2013-2014 Senior Handbook

CLAIRVAUX MACKILLOP COLLEGE

SENIOR SCHOOL CURRICULUM HANDBOOK

2012-2013

Klumpp Road, Upper Mount Gravatt 4122 Telephone: 3347 9200 Facsimile: 3347 9211 Email: [email protected] Web Address: www.cvxmck.edu.au

Table of Contents

Foreword ................................................................................................. 1

Selecting Senior Subjects ............................................................................. 1

Clairvaux MacKillop College Code ................................................................... 1

Expectations of our Senior Students.......................................................... 2 What is different about the Senior Centre? ................................................. 2

Queensland Certificate of Education ............................................................... 3

QCE Credit Table ....................................................................................... 3

Numeracy and literacy requirements ........................................................ 4 Core credit ......................................................................................... 5 Conceded semesters .............................................................................. 6 Preparartory courses ............................................................................ 7 Enrichment credit ................................................................................ 8 Advanced credit ................................................................................... 8 Vocational Education and Training ........................................................... 9

Pathways ............................................................................................... 11

Tertiary Pathways .............................................................................. 11 Alternative Pathways ........................................................................... 13 Senior Schooling Pathways ..................................................................... 14

Using This Booklet in Conjunction with Other Resources ..................................... 16

How to be Successful in Years 11 and 12......................................................... 18

Listing of Available Subjects ....................................................................... 19

Essential Websites .................................................................................... 20

Recommended Websites ........................................................................ 20

Outline of Subjects Offered ........................................................................ 21

Accounting ......................................................................................... 23 Agriculture and Horticulture Studies ........................................................ 24 Ancient History ................................................................................... 25 Biology ............................................................................................. 26 Certificate III in Business Studies ............................................................. 27 Certificate III In Children’s Services (CHC30708) ......................................... 28 Chemistry .......................................................................................... 30 Chinese ............................................................................................. 31 Drama .............................................................................................. 32 Drama Studies .................................................................................... 33 Certificate I in Creative Industries .......................................................... 34 Certificate II in Live Production, Theatre and Events ................................... 34 Economics ......................................................................................... 35 English ............................................................................................. 36 English Communication ......................................................................... 37 Geography ......................................................................................... 38

Graphics ........................................................................................... 40 Home Economics ................................................................................. 41 Certificate II in Hospitality Practices (SIT10207 & SIT20207) ......................... 42 Diploma of Engineering – Technical (MEM50205 CAD) ................................... 44 Information & Communications Technology ................................................ 46 Information Processing and Technology .................................................... 47 Information Technology Systems ............................................................. 48 Certificate I in General Construction (CPC10108) ........................................ 49 Certificate II in Furniture Making (LMF20309) ............................................ 50 Japanese ........................................................................................... 51 Legal Studies ...................................................................................... 52 Marine and Aquatic Practices ................................................................. 53 Mathematics A .................................................................................... 54 Mathematics B .................................................................................... 55 Mathematics C .................................................................................... 57 Prevocational Mathematics ................................................................... 59 Modern History ................................................................................... 61 Music ............................................................................................... 62 Music Extension .................................................................................. 64 Philosophy and Reason ......................................................................... 65 Physical Education .............................................................................. 66 Physical Recreation Studies ................................................................... 67 Cert III In Fitness ................................................................................. 69 Physics ............................................................................................. 70 Religion and Ethics .............................................................................. 71 Science ............................................................................................ 72 Study of Religion ................................................................................. 73 Technology Studies .............................................................................. 74 Visual Art .......................................................................................... 76 Visual Art Studies ................................................................................ 78 Appendix A ........................................................................................ 80 Appendix B ........................................................................................ 81

Foreword

“By effort and faith” This handbook is designed to give students and their parents some help at this time of major decisions in Year 10. Some decisions made now could affect much of your life, so they must not be taken lightly. These may include -

• Do I want to prepare for tertiary studies at university, enter the workforce from Year 12 or continue study at a TAFE college or with a private provider?

• What subjects best prepare me for the careers or courses I am considering?

• What subjects do I need to study as prerequisites for potential university courses I might like to study?

• Do I want to do industry placement or a school-based traineeship or apprenticeship?

• How do I keep my options open if I’m not sure what I want to do after school?

Selecting Senior Subjects

Students have the option of selecting authority or authority registered subjects, or VET certificates courses. The curriculum at Clairvaux MacKillop College offers students a broad choice suitable to a wide range of interests and abilities to make the transition from secondary education to employment, university, TAFE, or a combination of these. More importantly, the curriculum offers the students opportunities to grow in faith and develop personal and social skills. Students are urged to make the most of these opportunities. The information contained in this handbook is extensive and you should feel welcome to contact the college at any time to clarify any information in this publication or discuss any aspect of your son/daughter’s education. The SET Plan interviews in the third term of Year 10 are another way to ensure that the decisions for Years 11 and 12 are sound and well informed. The decisions about what subjects a student chooses to study in Years 11 and 12 are important; they should not be taken lightly or flippantly, but rather with an informed and considered approach to career paths immediately after Year 12 and with the knowledge of what interests and motivates each individual. It is possible to change one’s plans and subjects throughout Year 11 and 12, but students and their parents need to understand the consequences in doing so. The regulations regulating the awarding of the Queensland Certificate of Education and the pre-requisite requirements for entry into some courses at university are quite specific. As students move into the Senior School, they are asked to sign a contract which details the expectations the college has of them. Moving from the Junior Centre into the Senior levels of the College carries with it responsibilities and challenges, but the College community will welcome you, offer you opportunities for personal and academic growth, and watch with great interest how you grasp these opportunities.

Clairvaux MacKillop College Code We acknowledge and accept our college Mission Statement and we will strive to

value and respect ourselves and others; extend courtesy to all members of the College and the wider community; do our best in all things; respect the rights of others as learners; accept responsibility for our own actions and decisions; enhance the good reputation of the college; respect the property of ourselves and others; care for and respect our environment.

Expectations of our Senior Students

More specifically, members of the Senior Centre are expected to: uphold the College Code; honour the Senior Schooling Education Agreement which they sign; be an effective role model to other students in the aspects of motivation, diligence and

presentation; promote the caring climate of the centre so that tolerance, understanding and community is

visible within the centre; be responsible for their academic, work, and recreational commitments, and organise

themselves to meet deadlines; seek assistance or guidance be aware of the procedures laid down for students in the college diaries in relation to

uniform, absences, transport and parking, late arrival and early departure.

Senior students should familiarise themselves with tcollege community has of them.

What is different about the Senior Centre?

Entering the Senior School provides you with new opportunities and responsibiliyou making decisions that will influence your Students engaged in senior schooling education need to be engaged in their own progress and learning, and committed to their own learning environment. Successful teaching and learning involve a climate in which relationships between students and staff are based on mutual care, respect, trust, support and shared goals. The goal of the teachers is to help you be successful in your chosen course and we presume you also share this goal. At the same time,you to understand how you best learn and what strategies you can best employ to maximise your learning both inside and outside the classroom. This learning and decision-making must take place within a context and, in this case, it iscontext of membership of the Senior Centre and membership of the whole college community.

Clairvaux MacKillop College Code

We acknowledge and accept our college Mission Statement and we will strive to

value and respect ourselves and others; courtesy to all members of the College and the wider community;

respect the rights of others as learners; accept responsibility for our own actions and decisions; enhance the good reputation of the college;

property of ourselves and others; care for and respect our environment.

Expectations of our Senior Students

More specifically, members of the Senior Centre are expected to: uphold the College Code;

the Senior Schooling Education Agreement which they sign; be an effective role model to other students in the aspects of motivation, diligence and

the caring climate of the centre so that tolerance, understanding and community is visible within the centre; be responsible for their academic, work, and recreational commitments, and organise themselves to meet deadlines; seek assistance or guidance when it becomes necessary to do so; be aware of the procedures laid down for students in the college diaries in relation to uniform, absences, transport and parking, late arrival and early departure.

Senior students should familiarise themselves with the College Code and the expectations the

What is different about the Senior Centre?

provides you with new opportunities and responsibilidecisions that will influence your future career path.

Students engaged in senior schooling education need to be engaged in their own progress and learning, and committed to their own learning environment. Successful teaching and learning

te in which relationships between students and staff are based on mutual care, respect, trust, support and shared goals. The goal of the teachers is to help you be successful in your chosen course and we presume you also share this goal. At the same time,you to understand how you best learn and what strategies you can best employ to maximise your learning both inside and outside the classroom.

making must take place within a context and, in this case, it iscontext of membership of the Senior Centre and membership of the whole college community.

We acknowledge and accept our college Mission Statement and we will strive to –

courtesy to all members of the College and the wider community;

be an effective role model to other students in the aspects of motivation, diligence and

the caring climate of the centre so that tolerance, understanding and community is

be responsible for their academic, work, and recreational commitments, and organise

be aware of the procedures laid down for students in the college diaries in relation to uniform, absences, transport and parking, late arrival and early departure.

he College Code and the expectations the

provides you with new opportunities and responsibilities and will see

Students engaged in senior schooling education need to be engaged in their own progress and learning, and committed to their own learning environment. Successful teaching and learning

te in which relationships between students and staff are based on mutual care, respect, trust, support and shared goals. The goal of the teachers is to help you be successful in your chosen course and we presume you also share this goal. At the same time, it is important for you to understand how you best learn and what strategies you can best employ to maximise your

making must take place within a context and, in this case, it is within the context of membership of the Senior Centre and membership of the whole college community.

Queensland Certificate of Education From 2006, students finishing Year 10 are required to participate in education and/or training for a further two years. The introduction of the Queensland Certificate of Education (QCE) is a change to how senior students are awarded a school based qualification that recognizes a broad range of learning that takes place within a school environment. It also recognises that students can study in school, VET, higher education and other settings. The Queensland Studies Authority awards the QCE to a student when they have achieved an agreed amount of learning at a set standard and demonstrate achievement in literacy and numeracy. This amount reflects an amount of learning that could be reasonably covered by most students over a two-year, full time course of study in the Senior Phase of Learning. A young person must achieve at least 20 credits to be eligible for a QCE. A minimum of 12 credits must come from completed Core courses of study. The remaining 8 credits may come from a combination of Core, Preparatory, Enrichment or Advanced courses, with a maximum 6 credits contributing from Preparatory studies. Partial completion of a Core course of study may also contribute some credit. The following information gives great detail as to the requirements for achieving a QCE and is sourced from the QSA website. While it presents a lot of information, it is important for students

and parents to understand that students must choose subjects that they will pass (achieve a minimum of a Satisfactory standard) in order to receive points towards their QCE.

QCE Credit Table Required standard of achievement Set standards for courses of study

Course of study Set standard Authority subjects and Authority-registered subjects

At least a Sound Level of Achievement*

Exception: Up to two semesters of incomplete Authority and Authority-registered subjects exited after the first or second semester at Limited Level of Achievement can be conceded towards the award of a QCE, if needed.

Vocational education and training certificates Certificate awarded

University subjects achieved while at school At least a Pass as defined by the course

Recognised international learning courses of study

At least a Pass as defined by the course

Recognised awards and certificates Awarded

Workplace, community and self-directed learning projects

Completion at a set standard as defined by the approved project

* The set standard for Authority and Authority-registered subjects is a Sound Level of Achievement as described by QSA syllabuses. While schools may modify courses and assessment conditions for students with special needs or in extenuating circumstances, learning must be measured against syllabus standards.

Literacy and numeracy requirements A QCE is awarded to a person who, in addition to achieving 20 credits in the required pattern of learning, has met the requirements for literacy and numeracy. The table below lists options for meeting those requirements. How literacy and numeracy requirements may be met

Literacy Numeracy

Students can meet QCE literacy

requirements by satisfying any one of

these options:

� At least a Sound Level of Achievement in one semester of one of these subjects*: � English � English Extension � English Communication � English for ESL Learners A student may: � exit the subject after four semesters with a Sound Level of Achievement or higher � exit the subject after one, two or three semesters with at least a Sound Level of Achievement � exit the subject with a Limited or Very Limited Level of Achievement, having achieved a notional Sound** in a single semester

Students can meet QCE numeracy

requirements by satisfying any one of these

options:

� At least a Sound Level of Achievement in one semester of one of these subjects*: � Mathematics A � Mathematics B � Mathematics C � Prevocational Mathematics A student may: � exit the subject after four semesters with a Sound Level of Achievement or higher � exit the subject after one, two or three semesters with at least a Sound Level of Achievement � exit the subject with a Limited or Very Limited Level of Achievement, having achieved a notional Sound** in a single semester

� At least a Sound Level of Achievement in English assessed by a Senior External Examination

� At least a Sound Level of Achievement in Mathematics A or Mathematics B assessed by a Senior External Examination

� At least a Sound Achievement in the short course in literacy developed by the QSA

� At least a Sound Achievement in the short course in numeracy developed by the QSA

� Competence in VET Vocational Literacy 3 (39153 Qld)

� Competence in VET Vocational Numeracy 3 (39163 Qld)

� A Pass grade in a literacy course recognised by the QSA

� A Pass grade in a numeracy course recognised by the QSA

� At least a C on the Queensland Core Skills Test

� At least a C on the Queensland Core Skills Test

� At least a 4 for an International Baccalaureate examination in Language A1 HL (English) or Language A1 SL (English)

� At least a 4 for an International Baccalaureate examination in Mathematics HL or Mathematics SL

* The subjects Functional English and Functional Mathematics do not meet literacy and numeracy requirements. ** See QSA Handbook Appendix 3 “Meeting literacy and numeracy requirements using a notional Sound” for procedures, quality assurance and reporting of literacy and numeracy requirements.

Core courses of study Core courses of study are the types of courses usually undertaken by young people during the senior phase of secondary education. At least 1 credit must come from Core studies while enrolled at a school.

Course Set standard Credits

Authority subjects or Authority-registered subjects derived

from a Study Area Specification

Study Area Specifications, Approach B:

� four semesters of Authority-registered subjects contribute up to 4 credits to Core (and completed Core courses). Study Area Specifications, Approach C:

� two semesters of an Authority-registered subject contribute up to 2 credits to Core (but not completed Core courses) � two semesters of VET Certificate I contribute 2 or 3 credits to preparatory learning. Functional English and Functional Maths (SAS) do not contribute credit towards the QCE and will not appear on a Senior Statement or Statement of Results.

At least a Sound Level of Achievement

4

A subject that is assessed by a Senior External Examination For information and eligibility guidelines for Senior External Examination candidates, see the QSA website <www.qsa.qld.edu.au/588.html>.


4

Nationally recognised Vocational Education and Training

(VET) qualifications that lead to the award of a Certificate II, III or IV

(including traineeships and Study Area Specifications, Approach A)

Credits assigned to VET Certificates III and IV can be checked through the Career Information Service (CIS) website <www.cis.qsa.qld.edu.au>.

Certificate awarded

Certificate II: 4

Certificate III or IV: 5, 6, 7

or 8

A school-based apprenticeship (SBA) Completion of at least 25% of the competencies associated with the VET qualification (i.e. the off-the-job component) contributes 2 credits.(All Certificate III qualifications associated with apprenticeships contribute 8 credits towards a QCE when completed.) The 4 possible credits from the on-the-job component are allocated at the rate of 1 credit per 20 days of satisfactory participation, which is 48 days per calendar year or 96 days over a two-year period.

Requirements met

VET component (incomplete Core): 2

On-the-job component (completed Core): 4

A QSA-approved tailored training program Completed 4

A recognised international learning program At least a Pass grade (as defined by the course)

4 for each completed course of study

Relaxation of the completed Core requirement A minimum of 12 credits must come from completed Core courses. Generally, students transferring into Queensland schools may apply for a relaxation of the completed Core requirement if, through circumstances of their transfer, they were not eligible for the award of a QCE.

In addition, a relaxation of the completed Core requirement may apply to non-transfer students changing between Mathematics or between English subjects, dependent on certain conditions being met. To be eligible, a student must: � change subjects at the end of the first or second semester of study in that subject � attain a minimum result of Limited Level of Achievement in the original subject � attain a minimum result of Sound Level of Achievement in the final subject � attain at least 12 credits from Core courses. For the following subject changes, a relaxation of the completed Core requirement will be applied automatically and no application is necessary. � Authority Mathematics B to Mathematics A � Authority Mathematics A to Authority-registered Prevocational Mathematics � Authority Mathematics B to Authority-registered Prevocational Mathematics � Authority English to Authority-registered English Communication. Some students have followed a program of study incorporating other changes within the ranges of Mathematics and English subjects. There are situations where these changes may be used to meet the completed Core requirement, but are not automatically detected in SLIMS. (See examples 1 and 2 below If the first one or two semesters of a Mathematics and/or English subject exited at a Limited Level of Achievement are used for the completed Core requirement, they cannot also be used as conceded semesters towards the award of a QCE. Example 1: The student moves from Prevocational Mathematics to Mathematics A. Semester 1 Semester 2 Semester 3 Semester 4 Credits

Prevocational Mathematics (Exit LoA: High)

Mathematics A Mathematics A Mathematics A (Exit LoA: Sound)

4

This student would still need another 8 credits from completed Core courses. Example 2: The student moves from English Communication to English. Semester 1 Semester 2 Semester 3 Semester 4 Credits

English Communication

English Communication (Exit LoA: High)

English English (Exit LoA: Sound)

4

This student would still need another 8 credits from completed Core courses.

Conceded semesters

Up to two semesters of incomplete Authority and Authority-registered subjects at Limited Level of Achievement can be conceded towards the award of a QCE, if needed, providing the student has exited the subject(s) after the first or second semester of each course. If the first one or two semesters of a Mathematics and/or English subject are used for the completed Core requirement, they cannot also be used as conceded semesters towards the award of a QCE. The first semester a student studies a subject is considered the first semester of the course for that student. The first semester may be Semester 1, 2, 3 or 4 of the course. For example if a student

commences a subject in Semester 2 and exits it at the end of Semester 3 at a Limited Level of Achievement, 2 conceded semesters will apply.

Determining credit for results from partially completed Core studies

Award of credits for partial completion of Authority subjects and Authority-registered subjects is based on semesters completed, with 1 credit awarded for each semester when the subject is exited at a Sound Level of Achievement or higher. Similarly, partially completed VET Certificate II qualifications are based on 25%, 50% or 75% of the competencies attained, attracting 1, 2 or 3 credits respectively. School principals may apply the QSA’s policy, Late and non-submission of student responses to

assessment instruments in Authority and Authority-registered subjects, for students who do not participate sufficiently in an Authority or Authority-registered subject to enable judgments for a full 4 semesters. The policy is included in the QSA handbook, A–Z of Senior Moderation, available from the QSA website <www.qsa.qld.edu.au/1426.html>. Partial completion of VET Certificate III or IV qualifications worth up to 8 credits will be based on the percentage of competencies (25%, 50% or 75%) attained. Note that some VET Certificate III and IV qualifications attract fewer than 8 credits for completion. This will be automatically determined by the QSA according to the proportion of total competencies completed and reported by the provider. Schools can find the most up-to-date information on credit associated with VET Certificate III and IV qualifications through the Career Information Service (CIS) website <www.cis.qsa.qld.edu.au>.

Preparatory courses of study

Preparatory courses of study are generally courses that are used as stepping stones to further study. A maximum of 6 credits from Preparatory courses can count towards the QCE. Preparatory courses of study Course Set standard Credits

Nationally recognised VET qualifications, accredited under the Vocational Education, Training and Employment (VETE) Act 2000, that lead to the award of a Certificate I vocational qualification

Certificate awarded

3 for qualifications of 200 nominal hours or more

2 for qualifications of 199 nominal hours or less A maximum of 2 qualifications can count

Employment skills development programs approved under the VETE Act 2000

Requirements met

2

A maximum of 1 program can count

Recognised re-engagement programs Requirements met

2

A maximum of 1 program can count

Literacy: A short course senior syllabus (2010) Numeracy: A short course senior syllabus (2010)

At least a Sound Achievement

1 per course

Enrichment courses of study Enrichment courses of study are generally, although not exclusively, offered by organisations other than those offering Core or Preparatory courses of study. A maximum of 8 credits from Enrichment courses can count towards the QCE. Enrichment courses of study

Course Set standard Credits

A recognised certificate or award in areas such as music, dance, drama, sport and community development Some recognised certificates and awards will contribute more than 1 credit. Some may be classified as Preparatory and some as Advanced. For the most up-to-date list see the QSA website <www.qsa.qld.edu.au/3177.html>.

Awarded As recognised by the QSA

Recognised structured workplace or

community-based learning programs

Agreed standard Credit determined by agreement

Learning projects: Workplace, Community,

Self-directed

Satisfactory 1

Accredited VET courses* Pass Credit determined by agreement

Authority extension subjects, such as English Extension


2

School-based courses (non-QSA) A passing grade as defined by the recognised course

As recognised by the QSA

Career Development: A short course senior

syllabus 2010


1

* 30636QLD Course in Aircraft Maintenance Engineering for Senior School Students is currently the only accredited VET course recognised as contributing towards the QCE. The completed course contributes 4 credits.

The Duke of Edinburgh’s Award was recognised on June 20, 2007. It will contribute towards the award of a QCE in the Enrichment category for young people receiving the award after the recognition date.

Advanced courses of study Advanced courses of study go beyond the scope and depth of what is considered senior schooling. They must be undertaken while the student is enrolled at a school to contribute towards the award of a QCE.

These Recognised studies do not need to be part of a school program to attract credit towards a QCE. A maximum of 8 credits from Advanced courses can contribute towards the QCE. Advanced courses of study Course Set standard Credits

One- or two-semester university

subjects completed by a young person as part of a school program

Pass grade 2 or 4 credits respectively

Diplomas or advanced diploma courses undertaken by a person while enrolled at a school

Competencies demonstrated

up to 8 credits, on the basis of 1

credit per completed competency

Recognised structured workplace or community-based learning programs

Agreed standard Credit determined by agreement

These courses are generally separate subjects to Authority and Authority-registered subjects. They commonly go beyond what would normally be considered the senior phase of learning. A university subject taken in conjunction with an Authority or Authority registered subject for credit towards a QCE should involve additional assessment and significant additional learning to the 55 hours per semester timetabled for QSA subjects.

VET issues

Approach Characteristics Implications

Study Area

Specifications (SASs)

Approach C For example: � Business � Hospitality � Recreation

� Two semesters of Authority-registered subject contribute up to 2 credits to Core (but not completed Core courses). � The VET Certificate I (completed over 2 semesters) contributes 2 or 3 credits to Preparatory learning.

These subjects do not contribute to the requirement of 12 credits from completed Core courses.

Authority subjects

with embedded VET The Authority subjects: � Business, Communication and Technologies � Hospitality Studies � Information Technology Studies � Tourism

� These courses can contribute to the completed Core requirement. � Completed courses contribute 4 credits towards the award of a QCE. � If these subjects are partially completed, the credit that contributes is the higher of either the VET component or the

For partially completed courses with embedded VET, the credits associated with each of the Authority subjects and the VET component is calculated, and the higher credit applies. For example: A subject exited after 3 semesters at a Sound Level of Achievement or higher contributes 3 credits towards a QCE. If all of the competencies for the VET Certificate II have been completed at the end of the 3 semesters, the subject will contribute 4 credits towards a QCE. Should a student be enrolled concurrently in both an Authority subject

Authority subject. with embedded VET and the same separate VET certificate, a maximum of 4

credits will apply for the combination.

Nested VET

certificates

� Nested competencies in certificates provide students who need to leave the course with a variety of exit points without complete penalty. � The competencies for Certificate I are included in those required for Certificate II, which are further included in the competencies required for Certificate III.

For QCE purposes, the intent of nested certificates is to allow a student who withdraws from a Certificate III course to attain one of the lower qualifications provided sufficient competencies have been demonstrated. The total amount of credit associated with most Certificate III courses is 8 credits towards a QCE (5, 6 or 7 credits for some courses). In the event of withdrawal from the Certificate III the lower Certificate II course would contribute 4 credits and the Certificate I course would contribute 2

credits towards a QCE.

Reference: The QCE Handbook Updated May 2011 http://www.qsa.qld.edu.au/3180.html Accessed 21

May 2011.

Pathways

Tertiary Pathways This section applies to students contemplating further studies at a university after they complete Year 12. Step 1: Make yourself eligible for university entrance

You do this by selecting subjects that qualify you for an Overall Position (OP). An OP is a measure of overall academic achievement at school. It allows comparisons to be made between all students in the State, with students receiving an OP from 1 (the highest) to 25 (the lowest). To be eligible for an OP, you must choose to study at least five Authority subjects. An Authority subject is one that contributes to an OP, while Authority Registered and Recorded subjects do not. Step 2: Become eligible for the course of your choice

The particular Authority subjects you select should fulfil a number of requirements. Firstly, you should consult the QTAC prerequisite subject guide to ascertain if the tertiary course you are interested in has any subjects that you MUST study at school. If so, these must be included in your selection. Secondly, check to see which Field Positions (FPs) are considered worthy of scrutiny for entry into the course of your choice. An FP is a finer measurement of achievement than the OP and students can be compared with one another in up to five different fields. A loose description of these fields is as follows:

Field A: Extended written expression. Field B: Short written communication. Field C: Basic numeracy/calculation, graphical and tabular interpretation. Field D: Solving complex problems, using mathematical symbols and skills. Field E: Creative and practical skills.

You should choose subjects that qualify you for a FP in the fields used in marginal entry to tertiary courses that interest you. Your result in each field for which you are eligible for an FP will be reported on a scale of 1 (highest) to 10. Having stated this, you need to appreciate that FPs are rarely used to offer a course to students at the end of Year 12. Step 3: Maintain your eligibility for university entrance

To accomplish this, you must do several things. Firstly, while there is some flexibility in subject choice, you must study three Authority subjects continually through Years 11 and 12, as well as a further minimum of eight semester units of Authority subjects. Secondly, you must sit for the Queensland Core Skills Test (QCS) in Year 12. This is a non-subject specific examination lasting approximately seven hours over two days. The results from these tests will be used to scale schools against each other across the State. Each student’s results on this test will be published on his/her QCE using an “A” to “E” scale.

Step 4: Achieve good results at school

In each Authority subject studied at school, the result will be reported as one of the following Levels of Achievement:

• Very High Achievement

• High Achievement

• Sound Achievement

• Limited Achievement

• Very Limited Achievement Each tertiary course has a quota or limit on the number of students who can be accepted each year. Students with higher results have better chances of being admitted into the tertiary course of their choice. These results are obtained by working through the QSA-accredited Work Program in each subject and then measuring achievements on examinations, assignments and other assessments against the criteria detailed in the program. Step 5: Apply for entry to the course of your choice

Students apply to Queensland Tertiary Admissions Centre (QTAC) for places in tertiary courses in Queensland (and in some cases, northern NSW). Information booklets are distributed through schools and assistance is available from the college counsellor and career guidance staff at the appropriate time. Students lodge their QTAC preferences directly on line via the web. This electronic lodgement allows students to change or update their preferences more often and more easily than was previously possible. At the time of lodgement, students will not know their OP, FPs or Levels of Achievement in their subjects. However, they are able to change their preferences for a short period after this information becomes available in December of their Year 12. Therefore it is not necessary to guess what your possible OP score is to decide on a course, as you can change your course choices with QTAC after you receive your OP score and before the first round offers for places are sent out to students. Step 6: Certification - the SEP (Student Education Profile).

After you have finished Year 12, you should receive (usually, shortly before Christmas) your QCE. This is prepared by the Queensland Studies Authority and will contain:

• the names of the Authority and Authority Registered subjects you have studied

• the number of semesters for which you have studied each one

• your Exit Level of Achievement in each subject.

• the names of any nationally recognised Certificates attained and/or units of competencies achieved

• your individual grading on the QCS Test. You will receive a Tertiary Entrance Statement, which is prepared by QSA. This statement will contain your OP and FPs. Together, these documents comprise your SEP (Student Education Profile).

In summary, to gain admission to university courses….. Several factors decide whether or not students are accepted into particular courses at university: 1 Prerequisite subjects must be met. Each course will stipulate certain Authority subjects (and

perhaps minimum achievement levels), which must be taken in Years 11 and 12 if students are to be considered for admission to that course.

2 Students must have a sufficiently high OP to be included in the quota for that course.

3 Students who have an OP that is marginal for selection for a particular course will have their FPs scrutinised. Each course will state which FP or combination of FPs will be used to decide between students on marginal OPs. In recent years, FPs have been used in less than 2% of cases so therefore will affect only a very small percentage of students.

4 Finally, other information may be considered, such as:

• school references

• reports

• interviews

• folios

• auditions

Alternative Pathways

You may opt to undertake a course that involves subjects, certificate courses and a school-based apprenticeships or traineeships (SATs) with a clear industry focus. The aim of these is to gain skills and qualifications that prepare you for the workplace and are recognised in industry. By doing a SAT, a student will work towards a vocational qualification recognised by industry and will count towards their Queensland Certificate of Education (QCE). They will also earn a wage while training on the job, gaining new skills, learning about workplaces and developing the confidence and skills they have learnt at school in a real work environment. Students can also enrol in external Diploma and Certificate courses through the various TAFE campuses in the Brisbane region. Should you choose not to receive an OP, you would still receive your QCE containing subjects (Authority and Authority Registered and Certificate subjects) and Exit Levels of Achievement, provided you have banked enough credits. Students undertaking this pathway will not have taken the mandated 5 OP subjects to be eligible for an OP and therefore will not receive a Tertiary Entrance Statement.

Students will, however, have to make one decision that OP-eligible students do not face: whether or not to sit the QCS test. Students not eligible for an OP will find no disadvantage in sitting the QCS Test. Certainly, if they are considering entry to an Associate Diploma course at TAFE (or any other study at a recognised institution), it may assist their application. Students completing a school-based traineeship/apprenticeship can also benefit from doing the QCS if they choose to do further study. The college encourages all students to sit this test.

Industry Placement

Students undertaking a course where they have less than 4 Authority Subjects are required to

undertake regular Industry Placements in their chosen areas of interest. This choice supports their

fields of study or can be in an alternative industry of interest.

Industry Placements occur once a week and during Exam Blocks.

Industry Placements are coordinated with the help of School Community Industry Partnership

Service (SCIPS) A term fee is charged for this service.

Students not in the Industry Pathway can nominate to attain Industry Placement during school

holiday periods.

Senior Schooling Pathways

PATHWAYS

Vocational Education and Training Our College offers Vocational Education and Training courses that provide numerous pathways into training and include a greater emphasis upon the world of work. While undertaking their Years 11 and 12 studies, students gain credit towards a nationally recognised certificate (eg, Certificate III in Business, Certificate III in Child Care), which allows them to take up further study at a TAFE College or provides an alternative pathway to a university or to move more easily into the workforce on completion of Year 12.

Students select courses that enable them to concentrate on industry-specific areas such as Childcare, Business, Hospitality, Construction or Furnishing. The Vocational Education Program provides

Traineeship/ Apprenticeship AQTF Certificate I-IV

Rank

(for Tertiary entrance) 20 Semester Units

OP

(Overall Position)

20 Semester Units

TAFE Private Training Organisation Employment

University

TAFE

Private Training Organisation

Employment

University

TAFE

Private Training Organisation

Employment

University University

Tertiary Pathway

students with entry-level training and qualifications that are industry endorsed. All competencies achieved are Nationally Accredited and are recognised under the Australian Qualifications Framework. School-based traineeships and apprenticeships enable students to study for their QCE whilst undertaking a part-time apprenticeship or traineeship. Subjects within the Vocational Educational Program include some Authority Registered and some Recorded subjects. In most cases, greater emphasis is placed on achieving outcomes, and assessment is competency-based and in some cases, criteria-based. The student is considered to be ‘competent’ or ‘not yet competent’ and can be reassessed for the same outcome at a future date. These courses provide more flexibility for students to achieve competency at their own pace. The majority of Authority Registered and Recorded subjects at this college offer VET components. To find out more, look at the course description of these subjects in this handbook.

Using This Booklet in Conjunction with Other Resources This booklet contains information about the subjects and courses offered in our senior curricul2012-13. It should be used in conjunction with the following publications:

Tertiary Prerequisites 2014 Australian Government Job

The QTAC publication gives information on

tertiary selection for applicants eligible for an OP; use of FPs for selection of applicants within OP bands; school subject choice and Field Positions; special consideration for admission to tertiary; use of QCS Test information for students with an OP; entry to TAFE and university courses without an OP; selection criteria (including prerequisites) by course by institution; an index of courses by field of study; table of subject weights for FP calculation.

If you attend the evening meetings organised by the college, many of the topics listed above will be explained. If you are unable to attend these meetings, you should acquleast, with the sections of the QSA booklet which deal with the QCE, the difference between an Authority and Authority Registered eligible for FPs. The QTAC booklet isconsidered. If this is the case, Section I should be read and understood, while Section III (Course Entry Requirements) will need to be extensively consulted to discover what secondary subjects must be studied for entry into various tertiary courses, and which FPs will be used to select students at the margin. The main questions you need to ask are set out in a logical order below. You will find both the QSA and the QTAC resources very valuable in answ

What career do I have in mind? Do I need to complete senior schooling to achieve this career? Do I need to complete tertiary education to achieve this career? Do I need to be eligible for an OP? Are there subjects that I must take to be considered for entry into a tertiary course? Are there FPs for which I should be eligible, so as to increase my chances of being admitted

to a tertiary course?

What subjects should I choose so as to satisfy any prerequisites and FP cons Am I capable of succeeding in these subjects? If not, should I reconsider my career aims?

How to Select Subjects

You should select subjects by asking yourself the questions listed above, and narrowing your choices with each answer. Studentdealing which explore their personal strengths and intentions for their future careers.

Using This Booklet in Conjunction with Other Resources

This booklet contains information about the subjects and courses offered in our senior curricul. It should be used in conjunction with the following publications:

Tertiary Prerequisites 2014 (a QTAC publication) Australian Government Job Guide 2011

The QTAC publication gives information on -

tertiary selection for applicants eligible for an OP; use of FPs for selection of applicants within OP bands; school subject choice and Field Positions;

consideration for admission to tertiary; use of QCS Test information for students with an OP; entry to TAFE and university courses without an OP; selection criteria (including prerequisites) by course by institution;

index of courses by field of study; table of subject weights for FP calculation.

If you attend the evening meetings organised by the college, many of the topics listed above will be explained. If you are unable to attend these meetings, you should acquaint yourself, at the very least, with the sections of the QSA booklet which deal with the QCE, the difference between an Authority and Authority Registered and Certificate subjects, being eligible for an OP, and being eligible for FPs. The QTAC booklet is only important to you if tertiary education is being considered. If this is the case, Section I should be read and understood, while Section III (Course Entry Requirements) will need to be extensively consulted to discover what secondary subjects

studied for entry into various tertiary courses, and which FPs will be used to select students

The main questions you need to ask are set out in a logical order below. You will find both the QSA and the QTAC resources very valuable in answering these questions.

What career do I have in mind?

Do I need to complete senior schooling to achieve this career? Do I need to complete tertiary education to achieve this career?

Do I need to be eligible for an OP?

must take to be considered for entry into a tertiary course?Are there FPs for which I should be eligible, so as to increase my chances of being admitted

What subjects should I choose so as to satisfy any prerequisites and FP consAm I capable of succeeding in these subjects?

If not, should I reconsider my career aims?

You should select subjects by asking yourself the questions listed above, and narrowing your choices with each answer. Students have been led through a series of activities in their Careers units dealing which explore their personal strengths and intentions for their future careers.

Using This Booklet in Conjunction with Other Resources

This booklet contains information about the subjects and courses offered in our senior curriculum in

If you attend the evening meetings organised by the college, many of the topics listed above will be aint yourself, at the very

least, with the sections of the QSA booklet which deal with the QCE, the difference between an , being eligible for an OP, and being

only important to you if tertiary education is being considered. If this is the case, Section I should be read and understood, while Section III (Course Entry Requirements) will need to be extensively consulted to discover what secondary subjects

studied for entry into various tertiary courses, and which FPs will be used to select students

The main questions you need to ask are set out in a logical order below. You will find both the

must take to be considered for entry into a tertiary course?

Are there FPs for which I should be eligible, so as to increase my chances of being admitted

What subjects should I choose so as to satisfy any prerequisites and FP considerations?

You should select subjects by asking yourself the questions listed above, and narrowing your s have been led through a series of activities in their Careers units

dealing which explore their personal strengths and intentions for their future careers.

These activities should have narrowed down the focus on subjects to some extent, but the following should now be taken into consideration. In general, you should choose subjects on the basis of –

i what you need, with respect to prerequisites for tertiary courses or careers;

ii what you are good at - (use your most recent reports as a guide to what you are capable of, and what you aren’t);

iii what you want - (when the first two criteria are satisfied and a choice still remains, choose subjects which you enjoy, or in which you have an interest. Motivation to succeed in the form of interest or enjoyment should not be overlooked. It is logical to assume that if you enjoy a subject and are good at it, then you will achieve good results in that subject.)

It is strongly recommended that parents and students visit the QSA website:

www.qsa.qld.edu.au

Click on “Tertiary Entrance” on the menu bar across the top of the page. There is a good deal of information relating to calculation of OPs and FPs. The Frequently Asked Questions (FAQ) section is well worth reading. Other useful websites are listed on Page 14 of this booklet.

How to be Successful in Years 11 and 12 Work Hard AND Smart

Do not assume that Year 11 is a continuation of Year 10. If you have aspirations to, or expectations of a good QCE, you will need to work much harder to succeed than you did in Year 10, and much of the important work will necessarily be done at home. You will need to make a conscious decision to do more homework and spend more time studying. Your definition of study will need to be realigned. You will find it more difficult to leave assignments and study preparation for exams until the ‘last minute’ and still be successful in a course of senior studies. Year 11 students are expected to start developing an effective study/homework routine for themselves. You have completed ten years of schooling and, by now, you should have worked a few things out for yourself. You need to address some of the following issues if you have not already done so. How do you learn best? - by reading, by hearing, by showing or by doing? Find the strategy which best suits you and concentrate on using it to your advantage. In what sort of environment do you study best? Do you have a study group where you and your friends can mutually benefit by studying together? Do you have a space at home where distractions are minimal and where you can study for 2 to 3 hours at a time? How do you manage your time? Do you have a short-term study timetable that allocates time to each subject each night for homework, revision and study? Do you have a long-term study plan for the term or semester where all your assignments can be marked in advance and progress points for each assignment marked in to break the large tasks down into smaller ones? Do you have revision timetables drawn up prior to each exam block to ensure you have enough time to study thoroughly, not just on the one or two days before the examination? How do you relate to your teachers? Do you ask questions when work is not fully understood in class? Do you find out exactly what a teacher expects from you when an assignment is being set? Do you ask a teacher to go over an examination or assignment with you to show you where marks were lost, and how to avoid losing them in future? Do you redraft your work, taking into account the comments suggested to you by your teacher? Are you familiar with the Common Curriculum Elements which each of your subjects

contains? These CCEs are what you will be eventually tested on in the QCS Test, and they form the basis of the entire Queensland senior curriculum. Have you planned a balanced life? You need to ensure that your senior life is not all study, nor should it be all social life if you are planning to succeed. A part-time job should not become the focus of your senior years. A recommended amount of hours for a part-time job is between 10 hours per week. Any time beyond this will be taking time out of your family life, your sporting/health life or your study time. It is important to remember that your primary job while at Clairvaux MacKillop is to be a student. If you address these issues, your senior years may well be easier and more successful.

Listing of Available Subjects – 2012-13

QSA Subjects QSA Registered Subjects

Accounting Agriculture and Horticulture Studies

Ancient History Drama Studies (May include Certificate II in Live Production, Theatre and Events)

Biology English Communication

Chemistry Information & Communication Technology Studies

Chinese Marine and Aquatic Practices

Drama Pre-vocational Mathematics

Economics Recreation Studies

English Religion and Ethics

Geography Visual Arts Studies

Graphics

Information Processing and Technology

Information Technology Systems

Home Economics

Japanese

Legal Studies

Mathematics A

Mathematics B

Mathematics C Recorded Subjects Modern History Certificate I in Construction

Multi-strand Science Certificate II in Furniture Making

Music Certificate I/II in Hospitality Operations(Hospitality)

Music Extension (Performance)* Certificate I/II in Entertainment (Drama Studies)

Philosophy and Reason Certificate III in Business (Business Studies)

Physical Education Certificate III in Children’s Services (Childcare)

Physics Certificate III in Fitness

Study of Religion Diploma of Engineering Technical (AutoCAD)

Technology Studies

Visual Art

� QSA Subjects contribute towards the calculation of OPs and FPs. � Authority-registered subjects are recorded on the Senior Certificate. Results in Authority-registered

subjects are not included in the calculation of OPs and FPs. � Recorded subjects are subjects that are taught externally to the school or within the school by an external

agency and for which the result is awarded by an agency other than the QSA. * This subject is a one-year (2 semesters) courses completed in Year 12. Students are required to study both

Music as well as Music Extension (Performance).

The above subjects will only run if there are sufficient numbers of

students choosing to study them.

Essential Websites

www.myfuture.edu.au myfuture guides you through activities to help you explore your career. You will answer questions, explore career suggestions made by myfuture, select career favourites, clarify your career direction, and then, create an action plan to help you reach your career goals.

www.cis.qsa.qld.edu.au A career information service provided by the QSA and provides links to other useful sites. It also allows you to plan and track your QCE.

www.qsa.qld.edu.au Provides a wide range of information such as subjects offered by the QSA, OP information, QCS Test information. It is worthwhile to look at the various areas on this site.

www.qtac.edu.au

Follow the links from the ‘Year 10 and 11’ menu option on the left hand menu. A number of useful information on planning ahead and OPs.

Recommended Websites

www.trainandemploy.qld.gov.au Queensland's entry point to jobs, careers and training, apprenticeships and traineeships, and employment and training government assistance. www.careervoyages.gov Follow the links from the “other stuff” on the left hand menu bar and then the “career compass” link. Note that this is an American career website, but it still has some useful ideas.

www.cdm.uwaterloo.ca

This Career Development eManual is designed to help you consider questions regarding your career path and more. It provides you with six steps to guide you towards a successful career choice.

www.humanmetrics.com

Take the free personality type test to discover more about your personality. This type of information can be helpful in deciding what type of career or job you would be most suited to.

Outline of Subjects Offered

Alphabetically Listed

Please Note: Information contained in this handbook is subject to change without notice. Subjects will run only if there are sufficient student numbers to make them viable.

GENERAL INFORMATION:

FPs. PREREQUISITES: There are no COURSE OUTLINE:

Semester 1 Core Studies 1 Core Studies 2

Semester 2 Internal Controls Accounting for Cash Accrual Accounting

Semester 3

Budgeting (Spreadsheeting) Accounting for Non-Current Assets Analysis of Financial Reports (Spreadsheeting)

Semester 4 Accounting Package Electronic Business Cash Flow Statement

ASSESSMENT Semester 1

Two Supervised ExaminationsSemester 2

Three Supervised ExaminationsSemester 3

Two Supervised Examinations, Multimodal Presentation

Semester 4

Two Supervised Examinations Assignment

OTHER INFORMATION: The significance of the assessment increases as the course progresses. Accounting is helpful to

students interested in business careers.Accounting is an information system which is designed to provide financial and other information

about the nature and significance of business making within a range of business organizations. This knowledge may be applied also by individuals to arrange their personal financial affairs.

The use of computers in Accounting has increased in recethe opportunity to experience an accounting package (journals to reports) and spread sheeting (cash budgeting and analysis and interpretation of reports).

POTENTIAL CREDIT TOWARDS QCE: 4

ACCOUNTING

GENERAL INFORMATION: This is an Authority subject and will contribute to OP and

There are no prerequisite Junior subjects.

Budgeting (Spreadsheeting) Current Assets

Analysis of Financial Reports (Spreadsheeting)

Two Supervised Examinations

Three Supervised Examinations

Two Supervised Examinations, Multimodal Presentation

Two Supervised Examinations

assessment increases as the course progresses. Accounting is helpful to

students interested in business careers. Accounting is an information system which is designed to provide financial and other information

about the nature and significance of business transactions. People use this information for decisionmaking within a range of business organizations. This knowledge may be applied also by individuals to arrange their personal financial affairs.

The use of computers in Accounting has increased in recent years and students of this subject have the opportunity to experience an accounting package (journals to reports) and spread sheeting (cash budgeting and analysis and interpretation of reports).


and will contribute to OP and

assessment increases as the course progresses. Accounting is helpful to

Accounting is an information system which is designed to provide financial and other information transactions. People use this information for decision-

making within a range of business organizations. This knowledge may be applied also by individuals

nt years and students of this subject have the opportunity to experience an accounting package (journals to reports) and spread sheeting (cash

AGRICULTURE AND HORTICULTURE STUDIES

GENERAL INFORMATION: This is an Authority-registered subject and is not used in the calculation of OPs and FPs. It has been developed from Agriculture and Horticulture SAS and is a four Semester Course which includes substantial vocational and practical components. Horticulture provides unique learning experiences and can enhance students’ employment opportunities in related industries and can establish a basis for their further learning. Students will gain an appreciation of agriculture and/or horticulture as a business, lifestyle or leisure and develop skills relevant to agricultural and/or horticultural practices and related industries. Students will develop a working knowledge of safety and its importance in rural industries.

PREREQUISITES: There are no prerequisite Junior subjects.

COURSE OUTLINE:

Semester 1

Landscaping – students will carry out a landscaping project including planning, designing and paving a utility area a selected emerging enterprise

Floriculture – students will plant and maintain a bed of annuals Semester 2

New and Emerging Industries Environmental studies

Semester 3

Safety in the Workplace Careers in Horticulture and Agriculture Nursery production

Semester 4

Plant production – students will plant and maintain a crop ( wheat, oats or barley)

Throughout the course students will learn to operate basic machinery and tools correctly and safely to maintain school gardens, lawns and turf. Other projects may be undertaken each Semester to fit in with seasonal and weather changes. ASSESSMENT

Semester 1

Practical skills assessment, Practical project ( landscaping), Practical Project ( Floriculture)

Semester 2

Practical skills assessment, Research Project, Written test Semester 3

Practical skills assessment, Written task, Research Project, Practical assignment Semester 4

Practical skills assessment, Practical assignment, Written test Assessment in Year 11 will be formative and in Year 12 will be summative

OTHER INFORMATION:

Students are required to purchase and wear work safety boots during practical work, and to observe sun safe practices at all times.



PREREQUISITES: High Achievement in Year 10 History and English are recommended prerequisites for success in this subject.

COURSE OUTLINE: Semester 1

Archaeology Pre-history/early man The first civilisations: Egypt and Mesopotamia

Semester 2

Classical Greece: Athens and Sparta The Persian and Peloponnesian Wars Alexander the Great

Semester 3 Republican Rome

Julius Caesar and the Civil Wars Imperial Rome: Augustus and the Julio

Semester 4

A comparative study of ancwomen in ancient cultures, and to the clash between Roman paganism and early Christianity.

ASSESSMENT

Assessment Types Include: Written research assignment Essay test Research task – multi-modal presentation Short answer test

OTHER INFORMATION:

The study of Ancient History is a kind of travelling, a travelling backwards in time to the remote past. Like any kind of travel, it enables us to make some very instructive comparisons and contrasts with our own world. A study of Ancient History will broaden your outlook and lessen the parochialism of time and space. It will also equip you with useful ‘real world’ skills, such as research skills, communication skills, and analytical skills.

In particular, this subject will provide you with a sustained opportunity to master your essay-writing skills. Mastering these will advantage you by boosting your results not only in History but also in English and Religion, with a commensurate improvementThis would also help you to survive first Year University, and to go on and prosper in your university studies. History will also give you lots of practice with a great number of the Core Curriculum Elements tested by the QCS test, such as evamaking.

Beyond that, studies in History are of benefit in employment such as journalism, marketing, law, teaching, archaeology, tourism, and management. would be advantageous. Each semester is simisummative. POTENTIAL CREDIT TOWARDS QCE: 4

ANCIENT HISTORY

GENERAL INFORMATION: This is an Authority subject and will contribute to your OP.

High Achievement in Year 10 History and English are recommended prerequisites for success in this subject.

The first civilisations: Egypt and Mesopotamia

Classical Greece: Athens and Sparta The Persian and Peloponnesian Wars

Julius Caesar and the Civil Wars Imperial Rome: Augustus and the Julio-Claudian Emperors

A comparative study of ancient civilisations. Particular focus is given to the role of women in ancient cultures, and to the clash between Roman paganism and early

Written research assignment

modal presentation

The study of Ancient History is a kind of travelling, a travelling backwards in time to the remote past. Like any kind of travel, it enables us to make some very instructive comparisons

contrasts with our own world. A study of Ancient History will broaden your outlook and lessen the parochialism of time and space. It will also equip you with useful ‘real world’ skills, such as research skills, communication skills, and analytical skills.

In particular, this subject will provide you with a sustained opportunity to master your writing skills. Mastering these will advantage you by boosting your results not only in

History but also in English and Religion, with a commensurate improvementThis would also help you to survive first Year University, and to go on and prosper in your university studies. History will also give you lots of practice with a great number of the Core Curriculum Elements tested by the QCS test, such as evaluation, analysis, and decision

Beyond that, studies in History are of benefit in employment such as journalism, marketing, law, teaching, archaeology, tourism, and management. A keen interest in reading would be advantageous. Each semester is similarly assessed, and all Year 12 work is


and will contribute to your OP.

High Achievement in Year 10 History and English are recommended

ient civilisations. Particular focus is given to the role of women in ancient cultures, and to the clash between Roman paganism and early

The study of Ancient History is a kind of travelling, a travelling backwards in time to the remote past. Like any kind of travel, it enables us to make some very instructive comparisons

contrasts with our own world. A study of Ancient History will broaden your outlook and lessen the parochialism of time and space. It will also equip you with useful ‘real world’

In particular, this subject will provide you with a sustained opportunity to master your writing skills. Mastering these will advantage you by boosting your results not only in

History but also in English and Religion, with a commensurate improvement in your OP. This would also help you to survive first Year University, and to go on and prosper in your university studies. History will also give you lots of practice with a great number of the Core

luation, analysis, and decision-

Beyond that, studies in History are of benefit in employment such as journalism, A keen interest in reading

larly assessed, and all Year 12 work is


PREREQUISITES: It is required that students have achieved a grade of A or B 10 Science as a pre-requisite. Consultation with the Head of Science is required for any variation. COURSE OUTLINE: Semester 1

Animal Mineral or Vegetable: Moving materials:

Semester 2 I want to go to the Olympics

The Nature of Things:

Semester 3

EEI Extended Experimental investigation

Disease: Genetics and Evolution:

It Started with One Cell:

ASSESSMENT

Semester 1 Extended Response Insect Collection and Field Report Extended Experimental Investigation

Semester 2 Mid Semester Examination Extended Response Field Report

Semester 3 Extended Experimental Investigation Report Extended Response Essay End Semester Exam Stimulus Response

Semester 4 Mid Semester exam End Semester Exam Stimulus Response

OTHER INFORMATION:

Biology is the study of life in its many forms. It encompasses studies of the origin, development, diversity, functioning and evolution of living systems and the consequences of intervention in thosystems.

The study of Biology provides students with opportunities to: Gain insight into the scientific manner of investigating problems pertaining to the living

world Experience the processes of science, leading to the discovery of new knowledge Develop a deeper understanding and aesthetic appreciation of the living world.

Participation in Biology enables students to engage in creative scientific thinking and to apply their knowledge in practical situations. The study of Biology will help studentstheir own and society’s activities on the living world. This will enable them to participate as informed and responsible citizens in decisionworld now and in the future.


BIOLOGY

GENERAL INFORMATION: This is an Authority subject and will contribute to OP and FPs.

It is required that students have achieved a grade of A or B in Semester 2 Year requisite. Consultation with the Head of Science is required for any variation.

Animal Mineral or Vegetable:

I want to go to the Olympics: The Nature of Things:

EEI Extended Experimental investigation

Genetics and Evolution: It Started with One Cell:

Extended Response Insect Collection and Field Report Extended Experimental Investigation Report,

Mid Semester Examination Extended Response Field Report

Extended Experimental Investigation Report Extended Response Essay End Semester Exam Stimulus Response

End Semester Exam Stimulus Response

Biology is the study of life in its many forms. It encompasses studies of the origin, development, diversity, functioning and evolution of living systems and the consequences of intervention in tho

The study of Biology provides students with opportunities to: Gain insight into the scientific manner of investigating problems pertaining to the living

Experience the processes of science, leading to the discovery of new knowledgeDevelop a deeper understanding and aesthetic appreciation of the living world.

Participation in Biology enables students to engage in creative scientific thinking and to apply their knowledge in practical situations. The study of Biology will help students foresee the consequences of their own and society’s activities on the living world. This will enable them to participate as informed and responsible citizens in decision-making processes, the outcomes of which will affect the living


and will contribute to OP and FPs.

in Semester 2 Year requisite. Consultation with the Head of Science is required for any variation.

Biology is the study of life in its many forms. It encompasses studies of the origin, development, diversity, functioning and evolution of living systems and the consequences of intervention in those

Gain insight into the scientific manner of investigating problems pertaining to the living

Experience the processes of science, leading to the discovery of new knowledge Develop a deeper understanding and aesthetic appreciation of the living world.

Participation in Biology enables students to engage in creative scientific thinking and to apply their foresee the consequences of

their own and society’s activities on the living world. This will enable them to participate as informed making processes, the outcomes of which will affect the living

CERTIFICATE III IN BUSINESS


with a variety of intellectual, technical, operational and workplace skills including the key competencies. The certificate is designed to provide an understanding of the role of the business service industry. It will not directly contribute to an OP.

Students who complete the Certificate III in Business may receive advanced standing into approximately 45 TAFE courses such a:

Certificate IV in Business (Accounting)

Diploma of Office Administration

Diploma of Business

Advanced Diploma of Information Processing

Advanced Certificate in Business.

Students can complement the ‘offplacement, which can gain them competencies while ‘on

The delivery of this course will be in partnership with Metropolitan South Institute of TAFE. This partnership with TAFE provides a tremendous opportunity for students to bolster their choice of study Assistant.

Students completing this course will be required to purchase the workbooks set by TAFE

this is approximately $150 per year. The general cost for completing this course directly through TAFE or another provider is $1000+.

COURSE OUTLINE:

Unit(s) of competency, Study area core/topics

BSBOHS201A BSBWOR301A BSBITU303A BSBINM301A BSBITU301A BSBADM307A BSBITU202A FNSICGEN305A BSBCUS301A BSBITU302A BSBDIV301A BSBWRT301A

OTHER INFORMATION

Business, as an area of study, helps to develop students’ knowledge and understanding of the Australian business environment generally, and in particular, the basic context and methods of general office duties operating within this environment. It also provides students with a range of personal and interpersonal skills with general applications personal and working lives, as well as the knowledge and skills more specifically related to general office and administration employment.


CERTIFICATE III IN BUSINESS

GENERAL INFORMATION: This is a two-year program of study. It provides students with a variety of intellectual, technical, operational and workplace skills including the key competencies. The certificate is designed to provide an understanding of the role of the

e industry. It will not directly contribute to an OP. Students who complete the Certificate III in Business may receive advanced standing into

approximately 45 TAFE courses such a: Certificate IV in Business (Accounting)

Diploma of Office Administration

Diploma of Business

Advanced Diploma of Information Processing

Advanced Certificate in Business.

Students can complement the ‘off-the-job’ training in this course with a period of industry placement, which can gain them competencies while ‘on-the-job’.

delivery of this course will be in partnership with Metropolitan South Institute of TAFE. This partnership with TAFE provides a tremendous opportunity for students to bolster their choice of study – this is typically an entry-level qualification for an O

Students completing this course will be required to purchase the workbooks set by TAFE this is approximately $150 per year. The general cost for completing this course directly through TAFE or another provider is $1000+.

Unit(s) of competency, Study area core/topics

Participate in OHS process Organise personal work priorities and developmentDesign and produce text documents Organise workplace information Create and use databases Organise schedules Create and use spreadsheets Maintain daily business/financial records Deliver and monitor a service to customers Create electronic presentations Work effectively with diversity Write simple documents

Business, as an area of study, helps to develop students’ knowledge and understanding of e Australian business environment generally, and in particular, the basic context and

methods of general office duties operating within this environment. It also provides students with a range of personal and interpersonal skills with general applications personal and working lives, as well as the knowledge and skills more specifically related to general office and administration employment.


year program of study. It provides students with a variety of intellectual, technical, operational and workplace skills including the key competencies. The certificate is designed to provide an understanding of the role of the

Students who complete the Certificate III in Business may receive advanced standing into

job’ training in this course with a period of industry

delivery of this course will be in partnership with Metropolitan South Institute of TAFE. This partnership with TAFE provides a tremendous opportunity for students to

level qualification for an Office

Students completing this course will be required to purchase the workbooks set by TAFE – this is approximately $150 per year. The general cost for completing this course directly

Organise personal work priorities and development

Business, as an area of study, helps to develop students’ knowledge and understanding of e Australian business environment generally, and in particular, the basic context and

methods of general office duties operating within this environment. It also provides students with a range of personal and interpersonal skills with general applications in both their personal and working lives, as well as the knowledge and skills more specifically related to

CERTIFICATE III IN CHILDREN’S SERVICES: CHC30708 (Childcare)

GENERAL INFORMATION: Students will be enrolled in Certificate III of Children’s Services (Centre Based) CHC30708 through an external provider Australian Child Care Career Options (ACCCO). Delivered by a qualified and accredited teacher and trainer at the school campus, assessment is both practical and theory based and is ongoing throughout the term of the course. Students need to reach a competent level in all performance criteria to be deemed competent. This course is a nationally recognised competency-based training program, providing the students with a Certificate III, which can ultimately lead to the Advanced Diploma Level.

COURSE OUTLINE:

Over the four semesters the following units of competency will be delivered. CHCFC301A Support the development of children

CHCPR303D Develop an understanding of children's interest and developmental

needs

CHCCN302A Provide care for children.

CHCIC301D Interact effectively with children

CHCCN301A Ensure the health and safety of children

HLTOHS300A Contribute to OHS processes

CHCCHILD401A Identify and respond to children and young people at risk.

CHCCN305A Provide care for babies

CHCRF301D Work effectively with families to care for the child

CHCPR301A Provide experiences to support children’s play and learning

CHCCN303A Contribute to provision nutritionally balanced food in a safe and hygienic

manner

CHCCS400A Work within a relevant legal and ethical framework

CHCORG303A Participate effectively in the work environment

HLTHIR403B Work effectively with culturally diverse clients and co-workers

HLTFA301B Apply first aid

ASSESSMENT

Assessment will involve: Assignments and research projects Resource Folder Practical demonstrations Structured Work Placement

WORK PLACEMENT

Work Placement is a compulsory aspect of this course. As both theory and practical components of the course are assessed students must complete practical experience in Children’s Services (a Child Care Centre) and be deemed competent in all areas, to successfully complete a unit.

OTHER INFORMATION:

The Community Services Training package is accredited under the Australian Qualifications Framework (AQF). On completion of this course, students will receive a Certificate III of Children’s Services Centre Based CHC30708 from Australian Child Care Career Options, which outlines the units the students have successfully completed. The course covers

vocational skills (competencies) that have been identified as necessary by the child care industry. These qualifications are nationally recognised and articulate into higher-level courses. The results of this course will be recorded on the Statement of Results as a recorded subject. A Certificate or a Statement of attainment will be issued upon completion of this course.



During the study of eight Units over two years, students are encouraged to develop independence and a hands-on approach to learning.

PREREQUISITES: It is required that students have achieved a grade of A or B in Semester 2 Year 10 Science as a pre-requisite. Consultation with the Head of Science is required for any variation.


Chemistry Foundations

Consumer Chemistry Semester 2

Shipwreck Salvage and Treasure

Thermochemistry Semester 3

Water The Air We Breathe

Semester 4

Food

ASSESSMENT

Semester 1 Supervised Assessments (tests), Extended Experimental Investigation Report

Semester 2 Extended Response Task, Supervised Assessment

Semester 3 Extended Experimental Investigation Report, Supervised Assessments

Semester 4 Extended Response Task, Supervised Assessment

Assessment in Year 11 will be formative and in Year 12 it will be summative

OTHER INFORMATION: Chemistry impinges on almost evof Chemistry can we comprehend the colour and scent of a rose, the dangerous contamination of our food and water, drugs, industrial processes or soil problems.Australia urgently needs chemists. Currently, there is a worldwide shortage of trained chemists, and there are rewarding career opportunities in many fields.

Chemistry is often called the central science, because knowledge of Chemistry is central to the study of many other science subjto the issues of society.


CHEMISTRY


During the study of eight Units over two years, students are encouraged to develop independence on approach to learning.


Chemistry Foundations

Shipwreck Salvage and Treasure

Supervised Assessments (tests), Extended Experimental Investigation Report

Extended Response Task, Supervised Assessment

Extended Experimental Investigation Report, Supervised Assessments

Extended Response Task, Supervised Assessment


Chemistry impinges on almost every aspect of our lives. Only through a fundamental understanding of Chemistry can we comprehend the colour and scent of a rose, the dangerous contamination of our food and water, drugs, industrial processes or soil problems.

sts. Currently, there is a worldwide shortage of trained chemists, and there are rewarding career opportunities in many fields.

Chemistry is often called the central science, because knowledge of Chemistry is central to the study of many other science subjects. The course emphasises the relevance of Chemistry


and will contribute to OP and FPs. During the study of eight Units over two years, students are encouraged to develop independence


Supervised Assessments (tests), Extended Experimental Investigation Report


ery aspect of our lives. Only through a fundamental understanding of Chemistry can we comprehend the colour and scent of a rose, the dangerous contamination of our

sts. Currently, there is a worldwide shortage of trained chemists, and

Chemistry is often called the central science, because knowledge of Chemistry is central to ects. The course emphasises the relevance of Chemistry


FPs. This is a composite class, comprising of students from both year levels (Year 11 and Year 12). PREREQUISITES: A Sound Achievement in SC1 and CSX3 is the minimum prerequisite.

COURSE OUTLINE:

This course operates as a composite class of Year 11 and 12 students, based on a Year A / Year B structure. Year A

Semester 1

Geography, climate and professions

Semester 2

Festivals and celebrations; information technology

Year B

Semester 1

Sports, hobbies and interests; Personal description and personality, Holiday planning and itineraries, services; Health and fitness.

Semester 2

Tourism and hospitality; Customs and Consumerism

ASSESSMENT

The four macro skills (Speaking, Listening, Reading and Writing) are assessed twice each year, equalling eight assessments per year

OTHER INFORMATION: The study of Chinese helps enrich both cultural understanding and students’ cognitive flexibility as

they progressively develop a knowledge of language and use.The study of Chinese has long

international trade and banking, education and diplomacy.

Senior Chinese is a continuation of the Junior course. With the increasing, multicultural nature of Australia and the potential of foreign language career avenues, this subject has obvious benefits for students who are either native


CHINESE

GENERAL INFORMATION: This is an Authority subject and will contribute to OP and FPs. This is a composite class, comprising of students from both year levels (Year 11 and

A Sound Achievement in SC1 and CSX3 is the minimum prerequisite.

composite class of Year 11 and 12 students, based on a Year A /

Geography, climate and cityscapes; School; Environment, Industry and other

Festivals and celebrations; Roles in society, Future plans and partinformation technology- internet, emails.

Sports, hobbies and interests; Personal description and personality, Holiday planning and itineraries, services; Health and fitness.

Tourism and hospitality; Customs and appropriate ways of behavi

The four macro skills (Speaking, Listening, Reading and Writing) are assessed twice each eight assessments per year in total.

The study of Chinese helps enrich both cultural understanding and students’ cognitive flexibility as

they progressively develop a knowledge of language and use. The study of Chinese has long-term advantages for careers in tourism, catering, pu

international trade and banking, education and diplomacy.

Senior Chinese is a continuation of the Junior course. With the increasing, multicultural nature of Australia and the potential of foreign language career avenues, this subject has

bvious benefits for students who are either native-speaking or talented in foreign languages.


and will contribute to OP and FPs. This is a composite class, comprising of students from both year levels (Year 11 and

A Sound Achievement in SC1 and CSX3 is the minimum prerequisite.

composite class of Year 11 and 12 students, based on a Year A /

Industry and other

plans and part-time work,

Sports, hobbies and interests; Personal description and personality, Holiday planning

ways of behaving; Adolescence;

The four macro skills (Speaking, Listening, Reading and Writing) are assessed twice each

The study of Chinese helps enrich both cultural understanding and students’ cognitive flexibility as

term advantages for careers in tourism, catering, public relations,

Senior Chinese is a continuation of the Junior course. With the increasing, multicultural nature of Australia and the potential of foreign language career avenues, this subject has

speaking or talented in foreign languages.


FPs.

PREREQUISITES: Students wishing to study Senior Drama must have achieved a solid pass in Junior Drama. It is also advisable to have completed a level 5/6 in VC English, as the theory component is demanding. If Drama was not studied at Junior level, then entry into this subject will be determined by an audition.


Students will explore the elements of drama through improvisation, process drama and physical theatre. They will also be introduced to a variety of dramatic forms and conventions including Commedia Deli’ Arte, scripts and student

Semester 2

Students will study the significant developments in Australian drama/theatre. The focus will be on the conventions of Realist Theatre, where students will experiment with this style, using a range of scripted material and student

Semester 3 This study focuses on significant developments in modern world theatre and the influence of

major dramatists. Students will explore Absurd Theatre, Greek tragedy, Shakespearean drama and/or Political Theatre.

Semester 4 This Extended Study can

course. It demonstrates the acquired skills, knowledge and interest areas of the selected class group. Possible unit titles include: TheatreTheatre of Protest, Mask in Theatre, etc. Contemporary developments in Modern Drama will be studied also.


Written Assignment, Pairs Improvisation, Group Devised Scenarios, Individual PerformanceSemester 2

Group Performance, Live PlaySemester 3

Group Performance, Assignment, OneSemester 4

Group performance, Audition, Written work may comprise of scriptwriting or an essay

OTHER INFORMATION: Students of Drama are expected to aprogram. The focus of the Drama Program is to experience and learn skills and processes required for effective communication. These will be assessed under the dimensions of Drama Presenting and Responding. Comfortable, lo(practical work) as well as performance evenings. The Extended Study is a detailed semester study on one major area of the course. It comprises 27hours of work during Year 12. In addition to this, it may be necessary to have workshops on weekends or after school if major practical assessments need further attention.


DRAMA


Students wishing to study Senior Drama must have achieved a solid pass in Junior Drama. It is also advisable to have completed a level 5/6 in VC English, as the theory component is demanding. If Drama was not studied at Junior level, then entry into this ubject will be determined by an audition.

Students will explore the elements of drama through improvisation, process drama and physical theatre. They will also be introduced to a variety of dramatic forms and conventions including Commedia Deli’ Arte, scripts and student-devised performances.

Students will study the significant developments in Australian drama/theatre. The focus will be on the conventions of Realist Theatre, where students will experiment with this style, using a range of scripted material and student-devised works.

This study focuses on significant developments in modern world theatre and the influence of major dramatists. Students will explore Absurd Theatre, Greek tragedy, Shakespearean drama and/or Political Theatre.

This Extended Study can be drawn from any component or area of study from the twocourse. It demonstrates the acquired skills, knowledge and interest areas of the selected class group. Possible unit titles include: Theatre-in Education, Asian Drama, Community Theatre,

re of Protest, Mask in Theatre, etc. Contemporary developments in Modern Drama will

Written Assignment, Pairs Improvisation, Group Devised Scenarios, Individual Performance

Group Performance, Live Play Review, Script Writing

Group Performance, Assignment, One-person Show, Written Assignment

Group performance, Audition, Written work may comprise of scriptwriting or an

Students of Drama are expected to attend live theatre performances as part of their assessment program. The focus of the Drama Program is to experience and learn skills and processes required for effective communication. These will be assessed under the dimensions of Drama

ting and Responding. Comfortable, loose, black clothing is required for extended workshops (practical work) as well as performance evenings.

The Extended Study is a detailed semester study on one major area of the course. It comprises 27during Year 12. In addition to this, it may be necessary to have workshops on

weekends or after school if major practical assessments need further attention.



Students wishing to study Senior Drama must have achieved a solid pass in Junior Drama. It is also advisable to have completed a level 5/6 in VC English, as the theory component is demanding. If Drama was not studied at Junior level, then entry into this

Students will explore the elements of drama through improvisation, process drama and physical theatre. They will also be introduced to a variety of dramatic forms and conventions

devised performances.

Students will study the significant developments in Australian drama/theatre. The focus will be on the conventions of Realist Theatre, where students will experiment with this style,

This study focuses on significant developments in modern world theatre and the influence of major dramatists. Students will explore Absurd Theatre, Greek tragedy, Shakespearean

be drawn from any component or area of study from the two-year course. It demonstrates the acquired skills, knowledge and interest areas of the selected class

in Education, Asian Drama, Community Theatre, re of Protest, Mask in Theatre, etc. Contemporary developments in Modern Drama will


person Show, Written Assignment


ttend live theatre performances as part of their assessment program. The focus of the Drama Program is to experience and learn skills and processes required for effective communication. These will be assessed under the dimensions of Drama – Forming,

se, black clothing is required for extended workshops

The Extended Study is a detailed semester study on one major area of the course. It comprises 27-55 during Year 12. In addition to this, it may be necessary to have workshops on


FPs. PREREQUISITES: Students wishing to study Senior Drama must have achieved a solid pass in Junior Drama. It is also advisable to have completed Junior English with a solid pass, as the theory component is demanding. If Drama was not studied at Junior level, then entry into this subject will be determined by an audition.


Students will explore the elements of drama through improvisation, process drama and the viewing of live theatre. They willconventions including physical theatre, Greek Theatre, scripts and studentperformances.

Semester 2

Students will the study the heritage dramatic form of “Commedia del Arte”. Students will experiment with this style, using a range of scripted material and student

Semester 3 This semester the students will be on the conventions of Realist Theatre, where students will

experiment with this style, using a range of scripted materialThis study focuses on significant developments in modern world theatre and the influence of major dramatists. Students will also explore Political or epic theatre.

Semester 4 The final year 12 performance can be drawn from any

two-year course. Possible unit titles include: Transformation of heritage text into contemporary theatre, theatretheatre etc. Contemporary developments in Modern Dr


Written Assignment, Pairs Improvisation, Group Devised Scenarios, Individual PerformanceSemester 2

Group Performance, Live Play Review, Script WritingSemester 3

Group Performance, Assignment, Semester 4

Group performance, Audition, Written work may comprise of scriptwriting or an essay

OTHER INFORMATION: Students of Drama are expected to attend live theatre performances as part of their assessment program. The focus of the Drama Program is to experience and learn skills and processes required for effective communication. These will be assessed under the dimensions of Drama Presenting and Responding. Comfortable, lo(practical work) as well as performance evenings.The Extended Study is a detailed semester study on one major area of the course. It comprises 27hours of work during Year 12. In addition to this, it may be necessary to have workweekends or after school if major practical assessments need further attention.


DRAMA STUDIES


Students wishing to study Senior Drama must have achieved a solid pass in Junior Drama. It is also advisable to have completed Junior English with a solid pass, as the theory

rama was not studied at Junior level, then entry into this subject will be

Students will explore the elements of drama through improvisation, process drama and the viewing of live theatre. They will also be introduced to a variety of dramatic forms and conventions including physical theatre, Greek Theatre, scripts and student

Students will the study the heritage dramatic form of “Commedia del Arte”. Students will eriment with this style, using a range of scripted material and student-

This semester the students will be on the conventions of Realist Theatre, where students will experiment with this style, using a range of scripted material and studentThis study focuses on significant developments in modern world theatre and the influence of major dramatists. Students will also explore Political or epic theatre.

The final year 12 performance can be drawn from any component or area of study from the Possible unit titles include: Transformation of heritage text into

contemporary theatre, theatre-in Education, Asian Drama, Shakespeare, Farce, Absurd theatre etc. Contemporary developments in Modern Drama will be studied also.


Group Performance, Live Play Review, Script Writing

Group Performance, Assignment, One-person Show, Written Assignment


Students of Drama are expected to attend live theatre performances as part of their assessment

The focus of the Drama Program is to experience and learn skills and processes required for effective communication. These will be assessed under the dimensions of Drama Presenting and Responding. Comfortable, loose, black clothing is required for extended workshops (practical work) as well as performance evenings. The Extended Study is a detailed semester study on one major area of the course. It comprises 27hours of work during Year 12. In addition to this, it may be necessary to have workweekends or after school if major practical assessments need further attention.



Students wishing to study Senior Drama must have achieved a solid pass in Junior Drama. It is also advisable to have completed Junior English with a solid pass, as the theory

rama was not studied at Junior level, then entry into this subject will be

Students will explore the elements of drama through improvisation, process drama and the also be introduced to a variety of dramatic forms and

conventions including physical theatre, Greek Theatre, scripts and student-devised

Students will the study the heritage dramatic form of “Commedia del Arte”. Students will -devised works.

This semester the students will be on the conventions of Realist Theatre, where students will and student-devised works.

This study focuses on significant developments in modern world theatre and the influence of

component or area of study from the Possible unit titles include: Transformation of heritage text into

in Education, Asian Drama, Shakespeare, Farce, Absurd ama will be studied also.


person Show, Written Assignment


Students of Drama are expected to attend live theatre performances as part of their assessment The focus of the Drama Program is to experience and learn skills and processes required for

effective communication. These will be assessed under the dimensions of Drama – Forming, for extended workshops

The Extended Study is a detailed semester study on one major area of the course. It comprises 27-55 hours of work during Year 12. In addition to this, it may be necessary to have workshops on

CUF10107 CERTIFICATE I IN CREATIVE INDUSTRIES CUE20103 CERTIFICATE II IN LIVE PRODUCTION, THEATRE, AND EVENTS

GENERAL INFORMATION: The skills learnt and tasks completed in the Drama Studies course may inspire students to further apply themselves to attain a Certificate I or Certificate II in Entertainment – Live Production, Theatre and Events. Students will need to complete additional written documentation, research into the entertainment industry, and undertake to complete physical tasks associated with live events, such as setting up and operating sound, lighting, or visual equipment, working as a stage manager or stagehand, assisting in costuming, make up, or Front of House for an event. Students will need to keep and complete a log book for the hours they have worked on events to attain competency for the relevant certificate. These hours would generally be completed out of school class time.

COURSE OUTLINE:

CUF10107 Certificate I in Creative Industries. BSBOHS201A Participate in OHS processes

CUFIND201A Develop and apply creative arts industry knowledge

ICAU1128B Operate a personal computer

CUEAUD06B Apply a general knowledge of vision systems to work activities

CUESOU07B Apply a general knowledge of audio to work activities

CUELGT09B Apply a general knowledge of lighting to work activities

CUESTA05C Apply a general knowledge of staging to work activities

CUETGE15B Handle physical elements safely during bump in/bump out

CUEPRP03B Apply a general knowledge of props construction

CUE20103 Certificate II in Live Production, Theatre and Events BSBOHS201A Participate in OHS processes

CUECOR02C Work with others

CUEIND01C Source and apply entertainment industry knowledge

CUECOR03A Provide quality service to customers

CUECOR01C Manage own work and learning

CUEAUD06B Apply a general knowledge of vision systems to work activities

CUESOU07B Apply a general knowledge of audio to work activities

CUELGT09B Apply a general knowledge of lighting to work activities

CUESTA05C Apply a general knowledge of staging to work activities

CUEFOH04C Usher patrons

CUEFOH09B Provide venue information and assistance

CUETGE15B Handle physical elements safely during bump in/bump out

CUEPRP03B Apply a general knowledge of props construction

CUESET05C Apply set construction techniques

CUEFOH03C Provide seating and ticketing advice

CUESCE05B Apply a general knowledge of scenic art

CUFLGT101A Apply a general knowledge of lighting to work activities

CUFSAF01B Follow health, safety and security procedures

MEM18.2B Use power tools/hand held operations

POTENTIAL CREDIT TOWARDS QCE: CERT I Creative Industries – 2

CERT II Live Production, Theatre and Events - 4


For the determination of your Field Positions, this subject is heavily weighted in Fields A, B and C, with a lesser weighting in Fields D and E.



Markets and Models

Personal Economics

Sharemarket

Semester 2

Contemporary Micro-economics Issues Industry and Market Concentration

Semester 3 Contemporary Macro-Economic Management

Income and Wealth Distribution

Semester 4

International Economics Globalisation and Trade

ASSESSMENT: Semester 1

Two short-response tests Research assignment

Semester 2 Two essay tests

Non-written response (Video, PowerPoint

Semester 3 Essay test

Short-response test

Non-written response (Video, PowerPoint or seminar presentation)

Semester 4 Two Assignments Essay test

OTHER INFORMATION: Economics is a key discipline in many professional occupations andof the top professions in Australia. The study of Economics offers career paths in accounting and finance, advertising, international business, banking and commerce, journalism and media, law and stockbroking. There are a number of field studies, as well as practical activities such as the share market game, to participate in. Students in recent years have commented that they were able to use their Economics skills in parts of the QCS test.

POTENTIAL CREDIT TOWARDS QCE:

ECONOMICS

GENERAL INFORMATION: This is an Authority subject and will contribute to your OP. For the determination of your Field Positions, this subject is heavily weighted in Fields A, B and C, with a lesser weighting in Fields D and E.


economics Issues Industry and Market Concentration

Economic Management

Income and Wealth Distribution

International Economics Globalisation and Trade

response tests

written response (Video, PowerPoint or seminar presentation)

written response (Video, PowerPoint or seminar presentation)

Economics is a key discipline in many professional occupations and careers. In fact, Economics is one of the top professions in Australia. The study of Economics offers career paths in accounting and finance, advertising, international business, banking and commerce, journalism and media, law and

a number of field studies, as well as practical activities such as the share market game, to

Students in recent years have commented that they were able to use their Economics skills in parts of


and will contribute to your OP. For the determination of your Field Positions, this subject is heavily weighted in Fields A, B

careers. In fact, Economics is one of the top professions in Australia. The study of Economics offers career paths in accounting and finance, advertising, international business, banking and commerce, journalism and media, law and

a number of field studies, as well as practical activities such as the share market game, to

Students in recent years have commented that they were able to use their Economics skills in parts of


PREREQUISITES: There are no prerequisite Junior subjects, but a solid C or better in Junior English is recommended.

COURSE OUTLINE:

Semester 1

Identity in Australian culture is explored by analysing how representations of Australia are constructed in a range of texts, including novels, media, advertising and poetry

Semester 2 Through an analysis of American texts, students

Australia. Novels, poetry and nonother media.

Semester 3 Students explore texts as social constructs, changing in response to different cultural and

social contexts over time. Studying a range of texts (novel, Shakespearean play, media, poetry, etc.) students will analyse the way readers are positioned by the creator of a text, focusing on gaps and silences and the ways cultural assumptions, values, beliefs and attitudes underpin texts.

Semester 4 Students will investigate a novel and its

genres in depth and consider the changes that take place when such a transformation occurs, as well as the reasons for such contemporary society and reflect on the texts they have studied throughout Senior English.


Multi-media seminar examining traditional and contemporary representations short story evoking an identified Australian representation; monologue in role as a marginalised character from an Australian novel studied in class.

Semester 2 Feature article exploring American culture as constructed in novel; Analytical Exposition on

an unseen question based on the play studied Semester 3

Imaginative short story to challenge representation of marginalised character; multseminar on a poet and his/her work; analytical exposition in response to Shakespeare’s construction of a theme or issue in a play studied.

Semester 4 Novel Review for Arts Section of newspaper; persuasive oral for public audience based on

film adaptation; reflective piece for public audience considering the worth of literature in the contemporary world and classroom.

OTHER INFORMATION: English aims to develop students’ critical literacy and language competency through sequenced reading, writing, speaking, listening and viewing experiences. Assessment in English is continuous and includes a range of assignments, spoken tasks and examinations. Unit topics and skill development is sequential and increasingly more complex as students progress througMost university courses require a sound achievement in this subject as a prerequisite for entry.


ENGLISH


There are no prerequisite Junior subjects, but a solid C or better in Junior


f American texts, students explore global cultuNovels, poetry and non-fiction texts appear alongside film, plays, television and

Students explore texts as social constructs, changing in response to different cultural and ime. Studying a range of texts (novel, Shakespearean play, media,

poetry, etc.) students will analyse the way readers are positioned by the creator of a text, focusing on gaps and silences and the ways cultural assumptions, values, beliefs and

derpin texts.

Students will investigate a novel and its film adaptation. Students explore the film and novel genres in depth and consider the changes that take place when such a transformation occurs, as well as the reasons for such changes. They will also consider the value of literature in our contemporary society and reflect on the texts they have studied throughout Senior English.

media seminar examining traditional and contemporary representations short story evoking an identified Australian representation; monologue in role as a marginalised character from an Australian novel studied in class.

Feature article exploring American culture as constructed in novel; Analytical Exposition on an unseen question based on the play studied under exam conditions

Imaginative short story to challenge representation of marginalised character; multseminar on a poet and his/her work; analytical exposition in response to Shakespeare’s construction of a theme or issue in a play studied.

Novel Review for Arts Section of newspaper; persuasive oral for public audience based on adaptation; reflective piece for public audience considering the worth of literature in the

contemporary world and classroom.

English aims to develop students’ critical literacy and language competency through sequenced

, speaking, listening and viewing experiences. Assessment in English is continuous and includes a range of assignments, spoken tasks and examinations. Unit topics and skill development is sequential and increasingly more complex as students progress througMost university courses require a sound achievement in this subject as a prerequisite for entry.



There are no prerequisite Junior subjects, but a solid C or better in Junior


explore global culture and its effects on fiction texts appear alongside film, plays, television and

Students explore texts as social constructs, changing in response to different cultural and ime. Studying a range of texts (novel, Shakespearean play, media,

poetry, etc.) students will analyse the way readers are positioned by the creator of a text, focusing on gaps and silences and the ways cultural assumptions, values, beliefs and

explore the film and novel genres in depth and consider the changes that take place when such a transformation occurs,

changes. They will also consider the value of literature in our contemporary society and reflect on the texts they have studied throughout Senior English.

media seminar examining traditional and contemporary representations of Australia; a short story evoking an identified Australian representation; monologue in role as a

Feature article exploring American culture as constructed in novel; Analytical Exposition on

Imaginative short story to challenge representation of marginalised character; multi-media seminar on a poet and his/her work; analytical exposition in response to Shakespeare’s

Novel Review for Arts Section of newspaper; persuasive oral for public audience based on adaptation; reflective piece for public audience considering the worth of literature in the

English aims to develop students’ critical literacy and language competency through sequenced , speaking, listening and viewing experiences. Assessment in English is continuous

and includes a range of assignments, spoken tasks and examinations. Unit topics and skill development is sequential and increasingly more complex as students progress through the course. Most university courses require a sound achievement in this subject as a prerequisite for entry.

ENGLISH COMMUNICATION


Specification) subject and does not contribute towards OP or FPs. provides a more practically oriented study of English, with an emphasis on improving literacy skills, in the contexts of work, leisure and community. While it is vocationally oriented, the subject does not contribute to any qualifications or courses outside the College. PREREQUISITES: There are no prerequisite Junior subjects.

COURSE OUTLINE: Semester 1: Australian Identity and Teenagers

This unit includes writing and speaking activities that develop awareness of Australian identity as well as the influence of the media in our society. The unit includes a novel study as well the study of various forms of media.

Semester 2: Crime in the Me

In this unit there is an emphasis on the reporting of crime in our society, how it is reported in the media and the rights of the individual. A film study (chosen by the class) relating to the issue of crime focuses on how visual media is usand entertain.

Semester 3: The Generation Gap

This unit focuses on generation gaps and how teenagers are represented in the media. It will include critical reading and viewing of various forms of media as well as a novel study exploring teenage life and social issues such as dealing with disability, grief and loss.

Semester 4: Personal goals and role models This final unit will look at setting goals and developing self

confidence through writing and speaking Students will research documents, approach employers and participate in interviews and self


Seminar presentation, newspaper editorial, response to novel (diary entry/letter).

Semester 2

Newspaper article, oral news report, interview with film direcreview

Semester 3

Generation forum, written exposition, monologue from characnewspaper article/editorial.

Semester 4

Letter of application, resume, job

OTHER INFORMATION: English Communication has an emphasis on improving literacy skills. It aims to develop effectiveness in workplace related and everyday language skills. The course includes some exploration of books and media but is practically oriented, with slightly less emphasis on literature and producing written texts. English Communication is NOT a subject for students

tertiary courses.


ENGLISH COMMUNICATION

GENERAL INFORMATION: This is an Authority Registered (Study Area

and does not contribute towards OP or FPs. English Communication provides a more practically oriented study of English, with an emphasis on improving literacy skills, in the contexts of work, leisure and community. While it is vocationally oriented, the ubject does not contribute to any qualifications or courses outside the College.


Semester 1: Australian Identity and Teenagers This unit includes writing and speaking activities that develop awareness of Australian identity as well as the influence of the media in our society. The unit includes a novel study as well the study of various forms of media.

Semester 2: Crime in the Media and Film

In this unit there is an emphasis on the reporting of crime in our society, how it is reported in the media and the rights of the individual. A film study (chosen by the class) relating to the issue of crime focuses on how visual media is us

Semester 3: The Generation Gap

This unit focuses on generation gaps and how teenagers are represented in the media. It will include critical reading and viewing of various forms of media as well as a

ring teenage life and social issues such as dealing with disability,

ersonal goals and role models, In search of my future (job seeking skills).This final unit will look at setting goals and developing self-image, assertivconfidence through writing and speaking Students will research jobs, use workplace

approach employers and participate in interviews and self

Seminar presentation, newspaper editorial, author/character interview, creative response to novel (diary entry/letter).

Newspaper article, oral news report, interview with film director/actor, critical film

Generation forum, written exposition, monologue from characnewspaper article/editorial.

Letter of application, resume, job interview and persuasive oral

English Communication has an emphasis on improving literacy skills. It aims to develop effectiveness

rkplace related and everyday language skills. The course includes some exploration of books and media but is practically oriented, with slightly less emphasis on literature and producing written

English Communication is NOT a subject for students who need English as a prerequisite for


Authority Registered (Study Area

English Communication provides a more practically oriented study of English, with an emphasis on improving literacy skills, in the contexts of work, leisure and community. While it is vocationally oriented, the ubject does not contribute to any qualifications or courses outside the College.

This unit includes writing and speaking activities that develop awareness of Australian identity as well as the influence of the media in our society. The unit includes a novel study as

In this unit there is an emphasis on the reporting of crime in our society, how it is reported in the media and the rights of the individual. A film study (chosen by the class) relating to the issue of crime focuses on how visual media is used to influence

This unit focuses on generation gaps and how teenagers are represented in the media. It will include critical reading and viewing of various forms of media as well as a

ring teenage life and social issues such as dealing with disability,

In search of my future (job seeking skills). image, assertiveness and

jobs, use workplace approach employers and participate in interviews and self-evaluation.

author/character interview, creative

tor/actor, critical film

Generation forum, written exposition, monologue from character perspective,

English Communication has an emphasis on improving literacy skills. It aims to develop effectiveness rkplace related and everyday language skills. The course includes some exploration of books

and media but is practically oriented, with slightly less emphasis on literature and producing written

who need English as a prerequisite for

GEOGRAPHY

GENERAL INFORMATION: This is an Authority subject and will contribute to your OP. For the determination of your Field Positions, this subject is heavily weighted in Fields A, B and C, with a lesser weighting in Fields D and E. PREREQUISITES: High achievements in Year 10 English; Year 10 Geography is strongly recommended as a prerequisite.

COURSE OUTLINE: Semester 1: Managing the National Environment

Unit: Coastal Management

• Case Study: Gold Coast Unit: Responding to Natural Hazards

Case Study: Volcanoes, Cyclones, Bushfire, Tsunami, Earthquakes Semester 2: People and Development

Unit: Feeding the World’s People

• Case Study: Sub-Saharan Africa or South – East Asia Unit: Exploring the Geography of disease

• Case Study: A.I.D.S or Malaria or Dengue Fever Semester 3: Resources and Environment

Unit: Sustaining Biodiversity

• Case Study: Antarctica or Great Barrier Reef Unit: Living with Climate Change

• Case Study: Australia or Asia Pacific Semester 4: Social Environments

Unit: Sustaining Communities

• Case Study: South-East Queensland Unit: Connecting People and Places

• Case Study: Brisbane City


Short Response Exam, Report, Stimulus-response essay

Semester 2 Short Response Exam, Stimulus-response essay, Practical Exam

Semester 3 Short Response Exam, Report and/or Practical Exam, Stimulus-response essay

Semester 4 Short Response Exam, Stimulus-response essay, Practical Exam and/or Report

OTHER INFORMATION: Senior Geography involves the study of people and places, and of the relationship between people and their environment. It is interesting, challenging and useful, providing you with an understanding of the world and its people; promoting your enjoyment through active fieldwork; has many applications in real life beyond school and has a strong vocational relevance. Students are required to undertake field studies each semester. Practical skills involve sketching, mapping and graphing, and the interpretation of graphical and written material. Information technology skills include the use of Geographical Information Systems (GIS) and Global Positioning

Systems (GPS). Similarly, Senior Geography represents varied and stimulating opportunities for you to develop your literacy, numeracy and technology skills. Tertiary studies for which Geography is a useful preparation include anthropology, architecture, environmental studies, engineering, economics and commerce, geography, geology, journalism, psychology, social work, surveying, town planning, teaching and tourism. Each semester is similarly assessed, but Year 12 carries greater significance than Year 11. Students in recent years have commented that they were proficiently able to use their Geography skills in the QCS test.



FPs.

PREREQUISITES: A sound achievement in GR31 is a Junior prerequisite. A sound achievement in Junior English and/or Art would be advantageous.

COURSE OUTLINE:

Semester 1

Presentation methods, plane geometrical diagrams, graphs, charts, developments and pictorials. This semester will consist of the contextual unit, Business Graphics.

Semester 2

Presentation methods, solid geometry, orthographic, developments, pictorials graphic design – various software packages used. This semester will consist of the contextual unit, Product Design and Built Environment.

Semester 3

Presentation methods, plane geometrical drawings, solid geometry, orthographic, diagrams, graphs, chasoftware packages used. This semester will consist of the contextual unit, Production Graphics and Built Environment.

Semester 4

Presentation methods, solid geometry, orthographic, developments psurveying and graphic design consist of the contextual unit, Built Environment and Business Graphics.


Context based folio, Extended graphical response (Assignment), SSemester 2

Context based folio, Short response test.Semester 3

Context based folio, Short response test.Semester 4

Extended graphical response (assignment) OTHER INFORMATION: Graphics is studied within the contextual units of environmental design. All learning activities are based on a problemencouraged to follow the design process and develop visual presentations for communication purposes. Graphics is helpful for all students who wish to ithey apply to the design industry. It is of particular interest to students considering their careers in architecture, urban design, advertising and marketing, product and industrial design, landscape architecture, engineering, graphic design, multimedia, and technical drafting.


GRAPHICS

GENERAL INFORMATION: This is an Authority Subject and will contribute to OP and

A sound achievement in GR31 is a Junior prerequisite. A sound achievement in Junior English and/or Art would be advantageous.

Presentation methods, plane geometrical drawing, solid geometry, orthographic, diagrams, graphs, charts, developments and pictorials. This semester will consist of the contextual unit, Business Graphics.

Presentation methods, solid geometry, orthographic, developments, pictorials various software packages used. This semester will consist of the

contextual unit, Product Design and Built Environment.

Presentation methods, plane geometrical drawings, solid geometry, orthographic, diagrams, graphs, charts, developments, pictorial and graphic design software packages used. This semester will consist of the contextual unit, Production Graphics and Built Environment.

Presentation methods, solid geometry, orthographic, developments psurveying and graphic design – various software packages used. This semester will consist of the contextual unit, Built Environment and Business Graphics.

Context based folio, Extended graphical response (Assignment), S

Context based folio, Short response test.

Context based folio, Short response test.

Extended graphical response (assignment)

Graphics is studied within the contextual units of product design, graphic design and marketing, and

All learning activities are based on a problem-solving approach to real-life situations. Students are encouraged to follow the design process and develop visual presentations for communication

Graphics is helpful for all students who wish to improve their understanding of communications as they apply to the design industry. It is of particular interest to students considering their careers in architecture, urban design, advertising and marketing, product and industrial design, landscape

cture, engineering, graphic design, multimedia, and technical drafting.



A sound achievement in GR31 is a Junior prerequisite. A sound achievement in

drawing, solid geometry, orthographic, diagrams, graphs, charts, developments and pictorials. This semester will consist of

Presentation methods, solid geometry, orthographic, developments, pictorials and various software packages used. This semester will consist of the

Presentation methods, plane geometrical drawings, solid geometry, orthographic, rts, developments, pictorial and graphic design – various

software packages used. This semester will consist of the contextual unit, Production

Presentation methods, solid geometry, orthographic, developments pictorials, various software packages used. This semester will

consist of the contextual unit, Built Environment and Business Graphics.

Context based folio, Extended graphical response (Assignment), Short response test.

product design, graphic design and marketing, and

life situations. Students are encouraged to follow the design process and develop visual presentations for communication

mprove their understanding of communications as they apply to the design industry. It is of particular interest to students considering their careers in architecture, urban design, advertising and marketing, product and industrial design, landscape


FPs. PREREQUISITES: There are no prerequisite JuniorJunior English is desirable and Home Economics in Junior school is an advantage.

COURSE OUTLINE: A new and exciting syllabus has been introduced. There are three areas of study, and all areas must be covered.

Food studies Living environments Textiles studies

The course focuses on the well-being of individuals and the family in everyday life.Students will study a core in all three areas and a selection of electives based on student interests and staff expertise. All units are of onetextile and one living environment units. In Year 12, we study one food, two textile and one living environment units. The underpinning theme for the course isbeing studied through the following perspectives:

Social/cultural impact Historical trends Political/legal implications Technological changes

The units include such topics as:

The Health of Individuals and Society Food and Lifecycle – the impact of food on health issues Food and an Australian Identity The Built Environment Individuals and their Families in their Living Environment Designing with Textiles Textiles and Culture

Design for Fashion

ASSESSMENT: There are three assessment criteria: Knowledge and understanding Reasoning processes Practical performance

The course will be assessed through a series of assessment techniques: Theoretical tests Practical work Research assignments Process journals/production diaries Oral presentations

Year 11 work will be mostly formative and only Year 12 work willachievement.


HOME ECONOMICS


There are no prerequisite Junior subjects. However, a sound achievement in Junior English is desirable and Home Economics in Junior school is an advantage.

A new and exciting syllabus has been introduced. There are three areas of study, and all areas must be covered.

being of individuals and the family in everyday life.Students will study a core in all three areas and a selection of electives based on student interests and

expertise. All units are of one-term duration. In Year 11, the four terms include two foods, one textile and one living environment units. In Year 12, we study one food, two textile and one living

The underpinning theme for the course is the well-being of individuals and families with content being studied through the following perspectives:

Political/legal implications

Ethical issues Economic influences Environmental issues

The units include such topics as: The Health of Individuals and Society – contemporary issues in adolescent nutrition

the impact of food on health issues Food and an Australian Identity

Individuals and their Families in their Living Environment

There are three assessment criteria: Knowledge and understanding

The course will be assessed through a series of assessment techniques:

Process journals/production diaries

Year 11 work will be mostly formative and only Year 12 work will count towards exit levels of



subjects. However, a sound achievement in Junior English is desirable and Home Economics in Junior school is an advantage.

A new and exciting syllabus has been introduced. There are three areas of

being of individuals and the family in everyday life. Students will study a core in all three areas and a selection of electives based on student interests and

term duration. In Year 11, the four terms include two foods, one textile and one living environment units. In Year 12, we study one food, two textile and one living

being of individuals and families with content

ces Environmental issues

contemporary issues in adolescent nutrition

count towards exit levels of

HOSPITALITY PRACTICES


and FPs. Students successfully completing this following certificates:

SIT10207 Certificate I in Hospitality

SIT20207 Certificate II in Hospitality

This will be dependent on the successful completion of all necessary required work experience and attendance at functions. The curriculum is comprised of the following components:

• the core competencies from the national training package

• selected units from commercial cookery and food and beverage tr

• and school-based electives

These are organised and taught concurrently in a unitised approach. Over the four semesters the following units of competency will be covered.

SITXCOM001A Work with Colleagues and Customers SITXCOM002A Work in a Socially Diverse Environment SITXOHS001B Follow health, safety and security procedures SITHIND001B Develop and update hospitality industry knowledge SITXOHS002A Follow workplace hygiene procedures SITHCCC001B Organise and Prepare Food SITHFAB020A Apply food and beverage skills in the workplace SITHFAB003A Serve food and beverages to customers SITHFAB009A Provide responsible service of alcohol SITHFAB010C Prepare and serve non SITHFAB012B Prepare and serve espresso SITHCCC02A Present food

Each semester listed below will included the above units at various stages of the programme.

COURSE OUTLINE:

Semester 1

Culinary Explorations: The basic skills of weighing, measuring kitchen hygiene and safety, knife skills, etc. are developed through the preparation of garnishes, horssandwiches, salads, vegetables, etc. As well, the unit looks at an overview of the hospitality industry.

Semester 2

A Cafe’ Society: The emphasis is on menu planning and the preparation and presentation of meals and beverages for coffee shops and cafes. Vocational aspect, such as customer relations will be addressed.

Semester 3

The Dining Experience: traditional and modern menus, incorporating studies and practical experience of different course items including soups, mains, and desserts. In addition to this, the unit SITHFAB009A Provide responsprovider.

Semester 4

HOSPITALITY PRACTICES

GENERAL INFORMATION: This is a stand-alone VET subject and will not contribute to OP and FPs. Students successfully completing this subject area may exit school with one or more of the

Certificate I in Hospitality –Operations Certificate II in Hospitality – Operations

This will be dependent on the successful completion of all necessary competencies, as well as required work experience and attendance at functions. The curriculum is comprised of the following

the core competencies from the national training package

selected units from commercial cookery and food and beverage training packages

based electives

These are organised and taught concurrently in a unitised approach. Over the four semesters the following units of competency will be covered.

SITXCOM001A Work with Colleagues and Customers in a Socially Diverse Environment

SITXOHS001B Follow health, safety and security procedures Develop and update hospitality industry knowledge

SITXOHS002A Follow workplace hygiene procedures Organise and Prepare Food

B020A Apply food and beverage skills in the workplace SITHFAB003A Serve food and beverages to customers SITHFAB009A Provide responsible service of alcohol SITHFAB010C Prepare and serve non-alcoholic beverages SITHFAB012B Prepare and serve espresso coffee SITHCCC02A Present food


The basic skills of weighing, measuring kitchen hygiene and safety, knife skills, etc. are developed through the preparation of garnishes, horssandwiches, salads, vegetables, etc. As well, the unit looks at an overview of the hospitality

The emphasis is on menu planning and the preparation and presentation of meals and beverages for coffee shops and cafes. Vocational aspect, such as customer relations will be addressed.

Students will become conversant with the components of traditional and modern menus, incorporating studies and practical experience of different course items including soups, mains, and desserts. In addition to this, the unit SITHFAB009A Provide responsible service of alcohol will be delivered by an outside

alone VET subject and will not contribute to OP subject area may exit school with one or more of the

competencies, as well as required work experience and attendance at functions. The curriculum is comprised of the following

aining packages

These are organised and taught concurrently in a unitised approach. Over the four semesters the

Develop and update hospitality industry knowledge


The basic skills of weighing, measuring kitchen hygiene and safety, knife skills, etc. are developed through the preparation of garnishes, hors-d’oeuvres, sandwiches, salads, vegetables, etc. As well, the unit looks at an overview of the hospitality

The emphasis is on menu planning and the preparation and presentation of meals and beverages for coffee shops and cafes. Vocational aspect, such as customer

Students will become conversant with the components of traditional and modern menus, incorporating studies and practical experience of different course items including soups, mains, and desserts. In addition to this, the unit

ible service of alcohol will be delivered by an outside

International Cuisine: Australia is a multicultural society which has incorporated many international cuisines into everyday meals and snacks as well as fine dining. As such, students will have the opportunity of developing skills in this area.

ASSESSMENT:

Semester 1

Written tests, Practical cookery, Assignment/excursion report, Folio, Restaurant work Semester 2

Written tests, Practical cookery, Excursion report/assignmentSemester 3

Written test, Practical cookery, Assignment, Folio, Restaurant work Semester 4

Written test, Practical cookery, Assignment/function, Folio

OTHER INFORMATION:

WORK PLACEMENT In order to be awarded a full certificate, it is a requirement that students complete a required number of days of structured work placement over the 2 year program of study. course will result in the full Certifi

The arrangements for this are flexible and tailored to the individual needs of the students.

FUNCTIONS

Each student is expected to fully participate in a minimum of twelve functions over the 2 year course.


CERT I Hospitality – Operations

CERT II Hospitality – Operations

Australia is a multicultural society which has incorporated many international cuisines into everyday meals and snacks as well as fine dining. As such, tudents will have the opportunity of developing skills in this area.

Written tests, Practical cookery, Assignment/excursion report, Folio, Restaurant work

Written tests, Practical cookery, Excursion report/assignment, Folio, Restaurant work

Written test, Practical cookery, Assignment, Folio, Restaurant work

Written test, Practical cookery, Assignment/function, Folio

In order to be awarded a full certificate, it is a requirement that students complete a required number of days of structured work placement over the 2 year program of study. Failure to comply with this element of the

course will result in the full Certificate not being awarded.


Each student is expected to fully participate in a minimum of twelve functions over the 2 year


Operations – 2

Operations - 4

Australia is a multicultural society which has incorporated many international cuisines into everyday meals and snacks as well as fine dining. As such,

Written tests, Practical cookery, Assignment/excursion report, Folio, Restaurant work

, Folio, Restaurant work

In order to be awarded a full certificate, it is a requirement that students complete a required number of days Failure to comply with this element of the


Each student is expected to fully participate in a minimum of twelve functions over the 2 year

DIPLOMA OF ENGINEERING -TECHNICAL (MEM50205)


CAREER POSSIBILITIES

Successful participants will be skilled to carry out work in a drawing office environment, which make extensive use of computer aided drafting equipment. The modules have been designed to meet the needs of practicing designers, draftspersons, technicians, tradespeople and drawing office assistants.

PATHWAYS

On completion of the units offered the student can continue with further study, e.g. a Diploma or Advanced Diploma

PREREQUISITES: Entry to this course is open to persons who have completed Year 10 schooling or its equivalent with sound achievement of Year 10 English or its equivalent. OR In the opinion of the Head of department, the applicant is deemed eligible for entry based on the learner's experience as an indication of success in this course.

COURSE OUTLINE: Students will be enrolled in Diploma of Engineering Technical through an external provider Skills Tech Australia. Delivered by a qualified and accredited teacher and trainer at the school campus, assessment is both practical and theory based and is ongoing throughout the term of the course This program is designed to meet the needs of practicing designers, drafts persons, technicians, tradespersons and drawing office assistants who require skill enhancement using computer aided drafting in an engineering drawing office environment. Students will gain para-professional level skills in computer-aided drafting (CAD). Elective units of competency give the students the opportunity to choose from a variety of up-skilling options including the management of CAD systems and utilities, engineering drawing, engineering math or management and specialised CAD operations. Completion of this program can lead to the Diploma of Engineering - Technical.

REQUIRED UNITS

Unit Code

Produce engineered drawings MEM30003A

Prepare basic engineering drawing MEM30001A

Organise/communicate information MEM16006A

Produce basic engineering graphics MEM30002A

CAD-Create/display 3D models MEM30004A

Interact – computing technology MEM16008A

Perform computations. MEM12024A

Prepare basic engineering drawing This unit covers identifying the drawing requirements, preparing or making changes to engineering drawings, preparing an engineering parts list and issuing the drawings.

MEM09005B

Elective units

There may be one or more elective competencies.

OTHER INFORMATION: Note: These competencies form part of the MEM5025 Diploma of Engineering Technical. A graduate of this program would carry out work in a drawing office environment that makes extensive use of computer aided drafting equipment. On successful completion of this course, learners may be able to: operate computer aided drafting systems; produce 2D & 3D detail drawings & bills of materials; manage a filing system; archive drawings & back up files; print/plot/email data and manage CAD symbol libraries. This program is delivered in partnership with Skills Tech Australia. POTENTIAL CREDIT TOWARDS QCE: 8

INFORMATION AND COMMUNICATION TECHNOLOGY

GENERAL INFORMATION: This is a Study Area Specification (SAS) subject and will NOT contribute to OP or FPs. This is a practical computer subject that is an excellent preparation for industry, life and recreation and is concerned with the use of information and communications technologies (ICTs) to provide practical solutions to real life or simulated real life problems. Its student-centred approach promotes confident, competent and self-motivated users and consumers of ICT, useful whether the student will be pursuing a career with ICTs, undertaking further study or seeking employment.

COURSE OUTLINE:

Semester 1 Website Development 3D Modelling

Semester 2 Animation Game Development

Semester 3 Digital Still Imaging Digital Video Production

Semester 4 Multimedia Authoring On-Line Communities


Web Site Project: Design & Development a Web Site on a Computer Game 3D Modelling – Game Character Development Project

Semester 2 Animation Sequence Assignment: Computer Game Promotion Game Design and Development Project: Create your own computer game

Semester 3

Logo Design Project: Game Disc Cover Video Production: Game Promotion Video

Semester 4

Multimedia Project: Gaming Documentary On-Line Community Project: Wiki Design & Development on Gaming

OTHER INFORMATION: Computers are an integral part of today’s work, study and leisure, and students must know how to use them effectively, efficiently and ethically. Most social environments involve the use of information and communications technology in some form for entertainment, educational and recreational purposes. Even if not directly using computers, all individuals in society are affected in some way by their use within the organisations with which they interact. People need to understand the reasons for using computers and their potential for misuse, and be able to recognise when it is appropriate to use a computer-based application. Students are expected be able to keep pace with new technologies and be responsible users of ICTs, aware of the social, environmental and legal impacts of their actions. To realise this, the subject provides the flexibility needed to accommodate new and emerging technologies, and the wide range of interests and abilities of the students who study it. By using a task-oriented approach instead of a tool-oriented approach, emphasis is placed on using ICTs to solve problems or complete tasks.


INFORMATION PROCESSING AND TECHNOLOGY

GENERAL INFORMATION: This is an Authority subject, and will contribute to OP and FPs.

PREREQUISITES: The prerequisite is a pass in English in Year 10. Previous knowledge of computing is not necessary. A high proficiency in both Maths and English will assist in achieving good results in IPT.

COURSE OUTLINE:

IPT involves the study of two main topics: Software and Systems Engineering and Information and Intelligent Systems. All work within these two areas is integrated with the study of the two minor topics - Social and Ethical Issues and Human – Computer Interaction. This course is arranged such that the students study one of the main areas in each year of the course.

Sem Unit Topic

Yea

r A

Sem

este

r 1

Structured Query Language 1

SQL1 Structured Query Language

Relational Information Systems

RIS1 Database Theory and Design

Sem

este

r 2

Relational Information Systems

RIS2 Object Role Modelling

Computer Systems 1 CS1 Computer Systems Architecture

Intelligent Systems 1 IS1 Knowledge Discovery: Concepts of AI

Yea

r B

Sem

este

r 1

Algorithms AL1 Algorithms & Programming Constructs:

Software Programming SP1 Structured Programming 1

Sem

este

r 2

Software Programming SP2 Program Design & Development

Software Programming SP3 Programming for a Web Environment

OTHER INFORMATION: Information Processing and Technology aims to provide students with a body

of knowledge essential to understanding the changes in our society as a consequence of increasingly more sophisticated ways of managing information. It also teaches fundamental skills in programming using Visual Basic, an object oriented language designed for PC and network design as well as database design.

This is the subject that provides a foundation for those seeking to be part of the new technologies. It is useful for everyone doing tertiary study and often essential for those who seek a career in technology or computing. It is an interesting and challenging area of study.

This subject will help students appreciate the new employment opportunities, as well as the problems associated with the rapid development of computer technology.


INFORMATION TECHNOLOGY SYSTEMS

GENERAL INFORMATION: This is an Authority subject, and will contribute to OP and FPs. Information Technology Systems (ITS) is a practical discipline which prepares students to respond to emerging technologies and information technology (IT) trends. Students develop the knowledge of, and skills in, the systems supporting IT. Systems range from those supporting the development of information, such as documents or websites, to those supporting technology, such as computers or networks.

PREREQUISITES: There is no prerequisite for this subject, however students would benefit from completing Year 10 ICT.

COURSE OUTLINE:

Semester 1 Animation, Game Design

Semester 2 Graphic Design, Web Design

Semester 3 Interactive Media, Multimedia

Semester 4 Networking, Mobile Technology

ASSESSMENT:

Semester 1 Major Project: Computer Game Design & Development, Writing Task

Semester 2 Major Project: Web Design & Development, Exam 1

Semester 3 Multimedia DVD Presentation Project, Oral Presentation Exam 2

Semester 4 Project: Computer Networks supporting Mobile Technology, Exam 3

OTHER INFORMATION:

Students of Information Technology Systems engage in a variety of practical learning experiences in a mostly project-based course of study. These learning experiences will enable students to:

• participate in class discussions, role-plays, dilemmas and scenarios

• design, develop and evaluate software or hardware to meet client requirements

• develop websites

• design, develop and evaluate games and other multimedia products

• undertake case studies to solve real IT problems.

Information Technology Systems prepares students to cope with, and harness to their advantage, the changes and significant opportunities associated with IT. This subject may lead to employment in such areas as IT support, graphic and multimedia manipulation, or tertiary study in the fields of multimedia design, games design, website design and animation. POTENTIAL CREDIT TOWARDS QCE: 4

CERTIFICATE I IN CONSTRUCTION (CPC10108)


an external provider Skills Tech Australia. The course is delivered by a qualified and accredited teacher and trainer at the school campus. This course provides access to nationally revocational education and training (VET) units from various industry areas. delivered in partnership with Skills Tech Australia. PREREQUISITES: There are no prerequisite JuniorGraphics would be desirable.

COURSE OUTLINE: Semesters 1

Units of Competency

Code Title

CPCCOHS1001A Work safely in the construction industry CPCCCM1002A Work effectively and sustainably in the construction industry CPCCCM1003A Plan and organise work CPCCCM1004A Conduct workplace communication CPCCCM1005A Carry out measurements and calculations CPCCCM2001A Read and interpret pl CPCCCM2005A Use construction tools and equipment CPCCCM2006A Apply basic levelling procedures CPCCVE1001A Undertake a basic construction project CPCCVE1002A Undertake a basic computer design project

ASSESSMENT:

Assessment is competency-based over the four semesters. It includes assignment work; industry visits and demonstrated application of practical skills.

OTHER INFORMATION: This course, Certificate I in General Construction, is part of the National Construction Training Package Curriculum. This is a recorded subject. Students will gain entry-level training in the construction industry. This training leads to, and articulates with, further training in the construction industry. It has been developed to provide studentto undertake a broad-based, widely recognized vocational education course as an integral part of their senior course of study. It will enable students to appreciate how their own knowledge and skills are related to the broader purposof the course, students will be involved in projects that are related to the building industry. This will include some workshop projects and some outdoor projects.

What do Students Learn?

On successful completion of this two be able to carry out a limited range of entry possess proficiency in the key competencies; possess a range of skills, attitudes and knowledge

specifically related to employment; eg; as a student and as a citizen in general; be eligible for appropriate credit courses offered by other training providers where such

courses, or the relevant parts thereof, are bInternet Address: Vocational Education:

POTENTIAL CREDIT TOWARD


ION: Students will be enrolled in Certificate I in Construction through

an external provider Skills Tech Australia. The course is delivered by a qualified and accredited teacher and trainer at the school campus. This course provides access to nationally revocational education and training (VET) units from various industry areas. This certificate course is delivered in partnership with Skills Tech Australia.

There are no prerequisite Junior subjects, but some Technology Education and

Semesters 1-4

Code Title

CPCCOHS1001A Work safely in the construction industry 02A Work effectively and sustainably in the construction industry

CPCCCM1003A Plan and organise work CPCCCM1004A Conduct workplace communication

Carry out measurements and calculations Read and interpret plans and specifications Use construction tools and equipment Apply basic levelling procedures Undertake a basic construction project Undertake a basic computer design project

based over the four semesters. It includes assignment work; industry visits and demonstrated application of practical skills.

This course, Certificate I in General Construction, is part of the ng Package Curriculum. This is a recorded subject. Students will gain

level training in the construction industry. This training leads to, and articulates with, further training in the construction industry. It has been developed to provide students with the opportunity

based, widely recognized vocational education course as an integral part of their senior course of study. It will enable students to appreciate how their own knowledge and skills are related to the broader purposes of productive activity. In order to address the requirements of the course, students will be involved in projects that are related to the building industry. This will include some workshop projects and some outdoor projects.

successful completion of this two-year course, students will – be able to carry out a limited range of entry-level tasks within the construction industry;possess proficiency in the key competencies; possess a range of skills, attitudes and knowledge which will assist them in roles not specifically related to employment; eg; as a student and as a citizen in general;be eligible for appropriate credit courses offered by other training providers where such courses, or the relevant parts thereof, are based on the same industry competency standards.

Vocational Education: http://www.qsa.edu.au (and follow the links to VET)



Students will be enrolled in Certificate I in Construction through an external provider Skills Tech Australia. The course is delivered by a qualified and accredited teacher and trainer at the school campus. This course provides access to nationally recognized

This certificate course is

subjects, but some Technology Education and

02A Work effectively and sustainably in the construction industry

based over the four semesters. It includes assignment work; industry

This course, Certificate I in General Construction, is part of the ng Package Curriculum. This is a recorded subject. Students will gain

level training in the construction industry. This training leads to, and articulates with, further s with the opportunity

based, widely recognized vocational education course as an integral part of their senior course of study. It will enable students to appreciate how their own knowledge and

es of productive activity. In order to address the requirements of the course, students will be involved in projects that are related to the building industry. This will

level tasks within the construction industry;

which will assist them in roles not specifically related to employment; eg; as a student and as a citizen in general; be eligible for appropriate credit courses offered by other training providers where such

ased on the same industry competency standards. (and follow the links to VET)

CERTIFICATE II IN FURNITURE MAKING (LMF20309)


an external provider Skills Tech Australia. The course is delivered by a qualified and accredited teacher and trainer at the school campus. The course enables students who successfully compthe course to gain 4 points towards their QCE.

PREREQUISITES: It is recommended that students have taken TD3W prior to undertaking the Certificate II course. Students may also enrol in the Certificate III in CAD studies which will give students knowledge of workshop drawing practices and exposure to software used in industry.

COURSE OUTLINE: Semesters 1

Units of Competency

Code Title

LMFCR001B Follow safe working policies and practices MSAPMSUP102ACommunicate in the workplace LMFCR003B Carry out measurements and calculations LMFCR004B Work effectively with others LMFFM2001B Construct a basic timber furnishing project LMFFM2002B Assemble furnishing components LMFFF2004B Prepare surfaces for finishing LMFFM2004B Apply sheet laminates by hand LMFFM2005B Join solid timber LMFFM2006B Hand-make timber joints LMFFM2010B Set up, operate and maintain basic static machines LMFFM2011B Apply manufactured board conversion technique LMFFM3012A Prepare cutting list from plans and job specifications

ASSESSMENT: Assessment is competencywork, industry visits and the demonstrated application of practical skills.

OTHER INFORMATION: This course, Certificate II in Furnishing, is part of the National Furnishings Training Package Curriculum. Students will gain entryindustry. This training leads to, and articulates with, further training in thbeen developed to provide students with the opportunity to undertake a broadrecognized vocational education course as an integral part of their senior course of study.

In order to address all the requirements ofApproximately 90% of class time is spent in the workshop.

What do Students Learn?

On successful completion of this two be able to carry out a wide range of entry possess proficiency in the key competencies; possess a range of skills, attitudes and knowledge which will assist them in roles not

specifically related to employment; eg, as a student and as a citizen in general; be eligible for appropriate credit courses offered by other training providers where such

courses, or the relevant parts thereof, are based on the same industry competency standards.



GENERAL INFORMATION: Students will be enrolled in Certificate I in Construction through an external provider Skills Tech Australia. The course is delivered by a qualified and accredited teacher and trainer at the school campus. The course enables students who successfully compthe course to gain 4 points towards their QCE.

It is recommended that students have taken TD3W prior to undertaking the Certificate II course. Students may also enrol in the Certificate III in CAD studies which will give

ledge of workshop drawing practices and exposure to software used in industry.

Semesters 1-4

Code Title

Follow safe working policies and practices Communicate in the workplace

Carry out measurements and calculations Work effectively with others Construct a basic timber furnishing project

ssemble furnishing components surfaces for finishing

Apply sheet laminates by hand Join solid timber

make timber joints Set up, operate and maintain basic static machines Apply manufactured board conversion techniques Prepare cutting list from plans and job specifications

Assessment is competency-based over the four semesters. It includes assignment work, industry visits and the demonstrated application of practical skills.

This course, Certificate II in Furnishing, is part of the National Furnishings Training Package Curriculum. Students will gain entry-level training in the furniture industry. This training leads to, and articulates with, further training in the furniture industry. It has been developed to provide students with the opportunity to undertake a broadrecognized vocational education course as an integral part of their senior course of study.

In order to address all the requirements of the course, students will construct set projects. Approximately 90% of class time is spent in the workshop.

On successful completion of this two-year course, students will – be able to carry out a wide range of entry-level tasks within furniture industry positions;possess proficiency in the key competencies; possess a range of skills, attitudes and knowledge which will assist them in roles not specifically related to employment; eg, as a student and as a citizen in general;be eligible for appropriate credit courses offered by other training providers where such courses, or the relevant parts thereof, are based on the same industry competency standards.


JAPANESE


Students will be enrolled in Certificate I in Construction through an external provider Skills Tech Australia. The course is delivered by a qualified and accredited teacher and trainer at the school campus. The course enables students who successfully complete

It is recommended that students have taken TD3W prior to undertaking the Certificate II course. Students may also enrol in the Certificate III in CAD studies which will give

ledge of workshop drawing practices and exposure to software used in industry.

based over the four semesters. It includes assignment

This course, Certificate II in Furnishing, is part of the National level training in the furniture

e furniture industry. It has been developed to provide students with the opportunity to undertake a broad-based, widely recognized vocational education course as an integral part of their senior course of study.

the course, students will construct set projects.

within furniture industry positions;

possess a range of skills, attitudes and knowledge which will assist them in roles not specifically related to employment; eg, as a student and as a citizen in general; be eligible for appropriate credit courses offered by other training providers where such courses, or the relevant parts thereof, are based on the same industry competency standards.


courses. It is an Authority subject

Senior Japanese students require a sound knowledge of the study of kanji is also an important aspect of the course. Students will need to learn approximately 250 kanji by the end of Year 12. Language learning requires systematic study habits and good selfmanaging and self-monitoring skills.

The study of Japanese contributes to and enriccultural development of students, and has the potential to improve the quality of their participation in a rapidly changing world. Every two years, Clairvaux MacKillop College hosts a visit of Japanese students for two weeks. This visit gives our students a practical opportunity to use the language they are studying. A twoStudents from Years 10 – 12 are eligible to use this opportunity to fuof the Japanese language and people, and gain a first PREREQUISITES: A ‘C’ grade in Year 10 Japanese is a prerequisite for study in Year 11 and 12.

COURSE OUTLINE:

This course operates as a composite class of Year 11 and 12 students, based on a Year A/Year B structure. Topics are derived from four central themes: Family and community; Leisure, recreation and human creativity; School and postYear A [2010, 2012]

Semester 1

Sports, hobbies, health and fitnSemester 2

Living in Japan; Future Plans; Current Affairs.Year B [2011, 2013]

Semester 1

Personality, family life and relationships; School and Daily LSemester 2

Entertainment and the Arts; Environm

ASSESSMENT:

The four macro skills (Listening, Speaking, Reading and Writing) are assessed at least twice each year. There are nine assessment tasks per year in Y

OTHER INFORMATION: Learning a language involves working with others and in groups to achieve common goals and reach a better understanding of other people, situations and problems. With increasing contact with Japanese busineability to communicate in Japanese would be a useful professional advantage in the fields of travel, industry, banking, international business, diplomacy, entertainment, politics, mining, education and some areas of the public service.


GENERAL INFORMATION: This course is a continuation of the Year 8

Authority subject, and will contribute to OP and FPs. Senior Japanese students require a sound knowledge of the hiragana and

important aspect of the course. Students will need to learn approximately by the end of Year 12. Language learning requires systematic study habits and good self

monitoring skills. The study of Japanese contributes to and enriches the educational, intellectual, personal, social and

cultural development of students, and has the potential to improve the quality of their participation in a rapidly changing world. Every two years, Clairvaux MacKillop College hosts a visit of

e students for two weeks. This visit gives our students a practical opportunity to use the language they are studying. A two-week school tour to Japan is also conducted every two years.

12 are eligible to use this opportunity to further enhance their knowledge of the Japanese language and people, and gain a first-hand experience of the culture.

A ‘C’ grade in Year 10 Japanese is a prerequisite for study in Year 11 and 12.

composite class of Year 11 and 12 students, based on a Year A/Year B structure. Topics are derived from four central themes: Family and community; Leisure, recreation and human creativity; School and post-school options; and Social issues.

Sports, hobbies, health and fitness; Media; Travel and Holidays

Living in Japan; Future Plans; Current Affairs.

Personality, family life and relationships; School and Daily Life; Festivals and

Entertainment and the Arts; Environmental Issues; the World of Work

The four macro skills (Listening, Speaking, Reading and Writing) are assessed at least twice each year. There are nine assessment tasks per year in Year 12, and eight in Year 11.

Learning a language involves working with others and in groups to achieve common goals and reach a better understanding of other people, situations and problems. With increasing contact with Japanese business people, tourists and residents in Queensland, an ability to communicate in Japanese would be a useful professional advantage in the fields of travel, industry, banking, international business, diplomacy, entertainment, politics, mining, education and

me areas of the public service.


This course is a continuation of the Year 8 – 10 Junior Japanese

and katakana scripts. The important aspect of the course. Students will need to learn approximately

by the end of Year 12. Language learning requires systematic study habits and good self-

hes the educational, intellectual, personal, social and cultural development of students, and has the potential to improve the quality of their participation in a rapidly changing world. Every two years, Clairvaux MacKillop College hosts a visit of

e students for two weeks. This visit gives our students a practical opportunity to use the week school tour to Japan is also conducted every two years.

rther enhance their knowledge hand experience of the culture.

A ‘C’ grade in Year 10 Japanese is a prerequisite for study in Year 11 and 12.

composite class of Year 11 and 12 students, based on a Year A/Year B structure. Topics are derived from four central themes: Family and community; Leisure, recreation

ife; Festivals and Celebrations

ental Issues; the World of Work

The four macro skills (Listening, Speaking, Reading and Writing) are assessed at least twice each ear 12, and eight in Year 11.

Learning a language involves working with others and in groups to achieve common goals and reach a better understanding of other people, situations and problems.

ss people, tourists and residents in Queensland, an ability to communicate in Japanese would be a useful professional advantage in the fields of travel, industry, banking, international business, diplomacy, entertainment, politics, mining, education and




Introduction to the Australian legal system

Crime in Society Semester 2

Civil wrongs (torts); eg, negligence, defamation Agreements (contracts)

Semester 3

Family Law Environment

Semester 4

Independent study – use of current issues Overview: law in our society


Mid Semester Short Answer Examination and Extended Response, Court visit report, End Semester Short Answer Examination and Extended Response

Semester 2

Media File, Mid Semester ShortSemester Short Answer Examination and Extended Response

Semester 3

Case Study Responses, Paragraph and Essay Test, Seminar Presentation, Extended Response Task – Case Study

Semester 4

Independent Study, Essay Examination

OTHER INFORMATION: The purpose of the course is to provide basic legal training for students. Students will be encouraged to use the law and legal processes effectively in their lives.

It is anticipated that students who pursue thappreciation of the legal system and develop competencies, attitude and values which should enhance their awareness and competence to participate as more informed, supportive and active members of our democratic society.

It is helpful to students interested in legal and business careers.Utilisation of current affairs is extremely important to this subject and students are encouraged to

read newspapers and follow legal cases.Field trips are involved in this subject and visits to Parliament House, District and and Supreme

Courts and the Supreme Court Library. Students are given the opportunity to participate in a Youth Parliament held each year at Parliament House.


LEGAL STUDIES



Introduction to the Australian legal system

Civil wrongs (torts); eg, negligence, defamation

use of current issues law in our society – Justice and Legal Rights

Mid Semester Short Answer Examination and Extended Response, Court visit report, End Semester Short Answer Examination and Extended Response

Media File, Mid Semester Short Answer Examination and Extended Response, Oral, End Semester Short Answer Examination and Extended Response

Case Study Responses, Paragraph and Essay Test, Seminar Presentation, Extended Case Study

Study, Essay Examination

The purpose of the course is to provide basic legal training for students. Students will be encouraged to use the law and legal processes effectively in their lives.

It is anticipated that students who pursue this course of study will require an informed appreciation of the legal system and develop competencies, attitude and values which should enhance their awareness and competence to participate as more informed, supportive and active

society. It is helpful to students interested in legal and business careers. Utilisation of current affairs is extremely important to this subject and students are encouraged to

read newspapers and follow legal cases. Field trips are involved in this subject and visits to Parliament House, District and and Supreme

Courts and the Supreme Court Library. Students are given the opportunity to participate in a Youth Parliament held each year at Parliament House.

REDIT TOWARDS QCE: 4


Mid Semester Short Answer Examination and Extended Response, Court visit report, End

Answer Examination and Extended Response, Oral, End

Case Study Responses, Paragraph and Essay Test, Seminar Presentation, Extended

The purpose of the course is to provide basic legal training for students. Students will be encouraged to use the law and legal processes effectively in their lives.

is course of study will require an informed appreciation of the legal system and develop competencies, attitude and values which should enhance their awareness and competence to participate as more informed, supportive and active

Utilisation of current affairs is extremely important to this subject and students are encouraged to

Field trips are involved in this subject and visits to Parliament House, District and and Supreme Courts and the Supreme Court Library. Students are given the opportunity to participate in a Youth

MARINE AND AQUATIC PRACTICES

GENERAL INFORMATION: This is an Authority

the calculation of OPs and FPs. It has been

semester course which includes substantial vocational and practical components.Marine and Aquatic Practices aims to assist students to develop:

an understanding of commercial, environmental, recreational and cultural aspects of the sea, inland waters and associated catchment areas

a responsible and caring attitude towards the safety, health and wellbeing of themselves and others in work-related and recreational situations

knowledge, practical skills and work related practices which are essential for ef

in the workforce in general, and in the marine and aquatic industries specifically.

PREREQUISITES: There are no prerequisites.

COURSE OUTLINE:

Semester 1 First Aid Meteorology Navigation and Shipping Beach and Coastal management

Semester 2 Marine Ecosystems Power Boating Snorkelling

Semester 3 Oceanography Navigation and sailing (includes practical sailing course) Marine Ecosystems

Semester4 Australian Maritime History Marine safety and management Marine communications Beach and Coastal management

ASSESSMENT: Assessment in Year 11 will be formative and in Year 12 will be summative

Semester 1 2 Written tests, Prac test, Oral, Excursion Task

Semester 2 Individual Project, Written test, Practical skills test ( snorkelling),

Semester 3

Written test, Practical skills test ( knots), Research Assignment( 500 words)

Semester 4 Research task( 500 words), Practical skills test, Written test, Assignment ( 600 words)

OTHER INFORMATION: Practical and field work form an integral partexpected to be fully involved in all aspects of the course including practical sailing and/or power boat courses and excursions to various venues. There will be costs associated with these. Those students who intended to study Marine Biology at University are best advised to enrol in Biology and Chemistry.


MARINE AND AQUATIC PRACTICES

This is an Authority-registered subject which will

has been developed from Marine and Aquatic Practices SAS and is a four semester course which includes substantial vocational and practical components. Marine and Aquatic Practices aims to assist students to develop:

an understanding of commercial, environmental, recreational and cultural aspects of the sea, inland d associated catchment areas

a responsible and caring attitude towards the safety, health and wellbeing of themselves and others in related and recreational situations

knowledge, practical skills and work related practices which are essential for ef


There are no prerequisites.

Beach and Coastal management

Navigation and sailing (includes practical sailing course)

Australian Maritime History Marine safety and management

ch and Coastal management

Assessment in Year 11 will be formative and in Year 12 will be summative

2 Written tests, Prac test, Oral, Excursion Task

Individual Project, Written test, Practical skills test ( snorkelling),


Research task( 500 words), Practical skills test, Written test, Assignment ( 600 words)

Practical and field work form an integral part of this study area. Students undertaking the course are in all aspects of the course including practical sailing and/or power boat

courses and excursions to various venues. There will be costs associated with these. students who intended to study Marine Biology at University are best advised to enrol in Biology and


registered subject which will NOT contribute to

developed from Marine and Aquatic Practices SAS and is a four

an understanding of commercial, environmental, recreational and cultural aspects of the sea, inland

a responsible and caring attitude towards the safety, health and wellbeing of themselves and others in

knowledge, practical skills and work related practices which are essential for effective participation



Research task( 500 words), Practical skills test, Written test, Assignment ( 600 words)

Students undertaking the course are in all aspects of the course including practical sailing and/or power boat

courses and excursions to various venues. There will be costs associated with these. students who intended to study Marine Biology at University are best advised to enrol in Biology and


PREREQUISITES: A Sound Achievement (C) in MA 3A is a prerequisite


Data Collection and Presentation Elements of Applied Geometry I Linking 2D and 3D Managing Money I

Semester 2 Data Collection and Presentation Managing Money I Elements of Applied Geometry Linking 2D and 3D

Semester 3 Land Measurement – maps and compasses Managing Money II Exploring and Understanding Data

Networks and queuing Semester 4

Managing Money II Exploring and Understanding

Networks and queuing

ASSESSMENT: Semesters 1-4

Mid-semester examination, End

OTHER INFORMATION: Mathematics A involves the study of Financial Mathematics, Applied Geometry, and Statistics and Probability. These are used to develop:

• knowledge and skills of computation, estimation and measurement

• simple algebraic manipulation

• a capacity to interpret and analyse information presented in a variety of forms

• the ability to make judgments based on evidence and reasoning

• a capacity to justify and communicate results in a variety of forms. Why study this subject? Mathematics A aims to provide the opportunity for students to continue to participate fully in lifelong learning. It is recommended for students wishing to pursue further study and training at tertiary level in areas such as:

• toolmaking, sheet-metal working, fitting and t

• tourism and hospitality

• administrative and managerial employment in a wide range of industries• architecture and nursing


MATHEMATICS A


A Sound Achievement (C) in MA 3A is a prerequisite

Data Collection and Presentation Elements of Applied Geometry I

Data Collection and Presentation

Elements of Applied Geometry

maps and compasses

Exploring and Understanding Data

Exploring and Understanding Data

semester examination, End-of-semester examination, Assignment or other task

Mathematics A involves the study of Financial Mathematics, Applied Geometry, and Statistics and Probability. These are used to develop:

knowledge and skills of computation, estimation and measurement

simple algebraic manipulation

a capacity to interpret and analyse information presented in a variety of forms

the ability to make judgments based on evidence and reasoning

a capacity to justify and communicate results in a variety of forms.

s to provide the opportunity for students to continue to participate fully in lifelong learning. It is recommended for students wishing to pursue further study and training at tertiary level in areas

metal working, fitting and turning, carpentry and plumbing, auto mechanics

administrative and managerial employment in a wide range of industries



semester examination, Assignment or other task

Mathematics A involves the study of Financial Mathematics, Applied Geometry, and Statistics and

a capacity to interpret and analyse information presented in a variety of forms

s to provide the opportunity for students to continue to participate fully in lifelong learning. It is recommended for students wishing to pursue further study and training at tertiary level in areas

urning, carpentry and plumbing, auto mechanics


PREREQUISITES: A Sound Achievement (C) in MA3B is highly recommended as a prerequisite to

enrol in this subject.

COURSE OUTLINE:

Semester 1 Introduction to Functions Periodic Functions and applications Exponential and Logarithmic functions and applications Applied Statistical Analysis

Semester 2 Introduction to Functions Rates of Change Periodic Functions and applications Exponential and Logarithmic functions and applications

Semester 3 Periodic Functions and applications Rates of Change Exponential and Logarithmic functions and applications Introduction to Integratio Optimisation using derivatives

Semester 4 Optimisation using derivatives

Applied Statistical Analysis

Introduction to Integration

ASSESSMENT: Semesters 1-4


OTHER INFORMATION: Mathematics B is an academic subject and is frequently required as a prerequisite for professional tecourses. In order to keep many tertiary options open, able Mathematics students should seriously consider including this subject in their course selection.Why study this subject? It is recommended for students wishing to pursue further study and t• mathematics and science education • natural and physical sciences, especially physics and chemistry • medical and health sciences, including human biology, biomedical, nanoscience and forensics • engineering sciences, including avionics, chemical, civil, communications, electrical, mechanical and mining • information technology and computer science, including electronic and software • mathematical applications in:

energy and resources climatology design and built environment industry, manufacturing and trades business and tourism primary industries and environment economics and commerce statistics and data analysis

MATHEMATICS B


A Sound Achievement (C) in MA3B is highly recommended as a prerequisite to

applications Exponential and Logarithmic functions and applications Applied Statistical Analysis

Periodic Functions and applications Exponential and Logarithmic functions and applications

Periodic Functions and applications

Exponential and Logarithmic functions and applications

Optimisation using derivatives

Optimisation using derivatives

Applied Statistical Analysis

semester examination, End-of-semester examination, Assignment or other task

is an academic subject and is frequently required as a prerequisite for professional tecourses. In order to keep many tertiary options open, able Mathematics students should seriously consider including this subject in their course selection.

It is recommended for students wishing to pursue further study and training at tertiary level in areas such as: • mathematics and science education • natural and physical sciences, especially physics and chemistry • medical and health sciences, including human biology, biomedical, nanoscience and forensics

g sciences, including avionics, chemical, civil, communications, electrical, mechanical and

• information technology and computer science, including electronic and software

energy and resources — management and conservation

design and built environment industry, manufacturing and trades business and tourism primary industries and environment economics and commerce statistics and data analysis


A Sound Achievement (C) in MA3B is highly recommended as a prerequisite to

semester examination, Assignment or other task

is an academic subject and is frequently required as a prerequisite for professional tertiary courses. In order to keep many tertiary options open, able Mathematics students should seriously consider

raining at tertiary level in areas such as:

• medical and health sciences, including human biology, biomedical, nanoscience and forensics g sciences, including avionics, chemical, civil, communications, electrical, mechanical and

• pure mathematics.



PREREQUISITES: A High Achievement (B) in MA3B is highly recommended as a

prerequisite to enrol in this subject

COURSE OUTLINE:

Semester 1 Real and Complex Numbers

Linear Programming Matrices and Applications

Vectors and Applications Structures and Patterns

Semester 2

Real and Complex Numbers Introduction to Groups Vectors and Applications Structures and Patterns Linear Programming

Semester 3

Vectors and Applications Real and Complex Numbers Calculus Matrices and Applications

Linear Programming Advanced Periodic and Exponential Functions

Semester 4

Structures and Patterns Calculus Advanced Periodic and Exponential Functions

ASSESSMENT: Semester 1-4


OTHER INFORMATION: The intent of Mathematics C is to encourage students to develop positive attitudes towards mathematics by an approach involving problem solving and applications. Students will be required to work systematically and logically and to communicate with and about mathematics. Students should understand that mathematics and its applications aThey will be encouraged to appreciate the power and diversity of mathematics by investigating a range of its modern applications, even if the technical demands of the mathematics are beyond them at this stage. The study of Mathematics C will give students the opportunity to extend their mathematical knowledge into new areas and, hence, will provide an excellent preparation for the further study of mathematics in a wide variety of fields. The additional rigour and structure ofrequired in this subject will equip students with valuable thinking skills which will serve them in more general contexts. Mathematics C is, therefore, a highly desirable choice for many students.

MATHEMATICS C


A High Achievement (B) in MA3B is highly recommended as a

bject.

Real and Complex Numbers

Vectors and Applications



Advanced Periodic and Exponential Functions

Advanced Periodic and Exponential Functions

semester examination, End-of-semester examination, Project or assignment work

The intent of Mathematics C is to encourage students to develop towards mathematics by an approach involving problem solving and applications.

Students will be required to work systematically and logically and to communicate with and about

Students should understand that mathematics and its applications are constantly being developed. They will be encouraged to appreciate the power and diversity of mathematics by investigating a range of its modern applications, even if the technical demands of the mathematics are beyond them

athematics C will give students the opportunity to extend their mathematical knowledge into new areas and, hence, will provide an excellent preparation for the further study of mathematics in a wide variety of fields. The additional rigour and structure ofrequired in this subject will equip students with valuable thinking skills which will serve them in more general contexts. Mathematics C is, therefore, a highly desirable choice for many students.


A High Achievement (B) in MA3B is highly recommended as a

semester examination, Project or assignment work

The intent of Mathematics C is to encourage students to develop towards mathematics by an approach involving problem solving and applications.

Students will be required to work systematically and logically and to communicate with and about

re constantly being developed. They will be encouraged to appreciate the power and diversity of mathematics by investigating a range of its modern applications, even if the technical demands of the mathematics are beyond them

athematics C will give students the opportunity to extend their mathematical knowledge into new areas and, hence, will provide an excellent preparation for the further study of mathematics in a wide variety of fields. The additional rigour and structure of the mathematics required in this subject will equip students with valuable thinking skills which will serve them in more general contexts. Mathematics C is, therefore, a highly desirable choice for many students.

Why study this subject? Mathematics C is a companion subject to Mathematics B. It aims to extend the competency and confidence

of students in mathematics beyond the scope of Mathematics B, to build on and combine many of the concepts introduced in Mathematics B (in particular, in the study of vectors, matrices and calculus), and to provide further opportunity for students to participate more fully in lifelong learning. Mathematics C is recommended for students wishing to pursue further study and training at tertiary level in areas such as:

• mathematics and science education • natural and physical sciences, especially physics and chemistry • medical and health sciences, including human biology, biomedical, nanoscience and forensics • engineering sciences, including avionics, chemical, civil, communications, electrical, mechanical and mining • information technology and computer science, including electronic and software. • mathematical applications in:

• energy and resources — management and conservation

• climatology

• design and built environment

• industry, manufacturing and trades

• business and tourism.


PREVOCATIONAL MATHEMATICS

GENERAL INFORMATION: This is an

contribute to OP and FPs. Two textbooks are used (Year 11 and Year 12) which have been written to follow the new Queensland Syllabus for Prevocational Mathematics. The software program ‘Hotmaths’ is used extensively to reinforce syllabus topics. PREREQUISITES: There are no prereq

COURSE OUTLINE:

Topic 1 Mathematics for Interpreting Societyand decimals)

Topic 2 Mathematics for Interpreting SocietyTopic 3 Mathematics for Personal Organisation Topic 4 Mathematics for Practical Purposes Topic 5 Mathematics for Personal Organisation

ASSESSMENT:

Semesters1-4 Mid Semester Examination, End Semester Examination, Assignment or other task.

The teacher guides these assessments and assistance will be provided when requested. Computers are used at school when any assessment requires topics to be researched.Below are examples of some of the assessments you may attempt:Semester 1

Job Investigation, Preparing a Travel Semester 2

Purchasing and Running a car, Designing a student area to scaleSemester 3

Budget/Leaving home costs, Planning an overseas holidaySemester 4

Redesigning a classroom, Organising an Event

OTHER INFORMATION:

This is a subject which consolidates many basic mathematical skills. It is designed for those who want to choose a pathway that does not require study of mathematics at tertiary level nor mathematics as a tertiary prerequisite. Prevocational Mathematics alcourse design, which caters for a large range of skills attitudes and student needs. constraints are also more flexible with a lot of guidance from the teacher to achieve the desired result. “Prevocational Mathematics 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 attitude toward mathematics but also their mathematical knowledge and skills (thobjectives of knowing and applying), and their communication skills (through the objective explaining).” (Prevocational Mathematics Syllabus, 2004)Vocational Outcomes of this Course

On successful completion of the this course, you will be able t carry out a range of mathematical techniques and operations applicable to all vocational

and some industrial areas; possess a range of skills, attitudes and knowledge which will assist you in roles not

specifically related to employment; e.g., as a


GENERAL INFORMATION: This is an Authority Registered subject

Two textbooks are used (Year 11 and Year 12) which have been written to follow the new Queensland Syllabus for Prevocational Mathematics. The software program ‘Hotmaths’ is used extensively to reinforce syllabus topics.


Mathematics for Interpreting Society-Mathematical Core (+, -, x,

Mathematics for Interpreting Society-Data Mathematics for Personal Organisation – Location and time Mathematics for Practical Purposes – Measurement Mathematics for Personal Organisation – Finance

Mid Semester Examination, End Semester Examination, Assignment or other task.

ssments and assistance will be provided when requested. Computers are used at school when any assessment requires topics to be researched. Below are examples of some of the assessments you may attempt:

Job Investigation, Preparing a Travel Itinerary

Purchasing and Running a car, Designing a student area to scale

Budget/Leaving home costs, Planning an overseas holiday

Redesigning a classroom, Organising an Event

This is a subject which consolidates many basic mathematical skills. It is designed for those who want to choose a pathway that does not require study of mathematics at tertiary level nor mathematics as a tertiary prerequisite. Prevocational Mathematics allows for flexibility in the course design, which caters for a large range of skills attitudes and student needs. constraints are also more flexible with a lot of guidance from the teacher to achieve the desired

rovides 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 attitude toward mathematics but also their mathematical knowledge and skills (thobjectives of knowing and applying), and their communication skills (through the objective explaining).” (Prevocational Mathematics Syllabus, 2004) Vocational Outcomes of this Course

On successful completion of the this course, you will be able to- carry out a range of mathematical techniques and operations applicable to all vocational and some industrial areas; possess a range of skills, attitudes and knowledge which will assist you in roles not specifically related to employment; e.g., as a student and as a citizen;


Authority Registered subject which will NOT

Two textbooks are used (Year 11 and Year 12) which have been written to follow the new

The software program ‘Hotmaths’ is used extensively to reinforce syllabus topics.

, x, ÷ for whole numbers

Mid Semester Examination, End Semester Examination, Assignment or other task.

ssments and assistance will be provided when requested. Computers

This is a subject which consolidates many basic mathematical skills. It is designed for those who want to choose a pathway that does not require study of mathematics at tertiary level nor

lows for flexibility in the course design, which caters for a large range of skills attitudes and student needs. The time constraints are also more flexible with a lot of guidance from the teacher to achieve the desired

rovides 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 attitude toward mathematics but also their mathematical knowledge and skills (through the objectives of knowing and applying), and their communication skills (through the objective

carry out a range of mathematical techniques and operations applicable to all vocational

possess a range of skills, attitudes and knowledge which will assist you in roles not

possess proficiency in the key competencies; demonstrate increased confidence in using mathematics to solve real


possess proficiency in the key competencies; demonstrate increased confidence in using mathematics to solve real-


life problems.


PREREQUISITES: High Achievements in Year 10 History and English are recommended prerequisites for success in this subject.

COURSE OUTLINE:

Semester 1

Nationalism and Extremism in the Twentieth Century:

Nazism and genocide Communism and the Cold War

Semester 2

Racism, Imperialism, and the struggle for freedom:

Gandhi and British India South Africa and Apartheid

Semester 3

Australia and its place in a dangerous world:

World War 1 and the World War 2 and the American alliance

Semester 4

Transformation in Modern Asia: 19th and 20th century China & Japan

ASSESSMENT:

Research multi-modal presentation Research written assignment Essay test Short answer test

OTHER INFORMATION: We live in an exciting but complex world and the study of Modern History can help you make sense of it all. You will learn about revolutions and wars and the interesting personalities who helped to make the world what it is today. This view of the world and a more mature appreciation of other people’s experiences and perspectives. It will also equip you with useful ‘real world’ skills, such as research skills, communication skills, and analytical skills. In particular, this subject will provide you with a sustained opportunity to master your essayskills. Mastering these will advantage you by boosting your results not only in History but also in English and Religion, with a commensurate improvement in your survive first Year University, and to go on and prosper in your university studies. History will also give you lots of practice with a great number of the Core Curriculum Elements tested by the QCS test, such as analysis, evaluation, and decisionBeyond that, studies in History are of benefit in employment areas such as journalism, marketing, law, teaching, archaeology, tourism, and management.A keen interest in reading and current affairs would be advantageous. Eachassessed, and all Year 12 work is summative.


MODERN HISTORY

GENERAL INFORMATION: This is an Authority subject and will contribute to your OP.

High Achievements in Year 10 History and English are recommended prerequisites for

Nationalism and Extremism in the Twentieth Century:

Nazism and genocide Communism and the Cold War

Racism, Imperialism, and the struggle for freedom: Gandhi and British India South Africa and Apartheid

Australia and its place in a dangerous world: World War 1 and the British Empire World War 2 and the American alliance

Transformation in Modern Asia: 19th and 20th century China & Japan

modal presentation Research written assignment

We live in an exciting but complex world and the study of Modern help you make sense of it all. You will learn about revolutions and wars and the

interesting personalities who helped to make the world what it is today. This will give you a broader view of the world and a more mature appreciation of other people’s experiences and perspectives. It will also equip you with useful ‘real world’ skills, such as research skills, communication skills, and

ular, this subject will provide you with a sustained opportunity to master your essayskills. Mastering these will advantage you by boosting your results not only in History but also in English and Religion, with a commensurate improvement in your OP. This would also help you to survive first Year University, and to go on and prosper in your university studies. History will also give you lots of practice with a great number of the Core Curriculum Elements tested by the QCS

aluation, and decision-making. Beyond that, studies in History are of benefit in employment areas such as journalism, marketing, law, teaching, archaeology, tourism, and management. A keen interest in reading and current affairs would be advantageous. Eachassessed, and all Year 12 work is summative.

OTENTIAL CREDIT TOWARDS QCE: 4

and will contribute to your OP.

High Achievements in Year 10 History and English are recommended prerequisites for

We live in an exciting but complex world and the study of Modern help you make sense of it all. You will learn about revolutions and wars and the

will give you a broader view of the world and a more mature appreciation of other people’s experiences and perspectives. It will also equip you with useful ‘real world’ skills, such as research skills, communication skills, and

ular, this subject will provide you with a sustained opportunity to master your essay-writing skills. Mastering these will advantage you by boosting your results not only in History but also in

OP. This would also help you to survive first Year University, and to go on and prosper in your university studies. History will also give you lots of practice with a great number of the Core Curriculum Elements tested by the QCS

Beyond that, studies in History are of benefit in employment areas such as journalism, marketing,

A keen interest in reading and current affairs would be advantageous. Each semester is similarly

GENERAL INFORMATION: This is an

Music is an integral part of everyday life serving selfpolitical and educational roles. A study of music helps students understand and heighten the enjoyment of the Arts in their lives and the music heritage of afosters students’ confident expression of their creativity and individuality through composing and performing music to communicate feelings, thoughts and ideas. Students become adaptable and innovative probleminquirers, develop their ability to deconstruct and critically evaluate. They are also encouraged to become adept in using various musicduration, dynamics, harmony, melody, structure, texture and timbre, within a variety of contexts, genres and styles. Music makes a significant contribution to the world economy, offering career opportunities in the performing and visual arts industries, as well as providing a diversetechniques, many of which can be applied in a wider variety of occupations. PREREQUISITES: The Junior prerequisite for this course is a B in Year 10 Music. on the assumption that students entering a couexperience with) the skills and concepts of level B or higher of the music strand of the Years 1Learning Area (KLA) syllabus — The Arts (2002). This experience could be gained in or out of schMusic has not been studied in Junior, students should have instrumental or vocal skills and contact the subject co-ordinator for an interview.

COURSE OUTLINE: Students will learn to:

enjoy and value music engage confidently in music- communicate and express ideas about music develop higher-order thinking skills apply audiation through an exploration of the musical elements to analyse repertoire, compose

and perform understand socio-cultural influences and critically evaluate music across a variety of contexts, genres

and styles

employ a variety of music-related technologies such as instruments and computer software.

Students are involved in communicating ideas and information aencountered in developing compositions and performing repertoire or improvising or conducting; using various technologies and mathematical ideas and techniques that underpin notation; planning and organising for rehearsals and repertoire.

Students study music by: analysing and evaluating repertoire from a variety of social and cultural contexts creating music compositions in a variety of genres and styles; students are encouraged to move towards

developing their own creative style performing musical repertoire by playing an instrument, singing or conducting; performing may include

solo or ensemble experiences. Year A Unit 1: Remix & Fusion Duration: 10 weeks Assessment: Year 12 Composition

MUSIC

This is an Authority subject and will contribute to OP and FPs.

Music is an integral part of everyday life serving self-expressive, celebratory, social, cultural, political and educational roles. A study of music helps students understand and heighten the enjoyment of the Arts in their lives and the music heritage of a range of cultures. Studying Music fosters students’ confident expression of their creativity and individuality through composing and performing music to communicate feelings, thoughts and ideas. Students become adaptable and innovative problem-solvers, making informed decisions and, as inquirers, develop their ability to deconstruct and critically evaluate. They are also encouraged to become adept in using various music-related technologies. They explore the musical elements:

melody, structure, texture and timbre, within a variety of contexts,

Music makes a significant contribution to the world economy, offering career opportunities in the performing and visual arts industries, as well as providing a diverse set of skills, processes and techniques, many of which can be applied in a wider variety of occupations.

The Junior prerequisite for this course is a B in Year 10 Music. on the assumption that students entering a course based on this document have been working with (have experience with) the skills and concepts of level B or higher of the music strand of the Years 1

The Arts (2002). This experience could be gained in or out of schMusic has not been studied in Junior, students should have instrumental or vocal skills and contact the

ordinator for an interview.

-making, whether at home or in the wider communitycommunicate and express ideas about music

order thinking skills apply audiation through an exploration of the musical elements to analyse repertoire, compose

cultural influences and critically evaluate music across a variety of contexts, genres

related technologies such as instruments and computer software.

Students are involved in communicating ideas and information about music; solving problems encountered in developing compositions and performing repertoire or improvising or conducting; using various technologies and mathematical ideas and techniques that underpin notation; planning and organising for rehearsals and performances; and collecting and analysing information about

analysing and evaluating repertoire from a variety of social and cultural contexts music compositions in a variety of genres and styles; students are encouraged to move towards

developing their own creative style performing musical repertoire by playing an instrument, singing or conducting; performing may include


expressive, celebratory, social, cultural, political and educational roles. A study of music helps students understand and heighten the

range of cultures. Studying Music fosters students’ confident expression of their creativity and individuality through composing and

aking informed decisions and, as inquirers, develop their ability to deconstruct and critically evaluate. They are also encouraged to

related technologies. They explore the musical elements: melody, structure, texture and timbre, within a variety of contexts,

Music makes a significant contribution to the world economy, offering career opportunities in the set of skills, processes and

The Junior prerequisite for this course is a B in Year 10 Music. The syllabus is based rse based on this document have been working with (have

experience with) the skills and concepts of level B or higher of the music strand of the Years 1-10 Key The Arts (2002). This experience could be gained in or out of school. If

Music has not been studied in Junior, students should have instrumental or vocal skills and contact the

hether at home or in the wider community

apply audiation through an exploration of the musical elements to analyse repertoire, compose

cultural influences and critically evaluate music across a variety of contexts, genres

related technologies such as instruments and computer software.

bout music; solving problems encountered in developing compositions and performing repertoire or improvising or conducting; using various technologies and mathematical ideas and techniques that underpin notation; planning

performances; and collecting and analysing information about

analysing and evaluating repertoire from a variety of social and cultural contexts music compositions in a variety of genres and styles; students are encouraged to move towards

performing musical repertoire by playing an instrument, singing or conducting; performing may include

Unit 2: Music Inspired by……… Duration: 20 weeks Assessment: Year 11 Repertoire Analysis & CompositionYear 12 Repertoire Analysis & Performing Unit 3: Making a Musical StatementDuration – 6-8 weeks Assessment: Year 11 Performing Year 12 Negotiated Year B Unit 4: Enhance The Message Duration: 20 weeks Assessment: Year 11 Repertoire AnalysisYear 12 Repertoire Analysis and Composition Unit 5: Innovators Duration: 10 weeks Assessment: Yr 11 Composition Year 12 Performing Unit 6: Breaking the Rules Duration: 6-8 weeks Assessment: Yr 11 Performing Year 12 Negotiated

ASSESSMENT: We select from a wide range of assessment techniques to judge student

extended writing oral, such as interview, viva voce, debate, seminar compositions (in any style) for instruments, voice, and combinations of these, compositions generated

by electronic means and contemporary technologies performance (in any style) such as small ensemble, solo performance, performance of student

compositions, improvisation, conducting, performance from the coprogram, or accompaniment.

Achievement in Music is judged by matching a student’s achievement in the assessment tasks with the exit criteria of the subject. These criteria are: "Composing", "Performing" and "Analysing Repertoire".

OTHER INFORMATION: Each year will Composing and Performing. Exit levels are determined from Year 12 assessment. Music is helpful for students interested in performing, creative industries and multimedia, teaching (primary, seconspecial education), music therapy, arts administration, sound engineering, music technology, sales and marketing within the music industry, and childcare. Most tertiary music courses in music offered in Queensland require a minimum of a sound ach


: Year 11 Repertoire Analysis & Composition Year 12 Repertoire Analysis & Performing

Musical Statement

: Year 11 Repertoire Analysis Year 12 Repertoire Analysis and Composition

We select from a wide range of assessment techniques to judge student achievement. These include:

oral, such as interview, viva voce, debate, seminar compositions (in any style) for instruments, voice, and combinations of these, compositions generated by electronic means and contemporary technologies, compositions that respond to particular stimuli performance (in any style) such as small ensemble, solo performance, performance of student compositions, improvisation, conducting, performance from the co-curricular vocal or instrumental


Each year will include assessment in the three areas of Repertoire Analysis, Composing and Performing. Exit levels are determined from Year 12 assessment. Music is helpful for students interested in performing, creative industries and multimedia, teaching (primary, seconspecial education), music therapy, arts administration, sound engineering, music technology, sales and marketing within the music industry, and childcare. Most tertiary music courses in music offered in Queensland require a minimum of a sound achievement in Senior Music and an audition to gain entry.


achievement. These include:

compositions (in any style) for instruments, voice, and combinations of these, compositions generated , compositions that respond to particular stimuli

performance (in any style) such as small ensemble, solo performance, performance of student curricular vocal or instrumental


include assessment in the three areas of Repertoire Analysis, Composing and Performing. Exit levels are determined from Year 12 assessment. Music is helpful for students interested in performing, creative industries and multimedia, teaching (primary, secondary, and special education), music therapy, arts administration, sound engineering, music technology, sales and marketing within the music industry, and childcare. Most tertiary music courses in music offered in

ievement in Senior Music and an audition to gain entry.

GENERAL INFORMATION: This course is studied for the two semesters of Year 12 only. The syllabus is designed to cater for students with specific composition or musicology. The musical insights and technical expertise gained through this study may act as a catalyst for further involvement with music beyond the school environment.

The challenge of Year 12 Music Extension includes expectations of accelerated independence, increased cognitive, expressive and musical demands and assessment task requirements. Year 12 Music Extension caters for students with specific abilities in music. It is degreater depth one of three specialisations: undertake detailed studies in one specialisations, students strive for a heightened level of musical success through

Music Extension provides opportunities for students to: engage confidently in music making communicate and express complex ideas about music refine and apply higher-order and creative thinking skills in solving complex musical problems understand socio-cultural influences and critically evaluate music across a variety of contexts, genres

and styles refine musical abilities through reflective p employ a variety of music-related technologies such as instruments and computer software.

When students engaged in Music Extension combine critical thinking, higheranalysis and evaluation and deep understanding with their attitudes, thoughts and feelings, they develop the capacity to communicate complex ‘music ideas’ through their chosen specialisation.

Students become adaptable and innovative problem solvers, making informed decisions and,develop their ability to deconstruct and critically evaluate. They sharpen their sensitivity and perception, raise their level of appreciation and expand their musical horizons. The discipline and commitment of music making builds students’ self-esteem, personal motivation and independence. Students will have the opportunity to gain the basis for a life

PREREQUISITES: The requirement for entry into the Music Extension (Performance) subject is that the student has studied two semesters of Year 11 Music, or the equivalent, and has concurrent enrolment in Year 12 Senior Music.


Investigating task (Extended written response, multimedia presentation or oral presentation) Realising task No 1 - (3 minute performance or 1 minute composition or 1000 word research)

Semester 4 Realising task No 2 (15 minute performance or 3 minute composition or 2500 word research)

ASSESSMENT:

The requirement for entry into the Music Extension (Performance) sstudied two semesters of Year 11 Music, or the equivalent, and has concurrent enrolment in Year 12 Senior Music. OTHER INFORMATION: The requirement for entry into the Music Extension (Performance) subject is that the student has studied two semesters of Year 11 Senior Music, or the equivalent, and has concurrent enrolment in Year 12 Senior Music. Students wishing to undertake Music Extension (Performance) should discuss this with the Music Coordinator after the completion of


MUSIC EXTENSION

This course is studied for the two semesters of Year 12 only. The syllabus is

designed to cater for students with specific abilities in music, and offers specialisation in performance, composition or musicology. The musical insights and technical expertise gained through this study may act as a catalyst for further involvement with music beyond the school environment.

lenge of Year 12 Music Extension includes expectations of accelerated independence, increased cognitive, expressive and musical demands and assessment task requirements. Year 12 Music Extension caters for students with specific abilities in music. It is designed for students interested in exploring in greater depth one of three specialisations: Composition, Musicology or Performance

of these specialisations. Through a focused study of one of the three isations, students strive for a heightened level of musical success through investigating

Music Extension provides opportunities for students to: engage confidently in music making communicate and express complex ideas about music

order and creative thinking skills in solving complex musical problemscultural influences and critically evaluate music across a variety of contexts, genres

refine musical abilities through reflective practice and independent learning related technologies such as instruments and computer software.

When students engaged in Music Extension combine critical thinking, higher-level problem solving, astute and deep understanding with their attitudes, thoughts and feelings, they develop the

capacity to communicate complex ‘music ideas’ through their chosen specialisation. Students become adaptable and innovative problem solvers, making informed decisions and,

develop their ability to deconstruct and critically evaluate. They sharpen their sensitivity and perception, raise their level of appreciation and expand their musical horizons. The discipline and commitment of music

esteem, personal motivation and independence. Students will have the opportunity to gain the basis for a life-long engagement with music.

The requirement for entry into the Music Extension (Performance) subject is that the studied two semesters of Year 11 Music, or the equivalent, and has concurrent enrolment in Year

Investigating task (Extended written response, multimedia presentation or oral presentation)(3 minute performance or 1 minute composition or 1000 word research)

Realising task No 2 (15 minute performance or 3 minute composition or 2500 word research)

The requirement for entry into the Music Extension (Performance) subject is that the student has studied two semesters of Year 11 Music, or the equivalent, and has concurrent enrolment in Year 12

The requirement for entry into the Music Extension (Performance) subject is has studied two semesters of Year 11 Senior Music, or the equivalent, and has concurrent

enrolment in Year 12 Senior Music. Students wishing to undertake Music Extension (Performance) should discuss this with the Music Coordinator after the completion of Semester 1, Year 11.


This course is studied for the two semesters of Year 12 only. The syllabus is abilities in music, and offers specialisation in performance,

composition or musicology. The musical insights and technical expertise gained through this study may act

lenge of Year 12 Music Extension includes expectations of accelerated independence, increased cognitive, expressive and musical demands and assessment task requirements. Year 12 Music Extension

signed for students interested in exploring in Composition, Musicology or Performance. Students will

of these specialisations. Through a focused study of one of the three investigating and realising.

order and creative thinking skills in solving complex musical problems cultural influences and critically evaluate music across a variety of contexts, genres

related technologies such as instruments and computer software. level problem solving, astute

and deep understanding with their attitudes, thoughts and feelings, they develop the

Students become adaptable and innovative problem solvers, making informed decisions and, as inquirers, develop their ability to deconstruct and critically evaluate. They sharpen their sensitivity and perception, raise their level of appreciation and expand their musical horizons. The discipline and commitment of music

esteem, personal motivation and independence. Students will have the

The requirement for entry into the Music Extension (Performance) subject is that the studied two semesters of Year 11 Music, or the equivalent, and has concurrent enrolment in Year

Investigating task (Extended written response, multimedia presentation or oral presentation) (3 minute performance or 1 minute composition or 1000 word research)

Realising task No 2 (15 minute performance or 3 minute composition or 2500 word research)

ubject is that the student has studied two semesters of Year 11 Music, or the equivalent, and has concurrent enrolment in Year 12

The requirement for entry into the Music Extension (Performance) subject is has studied two semesters of Year 11 Senior Music, or the equivalent, and has concurrent

enrolment in Year 12 Senior Music. Students wishing to undertake Music Extension (Performance) should

PHILOSOPHY AND REASON


PREREQUISITES: A competency in English is required.

COURSE OUTLINE:

Units and Topics

Semester 1: Critical Reasoning and Contemporary Logic

Let’s Be Reasonable: Development of skills to reason critically, discern erroneous or deceptive arguments and assess the strengths of arguments found in every day situations.

Contemporary and Traditional Logic:

the role, scope and power of deductive logical reasoning.Semester 2: Critical Reasoning and Moral Philosophy

Tell Me Why: Nature vs. nurture. What causes things? Ethics: Theoretical and practical skills for debating. Students learn to present sound arguments and

detect fallacies in arguments.Semester 3: Political and Social Philosophy and Philosophy of Belief

Society and the Individual: such as democracy and freedom, human nature, self

Philosophy of Knowledge: What do people believe about the meaning/origin of life and how do they know this?

Semester 4: Propositional Logic and Monadic Logic

Propositional Logic: Arguments and their validity. Monadic Logic: Development of deductive reasoning skills, enabling students to work with

advanced propositions in a symbolic way.


Media Report, 2 Term Tests, I Class TestSemester 2

I Class Test, 2 Term Tests Semester 3

I Class Test, 2 Term Tests, EssaySemester 4

I Class Test, 2 Term Tests

OTHER INFORMATION: This course will help students not only with all their other subjects, but with their life as well. It empowers the individual by providing a rational and discerning methodology for finding truth and detecting deception. This is done by looking at some ofand philosophy, as well as every day examples from the media and friends. It is directly concerned with the development of the ability to reason, to analyse and to think for oneself. Most of all, it allows studdevelop their own viewpoints about life and to back that up with wellrange of theories and ideas. This subject is highly recommended for those wishing to study arts, law or science.

POTENTIAL CREDIT TOWARDS

PHILOSOPHY AND REASON


A competency in English is required.

Critical Reasoning and Contemporary Logic

Development of skills to reason critically, discern erroneous or deceptive arguments and assess the strengths of arguments found in every day situations.

Traditional Logic: Development of skills which enhance appreciation of the role, scope and power of deductive logical reasoning.

Critical Reasoning and Moral Philosophy

Nature vs. nurture. What causes things? Theoretical and practical skills for debating. Students learn to present sound arguments and

detect fallacies in arguments. Political and Social Philosophy and Philosophy of Belief

Social and political philosophy. A study of key sociosuch as democracy and freedom, human nature, self-control, human rights and justice.

What do people believe about the meaning/origin of life and how do they

Propositional Logic and Monadic Logic

Arguments and their validity. Development of deductive reasoning skills, enabling students to work with

advanced propositions in a symbolic way.

Media Report, 2 Term Tests, I Class Test

, 2 Term Tests, Essay

This course will help students not only with all their other subjects, but with their life as well. It empowers the individual by providing a rational and discerning methodology for finding truth and detecting deception. This is done by looking at some of ‘Life’s Big Questions’, the history of ideas and philosophy, as well as every day examples from the media and friends. It is directly concerned with the development of the ability to reason, to analyse and to think for oneself. Most of all, it allows studdevelop their own viewpoints about life and to back that up with well-reasoned opinions drawn from a wide range of theories and ideas. This subject is highly recommended for those wishing to study arts, law or



Development of skills to reason critically, discern erroneous or deceptive arguments and assess the strengths of arguments found in every day situations.

Development of skills which enhance appreciation of

Theoretical and practical skills for debating. Students learn to present sound arguments and

Social and political philosophy. A study of key socio-political concepts control, human rights and justice.

What do people believe about the meaning/origin of life and how do they

Development of deductive reasoning skills, enabling students to work with

This course will help students not only with all their other subjects, but with their life as well. It empowers the individual by providing a rational and discerning methodology for finding

‘Life’s Big Questions’, the history of ideas and philosophy, as well as every day examples from the media and friends. It is directly concerned with the development of the ability to reason, to analyse and to think for oneself. Most of all, it allows students to

reasoned opinions drawn from a wide range of theories and ideas. This subject is highly recommended for those wishing to study arts, law or


This subject challenges students to acquire and apply many skills and concepts associated with physical activity as well as evaluation thro PREREQUISITES: Students are at an advantage if they have completed the Physical Education Strand of the Year 10 HPE course, however it is not an essential prerequisite.

COURSE OUTLINE:

Semester 1

Theory Biomechanics Energy Systems

Practical Badminton + Orienteering

Semester 2

Theory Skill Acquisition Equity and Access to Sport, Exercise and physical activity

Practical European Handball + Dance

Semester 3

Theory Equity and Access to Sport, Exercise and physical activity Sports Psychology

Practical

Dance – Latin American or Touch Football + European HandballSemester 4

Theory

Evaluation of a Training Program Training Program Design

Practical Orienteering + Badminton


Multimodal Presentation, Exam, Physical performance tasks.Semester 2

Research Assessment, Physical performance tasksSemester 3

Exam, Multimodal PresentatSemester 4

Research Assessment, Physical performance tasks.

OTHER INFORMATION: As we use the school bus to transport us to certain venues, part of the PE levy covers running costs and fuel of the bus.


PHYSICAL EDUCATION

GENERAL INFORMATION: This is an Authority subject and will contribute to students OP’s. This subject challenges students to acquire and apply many skills and concepts associated with physical activity as well as evaluation through personalised problem solving and decision making.

tudents are at an advantage if they have completed the Physical Education Strand of the Year 10 HPE course, however it is not an essential prerequisite.

Equity and Access to Sport, Exercise and physical activity

European Handball + Dance – Latin American or Touch Football

Equity and Access to Sport, Exercise and physical activity

Latin American or Touch Football + European Handball

Evaluation of a Training Program Training Program Design

Orienteering + Badminton

Multimodal Presentation, Exam, Physical performance tasks.

Physical performance tasks

Exam, Multimodal Presentation, Physical performance tasks

Research Assessment, Physical performance tasks.

As we use the school bus to transport us to certain venues, part of the PE levy covers running costs and fuel of the bus.


and will contribute to students OP’s. This subject challenges students to acquire and apply many skills and concepts associated with

ugh personalised problem solving and decision making.

tudents are at an advantage if they have completed the Physical Education Strand of

As we use the school bus to transport us to certain venues, part of the

PHYSICAL RECREATION STUDIES

GENERAL INFORMATION: This is an Authority Registered subject and, will not contribute to OP and FPs. This subject suits students who are willing to participate in a variety of physical recreation activities. PREREQUISITES: There are no prerequisite Junior subjects.

COURSE OUTLINE:

Camp Craft+ Navigation (10 weeks)

Planning 3 Day Trek – Moreton Island Safety Survival Safety, risk awareness and health concerns – evaluating strategies to promote health and

safety Lawn Bowls / 10 Pin Bowling / Squash + a study of the Recreation Industry (10 weeks)

Basic skills for chosen activity Recreation, you and the community

Gym (10 weeks)

Identify and apply strategies relevant to the development and maintenance of physical activity and good health.

Physical Activity and healthy lifestyle – investigating the role of physical activity in maintaining good health

Life Saving + First Aid (10 weeks)

Life Saving/Resuscitation First Aid

Canoeing + Group Dynamics (10 weeks)

Paddle Skills. Capsize drills, practical competencies at various venues. Interpersonal and group dynamics – investigating personal and interpersonal skills to

achieve goals. Rock Climbing/Abseiling + Risk Management (10 weeks)

Skills of climbing and abseiling, knots set ups and lead climbing. Safety procedures. Apply personal and interpersonal skills in different contexts.

Creative Games + Coaching (10 weeks)

Games Analysis and Skill Development Level 1 Coaching Principles Course

Table Tennis / Badminton + Tournaments (10 weeks)

Games Analysis and Skill Development Running of a Tournament

ASSESSMENT:

Camp Craft+ Navigation (10 weeks)

Assessment: Competence at tasks during Trek. Assessment: Assignment

Lawn Bowls / 10 Pin Bowling / Squash + a study of the Recreation Industry (10 weeks)

Assessment: Ongoing observation of practical performance Assessment: Oral Presentation

Gym (10 weeks)

Assessment: Ongoing observation of practical performance

Assessment: Report Life Saving + First Aid (10 weeks)

Assessment: Practical Resuscitation/Lifesaving testing. Assessment: Written Exam

Canoeing + Group Dynamics (10 weeks)

Assessment: Ongoing Observation of practical performance Assessment: Journal

Rock Climbing/Abseiling + Risk Management (10 weeks)

Assessment: Climb and Abseil test. Assessment: Assignment – Risk Assessment.

Creative Games + Coaching (10 weeks)

Assessment: Ongoing observation of practical performance. Assessment: Interview.

Table Tennis / Badminton + Tournaments (10 weeks)

Assessment: Ongoing observation of practical performance. Assessment: Media Package.

OTHER INFORMATION: As this subject is very practical and provides opportunities for students to explore and challenge themselves in a wide variety of outdoor pursuits, there are some extra costs involved for this to be achieved.


CERTIFICATE III IN FITNESS

GENERAL INFORMATION: This is a VET subject in which students have the opportunity to complete a Certificate III in Fitness through our arrangement with an external training provider, FITNANCE with an opportunity to also complete a Certificate IV in Fitness. PREREQUISITES: There are no prerequisites for this subject, however students must have an interest in the field of Fitness to be eligible.

COURSE OUTLINE:

Certificate III in Fitness provides students with an employment and career-entry pathway in the sport and fitness industries. Students will cover the following topics:

Anatomy and Physiology Training Program design Conducting individual and group training sessions Nutrition Training techniques Health evaluation and screening Occupational Health and Safety Service skills in the Fitness Industry

ASSESSMENT:

Assessment is competency based. Program delivery will combine both class-based tasks and practical components in a real gym environment at school. A range of teaching / learning strategies will be used to deliver the competencies, including:

• Practical tasks

• Hands-on activities involving clients

• Group work

• Work experience within the school gym

OTHER INFORMATION:

The Certificate III / IV in Fitness will predominantly be used by students seeking to enter the fitness industry (eg Personal Trainer) and / or as an alternative entry into University. Future careers could include a Sports Scientist, Exercise Physiologist or a PE Teacher.

A further benefit of doing this certificate is that it contributes 8 points towards a student’s QCE. As a Certificate course there is a cost involved of $300 for a Certificate III and $400 for a Certificate IV. Students must be prepared to complete additional work outside of class time in demonstrating competency in delivering training sessions to a variety of clients.


PHYSICS


PREREQUISITES: It is required that students have achieved a grade of A or B in Semester 2 year 10 Science as a pre-requisite. Consultation with the Head of Science is required for any variation.


Cars Speed and Safety. Students will explore many of the concepts developed from Newton’s laws of motion in the context of the motion of motor vehicles.

Sounds of Music This context look at how the properties of sound are put to use in musical instruments, loudspeakers, buildings and other applications such as ultrasound.

Semester 2 Batteries, Circuits and Electronics. This unit will focus on static electricity, electric fields, current electricity, electronic devices and photovoltaic cells

Heat and Matter. Students will investigate thermal energy and entropy, Laws of Thermodynamics, Changes of state, Kinetic theory and Gas Laws.

Semester 3 Visible Properties of Light. Students will study reflection ,refraction, mirrors, lenses, diffraction, interference and colour.

Amusement Park Physics Several types of Amusement Park rides are analysed with respect to the physics principles at work.

Semester 4 Physics in the Home Students will examine how electricity is brought into our homes and extend these ideas into more applied complex dimensions.

The Centre of it All. Quantum Theory, Atomic Models, Nuclear Fusion, Fission, Radioactive Decay, Special Theory of Relativity provide the focus for this unit of work


Extended response task Supervised Assessment

Semester 2 Extended Experimental Investigation Extended response task

Semester 3

Supervised Assessment Extended response task Supervised Assessment

Semester 4

Extended Experimental Investigation Supervised Assessment

Assessment in Year 11 will be formative and in Year 12 will be summative

OTHER INFORMATION: Physics tries to answer the bottom-line questions of ‘what’ and ‘why’ when we see things in nature that are

not understood. For instance, why is the sky blue, whereas sunsets are red? What is radiation? Physics attracts problem solvers and creative thinkers – people with an interest in life and those who

become excited at the thought of a new challenge.



and does not contribute to OP or FPs. This subject is recommended for, and restricted to, Industry Pathway students to complete their Religion requirement. PREREQUISITES: There are no prerequisite Junior subjects.

COURSE OUTLINE:

YEAR 11 Semester 1

Heroes and Role Models Ethics and Morality

Semester 2

Religions of the World Origins, Purpose, Destiny

YEAR 12 Semester 3

Social Justice Catholicism (including: Beliefs,

Church) Semester 4

Sacred Stories Life Choices

ASSESSMENT: There will be spoken and written tasks such as the following:

Journal writing; Written assignments, such as a film review;Short answer examinations; Response-to-stimulus examinations;Spoken presentations, formal and creative

OTHER INFORMATION:

Though this course has a strong foundation in all the essential elements of Catholic Christianity and other general aspects of religion, the approach is more practical and wide ranging in nature. This allows students to reflect on their own lives and the world they inhabit, while discussing and debating contemporary understandings of Gospel values and church teachings in order to see the underlying wisdom inherent in them. This course is strongly recommendEnglish Communication and other Study Area Specification subjects in the Industry Pathway, and who are not seeking to obtain an OP score.


RELIGION AND ETHICS

GENERAL INFORMATION: This is a Study Area Specification (SAS) subject

and does not contribute to OP or FPs. This subject is recommended for, and restricted to, Industry Pathway students to complete their Religion requirement.


Heroes and Role Models

Origins, Purpose, Destiny

Catholicism (including: Beliefs, Ethics, Prayer/worship, Catholic Identity, Sacraments,

There will be spoken and written tasks such as the following:

Written assignments, such as a film review;

stimulus examinations; sentations, formal and creative

Though this course has a strong foundation in all the essential elements of Catholic Christianity and other general aspects of religion, the approach is more practical and wide ranging in nature. This

ows students to reflect on their own lives and the world they inhabit, while discussing and debating contemporary understandings of Gospel values and church teachings in order to see the underlying wisdom inherent in them. This course is strongly recommended for students doing English Communication and other Study Area Specification subjects in the Industry Pathway, and who are not seeking to obtain an OP score.


Study Area Specification (SAS) subject under the QSA and does not contribute to OP or FPs. This subject is recommended for, and restricted to, Industry

Ethics, Prayer/worship, Catholic Identity, Sacraments,

Though this course has a strong foundation in all the essential elements of Catholic Christianity and other general aspects of religion, the approach is more practical and wide ranging in nature. This

ows students to reflect on their own lives and the world they inhabit, while discussing and debating contemporary understandings of Gospel values and church teachings in order to see the

ed for students doing English Communication and other Study Area Specification subjects in the Industry Pathway, and

SCIENCE

GENERAL INFORMATION: This is an Authority-registered subject and is not used in the calculation of OPs and FPs. It has been developed from Science in Practice SAS and is a four Semester Course.

This course aims to assist students to develop knowledge, skills, attitudes and values that are transferable to a range of work options and life plans. There are five course organisers which provide sources or stimuli for contexts for the units of work. They are: science for the workplace , resources, energy and sustainability , health and lifestyles , environments, discovery and change. PREREQUISITES: There are no prerequisites.

COURSE OUTLINE:

Semester 1 • Flight and Space science

• Ecosystems

Semester 2 • Health and Wellbeing

• Building Science

Semester 3 • Forensic Science

• Water

Semester 4 • Solar technologies

• Mythbusters

ASSESSMENT:

Assessment in Year 11 will be formative and in Year 12 will be summative Assessment tasks consist of Practical Projects, Field report, supervised assessment including tests, and Multimedia projects. OTHER INFORMATION: Science SAS embraces the intrinsic, hands-on nature of the subject and provides students with opportunities to develop the key competencies from a practical and investigative approach to learning.


STUDY OF RELIGION

GENERAL INFORMATION: This is an Authority subject and will contribute to OP and FPs. All students doing an OP Course of study are required to do this subject. PREREQUISITES: Though there are no prerequisite Junior subjects, a sound achievement in both Religious Education and English is advantageous.

COURSE OUTLINE:

Over the Four Semesters of Years 11 and 12, Units will be drawn from the following Topics.

Semester 1

Ritual Including such areas as: Rituals in World religions; shaping of Australian life; symbols and power; secular rituals and civil religion; sacred times and places; ritual tourism; Aboriginal and Torres Strait Islander spiritualities.

Semester 2 Religion-State Relationships

Including such areas as: Religious freedom; fundamentalism; social reform; missionary activity and state intervention; historical aspects of religion in Australia.

Semester 1 (scriptural narrative) Semester 4 (founders and principles)

Sacred Texts

Including such areas as: Readings and interpretations; social, cultural and political influences; texts as foundation for belief and doctrine; translations; visual texts.

Semester 3 Values and Ethics

Including such areas as: Ethical frameworks and values systems; the common good; secular law; technology and bioethics; life and contemporary issues; human rights; non-violence; peace; tolerance.

Semester 4 Ultimate Questions

Including such areas as: The idea of God; origins and creation: being human; identity; living, dying and eternity; meaning and purpose; suffering and evil; the common good.

ASSESSMENT:

Multimodal Presentations; Research Assignments; Examinations - including Short Answer, Essay Response, and Response to Stimulus

OTHER INFORMATION: This course covers aspects essential for an understanding of the nature and significance of religion, both in a world context and in Australian society. It will focus particularly on Catholic Christianity and the other major religions of Buddhism, Judaism and Islam, and include detailed study of Scripture, Traditions, and Morality. As a humanities subject, taking an academic approach, it offers students skills, including research and reporting, reasoning and problem solving, the analysis of texts and cultures, and the presentation and evaluation of ideas. These skills can be usefully applied across a range of contexts.


TECHNOLOGY STUDIES


The following is an indication only. PREREQUISITES: There are no prerequisite Junior subjects, but a sound achievement in Extension level (TEXM or TEXS) Technology Education and some knowledge of Graphics is desirable.


Introduction of Materials, Design and Personal Safety, Research Report

Develop Awareness of Technological Development and How it Affects Design; Acquire Skills in Using Design to Solve Problems; Acquire and/or Enhance Skills Management/Organization; Develop Skills in the Safe Use of Tools, Equipment and Machines; Develop Skills and Knowledge in Combining (MIG welding) and Separation (Oxy Cutting) of Metals; Classify Materials Using Commonly Accepted Property Descriptors.

Semester 2

Systems, Safety Report, Safety Processes and Product Design

Gain Knowledge of and Utilize a Range of Systems i.e. Pneumatic, Hydraulic; Compile a Safety Report Presenting and Analysing Information; Environment and its Relationship to Occupational Health and Safety; Understand the Importance of Ergonomics and Safety in Design; Acquire Skills in Using the ProblemSolving Process to Improve and Modify Products; Acquire Knowledge of Related Materials and Manufactured CompoMaterials.

Semester 3

Production Processes, Safety Audits

Acquire Knowledge of the Origins/Classification of Production Materials and the Associated Health Hazards; Identify the Effects of DEconomic Developments in Society; Acquire Knowledge of Changes in Materials Throughout Manufacture; Further Enhance Students’ Knowledge, Understanding and Appreciation of Materials.

Semester 4

CAD/CAM, Process Production, MAcquire Knowledge of Process Production using CAD, CAM; Acquire Skills in Production, Engineering

Through Mould Design and Manufacture; Identify and Gather, Organize and Analyse Information Through a

Related Research Report; Interpreting Material Safety Data Sheets, Sources of Pollution and Control

Measures.


Design folios, Production, Welding project, Formal exam, Related Research ReportSemester 2

Design folios, Production, Safety Assignment, FormalSemester 3

Design folio, Production, Systems exercise, Formal examSemester 4

Design folio, Production, Research report, Formal exam

TECHNOLOGY STUDIES

GENERAL INFORMATION: This is an Authority Subject and will contribute to OP and FPs. The following is an indication only.

There are no prerequisite Junior subjects, but a sound achievement in Extension level (TEXM or TEXS) Technology Education and some knowledge of Graphics is desirable.

Introduction of Materials, Design and Personal Safety, Research Report

Develop Awareness of Technological Development and How it Affects Design; Acquire Skills in Using Design to Solve Problems; Acquire and/or Enhance Skills Management/Organization; Develop Skills in the Safe Use of Tools, Equipment and Machines; Develop Skills and Knowledge in Combining (MIG welding) and Separation (Oxy Cutting) of Metals; Classify Materials Using Commonly Accepted Property

Systems, Safety Report, Safety Processes and Product Design

Gain Knowledge of and Utilize a Range of Systems i.e. Pneumatic, Hydraulic; Compile a Safety Report Presenting and Analysing Information; Understand the Working

Relationship to Occupational Health and Safety; Understand the Importance of Ergonomics and Safety in Design; Acquire Skills in Using the ProblemSolving Process to Improve and Modify Products; Acquire Knowledge of Related Materials and Manufactured Components that can Assist in the Making of Products from a Range of

Production Processes, Safety Audits

Acquire Knowledge of the Origins/Classification of Production Materials and the Associated Health Hazards; Identify the Effects of Design on Social, Environmental Economic Developments in Society; Acquire Knowledge of Changes in Materials Throughout Manufacture; Further Enhance Students’ Knowledge, Understanding and Appreciation of Materials.

CAD/CAM, Process Production, Mould making, Safety Standards Acquire Knowledge of Process Production using CAD, CAM; Acquire Skills in Production, Engineering


nterpreting Material Safety Data Sheets, Sources of Pollution and Control

Production, Welding project, Formal exam, Related Research Report

Production, Safety Assignment, Formal exam

Production, Systems exercise, Formal exam

Production, Research report, Formal exam


There are no prerequisite Junior subjects, but a sound achievement in Extension level (TEXM or TEXS) Technology Education and some knowledge of Graphics is desirable.

Develop Awareness of Technological Development and How it Affects Design; Acquire Skills in Using Design to Solve Problems; Acquire and/or Enhance Skills in Self-Management/Organization; Develop Skills in the Safe Use of Tools, Equipment and Machines; Develop Skills and Knowledge in Combining (MIG welding) and Separation (Oxy Cutting) of Metals; Classify Materials Using Commonly Accepted Property

Gain Knowledge of and Utilize a Range of Systems i.e. Pneumatic, Hydraulic; Compile a Understand the Working

Relationship to Occupational Health and Safety; Understand the Importance of Ergonomics and Safety in Design; Acquire Skills in Using the Problem-Solving Process to Improve and Modify Products; Acquire Knowledge of Related Materials

nents that can Assist in the Making of Products from a Range of

Acquire Knowledge of the Origins/Classification of Production Materials and the esign on Social, Environmental

Economic Developments in Society; Acquire Knowledge of Changes in Materials Throughout Manufacture; Further Enhance Students’ Knowledge, Understanding and

Acquire Knowledge of Process Production using CAD, CAM; Acquire Skills in Production, Engineering


nterpreting Material Safety Data Sheets, Sources of Pollution and Control

Production, Welding project, Formal exam, Related Research Report

OTHER INFORMATION: Technology Studies provides a progressive development of skills and abilities in production planning. Flexibility in delivery provides an opportunity to meet students’ needs and aspirations on an individual basis. Consideration is given to the ability to effectively communicate an important skill for industry; hence, methods of communication are emphasised and enhanced as an integral part of this program. Contact time is distributed as follows: 40% workshop & 60% classroom (theory). This subject is heavily weighted with written, theoretical content. Please consider this when making your selection.



PREREQUISITES: It would be highly recommended for students to have passed Junior Art to succeed in this subject. Satisfactory completion of Level Three Art (AR30) or AR31) iis a recommended prerequisite to study this subject at Senior level, with a B gained in both makinappraising as desirable. Those who have not studied Art to Year 10 will be interviewed by the coordinator to ascertain achievement prospects, interest and motivation, however it must be noted that essential foundation learning has not taken place if COURSE OUTLINE: Semester 1

Visual Studies: Students are introduced to Senior Art by being involved with a combination and variety of ‘making’ (practical work) and ‘appraising’ (written pieces). Students will investigate various environments as a source of ideas and images and explore approaches toart making. Projects will be a diverse range of media areas, including two and threedimensional time-based media art and design tasks, with an experimental folio produced each term.

Semester 2

This semester is an ongoing development of the approaches fstudents moving to a “Body of Work” that will be developed over the course of the semester. Students further explore the diversity of approaches to art making, through the application of specific media and skills within the frameworDiversity is encouraged through exploration, manipulation and selection to define and resolve visual problems. Processes are also explored to construct and communicate meaning. These characteristics are developed within a frand appraising of artworks, for students to understand how visual art communicates meaning. Projects will involve students in research, development and exploration of prescribed concepts, with the

students developing the focus

their understanding and personal perspective of culture and arts.

Semester 3

Year 12 allows students to pursue personal areas of interest and work in media areas of their choice. Students are provided with a conceptual framework to enable them to explore issues of personal importance to themselves and their place in the world. Students will again produce a “Body of Work” to explore the world and its complexities and paradoxes.

Semester 4

The final semester of Art allows students to further explore the Body of work from semester three, and extend the approaches of technique, media or application into new areas. . During Year 12, students have the opportunity to consider aesthetcultural, ideological, personal, technical and environmental ideas in an imaginative, as well as analytical, way. Students are guided to explore conscious and unconscious thought processes and how this influences their art making and choices of


Mid-semester gallery review, Endexperimental folios.

Semester 2

Mid-semester PowerPoint assignment, Extended written assignment, Visual diary and a“ Body of Work” in making.

VISUAL ART


It would be highly recommended for students to have passed Junior Art to succeed in this subject. Satisfactory completion of Level Three Art (AR30) or AR31) iis a recommended prerequisite to study this subject at Senior level, with a B gained in both makinappraising as desirable. Those who have not studied Art to Year 10 will be interviewed by the coordinator to ascertain achievement prospects, interest and motivation, however it must be noted that essential foundation learning has not taken place if Year 10 Art has not be undertaken.

Students are introduced to Senior Art by being involved with a combination and variety of ‘making’ (practical work) and ‘appraising’ (written pieces). Students will investigate various environments as a source of ideas and images and explore approaches toart making. Projects will be a diverse range of media areas, including two and three

based media art and design tasks, with an experimental folio produced

This semester is an ongoing development of the approaches from last semester, with students moving to a “Body of Work” that will be developed over the course of the semester. Students further explore the diversity of approaches to art making, through the application of specific media and skills within the framework of concepts and focus areas. Diversity is encouraged through exploration, manipulation and selection to define and resolve visual problems. Processes are also explored to construct and communicate meaning. These characteristics are developed within a framework of int

of artworks, for students to understand how visual art communicates

Projects will involve students in research, development and exploration of prescribed concepts, with the

students developing the focus of their work within these overarching concepts. Through this students express

their understanding and personal perspective of culture and arts.

Year 12 allows students to pursue personal areas of interest and work in media areas of their e. Students are provided with a conceptual framework to enable them to explore issues

of personal importance to themselves and their place in the world. Students will again produce a “Body of Work” to explore the world and its complexities and paradoxes.

The final semester of Art allows students to further explore the Body of work from semester three, and extend the approaches of technique, media or application into new areas. . During Year 12, students have the opportunity to consider aesthetcultural, ideological, personal, technical and environmental ideas in an imaginative, as well as analytical, way. Students are guided to explore conscious and unconscious thought processes and how this influences their art making and choices of imagery and concept.

semester gallery review, End-of-semester examination, Visual diary and two

semester PowerPoint assignment, Extended written assignment, Visual diary and a“ of Work” in making.


It would be highly recommended for students to have passed Junior Art to succeed in this subject. Satisfactory completion of Level Three Art (AR30) or AR31) iis a recommended prerequisite to study this subject at Senior level, with a B gained in both making and appraising as desirable. Those who have not studied Art to Year 10 will be interviewed by the coordinator to ascertain achievement prospects, interest and motivation, however it must be noted

Year 10 Art has not be undertaken.

Students are introduced to Senior Art by being involved with a combination and variety of ‘making’ (practical work) and ‘appraising’ (written pieces). Students will investigate various environments as a source of ideas and images and explore approaches to art making. Projects will be a diverse range of media areas, including two and three-

based media art and design tasks, with an experimental folio produced

rom last semester, with students moving to a “Body of Work” that will be developed over the course of the semester. Students further explore the diversity of approaches to art making, through the

k of concepts and focus areas. Diversity is encouraged through exploration, manipulation and selection to define and resolve visual problems. Processes are also explored to construct and communicate

amework of integrating making of artworks, for students to understand how visual art communicates

Projects will involve students in research, development and exploration of prescribed concepts, with the

of their work within these overarching concepts. Through this students express

Year 12 allows students to pursue personal areas of interest and work in media areas of their e. Students are provided with a conceptual framework to enable them to explore issues

of personal importance to themselves and their place in the world. Students will again produce a “Body of Work” to explore the world and its complexities and paradoxes.

The final semester of Art allows students to further explore the Body of work from semester three, and extend the approaches of technique, media or application into new areas. . During Year 12, students have the opportunity to consider aesthetic, social, cultural, ideological, personal, technical and environmental ideas in an imaginative, as well as analytical, way. Students are guided to explore conscious and unconscious thought

imagery and concept.

semester examination, Visual diary and two

semester PowerPoint assignment, Extended written assignment, Visual diary and a“

Semester 3

“Body of Work” electronic presentation, Work” 2, in making. Extended written task in “Body of Work” 2

Semester 4

Post verification assessment in extension of “Body of Work” 2 OTHER INFORMATION: Each semester is similarly assessed. Each semester, students complete an appraising task and submit up to five different artworks in each body of work folio. However, Year 12 is used to make judgements for exit Level of Achievement so Practical skills and theoretical knowledge build across the 4 semesters through a wide range of art media and processes, but the creative problem solving and exploration of themes and ideas encompasses and permeates all semesters.

Art is a very demanding subject because of its combination of practical and theoretical areas and students will need good English comprehension, developed spelling and writing skills, as well as ability and interest in research and history. It is, howeverproblem solving and divergent thinking.


Body of Work” electronic presentation, Visual diary, “Body of Work” 1, and “Body of Work” 2, in making. Extended written task in “Body of Work” 2

Post verification assessment in extension of “Body of Work” 2

Each semester is similarly assessed. Each semester, students complete an appraising task and submit up to five different artworks in each body of work folio. However, Year 12 is used to make judgements for exit Level of Achievement so is summatively assessed. Practical skills and theoretical knowledge build across the 4 semesters through a wide range of art media and processes, but the creative problem solving and exploration of themes and ideas encompasses and permeates all semesters.

Art is a very demanding subject because of its combination of practical and theoretical areas and students will need good English comprehension, developed spelling and writing skills, as well as ability and interest in research and history. It is, however, an excellent subject for fostering creative problem solving and divergent thinking.


Visual diary, “Body of Work” 1, and “Body of

Each semester is similarly assessed. Each semester, students complete an appraising task and submit up to five different artworks in each body of work folio. However,

is summatively assessed. Practical skills and theoretical knowledge build across the 4 semesters through a wide range of art media and processes, but the creative problem solving and exploration of themes and ideas

Art is a very demanding subject because of its combination of practical and theoretical areas and students will need good English comprehension, developed spelling and writing skills, as well as

, an excellent subject for fostering creative


OP and FPs. This subject may be taken as an alternative to Senior Visual Art. This subject is part of the Arts in Practice Study Area Specification this subject. Units or choices within this subject rotate on a year one, year two basis as classes are combined Year 11 and 12 groups. PREREQUISITES: There are no prerequisite Junior subjects

COURSE OUTLINE: Semester 1/Year 1

Students may choose a full semester of Graphic Design or Printmaking. They may, for example, study printmaking techniques and processes (using five different methods of printmaking), producing a calendar, gift cards and poster. They will be able to specialinto a particular form of printmaking after the initial instruction period; choose Graphic Design where they will be taught Graphic Design techniques in layout, lettering and presentation. Students will complete tasks such as designing a cor designing advertising material, packaging on company stationery.

Semester 2/Year 1

Students may choose one area of study from the three available threedisciplines:

Ceramics: hand building large clay forms Leadlighting: learning to design, cut, fit, solder and complete a clear, then coloured,

glass leadlight panel. Jewellery Smithing: –

rings, earrings, pendants, etc.Semester 3/Year 2

Students are to complete a fine art unit on drawing or painting. They will be taught a range of drawing techniques and will use a wide range of media. Areas covered will include colour schemes, tonal techniques, styles of drawing, as well as arePhotography may also be offered where students will learn both SLR camera and darkroom techniques.

Semester 4/Year 2

Students may choose one area of study from three different fields of study: Photography: Students learn to use

the theory and practise of photographic principles. Use of the darkroom is taught, to develop black and white film and print black and white images. Photographic composition, darkroom and camera techniquesphotographic studio and lighting are all covered in course material. Digital image manipulation is also possible; however, there are a limited number of specialist computers and software available, and the intentioPhotography.

Pottery: creating ceramic forms with function, which are inventively designed and decorated (domestic ware, pots, and functional clay objects).

Sculpture: using a range of materials (stone carving, aswax) to create sculptural forms.

The order of these semester choices may change, as all classes are a mixture of Year 11 and 12 students who may have already completed the unit. Units are also developed in an ongoing way, in order to respond to student preference and ability.

VISUAL ART STUDIES

GENERAL INFORMATION: This is an Authority Registered subject and will not contribute to OP and FPs. This subject may be taken as an alternative to Senior Visual Art. This subject is part of the Arts in Practice Study Area Specification – Visual Art Strand. The school internally assesses

es within this subject rotate on a year one, year two basis as classes are combined Year 11 and 12 groups.

There are no prerequisite Junior subjects

Students may choose a full semester of Graphic Design or Printmaking. They may, for example, study printmaking techniques and processes (using five different methods of printmaking), producing a calendar, gift cards and poster. They will be able to specialinto a particular form of printmaking after the initial instruction period; choose Graphic Design where they will be taught Graphic Design techniques in layout, lettering and presentation. Students will complete tasks such as designing a cor designing advertising material, packaging on company stationery.

Students may choose one area of study from the three available three

hand building large clay forms – pots or sculptural. : learning to design, cut, fit, solder and complete a clear, then coloured,

glass leadlight panel. – learning to design, cut, solder and form jewellery objects, such as

rings, earrings, pendants, etc.

Students are to complete a fine art unit on drawing or painting. They will be taught a range of drawing techniques and will use a wide range of media. Areas covered will include colour schemes, tonal techniques, styles of drawing, as well as arePhotography may also be offered where students will learn both SLR camera and darkroom

Students may choose one area of study from three different fields of study:Students learn to use an SLR, mechanical camera, in order to understand

the theory and practise of photographic principles. Use of the darkroom is taught, to develop black and white film and print black and white images. Photographic composition, darkroom and camera techniques for image manipulation, as well as basic photographic studio and lighting are all covered in course material. Digital image manipulation is also possible; however, there are a limited number of specialist computers and software available, and the intention of this unit is Black and White Art

creating ceramic forms with function, which are inventively designed and decorated (domestic ware, pots, and functional clay objects).

using a range of materials (stone carving, assembling of wood, wire and wax) to create sculptural forms.

The order of these semester choices may change, as all classes are a mixture of Year 11 and 12 students who may have already completed the unit. Units are also developed in an ongoing way, in

er to respond to student preference and ability.

and will not contribute to OP and FPs. This subject may be taken as an alternative to Senior Visual Art. This subject is part of

Visual Art Strand. The school internally assesses es within this subject rotate on a year one, year two basis as classes are

Students may choose a full semester of Graphic Design or Printmaking. They may, for example, study printmaking techniques and processes (using five different methods of printmaking), producing a calendar, gift cards and poster. They will be able to specialise into a particular form of printmaking after the initial instruction period; or, they may choose Graphic Design where they will be taught Graphic Design techniques in layout, lettering and presentation. Students will complete tasks such as designing a company logo,

Students may choose one area of study from the three available three-dimensional

: learning to design, cut, fit, solder and complete a clear, then coloured,

learning to design, cut, solder and form jewellery objects, such as

Students are to complete a fine art unit on drawing or painting. They will be taught a range of drawing techniques and will use a wide range of media. Areas covered will include colour schemes, tonal techniques, styles of drawing, as well as areas of student interest. Photography may also be offered where students will learn both SLR camera and darkroom

Students may choose one area of study from three different fields of study: an SLR, mechanical camera, in order to understand

the theory and practise of photographic principles. Use of the darkroom is taught, to develop black and white film and print black and white images. Photographic

for image manipulation, as well as basic photographic studio and lighting are all covered in course material. Digital image manipulation is also possible; however, there are a limited number of specialist

n of this unit is Black and White Art

creating ceramic forms with function, which are inventively designed and

sembling of wood, wire and

The order of these semester choices may change, as all classes are a mixture of Year 11 and 12 students who may have already completed the unit. Units are also developed in an ongoing way, in

ASSESSMENT:

Experimental folio, Developed folio, detailed Workbook

OTHER INFORMATION: This course is practical in orientation and allows for considerable student choice. However, choice is always guided by facilities and staff expertise, as well as a majority decision of the class group. This is a place for students who simply enjoy artwork and are seeking a non-academic subject. However, Visual Art Studies is not for students who lack motivation and interest in art studies.

It is possible to accommodate students on a modified program and/or modified assessment and all students are expected to aspire to good design and productive work habits.


Appendix A

Self-Assessment of Subject Selection

Subjects being studied at Junior level and recent results:

Subject Result Subject Result

Careers I am interested in:

Tertiary courses I could study to reach these careers:

Course Institution Prerequisite Senior Subjects

FPs

My planned subjects for Years 11 and 12: Category ‘A’ Subject?

Subject Field Weights Yes/No A B C D E

Appendix B

Glossary of Terms Area of Learning – a category in which different types of courses fit. Currently there are four areas of learning that can contribute toward the QCE – Authority subjects, Authority registered subjects, vocational education and training (VET) and recognized courses and subjects.

Authority Subjects: Subjects that have state-wide syllabi and which are recognised for entrance to university level courses. Results contribute to an OP and also appear on the Queensland Certificate of Education.

Authority Registered Subjects: These are subjects devised from a Study Area Specification (SAS) provided by the QSA. Results in Authority registered subjects are NOT included in the calculation of OPs and FPs. Results for Authority Registered subjects appear on the Queensland Certificate of Education.

Banking Achievements – the process of adding learning achievements to a Learning Account.

Compulsory Participation Phase – the legislated requirement for young people to participate in education or training for a further two years beyond Year 10, or until they have gained a QCE (formally the Senior Certificate) or a Certificate III qualification, or until they have turned 17.

Credit – a defined and assessable quantity of learning at the set standard that is the minimum achievement that can contribute to the QCS.

FP – Field Position: a number between 1 and 10 (1 being the highest), used to determine strengths in particular areas. FPs are used if an allocation of university places cannot be made on the OP score alone. FPs are rarely used to offer a course to students at the end of Year 12.

IP – Industry Pathway Course.

Learning Account – records all learning achievements banked with the QSA during the Senior Phase of Learning.

OP – Overall Position: a number between 1 and 25 (1 being the highest), used for selection into university courses at the end of Year 12.

Queensland Certificate of Education (QCE) - the award attained by a young person who has achieved 20 credits in the required pattern and who has met the literacy and numeracy requirements. The learning achievements banked during the Senior Phase of Learning contribute toward the qualification.

QCST – Queensland Core Skills Test: a series of four sub-tests conducted over two days in August/ September for all OP eligible Year 12 students across the state. It is used by the QSA, along with the results in subjects from schools, to calculate the OP.

QSA – Queensland Studies Authority. The government body that oversees education in Queensland, carrying out activities such as developing curricula and issuing the QCE.

Recorded Subjects – these subjects can be recorded on the QCE. They do NOT contribute towards an OP. They include certificates offered through outside providers such as Certificate III in Childcare and Certificate III in Tourism. Other subjects that students study privately, such as AMEB Music, can have results recorded on the QCE under certain conditions.

SCIPS – School Community Industry Placement Service.

Senior Statement – the transcript, issued by the QSA that records all learning achievements banked by someone completing Year 12. This statement will attest to a person’s completion of 12 years of schooling.

VET – Vocational Education and Training.

2013-2014 Senior Handbook

Documents

senior subjects

senior schooling pathways

senior students

senior centre

core credit

enrichment credit

advanced credit

tertiary pathways