year 10 subject guide 2020 - whites hill state college...specialist mathematics’ major domains are...

Year 10

Subject

Guide

2020

Whites Hill State College

Contents

Contents _____________________________________________ 2

GENERAL MATHEMATICS ............................................................................... 3

MATHEMATICAL METHODS ............................................................................. 5

SPECIALIST MATHEMATICS ............................................................................ 7

ESSENTIAL MATHEMATICS ............................................................................. 9

ENGLISH .......................................................................................................... 11

ENGLISH AS AN ADDITIONAL LANGUAGE ................................................... 13

ESSENTIAL ENGLISH ..................................................................................... 15

HISTORY: ANCIENT & MODERN .................................................................... 17

GEOGRAPHY .................................................................................................. 18

JAPANESE ....................................................................................................... 20

BUSINESS LEGAL ACCOUNTING .................................................................. 21

VISUAL ART ..................................................................................................... 22

MUSIC .............................................................................................................. 23

DRAMA............................................................................................................. 24

MEDIA ARTS PRACTICE................................................................................. 25

INFORMATION COMMUNICATION TECHNOLOGY ...................................... 26

INDUSTRIAL DESIGN TECHNOLOGY ........................................................... 27

BIOLOGY ......................................................................................................... 28

CHEMISTRY .................................................................................................... 29

PHYSICS .......................................................................................................... 30

SIT20316 Certificate II in Hospitality ................................................................. 31

BSB20115 Certificate II in Business/SIT20116 Certificate II in Tourism (dual qualification) .................................................................................. 32

GENERAL MATHEMATICS

Subject Outline:

General Mathematics’ major domains are Number and algebra, Measurement and geometry,

Statistics, and Networks and matrices, building on the content of the P–10 Australian Curriculum.

General Mathematics is designed for students who want to extend their mathematical skills

beyond Year 10 but whose future studies or employment pathways do not require calculus.

Students build on and develop key mathematical ideas, including rates and percentages,

concepts from financial mathematics, linear and non-linear expressions, sequences, the use of

matrices and networks to model and solve authentic problems, the use of trigonometry to find

solutions to practical problems, and the exploration of real-world phenomena in statistics.

Students engage in a practical approach that equips learners for their needs as future citizens.

They learn to ask appropriate questions, map out pathways, reason about complex solutions, set

up models and communicate in different forms. They experience the relevance of mathematics to

their daily lives, communities and cultural backgrounds. They develop the ability to understand,

analyse and take action regarding social issues in their world.

Prerequisites

Students must be achieving no less than a C+ standard in Year 10 Maths.

Pathways

A course of study in General Mathematics can establish a basis for further education and

employment in the fields of business, commerce, education, finance, IT, social science and the

arts.

Objectives

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

select, recall and use facts, rules, definitions and procedures drawn from Number and algebra,

Measurement and geometry, Statistics, and Networks and matrices

comprehend mathematical concepts and techniques drawn from Number and algebra,

Measurement and geometry, Statistics, and Networks and matrices

communicate using mathematical, statistical and everyday language and conventions

evaluate the reasonableness of solutions

justify procedures and decisions by explaining mathematical reasoning

solve problems by applying mathematical concepts and techniques drawn from Number and

algebra, Measurement and geometry, Statistics, and Networks and matrices.

Structure

Unit 1 Unit 2 Unit 3 Unit 4

Money, measurement and relations

Consumer arithmetic

Shape and measurement

Linear equations and their graphs

Applied trigonometry, algebra, matrices and univariate data

Applications of trigonometry

Algebra and matrices

Univariate data analysis

Bivariate data, sequences and change, and Earth geometry

Bivariate data analysis

Time series analysis

Growth and decay in sequences

Earth geometry and time zones

Investing and networking

Loans, investments and annuities

Graphs and networks

Networks and decision mathematics

Assessment

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

In Units 3 and 4 students complete four summative assessments. The results from each of the

assessments are added together to provide a subject score out of 100. Students will also receive

an overall subject result (A–E).

Summative assessments

Unit 3 Unit 4

Summative internal assessment 1 (IA1):

Problem-solving and modelling task

20% Summative internal assessment 3 (IA3):

Examination

15%


Examination

15%

Summative external assessment (EA): 50%

Examination

5

Year 10 Elective Guide 2020 Whites Hill State College

MATHEMATICAL METHODS

Subject Outline:

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

Calculus and Statistics.

Mathematical Methods enables students to see the connections between mathematics and other

areas of the curriculum and apply their mathematical skills to real-world problems, becoming

critical thinkers, innovators and problem-solvers.

Students learn topics that are developed systematically, with increasing levels of sophistication,

complexity and connection, and build on algebra, functions and their graphs, and probability from

the P–10 Australian Curriculum. Calculus is essential for developing an understanding of the

physical world. The domain Statistics is used to describe and analyse phenomena involving

uncertainty and variation. Both are the basis for developing effective models of the world and

solving complex and abstract mathematical problems.

Students develop the ability to translate written, numerical, algebraic, symbolic and graphical

information from one representation to another. They make complex use of factual knowledge to

successfully formulate, represent and solve mathematical problems.

Prerequisites

Students must be achieving no less than a B standard in Year 10 Maths.

Pathways

A course of study in Mathematical Methods can establish a basis for further education and

employment in the fields of natural and physical sciences (especially physics and chemistry),

mathematics and science education, medical and health sciences (including human biology,

biomedical science, nanoscience and forensics), engineering (including chemical, civil, electrical

and mechanical engineering, avionics, communications and mining), computer science (including

electronics and software design), psychology and business.

Objectives


select, recall and use facts, rules, definitions and procedures drawn from Algebra, Functions,

relations and their graphs, Calculus and Statistics

comprehend mathematical concepts and techniques drawn from Algebra, Functions, relations

and their graphs, Calculus and Statistics




solve problems by applying mathematical concepts and techniques drawn from Algebra,

Functions, relations and their graphs, Calculus and Statistics.

6


Structure


Algebra, statistics and functions

Arithmetic and geometric sequences and series 1

Functions and graphs

Counting and probability

Exponential functions 1

Arithmetic and geometric sequences

Calculus and further functions

Exponential functions 2

The logarithmic function 1

Trigonometric functions 1

Introduction to differential calculus

Further differentiation and applications 1

Discrete random variables 1

Further calculus

The logarithmic function 2


Integrals

Further functions and statistics


Trigonometric functions 2

Discrete random variables 2

Continuous random variables and the normal distribution

Interval estimates for proportions

Assessment






Unit 3 Unit 4




Examination

15%


Examination

15%


Examination

7


SPECIALIST MATHEMATICS

Subject Outline:

Specialist Mathematics’ major domains are Vectors and matrices, Real and complex numbers,

Trigonometry, Statistics and Calculus.

Specialist Mathematics is designed for students who develop confidence in their mathematical

knowledge and ability, and gain a positive view of themselves as mathematics learners. They will

gain an appreciation of the true nature of mathematics, its beauty and its power.

Students learn topics that are developed systematically, with increasing levels of sophistication,

complexity and connection, building on functions, calculus, statistics from Mathematical Methods,

while vectors, complex numbers and matrices are introduced. Functions and calculus are

essential for creating models of the physical world. Statistics are used to describe and analyse

phenomena involving probability, uncertainty and variation. Matrices, complex numbers and

vectors are essential tools for explaining abstract or complex relationships that occur in scientific

and technological endeavours.

Student learning experiences range from practising essential mathematical routines to developing

procedural fluency, through to investigating scenarios, modelling the real world, solving problems

and explaining reasoning.

Prerequisites

Students must be achieving no less than a B standard in Year 10 Maths.

Pathways

A course of study in Specialist Mathematics can establish a basis for further education and

employment in the fields of science, all branches of mathematics and statistics, computer

science, medicine, engineering, finance and economics.

Objectives


select, recall and use facts, rules, definitions and procedures drawn from Vectors and

matrices, Real and complex numbers, Trigonometry, Statistics and Calculus

comprehend mathematical concepts and techniques drawn from Vectors and matrices, Real

and complex numbers, Trigonometry, Statistics and Calculus



justify procedures and decisions, and prove propositions by explaining mathematical

reasoning

solve problems by applying mathematical concepts and techniques drawn from Vectors and

matrices, Real and complex numbers, Trigonometry, Statistics and Calculus.

8


Structure

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

Methods.


Combinatorics, vectors and proof

Combinatorics

Vectors in the plane

Introduction to proof

Complex numbers, trigonometry, functions and matrices

Complex numbers 1

Trigonometry and functions

Matrices

Mathematical induction, and further vectors, matrices and complex numbers

Proof by mathematical induction

Vectors and matrices

Complex numbers 2

Further statistical and calculus inference

Integration and applications of integration

Rates of change and differential equations

Statistical inference

Assessment






Unit 3 Unit 4




Examination

15%


Examination

15%


Examination

9


ESSENTIAL MATHEMATICS

Subject Outline:

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

Finance.

Essential Mathematics benefits students because they develop skills that go beyond the

traditional ideas of numeracy.

Students develop their conceptual understanding when they undertake tasks that require them to

connect mathematical concepts, operations and relations. They learn to recognise definitions,

rules and facts from everyday mathematics and data, and to calculate using appropriate

mathematical processes.

Students interpret and use mathematics to make informed predictions and decisions about

personal and financial priorities. This is achieved through an emphasis on estimation, problem-

solving and reasoning, which develops students into thinking citizens.

Pathways

A course of study in Essential Mathematics can establish a basis for further education and

employment in the fields of trade, industry, business and community services. Students learn

within a practical context related to general employment and successful participation in society,

drawing on the mathematics used by various professional and industry groups.

Objectives


select, recall and use facts, rules, definitions and procedures drawn from Number, Data,

Location and time, Measurement and Finance

comprehend mathematical concepts and techniques drawn from Number, Data, Location and

time, Measurement and Finance




solve problems by applying mathematical concepts and techniques drawn from Number, Data,

Location and time, Measurement and Finance.

Structure


Number, data and graphs

Fundamental topic: Calculations

Number

Representing data

Graphs

Money, travel and data


Managing money

Time and motion

Data collection

Measurement, scales and data


Measurement

Scales, plans and models

Summarising and comparing data

Graphs, chance and loans


Bivariate graphs

Probability and relative frequencies

Loans and compound interest

Assessment


In Units 3 and 4 students complete four summative assessments. Schools develop three

summative internal assessments and the common internal assessment (CIA) is developed by the

QCAA.


Unit 3 Unit 4






Common internal assessment (CIA)

Summative internal assessment (IA4):

Examination

11


ENGLISH

Subject Outline:

English focuses on the study of both literary texts and non-literary texts, developing students as

independent, innovative and creative learners and thinkers who appreciate the aesthetic use of

language, analyse perspectives and evidence, and challenge ideas and interpretations through

the analysis and creation of varied texts.

Students are offered opportunities to interpret and create texts for personal, cultural, social and

aesthetic purposes. They learn how language varies according to context, purpose and audience,

content, modes and mediums, and how to use it appropriately and effectively for a variety of

purposes. Students have opportunities to engage with diverse texts to help them develop a sense

of themselves, their world and their place in it.

Students communicate effectively in Standard Australian English for the purposes of responding

to and creating texts. They make choices about generic structures, language, textual features and

technologies for participating actively in literary analysis and the creation of texts in a range of

modes, mediums and forms, for a variety of purposes and audiences. They explore how literary

and non-literary texts shape perceptions of the world, and consider ways in which texts may

reflect or challenge social and cultural ways of thinking and influence audiences.

Prerequisites

Students must be achieving no less than a B standard in Year 10 English.

Pathways

A course of study in English promotes open-mindedness, imagination, critical awareness and

intellectual flexibility — skills that prepare students for local and global citizenship, and for lifelong

learning across a wide range of contexts.

Objectives


use patterns and conventions of genres to achieve particular purposes in cultural contexts and

social situations

establish and maintain roles of the writer/speaker/signer/designer and relationships with

audiences

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

make use of and analyse the ways cultural assumptions, attitudes, values and beliefs underpin

texts and invite audiences to take up positions

use aesthetic features and stylistic devices to achieve purposes and analyse their effects in

texts

select and synthesise subject matter to support perspectives

organise and sequence subject matter to achieve particular purposes

use cohesive devices to emphasise ideas and connect parts of texts

make language choices for particular purposes and contexts

use grammar and language structures for particular purposes

use mode-appropriate features to achieve particular purposes.

12


Structure


Perspectives and texts

Examining and creating perspectives in texts

Responding to a variety of non-literary and literary texts

Creating responses for public audiences and persuasive texts

Texts and culture

Examining and shaping representations of culture in texts

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

Creating imaginative and analytical texts

Textual connections

Exploring connections between texts

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

Creating responses for public audiences and persuasive texts

Close study of literary texts

Engaging with literary texts from diverse times and places

Responding to literary texts creatively and critically


Assessment






Unit 3 Unit 4


Extended response — written response for a public audience


Extended response — imaginative written response

25%


Extended response — persuasive spoken response

25% Summative external assessment (EA):

Examination — analytical written response

25%

13


ENGLISH AS AN ADDITIONAL LANGUAGE

Subject Outline:

English as an Additional Language is designed for students for whom English is not their first or

home language. It develops students’ knowledge, understanding and language skills in Standard

Australian English (SAE), and provides them with opportunities to develop higher-order thinking

skills and to interpret and create texts for personal, cultural, social and aesthetic purposes.

Students have opportunities to engage with language and texts to foster the skills to

communicate effectively in SAE for the purposes of responding to and creating literary and non-

literary texts. They develop the language skills required to be competent users of written and

spoken English in a variety of contexts, including academic contexts suitable for tertiary studies.

Students make choices about generic structures, language, textual features and technologies to

best convey intended meaning in the most appropriate medium and genre. They explore the

ways literary and non-literary texts may reflect or challenge social and cultural ways of thinking

and influence audiences. Students develop empathy for others and appreciation of different

perspectives through a study of a range of literary texts from diverse cultures and periods.

Prerequisites

Students must be achieving no less than a B standard in Year 10 English.

Pathways

A course of study in English as an Additional Language promotes not only language and literacy

skills, but also open-mindedness, imagination, critical awareness and intellectual

flexibility — skills that prepare students for local and global citizenship, and for lifelong learning

across a wide range of contexts.

Objectives



social situations

establish and maintain roles of the writer/speaker/signer/designer and relationships with

audiences

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

make use of and analyse the ways cultural assumptions, attitudes, values and beliefs underpin

texts and invite audiences to take up positions

use aesthetic features and stylistic devices to achieve purposes and analyse their effects in

texts

select and synthesise subject matter to support perspectives

organise and sequence subject matter to achieve particular purposes

use cohesive devices to emphasise ideas and connect parts of texts

make language choices for particular purposes and contexts

use grammar and language structures for particular purposes

use mode-appropriate features to achieve particular purposes.

14


Structure


Language, text and culture

Examining and shaping representations of culture in texts

Responding to a variety of media and literary texts

Creating analytical and persuasive texts

Perspectives in texts

Examining and shaping perspectives in texts

Responding to literary texts, including a focus on Australian texts


Issues, ideas and attitudes

Exploring representations of issues, ideas and attitudes in texts

Responding to literary and persuasive texts

Creating analytical and persuasive texts

Close study of literary texts

Engaging with literary texts from diverse times and places

Responding to literary texts creatively and critically


Assessment






Unit 3 Unit 4


Examination – analytical written response


Extended response – imaginative spoken/multimodal response

25%


Extended response – persuasive written response

25% Summative external assessment (EA):

Examination – analytical extended response

25%

15


ESSENTIAL ENGLISH

Subject Outline:

Essential English develops and refines students’ understanding of language, literature and

literacy to enable them to interact confidently and effectively with others in everyday, community

and social contexts. Students recognise language and texts as relevant in their lives now and in

the future and learn to understand, accept or challenge the values and attitudes in these texts.

Students engage with language and texts to foster skills to communicate confidently and

effectively in Standard Australian English in a variety of contemporary contexts and social

situations, including everyday, social, community, further education and work-related contexts.

They choose generic structures, language, language features and technologies to best convey

meaning. They develop skills to read for meaning and purpose, and to use, critique and

appreciate a range of contemporary literary and non-literary texts.

Students use language effectively to produce texts for a variety of purposes and audiences and

engage creative and imaginative thinking to explore their own world and the worlds of others.

They actively and critically interact with a range of texts, developing an awareness of how the

language they engage with positions them and others.

Pathways

A course of study in Essential English promotes open-mindedness, imagination, critical

awareness and intellectual flexibility — skills that prepare students for local and global citizenship,

and for lifelong learning across a wide range of contexts.

Objectives



social situations

use appropriate roles and relationships with audiences

construct and explain representations of identities, places, events and concepts

make use of and explain the ways cultural assumptions, attitudes, values and beliefs underpin

texts and influence meaning

explain how language features and text structures shape meaning and invite particular

responses

select and use subject matter to support perspectives

sequence subject matter and use mode-appropriate cohesive devices to construct coherent

texts

make mode-appropriate language choices according to register informed by purpose,

audience and context

use language features to achieve particular purposes across modes.

16


Structure


Language that works

Responding to a variety of texts used in and developed for a work context

Creating multimodal and written texts

Texts and human experiences

Responding to reflective and nonfiction texts that explore human experiences

Creating spoken and written texts

Language that influences

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

Responding to texts that seek to influence audiences

Representations and popular culture texts

Responding to popular culture texts

Creating representations of Australian identifies, places, events and concepts

Assessment


In Units 3 and 4 students complete four summative assessments. Schools develop three

summative internal assessments and the common internal assessment (CIA) is developed by the

QCAA.


Unit 3 Unit 4


Extended response — spoken/signed response


Extended response — Multimodal response


Common internal assessment (CIA)

Summative internal assessment (IA4):

Extended response — Written response

HISTORY: ANCIENT & MODERN

Subject Outline:

The study of History involves a study of both the recent past and the ancient world and includes learning skills of research, analysis, evaluation and a richer understanding of the political and historical influences in every-day life (both now and in the past). Students will develop:

the capacity to be competent, critical and creative thinkers using historical inquiry methods and skills

knowledge to be responsible and active citizens who can contribute to the development of a socially responsible and politically aware society

research and analytical thinking skills.

The first semester will cover Modern History, while the second semester will explore Ancient History. Semester 1 Topics: The Frontier Wars, World War II, International Terrorism Semester 2 Topics: Spartan Society (Ancient Greece), Vikings, Aztecs Types of assessment: Research Assignment Short Response to stimulus Combination response to stimulus Pathways This course will develop many key skills that directly relate to Humanities subjects in

Years 11 and 12. In particular, it is a recommended prerequisite for students who

choose Modern History or Ancient History. In Studies of History, the skills and

knowledge acquired are relevant to many tertiary courses and occupational areas.

Students with an interest in History who study Tertiary History can go into a range of

occupations and areas of further study such as:

Lawyer (many history graduates go on to become lawyers)

Geographer

Research Analyst/Political analyst

Teacher

Anthropologist

Archaeologist

Archivist

Journalist

Curator

Politician

Potential subject costs

Stationery and other costs will be covered by the Resource scheme. Any excursions

to the Queensland Museum will cost approximately $25 per entry for special

exhibitions. Only bus fare required for other open exhibitions.

18


GEOGRAPHY

Subject Outline:

The study of Geography includes the study of the earth, ecosystems, and human interactions with the earth. Geography aims to ensure that students develop:

a sense of wonder, curiosity and respect about places, people, cultures and environments throughout the world

a deep geographical knowledge of their own locality, Australia, the Asia region and the world

the ability to think geographically, using geographical concepts

the capacity to be competent, critical and creative users of geographical inquiry methods and skills

as informed, responsible and active citizens who can contribute to the development of an environmentally and economically sustainable, and socially just world.

The two units studied are:

UNIT 1: Environmental Change and Management In this unit, students will investigate the following key inquiry questions:

- How can the spatial variation between places and changes in environments be explained?

- What management options exist for sustaining human and natural systems into the future?

- How do world views influence decisions on how to manage environmental and

social change?

By examining the environmental variations between nations, students will examine

whether they are sustainable or likely to cause environmental damage. Students will

examine how Governments’ manage environmental change and how cultural

attitudes influence decisions which affect the global community.

UNIT 2: Geographies of Human Wellbeing Throughout the unit, students investigate global, national and local differences in human wellbeing between places. This unit examines the different concepts and measures of human wellbeing, and the causes of global differences in these measures between countries. Students explore spatial differences in wellbeing within and between countries, and evaluate the differences from a variety of perspectives. They explore programs designed to reduce the gap between differences in wellbeing. Through examining different nations’ standards of living, students will identify the factors that contribute to national wealth, wellbeing and community.

19


Types of Assessment Supervised short response exam Students manipulate and represent data in order to analyse, explain and predict patterns of human wellbeing. Supervised stimulus response exam Students synthesise data and information to evaluate alternative proposals on how to improve the wellbeing of the Democratic Republic of the Congo. Potential Costs and Excursions The current Resource Scheme in operation at the College covers the costs in this

subject. Stationery requirements will need to be purchased by the student. However,

an excursion to Bulimba Creek where water testing and environmental studies will

occur, will require a $10.00 bus fee.

Pathways This course will develop many key skills that directly relate to Humanities subjects in

Years 11 and 12. In particular, it is a recommended prerequisite for students who

choose Senior Geography. In Geography, the skills and knowledge acquired are

relevant to many tertiary courses and occupational areas.

Students who study Tertiary Geography can go into a range of occupations and

areas of further study, such as:

Human geography leads directly into urban and regional planning, which can

occur within governments but also in the private sector

Skills acquired in geography can also be marketed on their own – such as

cartographic (maps), Geographic Information Systems (Google maps) and data

presentation skills

Many geographers are employed in major consulting firms, conducting innovative

social research.

Teaching (primary and secondary)

Physical geographers are often involved in environmental management/

consulting including climate change and nature management

20


JAPANESE

Subject outline Students will study 4 discrete units that build upon their language learning from previous years. They will develop their knowledge and skills to communicate with people from Japanese-speaking communities as well as develop cultural understanding of Japanese unique culture. Each unit also includes learning to write and recognise relevant script written in hiragana, katakana and kanji. Unit 5: New School Students will learn to discuss school life in Japan and Australia using the superlative and comparative. They will talk about specific times and give reasons for their opinions. Unit 6: Homestay Students will ask, give and refuse permission in the context of a homestay. They will

learn about Japanese etiquette and social customs. They will reflect on the

similarities and differences of Japanese and Australian social customs.

Unit 7: Sporting Heroes and part-time jobs Students will discuss their skills and abilities as well as say what they want to become.

Unit 8: Popular Culture

Students will analyse Japanese culture such as anime and manga.

Students will continue to learn relevant kanji throughout the year and develop their communication and understanding of Japanese language and culture. Types of Assessment

- Written exam - Multi-Modal presentation - Practical skill assessment in team and individual contexts.

Potential Costs and Excursions The current Resource Scheme in operation at the College covers the costs in this subject. Stationery requirements will need to be purchased by the student. Pathways Japanese is suited to students who are interested in pathways in tertiary studies,

vocational education or work. A course of study in Japanese can establish a basis

for further education and employment in many professions and industries such as

those, which value the knowledge of an additional language and the intercultural

understanding it encompasses such as business, hospitality, law, science,

technology, sociology and education.

21


BUSINESS LEGAL ACCOUNTING

Subject Outline

This subject has been designed to prepare students for three senior subjects offered

in Years 11 and 12 – Diploma in Business, Legal Studies and Accounting.

Unit 1 – Entrepreneurial Business

Students will develop and apply enterprising behaviours and capabilities to a start-up

business, which will produce, market and sell a product at a Market Day to be held at

the College during Semester 1.

Unit 2 – Government, Democracy and Law in a Global Community

Students will learn about Australia’s form of democratic government and the role of

the courts in making and reforming laws in a dynamic, multicultural society; and will

gain an insight into how Australia’s international legal obligations shape law and

government policies.

Unit 3 – Accounting for Small Business

Students will gain theoretical knowledge of managing the finances of a small

business and will learn the practical skills to record financial transactions for a small

business.

Types of Assessment

Written exams

Assignments

Market Day Business project

Potential Costs and Excursions

A possible excursion to Holland Park Magistrates Court, Parliament House and/or

businesses in the city with transport costs of approximately $30.

Pathways

This subject provides a pathway to senior General subjects such as Accounting and

Legal Studies and to the Diploma of Business, recognised by some universities for

entrance into courses. This subject would be useful for students wishing to pursue a

university course in Economics, Business, Law, Accountancy, Justice, Politics or

Commerce.

22


VISUAL ART

Subject Outline: Have you ever wanted to do something innovative and exciting? Do you want to learn in a real world, project environment?

In Semester 1 students will examine how the Arts can inform others and create change. Students will explore their role in a global society, focus on an issue of global importance, and work collaboratively in order to ‘Take Action!’ Students will focus on the 21st Century thinking skills in a project based learning environment and design an Arts event. The work will culminate in an Arts event at the conclusion of Semester 1.

In Semester 2 students will explore foundation skills for senior Visual Arts and present a multi-disciplinary body of work that showcases their preferred skill

Students who specialise in Visual Art but will work collaboratively with other artists to complete the project. There will be an opportunity to meet industry professionals and receive feedback about creative ideas.

Types of Assessment

- Artist Journal - Integrated project showcasing student art work - Collection of multi- disciplinary artworks

VISUAL ARTS

- Making - Appraising - Presenting

Potential Costs and Excursions Excursions to Arts events and Arts spaces with transport costs of approximately $26.

Pathways This subject provides a pathway to senior General Visual Art. This subject would be useful for students wishing to pursue a university course in the Arts or a career that involves creating artworks, design, creative thinking, innovation and curating event management.

23


MUSIC


In Semester 1 of this subject students will examine how the Arts can inform others and create change. Students will explore their role in a global society, focus on an issue of global importance, and work collaboratively in order to ‘Take Action!’ Students will focus on the 21st Century thinking skills in a project based learning environment and design an Arts event. The work will culminate in an Arts event at the conclusion of Semester 1.

In Semester 2 of this subject students will explore foundation elements for Senior Music and present a multi modal research project that showcases their preferred skill: performing or composing.

Students will work collaboratively with other artists to complete projects. There will be an opportunity to meet industry professionals and receive feedback about creative ideas.

Types of Assessment - Showcase performance - Digital Recording and composition - Multimodal project in composing or performing - Garage Band sound recording and Sibelius music software, iMac

MUSIC

- Performing - Composing - Analysing


Pathways This subject provides a pathway to senior General Music and the Applied Music in Practice. This subject would be useful for students wishing to pursue a university course in the Arts or a career that involves creative thinking, performing, composing innovation and project management.

24


DRAMA


In Semester 1 students will examine how the Arts can inform others and create change. Students will explore their role in a global society, focus on an issue of global importance, and work collaboratively in order to ‘Take Action!’ Students will focus on the 21st Century thinking skills in a project based learning environment and design an Arts event for the end of Semester 1.

In Semester 2 students will engage in a foundation course for Senior Drama. Students will complete an integrated research project that highlights their skills as Drama performers.

Students in Drama will work collaboratively with other artists to complete the project. There will be an opportunity to meet industry professionals and receive feedback about creative ideas.

Types of Assessment DRAMA

- Responding - Performing - Presenting


Pathways This subject provides a pathway to senior General Drama This subject would be useful for students wishing to pursue a university course in the Arts or a career that involves creative thinking, innovation, presenting, and performing and project management.

25


MEDIA ARTS PRACTICE


In this subject students will examine how the Arts can inform others and create change. Students will explore their role in a global society, focus on an issue of global importance, and work collaboratively in order to ‘Take Action!’ Students will focus on the 21st Century thinking skills in a project based learning environment and design an Arts event.

Students will specialize in Media Arts in Practice but will work collaboratively with other artists to complete the project. There will be an opportunity to meet industry professionals and receive feedback about creative ideas. The work will culminate in an Arts event at the conclusion of Semester 1.

In Semester 2 Students will be provided with a “real life” brief and create a portfolio of work. This will be a skills foundation unit that prepares students for the Senior Applied Subject Media Arts in Practice.

Types of Assessment - Project digital diary - Digital Arts Portfolio - Adobe Film editing and Adobe Photoshop

MEDIA ARTS IN PRACTICE

- Responding - Forming - Creating


Pathways This subject provides a pathway to senior Applied Media Arts in Practice. This subject would be useful for students wishing to pursue a university course in the Arts or a career that involves design, technology, creative thinking, innovation and project management.

26


INFORMATION COMMUNICATION TECHNOLOGY

Subject outline: ICT prepares students for working with computers and information. Students will apply technical computing skills to provide solutions. Units studied include

Software Engineering

Web Design

Computer Hardware Types of Assessment Project Production Assessments (no examinations in this course) Potential Costs and Excursions Nil. Beneficial to have a laptop for this subject Pathways This subject provides a pathway to senior subjects in Digital Solutions, and ICT Studies. This subject would be useful for students wishing to pursue further studies in computer programming, IT support and web design.

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INDUSTRIAL DESIGN TECHNOLOGY

Subject outline: IDT is the study of design process and implementation of design ideas using a range of tools, technology and solutions. Units studied include

Timber project

Laser cutting/3D design project

Electronics Types of Assessment Project production, examinations, design folios Potential Costs and Excursions Estimated $50 resource fees Pathways This subject provides a pathway to Certificate I in Construction, which may be studied in Years 11 and 12, through external RTOs. This subject would be useful for students who are wishing to pursue further studies in the construction industry, engineering fields or project management.

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BIOLOGY

Subject outline: Students will study introductory Biology topics for each of the topics covered in senior Biology. Units studied include

Cell Biology

The Human Body

Ecology

Genetics and Evolution Types of Assessment Data Test Research Investigation Student Experiment Exam Potential Costs and Excursions It is beneficial to have a laptop for this subject. Excursion for Ecology unit – approximately $40. Pathways This subject provides a pathway to senior subjects in Biology. This subject would be useful for students wishing to pursue further studies in Science.

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CHEMISTRY

Subject outline: Students will study introductory Chemistry topics for each of the topics covered in senior Chemistry. Units studied include

Chemical Fundamentals – Structure, Properties and Reactions

Molecular Interactions and Reactions

Equilibrium, Acids and Redox Reactions

Structure, Synthesis and Design Types of Assessment Data Test Research Investigation Student Experiment Exam Potential Costs and Excursions It is beneficial to have a laptop for this subject. Pathways This subject provides a pathway to senior subjects in Chemistry. This subject would be useful for students wishing to pursue further studies in Science.

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PHYSICS

Subject outline: Students will study introductory Physics topics for each of the topics covered in senior Physics. Units studied include

Thermal, Nuclear and Electrical Physics

Linear Motion and Waves

Gravity and Electromagnetism

Revolutions in Modern Physics Types of Assessment Data Test Research Investigation Student Experiment Exam Potential Costs and Excursions It is beneficial to have a laptop for this subject. Pathways This subject provides a pathway to senior subjects in Physics. This subject would be useful for students wishing to pursue further studies in Science.

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SIT20316 Certificate II in Hospitality

RTO: Training Direct Australia national provider number 32355

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SIT20316 Certificate II in Hospitality Students complete the Certificate II and III concurrently.

BSBWOR203 Work effectively with others

SITHIND002 Source and use information on the hospitality industry

SITHIND003 Use hospitality skills effectively (12 shifts work experience)

SITXCCS003 Interact with customers

SITXCOM002 Show social and cultural sensitivity

SITXWHS001 Participate in safe work practices

SITXFSA001 Use hygienic practices for food safety

SITHCCC003 Prepare and present sandwiches

SITHFAB002 Provide responsible service of alcohol

SITHFAB004 Prepare and serve non-alcoholic beverages

SITHFAB005 Prepare and serve espresso coffee

SITHFAB007 Serve food and beverage

Additional units to complete SIT30616 Certificate III in Hospitality

SITHIND004 Work effectively in hospitality service (36 shifts work experience)

SITXCCS006 Provide service to customers

SITXHRM001 Coach others in job skills

SITHCCC002 Prepare and present simple dishes

SITHKOP001 Clean kitchen premises and equipment

Titl20316 Certificate II in Hospitality Donna Carlton Mary-Anne

Industry Placement SIT20316 Certificate II in Hospitality – within the unit SITHIND003 Use hospitality skills effectively, students are to complete work experience consisting of 12 service periods at a minimum of three (3) hours each.

Costs SIT20316 Certificate II in Hospitality Option 1: VETiS funded – students will need to nominate if they will be using their VETiS (VET in School) funding provided under The VET Investment Budget. Option 2: Fee for service payment – parents will be invoiced by Training Direct Australia at the end of Terms 2 and 4 each year, for units of competency achieved by their student. Cost is $65 per unit / $780 in total (12 units).

Correct at time of publication (November, 2019) but subject to change.

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BSB20115 Certificate II in Business/SIT20116 Certificate II in

Tourism (dual qualification)

RTO: Whites Hill State College national provider number 30252

DESCRIPTION

The tourism industry is a dynamic and exciting industry in which to work and Queensland offers

many of the best tourist destinations in the world. This dual qualification is offered to students who

have an interest in the Tourism industry and/or wish to gain the skills and knowledge necessary for

working in a tourism business. It will provide students with a range of skills and the opportunity for

employment or further study. The delivery and assessment may be in a simulated work or industry

environment with a high degree of supervision. Note: the duration of this course is two and a

half years; students will complete the subject at the end of Semester 1 in Year 12.

Units of Competency

National Code Unit Name SIT20116 BSB20115

SITTIND001 SITTIND001 Source and use information on the

tourism and travel industry

Core

SITXCCS003 SITXCCS003 Interact with customers Core

SITXCOM002 SITXCOM002 Show social and cultural

sensitivity

Core

SITXWHS001 SITXWHS001 Participate in safe work practices Core

BSBWHS201 Contribute to health and safety of self and

others

Core

SITXCOM001 Source and present information Elective

SITXCOM003 Provide a briefing or scripted commentary Elective

BSBITU211 Produce digital text documents Elective Elective

BSBITU212 Create and use spreadsheets Elective Elective

SITXCCS001 Provide customer information and assistance Elective

SITXCCS002 Provide visitor information Elective

BSBCMM201 Communicate in the workplace Elective Elective

BSBITU111 Operate a personal digital device Elective

BSBITU112 Develop keyboard skills Elective

BSBWOR204 Use business technology Elective

BSBINM201 Process and maintain workplace information Elective

BSBCUS201 Deliver a service to customers Elective

BSBIND201 Work effectively in a business environment Elective

BSBWOR202 Organise and complete daily work activities Elective

BSBWOR203 Work effectively with others Elective

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Disclaimer: Units of Competency are subject to change and any changes will be publicised prior to

commencement of the course. The order of the Units of Competency listed above does not represent the

order in which units will be covered in the course and a number of ‘like’ units may be clustered. The final

course organisation will be published prior to commencement in 2020.

CREDIT FOR QUEENSLAND CERTIFICATE OF EDUCATION

This dual qualification will contribute 6 credits towards their Queensland Certificate of Education.

Partial completion of the courses will be based on the percentage of competencies attained (25%,

50%, and 75%). Students will receive Statements of Attainment for partial completion of the

qualifications or two Certificates if all units are satisfactorily completed.

COSTS

Resource levy

Work placement costs – current cost is $50

Transport costs to travel to local tourist destinations (approximately $50 per year) and entry into

local tourist destinations (approximately $100 over the two-year course).

ASSESSMENT

A range of assessment strategies will be used to determine competency of a student in each of the

listed units.

These include:

• practical tasks

• role plays

• written exams

• oral questioning

• written tasks

• activities in simulated work environments

RELEVANCE TO EMPLOYMENT AND FURTHER STUDY

Possible job titles include:

documentation clerk for a tour wholesaler or travel agency

museum attendant

office assistant for a tour operator

receptionist and office assistant for a professional conference organiser or event

management business

receptionist and office assistant in a hospitality business, tourist or travel agency

retail sales assistant in an attraction

Further study might include relevant Certificate III, Certificate IV and Diploma Courses at TAFE in

Business and/or the Tourism, Hospitality or Events Industry.

Correct at time of publication (November, 2019) but subject to change

year 10 subject guide 2020 - whites hill state college...specialist mathematics’ major domains are...

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