and 10 in English. It is an advantage to have studied Visual Arts in Year 9 or 10 however not

mandatory.

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


● implement ideas and representations


● 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.

66

Structure


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


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



Concept: constructing

knowledge as artist and

audience

Contexts: contemporary,

personal, cultural and/or

formal

Focus: student-directed

Media: student-directed

Art as alternate



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

Assessment




result (A–E).

Summative assessment for Units 1 & 2 will follow a similar program as the summative assessment for Unit

3 & 4.



result (A–E).

Unit 3 Unit 4


Investigation — inquiry phase 1


Project — inquiry phase 3

35%


Project — inquiry phase 2

25%


Examination

67

Applied Subjects

Engineering Skills


Why Study Engineering Skills?

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 from

working 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 safety aware 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

68

Structure

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

Core topics 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

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

A project consists of a product component and at least one of the

following components:

● written: 400–700 words ● spoken: 1½–3½ minutes ● multimodal ● non-presentation: 6 A4 pages max (or equivalent) ● presentation: 3–6 minutes ● Product component: a set period of in-class time.

A task that assesses the practical application of a specific set of

teacher-identified production skills and procedures.

Students demonstrate production skills and procedures in class

under teacher supervision.

69

Essential English

Why study Essential English?

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


● 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.

70

Structure


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 identities, places,

events and concepts

Assessment



subject score out of 100. Students will also receive an overall subject result (A–E)


Unit 3 Unit 4


Extended response — spoken/signed response


Extended response — multimodal response

25%


Common internal assessment


Extended response - written response

25%

71

Furnishing Skills


Why Study Furnishing Skills?

Furnishing Skills focuses on the underpinning industry practices and production processes required to

manufacture furnishing products with high aesthetic qualities.

Students understand industry practices; interpret specifications, including technical information from

working drawings; demonstrate and apply safe 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 safety aware individuals who can

work with colleagues to solve problems and complete practical work.

Pathways

A course of study in Furnishing Skills can establish a basis for further education and employment in the

furnishing industry. With additional training and experience, potential employment opportunities may be

found in furnishing trades as, for example, a furniture-maker, wood machinist, cabinet-maker, polisher,

shopfitter, upholsterer, furniture restorer, picture framer, floor finisher or glazier.

Objectives


● describe industry practices in manufacturing tasks

● demonstrate fundamental production skills


● 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.

72

Structure

The Furnishing Skills course is designed around core and elective topics.



● Cabinet-making ● Furniture finishing ● Furniture-making ● Glazing and framing ● Upholstery

Assessment

For Furnishing Skills, assessment from Units 3 and 4 is used to determine the student’s exit result, and

consists of four instruments, including:


● at least one practical demonstration (separate to the assessable component of a project)


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

A project consists of a product component and at least one of the

following components:

● written: 400–700 words ● spoken: 1½–3½ minutes ● multimodal ● non-presentation: 6 A4 pages max (or equivalent) ● presentation: 3-6 minutes ● Product component: a set period of in-class time

A task that assesses the practical application of a specific set of

teacher-identified production skills and procedures.

Students demonstrate production skills and procedures in class

under teacher supervision.

73

Fashion


Why Study Fashion?

Fashion explores what underpins fashion culture, technology and design. Students use their imaginations

to create, innovate and express themselves and their ideas, and to design and produce design solutions

in a range of fashion contexts.

Students learn to appreciate the design aesthetics of others while developing their own personal style

and aesthetic. They explore contemporary and historical fashion culture; learn to identify, understand and

interpret fashion trends; and examine how the needs of different markets are met.

Students engage in a design process to plan, generate and produce fashion items. They investigate textiles

and materials and their characteristics and how these qualities impact on their end use. They experiment

with combining textiles and materials and how to make and justify aesthetic choices. They investigate

fashion merchandising and marketing, the visual literacies of fashion and become discerning consumers

of fashion while appraising and critiquing fashion items and trends as well as their own products.

Pathways

A course of study in Fashion can establish a basis for further education and employment in the fields of

design, personal styling, costume design, production manufacture, merchandising, and retail.

Objectives


● identify and interpret fashion fundamentals

● explain design briefs

● demonstrate elements and principles of fashion design and technical skills in fashion contexts

● analyse fashion fundamentals

● apply fashion design processes

● apply technical skills and design ideas related to fashion contexts

● use language conventions and features to achieve particular purposes

● generate, modify and manage plans and processes

● synthesise ideas and technical skills to create design solutions

● evaluate design ideas and products

● create communications that convey meaning to audiences.

Structure

The Fashion course is designed around core and elective topics. The elective learning occurs through

fashion contexts.


● Fashion culture ● Fashion technologies ● Fashion design

● Adornment ● Accessories ● Millinery

● Fashion in history ● Haute couture ● Sustainable clothing

74

● Wearable art ● Collections ● Fashion designers

● Textiles ● Theatrical design ● Merchandising

Assessment

For Fashion, assessment from Units 3 and 4 is used to determine the student’s exit result, and consists of

four instruments, including:

● two projects

● one extended response.

Project Practical demonstration Examination

A response to a single task, situation and/or

scenario.

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: 1–4.

A response that includes locating and using

information beyond students’ own

knowledge and the data they have been

given. Presented in one of the following

modes:

● written: 600–1000 words ● spoken: 3–4 minutes ● multimodal: 4–7 minutes

A response applies identified skill/s in

fashion technologies and design

processes.

● products 1–4

75

Information and Communication Technology (ICT)


Why Study ICT?

The subject Information and 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.

These environments continue to be transformed by the increasing evolution and impact of ICT. This is a

highly dynamic field, subject to unpredictable transformations by emerging technology and requiring

constant adaptation by those who engage with it directly, or by those whose lives and communities are

affected by its innovations.

Across business, industry, government, education and leisure sectors, rapidly changing ICT practices and

protocols create corresponding vocational opportunities. To enable students to take advantage of these

opportunities, this subject area will equip them 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. Students will develop knowledge, understanding

and skills across multiple platforms and operating systems, and will be ethical and responsible users and

advocates of ICT, aware of the social, environmental and legal impacts of their actions.

The subject Information and Communication Technology is concerned with skills in applying knowledge

of ICT to produce solutions to simulated problems referenced to business, industry, government,

education and leisure contexts. Through practice in problem-solving in a variety of contexts, both

individually and collaboratively, it promotes adaptable, competent and self-motivated users and

consumers of ICT who can work with clients and colleagues to identify issues and solve problems.

To achieve this, the subject includes core knowledge, understanding and skills relating to hardware,

software and ICT in society. The core is explored through elective contexts that provide the flexibility

needed to accommodate new technology, and the wide range of interests and abilities of the students

who study it.


It is recommended that students who select ICT have performed at a C or a sound level in Year 9 and 10

in English. This course will contribute in a significant way to the general education of students whether

or not they intend to pursue further studies or employment in Information Technology fields.

76

Structure

Projects

This technique assesses a response to a single task, situation and/or scenario in a module of work that

provides students with authentic and/or real-world opportunities to demonstrate their learning. The

student response will consist of a collection of at least two assessable components, demonstrated in

different circumstances, places and times, and may be presented to different audiences, and through

differing modes.

Extended Response

This technique assesses the interpretation, analysis/examination and/or evaluation of ideas and

information in provided stimulus materials. While students may undertake some research in the writing

of the extended response, it is not the focus of this technique.

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.

77

Industrial Graphics Skills


Why Study Industrial Graphics Skills?

Industrial Graphics Skills focuses on the underpinning industry practices and production processes

required to produce the technical drawings used in a variety of industries, including building and

construction, engineering and furnishing.

Students understand industry practices, interpret technical information and drawings, demonstrate and

apply safe practical modelling procedures with tools and materials including opportunities for laser and

3D printing, communicate using oral and written modes, organise and produce technical drawings and

evaluate drawings using specifications.

Students develop transferable skills by engaging in drafting and modelling tasks that relate to business

and industry, and that promote adaptable, competent, self-motivated and safety aware individuals who

can work with colleagues to solve problems and complete tasks.

Pathways

A course of study in Industrial Graphics Skills can establish a basis for further education and employment

in a range of roles and trades in the manufacturing industries. With additional training and experience,

potential employment opportunities may be found in drafting roles such as architectural drafter,

estimator, mechanical drafter, electrical drafter, structural drafter, civil drafter and survey drafter.

Objectives


● describe industry practices in drafting and modelling tasks

● demonstrate fundamental drawing skills


● analyse drafting tasks to organise information

● select and apply drawing skills and procedures in drafting tasks

● use language conventions and features to communicate for particular purposes

● construct models from drawings

● create technical drawings from industry requirements

● evaluate industry practices, drafting processes and drawings, and make recommendations.

Structure

The Industrial Graphics Skills course is designed around core and elective topics.



● Building and construction drafting ● Engineering drafting ● Furnishing drafting

78

Assessment For Industrial Graphic Skills, assessment from Units 3 and 4 is used to determine the student’s exit result,

and consists of four instruments, including:


● at least one practical demonstration (separate to the assessable component of a project)


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

● A project consists of a product component and at least

one of the following components:

● written: 500–900 words

● spoken: 2½–3½ minutes

● multimodal

● non-presentation: 8 A4 pages max (or equivalent)

● presentation: 3-6 minutes

● Product component: a set period of in-class time

● A task that assesses the practical application of a specific

set of teacher-identified production skills and

procedures. ● Students demonstrate production skills and procedures

in class under teacher supervision.


(Offered in Semester 2 as a continuation of Year 10 Essential Mathematics)

Why study Essential Mathematics?

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.


Students choosing to study Essential Mathematics must meet the following minimum standards:

● Year 10 Essential Mathematics - minimum C grade




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


● 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.

80

Structure


Number, data and graphs

● Fundamental topic:

Calculations ● Number ● Representing data ● Graphs

Money, travel and data


Calculations ● Managing money ● Time and motion ● Data collection

Measurement, scales and data


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.


Unit 3 Unit 4






Common internal assessment (CIA)

Summative internal assessment (IA4):

Examination

81

Religion & Ethics

(Compulsory as Introduction to Senior Religion in Year 10 Semester 2)

Why Study Religion & Ethics?

Religion & Ethics focuses on the personal, relational and spiritual perspectives of human experience.

Students investigate and critically reflect on the role and function of religion and ethics in society.

Students investigate topics such as the meaning of life, spirituality, purpose and destiny, life choices, moral

and ethical issues and justice and explore how these are dealt with in various religious, spiritual and ethical

traditions. They examine how personal beliefs, values and spiritual identity are shaped and influenced by

factors such as family, culture, gender, race, class and economic issues.

Students gain knowledge and understanding and develop the ability to think critically and communicate

concepts relevant to their lives and the world in which they live.

Pathways

A course of study in Religion & Ethics can establish a basis for further education and employment in any

field. Students gain skills and attitudes that contribute to lifelong learning and the basis for engaging with

others in diverse settings.

Objectives


● recognise and describe concepts, ideas and terminology about religion, beliefs and ethics

● identify and explain the ways religion, beliefs and ethics contribute to the personal, relational

and spiritual perspectives of life and society

● explain viewpoints and practices related to religion, beliefs and ethics

● organise information and material related to religion, beliefs and ethics

● analyse perspectives, viewpoints and practices related to religion, beliefs and ethics

● apply concepts and ideas to make decisions about inquiries

● use language conventions and features to communicate ideas and information, according to

purposes

● plan and undertake inquiries about religion, beliefs and ethics

● communicate the outcomes of inquiries to suit audiences

● appraise inquiry processes and the outcomes of inquiries.

Structure

The Religion & Ethics course is designed around core and elective topics. Each perspective of the core

must be covered within every elective topic and integrated throughout the course.

82

Core Topics Example Topics (A minimum of 4 and a maximum of 8 topics will be studied)

● Who am I? the personal

perspective

● Who are we? the relational

perspective

● Is there more than this? the

spiritual perspective

● The Australian scene ● Ethics and morality ● Good and evil ● Heroes and role models ● Indigenous Australian spiritualities ● Meaning and purpose

● Peace and conflict ● Religion and contemporary

culture ● Religions of the world ● Religious citizenship ● Sacred stories ● Social justice ● Spirituality

Assessment

For Religion and Ethics, 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

A response to a single task,

situation and/or scenario.

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.

A response that includes

locating and using information

beyond students’ own

knowledge and the data they

have been given.

Presented in one of the

following modes:

● written: 600–1000

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

minutes.

A technique that assesses the

interpretation,

analysis/examination and/or

evaluation of ideas and

information in provided

stimulus materials.


following modes:

● written: 600–1000


minutes.

A response that answers a

number of provided questions,

scenarios and/or problems.

● 60–90 minutes ● 50–250 words per

item on the test

83

Social and Community Studies

(Addressed in Legal Studies and Geography electives in Semester 2 of Year 10)

Why study Social and Community Studies?

Social and Community Studies focuses variety of social, cultural, economic and environmental contexts. It

is therefore important for students to understand how their identities are shaped by life opportunities

and influenced by factors such as culture, gender, race, class, belief systems and economic status. The

Social and Community Studies Applied syllabus deals with the skills students need to function efficiently,

effectively and positively in current and future life roles. It encourages them to recognise that emotional

and social wellbeing are significant to individuals, families, the community and society as a whole.

Social and Community Studies fosters 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 role in it.

Pathways

A course of study in Social and Community Studies can establish a basis for further education and

employment, as it helps students develop the personal, interpersonal and citizenship skills and attributes

necessary in all workplaces. It allows them to manage change, to be resilient and adaptive, and to develop

strategies so that they can cope with the demands, not only of everyday life, but also of continuing studies,

employment and future careers.

Objectives


● 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 core and elective topics. Each perspective

of the core must be covered within every elective topic and integrated throughout the course.

A course of study for Social and Community Studies includes:

● three core life skills areas — personal, interpersonal and citizenship

84

integrated in

● a minimum of four and a maximum of eight electives.

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 extended response

● one examination






components from the

following:

● written: 500–900

words

● spoken: 2½–3½

minutes

● multimodal: 3–6

minutes

● performance:

continuous class time

● product: continuous

class time.


locating and using

information beyond

students’ own knowledge

and the data they have

been given.


following modes:

● written: 600–1000 words ● spoken: 3–4 minutes ● multimodal: 4–7 minutes.

A technique that assesses

the interpretation,

analysis/examination

and/or evaluation of ideas

and information in

provided stimulus

materials.


following modes:



number of provided

questions, scenarios and/or

problems.

● 60–90 minutes ● 50–250 words per item

on the test

85

Tourism

(Addressed in Geography elective in Semester 2 of Year 10)

Why study Tourism?

Tourism is one of the world’s largest industries, directly employing approximately 105 million people and

accounting for 9.8% of the global gross domestic product. Tourism is also one of Australia’s most

important industries, assuming increasing value as a source of expanding business and employment

opportunities.

The Tourism Applied syllabus is designed to give students a variety of intellectual, technical, operational

and workplace skills. It enables students to gain an appreciation of the role of the tourism industry and

the structure, scope and operation of the related tourism sectors of travel, hospitality and visitor services.

In Tourism, students examine the socio-cultural, environmental and economic aspects of tourism, as well

as tourism opportunities, problems and issues across global, national and local contexts. Tourism provides

opportunities for Queensland students to develop understandings that are geographically and culturally

significant to them by, for example, investigating tourism activities related to local Aboriginal and Torres

Strait Islander communities.

Pathways

A course of study in Tourism can establish a basis for further education and employment in businesses

and industries such as tourist attractions, cruising, gaming, government and industry organisations,

meeting and events coordination, caravan parks, marketing, museums and galleries, tour operations,

wineries, cultural liaison, tourism and leisure industry development, and transport and travel.

Objectives


● recall terminology associated with tourism and the tourism industry

● describe and explain tourism concepts and information

● identify and explain tourism issues or opportunities.

● analyse tourism issues and opportunities

● apply tourism concepts and information from a local, national and global perspective

● communicate meaning and information using language conventions and features relevant to

tourism contexts.

● generate plans based on consumer and industry needs

● evaluate concepts and information within tourism and the tourism industry

● draw conclusions and make recommendations.

Structure

The Tourism course is designed around core and elective topics. Each perspective of the core must be

covered within every elective topic and integrated throughout the course.

A course of study for Tourism includes:

● three core life skills areas — personal, interpersonal and citizenship

integrated in

● a minimum of four and a maximum of eight electives.

86

Assessment

For Tourism, 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 extended response

● one examination






components from the

following:

● written: 500–900 words ● spoken: 2½–3½ minutes ● multimodal: 3–6 minutes ● performance: continuous

class time ● product: continuous class

time.





have been given.


following modes:



interpretation,




stimulus materials.


following modes:

● written: 600–1000


minutes.


number of provided questions,

scenarios and/or problems.

● 60–90 minutes ● 50–250 words per item

on the test

87

Visual Arts in Practice

Why Study Visual Arts In Practice?

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


● 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

88

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 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. time.


application of identified skills to

the production of artworks.

● variable conditions


interpretation,




stimulus materials.


following modes:

● written: 600–1000 words ● spoken: 3–4 minutes ● multimodal ● non-presentation: 10 A4

pages max (or

equivalent) ● presentation: 4–7

minutes.





have been given.


following modes:

● written: 600–1000 words ● spoken: 3–4 minutes ● multimodal ● non-presentation: 10 A4

pages max (or

equivalent) ● presentation: 4–7

minutes.

89

Vocational Education and Training (VET)

VET qualifications offered face-to-face at school

Code Qualification Provider RTO #

CPC10111 Certificate I in Construction Townsville Catholic

Education Office

31195

SIT20316 Certificate II in Hospitality Townsville Catholic

Education Office

31195

BSB20115 Certificate II in Business Townsville Catholic

Education Office

31195

FSK20113 Certificate II in Skills for Work and Vocational

Pathways

Townsville Catholic

Education Office

31195

CHC30113 Certificate III in Early Childhood Education and

Care

Kool Kids Training

College

40636

SIS30313 Certificate III in Fitness

(SIS20115 Certificate II in Sport & Recreation

embedded)

Binnacle Training 31319

MEM20413 Certificate II in Engineering Pathways Bluedog Training 31193

HLT33115 Certificate III in Health Services Assistance

(CHC22015 Certificate II in Community Services

and HLT23215 Certificate II in Health Support

Services embedded)

Connect ‘n’ Grow 40518

10741NAT

10742NAT

Certificate III in Christian Ministry and Theology

or

Certificate IV in Christian Ministry and Theology

Institute of Faith

Education

31402

AVI30316 Certificate III in Aviation (Remote Pilot – Visual

Line of Sight) Aviation Australia 30770

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How does Vocational Education and Training (VET) operate at Ryan Catholic College?

Vocational Education and Training (VET) qualifications are nationally recognised qualifications that contribute

credit points toward the Queensland Certificate of Education (QCE). VET qualifications may be completed at

school in regular timetabled lessons. The College has established partnerships with a range of training

providers, including the Townsville Catholic Education RTO, to enable us to offer courses in a broad range of

industry areas.

What are VET courses?

VET courses allow students to build their skills in selected industry areas, with qualifications ranging from those

that develop basic skills to high levels of competence. VET courses at Ryan Catholic College are offered at

Certificate I, II, III and IV level, and are nationally recognised qualifications.

How are VET courses different to standard school subjects?

Compared with standard school subjects, VET courses focus more on providing ‘hands-on’ experiences that

develop practical skills needed for entry-level employment. Doing a VET course doesn’t prevent students from

completing their school studies or completing a Queensland Certificate of Education (QCE); furthermore, it

doesn’t stop students from attaining an ATAR and continuing to tertiary study. When successfully completed,

Certificate II level courses will provide students with 4 credit points towards the QCE, just like other standard

school subjects. Certificate III and IV courses provide students with up to 8 credit points towards the QCE.

VET and the ATAR

Students can complete a VET qualification and gain entry into a university course through the following options:

1. Five General subjects + VET qualification at Certificate I or above

2. Four General subjects + VET qualification (Certificate III or above); or

3. Complete four General subjects and a school-based traineeship (at Certificate III or above).

Competency-based Training and Assessment

Competency-based training is an approach to vocational education and training that places emphasis on what

a person can do in the workplace as a result of completing a program of training, or based on workplace

experience and learning. All VET courses are based on a series of units of competency that students must work

towards, proving overall competence. In VET courses, students work towards being competent in all the work

that they do. Most of the VET courses in this handbook have a two year duration; therefore, students will

generally not achieve the full Certificate until the end of Year 12. Students receive their Certificate only after

completing all work at a competent standard. If students are only able to achieve some of the units of

competency, then they will receive a Statement of Attainment for those units of competency only. VET courses

are not graded; therefore, student reports do not display a grade.

Industry Placement

Some courses have mandatory industry placement requirements embedded into them. Subject-specific

information will be listed within the relevant section of this handbook.

Recognition of Prior Learning (RPL) and Credit Transfer

RPL and credit transfer is a process that recognises the range of skills and knowledge possessed by students,

no matter where these have been developed. That is, if students have obtained these through another

registered training organisation, previous classes, work experience, and life experiences, they can apply for

recognition of prior learning and/or credit transfer and gain exemption for units of competency where evidence

of competence in these units of competency can be shown.

Fees

Please refer to individual course pages in this handbook for specific details on fees and other associated costs.

Disclaimer

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The College must have certain teachers and equipment to run the VET certificate courses. If the College loses

access to these resources, the College will attempt to provide students with alternative opportunities to

complete the qualification. The College reserves the right to cancel a course if it is unable to meet the

requirements.

*Information is correct at the time of publishing

Construction

Qualification Code and Title: CPC10111 Certificate I in Construction

Training Provider: Townsville Catholic Education Office (RTO code 31195)

Registered Training Organisation & RTO Code

This qualification will be delivered at Ryan Catholic College on behalf of registered training organisation - Townsville Catholic Education -

RTO: 31195

*The unit CPCCWHS1001 Prepare to work safely in the construction industry (Construction Industry White Card) is one of the core units of the qualification. This unit will be delivered at the school by TAFE Queensland – RTO 0275. For more information on this unit, see: https://tafeqld.edu.au/courses/18519/construction-industry-white-card

Subject Type Vocational Education and Training

Course Delivery Mode and Location

The training and assessment of this qualification will be face-to-face and will take place at Ryan Catholic College.

Course Length 2 years

Why study the qualification

This pre-vocational course in construction and is recommended as a pre-apprenticeship pathway to a building and construction trade qualification. The qualification provides students with basic knowledge and skills necessary for entry into several building and construction trades.

Entry Requirements and pre-requisites

There are no entry requirements or pre-requisites. Students must commence this course at the beginning of Year 11.

Course Structure Students must successfully complete all units of competency (core and elective units) listed below to achieve the qualification:

https://tafeqld.edu.au/courses/18519/construction-industry-white-card

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Core Units CPCCCM1012A Work effectively in the construction industry CPCCCM1013A Plan and organise work CPCCCM1014A Conduct workplace communication CPCCCM2001A Read and interpret plans and specifications CPCCCM2005B Use construction tools and equipment CPCCWHS1001 Prepare to work safely in the construction industry* CPCCOHS2001A Apply OHS requirements, policies and procedures in the construction industry CPCCVE1011A Undertake a basic construction project

Elective Units CPCCCM2004A Handle construction materials

CPCCM1015A Carry out basic measurements and calculations

CPCCCM2006B Apply basic levelling procedures

Learning and Assessment Learning and assessment will include a combination theory and practical activities. In particular, students will be assessed in the following ways:

· Practical projects and portfolios

· Written tasks

· Observations - practical skills

· Oral questioning

Work Placement This qualification does not have mandatory work placement.

Materials and Equipment Requirements

Materials, equipment and resources required for completion of the qualification will be provided by the school.

Credit Transfer Townsville Catholic Education will recognise AQF Qualifications and Statements of Attainment issued by other Registered Training Organisations

Pathways Completion of this qualification will provide students with skills and knowledge to apply for entry-level positions and apprenticeships in construction, carpentry, bricklaying, tiling, plumbing, plastering and painting.

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Cost Students and parents are not required to pay a fee to complete this qualification. Townsville Catholic Education will cover the fee for TAFE Queensland to deliver the unit CPCCWHS1001 Prepare to work safely in the construction industry.

The following learning resources will be purchased by the school and students can loan these through the textbook hire scheme: Construction: An industry study, Construction Workbooks 1-4

Program Disclosure Statement (PDS)

This document must be read in conjunction with the TCE RTO Program Disclosure Statement (PDS). The PDS outlines the services and training products that the TCE RTO provides, as well as those carried out by the school.

To access the aforementioned PDS, visit: https://bit.ly/2OR9IFj

The information contained in this document is correct at date of publication: 30/04/2020

Hospitality

Qualification Code and Title: SIT20316 Certificate II in Hospitality

Training Provider: Townsville Catholic Education Office (RTO code 31195)


This qualification will be delivered at Ryan Catholic College on behalf of registered training organisation - Townsville Catholic Education - RTO: 31195. See https://bit.ly/2OR9IFj





Why study the qualification This course offers you an introduction to hospitality and develops your skills and knowledge, preparing you for your start in the industry.

Learn the basic cookery and food and beverage skills to work effectively and safely, discover how to interact with customers, increase your hospitality knowledge and skills and boost your cultural awareness.




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Core Units BSBWOR203 Work effectively with others

SITHIND002 Source and use information on the hospitality industry

SITHIND003 Use hospitality skills effectively

SITXCCS003 Interact with customers

SITXCOM002 Show social and cultural sensitivity

SITXWHS001 Participate in safe work practices

Elective Units SITXFSA001 Use hygienic practices for food safety

SITHCCC001 Use food preparation equipment

SITHCCC002 Prepare and present simple dishes

SITHFAB004 Prepare and serve non-alcoholic beverages

SITHFAB005 Prepare and serve espresso coffee

SITHFAB007 Serve food and beverage


· Written tasks

· Observations - practical skills, practical tests, functions

· Oral questioning

· Industry placement and log

Work Placement In order to meet the requirements of the core unit SITHIND003 Use Hospitality Skills Effectively, it is mandatory for students to complete twelve (12) service periods in the Hospitality Industry. Some service periods may be completed at school in a simulated hospitality environment.

Special requirements

As part of the practical assessment requirements, students will be required to participate in functions and events inside and outside of school hours.


Materials, equipment and resources required for completion of the qualification will be provided by the school. Students will be required to wear a Hospitality shirt during Practical lessons and catered school functions.

Credit Transfer Townsville Catholic Education will recognise AQF Qualifications and Statements of Attainment issued by other Registered Training Organisations.

Pathways Completion of this qualification will provide students with skills and knowledge to apply for entry-level positions in the Hospitality Industry which include hotels, resorts, restaurants, pubs, cruise ships and airlines. Students can also complete additional VET or university study to advance themselves further in the Hospitality Industry.

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Cost Students and parents are not required to pay a fee to complete this qualification.

All learning resources are provided by the school at no additional cost to ordinary school fees.

Hospitality shirt $35.

There may be a fee to attend optional industry excursions or other events. Final cost and notification of these excursions will be included in a permission letter which will be distributed closer to the excursion date(s).





Business (Certificate II)

Qualification Code and Title: BSB20115 Certificate II in Business

Training Provider: Townsville Catholic Education Office (RTO code: 31195)

Registered Training Organisation

& RTO Code

This qualification will be delivered at Ryan Catholic College on behalf of registered training organisation - Townsville Catholic Education -

RTO: 31195. See https://bit.ly/2OR9IFj





Why study the qualification This course offers you an introduction to business and develops your skills and knowledge to prepare you for your start in the industry.

You will gain an understanding of workplace culture and practices in business environments, and develop practical skills and knowledge.




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Core Unit BSBWHS201 Contribute to the health and safety of self and others

Elective Units BSBWOR202 Organise and complete daily work activities BSBITU306 Design and produce business documents BSBCUS201 Deliver a service to customers BSBITU212 Create and use spreadsheets BSBITU302 Create electronic presentations BSBCMM201 Communicate in the workplace BSBWOR203 Work effectively with others BSBSUS201 Participate in environmentally sustainable work practices BSBWOR204 Use business technology BSBITU213 Use digital technologies to communicate remotely BSBINN201 Contribute to workplace innovation


· Written tasks


· Projects and portfolios

· Oral questioning

Work Placement This qualification does not have mandatory work placement.



Credit Transfer Townsville Catholic Education will recognise AQF Qualifications and Statements of Attainment issued by other Registered Training Organisations.

Pathways Completion of this qualification will provide students with skills and knowledge to apply for entry-level positions in businesses and other organisations. Students can also complete additional VET or university study to advance themselves further in this area.

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Cost Students and parents are not required to pay a fee to complete this qualification. All learning resources are provided by the school at no additional cost to ordinary school fees.





Foundational Skills

Qualification Code and Title: FSK20113 Certificate II in Skills for Work and Vocational Pathways Training Provider: Townsville Catholic Education Office (RTO code: 31195)


This qualification will be delivered at Ryan Catholic College on behalf of registered training organisation - Townsville Catholic Education - RTO: 31195. See https://bit.ly/2OR9IFj




Course Length 1 year

Why study the qualification

This course offers you generic knowledge and skills to inform career pathways and future education and training options. The qualification will focus on reading, writing, oral communication, digital skills, numeracy and learning skills that are required in the workplace.


There are no entry requirements or pre-requisites.


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

Elective Units FSKLRG07 Use strategies to identify job opportunities FSKRDG07 Read and respond to simple workplace information BSBWHS201 Contribute to health and safety of self and others FSKOCM05 Use oral communication skills for effective workplace presentations SISXCAI002 Assist with activity sessions BSBIND201 Work effectively in a business environment

Learning and Assessment

Learning and assessment will include a combination theory and practical activities. In particular, students will be assessed in the following ways:

· Written tasks


· Projects and portfolios

· Oral questioning

Work Placement In order to meet the requirements of the core unit FSKLRG06 Participate in work placement, it is mandatory for students to complete a minimum of one day of placement in a workplace of interest to the student, and agreed on by the student, parent and school.



Credit Transfer Townsville Catholic Education will recognise AQF Qualifications and Statements of Attainment issued by other Registered Training Organisations

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Pathways Completion of this qualification will provide students with basic foundation skills required to obtain employment across multiple industries or continue further studies. Students may be able to use completed units towards a range of certificate qualifications.

Cost Students and parents are not required to pay a fee to complete this qualification. All learning resources are provided by the school at no additional cost to ordinary school fees.





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Early Childhood

Qualification Code and Title: CHC30113 Certificate III in Early Childhood Education and Care Training Provider: Kool Kids Training College (RTO code: 40636) Why study Early Childhood Education and Care? The CHC30113 Certificate III in Early Childhood Education and Care is a qualification that covers workers who use organisation policies, procedures and individual children’s profiles to plan activities and provide care to children, facilitating their leisure and play and enabling them to achieve their developmental outcomes. This qualification reflects the role of workers in a range of early childhood education settings who work within the requirements of the Education and Care Services National Regulations and the National Quality Standard. Students will learn to support the implementation of an approved learning framework, and support children’s learning and development. Kool Kids Training College (KKTC) provides the most up to date, nationally recognised program. Courses are continually reassessed to ensure content is current and that students are educated in line with industry regulators.

What do students study? To achieve the Certificate III in Early Childhood Education and Care, students must demonstrate competence in all 15 core units and 3 elective units of competency.

First Aid HLTAID004

Provide an emergency first aid response in an education and care setting

This course includes a compulsory minimum of 120 hours of Industry Placement

Health and Safety

CHCECE002 Ensure the health and safety of children

CHCECE004 Promote and provide healthy food and drinks

The Workplace HLTWHS001 Participate in workplace health and safety

CHCDIV001 Work with diverse people

Legal CHCLEG001 Work legally and ethically

CHCPRT001 Identify and respond to children and young people at risk

Care 1 CHCECE003 Provide care for children

CHCECE007 Develop positive and respectful relationships with children

Care 2 CHCECE005 Provide care for babies and toddlers

BSBSUS301 Implement and monitor environmentally sustainable work practices

Culture CHCECE001 Develop cultural competence

CHCDIV002 Promote Aboriginal and/or Torres Strait Islander cultural safety

Sustainability CHCECE012 Support children to connect with their world

Play and Learn 1

CHCECE009 Use an approved learning framework to guide practice

CHCECE010 Support the holistic development of children in early childhood

Play and Learn 2

CHCECE011 Provide experiences to support children’s play and learning

CHCECE013 Use information about children to inform practice

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Prerequisites No prerequisites are needed, other than a passion for and/or interest in working in the Childcare Sector and/or pursuing further tertiary pathways (e.g. Diploma). Students must have good quality written and spoken communication skills and an enthusiasm / motivation to participate in a range of projects and have the ability to work a half day per week in an Early Learning Centre. Learning and Assessment A range of teaching/learning strategies will be used to deliver the units of competency using a combination of face-to-face teaching and online learning. These include:

● Practical tasks / experience

● Hands-on activities in an actual Early Learning Centre

● Group projects

Work Placement The course features a mandatory work placement component (a minimum of 120 hours). This will be completed on Wednesday’s (Periods 1-4) preferably, with the possibility of some placement on school holidays. It aims to:

● Strengthen students experience of the workplace to support future expectations of performance in the workforce

● Develop practical skills and the application of knowledge within the workplace to promote stronger embedding of learning

● Provide exposure to real workplace situations and circumstances which cannot be replicated in a learning environment/simulation.

Career Paths The Certificate III in Early Childhood Education & Care can be used by students seeking to enter the Early Childhood Education Sector and/or pursuing further tertiary pathways (e.g. Diploma of Early Childhood Education and Care or a Bachelor Education (Early Childhood) at university. This qualification will enable direct supervision or autonomous work activity in a range of child care facilities such as full day care centres, occasional care facilities, crèches and early learning centres as an Early Childhood Educator. Cost The cost of the course is $1800 and half ($900) is to be paid directly to Kool Kids Training on confirmation of enrolment. The second instalment of $900 is to be paid at the beginning of Semester 2. KKTC can offer monthly payment plans of $200 per month as an alternative. (Please contact the VET Program Leader for any questions concerning fees and course costs) *Information is correct at the time of publishing

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Fitness

Qualification Code and Title: SIS30315 Certificate III in Fitness (PLUS embedded qualification: SIS20115 Certificate II in Sport and Recreation) Training Provider: Binnacle Training (RTO code: 31319)

Why study Fitness? Binnacle’s 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 the Certificate III in Fitness contributes a maximum of eight (8) credits towards a student’s QCE. A maximum of eight credits from the same training package can contribute to a QCE.

This program also includes the following:

● First Aid qualification and CPR certificate; plus coaching accreditation.

● A range of career pathway options including direct pathway into Certificate IV in Fitness (Personal Trainer)

Course length

2 years

Entry Requirements

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.

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Topics of Study

Students enrol in qualification: SIS20115 Certificate II in Sport and Recreation (TERM 1)

Students enrol in qualification: SIS30315 Certificate III in Fitness (TERM 3)

TERM 1 TERM 2 TERM 3 TERM 4

The Sport, Fitness and Recreation Industry Introduction to Anatomy and Physiology

Developing Coaching Practices

Conducting Health Assessments Work Health and Safety in Sport & Fitness Delivering Community Fitness Programs First Aid and CPR certificate

Customer Service in the Fitness Industry

Conducting Group Fitness Sessions

Anatomy and Physiology – Musculoskeletal and Cardiovascular Systems

Learning Gym Exercises Fitness Programming and Instruction Work Effectively in the Sport, Fitness and Recreation Industry Finalisation of qualification: SIS20115 Certificate II in Sport and Recreation

TERM 5 TERM 6 TERM 7 TERM 8

Anatomy and Physiology – Digestive System & Energy Systems Nutrition – Providing Healthy Eating Information

Training Older Clients

Training Other Specific Population Clients

First Aid and/or CPR certificate Finalisation of qualification: SIS30315 Certificate III in Fitness

Learning and Assessment 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 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 as follows:

TERM 5, 6 or 7: 60 minutes per week across a minimum of 5 consecutive weeks – delivering fitness programs and services to an adult client, undertaken at the school gym or an alternate fitness facility sourced by the school.

TERM 6: A minimum of one session (60 minutes) – delivering a gentle exercise session to an older adult client (age 50+), undertaken at the school gym or an alternate fitness facility sourced by the school.

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All other practical experiences have been timetabled within class time. Students will keep a Log Book of

these practical experiences (minimum 40 hours).

Pathways The 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 eligible for an Australian Tertiary Admission Rank (ATAR) may be able to use their completed Certificate III to contribute towards their ATAR. For further information please visit https://www.qcaa.qld.edu.au/senior/australian-tertiary-admission-rank-atar

Students may also choose to continue their study by completing the Certificate IV in Fitness.

Cost

● $210.00 = Fee for Service - Binnacle Training Fee - Certificate II entry qualification ● $80.00 = Binnacle Training Fee - Certificate III (Upgrade from entry qualification) ● $40.00 = First Aid Certificate costs ● $120.00 = 8 personal training sessions to meet course requirements (added to school fees) ● $35.00 = Fitness polo shirt ● All texts and reprographics are provided by the school

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

https://www.qcaa.qld.edu.au/senior/australian-tertiary-admission-rank-atar




http://www.binnacletraining.com.au/rto.php

http://www.binnacletraining.com.au/rto.php

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Engineering Pathways

Qualification Code and Title: MEM20413 Certificate II in Engineering Pathways Training Provider: Bluedog Training (RTO code: 31193) Why study Engineering Pathways? This pre-vocational course in engineering provided through Blue Dog Training is recommended as a pre-apprenticeship pathway to an engineering trade qualification. The Certificate II in Engineering Pathways is essentially a two year course requiring students to become competent in skills necessary for entry into several engineering metal trades. Throughout this course students undertake a range of practical projects to provide evidence of their competency within each of the units of study. What do students study? To achieve the Certificate II in Engineering Pathways, students must demonstrate competency in all four core units and all nine elective units.

Core units Elective units

MEM13014A Apply principles of occupational health and safety in the work environment

MEM16008A Interact with computing technology

MSAENV272B Participate in environmentally sustainable work practices

MEM16006A Organise and communicate information

MEMPE005A Develop a career plan for the engineering and manufacturing industry

MEMPE003A - Use oxy-acetylene and soldering equipment or MEMPE007A - Pull apart and re-assemble engineering mechanisms

MEMPE006A Undertake a basic engineering project MEMPE002A Use electric welding machines

MEMPE001A Use engineering workshop machines

MSAPMSUP106A Work in a team

MEM18001C Use hand tools

MEM18002B Use power tools/hand held operations

Learning and Assessment This is a competency based course with most of the units using online theory and practical components covered through practical projects, activities or student demonstration. The students are assessed as either competent or not yet competent. Students may gain four (4) credit points towards their QCE. To achieve this qualification, the candidate must demonstrate competency in all units.

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Pathways Possible career outcomes of this course include:

● Boilermaker ● Diesel Fitter ● Machinist

● Fitter and Turner ● Sheet Metal Worker

Cost The cost of the course is $1200 and is to be paid directly to Bluedog Training on confirmation of enrolment. (See Bluedog Training VETiS enrolment form for further details)

Fee for Service - Year 11/Year 12 Certificate II Program - $1200

(Please contact the VET Program Leader for any questions concerning fees and course costs)

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Health

HLT33115: Certificate III in Health Services Assistance (incorporating HLT23215: Certificate II in Health Support Services and CHC22015: Certificate II in Community Services) Training Provider: Connect ‘n’ Grow (RTO Code: 40518)

Why study Health? Health Training is linked to the largest growth industry in Australia. The dual qualification reflects the role of workers who provide support for the effective functioning of health and community services.

QCE Credits Upon successful completion students are eligible for Certificate of Education credits applicable to your State.

Venue Assessment and training will be conducted at the school’s Health Training Centre or classroom

Mode of Delivery Blended delivery - Face-to-face using an online platform

Course Length 2 Years

Prerequisites HLT23215 Certificate II in Health Support Services and CHC22015 Certificate II in Community Services.

Topics of Study

UNITS OF COMPETENCY AND PROGRAM STRUCTURE

HLT23215 Certificate II in Health Support Services CHC22015 Certificate II in Community Services

Year 1

Module Course Code Course Name HLT23215 CHC22015 HLT33115

Cert II Module 1

HLTWHS00

1

Participate in workplace health and safety

Core Core Core

HLTINF001 Comply with infection prevention and control policies and procedures

Core Core Core

Cert II Module 2

CHCDIV001 Work with diverse people Core Core Core

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BSBCUS201 Deliver a service to customers Elective Imported Elective

Imported Elective

BSBFLM312 Contribute to team effectiveness

Elective Imported Elective

Elective

HLTAID003 Provide first Aid Imported Elective

Elective

Cert II Module 3

CHCCOM005 Communicate and work in health or community services

Core Core Core

BSBWOR20

2

Organise and complete daily

work activities

Elective Core

CHCCOM00

1

Provide first point of contact Core

FSKOCM07 Interact effectively with

others at work

Elective

EXIT POINT

Upon obtaining competency of the Units in Module 1- 3 a student completes the qualification of CHC22015

Certificate II in Community Services

Cert II Module

4

BSBADM10

1 Use business equipment and

resources

Elective

BSBINM201 Process and maintain

workplace information

Elective

BSBWOR20

4

Use business technology Elective

BSBWOR203 Work effectively with others Elective

EXIT POINT

Upon obtaining competency of the Units in Module 1- 4 a student completes the qualification of HLT23215

Certificate II in Health Support Services

HLT33115 Certificate III in Health Services Assistance

Year 2

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Module Course

Code

Course Name HLT23215 CHC22015 HLT33115

Cert III Module

1 HLTAAP001 Recognise healthy body

systems

Core

BSBMED301 Interpret and apply medical terminology

Core

HLTAID001 Provide cardiopulmonary resuscitation

Elective

Cert III Module

2

CHCCCS015 Provide individualised support

Elective

CHCCCS010 Maintain a High Standard of

Service

Elective

BSBWOR301

Organise personal work

priorities and development

Core

Cert III Module

3

(Option 1)

CHCDIV002 Promote Aboriginal and/or Torres Strait Islander Cultural safety

Elective

FSKLRG06 Participate in work

placement

Imported

Elective

Cert III Module

3

(Option 2)

CHCCCS009 Facilitate responsible

behaviour

Elective

CHCCCS020 Respond effectively to

behaviours of concern

Elective

FSKLRG06 Participate in work

placement

Imported

Elective

Learning Experiences This qualification has been designed to include projects that prepare students for a

range of tasks they perform when they enter into a health and/or community

services career, including; health checks, health promotion, health administration

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and entry pathway for workers who provide the first point of contact and assist

individuals in meeting their needs.

Learning &

Assessment

The program can be delivered in a weekly or block mode through class-based tasks,

with practical activities and practical assessment. A range of teaching/learning

strategies will be used to deliver the competencies. These include:

● Multiple choice, true/false and short answer questions (online).

● Practical activities and scenarios.

● Workplace Learning Log.

● Portfolio of workplace documents

● First Aid Certificate

Equipment and

Resources

A full list of required resources is outlined in the Program Checklist and is to be provided

by the Partner School. Students will need to have access to a computer, including

relevant software, internet and printer access. There are no other equipment

requirements of the students.

Fees and Costs

Fee for

Service

Certificate II

Program

Certificate III Program

Year 11 $399 (Term 2)

Year 12 $399 (Term 2)

Total cost for Dual Cert II Program $798

(Please contact the VET Program Leader for any questions concerning fees and course costs)

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Christian Ministry and Theology (Certificate III)

Qualification Code and Title: 10741NAT Certificate III in Christian Ministry and Theology Training Provider: The Institute of Faith Education (RTO Code: 31402)

*** PLEASE NOTE: Information in this handbook is based on 2020 course information.

2021 information will be made available to students once released by the RTO ***

This course is offered by the Institute of Faith Education (IFE) in collaboration with Ryan Catholic College.

The Institute of Faith Education is a Registered Training Organisation of the Roman Catholic Archdiocese

of Brisbane. This RTO works with a large number of schools and colleges across Queensland, the Northern

Territory and Western Australia to provide education opportunities for students.

Compass has been developed by the IFE as an opportunity for senior secondary students to reflect on

their own beliefs and ethics and to learn more about Catholic spirituality, beliefs and ethics. Compass can

be completed at the level of a Certificate III in Christian Ministry and Theology or as a more advanced

option (Compass Plus) as a Certificate IV in Christian Ministry and Theology.

There are no formal entry requirements, however a student who would struggle to pass year 10 English will find the course challenging and may need additional support with comprehending course materials and completing required tasks. The following competencies are completed as part of this course:

Compass Certificate III in Christian Ministry and Theology (10741NAT)

CMTTHE301 Research Christian Scripture and theology

CMTTHE302 Identify theological data

CMTTHE303 Present information on a theological theme or issue

CMTTHE304 Apply new theological insights

CMTMIN301 Apply theological knowledge to contemporary ethical issues

CMTMIN302 Communicate theology in everyday language

PUATEA001B Work in a team

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BSBCRT101 Apply critical thinking techniques

Can I change from one level to the other?

It is possible to move from one level of the course to the other, so if you start Compass Plus and find it

too challenging you can move across to Compass level. While it is also possible to move from Compass

into Compass Plus, this change is more difficult as the course progresses, given the additional depth and

breadth of work covered at the advanced level.

An Overview of the Modules The complete course is completed as four modules:

Module 1 – Spirituality Today Module 2 – The Story

This module explores what is meant by spirituality. It explores the relationship between spirituality and religion. As part of this Module students develop teamwork and critical thinking skills. They are challenged to analyse a problem and make an effective, realistic suggestion for how to solve it.

In this module students gain an overview of the Scriptures and learn how to interpret biblical texts. Students continue to develop their skills in teamwork, critical thinking and applying their learning to specific challenges.

Module 3 – Choices Module 4 – The Edge

In this module students are introduced to ethics and Catholic social teaching. Current moral/ethical issues and case studies provide the opportunity to reflect on the choices we make and how these impact on life. There is an opportunity to integrate learning in this module with social service and community engagement.

This module provides an opportunity for students to reflect on their life journey and to explore further the nature of God as well as their own beliefs. The module also explores the questions of evil and suffering.

Benefits of the Course The Catholic Church is one of Australia’s largest employers, employing around 2% of the Australian workforce in education, health care, social services, aged care (Good works: The Catholic Church as an employer in Australia, 2015). This course provides an understanding of the values, frameworks and teachings (e.g. Catholic Social Teachings) that underpin Catholic health, education, social services and aged care. Students considering careers in these fields who may at some point wish to gain employment within the Catholic sector will find this qualification relevant in providing an understanding of Catholic values and teachings, enabling them to work more effectively in a Catholic organisation. This also includes those considering careers in business or management in the Catholic sector or seeking to develop their own personal and ethical frameworks.

The course is designed to develop generic 21st century skills, including: critical and creative thinking skills; collaboration and teamwork; communication; personal and social skills (including global citizenship, character and self-management). These skills are relevant to careers in any sector, as is the general ethical and personal formation of students.

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Credit toward the Queensland Certificate of Education (QCE) Successful completion of this course currently contributes at least 6 credit points towards the Queensland Certificate of Education. As a nationally accredited Certificate III, Compass may improve your tertiary selection rank or support your transition to employment, vocational and higher education. Discuss your particular context and aspirations with your careers advisor or those involved in your SET planning.

Assessment Assessment involves completion of a portfolio of activities and a practical project for each module. Activities assess understanding of key concepts covered in the module and support development of 21st century skills. As a vocational education training course, assessment is competency-based. Students learn through a variety of activities including discussions, team activities, multi-media activities, presentations and creative learning tasks.

Cost The fees for this course are to be met by the student and are $160 per module. The course consists of four modules, so the total cost is $640 (based on the costs for students commencing in 2020). Further information If you would like to consider Compass or Compass Plus as a subject and have further questions, please speak to your RE teacher or contact the Institute of Faith Education today. We would love to speak with you. The Institute of Faith Education is a Registered Training Organisation (RTO Code: 31402).

Contact us

Phone: (07) 3324 3485 Website: www.ife.qld.edu.au Email: [email protected]

http://www.ife.qld.edu.au/


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Christian Ministry and Theology (Certificate IV)

Qualification Code and Title: 10742NAT Certificate IV in

Christian Ministry and Theology

Training Provider: The Institute of Faith Education (RTO Code: 31402)

*** PLEASE NOTE: Information in this handbook is based on 2020 course information.

2021 information will be made available to students once released by the RTO ***

This course is offered by the Institute of Faith Education (IFE) in collaboration with Ryan Catholic College.

The Institute of Faith Education is a Registered Training Organisation run by the Roman Catholic

Archdiocese of Brisbane. This RTO works with a large number of schools and colleges across Queensland

and the NT to provide education opportunities for students.

Compass and Compass Plus have been developed by the IFE as an opportunity for senior secondary

students to reflect on their own beliefs and ethics and to learn more about Catholic spirituality, beliefs

and ethics. Compass can be completed at the level of a Certificate III in Christian Ministry and Theology or

at this more advanced level (Compass Plus) as a Certificate IV in Christian Ministry and Theology.

There are no formal entry requirements, however a student who would struggle to pass year 10 English will find the course challenging and may need additional support with comprehending course materials and completing required tasks. The following competencies are completed as part of this course:

Compass Plus 10742NAT Certificate IV in Christian Ministry and Theology

CMTTHE401 Interpret and discuss Christian Scripture and Theology

CMTTHE402 Interpret theological data

CMTTHE403 Compare and present information on a theological theme or issue

CMTTHE404 Compare and apply new theological insights

CMTMIN401 Explain the application of Christian ethics to contemporary life issues

CMTMIN402 Communicate theological information

PUATEA001B Work in a team

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BSBCRT301 Develop and extend critical and creative thinking skills

BSBMGT401 Show leadership in the workplace

Can I change from one level to the other?

It is possible to move from one level of the course to the other, so if you start Compass Plus and find it

too challenging you can move across to Compass level. While it is also possible to move from Compass

into Compass Plus, this change is more difficult as the course progresses, given the additional depth and

breadth of work covered at the advanced level.

An Overview of the Modules The complete course is completed as four modules:

Module 1 – Spirituality Today Module 2 – The Story

This module explores what is meant by spirituality. It explores the relationship between spirituality and religion. As part of this Module students develop teamwork and critical thinking skills. They are challenged to analyse a problem and make an effective, realistic suggestion for how to solve it.

In this module students gain an overview of the Scriptures and learn how to interpret biblical texts. Students continue to develop their skills in teamwork, critical thinking and applying their learning to specific challenges.

Module 3 – Choices Module 4 – The Edge

In this module students are introduced to ethics and Catholic social teaching. Current moral/ethical issues and case studies provide the opportunity to reflect on the choices we make and how these impact on life. There is an opportunity to integrate learning in this module with social service and community engagement.

This module provides an opportunity for students to reflect on their life journey and to explore further the nature of God as well as their own beliefs. The module also explores the questions of evil and suffering.

Benefits of the Course The Catholic Church is one of Australia’s largest employers, employing around 2% of the Australian workforce in education, health care, social services, aged care (Good works: The Catholic Church as an employer in Australia, 2015). This course provides an understanding of the values, frameworks and teachings (e.g. Catholic Social Teachings) that underpin Catholic health, education, social services and aged care.Students considering careers in these fields who may at some point wish to gain employment within the Catholic sector will find this qualification relevant in providing an understanding of Catholic values and teachings, enabling them to work more effectively in a Catholic organisation. This also includes those considering careers in business or management in the Catholic sector or seeking to develop their own personal and ethical frameworks.

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The course is designed to develop generic 21st century skills, including: critical and creative thinking skills; collaboration and teamwork; communication; personal and social skills (including global citizenship, character and self-management). These skills are relevant to careers in any sector, as is the general ethical and personal formation of students.

Credit toward the Queensland Certificate of Education (QCE) Successful completion of this course currently contributes 7 credits towards the Queensland Certificate of Education. As a nationally accredited Certificate IV, Compass Plus may improve your tertiary selection rank or support your transition to employment, vocational and higher education. In some cases, this qualification may provide direct entry into some university courses. Discuss your particular context and aspirations with your careers advisor or those involved in your SET planning.

Assessment

Assessment involves completion of a portfolio of activities and a practical project for each module.

Activities assess understanding of key concepts covered in the module and support development of 21st

century skills. Compass Plus includes a specific focus on developing leadership skills.

As a vocational education training course, assessment is competency-based. Students learn through a

variety of activities including discussions, team activities, multimedia activities, presentations and creative

learning tasks. Compass Plus will require completion of added assessment above that which is expected

of Compass students. Additional homework and depth of reading will be required.

Cost

The fees for this course are to be met by the student and are $160 per module. The course consists of four modules, so the total cost is $640 (based on the costs for students commencing in 2020).

Further information

If you would like to consider Compass or Compass Plus as a subject and have further questions, please speak

to your RE teacher or contact the Institute of Faith Education today. We would love to speak with you.

The Institute of Faith Education is a Registered Training Organisation (RTO Code: 31402).

Contact us

Phone: (07) 3324 3485

Website: www.ife.qld.edu.au

Email: [email protected]



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Aviation

AVI30316419 Certificate III in Aviation (Remote Pilot- Visual Line of Sight)

Training Provider: Aviation Australia (RTO Code: 30770)

The course is delivered at Ryan Catholic College in partnership with Registered Training Organisation – Aviation

Australia.

Why study Aviation?

The Certificate III in Aviation (Remote Pilot) – Visual Line of Sight) provides you with important training to

legally operate a remotely piloted aircraft. It will also allow you to fly without many of the weight or operating

restrictions applied to recreational users.

QCE Credits: Successful completion of the Certificate III in Aviation contributes a maximum of sixeight (68)

credits towards a student’s QCE.

Course length

12months/Flexible option based on the requirements of the school2 years

Entry Requirements

It is recommended that students have a satisfactory completion of year 10 English and General Mathematics.

Qualification Structure

AVIF0021 Manage human factors in remote pilot aircraft systems operations

AVIH0006 Navigate remote pilot aircraft systems

AVIW0028 Operate and manage remote pilot aircraft systems

AVIW0004 Perform operational inspections on remote operated systems

AVIY0052 Control remote pilot aircraft systems on the ground

AVIY0023 Launch, control and recover a remotely piloted aircraft

AVIY0053 Manage remote pilot aircraft systems energy source requirements

AVIY0031 Apply the principles of air law to remote pilot aircraft systems operations

AVIZ0005 Apply situational awareness in remote pilot aircraft systems operations

AVIE0003 Operate aeronautical radio

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AVIG0003 Work effectively in the aviation industry

AVIY0027 Operate multi-rotor remote pilot aircraft systems

AVIW0006 Perform infrastructure inspections using remote operated systems

AVIW0007 Perform aerial mapping and modelling using remote pilot aircraft systems

Learning experiences

Obtaining your Remote Pilots Licence (RePL) is the first step to being able to operate remotely piloted aircraft

systems (RPAS), otherwise known as drones or UAVs, for commercial or business purposes without many

weight or operating restrictions. The unmanned aviation industry is set to grow significantly in the next decade

and remotely piloted aircraft (RPA) have already begun replacing manned aircraft in many roles.

In partnership with a CASA-approved RPAS training provider, Aviation Australia can offer the theoretical and

operational (practical) training needed to obtain your RePL and kick-start your drone career. Anyone can

undertake remote pilot training, even if you have never flown a drone before. You will also receive your

Certificate III in Aviation (Remote Pilot). This is an academic qualification which you can either use as a stand-

alone set of skills or build on by gaining further aviation qualifications such as the Diploma of Aviation

Management.On successful completion of the program students will receive the Certificate III in Aviation

(Remote Pilot - Visual Line of Sight). This is an academic qualification which you can use as a stand-alone set of

skills.

Assessment

Assessment for the Certificate III in Aviation (Remote Pilot- Visual Line of Sight) is related to real life industry

situations and is based on the consistent demonstration of competency. A variety of assessment is used,

including:

● Practical observations and testing

● Theoretical questioning

● Portfolio

● Structured workplace learning

● Online assessment questions and revision

All assessment is Competency Based.

Pathways

There are many different pathways available to work in the unmanned piloting industry. Below are some

examples of the different industries utilising the skill set taught in this course.

Industrial inspections

● 3D mapping

● Surveying

● Emergency services

● Scientific research and environmental monitoring

● Agriculture

● Drone photography and videography

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Qualification Outcomes

● AVI30419 Certificate III in Aviation (Remote Pilot) ● CASA Remote Pilot Licence (RePL)*; ● CASA Aeronautical Radio Operators Certificate (AROC)* This is a CASA requirement to use aviation

VHF radios, which are needed when flying near aerodromes and helipads. *(Will be issued when student is 17)

*subject to Civil Aviation Safety Authority (CASA) approval

Costs

This course is approved for funding by the Queensland Government through the Certificate III Guarantee -

Vocational Education and Training in Schools (VETiS) program.

Information on VETiS can be found: https://training.qld.gov.au/providers/funded/vetis

If students qualify for the VETIS funding, there will be no cost associated with this course. If students have

already utilised their VETiS funding and are not eligible, the cost of the certificate will be $1,950.00.

To be eligible to enrol in VETiS funding, students must:

● Be aged 15 years or older;

● Be currently enrolled in either Year 10, 11 or 12 at a Queensland school;

● Permanently reside in Queensland;

● Be an Australian citizen, Australian permanent resident (includes humanitarian entrant); New Zealand

citizen or temporary resident with the necessary visa and work permits on the partway to permanent

residency;

● Not hold, and not be enrolled in a Certificate Ill or higher-level qualification, not including qualifications

completed at school and foundation skills training.

Further Information If you have any queries, please contact Steve Brackin. Phone: (07) 3860 1076 Mobile: 0436 674 584 Email: [email protected]

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Overview of Subject Offerings: Year 10, Semester 2

Religious Education (Compulsory) Introduction to Senior Religion

English (Compulsory) English English Extension English Support

Mathematics (Compulsory) Essential Mathematics General Mathematics Mathematical Methods

The Arts (Elective) Visual Art Dance Drama Film, Television & New Media Music

Business & Digital Technology (Elective) Accounting Business Studies Design Digital Solutions Information & Communication Technologies

Mathematics (Elective) Specialist Mathematics

Health & Physical Education (Elective) Health Physical Education

Humanities (Elective) Geography History (Ancient & Modern) Legal Studies Languages (Elective)

Italian Japanese

Science (Elective) Biology Chemistry Physics

Technology - Hard (Elective) Engineering Furnishings Industrial Graphics

Technology - Soft (Elective) Fashion Hospitality

Personal Development (Compulsory) Pathways Resilience Project

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Subject Summaries: Year 10, Semester 2

Core Subjects

Introduction to Senior Religion

In Semester Two, all students study the subject Introduction to Senior Religion. This subject prepares

students for entry into all three Senior Religion subjects in Years 11 and 12 (Religion and Ethics; Study of

Religion; Certificate III/IV in Christian Ministry and Theology). As part of studies in Introduction to Senior

Religion, two topics are studied: Ethics and World Religions. These topics provide the context for

consolidation and development of knowledge and understanding and cognitive skills common to all three

Senior Religious Education subjects offered at the College. In the Ethics topic titled "Tweet Others as You

Would Like to be Tweeted", students will examine Catholic teachings related to communication in the

digital age. In their study of World Religions titled "How Does the World Go Round", students will learn

about Hindu and Buddhist beliefs in order to understand selected rituals in these religions. Assessment

in Semester Two provides students with an experience of the type of assessment they will undertake

during their studies in Years 11 and 12.

English

Core

Focus 1: Fact or Fiction and Focus 2: Challenging the Dominant Ideas

In the first unit, students examine the question, “How is ‘truth’ constructed in contemporary texts?” By

exploring texts such as documentaries, students will come to an understanding that even ‘real’ texts

provide one possible version of truth and creators of such texts select resources and subject matter to

position the audience to accept a particular representation. The culminating task requires students to

respond critically to a documentary. In the second unit, students are asked: “How does traditional and

contemporary literature uphold or challenge assumptions about gender, race, culture,

religion?” Students engage in a novel study to critically examine society’s dominant ideas about issues

such as race and which groups are seen as the ‘other’. Student learning in the second unit is assessed

through creation of a short story which challenges dominant ideas and an analytical essay about their

novel. All assessment is standards-based and student work is evaluated in both Receptive and Productive

modes to be issued a holistic grade.

English Extension Semester Two of English Extension is packed with intrigue, mystery and secrets. Students study

gothic literature, stories set in haunted houses and lonely castles on dark and stormy nights, and compose

a short story crafted to both thrill and scare their reader. The class immerses themselves in the filthy

laboratories and sublime landscapes of Mary Shelley's 'Frankenstein', questioning what it really is that

makes us human and whether we should resist our greatest ambitions. Students then bring those

questions closer to home, studying aspects of Australia's secret, hidden, buried histories in Kate Grenville's

'The Secret River', deeply considering the uncomfortable truths that can be revealed in works of literature.

The semester is a fascinating and complex study of literature and its relationship to the human experience.

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English Support

The Semester 2 course shifts its focus from literary texts to contemporary visual and media texts which

focus on issues affecting young people. Students will interpret, create, evaluate, discuss and respond to a

range of persuasive, visual and media texts. In Term 3, students view, analyse and evaluate a full-length

documentary film. They will explore how documentaries position their audiences to accept their “truth”

and message. The notion of not simply accepting a ‘truth’ which is presented in media is especially

important to young people today. In response, students will plan and construct an opinion column which

explains and justifies their reading and evaluation of the documentary film studied in class. Meanwhile,

in Term 4, students examine the representations of young people within the media by examining various

media reports about issues which specifically relate to youth, for example, juvenile crime, social media,

youth unemployment and so forth. Students will then be required to respond to these representations in

a persuasive speech to be delivered to their peers.

Mathematics


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.

General Mathematics

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.

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.


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. Methods contains abstract mathematical constructs that require a high

standard of Algebra.

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.

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Elective Subjects

Accounting

Accounting is essentially the language that is used in all businesses.

Initially, students will develop an understanding of the fundamental accounting concepts. The focus is to

apply the fundamentals of accounting to record financial data for businesses. Students will also experience

computerised accounting processes to electronically record and process financial data. The focus of study

in the second unit of work is to produce financial reports from accounting information. Students will

analyse financial reports with the aim of informing business owners about the performance of their

businesses and allow business owners to make informed decisions in regard to the progress of their

businesses in the future.

Biology

Biology is the study of life. It is the scientific exploration of the vast and diverse world of living organisms;

an exploration that reveals a wealth of knowledge about ourselves and the millions of other organisms

with whom we share this planet Earth. Biological research spans an almost infinite spectrum of studies

from molecules to landscapes.

This subject is aimed at giving students the foundations and basic skills required to further their studies in

Biology in the senior years. Students will develop skills and experience assessment tasks similar to Senior

for an easier transition into Senior Biology, as well as gain an understanding of the language and

terminology used within this subject area.

Topics that may be covered include: Cellular Biology and Anatomy of the Brain.

Business

Just imagine where studying business could take you in your future! In an ever-expanding global

environment where all facets of business seamlessly and constantly work together, understanding how

to seize opportunities is invaluable. Business is integrated into everything from construction to medicine,

event management to sustainability, retail and hospitality to banking and insurance. It surrounds your

world daily, without you even realising.

You will use the inquiry process to investigate real-life business practices commencing with:

● fundamentals such as the business life cycle

● use a variety of technological, communication and analytical tools (including SWOT and PEST)

● analyse, interpret and synthesize business data and information

● evaluate decisions and strategies relevant to leadership, management and entrepreneurship.

There are so many exciting paths that can be taken when beginning your journey in business studies.

Chemistry

Chemistry is the central science. Chemistry is a physical science, and it is the study of the properties of

and interactions between matter and energy. In other words, Chemistry is a way to study the properties,

characteristics, and physical and chemical changes of matter.

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This subject is aimed at giving students the foundations and skills required to further their studies in

Chemistry in the Senior years. Students will develop basic skills and experience assessment tasks similar

to senior for an easier transition into Senior Chemistry, as well as gain an understanding of the language

and terminology used within this subject area.

Topics that may be covered include: Atomic structure, Chemical reactions, Chemical quantities and Acids

and Bases.

Dance

This foundation unit is to prepare students for the rigours of Year 11 and 12 Senior Curriculum Dance. It

allows students to develop their knowledge and understanding, technique and appreciation of the

Contemporary genre, which is a mandatory inclusion in all units of the senior syllabus. Students learn

about the emerging trend of fusing styles and design elements to communicate choreographic intent and

experiment by exploring their identity through dance. This unit has included, Fosse, Dance Theatre,

Cunningham and companies such as; Bangara and DV8. It teaches students to describe, interpret and

evaluate dance works within an analytical structure typical or the Appreciation Tasks in the Senior Dance

Curriculum. By the end of this unit, students will have explored how other choreographers’ personal

contexts, influences and perspectives are evident in their movement styles and the dance works they

create and, in turn, how students’ own dance-making might reflect their personal influences, preferences

and perspectives.

Design

In the 21st century, there is no skill of greater importance than that of design! From designing everyday

technologies like smartphones and wearable devices to designing solutions to complex world problems

such as poverty and exclusion, stereotyping and healthcare. Design education can help to develop a new

generation of thinkers and doers with skills that can contribute to designing a better world. Design

education provides the skills for us to re-imagine the world and restore the planet, to find solutions to

pressing human needs and problems.

The Design subject 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 innovative ideas. Students will learn how design has influenced the

economic, social and cultural environment in which they live. They will understand the agency of humans

in conceiving and imagining possible futures through design. Students will develop valuable 21st-century

skills in critical thinking, creative thinking, communication, collaboration and teamwork, personal and

social skills, and information & communication technologies (ICT) skills. Collaboration, teamwork and

communication are crucial skills needed to work in design teams and liaise with stakeholders.

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Drama

This foundation unit is to prepare students for the rigours of Year 11 and 12 Senior Curriculum in Drama.

Drama enhances students’ artistic and creative abilities and gives them a better understanding of

themselves and their world. Through an exploration of drama contexts relating to identity, societies,

cultures, ideologies, gender, time and change, students are able to become more critically reflective

members of the Australian community. Some students will choose to study Drama as a pathway towards

working within creative industries; however, for most students, the real value of Drama is the

development of self-discipline, confidence and teamwork as well as skills in interpreting, researching,

negotiating, problem-solving and decision making. By the end of this unit, students will have explored a

range of dramatic styles and conventions, creating and making, exploring and responding as they combine

different forms and genres to make meaningful connections with others and the world around them.

Digital Solutions

In Digital Solutions, students learn about algorithms, computer languages and user interfaces through

generating digital solutions to problems. They engage with data, information and applications to create

digital solutions that filter and present data in timely and efficient ways while understanding the need to

encrypt and protect data. They understand computing’s personal, local and global impact, and the issues

associated with the ethical integration of technology into our daily lives.

Unit 1 - Advanced Algorithms and Programming

Students will build on their algorithms and programming skills by designing and developing digital

solutions to problems. Students will engage with fundamental and more complex algorithmic structures

in both theoretical and practical contexts to produce rigorous computer software prototypes.

Unit 2 - UX: User Experience

Students will be exposed to the guidelines for creating dynamic user interfaces. They will study

characteristics and layouts that make interfaces user-friendly and engaging. Students will learn to analyse

the target audience and potential user group to ensure the software is accessible for everyone. They will

use custom programming libraries to create specialised user interfaces.

Engineering

This course is designed to introduce the underpinning industry practices and production process skills

required to create, maintain and repair predominantly metal products in the engineering industry.

Students are provided with an opportunity to experience the challenge and personal satisfaction of

undertaking practical work whilst developing transferable and beneficial vocational skills that relate to

business and industry.

These transferable skills include interpreting specifications, including technical information and drawings;

application of safe, practical production processes with hand/power tools and machinery; oral, written

and graphical communication; calculation and production planning processes culminating in the

evaluation of the product they create using predefined specifications.

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Fashion

This course is designed to give students a taste of the textiles and fashion industry. The study of Textiles

and Fashion offers a broad curriculum which provides opportunities to study textiles and fashion areas

that are of interest to students and that meet their future needs - either in further education, a possible

career path or for leisure.

The course engages students in technology, with a focus on being creative, and productive. Textiles and

Fashion provides a balance between theory and practical. Technological innovation skills developed in this

course are highly sought after by employers.

This course explores the use of textiles in contemporary society. Using textiles and a variety of decoration

techniques, students will explore textile concepts, elements and principles of design, the latest

developments in garment construction and fashion trends. Students will have the opportunity to

experiment with different techniques and machine technologies.

Film, Television & New Media

This foundation unit is to prepare students for the rigours of Year 11 and 12 Senior Curriculum in Film,

Television and New Media. It allows students to refine and extend their understanding and use of

structure, intent, character, settings, points of view, genre conventions and media conventions in their

compositions as students engage with more diverse media artworks. The unit allows students to analyse

the way in which audiences make meaning and interact with media artworks by structuring and

manipulating screen time in a short montage. Students will explore meaning and interpretation, forms

and elements, and social, cultural and historical influences of media arts by analysing and creating

suspense in a film scene. The unit extends to use time, space, sound, movement and lighting as students

utilise technologies to create pre-production scripts and produce a music video with synchronised audio

and video. Students will develop 21st Century skills as they learn about the development of traditional

and contemporary styles and platforms as they research media theories and explore media different

forms through the analysis of new media products such as interactive storytelling, digital games and

virtual reality.

Furnishings

This course focuses on the underpinning industry practices and production process skills required to

manufacture a furnishing product with aesthetic qualities. Students are provided with an opportunity to

experience the challenge and personal satisfaction of undertaking practical work whilst developing

transferable and beneficial vocational skills that relate to business and industry.

The aforementioned transferable skills include interpreting specifications, including technical information

and drawings; application of safe practical production processes with hand/power tools and machinery;

oral, written and graphical communication; calculation and production planning processes culminating in

the evaluation of the product they create using predefined specifications.

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Geography

The course in Semester 2, Year 10, is designed as one that focuses on the skills and processes common to

Geography, Tourism and Certificate of Aviation in Years 11 and 12. These skills are embodied in the

Geographical inquiry process. The course content will embrace the theme or themes which may include:

Environmental Tourism; Sustainability; and challenges facing a place in Australia. Consultation will occur

to allow for consideration of student interests.

Assessment

Assessment will focus on those forms utilised in senior studies, and will include:

- A field/data report

- A short response test to stimulus

Health

Why study Health Education? The focus of Health Education is the understanding of health in the context

of society, and the mechanisms necessary to develop and promote health for individuals, groups,

communities and nations. Health Education provides a context for exploring health issues. By using an

inquiry approach when investigating health issues, students apply the practices and principles that

underpin social action and health promotion to devise and justify recommendations and strategies for

change.

Health is a subject suited to students who are interested in pathways beyond school that lead to tertiary

studies, vocational education or work. A study in Health can establish a basis for further education in the

fields of health science, public health, health education, allied health, nursing and medical professions. To

be successful in Health Education students require at least a Sound Level of Achievement in Year 10

English.

In Year 10 Health Education students study the concepts Anxiety and Homelessness. Both concepts are

studied to provide the students with an in-depth understanding of the expectations and assessment

quality expected in the Senior Health Education Syllabus.

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History (Ancient & Modern)

The course in Semester 2, Year 10, is designed as one which focuses on the skills and processes common

to History in Years 11 and 12, with a particular focus on Ancient and Modern History. These skills are

embodied in the research or inquiry process. The course content will embrace a theme or themes which

may include: Ideas and Beliefs; Power, People and Leadership; and Society and Culture. Course content

will include Ancient, Medieval and early Modern societies. Consultation will occur to allow for

consideration of student interests.

Assessment


- An independent investigation

- A short response test to stimulus

Hospitality

The Tourism and Hospitality industries are among Australia's largest and fastest growing industries. This

course is designed to give students a taste of the Hospitality industry, whilst also equipping them with

knowledge and practical skills that can be applied in the workplace and at home.

The subject will develop students’ skills in hospitality event planning, menu planning, food preparation,

cookery and presentation as well as food and beverage service.

This unit is predominately practical skills-based. Assessment takes place in a Commercial setting offering

invited guests to be a part of a Cafe experience. Opportunities exist for students to present cafe food to

an industry standard as well as extending themselves by making and decorating a contemporary cake

using fondant or chocolate.

This course leads to the study of a Certificate course in Hospitality in Years 11 and 12.

ICT - Information Communication & Technology

Are you interested in graphic or game design and animation? If your answer to either of these is yes

consideration should be given to selecting this subject in your second semester. It will encourage, provide

opportunity and develop your flair for designing solutions to meet the specifications for clients. Social

media marketing will be investigated to enhance their “gaming business” online using Adobe Illustrator.

Followed by an exploration of the world of game design through animation using Adobe Animate.

A critical component of this subject is the ability to solve problems which are vital skills in the 21st century.

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 graphic design, animation, game design,

web development, and ICT support. No prior knowledge is required other than English.

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Industrial Graphics

This subject focuses on the underpinning industry practices and production process skills required to

produce technical drawings used in a variety of industries, including building and construction,

engineering and furnishing. Students are provided with an opportunity to experience the challenge and

personal satisfaction of undertaking practical work (drafting and modelling) whilst developing

transferable and beneficial vocational skills that relate to business and industry.

The aforementioned transferable skills include interpreting technical information and drawings;

application of safe practical modelling procedures with tools and materials; oral and written

communication; organizing and producing technical drawings culminating in the evaluation of the

drawings they create using specifications.

Italian

Preamble: There are many benefits that accrue from the early and long-term study of a second language

and these are based on research in the areas of neuroscience, learning theory and curriculum

development done over the last twenty-five years.

● Cognitive Benefits: studying a second language physically changes the brain’s anatomy by adding

grey matter and increasing brain density. This leads to increased and accelerated cognitive

development and flexibility.

● Academic Benefits: literacy development is closely tied to phonemic awareness. Learning a

second language, by its nature, is the best means of accelerating and strengthening this phonemic

awareness. This leads to greatly improved literacy skills and improvement in verbal–component

scores in core-skills tests such as NAPLAN. Numeracy development is continually supported

throughout second-language courses. It is developed through understanding and using numbers

to do very basic maths in the target language from early middle-school classrooms and proceeding

to using large numbers to discuss city populations, to interpret graphs and to talk about part-time

work-related issues supports numeracy development in the more senior years of study. Students

use computers for a range of language-learning activities both in class and for follow-up activities

such as homework to strengthen their ICT skills: word-processing documents in Italian, making

PPTX, accessing Google classroom and accessing apps. such as Kahoot and Quizlet.

● Intercultural Understanding: students are asked to explain how cultural values and ideas are

embedded in the languages they study. They are also asked to reflect on how communicative

behaviour might be interpreted from their own cultural perspectives and from the cultural

perspectives of the people living in the target culture, which in turn strengthens their

understanding of other cultures and how they work.

● Intra-cultural Understanding: students will become more aware of their own culture as they begin

to make comparisons with both ancient and modern aspects of the culture of Japan.

Prerequisites: The prerequisites for students choosing Italian as an elective subject, in the second

semester of Year 10 are

● continuous study of the language throughout Years 7, 8, 9 and the first semester of Year 10

● end-of-semester results for Year 10 Semester 1 are reflective of a high standard or better

● an effective/fluent working knowledge of all three writing systems, related to topics studied

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● when writing and speaking in Italian, use rules of construction, effectively, to achieve both

accuracy and clarity

Time allocations: The allocation of time will increase at the beginning of Semester 2 of Year 10 as the

students who elect to continue their language studies move to 480 minutes per A-B/two-week cycle with

each of the timetabled lessons being 60 minutes in duration. This increase in time allocation is essential

in order to prepare students adequately for entry into Year 11 Italian.

Extension activities: A range of extension activities is offered to our students. These include participation

in

✔ The Townsville and District Annual Italian Speech Competition

✔ The bi-ennial educational tour to Italy

✔ Young Language Ambassadors Conference

✔ StudItalia program

Japanese

Preamble: There are many benefits that accrue from the early and long-term study of a second language

and these are based on research in the areas of neuroscience, learning theory and curriculum

development done over the last twenty-five years.

● Cognitive Benefits: studying a second language physically changes the brain’s anatomy by adding

grey matter and increasing brain density. This leads to increased and accelerated cognitive

development and flexibility.

● Academic Benefits: literacy development is closely tied to phonemic awareness. Learning a

second language, by its nature, is the best means of accelerating and strengthening this phonemic

awareness. This leads to greatly improved literacy skills and improvement in verbal–component

scores in core-skills tests such as NAPLAN. Numeracy development is continually supported

throughout second-language courses. It is developed through understanding and using numbers

to do very basic maths in the target language in early middle-school classrooms. It then proceeds

to understanding and using the counter-classifiers inherent in Japanese to measure and discuss a

broad range of general items, animals, people. Using large numbers to discuss city populations,

to interpret graphs and to talk about part-time work-related issues supports numeracy

development in the more senior years of study. Students use computers for a range of language-

learning activities both in class and for follow-up activities such as homework to strengthen their

ICT skills: word-processing documents in Japanese, creating Hiragana/Katakana tables, making

PPTX, accessing Google classroom and accessing apps. such as Kahoot and Quizlet.

● Intercultural Understanding: students are asked to explain how cultural values and ideas are

embedded in the languages they study. They are also asked to reflect on how communicative

behaviour might be interpreted from their own cultural perspectives and from the cultural

perspectives of the people living in the target culture, which in turn strengthens their

understanding of other cultures and how they work.

● Intra-cultural Understanding: students will become more aware of their own culture as they begin

to make comparisons with both ancient and modern aspects of the culture of Japan.

Prerequisites: The prerequisites for students choosing Japanese as an elective subject, in the second

semester of Year 10 are

● continuous study of the language throughout Years 7, 8, 9 and the first semester of Year 10

● end-of-semester results for Year 10 Semester 1 are reflective of a high standard or better

135

● an effective/fluent working knowledge of all three writing systems, related to topics studied

● the ability to apply the mechanics of these writing systems to read and translate words, sentences

and cohesive text taken from various sources, related to topics studied

● when writing and speaking in Japanese, use rules of construction, effectively, to achieve both

accuracy and clarity

Time allocations: The allocation of time will increase at the beginning of Semester 2 of Year 10 as the

students who elect to continue their language studies move to 480 minutes per A-B/two-week cycle with

each of the timetabled lessons being 60 minutes in duration. This increase in time allocation is essential

in order to prepare for Year 11.

Extension activities: A range of extension activities is offered to our students. These include participation

in

✔ The Townsville and District Annual Japanese Speech Competition

✔ The bi-ennial educational tour to Japan

✔ Taiko drumming groups

✔ Young Language Ambassadors Conference

✔ Ichioka High School annual exchange program

Legal Studies

The course in Semester 2, Year 10, is designed as one which focuses on the skills and processes common

to Legal Studies and Social and Community Studies in Years 11 and 12, with a particular focus on Law and

Society. These skills are embodied in the research or inquiry process. The course content will embrace a

theme or themes which will include the student’s role and active participation within the community and

will explore how to become an active and informed citizen. It will allow students to have a broad

understanding of, and empathy with, different perspectives and within various social contexts.

Assessment


- An independent investigation

- A short response test

Music

This foundation unit is to prepare students for the rigours of Year 11 and 12 Senior Curriculum in Music.

The unit will enable students to be exposed to “Music Through the Ages”. It will include learning

experiences from different musical time periods and their respective influential composers. The students

will also investigate the musical elements and will use these to analyse and evaluate the music of each

period. Students will develop theoretical knowledge and skills/performance techniques to compose and

perform music from styles throughout history (Western Styles and Jazz Styles). By the end of Year 10,

students will be able to analyse different scores and performances aurally and visually. They will evaluate

the use of elements of music and defining characteristics from different musical styles and they will use

their understanding of music making in different cultures, times and places to inform and shape their

future musical interpretations, performances and compositions.

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Physical Education

Why study Physical Education?

The knowledge, understanding and skills taught through Physical Education enable students to explore

and enhance their own and others’ health and physical activity in diverse and changing contexts. In

becoming physically educated, students learn to see 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 and the sporting domain. 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.

Physically educated learners develop the 21st century skills of critical thinking, creative thinking,

communication, personal and social skills, collaboration and teamwork. Physical Education fosters an

appreciation of the values and knowledge within and across disciplines, and builds on students’ capacities

to be self-directed, work towards specific goals, develop positive behaviours and establish lifelong active

engagement in a wide range of pathways beyond school. To be successful in Physical education, students

should have displayed an interest and commitment in Health and Physical Education in Years 9 and 10.

Students would also require a satisfactory result in both Year 10 Science and English.

In Year 10 Physical Education students study the concepts Biomechanics and Energy Systems. Both

concepts are studied to provide the students with an in-depth understanding of the expectations and

assessment quality expected in the Senior Physical Education Syllabus.

Physics

Physics is the branch of science concerned with the nature and properties of matter and energy. It

explores the how and why matter behaves the way it does from the motion of the smallest particles to

large scale motion of the solar system. The subject matter of physics includes mechanics, heat, light and

other radiation, sound, electricity, magnetism, and the structure of atoms.

This subject is aimed at giving students the foundations and basic skills required to further their studies in

Physics in the Senior years. Students will develop skills and experience assessment tasks similar to senior

for an easier transition into Senior Physics, as well as gain an understanding of the language and

terminology used within this subject area.

Topics that may be covered include: Light, Electricity, Mechanics, Motion.

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Specialist Mathematics is designed for students who develop confidence in their mathematical knowledge

and ability, and gain a positive view of themselves as mathematics learners. Students learning experiences

range from practising essential mathematical routines to developing procedural fluency, through to

investigating scenarios, modelling the real world, solving problems and explaining reasoning. This subject

is aimed at giving students the foundations and basic skills required to further their studies in Specialist

Mathematics, which is an elective subject in Years 11 and 12.

Visual Art

This foundation unit is to prepare students for the rigours of Year 11 and 12 Senior Curriculum in either

Visual Art or Visual Arts in Practice. It allows students to gain the skills and knowledge to assist in

researching and interpreting the work of artists from a range of contexts, developing ideas, experimenting

with art-making techniques and resolving artworks. The unit “I wish” has three focus areas - social issues;

hope and change. Students learn about the conceptual lenses or viewpoints to understand how art can

be created and interpreted through a personal, structural, cultural and/or contemporary intention.

Students will be encouraged to focus their research on the visual analysis of artworks and investigate how

artists, past and present, can be sources of inspiration and influences in their artmaking. By the end of

this unit, students will have explored a range of social, cultural and contemporary issues aiming to develop

an understanding of world culture and their responsibilities as global citizens.

Documents

Ryan Catholic College Senior Pathways Handbook 2020 - 2022...Ryan Catholic College Senior Pathways Handbook 2020 - 2022 Version 1 - 4 May 2020 . 1 Contents Contents 1 How to use this