murrumba state secondary college senior curriculum handbook

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Murrumba State Secondary College

Senior Curriculum Handbook YEAR 11 - 12

MSSC 2022

Contents Introduction ........................................................................................................ 1

Senior Education Profile ________________________________ 3Statement of results ............................................................................................ 3 Queensland Certificate of Education (QCE) ....................................................... 3 Queensland Certificate of Individual Achievement (QCIA) ................................. 3

Senior Subjects _______________________________________ 4Underpinning factors .......................................................................................... 4 Vocational education and training (VET) ............................................................ 5 Australian Tertiary Admission Rank (ATAR) eligibility ........................................ 5

General Syllabuses ____________________________________ 6Structure ............................................................................................................. 6 Assessment ........................................................................................................ 6

Applied Syllabuses ____________________________________ 8Structure ............................................................................................................. 8 Assessment ........................................................................................................ 8 VET Courses ...................................................................................................... 9

The Senior Curriculum ________________________________ 10Mathematics ..................................................................................................... 13 English .............................................................................................................. 22Humanities ........................................................................................................ 29

Technologies ..................................................................................................... 53

Health and Physical Education ......................................................................... 79Science ............................................................................................................. 93Languages ...................................................................................................... 104The Arts .......................................................................................................... 107

Industrial Technology and Design................................................................. 56Digital Technologies ................................................................................... 65Food Technologies ...................................................................................... 72

Fashion ....................................................................................................... 53

Subjects under review, as possible inclusions, into the senior subject selections for 2021 are; Certificate III in Health Services, Certificate IV in Crime and Justice, and Certificate III in Aviation (Remote Pilot). Please check back at a later date for more updates.

Entrepreneurship and Innovation...................................................................... 40

Murrumba State Secondary College Senior Subject Guide

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Curriculum Handbook Year 11 – 2021Welcome to the Senior Phase of Learning This booklet has been developed to assist students and their parents in making informed choices about senior subjects by providing general information about the Senior Phase of Learning, as well as subject descriptors and prerequisites for study in Years 11 and 12.

At Murrumba State Secondary College, students are able to pursue a rigorous tertiary pathway to prepare them directly for university studies. Alternatively, students are able to pursue a vocational pathway which may lead to further study at university or TAFE, an apprenticeship/ traineeship or direct entry to the workforce.

Student achievement in Year 10 subjects provides the platform for entry into Years 11 and 12. Students and parents are encouraged to discuss demonstrated academic progress with classroom teachers and Leaders of Learning to ensure they are setting realistic and achievable goals for their senior years. It is imperative that students understand that, to avoid compromising course completion, no subject changes will occur in years 11 and 12. This is why it is important students choose their subjects based on their Senior Subject Eligibility Letter.

Which pathway is right for me? Students at Murrumba State Secondary College undertake either a tertiary or a vocational pathway in years 11 and 12.

Students pursuing a tertiary pathway will seek direct entry into university at the conclusion of year 12,using a competitive Australian Tertiary Admissions Rank for selection. Tertiary pathway students will choose General subjects and either one Applied subject or VET certificate. In year 12, all students will meet a member of the College’s leadership team to complete a QTAC application, nominating university course preferences.

Students engaging in a vocational pathway will pursue post-school options, including: university or TAFE; an apprenticeship/traineeship; or employment. Vocational pathway students will choose Applied subjects and/or VET qualifications. Students pursuing a vocational pathway may seek university entrance through a completed Certificate III or higher qualification, TAFE Diploma program, university bridging and/or preparation programs. Students may choose to complete a QTAC application, nominating TAFE or University course preferences.

Regardless of the pathway they choose, all Senior students at Murrumba State Secondary College are required to meet the high standards set for: attendance, behaviour, effort, and submission of assessment.


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How do I know which subjects are right for me? Students must choose subjects based on their Senior Subject Eligibility Letter which is based on theiracademic achievement in year 10. This letter outlines the subjects for which students have met pre-requisites, and therefore are eligible to study.

When choosing subjects, students should consider their post-schooling pathway and select subjects accordingly.

All students should select subjects in alignment with their Senior Education and Training (SET) Plan, their goals for the future and current achievement levels.

ALL STUDENTS MUST BE ELIGIBLE FOR A QUEENSLAND CERTIFICATE OF EDUCATION AND EITHER AN AUSTRALIAN TERTIARY ADMISSIONS RANK OR A VOCATIONAL AND EDUCATION CERTIFICATE OUTCOME.

Students should choose subjects:

which they have met pre-requisites for,

that they enjoy,

in which they have shown ability or aptitude,

which they have experienced success with,

which will develop skills, knowledge and attitudes useful throughout their lives,

optimise opportunities to reach their potential,

that are pre-requisites for tertiary or further studies.

Choosing Senior Subjects Students must choose six (6) subjects. It is important to choose senior subjects carefully as decisions may affect not only the types of careers that can be followed later, but also their success at school and their feelings about school.

CHOOSING SENIOR SUBJECTS

(Please note: all pathways require students to choose 1 English and at least 1 Mathematics subject)


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Senior Education Profile Students in Queensland are issued with a Senior Education Profile (SEP) upon completion of senior studies. This profile may include a:

statement of results

Queensland Certificate of Education (QCE)

Queensland Certificate of Individual Achievement (QCIA).

For more information about the SEP see: www.qcaa.qld.edu.au/senior/certificates-qualifications/sep.

Statement of results Students are issued with a statement of results in the December following the completion of a QCAA-developed course of study. A new statement of results is issued to students after each QCAA-developed course of study is completed.

A full record of study will be issued, along with the QCE qualification, in the first December or July after the student meets the requirements for a QCE.

Queensland Certificate of Education (QCE) Students may be eligible for a Queensland Certificate of Education (QCE) at the end of their senior schooling. Students who do not meet the QCE requirements can continue to work towards the certificate post-secondary schooling. The QCAA awards a QCE in the following July or December, once a student becomes eligible. Learning accounts are closed after nine years; however, a student may apply to the QCAA to have the account reopened and all credit continued.

Queensland Certificate of Individual Achievement (QCIA) The Queensland Certificate of Individual Achievement (QCIA) reports the learning achievements of eligible students who complete an individual learning program. At the end of the senior phase of learning, eligible students achieve a QCIA. These students have the option of continuing to work towards a QCE post-secondary schooling.

https://www.qcaa.qld.edu.au/senior/certificates-qualifications/sep


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Senior Subjects The QCAA develops three types of senior subject syllabuses — General, Applied, and VET courses.Results in General and Applied subjects contribute to the award of a QCE and may contribute to an Australian Tertiary Admission Rank (ATAR) calculation, although no more than one result in an Applied subject can be used in the calculation of a student’s ATAR.

Extension subjects are extensions of the related General subjects and are studied either concurrently with, or after, Units 3 and 4 of the General course.

Typically, it is expected that most students will complete these courses across Years 11 and 12. All subjects build on the P–10 Australian Curriculum.

General syllabuses General subjects are suited to students who are interested in pathways beyond senior secondary schooling that lead primarily to tertiary studies and to pathways for vocational education and training and work. General subjects include Extension subjects.

Applied syllabuses Applied subjects are suited to students who are primarily interested in pathways beyond senior secondary schooling that lead to vocational education and training or work.

VET SubjectsVET Subjects are suited to students who are primarily interested in pathways beyond senior secondaryschooling that lead to vocational education and training or work.

Underpinning factors All senior syllabuses are underpinned by:

literacy — the set of knowledge and skills about language and texts essential for understanding andconveying content

numeracy — the knowledge, skills, behaviours and dispositions that students need to usemathematics in a wide range of situations, to recognise and understand the role of mathematics in theworld, and to develop the dispositions and capacities to use mathematical knowledge and skillspurposefully.

General syllabuses and Short Courses In addition to literacy and numeracy, General syllabuses and Short Courses are underpinned by:

21st century skills — the attributes and skills students need to prepare them for higher education,work and engagement in a complex and rapidly changing world. These include critical thinking,creative thinking, communication, collaboration and teamwork, personal and social skills, andinformation & communication technologies (ICT) skills.

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applied learning — the acquisition and application of knowledge, understanding and skills in real-world or lifelike contexts

community connections — the awareness and understanding of life beyond school through authentic,real-world interactions by connecting classroom experience with the world outside the classroom

core skills for work — the set of knowledge, understanding and non-technical skills that underpinsuccessful participation in work.

Vocational education and training (VET) Students can access VET programs through the school if it:

is a registered training organisation (RTO)

has a third-party arrangement with an external provider who is an RTO

offers opportunities for students to undertake school-based apprenticeships or traineeships.

Australian Tertiary Admission Rank (ATAR) eligibility The calculation of an Australian Tertiary Admission Rank (ATAR) will be based on a student’s:

best five General subject results or

best results in a combination of four General subject results plus an Applied subject result or aCertificate III or higher VET qualification.

The Queensland Tertiary Admissions Centre (QTAC) has responsibility for ATAR calculations.

English requirement Eligibility for an ATAR will require satisfactory completion of a QCAA English subject.

Satisfactory completion will require students to attain a result that is equivalent to a C level of achievement or better in one of five subjects — English, Essential English, Literature, English andLiterature Extension or English as an Additional Language.

While students must meet this standard to be eligible to receive an ATAR, it is not mandatory for a student’s English result to be included in the calculation of their ATAR.


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Applied syllabuses In addition to literacy and numeracy, Applied syllabuses are underpinned by:


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General Syllabuses Structure The syllabus structure consists of a course overview and assessment.

General syllabuses course overview General syllabuses are developmental four-unit courses of study.

Units 1 and 2 provide foundational learning, allowing students to experience all syllabus objectives and begin engaging with the course subject matter. It is intended that Units 1 and 2 are studied as a pair. Assessment in Units 1 and 2 provides students with feedback on their progress in a course of study and contributes to the award of a QCE.

Students should complete Units 1 and 2 before starting Units 3 and 4.

Units 3 and 4 consolidate student learning. Assessment in Units 3 and 4 is summative and student results contribute to the award of a QCE and to ATAR calculations.

Extension syllabuses course overview Extension subjects are extensions of the related General subjects and include external assessment. Extension subjects are studied either concurrently with, or after, Units 3 and 4 of the General course of study.

Extension syllabuses are courses of study that consist of two units (Units 3 and 4). Subject matter, learning experiences and assessment increase in complexity across the two units as students develop greater independence as learners.

The results from Units 3 and 4 contribute to the award of a QCE and to ATAR calculations.

Assessment

Units 1 and 2 assessments Schools decide the sequence, scope and scale of assessments for Units 1 and 2. These assessments should reflect the local context. Teachers determine the assessment program, tasks and marking guides that are used to assess student performance for Units 1 and 2.

Units 1 and 2 assessment outcomes provide feedback to students on their progress in the course of study. Schools should develop at least two but no more than four assessments for Units 1 and 2. At least one assessment must be completed for each unit.

Schools report satisfactory completion of Units 1 and 2 to the QCAA, and may choose to report levels of achievement to students and parents/carers using grades, descriptive statements or other indicators.

Units 3 and 4 assessments Students complete a total of four summative assessments — three internal and one external — that count towards the overall subject result in each General subject.

Schools develop three internal assessments for each senior subject to reflect the requirements described in Units 3 and 4 of each General syllabus.


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The three summative internal assessments need to be endorsed by the QCAA before they are used in schools. Students’ results in these assessments are externally confirmed by QCAA assessors. These confirmed results from internal assessment are combined with a single result from an external assessment, which is developed and marked by the QCAA. The external assessment result for a subject contributes to a determined percentage of a students' overall subject result. For most subjects this is 25%; for Mathematics and Science subjects it is 50%.

Instrument-specific marking guides Each syllabus provides instrument-specific marking guides (ISMGs) for summative internal assessments.

The ISMGs describe the characteristics evident in student responses and align with the identified assessment objectives. Assessment objectives are drawn from the unit objectives and are contextualised for the requirements of the assessment instrument.

Schools cannot change or modify an ISMG for use with summative internal assessment.

As part of quality teaching and learning, schools should discuss ISMGs with students to help them understand the requirements of an assessment task.

External assessment External assessment is summative and adds valuable evidence of achievement to a student’s profile. External assessment is:

common to all schools

administered under the same conditions at the same time and on the same day

developed and marked by the QCAA according to a commonly applied marking scheme.

The external assessment contributes a determined percentage (see specific subject guides — assessment) to the student’s overall subject result and is not privileged over summative internal assessment.

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Applied Syllabuses Structure The syllabus structure consists of a course overview and assessment.

Applied syllabuses course overview Applied syllabuses are developmental four-unit courses of study.

Units 1 and 2 of the course are designed to allow students to begin their engagement with the course content, i.e. the knowledge, understanding and skills of the subject. Course content, learning experiences and assessment increase in complexity across the four units as students develop greater independence as learners.

Units 3 and 4 consolidate student learning. Results from assessment in Applied subjects contribute to the award of a QCE and results from Units 3 and 4 may contribute as a single input to ATAR calculation.

A course of study for Applied syllabuses includes core topics and elective areas for study.

Assessment Applied syllabuses use four summative internal assessments from Units 3 and 4 to determine a student’s exit result.

Schools should develop at least two but no more than four internal assessments for Units 1 and 2 and these assessments should provide students with opportunities to become familiar with the summative internal assessment techniques to be used for Units 3 and 4.

Applied syllabuses do not use external assessment.

Instrument-specific standards matrixes For each assessment instrument, schools develop an instrument-specific standards matrix by selecting the syllabus standards descriptors relevant to the task and the dimension/s being assessed. The matrix is shared with students and used as a tool for making judgments about the quality of students’ responses to the instrument. Schools develop assessments to allow students to demonstrate the range of standards.

Essential English and Essential Mathematics — Common internal assessment Students complete a total of four summative internal assessments in Units 3 and 4 that count toward their overall subject result. Schools develop three of the summative internal assessments for each senior subject and the other summative assessment is a common internal assessment (CIA) developed by the QCAA.

The CIA for Essential English and Essential Mathematics is based on the learning described in Unit 3 of the respective syllabus. The CIA is: • developed by the QCAA• common to all schools• delivered to schools by the QCAA• administered flexibly in Unit 3• administered under supervised conditions• marked by the school according to a common marking scheme developed by the

QCAA.

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The CIA is not privileged over the other summative internal assessment.


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Summative internal assessment — instrument-specific standards The Essential English and Essential Mathematics syllabuses provide instrument-specific standards for the three summative internal assessments in Units 3 and 4.

The instrument-specific standards describe the characteristics evident in student responses and align with the identified assessment objectives. Assessment objectives are drawn from the unit objectives and are contextualised for the requirements of the assessment instrument.

VET Courses Vocational Education and Training courses are subjects students can study on either a Vocational or Tertiary pathway. Fees for these courses are paid directly to the Registered Training Organisation responsible for each certificate. VET courses can contribute anywhere between 4 to 8 credit points towards a child’s Queensland Certificate of Education. Students are assessed in these subjects as Working Towards Competency (WTC), Competency Not Achieved (CNA) or Competency Achieved (CA) and may be given more than one opportunity to demonstrate their acquisition of required competencies.

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The Senior Curriculum Offered to Year 11-12 2022/23FACULTY GENERAL SUBJECTS APPLIED or VET SUBJECTS

MATHEMATICS

General Mathematics Essential Mathematics

Mathematical Methods Specialist Mathematics Mathematics Leader of Learning: Anmarie Kable – [email protected]

ENGLISH English Essential English

English Literature English Leader of Learning: Peter Morris - [email protected]

HUMANITIES Ancient History Tourism

Social and Community Studies Modern History Humanities Leader of Learning: Jodie Hill - [email protected]

ENTREPRENEURSHIP & INNOVATION

Diploma of Business (BSB502155) Certificate III in Micro Business Operations (Innovation Project) (BSB30315) Certificate IV in Crime and Justice (10283NAT)

Legal Studies

eLearning\Entrepreneurship and Innovation Leader of Learning: Rhiann Nelson – [email protected]

SENIOR SECONDARY Certificate III in Active Volunteering (CHC34015) Certificate II in Skills for Work and Vocational Pathways (FSK20113)

Senior Secondary Leader of Learning: Matthew Plekker – [email protected]

APPLIEDTECHNOLOGY

Design Fashion - Certificate II in Applied Fashion Design and Technology (MST20616)Industrial Technology Skills *May change to Certificate II in Furniture makingInformation & Communication TechnologyCertificate II in Engineering Pathways (MEM20413) Certificate III in Information Technology (ICT30120) Certificate II and III in Hospitality (SIT20316) (SIT30616)Certificate III in Early Childhood Education and Care (CHC30113)

Digital Solutions Engineering Food and Nutrition

Applied Technologies Leaders of Learning: Fiona Wake - [email protected]

HEALTH AND PHYSICAL EDUCATION

Health Education Sport & Recreation Certificate II and III in Sport & Recreation (SIS20115) (SIS30115) Certificate III in Fitness (SIS30315)Certificate III in Health Services Assistance (HLT33115)(including HLT23215 Certificate II in Health Support Services)

Physical Education

Health and Physical Education Leader of Learning: Scott Forester – [email protected]

SCIENCE

Biology Certificate III in Laboratory Skills (MSL30118)

Chemistry Physics Psychology

Science Leader of Learning: Kerrie Smedley - [email protected]

LOTE Spanish LOTE Leader of Learning: Jodie Hill - [email protected]

CREATIVE INDUSTRIES

Dance Certificate II Creative Industries (CUA20215) Certificate II Visual Arts (CUA20715)

Drama Film, Television & New Media Visual Art Music

Creative Industries Leader of Learning: Filippa Lo Giudice - [email protected]: Please note that subjects may not proceed if there are insufficient numbers and in the case of Vocational Education (VET) subjects if changes to our Scope of Registration with Queensland Curriculum and Assessment Authority (QCAA) is

not approved for 2022. Cert III, IV and Diploma provided by external RTOs incur extra fees.Murrumba State Secondary College Senior Subject Guide


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Prerequisites for Year 11-12 2022/23SUBJECT MANDATORY RECOMMENDED

General Mathematics

Mathematical Methods

Specialist Mathematics Minimum B result in Year 10 Maths

Extension and C result in Year 10Specialist Maths. Required companion: Math Methods.

Essential Mathematics Nil. English Minimum B result in Year 10 English

English Literature Minimum B result in Year 10 English Essential English Nil. Ancient History Minimum B result in Year 10 History and C

in Year 10 English

Modern History

Tourism Nil. Social and Community Studies Nil.

Legal Studies Minimum B result in Year 10 Legal Studies and C in Year 10 English

Diploma of Business Minimum C result in Year 10 Legal Studies or Year 10 Entrepreneurship Education

Innovations Project Nil.

Cert III in Active Volunteering Nil. Cert II in Skills for Work and

Vocational Pathways Nil.

Fashion - Certificate II in Applied Fashion Design and

Technology

Nil.

Design Minimum C result in Year 10 Core Maths and Year 10 English

Industrial Technology Skills Nil.

Minimum C result in Year 10 English Minimum C result in Year 10 Core Maths Minimum C result in Year 10 Design and

Industrial Technology

Engineering Minimum B in Year 10 Core Maths

Minimum C in Year 10 Science

Minimum C result in Year 10 Maths Extension

Minimum C result in Year 10 Science Extension

Minimum C result in Year 10 Engineering

Certificate II in Engineering Pathways

Nil.

Minimum C result in Year 10 Design and Industrial Technology

Digital Solutions

Minimum B in Year 10 Digital Solutions or Minimum B in Year 10 Information,

Communication & Technology. Information & Communication

Technology Nil.

Minimum C result in Year 10 English

Minimum B result in Year 10 English

Minimum B result in Year 10 English

Minimum A result in Year 10 EnglishMinimum A result in Year 10 English

Minimum C result in Year 10 Design

Minimum B result in Year 10 EnglishMinimum B result in Year 10 Core Maths

Minimum C result in Year 10 EnglishMinimum C result in Year 10 Core Maths

Minimum C result in Year 10 Maths Extension and B result in Year 10 Core Maths

Minimum C result in Year 10 Core Maths

Minimum B result in Year 10 Maths Extension and B result in Year 10 Core Maths

Minimum B result in Year 10 History and C in Year 10 English

Certificate IV in Crime and Justice Minimum B result in Year 10 Legal Studies Minimum C result in Year 10 English


Certificate III in Information Technology

Nil.

Minimum C result in Year 10 Information, Communication & Technology


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Sport and Recreation Nil.

Certificate II & III in Sport & Recreation

For entry into the Football Academy stream students must have participated in

the Football Academy program throughout Years 7 – 10.

Cert III in Fitness Nil.

Biology Minimum B result in Extension Science or

Minimum A result in Core Science Recommended companions: General Maths

and English.

Chemistry

Physics

Minimum B result in Extension Science. Required companion: Math Methods.

Psychology Minimum C result in Extension Science or

Minimum B result in Core Science. Recommended companion: General Maths

and English.

Spanish Minimum C result in Year 10 Spanish

Dance Minimum C result in a Year 10

Creative Industries subject.

Drama Minimum C result in Year 10 Drama or Minimum B result in a Creative Industries

course.

Film, Television & New Media

Minimum C result in Year 10 Media Arts or Minimum B result in a Creative Industries

course.

Visual Art Minimum B result in Year 10 Art

Certificate II in Visual Arts Nil. Music Minimum B result in Year 10 Music

or Minimum C result in Year 10 HPM

Minimum B result in Year 10 Spanish

Minimum C result in Year 10 EnglishPrivate Dance Lessons




Certificate III in Laboratory Skills Nil.


Minimum B result in Extension Science or Minimum A result in Core Science

Recommended companions: General Maths and English.

Physical Education Minimum C result in Year 10 Extension HPE

or Minimum B result in the Year 10 core HPE (theory component) and C in Year 10

English

Food and Nutrition Minimum B in Year 10 Food and NutritionCertificate II and III Hospitality Nil.

Certificate III in Early Childhood Education and Care

Nil.

Health Education Minimum C result in Year 10 Extension

Health or Minimum B in the Year 10 core HPE (theory component) and C in Year 10

English

Certificate II & III in Health Services Assistance

Successful completion of the Certificate II in Health Support Services is required to continue into the Certificate III

Certificate II Creative Industries Nil.

Specialist Maths

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General Mathematics General senior subject

General

General Mathematics’ major domains are Number and algebra, Measurement and geometry, Statistics, and Networks and matrices, building on the content of the P–10 Australian Curriculum.

General Mathematics is designed for students who want to extend their mathematical skills beyond Year 10 but whose future studies or employment pathways do not require calculus.

Students build on and develop key mathematical ideas, including rates and percentages, concepts from financial mathematics, linear and non-linear expressions, sequences, the use of matrices and networks to model and solve authentic problems, the use of trigonometry to find solutions to practical problems, and the exploration of real-world phenomena in statistics.

Students engage in a practical approach that equips learners for their needs as future citizens. They learn to ask appropriate questions, map out pathways, reason about complex solutions, set up models and communicate in different forms. They experience the relevance of mathematics to their daily lives, communities and cultural backgrounds. They develop the ability to understand, analyse and take action regarding social issues in their world.

Pathways A course of study in General Mathematics can establish a basis for further education and employment in the fields of business, commerce, education, finance, IT, social science and the arts.

Prerequisites Mandatory At a minimum, it is compulsory for students to have achieved a sound level (C) of achievement in Year 10 Mathematics Extension and a high level (B) of achievement in Core Mathematics.

RecommendedIt is recommended that students have achieved a sound level (C) of achievement in Year 10 English.

Objectives By the conclusion of the course of study, students will:

select, recall and use facts, rules,definitions and procedures drawn fromNumber and algebra, Measurement andgeometry, Statistics, and Networks andmatrices

comprehend mathematical concepts andtechniques drawn from Number andalgebra, Measurement and geometry,Statistics, and Networks and matrices

communicate using mathematical,statistical and everyday language andconventions

evaluate the reasonableness of solutions

justify procedures and decisions byexplaining mathematical reasoning

solve problems by applying mathematicalconcepts and techniques drawn fromNumber and algebra, Measurement andgeometry, Statistics, and Networks andmatrices.


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Structure

Unit 1 Unit 2 Unit 3 Unit 4

Money, measurement and relations Consumer arithmetic Shape and

measurement Linear equations and

their graphs

Applied trigonometry, algebra, matrices and univariate data Applications of

trigonometry Algebra and matrices Univariate data

analysis

Bivariate data, sequences and change, and Earth geometry Bivariate data

analysis Time series analysis Growth and decay in

sequences Earth geometry and

time zones

Investing and networking Loans, investments

and annuities Graphs and networks Networks and

decision mathematics

Assessment

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

Unit 1 Unit 2

Formative internal assessment: Problem-solving and modelling task

20% Formative internal assessment: Examination

15%

Formative internal assessment: Examination

15%

Formative internal assessment: 50% Examination

Summative assessments In Units 3 and 4 students complete four summative assessments. The results from each of the assessments are added together to provide a subject score out of 100. Students will also receive an overall subject result (A–E).

Unit 3 Unit 4

Summative internal assessment 1 (IA1): Problem-solving and modelling task

20% Summative internal assessment 3 (IA3): Examination

15%

Summative internal assessment 2 (IA2): Examination

15%

Summative external assessment (EA): 50% Examination

Subject Costs Please refer to the Fee Matrix on the College website.

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General Mathematical Methods General senior subject

Mathematical Methods’ major domains are Algebra, Functions, relations and their graphs, Calculus and Statistics.

Mathematical Methods enables students to see the connections between mathematics and other areas of the curriculum and apply their mathematical skills to real-world problems, becoming critical thinkers, innovators and problem-solvers.

Students learn topics that are developed systematically, with increasing levels of sophistication, complexity and connection, and build on algebra, functions and their graphs, and probability from the P–10 Australian Curriculum. Calculus is essential for developing an understanding of the physical world. The domain Statistics is used to describe and analyse phenomena involving uncertainty and variation. Both are the basis for developing effective models of the world and solving complex and abstract mathematical problems.

Students develop the ability to translate written, numerical, algebraic, symbolic and graphical information from one representation to another. They make complex use of factual knowledge to successfully formulate, represent and solve mathematical problems.

Pathways A course of study in Mathematical Methods can establish a basis for further education and employment in the fields of natural and physical sciences (especially physics and chemistry), mathematics and science education, medical and health sciences (including human biology, biomedical science, nanoscience and forensics), engineering (including chemical, civil, electrical and mechanical engineering, avionics, communications and mining),


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computer science (including electronics and software design), psychology and business.

Prerequisites Mandatory At a minimum, it is compulsory for students to have achieved a high level (B) of achievement in Year 10 Extension Mathematics and a high level (B) of achievement in Year 10 Core Mathematics.

RecommendedIt is recommended that students have achieved a high level (B) of achievement in Year 10 English.

Objectives By the conclusion of the course of study, students will: select, recall and use facts, rules,

definitions and procedures drawn fromAlgebra, Functions, relations and theirgraphs, Calculus and Statistics

comprehend mathematical concepts andtechniques drawn from Algebra,Functions, relations and their graphs,Calculus and Statistics




solve problems by applying mathematicalconcepts and techniques drawn fromAlgebra, Functions, relations and theirgraphs, Calculus and Statistics.


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Structure


Algebra, statistics and functions Arithmetic and

geometric sequencesand series 1

Functions and graphs Counting and

probability Exponential

functions 1 Arithmetic and

geometric sequences

Calculus and further functions Exponential

functions 2 The logarithmic

function 1 Trigonometric

functions 1 Introduction to

differential calculus Further differentiation

and applications 1 Discrete random

variables 1

Further calculus The logarithmic

function 2 Further differentiation

and applications 2 Integrals

Further functions and statistics Further differentiation

and applications 3 Trigonometric

functions 2 Discrete random

variables 2 Continuous random

variables and thenormal distribution

Interval estimates forproportions

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

Unit 1 Unit 2



15%


15%



Unit 3 Unit 4



15%


15%




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Specialist Mathematics General senior subject

General

Specialist Mathematics’ major domains are Vectors and matrices, Real and complex numbers, Trigonometry, Statistics and Calculus.

Specialist Mathematics is designed for students who develop confidence in their mathematical knowledge and ability, and gain a positive view of themselves as mathematics learners. They will gain an appreciation of the true nature of mathematics, its beauty and its power.

Students learn topics that are developed systematically, with increasing levels of sophistication, complexity and connection, building on functions, calculus, statistics from Mathematical Methods, while vectors, complex numbers and matrices are introduced. Functions and calculus are essential for creating models of the physical world. Statistics are used to describe and analyse phenomena involving probability, uncertainty and variation. Matrices, complex numbers and vectors are essential tools for explaining abstract or complex relationships that occur in scientific and technological endeavours.

Student learning experiences range from practising essential mathematical routines to developing procedural fluency, through to investigating scenarios, modelling the real world, solving problems and explaining reasoning.

Pathways A course of study in Specialist Mathematics can establish a basis for further education and employment in the fields of science, all branches of mathematics and statistics, computer science, medicine, engineering, finance and economics.

Prerequisites Mandatory At a minimum, it is compulsory for students to have achieved a sound level (C) of achievement in Year 10 Specialist Mathematics and a high level (B) of achievement in Year 10 Extension Mathematics. This subject must be done in conjunction with Mathematical Methods.

RecommendedIt is recommended that students have achieved a high level (B) of achievement in Year 10 English.

Objectives By the conclusion of the course of study students will:

definitions and procedures drawn fromVectors and matrices, Real and complexnumbers, Trigonometry, Statistics andCalculus

• select recall and use facts, rules,

• comprehend mathematical concepts andtechniques drawn from Vectors andmatrices, Real and complex numbers,Trigonometry, Statistics and Calculus

• communicate using mathematical,statistical and everyday language andconventions

• evaluate the reasonableness of solutions

• justify procedures and decisions, andprove propositions by explainingmathematical reasoning

• solve problems by applying mathematicalconcepts and techniques drawn fromVectors and matrices, Real and complexnumbers, Trigonometry, Statistics andCalculus.


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Structure Specialist Mathematics is to be undertaken in conjunction with, or on completion of, Mathematical Methods.


Combinatorics, vectors and proof Combinatorics Vectors in the plane Introduction to proof

Complex numbers, trigonometry, functions and matrices Complex numbers 1 Trigonometry and

functions Matrices

Mathematical induction, and further vectors, matrices and complex numbers Proof by

mathematicalinduction

Vectors and matrices Complex numbers 2

Further statistical and calculus inference Integration and

applications ofintegration

Rates of change anddifferential equations

Statistical inference

Assessment


Unit 1 Unit 2



15%


15%



Unit 3 Unit 4



15%


15%




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Essential Mathematics Applied senior subject

Applied

Essential Mathematics’ major domains are Number, Data, Location and time, Measurement and Finance.

Essential Mathematics benefits students because they develop skills that go beyond the traditional ideas of numeracy.

Students develop their conceptual understanding when they undertake tasks that require them to connect mathematical concepts, operations and relations. They learn to recognise definitions, rules and facts from everyday mathematics and data, and to calculate using appropriate mathematical processes.

Students interpret and use mathematics to make informed predictions and decisions about personal and financial priorities. This is achieved through an emphasis on estimation, problem-solving and reasoning, which develops students into thinking citizens.

Pathways A course of study in Essential Mathematics can establish a basis for further education and employment in the fields of trade, industry, business and community services. Students learn within a practical context related to general employment and successful participation in society, drawing on the mathematics used by various professional and industry groups.

Prerequisites RecommendedIt is recommended that students have achieved a sound level (C) of achievement in Year 10 Core Mathematics.


select, recall and use facts, rules,definitions and procedures drawn fromNumber, Data, Location and time,Measurement and Finance

comprehend mathematical concepts andtechniques drawn from Number, Data,Location and time, Measurement andFinance




solve problems by applying mathematicalconcepts and techniques drawn fromNumber, Data, Location and time,Measurement and Finance.


MSSCMay 2020

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Structure


Number, data and graphs Fundamental topic:

Calculations Number Representing data Graphs

Money, travel and data Fundamental topic:

Calculations Managing money Time and motion Data collection

Measurement, scales and data Fundamental topic:

Calculations Measurement Scales, plans and

models Summarising and

comparing data

Graphs, chance and loans Fundamental topic:

Calculations Bivariate graphs Probability and

relative frequencies Loans and compound

interest

Assessment


Unit 1 Unit 2



Formative internal assessment: Common internal assessment (CIA)


Summative assessments In Units 3 and 4 students complete four summative assessments. Schools develop three summative internal assessments and the common internal assessment (CIA) is developed by the QCAA.

Unit 3 Unit 4



Summative internal assessment 2 (IA2): Common internal assessment (CIA)

Summative internal assessment (IA4): Examination



Page 22

May 2020

Page 23

General English General senior subject

English focuses on the study of both literary texts and non-literary texts, developing students as independent, innovative and creative learners and thinkers who appreciate the aesthetic use of language, analyse perspectives and evidence, and challenge ideas and interpretations through the analysis and creation of varied texts.

Students are offered opportunities to interpret and create texts for personal, cultural, social and aesthetic purposes. They learn how language varies according to context, purpose and audience, content, modes and mediums, and how to use it appropriately and effectively for a variety of purposes. Students have opportunities to engage with diverse texts to help them develop a sense of themselves, their world and their place in it.

Students communicate effectively in Standard Australian English for the purposes of responding to and creating texts. They make choices about generic structures, language, textual features and technologies for participating actively in literary analysis and the creation of texts in a range of modes, mediums and forms, for a variety of purposes and audiences. They explore how literary and non-literary texts shape perceptions of the world, and consider ways in which texts may reflect or challenge social and cultural ways of thinking and influence audiences.

Pathways A course of study in English promotes open-mindedness, imagination, critical awareness and intellectual flexibility — skills that prepare students for local and global citizenship, and for lifelong learning across a wide range of contexts.

English is highly regarded as a basis of higher-order thinking and communication. These skills transfer across all areas of tertiary study, however, students who study English often pursue courses in the Arts, Media, Education, Politics and Law. It is a pre-requisite for many university courses.


MSSC

Prerequisites Mandatory At a minimum, it is compulsory for students to have achieved a high level (B) of achievement in Year 10 English.

Recommended It is recommended that students have achieved a very high level (A) of achievement in Year 10 English.

Objectives By the conclusion of the course of study, students will: use patterns and conventions of genres to

achieve particular purposes in culturalcontexts and social situations

establish and maintain roles of thewriter/speaker/signer/designer andrelationships with audiences

create and analyse perspectives andrepresentations of concepts, identities,times and places

make use of and analyse the ways culturalassumptions, attitudes, values and beliefsunderpin texts and invite audiences totake up positions

use aesthetic features and stylisticdevices to achieve purposesand analyse their effects in texts

select and synthesise subject matter tosupport perspectives

organise and sequence subject matter toachieve particular purposes

use cohesive devices to emphasise ideasand connect parts of texts

make language choices for particularpurposes and contexts

use grammar and language structures forparticular purposes

use mode-appropriate features to achieveparticular purposes.


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Structure


Perspectives and texts Examining and

creating perspectivesin texts

Responding to avariety of non-literaryand literary texts

Creating responses forpublic audiences andpersuasive texts

Texts and culture Examining and

shapingrepresentations ofculture in texts

Responding toliterary and non-literary texts,including a focus onAustralian texts

Creating imaginativeand analytical texts

Textual connections Exploring

connections betweentexts

Examining differentperspectives of thesame issue in textsand shaping ownperspectives

Creating responsesfor public audiencesand persuasive texts

Close study of literary texts Engaging with

literary texts fromdiverse times andplaces

Responding toliterary textscreatively andcritically

Creating imaginativeand analytical texts

Assessment


Unit 1 Unit 2

Formative internal assessment: Extended response — written

response for a public audience

25% Formative internal assessment: Extended response — imaginative

written response

25%

Formative internal assessment: Extended response — persuasive

spoken response

25% Formative internal assessment: Examination — analytical written

response

25%


Unit 3 Unit 4

Summative internal assessment 1 (IA1): Extended response — written response

for a public audience

25% Summative internal assessment 3 (IA3): Extended response — imaginative

written response

25%

Summative internal assessment 2 (IA2): Extended response — persuasive

spoken response

25% Summative external assessment (EA): Examination — analytical written

response

25%



MSSCMay 2020

Page 25

Literature General senior subject

General

Literature focuses on the study of literary texts, developing students as independent, innovative and creative learners and thinkers who appreciate the aesthetic use of language, analyse perspectives and evidence, and challenge ideas and interpretations through the analysis and creation of varied literary texts.

Students engage with language and texts through a range of teaching and learning experiences to foster the skills to communicate effectively. They make choices about generic structures, language, textual features and technologies to participate actively in the dialogue and detail of literary analysis and the creation of imaginative and analytical texts in a range of modes, mediums and forms.

Students explore how literary texts shape perceptions of the world and enable us to enter the worlds of others. They explore ways in which literary texts may reflect or challenge social and cultural ways of thinking and influence audiences.

Pathways A course of study in Literature promotes open-mindedness, imagination, critical awareness and intellectual flexibility — skills that prepare students for local and global citizenship, and for lifelong learning across a wide range of contexts.

Literature is highly regarded as a basis of higher-order thinking and communication. These skills transfer across all areas of tertiary study, however, students who study Literature will pursue courses in the Arts, Media, Education, Politics and Law.

Prerequisites Mandatory At a minimum, it is compulsory for students to have achieved a high level (B) of achievement in Year 10 English.

Recommended It is recommended that students have achieved a very high level (A) of achievement in Year 10 English.

Objectives By the conclusion of the course of study, students will: use patterns and conventions of genres to

achieve particular purposes in culturalcontexts and social situations

establish and maintain roles of thewriter/speaker/signer/designer andrelationships with audiences

create and analyse perspectives andrepresentations of concepts, identities,times and places

make use of and analyse the ways culturalassumptions, attitudes, values and beliefsunderpin texts and invite audiences totake up positions

use aesthetic features and stylisticdevices to achieve purposesand analyse their effects in texts

select and synthesise subject matter tosupport perspectives

organise and sequence subject matter toachieve particular purposes

use cohesive devices to emphasise ideasand connect parts of texts

make language choices for particularpurposes and contexts

use grammar and language structures forparticular purposes

use mode-appropriate features to achieveparticular purposes


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Structure


Introduction to literary studies Ways literary texts are

received andresponded to

How textual choicesaffect readers

Creating analyticaland imaginative texts

Texts and culture Ways literary texts

connect with eachother — genre,concepts andcontexts

Ways literary textsconnect with eachother — style andstructure


Literature and identity Relationship between

language, cultureand identity in literarytexts

Power of language torepresent ideas,events and people


Independent explorations Dynamic nature of

literary interpretation Close examination of

style, structure andsubject matter


Assessment


Unit 1 Unit 2

Formative internal assessment: Examination — analytical written

response

25% Formative internal assessment: Extended response — imaginative

written response

25%

Formative internal assessment: Extended response — imaginative

spoken/multimodal response

25% Formative internal assessment: Examination — analytical written

response

25%


Unit 3 Unit 4

Summative internal assessment 1 (IA1): Examination — analytical written

response

25% Summative internal assessment 3 (IA3): Extended response — imaginative

written response

25%

Summative internal assessment 2 (IA2): Extended response — imaginative

spoken/multimodal response

25% Summative external assessment (EA): Examination — analytical written

response

25%



MSSCMay 2020

Page 27

Essential English Applied senior subject

Applied

Essential English develops and refines students’ understanding of language, literature and literacy to enable them to interact confidently and effectively with others in everyday, community and social contexts. Students recognise language and texts as relevant in their lives now and in the future and learn to understand, accept or challenge the values and attitudes in these texts.

Students engage with language and texts to foster skills to communicate confidently and effectively in Standard Australian English in a variety of contemporary contexts and social situations, including everyday, social, community, further education and work-related contexts. They choose generic structures, language, language features and technologies to best convey meaning. They develop skills to read for meaning and purpose, and to use, critique and appreciate a range of contemporary literary and non-literary texts.

Students use language effectively to produce texts for a variety of purposes and audiences and engage creative and imaginative thinking to explore their own world and the worlds of others. They actively and critically interact with a range of texts, developing an awareness of how the language they engage with positions them and others.

Pathways A course of study in Essential English promotes open-mindedness, imagination, critical awareness and intellectual flexibility — skills that prepare students for local and global citizenship, and for lifelong learning across a wide range of contexts.

Essential English focusses on communication in the workplace and the community. These skills transfer across many areas of the workforce and further education such as TAFE.

Prerequisites No prerequisites are required to study this subject.


use patterns and conventions of genres toachieve particular purposes in culturalcontexts and social situations

use appropriate roles and relationshipswith audiences

construct and explain representations ofidentities, places, events and concepts

make use of and explain the ways culturalassumptions, attitudes, values and beliefsunderpin texts and influence meaning

explain how language features and textstructures shape meaning and inviteparticular responses

select and use subject matter to supportperspectives

sequence subject matter and use mode-appropriate cohesive devices to constructcoherent texts

make mode-appropriate language choicesaccording to register informed by purpose,audience and context

use language features to achieveparticular purposes across modes.


MSSCMay 2020

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Structure


Language that works Responding to a

variety of texts usedin and developed fora work context

Creating multimodaland written texts

Texts and human experiences Responding to

reflective andnonfiction texts thatexplore humanexperiences

Creating spoken andwritten texts

Language that influences Creating and shaping

perspectives oncommunity, local andglobal issues in texts

Responding to textsthat seek to influenceaudiences

Representations and popular culture texts Responding to

popular culture texts Creating

representations ofAustralian identifies,places, events andconcepts

Assessment


Unit 1 Unit 2

Formative internal assessment: Extended response — spoken/signed response

Formative internal assessment: Extended response — Multimodal response

Formative internal assessment: Internal assessment – written response

Formative internal assessment: Extended response — Written response

Summative assessments In Units 3 and 4 students complete four summative assessments. Schools develop three summative internal assessments and the common internal assessment (CIA) is developed by the QCAA.

Unit 3 Unit 4

Summative internal assessment 1 (IA1): Extended response — spoken/signed response

Summative internal assessment 3 (IA3): Extended response — Multimodal response

Summative internal assessment 2 (IA2): Common internal assessment (CIA)

Summative internal assessment (IA4): Extended response — Written response



Page 29


MSSCMay 2020

Page 30

Ancient History General senior subject

General

Ancient History provides opportunities for students to study people, societies and civilisations of the past, from the development of the earliest human communities to the end of the Middle Ages. Students explore the interaction of societies, and the impact of individuals and groups on ancient events and ways of life, and study the development of some features of modern society, such as social organisation, systems of law, governance and religion.

Students analyse and interpret archaeological and written evidence. They develop increasingly sophisticated skills and understandings of historical issues and problems by interrogating the surviving evidence of ancient sites, societies, individuals and significant historical periods. They investigate the problematic nature of evidence, pose increasingly complex questions about the past and formulate reasoned responses.

Students gain multi-disciplinary skills in analysing textual and visual sources, constructing arguments, challenging assumptions, and thinking both creatively and critically.

Pathways A course of study in Ancient History can establish a basis for further education and employment in the fields of archaeology, history, education, psychology, sociology, law, business, economics, politics, journalism, the media, health and social sciences, writing, academia and research. The knowledge, skills and attitudes students gain are transferable to all discipline areas and post-schooling tertiary pathways. The research and analytical skills this course develops are universally valued in a wide range of industries, with students of Ancient History developing a number of highly transferable skills during their studies.

Prerequisites Mandatory At a minimum, it is compulsory for students to have achieved a high level (B) of achievement in Year 10 History and a sound level (C) of achievement in Year 10 English.


comprehend terms, issues and concepts

devise historical questions and conductresearch

analyse historical sources and evidence

synthesise information from historicalsources and evidence

evaluate historical interpretations

create responses that communicatemeaning.


MSSCMay 2020

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Structure


Investigating the ancient world Digging up the past Ancient societies —

Slavery Ancient societies —

Art and architecture Ancient societies —

Weapons and warfare Ancient societies —

Technology andengineering

Ancient societies —The family

Ancient societies —Beliefs, rituals andfunerary practices.

Personalities in their time Hatshepsut Akhenaten Xerxes Perikles Alexander the Great Hannibal Barca Cleopatra Agrippina the

Younger Nero Boudica Cao Cao Saladin (An-Nasir

Salah ad-Din Yusufibn Ayyub)

Richard the Lionheart Alternative choice of

personality

Reconstructing the ancient world Thebes — East and

West, 18th DynastyEgypt

The Bronze AgeAegean

Assyria from TiglathPileser III to the fall ofthe Empire

Fifth Century Athens(BCE)

Philip II andAlexander III ofMacedon

Early Imperial Rome Pompeii and

Herculaneum Later Han Dynasty

and the ThreeKingdoms

The ‘Fall’ of theWestern RomanEmpire

The MedievalCrusades

People, power and authority Schools choose one study of power from: Ancient Egypt — New

Kingdom Imperialism Ancient Greece — the

Persian Wars Ancient Greece — the

Peloponnesian War Ancient Rome — the

Punic Wars Ancient Rome — Civil

War and thebreakdown of theRepublic

QCAA will nominate one topic that will be the basis for an external examination from: Thutmose III Rameses II Themistokles Alkibiades Scipio Africanus Caesar Augustus

Assessment


Unit 1 Unit 2

Formative internal assessment: Examination — essay in response to

historical sources

25% Formative internal assessment: Investigation — historical essay based on

research

25%

Formative internal assessment: Independent source investigation

25% Formative internal assessment: Examination — short responses to

historical sources

25%


MSSCMay 2020

Page 32


Unit 3 Unit 4

Summative internal assessment 1 (IA1): Examination — essay in response to

historical sources

25% Summative internal assessment 3 (IA3): Investigation — historical essay based on

research

25%

Summative internal assessment 2 (IA2): Independent source investigation

25% Summative external assessment (EA): Examination — short responses to

historical sources

25%



MSSCMay 2020

Page 33

Modern History General senior subject

General

Modern History provides opportunities for students to gain historical knowledge and understanding about some of the main forces that have contributed to the development of the Modern World and to think historically and form a historical consciousness in relation to these same forces.

Modern History enables students to empathise with others and make meaningful connections between the past, present and possible futures.

Students learn that the past is contestable and tentative. Through inquiry into ideas, movements, national experiences and international experiences they discover how the past consists of various perspectives and interpretations.

Students gain a range of transferable skills that will help them become empathetic and critically-literate citizens who are equipped to embrace a multicultural, pluralistic, inclusive, democratic, compassionate and sustainable future.

Pathways A course of study in Modern History can establish a basis for further education and employment in the fields of history, education, psychology, sociology, law, business, economics, politics, journalism, the media, writing, academia and strategic analysis. The knowledge, skills and attitudes students gain are transferable to all discipline areas and post-schooling tertiary pathways. The research and analytical skills this course develops are universally valued in a wide range of industries, with students of Modern History developing a number of highly transferable skills during their studies.

Prerequisites Mandatory At a minimum, it is compulsory for students to have achieved a high level (B) of achievement in Year 10 History and a sound level (C) of achievement in Year 10 English.


comprehend terms, issues and concepts

devise historical questions and conductresearch

analyse historical sources and evidence

synthesise information from historicalsources and evidence

evaluate historical interpretations



MSSCMay 2020

Page 34

Structure


Ideas in the modern world Australian Frontier

Wars,1788–1930s

Age of Enlightenment,1750s–1789

Industrial Revolution,1760s–1890s

American Revolution,1763–1783

French Revolution,1789–1799

Age of Imperialism,1848–1914

Meiji Restoration,1868–1912

Boxer Rebellion,1900–1901

Russian Revolution,1905–1920s

Xinhai Revolution,1911–1912

Iranian Revolution,1977–1979

Arab Spring since2010

Alternative topic forUnit 1

Movements in the modern world Australian Indigenous

rights movementsince 1967

Independencemovement in India,1857–1947

Workers’ movementsince the 1860s

Women’s movementsince 1893

May FourthMovement in China,1919

Independencemovement in Algeria,1945–1962

Independencemovement inVietnam, 1945–1975

Anti-apartheidmovement in SouthAfrica, 1948–1991

African-American civilrights movement,1954–1968

Environmentalmovement since the1960s

LGBTIQ civilrights movementsince 1969

Pro-democracymovement inMyanmar (Burma)since 1988

Alternative topic forUnit 2

National experiences in the modern world Australia, 1914–1949 England, 1707–1837 France, 1799–1815 New Zealand, 1841–

1934 Germany,1914–1945 United States of

America, 1917–1945 Soviet Union, 1920s–

1945 Japan, 1931–1967 China, 1931–1976 Indonesia, 1942–

1975 India, 1947–1974 Israel, 1948–1993 South Korea, 1948–

1972

International experiences in the modern world Australian

engagementwith Asia since 1945

Search for collectivepeace andsecurity since 1815

Trade and commercebetween nationssince 1833

Mass migrations since1848

Information Age since1936

Genocides and ethniccleansings since 1941

Nuclear Age since1945

Cold War, 1945–1991 Struggle for peace in

the Middle East since1948

Culturalglobalisation since1956

Spaceexploration since1957

Rights andrecognition of FirstPeoples since 1982

Terrorism, anti-terrorism and counter-terrorism since 1984


Unit 1 Unit 2

Formative internal assessment: Examination — essay in response to

historical sources

25% Formative internal assessment: Investigation — historical essay based

on research

25%

Formative internal assessment: Independent source investigation

25% Formative internal assessment: Examination — short responses to

historical sources

25%


MSSCMay 2020

Page 35


Unit 3 Unit 4

Summative internal assessment 1 (IA1): Examination — essay in response to

historical sources

25% Summative internal assessment 3 (IA3): Investigation — historical essay based

on research

25%

Summative internal assessment 2 (IA2): Independent source investigation

25% Summative external assessment (EA): Examination — short responses to

historical sources

25%



MSSCMay 2020

Page 36

Tourism Applied senior subject

Applied

Tourism studies enable students to gain an appreciation of the role of the tourism industry and the structure, scope and operation of the related tourism sectors of travel, hospitality and visitor services.

Students examine the socio-cultural, environmental and economic aspects of tourism, as well as tourism opportunities, problems and issues across global, national and local contexts.

Students develop and apply tourism-related knowledge and understanding through learning experiences and assessment in which they plan projects, analyse issues and opportunities, and evaluate concepts and information.

Pathways A course of study in Tourism can establish a basis for further education and employment in businesses and industries such as tourist attractions, cruising, gaming, government and industry organisations, meeting and events coordination, caravan parks, marketing, museums and galleries, tour operations, wineries, cultural liaison, tourism and leisure industry development, and transport and travel.


Objectives By the conclusion of the course of study, students should:

recall terminology associated with tourismand the tourism industry

describe and explain tourism conceptsand information

identify and explain tourism issues oropportunities

analyse tourism issues and opportunities

apply tourism concepts and informationfrom a local, national and globalperspective

communicate meaning and informationusing language conventions and featuresrelevant to tourism contexts

generate plans based on consumer andindustry needs

evaluate concepts and information withintourism and the tourism industry

draw conclusions and makerecommendations.


MSSCMay 2020

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Structure The Tourism course is designed around interrelated core topics and electives.

Core topics Elective topics

Tourism as an industry The travel experience Sustainable tourism

Technology and tourism Forms of tourism Tourist destinations and

attractions

Tourism marketing Types of tourism Tourism client groups

Assessment For Tourism, assessment from Units 3 and 4 is used to determine the student’s exit result, and consists of four instruments from at least three different assessment techniques, including:

one project

one examination

no more than two assessments from each technique.

Project Investigation Extended response Examination

A response to a single task, situation and/or scenario.

A response that includes locating and using information beyond students’ own knowledge and the data they have been given.

A technique that assesses the interpretation, analysis/examination and/or evaluation of ideas and information in provided stimulus materials.

A response that answers a number of provided questions, scenarios and/or problems.

At least two different components from the following: written: 500–900

words spoken: 2½–3½

minutes multimodal non-presentation: 8

A4 pages max (orequivalent)

presentation: 3–6 minutes

performance:continuous class time

product: continuousclass time.

Presented in one of the following modes: written: 600–1000

words spoken: 3–4 minutes multimodal non-presentation:

10 A4 pages max (or equivalent)

presentation: 4–7 minutes.


words spoken: 3–4 minutes multimodal non-presentation:

10 A4 pages max (or equivalent)

presentation: 4–7 minutes.

60–90 minutes

50–250 words peritem


MSSCMay 2020

Page 38

Social & Community Studies Applied senior subject

Applied

Social & Community Studies focuses on personal development and social skills which lead to self-reliance, self-management and concern for others. It fosters appreciation of, and respect for, cultural diversity and encourages responsible attitudes and behaviours required for effective participation in the community and for thinking critically, creatively and constructively about their future.

Students develop personal, interpersonal, and citizenship skills, encompassing social skills, communication skills, respect for and interaction with others, building rapport, problem solving and decision making, self-esteem, self-confidence and resilience, workplace skills, learning and study skills.

Students use an inquiry approach in collaborative learning environments to investigate the dynamics of society and the benefits of working with others in the community. They are provided with opportunities to explore and refine personal values and lifestyle choices and to practise, develop and value social, community and workplace participation skills.

Pathways A course of study in Social & Community Studies can establish a basis for further education and employment, as it helps students develop the transferable skills and attributes necessary in all workplaces. It can lead students to employment in fields including retail, horticulture, recreation, social work and advocacy, hospitality, child/aged care, or any work that involves an understanding of social and environmental issues. Further studies include non-university courses in a number of fields including, but not limited to, social studies, environmental management and law Enforcement.



recognise and describe concepts andideas related to the development ofpersonal, interpersonal and citizenshipskills

recognise and explain the ways life skillsrelate to social contexts

explain issues and viewpoints related tosocial investigations

organise information and material relatedto social contexts and issues

analyse and compare viewpoints aboutsocial contexts and issues

apply concepts and ideas to makedecisions about social investigations

use language conventions and features tocommunicate ideas and information,according to purposes

plan and undertake social investigations

communicate the outcomes of socialinvestigations, to suit audiences

appraise inquiry processes and theoutcomes of social investigations.


MSSCMay 2020

Page 39

Structure The Social and Community Studies course is designed around three core life skills areas which must be covered within every elective topic studied, and be integrated throughout the course.

Core life skills Elective topics

Personal skills — Growing anddeveloping as an individual

Interpersonal skills — Living withand relating to other people

Citizenship skills — Receivingfrom and contributing tocommunity

The Arts and the community Australia’s place in the

world Gender and identity Health: Food and nutrition Health: Recreation and

leisure

Into relationships Legally, it could be you Money management Science and technology Today’s society The world of work

Assessment For Social and Community Studies, assessment from Units 3 and 4 is used to determine the student’s exit result, and consists of four instruments from at least three different assessment techniques, including:

one project or investigation

one examination

no more than two assessments from each technique.

Project Investigation Extended response Examination





At least two different components from the following: written: 500–900

words spoken: 2½–3½

minutes multimodal: 3–6

minutes performance:

continuous class time product: continuous

class time.


words spoken: 3–4 minutes multimodal: 4–7

minutes.


words spoken: 3–4 minutes multimodal: 4–7

minutes.

60–90 minutes 50–250 words per

item on the test


Page 40


MSSCMay 2020

Page 41

Legal Studies General senior subject

General

Legal Studies focuses on the interaction between society and the discipline of law and explores the role and development of law in response to current issues. Students study the legal system and how it regulates activities and aims to protect the rights of individuals, while balancing these with obligations and responsibilities.

Students study the foundations of law, the criminal justice process and the civil justice system. They critically examine issues of governance, explore contemporary issues of law reform and change, and consider Australian and international human rights issues.

Students develop skills of inquiry, critical thinking, problem-solving and reasoning to make informed and ethical decisions and recommendations. They identify and describe legal issues, explore information and data, analyse, evaluate to make decisions or propose recommendations, and create responses that convey legal meaning. They question, explore and discuss tensions between changing social values, justice and equitable outcomes.

Pathways A course of study in Legal Studies can establish a basis for further education and employment in the fields of law, law enforcement, criminology, justice studies and politics. The knowledge, skills and attitudes students gain are transferable to all discipline areas and post-schooling tertiary pathways. The research and analytical skills this course develops are universally valued in business, health, science and engineering industries.

Prerequisites Mandatory At a minimum, it is compulsory for students to have achieved a high level (B) of achievement in Year 10 Legal Studies and a sound level (C) of achievement in Year 10 English.


comprehend legal concepts, principlesand processes

select legal information from sources

analyse legal issues

evaluate legal situations


Resource requirements • Bring your own Device

• Students require a device for researchassignments throughout the two-yearcourse.


MSSCMay 2020

Page 42

Structure


Beyond reasonable doubt Legal foundations Criminal investigation

process Criminal trial process Punishment and

sentencing

Balance of probabilities Civil law foundations Contractual

obligations Negligence and the

duty of care

Law, governance and change Governance in

Australia Law reform within a

dynamic society

Human rights in legal contexts Human rights The effectiveness of

international law Human rights in

Australian contexts

Assessment


Unit 1 Unit 2

Formative internal assessment: Examination — combination response

25% Formative internal assessment: Investigation — argumentative

essay

25%

Formative internal assessment: Investigation — inquiry report

25% Formative internal assessment: Examination — combination

response

25%


Unit 3 Unit 4

Summative internal assessment 1 (IA1): Examination — combination response

25% Summative internal assessment 3 (IA3): Investigation — argumentative

essay

25%

Summative internal assessment 2 (IA2): Investigation — inquiry report

25% Summative external assessment (EA): Examination — combination

response

25%


January 2021 Murrumba State Secondary College Senior Subject Guide

MSSC Page 43

Certificate IV in Crime and Justice (10283NAT) Stand-alone class

RTO Provider - Unity College (RTO Code: 32123)

VET Qualification

Certificate IV in Crime and Justice is an

accredited course. The Certificate IV in

Crime and Justice is designed by justice

professionals for people who would like to

achieve employment in the criminal justice

system and wish to develop a deeper

understanding of the justice system.

Pathways

The Certificate IV in Crime and Justice is

recommended for students looking to gain

employment or further study opportunities in:

• justice and law related fields such as

the police service

• justice related occupations,

corrective services, courts, legal

offices, customs service, security

industry and private investigations.

Prerequisites

Academic - At a minimum, it is compulsory for students to have achieved a sound level (C) of achievement in Year 10 Legal Studies. It is recommended that students

have a pass in Year 10 English to

demonstrate sufficient spoken and written

comprehension to successfully complete all

study and assessment requirements.

Attitude – students need to demonstrate

independent learning skills

Objectives

Aims: The Certificate IV in Crime and

Justice course is designed to:

• provide students with a broad

understanding of the justice system

• develop the personal skills and knowledge

which underpin employment in the justice

system.

Resource requirements

• Bring your own Device - ICT access for

VET students

• Vocational Education and Training (VET)

students have a significant component

of related online theory work to

complete. VET students should have a

device that meets the requirements of our

College BYOD policy.

* Terms and Conditions apply

January 2021 Murrumba State Secondary College Senior Subject Guide

MSSC Page 44

Approval for advertising granted.

Units of competency

Assessment

Evidence contributing towards competency will be collected throughout the program. This

process allows a student’s competency to be assessed in a holistic approach that integrates a

range of competencies. Evidence is gathered through the following; Written projects, Online

quizzes, Observation of skills, Oral and written questions.

Subject Costs

Please refer to the Fee Matrix on the College website.

DISCLAIMER: All information contained is accurate at the time of publication but subject to change.

Unit Code Unit Name

CJSCOM401 Provide information and referral advice on justice-related issues

CJSDCP402 Prepare documentation for court proceedings

CJSSJI403 Analyse social justice issues

BSBRES411 Analyse and present research information

PSPREG003 Apply Regulatory Powers

BSBLEG413 Identify and apply the legal framework

BSBLDR403 Lead team effectiveness

PSPREG010 Prepare a brief of evidence

BSBLEG416 Apply the principles of the law of torts

BSBWOR404 Develop work priorities


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Diploma of Business (BSB502155) Stand-alone class RTO Provider - Get Set Education (RTO Code: 45252)

VET Qualification

The Diploma of Business is a qualification that will provide students with the skills and experiences to become a Business Professional. It is designed to equip students with the practical and theoretical skills necessary to broaden their employment perspectives. Students will achieve skills in leadership, innovation, customer service, management, finance, human resources and administration – incorporating the delivery of a range of projects and services within their school community.

The qualification will be suited to students seeking to enter the Business Services industries and/or as a bridging course to a tertiary pathway. Students who achieve success in this course are those who possess a high level of self-motivation and determination to complete tasks and achieve results. Students should possess a positive attitude towards enhancing future career and study options and a desire to develop their practical business knowledge and skills.

This qualification is offered through a partnership with an external provider and the College. Training is delivered in a blended model of face-to-face training and online modules and assessment.

Pathways Upon successful completion of the Diploma of Business (BSB50215), student career options could be:

• Executive officer

• Project officer

• Program consultant/coordinator

• Small to medium businessowner

• Marketing manager

• Human resources officer

• Tertiary Pathways - Universityrecognition of prior learning (1semester)*

Prerequisites At a minimum, it is compulsory for students to have achieved a sound level (C) of achievement in Year 10Entrepreneurship Education or Year 10Legal Studies.

Recommended It is recommended that students have achieved a sound level (C) of achievement in Year 10 English.


demonstrate skills in leadership,management and business administration

describe and explain concepts and ideasregarding delivering a service tocustomers

select and analyse e-business solutionsand manage business document designand development

apply strategies to manage finanical plansand control risks within a business

identify and evaluate marketingopportunties including personal branding

create and manage recruitment, selectionand induction processes

Resource requirements Bring your own Device - ICT access for

VET students

Vocational Education and Training (VET)students have a significant componentof related online theory work tocomplete. VET students should have adevice that meets the requirements of ourCollege BYOD policy.



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Units of competency

Unit Code Unit Title BSB50215

BSBCRT511 Develop critical thinking in others Core

BSBFIN501 Manage budgets and financial plans Core

BSBOPS501 Manage business resources Core

BSBSUS511 Develop workplace policies and procedures for sustainability

Core

BSBXCM501 Lead communication in the workplace Core

BSBOPS601 Develop and implement business plans Elective

BSBOPS504 Manage business risk Elective

SIRXMGT005 Lead the development of business opportunities Elective

NOTE: Elective units are subject to change prior to the commencement of the program. This is to ensure alignment to current industry practices is at its optimum.

Assessment Students will have both theoretical and practical assessments throughout the course. Students are assessed through:

Practical tasks/observations Written reports Group Projects eLearning Projects Learner portfolio Third party reports




BSBMKG541 Identify and evaluate marketing opportunities Elective

BSBOPS505 Manage organisation customer service Elective

BSBMKG546 Develop social media engagement plans Elective

SIRXMKT006 Develop a social media strategy Elective

The Innovations Project Certificate III in Micro Business Operations (BSB30315) Stand-alone class RTO Provider – Murrumba State Secondary College (RTO Code:40758)

Overview This qualification prepares students for their preferred pathways beyond the College. The course is designed for students to create a micro business idea and develop that idea into operational phase by the conclusion of year 12. Students will develop their 21st Century Skills throughout this program to be equipped for the world of work.The course will develop students’ communication, critical and creative thinking, collaboration and teamwork skills, personal and social skills. Further, training is delivered in a blended model of face-to-face training and online modules and assessment; thus, students’ ICT skills will continue to be developed throughout this program.

This qualification prepares student to perform the role of an independent entrepreneur in an industry/field of their choosing. Students will achieve skills in leadership, innovation, management, finance, digital technology and business compliance – incorporating the delivery of a range of projects and services within their school community.

The qualification will be suited to students seeking to enter a tertiary pathway or work within the Business Services industries. Students who achieve success in this course are those who possess a high level of self-motivation and determination to complete tasks and achieve results. Students should possess a positive attitude towards enhancing future career and study options and a desire to develop their practical business knowledge and skills.

Pathways The Certificate III in New Business and Entrepreneurship can support students to

Prerequisites:

RecommendedMinimum C in Year 10 English. Minimum C in Year 10 Core Maths


demonstrate skills in leadership,management and business administration

describe and explain concepts and ideasregarding delivering a service tocustomers

select and analyse business solutionsand manage business document designand development

apply strategies to manage finanicalplans and control risks within a business

identify and evaluate marketingopportunties including personal branding

create and manage recruitment, selectionand induction processes


VET students



VET Qualification


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gain essential skills for the following pathways: retail, accounting, business management, data science, teaching, entrepreneurial opportunities. Pathways into university may be achieved based on individual requirements of that provider.

Structure

Unit Code Unit Title BSB30315

BSBESB301 Investigate business opportunities Core

BSBPEF301 Organise personal work priorities Elective

FNSFLT201 Develop and use a personal budget Elective

BSBESB403 Develop and present business proposals Core

BSBESB303 Organise finances for new business ventures Core

BSBESB304 Determine resource requirements for new business ventures

Elective

BSBESB305 Address compliance requirements for new business ventures

Core

SIRXOSM003 Use social media and online tools Elective

BSBPEF302 Develop self-awareness Elective

BSBXCM301 Engage in workplace communication Elective


Assessment Students will have both theoretical and practical assessments throughout the course. Students are assessed through:

Practical tasks/observations Written reports Group Projects eLearning Projects Learner portfolio Third party reports



Program Disclosure Statement (PDS) DISCLAIMER: All information contained is accurate at the time of publication but subject tochange


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May 2020

Certificate III in Active Volunteering (CHC34015) Stand-alone class RTO Provider - Volunteering Queensland (RTO Code: 6020)

VET Qualification

Page 49

Students will develop an understanding of the concepts of service learning, volunteering and community work through engagement with the community both within and external to the college. They will learn how to identify an area of need within the community and plan a program that will enable them to utilise their knowledge and skills for the benefit of others.

Training of this nationally recognised qualification is provided through Volunteering Queensland and is delivered by qualified staff at the College.

Students who study a Certificate III in Active Volunteering complete 10 units of competency and 40 hours of volunteer work. For most students, these volunteering hours are completed during class time.

Pathways The Certificate III in Active Volunteering can support students in gaining essential skills for the following pathways: policing, nursing, community health, youth work and social work. The certificate also increases employability skills.


Objectives Students develop a range of skills through the course which include:

• Building work and real world skills,experience and confidence that isrequired in today’s workplaces

• Add value to their school studies anddevelop employability skills

• Learn to transition from school to lifein employment and further study andthe community

• Develop workplace networks.

Resource requirements • Bring your own Device - ICT access for

VET students

• Vocational Education and Training (VET)students have a significant componentof related online theory work tocomplete. VET students should have adevice that meets the requirements of ourCollege BYOD policy.

• Students must be eligible for a Blue Card


MSSC


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Structure

Unit Code Unit Title

BSBWOR301 Organise personal work priorities and development Core

CHCLEG001 Work legally and ethically Core

CHCVOL001 Be an effective volunteer Core

CHCCOM002 Use communication to build relationships Core

HLTWHS001 Participate in workplace health and safety Core

CHCDIV001 Work with diverse people Core

BSBWRT301 Write simple documents Elective

CHCGRP001 Support group activities Elective

SISXCAI007 Assist with activities not requiring equipment Elective

BSBITU313 Design and produce digital text documents Elective

NOTE: Elective units are subject to change prior to the commencement of the program. This is to ensure alignment to current industry practices is at its optimum. Course enrolment does not guarantee completion.

Assessment Students will have both theoretical and practical assessments throughout the course. Students will be required to complete volunteer work (off campus) as part of the certificate requirements.




Certificate II in Skills for Work and Vocational Pathways (FSK20113)Stand-alone class RTO Provider – Murrumba State Secondary College (RTO Code: 40758)

Qualification

This qualification will provide students with foundation skills for workforce entry and vocational education pathways. Students will undertake four semester-long units:

• Planning a career• Applying for a job• Starting a new job• Working on the job with clients



Possess the skills to workindependently and as part of a team

Have developed reading, writing,numeracy and oral commuincationand learning skills as Australian CoreSkills Framework (ACSF) Level 3

Possess entry level literacy andemployability skills

Have a clear pathway to employmentor vocational training

Hold a vocational training andemployment plan

Know how to approach the job market

Hold succesful interview and jobreadiness skills

Have an effective resume and coverletter

Have a clear understanding of thedifferent work industries.


VET students



VET


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Units of competency

Unit Code Unit Title FSKLRG11 Use routine strategies for work-related learning Core

FSKRDG10 Read and respond to routine workplace information

FSKNUM019 Interpret routine tables, graphs and charts and use information and data for work

FSKNUM014 Calculate with whole numbers, familiar fractions, decimals and percentages for work

FSKNUM015 Estimate, measure and calculate with routine metric measures for work

FSKNUM026 Read, interpret and use detailed plans, drawings and diagrams for work.

FSKWTG009 Write routine workplace texts Elective

FSKLRG010 Use routine strategies for career planning Elective

FSKRDG008 Read and respond to information in routine visual and graphic texts

Elective

FSKWTG008 Complete routine workplace formatted texts

BSBCMM211 Apply communication skills

FSKDIG002 Use digital technology for routine and simple workplace task

AUMAFA001 Apply for jobs and undertake job interviews

HLTWHS001 Participate in workplace health and safety


Assessment

Students will have both theoretical and practical assessments throughout the course. Students are assessed through:

Practical tasks/observations Written reports Group Projects Learner portfolio Third party reports

Subject Costs Please refer to the Student Resource Scheme on the College website.



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Elective

Elective

Elective

Elective

Elective

Elective

Elective

BSBTEC203 Research using the internet

FSKOCM009 Use oral communication skills to participate in workplace teams

Elective

Elective

Elective

Elective

Elective


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May 2020

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Fashion - Certificate II in Applied Fashion Design and Technology (MST20616)RTO Provider – Murrumba State Secondary College (RTO Code: 40758)

VET Qualification

This qualification provides an introductory overview of skills applied in the fashion industry. It includes skills used in the design and production of garments and millinery, as well as in the development of unique fashion and textile designs used in Indigenous Australian culture.

Students will work in a dedicated fashion environment to work through various hands on projects that will build their skills of garment design and production.

Qualified staff at the College deliver all of the training for this nationally recognised qualification

Pathways

A Certificate II in Applied Fashion Design and Technology provides skillls and knowledge for entry level positions in the Fashion and Design industry. It also provides a starting point for further study in the field.

PrerequisitesNo prerequisites are required to study this subject. Objectives

Students develop a range of skills through the course which include:

• Works Safely & Sustainably in anApplied Fashion environment

• Apply quality standards to the design& production of garments

• Perform tasks to support garmentproducttion such a patternpreparation and laying fabric.

• Apply production techniques rangingfrom simple to complex task.


VET students

• As outlined in the Stationary List forYear 11.

Subject CostsPlease refer to the Fee Matrix on the College Website.

AssessmentStudents will engage with both theoretical and practical work throughout the course. Practical experiences will include demonstration of the practical techniques and skills required for course completion and application of knowledge, for a range of different industry relevant applications. Students will engage with some of the following projects:

• Basic Garment construction - usingwoven fabric & simple techniques toproduce wearable garments

• Textile Design & Creation - to producesimple textile products.

• Garment Construction – using complexmaterials such a knit and stretch fabricsto create garments

• Fashion Collections - making a range ofgarments that work as a mini collection

Murrumba State Secondary College Senior Subject Guide MSSC

May 2020

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Structure


MSMENV272 Participate in environmentally sustainable work practices

Core

MSMWHS200 Work safely Core

MSS402051 Apply quality standards Core

MSTCL2011 Draw and interpret a basic sketch Core

MSTCL2010 Modify patterns to create basic styles Elective

MSTCL2019 Sew components, complex tasks Elective

MSTCL2020 Lay up uncomplicated fabrics and lays Elective

MSTFD2006 Use a sewing machine for fashion design Elective

MSTCL1001 Produce a simple garment Elective

MSTTX1001 Produce a simple textile fabric or product

Elective

MSTGN2022 Perform tasks to support production Elective

NOTE: Units are subject to change prior to the commencement of the program. This is to ensure alignment to current industry practices is at its optimum.

MSTFD2001 Design and produce a simple garment Elective

MSTFD2005 Identify design process for fashion designs Elective

Core or Elective


Page 56


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Design General senior subject

General

Design focuses on the application of design thinking to envisage creative products, services and environments in response to human needs, wants and opportunities. Designing is a complex and sophisticated form of problem-solving that uses divergent and convergent thinking strategies that can be practised and improved. Designers are separated from the constraints of production processes to allow them to appreciate and exploit new innovative ideas.

Students learn how design has influenced the economic, social and cultural environment in which they live. They understand the agency of humans in conceiving and imagining possible futures through design. Collaboration, teamwork and communication are crucial skills needed to work in design teams and liaise with stakeholders. They learn the value of creativity and build resilience as they experience iterative design processes, where the best ideas may be the result of trial and error and a willingness to take risks and experiment with alternatives.

Students learn about and experience design through exploring needs, wants and opportunities; developing ideas and design concepts; using drawing and low-fidelity prototyping skills; and evaluating ideas and design concepts. They communicate design proposals to suit different audiences.

Pathways A course of study in Design can establish a basis for further education and employment in the fields of architecture, digital media design, fashion design, graphic design, industrial design, interior design and landscape architecture.

Prerequisites Mandatory At a minimum, it is compulsory for students to have achieved a sound level (C) of achievement in Year 10 CoreMathematics & English.

RecommendedIt is recommended that students have achieved a sound level (C) of achievement in Year 10 Design & are on an ATAR pathway.Objectives By the conclusion of the course of study, students will:

describe design problems and designcriteria

represent ideas, design concepts anddesign information using drawing and low-fidelity prototyping

analyse needs, wants and opportunitiesusing data

devise ideas in response to designproblems

synthesise ideas and design informationto propose design concepts

evaluate ideas and design concepts tomake refinements

make decisions about and use mode-appropriate features, language andconventions for particular purposes andcontexts.


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Structure


Design in practice Experiencing design Design process Design styles

Commercial design Explore — client

needs and wants Develop —

collaborative design

Human-centred design Designing with

empathy

Sustainable design Explore —

sustainable designopportunities

Develop — redesign

Assessment


Unit 1 Unit 2

Formative internal assessment: Examination — analytical written

response

25% Formative internal assessment: Extended Response – imaginative

spoken/multimodel response

25%

Formative internal assessment: Extended response – persuasive written

response

25% Formative internal assessment: Examination — analytical extended

response

25%


Unit 3 Unit 4

Summative internal assessment 1 (IA1): Examination — design challenge

15% Summative internal assessment 3 (IA3): Project

25%

Summative internal assessment 2 (IA2): Project

35% Summative external assessment (EA): Examination — design challenge

25%


Applied

Industrial Technology Skills

*may change to Certificate II in Furniture Making

Pathways

Applied senior subject

Industrial Technology Skills focuses on the

underpinning industry practices and

production processes required to

manufacture products in a variety of

industries, including aeroskills, automotive, building

and construction, engineering,

furnishing and plastics. It provides a unique

opportunity for students to experience the

challenge and personal satisfaction of

undertaking practical work while developing

beneficial vocational and life skills.

Students understand Industry practices

including manufacturing enterprises,

workplace health and safety, personal and

interpersonal skills as well as product

quality. Students will engage in production

processes including: creating and interpreting specifications

through industry specific drawings and

technical information

operating a range of tools safely for

specific procedures

Selecting and manipulating materials

based on specific applications

employment opportunities may be found in

the industry areas of aeroskills, automotive,

building and construction, engineering,

furnishing, industrial graphics and plastics

Prerequisites

RecommendedIt is recommended that students have achieved a sound level (C) of achievement in Year 10 Design and Industrial Technology, English and Core Mathematics.

Objectives

By the conclusion of the course of study,

students should:

describe industry practices in

manufacturing tasks

demonstrate fundamental production

skills

interpret drawings and technical

information.

analyse manufacturing tasks to organise

materials and resources

select and apply production skills and

procedures in manufacturing tasks

use visual representations and language

conventions and features to communicate

for particular purposes.

plan and adapt production processes

create products from specifications

evaluate industry practices, production

processes and products, and make

recommendations.

Through both individual and collaborative

learning experiences, students learn to meet

customer expectations of product quality at a

specific price and time. The majority of

learning is done through manufacturing

tasks that relate to business and industry,

and that promote adaptable, competent,

self-motivated and safe individuals who can

work with colleagues to solve problems and

complete practical work.

Pathways

A course of study in Industrial Technology

Skills can establish a basis for further

education and employment in manufacturing

industries, and help students understand the

different careers available. With additional training

and experience, potential


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Structure

The Industrial Technology Skills course is designed around core and elective topics.


Industry practices

Production processes

Aeroskills

Automotive

Building and construction

Engineering

Furnishing

Industrial graphics

Plastics

Assessment

Unit 1 Unit 2

Formative internal assessment:

Project and folio

25% Formative internal assessment:

Practical Demonstration

25%

Formative internal assessment:

Practical

25% Formative internal assessment:

Project

25%

For Industrial Technology Skills, assessment from Units 3 and 4 is used to determine the

student’s exit result, and consists of four instruments, including:

at least two projects

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

Project Practical demonstration Examination

A response to a single task,

situation and/or scenario.

A task that assesses the

practical application of a specific

set of teacher-identified

production skills and

procedures.

A response that answers a

number of provided questions,

scenarios and/or problems.

A project consists of a technical

drawing (which incldues a

model) component and at least

one of the following

components:

written: 500–900 words

spoken: 2½–3½ minutes

multimodal

non-presentation: 8 A4pages max (or equivalent)

presentation: 3-6 minutes

product: continous class time.

Students demonstrate

production skills and procedures

in class under teacher

supervision.

60–90 minutes

50–250 words per item

Subject Costs

Please refer to the Fee Matrix on the College website.


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Engineering General senior subject

General

Engineering includes the study of mechanics, materials science and control technologies through real-world engineering contexts where students engage in problem-based learning.

Students learn to explore complex, open-ended problems and develop engineered solutions. They recognise and describe engineering problems, determine solution success criteria, develop and communicate ideas and predict, generate, evaluate and refine prototype solutions.

Students justify their decision-making and acknowledge the societal, economic and environmental sustainability of their engineered solutions. The problem-based learning framework in Engineering encourages students to become self-directed learners and develop beneficial collaboration and management skills.

Pathways A course of study in Engineering can establish a basis for further education and employment in the field of engineering, including, but not limited to, civil, mechanical, mechatronic, electrical, aerospace, mining, process, chemical, marine, biomedical, telecommunications, environmental, micro-nano and systems. The study of engineering will also benefit students wishing to pursue post-school tertiary pathways that lead to careers in architecture, project management, aviation, surveying and spatial sciences.

Prerequisites Mandatory At a minimum, it is compulsory for students to have achieved a high level (B) of achievement in Year 10 CoreMathematics and a sound level (C) ofachievement in Year 10 Science

RecommendedIt is recommended that students have achieved a sound level (C) of achievement in Year 10 Extension Mathematics, Science Extension and Engineering.

Objectives By the conclusion of the course of study, students will: recognise and describe engineering

problems, concepts and principles

symbolise and explain ideas and solutions

analyse problems and information

determine solution success criteria forengineering problems

synthesise information and ideas topredict possible solutions

generate prototype solutions to providedata to assess the accuracy of predictions

evaluate and refine ideas and solutions tomake justified recommendations



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Structure


Engineering fundamentals and society Engineering history The problem-solving

process inEngineering

Engineeringcommunication

Introduction toengineeringmechanics

Introduction toengineering materials

Emerging technologies Emerging needs Emerging processes

and machinery Emerging materials Exploring autonomy

Statics of structures and environmental considerations Application of the

problem-solvingprocess inEngineering

Civil structures andthe environment

Civil structures,materials and forces

Machines and mechanisms Machines in society Materials Machine control

Assessment


Unit 1 Unit 2

Formative internal assessment: Project — folio

25% Formative internal assessment: Project — folio

25%



25%


Unit 3 Unit 4

Summative internal assessment 1 (IA1): Project — folio

25% Summative internal assessment 3 (IA3): Project — folio

25%


25% Summative external assessment (EA): Examination

25%


RTO No. 31193

[email protected] 3166 3900

Call one of our industry-current trainers for more informationNATIONALLY RECOGNISED

TRAINING

What is VETiS?Vocational education and training (VET) in Schools (VETiS) is the delivery of nationally recognised training to secondary school students, providing them with the skills and knowledge required for employment in specific industries.

Qualification DetailsThe qualification MEM20413 provides students with an introduction to an engineering or related working environment.

Students gain skills and knowledge in a range of engineering and manufacturing tasks which will enhance their entry-level employment prospects for apprenticeships, traineeships or general employment in an engineering-related workplace. Possible apprenticeship career pathways include:

Engineering - Fabrication Trade (Boilermaking/ Welding)

Engineering - Fabrication Trade (Sheetmetal working

Engineering - Mechanical Trade (Fitting and/or Turning)

Engineering - Mechanical Trade (Machining)

Engineering - Mechanical Trade (Diesel Fitting/Fixed & Mobile Plant Mechanic)

Course DurationTypically commencing in Year 10 or 11 and delivered in the school workshops, during normal school hours as a part of the student’s regular school timetable, the course is completed over a period of two (2) years.

A student can only participate in a Blue Dog Training VETiS program with the permission of their school.

Funding and Eligibility The Department of Employment, Small Business and Training (DESBT) provides funding for secondary school students to complete one (1) approved VETiS qualification while at school, referred to as ‘employment

stream’ qualifications. This means that if a student is eligible, the course is provided to them fee-free. To be eligible to enroll in a Blue Dog Training VETiS program, students must:

Effective as of 31 December 2021. For most recent updates, visit www.bluedogtraining.com.au

RTO 31193

be aged 15 years or older

be currently enrolled in secondary school

permanently reside in Queensland

be an Australian citizen, Australian permanent resident (includes humanitarian entrant), temporary resident with the necessary visa and work permits on the pathway to permanent residency, or a New Zealand citizen

not already completing or have already completed a funded VETiS course with another registered training organisation.

For more information on government funding for VETiS can be accessed at: https://desbt.qld.gov.au/training/providers/funded/vetis

In situations where a school student is not eligible for funding, under the DESBT funding arrangements, fee for service arrangements are available for students through Blue Dog Training.

07 3166 3900 [email protected] bluedogtraining.com.au

Course InformationThe Blue Dog Training VETiS program is a partnership between a student’s school and Blue Dog Training for the delivery of the specified qualification. Secondary school students are enrolled as a student with Blue Dog Training and their qualification or statement of attainment is issued by Blue Dog Training.

Training and assessment are via Blue Dog Training’s blended mode of delivery which comprises both on-line training and face to face classroom-based training at the school workshop. Blue Dog Training trainers and assessors attend the school on a structured basis throughout the school year.

1 of 2

MEM20413 Certificate II in Engineering PathwaysTo achieve this qualification, a student must demonstrate competency in 12 units of competency as follows:

Four (4) core units of competency and Eight (8) elective units of competency.

RTO 31193

Elective

MEM18001C Use hand tools

MEM16008A Interact with computing technology

MEM18002B Use power tools/hand held operations

MEMPE002A Use electric welding machines

MEM16006A Organise and communicate information

MSAPMSUP106A Work in a team

MEMPE007A Pull apart and reassemble engineering mechanisms

MEMPE001A Use engineering workshop machines

Core

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

MEMPE005A Develop a career plan for the engineering and manufacturing industry

MEMPE006A Undertake a basic engineering project

MSAENV272B Participate in environmentally sustainable work practices

More information on this qualification is available at: https://training.gov.au/Training/Details/MEM20413

RTO No. 31193

[email protected] 3166 390007 3166 3900 [email protected] bluedogtraining.com.au 2 of 2


Page 65


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Digital Solutions General senior subject

General

Digital Solutions enables students to learn about algorithms, computer languages and user interfaces through generating digital solutions to problems. Students engage with data, information and applications to create digital solutions that filter and present data in timely and efficient ways while understanding the need to encrypt and protect data. They understand computing’s personal, local and global impact, and the issues associated with the ethical integration of technology into our daily lives.

Students use problem-based learning to write computer programs to create digital solutions that: use data; require interactions with users and within systems; and affect people, the economy and environments. They develop solutions using combinations of readily available hardware and software development environments, code libraries or specific instructions provided through programming.

Students create, construct and repurpose solutions that are relevant in a world where data and digital realms are transforming entertainment, education, business, manufacturing and many other industries.

Pathways A course of study in Digital Solutions can establish a basis for further education and employment in the fields of science, technologies, engineering and mathematics.

Prerequisites Mandatory At a minimum, it is compulsory for students to have achieved a high level (B) of achievement in Year 10 Digital Solution or Year 10 Information, Communication and Technology.

RecommendedIt is recommended that students have achieved a high level (B) of achievement in Year 10 English and Core Mathematics.


recognise and describe elements,components, principles and processes

symbolise and explain information, ideasand interrelationships

analyse problems and information

determine solution requirements andcriteria

synthesise information and ideas todetermine possible digital solutions

generate components of the digitalsolution

evaluate impacts, components andsolutions against criteria to makerefinements and justifiedrecommendations



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Structure


Creating with code Understanding digital

problems User experiences

and interfaces Algorithms and

programmingtechniques

Programmedsolutions

Application and data solutions Data-driven problems

and solutionrequirements

Data andprogrammingtechniques

Prototype datasolutions

Digital innovation Interactions between

users, data anddigital systems

Real-world problemsand solutionrequirements

Innovative digitalsolutions

Digital impacts Digital methods for

exchanging data Complex digital data

exchange problemsand solutionrequirements

Prototype digital dataexchanges

Assessment


Unit 1 Unit 2

Formative internal assessment: Investigation — technical proposal


25%

Formative internal assessment: Project — digital solution


25%


Unit 3 Unit 4

Summative internal assessment 1 (IA1): Investigation — technical proposal


25%

Summative internal assessment 2 (IA2): Project — digital solution


25%



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Information & Communication Technology Applied senior subject

Applied

Information & Communication Technology (ICT) focuses on the knowledge, understanding and skills related to engagement with information and communication technology through a variety of elective contexts derived from work, study and leisure environments of today.

Students are equipped with knowledge of current and emerging hardware and software combinations, an understanding of how to apply them in real-world contexts and the skills to use them to solve technical and/or creative problems. They develop knowledge, understanding and skills across multiple platforms and operating systems, and are ethical and responsible users and advocates of ICT, aware of the social, environmental and legal impacts of their actions.

Students apply their knowledge of ICT to produce solutions to simulated problems referenced to business, industry, government, education and leisure contexts.

Pathways A course of study in Information and Communication Technology can establish a basis for further education and employment in many fields, especially the fields of ICT operations, help desk, sales support, digital media support, office administration, records and data management, and call centres.

Prerequisites RecommendedNo prerequisites are required for this subject; however it is recommended that students have achieved a sound level (C) of achievement in Year 10 Information, Communication and Technology.

Objectives By the conslusion of the course of study, students should:

identify and explain hardware andsoftware requirements related to ICTproblems

identify and explain the use of ICT insociety

analyse ICT problems to identify solutions

communicate ICT information toaudiences using visual representationsand language conventions and features

apply software and hardware concepts,ideas and skills to complete tasks in ICTcontexts

synthesise ICT concepts and ideas to plansolutions to given ICT problems

produce solutions that address ICTproblems

evaluate problem-solving processes andsolutions, and make recommendations.


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Structure The Information & Communication Technology course is designed around:

core topics integrated into modules of work

using a problem-solving process

three or more elective contexts.

Core topics Elective contexts

Hardware Software ICT in society

Animation Application development Audio and video production Data management Digital imaging and modelling Document production

Network fundamentals Online communication Website production

Assessment For Information & Communication Technology, assessment from Units 3 and 4 is used to determine the student’s exit result, and consists of four instruments, including:

at least two projects

at least one extended response.

Project Extended response



A project consists of a product component and at least one of the following components: written: 500–900 words spoken: 2½–3½ minutes multimodal: 3–6 minutes product: continuous class time.

Presented in one of the following modes: written: 600–1000 words spoken: 3–4 minutes multimodal: 4–7 minutes.



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Certificate III in Information Technology (ICT30120) Stand-alone Class RTO Provider – Murrumba SSC (RTO Code: 40758)

VET Qualification

The qualification provides the foundations skills and knowledge in the Information Technology industry. The course covers the basics in photography, programming, 3D modelling and web development. In all areas students will learn how to provide effective advice and support to clients using appropriate communication skills. The course includes a focus on security and ethics within the IT industry. Upon successful completion of this qualification, students will have a greater understanding of ICT practices and be able to apply them in any workplace. Qualified staff at the College deliver all of the training for this nationally recognised qualification. There are both practical and theoretical components to this course.

Pathways A Certificate III in Information Technology provides a pathway to work in the IT industry.



• Work effectively in an IT environment• Participate in a safe working environment• Be able to use critical and creative

thinking skills in a variety of ITenvironments

• Use technical techniques to meet clientand design requirements

• Operate a range software packages• Use programming skills to achieve

required objectives in multiple technicalcontexts


VET students

• Vocational Education and Training (VET)students have a significant componentof related online theory work tocomplete. VET students should have adevice that meets the requirements of ourCollege BYOD policy.

ProjectsProject 1 - Photography

Project 2 - Introduction to Programming

Project 3 - Providing IT Advice

Project 4 - 3D Modelling

Project 5 - Security and Ethics in IT

Project 6 - Web Development


MSSCMay 2020

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Structure

Unit Code Unit Title Core or Elective

BSBCRT301 Develop and extend critical and creative thinking skills Core

BSBXCS303 Securely manage personally identifiable information and workplace information Core

BSBXTW301 Work in a team Core

ICTICT313 Identify IP, ethics and privacy policies in ICT Environments

Core

ICTPRG302 Apply introductory programming techniques Core

ICTSAS205 Provide ICT advice to clients Core

ICTWEB431 Create and style simple mark up language documents ELECTIVE

ICTWEB304 Build simple web pages ELECTIVE

ICPDMT3210 Capture digital images ELECTIVE

CUADIG304 Create visual design components ELECTIVE

ICTGAM301 Apply simple modelling techniques


Assessment Students will have both theoretical and practical observations throughout the course. Practical observations will include demonstration of the technical and practical application of knowledge, for a range of different industry relevant applicationsSubject Costs Please refer to the Fee Matrix on the College website.


CUADIG303 Produce and prepare photo images ELECTIVE

ELECTIVE

https://training.gov.au/Training/Details/BSBSUS201

https://training.gov.au/Training/Details/BSBWHS201

https://training.gov.au/Training/Details/ICTICT201




https://training.gov.au/Training/Details/ICTWEB201

https://training.gov.au/Training/Details/ICTSAS202

https://training.gov.au/Training/Details/ICTSAS203



https://training.gov.au/Training/Details/ICPDMT321

https://training.gov.au/Training/Details/CUADIG303



Page 72


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Food & Nutrition General senior subject

General

Food & Nutrition is the study of food in the context of food science, nutrition and food technologies. Students explore the chemical and functional properties of nutrients to create food solutions that maintain the beneficial nutritive values. This knowledge is fundamental for continued development of a safe and sustainable food system that can produce high quality, nutritious solutions with an extended shelf life. The food system includes the sectors of production, processing, distribution, consumption, research and development. Waste management, sustainability and food protection are overarching principles that have an impact on all sectors of the food system.

Students will actively engage in a food and nutrition problem-solving process to create food solutions that contribute positively to preferred personal, social, ethical, economic, environmental, legal, sustainable and technological futures.

Using a problem-based learning approach, students learn to apply their food science, nutrition and technologies knowledge to solve real-world food and nutrition problems.

Pathways A course of study in Food & Nutrition can establish a basis for further education and employment in the fields of science, technology, engineering and health.

Prerequisites Mandatory At a minimum, it is compulsory for students to have achieved a high level (B) of achievement in Year 10 Food and Nutrition.

Objectives By the conclusion of the course of study, students will: Recognise and describe food and nutrition

facts and principles

Explain food and nutrition ideas andproblems

Analyse problems, information and data

Determine solutions requirements andcriteria

Synthesise information and data

Generate solutions to provide data todetermine the feasibility of the solution

Evaluate and refine ideas and solutions tomake justified recommendations forenhancement

Make decisions about and use mode-appropriate features, language andconventions for particular purposes andcontexts.


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Structure


Food science of vitamins, minerals and protein Introduction to the

food system Vitamins and

minerals Protein Developing food

solutions

Food drivers and emerging trends Consumer food

drivers Sensory profiling Labelling and food

safety Food formulation for

consumer markets

Food science of carbohydrate and fat The food system Carbohydrate Fat Developing food

solutions

Food solution development for nutrition consumer market Formulation and

reformulation fornutrition consumermarkets

Food developmentprocess

Assessment


Unit 1 Unit 2



30%



25%


Unit 3 Unit 4



30%



25%



MSSCMay 2020

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Certificate II in Hospitality (SIT20316) +Certificate III in Hospitality (SIT30616)Stand-alone Class RTO Provider – Aurora Training Institute (RTO Code: 32237)

VET Qualification

This qualification is designed to reflect the role of individuals who use hospitality operational skills in their chosen vocational pathways. This course will provide students the skills to pursue employment and further studies in the hospitality industry.

This qualification is provided through and external provider delivered by qualified staff at the College. This course provides students with an opportunity to receive both a Certificate II and Certificate III upon successful completion of all units of competency within the course.

Engaging in this course will require student to participate in 36 service periods in the college Café over the two year course.

Students will also gain other qualifications such as their Responsible service of gaming (RSG) and Responsible Service of Alcohol (RSA) accreditations throughout the course.

There are both practical and theoretical components to this course with all theory being completed online with teacher facilitation.

Pathways This qualification provides a pathway to work in organisations such as restaurants, hotels, motels, clubs, pubs, cafés, and coffee shops. This qualification allows for multiskilling and for specialisation in accommodation services, food and beverage and gaming.



Demonstrate the correct use of hygienicpractices for food safety in the hospitalityindustry.

Work effectively with others as part ofteam

Produce high quality food items for saleand consumption by paying customers

Operate effectively in a café environment

Confidently operate various commonhospitality appliances in a commercialsetting.

Resource requirements Course Cost- Please refer to Subject Fee

Matrix on the College website.

Bring your own Device - ICT access forVET students



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Structure

Unit Code Unit Title Cert II Units Cert III Units

SITXWHS001 Participate in safe work practices x

SITXFSA001 Use hygienic practices for food safety x

BSBWOR203 Work effectively with others x

SITHCCC005 Prepare dishes using basic methods of cookery x

SIITHKOP001 Clean kitchen premises and equipment x

SITXCOM002 Show social and cultural sensitivity x

SITXCCS003 Interact with customers x

SITHFAB005 Prepare and serve espresso coffee x

SITHFAB007 Serve food and beverage x

SITHIND003 Use hospitality skills effectively x

SITHFAB002 Provide responsible service of alcohol x

SITHGAM001 Provide responsible gambling services x

SITXHRM001 Coach others in job skills x

SITXCCS006 Provide service to customers x

SITHCCC006 Produce appetisers and salads x

BSBSUS201 Participate in environmentally sustainable work practices

x

SITHCCC003 Prepare and present sandwiches x


Assessment Students will have both theoretical and practical assessments throughout the course. Practical assessments will include demonstration of technical and practical application of knowledge for a range of different hospitality applications. Subject Costs Please refer to the Fee Matrix on the College website.


x

x

x

x

SITHIND002 Source and use information on the hospitality industry x x

SITEEVT005 Plan in-house events or functions x

SITHIND004 Work effectively in hospitality service x

SITXFSA002 Participate in safe food handling x


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Certificate III in Early Childhood Education and Care (CHC30113) Stand-alone Class RTO Provider - Deception Bay State High School (RTO Code: 30380)

VET Qualification

This course gives you a good understanding of the approved learning framework used in early childhood education in Australia. You will learn how to support the holistic development of babies, toddlers and children in early childhood, and how to contribute to a healthy and safe environment for them. You will gain an understanding of how to appropriately deal with people from other cultures, including Aboriginal and Torres Strait Islander people. Emergency first aid is also included in the course.

This qualification is run in partnership with Deception Bay State High School and is delivered by qualified staff at the College.

Vocational placement (160 hours) in an approved Early Childhood Education and Care service is compulsory.

The link below includes some useful information about early childhood and what is required to be an educator in the different sectors-http://deta.qld.gov.au/earlychildhood/workforce/workforce-action-plan/inspire-the-future/index.html

Pathways

A Certificate III in Early Childhood Education and Care is the entry level qualification required to work in the Early Childhood Education and Care sector. This could lead to employment as:

A family day-care educator andoperator

Early Childhood Educator

Family Day Care Carer

Outside school hours care educator

Prerequisites

All students must have a valid 'Working with Children' Student Blue card.

Objectives

By the conclusion of the course of study, students should:

Be a proactive member of childcareprovider.

Support the holistic development ofchildren in early childhood

Be able to gain information about childrento inform practice in the child care setting

Manage individual and group experiencesto support children's play and learning

Be able to provide emergency first aidresponse in an education and caresettings


Bring your own device - ICT access forVET students



May 2020

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Structure


CHCECE004 Promote and provide healthy food and drinks Core

CHCPRT001 Identify and respond to children and young people at risk Core

CHCECE007 Develop positive and respectful relationships with children Core

CHCECE003 Provide care for children Core

CHCECE005 Provide care for babies and toddlers Core

CHCECE001 Develop cultural competence Core

CHCDIV002 Promote Aboriginal and/or Torres Strait Islander cultural safety Core

CHCECE010 Support the holistic development of children in early childhood Core

CHCECE011 Provide experiences to support children's play and learning Core

CHCECE013 Use information about children to inform practice Core

HLTWHS001 Participate in workplace health and safety Core

HLTAID004 Provide an emergency first aid response in an education and care setting Core

CHCLEG001 Work legally and ethically Core

CHCECE002 Ensure the health and safety of children

Core

CHCECE009 Use an approved learning framework to guide practice

Core

CHCECE006 Support behaviour of children and young people Elective

CHCECE012 Support children to connect with their world Elective

CHCDIV001 Work with diverse people Elective


Assessment

Students will have both theoretical and practical observations throughout the course. Practical observations will include demonstration of the technical and practical application of knowledge, for a range of different industry relevant applications.

Subject Costs

The cost for this course includes a course fee payable to Deception Bay State High School of $200. For further information please refer to the Fee Matrix on the College website.


(Mandatory)


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May 2020

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Health Education General senior subject

General

Health provides students with a contextualised strengths-based inquiry of the various determinants that create and promote lifelong health, learning and active citizenship. Drawing from the health, behavioural, social and physical sciences, the Health syllabus offers students an action, advocacy and evaluation-oriented curriculum.

Health uses an inquiry approach informed by the critical analysis of health information to investigate sustainable health change at personal, peer, family and community levels.

Students define and understand broad health topics, which they reframe into specific contextualised health issues for further investigation.

Students plan, implement, evaluate and reflect on action strategies that mediate, enable and advocate change through health promotion.

Pathways A course of study in Health can establish a basis for further education and employment in the fields of health science, public health, health education, allied health, nursing and medical professions.

Prerequisites Mandatory At a minimum, it is compulsory for students to have achieved a sound level (C) of achievement in Year 10 Health Education Extension, a high level (B) of achievement in Year 10 Core HPE 'Theory' and sound level (C) of achievement in Year 10 English. This subject must be done in conjunction with English.


MSSC

BYOD As this subject is heavily based on research, students will be required to have their own device to complete class and assignment work. Students who do not have their own device will be required to complete a large amount of work at home.


recognise and describe information abouthealth-related topics and issues

comprehend and use health approachesand frameworks

analyse and interpret information abouthealth-related topics and issues

critique information to distinguishdeterminants that influence health status

organise information for particularpurposes

investigate and synthesise information todevelop action strategies

evaluate and reflect on implementedaction strategies to justifyrecommendations that mediate, advocateand enable health promotion



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Structure


Resilience as a personal health resource

Peers and family as resources for healthy living Alcohol (elective) Body image (elective)

Community as a resource for healthy living Homelessness

(elective) Road safety

(elective) Anxiety (elective)

Respectful relationships in the post-schooling transition

Assessment


Unit 1 Unit 2

Formative internal assessment: Investigation — analytical exposition

Formative internal assessment: Investigation —action research

Formative internal assessment: Examination — extended response



Unit 3 Unit 4

Summative internal assessment 1 (IA1): Investigation — action research

25% Summative internal assessment 3 (IA3): Investigation —analytical exposition

25%

Summative internal assessment 2 (IA2): Examination — extended response


25%



MSSCMay 2020

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Physical Education General senior subject

General

Physical Education provides students with knowledge, understanding and skills to explore and enhance their own and others’ health and physical activity in diverse and changing contexts.

Physical Education provides a philosophical and educative framework to promote deep learning in three dimensions: about, through and in physical activity contexts. Students optimise their engagement and performance in physical activity as they develop an understanding and appreciation of the interconnectedness of these dimensions.

Students learn how body and movement concepts and the scientific bases of biophysical, sociocultural and psychological concepts and principles are relevant to their engagement and performance in physical activity. They engage in a range of activities to develop movement sequences and movement strategies.

Students learn experientially through three stages of an inquiry approach to make connections between the scientific bases and the physical activity contexts. They recognise and explain concepts and principles about and through movement, and demonstrate and apply body and movement concepts to movement sequences and movement strategies.

Through their purposeful engagement in physical activities, students gather data to analyse, synthesise and devise strategies to optimise engagement and performance. They engage in reflective decision-making as they evaluate and justify strategies to achieve a particular outcome.

Pathways A course of study in Physical Education can establish a basis for further education and employment in the fields of exercise science,

biomechanics, the allied health professions, psychology, teaching, sport journalism, sport marketing and management, sport promotion, sport development and coaching.

Prerequisites Mandatory At a minimum, it is compulsory for students to have achieved a sound level (C) of achievement in Year 10 Physical Education Extension, a high level (B) of achievement in Year 10 Core HPE 'Theory' and sound level (C) of achievement in Year 10 English.

BYOD As this subject is heavily based on research, students will be required to have their own device to complete class and assignment work. Students who do not have their own device will be required to complete a large amount of work at home.


recognise and explain concepts andprinciples about movement

demonstrate specialised movementsequences and movement strategies

apply concepts to specialised movementsequences and movement strategies

analyse and synthesise data to devisestrategies about movement

evaluate strategies about and inmovement

justify strategies about and in movement

make decisions about and use language,conventions and mode-appropriatefeatures for particular purposes andcontexts.


MSSCMay 2020

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Structure


Motor learning, functional anatomy, biomechanics and physical activity Motor learning

integrated with aselected physicalactivity

Functional anatomyand biomechanicsintegrated with aselected physicalactivity

Sport psychology, equity and physical activity Sport psychology

integrated with aselected physicalactivity

Equity — barriersand enablers

Tactical awareness, ethics and integrity and physical activity Tactical awareness

integrated with oneselected ‘Invasion’ or‘Net and court’physical activity

Ethics and integrity

Energy, fitness and training and physical activity Energy, fitness and

training integratedwith one selected‘Invasion’, ‘Net andcourt’ or‘Performance’physical activity

Assessment The practical element of this subject will only contribute to 25% of the overall mark for this subject. The remaining 75% will come from the theory component.


Unit 1 Unit 2




Formative internal assessment: Investigation — report


Unit 3 Unit 4



30%

Summative internal assessment 2 (IA2): Investigation — report

20% Summative external assessment (EA): Examination — combination response

25%



MSSCMay 2020

Page 84

Sport and Recreation Applied senior subject

Applied

Sport & Recreation provides students with opportunities to learn in, through and about sport and active recreation activities, examining their role in the lives of individuals and communities.

Students examine the relevance of sport and active recreation in Australian culture, employment growth, health and wellbeing. They consider factors that influence participation in sport and recreation, and how physical skills can enhance participation and performance in sport and recreation activities. Students explore how interpersonal skills support effective interaction with others, and the promotion of safety in sport and recreation activities. They examine technology in sport and recreation activities, and how the sport and recreation industry contributes to individual and community outcomes.

Students are involved in acquiring, applying and evaluating information about and in physical activities and performances, planning and organising activities, investigating solutions to individual and community challenges, and using suitable technologies where relevant. They communicate ideas and information in, about and through sport and recreation activities. They examine the effects of sport and recreation on individuals and communities, investigate the role of sport and recreation in maintaining good health, evaluate strategies to promote health and safety, and investigate personal and interpersonal skills to achieve goals.

Pathways A course of study in Sport & Recreation can establish a basis for further education and employment in the fields of fitness, outdoor recreation and education, sports administration, community health and recreation and sport performance.



demonstrate physical responses andinterpersonal strategies in individual andgroup situations in sport and recreationactivities

describe concepts and ideas about sportand recreation using terminology andexamples

explain procedures and strategies in,about and through sport and recreationactivities for individuals and communities

apply concepts and adapt procedures,strategies and physical responses inindividual and group sport and recreationactivities

manage individual and group sport andrecreation activities

apply strategies in sport and recreationactivities to enhance health, wellbeing,and participation for individuals andcommunities

use language conventions and textualfeatures to achieve particular purposes

evaluate individual and group physicalresponses and interpersonal strategies toimprove outcomes in sport and recreationactivities

evaluate the effects of sport andrecreation on individuals and communities

evaluate strategies that seek to enhancehealth, wellbeing, and participation insport and recreation activities and providerecommendations

create communications that conveymeaning for particular audiences andpurposes.


MSSCMay 2020

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Structure The Sport & Recreation course is designed around core and elective topics.


Sport and recreation in the community Sport, recreation and healthy living Health and safety in sport and recreation activities Personal and interpersonal skills in sport and recreation

activities

Active play and minor games Challenge and adventure activities Games and sports Lifelong physical activities Rhythmic and expressive movement

activities Sport and recreation physical activities

Assessment For Sport & Recreation, assessment from Units 3 and 4 is used to determine the student’s exit result, and consists of four instruments, including:

one project (annotated records of the performance is also required)

one investigation, extended response or examination.

Project Investigation Extended response Performance Examination




A response involves the application of identified skill/s when responding to a task that involves solving a problem, providing a solution, providing instruction or conveying meaning or intent.


At least two different components from the following: written: 500–

900 words spoken: 2½–

3½ minutes multimodal:

3–6 minutes performance:

2–4 minutes.*

Presented in one of the following modes: written: 600–

1000 words spoken: 3–4

minutes multimodal: 4–

7 minutes.


words spoken:

3–4 minutes multimodal: 4–7

minutes.

2–4 minutes* 60–90minutes

50–250 wordsper item

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

This subject cannot be selected in conjunction with Certificate II in Sport & Recreation (SIS20115) + Certificate III in Sport & Recreation (SIS30115).


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Certificate II in Sport & Recreation (SIS20115) +Certificate III in Sport & Recreation (SIS30115)General class as well as Football Academy class RTO Provider - Binnacle Training (RTO Code: 31319)

VET Qualification

Students selecting Football Academy as a subject will also be completing this Certificate III in Sport & Recreation (SIS30115) + Certificate II in Sport & Recreation (SIS20115), with all coaching and officiating certificates within the course being football specific as opposed to the ‘general’ certificates that other students will acquire. Students who select this course should have a genuine interest in the Sport & Recreation industry and an eagerness to be physically active and engage with their peers as well as younger students in delivering sports and physical activity sessions. Students will have the opportrunity to engage in content directly related to the Sport & Recreation industry and will predominantly be involved in designing and delivering sport and physical activity sessions to various groups of participants.

This qualification is provided through Binnacle Training and is delivered by qualified staff at the College. This course provides students with a dual qualification as they will achieve both their Certificate II and III in Sport & Recreation upon successful completion of all units of competency within the course.

Engaging in this course will require student to deliver sport/recreation programs within their school community, such as:

Junior sports coaching

Primary school sport

Officiating games or competitionsStudents will also gain other qualifications such as their First Aid certificate, CPR and various officiating and coaching accreditations throughout the course. There are both practical and theoretical components to this course with all theory being completed online with the assistance of the teacher.

Entry requirements Students selecting this course must possess good quality written and spoken communication skills and must also have a ‘Working with Children’ Student Blue Card.

Pathways A certificate qualification in Sport & Recreation can establish a basis for further education and employment in the fields of fitness, outdoor recreation and education, sports administration, community health and recreation and sport performance.

Prerequisites No prerequisites are required for the general class, however for entry into the Football Academy stream, students must have participated in the Football Academy program throughout Years 7 - 10.

Objectives By the conclusion of the course of study, students should:• demonstrate physical responses

and interpersonal strategies inindividual and group situations insport and recreation activities

describe concepts and ideas about sportand recreation using terminology andexamples

manage individual and group sport andrecreation activities

apply strategies in sport and recreationactivities to enhance health, wellbeing,and participation for individuals andcommunities

evaluate individual and group physicalresponses and interpersonal strategies toimprove outcomes in sport and recreationactivities

confidently officiate various sports andgames as well as design & delivercoaching sessions based on varioussports and games


May 2020

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VET students


Structure

Unit Code Unit Title SIS30115 Cert III Sport

SIS20115 Cert II Sport

BSBWHS303 Participate in WHS hazard identification, risk assessment and risk control Core E

BSBWOR301 Organise personal work priorities and development Core

HLTAID003 Provide First Aid Core Core

HLTWHS001 Participate in workplace health and safety Core Core

ICTWEB201 Use social media tools for collaboration and engagement Core E

SISXCAI003 Conduct non-instructional sport, fitness or recreation sessions Core

SISXCAI004 Plan and conduct programs Core

SISXCCS001 Provide quality service Core Core

SISXEMR001 Respond to emergency situations Core Core

BSBCRT301 Develop and extend critical and creative thinking skills E (General)

BSBADM307 Organise schedules E (General)

SISXCAI006 Facilitate groups E (General)

SISXIND001 Work effectively in sport, fitness and recreation environments E Core

SISXIND002 Maintain sport, fitness and recreation industry knowledge E Core

BSBRSK401 Identify risk and apply risk management processes E E

SISXFAC001 Maintain equipment for activities E (General)

FSKLRG11 Use routine strategies for work-related learning E (General)

BSBWOR202 Organise and complete daily work activities Core

SISXCAI002 Assist with activity sessions Core



May 2020

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Assessment Students will have both theoretical and practical assessments throughout the course. All theoretical assessment is completed online with some assessments being marked by the teacher and others being automatically marked through the Binnacle online learning platform. Practical assessments will include demonstration of coaching sessions for a range of different participant groups. Other practical assessments may also include the maintenance of sporting equipment and facilities. As well as this, students will be required to log a certain number of both ‘officiating’ and ‘coaching’ hours over the 2 years of the course.

Program Disclosure Statement (PDS) This Subject Outline is to be read in conjunction with Binnacle Training's Program Disclosure Statement (PDS). The PDS sets out the services and training products Binnacle Training provides and those services carried out by the 'Partner School' (i.e. the delivery of training and assessment services). To access Binnacle's PDS, visit: http://www.binnacletraining.com.au/rto.php and select ‘RTO Files’.

Subject CostsPlease refer to the Fee Matrix on the College website.


This subject cannot be selected in conjunction with Applied Sport and Recreation.

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


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Certificate III in Fitness (SIS30315) RTO Provider - Binnacle Training (RTO Code: 31319)

VET Qualification

Overview Students will develop an understanding of the fitness industry and the needs of clients. They will learn how to plan a program of exercises with an understanding of exercise science, nutrition and effective risk management. Students gain the entry-level skills required of a Fitness Professional. Students deliver fitness programs within their school community. This qualification also includes First Aid, CPR and coaching accreditations. Students deliver fitness programs within their school community. These include:

Personal training adults (teachers andstaff)

Strength and conditioning for athletes andteams

Group fitness sessions (adults andstudents)

Primary school fitness

This is a challenging course and requires students to actively engage in both practical and theoretical assessments and learning experiences.

Pathways The national qualification to become a fitness instructor is the Certificate III in Fitness. Becoming a fitness instructor is the first step into the fitness industry. Fitness instructors are involved in the assessment, training and supervision of clients in fitness centres and gyms. Other areas that this qualification may contribute towards include:

• Certificate IV Fitness

• Diploma of Fitness

• Personal trainer

• Exercise Physiologist

• Sport Scientist


Objectives By the conclusion of the course of study, students should demonstrate an understanding and/or ability to complete the following:

Fitness Screen and assess new clients

Monitor a client’s fitness level anddevelopment

Provide fitness training to a single client

Provide fitness training to a group ofclients

Provide good advice on all forms ofexercise and exercise equipment

Administration duties of fitness centre orgyms

Anatomy and Physiology and the basics ofExercise Science

Principles of healthy eating

Exercise for Special Populations clientssuch as older adults

First Aid

Entry requirements Students selecting this course must possess good quality written and spoken communication skills and must also have a ‘Working with Children’ Student Blue Card.


VET students



MSSCMay 2020

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Structure

Unit Code Unit Title Core / Elective

SISFFIT001 Provide health screening and fitness orientation Core

SISFFIT002 Recognise and apply exercise considerations for specific populations Core

SISFFIT003 Instruct fitness programs Core

SISFFIT004 Incorporate anatomy and physiology principles into fitness programming Core

SISFFIT005 Provide healthy eating information Core

SISFFIT014 Instruct exercise to older clients Core

SISXCCS001 Provide quality service Core

SISXFAC001 Maintain equipment for activities Core

SISXIND001 Work effectively in sport, fitness and recreation environments Core

BSBRSK401 Identify risk and apply risk management processes Elective (Gym)

HLTAID003 Provide first aid Elective (Gym)

HLTWHS001 Participate in workplace health and safety Elective (Gym)

SISFFIT006 Conduct fitness appraisals Elective (Gym)

BSBSUS201 Participate in environmentally sustainable work practices Elective (General)

SISXIND002 Maintain sport, fitness and recreation industry knowledge Elective

SISXEMR001 Respond to emergency situations Elective


Assessment Students will have both theoretical and practical assessments throughout the course. All theoretical assessment is completed online with some assessments being marked by the teacher and others being automatically marked through the Binnacle online learning platform. Practical assessments will include demonstration of exercise and fitness sessions for a range of different participant groups.

Program Disclosure Statement (PDS) This Subject Outline is to be read in conjunction with Binnacle Training's Program Disclosure Statement (PDS). The PDS sets out the services and training products Binnacle Training provides and those services carried out by the 'Partner School' (i.e. the delivery of training and assessment services). To access Binnacle's PDS, visit: http://www.binnacletraining.com.au/rto.php and select ‘RTO Files’.



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


MSSCMay 2020

Page 91

Certificate III in Health Services Assistance (HLT33115)(including HLT23215 Certificate II in Health Support Services)RTO Provider – Connect ‘N’ Grow (RTO Code: 40518)

VET Qualification

Overview Health and community services training is linked to the largest growth industry in Australia, estimated to grow by 20% over the next five years. These programs combine to provide students with entry level skills necessary for a career in the health sector and also provide a pathway to pursue further study.

Pathways Upon successful completion of the Certificate III in Health Services Assistance (HLT33115), student pathway options may include:

• Various Certificate IV qualifications• Diploma of Nursing• Bachelor of Nursing• Bachelor Degrees (B, Nursing)• Entry level employment within the

health industry

Prerequisites There are no entry requirements to commence the first year of this qualification; however successful completion of the Certificate II in Health Support Services is required to continue into the Certificate III coursework.

Objectives By the conclusion of the course of study, students’ skills acquired include:

• first aid• effective communication• workplace health and safety• infection control• understanding common medical

terminology• conducting health checks• recognising healthy body systems and

working with diverse people.


Bring your own Device - ICT access forVET students



MSSCMay 2020

Page 92

Structure

Unit Code Unit Title Core / Elective

BSBCRT511 Develop critical thinking in others Core

BSBFIN501 Manage budgets and financial plans Core

BSBOPS501 Manage business resources Core

BSBSUS511 Develop workplace policies and procedures for sustainability Core

BSBXCM501 Lead communication in the workplace Core

BSBOPS601 Develop and implement business plans Elective

BSBOPS504 Manage business risk Elective

SIRXMGT005 Lead the development of business opportunities Elective

BSBMKG541 Identify and evaluate marketing opportunities Elective

BSBOPS505 Manage organisation customer service Elective

BSBMKG546 Develop social media engagement plans Elective


Assessment Assessment is competency based. Assessment techniques include:

• Observations• Folios of work• Questionnaires• Written and Practical tasks




SIRXMKT006 Develop a social media strategy Elective


Page 93


MSSCMay 2020

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Biology General senior subject

General

Biology provides opportunities for students to engage with living systems.

Students develop their understanding of cells and multicellular organisms. They engage with the concept of maintaining the internal environment. They study biodiversity and the interconnectedness of life. This knowledge is linked with the concepts of heredity and the continuity of life.

Students learn and apply aspects of the knowledge and skills of the discipline (thinking, experimentation, problem-solving and research skills), understand how it works and how it may impact society. They develop their sense of wonder and curiosity about life; respect for all living things and the environment; understanding of biological systems, concepts, theories and models; appreciation of how biological knowledge has developed over time and continues to develop; a sense of how biological knowledge influences society.

Students plan and carry out fieldwork, laboratory and other research investigations; interpret evidence; use sound, evidence-based arguments creatively and analytically when evaluating claims and applying biological knowledge; and communicate biological understanding, findings, arguments and conclusions using appropriate representations, modes and genres.

Pathways A course of study in Biology can establish a basis for further education and employment in the fields of medicine, forensics, veterinary, food and marine sciences, agriculture, biotechnology, environmental rehabilitation, biosecurity, quarantine, conservation and sustainability.

Prerequisites Mandatory At a minimum, it is compulsory for students to have achieved a high level (B) of achievement in Year 10 Extension Science or a very high (A) result in Year 10 Core Science.

RecommendedGeneral Mathematics and English are recommended companion subjects.

Objectives By the conclusion of the course of study, students will: describe and explain scientific concepts,

theories, models and systems and theirlimitations

apply understanding of scientific concepts,theories, models and systems within theirlimitations

analyse evidence

interpret evidence

investigate phenomena

evaluate processes, claims andconclusions

communicate understandings, findings,arguments and conclusions.


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Structure


Cells and multicellular organisms Cells as the basis of

life Multicellular

organisms

Maintaining the internal environment Homeostasis Infectious diseases

Biodiversity and the interconnectedness of life Describing

biodiversity Ecosystem dynamics

Heredity and continuity of life DNA, genes and the

continuity of life Continuity of life on

Earth

Assessment


Unit 1 Unit 2

Formative internal assessment: Student experiment

25% Formative internal assessment: Research investigation

25%

Formative internal assessment: Data test


25%


Unit 3 Unit 4

Summative internal assessment 1 (IA1): Data test

10% Summative internal assessment 3 (IA3): Research investigation

20%

Summative internal assessment 2 (IA2): Student experiment

20%




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Chemistry General senior subject

General

Chemistry is the study of materials and their properties and structure.

Students study atomic theory, chemical bonding, and the structure and properties of elements and compounds. They explore intermolecular forces, gases, aqueous solutions, acidity and rates of reaction. They study equilibrium processes and redox reactions. They explore organic chemistry, synthesis and design to examine the characteristic chemical properties and chemical reactions displayed by different classes of organic compounds.

Students develop their appreciation of chemistry and its usefulness; understanding of chemical theories, models and chemical systems; expertise in conducting scientific investigations. They critically evaluate and debate scientific arguments and claims in order to solve problems and generate informed, responsible and ethical conclusions, and communicate chemical understanding and findings through the use of appropriate representations, language and nomenclature.

Students learn and apply aspects of the knowledge and skills of the discipline (thinking, experimentation, problem-solving and research skills), understand how it works and how it may impact society.

Pathways A course of study in Chemistry can establish a basis for further education and employment in the fields of forensic science, environmental science, engineering, medicine, pharmacy and sports science.

Prerequisites

Mandatory At a minimum, it is compulsory for students to have achieved a high level (B) of achievement in Year 10Extension Science or a very high (A)result in Year 10 Core Science.

RecommendedGeneral Mathematics and English are recommended companion subjects.


describe and explain scientific concepts,theories, models and systems and theirlimitations


analyse evidence

interpret evidence





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Structure


Chemical fundamentals — structure, properties and reactions Properties and

structure of atoms Properties and

structure of materials Chemical reactions

—reactants, productsand energy change

Molecular interactions and reactions Intermolecular forces

and gases Aqueous solutions

and acidity Rates of chemical

reactions

Equilibrium, acids and redox reactions Chemical equilibrium

systems Oxidation and

reduction

Structure, synthesis and design Properties and

structure of organicmaterials

Chemical synthesisand design

Assessment


Unit 1 Unit 2

Formative internal assessment: Research investigation

25% Formative internal assessment: Student experiment

25%



25%


Unit 3 Unit 4



20%


20%




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Physics General senior subject

General

Physics provides opportunities for students to engage with classical and modern understandings of the universe.

Students learn about the fundamental concepts of thermodynamics, electricity and nuclear processes; and about the concepts and theories that predict and describe the linear motion of objects. Further, they explore how scientists explain some phenomena using an understanding of waves. They engage with the concept of gravitational and electromagnetic fields, and the relevant forces associated with them. They study modern physics theories and models that, despite being counterintuitive, are fundamental to our understanding of many common observable phenomena.

Students develop appreciation of the contribution physics makes to society: understanding that diverse natural phenomena may be explained, analysed and predicted using concepts, models and theories that provide a reliable basis for action; and that natter and energy interact in physical systems across a range of scales. They understand how models and theories are refined, and new ones developed in physics; investigate phenomena and solve problems; collect and analyse data; and interpret evidence. Students use accurate and precise measurement, valid and reliable evidence, and scepticism and intellectual rigour to evaluate claims; and communicate physics understanding, findings, arguments and conclusions using appropriate representations, modes and genres.

Students learn and apply aspects of the knowledge and skills of the discipline (thinking, experimentation, problem-solving and research skills), understand how it works and how it may impact society.

Pathways A course of study in Physics can establish a basis for further education and employment in the fields of science, engineering, medicine and technology.

Prerequisites Mandatory At a minimum, it is compulsory for students to have achieved a high level (B) of achievement in Year 10 Extension Science. It is a requirement of selecting Physics that Mathematical Methods be selected for Year 11 and 12.




analyse evidence

interpret evidence





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Structure


Thermal, nuclear and electrical physics Heating processes Ionising radiation and

nuclear reactions Electrical circuits

Linear motion and waves Linear motion and

force Waves

Gravity and electromagnetism Gravity and motion Electromagnetism

Revolutions in modern physics Special relativity Quantum theory The Standard Model

Assessment


Unit 1 Unit 2

Formative internal assessment: Research investigation

25% Formative internal assessment: Student experiment

25%



25%


Unit 3 Unit 4



20%


20%




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Psychology General senior subject

General

Psychology provides opportunities for students to engage with concepts that explain behaviours and underlying cognitions.

Students examine individual development in the form of the role of the brain, cognitive development, human consciousness and sleep. They investigate the concept of intelligence; the process of diagnosis and how to classify psychological disorder and determine an effective treatment; and the contribution of emotion and motivation on individual behaviour. They examine individual thinking and how it is determined by the brain, including perception, memory, and learning. They consider the influence of others by examining theories of social psychology, interpersonal processes, attitudes and cross-cultural psychology.

Students learn and apply aspects of the knowledge and skill of the discipline (thinking, experimentation, problem-solving and research skills), understand how it works and how it may impact society.

Pathways A course of study in Psychology can establish a basis for further education and employment in the fields of psychology, sales, human resourcing, training, social work, health, law, business, marketing and education.

Prerequisites Mandatory At a minimum, it is compulsory for students to have achieved a sound level (C) of achievement in Year 10 ExtensionScience or a high level (B) ofachievement in Year 10 Core Science.

RecommendedEnglish and General Mathematics are recommended companion subjects.




analyse evidence

interpret evidence



communicates understandings, findings,arguments and conclusions.


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Structure


Individual development Psychological

science A The role of the brain Cognitive

development Human

consciousness andsleep

Individual behaviour Psychological

science B Intelligence Diagnosis Psychological

disorders andtreatments

Emotion andmotivation

Individual thinking Localisation of

function in the brain Visual perception Memory Learning

The influence of others Social psychology Interpersonal

processes Attitudes Cross-cultural

psychology

Assessment


Unit 1 Unit 2


25% Formative internal assessment: Research investigation

25%

Formative internal assessment: Student experiment


25%


Unit 3 Unit 4



20%


20%



Certificate III in Laboratory Skills (MSL30118) RTO Provider - Murrumba State Secondary College, Provider Number: 40758

VET Qualification

Overview This qualification covers the skills and knowledge required to perform a limited range of laboratory operations across all industry sectors, and is the entry level required for laboratory personnel across all industry sectors. The course gives you practical skills and knowledge to perform basic tests, aseptic techniques, microscopic examinations, as well as the ability to analyse and record data.

Employment outcomes targeted by this qualification include laboratory technicians, Technical assistants, Laboratory assistants, instrument operators and similar personnel.


Due to safety issues students will be required to follow teacher instructions at all times.

Resource Requirements• Bring your own Device - ICT access for

VET students• All resources are provided through the

SRS scheme for all participatingstudents. Those not participating in theSRS scheme are to provide their owntextbooks and resources as stated intheResource/Book/Materials list.

• A USB is essential

ProjectsOver the course of this qualification, students will undertake a number of projects. These projects include:

Project 1 - Induction and Consumer Testing

Students will complete a tour and induction of the laboratory and preparatory laboratory. Students will complete a safety induction checklist, safety test and be observed working safely in a variety of experiments testing consumer products.

Project 2 - Food Science

Students will complete a variety of work tasks in the laboratory related to Food Science. Eg. Caffeine extraction, Vitamin C titrations.

Project 3 - Cider

Students will learn about the basic chemistry of cider and the tests that are performed during the cider-making process. Skills learnt will be used in the production of the cider.

Project 4 - Forensics

Students will participate in forensic testing based in the laboratory. Students will learn about and then complete the following forensic testing/analysis.: Fingerprinting, Blood Splatters, Ballistics, Blood Typing, White powder identification, Fibre identification, Foot-printing and tyre casting.

Project 5 - Health

Students are based in the laboratories and will learn about health and health testing techniques. Activities students will complete includes: General Anatomy, Heart Rates and Blood Pressure, Fitness Testing, Types of Pathogens, Agar Plate Techniques, Sampling of Surfaces, Hearing Health.

Project 6 - Environmental Science

Students will perform an environmental audit of the schools laboratories. The Audit will include resource usage within the laboratories and provide possible ways to improve resource efficiency and workplace practices.


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Structure


MSL913003 Communicate with other people

MSL913004 Plan and conduct laboratory/field work

MSL922001 Record and present data

MSL933006 Contribute to the achievement of quality objectives

MSL943004 Participate in laboratory/field workplace safety

MSMENV272 Participate in environmentally sustainable work practices

MSL953003 Receive and prepare samples for testing

MSL973013 Perform basic tests

MSL973014 Prepare working solutions

MSL973019 Perform microscopic examination

MSL912001 Work within a laboratory/field workplace

MSL972001 Conduct routine site measurements

MSL924003 Process and interpret data


Assessment

Units of competency are assessed using a variety of techniques. These include:

• Work booklet completion and responses to written and oral questions.

• Observation checklists completed during practical field/laboratory tasks.

• Work Products

Subject Costs Please refer to the Student Resource Scheme on the College website.Excursions may be held to a variety of different manufacturing workplaces. These will depend on availability.


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Page 104


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Spanish General senior subject

General

Spanish provides students with the opportunity to reflect on their understanding of the Spanish language and the communities that use it, while also assisting in the effective negotiation of experiences and meaning across cultures and languages. Students participate in a range of interactions in which they exchange meaning, develop intercultural understanding and become active participants in understanding and constructing written, spoken and visual texts.

Students communicate with people from Spanish-speaking communities to understand the purpose and nature of language and to gain understanding of linguistic structures. They acquire language in social and cultural settings and communicate across a range of contexts for a variety of purposes.

Students experience and evaluate a range of different text types; reorganise their thinking to accommodate other linguistic and intercultural knowledge and textual conventions; and create texts for a range of contexts, purposes and audiences.

Pathways A course of study in Spanish can establish a basis for further education and employment in many professions and industries, particularly those where the knowledge of an additional language and the intercultural understanding it encompasses could be of value, such as business, hospitality, law, science, technology, sociology and education. A second language is a significant advantage in the current competitive jobs market.

Prerequisites Mandatory At a minimum, it is compulsory for students to have achieved a sound level (C) of achievement in Year 10 Spanish.

RecommendedIt is recommended that students have achieved a high level (B) of achievement in Year 10 Spanish.

Objectives By the conclusion of the course of study, students will: comprehend Spanish to understand

information, ideas, opinions andexperiences

identify tone, purpose, context andaudience to infer meaning, values andattitudes

analyse and evaluate information andideas to draw conclusions and justifyopinions, ideas and perspectives

apply knowledge of Spanish languageelements, structures and textualconventions to convey meaningappropriate to context, purpose, audienceand cultural conventions

structure, sequence and synthesiseinformation to justify opinions, ideas andperspectives

use strategies to maintain communicationand exchange meaning in Spanish.


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Structure


Mi mundo My world Family/carers and

friends Lifestyle and leisure Education

La exploración de nuestro mundo Exploring our world Travel Technology and

media The contribution of

Spanish culture tothe world

Nuestra Sociedad Our society Roles and

relationships Socialising and

connecting with mypeers

Groups in society

Mi future My future Finishing secondary

school, plans andreflections

Responsibilities andmoving on

Assessment


Unit 1 Unit 2

Formative internal assessment: Examination — short response

15% Formative internal assessment: Extended response

30%


30% Formative internal assessment: Examination — combination response

25%


Unit 3 Unit 4

Summative internal assessment 1 (IA1): Examination — short response

15% Summative internal assessment 3 (IA3): Extended response

30%

Summative internal assessment 2 (IA2): Examination — combination response

30% Summative external assessment (EA): Examination — combination response

25%



Page 107

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General Dance General senior subject

Dance fosters creative and expressive communication. It uses the body as an instrument for expression and communication of ideas. It provides opportunities for students to critically examine and reflect on their world through higher order thinking and movement. It encourages the holistic development of a person, providing a way of knowing about oneself, others and the world.

Students study dance in various genres and styles, embracing a variety of cultural, societal and historical viewpoints integrating new technologies in all facets of the subject. Historical, current and emerging dance practices, works and artists are explored in global contexts and Australian contexts, including the dance of Aboriginal peoples and Torres Strait Islander peoples. Students learn about dance as it is now and explore its origins across time and cultures.

Students apply critical thinking and literacy skills to create, demonstrate, express and reflect on meaning made through movement. Exploring dance through the lens of making and responding, students learn to pose and solve problems, and work independently and collaboratively. They develop aesthetic and kinaesthetic intelligence, and personal and social skills.

Pathways It is recommended that students are on an ATAR pathway to complete the course of study, however this is not mandatory. A course of study in Dance can establish a basis for further education and employment in the field of dance, and to broader areas in creative industries and cultural institutions, including arts administration and management, communication,


MSSC

education, public relations, research and science and technology. Students will build their analysis, creative and critical thinking skills which will benefit them in a variety of pathways making them successful in a real world context.

Prerequisites Mandatory At a minimum, it is compulsory for students to have achieved a sound level (C) of achievement in a Year 10 Creative Industries subject. Successful completion of this course will require students to perform on stage in front of an audience.

RecommendedIt is recommended that students have achieved a sound level (C) of achievement in Year 10 English and be involved in private dance lessons outside of school. A moderate degree of physical fitness, endurance and flexibility is required.


demonstrate an understanding of danceconcepts and skills

apply literacy skills

organise and apply the dance concepts

analyse and interpret dance concepts andskills

apply technical skills

realise meaning through expressive skills

create dance to communicate meaning

evaluate dance, justifying the use ofdance concepts and skills.


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Structure Unit 1 Unit 2 Unit 3 Unit 4

Moving bodies How does dance communicate meaning for different purposes and in different contexts? Genres: Contemporary at least one other

genre Subject matter: meaning, purpose

and context historical and

cultural origins of focus genres

Moving through environments How does the integration of the environment shape dance to communicate meaning? Genres: Contemporary at least one other

genre Subject matter: physical dance

environments including site-specific dance

virtual dance environments

Moving statements How is dance used to communicate viewpoints? Genres: Contemporary at least one other

genre Subject matter: social, political

and cultural influences on dance

Moving my way How does dance communicate meaning for me? Genres: fusion of movement

styles Subject matter: developing a

personal movement style

personal viewpoints and influences on genre


Unit 1 Unit 2

Formative internal assessment Performance

Formative internal assessment Extended analytical response under

examination conditions

Formative internal assessment Choreography

Formative internal assessment • Project — dance work


Unit 3 Unit 4

Summative internal assessment 1 (IA1): Performance

20% Summative internal assessment 3 (IA3): Project — dance work

35%

Summative internal assessment 2 (IA2): Choreography

20%

Summative external assessment (EA): 25% Examination — extended response



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Drama General senior subject

General

Drama fosters creative and expressive communication. It interrogates the human experience by investigating, communicating and embodying stories, experiences, emotions and ideas that reflect the human experience. It engages students in imaginative meaning-making processes and involves them using a range of artistic skills as they make and respond to dramatic works.

Students experience, reflect on, understand, communicate, collaborate and appreciate different perspectives of themselves, others and the world in which they live. They learn about the dramatic languages and how these contribute to the creation, interpretation and critique of dramatic action and meaning for a range of purposes. They study a range of forms, styles and their conventions in a variety of inherited traditions, current practice and emerging trends, including those from different cultures and contexts.

Students learn how to engage with dramatic works as both artists and audience through the use of critical literacies. The study of drama develops students’ knowledge, skills and understanding in the making of and responding to dramatic works to help them realise their creative and expressive potential as individuals. Students learn to pose and solve problems, and work independently and collaboratively.

Pathways It is recommended that students are on an ATAR pathway to complete the course of study, however this is not mandatory. A course of study in Drama can establish a basis for further education and employment in the field of drama, and to broader areas in creative industries and cultural institutions, including arts administration and management, communication, education,

public relations, research and science and technology. Students will build their communication, analysis, creative and critical thinking skills which will benefit them in a variety of pathways making them successful in a real world context.

Prerequisites Mandatory At a minimum, it is compulsory for students to have achieved a sound level (C) of achievement in Year 10 Drama or a high achievement (B) in a Creative Industries course. Successful completion of this course will require students to perform on stage in front of an audience.


ObjectivesBy the conclusion of the course of study, students will:

demonstrate an understanding of dramaticlanguages


apply and structure dramatic languages

analyse how dramatic languages are usedto create dramatic action and meaning

interpret purpose, context and text tocommunicate dramatic meaning

manipulate dramatic languages to createdramatic action and meaning

evaluate and justify the use of dramaticlanguages to communicate dramaticmeaning

synthesise and argue a position aboutdramatic action and meaning.


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Structure


Share How does drama promote shared understandings of the human experience? cultural inheritances

of storytelling oral history and

emerging practices a range of linear and

non-linear forms

Reflect How is drama shaped to reflect lived experience? Realism, including

Magical Realism,Australian Gothic

associatedconventions of stylesand texts

Challenge How can we use drama to challenge our understanding of humanity? Theatre of Social

Comment, includingTheatre of theAbsurd and EpicTheatre

associatedconventions of stylesand texts

Transform How can you transform dramatic practice? Contemporary

performance associated

conventions of stylesand texts

inherited texts asstimulus

Assessment


Unit 1 Unit 2

Formative Internal assessment Performance — published text

Formative Internal assessment Extended analytical response under

examination conditions

Formative Internal assessment Project — dramatic concept.

Formative Internal assessment Practice-led project — directorial

vision and performance.


Unit 3 Unit 4


20% Summative internal assessment 3 (IA3): Project — practice-led project

35%

Summative internal assessment 2 (IA2): Project — dramatic concept

20%




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Film, Television & New Media General senior subject

General

Film, Television & New Media fosters creative and expressive communication. It explores the five key concepts of technologies, representations, audiences, institutions and languages.

Students learn about film, television and new media as our primary sources of information and entertainment. They understand that film, television and new media are important channels for educational and cultural exchange, and are fundamental to our self-expression and representation as individuals and as communities.

Students creatively apply film, television and new media key concepts to individually and collaboratively make moving-image media products, and investigate and respond to moving-image media content and production contexts. Students develop a respect for diverse perspectives and a critical awareness of the expressive, functional and creative potential of moving-image media in a diverse range of global contexts. They develop knowledge and skills in creative thinking, communication, collaboration, planning, critical analysis, and digital and ethical citizenship.

Pathways A course of study in Film, Television & New Media can establish a basis for further education and employment in the fields of information technologies, creative industries, cultural institutions, and diverse fields that use skills inherent in the subject; including advertising, arts administration and management, communication, design, education, film and television, and public relations.

Prerequisites Mandatory At a minimum, it is compulsory for students to have achieved a sound level (C) of achievement in Year 10 Media Arts or a high level (B) of achievement in a Creative Industries course.


Objectives By the conclusion of the course of study, students will: explain the features of moving-image

media content and practices

symbolise conceptual ideas and stories

construct proposals and construct moving-image media products


analyse moving-image productsand contexts of production and use

structure visual, audio and text elementsto make moving-image media products

experiment with ideas for moving-imagemedia products

appraise film, television and new mediaproducts, practices and viewpoints

synthesise visual, audio and text elementsto solve conceptualand creative problems.


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Foundation Concept:

technologiesHow are tools and associated processes used to create meaning? Concept: institutionsHow are institutionalpractices influenced bysocial, political andeconomic factors? Concept: languagesHow do signs andsymbols, codes andconventions createmeaning?

Story forms Concept:

representationsHow do representations function in story forms? Concept: audiencesHow does therelationship betweenstory forms andmeaning change indifferent contexts? Concept: languagesHow are medialanguages used toconstruct stories?

Participation Concept:

technologiesHow do technologies enable or constrain participation? Concept: audiencesHow do differentcontexts and purposesimpact the participationof individuals andcultural groups? Concept: institutionsHow is participation ininstitutional practicesinfluenced by social,political and economicfactors?

Identity Concept:

technologiesHow do media artists experiment with technological practices? Concept:

representationsHow do media artists portray people, places, events, ideas and emotions? Concept: languagesHow do media artistsuse signs, symbols,codes and conventionsin experimental ways tocreate meaning?


Unit 1 Unit 2

Formative Internal assessment Case Study Investigation

Formative Internal assessment Project

Formative Internal assessment Project

Formative Internal assessment • Examination- extended response


Unit 3 Unit 4

Summative internal assessment 1 (IA1): Case study investigation

15% Summative internal assessment 3 (IA3): Stylistic project

35%

Summative internal assessment 2 (IA2): Multi-platform project

25%




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This qualification will provide practical skills and knowledge for students interested in the creative industry sector. Students will learn how to create amazing content, gain familiarity using Recording and Broadcasting equipment, DSLR cameras, photography and video production, Lighting and Sound engineering.

The Certificate II in Creative Industries is the perfect choice for students interested in working within the live and broadcast creative entertainment industries e.g. Radio and Studio production, event technical crew, stage crew, audio and lighting design and event design. The course provides students with fundamental industry and basic knowledge. The course is also an excellent choice for students wanting to develop general employability skills such as problem solving, group work and creative response. Students get to work with Industry-Standard equipment, developing skills in video production and photography. Enhance your creativity, explore the world and tell your story.

This qualification is delivered by qualified staff at the College.

Pathways This course is suited to learners who may consider careers as a production crew, radio or TV production/announcer, production assistant, stage crew, technical production or event crew, sound or camera assistant, bump in/bump out, or event organising



• Be able to source and use informationrelevant to own creative industry andproduction practice

• Be able to contribute to the health andsafety of self and others

Resource requirements • Bring your own Device - ICT access

• Journal / Notebook

• Own headphones

• Minimum of 300Gb USB storage device

• Specific resources will be providedthrough the College to students for thiscourse

• Subject fees are required to be up to date

Certificate II Creative Industries (CUA20215) RTO Provider – Murrumba SSC (RTO Code: 40758)

VET

Qualification

ProjectsOver the course of this qualification, students will undertake a number of projects

These projects include:

Project 1 - Radio LunchboxThe students will be writing and programming for the College Radio Station. Students will be recording and broadcasting the show, working with the hosts and within industry guidelines. Students will be involved in constructing a drive time or Breakfast radio show which will be broadcast before school and at lunchtimes throughout the College year.

Project 2 - GENER8 Fast Film Competition and FestivalStudents will be involved with the organisation, planning and the production of a Fast Film Competition and festival. This requires the students to be involved in all aspects of planning and promotion, possibly including the students visiting local primary schools to promote the competition. Students will have to design advertisements and promotional

• Use basic creative and technical skillsunderpinning all types of MediaProduction Practice

• Make creative production projects

• Students will keep a folio of their work foreach of the projects.

• Students will keep a reflective training logto show their understanding ofprocedures.

• The Assessors will review serviceperformance skills through observationsand questioning


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StructureThis qualification provides the students with the skills and knowledge to perform in a range of varied activities in the creative industries where there is a clearly defined range of contexts.


BSBWOR203 Work effectively with others Core

CUAWHS302 Apply work health and safety practices Core

CUAIND201 Develop and apply creative arts industry knowledge Core

CUASTA202 Assist with bump in and bump out of shows Elective

CUASOU204 Mix sound in a broadcasting environment Elective

CUASOU202 Perform basic sound editing Elective

CUAAIR201 Develop techniques for presenting information on air Elective

CUAPOS201 Perform basic vision and sound editing Elective

CUACAM201 Assist with basic camera shoot Elective


Assessment Students will have both theoretical and practical observations throughout the course. Practical observations will include demonstration of the technical and practical application of knowledge, for a range of different industry relevant applications.


material including videos and informational materials. Students will work as the Technical Crew, Stage Crew and Event Crew, ensuring the safety and care of all people and equipment and following the Workplace Health and Safety requirements.

Project 3 - Stage ProductionThe students will be working as the crew for a large-scale live performance, such as a musical or theatre performance. The students will be involved with the event through the design phase, and practices, working with the director and producers to help set up the show in all aspects of technical and stage crew, from bump in to bump out of the live show.

Project 4 - The Underground (College Podcast TV Show)The students will be writing and producing for the College New Media TV Channel. This includes multi-camera production, live editing, postproduction and distribution through New Media Channels and working within industry and other required guidelines.

Project 5 - Live FestivalThis requires the students to be involved in all aspects of planning, bumping in the equipment, organising the bands, and the entertainment and other Festival aspects for a Live Festival to be held here at the College, such as the Sunset Festival or STEAMFEST. Students will work as the Technical Crew, Stage Crew and Event Crew, ensuring the safety and care of all people and equipment and following the Workplace Health and Safety requirements.

CUALGT201 Develop basic lighting skills and knowledge Elective


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Visual Art General senior subject

General

Visual Art provides students with opportunities to understand and appreciate the role of visual art in past and present traditions and cultures, as well as the contributions of contemporary visual artists and their aesthetic, historical and cultural influences. Students interact with artists, artworks, institutions and communities to enrich their experiences and understandings of their own and others’ art practices.

Students have opportunities to construct knowledge and communicate personal interpretations by working as both artist and audience. They use their imagination and creativity to innovatively solve problems and experiment with visual language and expression.

Through an inquiry learning model, students develop critical and creative thinking skills. They create individualised responses and meaning by applying diverse materials, techniques, technologies and art processes.

In responding to artworks, students employ essential literacy skills to investigate artistic expression and critically analyse artworks in diverse contexts. They consider meaning, purposes and theoretical approaches when ascribing aesthetic value and challenging ideas.

Pathways A course of study in Visual Art can establish a basis for further education and employment in the fields of arts practice, design, craft and information technologies; broader areas in creative industries and cultural institutions; and diverse fields that use skills inherent in the subject; including advertising, arts administration and management, communication, design, education, galleries and museums, film and television, public relations, and science and technology.

Prerequisites Mandatory At a minimum, it is compulsory for students to have achieved a high level (B) of achievement in Year 10 Art or a very high level (A) of achievement in Year 9 Extension Art.


Objectives By the conclusion of the course of study, students will: implement ideas and representations


analyse and interpret visuallanguage, expression and meaning inartworks and practices

evaluate art practices, traditions, culturesand theories

justify viewpoints

experiment in response to stimulus

create meaning through the knowledgeand understanding of materials,techniques, technologies and artprocesses

realise responsesto communicate meaning.


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Art as lens Through inquiry learning, the following are explored: Concept: lenses to

explore the materialworld

Contexts: personaland contemporary

Focus: People,place, objects

Media: 2D, 3D, andtime-based

Art as code Through inquiry learning, the following are explored: Concept: art as a

coded visuallanguage

Contexts: formal andcultural

Focus: Codes,symbols, signs andart conventions

Media: 2D, 3D, andtime-based

Art as knowledge Through inquiry learning, the following are explored: Concept: constructing

knowledge as artistand audience

Contexts:contemporary,personal, culturaland/or formal

Focus: student-directed

Media: student-directed

Art as alternate Through inquiry learning, the following are explored: Concept: evolving

alternaterepresentations andmeaning

Contexts:contemporary andpersonal, culturaland/or formal

Focus: continuedexploration of Unit 3student-directedfocus

Media: student-directed


Unit 1 Unit 2

Formative Internal assessment Making: Experimental Folio

Formative Internal assessment Making: Experimental Folio

Formative Internal assessment Responding: Investigation

Formative Internal assessment Responding: Examination – extended

written response


Unit 3 Unit 4

Summative internal assessment 1 (IA1): Investigation — inquiry phase 1

15% Summative internal assessment 3 (IA3): Project — inquiry phase 3

35%

Summative internal assessment 2 (IA2): Project — inquiry phase 2

25%




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This course will give you the practical skills and knowledge to explore the use of colour, use visual components to communicate ideas, and develop critical thinking techniques. Students will be provided with one-on-one guidance needed to prepare you for a career in the creative industries.

Successful completion of this course will qualify you to work in a variety of roles as either an arts and media professional, sculptor, painter, or visual arts and crafts professional. It will also give you the core skills needed to undertake further study in the visual arts field and other creative areas.

This qualification is delivered by qualified staff at the College.

Pathways A Certificate II in Visual Arts could lead to employment as:

Independent Visual Artist(freelance/commission)

Ceramics studio/Community ArtsTrainee

Workshop Assistant

Teacher/Instructor of Art andRecreation

Muralist

Printmaker



Use basic creative and technical skillsunderprining all types of Visual Artspractice

Make simple creative works

Be able to source and use informationrelevant to own arts practice

Be able to contribute to the health andsafety of self and others.

Resource requirements Bring your own Device - ICT access

Specific resources will be providedthrough the College to students for thiscourse. Subject fees are required to be upto date

Certificate II in Visual Arts (CUA20715) RTO Provider – Murrumba SSC (RTO Code: 40758)

VET

Qualification

ProjectsOver the course of this qualification, students will undertake a number of projects. These projects include:

Project 1 - Cafe ArtStudents research, design and create still life and appropriation drawings to decorate a café using a range of drawing styles techniques and media, observing OHS procedures.

Project 2 - Painting AbstractsStudents will use basic drawing techniques to design and paint an abstracted/semi abstracted painting. Students will research, design and experiment with realism, stylisation and abstraction devices, using a range of painting techniques and media observing WHS procedures as evident in a creative arts environment.

Project 3 - Ceramics 1Students will produce a large-scale ceramic form of a torso. Students will use ceramic techniques to produce a ceramic sculpture based on human figurative forms, observing OHS procedures

Project 4 - Digital ArtStudents apply skills in Adobe Photoshop to produce a series of digital photographs based on Urban themes.

Project 5 - IdolsStudents will design and paint an idol. Students research, design and create a canvas painting of their choice of idol using a specific style and appropriate techniques observing OHS procedures.

Project 6 - Ceramics 2Students will produce a large scale functional vessel. Students research, design and produce a large scale functional vessel using motif and patterns reflecting the natural environment.


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Structure


BSBWHS201 Contribute to health and safety of self and others Core

CUAACD101 Use basic drawing techniques Core

CUAPPR201 Make simple creative work Core

CUARES202 Source and use information relevant to own arts practice Core

CUACER201 Develop ceramic skills Elective

CUADRA201 Develop drawing skills Elective

CUAPAI201 Develop painting skills Elective

CUAPRI201 Develop printmaking skills Elective

CUADIG202 Develop digital imaging skills Elective


Assessment Students will have both theoretical and practical observations throughout the course. Practical observations will include demonstration of the technical and practical application of knowledge, for a range of different industry relevant applications.

Subject Costs Please refer to the Student Resource Scheme and the Fee Matrix on the College website.

Project 7 - PrintmakingStudents will produce an edition of 3 prints using Cultural motifs and patterning


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Music General senior subject

General

Music fosters creative and expressive communication. It allows students to develop musicianship through making (composition and performance) and responding (musicology).

Through composition, performance and musicology, students use and apply music elements and concepts. They apply their knowledge and understanding to convey meaning and/or emotion to an audience.

Students use essential literacy skills to engage in a multimodal world. They demonstrate practical music skills, and analyse and evaluate music in a variety of contexts, styles and genres.

Pathways It is recommended that students are on an ATAR pathway to complete the course of study, however this is not mandatory. A course of study in Music can establish a basis for further education and employment in the field of Music, and to broader areas in creative industries. Students will build their analysis, creative and critical thinking skills which will benefit them in a variety of pathways making them successful in a real world context. By studying ATAR Music, students have the opportunity to study Music post school at University, TAFE or a private college. Further study can lead to various careers including a composer, professional musician, Music teacher, film scorer, Music editor, therapist, accompanist or producer.

Prerequisites Mandatory At a minimum, it is compulsory for students to have achieved a sound level (C) of achievement in Year 10 Music or a sound level (C) of achievement in Year 10 High Performance Music.

RecommendedIt is recommended that students are studying an instrument through the college instrumental music program, or taking private music lessons. A standard performance equivalent to AMEB Grade 3-4 is recommended, a sound level (C) ofachievement in Year 10 English.

By the conclusion of the course of study, students will: demonstrate technical skills

explain music elements and concepts

use music elements and concepts

analyse music

apply compositional devices


interpret music elements and concepts

evaluate music to justify the use of musicelements and concepts

realise music ideas

resolve music ideas.


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Designs Through inquiry learning, the following is explored: How does the treatment and combination of different music elements enable musicians to design music that communicates meaning through performance and composition?

Identities Through inquiry learning, the following is explored: How do musicians use their understanding of music elements, concepts and practices to communicate cultural, political, social and personal identities when performing, composing and responding to music?

Innovations Through inquiry learning, the following is explored: How do musicians incorporate innovative music practices to communicate meaning when performing and composing?

Narratives Through inquiry learning, the following is explored: How do musicians manipulate music elements to communicate narrative when performing, composing and responding to music?

Assessment


Unit 1 Unit 2

Formative Internal assessment

Composition


Integrated project


Performance


Examination – extended response


Unit 3 Unit 4


20% Summative internal assessment 3 (IA3): Integrated project

35%

Summative internal assessment 2 (IA2): Composition

20%



murrumba state secondary college senior curriculum handbook

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