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Bray Park State High School 2020

Content Welcome to the Senior Phase of Learning at Bray Park State High School People Who Can Help You Senior Schooling Certification Subject Continuity Year 10 to Year 11 Australian School-based Apprenticeships Inclusive Education Program (QCIA) Queensland Certificate of Education (QCE) summary Exit Statement Sample Example of the Queensland Certificate of Education How Does a Tertiary Institution Select its Students? Subject Outlines SUBJECTS – Year 11 and 12 – 2020 TAFE Schools Program (VET)

THE ARTS Visual Art Drama Music Music in Practice * Drama in Practice * Certificate II Visual Arts (VET) Music Extension

BUSINESS and Business DIGITAL Legal Studies TECHNOLOGIES Information and Communication Technology * Certificate III Business (VET) Diploma of Business (Get Set Education 45252) (VET) Certificate II in Information, Digital Media and Technology (VET) Cert II Active Volunteering (VET) RTO 6020 ENGLISH English Essential English*

HEALTH and Physical Education PHYSICAL Sport and Recreation * EDUCATION Certificate II Sport & Recreation / Certificate III Fitness (VET) (Binnacle 31319) Certificate II Community Services / Certificate III in Health Services Assistance (VET)

(Connect ‘n’ Grow 40518)

MATHEMATICS General Mathematics Mathematics Methods Specialist Mathematics Essential Mathematics *

HUMANITIES Ancient History Modern History Geography Social and Community Studies * Tourism * SCIENCE Biology Chemistry Science in Practice * Physics Psychology

TECHNOLOGIES

Certificate II Hospitality (VET)

Fashion *

Design Cert II Engineering Pathways (Blue Dog 31193) (VET) Certificate II Furniture Making (VET) Certificate II Automotive Pathways (VET) School VET – RTO provider number 30237


Welcome to the Senior School at Bray Park State High School The best advice we can offer to students contemplating the Senior Phase of Learning at Bray Park State High School is to choose senior subjects carefully, considering the subjects you are good at, as your decisions may affect not only the types of careers you can follow later, but also your academic success and feelings about your schooling. Even though there are a number of factors to consider, choosing your course of study can be made easier, if you go about the task calmly and logically. At Bray Park State High School, students are generally advised to select their subjects using the following steps, in order:

1. Their interests, aptitudes, achievements and career goals; 2. University or TAFE/ Traineeship/Apprenticeship/ full time work

pathways a. If students are certain they want to undertake tertiary study

and have demonstrated high academic achievement, they are encouraged to choose five general subjects and one/Applied or Cert III or above VET subject ;

b. If students are certain they do not want to undertake tertiary study and are more interested in “hands-on” learning, they are encouraged to choose a combination of Applied and VET subjects ;

3. Prerequisites a. If students want to undertake university study, they must look

carefully at the perquisites for university courses in their QTAC Tertiary Prerequisites 2020: Essential Guide for Choosing Senior Subjects. They must choose the subjects needed to gain entry into the courses they wish to study;

4. The subjects they will do well in a. Students are advised to choose subjects in which they have

already demonstrated sound academic ability;


To assist students to choose their subjects wisely,

each Year 10 student will complete a Senior Education and Training Plan (SETP)

A SETP -

• Provides the young person with a clearly thought-out set of achievable goals, a learning plan and assists in a cohesive transition across educational sectors.

• Serves as a starting point and reference point for the student’s pathway through senior education.

• Promotes on-going dialogue between an individual student, parents/carers and teachers.

• Promotes learning that is aligned with student’s aspirations and leads to the award of a Queensland Certificate of Education or Senior Statement and/or up to Certificate III Vocational qualification.

Year 10 students will be completing their SETP process in Term 3 (week 3) online with their subject selection during their Lifeskills class. The parent/care giver information evening will be held on Tuesday 30 July . Once the SETP and subject selection has been completed online, students and parents will complete a subject selection interview with a Head of Department or senior staff member (week 6). For this interview, students are to bring a printed copy of their subject selection and their SETP.


People Who Can Help You PRINCIPAL Matthew Morgan DEPUTY PRINCIPALS Eleana Kerr John Tabrett Kerri Trigger GUIDANCE OFFICER Courtney Shorten HEAD OF INCLUSIVE EDUCATION Kimberley McDonald SENIOR SCHOOLING HEAD OF DEPARTMENT Karenne Haygarth Heads of Department ENGLISH / LANGUAGES Tracey Goodrum MATHEMATICS Christopher Powell SCIENCE Katrina Meehan HUMANITIES Katrina Makings THE ARTS and IT Robert Adamson DESIGN AND TECHNOLOGY Annette Adams JUNIOR SECONDARY Emma Wilson HEALTH AND PHYSICAL EDUCATION Derek Cliff DIGITAL TECHNOLOGIES/STEM/BUSINESS Gaye Launder INTERNATIONAL Carmel Swaine


Senior Schooling Certification The information as provided by the Queensland Curriculum and Assessment Authority is believed to be correct as at June 2019. Students who complete Year 11 and 12 will receive a Senior Statement or, if eligible, a Queensland Certificate of Education. 1. A “Queensland Certificate of Education (QCE)” – refers to the award attained by a

young person who has achieved 20 credits in the required pattern and who has met the literacy and numeracy requirements. The learning achievements banked during the Senior Phase of Learning contribute towards the qualification. Year 12 students who do not obtain a QCE will be issued with a Senior Statement by the Queensland Curriculum and Assessment Authority, recording all their learning achievements banked in their learning account.

The Queensland Certificate of Education (QCE) is a school-based qualification awarded to young people at the completion of the Senior Phase of Learning, usually at the end of Year 12.

It confirms a student's achievement of:

• a significant amount of learning

• a set standard of achievement

• meeting literacy and numeracy requirements

The Senior Statement

• records all learning banked in a learning account. • will be issued to all registered young people:

- enrolled at a school at the end of year 12 or - meeting the requirements for the Queensland Certificate of Education.

Tertiary Entrance

What is the ATAR?

The ATAR is the standard measure of overall school achievement used in all other Australian states and territories. It is a rank indicating a student’s position overall relative to other students.

The ATAR is expressed on a 2000-point scale from 99.95 (highest) down to 0, in increments of 0.05.

ATARs below 30 will be reported as ‘30.00 or less’.

ATAR eligibility To be eligible for an ATAR, a student must have:

• satisfactorily completed an English subject • completed five general subjects, or four general subjects plus one applied subject or

VET course at AQF certificate III or above • accumulated their subject results within a five-year period.


While students must satisfactorily complete an English subject to be eligible for an ATAR, the result in English will only be included in the ATAR calculation if it is one of the student’s best five subjects.

ATAR calculation

The ATAR will be calculated by combining a student’s best five subject scaled scores. Scaled scores will be derived from a student’s subject results as reported to QTAC by the Queensland Curriculum and Assessment Authority (QCAA), using a process of inter-subject scaling. Vocational Education and Training (VET) and the ATA R

Each VET qualification level (certificate III or higher) will have a single scaled score that can be included in a student’s ATAR.

For example, a Certificate III in Hospitality and a Certificate III in Laboratory Skills will each have the same scaled score; this will be regardless of the duration or area of study of the certificate III.

It is expected that the scaled score for a completed VET diploma will be higher than that for a completed VET certificate IV, which in turn will be higher than the scaled score for a completed VET certificate III.

Accessing the ATAR

ATARs are expected to be released in mid to late December each year. Students will be able to access their ATARs online and print a PDF version of their Queensland ATAR Result Notice. The result notice will be verifiable from a secure online facility. For further information: https://www.qtac.edu.au/atar-my-path/atar


Subject Continuity Year 10 to Year 11

� General subjects � Applied Subjects Vocational Education & Training (VET) subjects

YEAR 11 SUBJECT PRE-REQUISITES – do not select these subjects without the requested result

PRE SENIOR RECOMMENDED SUBJECT

POSSIBLE QCE POINTS (must exit with a C or

above to achieve

Certificate)

� English Minimum B Standard in Pre Senior English and approved by HOD English.

4

�Essential English Nil 4 � Ancient History Minimum B Standard in Pre

Senior English Pre Senior History 4

� Modern History Minimum B Standard in Pre Senior English

Pre Senior History 4

� Geography Minimum B Standard in Pre Senior English and Mathematics

Pre Senior Geography

4

� Social and Community Studies

Nil 4

� Tourism Nil 4 � Legal Studies Minimum B Standard in Pre

Senior English Pre Senior Business 4

� General Mathematics Minimum C Standard in Core or Extension Mathematics

4

� Mathematical Methods

Minimum B/A standard in Core Mathematics or C Standard in Extension Mathematics

4

� Specialist Mathematics

Minimum C Standard in Extension Mathematics and must also be studying Mathematical Methods in senior

4

� Essential Mathematics

Some level of study in Year 10 Mathematics

4

� Physics Minimum B in Core Science, C in Extension Science Minimum B in Core Maths, C in Extension Maths and must also be studying Mathematical Methods in senior

Pre Senior Science Extension elective

4

� Chemistry Minimum B in Core Science, C in Extension Science Minimum B in Core Maths, C in Extension Maths and must also be studying Mathematical Methods in senior

Pre senior Science Extension elective

4

� Biology Minimum B in Core Science, C in Extension Science Minimum B in Core Maths, C in Extension Maths and must also be studying General Mathematics or Mathematical Methods in senior


4

� Psychology Minimum B in Core Science, C in Extension Science Minimum B in Core Maths, C in Extension Maths and must also be


4


studying General Mathematics or Mathematical Methods in senior

� Science in Practice Nil 4

� Business Minimum B Standard in Pre Senior English

Pre Senior Business

4

Subject Continuity Year 10 to Year 11 (continued)

YEAR 11 SUBJECT

PRE-REQUISITES - do not select these subjects without the requested result

PRE SENIOR RECOMMENDED SUBJECT

POSSIBLE QCE POINTS (must exit with a C

or above to achieve

Certificate) VET - Cert III Business Nil Pre Senior Business 8 VET- Diploma of Business Nil Pre Senior Business 8 �Information and Communication Technology

Nil Pre Senior Digital Media and Technologies

4

� Visual Art Nil Pre Senior Art Minimum B in Pre Senior English

4

VET - Cert II Visual Arts Nil Pre Senior Art 4 � Music in Practice Nil Pre Senior Music 4 � Drama in Practice Nil Pre Senior Drama 4 � Music � Music Extension (yr 12 only)

Nil Music Year 11

Pre Senior Music Minimum B standard in Pre Senior English

4 2

� Drama Minimum B standard in Pre Senior English

Pre Senior Drama

4

� Fashion

Nil C standard in Pre senior English

4

VET - Cert II Hospitality Nil Pre Senior Food & Nutrition or Pre Senior Hospitality

4

� Physical Education Minimum B standard in Pre Senior English

B Standard in Pre Senior Physical Education Extension

4

� Sport and Recreation Nil Pre Senior Physical Education

4

VET - Cert III Fitness Nil 8 VET - Cert III Health Services

Nil 8

� Design Minimum B standard in Pre Senior English

Pre Senior Graphics subject

4

VET - Cert II Engineering Pathways (Blue Dog Training)

Nil A Pre Senior practical Technology subject

3

VET - Cert II Furniture Making

Nil A Pre Senior practical Technology subject

4

VET - Cert II Automotive Pathways

Nil Interest in Automotive Industry

2


VET - Cert II Information, Digital Media and Technology

Nil Pre Senior Digital Media and Technologies

4


Australian School-based Apprenticeships For senior students (Year 11 and 12), there is also the opportunity of completing either a School based Traineeship or Apprenticeship. School based Traineeships (SATs) allow you to train and do paid work in your chosen traineeship area while you are still at school studying for your Queensland Certificate of Education or Senior Statement. Generally, students do one day a week of paid work and then four days at school. Students complete 5 subjects instead of the normal 6 subjects and in the time available, students complete school work missed during the day at work. Wednesday or Thursday will be the preferred days for work. Should students not accept, or later leave the School Based Traineeship or Apprenticeship, a 6th subject must be undertaken. School based Traineeships can be obtained through a variety of means: work placement, part-time jobs, Group Training Companies and students finding an interested employer. The School based Traineeship is normally a Certificate II/III level and will be recorded on the Queensland Certificate of Education or Senior Statement if completed by the end of Year 12. For further information contact the Senior Schooling Head of Department or the Guidance Officer. School Based Traineeship process to follow:

1. Employer willing to take on student for a Traineeship. 2. Student/ Parent contacts the Senior Schooling Head of Department with the employer

details and possible work day. 3. HOD contacts employer to confirm details. 4. Employer confirms the Traineeship will go ahead. 5. Student and/or parent has interview with the Guidance Officer to look at subjects and

work day (QCE checked). 6. Sign up occurs. 7. Student starts Traineeship and teachers notified.


Inclusive Education Program

The Inclusive Education Program provides pathways to support all students with disabilities through their senior schooling phase, whether their goals are work, further study, or other supported placements beyond school. Verified students who are working towards a Queensland Certificate of Education (QCE) pathway participate in the same subjects as their peers, with Support Teachers or Teacher Aides allocated to identified class groups or individual students. Those students who are working towards a Queensland Certificate of Individual Achievement (QCIA) will participate in a combination of regular classes, as well as small group focus classes, to achieve their individual goals. The subjects we offer in year 11 and 12 are: Year 11 & 12 Focus Group Literacy and Numeracy: Only students working towards a QCIA will participate in these courses, as they do not meet literacy and numeracy requirements for the QCE. Content covered in the literacy and numeracy courses is focussed towards developing a student’s ability to become a productive, work-ready and independent young adult.

Additional Senior School services and activities in clude: • Senior Education and Training Plan (SETP) including Individual Support Plan • Access to Disability Employment Support (DES) Providers, Employment

networks, Ticket To Work providers, Lifestyle support agencies, Traineeship providers and Government agencies

• Work experience • Access Arrangements and Reasonable Adjustments (AARA) for identified

students during examinations, assessments and tests • Liaise with students, teachers, parents and others relating to student general

well-being and school success.


Queensland Certificate of Individual Achievement The Queensland Certificate of Individual Achievement (QCIA) recognises and certifies the learning achievements of students whose learning is part of an individualised program. The QCIA records educational achievements in two areas:

• Statement of Achievement • Statement of Participation

In the QCIA’s Statement of Achievement section, five curriculum organisers are defined to support teachers in recording student achievements:

• Communication and technologies • Community, citizenship and the environment • Leisure and recreation • Personal and living dimensions • Vocational and transition activities.

How do schools decide whether to enrol a student on a QCIA or QCE pathway? A QCIA student must have:

• an impairment, or • difficulties in learning that affect their ability to engage in mainstream learning,

not due to socioeconomic, cultural or linguistic factors.

Can a student on a QCIA pathway do some QCE learnin g? Some students may be working towards a QCIA and a Queensland Certificate of Education (QCE) pathway. At exit from Year 12, a student cannot receive a QCE and a QCIA. However, a student may be issued with the QCIA and bank some credit towards their QCE. In this situation the QCE may be achieved and awarded post school. A student may complete up to 3 QCE core courses and still receive a QCIA. Please note however, that if two Certificates I are completed, then this equals 1 QCE completed core.

Students may complete a combination of Certificate I and II courses, and QCIA goals.

Referrals to the Inclusive Education Program are made through a variety of sources (e.g. parents, staff) and students are encouraged to approach relevant staff with any concerns they may have. Students and Parents can make contact with our Head of Inclusive Education for further information.


QCIA Certificate Sample


Eligibility for a QCE

To meet QCE requirements, a student must accrue 20 credits from learning options. Different types and amounts of learning contribute different amounts of credit to the QCE.

Core courses of study

Typically, Core courses of study are undertaken by students during senior secondary schooling. Core courses of study are quality assured by the Queensland Curriculum and Assessment Authority (QCAA).

Core courses of study include:

• General subjects, including Extension subjects • Applied subjects, including Essential English and Essential Mathematics • vocational education and training (VET) Certificates II, III and IV • on-the-job component of school-based apprenticeships • non-Queensland studies (including IB) • recognised studies categorised as a Core course of study.

Automatic relaxation of the completed Core requirement applies to students who change subjects between units of QCAA Mathematics subjects or QCAA English subjects with credit contributing for units that meet the set standard.

Literacy and numeracy requirement

The literacy and numeracy requirements for a QCE.

Courses of study

Literacy Numeracy Set standard

General or Applied subjects

QCAA General or Applied English subjects for Unit 1, Unit 2, or a Unit 3 and 4 pair:

• English • English & Literature

Extension • English as an

Additional Language • Literature • Essential English

QCAA General or Applied Mathematics subjects for Unit 1, Unit 2, or a Unit 3 and 4 pair:

• General Mathematics • Mathematical Methods • Specialist Mathematics • Essential Mathematics

Satisfactory completion in Unit 1 or Unit 2

or

A grade of C or better in a Unit 3 and 4 pair

QCE credit for Core courses of study

Credit for the Queensland Certificate of Education (QCE) for Core courses of study is accrued when the set standard has been met for:

• General subjects • Applied subjects • vocational education and training (VET) Certificate II, III and IV qualifications • on-the-job component of school-based apprenticeships.


QCE credi t for a General subject

General subjects Set standard QCE credits

Unit 1 Satisfactory 1


Units 3 and 4 Grade of C or better 2

Maximum credit available 4

Extension subjects Set standard QCE credits



QCE credits contribute to the completed Core requirement when a student is enrolled in Units 1, 2, 3 and 4 and achieves a grade of C or better in Units 3 and 4. Credit will only contribute for units when the set standard is met.

QCE credi t for an Appl ied subject

Applied subjects Set standard QCE credits





QCE credits contribute to the completed Core requirement when a student is enrolled in Units 1, 2, 3 and 4 and achieves a grade of C or better in Units 3 and 4. Credit will only contribute for units when the set standard is met.

QCE credi t for vocat ional educat ion and t ra in ing (VET)

Qual ification level Hours of learning QCE credits

Certificate II Not applicable 4


QCE credi t for vocat ional educat ion and t ra in ing (VET)

Qual ification level Hours of learning QCE credits

Certificate III and IV 440 hours or more 8

Certificate III and IV 385 – 439 hours 7

Certificate III and IV 330 – 384 hours 6

Certificate III and IV Fewer than 330 hours 5

QCE credit accrued for VET qualifications is based on the recommended hours of learning as determined by the Queensland Government, Department of Employment, Small Business and Training.

VET qualifications must be completed to contribute credit to the completed Core requirement for a QCE.

QCE credi t for vocat ional educat ion and t ra in ing (VET) — school-based apprent iceships and t ra ineeships

School -based apprenticeships and traineeships

Requirements QCE credits

School-based apprenticeships

(VET qualification is not completed while at school in a school-based apprenticeship*)

VET qualification:

• There is a limit to the amount of training that school-based apprentices may complete while at school, dependent on the nominal term (full-time) of the apprenticeship • four-year

nominal term — a maximum of 33.3% of the competencies

• three-year nominal term — a maximum of 40% of the competencies

• two-year nominal term — a maximum of 50% of the competencies.

Department of Employment, Small Business and Training Education website

Up to 2


QCE credi t for vocat ional educat ion and t ra in ing (VET) — school-based apprent iceships and t ra ineeships

School -based apprenticeships and traineeships

Requirements QCE credits

On-the-job: minimum 50 days (375 hours) per 12 months from date of commencement (a minimum of 7.5 hours per week averaged over each 3 month period).

Electrotechnology school-based apprentices require a minimum of 80 days (600 hours) per 12 months.

Up to 4**

(2 credits for each 50 days completed each 12 months)

School-based traineeships As outlined with the relevant VET certificate level. No additional QCE credit is accrued for on-the-job hours completed for a school-based traineeship.

Up to 8

*School-based apprenticeship VET qualifications do not contribute to the completed Core requirement of the QCE as they cannot be completed while at school.

**Credit accrued from on-the-job hours may contribute to the completed Core requirement only if all required hours are completed while at school. The Queensland Government, Department of Employment, Small Business and Training provides further information about school-based apprenticeships and traineeships.


Exit Statement Sample The following is a sample of the Exit Statement currently used that will be issued to students when they exit the course at the end of Year 12.

YEAR 12 EXIT STATEMENT 2020

JOHN SMITH GENERAL SUBJECTS GENERAL ENGLISH OVERALL ACHIEVEMENT - A 4 Units John shows an exceptional ability to write in a variety of styles, for a variety of audiences and purposes,

displaying exceptional originality and flair. He utilises extremely logical and well planned arguments. In oral situations, John effectively exploits a wide range of speaking skills, with great confidence and fluency.

GEOGRAPHY OVERALL ACHIEVEMENT - B 4 Units John displays a very wide knowledge of geographic concepts and issues and possesses the ability to

analyse geographic data to a very high degree. Map work and diagrammatic presentation of research and field study is of a high standard. He has revealed expertise in evaluating information, making decisions and reporting findings clearly and concisely.

MATHEMATICAL METHODS OVERALL ACHIEVEMENT - B 4 Units John’s work demonstrates recall of mathematical definitions, rules and procedures in both simple and

complex situations. He is able to apply rules and procedures using numerical calculations, spatial sense and algebra in life related and abstract situations. John uses strategies to interpret and develop responses to tasks from simple to complex in nature and in life related and abstract situations. He identifies assumptions, investigations and evaluates the validity of arguments and the strengths and limitations of models in problem.

CHEMISTRY OVERALL ACHIEVEMENT - B 4 Units John has demonstrated an excellent knowledge of the facts and main ideas of the course and is able to

apply this knowledge in both simple and complex situations. He also displays the ability to gather and process scientific data with commendable care and accuracy. His performance in laboratory work has been very competent.

MUSIC OVERALL ACHIEVEMENT - B 4 Units John has significant knowledge of the historical and stylistic features of each era and demonstrates a

high standard of craftsmanship in composing and arranging tasks in a variety of styles and media. He displays a high level of aural perception and musical literacy and an advanced mastery of the skills of vocal and instrumental performance. He shows a high level of commitment to the art form.

DRAMA OVERALL ACHIEVEMENT - A 4 Units John understands and applies the elements of dramatic form with excellence and uses communication

skills competently and effectively. He performs with imagination and originality and participates willingly in group work. He interprets analyses and applies texts and contexts accurately in most cases.

Issued without alterations or erasures 16th November 2021. .......................................….. Principal


Sample of the Queensland Certificate of Education


Subject Outlines Please Take Note 1. Subjects listed in this booklet will only be available in 2020 if enrolment numbers are such

that forming a class is viable. The minimum number of students necessary to form a class are determined by a range of factors set by Education Queensland. Students will be notified if any subject they have chosen is unable to be offered and will be given time to make an alternative selection

All subjects will lead to an ATAR (Australian Tertiary Admission Rank) for tertiary entrance e.g. University in Senior (Years 11 & 12). Subjects will be scaled. To be eligible for an ATAR, students must satisfactorily complete an English subject completed five general subjects, or four general subjects plus one applied subject or VET course at AQF certificate III or above

Students will be eligible for a QCE in Senior with 6 subjects as long as they receive a C standard or above or Certificate (I, II, III, Diploma) and meet the minimum Literacy and Numeracy requirements.

VET indicates subjects which include competencies towards a Certificate I, II, III or

Diploma.

2. Students must have the pre-requisite result to be able to select the year 11 subject. 3. A Queensland Certificate of Education or Senior Statement may be taken over a 3 year

period. Please consult our Guidance Counsellor or HOSES for details. The Queensland Certificate of Education student account will remain open for 9 years from the time a student starts Year 10.

4. Students will have the opportunity to select one TAFE – School Program Certificate Level

course. Courses will run depending on student numbers. 5. All students who undertake a school Vocational E ducation and Training subject

(VET) should complete at least two weeks of Work Pl acement during Year 11 and 12 (15 days for Cert II Hospitality and 10 days for Cert III Business is compulsory).

6. It should also be noted that students can not jo in a subject during a unit but must

start at the beginning of a unit. 7. Subject Fees: Students selecting subjects with s ubject fees and/or fees charged by

an external provider MUST meet the following requir ements in order to be eligible to select or remain enrolled in these subjects:

a) Student Resource Scheme paid in full or have set up a payment plan; and b) If your student selects a subject with a subject fee, payment of this fee must be

made prior to the end of Week 1, Term 1 or your chi ld may be removed from the subject and placed in a non-fee subject.

c) If your student selects a subject with an extern al provider fee (eg Cert III Fitness), payment of this fee must be made prior to the end of Week 1, Term 1 or your child will be removed from the subject and pla ced in another subject.


VETIS funding: Students can undertake VETiS funded subjects as part of their school studies. This includes subjects delivered by the school in conjunction with a Registered Training Organisation (RTO) and/or by enrolling in a course with an external RTO (e.g. TAFE). VETiS funding is provided by the Federal Government to skill shortage areas. VETiS funding is allocated to the VET subject with the highest cost. For example: Students undertaking Certificate II in Engineering Pathways will use the VETiS funding for Engineering, if they also select Certificate II in Community Services/ Certificate III in Health Services they will have to pay the full fee. Please check course fees carefully prior to your student’s subject selection. Legend:

� General Subjects � Applied Subjects VET – Vocational Education subjects


TAFE – SCHOOLS PROGRAM TAFE Queensland is offering the opportunity for high school students to attend TAFE one day a week during the school term over two years to complete a Certificate II or Certificate III. Students may select only one Certificate course to complete in conjunction with their school studies. Students can obtain a course guide with fees etc. from Ms Haygarth or go to the following website: tafeapply.com You’ll need the application code for the course that you wish to apply for (see below for the codes). To apply you will also need your USI number (your USI number number is on your student ID card or you can see Ms Haygarth or Mrs Rabbitt) Applications open July 15, 2019. Please be advised courses will run depending on student numbers. All Fees are subject to change. Representatives from TAFE Queensland will be at the Senior Pathways Day and will provide students with details of the courses on off er and how to apply.


Courses on offer for 2020 include:


GENERAL SUBJECTS FOR STUDENTS ON A UNIVERSITY PATHWAY


THE ARTS Visual Art 2019 �

Content The arts are an intellectually engaging intersection of lateral thought and practice. They interrogate the human experience and challenge our understandings by encouraging and provoking alternative ways of seeing, thinking and doing. They enable us to know and observe our world collectively and as individuals. They reveal a sense of who we are and might become as we make connections and new meaning of the world around us and our place in it.

Creative and expressive communication is central to the arts. Students learn to pose and solve problems, work independently and in collaboration, and create and convey meaning from various viewpoints. New skills are learnt and knowledge is created through the investigation and experience of valued traditions and practices across various art forms.

Recommended Pre-Senior Subjects Pre Senior Art Minimum B in Pre Senior English

Skills Developed This subject prepares young people for participation in the 21st century by fostering curiosity and imagination, and teaching students how to generate and apply new and creative solutions when problem-solving in a range of contexts. This learnt ability to think in divergent ways and produce creative and expressive responses enables future artists, designers and craftspeople to innovate and collaborate with the fields of science, technology, engineering and mathematics to design and manufacture images and objects that enhance and contribute significantly to our daily lives.

Assessment Unit 1 & 2 – Formative internal assessment. Students have opportunities in Units 1 and 2 to experience the types of assessment they will encounter in Units 3 and 4.

Unit 3 - Summative internal assessment 1 (IA1):Investigation — inquiry phase 1 (15%)

Summative internal assessment 2 (IA2):Project — inquiry phase 2 (25%)

Unit 4 - Summative internal assessment 3 (IA3):Project — inquiry phase 3 (35%)

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

Average Weekly Workload This may include extended hours in the practical room during lunchtime and, in some cases, extension workshops after school. Additional home study and completion of practical tasks will involve a further 3 hours minimum a week.

Pathways

Visual Art is a General subject suited to students who are interested in pathways beyond school that lead to tertiary studies, vocational education or work. 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.

Subject Fee

$70 per year for consumable art supplies (eg paints, paper/cardboard, drawing items, sculptural tools and glue) and Art Gallery excursion entry fee (excludes transport costs).


Drama 2019 � Content Drama interrogates the human experience by investigating, communicating and embodying stories, experiences, emotions and ideas that reflect the human experience. It allows students to look to the past with curiosity, and explore inherited traditions of artistry to inform their own artistic practice and shape their world as global citizens. Drama is created and performed in diverse spaces, including formal and informal theatre spaces, to achieve a wide range of purposes. Drama engages students in imaginative meaning-making processes and involves them using a range of artistic skills as they make and respond to dramatic works. The range of purposes, contexts and audiences provides students with opportunities to experience, reflect on, understand, communicate, collaborate and appreciate different perspectives of themselves, others and the world in which they live. Skills developed In Drama, students engage in aesthetic learning experiences that develop the 21st century skills of critical thinking, creative thinking, communication, collaboration and teamwork, personal and social skills, and information & communication technologies (ICT) skills. They learn how to reflect on their artistic, intellectual, emotional and kinaesthetic understanding as creative and critical thinkers and curious artists. Additionally, students will develop personal confidence, skills of inquiry and social skills as they work collaboratively with others. Recommended Pre-Senior Subjects Pre Senior Drama Minimum B in Pre Senior English Assessment Unit 1 & 2 – Formative internal assessment. Students have opportunities in Units 1 and 2 to experience the types of assessment they will encounter in Units 3 and 4.

Unit 3 - Summative internal assessment 1 (IA1): performance (20%)

Summative internal assessment 2 (IA2): Project — dramatic concept (20%)

Unit 4 - Summative internal assessment 3 (IA3): Project — practice-led project (35%)

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

Average Weekly Workload • Approximately 3 x 70 minute lessons a week. • Extra time for rehearsals or preparations may be required for lessons or performance. Pathways Drama is a General subject suited to students who are interested in pathways beyond school that lead to tertiary studies, vocational education or work. 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.

Subject Fee

$100 per year to view live professional drama performances (excludes transport costs).


Music 2019 � Queensland Curriculum and Assessment Authority Code Number 091 Content

Music is a unique art form that uses sound and silence as a means of personal expression. It allows for the expression of the intellect, imagination and emotion and the exploration of values. Music occupies a significant place in everyday life of all cultures and societies, serving social, cultural, celebratory, political and educational roles.

The study of music combines the development of cognitive, psychomotor and affective domains through making and responding to music. The development of musicianship through making (composition and performance) and responding (musicology) is at the centre of the study of music.

Through composition, students use music elements and concepts, applying their knowledge and understanding of compositional devices to create new music works. Students resolve music ideas to convey meaning and/or emotion to an audience.

Through performance, students sing and play music, demonstrating their practical music skills through refining solo and/or ensemble performances. Students realise music ideas through the demonstration and interpretation of music elements and concepts to convey meaning and/or emotion to an audience.

Recommended Pre-Senior Subjects If a student has not previously studied Music, an interview with the Music Teacher and/or Head of Department is recommended to determine whether the student has the recommended pre-requisites.

• Ability to play an instrument or sing • Pre Senior Music • Minimum B standard in Pre Senior English

Assessment Unit 1 & 2 – Formative internal assessment. Students have opportunities in Units 1 and 2 to experience the types of assessment they will encounter in Units 3 and 4. Unit 3 and 4 Summative internal assessment 1 (IA1): Performance 20% Summative internal assessment 2 (IA2): Composition 20% Summative internal assessment 3 (IA3): Integrated project 35% Summative external assessment (EA): Examination 25% Average Weekly Workload • Three x 70 minute lessons a week • Extra time for rehearsals may be required • Additional home study and completion of tasks will involve a further 3 hours minimum a week

Pathways Music is a General subject suited to students who are interested in pathways beyond school that lead to tertiary studies, vocational education or work. A course of study in Music can establish a basis for further education and employment in the fields of arts administration, communication, education, creative industries, public relations and science and technology.

No Subject Fee


Music Extension 2020 (Performance, Composition or Musicology) � Content Music Extension prepares students for a future of unimagined possibilities, helping them to become self-motivated and emotionally aware. As a unique means of expression, music makes a profound contribution to personal, social and cultural identities. As they develop highly transferable and flexible skills, students become adaptable and innovative problem-solvers and collaborative team members who make informed decisions. As enquirers, students develop their ability to analyse and critically evaluate. Literacy in Music Extension is an essential skill for composers, musicologists and performers, and learning in Music Extension prepares students to engage in a multimodal world. Pre-requisites The requirement for entry into Music Extension is that the student has studied units 1 & 2 of General Music and has concurrent enrolment in units 3 & 4 of General Music. It is a General Subject offered only for Units 3 & 4 (Year 12). Skills Developed By the conclusion of the course the student should be able to demonstrate achievement at an advanced level in their chosen specialisation. Specialisations Performance Composition Musicology Assessment Summative internal assessment 1 (IA1)

• Performance, Composition or Musicology Investigation 20% Summative internal assessment 2 (IA2)

• Performance, Composition or Musicology Investigation 20% Summative internal assessment 3 (IA3)

• Performance, Composition or Musicology Project 35% Summative external assessment (EA)

• Written Examination 25% Average Weekly Load

• One lesson time with classroom music teacher • Individual instrumental practice at school and/or at home.

No Subject Fee


BUSINESS and DIGITAL TECHNOLOGIES

Business 2019 v1.0 � Content

The study of business is relevant to all individuals in a rapidly changing, technology-focused and innovation-driven world. Through studying Business, students are challenged academically and exposed to authentic and real-life practices. The knowledge and skills developed in Business will allow students to contribute meaningfully to society, the workforce and the marketplace and prepare them as potential employees, employers, leaders, managers and entrepreneurs of the future.

Students investigate the business life cycle from the seed to post-maturity stage and develop skills in examining business data and information. Students learn business concepts, theories, processes and strategies relevant to leadership, management and entrepreneurship. A range of business environments and situations is explored. Through this exploration, students investigate the influence on and implications for strategic development in the functional areas of finance, human resources, marketing and operations.

Pre-Senior Recommendation It is recommended that students should have obtained a B Standard in Pre Senior English. Assessment Unit 1 and 2 Formative internal assessment 1 (IA1) Examination combination response 25% Formative internal assessment 2 (IA2) Investigation business report 25% Formative internal assessment 3 (IA3) Extended response – feasibility report 25% Formative internal assessment (EA): Examination combination response (25%) Unit 3 and 4 Summative internal assessment 1 (IA1) Examination combination response 25% Summative internal assessment 2 (IA2) Investigation business report 25% Summative internal assessment 3 (IA3) Extended response – feasibility report 25% Summative external assessment (EA): Examination combination response (25%) Career and Other Opportunities Business is a General subject suited to students who are interested in pathways beyond Year 12 that lead to tertiary studies, vocational education or work. The study of Business provides opportunities for students to pursue entrepreneurial pathways and a wide range of careers in the public, private and not-for-profit sectors. A course of study in Business can establish a basis for further education and employment in the fields of business management, business development, entrepreneurship, business analytics, economics, business law, accounting and finance, international business, marketing, human resources management and business information systems.


Legal Studies 2019 v1.0 � Content

Legal Studies explores the role and development of law in response to current issues. The subject starts with the foundations of law and explores the criminal justice process through to punishment and sentencing. Students then study the civil justice system, focusing on contract law and negligence. With increasing complexity, students critically examine issues of governance that are the foundation of the Australian and Queensland legal systems, before they explore contemporary issues of law reform and change. The study finishes with considering Australian and international human rights issues. Throughout the course, students analyse issues and evaluate how the rule of law, justice and equity can be achieved in contemporary contexts.

The primary skills of inquiry, critical thinking, problem-solving and reasoning empower Legal Studies students to make informed and ethical decisions and recommendations. Learning is based on an inquiry approach that develops reflection skills and metacognitive awareness. Through inquiry, students 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 improve their research skills by using information and communication technology (ICT) and databases to access case law and legislation. Students analyse legal information to determine the nature and scope of the legal issue, examine different or opposing views, which are evaluated against legal criteria. These are critical skills that allow students to think strategically in the 21st century.

Pre-Senior Recommendation B Standard in Pre Senior English Assessment Unit 1 and 2 Formative internal assessment 1 (IA1) Examination combination response 25% Formative internal assessment 2 (IA2) Investigation inquiry report 25% Formative internal assessment 3 (IA3) Investigation – argumentative essay 25% Formative internal assessment (EA): Examination combination response (25%) Unit 3 and 4 Summative internal assessment 1 (IA1) Examination combination response 25% Summative internal assessment 2 (IA2) Investigation inquiry report 25% Summative internal assessment 3 (IA3) Investigation – argumentative essay 25% Summative external assessment (EA): Examination combination response (25%) Pathways Legal Studies is a General subject suited to students who are interested in pathways beyond school that lead to tertiary studies, vocational education or work. 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 research and analytical skills this course develops are universally valued in business, health, science and engineering industries. Special Requirements Students will undertake some Field Trips (District and Supreme Law Courts). Transport costs may apply.


ENGLISH and LANGUAGES

English 2020 � Content: The subject English offers students opportunities to enjoy language and be empowered as functional, purposeful, creative and critical language users who understand how texts can convey and transform personal and cultural perspectives. In a world of rapid cultural, social, economic and technological change, complex demands are placed on citizens to be literate within a variety of modes and mediums. Students are offered opportunities to develop this capacity by drawing on a repertoire of resources 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. Skills developed:

• skills to communicate effectively in Standard Australian English for the purposes of responding to and creating literary texts and non-literary texts

• skills to 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

• enjoyment and appreciation of literary and non-literary texts, the aesthetic use of language, and style

• critical exploration of ways in which literary and non-literary texts may reflect or challenge social and cultural ways of thinking and influence audiences

• empathy for others and appreciation of different perspectives through studying a range of literary and non-literary texts from diverse cultures and periods, including Australian texts by Aboriginal writers and/or Torres Strait Islander writers.

Pre-requisites Students who embark on the study of English must have achieved a B Standard at the completion of Year 10 at Pre-Senior English level. Course Outline and Assessment Unit 1 & 2 – Formative internal assessment. Students have opportunities in Units 1 and 2 to experience the types of assessment they will encounter in Units 3 and 4.

Unit 3 - Summative internal assessment 1 (IA1): Extended response — written response for a public audience (25%)

Summative internal assessment 2 (IA2): Extended response — persuasive spoken response (25%)

Unit 4 - Summative internal assessment 3 (IA3): Examination — imaginative written response (25%)

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


Pathways

English is a General subject suited to students who are interested in pathways beyond school that lead to tertiary studies, vocational education or work. 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.


HEALTH AND PHYSICAL EDUCATION

Physical Education 2020 v1.1 � CONTENT

Students in Physical Education learn through an inquiry approach that explicitly involves the integration of body and movement concepts with biophysical, sociocultural and psychological concepts and principles to enable the development of a physically educated student (seeFigure 3). This experiential and educative approach places learning at the forefront of inquiry and provides opportunities for students to use cognitive and psychomotor processes to make meaning of information and data (Hay 2006; Dinan-Thompson 2013; Stolz 2014).

The Physical Education syllabus is developmental and becomes increasingly complex across the four units. In Unit 1, students develop an understanding of the fundamental concepts and principles underpinning their learning of movement sequences and how they can enhance movement from a biomechanical perspective. In Unit 2, students broaden their perspective by determining the psychological factors, barriers and enablers that influence their performance and engagement in physical activity. In Unit 3, students enhance their understanding of factors that develop tactical awareness and influence ethical behaviour of their own and others’ performance in physical activity. In Unit 4, students explore energy, fitness and training concepts and principles to optimise personal performance.

Physically educated learners develop the 21st century skills of critical thinking, creative thinking, communication, personal and social skills, collaboration and teamwork, and information and communication technologies skills through rich and diverse learning experiences about, through and in physical activity. Physical Education fosters an appreciation of the values and knowledge within and across disciplines, and builds on students’ capacities to be self-directed, work towards specific goals, develop positive behaviours and establish lifelong active engagement in a wide range of pathways beyond school.

PRE-REQUISITES It is recommended that students have a minimum of B Standard in both Pre Senior Physical Education Extension and Pre Senior English. Literacy skills are imperative, with English communication being highlighted as an incompatible subject. A high degree of physical participation is also required to complete necessary course elements.


ASSESSMENT INFORMATION Assessments are formative in Units 1 and 2, and summative in units 3 and 4. Formative assessments provide feedback to both students and teachers about a student’s progress whilst also providing students an opportunity to experience and respond to the types of assessment they will encounter in Units 3 and 4.

Schools provide opportunities for students to demonstrate specialised movement sequences and movement strategies in a range of authentic performance environments. The characteristics of each category of physical activity describe the authentic features of a performance environment.

PATHWAYS Physical Education is a General subject suited to students who are interested in pathways that lead to tertiary studies, vocational education or work. 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. SUBJECT FEE: $100 per year – External provider fees for activities and excursions related to practical application of subject content.


MATHEMATICS

General Mathematics 2019 v1.1 � Content

The major domains of mathematics in General Mathematics are Number and algebra, Measurement and geometry, Statistics and Networks and matrices, building on the content of the P–10 Australian Curriculum. Learning reinforces prior knowledge and further develops 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.

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. It incorporates a practical approach that equips learners for their needs as future citizens. Students will learn to ask appropriate questions, map out pathways, reason about complex solutions, set up models and communicate in different forms. They will experience the relevance of mathematics to their daily lives, communities and cultural backgrounds. They will develop the ability to understand, analyse and take action regarding social issues in their world. When students gain skill and self-assurance, when they understand the content and when they evaluate their success by using and transferring their knowledge, they develop a mathematical mindset.

Assessment Unit 1 and 2 Formative internal assessment 1: Problem solving and modelling task 20% Formative internal assessment 2: Examination15% Formative internal assessment 3: Examination 15% Formative end of year assessment: Examination combination response (50%) Unit 3 and 4 Summative internal assessment 1 (IA1) Problem solving and modelling task 20% Summative internal assessment 2 (IA2) Examination15% Summative internal assessment 3 (IA3) Examination 15% Summative external assessment (EA): Examination combination response (50%) Average Workload Students will be required to devote 15 - 20 minutes a night to formal study, homework or assignment work. Pre-requisites C grade or better in Year 10 core or Year 10 extension maths. Special Requirements Scientific Calculator with statistical functions. Pathways General Mathematics is a General subject suited to students who are interested in pathways beyond school that lead to tertiary studies, vocational education or work. 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.


Mathematical Methods 2019 v1.1 � Content

Mathematics teaching and learning practices range from practising essential mathematical routines to develop procedural fluency, through to investigating scenarios, modelling the real world, solving problems and explaining reasoning. When students achieve procedural fluency, they carry out procedures flexibly, accurately and efficiently. When factual knowledge and concepts come to mind readily, students are able to make more complex use of knowledge to successfully formulate, represent and solve mathematical problems. Problem-solving helps to develop an ability to transfer mathematical skills and ideas between different contexts. This assists students to make connections between related concepts and adapt what they already know to new and unfamiliar situations. With appropriate effort and experience, through discussion, collaboration and reflection of ideas, students should develop confidence and experience success in their use of mathematics.

The major domains of mathematics in Mathematical Methods are Algebra, Functions, relations and their graphs, Calculus and Statistics. Topics 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. The ability to translate written, numerical, algebraic, symbolic and graphical information from one representation to another is a vital part of learning in Mathematical Methods.

Students who undertake Mathematical Methods will 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. Through solving problems and developing models, they will appreciate that mathematics and statistics are dynamic tools that are critically important in the 21st century.

Assessment Unit 1 and 2 Formative internal assessment 1: Problem solving and modelling task 20% Formative internal assessment 2: Examination15% Formative internal assessment 3: Examination 15% Formative end of year assessment: Examination combination response (50%) Unit 3 and 4 Summative internal assessment 1 (IA1) Problem solving and modelling task 20% Summative internal assessment 2 (IA2) Examination15% Summative internal assessment 3 (IA3) Examination 15% Summative external assessment (EA): Examination combination response (50%) Average Workload Students will be required to devote 25 - 30 minutes a night to formal study, homework or assignment work. Pre-requisites C grade or better in Year 10 extension maths or A grade of better in Year 10 core maths. Compatible Senior Subjects Specialist Maths, Physics, Chemistry Pathways

Mathematical Methods is a General subject suited to students who are interested in pathways beyond school that lead to tertiary studies, vocational education or work. 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), computer science (including electronics and software design), psychology and business.

Special Requirements A scientific calculator with statistical functions is essential


Specialist Mathematics 2019 v1.0 � Content

Mathematics teaching and learning practices range from practising essential mathematical routines to develop procedural fluency, through to investigating scenarios, modelling the real world, solving problems and explaining reasoning. When students achieve procedural fluency, they carry out procedures flexibly, accurately and efficiently. When factual knowledge and concepts come to mind readily, students are able to make more complex use of knowledge to successfully formulate, represent and solve mathematical problems. Problem-solving helps to develop an ability to transfer mathematical skills and ideas between different contexts. This assists students to make connections between related concepts and adapt what they already know to new and unfamiliar situations. With appropriate effort and experience, through discussion, collaboration and reflection of ideas, students should develop confidence and experience success in their use of mathematics.

The major domains of mathematical knowledge in Specialist Mathematics are Vectors and matrices, Real and complex numbers, Trigonometry, Statistics and Calculus. Topics 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.

Students who undertake Specialist Mathematics will 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.

Assessment Unit 1 and 2 Formative internal assessment 1: Problem solving and modelling task 20% Formative internal assessment 2: Examination15% Formative internal assessment 3: Examination 15% Formative end of year assessment: Examination combination response (50%) Unit 3 and 4 Summative internal assessment 1 (IA1) Problem solving and modelling task 20% Summative internal assessment 2 (IA2) Examination15% Summative internal assessment 3 (IA3) Examination 15% Summative external assessment (EA): Examination combination response (50%) Average Workload Students will be required to devote 25 - 30 minutes a night to formal study, homework or assignment work. Pre-requisites C grade or better in Year 10 extension Maths. Must also be studying Mathematical Methods in senior. Compatible Senior Subjects Mathematical Methods, Physics, Chemistry Special Requirements A scientific calculator with statistical functions is essential.


Pathways

Specialist Mathematics is a General subject suited to students who are interested in pathways beyond school that lead to tertiary studies, vocational education or work. 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.


HUMANITIES

Ancient History 2020 � Content

Ancient History enables inquiry-based learning, where students investigate the past by analysing and interpreting archaeological and written evidence. The course involves the integration of historical concepts and understandings into four units of study:

• Investigating the Ancient World, eg Archaeology and Ancient Egypt

• Personalities in their times, eg Alexander the Great, Cleopatra, Hatshepsut

• Reconstructing the Ancient World, eg Ancient Greece, Ancient Rome, Pompeii and Herculaneum

• People, power and authority. eg Augustus

Throughout the course of study, students 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. Students investigate the problematic nature of evidence and pose increasingly complex questions about the past. They use their skills of historical inquiry, analysis and interpretation of sources to formulate reasoned responses. The development of these skills is cumulative, with students showing understanding of different and sometimes conflicting perspectives of the past.

A course of study in Ancient History empowers students with multi-disciplinary skills in analysing textual and visual sources, constructing arguments, challenging assumptions, and thinking both creatively and critically. This course equips you with the research and writing skills needed for university.

Pre-requisites Students should have achieved at least a C standard in Pre Senior English. It is preferable that students have studied and achieved a least a C standard in Pre Senior History. Assessment Unit 1 & 2 – Formative internal assessment. Students have opportunities in Units 1 and 2 to experience the types of assessment they will encounter in Units 3 and 4. Unit 3 and 4 - Summative internal assessment 1 (IA1) Examination – essay in response to historical sources (25%) Summative internal assessment 2 (IA2) Investigation – independent source investigation (25%) Summative internal assessment 3 (IA3) Investigation – historical essay based on research (25%) Summative external assessment (EA): Examination – short responses to historical sources (25%) Average Weekly Workload Students should be prepared to devote at least two hours a week to reading of the text and other books, homework tasks and assignments. Special Requirements and Subject Costs There are no mandatory excursions but possible excursions could include the state library or museum visit.


Pathways

Ancient History is a General subject suited to students who are interested in pathways beyond school that lead to tertiary studies, vocational education or work. 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 skills developed in Ancient History can be used in students’ everyday lives — including their work — when they need to understand situations, place them in perspective, identify causes and consequences, acknowledge the viewpoints of others, develop personal values, make judgments and reflect on their decisions.


Modern History 2020 � Content

Modern History studies the main forces that have contributed to the development of the Modern World— ideas, movements, national experiences and international experiences. Using an Inquiry learning approach students explore the nature, origins, development, legacies and contemporary significance of the force being examined. Students will study history in a variety of time periods and geographical locations. Topics of study include:

• Ideas in the Modern World: French Revolution, Russian Revolution

• Movements: Australian Indigenous Civil Rights Movement, Anti-Apartheid movement in South Africa

• National Experiences: China, Germany

• International Experiences: Cold War, Australia and Asia – Vietnam War

Modern History equips students with the skills they need to thrive in a dynamic, globalised and knowledge-based world. Through Modern History, students acquire an intellectual toolkit consisting of 21st century skills that will help them forge their own pathways to become empathetic and critically-literate citizens. This course equips students with the research and writing skills needed for university.

Pre-requisites Students should have achieved at least a C standard in Pre Senior English and /or History. Assessment Unit 1 & 2 – Formative internal assessment. Students have opportunities in Units 1 and 2 to experience the types of assessment they will encounter in Units 3 and 4. Unit 3 and 4 Summative internal assessment 1 (IA1) Examination – essay in response to historical sources (25%) Summative internal assessment 2 (IA2) Investigation – independent source investigation (25%) Summative internal assessment 3 (IA3) Investigation – historical essay based on research (25%) Summative external assessment (EA): Examination – short responses to historical sources (25%) Average Weekly Workload Students should be prepared to devote at least two hours per week to extra reading, homework tasks and assignments. Special Requirements and Subject Costs There are no mandatory excursions but possible excursions could include the state library or museum visit. Pathways

Modern History is a General subject suited to students who are interested in pathways beyond school that lead to tertiary studies, vocational education or work. 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 skills developed in Modern History can be used in students’ everyday lives — including their work — when they need to understand situations, place them in perspective, identify causes and consequences, acknowledge the viewpoints of others, develop personal values, make judgments and reflect on their decisions.


Geography 2020 v1.0 � Content

In Geography, students engage in a range of learning experiences that develop their geographical skills and thinking through the exploration of geographical challenges and their effects on people, places and the environment. Students are exposed to a variety of contemporary problems and challenges affecting people and places across the globe, at a range of scales. These challenges include responding to risk in hazard zones, planning sustainable places, managing land cover transformations and planning for population change.

Fieldwork is central to the study of Geography in the 21st century. It provides authentic opportunities for students to engage in real-world applications of geographical skills and thinking, including the collection and representation of data.

Spatial technologies are also core components of contemporary geography. These technologies provide a real-world experience of Science, Technology, Engineering and Maths (STEM), allowing students to interact with particular geographic phenomena through dynamic, three-dimensional representations that take the familiar form of maps. The skills of spatial visualisation, representation and analysis are highly valued in an increasingly digital and globalised world.

This course of study enables students to appreciate and promote a more sustainable way of life. Geography aims to encourage students to become informed and adaptable so they develop the skills required to interpret global concerns and make genuine and creative contributions to society.

Pre-requisites Students need to have achieved at least a C standard in Pre Senior English and/ or Geography and Maths. Assessment Unit 1 & 2 – Formative internal assessment. Students have opportunities in Units 1 and 2 to experience the types of assessment they will encounter in Units 3 and 4. Unit 3 and 4 Summative internal assessment 1 (IA1) Examination – combination response (25%) Summative internal assessment 2 (IA2) Investigation – field report (25%) Summative internal assessment 3 (IA3) Investigation – data report (25%) Summative external assessment (EA): Examination – combination response (25%) Average Weekly Workload Students should be prepared to devote at least two hours a week to reading of the text and other books, homework, tasks and assignment work. Special Requirements and Subject Costs Geography has a mandatory excursion with the subject cost being approximately $30 per year . Pathways

A course of study in Geography can establish a basis for further education and employment in the fields of urban and environmental design, planning and management; biological and environmental science; conservation and land management; emergency response and hazard management; oceanography, surveying, global security, economics, business, law, engineering, architecture, information technology, and science.


SCIENCE

Biology 2019 � Content

Biology provides opportunities for students to engage with living systems. In Unit 1, students develop their understanding of cells and multicellular organisms. In Unit 2, they engage with the concept of maintaining the internal environment. In Unit 3, students study biodiversity and the interconnectedness of life. This knowledge is linked in Unit 4 with the concepts of heredity and the continuity of life.

Students will learn valuable skills required for the scientific investigation of questions. In addition, they will become citizens who are better informed about the world around them and who have the critical skills to evaluate and make evidence-based decisions about current scientific issues.

Biology aims to develop students’:

• sense of wonder and curiosity about life • respect for all living things and the environment • understanding of how biological systems interact and are interrelated, the flow of matter

and energy through and between these systems, and the processes by which they persist and change

• understanding of major biological concepts, theories and models related to biological systems at all scales, from subcellular processes to ecosystem dynamics

• appreciation of how biological knowledge has developed over time and continues to develop; how scientists use biology in a wide range of applications; and how biological knowledge influences society in local, regional and global contexts

• ability to plan and carry out fieldwork, laboratory and other research investigations, including the collection and analysis of qualitative and quantitative data and the interpretation of evidence

• ability to use sound, evidence-based arguments creatively and analytically when evaluating claims and applying biological knowledge

• ability to communicate biological understanding, findings, arguments and conclusions using appropriate representations, modes and genres.

Pre-requisite Students need to achieve at least: “B” standard in Pre Senior Core Mathematics or “C” standard in Pre Senior Extension Mathematics “B” in Year 10 English “B” in ACARA Core Science or “C” in Living or Physical Science Electives, to take this subject. It is also a requirement for students to select General Mathematics or Mathematical Methods with this subject. Additional opportunity Students may opt to complete a Certificate II Sampling and Measurement course in Year 10 to prepare for senior sciences in Year 11. The course cost is $2200 . However, VETIS funding MAY be available to your student to cover the cost . Please speak with SET Planning staff for more information.


Assessment Unit 1 and 2 Formative internal assessment 1 (IA1) Data test (10%) Formative internal assessment 2 (IA2) Student experiment (20%) Formative internal assessment 3 (IA3) Research investigation (20%) Formative external assessment (EA): Examination (50%) Unit 3 and 4 Summative internal assessment 1 (IA1) Data test (10%) Summative internal assessment 2 (IA2) Student experiment (20%) Summative internal assessment 3 (IA3) Research investigation (20%) Summative external assessment (EA): Examination (50%)

Average Weekly Workload About 3 hours per week including a combination of both theory and practical classwork. A similar amount of time should be spent on homework, assignments and preparation for and review of classwork, with additional study time devoted to preparation for exams. Special Requirements and Subject Costs Year 11 Mandatory Excursion – Maleny Mary Cairncross field trip (Bus cost ~ $24)** Mandatory Excursion – Sunshine Coast Beach ecology field trip (Bus cost ~ $27)** Consumables - $10 Year 12 Consumables - $10 ** Please note – cost will be reviewed based on student enrolments. If enrolment is low, alternative transport arrangements will be considered to keep cost minimal. Pathways

Biology is a General subject suited to students who are interested in pathways beyond school that lead to tertiary studies, vocational education or work. 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.


Chemistry 2019 � Content

Chemistry is the study of materials and their properties and structure. In Unit 1, students study atomic theory, chemical bonding, and the structure and properties of elements and compounds. In Unit 2, students explore intermolecular forces, gases, aqueous solutions, acidity and rates of reaction. In Unit 3, students study equilibrium processes and redox reactions. In Unit 4, students explore organic chemistry, synthesis and design to examine the characteristic chemical properties and chemical reactions displayed by different classes of organic compounds.

Chemistry aims to develop students’:

• interest in and appreciation of chemistry and its usefulness in helping to explain phenomena and solve problems encountered in their ever-changing world

• understanding of the theories and models used to describe, explain and make predictions about chemical systems, structures and properties

• understanding of the factors that affect chemical systems and how chemical systems can be controlled to produce desired products

• appreciation of chemistry as an experimental science that has developed through independent and collaborative research, and that has significant impacts on society and implications for decision-making

• expertise in conducting a range of scientific investigations, including the collection and analysis of qualitative and quantitative data, and the interpretation of evidence

• ability to critically evaluate and debate scientific arguments and claims in order to solve problems and generate informed, responsible and ethical conclusions

• ability to communicate chemical understanding and findings to a range of audiences, including through the use of appropriate representations, language and nomenclature.

Pre-requisites Students need to achieve at least: “B” standard in Pre Senior Core Mathematics or “C” standard in Pre Senior Extension Mathematics “B” in Year 10 English “B” in ACARA Core Science or “C” in Living or Physical Science Electives, to take this subject. It is also a requirement for students to select General Mathematics or Mathematical Methods with this subject. Additional opportunity Students may opt to complete a Certificate II Sampling and Measurement course in Year 10 to prepare for senior sciences in Year 11. The course cost is $2200. However, VETIS funding may be available to your student to cover the cost. Please speak with SET planning staff for more information. Assessment Unit 1 and 2 Formative internal assessment 1 (IA1) Data test (10%) Formative internal assessment 2 (IA2) Student experiment (20%) Formative internal assessment 3 (IA3) Research investigation (20%) Formative external assessment (EA): Examination (50%)


Unit 3 and 4 Summative internal assessment 1 (IA1) Data test (10%) Summative internal assessment 2 (IA2) Student experiment (20%) Summative internal assessment 3 (IA3) Research investigation (20%) Summative external assessment (EA): Examination (50%) Average Weekly Workload About 3 hours per week will be spent on class/laboratory work. Students should devote at least 1½ / 2 hours per week working problems or preparing for practical lessons. Special Requirements and Subject Costs Consumables - $18 per year Pathways

Chemistry is a General subject suited to students who are interested in pathways beyond school that lead to tertiary studies, vocational education or work. 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.

Psychology 2019 � Content Psychology provides opportunities for students to engage with concepts that explain behaviours and underlying cognitions. In Unit 1, students examine individual development in the form of the role of the brain, cognitive development, human consciousness and sleep. In Unit 2, students investigate the concept of intelligence, the process of diagnosis and how to classify psychological disorder and determine an effective treatment, and lastly, the contribution of emotion and motivation on the individual behaviour. In Unit 3, students examine individual thinking and how it is determined by the brain, including perception, memory, and learning. In Unit 4, students consider the influence of others by examining theories of social psychology, interpersonal processes, attitudes and cross-cultural psychology. Psychology aims to develop students’: • interest in psychology and their appreciation for how this knowledge can be used to understand contemporary issues • appreciation of the complex interactions, involving multiple parallel processes that continually influence human behaviour • understanding that psychological knowledge has developed over time and is used in a variety of contexts, and is informed by social, cultural and ethical considerations • ability to conduct a variety of field research and laboratory investigations involving collection and analysis of qualitative and quantitative data and interpretation of evidence • ability to critically evaluate psychological concepts, interpretations, claims and conclusions with reference to evidence • ability to communicate psychological understandings, findings, arguments and conclusions using appropriate representations, modes and genres.


Pre-requisites Students need to achieve at least: “B” standard in Pre Senior Core Mathematics or “C” standard in Pre Senior Extension Mathematics “B” in Year 10 English “B” in ACARA Core Science or “C” in Living or Physical Science Electives, to take this subject. It is also a requirement for students to select General Mathematics or Mathematical Methods with this subject. Additional opportunity Students may opt to complete a Certificate II Sampling and Measurement course in Year 10 to prepare for senior sciences in Year 11. The course cost is $2200. However, VETIS funding may be available to your student to cover the cost. Please speak with SET planning staff for more information. Assessment Unit 1 and 2 Formative internal assessment 1 (IA1) Data test (10%) Formative internal assessment 2 (IA2) Student experiment (20%) Formative internal assessment 3 (IA3) Research investigation (20%) Formative external assessment (EA): Examination (50%) Unit 3 and 4 Summative internal assessment 1 (IA1) Data test (10%) Summative internal assessment 2 (IA2) Student experiment (20%) Summative internal assessment 3 (IA3) Research investigation (20%) Summative external assessment (EA): Examination (50%) Average Weekly Workload Practical and classroom time will be about 3 hours per week. Students will be required to devote at least 20-30 minutes per night to formal study/set homework. Special Requirements and Subject Costs Year 11/12 Nil at this time Pathways Psychology is a General subject suited to students who are interested in pathways beyond school that lead to tertiary studies, vocational education or work. 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.


Physics 2019 � Content

Physics provides opportunities for students to engage with the classical and modern understandings of the universe. In Unit 1, students learn about the fundamental concepts of thermodynamics, electricity and nuclear processes. In Unit 2, students learn about the concepts and theories that predict and describe the linear motion of objects. Further, they will explore how scientists explain some phenomena using an understanding of waves. In Unit 3, students engage with the concept of gravitational and electromagnetic fields, and the relevant forces associated with them. Finally, in Unit 4, students study modern physics theories and models that, despite being counterintuitive, are fundamental to our understanding of many common observable phenomena.

Students will learn valuable skills required for the scientific investigation of questions. In addition, they will become citizens who are better informed about the world around them, and who have the critical skills to evaluate and make evidence-based decisions about current scientific issues.

Physics aims to develop students’:

• appreciation of the wonder of physics and the significant contribution physics has made to contemporary society

• understanding that diverse natural phenomena may be explained, analysed and predicted using concepts, models and theories that provide a reliable basis for action

• understanding of the ways in which matter and energy interact in physical systems across a range of scales

• understanding of the ways in which models and theories are refined, and new models and theories are developed in physics; and how physics knowledge is used in a wide range of contexts and informs personal, local and global issues

• investigative skills, including the design and conduct of investigations to explore phenomena and solve problems, the collection and analysis of qualitative and quantitative data, and the interpretation of evidence

• ability to use accurate and precise measurement, valid and reliable evidence, and scepticism and intellectual rigour to evaluate claims

• ability to communicate physics understanding, findings, arguments and conclusions using appropriate representations, modes and genres.

Pre-requisites Students need to achieve at least: “B” standard in Pre Senior Core Mathematics or “C” standard in Pre Senior Extension Mathematics “B” in Year 10 English “B” in ACARA Core Science or “C” in Living or Physical Science Electives, to take this subject. It is also a requirement for students to select General Mathematics or Mathematical Methods with this subject. Additional opportunity Students may opt to complete a Certificate II Sampling and Measurement course in Year 10 to prepare for senior sciences in Year 11. The course cost is $2200. However, VETIS funding may be available to your student to cover the cost. Please speak with SET planning staff for more information.


Assessment Unit 1 and 2 Formative internal assessment 1 (IA1) Data test (10%) Formative internal assessment 2 (IA2) Student experiment (20%) Formative internal assessment 3 (IA3) Research investigation (20%) Formative external assessment (EA): Examination (50%) Unit 3 and 4 Summative internal assessment 1 (IA1) Data test (10%) Summative internal assessment 2 (IA2) Student experiment (20%) Summative internal assessment 3 (IA3) Research investigation (20%) Summative external assessment (EA): Examination (50%) Average Weekly Workload Practical and classroom time will be about 3 hours per week. Students will be required to devote at least 20-30 minutes per night to formal study/set homework. Special Requirements and Subject Costs Year 11/12 Consumables - Nil Pathways

Physics is a General subject suited to students who are interested in pathways beyond school that lead to tertiary studies, vocational education or work. A course of study in Physics can establish a basis for further education and employment in the fields of science, engineering, medicine and technology.


TECHNOLOGY

Design 2020 � Content The Design subject 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 will learn how design has influenced the economic, social and cultural environment in which they live. They will understand the agency of humans in conceiving and imagining possible futures through design. Students will develop valuable 21st century skills in critical thinking, creative thinking, communication, collaboration and teamwork, personal and social skills, and information & communication technologies (ICT) skills. Collaboration, teamwork and communication are crucial skills needed to work in design teams and liaise with stakeholders. The design-thinking students learn is broadly applicable to a range of professions and supports the development of critical and creative thinking.

Students will develop an appreciation of designers and their role in society. They will learn the value of creativity and build resilience as they experience interactive design processes, where the best ideas may be the result of trial and error and a willingness to take risks and experiment with alternatives. Design equips students with highly transferrable, future-focused thinking skills relevant to a global context.

Recommended Pre-requisites A “B” Standard in Pre-senior English and Pre-senior Maths A and/or B is recommended to assist in the large amount of written work and mathematical based exercises. It is also an advantage that students have studied Pre-senior Design. Skills Developed Using the design process to solve problems involving objects or the environment develops the skills of transferring ideas with a focus on sketching and ideation. Assessment Unit 1 – Design in Practice and Unit 2 – Commercial design Formative internal assessment 1 (IA1) Examination Formative internal assessment 2 (IA2) Project Formative internal assessment 3 (IA3) Project Formative internal assessment 4 (IA4) Examination Unit 3 – Human Centred Design and Unit 4 – Sustainable design Summative internal assessment 1 (IA1) Examination – design challenge (15%) Summative internal assessment 2 (IA2) Project (35%) Summative internal assessment 3 (IA3) Project (25%) Summative external assessment (EA): Examination – design challenge (25%)


Average Weekly Workload It is expected that all students spend time at home on a regular basis studying the work covered in class. This time is apart from that spent on homework and assignments set by our teaching staff. Special Requirements: Design in year 10 and a willingness to learn sketching for ideation. Pathways

Design is a General subject suited to students who are interested in pathways beyond school that lead to tertiary studies, vocational education or work. 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.

Subject Fee: $20 to contribute towards the supply o f copic pens. Students will need extra photocopy credit to cover colour printing.


APPLIED AND VET SUBJECTS FOR STUDENTS ON A TAFE/ TRAINEESHIP/APPRENTICESHIP/FULL TIME WORK PATHWAY


THE ARTS

Visual Arts (VET) CUA20715 Certificate II in Visual Arts Aim: This course is designed to provide a foundation of knowledge and skills for people intending to work in arts related industries or undertake higher levels of studies in visual arts. It provides an opportunity to explore employment pathways in the visual Arts industry. The course is delivered over two year’s full time study. The structure of the course incorporates effective work practices, workplace health and safety issues, an understanding of historical and theoretical aesthetic concepts plus elective studies in drawing, painting, sculpture, printmaking and ceramics. Competencies delivered: Code Title BSBWHS201 Contribute to health and safety of 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)

CUADRA201 Develop drawing skills (elective)

CUAPAI201 Develop painting skills (elective)

CUASCU201 Develop ceramic skills (elective)

CUAPRI201 Develop printmaking skills (elective)

CUASCU201 Develop sculptural skills (elective)

Special Subject Advice: This course will be delivered through school based tasks that will simulate a working studio environment. It is organised to provide students with generic skills and the opportunity to apply these skills in an industry simulated environment. Work placement: Students will be given the opportunity through work placement/real life activities (eg, public art exhibitions) to demonstrate their ability to apply knowledge of skills. Assessment: Assessment for this certificate course is competency based. Students are required to demonstrate competency in all set tasks to receive certification. These include theory work books as well as practical folio tasks. Special Requirements: Students are required to pay a subject fee for art materials used in this course. Work produced by the student becomes the property of the student. Use of facilities to complete folio requirements may include lunchtime workshops and after school workshops. Subject Fee: $70 per year for consumable art supplies (eg paints, paper/cardboard, drawing items, sculptural tools and glue) and Art Gallery excursion entry fee (excludes bus cost).


Music in Practice 2019 � Rational In Music in Practice, students explore and engage with the core of music principles and practices as they create, perform, produce and respond to their own and others’ music works in class, school and community settings. They gain practical, technical and listening skills and make choices to communicate in and through their music. Through the music activities of composing, performing and responding, they apply techniques, processes and skills, individually and in groups, to express music ideas that serve particular functions and purposes. This fosters creativity, helps students develop problem-solving skills, and heightens their imaginative, emotional, aesthetic, analytical and reflective experiences. Students learn about workplace health and safety (WHS) issues relevant to the music industry and effective work practices that lead to the acquisition of industry skills needed by a practising musician. Preparation for the workplace is further enhanced by fostering a positive work ethic, teamwork and project management skills. The syllabus provides the flexibility for schools to cater for students with interests in career, industry or technical aspects of music, and for those with interests in performance-based and creative aspects. Involvement in music making, becoming part of music and arts communities and interacting with practising musicians and artists nurtures students’ creative thinking and problem-solving skills as they follow processes from conception to realisation and work to express music ideas of personal significance. The discipline and commitment of music-making provides opportunity for personal growth and the development of lifelong learning skills. It helps build students’ self-esteem, resilience and personal motivation, and allows them to refine time management and collaborative teamwork skills in activities that reflect the real-world practices of composers, performers and audiences. Content Core topic 1: Music Principles – the understandings that serve as a foundation for music Core topic 2: Music practices - the application and manipulation of music principles. Possible electives: Elective 1: Community music Elective 2: Contemporary music Elective 3: Live production and performance Elective 4: Music for film, TV and video games Elective 5: Music in advertising Elective 6: The music industry Elective 7: Music technology and production Elective 8: Performance craft Elective 9: Practical music skills Elective 10: Songwriting Elective 11: World music. Assessment

No Subject Fee


Drama in Practice 2019 � Rational In Drama in Practice, students explore and engage with two core topics of study — ‘Dramatic principles’ and ‘Dramatic practices’ — as they participate in learning activities that apply knowledge and develop creative and technical skills in communicating meaning to an audience. Individually and in groups, they shape and express dramatic ideas of personal and social significance that serve particular purposes. They identify and follow creative and technical processes from conception to realisation, which fosters cooperation and creativity, and helps students develop problem-solving skills and gain confidence and self-esteem. Through the core of dramatic practices students also learn essential workplace health and safety procedures relevant to the drama and theatre industry, as well as effective work practices and industry skills needed by a drama practitioner. The Drama in Practice syllabus recognises that the needs and interests of students vary considerably. Through a broad range of electives, schools are given the flexibility to cater for students with interests in the design and technical production aspects of drama and theatre, as well as those with interests in performance. Content Core topic 1: Dramatic principles – the understandings that serves as a foundation for drama Core topic 2: Dramatic practices – the application and manipulation of dramatic principles Possible electives: Elective 1: Acting (stage and screen) Elective 2: Career pathways (including arts entrepreneurship) Elective 3: Community theatre Elective 4: Contemporary theatre Elective 5: Directing Elective 6: Playbuilding Elective 7: Scriptwriting Elective 8: Technical design and production Elective 9: The theatre industry Elective 10: Theatre through the ages Elective 11: World theatre. Assessment

No Subject Fee


BUSINESS and DIGITAL TECHNOLOGIES Information and Communication Technology 2019 � Content The subject Information and 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.

The subject Information and Communication Technology is concerned with skills in applying knowledge of ICT to produce solutions to simulated problems referenced to business, industry, government, education and leisure contexts. Through practice in problem-solving in a variety of contexts, both individually and collaboratively, it promotes adaptable, competent and self-motivated users and consumers of ICT who can work with clients and colleagues to identify issues and solve problems.

To achieve this, the subject includes core knowledge, understanding and skills relating to hardware, software and ICT in society. The core is explored through elective contexts that provide the flexibility needed to accommodate new technology, and the wide range of interests and abilities of the students who study it.

Pre-Senior Recommendation It is recommended that students should have attained at least a B Standard in Pre Senior English. Assessment

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.


Business (VET) BSB30112 Certificate III in Business

Students are offered the opportunity to study Business VET at Certificate III level. This course contributes eight (8) credit points towards QCE and will improve chances of tertiary entrance. Achievement of Certificate III in Business in combi nation with results in General subjects, can contribute to the calculation of a st udent’s Australian Tertiary Admission Rank (ATAR). Other benefits

• develop skills in communication, problem-solving, customer service, personal management, initiative, teamwork and technology

• a range of career pathway options including an alternative entry into university • a direct pathway into Certificate IV and Diploma in Business • a career-relevant course

Content The following competencies will be covered:

Competency Competency title Core / Pathway/ Elective

BSBWHS302 Apply knowledge of WHS legislation in the workplace C

BSBCMM301 Process customer complaints E

BSBCUS301 Deliver and monitor a service to customers E

BSBITU302 Create electronic presentations E

BSBITU303 Design and produce text documents E

BSBITU304 Produce spreadsheets E

BSBITU306 Design and produce business documents E

BSBITU309 Produce desktop published documents E

BSBPUR301 Purchase goods and services E

BSBWOR301 Organise personal work priorities and development E

BSBWRT301 Write simple documents E

BSBFIA301 Maintain financial records or E

BSBITU301 Create and use databases E

Work Placement Students will also be required to complete work placement during their two-year course of study. This ensures that students obtain the necessary industry skills and experience in order to demonstrate their ability at a Certificate III level.


Diploma of Business (VET) BSB50215 Diploma of Business – Get Set Education RTO Provider No. 45252 Students are offered the opportunity to study at Diploma level through a course facilitated by outside provider Get Set Education. Equipped with Get Set Education resources and training, a qualified Bray Park SHS staff member will teach and assess the course. This course contributes eight (8) credit points towards QCE and will improve chances of tertiary entrance and employment. The Diploma of Business provides students with a broad understanding of contemporary business practices giving them a head start in a future career in business including the skills to start their own business. Other benefits 100% online classroom, students can login and work on the course anywhere, anytime. Content The following competencies will be covered:

Career options Students can pursue pathways such as management, project officer, project consultant, program coordinator, executive officer and more Course fees Course fees apply (currently $800) and are directly administrated with Get Set Education who allow a payment plan to be put in place on an individual basis.

Work Placement Students will also be required to complete 160 hours work placement during their two-year course of study. This includes students’ part time jobs, placement with a local business as well as a practical venture undertaken while at school (eg fundraising stall, school event or something similar).

Competency Competency title BSBADM506 Manage business document and design

BSBFIM501 Manage budgets and financial plans

BSBHRM506 Manage recruitment, selection and induction processes

BSBMKG501 Identify and evaluate marketing opportunities

BSBMKG508 Plan direct marketing activities

BSBPMG522 Undertake project work

BSBRSK501 Manage risk

BSBBUS511 Develop and implement an e-business strategy


Information Technology (VET) ICT20115 Certificate II in Information, Digital Med ia and Technology Students have the opportunity to study Certificate II in Information, Digital Media Technology as a stand-alone VET subject. This course contributes four (4) credit points towards QCE. This course of study has a vocational orientation, but also provides opportunities for students to develop important skills which they will need in other life roles. Pre-requisites There are no pre-requisites for this subject. Content The following units of competency will be covered

Code Title Core / Elective

BSBWHS201 Contribute to health and safety of self and others Core BSBSUS201 Participate in environmentally sustainable work practices Core ICTICT201 Use computer operating systems and hardware Core ICTICT202 Work and communicate effectively in an IT environment Core ICTICT203 Operate application software packages Core ICTICT204 Operate a digital media technology package Core ICTWEB201 Use social media tools for collaboration and engagement Core ICTICT205 Design basic organisational documents using computer packages Elective CUFDIG303A Produce and prepare photo images Elective ICTICT207 Integrate commercial computing packages Elective ICTICT208 Operate accounting application Elective ICPDMT321 Capture a digital image Elective ICTICT210 Operate database applications Elective ICTSAS206 Detect and protect from spam and destructive software Elective

Assessment Students will be assessed by in class assignments and projects on the theoretical and practical aspects of the course. The assessment for vocational competencies in the industry specific units of competency is competency-based. Pathways Information ICT30111 Certificate III in Information, Digital Media and Technology, or a range of other Certificate III qualifications. Work Placement Students will also be required to complete work placement during their two-year course of study. This experience will enhance students’ readiness for work and assist them to obtain School-Based Traineeships or Apprenticeships. Job Opportunities This qualification provides basic digital literacy skills to support a wide range of varying industry occupations as well as in IT. Possible job titles relevant to this qualification include:

• office assistant • records assistant • office support • IT support


CHC24015 Certificate II in Active Volunteering Volunteering Queensland Inc. RTO# 6020 Aim: In partnership with Volunteering Queensland SAAVI (Students As Active Volunteers

Initiative RTO #6020) we will offer the students the opportunity to complete a Certificate 2

course over a 2 year period (year 11/12) in Active Volunteering involving the successful

completion of 7 competencies (units of work) and 30 hours of volunteering within the

community in a not for profit organisation practising the required work skills.

Pathway/Career Options: The course will develop students to – be an effective volunteer –

work with others – communicate effectively – develop basic administration skills – maintain

workplace health and safety. “This certificate gives students a solid foundation for a range

of career paths they could pursue in the future. This may include community services, sport

and recreation, environment and conservation, arts, emergency services and human rights

and justice” (Volunteering Queensland). Students on successful completion of the course

will receive 4 QCE points.

Course: The following competencies will be covered during the course

Competency Competency Title Core/Elective CHCDIV001 Work with diverse people Core

CHCVOL001 Be an effective volunteer Core

BSBCMM201 Communicate in the workplace Core

HLTWHS001 Participate in workplace health and safety Core

BSBITU203 Communicate electronically Elective

BSBITU201 Produce simple word processed documents Elective

HLTFSE001 Follow basic food safety practices Elective

Additional information: In addition to the above 2 year certificate course students in term 1 year 11 will undertake the BRAKE Driver Awareness Program: BRAKE uses evidence-based teaching techniques in its eight part training course for year 11 students. The goal is to help reduce youth death and trauma on our roads and raise student awareness of the skills required to act responsibly and safely. The BRAKE program is fully supported by the Queensland Curriculum and Assessment Authority (QCAA), Queensland government, Queensland Police Service and Queensland Ambulance Service. The course will be conducted over a six month period with further revision tests at a 3 and 6 month period after the completion of the modules. Students on successful completion of the entire course will receive 1 QCE point.

Fees: In 2018 students were charged $158.00 that included the Certificate II in Active

Fees: Cost to be confirmed, may be up to $180 per student (including $25 BRAKE driver education)


ENGLISH and LANGUAGES

Essential English 2020 � Pre-requisites: Nil Course Outline The subject 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. The subject encourages students to recognise language and texts as relevant in their lives now and in the future and enables them to understand, accept or challenge the values and attitudes in these texts. Units 1 and 2 provide foundational learning, which allows students to experience all syllabus objectives and begin engaging with the course subject matter. Units 3 and 4 consolidate student learning. Only the results from Units 3 and 4 will contribute to ATAR calculations. Skills developed:

• 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

• skills to choose generic structures, language, language features and technologies to best convey meaning

• skills to read for meaning and purpose, and to use, critique and appreciate a range of contemporary literary and non-literary texts

• effective use of language to produce texts for a variety of purposes and audiences.

Assessment:

Unit 1 & 2 – Formative internal assessment. Students have opportunities in Units 1 and 2 to experience and respond to the types of assessment they will encounter in Units 3 and 4.

Unit 3 - Summative internal assessment 1: Extended response — spoken/signed response Summative internal assessment 2: Common internal assessment (CIA) Unit 4 - Summative internal assessment 3: Extended response — multimodal response

Summative internal assessment 4: Extended response — written response Pathways

Essential English is an Applied subject suited to students who are interested in pathways beyond Year 12 that lead to tertiary studies, vocational education or work. 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 context.


HEALTH AND PHYSICAL EDUCATION Sport and Recreation 2020 v1.0 * CONTENT

Through the study of Sport and Recreation students will examine:

• the relevance of sport and active recreation in Australian culture • the contribution sport and active recreation makes to employment growth, health and

wellbeing • factors that influence participation in sport and active recreation • how physical skills can enhance participation and performance in sport and active

recreation activities • how interpersonal skills support effective interaction with others • the promotion of safety in sport and active recreation activities • technology in sport and active recreation activities • how the sport and recreation industry contributes to individual and community outcomes.

Participation in sport and recreation activities can contribute to enhancing students’ experiences and opportunities regarding employment, enterprise, further study, leisure and lifelong learning. They provide a unique opportunity for students to experience the challenge and fun of active participation in physical activity while developing beneficial vocational, life and physical skills. The skills developed in Sport and Recreation may be oriented towards work, personal fitness, or general health and wellbeing. Students will be involved in learning experiences that allow them to develop their interpersonal abilities and encourage them to appreciate and value active involvement in sporting and recreational activities, contributing to ongoing personal and community development throughout their adult life. During the two year subject, students will engage in four units of study, within five to six modules of work, exploring four electives in the Sport & Recreation focus areas. CORE TOPICS

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

ELECTIVES

• Active play & minor games • Challenge & adventure activities • Games & Sports • Lifelong physical activities • Rhythmic & expressive movement activities

In Sport and Recreation, students are involved in communicating ideas and information in, about and through sport and recreation activities. These activities will be the medium through which students 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. Sport and recreation involves students working individually, in groups and in teams. Students will be 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.


ASSESSMENT INFORMATION

Student responses to assessment opportunities provide a collection of evidence on which judgments about the quality of student learning are made. The quality of student responses is judged against the standards described in the syllabus. Assessment techniques will vary and may include the following: Projects, Investigations, Extended response, Performance, Examination. The assessment instruments students respond to in Units 1 and 2 will support those techniques in Units 3 and 4.

PATHWAYS

A course of study in Sport and 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.

SUBJECT FEE: Year 11 Sport and Rec cost $420 (Rock-climbing $40, Fitness sessions $40 and Camp $390*) Year 12 Sport and Rec cost $50 (Fitness sessions $5 0) Costings include external provider fees. Bus costings are included in the above figure. *Price may vary dependent on numbers.


Certificate II Sport & Recreation / Certificate III in Fitness (VET) SIS20115 Certificate II in Sport and Recreation: Binnacle Training (RTO Code: 31319)

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

Vocational Education and Training (VET) Qualification

Binnacle’s Certificate III in Fitness ‘Fitness in Schools’ program is offered as a senior subject where students deliver a range of fitness programs and services to clients within their school community. Graduates will be competent in a range of essential skills – such as undertaking client health assessments, planning and delivering fitness programs, and conducting group fitness sessions in indoor and outdoor fitness settings, including with older adult clients. In the additional Certificate II in Sport & Recreation program run in the first year, students deliver sport/recreation programs within their school community. Includes First Aid, CPR, officiating and coaching accreditations.

QCE Credits: Successful completion of the Certificate II in Sport and Recreation & Certificate III in Fitness contributes a maximum of eight (8) credits towards a student’s QCE. A maximum of eight credits from the same training package can contribute to a QCE.

This program also includes the following: • First Aid qualification and CPR certificate; plus coaching accreditation.

A range of career pathway options including direct pathway into Certificate IV in Fitness (Personal Trainer).

ENTRY REQUIREMENTS Students must have a passion for and/or interest in pursuing a career in the fitness and sport industries. They must have good quality written and spoken communication skills and an enthusiasm / motivation to participate in physical activity sessions. Each student must obtain a (free) ‘Working with Children’ Student Blue Card (application to be completed as part of the enrolment process). A student’s official enrolment is unable to be finalised until their Student Blue Card has been issued.

IMPORTANT

PROGRAM

DISCLOSURE

STATEMENT (PDS)

This Subject Outline is to be read in conjunction wi th Binnacle Training's Program Disclosure Statement (PDS). The PDS sets out the services and trai ning products Binnacle Training provides and those services carried out by the 'Part ner 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’.


LEARNING & ASSESSMENT

Program delivery will combine both class-based tasks and practical components in a real gym environment at the school. This involves the delivery of a range of fitness programs to clients within the school community (students, teachers, and staff).

A range of teaching/learning strategies will be used to deliver the competencies. These include:

• Practical tasks • Hands-on activities involving participants/clients • Group work • Practical experience within the school sporting programs and fitness facility • Log Book of practical experience

Evidence contributing towards competency will be collected throughout the course. This process allows a student’s competency to be assessed in a holistic approach that integrates a range of competencies.

NOTE: This program involves a mandatory ‘outside s ubject’ weekly component as follows:

• TERM 5: 60 minutes per week across a minimum of 5 consecutive weeks – delivering fitness programs and services to an adult client, undertaken at the school gym or an alternate fitness facility sourced by the school.

• TERM 6: A minimum of one session (60 minutes) – delivering a gentle exercise session to an older adult client (age 50+), undertaken at the school gym or an alternate fitness facility sourced by the school.

All other practical experiences have been timetable d within class time. Students will keep a Log Book of these practical experiences (app roximately 40 hours). PATHWAYS

The Certificate III in Fitness will predominantly be used by students seeking to enter the fitness industry and/or as an alternative entry into University. For example:

• Exercise Physiologist • Teacher – Physical Education • Sport Scientist


Students eligible for an Australian Tertiary Admiss ion Rank (ATAR) may be able to use their completed Certificate III to contribute towar ds their ATAR. For further information please visit www.qcaa.qld.edu.au/senior/new-snr-ass essment-te/tertiary-entrance Students may also choose to continue their study by completing the Certificate IV in Fitness.

COURSE COST

• $290.00 Binnacle Training Fee

• $40.00 First Aid Certificate costs

• $145 Excursions to other outside venues to participate in and to conduct fitness activities & Gym maintenance

SUBJECT FEE: $ 475 – Without VETiS $ 145 – With VETiS Note: The above fees for this subject are invoiced by a third party external provider and as such must be paid in full by Week 1, Term 1 and cannot be placed on a payment plan. Fees are for the full course.


Certificate II in Community Services / Certificate III in Health Services (VET)

HLT33115: Certificate III in Health Services Assistance (incorporating HLT23215: Certificate II

in Health Support Services and CHC22015: Certificate II in Community Services): Connect ‘n’

Grow (RTO Code: 40518)

Health and Community Services are the largest growing industries in Australia, estimated to grow by over 20% over the next five years. The dual qualification reflects the role of workers who provide support for the effective functioning of health and community services. Students in this program will receive Certificate III Health Services Assistant, which involves skills such as interpreting medical terminology, cultural safety for Aboriginal and/or Torres Strait Islander populations, and individualized support as well as a pathway into a traineeship.

ENTRY REQUIREMENTS Students must have a passion for and/or interest in pursuing a career in the Health Industry. They must have good quality written and spoken communication skills and an enthusiasm / motivation to work within health environments.

LEARNING & ASSESSMENT

This qualification has been designed to include projects that prepare students for a range of

tasks they perform when they enter into a health and/or community services career, including;

health checks, health promotion, health administration and entry pathway for workers who

provide the first point of contact and assist individuals in meeting their needs. Learning will be

delivered in blocks through class-based tasks, with practical activities and practical

assessments.

A range of teaching / learning strategies will be used to deliver the competencies; these include:

. Multiple choice, true/false and short answer questions (online).

. Practical activities and scenarios.

. Workplace Learning Log.

. Third Party Report.

. Assessor sign offs.

. Learner Questionnaire.

. Portfolio of workplace documents

. Volunteering Log

. First Aid & CPR Certificate

PATHWAYS

This qualification reflects the role of a variety of workers who use a range of factual, technical

and procedural knowledge to provide assistance to health professional staff for the care of

clients. Health services assistance involves the worker in direct client contact under

supervision. Pathways to further study include:


. Certificate III – Health Administration

. Certificate III – Community Services

. Certificate III – Individual Support (Disability & Aged Care)

. Certificate III – Applied Health Assistance

. Diploma of Nursing Care

. Bachelor Degrees

*These qualifications are delivered by way of partnership agreement with the nominated

secondary school (‘Partner School’). The Partner School is authorised to deliver training under

the auspices of Connect ‘n’ Grow.

SUBJECT FEE:

$798 – Without VETiS

$399 – With VETiS

Note: The above fees for this subject are invoiced by a third party external provider and as such must be paid in full by Week 1, Term 1 and cannot be placed on a payment plan. Fees are for the full course.


MATHEMATICS

Essential Mathematics 2019 v1.0 � Content

The major domains of mathematics in Essential Mathematics are Number, Data, Location and time, Measurement and Finance. Teaching and learning builds on the proficiency strands of the P–10 Australian Curriculum. Students develop their conceptual understanding when they undertake tasks that require them to connect mathematical concepts, operations and relations. They will learn to recognise definitions, rules and facts from everyday mathematics and data, and to calculate using appropriate mathematical processes.

Students will benefit from studies in Essential Mathematics because they will develop skills that go beyond the traditional ideas of numeracy. This is achieved through a greater emphasis on estimation, problem-solving and reasoning, which develops students into thinking citizens who interpret and use mathematics to make informed predictions and decisions about personal and financial priorities. Students will see mathematics as applicable to their employability and lifestyles, and develop leadership skills through self-direction and productive engagement in their learning. They will show curiosity and imagination, and appreciate the benefits of technology. Students will gain an appreciation that there is rarely one way of doing things and that real-world mathematics requires adaptability and flexibility.

Assessment Unit 1 and 2 Formative internal assessment 1: Problem solving and modelling task Formative common internal assessment 1: Examination Formative internal assessment 2: Problem solving and modelling task Formative internal assessment 3: Examination Unit 3 and 4 Summative internal assessment 1 (IA1) Problem solving and modelling task Summative common internal assessment 1 (CIA1) Examination Summative internal assessment 2 (IA3) Problem solving and modelling task Summative internal assessment (IA4): Examination Average Workload Students will be required to complete all tasks to ensure success. Compatible Senior Mathematics Subjects No other senior Mathematics subject can be studied with Essential Mathematics. Special Requirements A Scientific Calculator with statistical functions is essential.

Pathways

Essential Mathematics is an Applied subject suited to students who are interested in pathways beyond Year 12 that lead to tertiary studies, vocational education or work. 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 will 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.


HUMANITIES Social and Community Studies 2020 � Content

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

Three interrelated and interdependent areas of life skills are identified — personal, interpersonal, and citizenship skills. These life skills are core to the subject and provide a framework for a course of study in Social and Community Studies. Life skills encompass social skills, communication skills (e.g. verbal and non-verbal communication, effective speaking, active listening), respect for and interaction with others, building rapport, problem solving and decision making, self-management, building self-esteem, self-confidence and resilience, workplace skills, learning and study skills.

Students investigate these life skills through a variety of electives dealing with topics such as:

• personal economics and consumerism,

• legal issues,

• the world of work, workplace relations,

• the Arts and the community,

• food and nutrition,

• health, recreation and leisure,

• relationships and gender issues, and,

• science and technology.

In collaborative learning environments, students use an inquiry approach to investigate the dynamics of society and the benefits of working with others in the community, allowing them to establish positive relationships and networks, and to be active and informed citizens.

Assessment

There are no external exams in this subject. Assessment will take a variety of forms including:

• Projects

• Investigation

• Extended Response

• Examination

Special Requirements and Subject Costs There are no mandatory excursions but possible excursions or incursions could include a self-defence talk or workplace visit. Pathways A course of study in Social and Community Studies can establish a basis for further education and employment, as it helps students develop the personal, interpersonal and citizenship skills and attributes necessary in all workplaces. It allows them to manage change, to be resilient and adaptive, and to develop strategies so that they can cope with the demands, not only of everyday life, but also of continuing studies, employment and future careers.


Tourism 2020 � Content

Tourism is one of the world’s largest industries, directly employing approximately 105 million people and accounting for 9.8% of the global gross domestic product. Tourism is also one of Australia’s most important industries, assuming increasing value as a source of expanding business and employment opportunities.

‘Tourism industry’ is an umbrella term used to describe the complex and diverse businesses and associated activities that provide goods and services to tourists who may be engaging in entertainment, culture, conferences, adventure, shopping, dining, challenges and self-development or visiting friends and relatives.

The Tourism Applied syllabus is designed to give students a variety of intellectual, technical, operational and workplace skills. It enables 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.

In Tourism, 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. Tourism provides opportunities for Queensland students to develop understandings that are geographically and culturally significant to them by, for example, investigating tourism activities related to local Aboriginal and Torres Strait Islander communities.

The core of Tourism focuses on ‘Tourism as an industry’, ‘The travel experience’ and ‘Sustainable tourism’. The aim of the subject is to allow students to 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.

Assessment

There are no external exams in this subject. Assessment will take a variety of forms including:

• Projects

• Investigation

• Extended Response

• Examination

Special Requirements and Subject Costs SUBJECT FEE $70 This includes a mandatory excursion to a tourist park (eg. Dreamworld). 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.

.


SCIENCE Science in Practice 2019 � Content

Science is a dynamic, collaborative and future-focused field of human endeavour that has emerged from a need to understand natural phenomena. Studying science contributes to the development of a sense of wonder and engagement with the natural world. To have an informed voice in charting the future of society and to effectively participate in society and everyday life, where science and technology play significant and increasing roles, students need to be scientifically literate. Scientific literacy is a way of thinking and a way of viewing and interacting with the world that is developed through engaging in the practical and analytical approaches of scientific inquiry.

Senior secondary students are able to ask increasingly sophisticated questions about new ideas and information. Science in Practice supports and focuses the development of these questions by encouraging inquiry and a respect for evidence and reasoning. It develops critical thinking skills through the evaluation of claims using systematic reasoning and an enhanced scientific understanding of the natural and physical world. Science in Practice is practical, with experiments and hands-on investigations at its heart. Practical activities engage students, producing excitement and curiosity. Investigations develop a deeper understanding of the nature of science and of a particular topic or context. They foster problem-solving skills that are transferable to new situations.

The core of Science in Practice focuses on ‘Scientific literacy and working scientifically’, ‘Workplace health and safety’, and ‘Communication and self-management’. Science in Practice uses a contextualised approach, where modules of work deliver the core through electives — ‘Science for the workplace’, ‘Resources, energy and sustainability’, ‘Health and lifestyles’, ‘Environments’, and ‘Discovery and change’. Learning experiences within modules of work are interdisciplinary, including aspects of at least two science disciplines — Biology, Chemistry, Earth and Environmental Science and Physics. The objectives of the course ensure that students apply what they know and understand to plan investigations, analyse research and evaluate evidence.

Assessment

Special Requirements and Subject Costs SUBJECT FEE Year 11 $40 (includes mandatory excursions and consumables) Year 12 $40 (includes mandatory excursions and consumables) Pathways

A course of study in Science in Practice is inclusive and caters for a wide range of students with a variety of backgrounds, interests and career aspirations. It can establish a basis for further education and employment in many fields, e.g. animal welfare, food technology, forensics, health and medicine, the pharmaceutical industry, recreation and tourism, research, and the resources sector.


TECHNOLOGY

Hospitality (VET)

SIT20316 Certificate II in Hospitality Studying Hospitality gives students skills and abilities to make them readily employable in the diverse Hospitality Industry. Immediate benefits are in students being confident to start part-time work while still being at school. Traineeships are also available while still studying at school. The following table describes the competencies studied during the two year course. Code Title SITHIND002 Source and use information on the hospitality industry SITXFSA001 Use hygienic practices for food safety SITXWHS001 Participate in safe work practices SITXCCS003 Interact with customers SITHIND003 Use hospitality skills effectively TLIE1005 Carry out basic workplace calculations SITHFAB004 Prepare and serve non-alcoholic beverages BSBWOR203 Work effectively with others SITHCCC002 Prepare and present simple dishes SITHCCC003 Prepare and present sandwiches SITXCCS001 Provide customer information and assistance SITXCOM002 Show social and cultural sensitivity By completing the Certificate II course, students have ‘advanced standing’ when furthering their studies with other tertiary institutions. Work Placement It is mandatory for the completion of the Certificate II in Hospitality for students to complete at least three (3) week blocks or 15 days of work placement in the Hospitality field during their two-year course of study. This experience will also enhance student’s readiness for work and assist them to obtain School-Based Traineeships or Apprenticeships. Pre-requisites: Preferably Pre-senior Food and Nutrition or Pre-senior Hospitality subjects studied and only those students who have a real and sustained interest in cookery and catering should consider selecting this course. Assessment

Practical work - individual and group 60% Written tests, folio & self-evaluations 40%

Average Weekly Workload


During most weeks the students will complete a variety of tasks for homework for Hospitality these could include; in-class activities, articles for portfolios, practical cookery preparation, etc. Special Requirements Practical cooking is to be brought each week unless functions or other arrangements are made. Aprons and tea-towels must be brought each week to meet health and safety regulations and students will not be permitted to cook if they are forgotten. Also, enclosed leather shoes are mandatory to meet Workplace Health and Safety laws and the school rules. Function Requirements Several times across the two year course, students will be required to prepare for and attend functions out of school hours. Notice will be provided in advance. Relevance to Future Study / Employment • TAFE course in hospitality • Food related occupations eg. Chef, Waiter/Waitress • Public Relations • Hospitality Industries • Management Courses Vocational Outcomes of this Course On successful completion of the competencies in Hospitality you will be able to: • carry out skills that are necessary for working in the hospitality industry in occupations such

as kitchen attendant, bar attendant, cellar-person, waiter, bus-person, food attendant, cleaner, room attendant, house attendant;

• possess skills, attitudes and knowledge that will assist you in roles specifically related to employment, for example as a student and as a citizen in general; and

• be eligible for appropriate credit into related courses offered by other training providers, for example, TAFE Queensland.

SUBJECT FEE Year 11 $50 Year 12 $50 Fee covers demonstration foods for food and beverage units that students consume. Students are required to supply their own ingredients for practicals.


FASHION 2020 *

Content

Fashion is economically important to consumers and producers in both local and international contexts. Advances in technology have enabled more efficient textile manufacture and garment production, and together with media and digital technologies, have made fashion a global industry. It is a dynamic industry that supports a wide variety of vocations, including fashion design, fashion technology, fashion merchandising and fashion sales.

Through undertaking this course students will be challenged to use their imagination to create, innovate and express themselves and their ideas, and to design and produce design solutions in a range of fashion contexts. Students undertake group work and individual projects.

Fashion has a practical focus where students learn through doing as they engage in a design process to plan, generate and produce fashion items. Students investigate textiles and materials and their characteristics and how these qualities impact on their end use. They experiment with combining textiles and materials and how to make and justify aesthetic choices.

Core topics

Assessment Techniques

Recommended pre-requisite A “C” Standard in Pre-senior English would be advisable Pathways

A course of study in Fashion can establish a basis for further education and employment in the fields of design, personal styling, costume design, production manufacture, merchandising, and retail.


SUBJECT FEE Year 11 $60 Year 12 $20 (materials provided by students)

Certificate ll in Engineering Pathways (VET) MEM20413 Certificate II in Engineering Pathways

Blue Dog Training – RTO number: 31193 Content Students are able to obtain Certificate II in Engineering if successful in completing all required competencies. The course provider, Blue Dog Training, will access VETIS funding for students. If a student has already allocated their VETIS funding to another course, Blue Dog Training will charge $1200 to complete this course. Core Units Code Title MEM20413 Certificate Il in Engineering Pathways MEM13014A Apply principles of occupational health and safety in the work environment MEMPE005A Develop a career plan for the engineering and manufacturing industry MSAEMV272B Participate in environmentally sustainable work practices MEMPE006A Undertake a basic engineering project Elective Units Code Title MEM16008A Interact with computing technology MEM18001C Use hand tools MEM18002B Use power tools/hand held operations MEMPE002A Use electric welding machines MEM16006A Organise and communicate information MEMPE003A Use oxy-acetylene and soldering equipment MSAPMSUP106A Work in a team MEMPE001A Use engineering workshop machines Course Structure Through the production of various items using metal manipulation and the relevant online theory competencies, the Certificate ll will be achieved over two years. The Queensland Certificate of Education will show the Certificate obtained or the competencies which students have proven their competence in. Work Experience Students will be required to complete at least 2 weeks of work experience during their two-year course of study. This experience will enhance students’ readiness for work and assist them to obtain School-Based Traineeships or Apprenticeships. Pre-requisites Nil but students who have studied Engineering in the Middle School would have an advantage over students who have not.


Assessment Assessment for this certificate course is competency-based, through the completion of online theory tasks set by Blue Dog Training. Average Weekly Workload Approximately 1 hour per week should be used accessing online training to support school time. Special Requirements All students must wear correct footwear (solid uppers) in the workshop. Protective equipment such as face shields and ear protection will be supplied by the school. The purchase of personal protective equipment such as safety glasses and ear muffs would be of benefit to the student. Students wearing formal uniform in the work-shop, should bring a shirt or overalls to protect their uniform. Aprons are supplied. Textbooks will also be supplied from the School's Resource Hire Scheme. Future Employment Opportunities TAFE Course in Engineering Fitter and Turner Tool Maker Aircraft Maintenance Engineering Sheet Metal Worker Boat Making SUBJECT FEE Please note: VETIS funding may be available for students.

SUBJECT FEES

$1275 – Without VETiS

$75 – With VETiS (includes consumables)

Note: The above fees for this subject are invoiced by a third party external provider and as such must be paid in full by Week 1, Term 1 and cannot be placed on a payment plan. Fees are for the full course.


Certificate ll in Furniture Making (VET) MSF20313 Certificate II in Furniture Making Content Furniture making is a Certificate II Course with units of competency. Students are able to obtain Certificate II in Furniture Making if successful in completing all required competencies. Code Title MSF20313 Certificate II in Furniture Making MSFFM2001 Use furniture making sector hand and power tools MSMUP102 Communicate in the workplace MSFGN2001 Make measurements and calculations MSMSUP106 Work in a team MSMENV272 Participate in environmentally sustainable work practices MSFFF2004 Prepare surfaces for furnishing MSFFM2002 Assemble furnishing components MSFFM2003 Select and apply hardware MSFFM2005 Join solid timber MSFFM2006 Hand make timber joints MSFFM2010 Set up, operate and maintain basic static machines MSMSUP240 Undertake minor maintenance CPCCOHS1001A Work safely in the construction industry The course offered is practical in nature and oriented towards employment but may interest others wishing to acquire leisure time skills for later life. Course Structure

The Queensland Certificate of Education or Senior Statement will show the Certificate obtained or the units of competency in which students have proven their competence. Work Experience Students also will be required to complete work experience during their two-year course of study. This experience will enhance students’ readiness for work and assist them to obtain School-Based Traineeships or Apprenticeships. Assessment Assessment for these certificate courses is competency-based. Special Requirements All students must wear correct footwear (solid uppers) in the workshop. Protective equipment such as face shields and ear protection will be supplied by the school. The purchase of personal protective equipment such as safety glasses and ear muffs would be of benefit to the student. A shirt or overalls to cover formal uniforms would be a benefit. Aprons are supplied. Future Employment Opportunities TAFE Course in Furnishings Cabinet Maker Furniture Manufacturer


Shop Fitter Furniture Repairer SUBJECT FEE Year 11 $80 (Timber carry all and Dartboard cupboard) Year 12 $100 (Deck Chair and Hall table)

Automotive Studies (VET)

AUR20716 Certificate II in Automotive Vocational Pr eparation Content The Automotive industry encompasses a broad range of employment opportunities. Currently in Queensland, employment opportunities are high for the Automotive Industry and this is particularly evident in the Pine Rivers Shire. Students are able to obtain Certificate lI in Automotive Vocational Preparation if successful in completing all required competencies. Code Title AUR20716 Certificate ll in Automotive Vocational Pr eparation AURAEA002 Follow environmental and sustainability best practice in an automotive

workplace AURASA002 Follow safe working practices in an automotive workplace AURETR003 Identify automotive electrical systems and components AURLTA001 Identify automotive mechanical systems and components AURTTK002 Use and maintain tools and equipment in an automotive workplace AURAFA003 Communicate effectively in an automotive workplace AURAFA004 Resolve routine problems in an automotive workplace AURTTA027 Carry out basic vehicle servicing operations AURTTA003 Use and maintain basic mechanical measuring devices AURTTA005 Select and use bearings, seals, gaskets, sealants and adhesives AURLTJ002 Remove, inspect, repair and refit light vehicle tyres and tubes AURTTJ001 Balance wheels and tyres

The Queensland Certificate of Education will show the Certificate obtained or the units of competency obtained if not the full certificate. Work Experience Students will be required to complete at least 2 weeks of work experience during their two-year course of study. This experience will enhance students’ readiness for work and assist them to obtain School-Based Traineeships or Apprenticeships. Pre-requisites Literacy and numeracy skills are necessary to complete the book work and practical parts of the course. Students must have a keen interest in the Automotive Industry. Assessment There will be theory workbooks to complete for each Unit of Competency, plus practical work. Theory must be 100% accurate and several attempts can be made to reach this level of accuracy.


Future Employment Opportunities TAFE Course in Automotive Car or Bike Mechanics Tyre Fitter Aircraft Mechanics Engineering SUBJECT FEE - $15

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