SUBJECT SELECTION BOOKLET 2019 · SUBJECT SELECTION BOOKLET 2019 6 GLOSSARY QCAA Queensland Curriculum and Assessment Authority – the government body overseeing curriculum QTAC

SUBJECT SELECTION BOOKLET 2019 1

SUBJECT SELECTION BOOKLET

2019 Term 1

Version 1.3



Table of Contents Introduction ................................................................................................................................................................... 5

School Philosophy ......................................................................................................................................................... 5

GLOSSARY ....................................................................................................................................................................... 6

What is a pathway? ....................................................................................................................................................... 7

What is an Australian Tertiary Admission Rank (ATAR)? ............................................................................. 8

About the QCE ............................................................................................................................................................. 9

What motivates successful ....................................................................................................................................... 10

subject selection? ........................................................................................................................................................ 10

Year 10 possible subject offerings ........................................................................................................................... 11

Senior Subject Recommendations ......................................................................................................................... 12

Example Senior Programs ........................................................................................................................................ 13

Key Staff Contacts ...................................................................................................................................................... 14

Learning Area: English ............................................................................................................................................... 16

English (General) .................................................................................................................................................... 17

Essential English (Applied) ................................................................................................................................... 19

English as an Additional Language (EAL) General ......................................................................................... 21

Learning Area: Mathematics .................................................................................................................................... 24

General Mathematics (General) ......................................................................................................................... 25

Mathematical Methods (General) ....................................................................................................................... 27

Specialist Mathematics (General) ....................................................................................................................... 29

Specialist Mathematics (General) ....................................................................................................................... 30

Essential Mathematics (Applied)......................................................................................................................... 31

Essential Mathematics (Applied)......................................................................................................................... 32

Learning Area: Science .............................................................................................................................................. 34

Biology (General) .................................................................................................................................................... 35

Chemistry (General) .............................................................................................................................................. 37

Chemistry ................................................................................................................................................................. 39

Physics (General) .................................................................................................................................................... 39

Science in Practice (Applied) ............................................................................................................................... 41

Humanities ................................................................................................................................................................... 42

Geography (General) ............................................................................................................................................. 43

Legal Studies (General) ......................................................................................................................................... 45

Modern History (General) .................................................................................................................................... 47

Philosophy (General) ............................................................................................................................................. 49

Social and Community Studies (Applied) ......................................................................................................... 51

Physical Education ...................................................................................................................................................... 53

Physical Education (General) ............................................................................................................................... 54


Sport & Recreation (Applied) .............................................................................................................................. 56

The Arts ........................................................................................................................................................................ 59

Drama (General) ..................................................................................................................................................... 60

Film, Television and New Media(General) ....................................................................................................... 62

Music (General) ....................................................................................................................................................... 64

Visual Arts in Practice (Applied) ......................................................................................................................... 66

Visual Arts (General) ............................................................................................................................................. 68

Technologies ................................................................................................................................................................ 70

Accounting (General) ............................................................................................................................................ 71

Design (General) ......................................................................................................................................................... 73

Digital Solutions (General) ................................................................................................................................... 75

Industrial Technology Skills (Applied) ............................................................................................................... 77

Information & Communication Technology (Applied) ................................................................................. 78

Chinese .......................................................................................................................................................................... 79

Chinese (General) ................................................................................................................................................... 80

Chinese (Gereral) ................................................................................................................................................... 81

Vocational Education and Training ........................................................................................................................ 82

Certificate II in Information, Digital Media and Technology (ICT20115) ................................................. 83

Dual Certificate: Certificate II in Business (BSB20115) and Certificate II in Tourism (SIT20116) .... 84

Certificate II in Kitchen Operations (SIT20416) ............................................................................................. 85

Certificate II/III in Hospitality (SIT20316/30616) ............................................................................................ 86

Certificate III in Information Digital Media and Technology (ICT30115) ................................................. 87

Certificate III in BusinessUnits of Competency BSB30115 .......................................................................... 88

PLUS entry qualification: BSB20115 Certificate II in Business ....................................................................... 88

Certificate III in Fitness Units of Competency SIS30315 ............................................................................. 92

PLUS entry qualification: SIS20115 Certificate II in Sport and Recreation .................................................. 92

VET - Certificate III in Early Childhood Education and Care CHC30113 ................................................. 97

Diploma of Business (BSB50215) ............................................................................................................................ 99

Cert III in Aviation ......................................................................................................................................................... 100


Introduction

The senior subject selection booklet is a resource to help plan your senior education pathway. This booklet intends to provide you with relevant information about the next stage of your secondary schooling, including subject selection, pre requisite subjects, qualifications and tertiary entrance.

Outlined in this booklet are courses offered at Calamvale Community College for senior school students in Year 11 for the 2019 academic year. Please note that subject selection for relevant courses will only be operated with sufficient student numbers for the classes. The final decision regarding subject offerings is at the discretion of the school.

This booklet is intended to help in planning your senior schooling journey. Furthermore, we have planned a comprehensive process for parents and students to participate and elaborate in informed decision making and course choices.

School Philosophy

Motto

Building on Success

Purpose

The primary purpose of our College is to deliver outstanding educational outcomes in an agile and thriving P-12 learning community where our people are: creative and critical thinkers; problem solvers; citizens of the world.

Values

As a core part of achieving our purpose, our four core values underpin all elements of the day-to-day operations of our College, with all students and staff aware of the importance these values hold for our community. The development of these values was coordinated through a thorough consultation process with students, staff and parents.

Respect Valuing ourselves, others and the diversity of our world.

Responsibility Being accountable for one’s actions and contributing through the service to the College and community.

Resilience Identifying opportunities with a readiness to respond with innovation to achieve a positive outcome.

Initiative Having courage to overcome challenges by building positive connections with self and others

Through our values and College culture, we aim to:

• Inspire learning • Engage the community, and • Challenge our people

Building on Success

Curious, Creative and Clever


GLOSSARY QCAA Queensland Curriculum and Assessment Authority – the government body overseeing curriculum

QTAC Queensland Tertiary Admissions Centre

TAFE Technical And Further Education

RTO Registered Training Organisation – registered to deliver VET courses

QCE Queensland Certificate of Education, which is awarded to students at the end of Year 12 who have met requirements

New QCE New senior assessment and tertiary entrance systems begin in Queensland with students entering Year 11 in 2019.

The new system includes:

a model that uses school-based assessment and external assessment processes that strengthen the quality and comparability of school-based assessment introduction of the Australian Tertiary Admission Rank (ATAR).

ATAR Australian Tertiary Admission Rank

IA Internal Assessment – set by and marked by Calamvale staff

EA External Assessment – set by and marked by teachers outside of the College

LUI Learner Unique Identifier – a student number that links to students’ learning accounts at QCAA

Pre-requisite Required course of study and level of achievement

LOA Level of Achievement – for example, A, B, C

General Currently known as Authority subjects. Four assessments will count towards the final grade in each subject. General subject results will be based on your achievement in three internal assessments (developed by your school), and one external assessment that is set and marked by the QCAA.

Applied Currently known as Authority-registered subjects. Four assessments will count towards the final grade in each subject. Applied subject results will be based on your achievement in four internal assessments.

SETP Student Education Training Plan – a plan for the future that incorporates Career Education and the selection of courses that will facilitate career goals. This is a formal process run by the College with families.

VET Vocational Education and Training – courses that are skill-based and are targeted at different levels, for example Certificate I, II, III, IV or Diploma

VETiS Vocational Education and Training in Schools – funding model that can accessed by students once in regards to a selection of VET courses offered

SAT School-Based Apprenticeship or Traineeship

USI Unique Student Identifier – student number used for VET only

SVETE A DET Initiative. A school to work transition program. Schools plus Vocational Education and Training leads to Employment

DET Department of Education and Training


Calamvale Community College

TERTIARY

Further studies at instituitions

such as: - University

-TAFE-Technical college

APPRENTICESHIPS AND TRAINEESHIPS

Recognised Vocational or foundational studies

that lead to qualifications in trades

or employment

PREPARATION FOR THE WORK FORCE

- Skill preparation to join the workforce

- Start a small business.

- Apply for jobs

What is a pathway?

A Pathway is a direction selected for individual learning and selecting an appropriate pathways is vital for student success. Careful deliberation needs to be given to the pathway selected to maximise student potential and access to particular careers. When selecting a pathway consider the following questions:

1. What career am I interested in?

2. What is the pathway necessary to access this career?

3. What are the educational prerequisites for the career?

4. Do the subjects I have selected contribute to my preparation for this career?

5. Beyond my chosen career, what other pathways would be accessible through this course?

What Pathway is best for me?


What is an Australian Tertiary Admission Rank (ATAR)?

An ATAR allows tertiary admissions centres to compare students from across Australia when they apply for tertiary places. The ATAR is a number between 0 and 99.95, in increments of 0.05 ATARs of below 30 are not reported.

An ATAR will now replace Overall Position (OPs) that have been in place in Queensland for over 30 years.

To receive an ATAR, you must study a certain combination of subjects to be eligible. If you have chosen an appropriate combination of subjects, an ATAR will be allocated based on your performance in those subjects.

The Following combination of subjects will contribute to an ATAR:

5 General Subjects 4 General Subjects + 1 Applied 4 General Subjects + 1 VET Course - either Certificate III, VI or Diploma

Additionally, an International Baccalaureate (IB) Diploma will also generate an ATAR

Please note that at Calamvale Community College, students are required to take six subjects with the ATAR being calculated form the five best subjects from the six. At Calamvale, every student must study an English and Mathematics Subject.

For More information logon to:

https://www.qcaa.qld.edu.au/senior/new-snr-assessment-te/tertiary-entrance


About the QCE

The Queensland Certificate of Education (QCE) is Queensland’s senior secondary schooling qualification. The flexibility of the QCE means that students can choose from a wide range of learning options to suit their interests and career goals. At CCC students will plan their QCE pathway in Year 10 when choosing senior courses of study.

The NEW QCE requirements for students completing year 12 from 2020 (Year 10s of 2018) To receive a QCE, students must achieve the set amount of learning, at the set standard, in a set pattern, while meeting literacy and numeracy requirements (diagram below).

Changes to the QCE ENDING 2019 2020 GRADUATES AND BEYOND

20 Credits are required 20 Credits are required Each Semester of study = 1 Credit when the student exits the subject on a passing grade

Unit 1 pass = 1 Credit Unit 2 pass = 1 Credit Unit 3 + 4 satisfactory standard = 2 Credits (No Splitting)

Literacy and Numeracy requirements: C standard for at least one semester

Literacy and Numeracy requirements: Satisfactory completion in Unit 1 or Unit 2 or A grade of C or better in a Unit 3 and 4 pair

Core = 12 Credits from subjects completed from beginning to end

Core = 12 credits from subjects completed to beginning and end –failed units will not be counted

VET = no rules other than being credited for completed or transferred competencies

VET = maximum of 8 credits from a Training Package, no doubling up of points from credit transfers

For further information, please refer to the QCAA link below regarding the new QCE senior assessment system. Additionally, College staff can provide relevant information. The College is focused on supporting students to attain their QCE and will keep families informed of any issues regarding QCE attainment as students work through their courses of study.

https://www.qcaa.qld.edu.au/senior/new‐snr‐assessment‐te/information‐school‐communities


What motivates successful subject selection?

In order to maximise your performance and reach your goals, you should study the subjects that you enjoy and in which you excel. It is a good idea to keep your options open by taking prerequisite subjects however, if you choose subjects that you find too difficult, or that are not suited to you, you may actually reduce your chances of success. This can impact the ATAR you achieve. If a university or TAFE course you are interested in has a prerequisite subject you find too difficult at school, you should think about how you will be able to achieve what is required by that course at tertiary level?

DO NOT choose your subjects for the following reasons:

1. “My friend is taking that subject.” There are usually several classes in a subject, so even if you are doing the same subjects, you won’t necessarily be in the same class.

2. “I do/don’t really like the teacher.” There is no guarantee that you will have any particular teacher.

3. “Someone told me that the subject is fun (or easy, or interesting).” It may be enjoyable/easy/interesting for someone but not necessarily for you. Make up your own mind based on what you enjoy.

4. “Someone told me that the subject is boring.” See point 3.

5. “Someone told me that I do/don’t need that subject for the course I want to take at university.” Check tertiary prerequisites or see a Guidance Officer. If you haven’t already, discuss the answers to these questions with your parents, a Guidance Officer, your Head of Year or your ARC teacher. You may wish to write down your answers for reference when making your subject selections.

Choose very carefully

At Calamvale Community College, ‘blocks’ of subjects i.e. groups of subjects that are programmed at the same time on the timetable are determined AFTER the students have chosen their subjects. Subject changes are therefore not always possible due to the continuity and depth of the program and are only permitted at certain times. Multiple subject changes in the senior phase of learning can also impact on both a student’s ATAR eligibility and QCE eligibility (see QCE requirements table).

For more information about the new tertiary entrance system, visit the QTAC website


Year 10 possible subject offerings

ENGLISH AND MATHS HUMANITIES SCIENCE THE ARTS TECHNOLOGIES PE LANGUAGES

GENERAL SUBJECTS

☐ English ☐ Legal Studies ☐ Biology ☐ Drama ☐ Accounting ☐ Physical

Education ☐ Chinese

☐ EAL ☐ Modern History ☐ Chemistry ☐ Music ☐ Design

☐ General Mathematics ☐ Philosophy ☐ Physics ☐ Visual Art ☐ Digital Solutions

☐ Mathematical Methods ☐ Geography ☐ Film, TV and New Media

☐ Specialist Mathematics

APPLIED SUBJECTS

☐ Essential English ☐ Social and Community Studies

☐ Science in Practice

☐ Visual Arts in Practice

☐ Industrial Technology Skills (Aero skills) ☐ Recreation

☐ Essential Mathematics ☐ Information and Computer Processing

☐ Vocational Education Training (VET)

☐ Dual Cert II Bus/Cert II tourism ☐ Cert III in Fitness

☐ Cert II in Kitchen Operations

☐ Cert II in IDMT

☐ Cert III in Hospitality

☐ Cert III in IDMT

☐ Cert III in Business

☐ Cert III in Childcare


Senior Subject Recommendations

Semester 2 2018

To enter into a preparatory course that consists of General subjects for those students looking to achieve an ATAR, a solid grasp of literacy and numeracy skills are required. As such, the results in Table 1 are recommended for Semester 2.

Semester 1 Year 10 Semester 2 Year 10 To continue into Year 11 Pre-requisites Result Subject

C in English Extension or B in Core English or B in EALD English

English Chinese Drama Film, Television and New Media Geography Legal Studies Modern History Music Philosophy and Reason Physical Education Visual Art It is recommended that students wishing to do Certificate III Fitness also meet these requirements.

C in English C in Mathematics General B in all other subjects

C in English Extension or B in Core English or B in EALD English As well as C in Mathematics Extension B in Mathematics Core

Accounting Design Digital Solutions Biology Mathematics General

C in Mathematics Extension As well as C in English Extension or B in Core English or B in EALD English

Mathematical Methods Chemistry

B in Mathematics Extension As well as C in English Extension or B in Core English or B in EALD English

Specialist Mathematics Physics Students electing to study Physics, must also select Specialist Mathematics


Example Senior Programs Scenario 1: ATAR bound - University Pathways (6 general)

Year 10 Year 11 Year 12 Prep English English English

Prep Mathematical Methods Mathematical Methods Mathematical Methods Prep Chemistry Chemistry Chemistry

Prep Modern History Modern History Modern History

Prep Chinese Chinese Chinese

Prep Philosophy and Reason Philosophy and Reason Philosophy and Reason

Scenario 2: ATAR bound - University Pathways (5 general + 1 Applied/Certificate*)

Year 10 Year 11 Year 12 Prep English English English

Prep Mathematical Methods Mathematical Methods Mathematical Methods Prep Physical Education Physical Education Physical Education Prep Design Design Design

Prep Film, TV and New Media Film, TV and New Media Film, TV and New Media Certificate III IDMT Certificate III IDMT Certificate III IDMT

Scenario 3: VET Certificate course

Year 10 Year 11 Year 12 Prep Essential English Essential English Essential English

Prep General Mathematics General Mathematics General Mathematics

Prep Social and Community Studies Social and Community Studies Social and Community Studies

Certificate III Kitchen Operations Certificate III Kitchen Operations Certificate III Kitchen Operations

Certificate III Fitness Certificate III Fitness Certificate III Fitness

Sport and Recreation Sport and Recreation Sport and Recreation

Scenario 4: Skilled Training and preparation for the work force

Year 10 Year 11 Year 12 Prep Essential English Essential English Essential English

Prep General Mathematics General Mathematics General Mathematics

Certificate II Dual Certificate Business and Tourism



School-Based Traineeship (Certificate III in Retail at Bunnings)



Prep Visual Arts in Practice Visual Arts in Practice Visual Arts in Practice

Prep Industrial Technology Skills Industrial Technology Skills Industrial Technology Skills

*For ATAR students ‐ can elect to do a certificate, as long as there is no off‐campus work placement/components


Key Staff Contacts

For pathway planning, contact:

Heads of House

Head of Tharah Rob Schwarzbauer [email protected]

Head of Boree Lisa Batley [email protected]

Head of Cobar Francine Potts [email protected]

Head of Keera Alison Jordan [email protected]

For subject-specific information, contact:

Heads of Department

English Benita Sihvola [email protected]

Maths Michael Frendigmann [email protected]

Science Roshni Sharma [email protected]

Technology Marie Moo [email protected]

Health and Physical Education Michelle Bullion [email protected]

Humanities Matt Butterworth [email protected]

Languages Alison Jordan [email protected]

The Arts Luke Lilly [email protected]

Vocational Education Training (VET), Hospitality & Business

Francine Potts [email protected]

Learning and Student Support

EALD Coordinator Sharon Volschenk [email protected]

Guidance Officer

Senior School Julie Dodt [email protected]



Learning Area: English

Year 9 Year 10 Year 11/12

Key Recommended Pathway Available Pathway

English

English

EAL/D

Essential

English

English as an Additional

Language

General

English

English

Foundation

English

Core

English

EAL/D

English

Extension


What is this course about?

The subject General English focuses on the study of both literary texts and non-literary texts. The Course intents to develop students as independent, innovative, creative learners and thinkers who appreciate the aesthetic use of language. Furthermore, students will analyse perspectives, sources of evidence, challenge ideas, examine interpretations and exploring the creation of varied texts.

How will I be assessed?

The assessment criteria are derived from the objectives of the course, some of which: Use patterns and conventions of genres, establish

and maintain roles and relationships with audiences

Create and analyse perspectives and representations,

make use of and analyse the ways cultural assumptions, attitudes, values and beliefs underpin texts

Select, synthesise, organise and sequence subject matter to support perspectives and to achieve particular purposes

Make language choices and use cohesive devices, grammar and language structures, and mode-appropriate features for particular purposes and contexts

Students are required to complete three to four tasks each year. These can be written (600-1000 words) or spoken (3-7 mins) assignments. In Year 12, students will complete an External Exam which will focus on the text studied as part of Unit Four (Topic Two).

What technology requirement will I need? • Laptop • Computer software with word processing

applications

Please refer to the BYOD Information and Procedures Handbook.

What will I study and what skills will I learn at a preparatory level in Year 10? Subject Matter A range of literary and non-literary texts

including multi-modal Communication processes – language modes The English Language – using language and

understanding the language system including grammar, language structure and how meaning is created

Literacy – the technical skills of language and the use of aesthetic features for purpose and effect

Language features, visual features and text structures – how authors use these features to create meaning

Appreciation of literature – empathy and different perspectives

Skills Listening, speaking, reading, viewing and writing

across a range of texts and modes Inquiring into the aesthetic aspects of texts, and

developing an informed appreciation of literature Expressing and developing ideas Interpreting, comparing, analysing and evaluating

texts Creating and editing texts using a range of text

structures and purposes Applying reading processes and comprehension

strategies to complex texts

Cognitive Verbs Investigate - search, inquire into, interpret and

draw conclusions about information, Analyse - examine something in order to explain

and interpret it. Create - reorganise or put elements together

into a new coherent whole, Express - convey or communicate a thought,

opinion, idea or viewpoint

English (General)


UNIT 1 Perspectives and Texts Examining representations of Heroism across Time and Place

UNIT 2 Texts and Culture Australian and Indigenous representations of Heroism

UNIT 3 Textual Connections Topic 1 Conversations about concepts in texts Topic 2 Conversations about issues in texts

UNIT 4 Close Study of Literary Texts Topic 1 Creative responses to literary texts Topic 2 Critical responses to literary texts

Examining and creating perspectives in texts Responding to a variety of non-literary and literary texts Creating response for public audiences and persuasive texts

Examining and shaping representations of culture in texts Responding to literary and non-literary texts, including a focus on Australian texts Creating persuasive and analytical texts

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

Engaging with literary texts from diverse times and places Responding to literary texts creatively and critically Creating imaginative and analytical texts

ASSESSMENT Formative Internal Assessment Feature Article (an extended response written for a public audience)

ASSESSMENT Formative Internal Assessments Persuasive Speech (an extended response spoken to persuade an audience) Examination (an analytical response to an unseen question)

ASSESSMENT Internal Summative Assessments Summative Internal Assessment 1: Extended Response – Written response for a public audience (25%) Summative Internal Assessment 2: Extended Response – Persuasive spoken response (25%)

ASSESSMENT Internal Summative Assessment Summative Internal Assessment 3: Examination – Imaginative written response (25%) External Summative Assessment Examination – Analytical written response (25%)

GENERAL ENGLISH English (General)



The subject Essential English is an Applied subject that 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. The subject encourages students to recognise language and texts as relevant in their lives now and in the future and enables them to understand, accept or challenge the values and attitudes in these texts.


The assessment criteria are derived from the objectives of the course, some of which: Use patterns and conventions of genres, and

appropriate roles and relationships with audiences Construct and explain representations of

identities, places, events and concepts Explain how language features and text structures

shape meaning Select, sequence and use subject matter to

support perspectives Make mode-appropriate language choices and use

language features to achieve particular purposes across modes

Students are required to complete four tasks each year. These can be written (400-800 words) or spoken (4-6 mins) assignments. In Year 12, students will complete a Common Internal Assessment (under supervised conditions) which will focus on the learning undertaken in Unit Three.

What technology requirement will I need?

• Laptop • Computer software with word processing

applications


What will I study and what skills will I learn at a preparatory level in Year 10? Subject Matter A range of texts including multi-modal and media

texts Communication processes – language skills The English Language – using language and

understanding the language system including grammar, language structure and how meaning is created at the word, sentence and text levels

Literacy – the technical skills of language Language features, visual features and text

structures – how authors use these features to create meaning


across a range of texts and modes Expressing and developing ideas Interpreting, comparing and analysing texts Creating and editing texts using a range of text


strategies to complex and simple texts



and interpret it. Create - reorganise or put elements together into

a new coherent whole, Express - convey or communicate a thought,


Essential English (Applied)


UNIT 1 Language that Works Examining how meaning is communicated in contemporary texts developed for and used in a work context

UNIT 2 Texts and Human Experiences Exploring how different perspectives, ideas and cultural assumptions are communicated through textual representations

UNIT 3 Language that Influences Topic 1 Creating and shaping perspectives on community, local and global issues in texts Topic 2 Responding to texts that seek to influence audiences

UNIT 4 Representations and Popular Culture Texts Topic 1 Responding to popular culture texts Topic 2 Creating representations of Australian identities, places, events and concepts

Responding to a variety of texts used in and developed for a work context Creating multimodal and written texts

Responding to reflective and nonfiction texts that explore human experiences Creating spoken and written text

Creating and shaping perspectives on community, local and global issues in texts Responding to texts that seek to influence audiences

Responding to popular culture texts Creating representations of Australian identities, places, events and concepts

ASSESSMENT Formative Internal Assessments Informative Speech (an extended multimodal response) Written Folio and Job Interview (a variety of short responses that persuade the audience)

ASSESSMENT Formative Internal Assessments Examination (a reflective response to an unseen question) Persuasive Speech (an extended response that defends a representation)

ASSESSMENT Internal Summative Assessments Summative Internal Assessment 1: Extended Response – Spoken/signed response Summative Internal Assessment 2: Common Internal Assessment

ASSESSMENT Internal Summative Assessments Summative Internal Assessment 3: Extended response – Multimodal response Summative Internal Assessment 4: Extended response – Written response

Essential English (Applied)



The subject English as an Additional Language (EAL) is a General subject that is designed to develop students’ knowledge, understanding and language skills in Standard Australian English (SAE), and provides students with opportunities to develop higher-order thinking skills through interpretation, analysis and creation of varied literary, non-literary, media and academic texts.


The assessment criteria are derived from the objectives of the course, some of which: Use patterns and conventions of genres, establish

and maintain roles and relationships with audiences

Create and analyse perspectives and representations, make use of and analyse the ways cultural assumptions underpin texts

Select, synthesise, organise and sequence subject matter to support perspectives

Make language choices, and use grammar structures and mode-appropriate features for particular purposes and contexts

Students are required to complete three-four tasks each year. These can be written (600-1000 words) or spoken (3-7 mins) assignments. In Year 12 students will complete an External Exam which will focus on the text studied as part of Unit Four (Topic Two).

What will help me be successful in this course?

Students must meet the eligibility requirements, as stipulated within the EAL syllabus by the QCAA. Enrolment in this subject will be at the school’s discretion.

What technology requirement will I need? • Laptop • Computer software with word processing

applications


What will I study and what skills will I learn at a preparatory level in Year 10?

Subject Matter A range of literary and non-literary texts

including multi-modal Communication processes – language skills in

Standard Australian English The English Language – using language and

understanding the language system including grammar, language structure and how meaning is created

Literacy – the technical skills of language and the use of aesthetic features for purpose and effect

Language features, visual features and text structures – how authors use these features to create meaning

Appreciation of literature – empathy and different perspectives


across a range of texts and modes Inquiring into the aesthetic aspects of texts, and

developing an appreciation of literature Expressing and developing ideas Interpreting, comparing, analysing and evaluating

texts Creating and editing texts using a range of text


strategies to simple and complex texts



and interpret it. Create - reorganise or put elements together

into a new coherent whole, Express - convey or communicate a thought,


English as an Additional Language (EAL) General


UNIT 1 Language, Text and Culture Examining representations of social issues in literary and non-literary texts

UNIT 2 Perspectives in Texts Australian and Indigenous representations and perspectives

UNIT 3 Issues, Ideas and Attitudes Exploring and responding to representations of contemporary social issues, ideas and attitudes

UNIT 4 Close Study of Literary Texts Topic 1 Creative responses to literary texts Topic 2 Critical responses to literary texts

Examining and shaping representations of culture in texts Responding to a variety of media and literary texts Creating analytical and persuasive texts

Examining and shaping perspectives in texts Responding to literary, including a focus on Australian texts Creating imaginative and analytical texts

Exploring representations of issues, ideas and attitudes in texts Responding to literary and persuasive texts Creating analytical and persuasive texts

Engaging with literary texts from diverse times and places Responding to literary texts creatively and critically Creating imaginative and analytical texts

ASSESSMENT Formative Internal Assessment Editorial Article (an extended response written to persuade an audience)

ASSESSMENT Formative Internal Assessments Monologue (an extended imaginative spoken response) Examination (an analytical response to an unseen question)

ASSESSMENT Internal Summative Assessments Summative Internal Assessment 1: Examination – Analytical written response (25%) Summative Internal Assessment 2: Extended Response – Persuasive written response (25%)

ASSESSMENT Internal Summative Assessment Summative Internal Assessment 3: Extended Response – Imaginative spoken response (25%) External Summative Assessment Examination – Analytical written response (25%)

English as An Additional Language (EAL) General




Key

Recommended Pathway Available Pathway

Learning Area: Mathematics

Maths Essential

Maths

General

Mathematics

Maths

Foundation

Maths Core

Maths

Extension

Mathematics

Methods

Specialist

Mathematics


What is this course about? General Mathematics 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 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.

How will I be assessed? Units 1 & 2 have formal internal assessment of assignments and exams. Units 3 & 4 have summative internal assessments of assignments and exams, as well as a summative external exam (50% of final grade).

In each assessment task, students are required to demonstrate four criteria:

• Formulate • Solve • Evaluate & Justify • Communicate


• A scientific calculator e.g.,Texas Instruments TI-30XB.

• Graphics calculator (CAS or non-CAS) (Graphics calculators are not permitted in the external exam).

• A laptop

Computer software designed for mathematics. Smartphone/Tablet Please refer to the BYOD Information and Procedures Handbook.

What will I study and what skills will I learn at a preparatory level in Year 10? Subject Matter The following is a non-exhaustive list of assumed knowledge from the P–10 Australian Curriculum that must be learnt or revised and maintained as required:

• solve a range of problems using percentages, rates and ratios, surface area and volume, Pythagoras’ theorem, simple algebraic fractions, linear and quadratic equations

• understand the connection between algebraic and graphical representations, using appropriate technology when necessary

• calculate and compare measures of central tendency (mean, median and mode) and measures of spread; determine quartiles, interquartile range (IQR) and range

• construct and interpret box plots and use them to compare datasets; compare shapes of box plots to corresponding histograms and dot plots

• use scatter plots to investigate and comment on relationships between two numerical variables

• understand bivariate numerical data where the independent variable is time

• solve right-angled triangle problems, using trigonometric ratios

• solve simultaneous equations • construct back-to-back stem-and-leaf plots and

histograms • solve linear equations • understand the difference between numerical and

categorical variables • solve basic problems involving simple and compound

interest. Skills

• select, recall and use facts, rules, definitions and procedures

• comprehend mathematical concepts and techniques • 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

Cognitive verbs Calculate - determine or find (e.g. a number, answer) by

using mathematical processes; obtain a numerical answer showing the relevant stages in the working; ascertain/determine from given facts, figures or information

Derive - arrive at by reasoning; manipulate a mathematical relationship to give a new equation or relationship

Solve - find an answer to, explanation for, or means of dealing with (e.g. a problem)

Predict - give an expected result of an upcoming action or event; suggest what may happen based on available information

General Mathematics (General)


UNIT 1

Money, Measurement and

Relations

UNIT 2

Applied trigonometry, algebra, matrices and

univariate data

UNIT 3

Bivariate data, sequences and change , and Earth

geometry

UNIT 4

Investing and networking

Topic 1 Consumer arithmetic Topic 2 Shape and measurement Topic 3 Linear equations and their graphs

Topic 1 Applications of trigonometry Topic 2 Algebra and matrices Topic 3 Univariate data analysis

Topic 1 Bivariate data analysis Topic 2 Time series analysis Topic 3 Earth geometry and time zones

Topic 1 Loans and investment annuities Topic 2 Graphs and networks Topic 3 Networks and decision mathematics

ASSESSMENT

Internal Formative Assessment

ASSESSMENT


ASSESSMENT

Internal Summative Assessment 1: Problem-solving and modelling task (20%) Summative internal assessment 2: Examination (15%)

ASSESSMENT

Summative internal assessment 3: Examination (15%)

General Mathematics (General)

External Summative Assessment:

Examination (50%)


What is this course about? Mathematical Methods 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 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.

How will I be assessed? Units 1 & 2 have formal internal assessment of assignments and exams. Units 3 & 4 have summative internal assessments of assignments and exams, as well as a summative external exam (50% of final grade).




• A scientific calculator e.g., Texas Instruments TI-30XB.

• Graphics calculator (CAS or non-CAS) (external exam does not permit graphics calculators for Paper 2)

• A laptop • Computer software designed for mathematics. • Smartphone/Tablet


What will I study and what skills will I learn at a preparatory level in Year 10? Subject Matter The following is a non-exhaustive list of assumed knowledge from the P–10 Australian Curriculum that has been mastered: • factorising, expanding and simplifying algebraic expressions

including monic quadratic expressions using a variety of strategies • applying the four operations to simple algebraic fractions with

numerical denominators • substituting values into formulas to determine an unknown • solving problems involving linear equations, including those

derived from formulas and those that involve simple algebraic fractions

• the equation of a line in the form = x + • parallel and perpendicular lines, including 1= 2 and 1 2=−1 • exploring the connection between algebraic and graphical

representations of relations such as simple quadratics, circles and exponentials using digital technology as appropriate

• solving simple quadratic equations using a range of strategies • solving linear simultaneous equations, using algebraic and graphical

techniques, including using digital technology • solving linear inequalities and graphing their solutions on a number

line • solving right-angled triangle problems using trigonometric skills • describing the results of two- and three-step chance experiments

to determine probabilities of events and investigating the concept of independence and conditional probability

• obtaining simple statistics from discrete and continuous data, including mean, median, mode, quartiles, range and interquartile range

• using scatterplots to investigate and comment on relationships between two numerical variables

• investigating and describing bivariate numerical data where the independent variable is time

• translating word problems to mathematical form. Skills & Objectives: • select, recall and use facts, rules, definitions and procedures • comprehend mathematical concepts and techniques • 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 Cognitive verbs Calculate - determine or find (e.g. a number, answer) by

using mathematical processes; obtain a numerical answer showing the relevant stages in the working; ascertain/determine from given facts, figures or information

Correlate – to find a mutual or reciprocal relationship Deduct – reach a conclusion that is necessarily true,

provided a given set of assumptions is true; arrive at, reach or draw a logical conclusion from reasoning and the information given from something known or assumed

Evaluate - make an appraisal by weighing up or assessing strengths, implications and limitations; make judgments about the ideas, works, solutions or methods in relation to selected criteria; examine and determine the merit, value or significance of something, based on criteria

Mathematical Methods (General)


UNIT 1

Algebra, statistics and

functions

UNIT 2

Calculus and further

functions

UNIT 3

Further calculus

UNIT 4

Further functions and

statistics

Topic 1 Arithmetic and geometric sequences and series 1 Topic 2 Functions and graphs Topic 3 Counting and Probability Topic 4 Exponential functions 1 Topic 5 Arithmetic and geometric sequences and series 2

Topic 1 Exponential functions 2 Topic 2 The logarithmic function 1 Topic 3 Trigonometric functions 1 Topic 4 Introduction to differential calculus Topic 5 Further differentiation and applications 1 Topic 6 Discrete random variables 1

Topic 1 The logarithmic function 2 Topic 2 Further differentiation and applications 2 Topic 3 Integrals

Topic 1 Further differentiation and applications 3 Topic 2 Trigonometric functions 2 Topic 3 Discrete random variables 2 Topic 4 Continuous random variables and the normal distribution Topic 5: Interval estimates for proportions

ASSESSMENT


ASSESSMENT


ASSESSMENT

Summative internal assessment 1: Internal Summative Assessment 1: Problem-solving and modelling task (20%) Summative internal assessment 2: Examination (15%)

ASSESSMENT

Summative internal assessment 3: Examination

Mathematical Methods (General)

External Summative Assessment: Examination (50%)


What is this course about? Specialist Mathematics 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 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 How will I be assessed? Units 1 & 2 have formal internal assessment of assignments and exams. Units 3 & 4 have summative internal assessments of assignments and exams, as well as a summative external exam (50% of final grade).




• A scientific calculator e.g., Texas Instruments TI-30XB.

• Graphics calculator (CAS or non-CAS) (external exam does not permit CAS graphics calculators for Paper 2)

• A laptop • Computer software designed for mathematics. • Smartphone/Tablet



Subject Matter The following is a non-exhaustive list of assumed knowledge from the P–10 Australian Curriculum that has been mastered:

• describe the results of two- and three-step chance experiments

• determine probabilities of events • substitute values into formulas to determine an

unknown • solve right-angled triangle problems • translate word problems to mathematical form • factorise, expand and simplify algebraic expressions • apply the four operations to simple algebraic

fractions with numerical denominators. Recommended Knowledge: The following in a non-exhaustive list of recommended knowledge from the Year 10 Australian Curriculum:

• rational and irrational numbers • properties of circles • trigonometry • sketching functions • factor and remainder theorem.

Skills

• select, recall and use facts, rules, definitions and procedures

• comprehend mathematical concepts and techniques • 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

Cognitive verbs

Calculate - determine or find (e.g. a number, answer) by using mathematical processes; obtain a numerical answer showing the relevant stages in the working; ascertain/determine from given facts, figures or information

Derive - arrive at by reasoning; manipulate a mathematical relationship to give a new equation or relationship

Justify - give reasons or evidence to support an answer, response or conclusion; show or prove how an argument, statement or conclusion is right or reasonable

Solve - find an answer to, explanation for, or means of dealing with (e.g. a problem)

Specialist Mathematics (General)


UNIT 1

Combinatorics, vectors

and proof

UNIT 2

Complex numbers, trigonometry and

functions

UNIT 3

Mathematical induction,

and further vectors, matrices and complex

numbers

UNIT 4

Further calculus

and statistical inference

Topic 1

Combinatorics

Topic 2

Vectors in the plane

Topic 3

Introduction to proof

Topic 1

Complex numbers 1

Topic 2

Trigonometry and functions

Topic 3

Matrices

Topic 1

Proof by mathematical induction

Topic 2

Vectors and matrices

Topic 3

Complex numbers 2

Topic 1

Integration and applications of integration

Topic 2

Rates of change and differential equations

Topic 3

Statistical inference

ASSESSMENT


ASSESSMENT


ASSESSMENT

Internal Summative Assessment 1: Problem‐solving and modelling task (20%) Summative internal assessment 2: Examination (15%)

ASSESSMENT

Summative internal assessment 3: Examination (15%)

Specialist Mathematics (General)

External Summative Assessment: Examination (50%)


What is this course about? Essential Mathematics is an Applied subject suited to students who are interested in pathways beyond Year 12 that lead to tertiary studies, vocational education or work. 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 will 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.

How will I be assessed? Units 1 & 2 have Formative Internal Assessment, both exams and assignments.

Units 3 & 4 have Summative Internal Assessment, both exams and assignments. Unit 3 also has a Common Internal Assessment.




• A scientific calculator Texas Instruments TI-30XB.

• A laptop.



Subject Matter The following is a non-exhaustive list of assumed knowledge from the P–10 Australian Curriculum that must be learnt or revised and maintained as required:

• recall concepts of number and its operations, percentages, money, rates and ratios

• read and use graphs and scales • recall concepts of probability, data collection

and statistical data representations • use a scientific calculator and other technology,

where appropriate • substitute numbers into formulas

translate word problems to mathematical form. Skills select, recall and use facts, rules, definitions and

procedures comprehend mathematical concepts and

techniques 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 Cognitive verbs

Calculate - determine or find (e.g. a number, answer) by using mathematical processes; obtain a numerical answer showing the relevant stages in the working; ascertain/determine from given facts, figures or information

Correlate – to find a mutual or reciprocal relationship

Deduct – reach a conclusion that is necessarily true, provided a given set of assumptions is true; arrive at, reach or draw a logical conclusion from reasoning and the information given from something known or assumed


Essential Mathematics (Applied)


UNIT 1

Number, data and

graphs

UNIT 2

Money, travel and

data

UNIT 3

Measurement, scales and data

UNIT 4

Graphs, chance

and loans

Topic 1 Number Topic 2 Representing data Topic 3 Graphs

Topic 1 Managing money Topic 2 Time and motion Topic 3 Data collection

Topic 1 Measurement Topic 2 Scales, plans and models Topic 3 Summarising and comparing data

Topic 1 Bivariate graphs Topic 2 Probability and relative frequencies Topic 3 Loans and compound interest

ASSESSMENT


ASSESSMENT


ASSESSMENT

Summative internal assessment 1: Problem-solving and modelling task Summative internal assessment 2: Common internal assessment

ASSESSMENT

Summative internal

assessment 3:

Problem-solving and modelling task Summative internal

assessment 4:

Examination

Essential Mathematics (Applied)




Key Recommended Pathway Available Pathway

Learning Area: Science

Year 9

Science

Applied

Science in

Practice

General

Physics

Chemistry

Biology


What is this course about? The subject Biology provides opportunities for students to engage with living systems. In Unit 1, students develop their understanding of cells and multicellular organisms. In Unit 2, they engage with the concept of maintaining the internal environment. In Unit 3, students study biodiversity and the interconnectedness of life. This knowledge is linked in Unit 4 with the concepts of heredity and the continuity of life. Students will learn valuable skills required for the scientific investigation of questions. In addition, they will become citizens who are better informed about the world around them and who have the critical skills to evaluate and make evidence-based decisions about current scientific issues. Pathways Biology 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 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 The units studied in Year 11 and 12 are:

Cells are the basis of life Multicellular organisms Homeostasis Infectious diseases Describing biodiversity Ecosystem dynamics DNA, genes and the continuity of life Continuity of life on Earth

How will I be assessed? Criteria will be instrument specific and may include:

Data test Research and planning Analysis of evidence Interpretation and evaluation Communication

What technology requirement will I need? For general and specific subject software requirements and laptop device specifications

Please refer to the BYOD Information and Procedures Handbook. What will I study and what skills will I learn at a preparatory level in Year 10? Subject Matter • Respect for all living things and the environment • Understanding of how biological systems interact and

are interrelated, the flow of matter and energy through and between these systems, and the processes by which they persist and change

• Appreciation of how biological knowledge has developed over time and continues to develop; how scientists use biology in a wide range of applications; and how biological knowledge influences society in local, regional and global contexts

• Collection and analysis of qualitative and quantitative data and the interpretation of evidence

• Ability to use sound, evidence-based arguments creatively and analytically when evaluating claims and applying biological knowledge

• Ability to communicate biological understanding, findings, arguments and conclusions using appropriate representations, modes and genres.

Cognitive Verbs Analyse - dissect to ascertain and examine

constituent parts and/or their relationships; break down or examine in order to identify the essential elements, features, components or structure; determine the logic and reasonableness of information


Explain - make an idea or situation plain or clear by describing it in more detail or revealing relevant facts; present a meaning with due regard to the order of statements in the explanation; give an account; provide additional information

Hypothesise - formulate a supposition to account for known facts or observed occurrences; conjecture, theorise, speculate; believe, especially on uncertain or tentative grounds

Categorise - place in or assign to a particular class or group; arrange or order by classes or categories; classify, sort out, sort, separate

Biology (General)


c

What are the Units of work I will study in Year 11 & 12?

Unit 1 Cells and multicellular organisms •Topic 1: Cells as the basis of life •Topic 2: Multicellular organisms

Unit 2

Maintaining the internal environment •Topic 1: Homeostasis •Topic 2: Infectious diseases

Unit 3

Biodiversity and the inter-connectedness of life •Topic 1: Describing biodiversity •Topic 2: Ecosystem dynamics

Unit 4

Heredity and continuity of life •Topic 1: DNA, genes and the continuity of life •Topic 2: Continuity of life on Earth

Assessment Formative internal assessment/s


Assessment Summative internal assessment 1: Data test (10%) Summative internal assessment 2: Student experiment

Assessment Summative internal assessment 3: Research investigation (20%)

UNIT 3 & Unit 4 - Summative external assessment: Examination (50%)

Biology (General)


What is this course about? The subject Chemistry is the study of materials and their properties and structure. In Unit 1, students study atomic theory, chemical bonding, and the structure and properties of elements and compounds. In Unit 2, students explore intermolecular forces, gases, aqueous solutions, acidity and rates of reaction. In Unit 3, students study equilibrium processes and redox reactions. In Unit 4, students explore organic chemistry, synthesis and design to examine the characteristic chemical properties and chemical reactions displayed by different classes of organic compounds. Students will learn valuable skills required for the scientific investigation of questions. In addition, they will become citizens who are better informed about the world around them and who have the critical skills to evaluate and make evidence-based decisions about current scientific issues. Pathways Chemistry 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 Chemistry can establish a basis for further education and employment in the fields of forensic science, environmental science, engineering, medicine, pharmacy and sports science.

The units studied in Year 11 and 12 are: Properties and structure of atoms/materials. Chemical reactions- reactants, products and

energy change. Intermolecular forces and gases. Aqueous solutions and acidity. Rates of chemical reactions. Chemical equilibrium systems. Oxidation and reduction. Properties and structure of organic materials. Chemical synthesis and design.


Data test Research and planning Analysis of evidence Interpretation and evaluation Communication



What will I study and what skills will I learn at a preparatory level in Year 10? Subject Matter • understanding of the theories and models used to describe, explain and make predictions about chemical systems, structures and properties

• understanding of the factors that affect chemical systems and how chemical systems can be controlled to produce desired products • appreciation of chemistry as an experimental science that has developed through independent and collaborative research, and that has significant impacts on society and implications for decision-making

• expertise in conducting a range of scientific investigations, including the collection and analysis of qualitative and quantitative data, and the interpretation of evidence

• ability to communicate chemical understanding and findings to a range of audiences, including through the use of appropriate representations, language and nomenclature. Skills describe, explain and apply scientific concepts, theories,

models and systems and their limitations analyse and interpret evidence investigate phenomena evaluate processes, claims and conclusions communicate understandings, findings, arguments and

conclusions

Cognitive Verbs Analyse - dissect to ascertain and examine constituent

parts and/or their relationships; break down or examine in order to identify the essential elements, features, components or structure; determine the logic and reasonableness of information


Interpret - use knowledge and understanding to recognise trends and draw conclusions from given information; make clear or explicit; elucidate or understand in a particular way; bring out the meaning of, e.g. a dramatic or music work, by performance or execution; bring out the meaning of an artwork by artistic representation or performance; give one's own interpretation of; identify or draw meaning from, or give meaning to, information presented in various forms, such as words, symbols, pictures or graphs

Predict - give an expected result of an upcoming action or event; suggest what may happen based on available information

Chemistry (General)



Unit 1

Chemical fundamentals — structure, properties and reactions •Topic 1: Properties and structure of atoms •Topic 2: Properties and structure of materials •Topic 3: Chemical reactions —reactants, products and energy change

Unit 2

Molecular interactions and reactions •Topic 1: Intermolecular forces and gases •Topic 2: Aqueous solutions and acidity •Topic 3: Rates of chemical reactions

Unit 3

Equilibrium, acids and redox reactions •Topic 1: Chemical equilibrium systems •Topic 2: Oxidation and reduction

Unit 4

Structure, synthesis and design •Topic 1: Properties and structure of organic materials •Topic 2: Chemical synthesis and design



Assessment Summative internal assessment 1: Data test (10%) Summative internal assessment 2: Student experiment (20%)


UNIT 3 & Unit 4 - Summative external assessment: Examination (50%)

Chemistry (General)


What is this course about? The subject Physics provides opportunities for students to engage with the classical and modern understandings of the universe. In Unit 1, students learn about the fundamental concepts of thermodynamics, electricity and nuclear processes. In Unit 2, students learn about the concepts and theories that predict and describe the linear motion of objects. Further, they will explore how scientists explain some phenomena using an understanding of waves. In Unit 3, students engage with the concept of gravitational and electromagnetic fields, and the relevant forces associated with them. Finally, in Unit 4, students study modern physics theories and models that, despite being counterintuitive, are fundamental to our understanding of many common observable phenomena Students will learn valuable skills required for the scientific investigation of questions. In addition, they will become citizens who are better informed about the world around them, and who have the critical skills to evaluate and make evidence-based decisions about current scientific issues. Pathways Physics 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 Physics can establish a basis for further education and employment in the fields of science, engineering, medicine and technology. The units studied in Year 11 and 12 are:

Heating processes Ionising radiation and nuclear reactions Electrical circuits Linear motion and force Waves Gravity and motion Electromagnetism Special relativity Quantum theory The Standard Model


• Data test • Research and planning • Analysis of evidence • Interpretation and evaluation • Communication

What technology requirement will I need? For general and specific subject software requirements and laptop device specifications Please refer to the BYOD Information and Procedures Handbook.

What will I study and what skills will I learn at a preparatory level in Year 10? Subject Matter • understanding of the ways in which matter and energy interact in physical systems across a range of scales

• understanding of the ways in which models and theories are refined, and new models and theories are developed in physics; and how physics knowledge is used in a wide range of contexts and informs personal, local and global issues

• investigative skills, including the design and conduct of investigations to explore phenomena and solve problems, the collection and analysis of qualitative and quantitative data, and the interpretation of evidence

• ability to use accurate and precise measurement, valid and reliable evidence, and scepticism and intellectual rigour to evaluate claims

• ability to communicate physics understanding, findings, arguments and conclusions using appropriate representations, modes and genres.

Skills Describe, explain and apply scientific concepts, theories,

models and systems and their limitations analyse and interpret evidence investigate phenomena evaluate processes, claims and conclusions communicate understandings, findings, arguments and

conclusions

Cognitive Verbs Derive - arrive at by reasoning; manipulate a

mathematical relationship to give a new equation or relationship

Extrapolate - infer or estimate by extending or projecting known information; conjecture; infer from what is known; extend the application of (e.g. a method or conclusion) to an unknown situation by assuming that existing trends will continue or similar methods will be applicable

Hypothesise - formulate a supposition to account for known facts or observed occurrences; conjecture, theorise, speculate; believe, especially on uncertain or tentative grounds

Physics (General)



Unit 1 Thermal, nuclear and electrical physics •Topic 1: Heating processes •Topic 2: Ionising radiation and nuclear reactions •Topic 3: Electrical circuits

Unit 2 Linear motion and waves •Topic 1: Linear motion and force •Topic 2: Waves

Unit 3 Gravity and electromag-netism •Topic 1: Gravity and motion •Topic 2: Electromagnetism

Unit 4 Revolutions in modern physics •Topic 1: Special relativity •Topic 2: Quantum theory •Topic 3: The Standard Model



Assessment Summative internal assessment 1: Data test (10%) Summative internal assessment 2: Student experiment


UNIT 3 & Unit 4 ‐ Summative external assessment: Examination (50%)

Physics (General)


What is this course about? Science in Practice is an Applied subject. It supports and focusses the development of sophisticated questions about new ideas and information. It develops critical thinking skills through the evaluation of claims using systematic reasoning and scientific understanding. Science in Practice is practical, with experiments and hands-on investigations at its heart. Practical activities engage students, producing excitement and curiosity. Investigations develop a deeper understanding of the nature of science and of a particular topic or context. They foster problem-solving skills that are transferable to new situations. The core of Science in Practice focuses on ‘Scientific literacy and working scientifically’, ‘Workplace health and safety’, and ‘Communication and self-management’. Science in Practice uses a contextualised approach, where modules of work deliver the core through electives — ‘Science for the workplace’, ‘Resources, energy and sustainability’, ‘Health and lifestyles’, ‘Environments’, and ‘Discovery and change’. Learning experiences within modules of work are interdisciplinary, including aspects of at least two science disciplines — Biology, Chemistry, Earth and Environmental Science and Physics. The objectives of the course ensure that students apply what they know and understand to plan investigations, analyse research and evaluate evidence. Pathways A course of study in Science in Practice is inclusive and caters for a wide range of students with a variety of backgrounds, interests and career aspirations. It can establish a basis for further education and employment in many fields, e.g. animal welfare, food technology, forensics, health and medicine, the pharmaceutical industry, recreation and tourism, research, and the resources sector. A course of study for Science in Practice includes:

Core topics — ‘Scientific literacy and working scientifically’, ‘Workplace health and safety’ and ‘Communication and self-management’ — and their associated concepts and ideas integrated into modules of work across Units 1 and 2, and further developed in Units 3 and 4

Electives — at least three electives by midway through the course (end of Unit 2) and again by the end of the course (end of Unit 4) (see Electives)

Modules of work — four to eight modules of work over the four-unit course, where modules of work must: have a practical nature, use a contextualised approach and include learning experiences from aspects of at least two science disciplines (Biology, Chemistry, Earth and Environmental Science or Physics)

Field work — at least five hours of field work by midway through the course (end of Unit 2) and again by the end of the course (end of Unit 4).

How will I be assessed? The three dimensions of study are:

Knowing and understanding Analysing and applying Planning and evaluating

What technology requirement will I need? For general and specific subject software requirements and laptop device specifications, please refer to the BYOD Information and Procedures Handbook.

What will I study and what skills will I learn at a preparatory level in Year 10? Subject Matter • describe and explain scientific facts, concepts and

phenomena in a range of situations describe and explain scientific skills, techniques,

methods and risks. Analyse data, situations and relationships. plan scientific activities and investigations evaluate reliability and validity of plans and

procedures, and data and information draw conclusions, and make decisions and

recommendations using scientific evidence.

Skills 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 and interpret evidence evaluate processes, claims and conclusions communicate understandings, findings, arguments

and conclusions

Cognitive Verbs Communicate - convey knowledge and/or

understandings to others; make known; transmit Describe - give an account (written or spoken) of a

situation, event, pattern or process, or of the characteristics or features of something

Design - produce, e.g. a plan, simulation, model, project; plan; plan or fashion; form or conceive in the mind

Explain - make an idea or situation plain or clear by describing it in more detail or revealing relevant facts; present a meaning with due regard to the order of statements in the explanation; give an account; provide additional information

Science in Practice (Applied)


Humanities


What is this course about? In Geography, 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 are exposed to a variety of contemporary problems and challenges affecting people and places across the globe, at a range of scales. These challenges include responding to risk in hazard zones, planning sustainable places, managing land cover transformations and planning for population change. This course of study enables students to appreciate and promote a more sustainable way of life. Geography aims to encourage students to become informed and adaptable so they develop the skills required to interpret global concerns and make genuine and creative contributions to society. It contributes to their development as global citizens who recognise the challenges of sustainability and the implications for their own and others’ lives. The units studied in Year 11 and 12 are:

Responding to risk and vulnerability in hazard zones

Planning sustainable places Responding to land cover transformations Managing population change

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.

What will I study and what skills will I learn at a preparatory level in Year 10? Subject Matter Environmental management approaches Worldviews to approach environmental issues Natural hazards as an environmental issue Geological, geomorphic and atmospheric

processes, cycles and systems Spatial distribution of hazardous zones Natural and anthropogenic factors influencing

why some places are more at risk Vulnerability of places in developing and

developed countries Capacity to respond to natural hazards and

disasters

Skills Reading process and comprehension strategies Manipulate, adapt and transform data using

spatial technologies Communicate different representations of

geographical information Understand and use scientific and geographic

language and conventions Practical field work skills

Cognitive Verbs Analyse –looking for patterns and relationships

in data and information Synthesise – bring information together to

propose action Interpreting - Makes reasoned inferences based

on implicit and explicit information

Geography (General)


Unit 1

Responding to risk and vulnerability in hazard zones

Natural hazard zones

Ecological hazard zones

Unit 2

Planning sustainable places Responding to

challenges facing a place in Australia

Managing the challenges facing a megacity

Unit 3

Responding to land cover transformations

Land cover transformations and climate change

Responding to local land cover transformations

Unit 4

Managing population change Population challenges

in Australia Global population

change

Assessment

Internal Formative Assessment 1) Exam - Combination

Response

Assessment

Internal Formative Assessment 1) Exam - Combination

Response

2) Investigation – Data Report

Assessment

Internal Summative Assessment IA1: Exam –

Combination Response (25%)

IA2: Investigation – Field Report (25%)

Assessment

Internal Summative Assessment IA3: Investigation – Data

Report (25%) External Summative Assessment Exam - Combination Response (25%)

Geography (General)


What is this course about? Legal Studies focuses on the interaction between society and the discipline of law. 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. An understanding of legal processes and concepts enables citizens to be better informed and able to constructively question and contribute to the improvement of laws and legal processes. This is important as the law is dynamic and evolving, based on values, customs and norms that are challenged by technology, society and global influences. Legal Studies explores the role and development of law in response to current issues. The subject starts with the foundations of law and explores the criminal justice process through to punishment and sentencing. Students then study the civil justice system, focusing on contract law and negligence. With increasing complexity, students critically examine issues of governance that are the foundation of the Australian and Queensland legal systems, before they explore contemporary issues of law reform and change. The study finishes with considering Australian and international human rights issues. Throughout the course, students analyse issues and evaluate how the rule of law, justice and equity can be achieved in contemporary contexts. The units studied in Year 11 and 12 are:

Beyond reasonable doubt Balance of probabilities Law, governance and change Human rights in legal contexts

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.

What will I study and what skills will I learn at a preparatory level in Year 10? Subject Matter Morals and Ethics Democracy in Australia – how our government

works Alternatives to Democracy: Communism and

Developing Democracy United Nations Global Citizenship International Law The Court System and the High Court Sources of Law: Common Law, Statute Law,

the Constitution Branches of Law: Criminal Law and Civil Law

Skills Comprehend the concepts, principles and

processes of the Australian and Queensland legal systems

Analyse legal issues and the effects on stakeholders within the Australian and Queensland legal systems

Evaluate situations, making decisions and propose recommendation/s using legal criteria

Create responses that communicate legal meaning to suit the intended purpose, using paragraphs and extended responses.

Cognitive Verbs Investigate – the process of generating and

testing hypothesis Analyse - dissect to ascertain and examine

constituent parts and/or their relationships Evaluate - examine and determine the merit,

value or significance of something, based on criteria

Legal Studies (General)


Unit 1

Beyond reasonable doubt

Legal foundations Criminal investigation

process Criminal trial process

Punishment and sentencing

Unit 2

Balance of probabilities Civil law foundations Contractual

obligations Negligence and the

duty of care

Unit 3

Law, governance and change

Governance in Australia

Law reform within a dynamic society

Unit 4

Human rights in legal contexts Human rights The effectiveness of

international law Human rights in

Australian contexts

Assessment

Internal Formative Assessment Investigation - Inquiry Report (Crime)

Assessment

Internal Formative Assessment Exam – Combination Response (Contracts)

Investigation – Argumentative Essay

(Torts)

Assessment

Internal Summative Assessment IA1: Exam -

Combination Response (25%)

IA2: Investigation – Inquiry Report (25%)

Assessment

Internal Summative Assessment IA3: Investigation –

Argumentative essay (25%)

External Summative Assessment Exam - Combination Response (25%)

Legal Studies (General)


What is this course about? Modern History is a discipline-based subject where students examine traces of humanity’s recent past so they may form their own views about the Modern World. Through Modern History, students’ curiosity and imagination is invigorated while their appreciation of civilisation is broadened and deepened. Students learn that the past is contestable and tentative. They discover how the past consists of various perspectives and interpretations. Modern History distinguishes itself from other subjects by enabling students to empathise with others and make meaningful connections between the past, present and possible futures. Modern History is thematic based and shaped around four of the forces that have helped to shape the Modern World — ideas, movements, national experiences and international experiences. In each unit, students explore the nature, origins, development, legacies and contemporary significance of the force being examined. Modern History is heavily modelled on inquiry learning. The units studied in Year 11 and 12 are:

Ideas in the Modern World Movements in the Modern World National experiences in the Modern World International experiences in the Modern

World

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.

What will I study and what skills will I learn at a preparatory level in Year 10? Subject Matter Human Rights and the United Nations

Declaration Invasion to Reconciliation in Australia The Stolen Generations/Bringing Them Home

Report American Civil Rights Movements Mabo and Native Title The Age of Exploration The Enlightenment and Age of Reason Prominent historical figures (Locke & Rosseau) Impact of Age of Enlightenment American and French Revolutions Mary Wollstonecraft

Skills Use of the inquiry process through historical

questioning and research Analysis and synthesis of historical sources and

evidence Evaluation of historical interpretations to arrive

valid conclusions Communicating in a range of forms using genre

and historical language conventions including referencing

Self-management (self, time, planning and organising)

Cognitive Verbs Investigate – the process of generative and

testing hypothesis Analyse - dissect to ascertain and examine

constituent parts and/or their relationships Evaluate - examine and determine the merit,

value or significance of something, based on criteria

Synthesise – combining ideas to form new understandings

Modern History (General)


Unit 1

Ideas in the modern world Age of Enlightenment

1750s–1789 (Encyclopédie published – French Revolution begins)

Russian Revolution 1905–1920s (Bloody Sunday takes place – Russian

Civil War ends)

Unit 2

Movements in the modern world Australian indigenous

rights movements since 1967

Women’s Movements since 1893

Unit 3

National experiences in the modern world Germany (1914-1945)

WWI -WWII China (1931-1976)

(invasion of Manchuria begins – Cultural Revolution ends)

Unit 4

International experiences in the modern world Genocides and ethnic

cleansings since 1941 (Holocaust begins)

Australian engagement with Asia: Australia and the Vietnam War

Assessment

Internal Formative Assessment Exam - essay in response to historical stimulus

Assessment

Internal Formative Assessment Investigation -Independent Source Investigation

Assessment

Internal Summative Assessment IA1: Exam – Essay in

response to historical sources (25%)

IA2: Investigation –

Independent Source Investigation (25%)

Assessment

Internal Summative Assessment IA3: Investigation –

Historical essay based on research (25%)

External Summative Assessment Exam – Short responses to historical sources (25%)

Modern History (General)



Philosophy & Reason combines the discipline of philosophy with the associated skills of critical reasoning. The study of philosophy allows students to recognise the relevance of various philosophies to different political, ethical, religious and scientific positions. It also allows them to realise that decisions in these areas are the result of the acceptance of certain ideas and specific modes of reasoning.

Through the study of Philosophy & Reason, students collaboratively investigate philosophical ideas that have shaped and continue to influence contemporary society. These ideas include what it means to be human, how we understand the role of reason in our individual and collective lives and how we think about and care for each other and the world around us.

Students learn to value plurality in terms of perspectives and world-views as a necessary condition for human progress.

The units studied in Year 11 and 12 are:

Fundamentals of reason Reason in philosophy Moral philosophy and schools of thought Social and political philosophy

Pathways

A course of study in Philosophy & Reason can establish a basis for further education and employment in the fields of business, communication, ethics, journalism, law, politics, professional writing, psychology, science research and teaching.

What will I study and what skills will I learn at a preparatory level in Year 10? Subject Matter Inductive and Deductive Reasoning Identifying different forms of reasoning including

fallacies Exploring the concepts about what makes the

individual and the concept of ‘us’ and ‘them’ Examining the relationship between mind and

body in philosophy Examining the impact of scientific development in

understanding the human brain

Skills

Breaking down arguments into their constituent parts

Identifying different forms of reasoning Formulating coherent and logical arguments

Cognitive Verbs Investigate – the process of generative and testing

hypothesis Analyse - dissect to ascertain and examine

constituent parts and/or their relationships Evaluate - examine and determine the merit, value

or significance of something, based on criteria Synthesise – combining ideas to form new

understandings

Philosophy (General)


Unit 1

Fundamentals of reason

The learning consists of the fundamental concepts, skills, knowledge and understanding of the discipline of philosophy. There are no discrete topics in this unit.

Unit 2

Reason in philosophy Philosophy of religion Philosophy of science

Unit 3

Moral philosophy and schools of thought

Moral philosophy Philosophical schools

of though

Unit 4

Social and political philosophy Rights Social philosophy

Assessment

Internal Formative Assessment Exam Short Response

Assessment

Internal Formative Assessment Exam Short Response

Assessment

Internal Summative Assessment IA1: Exam (25%) IA2: Extended response (25%)

Assessment

Internal Summative Assessment IA3: Extended response (25%) External Summative Assessment Exam (25%)

Philosophy (General)



In Social and Community Studies, three interrelated and interdependent areas of life skills are identified — personal, interpersonal, and citizenship skills. These life skills are core to the subject and provide a framework for a course of study in Social and Community Studies. Life skills encompass social skills, communication skills (e.g. verbal and non-verbal communication, effective speaking, active listening), respect for and interaction with others, building rapport, problem solving and decision making, self-management, building self-esteem, self-confidence and resilience, workplace skills, learning and study skills.

Students investigate these life skills through a variety of electives dealing with topics such as personal economics and consumerism, legal issues, the world of work, workplace relations, the Arts and the community, food and nutrition, health, recreation and leisure, relationships and gender issues, and science and technology. In collaborative learning environments, students use an inquiry approach to investigate the dynamics of society and the benefits of working with others in the community, allowing them to establish positive relationships and networks, and to be active and informed citizens.


Health: Food and Nutrition Money Management Today’s Society Science and Technology Australia’s place in the world Legally it could be you! Into Relationships Arts and the Community


Subject Matter Australia’s democracy system and legal issues Healthy eating and food pyramid Issues in today’s society Global and connected citizens

Skills Verbal and non-verbal communication skills Working in groups to collaborate Investigations through inquiry Comprehending different articles on a range of

issues

Cognitive Verbs Investigate - carry out an examination or formal

inquiry in order to establish or obtain facts and reach new conclusions; search, inquire into, interpret and draw conclusions about data and information

Interpret - identify or draw meaning from, or give meaning to, information presented in various forms, such as words, symbols, pictures or graphs

Synthesise - combine different parts or elements (e.g. information, ideas, components) into a whole, in order to create new understanding

Communicate - convey knowledge and/or understandings to others; make known; transmit

Social and Community Studies (Applied)


Unit 1

Health: Food and Nutrition

Money Management

Unit 2

Today’s Society Science and

Technology

Unit 3

Australia’s place in

the world Legally it could be

you!

Unit 4

Into Relationships Arts and the

Community

Assessment 1) Project: You are

what you eat!

A: Spoken component

B: Product component 2) Investigation

Written - report

Assessment 1) Extended response

to stimulus

Written – article 2) Examination

Short answers

Assessment 1) Investigation

Written – Report 2) Examination

Short answers

Assessment 7) Project: How to get

along with others? A. Written component

B. Performance

C. Product component 8) Extended response to

stimulus

Written – review

Social and Community Studies (Applied)


Physical Education



Students learn experientially through three stages of an inquiry approach to ascertain relationships between the scientific bases and the physical activity contexts. Students recognise and explain concepts and principles about and through movement, and demonstrate and apply body and movement concepts to movement sequences and movement strategies. Through their purposeful and authentic experiences in physical activities, students gather, analyse and synthesise data to devise strategies to optimise engagement and performance. They evaluate and justify strategies about and in movement by drawing on informed, reflective decision-making.

The units studied in Year 11 and 12 are: Unit 1 Motor learning, functional anatomy,

biomechanics and physical activity (Volleyball) Unit 2 Sport psychology, equity and physical

activity (Golf) Unit 3 Tactical awareness, ethics and integrity

and physical activity (Netball) Unit 4 Energy, fitness and training and physical

activity (Touch) *Practical elements subject to change dependent on teacher. How will I be assessed? The assessment criteria that apply to PED are: Explaining Demonstrating and applying Analysing Evaluating and Justifying Communicating

Students are required to complete two tasks per unit. These can be written project folios or investigation reports (1500-2000 words), multimodal (4-8 mins) presentations, or combination response exams under supervised conditions.


What will I study and what skills will I learn at a preparatory level in Year 10? Subject Matter Unit objectives are drawn from the syllabus objectives and are contextualised for the subject matter and requirements of the unit. Each unit objective is assessed at least once. Students will: recognise and explain theory topics in units 1-4

about selected physical activities demonstrate specialised movement sequences and

movement strategies in selected physical activities apply concepts to specialised movement sequences

and movement strategies in selected physical activities

analyse and synthesise data to devise strategies about theory topics in Units 1-4

evaluate theory topics in Units 1-4 and movement strategies

justify theory topics in Units 1-4 and movement strategies

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

Skills

Critical thinking Creative thinking Communication Collaboration and TeamworkInformation &

communication technologies (ICT) skills

Cognitive Verbs Apply - use knowledge and understanding in response

to a given situation or circumstance; carry out or use a procedure in a given or particular situation

Analyse - dissect to ascertain and examine constituent parts and/or their relationships; break down or examine in order to identify the essential elements, features, components or structure; determine the logic and reasonableness of information

Demonstrate - prove or make clear by argument, reasoning or evidence, illustrating with practical example; show by example; give a practical exhibition


Synthesise - combine different parts or elements (e.g. information, ideas, components) into a whole, in order to create new understanding

Physical Education (General)


Unit 1

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

Unit 2

Sport psychology, equity and physical activity Topic 1: Sport psychology integrated with a selected physical activity Topic 2: Equity -barriers and enabler

Unit 3

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

Unit 4

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 1) Formative

internal assessment/s

Assessment 1) Formative

internal assessment/s

Assessment Summative internal assessment 1: Project — folio (25%) Summative internal assessment 2: Investigation — report (20%)

Assessment

Summative internal assessment 3:

Project — folio (30%)

Summative external assessment:

Examination — combination response (25%)

At least two categories of physical activity must be selected in Units 1 and 2.

Students should have opportunities in Units 1 and 2 to experience and respond to the types of assessment they will encounter in Units 3 and 4.

For reporting purposes, schools should develop at least one assessment per unit, with a maximum of four assessments across Units 1 and 2.

Physical Education (General)



An interest in and willingness to be involved in recreational pursuits is an advantage. Students must be willing to climb, swim and run. It is an extremely practical active course, with detailed written components. Students must also be willing to coach others and set up for carnivals and tournaments. There are costs involved each term.


Year 11 Strength and Conditioning: Fitness Circuits Event Officiating - Athletics Badminton Lawn Bowls

Year 12 Camping and Recreation Flag Gridiron/Volleyball/Touch Rugby League Workplace Health and Safety - Archery Table Tennis - Tournaments *Practical elements subject to change. How will I be assessed? The assessment criteria that apply to Recreation are:

Explaining Students are required to complete two to three tasks per unit. These can be written projects, journal reports (400-1000 words), multimodal (4-8 mins) presentations, or performance tasks.



What will I study and what skills will I learn at a preparatory level in Year 10? Subject Matter recognise and explain theory topics about

selected physical activities demonstrate specialised movement sequences

and movement strategies in selected physical activities

apply concepts to specialised movement sequences and movement strategies in selected physical activities

analyse, synthesise, evaluate and justify data to devise strategies about theory and movement strategies

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

Skills • Manage career and work life • Work with roles, rights and protocols • Communicate for work • Connect and work with others • Recognise and utilise diverse perspectives • Plan and organise • Make decisions • Identify and solve problems • Create and innovate • Work in a digital world Cognitive Verbs

Apply and demonstrate - understanding of concepts by using them in recreation activities. Adapt - actively engaged in modifying procedures, strategies and physical responses for themselves and others. Manage - organise and monitor individuals and groups in recreation activities i.e. using safety and risk management principles, skills and procedures. Apply - they demonstrate their understanding of health promotion strategies by using these in both personal and group recreation activities. Use language conventions and features - use correct grammar, spelling, punctuation, vocabulary, text types and structures in written, oral and visual modes to achieve particular purposes.

Sport & Recreation (Applied)


Yr 11 Semester 1

Strength and Conditioning: Fitness Circuits

2.1 Physical activity in recreation activities

3.1 Policies, strategies, rules and technology

4.1 Personal and interpersonal skills, including leadership and communication skills

Yr 11 Semester 2

Event Officiating and Coaching

Athletics

1.2 Agencies have a role in the promotion of recreation, physical activity and health in the broader community.



Yr 12 Semester 1

Camping and Recreation




Yr 12 Semester 2

Workplace Health and Safety

Archery


2.1 Physical activity in recreation activities supports the development and maintenance of health.



Project: Component 1: Planning report (400-700 words)

Investigation:

Component 1:

Journal Report (600-800 words) Lawn Bowls 2.1 Physical Activity in recreation activities supports the development and maintenance of health 3.1 Policies, strategies, rules and technology 4.1 Personal and interpersonal skills, including leadership

Project:

Component 1:

Journal-Planning Document

Camping Experiences

(500-900 words)

Investigation:

Component 1:

Report

(600 – 1000 words) Research and report on the Workplace Health and Safety requirements when planning an Archery tournament

Table Tennis



Sport & Recreation (Applied)


Component 2:

Multimodal Presentation: (2-4 minutes)

Rock Climbing/ Badminton/

2.1 Physical activity in recreation activities support the development and maintenance of health 3.1 Policies, strategies, rules and technology 4.1 Personal and interpersonal skills, including leadership

Component 2:

Performance

Continuous assessment across the unit.

Component 2:

Spoken Task

(2 ½ - 3 ½ mins)

Flag Gridiron/ Volleyball/Touch Rugby League

1.2 Promotion of recreation, physical activity and health in the broader community.

2.1 Maintenance of health.

4.1 Personal and interpersonal skills, including leadership and communication skills Component 2: Performance

Continuous assessment during the unit.

Component 2:

Performance

Continuous Assessment across the unit

Component 3: Performance

Continuous assessment during the unit.


The Arts



Using traditional and contemporary texts students develop an understanding of voice, acting, directing, playwriting, dramaturgy, improvisation, movement and staging. This course focuses on creativity and how to harness and develop one’s creativity in performance. Students participate in artist in residency projects; work in a studio context and within performance. The units studied in Year 11 and 12 are:

Verbatim and Documentary Storytelling Gothic and Magical Realism Absurd and Epic Theatre Adaptation and Elizabethan Theatre


The course is organised around two principles; Making and Responding. Making: Involves the management of a range of dramatic forms, styles and conventions to plan, create and present drama. The ‘Forming’ stage may involve skills such as improvisation, play building, playwriting and directing; ‘Presenting’ includes the performance and communication of dramatic action through realising

Different dramatic forms and styles The elements of drama and dramatic

conventions in performance Acting techniques in performance

Responding: students reflect upon live performance, or DVD’s of stage productions. Through this reflection, students demonstrate a capacity to analyse, synthesise and evaluate drama using the elements of drama and performance styles.

What will I study and what skills will I learn at a preparatory level in Year 10? Subject Matter Acting skills through the teachings of specific

Drama Practitioners Exploring the works of Shakespeare –

Directorial Vision and Adaptation Explore the application of Docu-Drama and

Issue Based Drama Verbatim Theatre Reading, Development and Performance of

Published texts

Skills Demonstrate an understanding of Dramatic

languages Literacy skills Analyse Dramatic languages Interpret purpose and text to determine

Dramatic Meaning Manipulate Dramatic languages to create

Dramatic Action Evaluate and Justify the use of Dramatic

Languages Cognitive Verbs Critical thinking, analytic thinking in responding to artworks; problem solving, reflecting and evaluating in making artworks. Creative thinking, generating and applying new ideas and identifying alternatives in making artworks. Communication both written and visual, communication in making and responding to art works Collaboration and teamwork, working collaboratively with others in an art studio environment. Personal and social skills, recognising and using diverse perspectives in art theory and practice. Information & communication technologies (ICT), skills utilising technology to create and transmit arts works and recognising digital citizenship and intellectual property.

Drama (General)


Unit 1

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

Unit 2

Reflect How is drama shaped to reflect lived experience? • realism, including Magical Realism, Australian Gothic • associated conventions of styles and texts

Unit 3

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

Unit 4

Transform How can you transform dramatic practice? • contemporary performance • associated conventions of styles and texts • inherited texts as stimulus

Assessment Formative internal

assessment/s Performance

Project – Dramatic Concept

Assessment Formative internal

assessment/s Practice Led

Directorial Pitch Practice Led

Performance Examination

Assessment Summative internal assessment 1: Performance (20%) Summative internal assessment 2: Project — dramatic concept (20%)

Assessment Summative internal assessment 3: Project — practice-led project (35%) Summative external assessment: Examination (25%)

Drama (General)


What is this course about? Film, Television & New Media uses an inquiry learning model, developing critical thinking skills and creative capabilities through the exploration of five key concepts that operate in the contexts of production and use. Five key concepts: Technologies: the study of changing technologies

and their impact and influence on media products; Representations: the study of the construction of

media texts in particular points of view, bias, value systems and stereotypes perpetuated by the media and the impact of this upon society;

Audiences: the study of the role of audience perceptions and tastes in the making and reception of a media text;

Institutions: the study of the role of various film, television and new media institutions in the creation and distribution of media products;

Languages: the study of the codes and conventions of film, television and new media texts.

How will I be assessed? The course is organised around two principles; Making and Responding. Making: Project – Students will design, document and create treatments and storyboards to demonstrate their understanding and manipulation of filmic languages and concepts. They will utilise practical skills to film and edit their written work into genre sequences, trailers and short films.

Responding: Students will investigate, explore and analyse moving image media through the filmic language; appraise and evaluate these elements to effectiveness in conveying meaning audiences. Students will also participate in an extended response in exam conditions. What technology requirement will I need? For general and specific subject software requirements and laptop device specifications, please refer to the BYOD Information and Procedures Handbook.

What will I study and what skills will I learn at a preparatory level in Year 10? Subject Matter Technical skills of camera operation, composition,

shot types, angles, camera movement recording of action and editing

Exploring Australian Television and cinema, the representations of these and their impact on audiences

Understand technical, symbolic, genre, narrative codes and conventions used in the construction of moving-image media products

Multiplatform media Creating preproduction documents – such as

treatments and storyboards Auteur directors and film styles Institutions that produce media and the

relationships with their audiences Skills Demonstrate an understanding of Filmic languages Literacy skills Analyse Film languages Interpret moving-image media to determine

Meaning Manipulate Film languages to create intended

meanings for an audience Evaluate and Justify the use of Film Languages Cognitive Verbs Critical thinking, analytic thinking in responding to artworks; problem solving, reflecting and evaluating in making artworks. Creative thinking, generating and applying new ideas and identifying alternatives in making artworks. Communication both written and visual, communication in making and responding to art works Collaboration and teamwork, working collaboratively with others in an art studio environment. Personal and social skills, recognising and using diverse perspectives in art theory and practice. Information & communication technologies (ICT), skills utilising technology to create and transmit arts works and recognising digital citizenship and intellectual property.

Film, Television and New Media (General)


Unit 1

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?

Unit 2

Story Forms Concept: Representations How do representations function in story form? 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?

Unit 3

Participation Concept: Technologies 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

Unit 4

Identity Concept: Technologies How do media artists experiment with technical 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 Formative Internal

Assessment – Extended response:

close analysis of Australian Film Project: Film trailer

Assessment Formative Internal

Assessment – Project: genre

sequence – thriller Examination

Assessment Summative internal assessment 1: Case study investigation (15%) Summative internal assessment 2: Multi-platform project — dramatic concept (25%)

Assessment Summative internal assessment 3: Stylistic project (35%) Summative external assessment: Examination (25%)

Film, Television and New Media (General)



This course develops students’ musicianship, which brings together knowledge and understanding of music with the development of inner hearing, cognition, artistic sensitivity and creativity in all music activity and thought. This is continually developed and informed as they work in, through and about music as composers, musicologists and performers. Students are exposed to a range of contexts, styles and genres from Medieval and Renaissance through to 21st Century video games.

The units studied in Year 11 and 12 are: Designs Identities Innovations Narratives


The course is organised around two principles; Making and Responding. Making: When students make music, they are informed by their knowledge and experiences as an audience of art forms. Making in Music involves the processes of composing and performing.

Responding: When students respond, they are informed by their knowledge and experiences as an artist. They analyse, critique and evaluate music and musical performances.

What technology requirement will I need? For general and specific subject software requirements and laptop device specifications. Please refer to the BYOD Information and Procedures Handbook

What will I study and what skills will I learn at a preparatory level in Year 10? Subject Matter Practical performance skills Australian music from the First Australians to

21st Century stars. Explore TV themes and music Composition using voice, instruments and

technology

Skills Demonstrate technical performance skills Literacy skills Analyse and interpret music Apply compositional devices to realise and

resolve musical ideas Evaluate and justify the use of musical elements

and concepts Cognitive Verbs Critical thinking, analytic thinking in responding to artworks; problem solving, reflecting and evaluating in making artworks. Creative thinking, generating and applying new ideas and identifying alternatives in making artworks. Communication both written and visual, communication in making and responding to art works Collaboration and teamwork, working collaboratively with others in an art studio environment. Personal and social skills, recognising and using diverse perspectives in art theory and practice. Information & communication technologies (ICT), skills utilising technology to create and transmit arts works and recognising digital citizenship and intellectual property.

Music (General)


Unit 1

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?

Unit 2

Identities Through inquiry learning, the following is explored: 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?

Unit 3

Innovations Through inquiry learning, the following is explored: How do musicians incorporate innovative music practices to communicate meaning when performing and composing?

Unit 4

Narratives Through inquiry learning, the following is explored: How do musicians manipulate music elements to communicate narrative when performing, composing and responding to music?

Assessment Formative internal assessment/s Performance

Composition


Integrated project Exam

Assessment Summative internal assessment 1: Performance (20%) Summative internal assessment 2: Composition (20%)

Assessment Summative internal assessment 3: Integrated project (35%) Summative external assessment: Examination (25%)

Music (General)


What is this course about? This course provides students with an opportunity to experience the role of Art in industry and the community. The subject focusses on students engaging in art-making processes and making visual artworks for a purpose. Students explore art media, styles, and techniques in areas such as Drawing, Painting, Printmaking, Ceramics, Design (including graphic design, murals and merchandising) and Digital Media. Students may have the opportunity to be mentored by visiting artists, have real life industry experiences and be involved in community arts projects such as t-shirt screen-printing, face painting and airbrushing. How will I be assessed? With an emphasis on applied learning and community connections, assessment is mainly focussed on student’s practical tasks. Assessment includes:

Product (the artwork itself is assessed) Project (the artwork is assessed along with

records of the process and reflections on the outcome and the processes)

Students will be assessed against three criteria:

Knowing and understanding; Applying and Analysing Evaluating; and Creating.

To successfully complete this course, the student will require a laptop, SD card and USB. What technology requirements will I need? As well as the utilising the Microsoft office suite of software, students will use various programs in the Adobe Creative Cloud suite (e.g. Photoshop). This software is provided free to students as part of the resource scheme. For general and specific subject software requirements and laptop device specifications Please refer to the BYOD Information and Procedures Handbook

What will I study and what skills will I learn at a preparatory level in Year 10? Subject Matter In year 10 you will study: A ‘House Spirit’ unit covering community arts

including o Face Painting o Screen printed House t shirts o House paraphernalia

A ‘Surreal Ceramics’ unit cover traditional media and concepts including

o Clay work o Sculptural installation

Skills

Art Skills Specific skills related to the media area (i.e.

screen-printing techniques, ceramic techniques…)

Reflecting on artwork and evaluating art-making processes

Display and curatorial skills

Skills for Work Communicate for work Connect and work with others Recognise and utilise diverse perspectives Plan and organise Make decisions Identify and solve problems Create and innovate Work in a digital world

Cognitive Verbs Collaboration and teamwork, working collaboratively with others in community projects. Information & communication technologies (ICT), skills utilising technology to create digital artworks and document art making processes and projects. Creative thinking, generating and applying new ideas and identifying alternatives in making artworks. Communication communicating through visual artworks and about projects undertaken. Personal and social skills, working together with peers, “clients” and the community.

Visual Arts in Practice (Applied)



Unit 1

“Art Every-Wear”

Design: Merchandising

Unit 2

“Something new under the Sun”

Public Art: Sculpture

Unit 3

“Popular or High-

brow” Traditional media:

painting

Unit 4

“Figure it out”

Digital Art: digital figure drawing

Assessment Product:

Merchandising T-shirt/clothing article for a music festival

Assessment Project: Public

sculpture for a school / community space

Assessment • Product: Pop Art

portrait painting

Assessment Project: Digital

drawing folio

Unit 5

“From real to

UNREAL!”

Digital Art: Photo manipulation (Surrealism)

Unit 6

“For Posterity”

Design: Graphic design

Unit 7

“All in all it’s just another work on

the wall” Public Art: Mural

painting

Unit 8

“Belonging”

Traditional media: mixed media drawing and painting

Assessment Product: Folio of

digitally manipulated photos

Assessment Project: Design of

college yearbook cover and/or advertising

Assessment Project: Community

Mural

Assessment Product: Drawing

folio

Visual Arts in Practice (Applied)


What is this course about? The Visual Art course provides not only for the students who have ambitions for an art or design related career, but also develops students’ investigative and thinking skills which contributes to their ability to participate in creative processes, problem solving and metacognition. The course of study is organised around the inquiry learning model, with increasing independence, students move from diversification in Year 11 to specialisation in Year 12. Students will experiment with and explore a wide range of media in order to solve conceptual problems and communicate individual interpretations of concepts, through focuses. How will I be assessed? The course is organised around two principles; Making and Responding. Making: Involves students making artworks. They are informed by their knowledge and experiences as an audience of art forms. Responding: When students respond, they are informed by their knowledge and experiences as both artist and audience. The objectives recognise that when students work as artist and audience, making involves work in the art form, while responding involves work about the art form. What technology requirements will I need? In order to utilise the industry standard specialist digital equipment and software provided as part of the subject levy, student will require: a laptop capable of running Adobe Creative Cloud software; an SD card; and a USB. As well as the utilising the Microsoft office suite of software, students will use various programs in the Adobe Creative Cloud suite (e.g. Photoshop). This software is provided free to students as part of the resource scheme. For general and specific subject software requirements and laptop device specifications, please refer to the BYOD Information and Procedures Handbook.

What will I study and what skills will I learn at a preparatory level in Year 10? Subject Matter Core learning in Visual Art units is organised in the inquiry learning processes of developing, researching, reflecting and resolving. developing - how do artists generate solutions to

visual problems? researching - how do artists react to stimulus? reflecting - how do artists consider ideas and

information, media techniques and processes? resolving - how do artists communicate individual

ideas as visual, written or spoken responses? Media areas include, but are not restricted to, the list below:

2D media 3D objects Time-based media

• collage • drawing • painting • photography • printmaking

• ceramics • fibre art • installation • sculpture • wearable art

• electronic imaging • film and animation • sound art • performance art

Skills Making skills: Creating meaning and communicating concepts

through visual language Solving visual problems in making artworks Experimenting and exploiting materials, processes,

techniques and technologies Responding skills Evaluating, Interpreting and Analysing artworks Constructing informed conclusions Justifying viewpoints Cognitive Verbs Critical thinking, analytic thinking in responding to artworks; problem solving, reflecting and evaluating in making artworks. Creative thinking, generating and applying new ideas and identifying alternatives in making artworks. Communication both written and visual, communication in making and responding to art works Collaboration and teamwork, working collaboratively with others in an art studio environment. Personal and social skills, recognising and using diverse perspectives in art theory and practice. Information & communication technologies (ICT), skills utilising technology to create and transmit arts works and recognising digital citizenship and intellectual property.

Visual Arts (General)


Unit 1

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

Unit 2

Art as code Through inquiry learning, the following are explored: •Concept: art as a coded visual language •Contexts: formal and cultural •Focus: Codes, symbols, signs and art conventions •Media: 2D, 3D, and time-based

Unit 3

Art as knowledge Through inquiry learning, the following are explored: •Concept: constructing knowledge as artist and audience •Contexts: contemporary, personal, cultural and/or formal •Focus: student-directed •Media: student-directed

Unit 4

Art as alternate Through inquiry learning, the following are explored: •Concept: evolving alternate representations and meaning •Contexts: contemporary an d personal, cultural and/or formal •Focus: continued exploration of Unit 3 student-directed focus •Media: student-directed

Assessment

Formative internal assessments

Investigation

Project

Assessment

Formative internal assessments

Project

Exam

Assessment Summative internal assessment 1: Investigation — inquiry phase 1 (15%) Summative internal assessment 2: Project — inquiry phase 2 (25%)

Assessment Summative internal assessment 3: Project — inquiry phase 3 (35%) Summative external assessment: Examination (25%)

Visual Arts (General)


Technologies


What is this course about? Accounting plays an essential role in the successful performance of any organisation. Accounting is a way of systematically organising, critically analysing and communicating financial data and information for decision-making. The overarching context for this course is the real-world expectation that Accounting provides real-time processing of transactions with a minimum of monthly and yearly reporting. The units studied in Year 11 and 12 are: Real World Accounting - Accounting for a

service business including end-of-month reporting Management Effectiveness - Accounting for a

trading GST business including end-of-month reporting

Monitoring a Business - Managing resources for a trading GST business including Fully classified financial statement reporting

Accounting: The Big Picture - Cash management, the complete accounting process for a trading GST business and Performance analysis of a listed public company

How will I be assessed? The seven assessment criteria that apply to Accounting are:

1. Describe accounting concepts and principles 2. Explain accounting concepts, principles and

processes 3. Apply accounting principles and processes 4. Analyse and interpret financial data and

information to draw conclusions 5. Evaluate accounting practices to make

decisions and propose recommendations 6. Synthesise and solve accounting problems 7. Communicate meaning to suit purpose and

audience through created responses Students are required to complete seven tasks over the two years. These can be examinations that will include a combination of short response and extended response items based on stimulus, interpretive items and problem solving skills. A project is undertaken that focuses on a problem-solving process and requires the application of a range of cognitive, technical and creative skills and theoretical understandings.


What will I study and what skills will I learn at a preparatory level in Year 10? Subject Matter Accounting fundamentals:

o The Accounting Environment o Accounting for business organisations o Foundations of Accounting o Fundamental concepts and principles o Accounting for basic transactions - service

business (no GST) o Source documents and journals o Ledgers and trial balances o Profit determination o Statement of Profit and Loss, o Statement of Financial Position o Statement of Cash Flow o Purpose and application of electronic

accounting Problem Solving:

o Analyse and interpret accounting concepts to solve real-life problems in varying contexts

o Project development and feedback Skills Apply transaction analysis and double entry

principles Apply accounting principles and processes for a

service business to o post general journal entries to the general ledger

using columnar and/or T format ledger accounts o calculate the balance of ledger accounts o prepare a trial balance

Apply computerised accounting processes for a service business (MYOB)

Apply accounting principles and processes for a service business to calculate net profit or loss

Cognitive Verbs Investigate, analyse, calculate, explain, deduct, compare, evaluate, deduce, construct, recognize, accuracy, communicate, interpret, evidence, analyse evidence, identify trends, draw conclusions.

Accounting (General)


Unit 1

Real world accounting •Topic 1: Accounting for a service business — cash, accounts receivable, accounts payable and no GST •Topic 2: End-of-month reporting for a service business

Unit 2

Management effectiveness •Topic 1: Accounting for a trading GST business Topic 2: End-of-year reporting for a trading GST business

Unit 3

Monitoring a business •Topic 1: Managing resources for a trading GST business — non-current assets •Topic 2: Fully classified financial statement reporting for a trading GST business

Unit 4

Accounting the big picture •Topic 1: Cash management •Topic 2: Complete accounting process for a trading GST business •Topic 3: Performance analysis of a listed public company

Assessment 1) Formative internal

assessment/s

Assessment 1) Formative internal

assessment/s

Assessment Summative internal assessment 1: Examination — combination response (25%) Summative internal assessment 2: Examination — short response (25%)

Assessment Summative internal assessment 3: Project — cash management (25%) Summative external assessment: Examination — short response (25%)

Accounting (General)


What is this course about? The subject Design focuses on the application of design thinking to envisage creative products, services and environments in response to human needs, wants and opportunities through the design process and creation of prototypes.

Designing is a complex and sophisticated form of problem solving that uses divergent and convergent thinking strategies that can be practised and improved.

The units studied in Year 11 and 12 are: Design in Practice Commercial Design Human-centred Design Sustainable Design

What technology and resource requirements will I need? For general and specific subject software requirements and laptop device specifications, please refer to the Digital Devices Information and Procedures Handbook. Other resources will be listed in the subject specific Booklist.

What will I study and what skills will I learn at a preparatory level in Year 10? Subject Matter Actively engage in problem-based learning to

create new environmentally responsible solutions

Use and apply the subject specific design process

ICT skills in a range of software programs Ideation sketching to represent thinking Ideation to Prototyping

Skills Critical thinking Creative thinking Communication Collaboration & teamwork Personal & social skills ICT skills Ideation sketching Design process

Cognitive Verbs Represent – portray in a non-linguistic form to comprehend knowledge Evaluate – make an appraisal by weighing up or assessing strengths, implications or limitations Synthesise – combine different parts or elements, into a whole, to create new understanding

Design (General)


Unit 1

Design in Practice

Experiencing design Design process Design styles

Unit 2

Commercial Design

Explore client needs and wants

Develop collaborative design

Unit 3

Human-centred Design

Design with empathy

Unit 4

Sustainable Design

Explore sustainable design opportunities

Develop - redesign

Assessment


1) Exam

Assessment


1) Exam – Group Design Challenge

Assessment

Internal Summative Assessment

IA1: Exam – Design Challenge (15%)

IA2: Project (35%)

Assessment

Internal Summative Assessment

IA3: Project (25%)

External Summative Assessment

Exam – Design Challenge (25%)

Design (General)


What is this course about? The subject Digital Solutions engages students in problem-based learning that enables them to learn about algorithms, computer languages and user interfaces through generating digital solutions and evaluating impacts, components and solutions.

Digital Solutions uses a problem solving process, which moves through a number of phases requiring students to explore problems, develop ideas, generate components and digital solutions and evaluate these as well as personal, social and economic impacts.

The units studied in Year 11 and 12 are: Creating with Code Application Data Solutions Digital Innovation Digital Impacts

What technology and resource requirements will I need? For general and specific subject software requirements and laptop device specifications, please refer to the Digital Devices Information and Procedures Handbook. Resource list requirements are listed on subject specific Booklist.

What will I study and what skills will I learn at a preparatory level in Year 10? Subject Matter Create with code to develop digital solutions

using programming languages such as HTML and Python

Explore and engage with real world problems in web and mobile applications, interactive media and intelligent systems through problem-based learning

Generate data structures, pseudocode, interfaces and program modules for communication and programming requirements

Skills Apply computational thinking processes Generate and refine ideas Expressing and developing ideas Critical and creative thinking Collaboration & teamwork Design process Cognitive Verbs Analysis – Examines different perspectives on complex issues within and between texts Judging/Evaluating - applying both procedural and deliberative operations to make a determination Justify - Providing sound reasons or evidence to support a statement Synthesising – Assembling a system, theory, communication, plan, set of operation into a coherent, unique and/or complex entity

Digital Solutions (General)


Unit 1

Creating with Code

Understanding digital

problems User experiences

interfaces Algorithms and

programming Programmed solutions

Unit 2

Application Data Solutions Data-driven

problems and solution requirements

Data and programming techniques

Prototype data solutions

Unit 3

Digital Innovation

Interactions

between users, data and digital solutions

Real-world problem and solution requirements

Innovative digital solutions

Unit 4

Digital Impacts

Digital Methods for

exchanging data Complex digital data

exchange problems and solution requirements

Prototype digital data exchanges

Assessment

Internal Formative Assessment 1) Project

Assessment

Internal Formative Assessment 1) Project – group

design challenge

Assessment

Internal Summative Assessment IA1: Investigation – Technical Proposal (20%) IA2: Project – Digital Solution (30%)

Assessment

Internal Summative Assessment IA3: Project – Folio (25%) External Summative Assessment Exam - (25%)

Digital Solutions (General)


What is this course about? The subject Industrial Technology Skills focuses on supporting industry practices and production processes in a range of industries with an aero skills focus. It provides an unique opportunity for students to experience the challenge and personal satisfaction of undertaking practical work while developing beneficial vocational and life skills.

A course of study in Industrial Technology Skills can established a basis for further education and employment in manufacturing industries. By doing manufacturing tasks, students develop transferable skills relevant to a range of industries and future employment opportunities.

The core topics studied in Year 11 and 12 are:

Industrial practices: manufacturing enterprises, workplace health & safety, personal & interpersonal skills, product quality

Production processes: specifications, tools, materials

Industry electives studied in Year 11 and 12 are:

Aero skills: aero skills mechanical, aero skills structures

Industrial Graphics: engineering drafting, building and construction drafting

Plastics: thermoplastics fabrication Furnishings: furniture-making



Subject Matter

Construction of an aerospace product to a flight worthy standard

Creation of engineering drawings

Practices and knowledge of aerospace industry

Installation of aircraft electronic hardware components

Skills

Fault diagnosis, repair and modification of aircraft components

Inspection, testing, repair and modification of metal, composite, wooden and fabric aircraft structures

Making or repairing individual pieces of furniture

Drafting sketches, working drawings and 3D representations that enable built environment structures and the manufacture of mostly metal products

Producing technical drawings

Manufacture using plastic

Teamwork Cognitive Verbs Analysis – Examining the parts of something in detail and showing the relationship of the parts to each other. Interpreting - Makes reasoned inferences based on implicit and explicit information. Synthesis - Assembling components into a coherent, unique and/or complex product which can be a system, theory

Industrial Technology Skills (Applied)


What is this course about? The subject Information Communication Technology (ICT) is concerned with skills in applying knowledge of ICT to produce solutions to simulated problems referenced to business, industry, government, education and leisure contexts. To achieve this, students develop knowledge, understanding and skills across multiple platforms and operating systems. They develop as ethical and responsible users and advocates of ICT, with an awareness of social, environmental and legal impacts of their actions.

The units studied in Year 11 and 12 are: Hardware Software ICT in society Website production Network fundamentals Document production Data management


What will I study and what skills will I learn at a preparatory level in Year 10? Subject Matter Problem-solving process Computational thinking Website design Document development to enhance

communication Produce solutions to technical problems using

networks Data storage, uses and management

Skills Communication for work environments Design, produce, publish and maintain website Problem-solving to produce solutions Working with roles, rights and protocols Apply data management concepts, ideas and

procedures to solve technical problems Cognitive Verbs Analysis – Examines different perspectives on complex issues within and between texts Interpreting – Makes reasoned inferences based on implicit and explicit information Justify – Providing sound reasons or evidence to support a statement

Information & Communication Technology (Applied)


Chinese


What is this course about? Chinese 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.

The units studied in Year 11 and 12 are: My world Exploring our world Our society My future


What will I study and what skills will I learn at a preparatory level in Year 10? Students will study four units to develop foundational reading, listening, writing and speaking skills in Chinese. The units studied in Year 10 are:

What is the best job in the world? What is advertising? What is environmental conservation? What are our global connections?

Skills

Using spoken and written Chinese to sustain extended interactions in a range of contexts

Use sentence structures, conjunctions, rhetorical questions, quotes and idioms in spoken and written Chinese

Speaking with attention to pronunciation and tone

Identifying key ideas and compare information from reading and listening

Understanding and communicating the language of numeracy in Chinese

Cognitive Verbs

Analyse Compare Explain Translate Exchange Create Reflect

Chinese (General)


Unit 1

My world Family/carers and

friends Lifestyle and leisure Education

Unit 2

Exploring our world Travel Technology and

media The contribution of

Chinese culture to the world

Unit 3

Our society Roles and

relationships Socialising and

connecting with my peers

Individuals in society

Unit 4

My future Finishing secondary

school, plans and reflections

Responsibilities and moving on

Assessment

Formative Internal Assessment/s 1) Exam - Combination

Response

Assessment

Formative Internal Assessment/s

Assessment

Summative internal Assessment IA1: Examination – short response (15%) IA2: Examination–combination response (30%)

Assessment

Summative Internal Assessment 3: IA3: Extended response (30%) Summative External Assessment: Examination - Combination Response (25%)

Chinese (Gereral)


Vocational Education and Training


Registered Training Organisation: Calamvale Community College (RTO Code: 31155) What is this course about? The Certificate II in Information, Digital Media and Technology course provides general computing and employment skills that enable participation in an information technology environment in any industry.

How will I be assessed? This is a competency based course where students will need to demonstrate that they are competent in the fourteen units covered. Competencies will be demonstrated through folios of work, written questions, case studies, teacher questioning, quizzes, simulations and teacher observation. Students will have multiple opportunities to demonstrate competency in the unit.

What technology and resources requirement will I need? Students must bring their own laptop to school for this course. Approved students may also apply for a school loan laptop. Students will also need a 16GB flash drive, an external mouse is recommended.

For general and specific subject software requirements and laptop device specifications, please refer to the BYOD Information and Procedures Handbook.

Year 11 and 12 Certificate II in Information, Digital Media and Technology (ICA20115)

Competencies

UNIT CODE UNIT TITLE

BSBWHS201 Core

Contribute to health and safety of self and others.

BSBSUS201 Core

Participate in environmentally sustainable work practices

ICTICT201 Core

Use computer operating systems and hardware

ICTICT202 Core

Work and communicate effectively in an ICT environment

ICTICT203 Core

Operate application software packages

ICTICT204 Core

Operate a digital media technology package

ICTWEB201 Core

Use social media tools for collaboration and engagement

ICTICT205 Elective

Design basic organisational documents using computing packages

ICTICT207 Elective

Integrate commercial computing packages

ICTICT209 Elective

Interact with ICT clients

ICTICT210 Elective

Operate database applications

ICTSAS205 Elective

Detect and protect from spam and destructive software

ICTSAS206 Elective

Detect and protect from spam and destructive software

CUADIG303 Elective

Produce and prepare photo images

Employability Skills

Communication Teamwork Problem-solving Initiative and enterprise Planning and organising Self-management Learning Technology

Certificate II in Information, Digital Media and Technology (ICT20115)


Registered Training Organisation: Calamvale Community College (RTO Code: 31155) What is this course about? This qualification reflects the role of individuals who perform a range of mainly routine tasks using limited practical skills and fundamental operational knowledge in a defined context, working under direct supervision. This course has been designed to assist students to develop confidence in a range of tourism and office administration contexts. How will I be assessed? This is a competency based course where students will need to demonstrate that they are competent in the fourteen units covered. Competencies will be demonstrated through folios of work, written questions, case studies, teacher questioning, quizzes, simulations and teacher observation. Students will have multiple opportunities to demonstrate competency in the unit.

What technology and resources requirement will I need? Students must bring their own laptop to school for this course. Approved students may also apply for a school loan laptop. Students will also need a 16GB flash drive, an external mouse is recommended.

For general and specific subject software requirements and laptop device specifications, please refer to the BYOD Information and Procedures Handbook.

Certificate II Business (BSB20115)

Competencies

UNIT CODE UNIT TITLE

BSBCMM201 Elective

Communicate in the workplace

BSBCUS201 Elective

Deliver a service to customers

BSBIND201 Elective

Work effectively in a business environment

BSBINM201 Elective

Process and maintain workplace information

BSBINM202 Elective

Handle mail

BSBINN201 Elective

Contribute to workplace innovation

BSBITU201 Elective

Produce simple word processed documents

BSBITU202 Elective

Create and use spreadsheets

BSBITU203 Elective

Communicate electronically

BSBWHS201 Core

Contribute to health and safety of self and others

BSBSUS201 Elective

Participate in environmentally sustainable work practices

BSBWOR202 Elective

Organise and complete daily work activities

BSBWOR203 Elective

Work effectively with others

BSBWOR204 Elective

Use business technology

Employability Skills

Communication Teamwork Problem-solving Initiative and enterprise Planning and organising Self-management Learning Technology

Dual Certificate: Certificate II in Business (BSB20115) and Certificate II in Tourism (SIT20116)


Certificate II in Kitchen Operations (SIT20416)


Registered Training Organisation

Axiom College (RTO Code: 40489) Delivered in conjunction with Calamvale

Community College teaching staff

Recommended Prior Study No perquisites for this course

Course Outline Hospitality is a global service industry with the potential to lead to a fulfilling career. This course will help you reach new heights and achieve a competitive edge as you learn food and beverage service, coffee making, responsible service of alcohol, customer service and restaurant operations.

Assessment Competency Based Assessment SITXFSA001 Use hygienic practices for food safety

SITXFIN001 Process financial transactions

SITHFAB005 Prepare and serve espresso coffee

SITHFAB002 Provide responsible service of alcohol

SITHFAB004 Prepare and serve non-alcoholic beverages

SITHIND001 se hygienic practice for hospitality service

BSBWOR203 Work effectively with others

SITHIND002 Source and use information on the hospitality industry

SITHIND004 Work effectively in hospitality service

SITXCCS006 Provide service to customers

SITXCOM002 Show social and cultural sensitivity

SITXHRM001 Coach others in job skills

SITXWHS001 Participate in safe work practices

SITHIND003 Use hospitality skills effectively

SITXCCS003 Interact with customers

Possible Career Opportunities Food & Beverage Attendant, Food Preparation Assistant, Waiter, Bar Attendant, Barista

Transdisciplinary Opportunities

Diploma of Hospitality, International Hospitality Management.

Certificate II/III in Hospitality (SIT20316/30616)



Axiom College (RTO Code: 40489) Delivered by Calamvale Community College teaching staff

Recommended Prior Study

No perquisites for this course

Course Outline You will be able to learn what is required in the industry and understand the underlying skills and knowledge of a basic range of technologies relevant to today’s market. It provides students with skills in software applications, networking and technical support as well as workplace procedures. Students explore varied concepts to enable them to choose specific areas that they may wish to specialise in with further studies.

Assessment BSBCUS301 Deliver and monitor a service to customers BSBITU303 Design and produce text documents BSBSUS301 Implement and monitor environmentally

sustainable work practices BSBWHS304 Participate effectively in WHS communication and

consultation processes BSBWOR301 Organise personal work priorities and development ICTICT202 Work and communicate effectively in an ICT environment ICTICT203 Operate application software packages ICTICT301 Create user documentation ICTICT302 Install and optimise operating system software ICTICT304 Implement system software changes ICTICT305 Identify and use current industry specific

technologies ICTICT306 Migrate to new technology ICTICT307 Customise packaged software applications for

clients ICTICT308 Use advanced features of computer applications ICTICT409 Develop macros and templates for clients using standard products ICTSAS301 Run standard diagnostic tests ICTSAS305 Provide IT advice to clients

Possible Career Opportunities

Help desk officer, network support officer, ICT technician


Certificate 4 IDMT, Diploma of IDMT, industry certifications.

Subject Levy $500 Special Upfront cost – or choose to utilize a payment plan (Payment plans incur a 12% surcharge and requires provision of a credit card )

Software BYO device for this qualification

Certificate III in Information Digital Media and Technology (ICT30115) software applications


PLUS entry qualification: BSB20115 Certificate II in Business

CODE TITLE BSB20115 Cert II

in Business BSB30115 Cert III in Business

FNSACC303 Perform financial calculations ELECTIVE

BSBITU202 Create and use spreadsheets ELECTIVE (L1)

FNSFLT301 Be Money Smart ELECTIVE

BSBWHS201 Contribute to health and safety of self and others CORE

BSBSUS201 Participate in environmentally sustainable work practices

ELECTIVE (L2)

BSBWHS302 Apply knowledge of WHS legislation in the workplace

CORE

BSBINM201 Process and maintain workplace information ELECTIVE (L3)

BSBCMM201 Communicate in the workplace ELECTIVE (L4)

BSBITU203 Communicate electronically ELECTIVE (L5)

BSBITU201 Produce simple word processed documents ELECTIVE (L6)

BSBWOR203 Work effectively with others ELECTIVE (L7)

BSBIND201 Work effectively in a business environment ELECTIVE (L8)

BSBFLM312 Contribute to team effectiveness ELECTIVE (L1)

BSBWOR202 Organise and complete daily work activities ELECTIVE (L9)

BSBWOR301 Organise personal work priorities and development

ELECTIVE (L2)

FNSFLT205 Develop knowledge of the Australian financial system and markets

ELECTIVE

BSBLED301 Undertake eLearning ELECTIVE

BSBITU304 Produce spreadsheets ELECTIVE (L3)

FNSFLT401 Be Money Smart through a career in small business ELECTIVE

BSBINN301 Promote innovation in a team environment ELECTIVE (L4)

BSBPRO301 Recommend products and services ELECTIVE (L5)

BSBCUS301 Deliver and monitor a service to customers ELECTIVE (L6)

BSBWRT301 Write simple documents ELECTIVE (L7)

BSBITU306 Design and produce business documents ELECTIVE (L8)

* Elective units are subject to change prior to the commencement of the program. This is to ensure alignment to current industry practices is at its optimum.BE ANSWERED TO COMPLETE THIS ASSESSMENT

IMPORTANT

Program Disclosure Statement (PDS)

This document 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’.

Certificate III in Business Units of Competency BSB30115


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).


REGISTERED TRAINING ORGANISATION

Binnacle Training (RTO Code: 31319)

Subject Type Vocational Education and Training

Nationally Recognised

Qualifications

BSB30115: CERTIFICATE III IN BUSINESS

PLUS entry qualification:

- BSB20115 Certificate II in Business

Course Length 2 years

Reasons to Study the Subject

Binnacle’s Certificate III in Business ‘Business in Schools’ program is offered as a senior subject where students learn what it takes to become a Business Professional. Students achieve skills in leadership, innovation, customer service, personal management, critical and design thinking and financial literacy – incorporating the delivery of a range of projects and services within their school community. Micro business opportunities are also explored.

QCE Credits: Successful completion of the Certificate III in Business contributes eight (8) credits towards a student’s QCE. Successful completion of the Certificate II in Business (entry qualification) contributes an additional four (4) credits towards a student’s QCE.

Graduates will be able to use their Certificate III in Business

as an entry level qualification into the Business Services Industries (e.g. customer service adviser, duty manager, administration officer);

to pursue further tertiary pathways (e.g. Certificate IV, Diploma or Bachelor of Business); and

to improve their chances of gaining tertiary entrance.


PRE-REQUISITES

Students must have a passion for and/or interest in working the Business Services industry and/or pursuing further tertiary pathways (e.g. Certificate IV, Diploma and Bachelor of Business). They must have good quality written and spoken communication skills and an enthusiasm / motivation to participate

in a range of projects.

Topics of Study

Students enrol in qualification: BSB20115 Certificate II in Business (Year 10, Term 3) Students enrol in qualification: BSB30115 Certificate III in Business (Year 11, Term 1)

YEAR 10 YEAR 11

TERM 3 TERM 4 TERM 1 TERM 2

Introduction to the Business Services industry

Develop an e-learning plan and undertake e-learning

Knowledge of the Australian Financial System

Financial calculations

Workplace Health and Safety: legislations, risk assessment

Environmental sustainability Processing workplace information Financial Literacy Short Course – Be

MoneySmart

Working effectively in a business environment

Contributing to team effectiveness

Organising meetings Organising personal work

priorities and developing a project plan

Communication

Finalisation of Certificate II in Business

YEAR 11 YEAR 12


Customer Service: Products and services; meeting customer needs

Deliver a service

Leadership: Promote innovation in a team environment

Major Project: Design and plan for a new product/service (Part 1)

Plan and develop business documents

Plan, draft and finalise promotional material

Major Project: Design and plan for a new product/service (Part 2)

Financial Literacy Short Course (FNSFLT401 - Be MoneySmart through a career in small business)

Finalisation of Certificate III in Business


Learning Experiences

Solving interesting problems Leadership Innovation and teamwork Undertaking e-Learning Organising work priorities and personal development Assessing risks

Delivering a service to customers Recommending products and services Designing and producing business documents Examining business opportunities Financial literacy – Be Money Smart, First Business

Learning and

Assessment

Learning experiences will be achieved by students working alongside an experienced Business Teacher (Program Coordinator) – incorporating delivery of a range of projects and services within their school community. This includes participation in R U OK Mental Health Awareness Week – Team Project and a Major Project where students design and plan for a new product or service.

A range of teaching/learning strategies will be used to deliver the competencies. These include: Practical tasks / experience Hands-on activities involving customer service Group projects e-Learning projects

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

NOTE: From time to time, project delivery may require a mandatory ‘outside subject’ component (e.g. before or after school).

Pathways

The Certificate III in Business will be used by students seeking to enter the Business Services industries and/or pursuing further tertiary pathways (e.g. Certificate IV, Diploma and Bachelor of Business). For example:

Business Owner Business Manager Customer Service Manager

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 www.qcaa.qld.edu.au/senior/new-snr-assessment-te/tertiary-entrance

Cost

$210.00 = Binnacle Training Fees

{$ insert here} Year 11 = Excursions to other outside venues to participate in and to conduct business activities.

{$ insert here} Year 12 = Excursions to other outside venues to participate in and to conduct business activities.

Final cost and notification of these excursions will be included in the permission letter which will be distributed closer to the excursion date. All texts and reprographics are provided by the school.


PLUS entry qualification: SIS20115 Certificate II in Sport and Recreation

Unit Code Unit Title SIS30315 Cert III Fitness

SIS20115 Cert II Sport

SISFFIT001 Provide health screening and fitness orientation Core

SISFFIT002 Recognise and apply exercise considerations for specific populations

Core

SISFFIT003 Instruct fitness programs Core

SISFFIT004 Incorporate anatomy and physiology principles into fitness programming

Core

SISFFIT005 Provide healthy eating information Core

SISFFIT014 Instruct exercise to older clients Core

SISXCCS001 Provide quality service Core Core

SISXFAC001 Maintain equipment for activities Core E (General)

SISXIND001 Work effectively in sport, fitness and recreation environments

Core Core

BSBRSK401 Identify risk and apply risk management processes E (Gym) E

HLTAID003 Provide first aid E (Gym) Core

HLTWHS001 Participate in workplace health and safety E (Gym) Core

SISFFIT006 Conduct fitness appraisals E (Gym)

SISFFIT011 Instruct approved community fitness programs E (General) E

SISXIND002 Maintain sport, fitness and recreation industry knowledge E Core

SISXEMR001 Respond to emergency situations E Core

BSBWHS303 Participate in WHS hazard identification, risk assessment and risk control

E

BSBWOR202 Organise and complete daily work activities Core

SISXCAI002 Assist with activity sessions Core

FSKLRG11 Use routine strategies for work-related learning E (General)

NOTE: Elective units are subject to change prior to the commencement of the program. This is to ensure alignment to current industry practices is at its optimum.

IMPORTANT

Program Disclosure Statement (PDS)

This document 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’.

Certificate III in Fitness Units of Competency SIS30315


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).


REGISTERED TRAINING ORGANISATION

Binnacle Training (RTO Code: 31319)

Subject Type Vocational Education and Training (VET) Qualification

Qualification SIS30315 Certificate III in Fitness

PLUS entry qualification:

- SIS20115 Certificate II in Sport and Recreation

Course Length 2 years

Reasons to Study the Subject

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 eight (8) credits towards a student’s QCE. Successful completion of the Certificate II in Sport and Recreation (entry qualification) contributes an additional four (4) credits towards a student’s QCE.

This program also includes the following:

First Aid qualification and CPR certificate; plus optional sport-specific coach/official accreditation. A range of career pathway options including an alternative entry into university.

Direct pathway into Certificate IV in Fitness (Personal Trainer) with Australian Institute of Personal Trainers (AIPT).


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.

Topics of Study

Students enrol in qualification: SIS20115 Certificate II in Sport and Recreation (Year 10, Term 3) Students enrol in qualification: SIS30315 Certificate III in Fitness (Year 11, Term 1)

YEAR 10 YEAR 11


Health, Safety and Law in the Sport, Fitness and Recreation industry

Customer service

Coaching practices

Assist with activity sessions

Deliver a community fitness program

Screening and assessing clients and group fitness

Exercise Science - Anatomy and Physiology

Exercise Science – Anatomy and Physiology (continued)

Group fitness

First Aid (Cert II finalisation)

YEAR 11 YEAR 12


Programming and instruction

Introduction to specific populations

Specific populations

Advanced group training

Training older clients

Nutrition and performance First Aid qualification and

CPR certificate


Learning Experiences

Learning about the sport, fitness and recreation industry.

Following health and safety standards in the workplace.

Providing quality customer service.

Using and maintaining fitness and sport equipment.

Delivering community fitness programs.

Developing coaching and officiating skills

Conducting a risk assessment on fitness activities.

Providing client screening and health assessments.

Providing healthy eating information to clients.

Instructing and monitoring fitness programs.

Delivering warm-up and cool-down sessions

Planning and delivering gym programs.

Working with specific population clients, including older adults.

Developing skills in exercise science, including anatomy and physiology.

Industry-recognised First Aid qualification and CPR certificate.

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 participants/clients Group work Practical experience within the school sporting programs and fitness facility Log Book of practical experience

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

NOTE: This program involves a mandatory ‘outside subject’ weekly component as follows:

YEAR 11, TERM 3: 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.

YEAR 11, TERM 4: 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.

All other practical experiences have been timetabled within class time. Students will keep a Log Book of these practical experiences (approximately 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 www.qcaa.qld.edu.au/senior/new-snr-assessment-te/tertiary-entrance

Students may also choose to continue their study by completing the Certificate IV in Fitness with Australian Institute of Personal Trainers (AIPT) for a Binnacle-exclusive price offer.

Cost

$290.00 = Binnacle Training Fees $40.00 = First Aid Certificate costs {$ insert here} Year 11 = Excursions to other outside venues to participate in and to conduct fitness activities.

{$ insert here} Year 12 = Excursions to other outside venues to participate in and to conduct fitness activities.

Final cost and notification of these excursions will be included in the permission letter which will be distributed closer to the excursion date.

All texts and reprographics are provided by the school.

For further information, contact the {insert position}, {insert name} {insert email address}


GLOBAL AIMS

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. They support the implementation of an approved learning framework, and support childrens’ wellbeing, learning and development. Depending on the setting, educators may work under direct supervision or autonomously.

COURSE OVERVIEW

year course of study to be awarded the Certificate III in Early Childhood Education and Care, through Charlton Brown RTO 2508. In addition, students must participate in work experience during a trial period and if successful transition into a traineeship and complete 50 paid work days of Structured Workplace Learning over a one year timeframe, as a requirement of obtaining their qualification. This course is designed to enable students to complete all requirements during Year 11 and or Year 12 (extenuating circumstances).

BENEFITS AND CAREER OPPORTUNITIES

The following are some of the areas which can use the skills and knowledge acquired in this course: Early Childhood Educator, Before and After school Care Educator (may have to complete one additional unit of competency), Nanny (with the addition of one extra unit of competency and specific safety courses through Charlton Brown).

This course is a pathway to Diploma in Early Childhood Education and Care, if the student meets the pre-requisites for entry requirements. Completing the Diploma can provide direct entry into some Universities to study a Bachelor in Early Childhood Teaching, gaining credit points for some subjects in the first year of the bachelor program, saving study time and HECS fees.

Immediate benefits – 12 months industry experience for resume, increased opportunity for employment post year 12. Many of our graduates obtain paid employment at their centres during school holidays upon completing their studies at the end of Year 12.

DURATION: 2 YEAR PROGRAM

COST: $140.OO + GST (TERM 2 & 3), YEAR 10. TRANSITION TO TRAINEESHIP – NO ADDITIONAL COSTS. NON-TRAINEESHIP PATHWAY APPROXIMATELY $3,600 TERM 4 YEAR 1 TO TERM 4 YEAR 2.

PREREQUISITE REQUIREMENTS: SOUND ACHIEVEMENT OF ENGLISH IN YEAR 10. TRAINEESHIP REQUIREMENTS - MUST BE ELIGIBLE FOR GOVERNMENT TRAINING AND EMPLOYMENT FUNDING (I.E. CITIZEN/RESIDENT OF AUSTRALIA AND NOT COMPLETED A TRAINEESHIP PROGRAM DURING YEAR 10).

ELIGIBILITY PROGRAM CONDUCTED DURING TERM 3 OF YEAR 10.

VET - Certificate III in Early Childhood Education and Care CHC30113

TRANSITIONING TO A TRAINEESHIP – EMPLOYMENT PROGRAM THROUGH SCHOOL BASED EMPLOYMENT SERVICES QLD

2018-2019


QCE: 8 CREDIT POINTS

UNITS OF COMPETENCY

Competency Code

Name

Core Units CHCECE002 Ensure the health and safety of children CHCECE004 Promote and provide healthy food and drinks HLTWHS001 Participate in work health and safety CHCECE003 Provide care for children CHCECE005 Provide care for babies and toddlers CHCECE007 Develop positive and respectful relationships with children CHCECE010 Support the holistic development of children in early childhood CHCECE011 Provide experiences to support children’s play and learning CHCECE013 Use information about children to inform practice CHCECE009 Use approved learning framework to guide practice CHCLEG001 Work legally and ethically CHCPRT001 Identify and respond to children and young people at risk CHCECE001 Develop cultural competence CHCDIV002 Promote Aboriginal and/or Torres Strait Islander cultural safety HLTAID004 Provide an emergency first aid response in an education and care setting

Elective Units CHCECE012 Support children to connect with their world CHCECE006 Support behaviour of children and young people

BSBWOR301 Organise personal work priorities and development For students to achieve the Certificate III qualification, they must achieve competence in all of the 18 competencies listed above.

TRAINING Theory - weekly on school campus, during term. Practical – Half day a week during school Term 2 & 3 year 1. Traineeship - one day a week in the workplace during school term and school holidays – minimum and maximum of 50 days. First Aid practical assessment day – usually held on one day during school holidays. Depending on class numbers and school program, can be arranged to be undertaken during a block exam week. ASSESSMENT Assessment is competency based and given to the student weekly. Completing weekly set tasks for their homework ensures they are progressively completing their full assessment requirements. There are no additional exams or assignments over and above the weekly homework tasks. Competencies are assessed at industry standard by gaining evidence to show the student has successfully fulfilled all the requirements in the Performance Criteria for this training package. Evidence is gathered using a variety of methods which include: observation, portfolio of work, written and oral questioning, short answer questions and quizzes. Students are given workplace assessment sheets or in the traineeship program - skill assessment trainee record book to take with them to the work place to gather evidence of their on the job performance, through sign off by their supervisor.

VET - Certificate III in Early Childhood Education and Care CHC30113



Axiom College (RTO Code: 40489) Delivered at Calamvale Community College by Axiom

College Recommended Prior Study Students should be able to study independently

Course Outline The Diploma of Business provides students with a broad understanding of contemporary business practices.

Assessment

Units of Competencies covered in the Course are: Unit Code Unit Title BSBADV507 BSBADM502 BSBADM506 BSBMGT403 BSBPMG522 BSBWOR501 BSBMGT401 BSBWOR502

Develop a media plan Manage meetings Manage business document design and development Implement continuous improvement Undertake project work Manage personal work priorities and professional development Show leadership in the workplace Lead and manage team effectiveness

Possible Career Opportunities

Business Administrator, Human Resources Officer, Marketing Assistant, Recruiter, Project Assistant Co-ordinator or start your own small business.


Bachelor of Business, Bachelor of Commerce

Subject Levy

$1900 Special Upfront cost – or choose to utilize a payment plan (Payment plans incur a 15% surcharge and requires provision of a credit card )

Software BYO device for this course

Diploma of Business (BSB50215)


Cert III in Aviation



Documents

SUBJECT SELECTION BOOKLET 2019 · SUBJECT SELECTION BOOKLET 2019 6 GLOSSARY QCAA Queensland Curriculum and Assessment Authority – the government body overseeing curriculum QTAC