Version 1, 2022

Version 1, 2022

Redbank Plains State High School − Year 10 Handbook 2022

Page 1

Contents

MESSAGE FROM THE PRINCIPAL ...................................................................................................................................................... 2

A MESSAGE TO PARENTS ................................................................................................................................................................. 4

THINKING ABOUT CAREERS .............................................................................................................................................................. 5

CURRICULUM ORGANISATION FOR YEAR 10 .................................................................................................................................... 6

SUBJECTS OFFERED IN YEAR 10 ........................................................................................................................................................ 6

SUBJECT PATHWAYS FROM MIDDLE TO SENIOR SCHOOL ................................................................................................................. 7

GENERAL SUBJECT PREREQUISITES YEAR 11 2022 ............................................................................................................................ 8

YEAR 10 CORE SUBJECTS ....................................................................................................................................................... 10

ENGLISH (ENG) ............................................................................................................................................................................... 10

HISTORY (HIS) ................................................................................................................................................................................ 10

HISTORY EXTENSION (HIX) ............................................................................................................................................................. 11

FOUNDATION MATHEMATICS (MAF) ............................................................................................................................................. 11

MATHEMATICS (MAT) .................................................................................................................................................................... 12

EXTENSION MATHEMATICS (MAX) ................................................................................................................................................. 12

SCIENCE (SCI) ................................................................................................................................................................................. 13

SCIENCE EXTENSION (SCX) ............................................................................................................................................................. 13

YEAR 10 ELECTIVE SUBJECTS .......................................................................................................................................................... 14

BASKETBALL DEVELOPMENT PROGRAM (BDP) ............................................................................................................................... 14

ECONOMICS AND BUSINESS (ECB) .................................................................................................................................................. 15

DANCE (DAN) ................................................................................................................................................................................. 16

DESIGN TECHNOLOGIES (DES) ........................................................................................................................................................ 17

MEDIA ARTS (MED) ........................................................................................................................................................................ 18

DIGITAL TECHNOLOGY (DIG) .......................................................................................................................................................... 18

DRAMA (DRA) ................................................................................................................................................................................ 19

FOOD AND NUTRITION (TECHNOLOGY) (FNU) ................................................................................................................................ 19

HEALTH (HEA) ................................................................................................................................................................................ 21

HEALTH AND PHYSICAL EDUCATION (HPE) ..................................................................................................................................... 22

INDUSTRIAL SKILLS (INS) ................................................................................................................................................................ 23

JAPANESE (JAP) .............................................................................................................................................................................. 24

LAW (LAW) .................................................................................................................................................................................... 24

MUSIC (MUS) ................................................................................................................................................................................. 25

SCHOOL TO WORK (STW) ............................................................................................................................................................... 26

SOCCER DEVELOPMENT PROGRAM (SDP) ...................................................................................................................................... 27

TECHNOLOGY SYSTEMS (TSY) ......................................................................................................................................................... 28

TEXTILES AND DESIGN (TXT) ........................................................................................................................................................... 29

VISUAL ART (ART) .......................................................................................................................................................................... 30

VOLLEYBALL STUDIES (VOL) ........................................................................................................................................................... 30

VET AND YOUR USI (UNIQUE STUDENT IDENTIFIER) ....................................................................................................................... 31

USI (UNIQUE STUDENT IDENTIFIER) - CONTINUED .......................................................................................................................... 32

SCHOOL-BASED APPRENTICESHIPS AND TRAINEESHIPS .................................................................................................................. 34


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MESSAGE FROM THE PRINCIPAL The Senior phase of learning encompasses Years 10, 11 and 12. This is the final step on your pathway to the completion of your secondary education. To make good choices about your pathway you will need to read this handbook in detail and know all about:

• General subjects • Applied subjects • Vocational education and training (VET) options.

You need to be aware that:

• In Year 11 and 12 students will typically undertake the equivalent of six subjects • Students will undertake formative assessments in Units 1 & 2 (Year 11) • In General subjects, school-based assessment will contribute 75% to the final subject result

except in Mathematics and Science subjects where it will contribute 50% to the final result. This means that external exams will contribute either 25% or 50% to a students’ results

• While subject-based external assessment will be introduced in all General subjects but will not be used to scale a student’s school-based assessment result

• Students will be provided with an overall numerical score and a level of achievement (A – E) for each General subject. Applied subjects will be reported on using a level of achievement only

• An Australian Tertiary Admission Rank (ATAR) will be used to apply for entry to Tertiary study.

Year 10 The preparation and subject alignment for Senior studies begins in Year 10. Here students select preparatory courses for their Senior pathways and are required to demonstrate the ability to engage with, and be successful in, the curriculum. Students are required to meet pre-determined standards of achievement to have access to certain subjects in Year 11. Failure to meet these standards will mean that they are unable to choose these subjects in Year 11. Students intending to pursue an ATAR (Professional Pathway) must achieve at least a B standard in the equivalent Year 10 subjects. Year 11 and 12 The decision to engage in the Senior years of schooling is an important one. It involves total commitment to your studies to maximise your chances of accessing the further education course or job of your choice. For school studies to have a purpose, all students in Year 11 and 12 must remain eligible for a Queensland Certificate of Education (QCE). To achieve a QCE a student must achieve 20 credits in a set pattern of learning approved by the Queensland Curriculum and Assessment Authority (QCAA). To attain a QCE at Redbank Plains State High School, each Senior student must have regular attendance (95% recommended), engage in the program of instruction and complete all assessment.


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Choosing the most appropriate pathway is a very important decision. The three pathways available to students are: Professional Pathway The career goal of students in this pathway is to attend university. Students must enrol in at least 5 General subjects (and would be very unwise not to enrol in six). Students wishing to enrol in a General subject must achieve at least a B level in the nominated Year 10 prerequisite subjects. Students who engage in this program will be allocated an Australian Tertiary Admission Rank (ATAR) at the end of Year 12 and, if they obtain 20 credits, a QCE. Para-professional/Trade Pathway The career goal of students completing the paraprofessional/trade pathway is either to enrol in further tertiary education at a Certificate IV or Diploma level or to transition to work to complete an apprenticeship or traineeship that commenced at school. Students can choose from a mix of General, Applied and Vocational education (VET) subjects and may participate in school based traineeships or apprenticeships. Students who obtain 20 credits, will receive a QCE. Employment Pathway The career goal of students in the employment pathway is to participate in further tertiary studies at a Certificate III level or to transition into fulltime employment. Students can choose from a mix of Applied and Vocational education (VET) subjects and may also engage in work experience, trade experience opportunities and/or school based traineeships and apprenticeships. Students who obtain 20 credits, will receive a QCE. Success in the Senior phase of learning requires commitment, focus and effective partnerships. These partners include the student, parents and family, Access teacher, Deputy Principals, Guidance Officers, Senior Schooling staff, VET HOD, Pathways and Transition managers, Deans and teaching staff. I look forward to your success as you undertake this exciting phase of your learning at Redbank Plains State High School. Please make sure you make the most of the opportunities provided.

Tom Beck Executive Principal

Respect Excel Attend Learn


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A Message to Parents Parents can help their children to be successful in gaining satisfaction – both personal and academic – from each experience at school. You should: Not assume responsibility yourself but rather, support your child to develop the personal responsibility for their own education. Ask your child questions about school. Find out how your child interprets what is going on at school. to talk to school staff Ensure that there is a suitable place to study in the home. In short, show an interest in what is happening and help your student to develop habits of industry and responsibility with regard to his/her education. Guidelines – Keep your Options Open Many Year 10 students have thought about their future but are still uncertain about courses or careers they would like to follow after they have finished school. It is wise, therefore, to try to keep all options open. This means choosing two different Electives which make it possible to continue thinking about your career choices as you approach the start of Year 11. As an overall plan, it is suggested that students choose subjects: • they enjoy, • in which they have already had some success, • which the student feels are related to careers which are of interest to them, and meet prerequisites for year 11 subjects (See Page • which will develop skills, knowledge and attitudes useful throughout life This may sound difficult, but with the guidelines provided and the help, welfare, and guidance of staff, a comprehensive course which meets the individual needs of students can be developed. Even though students have studied a wide range of compulsory subjects during years 7 and 8 and have completed a Semester of Electives in Year 9, it is important to find out as much as possible about Electives offered in Year 10. To find out about this school’s subjects: • read the descriptions in this booklet, • ask Heads of Department and teachers, • look at books and materials used by students, • listen carefully at class talks, • talk to students who are already studying the subjects.


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When investigating a subject to see if it is suitable, find out about the content (i.e. what topics are covered) and how it is taught and assessed. For example: does it mainly involve learning from a digital textbook? Are there any field trips, practical work, or experiments? How much assessment is based on exams compared to assignments, theory compared to practical work, written compared to oral work? Remember that the choices made now may affect the choices available later in Years 11 and 12. For example: Music in the senior years almost always require previous study in those courses up to Year 10.

Thinking About Careers It is helpful for students to have some ideas about possible career choices at this stage, even though they may change plans or review decisions in the future. For help with career exploration students should talk to the Guidance Officer. Making Decisions It is important to remember that all students are individuals, each with particular needs and requirements that are quite different from those of other students. This means that it is unwise to either take or avoid a unit because: • • someone said that you will like or dislike it, • • your friends are, or are not taking it, • • you like or dislike the teacher, • • “all the boys, or, all the girls take it” (all have equal value for males and females). Students need to be honest about their abilities and realistic with their career aims. There is little to be gained by continuing with or undertaking advanced level studies in subject areas that have produced unsatisfactory grades in previous studies. Similarly, if career aims require the study of certain subject areas, does the student have the ability and determination to work hard enough to achieve the necessary level of performance and results in those subjects? Asking for Help • • Ask for help if it is needed – make decisions based on sound information. • • Talk to parents, teachers, Heads of Department and the Guidance Officer.


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CURRICULUM ORGANISATION FOR YEAR 10

− In Year 10 students study six subjects each semester. − All students will study:

Semester 1 ENG MAT SCI / HIS Yearlong Elective

Yearlong Elective

Yearlong Elective Semester 2 ENG MAT SCI / HIS

Note: If choosing Extension Science or Extension History, these are yearlong subjects. − Students must choose either Science or Science Extension. Students who are considering University should

choose Science Extension. − Students must choose either History or History Extension. Students who are considering University should

choose History Extension. − All electives are full year subjects. − All Year 10 subjects are preparatory for subjects in Year 11. − Some Year 10 students may be able to study Vocational Education Certificate courses which will count

towards the Queensland Certificate of Education. − Each subject has a time allocation of three seventy minute periods per week. − It is strongly recommended that students undertake subjects in Year 10 that enable them to study the relevant

subjects in Year 11 and 12. − Students not achieving a satisfactory standard in the preparatory Year 10 subject will not be able to

select that subject in Years 11/12. − Special Education Program students will negotiate their timetable through the Special Education Program.

SUBJECTS OFFERED IN YEAR 10

Core Subjects English Foundation Mathematics

Mathematics Extension Mathematics

Science (6 mths) Science Extension

(Yearlong)

History (6 mths) History Extension

(Yearlong)

Electives (these are all year long subjects) Economics and Business Dance Design Technologies Media Arts Digital Technology Drama Food and Nutrition - Food related

Units and Practical

Geography Health Health and Physical Education Hospitality (VET) –

SIT10216 Certificate I in Hospitality

Industrial Skills Japanese Law Music

Basketball Development Program School to Work Soccer Development Program Technology Systems Textiles and Design Visual Art Volleyball Development Program

Important Note: The organisation outlined above is designed to ensure that all students get a sound general education whilst at the same time allowing individuals to pursue their own interests. Should it be necessary to vary any of the requirements above in order to meet the needs of a student, the variations will be negotiated, within the resources available to the school, as part of the Senior Education and Training (SET) Plan process. Any such variations must be approved by the Principal or Deputy Principal.


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Subject Pathways from Middle to Senior School The table below gives an indication of the connections between subjects studied in the Middle Years to Senior School subjects that could possibly be offered in 2023. General subjects are connected to a University Pathway in year 11 and 12.

Year 9 Year 10 Year 11 and 12 General or Applied

English English English Essential English

General Applied

Mathematics Foundation Mathematics Mathematics (Core)

General Mathematics Essential Mathematics

General Applied

Mathematics Extension General Mathematics Mathematical Methods Specialist Mathematics

General General General

Science Science (Core) Science Extension

Science in Practice Biology Chemistry Physics Psychology

Applied General General General General

History Geography

History (Core) History Extension Geography Law

Tourism Ancient History Modern History Geography Legal Studies

Applied General General General General

HPE

HPE Certificate II in Health Support

Health Physical Education Certificate III in Health Services

General General VET

HPE Specialist • Soccer • Basketball • Volleyball

Sport and Recreation Certificate II in Sport and Recreation Certificate III in Fitness Certificate III in Health Services

Applied VET VET VET

Economics and Business

Economics and Business Business Certificate II in Work Skills Certificate II in Retail Services

General VET VET

Dance Dance Dance Dance in Practice

General Applied

Design and Technology

Design Technology Systems Industrial Skills

Design Building and Construction Industrial Technology Skills Furnishing Skills Engineering Skills

General Applied Applied Applied Applied

Digital Technologies Media Studies

Digital Technologies Media Studies

Digital Solutions Film, Television and New Media Media Arts in Practice

General General Applied

Drama Drama Drama Drama in Practice

General Applied

Food and Nutrition Textiles

Food and Nutrition Textiles

Food and Nutrition Hospitality Practices Certificate II in Hospitality Fashion

General Applied VET Applied

Japanese Japanese Japanese General Music Music Music

Certificate II in Creative Industries

General VET

Visual Art Visual Art Visual Art Visual Arts in Practice

General Applied


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General Subject Prerequisites Year 11 2022

Subject 2022 Prerequisite Accounting A minimum requirement of a C in year 10 English

and a B in year 10 Business Studies recommended.

Ancient History B in Core History or C in History Extension, and B in year 10 English.

Biology B in year 10 Core Science or History or a C in year 10 Extension Science. B in Core Maths or a C in year 10 Extension Maths. C in year 10 English.

Business A minimum requirement of a C in year 10 English and a B in Year 10 Business Studies recommended.

Chemistry B in year 10 Core Science or History or a C in year 10 Extension Science. B in Core Maths or a C in year 10 Extension Maths. C in year 10 English.

Dance B in year 10 Dance and C in English. B in year 10 English is recommended.

Design (Technology & Design)

A minimum requirement of a C in year 10 English. (B in English is recommended.)

Design (Textiles & Design)

At least a B in year 10 English.

Digital Solutions A minimum requirement of a C in year 10 English and a B in year 10 Digital Media Studies recommended.

Drama B in year 10 Drama and C in English. (B in English is recommended.)

English At least a B in year 10 English.

Film, Television and New Media

A minimum requirement of a C in year 10 English and a B in year 10 Digital Media Studies recommended.

Food and Nutrition A minimum of a B in year 10 English. Highly recommended a minimum of a C in year 10 Science.

Geography Minimum C in English, (B in English recommended). Recommended studying Geography in year 10.

Health B standard in year 10 History or English. .

Japanese A minimum requirement of a C in Junior Japanese studies.

Legal Studies B in Law or B in year 10 History, and B in Year 10 English.

General Mathematics At least B in year 10 Core Maths.

Mathematical Methods

At least a B in Extension Maths.

Specialist Maths At least a B in Extension Maths.

Modern History B in Core History or C in Extension History and B in year 10 English.

Music B in year 10 Music and C in English. B in English is recommended.

Physical Education C standard in year 10 HPE (BBL, VOL or SDP). C standard in History/ Geography or English or Science

Physics B in year 10 Core Science or History or a C in year 10 Extension Science. B in Core Maths or a C in year 10 Extension Maths. C in year 10 English.

Psychology B in year 10 Core Science or History or a C in year 10 Extension Science. B in Core Maths or a C in year 10 Extension Maths. C in year 10 English.

Visual Art B in year 10 Art and C in English. (B in English is recommended.)


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Career Planning Support Personnel ACCESS TEACHER Your Access teacher will assist with subject selection, monitoring and review of SET Plans and career planning. Interviews will be held with all Year 10 students in Term 3 to assist in developing SET Plans. GUIDANCE OFFICERS Students and parents have the opportunity of seeking assistance from Guidance Officers on subject selection and changes (Years 11 and 12), career planning, variable progression (doing Senior over three years instead of two), accelerated studies, undertaking university subjects in Year 12 and any other related issue. DEPUTY PRINCIPAL STUDENT SUPPORT The Deputy Principal Student Support provides support to students with disabilities. HEAD OF DEPARTMENT, SENIOR SCHOOLING – Academic Pathways The Head of Department provides support to students on a university or tertiary study pathway. This occurs through the ATAR Mentoring programme, workshops and lessons designed to build academic confidence and study skills, and monitoring student progress in the senior years. HEAD OF DEPARTMENT, SENIOR SCHOOLING – VET Pathways The Head of Department assists students in participating in work experience, structured work place learning, school-based apprenticeships/traineeships, undertaking TAFE courses and courses with private providers, preparation for University and training and any other alternate pathways. Teachers in the Senior Study Room support students undertaking school-based apprenticeships and traineeships, extended work experience, out-of-school study or programs etc. These teachers monitor student progress and engagement and they provide tutorial assistance to students where necessary. HEAD OF DEPARTMENT, VOCATIONAL EDUCATION & TRAINING (VET) The Head of Department, VET assists students in participating in VET/ Certificate courses, optimising QCE credits and maximising opportunities for success. Students are able to get assistance when applying for their USI from HOD. DEPUTY PRINCIPALS The Deputy Principals have overall management responsibilities pertaining to the relevant year levels and maintain a close interest in student achievement, attendance and welfare. The Deputy Principals provide referral for students to the relevant support personnel and outside agencies. SUPPORT STAFF There are various other support personnel available to support students from a range of different cultures. These include a Community Education Counsellor (supporting Indigenous students), a Pacific Islander Liaison Officer and an English as an Additional Language (EALD) HOD.


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YEAR 10 CORE SUBJECTS

English (ENG) Year long

Aims of Subject

The English course is a program of study, which aims to promote the maturity of students through the enrichment of experiences in language and critical analysis through reading and viewing, speaking and listening, writing and shaping. This course aims to improve written and oral skills and give students the opportunity to demonstrate (via their ability and attitude), whether they should be placed in the literature-based English or Essential English, in Year 11. A high mark in the B range will be a prerequisite for entering English.

Course Outline

Grammar and language skills are embedded throughout the course. Students will read literature (novels, plays, poems) and a range of media texts during the year. A key focus will be the development and application of critical thinking skills in relation to these texts.

Assessment A range of exams, assignments and spoken items.

History (HIS) Semester long

Aims of Subject:

The Modern World and Australia The Year 10 curriculum provides a study of the history of the modern world and Australia from 1918 to the present, with an emphasis on Australia in its global context. The twentieth century became a critical period in Australia’s social, cultural, economic and political development. The transformation of the modern world during a time of political turmoil, global conflict and international cooperation provides a necessary context for understanding Australia’s development, its place within the Asia-Pacific region, and its global standing.

Course Outline:

Year 10 History: The modern world and Australia Year 10 History provides a study of the modern world and Australia from 1918 to the present, with an emphasis on Australia in its context. The unit provides opportunities to develop historical understanding through key concepts, including evidence, continuity and change, cause and effect, perspectives, empathy, significance and contestability. Key focus questions include: How did the nature of global conflict change during the twentieth century? What were the consequences of World War II? How did these consequences shape the modern world? How was Australian society affected by other significant global events and changes in this period? Students will undertake two in-depth studies which include:

1. World War II (1939-1945) Students investigate wartime experiences through a study of

World War II in depth. This includes a study of the causes, events, outcome and broader impact of the conflict as an episode in world history, and the nature of Australia’s involvement.

2. Popular Culture (1945 – present) Students investigate the global influence of Pop

Culture that has shaped Australian society during the 20th century to the present. Students will identify the key developments in popular culture in post-war Australia and their impact on society, including the introduction of television and rock ’n’ roll.

Assessment 1. World War II: Research Folio: 600 - 800 words with full referencing and bibliography. 2. Popular Culture: Stimulus Response Examination using seen and unseen sources.

Duration 120 minutes.

http://www.australiancurriculum.edu.au/Glossary?a=13982176-3262-47ea-9ec5-9e4600a31686&t=Modern


http://www.australiancurriculum.edu.au/Glossary?a=13982176-3262-47ea-9ec5-9e4600a31686&t=Asia



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History Extension (HIX) Pathway A Students - Year long

Aims of Subject

History Extension is an introduction to senior history subjects. The unit aims to get academically minded students to develop an understanding of our ancient past and to look at the impact of imperialism as a vehicle of historical change. It encourages students to recognise the importance of historical study as a means to understand our contemporary world and the change in human affairs. Over the course of the year, students will develop skills in critical analysis, evaluation and communication.

Course Outline

This course is a recommended preparation for year 11 history: Term 1 & 2: The modern world and Australia Students will undertake two in-depth studies which include:

1. World War II (1939-1945) Students investigate wartime experiences through a study of World War II in depth. This includes a study of the causes, events, outcome and broader impact of the conflict as an episode in world history, and the nature of Australia’s involvement.

2. Popular Culture (1945 – present) Students investigate the global influence of Pop Culture that has shaped Australian society during the 20th century to the present. Students will identify the key developments in popular culture in post-war Australia and their impact on society, including the introduction of television and rock ’n’ roll.

Term 3: Ancient Rome – Augustus Students will be studying the ancient Roman leader Augustus, who had a significant impact on the development and creation of the Empire of Rome. They will develop an understanding of the motivations and actions of Augustus and those around him. They also examine the key phases by which power and authority are challenged by civil and external conflict. Term 4: Australia and Asia post 1945 – Vietnam. Students will be investigating Australian involvement in the Vietnam War and the impacts of this on both the Vietnam War and the people of Australia. They will examine cultural, economic, ideological, political, religious, military or other challenges that were faced during this time.

Assessment 1. World War II: Research Folio: 600 - 800 words with full referencing and bibliography. 2. Popular Culture: Stimulus Response Examination using seen and unseen sources.

Duration 120 minutes. 3. Augustus: Research Folio: 800 – 1000 words 4. Vietnam: Extended Response (essay) to Stimulus Examination using seen and unseen

sources. Duration 120 minutes; Length 500-600 words Costs • During the year students may be visiting the University of Queensland Antiquities

Museum and State Library. Such excursions should involve travel costs only. It is an expectation that students participate in this excursion.

• Joining the Ipswich and Queensland State Library is a class expectation for research purposes.

Foundation Mathematics (MAF) Year long

Aims of Subject

Foundation Mathematics prepares students for Essential Mathematics which is studied in Years 11 and 12. It provides opportunities for students to improve their numeracy to assist them in pursuing a range of vocational and personal goals. It develops not only students’ confidence and positive attitudes towards mathematics but also their mathematical knowledge and skills and their communication skills.

Course Outline

This subject is suited to those students who wish to continue their mathematics studies in Years 10, 11 and 12 and to attain vital prevocational skills and knowledge that will enhance their employability. The study area contains five topics:

• Mathematics for interpreting society: number (study area core) • Mathematics for interpreting society: data • Mathematics for personal organisation: location and time • Mathematics for practical purposes: measurement • Mathematics for personal organisation: finance.

Assessment The assessment will consist of a variety of assessment techniques. These may include: written exams, assignments, oral tasks, practical tasks.


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Mathematics (MAT) Year long

Aims of Subject

Mathematics prepares students for General Mathematics which is studied in Years 11 and 12. It provides students with important mathematical skills and processes, which can be used in personal, vocational and civic life. This subject assists students to recognise and solve mathematical problems in everyday life, use mathematics to assist in making informed decisions, manage their financial affairs in an informed way and understand mathematical information presented in the media or workplace. It also enables students to understand mathematical information that is presented in a variety of ways and communicate mathematical information in a variety of forms.

Course Outline

The course is integrated and is organised into the following broad topics:

• Managing Money I and II • Elements of applied geometry • Linking two and three dimensions • Data collection and presentation

• Maps and compasses • Exploring and understanding data • Networks and queuing.

Assessment The assessment program consists of extended modelling and problem-solving tasks, reports and supervised exams. There will be at least three assessment items per semester.

Extension Mathematics (MAX) Year long

Aims of Subject

Extension Mathematics prepares students for Mathematical Methods which is studied in Years 11 and 12. It provides students with important mathematical knowledge, skills and processes, necessary for tertiary study and which can be used in personal, vocational and civic life. This subject assists students to recognise when problems are suitable for mathematical analysis, use mathematics to assist in making informed decisions and manage their affairs in an informed way. It also enables students to understand mathematical information that is presented in a variety of ways and communicate mathematical information in a variety of forms.

Course Outline

The course is an integrated course and is organised into the following broad topics:

• Introduction to functions • Rates of change • Periodic functions and

applications • Exponential and logarithmic

functions

• Optimisation using derivatives • Introduction to integration • Applied statistical analysis.

Assessment The assessment program consists of extended modelling and problem- solving tasks, reports and supervised exams. There will be at least three assessment items per semester.


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Science (SCI)

Semester long

Aims of Subject

This course is designed to allow students to continue their study of Science in Year 10. Students who have an interest in Science but have not definitely decided on choosing a senior science in Year 11 will have an opportunity to continue their studies. The course will consolidate scientific ideas from Years 8 and 9 and extend students into higher levels of science.

Course Outline

The course covers aspects of Physics, Biology, Chemistry and Earth Sciences that have not been covered in Years 8 and 9. Each strand consists of a five week unit. Biology focuses and genetics, hereditary and pedigrees, with focus on understanding how characteristics are transferred from parents to offspring. Physics focuses on the equations of speed and acceleration as they relate to vehicle movement. Earth Sciences focuses on the Big Bang theory and the universe. Chemistry focuses on atomic structure and the periodic table as well as different types of chemical reaction and the products formed from reactions.

Assessment Biology has an exam on Genetics.

Physics has an extended experiment on acceleration and force.

Earth Science has an exam. Earth Science has a Research Report on Big Bang Theory.

Chemistry has an exam.

Science Extension (SCX) Year long

Aims of Subject

This course endeavours to give students an insight into the particular requirements of Year 11 Biology, Psychology, Chemistry and Physics. The course will introduce students to the particular style of assessment that is required for the Year 11 courses. A student studying Science extension should not be required to study core Science in Year 10.

Course Outline

The first term focuses on Biology. Students will study cell biology and learn correct techniques of microscopy and applied experimental procedures.

Term 2 focuses on Psychology. The structure of the human brain and the main functions of the parts of the brain are examined.

Term 3 focuses on Physics. Students will study nuclear physics including radiation and nuclear decay. Newtons Laws of motion are also covered.

Term 4 focuses on Chemistry. Students will focus on chemical reactions, the periodic table and chemical bonding. Students will look at stoichiometry of reactions.

Assessment Semester 1: Experimental report, a data test and a semester exam. Semester 2: Research report and a semester exam.

Cost There are no official costs for the course.


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YEAR 10 ELECTIVE SUBJECTS

Basketball Development Program (BDP) Year long

Aims of Subject

The Basketball Development Program aims to:

• provide students with the opportunity to develop their basketball potential to the highest level while maintaining their performance in academic studies

• provide students with quality coaching and feedback on how they are developing as players

• develop students’ abilities to work together as a member of a team

• develop links between Education Queensland and Basketball Australia

• instil professionalism and good sportsmanship in all of its players.

Course Outline

The course is 50% practical and 50% theoretical consisting of study topics such as Skill Acquisition, Biomechanics, Training Principles and Sport Sociology. Coaching is provided by Redbank Plains State High School staff and visiting nationally accredited coaches. This course will incorporate technology to allow students to perform analysis and evaluation of their physical skills to make judgements for improving their abilities.

Assessment Assessment includes written, oral and physical tasks such as:

Examinations, Research assignments, Game play assessment, Fitness tests, and Skills tests.

Cost

Uniform - (Training Shirts, Training Shorts, Playing Shorts and, Gear bag (Items subject to change) – Uniforms are to be purchased from the uniform shop - COST TBA) PLUS $50.00 - travel costs for games Additional charges for competitions where travel is required.


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Economics and Business (ECB)

Year long

Aims of Subject

Economics and Business aims to provide students with economic and business knowledge and understanding and economic and business skills by exploring content through contemporary issues, events and or case studies.

Course Outline

The humanities and social science subjects provide a broad understanding of the world in which we live, and how people can participate as active and informed citizens. In the Australian Curriculum, Economics and Business is one of four subjects in the Humanities and Social Sciences learning area. The economics and business content involves two strands: economics and business knowledge and understanding, and economics and business skills. These strands are interrelated and will be taught as such. Students will explore content through contemporary issues, events and/or case studies. Different contexts such as personal, local, national, regional or global contexts may be used. The Year 10 curriculum gives students the opportunity to develop their understanding of economics and business concepts by considering Australia’s economic performance and standard of living. The ways governments manage economic performance to improve living standards is explored, along with the reasons why economic performance and living standards differ within and between economies. Students explore the nature of the external environment and why the government intervenes to ensure that prices reflect the depletion of resources or costs to society. Students examine the consequences of decisions and the responses of business to changing economic conditions, including the way they manage their workforce. As mandated in the Australian Curriculum, by the end of Year 10, students explain why and how governments manage economic performance to improve living standards. They explain variations in economic performance and standards of living within and between economies. They analyse factors that influence major consumer and financial decisions and explain the short- and long-term effects of these decisions. They explain how businesses respond to changing economic conditions and improve productivity. Students evaluate the effect of organisational and workforce management on business performance. In developing student economics and business skills, students will be required to undertake questioning and research; demonstrate interpretation and analysis; show economic reasoning, decision-making and application; communicate and reflect.

Assessment A variety of assessment techniques will be used such as examination, short response, extended response and investigation business report to name a few.


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Dance (DAN)

Year long

Aims of Subject

Students will gain an understanding of the history and stylistic techniques of Musical Theatre, Popular Dance, Contemporary Dance and Social Issues through practical workshops and theoretical elements.

Course Outline

In Semester 1, students will explore a variety of dance styles associated with the Musical Theatre genre such as Jazz and Cabaret. Using their knowledge from practical workshops students will learn, polish and perform adapted performance repertoire and explore the styles further through the making of their own choreography. Students will also explore Popular Dance styles associated with the dance film clip industry. Using their knowledge from practical workshops, students will create their own dance film clips using a range of technologies. Students will also analyse, interpret and evaluate Popular Dance film clips and their impression on youth today. In Semester 2, students explore Contemporary Dance through practical workshops to learn, polish and perform adapted repertoire for assessment. They will examine the history of Contemporary Dance with a focus on key pioneers who have made a significant contribution to the style. Students will analyse, interpret and evaluate Contemporary works and demonstrate their knowledge and understanding of the style.

Assessment Responding – oral or written tasks which test the students’ grasp of Dance components, skills and terminology. Tasks will ask students to analyse, interpret and evaluate a live or recorded professional dance work. Choreography – students create their own dances individually or in small groups. Performance – students perform a teacher choreographed dance piece in pairs or small groups.


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Design Technologies (DES)

Year long Aims of Subject The study of Design Technologies provides students with opportunities to engage in

creating quality design solutions for identified needs and opportunities across key contexts; industrial and manufacturing design, graphic design and built environment. Students consider the functional, economic, environmental and social impacts of an ever changing technological world. The Australian Curriculum: Design and Technologies actively engages students in exploring, analysing, developing, producing and evaluating design solutions. Students are required to apply empathy to understand different users' needs and provide design solutions appropriate to differing audiences. Students also understand how the choice and use of technologies contributes to a sustainable future.

Prerequisites Nil - All students are welcome to participate in this subject.

Unit description (deep understanding)

Unit 1 Visual Design Unit 2 Drawing and Digital Technologies Topic 1 - Communicating visual design Topic 1 - Furnishing Design Topic 2 - Graphic Design Topic 2 - Architectural Design Topic 3 - Engineering Design Topic 3 - Interior Design

Key Skills

• Formatting a design folio • Design thinking process • Managing multiple tasks within projects and project time lines • Analysing products using a range of different thinking tools • Understanding different audiences and their needs • Using a range of graphical representation techniques to develop and sketch designs • Communicating design ideas through annotations • Using a range of drawing conventions to produce drawings to industry standards • Evaluating design solutions against student developed design criteria.

Assessment overview

The assessment instruments could include design folios, 3D printed prototypes, prototypes, visual diary and design challenge exam.

Pathways The knowledge and skills developed as a result of the study of this course will prepare students for further development into senior subjects such as Design, Engineering Skills, Furnishing Skills, Building and Construction Skills, Industrial Technology Skills and Certificate I in Construction.

Equipment Students will be required to purchase individual equipment items such as a visual diary, pencils, pens, colouring pencils/markers and erasers for school and home use to enhance their presentations. Students can obtain copies of the CAD package used at school, free of charge, to use at home. This will assist them when undertaking homework and assignments.

Expectations and Homework

As the majority of work (including assessment) is completed during class time, students will be expected to catch up out of class time if they miss lessons for any reason. Computer facilities are available at school during lunch time upon request.


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Media Arts (MED) Year long

Aims of Subject

A program of study derived from this study area specification assists students to gain practical skills, employ essential terminology, investigate “solutions” to “problems”, and make choices to communicate through their arts making specialisation of media production. Students will develop general media industry skills needed by a beginner practitioner.

Course Outline

This one year course of study encourages students to work towards becoming artist-practitioners in the roles of maker, presenter, technician and manager. Students will explore and apply film and media techniques, processes and technologies individually and/or in groups to express ideas through media based processes. Students also learn about workplace health and safety issues, effective work practices, positive work ethics, teamwork, and project management skills. The two units covered over the year are:

• Genre Study – Sci-fi Films • Advertising.

Assessment Assessment will include practical projects (designing, filming and editing projects) and written reports in response to a film or the media industry.

Digital Technology (DIG)

Year long Aims of Subject

Digital Technology aims to provide students with a variety of skills and knowledge that will be beneficial in senior Digital Technology subjects. Students will be exposed to senior topics covered in both Information Communication Technology and Digital Solutions. This subject is designed to guide students through the topics and levels required in senior subjects to better aid their future subject selections.

Course Outline

The subject matter is organised into the following possible topics: • 3D modelling and animation • Graphic and Audio Design • Robotics • Programming and Game Design • Web Shop

Assessment Digital Technology uses a variety of assessment techniques. These may include both short and extended writing tasks, major and minor programming assignments e.g. app design, game design, webpage design, in-class exams and assignments.


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Drama (DRA) Year long

Aims of Subject

Students will develop an understanding of a wide variety of dramatic styles, both contemporary and historical. They will explore different styles of drama including Australian Gothic, Verbatim and Documentary Drama, Elizabethan and Neo-Classicism Theatre and Greek and Physical Theatre. Students will be exposed to both practical and theoretical learning experiences, teaching them how to devise and perform dramatic theatre, as well as how to analyse and evaluate the dramatic languages within live theatre.

Course Outline

Over the course of the year, students will learn about the development of drama throughout the western world. They will explore different styles of drama including Commedia dell’Arte, Greek and Physical Theatre, Elizabethan and Verbatim. Students will develop knowledge and understanding of the dramatic languages (the elements of drama, skills of drama and conventions of forms and styles), and how these are manipulated across the different criteria, including Presenting, Responding and Devising. Specifically, students will undergo practical workshops, developing their acting skills for the stage. This will include experimentation with a range of script extracts. Students will present their creative adaptation of chosen scenes across of a range of styles to a formal audience. Furthermore, students will apply their knowledge of the dramatic styles by writing their own, original scripts. Finally, students will respond to live and/or recorded live performances, by critiquing the dramatic languages and how they have been manipulated to create dramatic meaning for the audience.

Assessment Responding – extended written responses to a live or recorded live professional performance, or a playscript. Responding tasks will be completed under exam conditions as well as take-home assignments. Presenting – performance of students’ own script or a published playscript. Devising – students will write a dramatic concept for a performance, workshop their concept with a group of 3-4 students, then present a 1 minute showing of their concept.

Food and Nutrition (Technology) (FNU) Year long

Aims of Subject

Food Technology responds to changes in society, and is designed to assist students to develop strategies which will enable them to lead fulfilled and effective lives as individuals and family members. Food Technology is a dynamic subject area relevant and important to both male and female students. Students will develop foundation skills required for Senior Food and Nutrition (General Subject), Hospitality Practices (Applied Subject).

Course Outline

The study of the relationship of food, nutrition and the preparation of nutritious meals and foods for optimum individual and family health:

• Nutrients • Nutrition and health • Food Preparation – not all practical work will result in a take away food item. • Technology in food production and the home • Practical food preparation and food experiments.

Assessment Assessment will be aligned to Senior General Subject – Food and Nutrition: • written examinations, • practical application and experiments, • reports and journals.

NOTE It is a WH&S requirement for this subject that suitable protective footwear be worn.


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Geography (GEG)

Year long Aims of Subject

In each semester of study, students will investigate a variety of contemporary challenges affecting people and places across the globe, at a range of scales. These include natural hazards such as volcanoes and earthquakes, the impact of ecological hazards such as the COVID-19 pandemic, and issues affecting human wellbeing. To prepare students for senior schooling, the assessment types and assessable objectives in Year 10 Geography are modelled upon the SATE Year 11 and 12 Geography Senior Syllabus.

Course Outline

Semester 1: Physical and Human Geography • Environmental change and management focuses on investigating the major

challenges to environmental sustainability, and explore the concept of sustainable development. Students will complete an in-depth study of Coastal environments.

• Geographies of human wellbeing focuses on investigating global, national and local differences in human wellbeing between places. Students explore spatial differences in wellbeing within and between countries, and evaluate the differences from a variety of perspectives.

Semester 2: Natural and Ecological Hazards • Natural Hazards: In this unit, students develop an understanding of how natural

hazards represent potential sources of harm to human life, health, income and property, and how such hazards may affect elements of the built and natural environments. Students focus on geologic hazards: volcanoes and earthquakes.

• Geography of Disease – Ecological Hazards: In this unit, students examine case studies of ecological hazards through a global study of disease diffusion and impact. Students will examine the different factors that affect the diffusion, distribution and severity of specific diseases, and the potential ways that countries can manage these diseases through prevention, treatment and cure.

Key Skills • Critical thinking: analytical thinking, problem solving, decision making • Creative thinking: innovation, creativity, generating new ideas, identifying

alternatives • Collaboration, teamwork and social skills: recognising and using diverse

perspectives, adaptability, citizenship, cultural awareness • ICT skills: Using Geographical Information Systems (GIS), accessing and

analysing academic journals, research skills, collating and transforming graphic and cartographic data

Assessment Assessment students can expect across the course of Year 10 Geography include: • Combination Response Exam • Field Report • Data Report

Field Trip Information / Costs

There is a field trip to Sandgate, Brisbane to investigate the management of Coasts in response to the challenges of climate change, including rising sea levels. Students will engage in a variety of primary field data collection techniques, including land surveying. Field trip costs will be kept to a minimum.


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Health (HEA) Year long

Aims of Subject

Health enables students to explore and enhance their own and others’ health and physical activity in diverse and changing contexts. The health industry is currently experiencing strong growth and is recognised as the largest industry for new employment in Australia, with continued expansion predicted due to ageing population trends. A demand for individualised health care services increases the need for health- educated people who can solve problems and contribute to improved health outcomes across the lifespan at individual, family, local, national and global levels. The preventive health agenda of this subject is future-focused to develop 21st century skills, empowering students to be critical and creative thinkers, with strong communication and collaboration skills equipped with a range of personal, social and ICT skills.

Course Outline

Health uses an inquiry approach informed by the critical analysis of health information to investigate sustainable health change at personal, peer, family and community levels. Students define and understand broad health topics, which they reframe into specific contextualised health issues for further investigation. Students plan, implement, evaluate and reflect on action strategies that mediate, enable and advocate change through health promotion. The students will complete integrated health promotion tasks which involve promoting health messages in the school and wider community. Topics may include:

• Health in the 21st Century • Sun safety • Nutrition

• Mental Health • Impacts of a drug and alcohol culture • Community Health

Assessment Assessment will include written, health promoting tasks, such as: • Examinations (short response and unseen essays) • Research assignments – Analytical Exposition • Action Research (Innovation Project) This subject gives students an insight into the Senior subject of Health.


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Health and Physical Education (HPE) Year long

Aims of Subject

Health and Physical Education provides students with the opportunity for positive experiences that encourage physical activity and health in daily life. In Health and Physical Education, students develop the knowledge, processes, skills and attitudes necessary to • make informed decisions about health, physical activity and personal development • promote the health of themselves, others and their communities • develop and refine motor skills necessary for participation in physical activity • acquire and apply movement concepts to enhance performance • develop positive attitudes towards participation in regular physical activity and

recognise the associated benefits.

Course Outline

Students study a variety of core and elective modules which are integrated into and throughout the course. These may include:

• Sports Psychology • Sociology of Sport.

Sport options include:

• Table Tennis • Indoor Hockey • Volleyball

• ‘Aussie’ Sports • Dance • Tennis

• Touch • Basketball • Athletics

Assessment Assessment will include written, oral and physical tasks, such as: • Examinations • Skills tests • Research assignments • Game play assessment • Reports • Oral presentations It is important to note that to succeed in this subject students must work in both theoretical and practical aspects of the course.


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Industrial Skills (INS) Year long

Aims of Subject Industrial Skills is focused on a broad range of traditional, contemporary and emerging materials that typically involve extensive use of technologies. We live in and depend on the human-made environment for communication, housing, employment, medicine, recreation and transport; however, we also face increasing concerns related to sustainability. Students need to develop the confidence to make ethical and sustainable decisions about solutions and the processes used to make them. They can do this by learning about and working with materials and production processes. The Australian Curriculum: Design and Technologies actively encourages students to be able to produce, evaluate and design practical or theoretical solutions. Students are required to apply empathy to understand different users' needs and provide design solutions appropriate to differing audiences. Students also understand how the choice and use of technologies contributes to a sustainable future. Students will progressively develop knowledge and understanding of these characteristics and properties and apply them to a range of materials in the development of products.

Prerequisites There are no prerequisites for the study of this subject.


Unit 1 Construction pathways Unit 2 Engineering pathways Topic 1 - Applied Drawing Topic 1 - Light Fabrication Topic 2 - Construction/Surveying Topic 2 - Heavy Fabrication Topic 3 - Furnishing/Cabinet making Topic 3 - Fitting and Machining

Key Skills • Workplace Health and Safety

• Investigate design and technologies occupations • Introduction to Industry work practices and manufacturing processes • Personal and interpersonal skills • Plan and manufacture projects to meet identified needs • Use hand and power tools • Cutting, joining and fabricating using materials • Communicate using oral, written and graphical modes • Organise, calculate and plan manufacturing processes and evaluate the products

produced. • Further enhance their project with their own design applications

Assessment overview

Student assessment for all semesters consists of classwork projects, theory booklet and an exam.

Pathways The knowledge and skills developed as a result of the study of this course will prepare students for further development into senior subjects such as Certificate I in Construction, Engineering Skills, Industrial Technology Skills, Building and Construction Skills or Furnishing Skills.

Expectations Students selecting this subject need to be aware of all safety standards, self-discipline and co-operation that are required in a practical workshop. Students who elect to study Industrial Skills must be prepared to follow ALL safety rules and wear ALL personal safety equipment required in a workshop.


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Japanese (JAP) Year long

Aims of Subject

Students will throughout the Japanese course of study expand on their range and nature of learning experiences and contexts in which you communicate with others. Students will also gain a growing awareness of the wider world, including the diversity of languages, cultures, and forms of intercultural communication.

Course Outline

Throughout the course of study, students will build on their Japanese vocabulary, experiment with different modes of communication and participate in guided group discussions. With increasing control of language structures and systems, students will build confidence and interest in communicating in a wider range of contexts. Some topics of study include:

- Fast food and healthy eating habits - Leisure activities of Japanese and Australian students - Domestic and International travel - Part-time work and future directions - Homestay experiences.

Assessment We will conduct a variety of assessment items that will require you to comprehend and compose texts in Japanese. In comprehension tasks students will be required to respond in short answer form using English and Japanese. For composing tasks students will be required to create texts using spoken and written Japanese.

Law (LAW) Year long

Aims of Subject

This course will give students a broad insight into sample subject matter and assessment involved in Legal Studies in the area of Law Systems, Youth Justice, Sentencing and Forensics.

Course Outline

Units: • Introduction to Law (Term 1) • Punishment and Sentencing (Term 2) • Youth Justice (Term 3) • Evidence and Forensics (Term 4)

Students will engage in a program of study that looks at the reasons for laws, the development of law systems and Queensland’s current Judicial system as well as Youth rights and responsibilities. Students will examine theories of Punishment and the goals of Sentencing in Australia today with a particular focus on the issue of Indefinite Sentencing while in term four students will look at the techniques of evidence collection and examination with a focus on Forensics.

Assessment Examination, Extended Written Response (Essay) and Information Report.

Costs LAW students will travel to various courts and will be required to contribute to transportation costs.


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Music (MUS)

Year long Prerequisite: Desirable for students to have studied Music in Year 9

Aims of Subject

Students will be exposed to a variety of historical and contemporary musical styles and techniques. Students will build on their skills in analysing music, performing and composing and further prepare them for either Senior Music or enjoying Music as a leisure pursuit.

Course Outline

In Semester 1, students will examine Music Maestros - a variety of composers and musical works, both historical and contemporary. A range of time periods and genres will be covered including Medieval, Baroque, Classical, Romantic, 20th and 21st Century, popular and jazz. In Semester 2, students will investigate Music Fusion – where musical ideas from different time periods or styles are put together to create new music. Students will have the opportunity to further develop their knowledge of the musical elements, their performance skills on a variety of instruments and their listening skills through class activities.

Assessment Semester 1 (Music Maestros) Solo Performance, 1-2 minutes plus reflection journal 100-200 words Responding (analysis) essay in response to a visual score and audio recording, 400-600 words Composing – write an instrumental trio, 12-16 bars plus reflection journal 100-200 words Semester 2 (Music Fusion) Ensemble Performance, 1-2 minutes plus reflection journal 100-200 words Composing – students will compose a melody and then manipulate it to include elements of musical fusion plus reflection journal 100-200 words Responding (written exam) – aural and visual analysis written exam covering a variety of musical fusion styles and techniques.


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School To Work (STW)

Prerequisite: Verified Disability

Aims of Subject

The School-To-Work subject is a fundamental aspect of the Special Education Program. • This subject aims to develop essential personal and social capabilities such as

communication, resilience, self-confidence, leadership, teamwork, goal setting and initiative.

• School to Work aims to progress understanding of Work place environments, safety, training and pathways through short work experience placements.

• Students will develop competence and safety management in the local community. This outcome includes how outdoor education can teach students to assess risk and make judgements.

• Enhance wellbeing through guided reflection on involvement in group and individual activities that are challenging and adventurous.

Course Outline

• Smart and Safe at work - Work placement – Resume writing, personal presentation, workplace health and safety and communication

• Living skills - time management, budgeting and money, respectful relationships, first aid and using public transport safely in the community

• Communication – Group dynamic skills and leadership, outdoor exploration knowledge and skills and Environmental awareness

• Health and the outdoors, safety and wellbeing • Participation in 3 day Camp, excursions and extracurricular activities • Workplace training, workplace health and safety • Employment options and pathways

Assessment • Formal – Resume writing, PowerPoint presentation and workbooks • Informal – observations, participation in camp, first aid scenarios and group

games.

Course costs $160.00 for Activities and Resources – details of breakdown below Payment required per activity attended.

Term 1 Canoe skills excursion $10 Social day excursion $10

Term 2 Hike and Bike excursion day $10

Camp (3 Days) $100 Cycle park Pedal Prix excursion $10

Term 3 Cycle park excursion $10

RACQ Pedal Prix Race day $10


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Soccer Development Program (SDP) Year long

Aims of Subject

The Soccer Development Program aims to: • provide students with the opportunities to develop their soccer potential to the

highest level while maintaining their performance in academic studies • provide students with quality coaching, feedback and support so they can grow

and develop into accomplished players • develop links between the Program and the local community, Education

Queensland and Queensland Soccer • instil professionalism and good sportsmanship in all of its players.

Course Outline

The course is comprised of a 50% practical component and a 50% theoretical component. The practical component is consisting of two terms of indoor and two terms of outdoor soccer. The theoretical component consisting of Sports Psychology, Sports Injury, Fitness and Nutrition. Coaching is provided by Redbank Plains State High School staff as well as other qualified coaches and educators. The program will allow students to:

develop their overall skills and game achieve a Junior coaching certificate

achieve a Junior referee certificate link to TAFE sports courses

Assessment Physical tasks: fitness tests, skill tests and game play assessment. Theoretical tasks: written exams, research assignments and orals. The Soccer Development Program aligns criteria for success through the current Health and Physical Education syllabus.

Cost Uniform - Training Shirts, Training Shorts, Playing Socks and Gear Bag (Items subject to change) – To be purchased from the Uniform Shop - COST TBA PLUS $50.00 for travel costs for the YAGERA DISTRICT competition Additional charges for competitions such as VIKINGS FUTSAL where travel is required.


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Technology Systems (TSY)

Year long Aims of Subject Technology systems builds on lateral, creative solutions to develop enterprising and

innovative individuals with the ability to make discerning decisions concerning the development, use and impact of technologies. A variety of delivery mediums will be utilised in order to create an environment where design and engineering problem solving process involves the practical application of science, technology, engineering and mathematics (STEM) knowledge, for students to work independently and collaboratively to solve simple, complex and open-ended problems. The Australian Curriculum: Design and Technologies - Technology systems is focused on principles and systems used in the design and production of sustainable, engineered solutions. Students need to understand how sustainable engineered products, services and environments can be designed and produced as resources diminish. Students will progressively develop knowledge and understanding of how forces and the properties of materials affect the behaviour and performance of designed engineering solutions.

Prerequisites Students must have at least a C in Maths, Science and English.


Unit 1 System design Unit 2 Engineering fundamentals Topic 1 - Design process Topic 1 - Pneumatic and hydraulics Topic 2 - Product sustainability Topic 2 - Electronic systems Topic 3 - Engineering principles Topic 3 - Mechanical systems

Key Skills • Engineering Principles (structural, civil, control)

• Symbolise and explain ideas and solutions • Analyse problems and information • Use design and systems thinking to generate design ideas • Generate prototype-solutions that assess the accuracy of predictions • Evaluate and refine ideas and solutions to make justified recommendations • Make decisions about and use mode-appropriate features, language and

conventions to communicate development of problem solutions

Assessment overview

The assessment instruments could include design folio, prototype, practical simulations, visual diary and/or engineering design challenge exam.

Pathways The knowledge and skills developed as a result of the study of this course will prepare students for further development into senior subjects such as Design, ICT, Physics and Engineering Skills.

Expectations and Homework

Students will need to purchase individual equipment, such as a visual diary, pens, pencils, colouring pencils/markers and erasers for use at home to enhance their presentations.


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Textiles and Design (TXT) Year long

Aims of Subject

Textiles and Design Students will develop foundation skills required for Senior Design (General Subject), and Fashion (Applied Subject). Textiles and Design explores textiles, fashion culture, technology and design. Students use their imaginations to create, innovate and express themselves and their ideas, and to design and produce design solutions in a range of textile contexts. Students will engage in the design process to plan, generate and produce textile items. They investigate textiles and materials and their characteristics and how these qualities impact on their end use and after.

Course Outline

The study of the relationship of design, technology and textiles and their use by the consumer:

• Textile characteristics • Care and uses – sustainability and environmental impact • Elements and principles of design • Technology and textiles • Design process – practical component ongoing throughout course.

Assessment Assessment will be aligned to Senior subjects Design and Fashion: • written activities, • practical application and assessment • reports and journals.

NOTE 1. It is a WH&S requirement for this subject that suitable protective footwear be worn.

2. Students will be required to supply some fabrics and notions towards their

practical items.


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Visual Art (ART)

Year long

Aims of Subject

Students will explore varied areas of Visual Art in depth to familiarise themselves with the expectations of both Senior Visual Arts programmes: Visual Art (ATAR subject) and Visual Arts in Practice (Applied subject). They will identify artworks from different cultures, times and places and evaluate how representations communicate artistic intentions in artworks they make and view. Students will analyse connections between visual conventions, practices and viewpoints that represent their own and others’ ideas. Students will manipulate art media, techniques and processes, develop, and refine techniques and processes to represent ideas and subject matter in their artworks.

Course Outline

This course gives students an opportunity to experience varied art making and further grounding in essential skills and knowledge that will help equip them for success in Senior Art.

Assessment • Product - Experimental Folio • Product - Painting and Drawing Folio • Project - Practical and Journal work • Extended Response - Written exam

Volleyball Studies (VOL) Year long

Aims of Subject

Volleyball Studies aims to: • provide students with the opportunities to develop their volleyball potential to the

highest level while maintaining their performance in academic studies • provide students with quality coaching, feedback and support so they can grow

and develop into accomplished players • develop links between the Program and the local community, Education

Queensland and Queensland volleyball • instil professionalism, good sportsmanship and supportive relationships in, with

and through all of its players.

Course Outline

The course is comprised of a 70% practical component and a 30% theoretical component. The theoretical component consists of Sports Psychology, Sports Injury, Fitness and Nutrition. Coaching is provided by Redbank Plains State High School staff as well as other qualified coaches and educators. The Senior Program aims at:

• developing their overall skills and game • achieving a Junior coaching certificate

• achieving a Junior referee certificate • linking TAFE sports courses.

Assessment Physical tasks: fitness tests, skill tests and game play assessment. Theoretical tasks: pamphlet, research assignments, orals and mock interviews.

Cost

Uniform - Training Shirts, Training Shorts and Gear Bag (Items subject to change) – To be purchased from the Uniform Shop - COST TBA PLUS $50.00 for travel costs for the YAGERA DISTRICT competition Additional charges for competitions such as QLD Volleyball Schools Cup and National Volleyball Schools Cup - TBA.


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VET and Your USI (UNIQUE STUDENT IDENTIFIER)

Information for parents and students From 1 January 2015, the Australian Government requires all students studying Vocational Education and Training (VET) to have a Unique Student Identifier (USI). This includes students who are studying VET in schools. There is no cost to the student. The USI will allow students to access their enrolment and achievement record for all VET learning online (from 1 January 2015); and no VET records will be lost. Registered Training Organisations (RTO) must have a valid USI for a student before issuing a qualification or statement of attainment. This includes school RTOs. What is a USI?

• A USI is a reference number. It is made up of numbers and letters.

• Creating a USI is free.

• It creates a secure online record of your nationally recognised training that you can access anytime and anywhere, and it’s yours for life.

• The USI is linked to the National Vocational Education and Training (VET) Data Collection, and this means an individual’s nationally recognised training and qualifications gained anywhere in Australia, from different training organisations, will be kept all together.

Why do students need a USI? Students will need a USI:

• so that an RTO is able to issue a statement of attainment, or certificate, for nationally recognised accredited training

• for online access to their record of enrolment and achievement for VET learning

• to provide evidence of their accredited VET, for example when applying for a job or further study.

• Students must have a USI prior to enrolment and commencing a qualification.

• Students who cannot provide the RTO with a USI will not be awarded the Certificate or Statement of Attainment (SOA).

Who applies for a USI? • A student can apply for a USI – check with their VET Teacher on how to apply or at the Australian

Government USI website - create your USI.

• The student must then provide the USI details to their school or they will not receive a statement of attainment or qualification.

http://www.usi.gov.au/create-your-USI/Pages/default.aspx

http://www.usi.gov.au/create-your-USI/Pages/default.aspx


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USI (Unique Student Identifier) - continued


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School-Based Apprenticeships and Traineeships Downloaded and adapted from http://www.apprenticeshipsinfo.qld.gov.au/school-based/ School-based apprenticeships and traineeships (SATs) allow high school students to work with an employer as paid employees (generally one day per week) while studying for their Queensland Certificate of Education and Senior Statement. At the same time, students undertake a training qualification with a registered training organisation chosen by both the employer and the student. A school-based apprentice's or trainee's employment and/or training arrangements must impact on their school timetable for the program to be considered school-based. Traineeship students must complete a minimum of 375 hours of paid work per 12 month period of the SAT. Due to the requirements of completing a SAT, Principal approval is required prior to sign up. Some traineeships may be incompatible with enrolment in certificate III or above courses either at school or with other training institutions. For further information contact the Head of Department Senior Schooling.

Information contained in this Handbook was correct at the time

of publication. August 2022

High Performance is Everybody's Business

http://www.apprenticeshipsinfo.qld.gov.au/school-based/

Documents

Version 1, 2022