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Murrumba State Secondary College
Senior Curriculum Handbook YEAR 11 - 12
MSSC 2022
Contents Introduction ........................................................................................................ 1
Senior Education Profile ________________________________ 3Statement of results ............................................................................................ 3 Queensland Certificate of Education (QCE) ....................................................... 3 Queensland Certificate of Individual Achievement (QCIA) ................................. 3
Senior Subjects _______________________________________ 4Underpinning factors .......................................................................................... 4 Vocational education and training (VET) ............................................................ 5 Australian Tertiary Admission Rank (ATAR) eligibility ........................................ 5
General Syllabuses ____________________________________ 6Structure ............................................................................................................. 6 Assessment ........................................................................................................ 6
Applied Syllabuses ____________________________________ 8Structure ............................................................................................................. 8 Assessment ........................................................................................................ 8 VET Courses ...................................................................................................... 9
The Senior Curriculum ________________________________ 10Mathematics ..................................................................................................... 13 English .............................................................................................................. 22Humanities ........................................................................................................ 29
Technologies ..................................................................................................... 53
Health and Physical Education ......................................................................... 79Science ............................................................................................................. 93Languages ...................................................................................................... 104The Arts .......................................................................................................... 107
Industrial Technology and Design................................................................. 56Digital Technologies ................................................................................... 65Food Technologies ...................................................................................... 72
Fashion ....................................................................................................... 53
Subjects under review, as possible inclusions, into the senior subject selections for 2021 are; Certificate III in Health Services, Certificate IV in Crime and Justice, and Certificate III in Aviation (Remote Pilot). Please check back at a later date for more updates.
Entrepreneurship and Innovation...................................................................... 40
Murrumba State Secondary College Senior Subject Guide
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Curriculum Handbook Year 11 – 2021Welcome to the Senior Phase of Learning This booklet has been developed to assist students and their parents in making informed choices about senior subjects by providing general information about the Senior Phase of Learning, as well as subject descriptors and prerequisites for study in Years 11 and 12.
At Murrumba State Secondary College, students are able to pursue a rigorous tertiary pathway to prepare them directly for university studies. Alternatively, students are able to pursue a vocational pathway which may lead to further study at university or TAFE, an apprenticeship/ traineeship or direct entry to the workforce.
Student achievement in Year 10 subjects provides the platform for entry into Years 11 and 12. Students and parents are encouraged to discuss demonstrated academic progress with classroom teachers and Leaders of Learning to ensure they are setting realistic and achievable goals for their senior years. It is imperative that students understand that, to avoid compromising course completion, no subject changes will occur in years 11 and 12. This is why it is important students choose their subjects based on their Senior Subject Eligibility Letter.
Which pathway is right for me? Students at Murrumba State Secondary College undertake either a tertiary or a vocational pathway in years 11 and 12.
Students pursuing a tertiary pathway will seek direct entry into university at the conclusion of year 12,using a competitive Australian Tertiary Admissions Rank for selection. Tertiary pathway students will choose General subjects and either one Applied subject or VET certificate. In year 12, all students will meet a member of the College’s leadership team to complete a QTAC application, nominating university course preferences.
Students engaging in a vocational pathway will pursue post-school options, including: university or TAFE; an apprenticeship/traineeship; or employment. Vocational pathway students will choose Applied subjects and/or VET qualifications. Students pursuing a vocational pathway may seek university entrance through a completed Certificate III or higher qualification, TAFE Diploma program, university bridging and/or preparation programs. Students may choose to complete a QTAC application, nominating TAFE or University course preferences.
Regardless of the pathway they choose, all Senior students at Murrumba State Secondary College are required to meet the high standards set for: attendance, behaviour, effort, and submission of assessment.
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How do I know which subjects are right for me? Students must choose subjects based on their Senior Subject Eligibility Letter which is based on theiracademic achievement in year 10. This letter outlines the subjects for which students have met pre-requisites, and therefore are eligible to study.
When choosing subjects, students should consider their post-schooling pathway and select subjects accordingly.
All students should select subjects in alignment with their Senior Education and Training (SET) Plan, their goals for the future and current achievement levels.
ALL STUDENTS MUST BE ELIGIBLE FOR A QUEENSLAND CERTIFICATE OF EDUCATION AND EITHER AN AUSTRALIAN TERTIARY ADMISSIONS RANK OR A VOCATIONAL AND EDUCATION CERTIFICATE OUTCOME.
Students should choose subjects:
which they have met pre-requisites for,
that they enjoy,
in which they have shown ability or aptitude,
which they have experienced success with,
which will develop skills, knowledge and attitudes useful throughout their lives,
optimise opportunities to reach their potential,
that are pre-requisites for tertiary or further studies.
Choosing Senior Subjects Students must choose six (6) subjects. It is important to choose senior subjects carefully as decisions may affect not only the types of careers that can be followed later, but also their success at school and their feelings about school.
CHOOSING SENIOR SUBJECTS
(Please note: all pathways require students to choose 1 English and at least 1 Mathematics subject)
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Senior Education Profile Students in Queensland are issued with a Senior Education Profile (SEP) upon completion of senior studies. This profile may include a:
statement of results
Queensland Certificate of Education (QCE)
Queensland Certificate of Individual Achievement (QCIA).
For more information about the SEP see: www.qcaa.qld.edu.au/senior/certificates-qualifications/sep.
Statement of results Students are issued with a statement of results in the December following the completion of a QCAA-developed course of study. A new statement of results is issued to students after each QCAA-developed course of study is completed.
A full record of study will be issued, along with the QCE qualification, in the first December or July after the student meets the requirements for a QCE.
Queensland Certificate of Education (QCE) Students may be eligible for a Queensland Certificate of Education (QCE) at the end of their senior schooling. Students who do not meet the QCE requirements can continue to work towards the certificate post-secondary schooling. The QCAA awards a QCE in the following July or December, once a student becomes eligible. Learning accounts are closed after nine years; however, a student may apply to the QCAA to have the account reopened and all credit continued.
Queensland Certificate of Individual Achievement (QCIA) The Queensland Certificate of Individual Achievement (QCIA) reports the learning achievements of eligible students who complete an individual learning program. At the end of the senior phase of learning, eligible students achieve a QCIA. These students have the option of continuing to work towards a QCE post-secondary schooling.
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Senior Subjects The QCAA develops three types of senior subject syllabuses — General, Applied, and VET courses.Results in General and Applied subjects contribute to the award of a QCE and may contribute to an Australian Tertiary Admission Rank (ATAR) calculation, although no more than one result in an Applied subject can be used in the calculation of a student’s ATAR.
Extension subjects are extensions of the related General subjects and are studied either concurrently with, or after, Units 3 and 4 of the General course.
Typically, it is expected that most students will complete these courses across Years 11 and 12. All subjects build on the P–10 Australian Curriculum.
General syllabuses General subjects are suited to students who are interested in pathways beyond senior secondary schooling that lead primarily to tertiary studies and to pathways for vocational education and training and work. General subjects include Extension subjects.
Applied syllabuses Applied subjects are suited to students who are primarily interested in pathways beyond senior secondary schooling that lead to vocational education and training or work.
VET SubjectsVET Subjects are suited to students who are primarily interested in pathways beyond senior secondaryschooling that lead to vocational education and training or work.
Underpinning factors All senior syllabuses are underpinned by:
literacy — the set of knowledge and skills about language and texts essential for understanding andconveying content
numeracy — the knowledge, skills, behaviours and dispositions that students need to usemathematics in a wide range of situations, to recognise and understand the role of mathematics in theworld, and to develop the dispositions and capacities to use mathematical knowledge and skillspurposefully.
General syllabuses and Short Courses In addition to literacy and numeracy, General syllabuses and Short Courses are underpinned by:
21st century skills — the attributes and skills students need to prepare them for higher education,work and engagement in a complex and rapidly changing world. These include critical thinking,creative thinking, communication, collaboration and teamwork, personal and social skills, andinformation & communication technologies (ICT) skills.
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applied learning — the acquisition and application of knowledge, understanding and skills in real-world or lifelike contexts
community connections — the awareness and understanding of life beyond school through authentic,real-world interactions by connecting classroom experience with the world outside the classroom
core skills for work — the set of knowledge, understanding and non-technical skills that underpinsuccessful participation in work.
Vocational education and training (VET) Students can access VET programs through the school if it:
is a registered training organisation (RTO)
has a third-party arrangement with an external provider who is an RTO
offers opportunities for students to undertake school-based apprenticeships or traineeships.
Australian Tertiary Admission Rank (ATAR) eligibility The calculation of an Australian Tertiary Admission Rank (ATAR) will be based on a student’s:
best five General subject results or
best results in a combination of four General subject results plus an Applied subject result or aCertificate III or higher VET qualification.
The Queensland Tertiary Admissions Centre (QTAC) has responsibility for ATAR calculations.
English requirement Eligibility for an ATAR will require satisfactory completion of a QCAA English subject.
Satisfactory completion will require students to attain a result that is equivalent to a C level of achievement or better in one of five subjects — English, Essential English, Literature, English andLiterature Extension or English as an Additional Language.
While students must meet this standard to be eligible to receive an ATAR, it is not mandatory for a student’s English result to be included in the calculation of their ATAR.
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MSSC
Applied syllabuses In addition to literacy and numeracy, Applied syllabuses are underpinned by:
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General Syllabuses Structure The syllabus structure consists of a course overview and assessment.
General syllabuses course overview General syllabuses are developmental four-unit courses of study.
Units 1 and 2 provide foundational learning, allowing students to experience all syllabus objectives and begin engaging with the course subject matter. It is intended that Units 1 and 2 are studied as a pair. Assessment in Units 1 and 2 provides students with feedback on their progress in a course of study and contributes to the award of a QCE.
Students should complete Units 1 and 2 before starting Units 3 and 4.
Units 3 and 4 consolidate student learning. Assessment in Units 3 and 4 is summative and student results contribute to the award of a QCE and to ATAR calculations.
Extension syllabuses course overview Extension subjects are extensions of the related General subjects and include external assessment. Extension subjects are studied either concurrently with, or after, Units 3 and 4 of the General course of study.
Extension syllabuses are courses of study that consist of two units (Units 3 and 4). Subject matter, learning experiences and assessment increase in complexity across the two units as students develop greater independence as learners.
The results from Units 3 and 4 contribute to the award of a QCE and to ATAR calculations.
Assessment
Units 1 and 2 assessments Schools decide the sequence, scope and scale of assessments for Units 1 and 2. These assessments should reflect the local context. Teachers determine the assessment program, tasks and marking guides that are used to assess student performance for Units 1 and 2.
Units 1 and 2 assessment outcomes provide feedback to students on their progress in the course of study. Schools should develop at least two but no more than four assessments for Units 1 and 2. At least one assessment must be completed for each unit.
Schools report satisfactory completion of Units 1 and 2 to the QCAA, and may choose to report levels of achievement to students and parents/carers using grades, descriptive statements or other indicators.
Units 3 and 4 assessments Students complete a total of four summative assessments — three internal and one external — that count towards the overall subject result in each General subject.
Schools develop three internal assessments for each senior subject to reflect the requirements described in Units 3 and 4 of each General syllabus.
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The three summative internal assessments need to be endorsed by the QCAA before they are used in schools. Students’ results in these assessments are externally confirmed by QCAA assessors. These confirmed results from internal assessment are combined with a single result from an external assessment, which is developed and marked by the QCAA. The external assessment result for a subject contributes to a determined percentage of a students' overall subject result. For most subjects this is 25%; for Mathematics and Science subjects it is 50%.
Instrument-specific marking guides Each syllabus provides instrument-specific marking guides (ISMGs) for summative internal assessments.
The ISMGs describe the characteristics evident in student responses and align with the identified assessment objectives. Assessment objectives are drawn from the unit objectives and are contextualised for the requirements of the assessment instrument.
Schools cannot change or modify an ISMG for use with summative internal assessment.
As part of quality teaching and learning, schools should discuss ISMGs with students to help them understand the requirements of an assessment task.
External assessment External assessment is summative and adds valuable evidence of achievement to a student’s profile. External assessment is:
common to all schools
administered under the same conditions at the same time and on the same day
developed and marked by the QCAA according to a commonly applied marking scheme.
The external assessment contributes a determined percentage (see specific subject guides — assessment) to the student’s overall subject result and is not privileged over summative internal assessment.
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Applied Syllabuses Structure The syllabus structure consists of a course overview and assessment.
Applied syllabuses course overview Applied syllabuses are developmental four-unit courses of study.
Units 1 and 2 of the course are designed to allow students to begin their engagement with the course content, i.e. the knowledge, understanding and skills of the subject. Course content, learning experiences and assessment increase in complexity across the four units as students develop greater independence as learners.
Units 3 and 4 consolidate student learning. Results from assessment in Applied subjects contribute to the award of a QCE and results from Units 3 and 4 may contribute as a single input to ATAR calculation.
A course of study for Applied syllabuses includes core topics and elective areas for study.
Assessment Applied syllabuses use four summative internal assessments from Units 3 and 4 to determine a student’s exit result.
Schools should develop at least two but no more than four internal assessments for Units 1 and 2 and these assessments should provide students with opportunities to become familiar with the summative internal assessment techniques to be used for Units 3 and 4.
Applied syllabuses do not use external assessment.
Instrument-specific standards matrixes For each assessment instrument, schools develop an instrument-specific standards matrix by selecting the syllabus standards descriptors relevant to the task and the dimension/s being assessed. The matrix is shared with students and used as a tool for making judgments about the quality of students’ responses to the instrument. Schools develop assessments to allow students to demonstrate the range of standards.
Essential English and Essential Mathematics — Common internal assessment Students complete a total of four summative internal assessments in Units 3 and 4 that count toward their overall subject result. Schools develop three of the summative internal assessments for each senior subject and the other summative assessment is a common internal assessment (CIA) developed by the QCAA.
The CIA for Essential English and Essential Mathematics is based on the learning described in Unit 3 of the respective syllabus. The CIA is: • developed by the QCAA• common to all schools• delivered to schools by the QCAA• administered flexibly in Unit 3• administered under supervised conditions• marked by the school according to a common marking scheme developed by the
QCAA.
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The CIA is not privileged over the other summative internal assessment.
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Summative internal assessment — instrument-specific standards The Essential English and Essential Mathematics syllabuses provide instrument-specific standards for the three summative internal assessments in Units 3 and 4.
The instrument-specific standards describe the characteristics evident in student responses and align with the identified assessment objectives. Assessment objectives are drawn from the unit objectives and are contextualised for the requirements of the assessment instrument.
VET Courses Vocational Education and Training courses are subjects students can study on either a Vocational or Tertiary pathway. Fees for these courses are paid directly to the Registered Training Organisation responsible for each certificate. VET courses can contribute anywhere between 4 to 8 credit points towards a child’s Queensland Certificate of Education. Students are assessed in these subjects as Working Towards Competency (WTC), Competency Not Achieved (CNA) or Competency Achieved (CA) and may be given more than one opportunity to demonstrate their acquisition of required competencies.
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The Senior Curriculum Offered to Year 11-12 2022/23FACULTY GENERAL SUBJECTS APPLIED or VET SUBJECTS
MATHEMATICS
General Mathematics Essential Mathematics
Mathematical Methods Specialist Mathematics Mathematics Leader of Learning: Anmarie Kable – [email protected]
ENGLISH English Essential English
English Literature English Leader of Learning: Peter Morris - [email protected]
HUMANITIES Ancient History Tourism
Social and Community Studies Modern History Humanities Leader of Learning: Jodie Hill - [email protected]
ENTREPRENEURSHIP & INNOVATION
Diploma of Business (BSB502155) Certificate III in Micro Business Operations (Innovation Project) (BSB30315) Certificate IV in Crime and Justice (10283NAT)
Legal Studies
eLearning\Entrepreneurship and Innovation Leader of Learning: Rhiann Nelson – [email protected]
SENIOR SECONDARY Certificate III in Active Volunteering (CHC34015) Certificate II in Skills for Work and Vocational Pathways (FSK20113)
Senior Secondary Leader of Learning: Matthew Plekker – [email protected]
APPLIEDTECHNOLOGY
Design Fashion - Certificate II in Applied Fashion Design and Technology (MST20616)Industrial Technology Skills *May change to Certificate II in Furniture makingInformation & Communication TechnologyCertificate II in Engineering Pathways (MEM20413) Certificate III in Information Technology (ICT30120) Certificate II and III in Hospitality (SIT20316) (SIT30616)Certificate III in Early Childhood Education and Care (CHC30113)
Digital Solutions Engineering Food and Nutrition
Applied Technologies Leaders of Learning: Fiona Wake - [email protected]
HEALTH AND PHYSICAL EDUCATION
Health Education Sport & Recreation Certificate II and III in Sport & Recreation (SIS20115) (SIS30115) Certificate III in Fitness (SIS30315)Certificate III in Health Services Assistance (HLT33115)(including HLT23215 Certificate II in Health Support Services)
Physical Education
Health and Physical Education Leader of Learning: Scott Forester – [email protected]
SCIENCE
Biology Certificate III in Laboratory Skills (MSL30118)
Chemistry Physics Psychology
Science Leader of Learning: Kerrie Smedley - [email protected]
LOTE Spanish LOTE Leader of Learning: Jodie Hill - [email protected]
CREATIVE INDUSTRIES
Dance Certificate II Creative Industries (CUA20215) Certificate II Visual Arts (CUA20715)
Drama Film, Television & New Media Visual Art Music
Creative Industries Leader of Learning: Filippa Lo Giudice - [email protected]: Please note that subjects may not proceed if there are insufficient numbers and in the case of Vocational Education (VET) subjects if changes to our Scope of Registration with Queensland Curriculum and Assessment Authority (QCAA) is
not approved for 2022. Cert III, IV and Diploma provided by external RTOs incur extra fees.Murrumba State Secondary College Senior Subject Guide
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Prerequisites for Year 11-12 2022/23SUBJECT MANDATORY RECOMMENDED
General Mathematics
Mathematical Methods
Specialist Mathematics Minimum B result in Year 10 Maths
Extension and C result in Year 10Specialist Maths. Required companion: Math Methods.
Essential Mathematics Nil. English Minimum B result in Year 10 English
English Literature Minimum B result in Year 10 English Essential English Nil. Ancient History Minimum B result in Year 10 History and C
in Year 10 English
Modern History
Tourism Nil. Social and Community Studies Nil.
Legal Studies Minimum B result in Year 10 Legal Studies and C in Year 10 English
Diploma of Business Minimum C result in Year 10 Legal Studies or Year 10 Entrepreneurship Education
Innovations Project Nil.
Cert III in Active Volunteering Nil. Cert II in Skills for Work and
Vocational Pathways Nil.
Fashion - Certificate II in Applied Fashion Design and
Technology
Nil.
Design Minimum C result in Year 10 Core Maths and Year 10 English
Industrial Technology Skills Nil.
Minimum C result in Year 10 English Minimum C result in Year 10 Core Maths Minimum C result in Year 10 Design and
Industrial Technology
Engineering Minimum B in Year 10 Core Maths
Minimum C in Year 10 Science
Minimum C result in Year 10 Maths Extension
Minimum C result in Year 10 Science Extension
Minimum C result in Year 10 Engineering
Certificate II in Engineering Pathways
Nil.
Minimum C result in Year 10 Design and Industrial Technology
Digital Solutions
Minimum B in Year 10 Digital Solutions or Minimum B in Year 10 Information,
Communication & Technology. Information & Communication
Technology Nil.
Minimum C result in Year 10 English
Minimum B result in Year 10 English
Minimum B result in Year 10 English
Minimum A result in Year 10 EnglishMinimum A result in Year 10 English
Minimum C result in Year 10 Design
Minimum B result in Year 10 EnglishMinimum B result in Year 10 Core Maths
Minimum C result in Year 10 EnglishMinimum C result in Year 10 Core Maths
Minimum C result in Year 10 Maths Extension and B result in Year 10 Core Maths
Minimum C result in Year 10 Core Maths
Minimum B result in Year 10 Maths Extension and B result in Year 10 Core Maths
Minimum B result in Year 10 History and C in Year 10 English
Certificate IV in Crime and Justice Minimum B result in Year 10 Legal Studies Minimum C result in Year 10 English
Minimum C result in Year 10 English
Certificate III in Information Technology
Nil.
Minimum C result in Year 10 Information, Communication & Technology
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Sport and Recreation Nil.
Certificate II & III in Sport & Recreation
For entry into the Football Academy stream students must have participated in
the Football Academy program throughout Years 7 – 10.
Cert III in Fitness Nil.
Biology Minimum B result in Extension Science or
Minimum A result in Core Science Recommended companions: General Maths
and English.
Chemistry
Physics
Minimum B result in Extension Science. Required companion: Math Methods.
Psychology Minimum C result in Extension Science or
Minimum B result in Core Science. Recommended companion: General Maths
and English.
Spanish Minimum C result in Year 10 Spanish
Dance Minimum C result in a Year 10
Creative Industries subject.
Drama Minimum C result in Year 10 Drama or Minimum B result in a Creative Industries
course.
Film, Television & New Media
Minimum C result in Year 10 Media Arts or Minimum B result in a Creative Industries
course.
Visual Art Minimum B result in Year 10 Art
Certificate II in Visual Arts Nil. Music Minimum B result in Year 10 Music
or Minimum C result in Year 10 HPM
Minimum B result in Year 10 Spanish
Minimum C result in Year 10 EnglishPrivate Dance Lessons
Minimum C result in Year 10 English
Minimum C result in Year 10 English
Minimum C result in Year 10 English
Certificate III in Laboratory Skills Nil.
Minimum C result in Year 10 English
Minimum B result in Extension Science or Minimum A result in Core Science
Recommended companions: General Maths and English.
Physical Education Minimum C result in Year 10 Extension HPE
or Minimum B result in the Year 10 core HPE (theory component) and C in Year 10
English
Food and Nutrition Minimum B in Year 10 Food and NutritionCertificate II and III Hospitality Nil.
Certificate III in Early Childhood Education and Care
Nil.
Health Education Minimum C result in Year 10 Extension
Health or Minimum B in the Year 10 core HPE (theory component) and C in Year 10
English
Certificate II & III in Health Services Assistance
Successful completion of the Certificate II in Health Support Services is required to continue into the Certificate III
Certificate II Creative Industries Nil.
Specialist Maths
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General Mathematics General senior subject
General
General Mathematics’ major domains are Number and algebra, Measurement and geometry, Statistics, and Networks and matrices, building on the content of the P–10 Australian Curriculum.
General Mathematics is designed for students who want to extend their mathematical skills beyond Year 10 but whose future studies or employment pathways do not require calculus.
Students build on and develop key mathematical ideas, including rates and percentages, concepts from financial mathematics, linear and non-linear expressions, sequences, the use of matrices and networks to model and solve authentic problems, the use of trigonometry to find solutions to practical problems, and the exploration of real-world phenomena in statistics.
Students engage in a practical approach that equips learners for their needs as future citizens. They learn to ask appropriate questions, map out pathways, reason about complex solutions, set up models and communicate in different forms. They experience the relevance of mathematics to their daily lives, communities and cultural backgrounds. They develop the ability to understand, analyse and take action regarding social issues in their world.
Pathways A course of study in General Mathematics can establish a basis for further education and employment in the fields of business, commerce, education, finance, IT, social science and the arts.
Prerequisites Mandatory At a minimum, it is compulsory for students to have achieved a sound level (C) of achievement in Year 10 Mathematics Extension and a high level (B) of achievement in Core Mathematics.
RecommendedIt is recommended that students have achieved a sound level (C) of achievement in Year 10 English.
Objectives By the conclusion of the course of study, students will:
select, recall and use facts, rules,definitions and procedures drawn fromNumber and algebra, Measurement andgeometry, Statistics, and Networks andmatrices
comprehend mathematical concepts andtechniques drawn from Number andalgebra, Measurement and geometry,Statistics, and Networks and matrices
communicate using mathematical,statistical and everyday language andconventions
evaluate the reasonableness of solutions
justify procedures and decisions byexplaining mathematical reasoning
solve problems by applying mathematicalconcepts and techniques drawn fromNumber and algebra, Measurement andgeometry, Statistics, and Networks andmatrices.
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Structure
Unit 1 Unit 2 Unit 3 Unit 4
Money, measurement and relations Consumer arithmetic Shape and
measurement Linear equations and
their graphs
Applied trigonometry, algebra, matrices and univariate data Applications of
trigonometry Algebra and matrices Univariate data
analysis
Bivariate data, sequences and change, and Earth geometry Bivariate data
analysis Time series analysis Growth and decay in
sequences Earth geometry and
time zones
Investing and networking Loans, investments
and annuities Graphs and networks Networks and
decision mathematics
Assessment
Formative assessments Schools devise assessments in Units 1 and 2 to suit their local context.
Unit 1 Unit 2
Formative internal assessment: Problem-solving and modelling task
20% Formative internal assessment: Examination
15%
Formative internal assessment: Examination
15%
Formative internal assessment: 50% Examination
Summative assessments In Units 3 and 4 students complete four summative assessments. The results from each of the assessments are added together to provide a subject score out of 100. Students will also receive an overall subject result (A–E).
Unit 3 Unit 4
Summative internal assessment 1 (IA1): Problem-solving and modelling task
20% Summative internal assessment 3 (IA3): Examination
15%
Summative internal assessment 2 (IA2): Examination
15%
Summative external assessment (EA): 50% Examination
Subject Costs Please refer to the Fee Matrix on the College website.
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General Mathematical Methods General senior subject
Mathematical Methods’ major domains are Algebra, Functions, relations and their graphs, Calculus and Statistics.
Mathematical Methods enables students to see the connections between mathematics and other areas of the curriculum and apply their mathematical skills to real-world problems, becoming critical thinkers, innovators and problem-solvers.
Students learn topics that are developed systematically, with increasing levels of sophistication, complexity and connection, and build on algebra, functions and their graphs, and probability from the P–10 Australian Curriculum. Calculus is essential for developing an understanding of the physical world. The domain Statistics is used to describe and analyse phenomena involving uncertainty and variation. Both are the basis for developing effective models of the world and solving complex and abstract mathematical problems.
Students develop the ability to translate written, numerical, algebraic, symbolic and graphical information from one representation to another. They make complex use of factual knowledge to successfully formulate, represent and solve mathematical problems.
Pathways A course of study in Mathematical Methods can establish a basis for further education and employment in the fields of natural and physical sciences (especially physics and chemistry), mathematics and science education, medical and health sciences (including human biology, biomedical science, nanoscience and forensics), engineering (including chemical, civil, electrical and mechanical engineering, avionics, communications and mining),
Murrumba State Secondary College Senior Subject Guide
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computer science (including electronics and software design), psychology and business.
Prerequisites Mandatory At a minimum, it is compulsory for students to have achieved a high level (B) of achievement in Year 10 Extension Mathematics and a high level (B) of achievement in Year 10 Core Mathematics.
RecommendedIt is recommended that students have achieved a high level (B) of achievement in Year 10 English.
Objectives By the conclusion of the course of study, students will: select, recall and use facts, rules,
definitions and procedures drawn fromAlgebra, Functions, relations and theirgraphs, Calculus and Statistics
comprehend mathematical concepts andtechniques drawn from Algebra,Functions, relations and their graphs,Calculus and Statistics
communicate using mathematical,statistical and everyday language andconventions
evaluate the reasonableness of solutions
justify procedures and decisions byexplaining mathematical reasoning
solve problems by applying mathematicalconcepts and techniques drawn fromAlgebra, Functions, relations and theirgraphs, Calculus and Statistics.
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Structure
Unit 1 Unit 2 Unit 3 Unit 4
Algebra, statistics and functions Arithmetic and
geometric sequencesand series 1
Functions and graphs Counting and
probability Exponential
functions 1 Arithmetic and
geometric sequences
Calculus and further functions Exponential
functions 2 The logarithmic
function 1 Trigonometric
functions 1 Introduction to
differential calculus Further differentiation
and applications 1 Discrete random
variables 1
Further calculus The logarithmic
function 2 Further differentiation
and applications 2 Integrals
Further functions and statistics Further differentiation
and applications 3 Trigonometric
functions 2 Discrete random
variables 2 Continuous random
variables and thenormal distribution
Interval estimates forproportions
Assessment Formative assessments Schools devise assessments in Units 1 and 2 to suit their local context.
Unit 1 Unit 2
Formative internal assessment: Problem-solving and modelling task
20% Formative internal assessment: Examination
15%
Formative internal assessment: Examination
15%
Formative internal assessment: 50% Examination
Summative assessments In Units 3 and 4 students complete four summative assessments. The results from each of the assessments are added together to provide a subject score out of 100. Students will also receive an overall subject result (A–E).
Unit 3 Unit 4
Summative internal assessment 1 (IA1): Problem-solving and modelling task
20% Summative internal assessment 3 (IA3): Examination
15%
Summative internal assessment 2 (IA2): Examination
15%
Summative external assessment (EA): 50% Examination
Subject Costs Please refer to the Fee Matrix on the College website.
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Specialist Mathematics General senior subject
General
Specialist Mathematics’ major domains are Vectors and matrices, Real and complex numbers, Trigonometry, Statistics and Calculus.
Specialist Mathematics is designed for students who develop confidence in their mathematical knowledge and ability, and gain a positive view of themselves as mathematics learners. They will gain an appreciation of the true nature of mathematics, its beauty and its power.
Students learn topics that are developed systematically, with increasing levels of sophistication, complexity and connection, building on functions, calculus, statistics from Mathematical Methods, while vectors, complex numbers and matrices are introduced. Functions and calculus are essential for creating models of the physical world. Statistics are used to describe and analyse phenomena involving probability, uncertainty and variation. Matrices, complex numbers and vectors are essential tools for explaining abstract or complex relationships that occur in scientific and technological endeavours.
Student learning experiences range from practising essential mathematical routines to developing procedural fluency, through to investigating scenarios, modelling the real world, solving problems and explaining reasoning.
Pathways A course of study in Specialist Mathematics can establish a basis for further education and employment in the fields of science, all branches of mathematics and statistics, computer science, medicine, engineering, finance and economics.
Prerequisites Mandatory At a minimum, it is compulsory for students to have achieved a sound level (C) of achievement in Year 10 Specialist Mathematics and a high level (B) of achievement in Year 10 Extension Mathematics. This subject must be done in conjunction with Mathematical Methods.
RecommendedIt is recommended that students have achieved a high level (B) of achievement in Year 10 English.
Objectives By the conclusion of the course of study students will:
definitions and procedures drawn fromVectors and matrices, Real and complexnumbers, Trigonometry, Statistics andCalculus
• select recall and use facts, rules,
• comprehend mathematical concepts andtechniques drawn from Vectors andmatrices, Real and complex numbers,Trigonometry, Statistics and Calculus
• communicate using mathematical,statistical and everyday language andconventions
• evaluate the reasonableness of solutions
• justify procedures and decisions, andprove propositions by explainingmathematical reasoning
• solve problems by applying mathematicalconcepts and techniques drawn fromVectors and matrices, Real and complexnumbers, Trigonometry, Statistics andCalculus.
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Structure Specialist Mathematics is to be undertaken in conjunction with, or on completion of, Mathematical Methods.
Unit 1 Unit 2 Unit 3 Unit 4
Combinatorics, vectors and proof Combinatorics Vectors in the plane Introduction to proof
Complex numbers, trigonometry, functions and matrices Complex numbers 1 Trigonometry and
functions Matrices
Mathematical induction, and further vectors, matrices and complex numbers Proof by
mathematicalinduction
Vectors and matrices Complex numbers 2
Further statistical and calculus inference Integration and
applications ofintegration
Rates of change anddifferential equations
Statistical inference
Assessment
Formative assessments Schools devise assessments in Units 1 and 2 to suit their local context.
Unit 1 Unit 2
Formative internal assessment: Problem-solving and modelling task
20% Formative internal assessment: Examination
15%
Formative internal assessment: Examination
15%
Formative internal assessment: 50% Examination
Summative assessments In Units 3 and 4 students complete four summative assessments. The results from each of the assessments are added together to provide a subject score out of 100. Students will also receive an overall subject result (A–E).
Unit 3 Unit 4
Summative internal assessment 1 (IA1): Problem-solving and modelling task
20% Summative internal assessment 3 (IA3): Examination
15%
Summative internal assessment 2 (IA2): Examination
15%
Summative external assessment (EA): 50% Examination
Subject Costs Please refer to the Fee Matrix on the College website.
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Essential Mathematics Applied senior subject
Applied
Essential Mathematics’ major domains are Number, Data, Location and time, Measurement and Finance.
Essential Mathematics benefits students because they develop skills that go beyond the traditional ideas of numeracy.
Students develop their conceptual understanding when they undertake tasks that require them to connect mathematical concepts, operations and relations. They learn to recognise definitions, rules and facts from everyday mathematics and data, and to calculate using appropriate mathematical processes.
Students interpret and use mathematics to make informed predictions and decisions about personal and financial priorities. This is achieved through an emphasis on estimation, problem-solving and reasoning, which develops students into thinking citizens.
Pathways A course of study in Essential Mathematics can establish a basis for further education and employment in the fields of trade, industry, business and community services. Students learn within a practical context related to general employment and successful participation in society, drawing on the mathematics used by various professional and industry groups.
Prerequisites RecommendedIt is recommended that students have achieved a sound level (C) of achievement in Year 10 Core Mathematics.
Objectives By the conclusion of the course of study, students will:
select, recall and use facts, rules,definitions and procedures drawn fromNumber, Data, Location and time,Measurement and Finance
comprehend mathematical concepts andtechniques drawn from Number, Data,Location and time, Measurement andFinance
communicate using mathematical,statistical and everyday language andconventions
evaluate the reasonableness of solutions
justify procedures and decisions byexplaining mathematical reasoning
solve problems by applying mathematicalconcepts and techniques drawn fromNumber, Data, Location and time,Measurement and Finance.
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Structure
Unit 1 Unit 2 Unit 3 Unit 4
Number, data and graphs Fundamental topic:
Calculations Number Representing data Graphs
Money, travel and data Fundamental topic:
Calculations Managing money Time and motion Data collection
Measurement, scales and data Fundamental topic:
Calculations Measurement Scales, plans and
models Summarising and
comparing data
Graphs, chance and loans Fundamental topic:
Calculations Bivariate graphs Probability and
relative frequencies Loans and compound
interest
Assessment
Formative assessments Schools devise assessments in Units 1 and 2 to suit their local context.
Unit 1 Unit 2
Formative internal assessment: Problem-solving and modelling task
Formative internal assessment: Problem-solving and modelling task
Formative internal assessment: Common internal assessment (CIA)
Formative internal assessment: Examination
Summative assessments In Units 3 and 4 students complete four summative assessments. Schools develop three summative internal assessments and the common internal assessment (CIA) is developed by the QCAA.
Unit 3 Unit 4
Summative internal assessment 1 (IA1): Problem-solving and modelling task
Summative internal assessment 3 (IA3): Problem-solving and modelling task
Summative internal assessment 2 (IA2): Common internal assessment (CIA)
Summative internal assessment (IA4): Examination
Subject Costs Please refer to the Fee Matrix on the College website.
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General English General senior subject
English focuses on the study of both literary texts and non-literary texts, developing students as independent, innovative and creative learners and thinkers who appreciate the aesthetic use of language, analyse perspectives and evidence, and challenge ideas and interpretations through the analysis and creation of varied texts.
Students are offered opportunities to interpret and create texts for personal, cultural, social and aesthetic purposes. They learn how language varies according to context, purpose and audience, content, modes and mediums, and how to use it appropriately and effectively for a variety of purposes. Students have opportunities to engage with diverse texts to help them develop a sense of themselves, their world and their place in it.
Students communicate effectively in Standard Australian English for the purposes of responding to and creating texts. They make choices about generic structures, language, textual features and technologies for participating actively in literary analysis and the creation of texts in a range of modes, mediums and forms, for a variety of purposes and audiences. They explore how literary and non-literary texts shape perceptions of the world, and consider ways in which texts may reflect or challenge social and cultural ways of thinking and influence audiences.
Pathways A course of study in English promotes open-mindedness, imagination, critical awareness and intellectual flexibility — skills that prepare students for local and global citizenship, and for lifelong learning across a wide range of contexts.
English is highly regarded as a basis of higher-order thinking and communication. These skills transfer across all areas of tertiary study, however, students who study English often pursue courses in the Arts, Media, Education, Politics and Law. It is a pre-requisite for many university courses.
Murrumba State Secondary College Senior Subject Guide
MSSC
Prerequisites Mandatory At a minimum, it is compulsory for students to have achieved a high level (B) of achievement in Year 10 English.
Recommended It is recommended that students have achieved a very high level (A) of achievement in Year 10 English.
Objectives By the conclusion of the course of study, students will: use patterns and conventions of genres to
achieve particular purposes in culturalcontexts and social situations
establish and maintain roles of thewriter/speaker/signer/designer andrelationships with audiences
create and analyse perspectives andrepresentations of concepts, identities,times and places
make use of and analyse the ways culturalassumptions, attitudes, values and beliefsunderpin texts and invite audiences totake up positions
use aesthetic features and stylisticdevices to achieve purposesand analyse their effects in texts
select and synthesise subject matter tosupport perspectives
organise and sequence subject matter toachieve particular purposes
use cohesive devices to emphasise ideasand connect parts of texts
make language choices for particularpurposes and contexts
use grammar and language structures forparticular purposes
use mode-appropriate features to achieveparticular purposes.
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Structure
Unit 1 Unit 2 Unit 3 Unit 4
Perspectives and texts Examining and
creating perspectivesin texts
Responding to avariety of non-literaryand literary texts
Creating responses forpublic audiences andpersuasive texts
Texts and culture Examining and
shapingrepresentations ofculture in texts
Responding toliterary and non-literary texts,including a focus onAustralian texts
Creating imaginativeand analytical texts
Textual connections Exploring
connections betweentexts
Examining differentperspectives of thesame issue in textsand shaping ownperspectives
Creating responsesfor public audiencesand persuasive texts
Close study of literary texts Engaging with
literary texts fromdiverse times andplaces
Responding toliterary textscreatively andcritically
Creating imaginativeand analytical texts
Assessment
Formative assessments Schools devise assessments in Units 1 and 2 to suit their local context.
Unit 1 Unit 2
Formative internal assessment: Extended response — written
response for a public audience
25% Formative internal assessment: Extended response — imaginative
written response
25%
Formative internal assessment: Extended response — persuasive
spoken response
25% Formative internal assessment: Examination — analytical written
response
25%
Summative assessments In Units 3 and 4 students complete four summative assessments. The results from each of the assessments are added together to provide a subject score out of 100. Students will also receive an overall subject result (A–E).
Unit 3 Unit 4
Summative internal assessment 1 (IA1): Extended response — written response
for a public audience
25% Summative internal assessment 3 (IA3): Extended response — imaginative
written response
25%
Summative internal assessment 2 (IA2): Extended response — persuasive
spoken response
25% Summative external assessment (EA): Examination — analytical written
response
25%
Subject Costs Please refer to the Fee Matrix on the College website.
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Literature General senior subject
General
Literature focuses on the study of literary texts, developing students as independent, innovative and creative learners and thinkers who appreciate the aesthetic use of language, analyse perspectives and evidence, and challenge ideas and interpretations through the analysis and creation of varied literary texts.
Students engage with language and texts through a range of teaching and learning experiences to foster the skills to communicate effectively. They make choices about generic structures, language, textual features and technologies to participate actively in the dialogue and detail of literary analysis and the creation of imaginative and analytical texts in a range of modes, mediums and forms.
Students explore how literary texts shape perceptions of the world and enable us to enter the worlds of others. They explore ways in which literary texts may reflect or challenge social and cultural ways of thinking and influence audiences.
Pathways A course of study in Literature promotes open-mindedness, imagination, critical awareness and intellectual flexibility — skills that prepare students for local and global citizenship, and for lifelong learning across a wide range of contexts.
Literature is highly regarded as a basis of higher-order thinking and communication. These skills transfer across all areas of tertiary study, however, students who study Literature will pursue courses in the Arts, Media, Education, Politics and Law.
Prerequisites Mandatory At a minimum, it is compulsory for students to have achieved a high level (B) of achievement in Year 10 English.
Recommended It is recommended that students have achieved a very high level (A) of achievement in Year 10 English.
Objectives By the conclusion of the course of study, students will: use patterns and conventions of genres to
achieve particular purposes in culturalcontexts and social situations
establish and maintain roles of thewriter/speaker/signer/designer andrelationships with audiences
create and analyse perspectives andrepresentations of concepts, identities,times and places
make use of and analyse the ways culturalassumptions, attitudes, values and beliefsunderpin texts and invite audiences totake up positions
use aesthetic features and stylisticdevices to achieve purposesand analyse their effects in texts
select and synthesise subject matter tosupport perspectives
organise and sequence subject matter toachieve particular purposes
use cohesive devices to emphasise ideasand connect parts of texts
make language choices for particularpurposes and contexts
use grammar and language structures forparticular purposes
use mode-appropriate features to achieveparticular purposes
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Structure
Unit 1 Unit 2 Unit 3 Unit 4
Introduction to literary studies Ways literary texts are
received andresponded to
How textual choicesaffect readers
Creating analyticaland imaginative texts
Texts and culture Ways literary texts
connect with eachother — genre,concepts andcontexts
Ways literary textsconnect with eachother — style andstructure
Creating analyticaland imaginative texts
Literature and identity Relationship between
language, cultureand identity in literarytexts
Power of language torepresent ideas,events and people
Creating analyticaland imaginative texts
Independent explorations Dynamic nature of
literary interpretation Close examination of
style, structure andsubject matter
Creating analyticaland imaginative texts
Assessment
Formative assessments Schools devise assessments in Units 1 and 2 to suit their local context.
Unit 1 Unit 2
Formative internal assessment: Examination — analytical written
response
25% Formative internal assessment: Extended response — imaginative
written response
25%
Formative internal assessment: Extended response — imaginative
spoken/multimodal response
25% Formative internal assessment: Examination — analytical written
response
25%
Summative assessments In Units 3 and 4 students complete four summative assessments. The results from each of the assessments are added together to provide a subject score out of 100. Students will also receive an overall subject result (A–E).
Unit 3 Unit 4
Summative internal assessment 1 (IA1): Examination — analytical written
response
25% Summative internal assessment 3 (IA3): Extended response — imaginative
written response
25%
Summative internal assessment 2 (IA2): Extended response — imaginative
spoken/multimodal response
25% Summative external assessment (EA): Examination — analytical written
response
25%
Subject Costs Please refer to the Fee Matrix on the College website.
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Essential English Applied senior subject
Applied
Essential English develops and refines students’ understanding of language, literature and literacy to enable them to interact confidently and effectively with others in everyday, community and social contexts. Students recognise language and texts as relevant in their lives now and in the future and learn to understand, accept or challenge the values and attitudes in these texts.
Students engage with language and texts to foster skills to communicate confidently and effectively in Standard Australian English in a variety of contemporary contexts and social situations, including everyday, social, community, further education and work-related contexts. They choose generic structures, language, language features and technologies to best convey meaning. They develop skills to read for meaning and purpose, and to use, critique and appreciate a range of contemporary literary and non-literary texts.
Students use language effectively to produce texts for a variety of purposes and audiences and engage creative and imaginative thinking to explore their own world and the worlds of others. They actively and critically interact with a range of texts, developing an awareness of how the language they engage with positions them and others.
Pathways A course of study in Essential English promotes open-mindedness, imagination, critical awareness and intellectual flexibility — skills that prepare students for local and global citizenship, and for lifelong learning across a wide range of contexts.
Essential English focusses on communication in the workplace and the community. These skills transfer across many areas of the workforce and further education such as TAFE.
Prerequisites No prerequisites are required to study this subject.
Objectives By the conclusion of the course of study, students will:
use patterns and conventions of genres toachieve particular purposes in culturalcontexts and social situations
use appropriate roles and relationshipswith audiences
construct and explain representations ofidentities, places, events and concepts
make use of and explain the ways culturalassumptions, attitudes, values and beliefsunderpin texts and influence meaning
explain how language features and textstructures shape meaning and inviteparticular responses
select and use subject matter to supportperspectives
sequence subject matter and use mode-appropriate cohesive devices to constructcoherent texts
make mode-appropriate language choicesaccording to register informed by purpose,audience and context
use language features to achieveparticular purposes across modes.
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Structure
Unit 1 Unit 2 Unit 3 Unit 4
Language that works Responding to a
variety of texts usedin and developed fora work context
Creating multimodaland written texts
Texts and human experiences Responding to
reflective andnonfiction texts thatexplore humanexperiences
Creating spoken andwritten texts
Language that influences Creating and shaping
perspectives oncommunity, local andglobal issues in texts
Responding to textsthat seek to influenceaudiences
Representations and popular culture texts Responding to
popular culture texts Creating
representations ofAustralian identifies,places, events andconcepts
Assessment
Formative assessments Schools devise assessments in Units 1 and 2 to suit their local context.
Unit 1 Unit 2
Formative internal assessment: Extended response — spoken/signed response
Formative internal assessment: Extended response — Multimodal response
Formative internal assessment: Internal assessment – written response
Formative internal assessment: Extended response — Written response
Summative assessments In Units 3 and 4 students complete four summative assessments. Schools develop three summative internal assessments and the common internal assessment (CIA) is developed by the QCAA.
Unit 3 Unit 4
Summative internal assessment 1 (IA1): Extended response — spoken/signed response
Summative internal assessment 3 (IA3): Extended response — Multimodal response
Summative internal assessment 2 (IA2): Common internal assessment (CIA)
Summative internal assessment (IA4): Extended response — Written response
Subject Costs Please refer to the Fee Matrix on the College website.
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Murrumba State Secondary College Senior Subject Guide
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Ancient History General senior subject
General
Ancient History provides opportunities for students to study people, societies and civilisations of the past, from the development of the earliest human communities to the end of the Middle Ages. Students explore the interaction of societies, and the impact of individuals and groups on ancient events and ways of life, and study the development of some features of modern society, such as social organisation, systems of law, governance and religion.
Students analyse and interpret archaeological and written evidence. They develop increasingly sophisticated skills and understandings of historical issues and problems by interrogating the surviving evidence of ancient sites, societies, individuals and significant historical periods. They investigate the problematic nature of evidence, pose increasingly complex questions about the past and formulate reasoned responses.
Students gain multi-disciplinary skills in analysing textual and visual sources, constructing arguments, challenging assumptions, and thinking both creatively and critically.
Pathways A course of study in Ancient History can establish a basis for further education and employment in the fields of archaeology, history, education, psychology, sociology, law, business, economics, politics, journalism, the media, health and social sciences, writing, academia and research. The knowledge, skills and attitudes students gain are transferable to all discipline areas and post-schooling tertiary pathways. The research and analytical skills this course develops are universally valued in a wide range of industries, with students of Ancient History developing a number of highly transferable skills during their studies.
Prerequisites Mandatory At a minimum, it is compulsory for students to have achieved a high level (B) of achievement in Year 10 History and a sound level (C) of achievement in Year 10 English.
Objectives By the conclusion of the course of study, students will:
comprehend terms, issues and concepts
devise historical questions and conductresearch
analyse historical sources and evidence
synthesise information from historicalsources and evidence
evaluate historical interpretations
create responses that communicatemeaning.
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Structure
Unit 1 Unit 2 Unit 3 Unit 4
Investigating the ancient world Digging up the past Ancient societies —
Slavery Ancient societies —
Art and architecture Ancient societies —
Weapons and warfare Ancient societies —
Technology andengineering
Ancient societies —The family
Ancient societies —Beliefs, rituals andfunerary practices.
Personalities in their time Hatshepsut Akhenaten Xerxes Perikles Alexander the Great Hannibal Barca Cleopatra Agrippina the
Younger Nero Boudica Cao Cao Saladin (An-Nasir
Salah ad-Din Yusufibn Ayyub)
Richard the Lionheart Alternative choice of
personality
Reconstructing the ancient world Thebes — East and
West, 18th DynastyEgypt
The Bronze AgeAegean
Assyria from TiglathPileser III to the fall ofthe Empire
Fifth Century Athens(BCE)
Philip II andAlexander III ofMacedon
Early Imperial Rome Pompeii and
Herculaneum Later Han Dynasty
and the ThreeKingdoms
The ‘Fall’ of theWestern RomanEmpire
The MedievalCrusades
People, power and authority Schools choose one study of power from: Ancient Egypt — New
Kingdom Imperialism Ancient Greece — the
Persian Wars Ancient Greece — the
Peloponnesian War Ancient Rome — the
Punic Wars Ancient Rome — Civil
War and thebreakdown of theRepublic
QCAA will nominate one topic that will be the basis for an external examination from: Thutmose III Rameses II Themistokles Alkibiades Scipio Africanus Caesar Augustus
Assessment
Formative assessments Schools devise assessments in Units 1 and 2 to suit their local context.
Unit 1 Unit 2
Formative internal assessment: Examination — essay in response to
historical sources
25% Formative internal assessment: Investigation — historical essay based on
research
25%
Formative internal assessment: Independent source investigation
25% Formative internal assessment: Examination — short responses to
historical sources
25%
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Summative assessments In Units 3 and 4 students complete four summative assessments. The results from each of the assessments are added together to provide a subject score out of 100. Students will also receive an overall subject result (A–E).
Unit 3 Unit 4
Summative internal assessment 1 (IA1): Examination — essay in response to
historical sources
25% Summative internal assessment 3 (IA3): Investigation — historical essay based on
research
25%
Summative internal assessment 2 (IA2): Independent source investigation
25% Summative external assessment (EA): Examination — short responses to
historical sources
25%
Subject Costs Please refer to the Fee Matrix on the College website.
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Modern History General senior subject
General
Modern History provides opportunities for students to gain historical knowledge and understanding about some of the main forces that have contributed to the development of the Modern World and to think historically and form a historical consciousness in relation to these same forces.
Modern History enables students to empathise with others and make meaningful connections between the past, present and possible futures.
Students learn that the past is contestable and tentative. Through inquiry into ideas, movements, national experiences and international experiences they discover how the past consists of various perspectives and interpretations.
Students gain a range of transferable skills that will help them become empathetic and critically-literate citizens who are equipped to embrace a multicultural, pluralistic, inclusive, democratic, compassionate and sustainable future.
Pathways A course of study in Modern History can establish a basis for further education and employment in the fields of history, education, psychology, sociology, law, business, economics, politics, journalism, the media, writing, academia and strategic analysis. The knowledge, skills and attitudes students gain are transferable to all discipline areas and post-schooling tertiary pathways. The research and analytical skills this course develops are universally valued in a wide range of industries, with students of Modern History developing a number of highly transferable skills during their studies.
Prerequisites Mandatory At a minimum, it is compulsory for students to have achieved a high level (B) of achievement in Year 10 History and a sound level (C) of achievement in Year 10 English.
Objectives By the conclusion of the course of study, students will:
comprehend terms, issues and concepts
devise historical questions and conductresearch
analyse historical sources and evidence
synthesise information from historicalsources and evidence
evaluate historical interpretations
create responses that communicatemeaning.
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Structure
Unit 1 Unit 2 Unit 3 Unit 4
Ideas in the modern world Australian Frontier
Wars,1788–1930s
Age of Enlightenment,1750s–1789
Industrial Revolution,1760s–1890s
American Revolution,1763–1783
French Revolution,1789–1799
Age of Imperialism,1848–1914
Meiji Restoration,1868–1912
Boxer Rebellion,1900–1901
Russian Revolution,1905–1920s
Xinhai Revolution,1911–1912
Iranian Revolution,1977–1979
Arab Spring since2010
Alternative topic forUnit 1
Movements in the modern world Australian Indigenous
rights movementsince 1967
Independencemovement in India,1857–1947
Workers’ movementsince the 1860s
Women’s movementsince 1893
May FourthMovement in China,1919
Independencemovement in Algeria,1945–1962
Independencemovement inVietnam, 1945–1975
Anti-apartheidmovement in SouthAfrica, 1948–1991
African-American civilrights movement,1954–1968
Environmentalmovement since the1960s
LGBTIQ civilrights movementsince 1969
Pro-democracymovement inMyanmar (Burma)since 1988
Alternative topic forUnit 2
National experiences in the modern world Australia, 1914–1949 England, 1707–1837 France, 1799–1815 New Zealand, 1841–
1934 Germany,1914–1945 United States of
America, 1917–1945 Soviet Union, 1920s–
1945 Japan, 1931–1967 China, 1931–1976 Indonesia, 1942–
1975 India, 1947–1974 Israel, 1948–1993 South Korea, 1948–
1972
International experiences in the modern world Australian
engagementwith Asia since 1945
Search for collectivepeace andsecurity since 1815
Trade and commercebetween nationssince 1833
Mass migrations since1848
Information Age since1936
Genocides and ethniccleansings since 1941
Nuclear Age since1945
Cold War, 1945–1991 Struggle for peace in
the Middle East since1948
Culturalglobalisation since1956
Spaceexploration since1957
Rights andrecognition of FirstPeoples since 1982
Terrorism, anti-terrorism and counter-terrorism since 1984
Assessment Formative assessments Schools devise assessments in Units 1 and 2 to suit their local context.
Unit 1 Unit 2
Formative internal assessment: Examination — essay in response to
historical sources
25% Formative internal assessment: Investigation — historical essay based
on research
25%
Formative internal assessment: Independent source investigation
25% Formative internal assessment: Examination — short responses to
historical sources
25%
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Summative assessments In Units 3 and 4 students complete four summative assessments. The results from each of the assessments are added together to provide a subject score out of 100. Students will also receive an overall subject result (A–E).
Unit 3 Unit 4
Summative internal assessment 1 (IA1): Examination — essay in response to
historical sources
25% Summative internal assessment 3 (IA3): Investigation — historical essay based
on research
25%
Summative internal assessment 2 (IA2): Independent source investigation
25% Summative external assessment (EA): Examination — short responses to
historical sources
25%
Subject Costs Please refer to the Fee Matrix on the College website.
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Tourism Applied senior subject
Applied
Tourism studies enable students to gain an appreciation of the role of the tourism industry and the structure, scope and operation of the related tourism sectors of travel, hospitality and visitor services.
Students examine the socio-cultural, environmental and economic aspects of tourism, as well as tourism opportunities, problems and issues across global, national and local contexts.
Students develop and apply tourism-related knowledge and understanding through learning experiences and assessment in which they plan projects, analyse issues and opportunities, and evaluate concepts and information.
Pathways A course of study in Tourism can establish a basis for further education and employment in businesses and industries such as tourist attractions, cruising, gaming, government and industry organisations, meeting and events coordination, caravan parks, marketing, museums and galleries, tour operations, wineries, cultural liaison, tourism and leisure industry development, and transport and travel.
Prerequisites No prerequisites are required to study this subject.
Objectives By the conclusion of the course of study, students should:
recall terminology associated with tourismand the tourism industry
describe and explain tourism conceptsand information
identify and explain tourism issues oropportunities
analyse tourism issues and opportunities
apply tourism concepts and informationfrom a local, national and globalperspective
communicate meaning and informationusing language conventions and featuresrelevant to tourism contexts
generate plans based on consumer andindustry needs
evaluate concepts and information withintourism and the tourism industry
draw conclusions and makerecommendations.
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Structure The Tourism course is designed around interrelated core topics and electives.
Core topics Elective topics
Tourism as an industry The travel experience Sustainable tourism
Technology and tourism Forms of tourism Tourist destinations and
attractions
Tourism marketing Types of tourism Tourism client groups
Assessment For Tourism, assessment from Units 3 and 4 is used to determine the student’s exit result, and consists of four instruments from at least three different assessment techniques, including:
one project
one examination
no more than two assessments from each technique.
Project Investigation Extended response Examination
A response to a single task, situation and/or scenario.
A response that includes locating and using information beyond students’ own knowledge and the data they have been given.
A technique that assesses the interpretation, analysis/examination and/or evaluation of ideas and information in provided stimulus materials.
A response that answers a number of provided questions, scenarios and/or problems.
At least two different components from the following: written: 500–900
words spoken: 2½–3½
minutes multimodal non-presentation: 8
A4 pages max (orequivalent)
presentation: 3–6 minutes
performance:continuous class time
product: continuousclass time.
Presented in one of the following modes: written: 600–1000
words spoken: 3–4 minutes multimodal non-presentation:
10 A4 pages max (or equivalent)
presentation: 4–7 minutes.
Presented in one of the following modes: written: 600–1000
words spoken: 3–4 minutes multimodal non-presentation:
10 A4 pages max (or equivalent)
presentation: 4–7 minutes.
60–90 minutes
50–250 words peritem
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Social & Community Studies Applied senior subject
Applied
Social & Community Studies focuses on personal development and social skills which lead to self-reliance, self-management and concern for others. It fosters appreciation of, and respect for, cultural diversity and encourages responsible attitudes and behaviours required for effective participation in the community and for thinking critically, creatively and constructively about their future.
Students develop personal, interpersonal, and citizenship skills, encompassing social skills, communication skills, respect for and interaction with others, building rapport, problem solving and decision making, self-esteem, self-confidence and resilience, workplace skills, learning and study skills.
Students use an inquiry approach in collaborative learning environments to investigate the dynamics of society and the benefits of working with others in the community. They are provided with opportunities to explore and refine personal values and lifestyle choices and to practise, develop and value social, community and workplace participation skills.
Pathways A course of study in Social & Community Studies can establish a basis for further education and employment, as it helps students develop the transferable skills and attributes necessary in all workplaces. It can lead students to employment in fields including retail, horticulture, recreation, social work and advocacy, hospitality, child/aged care, or any work that involves an understanding of social and environmental issues. Further studies include non-university courses in a number of fields including, but not limited to, social studies, environmental management and law Enforcement.
Prerequisites No prerequisites are required to study this subject.
Objectives By the conclusion of the course of study, students should:
recognise and describe concepts andideas related to the development ofpersonal, interpersonal and citizenshipskills
recognise and explain the ways life skillsrelate to social contexts
explain issues and viewpoints related tosocial investigations
organise information and material relatedto social contexts and issues
analyse and compare viewpoints aboutsocial contexts and issues
apply concepts and ideas to makedecisions about social investigations
use language conventions and features tocommunicate ideas and information,according to purposes
plan and undertake social investigations
communicate the outcomes of socialinvestigations, to suit audiences
appraise inquiry processes and theoutcomes of social investigations.
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Structure The Social and Community Studies course is designed around three core life skills areas which must be covered within every elective topic studied, and be integrated throughout the course.
Core life skills Elective topics
Personal skills — Growing anddeveloping as an individual
Interpersonal skills — Living withand relating to other people
Citizenship skills — Receivingfrom and contributing tocommunity
The Arts and the community Australia’s place in the
world Gender and identity Health: Food and nutrition Health: Recreation and
leisure
Into relationships Legally, it could be you Money management Science and technology Today’s society The world of work
Assessment For Social and Community Studies, assessment from Units 3 and 4 is used to determine the student’s exit result, and consists of four instruments from at least three different assessment techniques, including:
one project or investigation
one examination
no more than two assessments from each technique.
Project Investigation Extended response Examination
A response to a single task, situation and/or scenario.
A response that includes locating and using information beyond students’ own knowledge and the data they have been given.
A technique that assesses the interpretation, analysis/examination and/or evaluation of ideas and information in provided stimulus materials.
A response that answers a number of provided questions, scenarios and/or problems.
At least two different components from the following: written: 500–900
words spoken: 2½–3½
minutes multimodal: 3–6
minutes performance:
continuous class time product: continuous
class time.
Presented in one of the following modes: written: 600–1000
words spoken: 3–4 minutes multimodal: 4–7
minutes.
Presented in one of the following modes: written: 600–1000
words spoken: 3–4 minutes multimodal: 4–7
minutes.
60–90 minutes 50–250 words per
item on the test
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Murrumba State Secondary College Senior Subject Guide
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Legal Studies General senior subject
General
Legal Studies focuses on the interaction between society and the discipline of law and explores the role and development of law in response to current issues. Students study the legal system and how it regulates activities and aims to protect the rights of individuals, while balancing these with obligations and responsibilities.
Students study the foundations of law, the criminal justice process and the civil justice system. They critically examine issues of governance, explore contemporary issues of law reform and change, and consider Australian and international human rights issues.
Students develop skills of inquiry, critical thinking, problem-solving and reasoning to make informed and ethical decisions and recommendations. They identify and describe legal issues, explore information and data, analyse, evaluate to make decisions or propose recommendations, and create responses that convey legal meaning. They question, explore and discuss tensions between changing social values, justice and equitable outcomes.
Pathways A course of study in Legal Studies can establish a basis for further education and employment in the fields of law, law enforcement, criminology, justice studies and politics. The knowledge, skills and attitudes students gain are transferable to all discipline areas and post-schooling tertiary pathways. The research and analytical skills this course develops are universally valued in business, health, science and engineering industries.
Prerequisites Mandatory At a minimum, it is compulsory for students to have achieved a high level (B) of achievement in Year 10 Legal Studies and a sound level (C) of achievement in Year 10 English.
Objectives By the conclusion of the course of study, students will:
comprehend legal concepts, principlesand processes
select legal information from sources
analyse legal issues
evaluate legal situations
create responses that communicatemeaning.
Resource requirements • Bring your own Device
• Students require a device for researchassignments throughout the two-yearcourse.
Murrumba State Secondary College Senior Subject Guide
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Structure
Unit 1 Unit 2 Unit 3 Unit 4
Beyond reasonable doubt Legal foundations Criminal investigation
process Criminal trial process Punishment and
sentencing
Balance of probabilities Civil law foundations Contractual
obligations Negligence and the
duty of care
Law, governance and change Governance in
Australia Law reform within a
dynamic society
Human rights in legal contexts Human rights The effectiveness of
international law Human rights in
Australian contexts
Assessment
Formative assessments Schools devise assessments in Units 1 and 2 to suit their local context.
Unit 1 Unit 2
Formative internal assessment: Examination — combination response
25% Formative internal assessment: Investigation — argumentative
essay
25%
Formative internal assessment: Investigation — inquiry report
25% Formative internal assessment: Examination — combination
response
25%
Summative assessments In Units 3 and 4 students complete four summative assessments. The results from each of the assessments are added together to provide a subject score out of 100. Students will also receive an overall subject result (A–E).
Unit 3 Unit 4
Summative internal assessment 1 (IA1): Examination — combination response
25% Summative internal assessment 3 (IA3): Investigation — argumentative
essay
25%
Summative internal assessment 2 (IA2): Investigation — inquiry report
25% Summative external assessment (EA): Examination — combination
response
25%
Subject Costs Please refer to the Fee Matrix on the College website.
January 2021 Murrumba State Secondary College Senior Subject Guide
MSSC Page 43
Certificate IV in Crime and Justice (10283NAT) Stand-alone class
RTO Provider - Unity College (RTO Code: 32123)
VET Qualification
Certificate IV in Crime and Justice is an
accredited course. The Certificate IV in
Crime and Justice is designed by justice
professionals for people who would like to
achieve employment in the criminal justice
system and wish to develop a deeper
understanding of the justice system.
Pathways
The Certificate IV in Crime and Justice is
recommended for students looking to gain
employment or further study opportunities in:
• justice and law related fields such as
the police service
• justice related occupations,
corrective services, courts, legal
offices, customs service, security
industry and private investigations.
Prerequisites
Academic - At a minimum, it is compulsory for students to have achieved a sound level (C) of achievement in Year 10 Legal Studies. It is recommended that students
have a pass in Year 10 English to
demonstrate sufficient spoken and written
comprehension to successfully complete all
study and assessment requirements.
Attitude – students need to demonstrate
independent learning skills
Objectives
Aims: The Certificate IV in Crime and
Justice course is designed to:
• provide students with a broad
understanding of the justice system
• develop the personal skills and knowledge
which underpin employment in the justice
system.
Resource requirements
• Bring your own Device - ICT access for
VET students
• Vocational Education and Training (VET)
students have a significant component
of related online theory work to
complete. VET students should have a
device that meets the requirements of our
College BYOD policy.
* Terms and Conditions apply
January 2021 Murrumba State Secondary College Senior Subject Guide
MSSC Page 44
Approval for advertising granted.
Units of competency
Assessment
Evidence contributing towards competency will be collected throughout the program. This
process allows a student’s competency to be assessed in a holistic approach that integrates a
range of competencies. Evidence is gathered through the following; Written projects, Online
quizzes, Observation of skills, Oral and written questions.
Subject Costs
Please refer to the Fee Matrix on the College website.
DISCLAIMER: All information contained is accurate at the time of publication but subject to change.
Unit Code Unit Name
CJSCOM401 Provide information and referral advice on justice-related issues
CJSDCP402 Prepare documentation for court proceedings
CJSSJI403 Analyse social justice issues
BSBRES411 Analyse and present research information
PSPREG003 Apply Regulatory Powers
BSBLEG413 Identify and apply the legal framework
BSBLDR403 Lead team effectiveness
PSPREG010 Prepare a brief of evidence
BSBLEG416 Apply the principles of the law of torts
BSBWOR404 Develop work priorities
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Diploma of Business (BSB502155) Stand-alone class RTO Provider - Get Set Education (RTO Code: 45252)
VET Qualification
The Diploma of Business is a qualification that will provide students with the skills and experiences to become a Business Professional. It is designed to equip students with the practical and theoretical skills necessary to broaden their employment perspectives. Students will achieve skills in leadership, innovation, customer service, management, finance, human resources and administration – incorporating the delivery of a range of projects and services within their school community.
The qualification will be suited to students seeking to enter the Business Services industries and/or as a bridging course to a tertiary pathway. Students who achieve success in this course are those who possess a high level of self-motivation and determination to complete tasks and achieve results. Students should possess a positive attitude towards enhancing future career and study options and a desire to develop their practical business knowledge and skills.
This qualification is offered through a partnership with an external provider and the College. Training is delivered in a blended model of face-to-face training and online modules and assessment.
Pathways Upon successful completion of the Diploma of Business (BSB50215), student career options could be:
• Executive officer
• Project officer
• Program consultant/coordinator
• Small to medium businessowner
• Marketing manager
• Human resources officer
• Tertiary Pathways - Universityrecognition of prior learning (1semester)*
Prerequisites At a minimum, it is compulsory for students to have achieved a sound level (C) of achievement in Year 10Entrepreneurship Education or Year 10Legal Studies.
Recommended It is recommended that students have achieved a sound level (C) of achievement in Year 10 English.
Objectives By the conclusion of the course of study, students should:
demonstrate skills in leadership,management and business administration
describe and explain concepts and ideasregarding delivering a service tocustomers
select and analyse e-business solutionsand manage business document designand development
apply strategies to manage finanical plansand control risks within a business
identify and evaluate marketingopportunties including personal branding
create and manage recruitment, selectionand induction processes
Resource requirements Bring your own Device - ICT access for
VET students
Vocational Education and Training (VET)students have a significant componentof related online theory work tocomplete. VET students should have adevice that meets the requirements of ourCollege BYOD policy.
* Terms and Conditions apply
Murrumba State Secondary College Senior Subject Guide
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Units of competency
Unit Code Unit Title BSB50215
BSBCRT511 Develop critical thinking in others Core
BSBFIN501 Manage budgets and financial plans Core
BSBOPS501 Manage business resources Core
BSBSUS511 Develop workplace policies and procedures for sustainability
Core
BSBXCM501 Lead communication in the workplace Core
BSBOPS601 Develop and implement business plans Elective
BSBOPS504 Manage business risk Elective
SIRXMGT005 Lead the development of business opportunities Elective
NOTE: Elective units are subject to change prior to the commencement of the program. This is to ensure alignment to current industry practices is at its optimum.
Assessment Students will have both theoretical and practical assessments throughout the course. Students are assessed through:
Practical tasks/observations Written reports Group Projects eLearning Projects Learner portfolio Third party reports
Subject Costs Please refer to the Fee Matrix on the College website.
DISCLAIMER: All information contained is accurate at the time of publication but subject to change.
Approval for advertising granted.
BSBMKG541 Identify and evaluate marketing opportunities Elective
BSBOPS505 Manage organisation customer service Elective
BSBMKG546 Develop social media engagement plans Elective
SIRXMKT006 Develop a social media strategy Elective
The Innovations Project Certificate III in Micro Business Operations (BSB30315) Stand-alone class RTO Provider – Murrumba State Secondary College (RTO Code:40758)
Overview This qualification prepares students for their preferred pathways beyond the College. The course is designed for students to create a micro business idea and develop that idea into operational phase by the conclusion of year 12. Students will develop their 21st Century Skills throughout this program to be equipped for the world of work.The course will develop students’ communication, critical and creative thinking, collaboration and teamwork skills, personal and social skills. Further, training is delivered in a blended model of face-to-face training and online modules and assessment; thus, students’ ICT skills will continue to be developed throughout this program.
This qualification prepares student to perform the role of an independent entrepreneur in an industry/field of their choosing. Students will achieve skills in leadership, innovation, management, finance, digital technology and business compliance – incorporating the delivery of a range of projects and services within their school community.
The qualification will be suited to students seeking to enter a tertiary pathway or work within the Business Services industries. Students who achieve success in this course are those who possess a high level of self-motivation and determination to complete tasks and achieve results. Students should possess a positive attitude towards enhancing future career and study options and a desire to develop their practical business knowledge and skills.
Pathways The Certificate III in New Business and Entrepreneurship can support students to
Prerequisites:
RecommendedMinimum C in Year 10 English. Minimum C in Year 10 Core Maths
Objectives By the conclusion of the course of study, students should:
demonstrate skills in leadership,management and business administration
describe and explain concepts and ideasregarding delivering a service tocustomers
select and analyse business solutionsand manage business document designand development
apply strategies to manage finanicalplans and control risks within a business
identify and evaluate marketingopportunties including personal branding
create and manage recruitment, selectionand induction processes
Resource requirements Bring your own Device - ICT access for
VET students
Vocational Education and Training (VET)students have a significant componentof related online theory work tocomplete. VET students should have adevice that meets the requirements of ourCollege BYOD policy.
* Terms and Conditions apply
VET Qualification
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gain essential skills for the following pathways: retail, accounting, business management, data science, teaching, entrepreneurial opportunities. Pathways into university may be achieved based on individual requirements of that provider.
Structure
Unit Code Unit Title BSB30315
BSBESB301 Investigate business opportunities Core
BSBPEF301 Organise personal work priorities Elective
FNSFLT201 Develop and use a personal budget Elective
BSBESB403 Develop and present business proposals Core
BSBESB303 Organise finances for new business ventures Core
BSBESB304 Determine resource requirements for new business ventures
Elective
BSBESB305 Address compliance requirements for new business ventures
Core
SIRXOSM003 Use social media and online tools Elective
BSBPEF302 Develop self-awareness Elective
BSBXCM301 Engage in workplace communication Elective
NOTE: Elective units are subject to change prior to the commencement of the program. This is to ensure alignment to current industry practices is at its optimum.
Assessment Students will have both theoretical and practical assessments throughout the course. Students are assessed through:
Practical tasks/observations Written reports Group Projects eLearning Projects Learner portfolio Third party reports
Approval for advertising granted.
Subject Costs Please refer to the Fee Matrix on the College website.
Program Disclosure Statement (PDS) DISCLAIMER: All information contained is accurate at the time of publication but subject tochange
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May 2020
Certificate III in Active Volunteering (CHC34015) Stand-alone class RTO Provider - Volunteering Queensland (RTO Code: 6020)
VET Qualification
Page 49
Students will develop an understanding of the concepts of service learning, volunteering and community work through engagement with the community both within and external to the college. They will learn how to identify an area of need within the community and plan a program that will enable them to utilise their knowledge and skills for the benefit of others.
Training of this nationally recognised qualification is provided through Volunteering Queensland and is delivered by qualified staff at the College.
Students who study a Certificate III in Active Volunteering complete 10 units of competency and 40 hours of volunteer work. For most students, these volunteering hours are completed during class time.
Pathways The Certificate III in Active Volunteering can support students in gaining essential skills for the following pathways: policing, nursing, community health, youth work and social work. The certificate also increases employability skills.
Prerequisites No prerequisites are required to study this subject.
Objectives Students develop a range of skills through the course which include:
• Building work and real world skills,experience and confidence that isrequired in today’s workplaces
• Add value to their school studies anddevelop employability skills
• Learn to transition from school to lifein employment and further study andthe community
• Develop workplace networks.
Resource requirements • Bring your own Device - ICT access for
VET students
• Vocational Education and Training (VET)students have a significant componentof related online theory work tocomplete. VET students should have adevice that meets the requirements of ourCollege BYOD policy.
• Students must be eligible for a Blue Card
Murrumba State Secondary College Senior Subject Guide
MSSC
Murrumba State Secondary College Senior Subject Guide
MSSCMay 2020
Page 50
Structure
Unit Code Unit Title
BSBWOR301 Organise personal work priorities and development Core
CHCLEG001 Work legally and ethically Core
CHCVOL001 Be an effective volunteer Core
CHCCOM002 Use communication to build relationships Core
HLTWHS001 Participate in workplace health and safety Core
CHCDIV001 Work with diverse people Core
BSBWRT301 Write simple documents Elective
CHCGRP001 Support group activities Elective
SISXCAI007 Assist with activities not requiring equipment Elective
BSBITU313 Design and produce digital text documents Elective
NOTE: Elective units are subject to change prior to the commencement of the program. This is to ensure alignment to current industry practices is at its optimum. Course enrolment does not guarantee completion.
Assessment Students will have both theoretical and practical assessments throughout the course. Students will be required to complete volunteer work (off campus) as part of the certificate requirements.
Subject Costs Please refer to the Fee Matrix on the College website.
DISCLAIMER: All information contained is accurate at the time of publication but subject to change.
Approval for advertising granted.
Certificate II in Skills for Work and Vocational Pathways (FSK20113)Stand-alone class RTO Provider – Murrumba State Secondary College (RTO Code: 40758)
Qualification
This qualification will provide students with foundation skills for workforce entry and vocational education pathways. Students will undertake four semester-long units:
• Planning a career• Applying for a job• Starting a new job• Working on the job with clients
Prerequisites No prerequisites are required to study this subject.
Objectives By the conclusion of the course of study, students should:
Possess the skills to workindependently and as part of a team
Have developed reading, writing,numeracy and oral commuincationand learning skills as Australian CoreSkills Framework (ACSF) Level 3
Possess entry level literacy andemployability skills
Have a clear pathway to employmentor vocational training
Hold a vocational training andemployment plan
Know how to approach the job market
Hold succesful interview and jobreadiness skills
Have an effective resume and coverletter
Have a clear understanding of thedifferent work industries.
Resource requirements Bring your own Device - ICT access for
VET students
Vocational Education and Training (VET)students have a significant componentof related online theory work tocomplete. VET students should have adevice that meets the requirements of ourCollege BYOD policy.
* Terms and Conditions apply
VET
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Units of competency
Unit Code Unit Title FSKLRG11 Use routine strategies for work-related learning Core
FSKRDG10 Read and respond to routine workplace information
FSKNUM019 Interpret routine tables, graphs and charts and use information and data for work
FSKNUM014 Calculate with whole numbers, familiar fractions, decimals and percentages for work
FSKNUM015 Estimate, measure and calculate with routine metric measures for work
FSKNUM026 Read, interpret and use detailed plans, drawings and diagrams for work.
FSKWTG009 Write routine workplace texts Elective
FSKLRG010 Use routine strategies for career planning Elective
FSKRDG008 Read and respond to information in routine visual and graphic texts
Elective
FSKWTG008 Complete routine workplace formatted texts
BSBCMM211 Apply communication skills
FSKDIG002 Use digital technology for routine and simple workplace task
AUMAFA001 Apply for jobs and undertake job interviews
HLTWHS001 Participate in workplace health and safety
NOTE: Elective units are subject to change prior to the commencement of the program. This is to ensure alignment to current industry practices is at its optimum.
Assessment
Students will have both theoretical and practical assessments throughout the course. Students are assessed through:
Practical tasks/observations Written reports Group Projects Learner portfolio Third party reports
Subject Costs Please refer to the Student Resource Scheme on the College website.
DISCLAIMER: All information contained is accurate at the time of publication but subject to change.
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Elective
Elective
Elective
Elective
Elective
Elective
Elective
BSBTEC203 Research using the internet
FSKOCM009 Use oral communication skills to participate in workplace teams
Elective
Elective
Elective
Elective
Elective
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May 2020
Page 54
Fashion - Certificate II in Applied Fashion Design and Technology (MST20616)RTO Provider – Murrumba State Secondary College (RTO Code: 40758)
VET Qualification
This qualification provides an introductory overview of skills applied in the fashion industry. It includes skills used in the design and production of garments and millinery, as well as in the development of unique fashion and textile designs used in Indigenous Australian culture.
Students will work in a dedicated fashion environment to work through various hands on projects that will build their skills of garment design and production.
Qualified staff at the College deliver all of the training for this nationally recognised qualification
Pathways
A Certificate II in Applied Fashion Design and Technology provides skillls and knowledge for entry level positions in the Fashion and Design industry. It also provides a starting point for further study in the field.
PrerequisitesNo prerequisites are required to study this subject. Objectives
Students develop a range of skills through the course which include:
• Works Safely & Sustainably in anApplied Fashion environment
• Apply quality standards to the design& production of garments
• Perform tasks to support garmentproducttion such a patternpreparation and laying fabric.
• Apply production techniques rangingfrom simple to complex task.
Resource requirements • Bring your own Device - ICT access for
VET students
• As outlined in the Stationary List forYear 11.
Subject CostsPlease refer to the Fee Matrix on the College Website.
AssessmentStudents will engage with both theoretical and practical work throughout the course. Practical experiences will include demonstration of the practical techniques and skills required for course completion and application of knowledge, for a range of different industry relevant applications. Students will engage with some of the following projects:
• Basic Garment construction - usingwoven fabric & simple techniques toproduce wearable garments
• Textile Design & Creation - to producesimple textile products.
• Garment Construction – using complexmaterials such a knit and stretch fabricsto create garments
• Fashion Collections - making a range ofgarments that work as a mini collection
Murrumba State Secondary College Senior Subject Guide MSSC
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Structure
Unit Code Unit Title
MSMENV272 Participate in environmentally sustainable work practices
Core
MSMWHS200 Work safely Core
MSS402051 Apply quality standards Core
MSTCL2011 Draw and interpret a basic sketch Core
MSTCL2010 Modify patterns to create basic styles Elective
MSTCL2019 Sew components, complex tasks Elective
MSTCL2020 Lay up uncomplicated fabrics and lays Elective
MSTFD2006 Use a sewing machine for fashion design Elective
MSTCL1001 Produce a simple garment Elective
MSTTX1001 Produce a simple textile fabric or product
Elective
MSTGN2022 Perform tasks to support production Elective
NOTE: Units are subject to change prior to the commencement of the program. This is to ensure alignment to current industry practices is at its optimum.
MSTFD2001 Design and produce a simple garment Elective
MSTFD2005 Identify design process for fashion designs Elective
Core or Elective
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Murrumba State Secondary College Senior Subject Guide
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Design General senior subject
General
Design focuses on the application of design thinking to envisage creative products, services and environments in response to human needs, wants and opportunities. Designing is a complex and sophisticated form of problem-solving that uses divergent and convergent thinking strategies that can be practised and improved. Designers are separated from the constraints of production processes to allow them to appreciate and exploit new innovative ideas.
Students learn how design has influenced the economic, social and cultural environment in which they live. They understand the agency of humans in conceiving and imagining possible futures through design. Collaboration, teamwork and communication are crucial skills needed to work in design teams and liaise with stakeholders. They learn the value of creativity and build resilience as they experience iterative design processes, where the best ideas may be the result of trial and error and a willingness to take risks and experiment with alternatives.
Students learn about and experience design through exploring needs, wants and opportunities; developing ideas and design concepts; using drawing and low-fidelity prototyping skills; and evaluating ideas and design concepts. They communicate design proposals to suit different audiences.
Pathways A course of study in Design can establish a basis for further education and employment in the fields of architecture, digital media design, fashion design, graphic design, industrial design, interior design and landscape architecture.
Prerequisites Mandatory At a minimum, it is compulsory for students to have achieved a sound level (C) of achievement in Year 10 CoreMathematics & English.
RecommendedIt is recommended that students have achieved a sound level (C) of achievement in Year 10 Design & are on an ATAR pathway.Objectives By the conclusion of the course of study, students will:
describe design problems and designcriteria
represent ideas, design concepts anddesign information using drawing and low-fidelity prototyping
analyse needs, wants and opportunitiesusing data
devise ideas in response to designproblems
synthesise ideas and design informationto propose design concepts
evaluate ideas and design concepts tomake refinements
make decisions about and use mode-appropriate features, language andconventions for particular purposes andcontexts.
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Structure
Unit 1 Unit 2 Unit 3 Unit 4
Design in practice Experiencing design Design process Design styles
Commercial design Explore — client
needs and wants Develop —
collaborative design
Human-centred design Designing with
empathy
Sustainable design Explore —
sustainable designopportunities
Develop — redesign
Assessment
Formative assessments Schools devise assessments in Units 1 and 2 to suit their local context.
Unit 1 Unit 2
Formative internal assessment: Examination — analytical written
response
25% Formative internal assessment: Extended Response – imaginative
spoken/multimodel response
25%
Formative internal assessment: Extended response – persuasive written
response
25% Formative internal assessment: Examination — analytical extended
response
25%
Summative assessments In Units 3 and 4 students complete four summative assessments. The results from each of the assessments are added together to provide a subject score out of 100. Students will also receive an overall subject result (A–E).
Unit 3 Unit 4
Summative internal assessment 1 (IA1): Examination — design challenge
15% Summative internal assessment 3 (IA3): Project
25%
Summative internal assessment 2 (IA2): Project
35% Summative external assessment (EA): Examination — design challenge
25%
Subject Costs Please refer to the Fee Matrix on the College website.
Applied
Industrial Technology Skills
*may change to Certificate II in Furniture Making
Pathways
Applied senior subject
Industrial Technology Skills focuses on the
underpinning industry practices and
production processes required to
manufacture products in a variety of
industries, including aeroskills, automotive, building
and construction, engineering,
furnishing and plastics. It provides a unique
opportunity for students to experience the
challenge and personal satisfaction of
undertaking practical work while developing
beneficial vocational and life skills.
Students understand Industry practices
including manufacturing enterprises,
workplace health and safety, personal and
interpersonal skills as well as product
quality. Students will engage in production
processes including: creating and interpreting specifications
through industry specific drawings and
technical information
operating a range of tools safely for
specific procedures
Selecting and manipulating materials
based on specific applications
employment opportunities may be found in
the industry areas of aeroskills, automotive,
building and construction, engineering,
furnishing, industrial graphics and plastics
Prerequisites
RecommendedIt is recommended that students have achieved a sound level (C) of achievement in Year 10 Design and Industrial Technology, English and Core Mathematics.
Objectives
By the conclusion of the course of study,
students should:
describe industry practices in
manufacturing tasks
demonstrate fundamental production
skills
interpret drawings and technical
information.
analyse manufacturing tasks to organise
materials and resources
select and apply production skills and
procedures in manufacturing tasks
use visual representations and language
conventions and features to communicate
for particular purposes.
plan and adapt production processes
create products from specifications
evaluate industry practices, production
processes and products, and make
recommendations.
Through both individual and collaborative
learning experiences, students learn to meet
customer expectations of product quality at a
specific price and time. The majority of
learning is done through manufacturing
tasks that relate to business and industry,
and that promote adaptable, competent,
self-motivated and safe individuals who can
work with colleagues to solve problems and
complete practical work.
Pathways
A course of study in Industrial Technology
Skills can establish a basis for further
education and employment in manufacturing
industries, and help students understand the
different careers available. With additional training
and experience, potential
Murrumba State Secondary College Senior Subject Guide
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Structure
The Industrial Technology Skills course is designed around core and elective topics.
Core topics Elective topics
Industry practices
Production processes
Aeroskills
Automotive
Building and construction
Engineering
Furnishing
Industrial graphics
Plastics
Assessment
Unit 1 Unit 2
Formative internal assessment:
Project and folio
25% Formative internal assessment:
Practical Demonstration
25%
Formative internal assessment:
Practical
25% Formative internal assessment:
Project
25%
For Industrial Technology Skills, assessment from Units 3 and 4 is used to determine the
student’s exit result, and consists of four instruments, including:
at least two projects
at least one practical demonstration (separate to the assessable component of a project).
Project Practical demonstration Examination
A response to a single task,
situation and/or scenario.
A task that assesses the
practical application of a specific
set of teacher-identified
production skills and
procedures.
A response that answers a
number of provided questions,
scenarios and/or problems.
A project consists of a technical
drawing (which incldues a
model) component and at least
one of the following
components:
written: 500–900 words
spoken: 2½–3½ minutes
multimodal
non-presentation: 8 A4pages max (or equivalent)
presentation: 3-6 minutes
product: continous class time.
Students demonstrate
production skills and procedures
in class under teacher
supervision.
60–90 minutes
50–250 words per item
Subject Costs
Please refer to the Fee Matrix on the College website.
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Engineering General senior subject
General
Engineering includes the study of mechanics, materials science and control technologies through real-world engineering contexts where students engage in problem-based learning.
Students learn to explore complex, open-ended problems and develop engineered solutions. They recognise and describe engineering problems, determine solution success criteria, develop and communicate ideas and predict, generate, evaluate and refine prototype solutions.
Students justify their decision-making and acknowledge the societal, economic and environmental sustainability of their engineered solutions. The problem-based learning framework in Engineering encourages students to become self-directed learners and develop beneficial collaboration and management skills.
Pathways A course of study in Engineering can establish a basis for further education and employment in the field of engineering, including, but not limited to, civil, mechanical, mechatronic, electrical, aerospace, mining, process, chemical, marine, biomedical, telecommunications, environmental, micro-nano and systems. The study of engineering will also benefit students wishing to pursue post-school tertiary pathways that lead to careers in architecture, project management, aviation, surveying and spatial sciences.
Prerequisites Mandatory At a minimum, it is compulsory for students to have achieved a high level (B) of achievement in Year 10 CoreMathematics and a sound level (C) ofachievement in Year 10 Science
RecommendedIt is recommended that students have achieved a sound level (C) of achievement in Year 10 Extension Mathematics, Science Extension and Engineering.
Objectives By the conclusion of the course of study, students will: recognise and describe engineering
problems, concepts and principles
symbolise and explain ideas and solutions
analyse problems and information
determine solution success criteria forengineering problems
synthesise information and ideas topredict possible solutions
generate prototype solutions to providedata to assess the accuracy of predictions
evaluate and refine ideas and solutions tomake justified recommendations
make decisions about and use mode-appropriate features, language andconventions for particular purposes andcontexts.
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Structure
Unit 1 Unit 2 Unit 3 Unit 4
Engineering fundamentals and society Engineering history The problem-solving
process inEngineering
Engineeringcommunication
Introduction toengineeringmechanics
Introduction toengineering materials
Emerging technologies Emerging needs Emerging processes
and machinery Emerging materials Exploring autonomy
Statics of structures and environmental considerations Application of the
problem-solvingprocess inEngineering
Civil structures andthe environment
Civil structures,materials and forces
Machines and mechanisms Machines in society Materials Machine control
Assessment
Formative assessments Schools devise assessments in Units 1 and 2 to suit their local context.
Unit 1 Unit 2
Formative internal assessment: Project — folio
25% Formative internal assessment: Project — folio
25%
Formative internal assessment: Examination
25% Formative internal assessment: Examination
25%
Summative assessments In Units 3 and 4 students complete four summative assessments. The results from each of the assessments are added together to provide a subject score out of 100. Students will also receive an overall subject result (A–E).
Unit 3 Unit 4
Summative internal assessment 1 (IA1): Project — folio
25% Summative internal assessment 3 (IA3): Project — folio
25%
Summative internal assessment 2 (IA2): Examination
25% Summative external assessment (EA): Examination
25%
Subject Costs Please refer to the Fee Matrix on the College website.
RTO No. 31193
[email protected] 3166 3900
Call one of our industry-current trainers for more informationNATIONALLY RECOGNISED
TRAINING
What is VETiS?Vocational education and training (VET) in Schools (VETiS) is the delivery of nationally recognised training to secondary school students, providing them with the skills and knowledge required for employment in specific industries.
Qualification DetailsThe qualification MEM20413 provides students with an introduction to an engineering or related working environment.
Students gain skills and knowledge in a range of engineering and manufacturing tasks which will enhance their entry-level employment prospects for apprenticeships, traineeships or general employment in an engineering-related workplace. Possible apprenticeship career pathways include:
Engineering - Fabrication Trade (Boilermaking/ Welding)
Engineering - Fabrication Trade (Sheetmetal working
Engineering - Mechanical Trade (Fitting and/or Turning)
Engineering - Mechanical Trade (Machining)
Engineering - Mechanical Trade (Diesel Fitting/Fixed & Mobile Plant Mechanic)
Course DurationTypically commencing in Year 10 or 11 and delivered in the school workshops, during normal school hours as a part of the student’s regular school timetable, the course is completed over a period of two (2) years.
A student can only participate in a Blue Dog Training VETiS program with the permission of their school.
Funding and Eligibility The Department of Employment, Small Business and Training (DESBT) provides funding for secondary school students to complete one (1) approved VETiS qualification while at school, referred to as ‘employment
stream’ qualifications. This means that if a student is eligible, the course is provided to them fee-free. To be eligible to enroll in a Blue Dog Training VETiS program, students must:
Effective as of 31 December 2021. For most recent updates, visit www.bluedogtraining.com.au
RTO 31193
be aged 15 years or older
be currently enrolled in secondary school
permanently reside in Queensland
be an Australian citizen, Australian permanent resident (includes humanitarian entrant), temporary resident with the necessary visa and work permits on the pathway to permanent residency, or a New Zealand citizen
not already completing or have already completed a funded VETiS course with another registered training organisation.
For more information on government funding for VETiS can be accessed at: https://desbt.qld.gov.au/training/providers/funded/vetis
In situations where a school student is not eligible for funding, under the DESBT funding arrangements, fee for service arrangements are available for students through Blue Dog Training.
07 3166 3900 [email protected] bluedogtraining.com.au
Course InformationThe Blue Dog Training VETiS program is a partnership between a student’s school and Blue Dog Training for the delivery of the specified qualification. Secondary school students are enrolled as a student with Blue Dog Training and their qualification or statement of attainment is issued by Blue Dog Training.
Training and assessment are via Blue Dog Training’s blended mode of delivery which comprises both on-line training and face to face classroom-based training at the school workshop. Blue Dog Training trainers and assessors attend the school on a structured basis throughout the school year.
1 of 2
MEM20413 Certificate II in Engineering PathwaysTo achieve this qualification, a student must demonstrate competency in 12 units of competency as follows:
Four (4) core units of competency and Eight (8) elective units of competency.
RTO 31193
Elective
MEM18001C Use hand tools
MEM16008A Interact with computing technology
MEM18002B Use power tools/hand held operations
MEMPE002A Use electric welding machines
MEM16006A Organise and communicate information
MSAPMSUP106A Work in a team
MEMPE007A Pull apart and reassemble engineering mechanisms
MEMPE001A Use engineering workshop machines
Core
MEM13014A Apply principles of occupational health and safety in the work environment
MEMPE005A Develop a career plan for the engineering and manufacturing industry
MEMPE006A Undertake a basic engineering project
MSAENV272B Participate in environmentally sustainable work practices
More information on this qualification is available at: https://training.gov.au/Training/Details/MEM20413
RTO No. 31193
[email protected] 3166 390007 3166 3900 [email protected] bluedogtraining.com.au 2 of 2
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Murrumba State Secondary College Senior Subject Guide
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Digital Solutions General senior subject
General
Digital Solutions enables students to learn about algorithms, computer languages and user interfaces through generating digital solutions to problems. Students engage with data, information and applications to create digital solutions that filter and present data in timely and efficient ways while understanding the need to encrypt and protect data. They understand computing’s personal, local and global impact, and the issues associated with the ethical integration of technology into our daily lives.
Students use problem-based learning to write computer programs to create digital solutions that: use data; require interactions with users and within systems; and affect people, the economy and environments. They develop solutions using combinations of readily available hardware and software development environments, code libraries or specific instructions provided through programming.
Students create, construct and repurpose solutions that are relevant in a world where data and digital realms are transforming entertainment, education, business, manufacturing and many other industries.
Pathways A course of study in Digital Solutions can establish a basis for further education and employment in the fields of science, technologies, engineering and mathematics.
Prerequisites Mandatory At a minimum, it is compulsory for students to have achieved a high level (B) of achievement in Year 10 Digital Solution or Year 10 Information, Communication and Technology.
RecommendedIt is recommended that students have achieved a high level (B) of achievement in Year 10 English and Core Mathematics.
Objectives By the conclusion of the course of study, students will:
recognise and describe elements,components, principles and processes
symbolise and explain information, ideasand interrelationships
analyse problems and information
determine solution requirements andcriteria
synthesise information and ideas todetermine possible digital solutions
generate components of the digitalsolution
evaluate impacts, components andsolutions against criteria to makerefinements and justifiedrecommendations
make decisions about and use mode-appropriate features, language andconventions for particular purposes andcontexts.
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Structure
Unit 1 Unit 2 Unit 3 Unit 4
Creating with code Understanding digital
problems User experiences
and interfaces Algorithms and
programmingtechniques
Programmedsolutions
Application and data solutions Data-driven problems
and solutionrequirements
Data andprogrammingtechniques
Prototype datasolutions
Digital innovation Interactions between
users, data anddigital systems
Real-world problemsand solutionrequirements
Innovative digitalsolutions
Digital impacts Digital methods for
exchanging data Complex digital data
exchange problemsand solutionrequirements
Prototype digital dataexchanges
Assessment
Formative assessments Schools devise assessments in Units 1 and 2 to suit their local context.
Unit 1 Unit 2
Formative internal assessment: Investigation — technical proposal
20% Formative internal assessment: Project — folio
25%
Formative internal assessment: Project — digital solution
30% Formative internal assessment: Examination
25%
Summative assessments In Units 3 and 4 students complete four summative assessments. The results from each of the assessments are added together to provide a subject score out of 100. Students will also receive an overall subject result (A–E).
Unit 3 Unit 4
Summative internal assessment 1 (IA1): Investigation — technical proposal
20% Summative internal assessment 3 (IA3): Project — folio
25%
Summative internal assessment 2 (IA2): Project — digital solution
30% Summative external assessment (EA): Examination
25%
Subject Costs Please refer to the Fee Matrix on the College website.
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Information & Communication Technology Applied senior subject
Applied
Information & Communication Technology (ICT) focuses on the knowledge, understanding and skills related to engagement with information and communication technology through a variety of elective contexts derived from work, study and leisure environments of today.
Students are equipped with knowledge of current and emerging hardware and software combinations, an understanding of how to apply them in real-world contexts and the skills to use them to solve technical and/or creative problems. They develop knowledge, understanding and skills across multiple platforms and operating systems, and are ethical and responsible users and advocates of ICT, aware of the social, environmental and legal impacts of their actions.
Students apply their knowledge of ICT to produce solutions to simulated problems referenced to business, industry, government, education and leisure contexts.
Pathways A course of study in Information and Communication Technology can establish a basis for further education and employment in many fields, especially the fields of ICT operations, help desk, sales support, digital media support, office administration, records and data management, and call centres.
Prerequisites RecommendedNo prerequisites are required for this subject; however it is recommended that students have achieved a sound level (C) of achievement in Year 10 Information, Communication and Technology.
Objectives By the conslusion of the course of study, students should:
identify and explain hardware andsoftware requirements related to ICTproblems
identify and explain the use of ICT insociety
analyse ICT problems to identify solutions
communicate ICT information toaudiences using visual representationsand language conventions and features
apply software and hardware concepts,ideas and skills to complete tasks in ICTcontexts
synthesise ICT concepts and ideas to plansolutions to given ICT problems
produce solutions that address ICTproblems
evaluate problem-solving processes andsolutions, and make recommendations.
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Structure The Information & Communication Technology course is designed around:
core topics integrated into modules of work
using a problem-solving process
three or more elective contexts.
Core topics Elective contexts
Hardware Software ICT in society
Animation Application development Audio and video production Data management Digital imaging and modelling Document production
Network fundamentals Online communication Website production
Assessment For Information & Communication Technology, assessment from Units 3 and 4 is used to determine the student’s exit result, and consists of four instruments, including:
at least two projects
at least one extended response.
Project Extended response
A response to a single task, situation and/or scenario.
A technique that assesses the interpretation, analysis/examination and/or evaluation of ideas and information in provided stimulus materials.
A project consists of a product component and at least one of the following components: written: 500–900 words spoken: 2½–3½ minutes multimodal: 3–6 minutes product: continuous class time.
Presented in one of the following modes: written: 600–1000 words spoken: 3–4 minutes multimodal: 4–7 minutes.
Subject Costs Please refer to the Fee Matrix on the College website.
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Certificate III in Information Technology (ICT30120) Stand-alone Class RTO Provider – Murrumba SSC (RTO Code: 40758)
VET Qualification
The qualification provides the foundations skills and knowledge in the Information Technology industry. The course covers the basics in photography, programming, 3D modelling and web development. In all areas students will learn how to provide effective advice and support to clients using appropriate communication skills. The course includes a focus on security and ethics within the IT industry. Upon successful completion of this qualification, students will have a greater understanding of ICT practices and be able to apply them in any workplace. Qualified staff at the College deliver all of the training for this nationally recognised qualification. There are both practical and theoretical components to this course.
Pathways A Certificate III in Information Technology provides a pathway to work in the IT industry.
Prerequisites No prerequisites are required to study this subject.
Objectives By the conclusion of the course of study, students should:
• Work effectively in an IT environment• Participate in a safe working environment• Be able to use critical and creative
thinking skills in a variety of ITenvironments
• Use technical techniques to meet clientand design requirements
• Operate a range software packages• Use programming skills to achieve
required objectives in multiple technicalcontexts
Resource requirements • Bring your own Device - ICT access for
VET students
• Vocational Education and Training (VET)students have a significant componentof related online theory work tocomplete. VET students should have adevice that meets the requirements of ourCollege BYOD policy.
ProjectsProject 1 - Photography
Project 2 - Introduction to Programming
Project 3 - Providing IT Advice
Project 4 - 3D Modelling
Project 5 - Security and Ethics in IT
Project 6 - Web Development
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Structure
Unit Code Unit Title Core or Elective
BSBCRT301 Develop and extend critical and creative thinking skills Core
BSBXCS303 Securely manage personally identifiable information and workplace information Core
BSBXTW301 Work in a team Core
ICTICT313 Identify IP, ethics and privacy policies in ICT Environments
Core
ICTPRG302 Apply introductory programming techniques Core
ICTSAS205 Provide ICT advice to clients Core
ICTWEB431 Create and style simple mark up language documents ELECTIVE
ICTWEB304 Build simple web pages ELECTIVE
ICPDMT3210 Capture digital images ELECTIVE
CUADIG304 Create visual design components ELECTIVE
ICTGAM301 Apply simple modelling techniques
NOTE: Units are subject to change prior to the commencement of the program. This is to ensure alignment to current industry practices is at its optimum.
Assessment Students will have both theoretical and practical observations throughout the course. Practical observations will include demonstration of the technical and practical application of knowledge, for a range of different industry relevant applicationsSubject Costs Please refer to the Fee Matrix on the College website.
Approval for advertising granted.
CUADIG303 Produce and prepare photo images ELECTIVE
ELECTIVE
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Murrumba State Secondary College Senior Subject Guide
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Food & Nutrition General senior subject
General
Food & Nutrition is the study of food in the context of food science, nutrition and food technologies. Students explore the chemical and functional properties of nutrients to create food solutions that maintain the beneficial nutritive values. This knowledge is fundamental for continued development of a safe and sustainable food system that can produce high quality, nutritious solutions with an extended shelf life. The food system includes the sectors of production, processing, distribution, consumption, research and development. Waste management, sustainability and food protection are overarching principles that have an impact on all sectors of the food system.
Students will actively engage in a food and nutrition problem-solving process to create food solutions that contribute positively to preferred personal, social, ethical, economic, environmental, legal, sustainable and technological futures.
Using a problem-based learning approach, students learn to apply their food science, nutrition and technologies knowledge to solve real-world food and nutrition problems.
Pathways A course of study in Food & Nutrition can establish a basis for further education and employment in the fields of science, technology, engineering and health.
Prerequisites Mandatory At a minimum, it is compulsory for students to have achieved a high level (B) of achievement in Year 10 Food and Nutrition.
Objectives By the conclusion of the course of study, students will: Recognise and describe food and nutrition
facts and principles
Explain food and nutrition ideas andproblems
Analyse problems, information and data
Determine solutions requirements andcriteria
Synthesise information and data
Generate solutions to provide data todetermine the feasibility of the solution
Evaluate and refine ideas and solutions tomake justified recommendations forenhancement
Make decisions about and use mode-appropriate features, language andconventions for particular purposes andcontexts.
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Structure
Unit 1 Unit 2 Unit 3 Unit 4
Food science of vitamins, minerals and protein Introduction to the
food system Vitamins and
minerals Protein Developing food
solutions
Food drivers and emerging trends Consumer food
drivers Sensory profiling Labelling and food
safety Food formulation for
consumer markets
Food science of carbohydrate and fat The food system Carbohydrate Fat Developing food
solutions
Food solution development for nutrition consumer market Formulation and
reformulation fornutrition consumermarkets
Food developmentprocess
Assessment
Formative assessments Schools devise assessments in Units 1 and 2 to suit their local context.
Unit 1 Unit 2
Formative internal assessment: Examination
20% Formative internal assessment: Project — folio
30%
Formative internal assessment: Project — folio
25% Formative internal assessment: Examination
25%
Summative assessments In Units 3 and 4 students complete four summative assessments. The results from each of the assessments are added together to provide a subject score out of 100. Students will also receive an overall subject result (A–E).
Unit 3 Unit 4
Summative internal assessment 1 (IA1): Examination
20% Summative internal assessment 3 (IA3): Project — folio
30%
Summative internal assessment 2 (IA2): Project — folio
25% Summative external assessment (EA): Examination
25%
Subject Costs Please refer to the Fee Matrix on the College website.
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Certificate II in Hospitality (SIT20316) +Certificate III in Hospitality (SIT30616)Stand-alone Class RTO Provider – Aurora Training Institute (RTO Code: 32237)
VET Qualification
This qualification is designed to reflect the role of individuals who use hospitality operational skills in their chosen vocational pathways. This course will provide students the skills to pursue employment and further studies in the hospitality industry.
This qualification is provided through and external provider delivered by qualified staff at the College. This course provides students with an opportunity to receive both a Certificate II and Certificate III upon successful completion of all units of competency within the course.
Engaging in this course will require student to participate in 36 service periods in the college Café over the two year course.
Students will also gain other qualifications such as their Responsible service of gaming (RSG) and Responsible Service of Alcohol (RSA) accreditations throughout the course.
There are both practical and theoretical components to this course with all theory being completed online with teacher facilitation.
Pathways This qualification provides a pathway to work in organisations such as restaurants, hotels, motels, clubs, pubs, cafés, and coffee shops. This qualification allows for multiskilling and for specialisation in accommodation services, food and beverage and gaming.
Prerequisites No prerequisites are required to study this subject.
Objectives By the conclusion of the course of study, students should:
Demonstrate the correct use of hygienicpractices for food safety in the hospitalityindustry.
Work effectively with others as part ofteam
Produce high quality food items for saleand consumption by paying customers
Operate effectively in a café environment
Confidently operate various commonhospitality appliances in a commercialsetting.
Resource requirements Course Cost- Please refer to Subject Fee
Matrix on the College website.
Bring your own Device - ICT access forVET students
Vocational Education and Training (VET)students have a significant componentof related online theory work tocomplete. VET students should have adevice that meets the requirements of ourCollege BYOD policy.
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Structure
Unit Code Unit Title Cert II Units Cert III Units
SITXWHS001 Participate in safe work practices x
SITXFSA001 Use hygienic practices for food safety x
BSBWOR203 Work effectively with others x
SITHCCC005 Prepare dishes using basic methods of cookery x
SIITHKOP001 Clean kitchen premises and equipment x
SITXCOM002 Show social and cultural sensitivity x
SITXCCS003 Interact with customers x
SITHFAB005 Prepare and serve espresso coffee x
SITHFAB007 Serve food and beverage x
SITHIND003 Use hospitality skills effectively x
SITHFAB002 Provide responsible service of alcohol x
SITHGAM001 Provide responsible gambling services x
SITXHRM001 Coach others in job skills x
SITXCCS006 Provide service to customers x
SITHCCC006 Produce appetisers and salads x
BSBSUS201 Participate in environmentally sustainable work practices
x
SITHCCC003 Prepare and present sandwiches x
NOTE: Units are subject to change prior to the commencement of the program. This is to ensure alignment to current industry practices is at its optimum.
Assessment Students will have both theoretical and practical assessments throughout the course. Practical assessments will include demonstration of technical and practical application of knowledge for a range of different hospitality applications. Subject Costs Please refer to the Fee Matrix on the College website.
Approval for advertising granted.
x
x
x
x
SITHIND002 Source and use information on the hospitality industry x x
SITEEVT005 Plan in-house events or functions x
SITHIND004 Work effectively in hospitality service x
SITXFSA002 Participate in safe food handling x
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Certificate III in Early Childhood Education and Care (CHC30113) Stand-alone Class RTO Provider - Deception Bay State High School (RTO Code: 30380)
VET Qualification
This course gives you a good understanding of the approved learning framework used in early childhood education in Australia. You will learn how to support the holistic development of babies, toddlers and children in early childhood, and how to contribute to a healthy and safe environment for them. You will gain an understanding of how to appropriately deal with people from other cultures, including Aboriginal and Torres Strait Islander people. Emergency first aid is also included in the course.
This qualification is run in partnership with Deception Bay State High School and is delivered by qualified staff at the College.
Vocational placement (160 hours) in an approved Early Childhood Education and Care service is compulsory.
The link below includes some useful information about early childhood and what is required to be an educator in the different sectors-http://deta.qld.gov.au/earlychildhood/workforce/workforce-action-plan/inspire-the-future/index.html
Pathways
A Certificate III in Early Childhood Education and Care is the entry level qualification required to work in the Early Childhood Education and Care sector. This could lead to employment as:
A family day-care educator andoperator
Early Childhood Educator
Family Day Care Carer
Outside school hours care educator
Prerequisites
All students must have a valid 'Working with Children' Student Blue card.
Objectives
By the conclusion of the course of study, students should:
Be a proactive member of childcareprovider.
Support the holistic development ofchildren in early childhood
Be able to gain information about childrento inform practice in the child care setting
Manage individual and group experiencesto support children's play and learning
Be able to provide emergency first aidresponse in an education and caresettings
Resource requirements
Bring your own device - ICT access forVET students
Vocational Education and Training (VET)students have a significant componentof related online theory work tocomplete. VET students should have adevice that meets the requirements of ourCollege BYOD policy.
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Structure
Unit Code Unit Title Core or Elective
CHCECE004 Promote and provide healthy food and drinks Core
CHCPRT001 Identify and respond to children and young people at risk Core
CHCECE007 Develop positive and respectful relationships with children Core
CHCECE003 Provide care for children Core
CHCECE005 Provide care for babies and toddlers Core
CHCECE001 Develop cultural competence Core
CHCDIV002 Promote Aboriginal and/or Torres Strait Islander cultural safety Core
CHCECE010 Support the holistic development of children in early childhood Core
CHCECE011 Provide experiences to support children's play and learning Core
CHCECE013 Use information about children to inform practice Core
HLTWHS001 Participate in workplace health and safety Core
HLTAID004 Provide an emergency first aid response in an education and care setting Core
CHCLEG001 Work legally and ethically Core
CHCECE002 Ensure the health and safety of children
Core
CHCECE009 Use an approved learning framework to guide practice
Core
CHCECE006 Support behaviour of children and young people Elective
CHCECE012 Support children to connect with their world Elective
CHCDIV001 Work with diverse people Elective
NOTE: Units are subject to change prior to the commencement of the program. This is to ensure alignment to current industry practices is at its optimum.
Assessment
Students will have both theoretical and practical observations throughout the course. Practical observations will include demonstration of the technical and practical application of knowledge, for a range of different industry relevant applications.
Subject Costs
The cost for this course includes a course fee payable to Deception Bay State High School of $200. For further information please refer to the Fee Matrix on the College website.
Approval for advertising granted.
(Mandatory)
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May 2020
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Health Education General senior subject
General
Health provides students with a contextualised strengths-based inquiry of the various determinants that create and promote lifelong health, learning and active citizenship. Drawing from the health, behavioural, social and physical sciences, the Health syllabus offers students an action, advocacy and evaluation-oriented curriculum.
Health uses an inquiry approach informed by the critical analysis of health information to investigate sustainable health change at personal, peer, family and community levels.
Students define and understand broad health topics, which they reframe into specific contextualised health issues for further investigation.
Students plan, implement, evaluate and reflect on action strategies that mediate, enable and advocate change through health promotion.
Pathways A course of study in Health can establish a basis for further education and employment in the fields of health science, public health, health education, allied health, nursing and medical professions.
Prerequisites Mandatory At a minimum, it is compulsory for students to have achieved a sound level (C) of achievement in Year 10 Health Education Extension, a high level (B) of achievement in Year 10 Core HPE 'Theory' and sound level (C) of achievement in Year 10 English. This subject must be done in conjunction with English.
Murrumba State Secondary College Senior Subject Guide
MSSC
BYOD As this subject is heavily based on research, students will be required to have their own device to complete class and assignment work. Students who do not have their own device will be required to complete a large amount of work at home.
Objectives By the conclusion of the course of study, students will:
recognise and describe information abouthealth-related topics and issues
comprehend and use health approachesand frameworks
analyse and interpret information abouthealth-related topics and issues
critique information to distinguishdeterminants that influence health status
organise information for particularpurposes
investigate and synthesise information todevelop action strategies
evaluate and reflect on implementedaction strategies to justifyrecommendations that mediate, advocateand enable health promotion
make decisions about and use mode-appropriate features, language andconventions for particular purposes andcontexts.
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Structure
Unit 1 Unit 2 Unit 3 Unit 4
Resilience as a personal health resource
Peers and family as resources for healthy living Alcohol (elective) Body image (elective)
Community as a resource for healthy living Homelessness
(elective) Road safety
(elective) Anxiety (elective)
Respectful relationships in the post-schooling transition
Assessment
Formative assessments Schools devise assessments in Units 1 and 2 to suit their local context.
Unit 1 Unit 2
Formative internal assessment: Investigation — analytical exposition
Formative internal assessment: Investigation —action research
Formative internal assessment: Examination — extended response
Formative internal assessment: Examination
Summative assessments In Units 3 and 4 students complete four summative assessments. The results from each of the assessments are added together to provide a subject score out of 100. Students will also receive an overall subject result (A–E).
Unit 3 Unit 4
Summative internal assessment 1 (IA1): Investigation — action research
25% Summative internal assessment 3 (IA3): Investigation —analytical exposition
25%
Summative internal assessment 2 (IA2): Examination — extended response
25% Summative external assessment (EA): Examination
25%
Subject Costs Please refer to the Fee Matrix on the College website.
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Physical Education General senior subject
General
Physical Education provides students with knowledge, understanding and skills to explore and enhance their own and others’ health and physical activity in diverse and changing contexts.
Physical Education provides a philosophical and educative framework to promote deep learning in three dimensions: about, through and in physical activity contexts. Students optimise their engagement and performance in physical activity as they develop an understanding and appreciation of the interconnectedness of these dimensions.
Students learn how body and movement concepts and the scientific bases of biophysical, sociocultural and psychological concepts and principles are relevant to their engagement and performance in physical activity. They engage in a range of activities to develop movement sequences and movement strategies.
Students learn experientially through three stages of an inquiry approach to make connections between the scientific bases and the physical activity contexts. They recognise and explain concepts and principles about and through movement, and demonstrate and apply body and movement concepts to movement sequences and movement strategies.
Through their purposeful engagement in physical activities, students gather data to analyse, synthesise and devise strategies to optimise engagement and performance. They engage in reflective decision-making as they evaluate and justify strategies to achieve a particular outcome.
Pathways A course of study in Physical Education can establish a basis for further education and employment in the fields of exercise science,
biomechanics, the allied health professions, psychology, teaching, sport journalism, sport marketing and management, sport promotion, sport development and coaching.
Prerequisites Mandatory At a minimum, it is compulsory for students to have achieved a sound level (C) of achievement in Year 10 Physical Education Extension, a high level (B) of achievement in Year 10 Core HPE 'Theory' and sound level (C) of achievement in Year 10 English.
BYOD As this subject is heavily based on research, students will be required to have their own device to complete class and assignment work. Students who do not have their own device will be required to complete a large amount of work at home.
Objectives By the conclusion of the course of study, students will:
recognise and explain concepts andprinciples about movement
demonstrate specialised movementsequences and movement strategies
apply concepts to specialised movementsequences and movement strategies
analyse and synthesise data to devisestrategies about movement
evaluate strategies about and inmovement
justify strategies about and in movement
make decisions about and use language,conventions and mode-appropriatefeatures for particular purposes andcontexts.
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Structure
Unit 1 Unit 2 Unit 3 Unit 4
Motor learning, functional anatomy, biomechanics and physical activity Motor learning
integrated with aselected physicalactivity
Functional anatomyand biomechanicsintegrated with aselected physicalactivity
Sport psychology, equity and physical activity Sport psychology
integrated with aselected physicalactivity
Equity — barriersand enablers
Tactical awareness, ethics and integrity and physical activity Tactical awareness
integrated with oneselected ‘Invasion’ or‘Net and court’physical activity
Ethics and integrity
Energy, fitness and training and physical activity Energy, fitness and
training integratedwith one selected‘Invasion’, ‘Net andcourt’ or‘Performance’physical activity
Assessment The practical element of this subject will only contribute to 25% of the overall mark for this subject. The remaining 75% will come from the theory component.
Formative assessments Schools devise assessments in Units 1 and 2 to suit their local context.
Unit 1 Unit 2
Formative internal assessment: Project — folio
Formative internal assessment: Project — folio
Formative internal assessment: Examination — combination response
Formative internal assessment: Investigation — report
Summative assessments In Units 3 and 4 students complete four summative assessments. The results from each of the assessments are added together to provide a subject score out of 100. Students will also receive an overall subject result (A–E).
Unit 3 Unit 4
Summative internal assessment 1 (IA1): Project — folio
25% Summative internal assessment 3 (IA3): Project — folio
30%
Summative internal assessment 2 (IA2): Investigation — report
20% Summative external assessment (EA): Examination — combination response
25%
Subject Costs Please refer to the Fee Matrix on the College website.
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Sport and Recreation Applied senior subject
Applied
Sport & Recreation provides students with opportunities to learn in, through and about sport and active recreation activities, examining their role in the lives of individuals and communities.
Students examine the relevance of sport and active recreation in Australian culture, employment growth, health and wellbeing. They consider factors that influence participation in sport and recreation, and how physical skills can enhance participation and performance in sport and recreation activities. Students explore how interpersonal skills support effective interaction with others, and the promotion of safety in sport and recreation activities. They examine technology in sport and recreation activities, and how the sport and recreation industry contributes to individual and community outcomes.
Students are involved in acquiring, applying and evaluating information about and in physical activities and performances, planning and organising activities, investigating solutions to individual and community challenges, and using suitable technologies where relevant. They communicate ideas and information in, about and through sport and recreation activities. They examine the effects of sport and recreation on individuals and communities, investigate the role of sport and recreation in maintaining good health, evaluate strategies to promote health and safety, and investigate personal and interpersonal skills to achieve goals.
Pathways A course of study in Sport & Recreation can establish a basis for further education and employment in the fields of fitness, outdoor recreation and education, sports administration, community health and recreation and sport performance.
Prerequisites No prerequisites are required to study this subject.
Objectives By the conclusion of the course of study, students should:
demonstrate physical responses andinterpersonal strategies in individual andgroup situations in sport and recreationactivities
describe concepts and ideas about sportand recreation using terminology andexamples
explain procedures and strategies in,about and through sport and recreationactivities for individuals and communities
apply concepts and adapt procedures,strategies and physical responses inindividual and group sport and recreationactivities
manage individual and group sport andrecreation activities
apply strategies in sport and recreationactivities to enhance health, wellbeing,and participation for individuals andcommunities
use language conventions and textualfeatures to achieve particular purposes
evaluate individual and group physicalresponses and interpersonal strategies toimprove outcomes in sport and recreationactivities
evaluate the effects of sport andrecreation on individuals and communities
evaluate strategies that seek to enhancehealth, wellbeing, and participation insport and recreation activities and providerecommendations
create communications that conveymeaning for particular audiences andpurposes.
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Structure The Sport & Recreation course is designed around core and elective topics.
Core topics Elective topics
Sport and recreation in the community Sport, recreation and healthy living Health and safety in sport and recreation activities Personal and interpersonal skills in sport and recreation
activities
Active play and minor games Challenge and adventure activities Games and sports Lifelong physical activities Rhythmic and expressive movement
activities Sport and recreation physical activities
Assessment For Sport & Recreation, assessment from Units 3 and 4 is used to determine the student’s exit result, and consists of four instruments, including:
one project (annotated records of the performance is also required)
one investigation, extended response or examination.
Project Investigation Extended response Performance Examination
A response to a single task, situation and/or scenario.
A response that includes locating and using information beyond students’ own knowledge and the data they have been given.
A technique that assesses the interpretation, analysis/examination and/or evaluation of ideas and information in provided stimulus materials.
A response involves the application of identified skill/s when responding to a task that involves solving a problem, providing a solution, providing instruction or conveying meaning or intent.
A response that answers a number of provided questions, scenarios and/or problems.
At least two different components from the following: written: 500–
900 words spoken: 2½–
3½ minutes multimodal:
3–6 minutes performance:
2–4 minutes.*
Presented in one of the following modes: written: 600–
1000 words spoken: 3–4
minutes multimodal: 4–
7 minutes.
Presented in one of the following modes: written: 600–1000
words spoken:
3–4 minutes multimodal: 4–7
minutes.
2–4 minutes* 60–90minutes
50–250 wordsper item
* Evidence must include annotated records that clearly identify the application of standards to performance.
This subject cannot be selected in conjunction with Certificate II in Sport & Recreation (SIS20115) + Certificate III in Sport & Recreation (SIS30115).
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Certificate II in Sport & Recreation (SIS20115) +Certificate III in Sport & Recreation (SIS30115)General class as well as Football Academy class RTO Provider - Binnacle Training (RTO Code: 31319)
VET Qualification
Students selecting Football Academy as a subject will also be completing this Certificate III in Sport & Recreation (SIS30115) + Certificate II in Sport & Recreation (SIS20115), with all coaching and officiating certificates within the course being football specific as opposed to the ‘general’ certificates that other students will acquire. Students who select this course should have a genuine interest in the Sport & Recreation industry and an eagerness to be physically active and engage with their peers as well as younger students in delivering sports and physical activity sessions. Students will have the opportrunity to engage in content directly related to the Sport & Recreation industry and will predominantly be involved in designing and delivering sport and physical activity sessions to various groups of participants.
This qualification is provided through Binnacle Training and is delivered by qualified staff at the College. This course provides students with a dual qualification as they will achieve both their Certificate II and III in Sport & Recreation upon successful completion of all units of competency within the course.
Engaging in this course will require student to deliver sport/recreation programs within their school community, such as:
Junior sports coaching
Primary school sport
Officiating games or competitionsStudents will also gain other qualifications such as their First Aid certificate, CPR and various officiating and coaching accreditations throughout the course. There are both practical and theoretical components to this course with all theory being completed online with the assistance of the teacher.
Entry requirements Students selecting this course must possess good quality written and spoken communication skills and must also have a ‘Working with Children’ Student Blue Card.
Pathways A certificate qualification in Sport & Recreation can establish a basis for further education and employment in the fields of fitness, outdoor recreation and education, sports administration, community health and recreation and sport performance.
Prerequisites No prerequisites are required for the general class, however for entry into the Football Academy stream, students must have participated in the Football Academy program throughout Years 7 - 10.
Objectives By the conclusion of the course of study, students should:• demonstrate physical responses
and interpersonal strategies inindividual and group situations insport and recreation activities
describe concepts and ideas about sportand recreation using terminology andexamples
manage individual and group sport andrecreation activities
apply strategies in sport and recreationactivities to enhance health, wellbeing,and participation for individuals andcommunities
evaluate individual and group physicalresponses and interpersonal strategies toimprove outcomes in sport and recreationactivities
confidently officiate various sports andgames as well as design & delivercoaching sessions based on varioussports and games
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Resource requirements Bring your own Device - ICT access for
VET students
Vocational Education and Training (VET)students have a significant componentof related online theory work tocomplete. VET students should have adevice that meets the requirements of ourCollege BYOD policy.
Structure
Unit Code Unit Title SIS30115 Cert III Sport
SIS20115 Cert II Sport
BSBWHS303 Participate in WHS hazard identification, risk assessment and risk control Core E
BSBWOR301 Organise personal work priorities and development Core
HLTAID003 Provide First Aid Core Core
HLTWHS001 Participate in workplace health and safety Core Core
ICTWEB201 Use social media tools for collaboration and engagement Core E
SISXCAI003 Conduct non-instructional sport, fitness or recreation sessions Core
SISXCAI004 Plan and conduct programs Core
SISXCCS001 Provide quality service Core Core
SISXEMR001 Respond to emergency situations Core Core
BSBCRT301 Develop and extend critical and creative thinking skills E (General)
BSBADM307 Organise schedules E (General)
SISXCAI006 Facilitate groups E (General)
SISXIND001 Work effectively in sport, fitness and recreation environments E Core
SISXIND002 Maintain sport, fitness and recreation industry knowledge E Core
BSBRSK401 Identify risk and apply risk management processes E E
SISXFAC001 Maintain equipment for activities E (General)
FSKLRG11 Use routine strategies for work-related learning E (General)
BSBWOR202 Organise and complete daily work activities Core
SISXCAI002 Assist with activity sessions Core
NOTE: Elective units are subject to change prior to the commencement of the program. This is to ensure alignment to current industry practices is at its optimum.
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Assessment Students will have both theoretical and practical assessments throughout the course. All theoretical assessment is completed online with some assessments being marked by the teacher and others being automatically marked through the Binnacle online learning platform. Practical assessments will include demonstration of coaching sessions for a range of different participant groups. Other practical assessments may also include the maintenance of sporting equipment and facilities. As well as this, students will be required to log a certain number of both ‘officiating’ and ‘coaching’ hours over the 2 years of the course.
Program Disclosure Statement (PDS) This Subject Outline is to be read in conjunction with Binnacle Training's Program Disclosure Statement (PDS). The PDS sets out the services and training products Binnacle Training provides and those services carried out by the 'Partner School' (i.e. the delivery of training and assessment services). To access Binnacle's PDS, visit: http://www.binnacletraining.com.au/rto.php and select ‘RTO Files’.
Subject CostsPlease refer to the Fee Matrix on the College website.
Approval for advertising granted.
This subject cannot be selected in conjunction with Applied Sport and Recreation.
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Certificate III in Fitness (SIS30315) RTO Provider - Binnacle Training (RTO Code: 31319)
VET Qualification
Overview Students will develop an understanding of the fitness industry and the needs of clients. They will learn how to plan a program of exercises with an understanding of exercise science, nutrition and effective risk management. Students gain the entry-level skills required of a Fitness Professional. Students deliver fitness programs within their school community. This qualification also includes First Aid, CPR and coaching accreditations. Students deliver fitness programs within their school community. These include:
Personal training adults (teachers andstaff)
Strength and conditioning for athletes andteams
Group fitness sessions (adults andstudents)
Primary school fitness
This is a challenging course and requires students to actively engage in both practical and theoretical assessments and learning experiences.
Pathways The national qualification to become a fitness instructor is the Certificate III in Fitness. Becoming a fitness instructor is the first step into the fitness industry. Fitness instructors are involved in the assessment, training and supervision of clients in fitness centres and gyms. Other areas that this qualification may contribute towards include:
• Certificate IV Fitness
• Diploma of Fitness
• Personal trainer
• Exercise Physiologist
• Sport Scientist
Prerequisites No prerequisites are required to study this subject.
Objectives By the conclusion of the course of study, students should demonstrate an understanding and/or ability to complete the following:
Fitness Screen and assess new clients
Monitor a client’s fitness level anddevelopment
Provide fitness training to a single client
Provide fitness training to a group ofclients
Provide good advice on all forms ofexercise and exercise equipment
Administration duties of fitness centre orgyms
Anatomy and Physiology and the basics ofExercise Science
Principles of healthy eating
Exercise for Special Populations clientssuch as older adults
First Aid
Entry requirements Students selecting this course must possess good quality written and spoken communication skills and must also have a ‘Working with Children’ Student Blue Card.
Resource requirements Bring your own Device - ICT access for
VET students
Vocational Education and Training (VET)students have a significant componentof related online theory work tocomplete. VET students should have adevice that meets the requirements of ourCollege BYOD policy.
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Structure
Unit Code Unit Title Core / Elective
SISFFIT001 Provide health screening and fitness orientation Core
SISFFIT002 Recognise and apply exercise considerations for specific populations Core
SISFFIT003 Instruct fitness programs Core
SISFFIT004 Incorporate anatomy and physiology principles into fitness programming Core
SISFFIT005 Provide healthy eating information Core
SISFFIT014 Instruct exercise to older clients Core
SISXCCS001 Provide quality service Core
SISXFAC001 Maintain equipment for activities Core
SISXIND001 Work effectively in sport, fitness and recreation environments Core
BSBRSK401 Identify risk and apply risk management processes Elective (Gym)
HLTAID003 Provide first aid Elective (Gym)
HLTWHS001 Participate in workplace health and safety Elective (Gym)
SISFFIT006 Conduct fitness appraisals Elective (Gym)
BSBSUS201 Participate in environmentally sustainable work practices Elective (General)
SISXIND002 Maintain sport, fitness and recreation industry knowledge Elective
SISXEMR001 Respond to emergency situations Elective
NOTE: Elective units are subject to change prior to the commencement of the program. This is to ensure alignment to current industry practices is at its optimum.
Assessment Students will have both theoretical and practical assessments throughout the course. All theoretical assessment is completed online with some assessments being marked by the teacher and others being automatically marked through the Binnacle online learning platform. Practical assessments will include demonstration of exercise and fitness sessions for a range of different participant groups.
Program Disclosure Statement (PDS) This Subject Outline is to be read in conjunction with Binnacle Training's Program Disclosure Statement (PDS). The PDS sets out the services and training products Binnacle Training provides and those services carried out by the 'Partner School' (i.e. the delivery of training and assessment services). To access Binnacle's PDS, visit: http://www.binnacletraining.com.au/rto.php and select ‘RTO Files’.
Subject CostsPlease refer to the Fee Matrix on the College website.
Approval for advertising granted.
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Certificate III in Health Services Assistance (HLT33115)(including HLT23215 Certificate II in Health Support Services)RTO Provider – Connect ‘N’ Grow (RTO Code: 40518)
VET Qualification
Overview Health and community services training is linked to the largest growth industry in Australia, estimated to grow by 20% over the next five years. These programs combine to provide students with entry level skills necessary for a career in the health sector and also provide a pathway to pursue further study.
Pathways Upon successful completion of the Certificate III in Health Services Assistance (HLT33115), student pathway options may include:
• Various Certificate IV qualifications• Diploma of Nursing• Bachelor of Nursing• Bachelor Degrees (B, Nursing)• Entry level employment within the
health industry
Prerequisites There are no entry requirements to commence the first year of this qualification; however successful completion of the Certificate II in Health Support Services is required to continue into the Certificate III coursework.
Objectives By the conclusion of the course of study, students’ skills acquired include:
• first aid• effective communication• workplace health and safety• infection control• understanding common medical
terminology• conducting health checks• recognising healthy body systems and
working with diverse people.
Resource requirements
Bring your own Device - ICT access forVET students
Vocational Education and Training (VET)students have a significant componentof related online theory work tocomplete. VET students should have adevice that meets the requirements of ourCollege BYOD policy.
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Structure
Unit Code Unit Title Core / Elective
BSBCRT511 Develop critical thinking in others Core
BSBFIN501 Manage budgets and financial plans Core
BSBOPS501 Manage business resources Core
BSBSUS511 Develop workplace policies and procedures for sustainability Core
BSBXCM501 Lead communication in the workplace Core
BSBOPS601 Develop and implement business plans Elective
BSBOPS504 Manage business risk Elective
SIRXMGT005 Lead the development of business opportunities Elective
BSBMKG541 Identify and evaluate marketing opportunities Elective
BSBOPS505 Manage organisation customer service Elective
BSBMKG546 Develop social media engagement plans Elective
NOTE: Elective units are subject to change prior to the commencement of the program. This is to ensure alignment to current industry practices is at its optimum.
Assessment Assessment is competency based. Assessment techniques include:
• Observations• Folios of work• Questionnaires• Written and Practical tasks
Subject CostsPlease refer to the Fee Matrix on the College website.
DISCLAIMER: All information contained is accurate at the time of publication but subject to change.
Approval for advertising granted.
SIRXMKT006 Develop a social media strategy Elective
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Biology General senior subject
General
Biology provides opportunities for students to engage with living systems.
Students develop their understanding of cells and multicellular organisms. They engage with the concept of maintaining the internal environment. They study biodiversity and the interconnectedness of life. This knowledge is linked with the concepts of heredity and the continuity of life.
Students learn and apply aspects of the knowledge and skills of the discipline (thinking, experimentation, problem-solving and research skills), understand how it works and how it may impact society. They develop their sense of wonder and curiosity about life; respect for all living things and the environment; understanding of biological systems, concepts, theories and models; appreciation of how biological knowledge has developed over time and continues to develop; a sense of how biological knowledge influences society.
Students plan and carry out fieldwork, laboratory and other research investigations; interpret evidence; use sound, evidence-based arguments creatively and analytically when evaluating claims and applying biological knowledge; and communicate biological understanding, findings, arguments and conclusions using appropriate representations, modes and genres.
Pathways A course of study in Biology can establish a basis for further education and employment in the fields of medicine, forensics, veterinary, food and marine sciences, agriculture, biotechnology, environmental rehabilitation, biosecurity, quarantine, conservation and sustainability.
Prerequisites Mandatory At a minimum, it is compulsory for students to have achieved a high level (B) of achievement in Year 10 Extension Science or a very high (A) result in Year 10 Core Science.
RecommendedGeneral Mathematics and English are recommended companion subjects.
Objectives By the conclusion of the course of study, students will: describe and explain scientific concepts,
theories, models and systems and theirlimitations
apply understanding of scientific concepts,theories, models and systems within theirlimitations
analyse evidence
interpret evidence
investigate phenomena
evaluate processes, claims andconclusions
communicate understandings, findings,arguments and conclusions.
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Structure
Unit 1 Unit 2 Unit 3 Unit 4
Cells and multicellular organisms Cells as the basis of
life Multicellular
organisms
Maintaining the internal environment Homeostasis Infectious diseases
Biodiversity and the interconnectedness of life Describing
biodiversity Ecosystem dynamics
Heredity and continuity of life DNA, genes and the
continuity of life Continuity of life on
Earth
Assessment
Formative assessments Schools devise assessments in Units 1 and 2 to suit their local context.
Unit 1 Unit 2
Formative internal assessment: Student experiment
25% Formative internal assessment: Research investigation
25%
Formative internal assessment: Data test
25% Formative internal assessment: Examination
25%
Summative assessments In Units 3 and 4 students complete four summative assessments. The results from each of the assessments are added together to provide a subject score out of 100. Students will also receive an overall subject result (A–E).
Unit 3 Unit 4
Summative internal assessment 1 (IA1): Data test
10% Summative internal assessment 3 (IA3): Research investigation
20%
Summative internal assessment 2 (IA2): Student experiment
20%
Summative external assessment (EA): 50% Examination
Subject Costs Please refer to the Fee Matrix on the College website.
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Chemistry General senior subject
General
Chemistry is the study of materials and their properties and structure.
Students study atomic theory, chemical bonding, and the structure and properties of elements and compounds. They explore intermolecular forces, gases, aqueous solutions, acidity and rates of reaction. They study equilibrium processes and redox reactions. They explore organic chemistry, synthesis and design to examine the characteristic chemical properties and chemical reactions displayed by different classes of organic compounds.
Students develop their appreciation of chemistry and its usefulness; understanding of chemical theories, models and chemical systems; expertise in conducting scientific investigations. They critically evaluate and debate scientific arguments and claims in order to solve problems and generate informed, responsible and ethical conclusions, and communicate chemical understanding and findings through the use of appropriate representations, language and nomenclature.
Students learn and apply aspects of the knowledge and skills of the discipline (thinking, experimentation, problem-solving and research skills), understand how it works and how it may impact society.
Pathways A course of study in Chemistry can establish a basis for further education and employment in the fields of forensic science, environmental science, engineering, medicine, pharmacy and sports science.
Prerequisites
Mandatory At a minimum, it is compulsory for students to have achieved a high level (B) of achievement in Year 10Extension Science or a very high (A)result in Year 10 Core Science.
RecommendedGeneral Mathematics and English are recommended companion subjects.
Objectives By the conclusion of the course of study, students will:
describe and explain scientific concepts,theories, models and systems and theirlimitations
apply understanding of scientific concepts,theories, models and systems within theirlimitations
analyse evidence
interpret evidence
investigate phenomena
evaluate processes, claims andconclusions
communicate understandings, findings,arguments and conclusions.
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Structure
Unit 1 Unit 2 Unit 3 Unit 4
Chemical fundamentals — structure, properties and reactions Properties and
structure of atoms Properties and
structure of materials Chemical reactions
—reactants, productsand energy change
Molecular interactions and reactions Intermolecular forces
and gases Aqueous solutions
and acidity Rates of chemical
reactions
Equilibrium, acids and redox reactions Chemical equilibrium
systems Oxidation and
reduction
Structure, synthesis and design Properties and
structure of organicmaterials
Chemical synthesisand design
Assessment
Formative assessments Schools devise assessments in Units 1 and 2 to suit their local context.
Unit 1 Unit 2
Formative internal assessment: Research investigation
25% Formative internal assessment: Student experiment
25%
Formative internal assessment: Data test
25% Formative internal assessment: Examination
25%
Summative assessments In Units 3 and 4 students complete four summative assessments. The results from each of the assessments are added together to provide a subject score out of 100. Students will also receive an overall subject result (A–E).
Unit 3 Unit 4
Summative internal assessment 1 (IA1): Data test
10% Summative internal assessment 3 (IA3): Research investigation
20%
Summative internal assessment 2 (IA2): Student experiment
20%
Summative external assessment (EA): 50% Examination
Subject Costs Please refer to the Fee Matrix on the College website.
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Physics General senior subject
General
Physics provides opportunities for students to engage with classical and modern understandings of the universe.
Students learn about the fundamental concepts of thermodynamics, electricity and nuclear processes; and about the concepts and theories that predict and describe the linear motion of objects. Further, they explore how scientists explain some phenomena using an understanding of waves. They engage with the concept of gravitational and electromagnetic fields, and the relevant forces associated with them. They study modern physics theories and models that, despite being counterintuitive, are fundamental to our understanding of many common observable phenomena.
Students develop appreciation of the contribution physics makes to society: understanding that diverse natural phenomena may be explained, analysed and predicted using concepts, models and theories that provide a reliable basis for action; and that natter and energy interact in physical systems across a range of scales. They understand how models and theories are refined, and new ones developed in physics; investigate phenomena and solve problems; collect and analyse data; and interpret evidence. Students use accurate and precise measurement, valid and reliable evidence, and scepticism and intellectual rigour to evaluate claims; and communicate physics understanding, findings, arguments and conclusions using appropriate representations, modes and genres.
Students learn and apply aspects of the knowledge and skills of the discipline (thinking, experimentation, problem-solving and research skills), understand how it works and how it may impact society.
Pathways A course of study in Physics can establish a basis for further education and employment in the fields of science, engineering, medicine and technology.
Prerequisites Mandatory At a minimum, it is compulsory for students to have achieved a high level (B) of achievement in Year 10 Extension Science. It is a requirement of selecting Physics that Mathematical Methods be selected for Year 11 and 12.
Objectives By the conclusion of the course of study, students will:
describe and explain scientific concepts,theories, models and systems and theirlimitations
apply understanding of scientific concepts,theories, models and systems within theirlimitations
analyse evidence
interpret evidence
investigate phenomena
evaluate processes, claims andconclusions
communicate understandings, findings,arguments and conclusions.
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Structure
Unit 1 Unit 2 Unit 3 Unit 4
Thermal, nuclear and electrical physics Heating processes Ionising radiation and
nuclear reactions Electrical circuits
Linear motion and waves Linear motion and
force Waves
Gravity and electromagnetism Gravity and motion Electromagnetism
Revolutions in modern physics Special relativity Quantum theory The Standard Model
Assessment
Formative assessments Schools devise assessments in Units 1 and 2 to suit their local context.
Unit 1 Unit 2
Formative internal assessment: Research investigation
25% Formative internal assessment: Student experiment
25%
Formative internal assessment: Data test
25% Formative internal assessment: Examination
25%
Summative assessments In Units 3 and 4 students complete four summative assessments. The results from each of the assessments are added together to provide a subject score out of 100. Students will also receive an overall subject result (A–E).
Unit 3 Unit 4
Summative internal assessment 1 (IA1): Data test
10% Summative internal assessment 3 (IA3): Research investigation
20%
Summative internal assessment 2 (IA2): Student experiment
20%
Summative external assessment (EA): 50% Examination
Subject Costs Please refer to the Fee Matrix on the College website.
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Psychology General senior subject
General
Psychology provides opportunities for students to engage with concepts that explain behaviours and underlying cognitions.
Students examine individual development in the form of the role of the brain, cognitive development, human consciousness and sleep. They investigate the concept of intelligence; the process of diagnosis and how to classify psychological disorder and determine an effective treatment; and the contribution of emotion and motivation on individual behaviour. They examine individual thinking and how it is determined by the brain, including perception, memory, and learning. They consider the influence of others by examining theories of social psychology, interpersonal processes, attitudes and cross-cultural psychology.
Students learn and apply aspects of the knowledge and skill of the discipline (thinking, experimentation, problem-solving and research skills), understand how it works and how it may impact society.
Pathways A course of study in Psychology can establish a basis for further education and employment in the fields of psychology, sales, human resourcing, training, social work, health, law, business, marketing and education.
Prerequisites Mandatory At a minimum, it is compulsory for students to have achieved a sound level (C) of achievement in Year 10 ExtensionScience or a high level (B) ofachievement in Year 10 Core Science.
RecommendedEnglish and General Mathematics are recommended companion subjects.
Objectives By the conclusion of the course of study, students will:
describe and explain scientific concepts,theories, models and systems and theirlimitations
apply understanding of scientific concepts,theories, models and systems within theirlimitations
analyse evidence
interpret evidence
investigate phenomena
evaluate processes, claims andconclusions
communicates understandings, findings,arguments and conclusions.
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Structure
Unit 1 Unit 2 Unit 3 Unit 4
Individual development Psychological
science A The role of the brain Cognitive
development Human
consciousness andsleep
Individual behaviour Psychological
science B Intelligence Diagnosis Psychological
disorders andtreatments
Emotion andmotivation
Individual thinking Localisation of
function in the brain Visual perception Memory Learning
The influence of others Social psychology Interpersonal
processes Attitudes Cross-cultural
psychology
Assessment
Formative assessments Schools devise assessments in Units 1 and 2 to suit their local context.
Unit 1 Unit 2
Formative internal assessment: Data test
25% Formative internal assessment: Research investigation
25%
Formative internal assessment: Student experiment
25% Formative internal assessment: Examination
25%
Summative assessments In Units 3 and 4 students complete four summative assessments. The results from each of the assessments are added together to provide a subject score out of 100. Students will also receive an overall subject result (A–E).
Unit 3 Unit 4
Summative internal assessment 1 (IA1): Data test
10% Summative internal assessment 3 (IA3): Research investigation
20%
Summative internal assessment 2 (IA2): Student experiment
20%
Summative external assessment (EA): 50% Examination
Subject Costs Please refer to the Fee Matrix on the College website.
Certificate III in Laboratory Skills (MSL30118) RTO Provider - Murrumba State Secondary College, Provider Number: 40758
VET Qualification
Overview This qualification covers the skills and knowledge required to perform a limited range of laboratory operations across all industry sectors, and is the entry level required for laboratory personnel across all industry sectors. The course gives you practical skills and knowledge to perform basic tests, aseptic techniques, microscopic examinations, as well as the ability to analyse and record data.
Employment outcomes targeted by this qualification include laboratory technicians, Technical assistants, Laboratory assistants, instrument operators and similar personnel.
Prerequisites No prerequisites are required to study this subject.
Due to safety issues students will be required to follow teacher instructions at all times.
Resource Requirements• Bring your own Device - ICT access for
VET students• All resources are provided through the
SRS scheme for all participatingstudents. Those not participating in theSRS scheme are to provide their owntextbooks and resources as stated intheResource/Book/Materials list.
• A USB is essential
ProjectsOver the course of this qualification, students will undertake a number of projects. These projects include:
Project 1 - Induction and Consumer Testing
Students will complete a tour and induction of the laboratory and preparatory laboratory. Students will complete a safety induction checklist, safety test and be observed working safely in a variety of experiments testing consumer products.
Project 2 - Food Science
Students will complete a variety of work tasks in the laboratory related to Food Science. Eg. Caffeine extraction, Vitamin C titrations.
Project 3 - Cider
Students will learn about the basic chemistry of cider and the tests that are performed during the cider-making process. Skills learnt will be used in the production of the cider.
Project 4 - Forensics
Students will participate in forensic testing based in the laboratory. Students will learn about and then complete the following forensic testing/analysis.: Fingerprinting, Blood Splatters, Ballistics, Blood Typing, White powder identification, Fibre identification, Foot-printing and tyre casting.
Project 5 - Health
Students are based in the laboratories and will learn about health and health testing techniques. Activities students will complete includes: General Anatomy, Heart Rates and Blood Pressure, Fitness Testing, Types of Pathogens, Agar Plate Techniques, Sampling of Surfaces, Hearing Health.
Project 6 - Environmental Science
Students will perform an environmental audit of the schools laboratories. The Audit will include resource usage within the laboratories and provide possible ways to improve resource efficiency and workplace practices.
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Structure
Unit Code Unit Title
MSL913003 Communicate with other people
MSL913004 Plan and conduct laboratory/field work
MSL922001 Record and present data
MSL933006 Contribute to the achievement of quality objectives
MSL943004 Participate in laboratory/field workplace safety
MSMENV272 Participate in environmentally sustainable work practices
MSL953003 Receive and prepare samples for testing
MSL973013 Perform basic tests
MSL973014 Prepare working solutions
MSL973019 Perform microscopic examination
MSL912001 Work within a laboratory/field workplace
MSL972001 Conduct routine site measurements
MSL924003 Process and interpret data
NOTE: Elective units are subject to change prior to the commencement of the program. This is to ensure alignment to current industry practices is at its optimum.
Assessment
Units of competency are assessed using a variety of techniques. These include:
• Work booklet completion and responses to written and oral questions.
• Observation checklists completed during practical field/laboratory tasks.
• Work Products
Subject Costs Please refer to the Student Resource Scheme on the College website.Excursions may be held to a variety of different manufacturing workplaces. These will depend on availability.
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Approval for advertising granted.
Murrumba State Secondary College Senior Subject Guide MSSC May 2020
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Murrumba State Secondary College Senior Subject Guide
MSSCMay 2020
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Spanish General senior subject
General
Spanish provides students with the opportunity to reflect on their understanding of the Spanish language and the communities that use it, while also assisting in the effective negotiation of experiences and meaning across cultures and languages. Students participate in a range of interactions in which they exchange meaning, develop intercultural understanding and become active participants in understanding and constructing written, spoken and visual texts.
Students communicate with people from Spanish-speaking communities to understand the purpose and nature of language and to gain understanding of linguistic structures. They acquire language in social and cultural settings and communicate across a range of contexts for a variety of purposes.
Students experience and evaluate a range of different text types; reorganise their thinking to accommodate other linguistic and intercultural knowledge and textual conventions; and create texts for a range of contexts, purposes and audiences.
Pathways A course of study in Spanish can establish a basis for further education and employment in many professions and industries, particularly those where the knowledge of an additional language and the intercultural understanding it encompasses could be of value, such as business, hospitality, law, science, technology, sociology and education. A second language is a significant advantage in the current competitive jobs market.
Prerequisites Mandatory At a minimum, it is compulsory for students to have achieved a sound level (C) of achievement in Year 10 Spanish.
RecommendedIt is recommended that students have achieved a high level (B) of achievement in Year 10 Spanish.
Objectives By the conclusion of the course of study, students will: comprehend Spanish to understand
information, ideas, opinions andexperiences
identify tone, purpose, context andaudience to infer meaning, values andattitudes
analyse and evaluate information andideas to draw conclusions and justifyopinions, ideas and perspectives
apply knowledge of Spanish languageelements, structures and textualconventions to convey meaningappropriate to context, purpose, audienceand cultural conventions
structure, sequence and synthesiseinformation to justify opinions, ideas andperspectives
use strategies to maintain communicationand exchange meaning in Spanish.
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Structure
Unit 1 Unit 2 Unit 3 Unit 4
Mi mundo My world Family/carers and
friends Lifestyle and leisure Education
La exploración de nuestro mundo Exploring our world Travel Technology and
media The contribution of
Spanish culture tothe world
Nuestra Sociedad Our society Roles and
relationships Socialising and
connecting with mypeers
Groups in society
Mi future My future Finishing secondary
school, plans andreflections
Responsibilities andmoving on
Assessment
Formative assessments Schools devise assessments in Units 1 and 2 to suit their local context.
Unit 1 Unit 2
Formative internal assessment: Examination — short response
15% Formative internal assessment: Extended response
30%
Formative internal assessment: Examination — combination response
30% Formative internal assessment: Examination — combination response
25%
Summative assessments In Units 3 and 4 students complete four summative assessments. The results from each of the assessments are added together to provide a subject score out of 100. Students will also receive an overall subject result (A–E).
Unit 3 Unit 4
Summative internal assessment 1 (IA1): Examination — short response
15% Summative internal assessment 3 (IA3): Extended response
30%
Summative internal assessment 2 (IA2): Examination — combination response
30% Summative external assessment (EA): Examination — combination response
25%
Subject Costs Please refer to the Fee Matrix on the College website.
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May 2020
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General Dance General senior subject
Dance fosters creative and expressive communication. It uses the body as an instrument for expression and communication of ideas. It provides opportunities for students to critically examine and reflect on their world through higher order thinking and movement. It encourages the holistic development of a person, providing a way of knowing about oneself, others and the world.
Students study dance in various genres and styles, embracing a variety of cultural, societal and historical viewpoints integrating new technologies in all facets of the subject. Historical, current and emerging dance practices, works and artists are explored in global contexts and Australian contexts, including the dance of Aboriginal peoples and Torres Strait Islander peoples. Students learn about dance as it is now and explore its origins across time and cultures.
Students apply critical thinking and literacy skills to create, demonstrate, express and reflect on meaning made through movement. Exploring dance through the lens of making and responding, students learn to pose and solve problems, and work independently and collaboratively. They develop aesthetic and kinaesthetic intelligence, and personal and social skills.
Pathways It is recommended that students are on an ATAR pathway to complete the course of study, however this is not mandatory. A course of study in Dance can establish a basis for further education and employment in the field of dance, and to broader areas in creative industries and cultural institutions, including arts administration and management, communication,
Murrumba State Secondary College Senior Subject Guide
MSSC
education, public relations, research and science and technology. Students will build their analysis, creative and critical thinking skills which will benefit them in a variety of pathways making them successful in a real world context.
Prerequisites Mandatory At a minimum, it is compulsory for students to have achieved a sound level (C) of achievement in a Year 10 Creative Industries subject. Successful completion of this course will require students to perform on stage in front of an audience.
RecommendedIt is recommended that students have achieved a sound level (C) of achievement in Year 10 English and be involved in private dance lessons outside of school. A moderate degree of physical fitness, endurance and flexibility is required.
Objectives By the conclusion of the course of study, students will:
demonstrate an understanding of danceconcepts and skills
apply literacy skills
organise and apply the dance concepts
analyse and interpret dance concepts andskills
apply technical skills
realise meaning through expressive skills
create dance to communicate meaning
evaluate dance, justifying the use ofdance concepts and skills.
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Structure Unit 1 Unit 2 Unit 3 Unit 4
Moving bodies How does dance communicate meaning for different purposes and in different contexts? Genres: Contemporary at least one other
genre Subject matter: meaning, purpose
and context historical and
cultural origins of focus genres
Moving through environments How does the integration of the environment shape dance to communicate meaning? Genres: Contemporary at least one other
genre Subject matter: physical dance
environments including site-specific dance
virtual dance environments
Moving statements How is dance used to communicate viewpoints? Genres: Contemporary at least one other
genre Subject matter: social, political
and cultural influences on dance
Moving my way How does dance communicate meaning for me? Genres: fusion of movement
styles Subject matter: developing a
personal movement style
personal viewpoints and influences on genre
Assessment Formative assessments Schools devise assessments in Units 1 and 2 to suit their local context.
Unit 1 Unit 2
Formative internal assessment Performance
Formative internal assessment Extended analytical response under
examination conditions
Formative internal assessment Choreography
Formative internal assessment • Project — dance work
Summative assessments In Units 3 and 4 students complete four summative assessments. The results from each of the assessments are added together to provide a subject score out of 100. Students will also receive an overall subject result (A–E).
Unit 3 Unit 4
Summative internal assessment 1 (IA1): Performance
20% Summative internal assessment 3 (IA3): Project — dance work
35%
Summative internal assessment 2 (IA2): Choreography
20%
Summative external assessment (EA): 25% Examination — extended response
Subject Costs Please refer to the Fee Matrix on the College website.
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Drama General senior subject
General
Drama fosters creative and expressive communication. It interrogates the human experience by investigating, communicating and embodying stories, experiences, emotions and ideas that reflect the human experience. It engages students in imaginative meaning-making processes and involves them using a range of artistic skills as they make and respond to dramatic works.
Students experience, reflect on, understand, communicate, collaborate and appreciate different perspectives of themselves, others and the world in which they live. They learn about the dramatic languages and how these contribute to the creation, interpretation and critique of dramatic action and meaning for a range of purposes. They study a range of forms, styles and their conventions in a variety of inherited traditions, current practice and emerging trends, including those from different cultures and contexts.
Students learn how to engage with dramatic works as both artists and audience through the use of critical literacies. The study of drama develops students’ knowledge, skills and understanding in the making of and responding to dramatic works to help them realise their creative and expressive potential as individuals. Students learn to pose and solve problems, and work independently and collaboratively.
Pathways It is recommended that students are on an ATAR pathway to complete the course of study, however this is not mandatory. A course of study in Drama can establish a basis for further education and employment in the field of drama, and to broader areas in creative industries and cultural institutions, including arts administration and management, communication, education,
public relations, research and science and technology. Students will build their communication, analysis, creative and critical thinking skills which will benefit them in a variety of pathways making them successful in a real world context.
Prerequisites Mandatory At a minimum, it is compulsory for students to have achieved a sound level (C) of achievement in Year 10 Drama or a high achievement (B) in a Creative Industries course. Successful completion of this course will require students to perform on stage in front of an audience.
RecommendedIt is recommended that students have achieved a sound level (C) of achievement in Year 10 English.
ObjectivesBy the conclusion of the course of study, students will:
demonstrate an understanding of dramaticlanguages
apply literacy skills
apply and structure dramatic languages
analyse how dramatic languages are usedto create dramatic action and meaning
interpret purpose, context and text tocommunicate dramatic meaning
manipulate dramatic languages to createdramatic action and meaning
evaluate and justify the use of dramaticlanguages to communicate dramaticmeaning
synthesise and argue a position aboutdramatic action and meaning.
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Structure
Unit 1 Unit 2 Unit 3 Unit 4
Share How does drama promote shared understandings of the human experience? cultural inheritances
of storytelling oral history and
emerging practices a range of linear and
non-linear forms
Reflect How is drama shaped to reflect lived experience? Realism, including
Magical Realism,Australian Gothic
associatedconventions of stylesand texts
Challenge How can we use drama to challenge our understanding of humanity? Theatre of Social
Comment, includingTheatre of theAbsurd and EpicTheatre
associatedconventions of stylesand texts
Transform How can you transform dramatic practice? Contemporary
performance associated
conventions of stylesand texts
inherited texts asstimulus
Assessment
Formative assessments Schools devise assessments in Units 1 and 2 to suit their local context.
Unit 1 Unit 2
Formative Internal assessment Performance — published text
Formative Internal assessment Extended analytical response under
examination conditions
Formative Internal assessment Project — dramatic concept.
Formative Internal assessment Practice-led project — directorial
vision and performance.
Summative assessments In Units 3 and 4 students complete four summative assessments. The results from each of the assessments are added together to provide a subject score out of 100. Students will also receive an overall subject result (A–E).
Unit 3 Unit 4
Summative internal assessment 1 (IA1): Performance
20% Summative internal assessment 3 (IA3): Project — practice-led project
35%
Summative internal assessment 2 (IA2): Project — dramatic concept
20%
Summative external assessment (EA): 25% Examination — extended response
Subject Costs Please refer to the Fee Matrix on the College website.
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Film, Television & New Media General senior subject
General
Film, Television & New Media fosters creative and expressive communication. It explores the five key concepts of technologies, representations, audiences, institutions and languages.
Students learn about film, television and new media as our primary sources of information and entertainment. They understand that film, television and new media are important channels for educational and cultural exchange, and are fundamental to our self-expression and representation as individuals and as communities.
Students creatively apply film, television and new media key concepts to individually and collaboratively make moving-image media products, and investigate and respond to moving-image media content and production contexts. Students develop a respect for diverse perspectives and a critical awareness of the expressive, functional and creative potential of moving-image media in a diverse range of global contexts. They develop knowledge and skills in creative thinking, communication, collaboration, planning, critical analysis, and digital and ethical citizenship.
Pathways A course of study in Film, Television & New Media can establish a basis for further education and employment in the fields of information technologies, creative industries, cultural institutions, and diverse fields that use skills inherent in the subject; including advertising, arts administration and management, communication, design, education, film and television, and public relations.
Prerequisites Mandatory At a minimum, it is compulsory for students to have achieved a sound level (C) of achievement in Year 10 Media Arts or a high level (B) of achievement in a Creative Industries course.
RecommendedIt is recommended that students have achieved a sound level (C) of achievement in Year 10 English.
Objectives By the conclusion of the course of study, students will: explain the features of moving-image
media content and practices
symbolise conceptual ideas and stories
construct proposals and construct moving-image media products
apply literacy skills
analyse moving-image productsand contexts of production and use
structure visual, audio and text elementsto make moving-image media products
experiment with ideas for moving-imagemedia products
appraise film, television and new mediaproducts, practices and viewpoints
synthesise visual, audio and text elementsto solve conceptualand creative problems.
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Structure Unit 1 Unit 2 Unit 3 Unit 4
Foundation Concept:
technologiesHow are tools and associated processes used to create meaning? Concept: institutionsHow are institutionalpractices influenced bysocial, political andeconomic factors? Concept: languagesHow do signs andsymbols, codes andconventions createmeaning?
Story forms Concept:
representationsHow do representations function in story forms? Concept: audiencesHow does therelationship betweenstory forms andmeaning change indifferent contexts? Concept: languagesHow are medialanguages used toconstruct stories?
Participation Concept:
technologiesHow do technologies enable or constrain participation? Concept: audiencesHow do differentcontexts and purposesimpact the participationof individuals andcultural groups? Concept: institutionsHow is participation ininstitutional practicesinfluenced by social,political and economicfactors?
Identity Concept:
technologiesHow do media artists experiment with technological practices? Concept:
representationsHow do media artists portray people, places, events, ideas and emotions? Concept: languagesHow do media artistsuse signs, symbols,codes and conventionsin experimental ways tocreate meaning?
Assessment Formative assessments Schools devise assessments in Units 1 and 2 to suit their local context.
Unit 1 Unit 2
Formative Internal assessment Case Study Investigation
Formative Internal assessment Project
Formative Internal assessment Project
Formative Internal assessment • Examination- extended response
Summative assessments In Units 3 and 4 students complete four summative assessments. The results from each of the assessments are added together to provide a subject score out of 100. Students will also receive an overall subject result (A–E).
Unit 3 Unit 4
Summative internal assessment 1 (IA1): Case study investigation
15% Summative internal assessment 3 (IA3): Stylistic project
35%
Summative internal assessment 2 (IA2): Multi-platform project
25%
Summative external assessment (EA): 25% Examination — extended response
Subject Costs Please refer to the Fee Matrix on the College website.
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This qualification will provide practical skills and knowledge for students interested in the creative industry sector. Students will learn how to create amazing content, gain familiarity using Recording and Broadcasting equipment, DSLR cameras, photography and video production, Lighting and Sound engineering.
The Certificate II in Creative Industries is the perfect choice for students interested in working within the live and broadcast creative entertainment industries e.g. Radio and Studio production, event technical crew, stage crew, audio and lighting design and event design. The course provides students with fundamental industry and basic knowledge. The course is also an excellent choice for students wanting to develop general employability skills such as problem solving, group work and creative response. Students get to work with Industry-Standard equipment, developing skills in video production and photography. Enhance your creativity, explore the world and tell your story.
This qualification is delivered by qualified staff at the College.
Pathways This course is suited to learners who may consider careers as a production crew, radio or TV production/announcer, production assistant, stage crew, technical production or event crew, sound or camera assistant, bump in/bump out, or event organising
Prerequisites No prerequisites are required to study this subject.
Objectives By the conclusion of the course of study, students should:
• Be able to source and use informationrelevant to own creative industry andproduction practice
• Be able to contribute to the health andsafety of self and others
Resource requirements • Bring your own Device - ICT access
• Journal / Notebook
• Own headphones
• Minimum of 300Gb USB storage device
• Specific resources will be providedthrough the College to students for thiscourse
• Subject fees are required to be up to date
Certificate II Creative Industries (CUA20215) RTO Provider – Murrumba SSC (RTO Code: 40758)
VET
Qualification
ProjectsOver the course of this qualification, students will undertake a number of projects
These projects include:
Project 1 - Radio LunchboxThe students will be writing and programming for the College Radio Station. Students will be recording and broadcasting the show, working with the hosts and within industry guidelines. Students will be involved in constructing a drive time or Breakfast radio show which will be broadcast before school and at lunchtimes throughout the College year.
Project 2 - GENER8 Fast Film Competition and FestivalStudents will be involved with the organisation, planning and the production of a Fast Film Competition and festival. This requires the students to be involved in all aspects of planning and promotion, possibly including the students visiting local primary schools to promote the competition. Students will have to design advertisements and promotional
• Use basic creative and technical skillsunderpinning all types of MediaProduction Practice
• Make creative production projects
• Students will keep a folio of their work foreach of the projects.
• Students will keep a reflective training logto show their understanding ofprocedures.
• The Assessors will review serviceperformance skills through observationsand questioning
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StructureThis qualification provides the students with the skills and knowledge to perform in a range of varied activities in the creative industries where there is a clearly defined range of contexts.
Unit Code Unit Title Core or Elective
BSBWOR203 Work effectively with others Core
CUAWHS302 Apply work health and safety practices Core
CUAIND201 Develop and apply creative arts industry knowledge Core
CUASTA202 Assist with bump in and bump out of shows Elective
CUASOU204 Mix sound in a broadcasting environment Elective
CUASOU202 Perform basic sound editing Elective
CUAAIR201 Develop techniques for presenting information on air Elective
CUAPOS201 Perform basic vision and sound editing Elective
CUACAM201 Assist with basic camera shoot Elective
NOTE: Units are subject to change prior to the commencement of the program. This is to ensure alignment to current industry practices is at its optimum.
Assessment Students will have both theoretical and practical observations throughout the course. Practical observations will include demonstration of the technical and practical application of knowledge, for a range of different industry relevant applications.
Subject Costs Please refer to the Fee Matrix on the College website.
material including videos and informational materials. Students will work as the Technical Crew, Stage Crew and Event Crew, ensuring the safety and care of all people and equipment and following the Workplace Health and Safety requirements.
Project 3 - Stage ProductionThe students will be working as the crew for a large-scale live performance, such as a musical or theatre performance. The students will be involved with the event through the design phase, and practices, working with the director and producers to help set up the show in all aspects of technical and stage crew, from bump in to bump out of the live show.
Project 4 - The Underground (College Podcast TV Show)The students will be writing and producing for the College New Media TV Channel. This includes multi-camera production, live editing, postproduction and distribution through New Media Channels and working within industry and other required guidelines.
Project 5 - Live FestivalThis requires the students to be involved in all aspects of planning, bumping in the equipment, organising the bands, and the entertainment and other Festival aspects for a Live Festival to be held here at the College, such as the Sunset Festival or STEAMFEST. Students will work as the Technical Crew, Stage Crew and Event Crew, ensuring the safety and care of all people and equipment and following the Workplace Health and Safety requirements.
CUALGT201 Develop basic lighting skills and knowledge Elective
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Visual Art General senior subject
General
Visual Art provides students with opportunities to understand and appreciate the role of visual art in past and present traditions and cultures, as well as the contributions of contemporary visual artists and their aesthetic, historical and cultural influences. Students interact with artists, artworks, institutions and communities to enrich their experiences and understandings of their own and others’ art practices.
Students have opportunities to construct knowledge and communicate personal interpretations by working as both artist and audience. They use their imagination and creativity to innovatively solve problems and experiment with visual language and expression.
Through an inquiry learning model, students develop critical and creative thinking skills. They create individualised responses and meaning by applying diverse materials, techniques, technologies and art processes.
In responding to artworks, students employ essential literacy skills to investigate artistic expression and critically analyse artworks in diverse contexts. They consider meaning, purposes and theoretical approaches when ascribing aesthetic value and challenging ideas.
Pathways A course of study in Visual Art can establish a basis for further education and employment in the fields of arts practice, design, craft and information technologies; broader areas in creative industries and cultural institutions; and diverse fields that use skills inherent in the subject; including advertising, arts administration and management, communication, design, education, galleries and museums, film and television, public relations, and science and technology.
Prerequisites Mandatory At a minimum, it is compulsory for students to have achieved a high level (B) of achievement in Year 10 Art or a very high level (A) of achievement in Year 9 Extension Art.
RecommendedIt is recommended that students have achieved a sound level (C) of achievement in Year 10 English.
Objectives By the conclusion of the course of study, students will: implement ideas and representations
apply literacy skills
analyse and interpret visuallanguage, expression and meaning inartworks and practices
evaluate art practices, traditions, culturesand theories
justify viewpoints
experiment in response to stimulus
create meaning through the knowledgeand understanding of materials,techniques, technologies and artprocesses
realise responsesto communicate meaning.
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Structure Unit 1 Unit 2 Unit 3 Unit 4
Art as lens Through inquiry learning, the following are explored: Concept: lenses to
explore the materialworld
Contexts: personaland contemporary
Focus: People,place, objects
Media: 2D, 3D, andtime-based
Art as code Through inquiry learning, the following are explored: Concept: art as a
coded visuallanguage
Contexts: formal andcultural
Focus: Codes,symbols, signs andart conventions
Media: 2D, 3D, andtime-based
Art as knowledge Through inquiry learning, the following are explored: Concept: constructing
knowledge as artistand audience
Contexts:contemporary,personal, culturaland/or formal
Focus: student-directed
Media: student-directed
Art as alternate Through inquiry learning, the following are explored: Concept: evolving
alternaterepresentations andmeaning
Contexts:contemporary andpersonal, culturaland/or formal
Focus: continuedexploration of Unit 3student-directedfocus
Media: student-directed
Assessment Formative assessments Schools devise assessments in Units 1 and 2 to suit their local context.
Unit 1 Unit 2
Formative Internal assessment Making: Experimental Folio
Formative Internal assessment Making: Experimental Folio
Formative Internal assessment Responding: Investigation
Formative Internal assessment Responding: Examination – extended
written response
Summative assessments In Units 3 and 4 students complete four summative assessments. The results from each of the assessments are added together to provide a subject score out of 100. Students will also receive an overall subject result (A–E).
Unit 3 Unit 4
Summative internal assessment 1 (IA1): Investigation — inquiry phase 1
15% Summative internal assessment 3 (IA3): Project — inquiry phase 3
35%
Summative internal assessment 2 (IA2): Project — inquiry phase 2
25%
Summative external assessment (EA): 25% Examination
Subject Costs Please refer to the Fee Matrix on the College website.
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This course will give you the practical skills and knowledge to explore the use of colour, use visual components to communicate ideas, and develop critical thinking techniques. Students will be provided with one-on-one guidance needed to prepare you for a career in the creative industries.
Successful completion of this course will qualify you to work in a variety of roles as either an arts and media professional, sculptor, painter, or visual arts and crafts professional. It will also give you the core skills needed to undertake further study in the visual arts field and other creative areas.
This qualification is delivered by qualified staff at the College.
Pathways A Certificate II in Visual Arts could lead to employment as:
Independent Visual Artist(freelance/commission)
Ceramics studio/Community ArtsTrainee
Workshop Assistant
Teacher/Instructor of Art andRecreation
Muralist
Printmaker
Prerequisites No prerequisites are required to study this subject.
Objectives By the conclusion of the course of study, students should:
Use basic creative and technical skillsunderprining all types of Visual Artspractice
Make simple creative works
Be able to source and use informationrelevant to own arts practice
Be able to contribute to the health andsafety of self and others.
Resource requirements Bring your own Device - ICT access
Specific resources will be providedthrough the College to students for thiscourse. Subject fees are required to be upto date
Certificate II in Visual Arts (CUA20715) RTO Provider – Murrumba SSC (RTO Code: 40758)
VET
Qualification
ProjectsOver the course of this qualification, students will undertake a number of projects. These projects include:
Project 1 - Cafe ArtStudents research, design and create still life and appropriation drawings to decorate a café using a range of drawing styles techniques and media, observing OHS procedures.
Project 2 - Painting AbstractsStudents will use basic drawing techniques to design and paint an abstracted/semi abstracted painting. Students will research, design and experiment with realism, stylisation and abstraction devices, using a range of painting techniques and media observing WHS procedures as evident in a creative arts environment.
Project 3 - Ceramics 1Students will produce a large-scale ceramic form of a torso. Students will use ceramic techniques to produce a ceramic sculpture based on human figurative forms, observing OHS procedures
Project 4 - Digital ArtStudents apply skills in Adobe Photoshop to produce a series of digital photographs based on Urban themes.
Project 5 - IdolsStudents will design and paint an idol. Students research, design and create a canvas painting of their choice of idol using a specific style and appropriate techniques observing OHS procedures.
Project 6 - Ceramics 2Students will produce a large scale functional vessel. Students research, design and produce a large scale functional vessel using motif and patterns reflecting the natural environment.
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Structure
Unit Code Unit Title Core or Elective
BSBWHS201 Contribute to health and safety of self and others Core
CUAACD101 Use basic drawing techniques Core
CUAPPR201 Make simple creative work Core
CUARES202 Source and use information relevant to own arts practice Core
CUACER201 Develop ceramic skills Elective
CUADRA201 Develop drawing skills Elective
CUAPAI201 Develop painting skills Elective
CUAPRI201 Develop printmaking skills Elective
CUADIG202 Develop digital imaging skills Elective
NOTE: Units are subject to change prior to the commencement of the program. This is to ensure alignment to current industry practices is at its optimum.
Assessment Students will have both theoretical and practical observations throughout the course. Practical observations will include demonstration of the technical and practical application of knowledge, for a range of different industry relevant applications.
Subject Costs Please refer to the Student Resource Scheme and the Fee Matrix on the College website.
Project 7 - PrintmakingStudents will produce an edition of 3 prints using Cultural motifs and patterning
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Music General senior subject
General
Music fosters creative and expressive communication. It allows students to develop musicianship through making (composition and performance) and responding (musicology).
Through composition, performance and musicology, students use and apply music elements and concepts. They apply their knowledge and understanding to convey meaning and/or emotion to an audience.
Students use essential literacy skills to engage in a multimodal world. They demonstrate practical music skills, and analyse and evaluate music in a variety of contexts, styles and genres.
Pathways It is recommended that students are on an ATAR pathway to complete the course of study, however this is not mandatory. A course of study in Music can establish a basis for further education and employment in the field of Music, and to broader areas in creative industries. Students will build their analysis, creative and critical thinking skills which will benefit them in a variety of pathways making them successful in a real world context. By studying ATAR Music, students have the opportunity to study Music post school at University, TAFE or a private college. Further study can lead to various careers including a composer, professional musician, Music teacher, film scorer, Music editor, therapist, accompanist or producer.
Prerequisites Mandatory At a minimum, it is compulsory for students to have achieved a sound level (C) of achievement in Year 10 Music or a sound level (C) of achievement in Year 10 High Performance Music.
RecommendedIt is recommended that students are studying an instrument through the college instrumental music program, or taking private music lessons. A standard performance equivalent to AMEB Grade 3-4 is recommended, a sound level (C) ofachievement in Year 10 English.
By the conclusion of the course of study, students will: demonstrate technical skills
explain music elements and concepts
use music elements and concepts
analyse music
apply compositional devices
apply literacy skills
interpret music elements and concepts
evaluate music to justify the use of musicelements and concepts
realise music ideas
resolve music ideas.
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Structure Unit 1 Unit 2 Unit 3 Unit 4
Designs Through inquiry learning, the following is explored: How does the treatment and combination of different music elements enable musicians to design music that communicates meaning through performance and composition?
Identities Through inquiry learning, the following is explored: How do musicians use their understanding of music elements, concepts and practices to communicate cultural, political, social and personal identities when performing, composing and responding to music?
Innovations Through inquiry learning, the following is explored: How do musicians incorporate innovative music practices to communicate meaning when performing and composing?
Narratives Through inquiry learning, the following is explored: How do musicians manipulate music elements to communicate narrative when performing, composing and responding to music?
Assessment
Formative assessments Schools devise assessments in Units 1 and 2 to suit their local context.
Unit 1 Unit 2
Formative Internal assessment
Composition
Formative Internal assessment
Integrated project
Formative Internal assessment
Performance
Formative Internal assessment
Examination – extended response
Summative assessments In Units 3 and 4 students complete four summative assessments. The results from each of the assessments are added together to provide a subject score out of 100. Students will also receive an overall subject result (A–E).
Unit 3 Unit 4
Summative internal assessment 1 (IA1): Performance
20% Summative internal assessment 3 (IA3): Integrated project
35%
Summative internal assessment 2 (IA2): Composition
20%
Summative external assessment (EA): 25% Examination
Subject Costs Please refer to the Fee Matrix on the College website.