moranbah state high school · our curriculum offerings moranbah shs offers its students a wide...
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1
A Message
MORANBAH STATE HIGH
SCHOOL
Registered Training Organisation
RTO ID: 30402
2
A Message from the Principal –
Mrs Felicity Roberts
Senior Schooling at our school supports the distinct nature of young adolescence, and
offers a connected, engaging curriculum to guide young people in a safe and secure
environment. The Moranbah Community is very proud of its local secondary school,
and I know that we are preparing children to be citizens for tomorrow’s world. We are
committed to ensuring that “every day, in every classroom, every student is
learning, achieving and valued”.
As Principal of the school, I am committed to developing a first class education system that meets the unique
needs of your child. I am committed to our vision that will ensure Pathways for Diverse Futures and value the
work undertaken in our Junior School to ensure No Student is Invisible (one of our central priorities).
This booklet has been compiled in an attempt to answer the many questions you may have about the
philosophy of Senior Schooling and curriculum available at Moranbah State High School. For Year 10 students,
the choice of subjects for entry into Year 11 must be made only after careful consideration of your ability, past
achievement and future vocational and educational goals. You will find included in the booklet:
Information about our Senior Schooling Programs, including a snapshot of what we offer and information
about QCE.
A statement on all subjects by the Heads of Department/Subject Area Coordinators
A guide on how to pick Senior Schooling Electives for Year 11.
An Education and Career Planning (ECP) meeting will occur with all Senior Schooling students at Moranbah
State High School, every year, involving students, parents/ guardians and a school representative. These
individual meetings with students and parents 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 MSHS.
I hope that you find this booklet useful in answering your questions about the programs on offer in Senior
Schooling, and the subject selection process for Year 11 electives. I encourage you to take the time to read the
information contained in this handbook and contact me if you have any questions about our school.
We have a great school and fantastic students and I am proud to be leading such an amazing organisation.
Felicity Roberts
Principal
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Contents Our Curriculum Offerings ........................................................................................................................................................ 5
A snapshot of what we offer .................................................................................................................................................. 6
Choosing Subjects ................................................................................................................................................................... 7
Senior Education and Training Plan (SET Plan) ....................................................................................................................... 8
Queensland Certificate of Education (QCE) ............................................................................................................................ 9
Queensland Curriculum and Assessment Authority ............................................................................................................. 11
University Pathways ............................................................................................................................................................. 13
School of Distance Education ............................................................................................................................................... 13
VET – Vocational Education and Training ............................................................................................................................. 14
2018 Timetable Structure ..................................................................................................................................................... 16
School-Based Apprenticeships and Traineeships ................................................................................................................. 16
Year 11 & 12 Authority Subject Offerings ............................................................................................................................. 18
Subject: Biology ................................................................................................................................................................ 19
Subject: Business Communication and Technologies ....................................................................................................... 21
Subject: Chemistry ............................................................................................................................................................ 23
Subject: English ................................................................................................................................................................. 25
Subject: Information Technology Systems ....................................................................................................................... 27
Subject: Legal Studies ....................................................................................................................................................... 28
Subject: Mathematics A .................................................................................................................................................... 30
Subject: Mathematics B .................................................................................................................................................... 32
Subject: Modern History ................................................................................................................................................... 34
Subject: Physical Education .............................................................................................................................................. 36
Subject: Physics ................................................................................................................................................................. 38
Year 11 & 12 Authority Registered Courses ......................................................................................................................... 40
Subject: Agricultural Practices SAS ................................................................................................................................... 41
Subject: ARTS IN PRACTICE ............................................................................................................................................... 43
Subject: Business SAS........................................................................................................................................................ 45
Subject: English Communication ...................................................................................................................................... 47
Subject: Information & Communication Technology ....................................................................................................... 49
Subject: Industrial Graphics .............................................................................................................................................. 50
Subject: Industrial Technology Skills ................................................................................................................................. 52
Subject: Marine & Aquatic Practices ................................................................................................................................ 53
Subject: Prevocational Mathematics ................................................................................................................................ 55
Subject: Science in Practice .............................................................................................................................................. 57
Subject: Social and Community Studies............................................................................................................................ 57
Year 11 & 12 Vocational Education and Training (VET) Subjects ......................................................................................... 59
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Certificate II in Business .................................................................................................................................................... 60
Certificate III Fitness ......................................................................................................................................................... 62
Certificate II in Information, Digital Media and Technology ............................................................................................ 65
Year 11 & 12 M-Step Programs ............................................................................................................................................ 67
M-STEP Education – Certificate III in Education Support, CHC30213 ............................................................................. 68
M-STEP Engineering ......................................................................................................................................................... 71
M-STEP Enterprise – Business / Hospitality ...................................................................................................................... 73
Pathways for Diverse Futures ............................................................................................................................................... 75
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Our Curriculum Offerings
Moranbah SHS 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 Moranbah SHS:
Authority Courses (OP)
Authority Registered Courses (SAS)
Vocational Education & Training Certificates
Authority Courses
These courses, approved by the Queensland Studies Authority (QCAA), are offered state
wide in Queensland secondary schools and colleges and are used in the calculation of
OPs (Overall Position). OPs are used to gain entry into tertiary institutions such as
universities. They contribute to the Queensland Certificate of Education (QCE) if the
required level of achievement is attained.
Authority Registered Courses
Authority registered courses are those based on QCAA developed Study Area Specifications (SAS). They are not used in
the calculation of an OP. Authority registered courses emphasise practical skills and knowledge relevant to specific
industries. They contribute to the QCE if the required level of achievement is attained.
Preparatory Courses
These courses are approved by QCAA and contribute to QCE points if the required level of achievement is obtained. They
are not used in the calculation of OP.
Vocational Education and Training (VET) Certificates
Students achievement is 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.
Students should keep the following points in mind:
Students study six (6) courses unless undertaking a School-Based Traineeship or Apprenticeship or Work Placement, in
which case they may elect to up student five (5) courses. Students who require an OP (Overall Position) for tertiary
entrance into a university course must choose at least five (5) Authority courses within their choice of six (6) courses.
Students not requiring an OP may study any combination of Authority, Authority Registered 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 Moranbah
SHS must study one (1) course from the English curriculum area and one (1) course from the Mathematics 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 School of
Distance Education (BSDE), Virtual Schooling Service (VSS) or other institutions e.g. TAFE and Private Registered Training
Organisations (RTO). 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.
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A snapshot of what we offer
The following outlines the Authority, Authority Registered and VET courses offered at Moranbah SHS.
This is not an exhaustive list. Some courses may not be offered due to student numbers and staffing
requirements. Some courses may be undertaken through Distance Education.
Authority Courses
Biology
Business Communication and Technology
Chemistry
English
Information Technology Systems
Legal Studies
Mathematics A
Mathematics B
Modern History
Physical Education
Physics
Visual Art
Authority Registered Courses
Arts in practice
Business Studies
English Communication
Industrial Graphics
Information and Communication
Technologies
Industrial Technology Studies
Marine and Aquatic Practices
Prevocational Mathematics
Social and Community Practices
Vocational Education and Training
Certificate II in Business
Certificate III in Education Support
Certificate I in Engineering
Certificate II in Engineering Pathways *
Certificate I in Financial Services
Certificate I and II in Hospitality
Certificate I and II in Information, Digital
Media and Technology
Certificate II in Resources and Infrastructure
Work Preparation*
Certificate II in Skills for Work and
Vocational Pathways
Certificate III Fitness*
* These certificate courses are offered through External Registered Training Organisations.
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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
Reflect their interests and abilities
Help them reach their goals
Develop both life and work skills and knowledge for later life
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 must study a
minimum of five (5) Authority Subjects out of six (6) to be selected. This is because only Authority Subjects
are used in the calculation of the Overall Position (OP).
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.
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 Authority Registered 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 eg:
a Cert II in Community Services Work may lead to a Certificate III in Children’s Services.
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, the Guidance Officer
or a member of Administration.
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
Talk to students who are already studying the subject
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
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Senior Education and Training Plan (SET Plan)
The Queensland government introduced laws in 2006, which requires 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, (which 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 12 years of schooling 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. Moranbah SHS 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.
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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
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 Studies
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. Students must
achieve a Sound, Pass or equivalent to receive QCE credits. Literacy and numeracy requirements must 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 an Authority Subject is one semester
(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 example,
a Very Limited Achievement in an Authority subject does not meet the set standard to be a credit.
Flexibility
This certificate will recognise more learning options. Students can design a program of study to match their career
goals. There is more 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, 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,
once 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://studentconnectQCAA.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.
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To be eligible for the QCE, students must complete 20 credits, at a set standard, in a set pattern.
Core (at least 12
credits needed from
completed core)
Credit Preparatory (Max
of 6 credits can
contribute)
Credit Enrichment (Max
of 8 credits can
contribute)
Credit Advanced (Max of 8
credits can
contribute
Credit
Authority of
Authority registered
subject
4 Certificate I
vocational
qualification –
maximum of 2 can
count
2 or 3
A level of a
recognised
certificate or award
in areas such as
music, dance,
drama, sport and
community
development
1
A one-semester
university subject
undertaken while at
school
2 A Senior External
Examination 4
VET Certificate II 4
VET Certificate III-IV* 8 Employment skills
development
program – only 1
can count
2
A negotiated
community or self-
directed project
1
A two-semester
university subject
undertaken while at
school
4
School-based
apprenticeships 2
School-based
traineeships 4
Tailored training
program 4
A re-engagement
program – only 1
can count
2 160 hours (20 days)
of structured
workplace learning
than an employer
endorses
2
Competencies in a
diploma or
advanced diploma
(per competency)
1 International learning
program
4 Short course in
literacy and
numeracy
developed by QCA
(per course)
1 per
course
Achieve the required standard….
Course of Study Set Standard Literacy Numeracy
Authority subjects and
Authority registered subjects
At least a Sound Level of
Achievement
At least a Sound Level of
Achievement in a semester of
an Authority or Authority
registered English subject; or
At least a Sound Level of
Achievement in a semester of
an Authority or Authority
registered Mathematics
subject; or
Vocational education and
training Competence
Competence in VET
vocational literacy 3
(39153QLD) or
Competence in VET
vocational numeracy 3
(39163QLD) or
University courses / subjects /
units undertaken while still at
school
At least a pass as defined by
the course
A pass in a literacy course
recognised by the QCAA or
A pass in a numeracy course
recognised by the QCAA or
International learning course
of study
At least a pass as defined by
the course
At least a Sound Level of
Achievement in the Literacy
strand of Authority
Registered Literacy and
Numeracy; or
At least a Sound Level of
Achievement in the Literacy
strand of Authority
Registered Literacy and
Numeracy; or
Recognised awards and
certificates Awarded
At least a C on the
Queensland Core Skills Test
At least a C on the
Queensland Core Skills Test
Workplace, community and
self-directed
At least a pass as defined by
the course
At least a C in QSMART
Course 1 & 2
*Some certificates III and IV are exempt and will attract less than 8 credits
+Some other rules may apply. Please check the QCE Handbook – available on the QCAA website
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Queensland Curriculum and Assessment Authority
Queensland’s system of externally moderated school based assessment
A brief outline of the system
Queensland’s system of assessment for senior students involves the use of externally-moderated school-based
assessment and a method for deriving tertiary entrance ranks using the results of a standardised test, the
Queensland Core Skills Test (QCS), to scale the results from school-based assessment. The system is managed
by the Queensland Curriculum and Assessment Authority (QCAA), an independent statutory body, and involves
a number of levels of quality assurance. The elements of the system are:
1. Syllabi developed and approved by the QCAA
Syllabi prescribe:
Objectives to be achieved by students and core content to be taught to students
Standards for the award of the five levels of achievement by the end of Year 12
The contents of folios of assessed student work by the end of Year 12
2. Approved Work Programs
Work programs developed by schools are approved by the QCAA and include:
The core content of the syllabus
Additional content, consistent with the syllabus and suited to the needs of students in a school
Learning experiences selected by a school, suited to the needs of students
Assessment program to be administered by the school including examples of assessment
3. Monitoring of standards at the end of Year 11
At the end of Year 11 schools send sample folios of assessed student work for each subject to the
QCAA. This work is assessed and schools advised whether the:
Approved work program has been followed
Assessment instruments are effective
Correct judgements about the standards being achieved by the students are being made
4. Verification of standards at the end of Year 12
QCAA reviews a prescribed sample of student folios against the standards outlined in the syllabus
QCAA advises Principals of the final distribution of Levels of Achievement based on the written
advice of the panels and, if necessary, additional folios of students work selected by the QCAA
5. Queensland Core Skills Test (QCS Test)
The Queensland Core Skills (QCS) Test assesses the Common Curriculum Elements experienced by
students when they study combinations of subjects over Years 11 and 12
The QCS Test comprises of two multiple-choice papers, a short response paper and a writing task
and is sat over two consecutive days by all eligible students in August of each year by Year 12
students
Students receive an A-E grade on the QCS Test
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6. Tertiary Entrance Ranks
Queensland uses a profile of tertiary entrance ranks – a main rank on a 1-25 point scale called an
Overall Position (OP) and five subsidiary ranks on 1-10 point scales called Field Positions
The ranks are constructed by using group results on the QCS test to scale the externally-moderated
school-based assessments
7. Comparison of moderated standards with standards on the Core Skills Test
The QCAA compares students’ distribution of results on the Queensland Core Skills (QCS) Test with
the distribution of results from externally-moderated school-based assessment
This is a quality assurance process and provides an opportunity to identify any anomalies that may
be related to a school’s assessment program. If this is the case additional training is provided by
the QCAA to the relevant school
8. Random Sampling
An additional quality assurance process is conducted each year with the QCAA taking a random
sample of Year 12 folios from schools across the state for review by different panels
This provides a further opportunity to provide input to schools if any issues are identified with
school-based assessment
9. 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 Overall Position and up to five Field Positions (FP). These ranks are used
by universities and colleges to technical and further education to select students for tertiary courses.
Quality Assurance
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
The products, students’ work, are sampled routinely by the QCAA, twice before the end of Year 12 with
provision for additional sampling and rectification if this is warranted
Different measures of students’ achievement are compared and adjustments are made where necessary
After-the-event training of teachers in schools occurs where this is warranted
The system has built-in continuous improvement of curriculum and assessment practices, teachers and
standards of student achievement in each school
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University Pathways
Overall Position (OP) – Who needs an OP and how is it calculated?
An OP is needed by anyone who is thinking of continuing with his/her studies after Year 12 at a tertiary
institution.
This is calculated by taking the performance in the equivalent of the students best five Authority subjects for
the full two years and the reminder can be made up of eight semester units of other Authority subjects. A
student’s OP 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 Overall Position (OP) will be
reported in 25 bands, with the highest being OP1.
Queensland Core Skills Test (QCS)
The QCS test is compulsory for all students who wish to receive an OP. The QCS test is closely related to the
skills being taught in the senior curriculum. It is used to compare the level of achievement of students in
different subjects as part of the process of calculation OPs.
Students at Moranbah SHS undertake comprehensive QCS preparation looking at strategies for success as well
as revising skills that are commonly tested. They sit practice tests in all four exam areas in Year 11 and Year 12.
Our students attend workshops run by Brisbane-based company Mighty Minds and have their practice tests
marked by professional QCS markers who provide students with individualised written feedback offering
positive comments, as well as advising on areas for improvement.
University Experience
Every year students are given the opportunity to attend the James Cook University Residential Experience
Program and spend four days in Townsville living on campus and attending simulated lectures in students’
chosen fields. This is a great opportunity for students to explore the university and investigate all the options
that it offers, as well as being able to talk to students who are currently studying in their areas of interest.
School of Distance Education
Where Moranbah SHS cannot offer a subject due to timetabling structure or low student numbers, Distance
Education and Virtual Schooling can be a viable alternative.
Brisbane School of Distance Education subjects provide students with extensive materials including lesson
notes, exercises, activities and assignments and these are to be completed under the direction of the SDE
teacher in accordance with a Work Rate Calendar. In addition, students have a timetabled lesson with their
teacher via the internet / teleconference on a regular basis (usually two lessons per week).
Many courses are currently available via SDE. The SDE website has a comprehensive list –
http://www.brisbanesde.qld.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.
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VET – Vocational Education and Training
WHAT IS VET?
Vocational Education and Training (VET) is education and training to successfully enter the workforce.
Moranbah State High School is a Registered Training Organisation (RTO 30402) that is authorised to
deliver nationally accredited training to year 10, 11 and 12 students.
MORANBAH STATE HIGH SCHOOL’S SCOPE
VET qualifications are nationally recognised and each VET qualification achieved will accumulate QCE
points. In 2017, we intend to offer the following VET qualifications:
RII20115 Certificate II in Resources and Infrastructure Operations (M-Step
Engineering course in partnership with CQ University, RTO 40939)
MEM20413 Certificate II in Engineering Pathways (M-Step – Engineering course)
BSB20115 Certificate II in Business
FNS10115 Certificate I in Financial Services
ICT20115 Certificate II in Information, Digital Media and Technology (M-Step Business
course)
SIS30315 Certificate III in Fitness (in partnership with Binnacle Training- RTO 31319)
CHC30215 Certificate III in Education Support (M-Step Education course)
FSK20113 Certificate II in Skills for Work and Vocational Pathways
SIT10216 Certificate I in Hospitality (in partnership with Blue Print Career
Development RTO 30978)
SIT20216 Certificate II in Hospitality (in partnership with Blue Print Career
Development RTO 30978)
MEM10105 Certificate I in Engineering (M-Step Engineering course)
NB: Delivery of qualifications is based on student interest and some courses may not be
delivered if there is insufficient student numbers.
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.
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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.
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2018 Timetable Structure
The Senior School timetable has a unique structure – quite different to that of our Junior Secondary
School.
Monday: 8.50am – 3pm
Tuesday, Thursday and Friday: 8.00am – 3.00pm
Wednesday: “Access Day” based on Negotiated Learning. Students can study a variety of
Certificate III courses, structured work placement, School-based Traineeships or
Apprenticeships, at supervised study sessions at school or with parent permission, studying at
home.
Students will complete their Maths and English lessons with one of their chosen electives.
Wednesday will remain an “Access Day” for students with the focus being Negotiated Education Time.
NET – Negotiated Education Time
All Senior Students in 2018 are required to be engaged in training or study on Wednesdays. Parents
can opt for students to not attend school on Wednesdays, but this must be approved through the
Deputy Principal/HOD of Senior Schooling.
Supervised Study classes will be conducted at school. Students at these study sessions have the
opportunity to access teachers for assistance with assessment.
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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.
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 Moranbah SHS
are currently working in areas such as Hospitality,
Information Technology, Hairdressing, Medical
Administration, Childcare, Automotive and Diesel
Fitting.
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 Moranbah SHS 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. OP 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.
18
Year 11 & 12 Authority Subject Offerings
19
What is the Course About?
Biology is the study of the natural systems of the living world. It is characterised by a view of life as a unique
phenomenon with fundamental unity. Living processes and systems have many interacting factors that make
quantification and prediction difficult. An understanding of these processes and systems requires integration of
many branches of knowledge.
The study of Biology provides students with opportunities to:
gain insight into the scientific manner of investigating problems pertaining to the living world
experience the processes of science, which lead to the discovery of new knowledge
develop a deeper understanding and an enhanced aesthetic appreciation of the living world.
Participation in Biology enables students to engage in creative scientific thinking and to apply their knowledge
in practical situations. The study of Biology will help students foresee the consequences for the living world of
their own, and society’s, activities. This will enable them to participate as informed and responsible citizens in
decision-making processes, the outcomes of which will affect the living world both now and in the future.
What are the main topics covered?
Biology is concerned with the study of the phenomenon of life in all its manifestations. It encompasses studies
of the origin, development, functioning and evolution of living systems and the consequences of intervention
in those systems. Specific topics studied in the biology course:
Cellular Biology
Plant Physiology
Animal Physiology
Reproduction
Genetics
Ecology
Diversity & Evolution
How are students assessed?
Students are assessed through a variety of modes, to ensure student have every opportunity to demonstrate
their knowledge of Biology Principles. Assessment items used in Senior Biology include:
Supervised Exams – assess the content knowledge of students by requiring them to understand and
evaluate Biology principles
Extended Response Task – assess the understanding and evaluating of biological principles through
extended responses under exam conditions
Extended Experimental Investigations – students design their own experimental investigation
How do students learn?
Students of Biology will participate in a wide range of activities to develop their knowledge of biology and
their ability to solve problems arising in their everyday experiences. The course places considerable emphasis
upon practical work conducted within a laboratory and in the field. There is a minimum time commitment for
SUBJECT: BIOLOGY QCAA STATUS: AUTHORITY SUBJECT QCE CREDIT: 4
DEPARTMENT: SCIENCE HEAD OF DEPARTMENT:
MRS AMY GILBERT QCAA NO: 042
20
field work of ten hours. Field work is integrated with the study of the key concepts to help students better
understand biological phenomena. During practical activities students learn to examine collected data, suggest
hypotheses that explain observations, and design and conduct experiments.
What are the costs involved?
The costs associated include a compulsory camp to meet the mandatory Field Study requirement of the
syllabus. In the past this has been approximately $500. Students are also expected to purchase a Lab Coat
(approximately $25).
For whom is this course best suited?
This course is best suited for students who have a keen interest in Science, in particular Life Sciences. As this is
an Authority Subject it is best suited to students wishing to receive an OP at the completion of Year 12.
Where can this course lead to after Year 12?
Biology provides a foundation for a variety of career pathways. These include:
Medicine
Nursing
Environmental
Veterinary
Agriculture & Aquaculture
Biochemistry
21
What is the Course About?
Business Communication and Technologies (BCT) offers students opportunities to engage in and understand a
range of business administrative practices through real-life situations and simulations. The course is designed
to provide a foundation in the study of business and to prepare students for further education, training and
employment. Business Communication and Technologies fosters intellectual, social and moral
development by encouraging students to think critically about the role and ethical responsibilities of
business in society.
What are the main topics covered?
Business Communication and Technologies encompasses theoretical and practical aspects of business in
contexts students will encounter throughout their lives.
The underpinning practices of Business Communication and Business Technologies are integral to all business
relationships and dealings, and shape the development of students’ knowledge and skills.
A course in Business Communication and Technologies can be designed using a selection of topics of study:
Business environments
Managing people
International business
Workplace health, safety and
sustainability
Organisation and work teams
Managing workplace information
Financial administration
Social media
Events administration
School-developed issues study.
How are students assessed?
Students are assessed against standards described in terms of:
Knowing and understanding business
Investigating business issues
Evaluating business decisions.
Knowing and understanding business involves the retrieval, comprehension and use of information and skills
associated with selected topics of study and underpinning practices, to develop an understanding of business
knowledge.
Investigating business issues involves exploring and dissecting business data and information to identify and
analyse business issues.
Evaluating business decisions involves communicating and synthesising understandings gained to make
judgments about the performance of businesses. This dimension involves drawing conclusions, making
decisions, providing recommendations to solve problems and justifying solutions and/or actions.
SUBJECT: BUSINESS
COMMUNICATION AND
TECHNOLOGIES
QCAA STATUS: AUTHORITY QCE Credit: 4
DEPARTMENT: HUMANITIES/
BUSINESS/ LOTE
HEAD OF DEPARTMENT:
MR JAMON BULL QCAA NO: 63
22
Assessment techniques include short and/or extended responses, research assignments, projects and reports.
Multimodal presentations such as seminar presentations, multimedia presentations, debates and reports may
also be used.
How do students learn?
In this subject, students examine the broader social, cultural and environmental implications of business
activities with a focus on the essential skills of communication and the use of business-specific technologies.
Business Communication and Technologies requires students to engage in learning activities requiring higher-
order cognition. They interpret and analyse business issues to evaluate proposed business solutions and
recommendations from the perspectives of an employer, employee or self-employed individual across a range
of business situations.
Students may be involved in activities that include: evaluating case studies; investigations and inquiry learning;
manipulating and using business technologies; participating in excursions to suitable venues and
communicating using a variety of modes.
What are the costs involved?
Costs for this subject are covered by the Student Resource Scheme. Students will require a display folder, ream
of white paper and USB.
It is strongly recommended that students studying BCT participate in the school’s laptop program or have their
own device with them at school.
For whom is this course best suited?
This subject would suit students that wish to learn the basics of running a business in today’s active world. As
there is a strong emphasis on knowledge, understanding, investigating business issues and evaluating business
decisions, students who perform well in English and IT and are genuinely interested in the working of a
business will be most suited to the course. Prior knowledge of Business Studies is helpful but not a pre-
requisite.
Where can this course lead to after Year 12?
Some possible university degrees and occupations associated with Business Communication and Technologies
are:
Accounts Administration
Business Administration/Management
Banking/Finance
Public Relations
Tourism
Public Relations
Industrial Relations
Human Resources
23
What is the Course About?
Chemistry provides a platform in which people can interact with and explore matter. Chemistry helps us to
understand the links between the macroscopic properties of the world, and the subatomic particles and forces that
account for those properties. Understanding and applying chemical concepts, models, procedures and intellectual
processes aids in human kind’s management of the planets limited resources and could provide the key to our
continuing survival.
The Senior Chemistry course is designed to provide students with a contemporary and coherent understanding of
matter and its interactions. It focuses on investigating the physical and chemical properties of substances, chemical
reactions and chemical processes; the interaction of energy and matter; and attempts to explain and predict events
at an atomic and molecular level.
What are the main topics covered?
The Senior Chemistry Course is designed to help students develop:-
The capacity to work scientifically in chemistry contexts
The skills to engage in informed chemistry inquiry and investigation
techniques safely beyond the school context
An ability to engage in solving chemistry problems in everyday contexts
An ability to use technology productively in chemistry contexts
An ability to understand and appreciate the chemistry encountered in
everyday life
A capacity to work as part of a team in engaging cooperative activity
An ability to communicate chemical understandings
An appreciation of the issues and impacts of chemistry
Students will develop their knowledge and understanding of the structure of
matter and its reactions through the study of the following topics:
Introduction to Chemistry – A unit designed to immerse the students in the knowledge and skills necessary for
their study of chemistry
Electron Structure, Periodicity and Bonding – A unit to develop their knowledge of the structure of matter
allowing them to explain the behaviour of elements
Rust Buckets – A contextualised unit in which students will develop their skills of working scientifically while
learning about the reactions that occur in the process of corrosion
Nuclear Chemistry – A unit to develop their understanding of the structure of the nucleus of an atom and the
energy that it contains
Thermochemistry – A contextualised unit that allows students to develop an understanding of the energy
processes involved in chemical reactions
Wine Chemistry – A contextualised unit to further develop the skills of working scientifically while investigate the
reactions that occur during the process of wine making
Reaction Rates and Equilibrium – Students develop a deeper understanding of the factors that can influence
chemical reactions
SUBJECT: CHEMISTRY QCAA STATUS: AUTHORITY SUBJECT QCE Credit: 4
DEPARTMENT: SCIENCE HEAD OF DEPARTMENT:
MRS AMY GILBERT QCAA NO: 040
24
Energy – A unit that explores the chemicals that are used to meet the energy demands of society (locally and
globally)
How are students assessed?
Schools use a wide range of assessment techniques to determine the relationships between student achievement
and the exit criteria of the course (Knowledge and conceptual understanding, Investigative processes, and
Evaluating and concluding). Assessment techniques in this syllabus are grouped under categories and may include:
Extended Experimental Investigations — within this mandatory category, instruments are developed to
investigate a hypothesis or to answer a practical research question
Supervised Assessments — within this mandatory category, instruments such as written tests are used, and
conducted under supervised conditions to ensure authentication of student work
Extended Response Tasks — within this category, instruments are developed in response to a chemistry
question, circumstance or issue and, while they are essentially non-experimental, they may draw on primary
experimental data.
How do students learn?
In selecting learning experiences, teachers have many opportunities to offer interesting activities, especially:
researching from primary and secondary sources
accessing and using computers, including internet research
interpreting data, from wide-ranging sources including media
analysing current strategies or policies of the issue being investigated
analysing strategies and evaluating effectiveness or improvements
applying the principles of research ethics
formulating hypotheses and testing them through fieldwork, experiments, interviews and research
predicting the impact of recommendations of a science report/experiment
proposing and/or implementing strategies for improvement
solving problems
sharing information mutually beneficial to the group
advocating for change.
What are the costs involved?
Costs associated with course are based on compulsory elements required to complete all elements of the course.
This includes excursions and laboratory equipment. Students are required to purchase a Lab Coat (approximately
$25)
For whom is this course best suited?
This course is best suited for students who have a keen interest in Science, in particular Chemical Sciences. As this is
an Authority Subject it is best suited to students wishing to receive an OP at the completion of Year 12.
Where can this course lead to after Year 12?
Chemistry provides a foundation for a variety of career pathways. Some of these include:
Environmental Engineer
Geologist
Forensics
Nursing
Medicine
Chemical Engineer
Metallurgist
25
What is the Course About?
Senior English recognises and promotes effective communication skills in Standard Australian English to enable
individuals to share in and contribute to current and future local, national and global communities and cultures.
Senior English requires students to write, speak or sign, view, listen, and think critically. In studying literary and
non-literary texts, and through creating their own texts, students will conceptualise, imagine, appreciate,
experiment, speculate, reflect, make decisions, hypothesise, analyse and evaluate.
What are the main topics covered?
Students studying English courses will learn to:
examine a range of literary and non-literary works in English, in various modes and mediums across
diverse cultures and periods
interpret, analyse, evaluate, respond to and construct a wide range of texts through reading, listening,
viewing, speaking, writing and shaping
communicate effectively in Standard Australian English for various social and cultural purposes and
audiences
make choices about generic structures, language, textual features and technologies to convey intended
meaning
control language (written, spoken, signed, visual), using grammar, punctuation, vocabulary and spelling.
There will be a range and balance in the texts that students read, listen to and view. Australian texts by
Indigenous and non-Indigenous writers will be included as will texts from different times, places and cultures.
Texts will encompass traditional, contemporary and translated works.
Students at Moranbah State High School will be studying:
Semesters Topic Genre Assessed
1
Expressions of Self Autobiographical Writing
Representations of Others Biographical Film Critique
Developing Empathy Short Story
Gender Representations Play Script
2 Ways of Reading Poetry Anthology Exam
What makes ‘Good’ Literature? Analytical Essay - exam
3
Representations and Values in Advertising Report
Shakespearean Texts Persuasive Reflective
Man’s inhumanity to man Short story
4
Roles & Relationships Monologue
Reading literacy texts Analytical essay
Australian identity in film Panel Response
SUBJECT: ENGLISH QCAA STATUS: AUTHORITY QCE Credit: 4
DEPARTMENT:
ENGLISH/DRAMA/ART
HEAD OF DEPARTMENT:
MRS AMY KIRK QCAA NO: 001
26
How are students assessed?
Assessment in senior English is standards-based and is designed to help students demonstrate achievement in
the dimensions of the syllabus. The dimensions used are Understanding and responding to contexts,
Understanding and controlling textual features and Creating and evaluating meaning.
How do students learn?
Students learn by working with language and texts. Learning experiences in English are designed to cater for
the diverse range of learning styles, interests and abilities of senior students. They may include:
individual, small group and whole class activities such as workshops, conferencing, debates and
discussions
reading, analysing and producing texts
attending plays, films and forums
listening to and interacting with guest speakers and experts.
What are the costs involved?
There are no excursions for this course however there are Arts Councils organised by the school that help
develop knowledge and understanding of concepts covered in this course. It is advisable that students attend
these.
For whom is this course best suited?
Students in this course need to have achieved a C or higher in English in Year 10 and require an OP for their
chosen career. This course requires a lot of time and commitment in order to achieve. Students of English
must be diligent, organised and have a love of literature, literacy and language.
Where can this course lead to after Year 12?
Any student wishing to attend university needs to obtain a sound achievement or better in Senior English. In
addition, there are various careers which successful completion of Senior English may lead to, here are some
examples:
Actor/Actress
Barrister
Editor
Announcer
Director
Desktop Publisher
Archivist
Journalist
Lecturer
Teacher
Librarian
Public Relations Officer
27
What is the Course About?
Information Technology Systems (ITS) is a practical discipline which prepares students to respond to emerging
technologies and information technology (IT) trends. Students develop the knowledge of, and skills in, the
systems supporting IT. Systems range from those supporting the development of information, such as
documents or websites, to those supporting technology, such as computers or networks.
Information Technology Systems prepares students to cope with, and harness to their advantage, the changes
and significant opportunities associated with IT. This subject may lead to employment in such areas as IT
support, graphic and multimedia manipulation, or tertiary study in the fields of multimedia design, games
design, website design and animation.
What are the main topics covered?
Subject matter in Information Technology Systems is organised in five interwoven elements:
Theory and techniques
Problem-solving process
Project management
Client relationships
Social and ethical issues.
Contexts provide a focus for developing the subject matter into units of work. They include:
Animation
Game design
Graphic design
Interactive media
Multimedia
Networking
Web design.
How are students assessed?
Students are assessed against standards described in terms of:
Knowledge and communication
Design and development
Implementation and evaluation.
Knowledge and communication refers to the comprehension, understanding and communication of the terms,
concepts, principles and design processes associated with information technology. Design and development
involves determining the intended purpose, the needs of the client and proposing and testing possible
solutions. It requires research, analysis, synthesis and ongoing testing related to the process of design and
development and the associated documentation. Implementation and evaluation focuses on the quality of the
solution. Quality and effectiveness are evaluated against client needs and defined criteria formulated during
the design and development phase.
SUBJECT: INFORMATION
TECHNOLOGY SYSTEMS QCAA STATUS: AUTHORITY QCE CREDIT: 4
DEPARTMENT: TECHNOLOGY HEAD OF DEPARTMENT:
MR MICHAEL YOUNG
QCAA NO: 65
28
What is the course about?
Legal Studies focuses on enhancing students’ ability to recognise the diverse legal situations and issues that
arise in their everyday lives. These situations and issues often have legal implications that affect the rights and
obligations of themselves and other community members. Students will gain knowledge to understand legal
frameworks that regulate and shape society.
Legal Studies enables students to formulate personal views of the world and understand how the law affects
their world. Through critical analysis, examination and problem solving, they are empowered to make decisions
that can benefit themselves and the community.
This subject will be of benefit to students who have an interest in:
Acquiring knowledge of the relationship between law and society;
Acquiring knowledge of citizens’ rights and responsibilities;
Understanding the historical development of Australia’s legal system;
Developing skills in using legal information;
Communicating with others about legal matters;
Being a responsible and informed citizen of Australia and the world.
What are the main topics covered?
Students examine the nature and functions of the Australian legal system, the processes of lawmaking and its
implementation, especially in issues and situations that are likely to have an impact on their daily lives. Legal
Studies is organised around six sections of study:
The legal system — How does the legal system meet society’s needs?
Crime and society — What is crime? How should society and the criminal justice system respond to it?
Civil obligations — How does civil law impact on citizens in society?
You, the law and society —Covers several topics including Renting and Buying, Family Law and
Human Rights.
Independent inquiry – Undertaken in year 12, students investigate a controversial contemporary legal
issue of their choice.
Law in a changing society.
How are students assessed?
Judgments are made about a student’s exit level of achievement, using three criteria:
Knowledge and understanding (ability to retrieve and comprehend information, and to select,
organise and communicate information to an audience)
Investigating Legal Issues (ability to research and analyse legal situations and issues)
Responding to Legal Issues (ability to critically review the legal system’s attempts to achieve just, fair
and equitable outcomes.)
SUBJECT: LEGAL STUDIES QCAA STATUS: AUTHORITY QCE CREDIT: 4
DEPARTMENT: HUMANITIES/
BUSINESS/ LOTE
HEAD OF DEPARTMENT:
MR JAMON BULL QCAA NO: 29
29
A variety of assessment techniques are used, including short and extended responses, non-written
presentations, and responses to stimulus materials.
How do students learn?
Students will be involved in a wide range of learning activities to achieve the aims and objectives of this course.
These include activities such as case studies, mock trials, debates and discussions, interviews and polls,
community investigations, field trips, statistical analyses, simulation activities and interacting with guest
speakers.
As part of the course, students undertake an independent study, which is an in-depth investigation of a current
legal issue facing Australian society.
What are the costs involved?
As Legal Studies is a theory-based subject, very little cost is involved. It is requested, however, that students
have a working USB drive with them in addition to the usual stationary.
For whom is this course best suited?
Consider this subject if you have a genuine interest in the above, and have achieved at least a C or higher in
Junior English and Humanities.
Where can this course lead to after Year 12?
Legal Studies opens up a range of doors, academically, for those wanting to pursue tertiary education. Most
university degrees prominently feature research, essay writing skills and public speaking skills, which Legal
Studies is renowned for cultivating. Ultimately, studying Legal Studies could be the first step on the path to
having a career as a Solicitor or Barrister, Paralegal, Human Rights Lawyer, Public Servant, Police Officer,
Teacher, Journalist, or Officer of the Court.
30
What is the Course About?
Mathematics is an integral part of a general education. It can enhance understanding of our world and the
quality of our participation in a rapidly changing society. Mathematics A emphasises the development of
positive attitudes towards the student’s involvement in mathematics. This development is encouraged through
the use of relevant personal and work-related learning experiences. There is also a focus on the development
of mathematical knowledge and understanding through investigative and explorative approaches to learning.
Mathematics continues to develop in response to changes in society and, in turn, it influences further societal
development. The Mathematics A Syllabus contains core and elective topics which relate to the mathematics
used in personal and work situations.
What are the main topics covered?
The core topics include:
Financial mathematics strand
Managing money 1
Managing money 2
Applied geometry strand
Elements of applied geometry
Linking two and three dimensions
Statistics and probability strand
Data collection and presentation
Exploring and understanding data
The elective topics are:
Maps and compasses — Land measurement
Operations research — Linear programming
How are students assessed?
Schools use a wide range of assessment techniques to determine the relationships between student
achievement and the exit criteria of the course (Knowledge and procedures, Modelling and problem solving, and
Communication and Justification). Assessment techniques in this syllabus are grouped under categories and
may include:
extended modelling and problem solving tasks — within this category, students provide a response to a
specific task or issue, which could be set in a context that highlights a real-life application of mathematics
report — within this category, assessment tasks are typically an extended response to a practical or
investigative task, such as an experiment in which data are collected, analysed and modelled, a
mathematical investigation, a field activity, or a project
SUBJECT: MATHEMATICS A QCAA STATUS: AUTHORITY QCE CREDIT: 4
DEPARTMENT: MATHEMATICS HEAD OF DEPARTMENT:
MRS MAREE LEWIS QCAA NO: A36
31
supervised test — within this category, tests are conducted under supervised conditions and commonly
include tasks requiring quantitative and/or qualitative responses.
How do students learn?
Learning experiences derived from the Mathematics A Syllabus include life-related applications of mathematics
with real and simulated situations, use of instruments, and opportunities for modelling and problem solving.
Students should be involved in a variety of activities including those which require them to write, speak, listen
or devise presentations in a variety of forms to assist in developing mathematical understanding.
What are the costs involved?
Students are required to pay the resource contribution scheme for access to a textbook.
For whom is this course best suited?
This course is best suited for those students who have achieved a “C” or better in Year 10 Mathematics.
Mathematics A is for those students who want to be OP Eligible but do not require ”specialist” mathematical
courses. e.g. Engineering, Medicine etc. Maths A is also for those students who want to complete a trade at the
end of their schooling.
Where can this course lead to after Year 12?
This course is the minimum prerequisite requirement for most university courses that do not require specialist
Mathematics. Most employers looking for apprentices look favourably on students who have successfully
completed the Mathematics A course.
32
What is the Course About?
Mathematics is an integral part of a general education. It enhances understanding of the world and the quality
of participation in a rapidly changing society. It is a truly international system for the communication of ideas
and concepts, and has developed over many thousands of years through contributions by scholars of both
ancient and present-day cultures around the world.
Mathematics B aims to provide the opportunity for students to participate more fully in lifelong learning and to
appreciate that Mathematics is a:
unique and powerful way of viewing the world to investigate patterns, order, generality and uncertainty
way of thinking in which problems are explored through observation, reflection and logical, inductive or
deductive reasoning
powerful, concise and unambiguous symbolic system with written, spoken and visual components
creative activity with its own intrinsic value, involving invention, intuition and exploration.
What are the main topics covered?
The Mathematics B course consists of seven core topics:
Introduction to functions
Rates of change
Periodic functions & applications
Exponential & logarithmic functions & applications
Introduction to integrations
Applied statistical analysis
Optimisation
How are students assessed?
Schools use a wide range of assessment techniques to determine the relationships between student
achievement and the exit criteria of the course (Knowledge and procedures, Modelling and problem solving, and
Communication and Justification). Assessment techniques in this syllabus are grouped under categories and
may include:
extended modelling and problem solving tasks — within this category, students provide a response
to a specific task or issue, which could be set in a context that highlights a real-life application of
mathematics
report — within this category, assessment tasks are typically an extended response to a practical or
investigative task, such as an experiment in which data are collected, analysed and modelled, a
mathematical investigation, a field activity, or a project
supervised test — within this category, tests are conducted under supervised conditions and
commonly include tasks requiring quantitative and/or qualitative responses.
How do students learn?
SUBJECT: MATHEMATICS B QCAA Status: AUTHORITY QCE Credit: 4 PTS
DEPARTMENT: MATHEMATICS HEAD OF DEPARTMENT:
MRS MAREE LEWIS QCAA NO: A37
33
Learning experiences derived from the Mathematics B syllabus will involve life-related applications of
mathematics with real and simulated situations, use of instruments, technology and, opportunities for
modelling and problem solving. Learning experiences may require students to work individually, in small
groups or as a class. Students should be involved in a variety of activities including those which require them
to write, speak, listen or devise presentations in a variety of forms.
What are the costs involved?
Graphic Calculator $ 180 as well as hire of text.
For whom is this course best suited?
This course is best suited for those students who have achieved a “B” or better in Year 10 Mathematics
(Extension). Mathematics B is for those students who are OP eligible and intend on progressing on to tertiary
study that requires “specialist” mathematics e.g. Engineering, Medicine etc. Maths B is also for those students
who are capable and want to complete an Electrical Apprenticeship at the end of their schooling.
Where can this course lead to after Year 12?
This course is the minimum prerequisite for some university courses that require specialist Mathematics.
Employers looking for Electrical apprentices look very favourably on students who have successfully completed
the Mathematics B course.
34
What is the Course About?
In history, as in our everyday lives, people ask meaningful questions, collect evidence, sift through it, analyse
and evaluate it, to produce satisfactory answers to problems of living. These answers provide a context for our
own lives and establish a range of values that shape our attitudes, beliefs and behaviours. Through the study of
Modern History, students can understand why our modern world is the way it is. They can understand the
processes of change and continuity that have shaped today’s world, their causes, and the roles people have
played in those processes. They can understand that there are relationships between our needs and interests
and a range of historical topics, people and events. At a personal level, Modern History helps students to
identify their social location, their place in time and their heritage within a distinctive culture. Students develop
these understandings through processes of critical inquiry, debate and reflection, and by empathising with the
views of others.
What are the main topics covered?
The Modern History syllabus offers students an extensive range of themes and inquiry topics.
There are 16 themes in all, each offering a wide choice of inquiry topics. Themes develop broad concepts, such
as conflict, power, change, cooperation, the environment. The themes selected for study are developed
through inquiry topics that allow students to understand and investigate the concept of the theme in a specific
context.
Inquiry topics in Modern History focus predominantly on the 20th century and later. The course that students
study will include:
Year 11
The Birth of Imperialism
The British Empire in Africa, Australia, New Zealand and the Americas
20th Century Indigenous Struggle Against ‘White Power’
From Meiji Japan to the Japanese Empire
Australia’s Changing Foreign Policy
Year 12
The Origins and Outcomes of World War I and the Rise of Hitler
The Holocaust and Jewish Flight to the Middle East
Conflict in Indo-China, 1945 – 1975
The End of the Third Reich and the Rise of Communism in Europe and Asia
Religion, the Evolution of Terrorism and the Modern World
How are students assessed?
Assessment in senior Modern History is criterion-based and is designed to help students to demonstrate
achievement in the objectives of the syllabus. The criteria used are Planning and using a historical research
process, Forming historical knowledge through critical inquiry, and Communicating historical knowledge.
Students will be assessed in each of four categories of assessment: test essays in response to historical sources,
SUBJECT: MODERN HISTORY QCAA STATUS: AUTHORITY QCE CREDIT: 4
DEPARTMENT: HUMANITIES/
BUSINESS/ LOTE
HEAD OF DEPARTMENT:
MR JAMON BULL QCAA NO: 21
35
research assignments in response to inquiry questions, multimodal presentations that may include non-written
and visual presentations such as video, PowerPoint or interactive CD-ROM materials, and short response tests
and response to stimulus tests.
How do students learn?
Historical study is based on inquiry. While the teaching of history may involve expository and text-based
teaching, the main approach to learning is student inquiry. Students are actively involved in locating,
interpreting, analysing and evaluating historical sources, both primary and secondary. In Modern History,
sources can include academic texts, diaries, letters, speeches, cartoons, journal articles, newspaper reports,
documentary television programs, artefacts and everyday items. Using the inquiry approach, students identify
historical questions for investigation, develop research questions to investigate inquiry topics, locate, analyse
and evaluate sources, and reach conclusions or make judgments about the question they have identified.
All of the themes in the Modern History syllabus use an inquiry process that identifies five aspects:
Definitions
Sources
Backgrounds, changes and continuities (motives and causes)
Effects, interests and arguments
Reflections and responses.
What are the costs involved?
Currently, other than note books and folders, there are no additional costs attached to this course however the
senior history staff are working to include an overseas trip with the course in 2014.
For whom is this course best suited?
Consider this subject if you have a genuine interest in the above topics and have achieved a C or higher in
Junior Social Science or English.
Where can this course lead to after Year 12?
The course provides students with research skills and investigation techniques that can be applied to many
career paths including: Lawyer, Museum Curator, Politician, Historian, Librarian, Professional Researcher, Writer,
Journalist, Teacher, Academic, and builds the foundation skills for any University course.
36
What is the Course About?
In Australia, participating in and watching physical activity is culturally significant and deeply embedded in the
national psyche. Physical activity is central to maintaining health, providing avenues for social interaction,
developing self-worth and promoting community involvement.
Physical Education would interest students who are physically active, enjoy a range of sports; participate in
sport as a coach, or who would like to further their knowledge of the physical culture of Australia. It provides a
foundation for students who wish to pursue further study in human movement related fields such as:
sport development, management, marketing, sales, sponsorship and fundraising
sport and physical activity policy development
sport journalism
sport psychology and coaching
athlete conditioning and management
personal training
primary, middle and senior school teaching
What are the main topics covered?
In Physical Education, physical activity serves as both a source of content and data and the medium for
learning. Learning is based on engagement in physical activity with students involved in closely integrated
written, oral, physical and other learning experiences explored through the study of selected physical activities.
Physical Education focuses on the complex interrelationships between psychological, biomechanical,
physiological and sociological factors in these physical activities.
Students study four physical activities over the course. Subject matter is drawn from three focus areas which
are:
Learning physical skills – Biomechanics, Psychology of Learning
Processes and effects of training & exercise – Training Programs, Energy Systems and Exercise
Physiology
Equity and access to exercise, sport and physical activity in Australian society – Figueroa’s
Framework
How are students assessed?
Assessment in Physical Education encourages students to be active, critically reflective and research orientated
learners. Through the use of personalisation, assessment students are able to make meaning of complex
understandings by providing connections with their real-life contexts.
The three main assessment types used in Physical Education are:
Supervised Written Exams – Extended written responses completed under exam conditions
Research Tasks – Reports, Assignment written from an analytical or persuasive stance
Mulitmodel Tasks – Oral Presentations that utilise video evidence, graphs, table or other materials to
assist in the delivery of material
SUBJECT: PHYSICAL EDUCATION QCAA STATUS: AUTHORITY SUBJECT QCE CREDIT: 4
DEPARTMENT: HPE HEAD OF DEPARTMENT:
MRS AMY GILBERT QCAA NO: 068
37
Physical Performance – participation in physical activities each lesson
Students are assessed across the three dimensions of Acquiring, Applying and Evaluating.
How do students learn?
By learning in, about and through physical activity, students become intelligent performers and physically
educated. Students develop skills and understandings that allow them to contribute in an informed and critical
way to varied physical activity contexts and roles. As students study increasingly complex and sophisticated
subject matter they are encouraged to further develop as self-directed, interdependent and independent
learners.
In Physical Education, the dimensions of acquiring, applying and evaluating group the general objectives so
that once skills and knowledge are acquired, they can be applied to a range of physical activity contexts and
then evaluated to improve performance and strengthen and broaden understanding. Evaluation and reflection
are used continually to provide feedback for future acquisition and application of behaviours, performance,
knowledge and skills.
What are the costs involved?
Costs associated with the course are minimal and will be advised as student progress through the course
For whom is this course best suited?
This course is best suited for students who have a keen interest in Sport and Physical Education. As this is an
Authority Subject it is best suited to students wishing to receive an OP at the completion of Year 12.
Where can this course lead to after Year 12?
Physical Education provides a foundation for a variety of career pathways. Some of these include:
Defence Forces
Physiotherapy
Nutrition
Dietician
Sports Medicine
Sports Journalism
Fitness Instructor
38
What is the Course About?
The general objectives are a summary of what students should be able to achieve as a result of completing the
course. They stem from a view of science and science education, the rationale and the global aims.
The objectives of the syllabus are categorised in the following dimensions:
Knowledge and conceptual understanding
Investigative processes
Evaluating and concluding
Attitudes and values.
The general objectives represent aspects of Physics that help students develop their scientific literacy. As students
engage with the objectives in conjunction with each other, they also hone their abilities in working scientifically.
Progress in all dimensions should occur concurrently. Students become critically aware of the complexity and
interconnectedness of physics and human influences on the planet. They develop an understanding of the historical
influences of physics, current developments and implications for physics in the future.
Progress in all dimensions should occur concurrently. Progress in any one dimension at times may be dependent on
the qualities and skills developed in another. The complexity and sophistication of learning experiences in all
dimensions must increase over the duration of the course.
The general objectives within the dimension Attitudes and values relate to the affective elements that the course
aims to encourage. They are not directly assessed for the awarding of exit levels of achievement.
What are the main topics covered?
The syllabus provides a framework on which courses of study in Physics are constructed. The organising principles
are:
range of complexity
accommodation of individual and group differences
sequencing and development of key concepts and key ideas.
The units covered in the Physics program are as follows:
The Need for Speed – speed/velocity/acceleration/motion
Good Vibrations – light/waves/reflection/refraction
Seeing and Hearing is Believing – optics/sound
Opposites Attract – electricity/electrostatics/circuits
Stanwell Power Station – thermal properties of coal/heat/thermodynamics
Medical Physics – technologies behind diagnosis and treatment
At the Amusement Park – application of physics at the amusement park
Intergalactic Golf – investigating other planets and their properties
To Infinity & Beyond – rockets/satellites/space travel
From Plum Pudding’s to Schrodinger’s Cat – atomic and modern physics/quantum mechanics
Electronics – semiconductor theory
SUBJECT: PHYSICS QCAA STATUS: AUTHORITY QCE CREDIT: 4
DEPARTMENT: SCIENCE HEAD OF DEPARTMENT:
MRS AMY GILBERT QCAA NO: 041
39
How are students assessed?
Schools use a wide range of assessment techniques to determine the relationships between student achievement
and the exit criteria of the course (Knowledge and conceptual understanding, Investigative processes, and
Evaluating and concluding).
Assessment techniques in this syllabus are grouped under categories and may include:
Extended Experimental Investigations — within this mandatory category, instruments are developed to
investigate a hypothesis or to answer a practical research question
Supervised Assessments — within this mandatory category, instruments such as written tests are used, and
conducted under supervised conditions to ensure authentication of student work
Extended Response Tasks — within this category, instruments are developed in response to a chemistry
question, circumstance or issue and, while they are essentially non-experimental, they may draw on primary
experimental data.
How do students learn?
In selecting learning experiences, teachers have many opportunities to offer interesting activities, especially:
researching from primary and secondary sources
accessing and using computers, including internet research
undertaking national science initiatives and competitions
developing decision-making skills
interpreting data, from wide-ranging sources including media
analysing current strategies or policies of the issue being investigated
analysing strategies and evaluating effectiveness or improvements
applying the principles of research ethics
formulating hypotheses and testing them through fieldwork, experiments, interviews and research
predicting the impact of recommendations of a science report/experiment
proposing and/or implementing strategies for improvement
solving problems
engaging in active research projects, independently and with groups and teams
participating in forum discussions and debates
sharing information mutually beneficial to the group
advocating for change.
What are the costs involved?
Costs associated with course are based on compulsory elements required to complete all elements of the course.
This includes excursions, laboratory equipment and materials required as a part of the course.
For whom is this course best suited?
This course is best suited for students who have a keen interest in Science, in particular Physical Sciences. As this is
an Authority Subject it is best suited to students wishing to receive an OP at the completion of Year 12.
Where can this course lead to after Year 12?
Chemistry provides a foundation for a variety of career pathways. Some of these include:
Engineering
Surveyor
Radiation therapist
Meteorologist
Metallurgist
Technicians (Air Force, Army, Medical Lab)
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Year 11 & 12 Authority Registered Courses
41
What is the Course About?
Agricultural Practices provides opportunities for students to explore, experience and learn knowledge and
practical skills valued in agricultural workplaces and other settings. Through these learning experiences,
students build their understanding of expectations for work in agricultural settings and develop an
understanding of career pathways, jobs and other opportunities available for participating in and contributing
to agricultural activities.
Agricultural Practices includes two areas of study, ‘Animal studies’ and ‘Plant studies’, which focus on building
knowledge and skills suited to practical situations in agricultural workplaces. Schools decide whether to include
one or both of the areas of study in their course of study. Learning in the selected areas of study is delivered
through units of work set in specific animal and plant contexts, such as poultry, vegetables or conservation
areas.
What are the main topics covered?
Students will undertake a course of study which includes the core units:
Animal industries
o Information fundamental for success in animal industries.
o Employment opportunities are available in animal industries
o Nutrition requirements of stock
o Maintaining animal health and welfare are requirements for success in animal industries.
Plant Studies
o Information fundamental for success in plant industries.
o Employment opportunities are available in plant industries
o Nutrition and environmental requirements of plants
o Maintaining plant health for success in plant industries.
Safety and management practices
o Rules, regulations and recommendations - Commonwealth and State rules, regulations and
recommendations control agricultural contexts and activities, and observations of workplace
work health and safety requirements
o Equipment maintenance and operation – check, clean and store equipment and use equipment
o Management practices – sustainable practices, working with others, personal management skills
How are students assessed?
The key dimensions of this course in which students are assessed encompass:
Knowing and Understanding – demonstrating procedures to complete tasks in agricultural activities,
describing and explaining concepts, ideas and processes relevant to agricultural activities.
Analysing and applying – analysing agricultural information, applying knowledge, understanding and
skills relevant to agricultural activities, using appropriate language conventions and features for
communication of agricultural information.
Producing and Evaluating – planning processes for agricultural activities, making decisions and
recommendations with evidence for agricultural activities and evaluating processes and decisions
regarding safety and effectiveness.
Students will experience a range of assessment techniques that include Projects, Collection of work,
Investigations, Extended response to stimulus and Examinations.
SUBJECT: AGRICULTURAL
PRACTICES SAS
QCAA STATUS: AUTHORITY
REGISTERED QCE CREDIT: 4
DEPARTMENT: TECHNOLOGY HEAD OF DEPARTMENT:
MR MICHAEL YOUNG QCAA NO: 6400
42
What resources are required?
A subject levy may be charged to cover the cost of consumables used in Agricultural Studies. To ensure the
Health and Safety requirements of the course are met, students will also need to provide and wear during
practical lessons:
Sturdy footwear (slip-on/canvas shoes are NOT allowed)
Long sleeved work shirts and/or overalls
Hat and Sunscreen
For whom is this course best suited?
There is no prerequisite for this course. It is assumed that you will have an interest and willingness to explore,
experience and learn knowledge and practical skills that are valued in agricultural workplaces. Class and
assessment tasks involve physical activity which is conducted outdoors.
Where can this course lead to after Year 12?
A course of study in Agricultural Practices can establish a basis for further education and employment in
agriculture, aquaculture, food technology, environmental management and agribusiness. The subject also provides
a basis for participating in and contributing to community associations, events and activities, such as agricultural
shows.
43
DEPARTMENT:
ENGLISH AND THE ARTS
HEAD OF DEPARTMENT:
MRS AMY KIRK QCAA NO: 6410
What is the Course About?
The Arts are the common thread of life in all communities and mirrors of society’s aspirations. They have the
capacity to engage, inspire and enrich the lives of students, exciting the imagination and encouraging them to
reach their creative and expressive potential. They provide opportunities for students to learn how to create,
design, represent, express, communicate and share their imagined and conceptual ideas, emotions,
observations and experiences.
In this syllabus, the term ‘the arts, embraces studies in and across the visual, performing and media arts –
dance, drama media arts, music and visual arts. Through this borad-based, interdisciplinary course of study,
students explore the core of arts literacies and arts processes, apply techniques and processes, analyse and
create artworks, and investigate artists’ purposes and audience interpretations. They 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.
Semesters 1 and 2 of the course are designed to allow students to begin their engagement with the course
content, i.e. the knowledge, understanding and skills of the subject. Course content, learning experiences and
assessment increase in complexity across the four semesters as students develop greater independence as
learners. Semesters 3 and 4 consolidate student learning.
What are the main Core topics covered?
The core is what all students who undertake a four-semester course of study in this subject will have the
opportunity to learn. The core of this subject consists of two interrelated topics:
Arts literacies
o Arts communication – arts-specific terminology and communication skills;
o Arts principles – genres, forms and/or styles, elements and/or mediums, structures, conventions,
functions and/or purposes;
o Aesthetic appreciation – description, analysis and interpretation of artworks, evaluation of
aesthetic choices, reflective skills, provision of critiques
Arts processes
o Integration of art forms – conceptualisation and planning of artworks, refinement and
modification of arts ideas and art-making processes, decision-making and problem-solving
skills, organisation of resources;
o Arts technologies, techniques and skills – technologies specific to chosen art forms, techniques
and skills specific to the chosen art forms, techniques and skills common to multiple disciplines;
o Artwork realisation – production skills, presentation skills, curatorial skills
o Arts careers – interdisciplinary arts careers (music theatre, arts management and promotion),
business, marketing and entrepreneurial skills, planning skills, project management skills.
What are the main elective topics covered?
The electives in this subject are the art forms of dance, drama media arts, music and visual arts. The selection
of electives is dependent on:
o Interests and abilities of student cohort or individual students
o Expertise of teachers
o Available facilities and resources
Each student must engage with at least two elective art forms in each contextualised unit, and explore at least
three different art forms over the four-semester course of study.
SUBJECT: ARTS IN PRACTICE QCAA STATUS: AUTHORITY
REGISTERED QCE CREDIT: 4
44
How are students assessed?
The key dimensions of this course in which students are assessed encompass:
Knowing and Understanding – of concepts and ideas related to arts literacies and arts processes.
Students retrieve long-term memory and constructing meaning from oral, written, visual, aural and
physical texts, including artworks.
Analysing and applying – application, investigation and analysis of arts literacies and arts processes.
Students gather and dissect information about arts concepts and ideas to find meaning, determine
relationships and identify patterns, similarities and differences in an overall structure.
Creating and Evaluating – generation and communication of arts ideas. Students plan and manage arts
resources and sources, and synthesise arts literacies, practices and information.
What resources are required?
A subject levy is applicable to cover the cost of consumables used in Arts in Practice.
For whom is this course best suited?
Students who are interested in the Arts and who have studied at least one of Art, Drama, Dance, Media Arts or
Music in junior school. An interest in the Arts is a significant indicator of possible success in this subject.
Where can this course lead to after Year 12?
A course of study in Arts in Practice can establish a basis for further education and employment by providing
students with the knowledge and skills that will enhance their employment prospects in the creative arts and
entertainment industries, and help them to understand the different careers available. With additional training
and experience, potential employment opportunities 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.
45
DEPARTMENT: HUMANITIES/
BUSINESS/ LOTE
HEAD OF DEPARTMENT:
MR JAMON BULL QCCA NO: 6035
What is the Course About?
Business study area specification is designed to provide an understanding of the world of business in both
public and private sectors. Students have the opportunity to understand issues associated with workplace
culture and practices, and develop the skills, processes and attitudes crucial for making valid decisions.
Skills implicit in business and personal effectiveness include working in teams, demonstrating effective
communication, organisational and interpersonal skills, and using a range of technologies.
The Business study area specification is designed to help students develop:
a knowledge and understanding of business environments
the skills required for effective participation in the workforce and as active and informed citizens
an awareness and appreciation of the importance of working in teams, effective communication,
organisational and interpersonal skills
the ability to effectively apply a range of business technologies
an awareness of their individual abilities, to foster personal growth, self-reliance and a sense of
personal worth and esteem
an awareness of moral, ethical and social responsibility in personal and business contexts
the knowledge, skills and attitudes necessary to participate as valued members of society and which
enhance employability, enjoyment of life, preparedness for further studies and lifelong learning.
What are the main topics covered?
The three aspects of the study area core include:
Collaborative work environments - working with business colleagues and customers
Technologies - use of various technologies in business environments
Business Basics - understanding and managing business organisational issues.
Accounting applications
Cash management
Business and personal finance
Business and personal insurance
Retail
Business venture and entrepreneurship
Sales and marketing
Information management
Human resource management
Career development
How are students assessed?
Assessment is designed to enable students to demonstrate achievement of the objectives of the course,
namely, Knowledge and Understanding (recall facts and demonstrate understanding), Practical Skills (prepare
and produce) and Communication. Students will be awarded a level of achievement based upon standards
achieved in these two criteria.
Assessment in this subject is through a series of projects. Techniques will include objective and short-answer
responses, projects which include folio, multimedia presentations, case study reports, practical tasks, non-
written presentations and procedural applications such as financial records and reports.
SUBJECT: BUSINESS SAS QCCA STATUS: AUTHORITY
REGISTERED QCE CREDIT: 4
46
How do students learn?
Students will be exposed to a wide variety of learning experiences using activities that are largely experiential,
practically oriented and realistic.
These may include:
simulations involving business procedures
using equipment available within the school
developing resources for use by others, e.g. brochures for charities,
using a variety of computer software
participating in small group workshops
participating in industry simulation games and competitions
undertaking case studies of local businesses, retail outlets
liaising with appropriate industry representatives, organisations and/or industrial unions
What are the costs involved?
Costs for this subject are covered by the Student Resource Scheme. Students will require a display folder, ream
of white paper and USB.
It is strongly recommended that students studying Business participate in the school’s laptop program or have
their own device with them at school.
For whom is this course best suited?
Students who have a pathway planned into the
business pathways. Students who learn best in a
practical program and are interested in a
business focus are best suited to this subject.
Where can this course lead to after Year 12?
This course allows students a practical training
foundation into the business administration
industries.
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What is the Course About?
English is the principal spoken language and the predominant written language of personal and public life.
Proficiency in and understanding of English allows people to share in and contribute to current and future local,
national and global communities and cultures.
Effective communication is integral to our society. New technologies, the influences of globalisation and the
restructured workplace require students to be able to interpret, construct and make judgments about
meanings in texts in preparation for lifelong learning. The English Communication Study Area Specification
(2004) is designed to allow students to develop and use these skills in the areas of work, community and
leisure.
What are the main topics covered?
Semesters Topic Genre Assessed
1 Social Media Persuasive Speech
Exploring Cultures Travel Guide
Conflict and Resolution Letter - exam
2 Pardon me, your being positioned Eulogy
The Hero in Me Motivational Speech
Presentations of Identity Film Review
3 Versions of the truth Persuasive Speech
How to buy a Car Tutorial
Moving on & Moving out Procedural guide - exam
4 The world of work Folio & Job interview
The Entrepreneur in me Brochure, Speech, Letter to Author
Memoirs of me Valedictory speech
How are students assessed?
An exit level of achievement will be awarded on completion of the program of study for English
Communication. The criteria on which students will be judged are derived from the general objectives of the
course: knowledge of contextual factors, knowledge of textual features, and knowledge and understanding of
texts.
In order to enable students to demonstrate their knowledge and control of the three assessment criteria within
the contexts of work, community and leisure, tasks will provide opportunities for students to use their
knowledge of:
How texts are shaped by purpose, context and social situation
SUBJECT: ENGLISH
COMMUNICATION
QCAA STATUS: AUTHORITY
REGISTERED QCE CREDIT: 4
DEPARTMENT:
ENGLISH/DRAMA/VISUAL ART
HEAD OF DEPARTMENT:
MRS AMY KIRK QCAA NO: 638 6125
48
How textual features are selected for particular purposes and audiences
How texts reflect different values, beliefs and attitudes.
Students will complete a variety of written and spoken/signed tasks in real-life contexts for particular purposes
and audiences. Assessment will be conducted in both individual and group situations. The three assessment
criteria and integrally related, and will be applied holistically to the body of work completed by the student in
order to determine the exit level of achievement.
How do students learn?
Students learn by working with language and texts. Learning experiences in English communication are
designed to cater for the diverse range of learning styles, interests and abilities of senior students. They may
include:
Individual, small group and whole class activities such as workshops, conferencing, debates and
discussions.
Reading, analysing and producing texts.
Viewing plays, films and forums
Listening to and interacting with guest speakers and experts.
What are the costs involved?
There are no costs involved with this course.
For whom is this course best suited?
This course is best suited for students who are not pursuing tertiary study.
Where can this course lead to after Year 12?
English Communication can establish a basis for students’ further learning as well as developing essential
communication skills to enhance employment opportunities. This study area specification offers students
opportunities, within the contexts of work, community and leisure, to use language to perform tasks, use
technology, express identity, and interact in groups, organisations and the community. It focuses on
developing students’ understanding and use of language systems to communicate effectively. Students will
have the opportunity to:
Make meanings in and of everyday, mass-media
and literary texts, understanding the influence of
cultural contexts and social situations
Develop abilities in speaking (signing), listening,
reading, viewing, writing and shaping practices,
responsive to and effective in diverse social
contexts
Become confident, effective and critical users of
texts and language, making judgments to accept
or challenge meanings.
49
What is the Course About?
Information and Communication Technology (ICT) focuses on engagement with information and communication
technology through a variety of contexts derived from work, study and leisure environments of today. These
environments are transformed by the increasing changes to and impact of ICT.
Information and Communication Technology equips students to work with the emerging technology that requires
constant adaption by those who engage with it directly, and those whose lives and communities are affected by its
innovations.
This subject may lead to further education or employment in the fields of ICT operations, help desk, sales support,
digital media support, office administration, records and data management and call centres.
What are the main topics covered?
The subject matter is arranged into three broad strands: Hardware; Software; and ICT in Social Contexts; these
strands are studied in various contexts such as:
Animation Document production
Audio & Visual Production Online Communication
Data Management Website Production
Digital Imaging
How are students assessed?
Students complete one project or extended response to stimulus for each term. They are assessed against the following
students:
Knowing and understanding
Analysing and applying
Producing and evaluating
Knowing and understanding refers to students being familiar with the concepts and ideas, knowledge, understanding
and skills used in solving ICT problems with ICT contexts. Analysing and applying refers to the analysis of ICT problems
and the selection, application and organisation of knowledge, understanding and skills in ICT contexts to carry out and
complete tasks. Producing refers to utilising ICT to carry out a plan for solving given ICT problems that meet certain
specifications. Evaluating refers to the reflection on the students’ problem-solving process and solutions to consider
ways to improve future responses to ICT problems.
SUBJECT: INFORMATION &
COMMUNICATION TECHNOLOGY
QCAA STATUS: AUTHORITY
REGISTERED QCE CREDIT: 4
DEPARTMENT: TECHNOLOGY HEAD OF DEPARTMENT:
MR MICHAEL YOUNG QCAA NO:
50
What is the Course About?
The Industrial Graphics Skills subject focuses on the underpinning industry practices and drafting processes
required to produce the technical drawings used in a variety of industries, including building and construction,
engineering and furnishing. It provides a unique opportunity for students to experience the challenge and
personal satisfaction of producing technical drawings and models while developing beneficial vocational and
life skills.
The subject includes two core topics — ‘Industry practices’ and ‘Drafting processes’. Industry practices are used
by manufacturing enterprises to manage the manufacturing of products from raw materials. Drafting processes
combine drawing skills and procedures with knowledge of materials and tools to produce industry-specific
technical drawings. Students explore the knowledge, understanding and skills of the core topics through
selected industry-based electives.
Semesters 1 and 2 of the course are designed to allow students to begin their engagement with the course
content, i.e. the knowledge, understanding and skills of the subject. Course content, learning experiences and
assessment increase in complexity across the four semesters as students develop greater independence as
learners. Semesters 3 and 4 consolidate student learning from Semesters 1 and 2.
What are the main topics covered?
The core is what all students who undertake a four-semester course of study in this subject will have the
opportunity to learn. The core of this subject consists of two interrelated topics:
• Industry practices
o Manufacturing enterprises – the role they play to the economy
o Workplace health and safety – legislation, rules and procedures relevant to manufacturing
workplaces
o Personal and interpersonal skills - including teamwork and communication skills, are essential
for effective participation in manufacturing workplaces
o Product quality - The quality of products depends on customer expectations of value, which
affects industry production processes
• Drafting processes
o Drawing skills and procedures - manual and computerised drawing skills and procedures are
used to draft drawings
o Specifications - communicated through industry-specific drawings and technical information
o Tools and Materials - knowledge of tools, production procedures and materials is required to
draft effective drawings for use in manufacturing processes
How are students assessed?
The key dimensions of this course in which students are assessed encompass
Knowing and Understanding
o Describing industry practices in drafting and modelling tasks
o Demonstrating fundamental drawing skills
o Interpreting drawings and technical information
SUBJECT: INDUSTRIAL GRAPHICS QCAA STATUS: AUTHORITY
REGISTERED QCE CREDIT: 4
DEPARTMENT: TECHNOLOGY HEAD OF DEPARTMENT:
MR MICHAEL YOUNG QCAA NO: 6419
51
Analysing and applying
o Analysing drafting tasks to organise information
o Selecting and applying drawing skills and procedures in drafting tasks
o Using language conventions and features to communicate particular purposes
Producing and Evaluating
o Construct models form drawings
o Create technical drawings from industry requirements
o Evaluate industry practices, drafting processes and drawings and make recommendations
Students will experience a range of assessment techniques that include projects, practical demonstrations and
examinations.
What resources are required?
A subject levy may be applicable to cover the cost of consumables used in Industrial Graphics. Students need
to have computers which are able to run AutoCAD, minimum version 2016. A free copy for educational
purposes is available online for download. As the versions of AutoCAD require different minimum
specifications for installation on student computers, please visit the AutoCAD website to determine the
minimum specifications required to run the AutoCAD suite. Students will also require a 3-button scroll mouse
and earphones for listening to multimedia tutorials.
For whom is this course best suited?
Students who intend to go into trade based work will benefit from the exposure to reading workshop plans.
Junior graphics is highly recommended (and, if this is not the case) students will need to be highly organized
and motivated to cope with the accelerated learning required. Students will need to access online
instructional resources, e.g. YouTube to aid their learning of AutoCAD software.
Where can this course lead to after Year 12?
Industrial Graphics leads students towards careers in many Trade areas, Drafting and Industrial Design.
52
DEPARTMENT:
TECHNOLOGY
HEAD OF DEPARTMENT:
MR MICHAEL YOUNG QCAA NO: 6420
What is the Course About?
Industrial technology skills are the skills used by manufacturing industries that transform raw materials into
products wanted by society. The subject will provide students with opportunities to explore, experience and
learn knowledge and practical skills required to manufacture products in the engineering and furnishing
industries.
During the course, students will focus on core and elective knowledge, understanding and skills, and includes
the study of manufacturing enterprises, workplace health and safety, personal and interpersonal skills, product
quality, specifications, tools and materials.
Students will undertake manufacturing tasks both individually and collaboratively. Manufacturing tasks are
industry-related learning experiences that range from skill exercises focused on specific production procedures
to the manufacture of completed functional products that meet customer expectations of product quality at a
specific price and time.
What are the main Core topics covered?
Through a range of manufacturing tasks, students will understand industry practices, interpret technical
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.
How are students assessed?
Assessment in Industrial Technology Skills gives students opportunities to develop and demonstrate their
knowledge, understanding and skills. Assessment instruments include:
projects which provide authentic opportunities for students to demonstrate their learning in both
industry practices and production processes,
Practical demonstrations, e.g. welding exercises to produce a bracket
Examinations, e.g. short response safety test In Year 12
Students will be expected to complete four assessment instruments, including at least two projects and one
practical demonstration.
What resources are required?
A subject levy is applicable to cover the cost of consumables.
For whom is this course best suited?
Students who have studied at least one Industrial Technology and Design junior school.
Where can this course lead to after Year 12?
This subject contributes four credits towards the Queensland Certificate of Education (QCE) if students receive
a Sound Achievement or higher at the completion of 4 semesters of study. A course of study in Industrial
Technology Skills can establish a basis for further education and employment in manufacturing industries, and
help students understand the different careers available. With additional training and experience, potential
employment opportunities may be found in the industry areas of building and construction, engineering and
furnishing.
SUBJECT: INDUSTRIAL
TECHNOLOGY SKILLS
QCAA STATUS: AUTHORITY
REGISTERED QCE CREDIT: 4
53
DEPARTMENT: SCIENCE HEAD OF DEPARTMENT:
MRS AMY GILBERT QCAA NO:
What is the Course About?
Marine and Aquatic Practices provide opportunities for students to contribute to society as active and
informed citizens. It provides opportunities for all students, including those with a general interest in marine
environment and those intent on careers directly involved in marine science or maritime studies, such as
oceanographer, coastal management, ships master, surfboard manufacturer, clothing retailer or navy diver.
Marine and Aquatic Practices embraces theoretical understandings and practical applications in a range of
marine and coastal activities.
What are the main topics covered?
Throughout the two year unit students will develop a deep knowledge of Marine and Aquatics practices. The
topics that are being offered in this course are:
Safety Afloat
Snorkelling
First Aid
Recreational Fishing
Commercial Fishing
Aquaculture
Radioing and Navigation
Boating
These topics are aimed to improve knowledge of safety, skill and also provide opportunities to receive
qualifications they can transfer to every situation.
How are students assessed?
In Marine and Aquatic Practices, students use scientific practice to design, plan, implement and evaluate coast
and marine enterprises, activities and equipment. Marine and Aquatic Practices involves aspects of ‘working
scientifically’ and ‘working technologically’.
Assessment in Marine and Aquatic Practices will vary according to the electives selected by the school.
Assessment techniques may include teacher observation of student skills, performance presentations, oral
presentations, tests, short and extended written responses or a community project. Assessment is designed to
enable students to demonstrate achievement of the objectives of the course, namely, Knowledge and
understanding, Practical Skills, and Work preparedness. Students will be awarded a level of achievement based
upon standards achieved in each of these criteria.
How do students learn?
Marine and Aquatic Practices has been developed with an outcomes focus. Learning activities may include:
• Collecting, analysing, organising and evaluating the quality and validity of information
• Planning and organising excursions
SUBJECT: MARINE & AQUATIC
PRACTICES
QCAA STATUS: AUTHORITY
REGISTERED QCE CREDIT: 4
54
• Making presentations such as seminars, debates, multimedia and practical demonstrations
• Participating in practical skills
• Undertaking a course such as a first aid or boat licence
What are the costs involved?
The Science Department supplies all necessary scientific equipment required to support this work program. In
addition, links between community organisations are promoted and fostered to enhance the resources
available to students studying this course of study. All students also have access to electronic and print media.
However, the subject will incur a subject cost- approximately $50 per student as this will pay for certificates
and extra resources e.g. workbooks, which are required to effectively teach Marine and Aquatic Practices.
Students will also incur a cost for an excursion related to compulsory components of the course. Other items
not covered by the Science department will need to be purchased by students as the course progresses.
For whom is this course best suited?
Marine and Aquatic Practices is a school based subject and is aimed at students interested in a Vocational
Education Pathway. Students need to have a genuine interest in the topics/units listed above.
Where can this course lead to after Year 12?
Marine and Aquatic Practices aids students who have intent on careers directly involved in marine science or
maritime studies. Possible occupations include:
Oceanographer
Coastal management
Ships master
Professional Fisherman
Boat Operator
Deckhand
Surfboard manufacturer
Clothing retailer or navy diver
55
What is the Course About?
Prevocational Mathematics is designed to help students improve their numeracy by building their confidence
and success in making meaning of mathematics. It aims to help students overcome difficulties with, or negative
attitudes towards, mathematics, so that they can use mathematics efficiently and critically to make informed
decisions in their daily lives.
Numeracy is more than being able to operate with numbers. It requires mathematical knowledge and
understanding, mathematical problem-solving skills, literacy skills and positive beliefs and attitudes. When
students become numerate they are able to manage a situation or solve a problem in real contexts such as
everyday life, work or further learning.
What are the main topics covered?
Students study five topics (number, data, location and time, measurement and finance) that are integrated into
teaching and learning contexts that they find relevant. Students respond to these contexts by identifying or
locating, acting upon, interpreting, and communicating mathematical ideas and information. Students learn to
represent these ideas and information in a number of ways. Because these contexts foster cooperation, and are
supportive, enjoyable and non-competitive, students develop positive attitudes towards the use of
mathematics.
Students’ confidence improves when they have sufficient time to discuss and discover how to solve problems,
guess at answers, take chances, try things out, be wrong, and most importantly, experience success. Students
learn that there is rarely one way of doing things and that workplace mathematics is often very different from
school mathematics because each industry adapts mathematical skills differently. As students become more
confident in using mathematics, they willingly contribute to class and group discussions — they question,
propose, argue, challenge, seek advice and clarification, and become aware of the benefits of working
independently and in groups.
How are students assessed?
Assessment in Prevocational Mathematics is designed to enable students to demonstrate achievement in all
aspects of the objectives of knowing, applying and explaining. The SAS advises that examinations not be used
or kept to a minimum because they can undermine students’ confidence. If they are used then they should be
open-book exams, and a teacher should provide support throughout the exam.
To determine a student’s level of achievement, a wide range of tasks is used. These tasks are practical and
relate to the world of work, personal organisation, and interpreting society. They are conducted mostly in class
time so that students can be fully supported by the teacher. Contextualised assessment may require students
to give, for example:
• short written answers (comprising one word, a sentence or a paragraph)
• extended written answers (comprising at least three paragraphs; not essays)
SUBJECT: PREVOCATIONAL
MATHEMATICS
QCAA STATUS: AUTHORITY
REGISTERED QCE CREDIT: 4
DEPARTMENT: MATHEMATICS HEAD OF DEPARTMENT:
MRS MAREE LEWIS QCAA NO:
56
• non-written responses (such as informal spoken answers to teacher questions; an oral presentation of
results; roleplays; demonstrations of particular practical skills, techniques or processes; simple diagrams;
sketches; digital photographs; flow charts; a three-dimensional model).
How do students learn?
Prevocational Mathematics builds students’ confidence and success with mathematics by suggesting activities
in which they:
• develop knowledge about and apply mathematical concepts in contexts that are meaningful to them
• learn practical skills and techniques that may lead to further engagement in industry, education and
leisure
• explain their reasoning and the significance of their solutions
• experience mathematics in a range of workplaces, such as through work experience or work placement
• work cooperatively in groups and/or independently to achieve goals.
What are the costs involved?
Text hire
For whom is this course best suited?
This course is best suited for those students who have not achieved well in Junior Maths and who are not
planning to go onto tertiary study or to pursue an apprenticeship.
Where can this course lead to after Year 12?
Students who successfully complete the PVM course can go on to confidently use every day mathematics in a
workplace. The aim of PVM is to ensure that students have the mathematics to be competent at any job that
requires basic numeracy.
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The role of Social and Community Studies
People interact in a variety of social, cultural, economic and environmental contexts. It is therefore important
for our to understand how their identities are shaped by life opportunities and influenced by factors such as
culture, gender, race, class, belief systems and economic status. The Social and Community Studies subject
deals with the skills students need to function efficiently, effectively and positively in current and future life
roles. It encourages students to recognise that emotional and social wellbeing are significant to individuals,
families, the community and society as a whole.
Social and Community Studies fosters personal development and social skills which lead to self-reliance, self-
management and concern for others. It fosters appreciation of, and respect for, cultural diversity and
encourages responsible attitudes and behaviours required for effective participation in the community and for
thinking critically, creatively and constructively about their future role in it.
Three interrelated and interdependent areas of life skills are identified — personal, interpersonal, and
citizenship skills. These life skills are core to the organised program of learning. Life skills encompass social
skills, communication skills (e.g. verbal and non-verbal communication, effective speaking, active listening),
respect for and interaction with others, building rapport, problem solving and decision making, self-
management, building self-esteem, self-confidence and resilience, workplace skills, learning and study skills.
What does the course explore?
Today’s society – influence of families and community experiences on personal identity; cultural
groups and belief systems, government and social organisations shaping today’s society; and the
impact of globalisation
Health – Recreation and Leisure – maintaining and improving personal hygiene, health and general
wellbeing which contributes to a healthy life; the importance of recreation and leisure activities and its
association with cultural expression and integration; and achieving a balance between work, family and
leisure
Money Management – understanding that needs, wants and resources are central to the decision
making of individuals and communities; income earned and spent determines how needs and wants are
met and our standard of living; and the importance of responsible consumer behaviour
Legally it could be you – exploring the role of law in daily life and how it influences and determines a
person’s choice; knowledge of law is necessary in order to operate effectively as a member of society;
and the responsibilities of individuals and groups in regards to appropriate behaviours
Australia’s Place in the World – The role of globalisation and how it is shaping Australia’s place in,
and relationship with the world economy; limited resources and unlimited wants is a global issue; and
Australia’s resource endowment has given it an advantage in the world market.
Into Relationships – development of personal skills to help individuals grow and develop; personal
identity is shaped by critically reflecting on factors that influence our lives, e.g. gender, cultural, racial
and economic status; and a person’s relationships with others differ depending on roles, experiences
and values.
Health – Food and Nutrition – eating is essential for personal health and wellbeing; people have
different food needs and need to accept responsibility for their personal health and wellbeing; eating
SUBJECT: SCIENCE IN PRACTICE QCAA STATUS: AUTHORITY
REGISTERED QCE CREDIT: 4
SUBJECT: SOCIAL AND
COMMUNITY STUDIES
QCAA STATUS: AUTHORITY
REGISTERED QCE CREDIT: 4
DEPARTMENT: HUMANITIES HEAD OF DEPARTMENT:
MR JAMON BULL QCAA NO:
58
and cooking habits are determined by cultural, socioeconomic and other factors; and global trends in
food and nutrition shape our attitudes to health and nutrition.
How are students assessed?
Assessment in Social and Community Studies will vary according to the electives selected by the school.
Assessment techniques may include teacher observation of student skills, performance presentations, oral
presentations, tests, short and extended written responses or a community project.
Assessment is designed to enable students to demonstrate achievement of the objectives of the course,
namely, Knowledge and understanding, Applying and Examining and Producing and Evaluating. Students will be
awarded a level of achievement based upon standards achieved in each of these criteria.
What are the costs involved?
The cost involved in participating in studying Social and Community Studies varies depending on what is being
studied. Costs for excursions and some materials to complete projects should be expected.
For whom is this course best suited?
Consider this subject if you have a genuine interest in the above topics.
Where can this course lead to after Year 12?
A course of study in Social and Community Studies can establish a basis for further education and employment,
as it helps students develop the personal, interpersonal and citizenship skills and attributes necessary in all
workplaces. It allows them to manage change, to be resilient and adaptive, and to develop strategies so that
they can cope with the demands, not only of everyday life, but also of continuing studies, employment and
future careers.
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Year 11 & 12 Vocational Education and Training (VET) Subjects
60
DEPARTMENT: SENIOR SCHOOLING HEAD OF DEPARTMENT:
MR PAUL MORRIS
STATUS: VET
What is this Certificate about?
The Certificate II in Business is designed for students who are seeking to gain an understanding of business
fundamentals with an interest in gaining entry level employment in administrative or customer service role.
Through studying the Certificate II in Business students will gain the necessary skills, knowledge and
confidence to work effectively in an organisational environment which requires co-operation and team work,
adherence to organisational goals and values and skills to work within a clearly prescribed framework.
Certificate II in Business will be taught in a simulated work environment combining the traditional business
practices and principles with computing components. The integrated approach allows students to keep abreast
of current business and technological trends.
What are the competencies covered?
BSB20115 Certificate II in Business
BSBWHO201 Contribute to health and safety of self and others
BSBIND201 Work effectively in a business environment
BSBINM201 Process and maintain workplace information
BSBINM202 Handle mail
BSBCMM201 Communicate in the workplace
BSBITU201 Produce simple word processed documents
BSBITU202 Create and use spreadsheets
BSBITU203 Communicate electronically
BSBWOR202 Organise and complete daily work activities
BSBWOR203 Work effectively with others
BSBWOR204 Use business technology
BSBCUS201 Deliver a service to customers
What do students learn?
Students will learn to use a range of business communication technologies. Workplace health, safety and
sustainability issues will also be covered. Hands-on learning is encouraged and students will be given multiple
opportunities to learn in the simulated work environment.
How are students assessed?
Students are assessed using various forms of competency-based assessment including:
Activities Sheet
Case Studies
Team Projects
Observations
Practical Tests
Self and Peer Assessment
CERTIFICATE II IN BUSINESS QUALIFICATION CODE: BSB20115 QCE Credit: 4
61
What costs are associated with this certificate?
All costs for these certificates are covered as part of the Student Resource Scheme. Students will require a
display folder, ream of white paper and USB.
Students studying Certificate II in Business should have a laptop computer – either through the School’s
Laptop Program or their own personal device.
For whom is this certificate best suited?
This certificate is suited to students who:
are thinking of obtaining an apprenticeship or traineeship after school
are interested in developing a practical skills base for diploma and degree level courses
enjoy practical based learning environments
want to keep their options open after completing Year 12
want to obtain part-time work in an industry
Where can this certificate lead to after Year 12?
This certificate can lead to Certificate III and IV in Business or employment in the following occupations:
Administration Assistant
Clerical Worker
Data Entry Operator
Office Junior
Receptionist
Retail
Tourism
Secretarial
Banking and Finance
Human Resources
Public Relations
62
Certificate III in Fitness will be delivered and assessed in conjunction with the Registered Training
Organisation, Binnacle Training, RTO ID: 31319.
What is this Certificate about?
Binnacle’s Certificate III in Fitness ‘Fitness in Schools’ program is offered as a senior subject where students
deliver 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 settings,
including with older adult clients. QCE Credits: Successful completion of Certificate III in Fitness contributes
eight (8) credits towards a student’s QCE.
This program also includes the following:
First Aid qualification and CPR certificate; plus optional sport-specific coach/official accreditation.
A range of career pathway options including an alternative entry into university.
Direct pathway into Certificate IV in Fitness (Personal Trainer) with Australian Institute of Personal
Trainers (AIPT).
What are the competencies covered?
CORE (9)
SISFFIT001 Provide health screening and fitness orientation
SISFFIT002 Recognise and apply exercise considerations for specific populations
SISFFIT003 Instruct fitness programs
SISFFIT004 Incorporate anatomy and physiology principles into fitness programming
SISFFIT005 Provide healthy eating information
SISFFIT014 Instruct exercise to older clients
SISXCCS001 Provide quality service
SISXFAC001 Maintain equipment for activities
SISXIND001 Work effectively in sport, fitness and recreation environments
ELECTIVES*
Group C - Gym Instructor (4)
BSBRSK401 Identify risk and apply risk management processes
CERTIFICATE III FITNESS QUALIFICATION CODE: SIS30310 QCE CREDIT: 9 POINTS
DEPARTMENT: HPE HEAD OF DEPARTMENT:
MRS AMY GILBERT
STATUS: VET
BINNACLE TRAINING RTO 31319
63
HLTAID003 Provide first aid
HLTWHS001 Participate in workplace health and safety
SISFFIT006 Conduct fitness appraisals
PLUS (additional 2)
SISFFIT011 Instruct approved community fitness programs
SISSSPT303A Conduct basic warm-up and cool-down programs
SISXIND002 Maintain sport, fitness and recreation industry knowledge
SISSSCO101 Develop and update knowledge of coaching practices
What do students learn?
Learning experiences include:
Learning about the sport, fitness and recreation
industry.
Following health and safety standards in the
workplace.
Providing quality customer service.
Using and maintaining fitness and sport
equipment.
Delivering community fitness programs.
Developing coaching and officiating skills
Conducting a risk assessment on fitness
activities.
Providing client screening and health
assessments.
Providing healthy eating information to clients.
Instructing and monitoring fitness programs.
Delivering warm-up and cool-down sessions
Planning and delivering gym programs.
Working with specific population clients, including
older adults.
Developing skills in exercise science, including
anatomy and physiology.
Industry-recognised First Aid qualification and
CPR certificate.
How are students assessed?
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
Log Book of practical experience
Evidence contributing towards competency will be collected throughout the course. This process allows a
student’s competency to be assessed in a holistic approach that integrates a range of competencies.
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NOTE: This program involves a mandatory ‘outside subject’ weekly component of 90 minutes per week
across a minimum of 5 consecutive weeks – delivering fitness programs and services to a variety of
clients, including older adults.
What costs are associated with this certificate?
The costs associated with this subject include a course fee to Binnacle, First Aid Certificate fee and additional
costs associated with delivering the course. The fee for this subject is $372.
For whom is this certificate best suited?
Students must have a passion for and/or interest in pursuing a career in the fitness and sport industries. They
must have good quality written and spoken communication skills and an enthusiasm / motivation to
participate in physical activity sessions.
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.
Where can this certificate lead to after Year 12?
The Certificate III in Fitness will predominantly be used by
students seeking to enter the fitness industry and/or as an
alternative entry into University. For example:
Exercise Physiologist
Teacher – Physical Education
Sport Scientist
Students may also choose to continue their study by
completing the Certificate IV in Fitness with
Australian Institute of Personal Trainers (AIPT) for
a Binnacle-exclusive price offer.
IMPORTANT
PROGRAM DISCLOSURE
STATEMENT (PDS)
This Subject Outline is to be read in conjunction with Binnacle Training's Program Disclosure
Statement (PDS). The PDS sets out the services and training products Binnacle Training
provides and those services carr ied out by the 'Partner School' ( i.e. the delivery of training
and assessment services).
To access Binnacle's PDS, vis it: http://www.binnacletraining.com.au/rto.php and select
‘RTO Files’.
65
What is this Certificate about?
Students undertaking a Certificate II will build on their basic knowledge and skills, and learn advanced skills for
commonly used programs. They will also learn how to analyse, solve problems, adjust and make decisions on
problems in a simulated IT environment. Industry standard programs are used, which will assist those students
who are seeking a future in the IT industry.
What are the competencies covered?
Core units
BSBWHS201 Contribute to health and safety of self and others
BSBSUS201 Participate in environmentally sustainable work practices
ICTICT201 Use computer operating systems and hardware
ICTICT202 Work and communicate effectively in an ICT environment
ICTICT203 Operate application software packages
ICTICT204 Operate a digital media technology package
ICTWEB201 Use social media tools for collaboration and engagement
Elective units
ICTICT205 Design basic organisational documents using computing packages
ICTSAS206 Detect and protect from spam and destructive software
ICTSAS301 Run standard and diagnostic tests
ICTICT206 Install software applications
ICTICT207 Integrate commercial computing packages
BSBITU302 Create electronic presentations
BSBITU201 Produce simple word processed documents
What do students learn?
Students will work with professional programs for:
Desk top publishing – business document design
Graphic development, editing, design, presentation and various file format configuration
Video creation, editing and presentation
Audio editing and presentation
Website design
CERTIFICATE II IN INFORMATION,
DIGITAL MEDIA AND TECHNOLOGY
QUALIFICATION CODE:
ICT20115
QCE CREDIT:
4 POINTS
DEPARTMENT: SENIOR SCHOOLING HEAD OF DEPARTMENT:
MR PAUL MORRIS STATUS: VET
66
How are students assessed?
Students are assessed using various forms of tasks and tools within a simulated work environment, with the
main focus at Certificate II level being skills development.
• Worksheets
• Log book
• Folio of work
• Practical application projects
• Observations
• Practical tests
• Self and peer assessment
What costs are associated with this certificate?
All costs for these certificates are covered as part of the Student Resource Scheme. Students will require a
display folder, ream of white paper, headphones and USB. Students require a laptop computer – either
through the School’s Laptop Program or their own personal device.
Where can this certificate lead to after Year 12?
Successful completion of this qualification provides you with basic computing skills to support a wide range of
varying industry occupations with role titles such as office assistant, records assistant, and junior office support.
67
Year 11 & 12 M-Step Programs (Moranbah Senior Training Education Pathways Program)
These programs will only be delivered if there is sufficient student interest and
suitably qualified trainers available to deliver the programs.
An application process is required.
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MORANBAH SENIOR TRAINING & EDUCATION PATHWAYS M-STEP Education
M-STEP Education provides students with the opportunity to work in several educational support roles, including after
school care and teacher aid work. Students pursuing an OP pathway can also complete M-STEP Education.
Certificate courses will include:
Certificate III Education Support, CHC30213
Senior First Aid
Working with Children Blue Card
Pathway – Education, Childcare, Teacher Aide
M-STEP Engineering
M-STEP Engineering provides students with the opportunity to participate in specialist training,
supported by industry, to gain nationally accredited qualifications while still gaining points
towards their QCE.
Certificate courses will include:
Cert I in Engineering, MEM10105
Certificate II in Engineering Pathways, MEM20413
Cert II in RIO, RII20115 (delivered in partnership with CQ University – RTO 40939)
Pathways - Electrical, Boiler Making, Diesel Fitting, Warehousing, Mechanical
M-STEP Enterprise - Hospitality
M-STEP Enterprise - Hospitality provides students with the opportunity to engage in a real-
life café, gaining experience in Hospitality and Retail and the full operations of maintaining
a successful business. This program allows students to achieve nationally recognised
qualifications while still gaining points towards their QCE.
Certificate courses will include:
Cert II in Business, BSB20115
Cert II in Hospitality, SIT20316 (delivered in partnership with Blue Print Career
Development – RTO 30978)
Cert II in Tourism, SIT20116 (delivered in partnership with Blue Print Career
Development- RTO 30978)
Pathways – Waiter/Waitress, Chef, retail worker, business owner, motel / hotel service,
tourism industry and further study.
M-STEP EDUCATION – CERTIFICATE III IN EDUCATION SUPPORT, CHC30213
69
DEPARTMENT: SENIOR SCHOOLING PROGRAM MANAGER:
MR PAUL MORRIS
STATUS: VET
QCE: 8 POINTS
What is this Certificate about?
This program is designed for students wishing to work as a teacher aide in a school or go
on to study Education at university to become a teacher. Students will have the
opportunity to complete part of the required work placement at Bright Kids After School
and Vacation Care. If successful in the application process, students have the opportunity
to apply for paid employment and will also allow them to put into practice the
knowledge they have learnt in a 'real-life’ environment.
What are the competencies covered
CHCECE006 Support behaviour of children and young people
CHCEDS001 Comply with legislative, policy & industrial requirements in the education environment
CHCEDS002 Assist implementation of planned educational programs
CHCEDS003 Contribute to student education in all developmental domains
CHCEDS004 Contribute to organisation and management of classroom or centre
CHCEDS005 Support the development of literacy and oral language skills
CHCEDS006 Support the development of numeracy skills
CHCEDS007 Work effectively with students and colleagues
CHCEDS017 Contribute to the health and safety of students
CHCEDS018 Support students with additional needs in the classroom environment
CHCDIV001 Work with diverse people
CHCDIV002 Promote Aboriginal and/or Torres Strait Islander cultural safety
HLTAID003 Provide first aid (external provider, credit transferred to CHC30213)
CHCEDS008 Comply with school administrative requirements
CHCEDS011 Search and assess online information
CHCEDS012 Set up and sustain individual and small group learning areas
CHCECE026 Work in partnership with family care for children
What do students learn?
Certificate III in Education Support provides you with the skills you need to work in a variety of education
settings, and work with students with different needs. You will learn how to guide students to improve their
numeracy and literacy skills, assist children work through their learning plans and work with students with
different needs.
How are students assessed?
For each unit of competency, students read through a Student
Textbook, complete class activities, attend vocational placement
and complete assessment tasks as provided by the teacher.
70
What costs are associated with this certificate?
Students will be required to pay the subject fees as outlined in the Student Resource Scheme. This fee will
include the text ‘Supporting Education: The Teaching Assistant’s Handbook as well as Senior First Aid and
Asthma and Anaphylaxis training.
For whom is this certificate best suited?
Students who enrol in this course will need to apply for a Blue Card (working with children check) and will be
expected to have sound literacy and numeracy skills. Students will need to be prepared to complete work
placement for this course, sometimes outside of school hours.
Where can this certificate lead to after Year 12?
Students may choose to go on to further study in Education at university or seel employment in the following
fields; Aboriginal and/or Torres Strait Islander education worker, Indigenous language and culture teaching
assistant, Education assistant, Education assistant (special needs), Education support worker, Home tutor,
Homeland teaching assistant, Language worker, Literacy worker, Support worker (working with children with
disabilities), Teacher aide, Teacher assistant
71
DEPARTMENT: TECHNOLOGY PROGRAM MANAGER:
MR MICHAEL YOUNG
STATUS: VET
QCE: 10 POINTS
What is this Program about?
The Moranbah Senior Training Education Program – Engineering is a program designed to target those students
with the aptitude, ability, interest and maturity to take part in part-time school and part-time work at the
Coalfields Training Excellence Centre (CTEC). This program aims to:
Prepare students in a comprehensive manner to be thinking and behaving like an effective apprentice
tradesperson.
Have students’ complete Certificate I Engineering, Certificate II in Engineering Pathways and Certificate
II in Resources and Infrastructure Operations; and
Have student’s complete additional training such as Generic Inductions to improve their employability
prospects.
Students in M-Step Engineering have an alternative schooling structure. They:
Engage in a Maths, English and ONE elective subject on Mondays and Tuesdays
Commit to being in School-Based Traineeships, Apprenticeships, Structured Work Placement or part-
time work on Wednesdays; and
Engage in the M-Step Engineering training at the Coalfields Training Excellence Centre (CTEC) on
Thursdays and Friday.
The M-STEP program aims at getting students that are chosen, a dedicated pathway in a trade based career (for
example, Electrician, Diesel Fitter, Boiler Maker, Auto Electrician).
What are the Certificates achieved?
MEM10105 - Certificate I in Engineering (2 QCE points)
MEM20413 – Certificate II in Engineering Pathways (4
QCE points)
RII20115 - Certificate II Resources and Infrastructure
Operations (4 QCE points)
Entry Requirements – What do students need to do to be
a part of this program?
Entry into all M-Step courses is through an application
process. Students must:
1. Submit a written application addressing selection criteria and their resume
2. Provide Year 10 report cards and attendance data
3. Provide Statements of Support from three teachers.
Applications are due at the beginning of Term 4 of the calendar year and students are notified of their
acceptance into the program by mid-Term 4.
M-STEP ENGINEERING
72
What do students learn?
The M-STEP Engineering program allows the students to engage in both theoretical and practical content.
Theoretical competencies include content delivered from topics such as Occupational Health and Safety;
working with others; planning tasks, and; quality control. Practical competencies are delivered via the
fabrication of a wide range of projects. Students utilise and learn about a large range of hand tools and power
tools; as well as pneumatic and hydraulic machinery and welding equipment. Students are also able to identify
specialist areas such as diesel fitting, boiler making, and electrical to then engage in specialist training for the
specific areas.
Students engage in a range of learning activities including:
Exercises and projects individually, as well as projects for the community.
Online Theory
How are students assessed?
Students are assessed through both practical and theoretical assessment as well as on-the-job training.
What costs are associated with this certificate?
The subject fees are outlined in the student resource scheme
Students are also responsible for the purchase of the M-Step (Engineering) uniform including work shirt,
pants, steel capped boots and jacket. All safety gear is provided as part of the course.
The RII20115 - Certificate II in Resources and Infrastructure Work Preparation is
delivered by CQ University Australia (RTO Code: 40939), and upon completion,
students will be awarded with this qualification. This course is fully funded by the
Queensland Government under the VET in Schools (VETiS) program. Please note,
that students who enrol in this course will exhaust their VETiS government funding and will not be
eligible for further VETiS courses. For more information about this course or CQ University, visit
www.cqu.edu.au/tafe.
For whom is this certificate best suited?
Students who have chosen a dedicated pathway into a trade based engineering industry.
Where can this certificate lead to after
Year 12?
Apprenticeships into a range of
fields such as Electrician, Boiler-
maker, Diesel Fitter, Mechanic.
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What is this Certificate about?
The Moranbah Senior Training Education Program – Hospitality and Business are programs designed to target
those students with the aptitude, ability, interest and maturity to take part in part-time school and part-time
work. This program aims to:
Prepare students to be business-minded and able to work in the multi-functional environments
Have students’ complete Business, Hospitality & Tourism certificates that will enable them to have the
skills to work in a range of environments
Have student’s work in creative settings to simulate the running of a business or hospitality enterprise
*Students must have a keen interest in working in the hospitality/business/tourism sectors (indicated in their
Senior Education and Training (SET) Plan).
Students in M-Step Enterprise have an alternative schooling structure. They:
Engage in a Maths, English and ONE elective subject on Mondays and Tuesdays
Commit to being in School-Based Traineeships, Apprenticeships, Structured Work Placement or part-
time work on Wednesdays; and
Engage in the M-Step training on Thursdays and Friday, including operation of Rhino Cafe.
What are the Certificated achieved?
BSB20115 - Certificate II Business (4 QCE credits)
SIT20316 - Cert II in Hospitality (4 QCE credits)
SIT20116 - Cert II in Tourism (4 QCE credits)
Entry Requirements – What do students need to do to be a part of this program?
Entry into all M-Step courses is by application
process. Students must:
1. Submit a written application addressing
selection criteria and their resume
2. Provide Year 10 report cards and
attendance data
3. Provide Statements of Support from
three teachers.
Applications are due at the beginning of Term 4
of the calendar year and students are notified of
their acceptance into the program by mid-Term
4.
M-STEP ENTERPRISE – BUSINESS / HOSPITALITY
DEPARTMENT: SENIOR SCHOOLING PROGRAM MANAGER: MR PAUL
MORRIS
STATUS: VET
QCE: 12 CREDITS
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What do students learn?
Students will learn about occupational health and safety processes, designing and developing business
documents, creating and using databases, creating electronic presentations, maintaining financial records,
organising schedules, as well as other important administration skills. Students will gain the skills and
knowledge for individuals to safely perform foundational digital literacy tasks using a personal computer and a
range of software applications and digital devices. Students will work and gain experience in running a
simulated or real life business and engage with real-life training both online and in an interactive classroom.
Students will learn a range of skills across all areas of hospitality including customer service, communicating in
the work place and responsible service of alcohol and gambling. Students learn through theoretical and
practical teachings. Students are expected to have a part time job in the hospitality industry or be
available for out of school work experience to complete practical aspects of the course.
How are students assessed?
Exercises and projects individually, as well as projects for the community.
Practical Shifts
Online Theory
What costs are associated with this certificate?
The fees for this course are outlined in the student resource scheme
M-Step Hospitality Uniform costs
Certificate II in Hospitality and Certificate II in Tourism is delivered in partnership with Blue Print
Career Development, RTO ID: 30978, under the VETis program. Please note, that students who enrol
in this course will exhaust their VETis government funding and will not be eligible for further VETis
courses.
For whom is this certificate best suited?
Students who have a pathway planned into the hospitality, business and/or tourism industries. Students who
learn best in a practical program that focuses on online delivery and interactive activities.
Where can this certificate lead to after Year 12?
This course allows students a practical training foundation into business, waiter/waitress, chef, retail worker,
business owner, motel/hotel service, tourism industry and further study.
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Pathways for Diverse Futures
Please feel free to contact our School Office on
(07)4949211 to discuss your child’s future and ways we
can create a pathway tailored to their needs.