2021-2022 senior subject handbook · 2020. 9. 15. · our curriculum offerings embed 21st century...

Queensland Curriculum & Assessment Authority

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Blackwater State High School

Empowering Skills for the 21st Century

2021-2022

Senior Subject

Handbook


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A Message from the Principal -

Mrs Rebecca Godfrey

The Blackwater Community is very proud of its local secondary school because

of the tradition and reputation we have established in providing unique senior

courses for diverse student pathways. Our curriculum offerings embed 21st century skills and

we are committed to ensuring that “every day, in every classroom, every student is learning,

achieving and valued”.

Queensland’s new Queensland Certificate of Education:

Queensland is embarking on a new system of senior assessment and tertiary entrance. The changes

are being introduced to:

strengthen the quality and comparability of school-based assessment; and

improve the validity and reliability of subject assessments, increasing the confidence in the

Queensland Certificate of Education (QCE).

The key changes in the new QCE system include:

the introduction of new general and applied syllabuses

the introduction of external assessment; and

a move from the current Overall Position (OP) tertiary entrance rank to an Australian Tertiary

Admission Rank (ATAR), as used by other states in Australia.

Our staff are ready for this change and are here to assist you in making the best decisions for your

senior schooling pathway. This booklet has been compiled in an attempt to answer the many

questions you may have about the curriculum available at Blackwater State High School. You will find

included in the booklet:

1. Information about the new QCE and how to calculate it

2. A map outlining the Senior School Pathway at Blackwater State High School

3. A guide on how to pick Senior Schooling Electives for Year 11

4. A statement / description on all subjects being offered.

A Senior Education & Training (SET) Plan meeting will occur with all Year 10 students at Blackwater

State High School, involving students, parents/ guardians and a member of the school leadership

team. These individual meetings aim to ensure that the best possible course of study is chosen by

each student, and that support is given to students throughout their time at Blackwater State High

School.

As Principal of the school, I am committed to developing a first class education that meets the

unique needs of your child. We have a great school, fantastic staff and students and I am proud to

be leading such an amazing organisation. Please do not hesitate to contact me if you have any

questions or concerns regarding your child’s path throughout Years 11 and 12 at Blackwater State

High School.

Rebecca Godfrey

Principal


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Blackwater State High School – Senior Phase Map 8

Our Curriculum Offerings 9

A snapshot of what we offer 10

Choosing Subjects 11

Senior Education and Training Plan (SET Plan) 13

Queensland Certificate of Education (QCE) 14

Queensland Curriculum and Assessment Authority 16

University Pathways 18

School of Distance Education 18

VET – Vocational Education and Training 19

School-Based Apprenticeships and Traineeships 20

QCAA Senior Syllabuses 22

QCAA senior syllabuses 23

Essential English 24

English 26

Sport & Recreation 28

Physical Education 30

Business 32

Legal Studies 34

Modern History 36

Essential Mathematics 38

General Mathematics 40

Mathematical Methods 42

Biology 44

Chemistry 46

Physics 48

Furnishing Skills 50

Hospitality Practices 52

Arts in Practice 54

Visual Arts in Practice 56

Visual Art 58

Certificate III Early Childhood Education and Care 60

Certificate III Fitness- SIS30315 61

Certificate II Information, Digital Media and Technology 62

Certificate II Engineering Pathways 63

QMEA Science Maths & Related Technologies: Course 1 & 2 64


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Year 11

2021



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Blackwater State High School – Senior Phase Map


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Our Curriculum Offerings

Blackwater State High School offers its students a wide variety of courses throughout the senior

phase of learning, incorporating Years 10 to 12. There are four types of senior courses offered

at Blackwater State High School:

General courses

Applied courses

Vocational Education & Training (VET) certificates

General Courses

These courses, approved by the Queensland Studies General (QCAA), are offered state wide in

Queensland secondary schools and colleges. They contribute to the Queensland Certificate of

Education (QCE) if the required level of achievement is attained. They also contribute to an

ATAR (see below).

Applied Courses

Applied courses, approved by the Queensland Studies General (QCAA), are offered state wide

in Queensland secondary schools and colleges. They may be used in the calculation of an ATAR.

Applied courses emphasise practical skills and knowledge relevant to specific industries. They

contribute to the QCE if the required level of achievement is attained.

Vocational Education and Training (VET) Certificates

Student achievement in accredited vocational education competencies (based on industry-

endorsed competency standards) may give advanced standing towards a traineeship or

apprenticeship and/or credit on entry to courses at TAFE institutes and other registered training

organisations. VET certificates contribute to the QCE if the required competence is attained.

ATAR (Australian Tertiary Admission Rank)

ATAR’s are used to gain entry into tertiary institutions such as universities. ATAR’s are calculated

based on the results students receive in their chosen courses. An ATAR will be given based on

the best five results a student achieves. Combinations of courses that will result in an ATAR

being awarded are shown below:

General Courses Applied Courses Certificate III or Higher English or

Essential English

6

5 1

5 1

4 2

4 1 1


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Students should keep the following points in mind:

Students study six courses unless undertaking a School-Based Traineeship or Apprenticeship

or Work Placement, in which case they may elect five courses. Students who require an ATAR

for tertiary entrance into a university must choose at least four General courses within their

choice of six courses. While Essential English does contribute towards an ATAR, most university

courses have English as a pre-requisite. Students should check the QTAC guide prior to

choosing their English subject. Students not requiring an ATAR may study any combination of

General, Applied or VET Certificates.

All students should consult with the Deputy Principal (Senior School), Head of Department

Senior School or VET Coordinator about course choices which suit their needs. Once course

choices are made, students should complete the Subject Selection Online Form via OneSchool,

indicating their preferred courses for Year 10. All students at Blackwater State High School must

study one (1) course from the English curriculum area and one (1) course from the Blackwater

curriculum areas. To comply with the Australian Curriculum, Year 10 students will also be

required to undertake Science and History as part of their compulsory schooling from 2013.

In order to offer a diverse curriculum, some courses may be organised with the assistance of

the Brisbane, Capricornia or Cairns School of Distance Education, or other institutions e.g. TAFE

and Private Registered Training Organisations (RTO’s). This may depend on the class size

and/or human/material resources. Please note – students need to be very self-motivated to

undertake these external courses and should limit the number they attempt.

A snapshot of what we offer

The following table outlines the General, Applied and VET courses being offered at Blackwater

State High School in 2020. This is not an exhaustive list. Some courses may not be offered

due to student numbers and staffing requirements. Additional courses may be undertaken

through Distance Education if necessary.

Department General Applied VET Certificates

Mathematics General Mathematics

Mathematical Methods Essential Mathematics

English & Arts English

Visual Arts

Essential English

Arts in Practice

Science & HPE

Biology

Chemistry

Physics

Physical Education

Sport and Recreation

Certificate III Fitness

Certificate III Early

Childhood Education

and Care


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Department General Applied VET Certificates

Humanities Geography

Modern History

Design &

Digital

Technology

Furniture Making

Certificate II in

Information, Digital

Media and Technology

Certificate II in

Engineering Pathways

Certificate II in Furniture

Senior

Schooling

QSMART Course 1 &

2

Certificate II in Active

Volunteering*

* These certificate courses are offered through External Registered Training Organisations.

Further details in later pages.

Choosing Subjects

It is important that students choose senior courses carefully as their decisions may affect the

types of occupations they choose in the future, as well as their success and feelings about

school.

We suggest students choose subjects which:

They enjoy

They achieve good results in

They meet the pre-requisites for

Reflect their interests and abilities

Help them reach their goals

Develop both life and work skills and knowledge for later life


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Questions parents can ask their children

How well have you coped with similar subjects in the past?

Do you wish to undertake tertiary studies at university after Year 12? If you do, then

you should study a minimum of five General Subjects out of six to be selected. This is

because mainly General Subjects are used in the calculation of the ATAR.

If you know which tertiary course you would like to study, check the pre-requisite

subjects necessary for entry into that course in the QTAC guide. Most courses will have

English, not Essential English as the prerequisite.

If you do not know which tertiary course you are interested in, or if you wish to

undertake tertiary studies, where possible, choose subjects that keep as many options

open as possible.

If you do not wish to study at a tertiary institution after Year 12 and you want to acquire

skills that may help you get a job after Year 12, then a selection of Applied Subjects and

VET Certificates may be advisable.

Vocational Education Certificates could provide a pathway to a job that attracts you.

Success in these types of certificates may give you advanced standing (credit) to a

higher level course that you are interested in e.g.: a Certificate II in Hospitality could

lead to Certificate III or IV in Tourism and Hospitality.

After considering all the factors above, try to choose your best subjects and the ones

you enjoy the most. Make your senior years of school enjoyable.

Read carefully all of the subject descriptions in this booklet. Look at the type of

assessment, abilities required etc. Further queries regarding subjects may be directed

to relevant teachers, Head of Department, and Guidance Officer.

Do your research

Take these steps to ensure you understand the content and requirements of each subject:

Read subject descriptions and course outlines carefully

Talk to Heads of Departments and teachers of each subject

Look at books and materials used in the subject

Listen carefully at subject selection talks

Check subject prerequisite expectations

Fully understand the requirements of the subject assignments, exams, safety, trips,

camps etc.

Need further assistance in making decisions?

Contact the school to arrange an appointment with the Deputy Principal, Heads of

Department, the Guidance Officer or relevant teacher. More information can be found at

http://www.qcaa.qld.edu.au.

http://www.qcaa.qld.edu.au/


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Senior Education and Training Plan (SET Plan)

The Queensland government introduced laws in 2006 which require young people to be

“learning or earning”. All young people will be required to complete Year 10 at school and go

on to undertake a further two years of education and/or training, until they achieve a

Queensland Certificate of Education, Senior Statement or Certificate III vocational qualification

or turn 17, whichever comes first. Young people will be exempt from these requirements if they

gain full-time employment. The aim is to encourage as many young people as possible to

complete Year 12 or equivalent.

A Senior Education and Training (SET) Plan is developed to map a student’s future education

and/or employment goals and their QCE pathway. Blackwater State High School works with

students to develop and then implement their SET Plans. This plan assists them to make good

choices about further learning and work.

The SET Plan is designed to:

Work as a “road map” to help students achieve their learning goals during the Senior

Phase of Learning

Include flexible and co-ordinated pathway options

Assist students to examine further options across education, training and employment

sectors

Help students to communicate with their parents/carers, Guidance Officer or teachers

about their intended pathways

In their personalised plan, students will be able to list a variety of different learning pathways,

some of which they may access outside the current formal structure of our school. This allows

them to create more options and flexibility in their learning. The plan can be altered if they

decide to change direction and explore different learning pathways.

How to complete SET Plans

Students can access their SET Plans through One School by logging into their Managed Internet

Service (MIS) account. Through the One School application, students can also set goals and

targets relating to each of their subjects. They can also access their academic results and add

a range of other information relating to their education. Once this is completed, students can

print a report displaying their career information in a user-friendly document. Students having

difficulty accessing their information on One School need to contact their ICT Co-ordinator.

Who will access the SET Plans

During students final years of education, there will be many occasions where students SET

plans are accessed. The Deputy Principal, Heads of Department, Guidance Officer and Career

Transition Officer may access students SET Plans when:


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- confirming students subject choices are correct for their chosen pathway

- students are considering subject changes

- advertising School Based Traineeships and Apprenticeships

- offering day trips, courses or other opportunities.

Students can update their SET plan at anytime by accessing http://olsp.eq.edu.au. They

should do this in consultation with the Head of Senior Schooling.

Queensland Certificate of Education (QCE)

The QCE is awarded to eligible students – usually at the end of Year 12

Students can still work towards a QCE after Year 12 or if they leave school, their

learning account remains open

Learning options are grouped into four categories: Core, Preparatory, Enrichment and

Advanced

The QCE offers flexibility in what, where and when learning occurs

Students with special needs may be eligible to receive a QCIA (Queensland Certificate

of Individual Achievement)

Eligibility for a QCE

To be eligible for a QCE, a student must be enrolled with a school and registered with the

Queensland Curriculum and Assessment Authority. For most students the QCE will be achieved

over Years 10, 11 and 12. Others may not achieve it until after they finish Year 12.

To achieve a QCE, a student needs at least twenty (20) credit points in a set pattern. At least 12

credits must come from completed Core courses. An additional 8 credits can come from a

combination of any courses.

- For General and Applied Courses, students will receive 1 credit for successful

completion of Unit 1, 1 credit for successful completion of Unit 2 and 2 credits for

successful completion of Unit 3 & 4 combined.

- For VET courses, students will receive credit points for demonstrating competence

(typically 2 credits for Certificate I, 4 credits for Certificate II and 6-8 credits for

Certificate III courses).

- Literacy and numeracy minimum requirements must also be met.

What is a credit?

A credit is the minimum amount of learning at the set standard that can contribute to the QCE.

A credit has two elements: an amount of learning and a set standard. For example, a credit for

a General Subject is one Unit (amount of learning) at Sound Achievement (set standard) or a

credit for a Certificate II qualification 25% (amount of learning) of the competencies (set

standard). Some learning achievements will be recorded, but will not be a credit because they

either do not have the required amount of learning or they do not meet the set standard. For

http://olsp.eq.edu.au/


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example, a Very Limited Achievement in a General subject does not meet the set standard to

be a credit.

Flexibility

The QCE will recognise more learning options. Students can design a program of study to

match their career goals. There is flexibility in what, where and when learning occurs. Not all

the learning needs to take place at school. Some learning can be with a registered training

provider (RTO), in a workplace or with a community group. Students who do not meet the QCE

requirements at the end of Year 12 can continue to work towards their certificate (however

credits expire after nine years). The QCAA will award a QCE in the following July or December,

after a student becomes eligible.

Senior Education Profile

Students in Queensland are issued with a Senior Education Profile when they complete Year

12. All students receive a Senior Statement, and eligible students receive a Queensland

Certificate of Education (QCE) and/or a Tertiary Entrance Statement. Students who continue to

study towards a QCE after completing Year 12 will receive a Statement of Results when they

become eligible for a QCE. Students can access their Learning Accounts throughout the Senior

Phase of Learning by logging on to the Student Connect website at

https://studentconnect.qld.edu.au/ . Students use their Learning Unique Identifier (LUI) number

to access information relating to their courses and credit points. Students can obtain their LUI

number through the school office.

To be eligible for the QCE, students must complete:

1. A set amount of learning;

2. To a set standard

3. In a set pattern, and

4. Meet minimum literacy and numeracy standards.

Set Amount of Learning

To meet QCE requirements, a student must accrue 20 credits from learning options. Different

types and amounts of learning contribute different amounts of credit to the QCE. Credit

accrues when the set standard is achieved.

Set Standard of Learning

Contributing studies must meet the set standard to accrue credit to the QCE. Set standard

includes:

satisfactory completion

a grade of C or better

qualification completion

a pass or equivalent.

https://studentconnect.qld.edu.au/


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Partial completion of a course of study may contribute some credit to the QCE.

Set Pattern of Learning

The set pattern of learning for a QCE requires students to accrue 12 credits from completed

Core courses of study.

Core courses of study can only contribute to the completed Core requirement when a

student:

is enrolled in a General or Applied subject for Units 1, 2, 3 and 4, and achieves a grade

of C or better in Units 3 and 4

completes a vocational education and training (VET) Certificate II, III or IV

The set pattern of learning for the QCE allows a maximum of:

8 credits can be accrued from other Core subjects

4 credits can be accrued from the Preparatory category of learning such as short

courses, Certificate I Courses or other recognised studies.

8 credits can be accrued from the Complementary category of learning such as

University subjects, Diploma or Advanced Diploma, or other recognised subjects.

Queensland Curriculum and Assessment Authority

A brief outline of the system

Queensland’s system of assessment for senior students involves the use of both externally-

moderated school-based assessment and external assessment for students. The system is

managed by the Queensland Curriculum and Assessment Authority (QCAA), an independent

statutory body. The elements of the system are:

1. General Subjects:

Syllabi developed by the QCAA and implemented by schools.

Syllabi prescribe:

Objectives to be achieved by students

All content to be taught to students

Types of assessment appropriate for the subject in Units 1 & 2

The content, type, and marking scheme of all summative assessment in Units 3 &

4

Subjects may be delivered in a combined Year 11/12 class where the order of

topics could change year to year.

Schools will:

Implement the syllabus as written

Develop Teaching, Learning and Assessment Plans (TLAPs) for each unit

Develop and mark formative assessment for Units 1 & 2

Develop and mark summative internal assessment for units 3 & 4

The QCAA:


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Endorse all internal assessment written by the schools prior to students

completing it

Confirm marking of students work prior to scores being finalised

Write external assessment for students to undertake in Term 4 of Year 12

Mark all external assessment

Combine internal assessment and external assessment to calculate a final grade

2. Applied Subjects:

Syllabi developed by the QCAA, and implemented by schools.

Work programs developed by schools are approved by the QCAA and include:

Objectives to be achieved by students

Core and elective content matter to be taught to students

Types of assessment appropriate for the subject

Schools will:

Write a work program detailing how they will deliver the core and elective

content, consistent with the syllabus and suited to the needs of students in a

school

Provide learning experiences suited to the needs of students

Develop and mark formative and summative assessment

The QCAA will:

Approve the schools work program

Perform annual moderation to ensure schools:

o follow the approved work program

o administer effective assessment

o make correct judgements about the standards being achieved by the students

3. Tertiary Entrance Ranks

From 2020, Queensland will use the Australian Tertiary Admissions Rank (ATAR)

system.

These ranks are calculated by QTAC based on student results.

See page 10 to view combinations of courses that will allow students to be given

an ATAR.

4. Outcomes of the system

A student is awarded one of five levels of achievement in a subject at the end of

Year 12. This level of achievement represents the same standard regardless of the

school attended by the student

Eligible students receive an ATAR rank. These ranks are used by universities and

colleges to technical and further education to select students for tertiary courses.

Quality Assurance


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The Queensland system is based on a rigorous framework of quality assurance of educational

standards. The results of students individually, and overall, are reviewed at a number of stages

in the process. This quality assurance process ensures that teachers and students receive useful

and effective feedback on their performance. For teachers, this provides essential professional

development in the area of assessment and consequently flows onto students. Elements of this

quality assurance framework include:

Syllabi and work programs are quality assured by an external body – the QCAA

Summative internal assessment for general subjects is endorsed by the QCAA prior to

being administered

The products, students’ work, are sampled routinely by the QCAA, after each

summative internal assessment, with provision for additional sampling and

rectification if this is warranted

The system has built-in continuous improvement of curriculum and assessment

practices, teachers and standards of student achievement in each school

University Pathways

Australian Tertiary Admissions Rank – Who needs an ATAR and how is it calculated?

An ATAR is needed by anyone who is thinking of continuing with his/her studies after Year 12

at a tertiary institution. This is calculated by QTAC using algorithms that take the students best

results and assigning them an ATAR ranking. A student’s ATAR is dependent on how well they

achieve in their subjects. Students need to choose subjects in which they have the best chance

of doing well and which they will enjoy. The ATAR will be reported in 1000 bands. Each band

increases by 0.05 from 0.00 to 99.95. For more information about the new system visit

https://www.qtac.edu.auatar-my-path/atar.

Students completing Year 12 in Blackwater may be entitled to apply for ATAR rank adjustments

due to locations, access to limited variety of subjects, missed time at school due to demanding

sport/artistic/cultural endeavours etc. The Guidance Officer can give more information on this

to students when they fill out their QTAC applications.

School of Distance Education

Where Blackwater State High School cannot offer a subject due to timetabling structure or low

student numbers, Distance Education can be a viable alternative.

The Brisbane, Capricornia and Cairns Schools of Distance Education offer subjects we cannot

offer and provide students with extensive materials including lesson notes, exercises, activities

and assignments. These are completed under the direction of the SDE teacher in accordance

with a Work Rate or Term Calendar. In addition, students have a timetabled lesson with their

https://www.qtac.edu.auatar-my-path/atar


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teacher via the internet or teleconference facilities on a regular basis (usually two lessons per

week).

Many courses are currently available via SDE. The SDE websites will have comprehensive lists

of subjects on offer.

Brisbane: http://www.brisbanesde.qld.edu.au

Cairns: http://www.cairnssde.qld.edu.au

Capricornia: http://www.capriconriasde.qld.edu.au

Charters Towers: https://charterstowerssde.eq.edu.au

To perform well in SDE courses, students generally need to be:

Self-directed with the ability to work independently as well as being prepared to

collaborate with other students and the teacher

Competent users of technology or willing to acquire the necessary skills

Self-motivated and punctual to online lessons.

VET – Vocational Education and Training

What is VET?

Vocational Education and Training (VET) is education and training to successfully enter the

workforce. Blackwater State High School is a Registered Training Organisation (RTO 30052)

that is authorised to deliver nationally accredited training to Year 10, 11 and 12 students.

Blackwater State High School’s Scope

VET qualifications are nationally recognised and each qualification accumulates QCE points.

Some of our VET subjects are on our scope. Others are offered in partnership with external

RTO’s. In 2020, we intend to offer the following VET qualifications to our Year 11 students:

Course Code Course Name RTO Name and ID Number

MEM20413 Certificate II in Engineering

Pathways Blackwater SHS, RTO 30052

ICT20115 Certificate II in Information, Digital

Media & Technologies Blackwater SHS, RTO 30052

SIS30315 Certificate III Fitness FitEducation, RTO 32155

CHC30113 Certificate III Early Childhood Education

and Care Cairns Training Academy, RTO 30857

CHC24015 Certificate II in Active Volunteering Volunteering Queensland, RTO #6020

Please Note: Delivery of qualifications is based on student interest and some courses

may not be delivered if there is insufficient student numbers.

http://www.brisbanesde.qld.edu.au/

http://www.cairnssde.qld.edu.au/

http://www.capriconriasde.qld.edu.au/

https://charterstowerssde.eq.edu.au/


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Units of Competency

Within each Certificate, is a number of compulsory and/or elective units of competency that

student’s must demonstrate their ability in.

Each unit of competency identifies a discrete workplace requirement and includes the

knowledge and skills that underpin competency as well as language, literacy and numeracy,

and occupational health and safety requirements. The unit of competency does not specify the

content, only the outcomes.

Each unit of competency will be outlined in a Skills Checklist where students can explicitly

determine the elements of competency and the performance criteria. To be determined

“Competent”, a student must demonstrate a consistent ability to apply knowledge and skills to

an industry standard.

Evidence Gathering Techniques

Throughout the Certificate course, evidence will be gathered to determine competence

through a range of techniques, including:

Observations with checklists

Projects and portfolios

Questioning

Reports from workplace supervisor

Vocational Outcomes

On successful completion of the vocational units of competency in your Certificate course,

you should:

Be able to carry out a range of entry-level employment tasks within a position;

Possess a range of skills, attitudes and knowledge that will assist you in roles not

specifically related to employment e.g. as a student and as a citizen in general; and

Be eligible for appropriate credit into related courses offered by a number of other

training providers, including TAFE Queensland, where such courses, or the relevant

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

School-Based Apprenticeships and Traineeships

A school-based apprenticeship or traineeship (SAT) is a contract of training and paid

employment where a school student's timetable or curriculum reflects a combination of work,

training and school study. This allows the student to complete Year 12 while gaining experience

in industry and working towards a nationally recognised vocational qualification.


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Students enrolled in SATs are primarily Year 11 or 12 students. Traineeships are normally

completed during Year 11 and 12, whereas apprenticeships continue after Year 12. SATs are

only available to students when an industry representative has the willingness and the human

resource requirements to offer a vacancy. Students are normally required to work one day per

week, depending on the type of industry. School-based trainees at Blackwater State High

School are currently working in areas such as Automotive Mechanic, Business Administration,

Childcare, Diesel Fitting, Commercial Cookery, Pharmacy, Retail, Butchery, Hospitality and

Engineering.

So how does one commence a school-based traineeship? Firstly, a vacancy must be identified.

Businesses can contact the school if they wish to take on a trainee or if they wish to know more

about traineeships. Students have also been known to alert us of potential traineeships. A

selection process may be needed if there are many applicants for the one position. There will

be a period of work experience prior to signing into a SAT to make sure both employer and

employee are happy with the role. As SATs are school-based, and the potential trainee will be

representing Blackwater State High School in the community, past performance at school may

be used to help assess suitability for a SAT candidate. Once the candidate is assessed as suitable,

a meeting with an Apprenticeship Centre is organised to finalise paperwork and ensure that all

parties are committed.

Traineeships are not just for those students who want to fast track their way to the workforce.

ATAR eligible students with tertiary aspirations and students with disabilities are finding that

school-based traineeships have benefits for them. Most completed school-based traineeships

are worth 4 credits towards a QCE, some are worth more.

Students who complete school-based traineeships will have real work experience, paid

employment, a nationally recognised vocational qualification and an increased sense of worth

as they prepare for their post school future.


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QCAA Senior

Syllabuses


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QCAA senior syllabuses

English

Applied

Essential English

General

English

Health and Physical Education

Applied

Sport & Recreation

General

Physical Education

Humanities and Social Sciences

General

Business

Legal Studies

Modern History

Mathematics

Applied

Essential Mathematics

General

General Mathematics

Mathematical Methods

The Arts

Applied

Arts in Practice

Visual Arts in Practice

General

Visual Art

Technologies

Applied

Furnishing Skills

Hospitality Practices

Sciences

General

Biology

Chemistry

Physics


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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.

Objectives

By the conclusion of the course of study,

students will:

use patterns and conventions of genres to

achieve particular purposes in cultural

contexts and social situations

use appropriate roles and relationships with

audiences

construct and explain representations of

identities, places, events and concepts

make use of and explain the ways cultural

assumptions, attitudes, values and beliefs

underpin texts and influence meaning

explain how language features and text

structures shape meaning and invite

particular responses

select and use subject matter to support

perspectives

sequence subject matter and use mode-

appropriate cohesive devices to construct

coherent texts

make mode-appropriate language choices

according to register informed by purpose,

audience and context

use language features to achieve particular

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 used in and developed for a work context

Creating multimodal and written texts

Texts and human experiences

Responding to reflective and nonfiction texts that explore human experiences

Creating spoken and written texts

Language that influences

Creating and shaping perspectives on community, local and global issues in texts

Responding to texts that seek to influence audiences

Representations and popular culture texts

Responding to popular culture texts

Creating representations of Australian identifies, places, events and concepts

Assessment

Schools devise assessments in Units 1 and 2 to suit their local context.

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.

Summative assessments

Unit 3 Unit 4

Summative internal assessment 1 (IA1):

Extended response — spoken/signed response


Extended response — Multimodal response


Common internal assessment (CIA) — short response examination

Summative internal assessment (IA4):

Extended response — Written response


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English

General senior subject General

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.

Objectives


students will:

use patterns and conventions of genres to

achieve particular purposes in cultural

contexts and social situations

establish and maintain roles of the

writer/speaker/signer/designer and

relationships with audiences

create and analyse perspectives and

representations of concepts, identities,

times and places

make use of and analyse the ways cultural

assumptions, attitudes, values and beliefs

underpin texts and invite audiences to

take up positions

use aesthetic features and stylistic

devices to achieve purposes

and analyse their effects in texts

select and synthesise subject matter to

support perspectives

organise and sequence subject matter to

achieve particular purposes

use cohesive devices to emphasise ideas

and connect parts of texts

make language choices for particular

purposes and contexts

use grammar and language structures for

particular purposes

use mode-appropriate features to achieve

particular purposes.


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Structure


Perspectives and texts

Examining and creating perspectives in texts

Responding to a variety of non-literary and literary texts

Creating responses for public audiences and persuasive texts

Texts and culture

Examining and shaping representations of culture in texts

Responding to literary and non-literary texts, including a focus on Australian texts

Creating imaginative and analytical texts

Textual connections

Exploring connections between texts

Examining different perspectives of the same issue in texts and shaping own perspectives

Creating responses for public audiences and persuasive texts

Close study of literary texts

Engaging with literary texts from diverse times and places

Responding to literary texts creatively and critically

Creating imaginative and analytical texts

Assessment


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


Extended response — written response for a public audience

25%


Examination — imaginative written response

25%


Extended response — persuasive spoken response

25%

Summative external assessment (EA):

Examination — analytical written response

25%


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Sport & Recreation


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.

Objectives


students should:

demonstrate physical responses and

interpersonal strategies in individual and

group situations in sport and recreation

activities

describe concepts and ideas about sport

and recreation using terminology and

examples

explain procedures and strategies in, about

and through sport and recreation

activities for individuals and communities

apply concepts and adapt procedures,

strategies and physical responses in

individual and group sport and recreation

activities

manage individual and group sport and

recreation activities

apply strategies in sport and recreation

activities to enhance health, wellbeing,

and participation for individuals and

communities

use language conventions and textual

features to achieve particular purposes

evaluate individual and group physical

responses and interpersonal strategies to

improve outcomes in sport and recreation

activities

evaluate the effects of sport and recreation

on individuals and communities

evaluate strategies that seek to enhance

health, wellbeing, and participation in

sport and recreation activities and provide

recommendations


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create communications that convey meaning

for particular audiences and purposes.

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

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:


spoken: 3–4 minutes

multimodal: 4–7 minutes.



spoken:

3–4 minutes


2–4 minutes* 60–90 minutes

50–250 words per item

* Evidence must include annotated records that clearly identify the application of standards to performance.


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Physical Education


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


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.

Objectives


students will:

recognise and explain concepts and principles

about movement

demonstrate specialised movement sequences

and movement strategies

apply concepts to specialised movement

sequences and movement strategies

analyse and synthesise data to devise

strategies about movement

evaluate strategies about and in movement

justify strategies about and in movement

make decisions about and use language,

conventions and mode-appropriate features

for particular purposes and contexts.


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Structure


Motor learning, functional anatomy, biomechanics and physical activity

Motor learning integrated with a selected physical activity

Functional anatomy and biomechanics integrated with a selected physical activity

Sport psychology, equity and physical activity

Sport psychology integrated with a selected physical activity

Equity — barriers and enablers

Tactical awareness, ethics and integrity and physical activity

Tactical awareness integrated with one selected ‘Invasion’ or ‘Net and court’ physical activity

Ethics and integrity

Energy, fitness and training and physical activity

Energy, fitness and training integrated with one selected ‘Invasion’, ‘Net and court’ or ‘Performance’ physical activity

Assessment






Unit 3 Unit 4


Project — folio 25%


Project — folio 30%


Investigation — report 20%


Examination — combination response 25%


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Business


Business provides opportunities for students

to develop business knowledge and skills to

contribute meaningfully to society, the

workforce and the marketplace and prepares

them as potential employees, employers,

leaders, managers and entrepreneurs.

Students investigate the business life cycle,

develop skills in examining business data

and information and learn business

concepts, theories, processes and strategies

relevant to leadership, management and

entrepreneurship. They investigate the

influence of, and implications for, strategic

development in the functional areas of

finance, human resources, marketing and

operations.

Students use a variety of technological,

communication and analytical tools to

comprehend, analyse, interpret and

synthesise business data and information.

They engage with the dynamic business

world (in both national and global contexts),

the changing workforce and emerging digital

technologies.

Pathways

A course of study in Business can establish

a basis for further education and

employment in the fields of business

management, business development,

entrepreneurship, business analytics,

economics, business law, accounting and

finance, international business, marketing,

human resources management and

business information systems.

Objectives


students will:

describe business environments and

situations

explain business concepts, strategies and

processes

select and analyse business data and

information

interpret business relationships, patterns

and trends to draw conclusions

evaluate business practices and strategies

to make decisions and propose

recommendations

create responses that communicate

meaning to suit purpose and audience.


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Structure


Business creation

Fundamentals of business

Creation of business ideas

Business growth

Establishment of a business

Entering markets

Business diversification

Competitive markets

Strategic development

Business evolution

Repositioning a business

Transformation of a business

Assessment






Unit 3 Unit 4




Extended response — feasibility report 25%


Investigation — business report 25%




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Legal Studies


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


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.

Objectives


students will:

comprehend legal concepts, principles and

processes

select legal information from sources

analyse legal issues

evaluate legal situations


meaning.


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Structure


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






Unit 3 Unit 4




Investigation — argumentative essay

25%


Investigation — inquiry report 25%


Examination — combination response

25%


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Modern History


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


employment in the fields of history,

education, psychology, sociology, law,

business, economics, politics, journalism,

the media, writing, academia and strategic

analysis.

Objectives


students will:

comprehend terms, concepts and issues

devise historical questions and conduct

research

analyse evidence from historical sources to

show understanding

synthesise evidence from historical sources

to form a historical argument

evaluate evidence from historical sources to

make judgments


meaning to suit purpose.

Structure


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

Movements in the modern world

Australian Indigenous rights movement since 1967

Independence movement in India, 1857–1947

Workers’ movement since the 1860s

Women’s movement since 1893

May Fourth Movement in China, 1919

National experiences in the modern world

Australia, 1914–1949

England, 1756–1837

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

International experiences in the modern world

Australian engagement with Asia since 1945

Search for collective peace and security since 1815

Trade and commerce between nations since 1833

Mass migrations since 1848

Information Age since 1936


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Meiji Restoration, 1868–1912

Independence movement in Algeria, 1945–1962

India, 1947–1974

Israel, 1948–1993

Genocides and ethnic cleansings since the 1930s

Nuclear Age since 1945

Cold War, 1945–1991

Boxer Rebellion, 1900–1901

Russian Revolution, 1905–1920s

Xinhai Revolution, 1911–1912

Iranian Revolution, 1977–1979

Arab Spring since 2010

Alternative topic for Unit 1

Independence movement in Vietnam, 1945–1975

Anti-apartheid movement in South Africa, 1948–1991

African-American civil rights movement, 1954–1968

Environmental movement since the 1960s

LGBTIQ civil rights movement since 1969

Pro-democracy movement in Myanmar (Burma) since 1988

Alternative topic for Unit 2

South Korea, 1948–1972

Struggle for peace in the Middle East since 1948

Cultural globalisation since 1956

Space exploration since 1957

Rights and recognition of First Peoples since 1982

Terrorism, anti-terrorism and counter-terrorism since 1984

Assessment






Unit 3 Unit 4


Examination — essay in response to historical sources

25%


Investigation — historical essay based on research

25%


Independent source investigation 25%


Examination — short responses to historical sources

25%


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Essential Mathematics


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.

Objectives


students will:

select, recall and use facts, rules, definitions

and procedures drawn from Number,

Data, Location and time, Measurement

and Finance

comprehend mathematical concepts and

techniques drawn from Number, Data,

Location and time, Measurement and

Finance

communicate using mathematical, statistical

and everyday language and conventions

evaluate the reasonableness of solutions

justify procedures and decisions by

explaining mathematical reasoning

solve problems by applying mathematical

concepts and techniques drawn from

Number, Data, Location and time,

Measurement and Finance.


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Structure


Number, data and graphs

Fundamental topic: Calculations

Number

Representing data

Graphs

Money, travel and data


Managing money

Time and motion

Data collection

Measurement, scales and data


Measurement

Scales, plans and models

Summarising and comparing data

Graphs, chance and loans


Bivariate graphs

Probability and relative frequencies

Loans and compound interest

Assessment


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


Problem-solving and modelling task


Problem-solving and modelling task


Common internal assessment (CIA)

Summative internal assessment (IA4):

Examination


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General Mathematics


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


and employment in the fields of business,

commerce, education, finance, IT, social

science and the arts.

Objectives


students will:


and procedures drawn from Number and

algebra, Measurement and geometry,

Statistics, and Networks and matrices


techniques drawn from Number and

algebra, Measurement and geometry,

Statistics, and Networks and matrices








Number and algebra, Measurement and

geometry, Statistics, and Networks and

matrices.


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Structure


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






Unit 3 Unit 4


Problem-solving and modelling task 20%


Examination 15%


Examination 15%

Summative external assessment (EA): 50%

Examination


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Mathematical Methods


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


and employment in the fields of natural and

physical sciences (especially physics and

chemistry), mathematics and science

education, medical and health sciences

(including human biology, biomedical

science, nanoscience and forensics),

engineering (including chemical, civil,

electrical and mechanical engineering,

avionics, communications and mining),

computer science (including electronics and

software design), psychology and business.

Objectives


students will:


and procedures drawn from Algebra,

Functions, relations and their graphs,

Calculus and Statistics


techniques drawn from Algebra,

Functions, relations and their graphs,

Calculus and Statistics








Algebra, Functions, relations and their

graphs, Calculus and Statistics.


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Structure


Algebra, statistics and functions

Arithmetic and geometric sequences and 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


Integrals

Further functions and statistics


Trigonometric functions 2

Discrete random variables 2

Continuous random variables and the normal distribution

Interval estimates for proportions

Assessment






Unit 3 Unit 4


Problem-solving and modelling task 20%


Examination 15%


Examination 15%


Examination


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Biology


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.

Objectives


students will:

describe and explain scientific concepts,

theories, models and systems and their

limitations

apply understanding of scientific concepts,

theories, models and systems within their

limitations

analyse evidence

interpret evidence

investigate phenomena

evaluate processes, claims and conclusions

communicate understandings, findings,

arguments and conclusions.


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Structure


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






Unit 3 Unit 4


Data test 10%


Research investigation 20%


Student experiment 20%


Examination


of 63

Chemistry


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.





works and how it may impact society.

Pathways

A course of study in Chemistry can establish


employment in the fields of forensic science,

environmental science, engineering,

medicine, pharmacy and sports science.

Objectives


students will:



limitations



limitations

analyse evidence

interpret evidence






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Structure


Chemical fundamentals — structure, properties and reactions

Properties and structure of atoms

Properties and structure of materials

Chemical reactions —reactants, products and 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 organic materials

Chemical synthesis and design

Assessment






Unit 3 Unit 4


Data test 10%


Research investigation

20%




Examination


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Physics


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 matter 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.





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.

Objectives


students will:



limitations



limitations

analyse evidence

interpret evidence






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Structure


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






Unit 3 Unit 4


Data test 10%


Research investigation

20%




Examination


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Furnishing Skills


Furnishing Skills focuses on the

underpinning industry practices and

production processes required to

manufacture furnishing products with high

aesthetic qualities.

Students understand industry practices;

interpret specifications, including technical

information and drawings; demonstrate and

apply safe practical production processes

with hand/power tools and machinery;

communicate using oral, written and

graphical modes; organise, calculate and

plan production processes; and evaluate the

products they create using predefined

specifications.

Students develop transferable skills by

engaging in 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 Furnishing Skills can


employment in the furnishing industry.

With additional training and experience,

potential employment opportunities may be

found in furnishing trades as, for example,

a furniture-maker, wood machinist, cabinet-

maker, polisher, shopfitter, upholsterer,

furniture restorer, picture framer, floor

finisher or glazier.

Objectives


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.


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Structure

The Furnishing Skills course is designed around core and elective topics.


Industry practices

Production processes

Cabinet-making

Furniture finishing

Furniture-making

Glazing and framing

Upholstery

Assessment

For Furnishing Skills, assessment from Units 3 and 4 is used to determine the student’s exit


at least two projects

at least one practical demonstration (separate to the assessable component of a project).

Project Practical demonstration Examination


A task that assesses the practical application of a specific set of teacher-identified production skills and procedures.


A project consists of a product component and at least one of the following components:



multimodal

non-presentation: 8 A4 pages 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



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Hospitality Practices


Hospitality Practices develops knowledge,

understanding and skills about the

hospitality industry and emphasises the food

and beverage sector, which includes food

and beverage production and service.

Students develop an understanding of

hospitality and the structure, scope and

operation of related activities in the food and

beverage sector and examine and evaluate

industry practices from the food and

beverage sector.

Students develop skills in food and beverage

production and service. They work as

individuals and as part of teams to plan and

implement events in a hospitality context.

Events provide opportunities for students to

participate in and produce food and

beverage products and perform service for

customers in real-world hospitality contexts.

Pathways

A course of study in Hospitality Practices


and employment in the hospitality sectors of

food and beverage, catering,

accommodation and entertainment.

Students could pursue further studies in

hospitality, hotel, event and tourism or

business management, which allows for

specialisation.

Objectives

By the conslusion of the course of study,

students should:

explain concepts and ideas from the food

and beverage sector

describe procedures in hospitality contexts

from the food and beverage sector

examine concepts and ideas and

procedures related to industry practices

from the food and beverage sector

apply concepts and ideas and procedures

when making decisions to produce

products and perform services for

customers

use language conventions and features to

communicate ideas and information for

specific purposes.

plan, implement and justify decisions for

events in hospitality contexts

critique plans for, and implementation of,

events in hospitality contexts

evaluate industry practices from the food

and beverage sector.


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Structure

The Hospitality Practices course is designed around core topics embedded in a minimum of two

elective topics.


Navigating the hospitality industry

Working effectively with others

Hospitality in practice

Kitchen operations

Beverage operations and service

Food and beverage service

Assessment

For Hospitality Practices, assessment from Units 3 and 4 is used to determine the student’s exit


at least two projects

at least one investigation or an extended response.

Project Investigation Extended response Examination





A project consists of a product and performance component and one other component from the following:



multimodal: 3–6 minutes

product and performance: continuous class time







spoken:

3–4 minutes


60–90 minutes



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Arts in Practice


Arts in Practice embraces studies in and

across the visual, performing and media arts

— dance, drama, media arts, music and

visual arts. The interdisciplinary nature of the

arts is becoming a more prevalent

characteristic of contemporary arts practice.

Students engage with two or more art forms

to create an artwork. They explore the core

of arts literacies and arts processes, apply

techniques and processes, analyse and

create artworks, and investigate artists’

purposes and audience interpretations.

Students have the opportunity to engage

with creative industries and arts

professionals as they gain practical skills,

use essential terminology and make choices

to communicate ideas through their art-

making.

Pathways

A course of study in Arts in Practice can


employment by providing students with the

knowledge and skills that will enhance their

employment prospects in the creative arts

and entertainment industries. Employment

opportunities, with additional training and

experience, may be found in areas such as

arts management and promotions, arts

advertising and marketing, theatre and

concert performance, multimedia, video

game and digital entertainment design,

screen and media, and creative

communications and design.

Objectives


students should:

identify and explain concepts and ideas

related to arts literacies and arts

processes

interpret information about arts literacies and

arts processes

demonstrate arts literacies and processes in

arts making

organise and apply arts literacies and arts

processes to achieve goals

analyse artworks and arts processes


convey information and meaning about

art forms, works and processes

generate arts ideas and plan arts processes

implement arts processes to create

communications and realise artworks

evaluate artworks and processes.


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Structure

The Arts in Practice course is designed around core and elective topics. Students explore at least

three electives (art forms) across the four-unit course of study with at least two used in the

creation of a product (artwork).

Core Elective

Arts literacies

Arts processes

Dance

Drama

Media Arts

Music

Visual Arts

Assessment

For Arts in Practice, assessment from Units 3 and 4 is used to determine the student’s exit result,

and consists of four instruments, including:

at least one project, arising from community connections

one product (artwork) (involving the integration of at least two art forms) that is separate from the

assessable component of a project.

Project Product (Artwork) Extended response Investigation

A response to a single task, situation and/or scenario that contains two or more components.

A technique that assesses a range of skills in the creation of an original product (artwork) that expresses a personal aesthetic.



The Project in Arts in Practice requires:

a product (artwork) that demonstrates the significant contribution of at least two art forms

at least one other component from the following:

written

spoken

multimodal.

Variable conditions. Presented in one of the following modes:



multimodal


presentation: 4–7 minutes.




multimodal




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Visual Arts in Practice


Visual Arts in Practice focuses on students

engaging in art-making processes and

making virtual or physical visual artworks.

Visual artworks are created for a purpose

and in response to individual, group or

community needs.

Students explore and apply the materials,

technologies and techniques used in art-

making. They use information about design

elements and principles to influence their

own aesthetic and guide how they view

others’ works. They also investigate

information about artists, art movements and

theories, and use the lens of a context to

examine influences on art-making.

Students reflect on both their own and

others’ art-making processes. They integrate

skills to create artworks and evaluate

aesthetic choices. Students decide on the

best way to convey meaning through

communications and artworks. They learn

and apply safe visual art practices.

Pathways

A course of study in Visual Arts in Practice


and employment in a range of fields,

including design, styling, decorating,

illustrating, drafting, visual merchandising,

make-up artistry, advertising, game design,

photography, animation or ceramics.

Objectives


students should:

recall terminology and explain art-making

processes

interpret information about concepts and

ideas for a purpose

demonstrate art-making processes required

for visual artworks

apply art-making processes, concepts and

ideas

analyse visual art-making processes for

particular purposes


achieve particular purposes

generate plans and ideas and make

decisions

create communications that convey meaning

to audiences

evaluate art-making processes, concepts

and ideas.


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Structure

The Visual Arts in Practice course is designed around core and elective topics.

Core Electives

Visual mediums, technologies, techniques

Visual literacies and contexts

Artwork realisation

2D

3D

Digital and 4D

Design

Craft

Assessment

For Visual Arts in Practice, assessment from Units 3 and 4 is used to determine the student’s exit


at least two projects, with at least one project arising from community connections

at least one product (composition), separate to an assessable component of a project.

Project Product Extended response Investigation

A response to a single task, situation and/or scenario that contains two or more components.

A technique that assesses the application of idenified skills to the production of artworks.



A project consists of:

a product component: variable conditions

at least one different component from the following



multimodal



variable conditions Presented in one of the following modes:



multimodal






multimodal




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Visual Art


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


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.

Objectives


students will:

implement ideas and representations

apply literacy skills

analyse and interpret visual

language, expression and meaning in

artworks and practices

evaluate art practices, traditions, cultures

and theories

justify viewpoints

experiment in response to stimulus

create meaning through the knowledge and

understanding of materials, techniques,

technologies and art processes

realise responses to communicate meaning.


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Structure


Art as lens

Through inquiry learning, the following are explored:

Concept: lenses to explore the material world

Contexts: personal and contemporary

Focus: People, place, objects

Media: 2D, 3D, and time-based

Art as code


Concept: art as a coded visual language

Contexts: formal and cultural

Focus: Codes, symbols, signs and art conventions

Media: 2D, 3D, and time-based

Art as knowledge


Concept: constructing knowledge as artist and audience

Contexts: contemporary, personal, cultural and/or formal

Focus: student-directed

Media: student-directed

Art as alternate


Concept: evolving alternate representations and meaning

Contexts: contemporary and personal, cultural and/or formal

Focus: continued exploration of Unit 3 student-directed focus

Media: student-directed

Assessment






Unit 3 Unit 4


Investigation — inquiry phase 1 15%


Project — inquiry phase 3 35%


Project — inquiry phase 2 25%


Examination


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Certificate III Early Childhood Education and Care VET

The Certificate III in Early Childhood

Education and Care qualification reflects the

role that workers in childcare settings play,

and the requirements of the Education and

Care Services National Regulations and the

National Quality Standard to work within

early childhood. All persons studying a

Certificate III in Early Childhood Education

and Care will be required to obtain a

Working with Children Blue Card

(Employees and Volunteers), and will cover

18 units, and include a mandatory Childhood

Education and Care work experience

placement, this subject is outsourced to an

external provider.

Structure-

Individual Units studied include-

- Work legally and ethically

- Promote Aboriginal and/or Torres

Strait Islander cultural safety

- Develop cultural competence

- Ensure the health and safety of

children

- Provide care for children

- Promote and provide healthy food

and drinks

- Provide care for babies and toddlers

- Develop positive and respectful

relationships with children

- Use an approved learning framework

to guide practice

- Support the holistic development of

children in early childhood

- Provide experiences to support

children’s play and learning

- Use information about children to

inform practice

- Identify and respond to children and

young people at risk

- Provide an emergency first aid

response in an education and care setting

- Participate in work health and safety

- Support behaviour of children and

young people

- Support children to connect with

their world

- Organise personal work priorities

and development

Pathways-

Studying a Certificate III Early Childhood

Education and Care allows for pathways to

the Diploma of Early Childhood Education

and Care, work as an Early Childhood

Educator, or as a School Age Education and

Care Provider, there is a cost associated

with this course **.

** Approximate course cost over two years is

$220 for Term 1, followed by $70 per terms

2-8.


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Certificate III Fitness- SIS30315:

Certificate II Sport and Recreation SIS20115 VET

REGISTERED TRAINING ORGANISATION

Binnacle Training (RTO Code: 31319)

DELIVERY OVERVIEW

SIS30315 Certificate III in Fitness (with entry qualification SIS20115

Certificate II in Sport and Recreation) is delivered as a senior subject by

qualified school staff via a third party arrangement with external

Registered Training Organisation (RTO) Binnacle Training. Students

successfully achieving all qualification requirements will be provided with

the qualification and record of results. Students who achieve at least one

unit (but not the full qualification) will receive a Statement of Attainment.

Upon successful completion students will achieve a maximum 8 QCE

credits.

ENTRY REQUIREMENTS

Students must have good written and spoken communication skills and a

commitment to participate fully in all units of work, sometimes outside of

scheduled class times.

Each student must obtain a (free) ‘Working with Children’ Student Blue

Card (application to be completed as part of the enrolment process). A

student’s official enrolment is unable to be finalised until their Student

Blue Card has been issued. At enrolment, each student will be required to

create (or simply supply if previously created) a Unique Student Identifier

(USI). A USI creates an online record of all training and qualifications

attained in Australia.

COURSE OUTLINE

Students will participate in the delivery of a range of fitness programs and

services to clients within their school community. Graduates will be

competent in a range of essential skills – such as undertaking client health

assessments, planning and delivering fitness programs, and conducting

group fitness sessions in indoor and outdoor fitness sessions, including

with older adult clients. This program also includes the following:

● First Aid qualification and CPR certificate

● A range of career pathway options including direct pathway into

Certificate IV in Fitness (Personal Trainer).

ASSESSMENT

Program delivery will combine both class-based tasks and practical

components in a real gym environment at the school. This involves the

delivery of a range of fitness programs to clients within the school

community (students, teachers, and staff). A range of teaching/learning

strategies will be used to deliver the competencies. These include:

● Practical tasks

● Hands-on activities involving participants/clients

● Group work

● Practical experience within the school sporting programs and

fitness facility

Evidence contributing towards competency will be collected throughout

the course.

COURSE SCHEDULE – YEAR 1

● The Sport, Fitness and Recreation Industry

● Respond to Emergencies

● Developing Coaching Practices

● Work Health and Safety in Sport & Fitness

● Delivery of Community Fitness Programs

● First Aid & CPR Certificate

● Customer Service in the Sport, Fitness & Recreation Industry

● Anatomy and Physiology – Body Systems, Terminology

● Client Screening and Health Assessments

● Plan and Deliver Exercise Programs

Finalisation of qualification: SIS20115 Certificate II in Sport and Recreation

COURSE SCHEDULE – YEAR 2

● Anatomy & Physiology – Digestive System & Energy Systems

● Nutrition – Providing Healthy Eating Information

● Specific Populations – Training Older Clients, Client Conditions

● Training Other Specific Population Clients

● Community Fitness Programs

Finalisation of qualification: SIS30315 Certificate III in Fitness

PATHWAYS

The Certificate III in Fitness will predominantly be used by students

seeking to enter the sport, fitness and recreation industry as a fitness

instructor, community coach, sports coach, athlete, or activity assistant.

Students eligible for an Australian Tertiary Admission Rank (ATAR) may

be able to use their completed Certificate III to contribute towards their

ATAR. For further information please visit

https://www.qcaa.qld.edu.au/senior/australian-tertiary-admission-rank-

atar

Students may also choose to continue their study by completing the

Certificate IV in Fitness at another RTO.

COST

● $210.00 = Binnacle Training Fee - Certificate II entry qualification

● $80.00 = Binnacle Training Fee - Certificate III Gap Fee

● $40.00 = First Aid Certificate costs

● {$ insert here} = Excursions to other outside venues to participate

in and to conduct fitness activities.

PROGRAM DISCLOSURE STATEMENT

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: www.binnacletraining.com.au/rto and

select ‘RTO Files’.

https://www.usi.gov.au/

https://www.usi.gov.au/

https://www.qcaa.qld.edu.au/senior/australian-tertiary-admission-rank-atar

https://www.qcaa.qld.edu.au/senior/australian-tertiary-admission-rank-atar

http://www.binnacletraining.com.au/rto


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Certificate II Information, Digital Media and Technology VET

The Certificate II in Information, Digital Media and Technology provides students with the

opportunity to engage with ICTs and Digital Media in a workplace simulated environment.

Structure-

Units completed over the two year course will provide students with basic ICT skills across six

clusters, which cover seven core units, and seven elective units-

- Contribute to health and safety of self and others

- Participate in environmentally sustainable work practices

- Use computer operating systems and hardware

- Work and communicate effectively in an ICT environment

- Use computer operating systems and hardware

- Work and communicate effectively in an ICT Environment

- Operate application software packages

- Operate a digital media technology package

- Use social media tools for collaboration and engagement

- Operate database applications

- Design basic organisational documents using computing packages

- Create electronic presentations

- Produce digital text documents

- Integrate commercial computing packages

- Produce and prepare photo images

- Capture a digital image.

Objectives-

Through six clustered work units, student will engage in learning opportunities in a simulated work

environment to complete assessment and learning experiences for the above units.

Pathways-

This course is offered internally with Blackwater State High School as the recognised Registered

Training Organisation. There are no additional costs associated with this subject outside SRS

fees. A Certificate II in Information, Digital Media Technology would provide you with skills to

support work as an office assistant, records assistant, and junior office support. There are

opportunities to further education post schooling to a Certificate III.


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Certificate II Engineering Pathways VET

The MEM20413 Certificate II in Engineering Pathways is designed for students who are seeking

to gain an understanding of engineering or related working environment which will enhance their

prospects of employment in an engineering or related working environment.

Through studying the MEM201413 Certificate II in Engineering Pathways students will gain a

knowledge and understanding of, and develop trade-like skills. The focus is on being introduced

to the basics of a range of engineering associated skills. MEM201413 Certificate II in Engineering

Pathways is delivered through class based projects which simulate a working environment.

Structure-

Students will learn to read and interpret routine information on written job instructions, how to

work as a team, weld, machining, use hand and power tools and the importance of

environmentally sustainable work practices. Hands-on learning is encouraged and students will

be given multiple opportunities to learn in the simulated work environment. This qualification

delivers broad-based underpinning skills and knowledge in a range of engineering and

manufacturing tasks.

MEM13014A: Apply principles of occupational health and safety in the work environment

MEM18001C: Use hand tools

MEM18002B: Use power tools/hand held operations

MEMPE001A: Use engineering workshop machines

MEMPE002A: Use electric welding machines

MEMPE003A: Use oxy-acetylene and soldering equipment

MEMPE004A: Use fabrication equipment

MEMPE005A: Develop a career plan for the engineering and manufacturing industry

MEMPE006A: Undertake a basic engineering project

MEMPE007A: Pull apart and re-assemble engineering mechanisms

MSAENV272B: Participate in environmentally sustainable work practices

MSAPMSUP106A: Work in a team

Pathways-

Successful completion of this qualification provides students with broad based underpinning skills

which enhance the graduates’ entry level employment prospects for apprenticeships, traineeships

or general employment in an engineering-related workplace.

** The material cost associated with this subject is approximately $200.00 per year, this is subject

to change with market value.


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QMEA Science Maths & Related Technologies: Course 1 & 2

Preparatory

and

Enrichment

Course

QMEA Science Maths & Related Technologies (QSMART) is an innovative course in

mathematics and science designed to offer equal opportunity for educational excellence for

students enrolled in the senior phase of learning and contracted, or seeking to be contracted, to a

SAT in Engineering and Electrical trades.

This course delivers the need for a futures-oriented applied mathematics and science course that

is hands-on in nature and contextualised by experiences in real workplaces. It provides students

with opportunities to develop the key competencies in context that arise naturally from the subject

matter of a SAT and form a practical and investigative approach to learning.

Structure-

The course is broken into Course 1 & 2, to be run over two years. Students may study course 2 in

Year 11 if composite classes are run.

COURSE 1

Semester 1:

Measurement & Calculation in the Workplace 1

Science in the Workplace 1


Semester 2:

Financial Applications

Science in Workplace 2

Applications in Occupational Health & Safety

COURSE 2

Semester 1:

Science in Workplace 3 (Properties of Materials)

Financial Applications 2


Semester 2:

Science in Workplace 4 (Electrical Fundamentals)

Science in the Workplace 5 (Electrolysis & Corrosive Environments

Financial Applications 3

Pathways-

This course is created and endorsed by the Queensland Minerals & Energy Academy, therefore

completion of this course opens up trade based opportunities for students, especially within the

mining industry.

2020 Subject Selection

VET

Subjects





Distance

Education

2020 Subject Selection

How does Distance Education work?

Students who wish to study a subject not offered at Blackwater State High School may be able to

enrol in the subject at a School of Distance Education (SDE). They are considered a school-based

enrolment and can access one or more subjects at the SDE. Students are enrolled by their base school

(Blackwater State High School). Students will have three lesson times during the week where they

connect virtually to their teacher. These lesson times are compulsory and students can access

computer devices capable of connecting to the SDE’s system in the library.

Which schools can I enrol in?

There are 7 schools of distance education in Queensland, four of which offer Year 11/12 subjects.

We can facilitate enrolment at:

Brisbane: http://www.brisbanesde.qld.edu.au

Cairns: http://www.cairnssde.qld.edu.au

Capricornia: http://www.capriconriasde.qld.edu.au

Charters Towers: https://charterstowerssde.eq.edu.au

What do students need to be successful at distance education?

To perform well in SDE courses, students generally need to be:

Self-directed with the ability to work independently as well as being prepared to collaborate

with other students and the teacher

Competent users of technology or willing to acquire the necessary skills

Self-motivated and punctual to online lessons.

Permission from the Principal and Head of Senior Schooling to participate

How are students assessed?

Students complete classwork, homework and assessment the same as for their school-based subjects.

Assignments are provided electronically to the student and the completed assessment is emailed or

posted directly to their SDE teacher. Exams are posted to Blackwater State High School, and students

arrange a time to sit these with the Senior Schooling HOD, who then scans the exam response and

emails to the SDE teacher as well as posting the hard copy.

What subjects are on offer through distance education?

If you wish to know more about subjects offered via any of the above distance education schools.

Please organise to speak with the Head of Senior Schooling about possible offerings and suitability.

http://www.brisbanesde.qld.edu.au/

http://www.cairnssde.qld.edu.au/

http://www.capriconriasde.qld.edu.au/

https://charterstowerssde.eq.edu.au/

2021-2022 senior subject handbook · 2020. 9. 15. · our curriculum offerings embed 21st century...

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