Tertiary Prerequisites 2013final

8/3/2019 Tertiary Prerequisites 2013final

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HOW TO USE THIS BOOK TO QUALIFY FOR UNIVERSITY, TAFE OR COLLEGE ENTRY .................. .................... .................... ..................

SECTION 1 INTRODUCTION TO TERTIARY STUDY A SMALL STEP INTO A BIG FUTURE .................. ................... .................... ..

Introduction to Tertiary Study ................................................................................................................................. .................................................................The Tertiary Prerequisites Book ......................................... ...........................................................................................................................................Interest Areas ...............................................................................................................................................................................................................Course Entry Requirements .........................................................................................................................................................................................Taking the Step ........................................................................................................................................... .................................................................

Applying for Tertiary Study in 2013 ..........................................................................................................................................................................................

The Student Education Profile .................................................................................................................................................................................................Year 12 Certification ....................................................................................................................................................................................................OP Ineligible Studies ...................................................................................................................................................................................................

Choosing Senior Subjects .........................................................................................................................................................................................................Subject Prerequisites......................................................................................................................................................................................................Assumed Knowledge ....................................................................................................................................................................................................Recommended Study ...................................................................................................................................................................................................Subject Choice .............................................................................................................................................................................................................

How You are Selected for Tertiary Study .......................................................................................................................................... ........................................OP Eligible Students ................................................................................................................................... .................................................................OP Cut-Offs Explanatory Note ..............................................................................................................................................................................Use of Field Positions .................................................................................................................................. .................................................................OP Ineligible Students .................................................................................................................................................................................................Other Roads to Tertiary Study ............................................................................................ .........................................................................................

Year 12 Pathways .......................................................................................................................................................................................................................

Study Costs .............................................................................................................................................................................................................................Public Universities .......................................................................................................................................................................................................TAFE Queensland and Institutes of Technology ..........................................................................................................................................................Private Providers ..........................................................................................................................................................................................................International Students ................................................................................................................................. .................................................................Financial Assistance ..................................................................................................................................... .................................................................

Admissions Statistics .................................................................................................................................................................................................................SECTION 2 AREAS OF INTEREST .................. .................... .................... ................... .................... .................... .................... ................... .........

Built Environment and Design .................................................................................................................................................................................................Business and Tourism ................................................................................................................................................................................................................Creative and Performing Arts ...................................................................................................................................................................................................Education ........................................................................................................................................ .........................................................................................Engineering and Technology ................................................................................................................................... .................................................................Health and Recreation ............................................................................................................................................. .................................................................

Humanities and Social Sciences ...............................................................................................................................................................................................Information Technology ............................................................................................................................................................................................................Law ..........................................................................................................................................................................................................................................Primary Industries and Environment ........................................................................................................................................................................................Science .....................................................................................................................................................................................................................................

SECTION 3 COURSE ENTRY REQUIREMENTS .................. .................... .................... ................... .................... .................... .................... .....

Explanatory Notes ....................................................................................................................................................................................................................Australian Catholic University .................................................................................................................................................................................................Australian Maritime College .....................................................................................................................................................................................................Bond University .......................................................................................................................................................................................................................Christian Heritage College .......................................................................................................................................................................................................CQUniversity .................................................................................................................................. .........................................................................................Endeavour College of Natural Health ............................................................................................................................................... ........................................Griffith University ....................................................................................................................................................................................................................

James Cook University .............................................................................................................................................................................................................Qantm College ................................................................................................................................ .........................................................................................Queensland Institute of Business and Technology............................................................................................................................. ........................................Queensland University of Technology ..................................................................................................................... .................................................................Southbank Institute of Technology ..........................................................................................................................................................................................Southern Cross University .......................................................................................................................................................................................................TAFE Queensland ........................................................................................................................... .........................................................................................The University of Queensland ..................................................................................................................................................................................................University of New England ......................................................................................................................................................................................................University of Southern Queensland .................................................................................................................................................. ........................................University of the Sunshine Coast ............................................................................................................................. .................................................................

INSTITUTION CONTACT DETAILS ...................................................................................................................................................inside back co

CONTENTS


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How To Use This Book

to qualify for University, TAFE or

College entry

Follow these steps before you choose your Year 11 and

Year 12 subjects:

1. USESection One to find out more about: the SeniorEducation Profile (SEP); the importance of your Overall

Position (OP); Field Positions (FPs); the Queensland

Core Skills (QCS) Test; and the tertiary selection

process in general.

2. REFER to Section Two to investigate your Areas of Interest.

Decide which areas most interest you and which you would

like to pursue as a career.

3. USESection Three to check out the Tertiary Courses thatrelate to your Area of Interest. These are listed by institution.

4. CHECKSection Three for the Course Entry

Requirements to the courses that interest you. This

section has information about subject prerequisites, other

requirements such as portfolios and auditions, and Field

Positions, where relevant, for each course.


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You are now on the home run to the end of Year 10. It is a timeto look ahead seriously and choose your Senior subjects withfuture study and career in mind.

As you take your first classes in semester two, you probably have somegeneral idea of what kind of career you might like to pursue or whatinterests you might like to follow after your secondary schooling is over.If your interests call for additional education, either at university, TAFEor college level, you will need to make some decisions now about thesubjects in Years 11 and 12 which will help you get into the courses that

allow you to follow your goals and dreams.The kind of planning needed to make successful subject choices andcareer decisions takes time, thought and research into the wide range ofoptions available.

Subject choice is a personal decision that requires you to think carefullyabout what you are good at and what genuinely interests you. Take timeto think about possible careers and use the people around you, includingparents, teachers and other advisers and experts such as guidance officersor counsellors to discuss yourinterests, concerns and futureplans.

The TerTiary PrerequisiTes

Book

Tertiary Prerequisitesis writtento help you, and the people whocan advise you, make your roadtowards tertiary study easier, morerealistic, and ultimately moreeffective.

The book is a great resourcethat will assist you in exploringmore than 1600 courses availablethrough QTACs participatinginstitutions. Courses availablethrough QTAC range fromcertificate courses that may take less than a year to complete, to degreecourses that may take three, four or five years to complete. The types ofcourses available are also very different in terms of how much practical or

theoretical study is involved. Usually the shorter courses are more hands-on while the longer courses tend to involve a greater combination ofboth theory and practice.

Tertiary Prerequisitesprovides an overview of the courses that institutionsexpect to be available in 2013 and, most importantly, it provides adetailed map of the requirements for entry to those courses. Eventhough 2013 seems a lifetime away right now, most of you will finishYear 12 in 2012 and will be applying in September that year for coursescommencing in 2013.

What all this comes down to, is that you will need to consider the areasof tertiary study that appeal to you, identify the requirements for entry tothose courses, and then plan your Senior years with this in mind.

Aside from Queensland Year 10 students, the book will also be useful toprospective applicants from all over Australia who may be contemplating

tertiary study in Queensland or northern New South Wales in 2013.

While the book provides a very good guide to the courses expected tobe available in 2013, new courses will inevitably be added and somewill be withdrawn. The QTAC Guide to Tertiary Coursesand the QTACwebsite www.qtac.edu.au will keep you informed about the latest choicesavailable and provide course outlines and other relevant information.The QTAC Guideis provided to all Queensland students in year 12 andis also available for purchase from QTAC or newsagencies throughoutQueensland and northern New South Wales.

inTeresT areas

An important activity in planning your future is considering what you areinterested in. This may be easier than identifying a specific course that isright for you. Tertiary Prerequisitesdirects you to your areas of interest,outlines some of the career opportunities, and shows you what coursesare available at QTACs participating institutions. The 11 interest areasare: Built Environment and Design; Business and Tourism; Creative andPerforming Arts; Education; Engineering and Technology; Health andRecreation; Humanities and Social Sciences; Information Technology;

Law; Primary Industries and Environment; and Sciences.One of the factors that will help in your Senior subject decision-making isthat, generally, courses in the same area or field of study have the same orsimilar entry requirements.

Course enTry requiremenTs

Section 3 of the book is set out as a table, on an institution-by-institutionbasis, with each course entry detailing the duration of the course, theentry requirements for that course, and the Field Positions that will be

used if information in addition tothe Overall Position is required.

Spend some time considering thewide range of courses availableand the institutions offering them.

Take the time to find out not onlythe requirements for admission tocourses but also the locations of theinstitutions, as attendance at someinstitutions may involve extensivetravel or living away from home.

The course entry requirements(prerequisites) listed in this bookare usually subjects studied inYears 11 and 12 and are linked tothe exit assessment levels requiredat the end of your Senior study.

The book also gives other requirements, such as portfolio and auditionrequirements, that you may need to present when you apply.

You will also note that in some cases subjects are listed as assumedknowledgeor recommended study. These categories indicate thatundertaking such subjects in Years 11 and 12 would be beneficial,especially in the case of assumed knowledge, but are not essential foradmission to that course. See page 4, under the heading Choosing SeniorSubjects for definitions of assumed knowledge and recommended study.

TakingThe sTeP

Once you have taken time to consider your goals, your subject selectionwill set you on the path to achieving those goals. Like any journey, therewill be unexpected bridges to cross, and at these points you will need topause and reflect on your path so far and, if necessary, modify your goals.The point to remember, though, is that in most cases the bridges can becrossed. So remain calm and rest assured that once you have chosen yourcourse of study there is always a way of getting there.

APPLYING FOR TERTIARY STUDY IN 2013If you plan to go on to tertiary study at any of the institutionslisted in section 3 you will apply through QTAC for a place.

Applications can be submitted from 1 July in the year you are studyingYear 12 and are made via QTACs Twelve to Tertiaryonline applicationat www.qtac.edu.au. You can list up to six different courses on yourapplication including courses starting in first or second semester 2013.Having several course preferences means you can apply for a numberof suitable courses and have back-up options if you dont get your firstchoice.

Read the QTAC Guide to Tertiary Coursesor visit the QTAC websitewww.qtac.edu.au for more information about applying closer to the time.

INTRODUCTION TO TERTIARY STUDY - A SMALL STEP INTO A BIG FUTURE


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4

Introduction

S

ECTION1

THE SENIOR EDUCATION PROFILE

Students may undertake a range of studies in their senior phaseof learning. All certification relating to Senior schooling isdetermined by the Queensland Studies Authority (QSA).

Queensland Studies AuthorityAddress: 154 Melbourne Street, South Brisbane QldPostal address: PO Box 307, Spring Hill Qld 4004Phone: (07) 3864 0299; Fax: (07) 3221 2553Email: [email protected]: www.qsa.qld.edu.au

During their Senior phase of learning, students may undertake:

AuthoritysubjectsanareaoflearningwithanapprovedQSAsyllabus and school work program and QSA moderation procedures.(The exit levels of achievement in section 3 of this book are forAuthority subjects, eg English (4,SA), unless otherwise stated)

Authority-registeredsubjects VocationalEducationandTraining(VET)certificatestudies schoolbasedapprenticeshipsandtraineeships tailoredtrainingprograms internationallearning preparatory,enrichmentandadvancedcoursesrecognisedbyQSA

year 12 CerTifiCaTion

Students completing Year 12 may receive one or more of the following:

Senior Statementrecordsalllearninginthestudentslearning

account and the results achieved during the Senior phase of learningincluding a result for the QCS Test if applicable

QCE - Queensland Certificate of Education confirmsasignificantamount of learning at a set standard, including literacy and numeracyrequirements

QCIA - Queensland Certificate of Individual Achievementconfirmslearningoutcomesforspecialneedsstudentsonindividualised learning programs

VET Certificate - vocational education and training certificate certifies competence in a vocational education and training course orqualification level

Tertiary Entrance StatementissuedbyQSAtoOP-eligiblestudents, it reports a students OP in one of 25 bands from one, thehighest, through to 25. The Tertiary Entrance Statement also reports

up to five Field Positions (FPs)The Overall Position (OP) is a statewide rank order of students basedon their achievement in Authority subjects. It shows how well anindividual student performed in their Senior studies when compared withthe performance of all other OP-eligible students in the state.

A students OP, together with subject prerequisites or other requirementssuch as portfolios and interviews, is very important in determining whichtertiary course they could gain entry to.

Field Positions (FPs) show a students rank order position (on a one to10 scale, with one being the highest) based on achievement in Authoritysubjects. These fields identify areas of study that emphasise particularknowledge and skills. FPs are determined only for OP-eligible studentsand only for the fields for which their subject choices qualify them.

The five Field Positions are:

Field A= Extended written expression involving complex analysisand synthesis of ideas.

Field B = Short written communication involving reading,comprehension and expression in English or a foreign language.

Field C = Basic numeracy involving simple calculations and graphicaland tabular interpretation.

Field D = Solving complex problems involving mathematicalsymbols and abstractions.

Field E = substantial practical performance involving physical orcreative arts or expressive skills.

Different subjects contribute different weight to the different fields. Foexample, Maths B and Maths C contribute more highly to Fields C andD than English or History. On the other hand, English and Historycontribute more highly to Fields A and B than Maths B or Maths C.

FPs are used to provide more information when considering two ormore applicants with the same OP at the cut-off point for a course. Thadditional information is used to choose between students for a verysmall number of courses. For entry into semester 1 2010, only 12 cours(less than one percent) required Field Positions to be used.

oP ineligiBle sTudies

If you do not qualify for an OP you will be considered for tertiaryentrance on the basis of your academic achievements and your results inthe QCS Test, if you sit it, or other qualifications such as certificate studFor more information on howOP Ineligible Students are assessed fortertiary study see page 6.

CHOOSING SENIOR SUBJECTS

If you intend going on to tertiary study you should be awarethat the main selection criteria are your Overall Position orQTAC selection rank (for OP ineligible students), and successfucompletion of the minimum entry requirements for a course.

Minimum entry requirements are usually prerequisite subjects.

suBjeCT PrerequisiTes

Subject prerequisites are the subjects you study in Year 11 and Year 12

that are stated by universities, TAFE and colleges in section 3 of thisbook as necessary for you to complete at the required level to qualify foentry to particular courses.

Subject prerequisites are expressed as minimum achievement levels inspecific senior subjects. For example, English (4,SA) indicates that theQueensland Studies Authority subject English (or equivalent) must havbeen studied over four semesters (ie Years 11 and 12) and an overall ExAssessment of Sound Achievement or better obtained.

assumed knowledge

Assumed knowledge is the minimum level of achievement in a Seniorsubject (or equivalent) considered necessary for successful first yeartertiary study. Students lacking the assumed level of knowledge are notprevented from enrolling; however, they may be disadvantaged unlessthey undertake recommended bridging, preparatory or appropriate

introductory subjects prior to or during their first year of study. Furtheinformation is available from the Admissions Office of the institutionconcerned.

reCommended sTudy

This applies to subjects recommended in order to undertake a coursesuccessfully. These subjects are not entry requirements and do not affecapplicant selection.

suBjeCT ChoiCe

In choosing your Year 11 and 12 subjects we strongly advise that you:

select prerequisite, assumed and recommended subjects for thetertiary courses in which you are interested; and

choose the remainder of your Senior subjects by what you do best an

what you prefer to do.In this way you are likely to achieve your best possible results.

Your parents, guidance officers/school counsellors or other school staffcan also help you with choosing Senior subjects.


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HOW YOU ARE SELECTED FOR TERTIARY STUDY

Selection for tertiary study, except in some cases wherealternative selection methods are used (such as interview oraudition), is based on your academic results as shown in theStudent Education Profile.

oP eligiBle sTudenTs

To be considered for admission based on an Overall Position you musthave:

met the minimum entry requirements; and

obtained an Overall Position (OP)Step A

If you have satisfied the minimum entry requirements and obtained anOP, you are considered for entry to your selected tertiary course in orderof OP remember that OP band 1 is the highest and will therefore beconsidered before OP band 2, and so on.

All applicants who fall into an OP band above the minimum cut-offpoint for a particular course will be offered a place in that course (see theSelection example below). OP cut-offs are not predetermined and varydepending on the number of applicants for a course, the applicants OPs/QTAC selection ranks and the number of places available in the course.See OP cut-offs explanatory note on this page for more information.

Step B

If the number of places in a course dictates that not all applicants withinan OP band can be made an offer, as the Selection example below shows,then selection within the OP will be based on Field Positions. See Use ofField Positions in the next column.

Step C

In rare cases, even after Field Positions have been considered, it canhappen that more information is needed to differentiate between studentswith the same OP applying to courses that are highly competitive.

In these instances a further step may be used. Depending on theinstitution, this could include using any of the following: level ofachievement in prerequisite subjects; school reports or additionalinformation supplied by the applicant; the Australian Tertiary AdmissionRank (previously known as Interstate Transfer Index); or individual resultsfrom the Queensland Core Skills Test.

Selection example

The table below is a fictional example presenting students who want tostudy Law at Roma University. There are 150 places available (that is theCourse Quota) and 225 students have applied for places in the course.Twenty-five applicants have an OP 1, 100 have an OP 2, and a further100 have an OP 3. Based on this scenario, the table shows how studentsare actually selected. It also shows at what point, and how, Field Positionsbecome important in selecting students to courses.

Number ofapplicants within an

OP band

Number of offersmade

Course quota= 150

OP 125 applicants 25 offers made Cumulative total = 25

OP 2100 applicants 100 offers made Cumulative total = 125

OP 3100 applicants.This is where FieldPositions are used inselection, see 'Useof Field Positions'following

25 offers made basedon applicants' fieldpositions

75 applicants with OP3 do not receive anoffer

Cumulative total = 150 quota filled

Total applicants =225

Total offers = 150

oP CuT-offs - exPlanaTory noTe

Any guide to OP cut-offs you may use, such as that on the QTAC websitewww.qtac.edu.au or in the QTAC Guide to Tertiary Coursesremains aguide only, as actual cut-offs can only be worked out on the day.

For example, a course that shows a past cut-off of OP 3, could end upbeing cut off at OP 2 in the year that you apply, depending on thenumber of students applying for the course, the standard of their OP/QTAC selection rank, and the number of places available in the course.

It can be seen from this that it is impossible to predict the OP cut-offsuntil all the applications for a particular course have been lodged and

processed and this only occurs well into the application period.

It is also important to remember that the cut-off only reflects the pastminimum standard and that most students entering the course receivedhigher OPs than the minimum.

Variables used in calculating the cut-off for each course:

Demand the number applying for the courseQuality the quality of those applicants (that is their OP or

QTAC selection rank)Supply the number of places available for the course

useof field PosiTions

In section 3 Course Entry Requirements, you will notice that the final

two columns in the table are headed: Fields used for Selection withinOP. These columns indicate which Field Positions, will be used forselection to each course if the number of applicants in the OP cut-off band is too large for all candidates to be selected. See page 4 for adescription of each Field Position.

The first of the two Field Position columns shows the Primary, that is thefirst, field to be used for finer selection of candidates with the same OPs.The second column, showing the Secondary field, will be used only if thefirst field is not fine enough (see examples below).

Using example 1, applicants with a Field Position of 1 in Field B will beselected before those with a Field Position of 2 in Field B, and so on.

If looking at the Primary field does not prove to be fine enough then yourresults in the Secondary column, in this case Field C, will be considerednext. Once again, a Field Position of 1 in Field C will be consideredbefore a Field Position of 2 in Field C, and so on.

In example 2, two possible fields (Field A or B) are used as alternativePrimary selectors. And in this case, for someone who has a Field Position

of 1 in Field A and a Field Position of 2 in B, the Primary selector usedwould be Field A, that is, the better of the two. If this is not fine enough,then the Secondary field, in this case C, would be used.

Remember that applicants who fall into higher OP bands, that is in OPbands above the minimum cut-off for a particular course, will be madeoffers regardless of their results in the relevant Field Positions, as long asthey have met the minimum entry requirements.

Fields used for

Selection within OP

Primary Secondary

B C

Example 1.

Example 2.Primary Secondary

A or B C


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6

Introduction

S

ECTION1

oP ineligiBle sTudenTs

Students who complete Year 12 but do not qualify for an OP are stilleligible to apply through QTAC for courses. OP ineligible studentscompete for places on a similar basis to OP eligible students. That is, theymust meet the minimum entry requirements before being considered fora place based on merit. For OP ineligible students, merit is measured bytheir OP Ineligible QTAC selection rank (as opposed to an OP).

A QTAC selection rank is allocated on the basis of results in their best 20semesterunitsofAuthorityandAuthority-registeredsubjectsandVETunits of competency/modules as recorded on their Senior Statement and,if available, their results in the Qld Core Skills (QCS) Test. A poor resultin the QCS does not have a negative effect on a students selection rank,it will only be used to moderate the rank upwards.

QTAC selection ranks range from 1 (lowest) to 99 (highest). QTAC hasdeveloped a table that provides comparisons between OPs and QTACselection ranks. This allows OP eligible and ineligible students tocompete for tertiary study places on an equitable basis.

Unlike OP eligible students, if differentiation between applicants isneeded at the cut-off point, Field Positions are NOT considered for OPineligible students. OP bands usually cover multiple selection ranks, egin2009,OP12wascomparabletoaQTACselectionrankbetween7779, therefore differentiation can usually be obtained by selection rank, egapplicants with a selection rank of 79 are selected before applicants with aselection rank of 78, etc.

Points to note:

Undertaking an OP ineligible Senior secondary school program maymake it difficult and in some cases impossible to achieve the highranks necessary for entry to very competitive tertiary courses.

Students completing Year 12 with fewer than 20 semester unitsofAuthorityandAuthority-registeredsubjectsandVETunitsofcompetency/modules will still be eligible for a QTAC selection rankbut it will be less competitive than if they had completed 20 units.

Students not undertaking the standard tertiary pathway, iebeing eligible for an Overall Position, may not be consideredfor tertiary entry interstate and should contact the relevantinstitution.

oTher roadsTo TerTiary sTudy

Courses not requiring OPs/QTAC selection ranks

For some courses, tertiary institutions may not use an applicantsOP or QTAC selection rank in the determination of a tertiary offer.Alternatively, an applicant may be selected on the basis of a portfolioof work, audition, interview, test result, or other requirement listed inSection 3 of this book. This scenario usually occurs within skills-basedcourses such as art, music, and dance.

Applicants with qualifications in addition to OP/OP ineligible study

Some Year 12 students have qualifications in addition to Seniorresults that can be used in the assessment of their application. Such

qualificationsincludeAQFCertificateIIIorIV,musicqualificationslike AMEB Grade 7, or study undertaken at a tertiary institution. Thequalifications will be assessed according to tertiary institution policiesand may give the student a more competitive QTAC selection rank thaawardedfortheirSeniorstudy.VariousYear12pathwaystotertiarystudy are shown in the diagram below.

Special admissions schemes

Most institutions also have admissions schemes to assist applicantsin special circumstances gain entry to tertiary courses. For example,there are access and equity schemes, regional preference schemes, andAboriginal and Torres Strait Islander schemes. For more information,visit the QTAC website or contact the institution directly.

Subject bonus schemes

Some institutions have schemes where applicants receive bonus ranksif they passed specified subjects at school, such as languages other thanEnglish or Maths C. For more information on these schemes visit theQTAC website or contact the institutions directly.

Special consideration of education disadvantage

Applicants who believe they have suffered disadvantage in their academperformance for reasons beyond their control (eg relating to equality ofopportunity, disability and health, or on compassionate grounds) mayrequest special consideration in their QTAC application. Should thesecircumstances arise, please speak with your school guidance officer in thfirst instance as they may be able to provide assistance while you are stilstudying.

The diagram below shows how different qualifications/pathways can lead to tertiary study

Pathway totertiary study

Qualifications completedOP/QTAC selection rank

awarded based on the qualification*Tertiary place

allocated

Amanda is a Year 12student eligible for an

OP

Senior Statement No rank awardedThe QTAC selectionrank allows differentqualifications to becompared. For mostcourses, QTAC usesthese ranks (and

whether minimumentry requirementshave been met) toallocate course places toapplicants. Where an

applicant has multipleranks, institutionpolicy dictates whichrank is used to allocatea tertiary place - for

Year 12 students, it isgenerally the highestrank.

Tertiary Entrance Statement OP8 (comparable to a rank of 87 in 2009)

QCE No rank awarded

AMEB Grade 7 Certificate 84

Jack is a Year 12student who is OP

ineligible

Certificate III 68

Senior Statement(OP Ineligible)

76

QCE No rank awarded

Amy is a Year 12student who is not

eligible for an OP buthas completed other

qualifications

Certificate III 68

Senior Statement (OP Ineligible) 58

QCE No rank awarded

AMEB Associateship 85

Certificate II

Traineeship

No rank awarded

No rank awarded

* QTAC assigns a QTAC selection rank to a qualification based on a variety of schedules and individual tertiary institution rules. Not all qualifications areeligible for a rank and ranks for qualifications can change. Multiple ranks are not combined to give a greater score.

YEAR 12 PATHWAYS


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STUDY COSTS

Information regarding the cost of tertiary study can be found atwww.goingtouni.gov.au or by contacting the tertiary institutiondirectly. Please note, the exact course costs will not be knownuntil 2012.

PuBliC universiTies

Public higher education providers offer Commonwealth Supported Places(CSP) to Australian and New Zealand citizens and holders of a permanentvisa. The Australian Government contributes towards course costs forthese students, and students pay a student contribution. While student

contributions vary between providers and courses, these must be within arange set by the government (see table below).

Student contributions per year

BandStudent

contribution rangefor 2010*

National Prioritiesmathematics, statistics, science

$0 to $4249

Band 1humanities, behavioural science, social studies, foreign lan-guages, visual and performing arts, education, nursing

$0 to $5310

Band 2computing, built environment, health, engineering,surveying, agriculture

$0 to $7567

Band 3law, dentistry, medicine, veterinary science, accounting,administration, economics, commerce

$0 to $8859

* Costs are indicative of band level only and will depend on theindividual subjects/electives chosen. The student contributions shownare for first year full-time students. Student contributions are indexedeach year according to movements in the Consumer Price Index. The2013 indicative first year costs will be available late in 2012 from theDepartment of Education, Employment and Workplace Relations websitewww.goingtouni.gov.au or on institution websites.

Tafe queenslandand insTiTuTesof TeChnology

Tuition fees vary between institutes and programs. All students arerequired to contribute towards the cost of their program, however,

someprogramsattractagovernmentsubsidy.VETFEE-HELPmaybeavailable. FEE-HELP is available for Southbank Institute of Technology.

PrivaTe Providers

Fees for non government institutions vary between providers andgenerally are not subsidised by the government. FEE-HELP is availablefor some courses.

inTernaTional sTudenTs

International students generally pay different study costs from domesticstudents. Contact the international centre of the institution forinformation.

finanCial assisTanCe

Financial assistance may be available through income support fromCentrelink, scholarships, or through government loans (such as HECS-HELP for Commonwealth supported places, FEE-HELP for selectedprivateprovidercoursesandVETFEE-HELPforeligiblestudentsatapprovedVETproviders).

ADMISSIONS STATISTICS

For entry to tertiary courses in 2010, QTAC received 22,231applications from students who completed Queensland Year 12in 2009.

Of these, 19,985 applications were from students with an OP. Of these,17,510 (87.6%) gained entry to university courses, 1314 (6.6%) to TAFEcourses and 320 (1.6%) to college courses.

Also for entry to courses in 2010, QTAC received 2246 applications fromstudents without an OP. Of these, 934 (41.6%) gained entry to universitycourses, 1011 (45.0%) to TAFE courses and 53 (2.4%) to college courses.

These figures include students who may have received an offer based onalternative selection criteria, for example, a portfolio, audition, alternativeadmission, or special consideration of educational disadvantage.


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AREAS OF INTEREST

Thissectionprovides a brief description of each of the following areas of interest:

Built Environment and Design

Business and Tourism

Creative and Performing Arts

Education

Engineering and Technology

Health and Recreation

Humanities and Social Sciences

Information Technology

Law

Primary Industries and Environment

Sciences

The prerequisites for courses in each of these areas of interest are outlined insection 3: Course Entry Requirements.

BUILT ENVIRONMENT & DESIGN

Architecture is the art of designing buildings, groups of buildings and otherstructures, and overseeing their construction. Architects prepare designs and

drawings within client specifications, safety regulations and legal requirements.Their designs incorporate both the structural and mechanical aspects of buildingwithin an aesthetic framework. They prepare documents detailing the buildingmaterials and construction equipment required and interior fittings. Architectsliaise with builders and planning authorities, administer contracts and observeand coordinate construction. They consult with other specialists as necessary

to create designs that reflect contemporary trends in society.

Architectural drafting/building design involves assisting architects in atechnical capacity. Architectural drafters/technicians produce detailed drawingsof an architect's initial sketch plans. They calculate and provide estimates of

materials, labour and completion dates based on an architect's original designs.Architectural drafters/technicians use computers to produce their designs andintricate drawings. They liaise with government representatives, inspect potentialbuilding sites, and supervise the progress of construction sites in the absenceof an architect. Graduates find employment with architectural and planning

firms in the private sector, in various departments of state and federalgovernment,with engineering firms, and with large building corporations.

Building/construction management relates to the management andintegration of specialist workers and resources. It involves planning, organising,

coordinating, motivating, and controlling all activities involved in the complexconstruction process and in building development. This requires a detailedunderstanding of the principles and practice of building technology, buildingeconomics, law, and construction management. Employment is found ingovernment departments, construction, building, and sub-contracting companies.

Building surveying/inspecting encompasses the products and processesinvolved in the construction industry as well as the management, law and sciencebehind them. Building surveyors enforce, advise on and interpret laws andregulations controlling building and construction. Their duties include: inspectingexisting buildings and buildings under construction to ensure safety standards

and building regulations and codes of practice are adhered to; issuing buildingpermits to individuals and organisations; and advising individuals andorganisations on building matters and potential problems. Employment can befound with localand state government authorities and the Builders' RegistrationBoard.

Geographic Information Systems are computer systems capable ofassembling, storing, manipulating, and displaying layers of geographicallyreferenced information identified according to their locations. Geographicinformation systems are used for land use planning, mapping, surveying, utilitiesmanagement, ecosystems modelling, landscape assessment and planning,

transportation and infrastructure planning, market analysis, visual impact anaand real estate analysis.

Industrial design is theart of designingobjectsfor daily use, particularly thwhich are mass produced by industrial techniques, and products that havecommercial, medical and industrial applications. The design process involvanalysis of the likely demand for a product and the creative application ofinnovative ideas. This is balanced by a knowledge of materials and product

methods, resulting in products which are reliable, economical, safe, andcomfortable to use.These productscan be consumer appliances (eg whitegoelectronic goods), furniture, heavy machinery, or transport. Employmentopportunities range from working with consultancies and manufacturingcompanies to government departments.

Interior design is the planning and design of layout, finishes, lighting, fittiand furnishings of building interiors. It requires a knowledge ofcommunity/clients' attitudes, and their behaviour and comfort requiremen

A knowledge of building and furniture construction is combined with a cri

appreciation of the decorative arts. Interior designers' duties may includeorganising material supplies, providing cost estimates, inspecting the progrof work and maintaining time and quality controls on site, and designingexhibitions or commercial displays. A interior designer must be able to imagevaluate, organise, and control the construction and fitting out of interiors

Graduates find employment with architects, interior design consultants and

government departments.

Landscape architecture applies ecological planning and design principleimprove and organise the physical and aesthetic quality of external spaces, tainto account environmental and quality of life issues. It is related closely to

planning, development and land management. Landscape architects useproblem-solving skills to produce the best design solution for their clients,to satisfy the needs of a sustainable natural environment. Graduates findemployment in the private sector and in local and state government agenciProjects can be as diverse as planning urban plazas, parks and recreation cen

highways and streetscapes, designing private gardens, environmental restoraof mined land, coastal planning and management, and heritage projects.

Property economics covers all aspects of the development, sale, purchaletting, valuation, and management of real estate. A property economist app

business, law and economic theories and practice and their understanding

possible social and environmental impacts to solve property issues, and toorganise and manage portfolios and individual property assets. Graduates employment in government departments, real estate agencies, privateconsultancies, and large institutions.

Quantity surveying is concerned with the budgeting and monitoring ofbuilding projects from inception, through feasibility studies, design andconstruction, to completion and project occupancy. This involves precisemeasurement and cost estimation of materials, labour, equipment, and othancillary construction costs. These items are reported in a document called

Bill of Quantities which often forms the basis for the calling of tenders in construction process and is also used for the determination of the progrespayments and the final contract sum. Employment is found with governmdepartments, building contractors and private firms.

Urban, regional and town planning plays a major role in developinglong-term plans for land use and in implementing land use controls. Planninteractwith governments, private developers and community groups to deveorganise and govern urban and rural areas. They endeavour to make publicprivate spaces safe, healthy, efficient, and attractive. Planners have to be aw

of the economic, social, cultural, and community needs of particular regionGraduates find employment with planning authorities, such as shire and cicouncils, local and federal government bodies, and in the private sector, usuas consultants to private organisations in the engineering, architectural andsurveyingfields. Public sector employment opportunitiesare available in natiparks, tourism developments and transport departments.

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BUSINESS & TOURISM

BUSINESS AND COMMERCE STUDIES

Studies in accounting lead to careers in public accounting, commercialaccounting, government accounting or general management. An accountant'srole is to provide essential financial ser vices to public and private organisations.

These services usually include financial administration, financial reporting,management accounting, accounting information systems, taxation, and auditing.

Accountants analyse, prepare reports and solve problems relating to financial

issues and accountabilitywithin organisations. The discipline of accountingmay

also include finance, law, taxation, computing, and information systems.Employment includes banking and finance, foreign exchange services andmerchant banking.

Actuarial studies are concerned with assessing the size, timing and likelihoodof future cash flows both within and outside an organisation. Actuaries applymathematical, statistical, financial and economic analysis to make projectionsand give advice on proposed financial plans and risk management. They designcomplex financial policies, investment plans and strategic financial plans withinorganisations. A degree in mathematics/statistics is an excellent starting point

for the further study and practical experience required to become an actuary.Actuaries find employment in life insurance and superannuation, and in thepublic sector and commercial business.

Advertising entails creating, developing, implementing, and coordinatingadvertising campaigns for particular products or services. Advertising officers

research products, marketing goals, and the target markets of an organisationand then devise an advertising campaign around this research. They thencoordinate the production of the entire campaign, incorporating print, radioand television media. Employment is found in advertising agencies or largeretail/media organisations with their own promotional departments.

Aviation courses prepare graduates for a career as a professional domestic orinternational airline pilot, commuter airline pilot, charter pilot, or otherprofessional pilot. The focus is on the business aspects of the air transportindustry and human factors as they relate to airline operations.

The terms business and commerce have become virtually interchangeable,as there is only a fine distinction between the two. Business qualifications wouldbe appropriate to a student intending to work in management in any enterprise,

whether or not it is directly involved in commercial trading. It is possible to

specialise in some fields of business study, such as hotel, marine or agricultural

business. Commerce qualifications would be appropriate to a student intendingto work in enterprises involved in the more commercial activities of trade. Thismay be at retail, wholesale or even international level and include advisory andconsultancy work in areas of taxation, funds management and banking.

Economics is concerned with the behaviour of individuals, households,business firms, and governments in relation to the supply and demand of goodsandservices in a society. Economists research,analyse andadvise on issuessuchas: taxation; employment; imports and exports; and interest and exchange rates.

They analyse the effect of government policies and predict economic trends

based on research and analysis. Economic students gain an understanding ofthe relationships between the different parts of the economic system, includingthe operations of firms and industries in the private sector, the functions ofgovernments and public sector infrastructure, and international economicrelationships. Economists are employed in areas of specialisation including:

agriculture; business/financial economics (utilising economic theories andprinciples to increase an organisation's potential, cash flow and output);econometrics (developing economic theoretical models); environment(environmental regulations and effects on the environment); labour market;resources (efficient use of natural resources); taxation; and transport.

Electronic commerce is the conduct of customer-to-organisation andorganisation-to-organisation business transactions through informationtechnologies such as the Internet, email and other electronic media. Graduatescan work with both end users and technologists to develop,implement, operate,

maintain, and manage electronic commerce application systems in organisations.

Environmental management deals with the interface between business,management and environmental science. Graduates are employedas consultantsin government departments, industry and commercial organisations.

The finance and banking areas of study provide a selection of economic andbanking subjects tailored to meet the needs of the finance industry. Coursesusually involve quantitative training, business skills and knowledge, andcomplementary units in computing, human resource management, accounting,and marketing. Graduates are employed in banks, credit unions, building societiesand other financial institutions. Careers in insurance, superannuation, foreign

exchange, stockbroking, and financial planning are also available.

Financial management involves providing financial information essentialto the efficient conduct and evaluation of an organisation's activities and profits.It also involves determining the value of facilities and services owned by anorganisation and providing investment strategies. Financial managers compare

the anticipated and actual performances of an organisation, while examiningsignificant or periodic variations. This helps organisations or governments toanalyse important trends and relationships to increase the efficiency andeffectiveness of production and output.

The study ofgovernment/public policy covers a range of issues that affectboth public and private sector organisations and includes areas such as Australianpolitical institutions, political theory, public policy, public sector resourcemanagement, local government, government-business relations, and publicproject evaluation. Graduates in this area are prepared to make informed

decisions and implement detailedplans based on a comprehensive understandingof policy processes. Careers include government service both within Australiaand representing Australia overseas.

Human resource management encompasses the broad process of dealingwith an organisation's personnel. The management of an industry's most

important resource, personnel, is considered to be critical for an enterprise tomeet its stated operational objectives and to ensure its success. Areas ofspecialisation include recruitment, selection, training, development,organisationalanalysis, occupational health and safety, industrial relations, perfor manceappraisals, strategic human resource management, and career planning for staff.

Industrial relations is primarily concerned with solving disputes that arisebetween employers and their employees. Industrial relations officers advise onlegal issues and policies and can represent organisations in industrial settlements.

They negotiate on pay issues and other areas of employment conditions for

employers and employees. With their level of expertise, they develop and helpimplement practical employment policies for the workplace that ensure industryand statutory compliance. They create and advise on enterprise based agreementsin the workplace.

Information systems pertains to the practical application of computers inbusiness and administration. All aspects of organisational decision-making,planning and problem-solving receive aid from computing applications.Government departments and commercial and industrial enterprises continueto require high levels of computing skills in order to function and remaincompetitive. Careers include: programming; systems analysis; consultancy; and

user support.

International business combines business skills with an internationalperspective. It is concerned with developing skills in communication, research,and problem-solving within a political and cultural context. It involves training

in economics, marketing, accounting and international relations, with an Asian,Pacific or European focus. Employment is found in internationally orientedorganisations involved in trade and investment. Careers in the public sectorinvolve advising, analysing, researching, and implementing proposals.

Logistics relates to the management of the flow and storage of goods andother resources between point of origin and point of consumption.

In management, tasks centre around planning, decision-making, organising,motivating, and controlling the resources of an organisation. These resourcesare usually the people in the workplace requiring management in the areas of

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duties can involve the effective production and marketing of an organisation'sresources such as products or services. Specialisations are available in: enterprisemanagement; financial management; information systems management; logisticsand operations management; organisational management; productionmanagement; retail management; and small business management.

Maritime business and logistics studies combines practical maritimeknowledge with theoretical business skills. Relevant business theories andtechniques are practised in the maritime transport industry, in particularconcentrating on the commercial sector of the shipping industry. Employmentis usually found in the maritime transport industry, with positions including

shipping officer, logistics clerk, import/export officer, accountant, marketingofficer, or manager. Marine resources students are prepared for managementcareers in government in the areas of fisheries, aquaculture, marine and coastalparks, environment and conservation, and as advocates in these areas.

Marketing deals with increasing the overall sales of an organisation's productsor services. Marketing officers analyse and research markets within a societyand develop products/services to cope with perceived or predicted needs and

wants. They create marketing plans and strategies which optimise anorganisation's strengths and weaknesses, while targeting specific markets.

Graduates are employed in advertising, insurance, banking, sales management,market research, general management, public relations, and as consultants.

Office administration covers a diverse range of skills required by thoseemployed in the office environment. Important areas of study are computing,

communication and office management. Career opportunities may include workfrom junior through to upper management.

Organisational behaviour applies thescience of psychology in the workplaceto produce an efficient and effective workforce, while working in a safe andmotivated environment. Knowledge of the behavioural, environmental and

demographic factors affecting employees is used to create a more efficient andcompetitive output for the organisation. Studies involve occupational healthand safety laws and theories and industrial relations. Employment can be foundin: human resource management; occupational health and safety; health policydevelopment; health promotion; industrial relations; and research.

Organisational communication is for students who wish to specialise inthe following areas: consulting - working with organisations to improve theircommunication practices and to manage change; communication management- working within organisations at management level to plan and implement the

organisation's communicationstrategy; communication training - working withinorganisations to train staff and foster efficient communication practices; andcorporate writing - writing and producing corporate and technical documentssuch as reports, manuals, tenders, brochures and newsletters.

Public relations involves understanding relevant issues and analysing publicattitudes which may affect an organisation. The planning, design andimplementation of public relations campaigns or initiatives involves effectivecommunication both withinand outsidethe organisation. Public relations officersadvise on an organisation's strategic plans with regard to the predicted impacton different groups in society. They educate the public about particular issues

and develop a favourable identity for an organisation. They liaise with the media,organise promotional material and events, communicate with employees, anddevelop strategic plans for an organisation's long term goals. Employment isfound in business organisations, government bodies and non-profit organisations.

Real estateand development involves the study of the commercial, economicand legal issues pertaining to the management, valuation and marketing ofproperty. Property management involves inspecting rental properties for clients,arranging maintenance and repair of rental properties, collecting bond money,drawingup lease agreements, and advertisingvacant properties for lease. Property

valuers estimate the values of urban and rural land and buildings as a basis for:property sales; the levying of rates and taxes; banking transactions; and insurance.Property marketers advertise and promote properties for sale or rent.Employment is found in government departments or in private practice as

valuers, real estate agents or property administrators.

Retail studies combine business skills with a focus on retail-specific subjsuch as buying, sales management, retail marketing, and human resourcemanagement. The retail industry is the largest private employer in Australiathe market is becoming more competitive domestically and internationally.Retailing success requires sound business skills, outstanding customer serv

an appreciation of the domestic and international markets, and the ability trecognise and meet consumer needs. Areas of employment include buyingmerchandising, promotions or customer service, and professional managemon a local and international level.

HOSPITALITY, TOURISM AND TRAVEL

These specialised fields of study are based on a sound understanding of thbusiness principles of economics, accounting, taxation, management, compumarketing, and human resource management. Detailed business knowledgapplied to practical specialisations in these areas.

Catering/food and service management involves cateringsupervisionmanagement in both independent and chain restaurant operations and othrelated industries. Catering managers usually plan, supervise and control thcatering operations in hotels, motels and other similar operations. They ove

the provision of food and drink service in numerous environments in thehospitality industry.

Club management entails management duties in specialised organisatiosuch as clubs and casinos. Convention and event management involves the

organisation of large-scale events.

Hotel management can lead to positions such as accommodation manacatering manager, entertainment coordinator, housekeeper, f inancial controfront office manager, and human resource manager.

Leisure studies involves developing knowledge about how people play,conditions that encourage leisure participation, bar riers that limit participatand how people's leisure needs change throughout their lives. Graduates aptheir knowledge in their workplaces to design leisure experiences. Employmcan be found in the areas of outdoor recreation, event management, parks

management, community arts and cultural activities, sportmanagement, toumanagement, and therapeutic recreation.

Travel/tourismmanagement catersfor positionsin thetravel industry sas tour guide, travel consultant and tourism manager. Organisations such a

travel agencies, national and international travel chains, airlines, shipping

companies, commercial tour companies, and public sector tourism and travbureaus prefer graduates with managerial skills combined with practicalapplication. Graduates find employment in hotels, motels, resorts, travel antour organisations, management of theme and leisure activities, and tourismplanning. Ecotourism and sustainable tourism increasingly provide employm

for graduates as special interest tourism coordinators and guides. Emploympositions include travel agent, accountant, manager, staff development offistrategic planner, or promoter.

CREATIVE & PERFORMING ARTS

PERFORMING/EXPRESSIVE ARTS

These courses cover creative writing, dance,dramaand theatre, andmusic.Tfocus on the practical production of performance with a comprehensive

grounding in the related theoretical aspects of the expressive arts.

Creative writing courses cover the basics of expressive writing includingpopular fiction, contemporary writing, and culturally specific writing stylesPossible careers include authors of genres such as: poetry; novels; short stobiographies; plays; and scripts for film, radio, television and other electroni

media.Employment canalso be found as a dramaturg(performance researcor as a researcher in other arts related areas such as television shows.

Dance courses incorporate a study of the varying performance styles witheoretical basis in management and leadership. Career opportunities inclu

performing with dance companies, freelance choreography, dance research

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dance teaching, dance therapy, community dance worker, and danceadministration.

Drama and theatre studies allow students to specialise in theareasof acting,stage management, technical production, arts administration, directing, and

playwriting. Graduates can find employment as dramaturgs, drama teachers,arts administrators, playwrights, directors, stage managers, stage designers, dramatherapists, community arts officers, actors, and theatre technicians. Employersinclude state theatre companies, film and television, theatre restaurants, theatre

workshops, community theatres, and touring productions.

Music studies are designed for people who wish to pursue a career in themusic industry. Specialisations are available in the areas of performance (vocal,instrumental, solo, ensemble), composition, music technology/production (audioand sound production), and music therapy. Graduates are prepared foremployment in the production, administration, management, writing and practical

specialisations of the music industry. Careers include: musicologist (interpretingmusical history and style); instrumentalist; composer; jazz musician; music critic;arranger; teacher; audio engineer; concert recordist; music therapist; and singer.

DESIGN STUDIES

Design studies in the context of visual art includes graphic design, interiordesign,three-dimensional design, fashiondesign, andtextile design.The emphasisof most design courses is on the practical application of knowledge to solvedesign-related problems. This differs from visual/fine arts where design is a

pureexpression of an individual'sthoughts,feelingsand personal agenda. Studies

are of a practical and applied nature, often utilising a technical or technologicalbasis for the production of creative designs.

Graphic designerswork in visualcommunicationand designthe artwork andlayout of publications for visual media, including digital and multimedia

industries, signage, packaging, exhibitions, and corporate identity. Graduatesfind employment as designers in commercial industries, specialising in particularfields such as television, film and computer graphics, set and exhibition design,corporate design, book and magazine design, advertising, and illustration.

Interior designers plan anddesign the interiorsof living spacesin conjunctionwith other building specialists. They plan and advise on structural alterations tobuilding interiors and coordinate the implementation of their designs from startto finish. Employmentcan be found witharchitects, consultants and governmentdepartments.

Fashion/textile designers design clothing, accessories and other textilecommodities. Fashion designers create original designs by developing andcreating particular garments or accessories. They create designs, make patternsfrom these designs, and then select the materials and colours to be used. Somefashion designers coordinate the entire manufacture of garments from mass

production to merchandising and retailing. Textile designers are involved withthe practical application of creating fabric designs and patterns across a rangeof media including digital processes, screen printing, embroidery, and weaving.Employment is found with manufacturing houses, or graduates can set up theirown private design company.

Three-dimensional design usually focuses on designing objects of anindustrial nature or for commercial purposes. These include sign system design,furniture design, exhibition design, lighting design, packaging design, andenvironmental design. Graduates find employment in the areas of industrial

design, in both the commercial and public sector.

VISUAL ARTS

Animation is offered as an area of study within a course or as a program in itsown right. As well as traditional types of animation using drawn and painted

work, courses include computer and 2D/3D animation with the use of puppetsand other experimental media. Animators work in film and television, as wellas the computer and video games industry.

Film arts involves creative work in areas of the popular media industry suchas animation, film and television production, photography, and screen

production. Students develop a high level of technical competence, team workskills and industry leadership in their specialised disciplines. Graduates findemployment as directors, producers, sound engineers/recordists, scriptwriters,camera operators, cinematographers, editors, illustrators, photographers,photojournalists, animators, computer animators, and lighting designers. Places

of employment range from the public service and commercial industries(advertising, marketing, etc) to the film and television industry.

Multimedia courses encompass computer imaging/graphics, interactivemultimedia and communication design. These technologies influence the designof computer software, image creation and sound production. Students develop

the creative skills and theoretical knowledge to generate and manipulate graphicimages and sound text and videos into multimedia programs. Graduates findemployment in: Internet development; electronic marketing and publishing;interactive games development; and sound and video production.

Visual/fine arts courses focus on the specialisations of carving, ceramics,drawing, gold and silversmithing, illustration, multimedia, painting, printmaking,or sculpture. Students develop an understanding of the historical and theoreticalframework of art combined with the practical application of this knowledge ina specialised area. Graduates find employment not only as self-employed artists,

but also as art historians, art critics, art administrators, art teachers, art therapists,curators, community arts officers, illustrators of books and magazines, printers,and jewellery designers.

EDUCATION

Education courses prepare teachers for all levels of education, frompre-school,primary, and secondary through to tertiary. Studies are also available in morespecialised areas such as the teaching of music and physical education, theeducation of students with special needs, and adult and vocational education.

All courses in teacher education emphasise the critical knowledge, skills,understandings and attitudes to become a competent practising professional.

The courses also provide ample opportunity for continuing personal growthand development and the pursuit of individual professional interests. Teachingin the 21st century also takes into account social and technological changes

resulting in learning that is more student-centred and collaborative.

Undergraduate and preservice education programs provide initial study ineducation. These courses are likely to meet the needs of applicants who havean interest in teaching and aim to pursue a career in education. Course

descriptions will reveal broad specialisations in early childhood, primary, middle,

secondary, and special education. Secondary education courses generally specifythe major teaching areas in which students will undertake in-depth study. Thesemajor teaching areas include: English; the expressive arts (drama, music andart); the social sciences (history, geography, social science, legal studies); businesseducation (accounting, business management, economics, legal studies, business

communication and technologies); economics; mathematics; sciences (biology,chemistry, computing, mathematics, physics); infor mation technology; healthand physical education; technology (industry technology and design, graphics);and LOTE (languages other than English).

Some education courses specialise in early childhood studies and preparegraduates to work as directors of childcare centres and preschools and for workin family day care. These courses do not lead to registration as a teacher.

Employment requirements and government policies

Employment as a teacher depends on gaining registration as a teacher. InQueensland, this is through the Queensland College of Teachers.

State and Commonwealth legislation requires background, health and criminalrecord screening of applicants for employment involving contact with children,

the infirmed and the aged. In this context, employment includes unpaid workperformed by students in the course of their studies. A criminal record checkis undertaken as partof the application for registration as a teacher in Queenslandand employment with the New South Wales Department of Education and

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English and mathematics requirements for primary teachers stipulate that allteacher education students seeking employment as primary teachers with theNSW Department of Education and Training must have completed Seniormathematics and English. Applicants who have not completed Year 12 orequivalent can satisfy this requirement by having the higher education institute

they are attending certify that they have achieved the required level ofperformance in Englishand mathematics as partof their higher education studies.

ENGINEERING & TECHNOLOGY

ENGINEERING

Engineering is the application of scientific and mathematical principles topractical outcomes including the design, manufacture, and operation of structures,machines, processes, and systems. Both traditional and emerging areas ofengineering require a comprehensive background in mathematics, physical

science and computing.

Aeronautical and aerospace engineers apply knowledge of aerodynamicsand other sciencesto the design and development of aircraftand satellite systems.

They are also involved with the management, manufacture, installation,

performance assessment, testing and maintenance of all types of flight vehiclesand their communication systems and space systems, while exercising strictsafety and environmental controls.

Agricultural engineering is the application of engineering knowledge andskills to: develop sustainable and profitable agricultural production systems;

conserve and manage soil, water and forest resources; minimise environmentalimpacts of intensive agriculture;and to improve the quality of animal, agricultural,horticultural and other primary products.

Biomedical engineering applies engineering, science and technology toproblems arising in medicine and biology and includes the areas of metabolic,cell and tissueengineering, medical imaging and instrumentation. It alsoincludesbioinformatics,which is the use of IT for the collection, organisation and analysisof biological data.

Chemical engineering is a discipline that serves industrial activities whereprocesses occur in which materials, usually on a large scale, undergo physical,chemical or biochemical changes. Chemical engineers are employed in thechemical and petroleum industries, metallurgy, minerals and manufacturing, andpharmaceutical and food industries. They are also concerned with the control,

treatment and disposalof waste materials and environment protection. Chemical

engineers can specialise in the areas of combustion, bioprocess, pharmaceuticals,microbiology, metallurgy, and water treatment.

Civil engineering deals with the planning, design, construction, andmaintenance of structures such as large buildings, roads,bridges, tunnels, railways,

airports, canals, harbours, docks, coastal protection works, dams, irrigationsystems, gas and water supply systems, and sewerage systems. They are alsoinvolved in the assessment of the environmental impact of large scale projects.

Coastal engineering involves aspects of civil engineering, nearshoreoceanography and marine geology that are primarily directed at combatingcoastal erosion, maintaining navigational access and managing coastal zones.

Computer systems engineering is concerned with the study, design anddevelopment of computer technology, its application and its underlying concepts.

This field includes all aspects of hardware and software including

microprocessors and computers, machine and high-level programming,communication networks, and control.

Electrical engineering and electronic systems engineeringare concernedwith scientific principles and their practical applications in the generation,

distribution and utilisation of electricity, and the improvement of transportsystems. The field also focuses on the development of electronic communicationnetworks, information processing and computer systems, industrial electronics,and control systems.

Environmental engineering deals with the planning and managementassociated with pollution and waste engineering. Major factors are the

management of liquid and solid wastes, and air and noise pollution.Environmental engineers develop an ecological approach to dealing with tharmful effects of toxic and hazardous wastes on non-toxic end products. Tresearch and develop technologies to minimise the environmental impact oengineering projects and that lead to the conservation and wise use of natu

resources. They can specialise in the mining, chemical, or civil engineeringindustries.

Infomechatronics combines skills in the three disciplines of mechanicalengineering, electrical and electronic engineering, and computing. These engindesign, develop, construct and service machinery and intelligent products a

systems. They develop new solutions to industrial problems. Infomechatrocrosses all industrialsectors including the manufacturingand process industprimary production and mining, and the service and health industries.

Manufacturing and materials engineering is concerned with thepropeuses, treatment, and fabrication of metals and materials including ceramics plastics. Materials engineers develop new methods for processing, shapingimproving, and fabricating materials. They help to design new products utilinew materials, and research new production methods.

Maritime/marine engineers are concerned with the installation, operaand maintenance of machinery on board ships and on off-shore systems. Tensure all engines and ship-related machinery are operating efficiently, repaand maintain equipment, and record and analyse data collected from enginroom instruments. As automatic control systems are becoming widely used

understanding of computer controlled processes is required. Maritime/maengineers are employed with shipping and ship-building companies, ship-reorganisationsas wellas port and harbour authorities. Mining companies invoin off-shore activities and manufacturers of auxiliary machinery, navigationaids and communication equipment, also provide employment for graduat

Mechanical engineering primarily deals with the design, manufacture,operation and maintenance of machines and their accessories. Mechanicalengineers have a particular contribution to make in providing transport,manufacturing, refrigeration, aviation, air conditioning, and producing elecpower. They help coordinate the design, construction and maintenance of

production plant and all other machinery. The organisation and control offactory production requires knowledge of human relations as well as abilitymechanical design.

Medical engineering is a specialisation concerned with the application oengineering principles in medical and related environments.The medicalengidesigns and assesses medical, surgical and rehabilitation and sports equipmand provides specialist advice to medical staff.

Minerals process engineering is concerned with the production of refimetals and minerals from crude ores using environmentally acceptable meth

Minerals process engineers are involved with researching new technologiestechniques of production. They design and developthe entire production proand coordinate operation.

Microelectronic engineering is concerned with the design, developmeand engineering of electronic chips, circuits, computers, and related systemhas significantly contributed to the recent creation of intelligent artefacts suas pet, monkey and humanoid robots. Microelectronic engineers are equip

with hardware/software skills necessary for the design, development andengineering of electronic circuits and microcomputer-based products and

systems. Graduates are employed in industries such as computing andinformation technology, communications, broadcasting, automation, aviatidefence, robotics, automotive industries, and health.

Mining engineers examine newly discovered ore deposits, survey thesedeposits, evaluate their worth, and study their overall structure. They alsodetermine the most efficient, economical and safe methods of extracting thore from the earth, rivers or sea beds. They design the installations requiredsupervise the construction and operation of the whole mining enterprise. Tduties include designing the layout of the mine, planning tunnels and shaftand ensuring safety regulations are adhered to.

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Multimedia telecommunication engineering is a newfieldwhichinvolvesthe mixing of key technologies such as computers, electronics, multimedia, andtelecommunications. Courses focus on the professional discipline oftelecommunications as applied to the problems of multimedia datacommunication, especially for sound and video, underpinned by a basic

understanding of electronics and computers.

Naval architecture covers all aspects of the designof marine craft and floatingstructures. Naval architects develop a ship's design, structure, dynamics,propulsion, and the building materials required. Naval architects usually find

employment with shipping companies, ship-building companies, and ship-repair

companies. Graduates alsofind employment withmining organisationsinvolvedin off-shore exploration.

Ocean engineering deals with the designof general floating, fixed andsubseaoff-shore structures. Ocean engineers require an understanding of the physical

processes in the oceans and their effect on constructed marine systems. Theyresearch and develop systems and technologies that withstand the naturalenvironment's impact but do not negatively affect the natural environment.

Software engineering deals with the application of engineering principles tothe development and maintenance of high quality software, and in particular

with the teamproduction of largesoftware systems. Vital skills include computerscience, design, engineering, and management, as well as written and verbalcommunication.

Telecommunications engineeringincludes the design, planning,

commissioning and monitoring of complex telecommunications networks andbroadcast equipment. This can involve satellite, telephone, optical fibres andcomputer systems. Telecommunications engineers are employed by the majortelecommunications carriers, mobile phone manufacturers, electronic equipmentmanufacturers, and private and government bodies involved in design and

development.

SURVEYING

Surveying involves a multi

Tertiary Prerequisites 2013final

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