years 10, 11, 12 curriculum handbook... · business studies bsb20115 certificate ii in business 4...

2020

Years 10, 11, 12 Curriculum Handbook

Contents

Introduction _____________________________________________________ 1

Using a Set Plan ……………………………………………………………………………………… 1

The Learning Account ……………………………………………………………………………….. 1

Senior Subjects _________________________________________________ 2

Vocational education and training (VET) ................................................................................. 2

Australian Tertiary Admission Rank (ATAR) eligibility ............................................................. 2

English requirement …………………………………………………………………………………. 2

QCE credit and duplication of learning …………………………………………………………… 2

QCE requirements for Year 12 students from 2020 …………………………………………….. 2

Applied subjects and VET qualifications …………………………………………………………. 2

Applied subjects and VET qualifications with duplication of learning & QCE credit …………. 3

School-based Apprenticeships & Traineeships ………………………………………………….. 4

QCAA Curriculum Areas __________________________________________ 5

Communication ......................................................................................................................... 5

English ………………………………………………………………………………………………………………………….. 5

Essential English ……………………………………………………………………………………………………………... 6

Health and Physical Education ................................................................................................. 7

Health ………………………………………………………………………………………………………………………….... 7

Physical Education …………………………………………………………………………………………………………….. 8

Sport & Recreation …………………………………………………………………………………………………………….. 9

Certificate III in Fitness ………………………………………………………………………………………………………... 10

Humanities ............................................................................................................................... 11

Ancient History ………………………………………………………………………………………………………………… 11

Business ……………………………………………………………………………………………………………………….. 12

Geography …………………………………………………………………………………………………………………….. 13

Japanese ……………………………………………………………………………………………………………………….. 14

Legal Studies ………………………………………………………………………………………………………………….. 15

Modern History .......................................................................................................................................................... 16

Social & Community Studies ..................................................................................................................................... 17

Tourism ………………………………………………………………………………………………………………………… 18

Certificate II in Business BSB20115 ………………………………………………………………………………………… 19

Senior subject guide v1.2 July 2019

Ormeau Woods State High School

QCAA Curriculum Areas continued

Innovation Technology & Interactive Learning ........................................................................ 21

Design ....................................................................................................................................................................... 21

Digital Solutions ………………………………………………………………………………………………………………. 22

Engineering ............................................................................................................................................................... 23

Food & Nutrition ……………………………………………………………………………………………………………….. 24

Building & Construction Skills ................................................................................................................................... 25

Engineering Skills ...................................................................................................................................................... 26

Fashion …………………………………………………………………………………………………………………………. 27

Hospitality Practices …………………………………………………………………………………………………………... 28

Industrial Graphics Skills ............................................................................................................................................ 29

Industrial Technology Skills ....................................................................................................................................... 30

Certificate II in Hospitality SIT20316 ………………………………………………………………………………………… 31

Mathematics ............................................................................................................................ 33

General Mathematics ................................................................................................................................................. 33

Mathematical Methods .............................................................................................................................................. 34

Specialist Mathematics ............................................................................................................................................. 35

Essential Mathematics .............................................................................................................................................. 36

Science .................................................................................................................................... 37

Biology ...................................................................................................................................................................... 37

Chemistry .................................................................................................................................................................. 38

Physics ...................................................................................................................................................................... 39

Aquatic Practices ....................................................................................................................................................... 40

The Arts .................................................................................................................................. 41

Dance ......................................................................................................................................................................... 41

Film, Television & New Media .................................................................................................................................... 42

Music .......................................................................................................................................................................... 43

Visual Art .................................................................................................................................................................... 44

Dance in Practice ....................................................................................................................................................... 45

Drama in Practice ...................................................................................................................................................... 46

Media Arts in Practice ................................................................................................................................................ 47

Music in Practice ........................................................................................................................................................ 48

Visual Art in Practice .................................................................................................................................................. 49

Academy of Dance Industries - Certificate IV in Dance ............................................................................................ 50

Further Information ______________________________________________ 52



Introduction The Year 10, 11 and 12 curriculum offers a range of opportunities for students to develop

skills and understanding that will equip them to make a successful transition from school to

a rapidly changing adult society. The curriculum provides opportunities for students to

engage in learning that is purposeful, rigorous, personalised and earns valued

qualifications.

Students can choose from a range of subjects offered by the Queensland Curriculum

Assessment Authority. A suite of Vocational Certificates and workplace learning is available

through the school and private providers, and includes school based Apprenticeships and

Traineeships.

Some things to consider when selecting subjects:

What are my plans for the future?

• Which subjects are necessary or best to help me achieve my goals? • Can I be successful in those subjects? • In which subjects am I most successful? • Which subjects do I enjoy the most? Using a Set Plan

The Senior Education and Training Plan (SET Plan) helps each student structure their

learning around their abilities, interests and ambitions. It maps out what, where and how a

student will study during their senior phase of learning. Students develop their plans and they

are regularly reviewed to monitor progress. The plan is used to assist students to make a

more informed choice about subject selection for Senior School or learning and earning with

an employer.

The Learning Account

Schools register students in Year 10 with the Queensland Curriculum Assessment Authority to

open individual learning accounts. This is known as a LUI and students receive a password to

access their account. A recordable amount of learning, called learning achievements, is then

banked into the learning account.

There are a number of outcomes from this learning account:

1. Senior Statement — the record of all learning achievements banked by someone

completing Year 12

2. Queensland Certificate of Education — attesting to a significant amount of learning at a

set standard and meeting literacy and numeracy requirements

3. VET certificates — certifying competence in a course or qualification level

4. Queensland Certificate of Individual Achievement for students with special needs


Ormeau Woods State High School 1

2

Vocational education and training (VET) Students can access VET programs through the school if it: • Is a registered training organisation (RTO) • Has a third-party arrangement with an external provider who is an RTO • Offers opportunities for students to undertake school-based apprenticeships or

traineeships Australian Tertiary Admission Rank (ATAR) eligibility The calculation of an Australian Tertiary Admission Rank (ATAR) will be based on a student’s: • Best five General subject results or • Best results in a combination of four General subject results plus an Applied subject result

or a Certificate III or higher VET qualification The Queensland Tertiary Admissions Centre (QTAC) has responsibility for ATAR calculations. English requirement Eligibility for an ATAR will require satisfactory completion of a QCAA English subject. Satisfactory completion will require students to attain a result that is equivalent to a Sound Level of Achievement in one of five subjects - English, Essential English, Literature, English and Literature Extension or English as an Additional Language. While students must meet this standard to be eligible to receive an ATAR, it is not mandatory for a student’s English result to be included in the calculation of their ATAR. QCE credit and duplication of learning QCE requirements for Year 12 students from 2020 Applied subjects and VET qualifications Applied subjects and Certificate II level VET qualifications that have similar subject matter and learning goals (as determined by the QCAA) are considered duplication of learning as outlined in the following table.



3

Applied subjects and VET qualifications with duplication of learning and QCE credit

Learning area 2019 Applied Subject VET qualification Max.

QCE

credit English Essential English Not applicable 4

Health and Physical

Education Early childhood Studies Not applicable 4

Sport and Recreation SIS20115 Certificate II in Sport and

Recreation 4

Humanities and

Social Sciences Business Studies BSB20115 Certificate II in Business 4

Religion & Ethics Not applicable 4

Social and Community

Studies Not applicable 4

Tourism SIT20116 Certificate II in Tourism 4

Mathematics Essential Mathematics Not applicable 4

Science Agricultural Practices AHC20116 Certificate II in Agriculture or

AHC21216 Certificate II in Rural Operations

4

Aquatic Practices Not Applicable 4

Science in Practice Not Applicable 4

Technologies Building and Construction

Skills CPC202011 Certificate II in Construction

Pathways 4

Engineering Skills MEM20413 Certificate II in Engineering

Pathways 4

Fashion MST20616 Certificate II in Applied Fashion

Design and Technology 4

Furnishing Skills MSM20515 Certificate II in Furniture Making

Pathways 4

Hospitality Practices SIT20316 Certificate II in Hospitality 4

Industrial Graphics Skills Not applicable 4

Industrial Technology Skills MSM20216 Certificate II in Manufacturing

Technology 4

Information and

Communication Technology ICT20115 Certificate II in Information, Digital

Media and Technology 4

The Arts Arts in Practice Not applicable 4

Dance in Practice CUA20113 Certificate II in Dance 4

Drama in Practice Not applicable 4

Media Arts in Practice Not applicable 4

Music in Practice CUA20615 Certificate II in Music Industry 4

Visual Arts in Practice CUA20715

4



4

School-based Apprenticeships and Traineeships

School-based apprentices and trainees (SATs), typically students in years 10, 11 and 12 are trained in the workplace and with a supervising registered training organisation (SRTO), in their chosen apprenticeship or traineeship while continuing to study towards their Queensland Certificate of Education (QCE). All SATs are paid for time spent working with their employer.

Advantages of SATs

• SATs allow more flexibility and variety for young people who prefer hands-on learning to traditional schooling pathways

• Young people employed as SATs develop workplace skills, knowledge, confidence and a competitive edge when applying for jobs

• All SATs participate in vocational training that contributes to a Certificate II or III qualification that are recognised nationally and are recorded as part of the QCE

• SATs are paid while they learn workplace skills, gain confidence and adapt to a work environment

• SATs are funded under the User Choice program. SATs are exempt from paying student contribution fees to the SRTO whilst they are at school

Some students complete traineeships whilst they are at school, while others go onto finish their apprenticeship or traineeship either full-time of part-time after they have left school. SAT’s must not complete in less than 12 months unless they have completed the minimum paid work requirement.

School Support to undertake a SAT

• The school will work with a student to modify their timetable to include time for working with the employer and SRTO

• The school, student, their parent/guardian, employer and SRTO will negotiate the Education, Training and Employment Schedule (ETES) which outlines when the student is at school, work or training

• The training plan and ETES will vary from student to student, depending on their school, training and work requirements

It is expected that the employer will provide 7.5 hours per week of paid employment. The employer may provide the equivalent of a ‘day’ employment as part days across the week. Periods of paid employment must never fall below the minimum of 375 hours (50 days) per 12 month period from the commencement of the training contract. For training contracts in Electrotechnology, a minimum of 600 hours (80 days) of paid employment must be provided each 12 months. Entry into Electrotechnology apprenticeships is limited to students in Years 11 and 12 only.

A student’s work and/or training must impact on their school timetable for the arrangement to be considered a SAT, rather than a part-time apprenticeship or traineeship.

For more information: https://training.qld.gov.au/apprenticeshipsinfo



5

ASSUMED KNOWLEDGE: Students who have a high achievement ’B’ or very high

achievement ‘A’ in their year 9 course are encouraged to select English (General).

COURSE DESCRIPTION AND CONTENT The subject English focuses on the study of

both literary texts and non-literary texts,

developing students as independent,

innovative and creative learners and thinkers

who appreciate the aesthetic use of

language, analyse perspectives and

evidence, and challenge ideas and

interpretations through the analysis and

creation of varied texts. LEARNING ACTIVITIES Students have opportunities to engage with

language and texts through a range of

teaching and learning experiences to foster: • 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 • Creative thinking and imagination, by

exploring how literary and non-literary

texts shape perceptions of the world and

enable us to enter the worlds of others • 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

ASSESSMENT TASKS The assessment programs will involve a range

of techniques across the selected criteria.

Students will be required to undertake: • Extended response – written response for

a public audience • Extended response – persuasive spoken

response • Extended response – imaginative written

response • Examination – analytical written response FUTURE PATHWAYS AND LEARNING

OPTIONS 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. ADDITIONAL INFORMATION Excursions will incur a cost for transport

and/or admission to selected venues.

Students will be encouraged to attend live

theatre performances. It is expected that students will need to

complete two hours of homework/study each

week if they are to be successful in this

subject. This is a rigorous subject and

students must have developed independent

working skills and be competent with basic

literacy skills, in order to be successful in the

course.



English Communication

General

6

Essential English Communication

ASSUMED KNOWLEDGE: Students who have a sound achievement ‘C’ or less may be encouraged to select Essential English. This subject will provide students with the literacy requirement and 4 credit points towards a QCE.

COURSE DESCRIPTION AND CONTENT 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. LEARNING ACTIVITIES Students have opportunities to engage with

language and texts through a range of

teaching and learning experiences 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 • 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 • Creative and imaginative thinking to

explore their own world and the worlds of

others • Active and critical interaction with a range

of texts, and an awareness of how the

language they engage with positions

them and others • Empathy for others and appreciation of

different perspectives through a study of a

range of texts from diverse cultures,

including Australian texts by Aboriginal

writers and/or Torres Strait Islander

writers

• Enjoyment of contemporary literary and

non-literary texts, including digital texts ASSESSMENT TASKS The assessment programs will involve a

range of techniques across the selected

criteria. Students will be required to

undertake: • Extended response – spoken/signed

response • Common internal assessment • Extended response – Multimodal

response • Extended response – Written response FUTURE PATHWAYS AND LEARNING

OPTIONS 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 contexts. ADDITIONAL INFORMATION Possible excursions will incur a cost for

transport and/or admission to selected

venues.



Applied

7

ASSUMED KNOWLEDGE: It is required that students have achieved a ‘B’ grade or higher in Year 9 Exercise and Sports Science (ESP) or Health and Movement Studies (HMS). It is highly recommended that students have good quality written communication skills (minimum ‘B’ for English).

COURSE DESCRIPTION AND CONTENT Health provides students with the

opportunity to explore the various

determinants that intend to create and

promote lifelong health, learning and active

citizenship. Drawing from the health,

behavioural, social and physical sciences,

the Health syllabus offers students an action,

advocacy and evaluation oriented curriculum

that is contemporary, relevant, challenging

and enjoyable. The following theoretical

Learning Areas will be studied: • Organ Donation • Resilience • Body Image • Alcohol • One Punch Can Kill • Road Safety • Domestic Violence • Beyond Schoolies

LEARNING ACTIVITIES Students will participate in a wide range of

learning experiences, including: • Participation in community health events • Conducting Action Research Projects

within the school • Analysis of health promotion campaigns • Excursions to community health

organisations and hospitals • Presentations from guest speakers



Students will be required to undertake: • Investigation – action research • Examination – extended response • Investigation – analytical exposition • Examination FUTURE PATHWAYS AND LEARNING

OPTIONS A course of study in Health can establish a

basis for further education and employment in

the fields of health science, public health,

health education, allied health, nursing and

medical professions. ADDITIONAL INFORMATION Possible excursions will incur a cost for


venues.



Health Health & Physical Education

General

8

ASSUMED KNOWLEDGE: It is required that students have achieved a ‘B’ grade or higher in Year 9 Exercise and Sports Science (ESP) or Health and Movement Studies (HMS). It is highly recommended that students enjoy participating in physical activity and have good quality written communication skills (minimum ’B’ for English).

COURSE DESCRIPTION AND CONTENT The knowledge, understanding and skills

taught through Physical Education enable

students to explore and enhance their own

and others’ health and physical activity in

diverse and changing contexts. Over the

course of study, units use engagement in

physical activity learning contexts to

investigate the biophysical, sociocultural and

psychological bases of physical activity, and

explore their applications to performance.

The following theoretical Learning Areas will

be studied: • Sport psychology • Ethics and integrity • Equity: barriers and enablers • Tactical awareness • Functional anatomy and biomechanics • Energy and performance • Motor learning • Training and performance


learning experiences, including: • Integration of theoretical learning about,

through and in movement contexts • Development of movement sequences

and movement strategies • Excursions to exercise science and

sporting facilities in the community • Presentations from guest speakers

ASSESSMENT TASKS The assessment programs will involve a



undertake: • Project – folio • Investigation – report • Examination – combination response FUTURE PATHWAYS AND LEARNING

OPTIONS 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. ADDITIONAL INFORMATION Possible excursions will incur a cost for


venues.



Physical Education Health & Physical Education

General

9

Sport & Recreation Health & Physical Education

ASSUMED KNOWLEDGE: It is required that students have achieved a ‘C’ grade or higher in Year 9 Health and Movement Studies (HMS). It is highly recommended that students enjoy participating in physical activity and playing both team and individual sports.

COURSE DESCRIPTION AND CONTENT Recreation is designed to provide students

with a variety of physical, intellectual,

technical, operational and workplace skills.

This course is composed of 50% practical

and 50% theoretical lessons. The following

theoretical Learning Areas will be studied: • Sport and recreation in our communities • Coaching principles • Event Management


learning experiences, including: • Participation in theoretical and practical

activities • Management and organisation of various

sporting events within the school and

wider community • Sports coaching of peers and younger

students • Excursions to sporting facilities in the

community • Presentations from guest speakers ASSESSMENT TASKS The assessment programs will involve a



undertake: • Project • Investigation • Extended response • Performance • Examination

FUTURE PATHWAYS AND LEARNING

OPTIONS A course of study in Sport & Recreation can establish a basis for further education and employment in the fields of fitness, outdoor recreation and education, sports administration, community health and recreation and sport performance. ADDITIONAL INFORMATION Possible excursions will incur a cost for


venues.



Applied

10

Vet Certificate III in Fitness Health & Physical Education

ASSUMED KNOWLEDGE: Students must have a passion for and/or interest in pursuing a career in the fitness industry and an enthusiasm/motivation to participate in physical activity sessions. They must have good quality written communication, and effective verbal communication skills and confidence in order to lead individual and group activities.

COURSE DESCRIPTION AND CONTENT 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 older adult clients. Upon successful completion, students are

certified with 8 Queensland Certificate of

Education (QCE) credits: • Nationally recognised qualification

- Certificate III in Fitness (SIS30315)

(8 Credits - Core) This program also includes the following: • First Aid qualification and

CPR certificate ASSESSMENT TASKS Program delivery will combine both

class-based tasks and practical components

in a real gym environment at 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 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. FUTURE PATHWAYS AND LEARNING

OPTIONS 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 As part of this qualification students in Year 10

will learn the basis of knowledge to prepare

them for the undertaking of Certificate III in

Fitness in years 11 and 12. This is where

students will learn about all the muscles,

bones, ligaments, tendons, as well as

nutrition. This information gained in year 10

will prepare them to apply in various contexts

in the Certificate III Fitness in years 11 and 12.

ADDITIONAL INFORMATION • $290.00 = Binnacle Training Fees • $ 40.00 = First Aid Certificate costs All texts and reprographics are provided by the

school. There may be additional costs for

excursions.



11

ASSUMED KNOWLEDGE: It is recommended that students have achieved a ‘C+’ grade or higher in Year 9 English. It is highly recommended that students have a curiosity about the past and have good communication skills.

COURSE DESCRIPTION AND CONTENT Ancient History enables inquiry based

learning, where students investigate people,

societies and civilisations of the past by

analysing and interpreting archaeological

and written evidence. Throughout the

course, students develop sophisticated skills

and understanding of historical issues by

interrogating the surviving evidence. With

the development of these skills, Ancient

History students become knowledge

creators, empathetic and open minded

citizens. TOPICS THAT WILL BE COVERED IN THE

COURSE INCLUDE Year 10 (Introduction) • Using Critical Analysis to Investigate the

Ancient World • Individuals who challenged mainstream

society • The Persian War - The might of Persia

takes on the Greek City States • Early Imperial Rome - Before the Empire Year 11 Unit One: Investigating the Ancient World • Digging up the past - The problems and

approaches to archaeology • Ancient Societies - Beliefs, rituals and

funerary practices with a focus on Egypt Unit Two: Personalities in their Times • Hatshepsut - The woman who would be

Pharaoh • Alexander the Great - Greatest of the

military campaigners Year 12 Unit Three: Reconstructing the Ancient

World • Fifth Century Athens - The cradle of

Western Democracy • Pompeii and Herculaneum - Cities buried

in time Unit Four: People Power and Authority • Civil War and the Breakdown of the

Republic - The Roman world • Augustus - The first Emperor of Rome

LEARNING ACTIVITIES Investigate the problematic nature of sources and evidence, Pose complex questions about the past, Historical inquiry and analysis, Interpretation of evidence, Develop reasoned responses.



Students will be required to undertake: • Examination - essay in response to

historical sources • Independent source investigation • Investigation - historical essay based on

research • Examination – short responses to

historical sources FUTURE PATHWAYS AND LEARNING

OPTIONS A course of study in Ancient History can


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. ADDITIONAL INFORMATION It is highly recommended that students have

access to a significant piece of technology,

preferably a laptop that can word-process.



Ancient History Humanities

General

12

ASSUMED KNOWLEDGE: Having achieved a high achievement ‘B’ in Year 9 English is highly recommended as there are theoretical components to this course.

COURSE DESCRIPTION AND CONTENT Business provides opportunities for students

to develop business knowledge and skills to

contribute meaningfully to society, the

workforce and the marketplace and prepares

them as potential employees, employers,

leaders, managers and entrepreneurs.

Students investigate the business life cycle,

develop skills in examining business data

and information and learn business

concepts, theories, processes and strategies

relevant to leadership, management and

entrepreneurship. They investigate the

influence of, and implications for, strategic

development in the functional areas of

finance, human resources, marketing and

operations.

Students use a variety of technological, communication and analytical tools to comprehend, analyse, interpret and synthesise business data and information. They engage with the dynamic business world (in both national and global contexts), the changing workforce and emerging digital technologies.

Topics that will be covered in the course:

Year 10: Learning business genres and use

of business tools, required skills for successful

business, Australian Entrepreneurs, tax and

up-to-date issues. Year 11: Unit 1 and 2

Business Creation and Business Growth.

Year 12: Unit 3 and 4

Business Diversification and Business Evolution.

LEARNING ACTIVITIES Students studying Senior Business will learn

to: • Describe business environments and

situations • Explain business concepts, strategies

and processes

• Select and analyse business data and

information • Interpret business relationships, patterns

and trends to draw conclusions • Evaluate business practices and

strategies to make decisions and propose

recommendations • Create responses that communicate

meaning to suit purpose and audience ASSESSMENT TASKS The assessment programs will involve a range

of techniques across the selected criteria. In

Year 11 and 12, students will be required to

undertake: • Examination - combination response • Investigation - business report • Extended response - feasibility report. Each year, there are four assessment items,

each weighing 25% of the student’s level of

achievement for the year. FUTURE PATHWAYS AND LEARNING

OPTIONS A course of study in Business can establish a


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. ADDITIONAL INFORMATION Excursions will incur a cost for transport

and/or admission to selected venues. It is expected that students will need to

complete two hours of homework/study each

week if they are to be successful in this

subject.



Business Humanities

General

13

ASSUMED KNOWLEDGE: A Sound achievement ’C’ in English and Social Science.

COURSE DESCRIPTION AND CONTENT Geography develops a way of thinking about

contemporary challenges and opportunities

including spatial technologies which provide

a real-world experience of Science,

Technology, Engineering and Maths

(STEM). Students develop these skills and

thinking through the exploration of

geographical challenges and their effects on

people, places and the environment, across

the globe. These challenges include

responding to hazard zones, planning

sustainable living spaces, managing our

natural resources and planning for

population change. Through analysing and applying

geographical knowledge, students develop

an understanding of the complexities

involved in sustainable planning and

management practices. 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. It contributes to their development

as global citizens who recognise the

challenges of sustainability and its

implications. TOPICS THAT WILL BE COVERED IN THE

COURSE INCLUDE: Year 10 • Social well-being & development

indicators • Urbanization & Globalization Year 11 • Unit 1 - Responding to risk & vulnerability

in hazard zones • Unit 2 - Planning sustainable places Year 12 • Unit 3 - Responding to land cover &

climate change • Unit 4 - Managing population change

LEARNING ACTIVITIES Students use a geographical inquiry

process, which is framed around the

following questions: • What and where are these issues or

patterns being studied? • How and why do these issues and

patterns develop? • What are the impacts of these issues

and patterns? • What is being done or what could be done

to devise creative and innovative plans to

sustainably manage these impacts? ASSESSMENT TASKS Students will complete a total of four

assessments each year. Assessments in year

12 are summative — three internal and one

external, counts towards their final mark.

Each assessment contributes 25% towards a

student’s result. The assessment techniques include: • Examination - combination responses • Investigation - field report • Investigation - data report FUTURE PATHWAYS AND LEARNING

OPTIONS 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. ADDITIONAL INFORMATION There may be costs associated with

excursions. To successfully complete coursework and

assessment it is expected that students

complete after school study and homework.



Geography Humanities

General

14

ASSUMED KNOWLEDGE: It is highly recommended that students have previously studied Japanese and achieved a ‘B’ grade or higher and a ‘C’ grade or higher in General English to continue into senior.

COURSE DESCRIPTION AND CONTENT Japanese is a course of study consisting of

four units. Subject matter, learning

experiences and assessment increase in

complexity from Units 1 and 2 to Units 3 and

4 as students develop greater independence

as learners. 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. TOPICS THAT WILL BE COVERED IN

THIS COURSE INCLUDE: Year 10 (Introduction) • My School and My Relationships Year 11 (Unit 1 & 2) • My World, Exploring our World Year 12 (Unit 3 & 4) • Our Society, My Future LEARNING ACTIVITIES By the conclusion of the course of study,

students in Japanese will: • Comprehend Japanese to understand

information, ideas, opinions and

experiences • Identify tone, purpose, context and

audience to infer meaning, values

and attitudes • Analyse and evaluate information and

ideas to draw conclusions and justify

opinions, ideas and perspectives • Apply knowledge of Japanese language

elements, structures and textual

conventions to convey meaning

appropriate to context, purpose,

audience and cultural conventions • Structure, sequence and synthesise

information to justify opinions, ideas

and perspectives • Use strategies to maintain

communication and exchange

meaning in Japanese



Students will be required to undertake: • Examination - short response • Examination - combination response • Extended response FUTURE PATHWAYS AND LEARNING

OPTIONS A course of study in Japanese can establish a


many professions and industries, particularly

those where the knowledge of an additional

language and the intercultural understanding it

encompasses could be of value, such as

business, hospitality, law, science, technology,

sociology and education. ADDITIONAL INFORMATION Excursions and international accreditation

exams may incur a cost. A subject fee of $20

is required to cover the cost of the student

workbook. It is expected that students will

complete daily homework/study if they are to

be successful in this subject. Participation in International Tours is optional

and will not disadvantage students who

choose not to participate



Japanese Humanities

General

15

ASSUMED KNOWLEDGE: It is recommended that students have achieved a ‘C’ grade or higher in English and Justice Studies.

COURSE DESCRIPTION AND CONTENT Legal Studies focuses on enhancing

students’ ability to recognise the diverse

legal situations and issues that arise in their

everyday lives. These situations and issues

often have legal implications that affect the

rights and obligations of themselves,

community members and people

internationally. Legal Studies will enable

students to understand how the law affects

people in society, which will allow them to

make informed decisions and contribute to

the improvement of laws and legal

processes in the future. Students will learn

how the law is traditionally based on values

but also dynamic as it is challenged by

technology, society and global influences. TOPICS THAT WILL BE COVERED IN THE

COURSE INCLUDE: Year 10 (Introduction) • International law, human rights law, civil

law and law reform Year 11 (Unit 1 & 2) • Legal foundations, criminal investigation

and criminal trial process, punishments

and sentencing, civil law foundations,

contractual obligations, and negligence

and duty of care Year 12 (Unit 3 & 4) • Governance in Australia, law reform

within a dynamic society, human rights,

the effectiveness of international law,

and human rights in Australian contexts LEARNING ACTIVITIES Legal Studies offers students the opportunity

to be involved in a variety of activities

including: Legal Mooting and Youth

Parliament, legal case method, case studies,

mock-trial, role plays and simulations,

interviews and surveys, debates and

discussions, investigations and visits

(including viewing court), and guest

speakers.

These learning activities will enable students

to understand, analyse and evaluate realistic

legal situations and learn how to interact with

professionals in the area of law and politics.



Students will be required to undertake: • Examination - combination response • Investigation - inquiry report • Investigation - argumentative essay FUTURE PATHWAYS AND LEARNING

OPTIONS A course of study in Legal Studies can


employment in the fields of law, law

enforcement, criminology, justice studies and

politics. The knowledge, skills and attitudes

students gain are transferable to all discipline

areas and post-schooling tertiary pathways.

The research and analytical skills this course

develops are universally valued in business,

health, science and engineering industries. ADDITIONAL INFORMATION Excursions may incur a travel and entrance

cost. To successfully complete classwork and

assessment it is highly recommended that

students have a laptop and study at least two

hours each week for this subject.



Legal Studies Humanities

General

16

ASSUMED KNOWLEDGE: Highly Recommended Pre-requisite is a ‘C+’ and above in English.

COURSE DESCRIPTION AND CONTENT Modern History is a discipline-based subject

where students examine traces of

humanity’s recent past so they may form

their own views about the Modern World.

Through Modern History, students’

imagination is invigorated while their

appreciation of civilisation is broadened and

deepened. Students learn that the past is

contestable and tentative. They discover

how the past consists of various

perspectives and interpretations. Modern

History distinguishes itself from other

subjects by enabling students to make

meaningful connections between the past,

present and possible futures. Through Modern History, students acquire

an intellectual toolkit consisting of 21st

century skills. This ensures students of

Modern History gain a range of transferable

skills that will help them forge their own

pathways to personal and professional

success, as well as become empathetic and

critically-literate citizens. TOPICS THAT WILL BE COVERED IN THE

COURSE INCLUDE: Year 10 (Introduction) • Rights & Freedom & World War II • Pop Culture & The Industrial Revolution Year 11 (Unit 1 & 2) • Ideas & Movements in the Modern World

including the French revolution and

Germany Year 12 (Unit 3 & 4) • National & International Experiences in

the Modern World including a study of

Korea and the Vietnam War LEARNING ACTIVITIES Modern History uses a model of inquiry

learning. Learning activities include: • Accessing historical content through a

variety of forms, including inscriptions,

reliefs, accounts of the past by

contemporary or modern writers,

photographs, films, artefacts, sites and

archived material • Learning to interpret and extrapolate

meaning from a variety of sources to

identify evidence • Analysing and evaluating texts for

authority, reliability, relevance and

accuracy • Creating a wide range of texts to

communicate, explore, discuss, explain

and argue a point of view, and express

their thoughts and ideas logically and

fluently, supported by evidence ASSESSMENT TASKS Students will complete a total of four

assessments each year. Assessments in year

12 are summative — three internal and one

external, counts towards their final mark.

Each assessment contributes 25% towards a

student’s result. The assessment techniques include: • Examination – essay in response to

historical sources • Independent source investigation • Investigation – historical essay based on

research • Examination – short response to historical

sources FUTURE PATHWAYS AND LEARNING

OPTIONS A course of study in Modern History is suited

to students who are interested in pathways

beyond school that lead to tertiary studies,

vocational education or employment in the

fields of history, education, psychology,

sociology, law, business, economics, politics,

journalism, the media, writing, academia and

strategic analysis. ADDITIONAL INFORMATION There may be costs associated with

excursions. To successfully complete classwork and

assessment it is expected that students

complete after school study and homework.



Modern History Humanities

General

17

Social & Community Studies Humanities

ASSUMED KNOWLEDGE: It is not mandatory that students have completed any specific subjects prior to this course. It is, however, highly recommended that students demonstrate a sound level of knowledge and understanding relating to both Literacy and Numeracy.

COURSE DESCRIPTION AND 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 and constructively about

their future role in it. Three interrelated and

interdependent areas of life skills are

identified - personal, interpersonal and

citizenship skills. Life skills encompass

social skills, communication skills, 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. 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.

LEARNING ACTIVITIES Social and Community Studies provides

opportunities to develop key competencies

in contexts which arise naturally in the

subject. Over the three year programme

students will focus on three core life skills

areas - personal, interpersonal and

citizenship. Each of the three areas of life

skills will be covered within the following

elective topics: • Health: Food and Nutrition • The Arts and the Community • Health: Recreation and leisure • Money Management • The World of Work • Science and Technology • Into Relationships • Legally, it could be you



Students will be required to undertake: • Project • Investigation • Extended response • Examination FUTURE PATHWAYS AND LEARNING

OPTIONS A course of study in Social & Community Studies can establish a basis for further education and employment, as it helps students develop the skills and attributes necessary in all workplaces. ADDITIONAL INFORMATION There may be costs associated with

excursions and access to community activities

relating to areas of study.



Applied

18

Tourism Humanities

ASSUMED KNOWLEDGE: Students must have an interest in Tourism or be examining the possibility of being involved in the Tourism Industry.

COURSE DESCRIPTION AND CONTENT The tourism industry provides the context for

students to understand the industry’s

workplace culture and practices, and also to

develop the skills, processes and attitudes

crucial for making valid decisions about

career pathways. Students will investigate

tourism as a source of leisure activity, life

skills and as an avenue for further study.

LEARNING ACTIVITIES Wherever possible, learning experiences will

be conducted within simulated and/or real

tourism situations, and will create

opportunities for the modelling and practice

of tourism language and procedures.

Learning experiences may include: • Designing travel itineraries for clients • Preparing brochures • Preparing & presenting commentaries • Designing questionnaires, conducting

surveys and interviews • Liaising with industry • Participating in structured work

experience or in work “shadowing” • Visiting and comparing different kinds of

tourism attractions ASSESSMENT TASKS The assessment programs will involve a



undertake: • Project • Investigation • Extended response • Examination


OPTIONS A course 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. ADDITIONAL INFORMATION Excursions will incur a cost for transport

and/or admission to selected venues.



Applied

19

Vet Certificate II in Business BSB20115 Humanities

ASSUMED KNOWLEDGE: Completing Business in year 10 would be valuable; however, this course is available for anyone who wants to follow a path that applies to business opportunities. This is a two year course. The RTO guarantees that the student will be provided with every

opportunity to complete the certificate as per the rights and obligations outlined in the enrolment

process and VET information provided on the student drive. Students successfully achieving all

qualification requirements will be provided with a qualification and record of results. Students

who achieve at least one unit (but not the full qualification) will receive a Statement of

Attainment.

COURSE DESCRIPTION AND CONTENT This qualification reflects the role of

individuals who perform a range of mainly

routine tasks using limited practical skills and

fundamental operational knowledge in a

defined context, working under direct

supervision. To achieve the qualification BSB20115

Certificate II in Business, students must

achieve competence in the core unit of

competency, and in eleven elective units of

competency. Core unit BSBWHS201 Contribute to health & safety

of self & others Elective Unit BSBCMM201 Communicate in the

workplace BSBIND201 Work effectively in a

business environment BSBINM201 Process and maintain

workplace information BSBINM202 Handle mail BSBITU101 Operate a personal computer BSBITU102 Develop keyboard skills BSBITU201 Produce simple word

processed documents BSBITU202 Create and use spread

sheets BSBITU203 Communicate electronically BSBWOR202 Organise and complete daily

work activities BSBWOR203 Work effectively with others

LEARNING ACTIVITIES Learning experience may include:

• Simulations involving business procedures

• Using equipment available within the school

• Using a variety of computer software

• Participating in small group workshops

• Role-plays

• Debates and discussions

• Participating in industry simulation games

and competitions

• Undertaking case studies of local

businesses, retail outlets procedures

• Conduction market research,

e.g. developing questionnaires

• Interviewing business personnel

• Liaising with appropriate industry

representatives, organisations

and/or industrial unions

• Participating in work experience or industry

placement

ASSESSMENT TASKS The VET certificate will be assessed using

competency-based assessment. Competency-based assessment is the

process of gathering evidence and making

judgements on whether the student can

consistently demonstrate knowledge and skill,

and the application of that knowledge and skill

to the standard of performance required in the

workplace. No A – E rating will be issued.



20


OPTIONS The course has been developed to engage learners in a range of contemporary real-life contexts. Business learning involves a range of experiences that provide knowledge, processes and skills contributing to Vocational pathways and their role as active informed citizens. ADDITIONAL INFORMATION Excursions will incur a cost for transport

and/or admission to selected venues. It is

expected that students will need to complete

an hour of homework/study each week if

they are to be successful in this subject.

Work experience may be offered to complete

competencies.



21

COURSE DESCRIPTION AND CONTENT Design is an exciting new subject that

focuses on devising ideas in response to

problems across a broad spectrum of

contexts. Students could be exposed to

design or repurpose furniture, fashion,

industrial, or architectural solutions in

response to human needs wants and

opportunities. Design equips students with

highly transferrable, future-focused thinking

skills relevant in the 21st century.

LEARNING ACTIVITIES Students will learn: • Critical thinking skills • Apply design and problem solving skills • Communicate all aspect of design,

planning and prototyping • Utilise tools and equipment • Creative thinking skills • ICT’s • Collaboration and teamwork ASSESSMENT TASKS The assessment programs will involve a



undertake: • Examination – design challenge • Project FUTURE PATHWAYS AND LEARNING

OPTIONS 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.

ADDITIONAL INFORMATION Access to a computer at home with the

capacity to run the programs we use is highly

recommended. Students must participate in

all activities in order to develop and improve

skills that may lead to a rewarding career.

A $110.00 levy for each year of study in Years

10, 11 and 12 for access to material resource

scheme. Costs for excursions must be

considered.



Design Innovation Technology & Interactive Learning

General

ASSUMED KNOWLEDGE: No assumed knowledge or pre-requisites are required for this

course. An interest in the practical application of design thinking, drawing skills and hand

skills to produce prototypes is required to develop solutions relative to global contexts.

22

COURSE DESCRIPTION AND CONTENT Digital Solutions enables students to learn

about algorithms, computer languages and

user interfaces through generating digital

solutions to problems. Students engage with

data, information and applications to create

digital solutions that filter and present data in

timely and efficient ways while

understanding the need to encrypt and

protect data. They understand computing’s

personal, local and global impact, and the

issues associated with the ethical integration

of technology into our daily lives.

Students use problem-based learning to

write computer programs to create digital

solutions that: use data; require interactions

with users and within systems; and affect

people, the economy and environments.

They develop solutions using combinations

of readily available hardware and software

development environments, code libraries or

specific instructions provided through

programming.

Students create, construct and repurpose

solutions that are relevant in a world where

data and digital realms are transforming

entertainment, education, business,

manufacturing and many other industries.

LEARNING ACTIVITIES Students will: • Recognise and describe elements,

components, principles and processes • Symbolise and explain information, ideas

and interrelationships • Analyse problems and information • Determine solution requirements and

criteria • Synthesise information and ideas to

determine possible digital solutions • Generate components of the digital

solution

• Evaluate impacts, components and

solutions against criteria to make

refinements and justified

recommendations • Make decisions about and use

mode-appropriate features, language and

conventions for particular purposes and

contexts ASSESSMENT TASKS The assessment programs will involve a



undertake: • Investigation - technical proposal • Project - digital solution • Project - folio • Examination FUTURE PATHWAYS AND LEARNING

OPTIONS A course of study in Digital Solutions can


employment in the fields of science,

technologies, engineering and mathematics.

ADDITIONAL INFORMATION Access to a computer at home with the




skills that may lead to a rewarding career.

A $60.00 levy for each year of study in Years


scheme. Costs for excursions must be

considered.



Digital Solutions Innovation Technology & Interactive Learning

General


course. An interest in computer coding, gaming, web development and digital data

exchanges would be an advantage.

23

ASSUMED KNOWLEDGE: It is a necessary advantage for any student wishing to participate in this subject to have successfully completed Mathematics and Science in Years 9 with a standard of a ‘B’ or above.

COURSE DESCRIPTION AND CONTENT The Engineering problem-solving process

involves the practical application of science,

technology, engineering and mathematics

(STEM) knowledge to develop sustainable

products, processes and services. Engineers

use their technical and social knowledge to

solve problems that meet the needs of

today’s individuals, communities, businesses

and environments, while not compromising

the potential needs of future generations.

Students who study Engineering develop

technical knowledge and problem solving

skills that enable them to respond to and

manage constant technological and societal

change. Engineering includes the study of

mechanics, materials science and control

technologies through real-world engineering

contexts where students engage in

problem-based learning. Students learn to

explore complex, open-ended problems and

develop engineered solutions. They

recognise and describe engineering

problems, determine solution

success-criteria, develop and communicate

ideas and predict, generate and evaluate

prototype-solutions. Students justify their

decision-making and acknowledge the

societal, economic and environmental

sustainability of their engineered solutions.

The Engineering problem-based learning

framework encourages students to become

self-directed learners and develop beneficial

collaboration, management and information

and communication technology skills.

LEARNING ACTIVITIES Engineering is a course of study that

provides an opportunity for students to gain

an understanding of the underlying principles

of engineering in its broadest sense. It is

concerned with the theoretical concepts and

practical applications related to technology,

industry and society, engineering materials,

engineering mechanics, and control

systems, where students will develop critical

thinking skills through researching and

analysing these concepts. Students are required to undertake a variety of

engineering design challenges which include

activities such as testing of materials,

formulation of problems, analysis of

engineering solutions, modelling solutions and

prototyping. ASSESSMENT TASKS The assessment programs will involve a range


Students will be required to undertake: • Project - folio • Examination FUTURE PATHWAYS AND LEARNING

OPTIONS A course of study in Engineering can establish

a basis for further education and employment

in the field of engineering, including, but not

limited to, civil, mechanical, mechatronic,

electrical, aerospace, mining, process,

chemical, biomedical, telecommunications,

marine, environmental, micro-nano and

systems. The study of engineering will also

benefit students wishing to pursue post-school

tertiary pathways that lead to careers in

architecture, project management, aviation,

surveying and spatial sciences. ADDITIONAL INFORMATION Access to a computer at home with the




skills that may lead to a rewarding career. A $110.00 levy for each year of study in Years


scheme. Costs for excursions must be considered.



Engineering Innovation Technology & Interactive Learning

General

24

ASSUMED KNOWLEDGE: An interest in food science, technology and food preparation is desirable.

COURSE DESCRIPTION AND CONTENT This subject prepares students for the

General subject - Food & Nutrition. Students

will explore the role of technology and food

science in the food system, including

production, product design, packaging and

storage processes and food specialisations.

Students will engage in problem based

learning to help them become independent

and develop a range of investigative,

technological and critical thinking skills as

they communicate ideas to provide solutions

to problems. LEARNING ACTIVITIES Some of the activities in which students will

engage include: • Problem based learning activities • Food experimentation • Dietary analysis • Cookery principles and techniques • Computer generated activities ASSESSMENT TASKS The assessment programs will involve a



undertake: • Examination • Project - folio FUTURE PATHWAYS AND LEARNING

OPTIONS A course of study in Food & Nutrition can


employment in the fields of science,

technology, engineering and health.

ADDITIONAL INFORMATION This subject will include a fee of $60.00 per

year for years 10, 11 and 12, to cover the cost

of materials and cookery ingredients which will

be provided for the students, for practical

cookery learning activities. Excursions at students cost may be offered

during the course.



Food & Nutrition Innovation Technology & Interactive Learning

General

25

Building & Construction Skills Innovation Technology & Interactive Learning


course. (Highly Recommended Pre-requisites) Product Design and Manufacturing – Year 9.

COURSE DESCRIPTION AND CONTENT This subject focuses on the underpinning

industry practices and construction

processes required to create, maintain and

repair the built environment. It provides an

opportunity for students to experience the

challenge and personal satisfaction of

undertaking practical work while developing

beneficial vocational and life skills. By doing

construction tasks, students develop

transferable skills relevant to a range of

industry-based electives and future

employment.

Building and Construction Studies

comprises: A course in Building and Construction

studies is based on studies on industry

practices and construction processes. Units

of study may include: bricklaying; carpentry;

concreting; landscaping; plastering; tiling;

Outdoor Construction; Indoor Construction

and finishing processes. Key elements include: • Introduction to the building and

construction industry • Safety in the construction workplace • Drawing, interpretation and site set-out • Selection and application of hand and

power tools • Selection of materials and construction

applications • Fabrication and assembly of

construction-based projects

LEARNING ACTIVITIES Students will be involved in planning,

building and constructing a range of projects

from selected materials including but not

limited to timber, metal, concrete, plaster,

tiles, bricks and/or composites.



Students will be required to undertake: • Project • Practical demonstration • Examination FUTURE PATHWAYS AND LEARNING

OPTIONS A course of study in Building & Construction

Skills can establish a basis for further

education and employment in civil, residential

or commercial building and construction fields.

These include roles such as bricklayer,

plasterer, concreter, painter and decorator,

carpenter, joiner, roof tiler, plumber, steel fixer,

landscaper and electrician. ADDITIONAL INFORMATION This subject will include a fee of $110.00 per

year to cover the cost of materials and

consumables (Timber, Metal, Fasteners,

Glues, Finishes, Cement and specialised CAD

software, etc.) required for take home practical

projects. Students will be provided with basic PPE

(safety goggles, apron, gloves, etc.), however,

students will be expected to have proper work

boots and full cotton work shirt and drill pants. Students may also need to undertake work

placement. Costs for possible excursions need to be

considered.



Applied

26

Engineering Skills Innovation Technology & Interactive Learning

ASSUMED KNOWLEDGE: An interest in welding and metalwork is desirable. (Highly Recommended Pre-requisites) Industrial Skills or Design & Technology - Year 9.

COURSE DESCRIPTION AND CONTENT The Engineering Skills subject focuses on

the underpinning industry practices and

production processes required to create,

maintain and repair predominantly metal

products in the engineering manufacturing

industry.

This subject provides an opportunity for

students to experience the challenge and

personal satisfaction of undertaking practical

work while developing beneficial vocational

and life skills.

Units of study: • Industry Orientation • Cutting and joining materials • Machining Materials • Fabrication • Production Key elements • Introduction to the metal work industry • Safety in the metal work industry

workplace • Drawing interpretation and setting out • Selection and application of hand and

power tools • Selection and application of static

machinery • Selection and application of

welding/cutting processes • Materials selection and application • Surface preparation and finishing

LEARNING ACTIVITIES Students will be involved in planning and

manufacturing projects from selected

materials including metal, timber, plastics

and composites. ASSESSMENT TASKS The assessment programs will involve a



undertake: • Project • Practical demonstration • Examination


OPTIONS A course of study in Engineering Skills can


employment in engineering trades. With

additional training and experience, potential

employment opportunities may be found, for

example, as a sheet metal worker, metal

fabricator, welder, maintenance fitter, metal

machinist, locksmith, air-conditioning

mechanic, refrigeration mechanic or

automotive mechanic. ADDITIONAL INFORMATION This subject will include a fee of $110.00 per

year to cover the cost of materials and

consumables (Metal, Fasteners, Glues,

finishes, welding gas, specialised materials,

etc.) required for practical projects fabricated

throughout the year. Students will be provided with basic PPE to

use (safety goggles, apron, gloves, etc.),

however students will be expected to have

steel capped boots and full cotton work shirt

and drill pants. Students will be expected to

have their work wear on the first day of the

school year and cannot undertake the course

without it due to workplace health and safety

requirements. Due to the nature of metalwork

students are required to wear their P.P.E

every practical lesson. Students may also need to undertake work

placement. Costs for possible excursions need to be

considered.



Applied

27

Fashion Innovation Technology & Interactive Learning

ASSUMED KNOWLEDGE: No assumed knowledge or pre-requisites are required for this course. An interest in the practical application of Fashion where students learn through doing as they engage in a design process to plan, generate and produce fashion items.

COURSE DESCRIPTION AND CONTENT Fashion will challenge students 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 will explore what

underpins fashion culture, technology and

design. It incorporates the study of three

core topics: • Fashion culture - exploring fashion history,

trends and careers • Fashion Technologies - examines textiles

and materials and the technical skills

required for garment, accessory and

adornment construction • Fashion Design - focuses on the design

process and visual literacies LEARNING ACTIVITIES Students will learn: • Fundamental sewing skills to produce

garments • Pattern placement and pattern making • Critical thinking skills • Apply design and problem solving skills • Collaboration and teamwork • Sustainability aspects of responsible

fashion ASSESSMENT TASKS The assessment programs will involve a



undertake: • Project • Investigation • Extended Response • Product


OPTIONS A course of study in Fashion can establish a


the fields of design, personal styling, costume

and fashion design, production manufacture,

merchandising and retail. ADDITIONAL INFORMATION Subject levy of $110.00 for each year 10, 11

and 12.



Applied

28

Hospitality Practices Innovation Technology & Interactive Learning

ASSUMED KNOWLEDGE: An interest in the Hospitality industry is advisable.

COURSE DESCRIPTION AND CONTENT This study area specification is designed to

provide an understanding of the hospitality

industry. Students have the opportunity to

understand issues associated with

hospitality workplace culture and practices,

and develop the skills, processes and

attitudes, crucial for making valid decisions. The specification enables students to

investigate hospitality as a possible future

career and to develop an awareness of

ethical and responsible attitudes in the work

environment. Skills implicit in hospitality

include working in teams, demonstrating

effective communication, and organisational

and interpersonal skills. LEARNING ACTIVITIES Learning experiences may include: • Participating in workshops using

hygienic, safe and efficient work methods

to practise food production techniques • Evaluating the suitability of a range of

foods for different situations and

customers • Planning menus within the constraints of

kitchen equipment, utensils, dining area

and staff skill levels • Developing menus and completing cost

analyses to meet profit requirements for

functions • Designing a product and its image • Interacting with guest speakers • Completing requisitions and order forms • Purchasing commodities • Conducting market research, e.g.

developing questionnaires • Liaising with appropriate industry

representatives • Planning, critiquing and evaluating

hospitality events



Students will be required to undertake: • Project • Investigation • Extended response • Examination FUTURE PATHWAYS AND LEARNING

OPTIONS A course of study in Hospitality Practices can establish a basis for further education and employment in the hospitality sectors of food and beverage, catering, accommodation and entertainment. Students could pursue further studies in hospitality, hotel, event and tourism or business management, which allows for specialisation. ADDITIONAL INFORMATION This subject will include a fee of $100.00 for

years 10, 11 and 12, to cover the cost of

consumables and cookery ingredients which

will be provided for the students. Costs of

excursions will need to be considered before

entering the subject. Participation in this

subject will require students to attend school

functions outside of school hours (i.e. night,

early mornings, weekends). These functions

are compulsory and students will be given

adequate notice to allow arrangements for

other commitments to be made. Students will

be provided with a basic Hospitality uniform,

but will require their own black leather shoes,

black skirt (girls only) or black trousers (boys

and girls) for hospitality function work.



Applied

29

Industrial Graphics Skills Innovation Technology & Interactive Learning

ASSUMED KNOWLEDGE: It is a necessary advantage for any student wishing to participate in this subject to have successfully completed Graphics in Year 9.

COURSE DESCRIPTION AND CONTENT Graphics has become an essential tool for

all graphical design fields. This subject will

take students through the processes

involved in Business, Engineering and

Architectural drawing. Incorporated in

learning these specific technical drawing

skills, we will touch on some real life

rendering and video which are vital

components in many professions. LEARNING ACTIVITIES Year 10 Subject Outline: Semester 1 • Business Graphics • Built Environment Semester 2 • Built Environment • Production Graphics Year 11 Subject Outline: Semester 1 • Business Graphics • Built Environment Semester 2 • Built Environment • Production Graphics Year 12 Subject Outline: Semester 3 • Built Environment • Production Graphics Semester 4 • Production Graphics • Business Graphics




undertake: • Project • Practical demonstration • Examination


OPTIONS A course of study in Industrial Graphics Skills

can establish a basis for further education and

employment in a range of roles and trades in

the manufacturing industries. With additional

training and experience, potential employment

opportunities may be found in drafting roles

such as architectural drafter, estimator,

mechanical drafter, electrical drafter, structural

drafter, civil drafter and survey drafter. ADDITIONAL INFORMATION Students must participate in all activities in

order to develop and improve skills that may

lead to a rewarding career. A levy of $60 for Years 10, 11 and 12 for 3D

printing, colour printing and software

purchases. Costs for excursions must be considered.



Applied

30

Industrial Technology Skills Innovation Technology & Interactive Learning

ASSUMED KNOWLEDGE: An interest in Furnishing/Building is desirable.

COURSE DESCRIPTION AND CONTENT This subject offers students the opportunity

to develop work, life and/or leisure skills

integrating the study area core of

manufacturing, safety and technological

processes within the selected units of study.

The flexibility of this course is intended to

allow students to gain some knowledge and

skills in a number of different industry areas,

rather than focus on one area.

A Course in Industrial Technology Skills

comprises: • The mandatory study area core,

integrated throughout the course • A minimum of four and a maximum of six

units of study drawn from at least two of

the seen industry specific strands Available Manufacturing Industry Specific

Strands: • Aeroskills Studies • Building & Construction Studies • Engineering Studies • Furnishing Studies • Industrial Graphics • Industrial Technology Studies • Plastics Studies

The general objectives of this SAS are

grouped into the following categories:

• Knowledge & Understanding • Applied processes • Practical skills • Attitudes & Value LEARNING ACTIVITIES Students will be involved in planning and

manufacturing a range of projects from

selected materials including but not limited to

timber, plastics, metal, fabric and

composites.



Students will be required to undertake: • Project • Practical demonstration • Examination FUTURE PATHWAYS AND LEARNING

OPTIONS A course of study in Industrial Technology

Skills can establish a basis for further

education and employment in manufacturing

industries. Employment opportunities may be

found in the industry areas of aeroskills,

automotive, building and construction,

engineering, furnishing, industrial graphics and

plastics. ADDITIONAL INFORMATION This subject will include a fee of $110 per year

to cover the cost of materials and

consumables (Timber, Metal, Fasteners,

Glues, Finishes, Cement and specialised CAD

software, etc.) required for take home practical

projects. Students will be provided with basic PPE

(safety goggles, apron, gloves, etc.), however,

students will be expected to have proper work

boots and full cotton work shirt and drill pants.

Students may also need to undertake work

placement. Costs for possible excursions need

to be considered. Possible excursions will incur a cost for


venues.



Applied

31

Vet Certificate II in Hospitality SIT20316 Innovation Technology & Interactive Learning

ASSUMED KNOWLEDGE: An interest in hospitality, food preparation and service is desirable. This is a two year course. The RTO guarantees that the student will be provided with every

opportunity to complete the certificate as per the rights and obligations outlined in the enrolment

process and VET information provided on the student drive. Students successfully achieving all

qualification requirements will be provided with a qualification and record of results. Students

who achieve at least one unit (but not the full qualification) will receive a Statement of

Attainment.

COURSE DESCRIPTION AND CONTENT This qualification provides the skills and

knowledge for an individual to be competent

in a range of activities and functions

requiring basic operational knowledge and

limited practical skills in a defined context.

This course will provide participants with the

knowledge and skill to: • Develop an appreciation of the Hospitality

Industry • Build interpersonal, communication and

customer service skills • Participate in safe work practices • Provide food and beverage service to a

range of customers in a range of

Hospitality enterprises • Follow key hygiene procedures which

apply in hospitality enterprises • Individuals may work with some

autonomy or in a team but usually under

close supervision To be awarded the qualification SIT20316

Certificate II in Hospitality, the student

must successfully complete 12 units of

competency, 6 Core units and 6 Elective

units. Core Units BSBWOR203 Work effectively with others SITHIND002 Source and use information

on the hospitality industry SITHIND003 Use hospitality skills

effectively SITXCCS003 Interact with customers SITXCOM002 Show social and cultural

sensitivity SITXWHS001 Participate in safe work

practices

Elective Units SITXFSA001 Use hygienic practices for food

safety SITHFAB002 Provide responsible service of

alcohol SITHFAB004 Prepare and serve

non-alcoholic beverages SITHFAB005 Prepare and serve espresso

coffee SITHFAB007 Serve food and beverage SITXFIN001 Process financial transactions

LEARNING ACTIVITIES • Function planning and service • Simulated Restaurant service • Analyse menus • Develop a recipe file • Cookery principles and techniques

– beverage preparation • Menu Planning • Computer generated activities • Competency based tasks ASSESSMENT TASKS The VET certificate will be assessed using

competency-based assessment. Competency-based assessment is the

process of gathering evidence and making

judgements on whether the student can

consistently demonstrate knowledge and skill,

and the application of that knowledge and skill

to the standard of performance required in the

workplace.



32


OPTIONS It is envisaged that students undertaking this

subject will engage in opportunities such as: • Work in the rapidly expanding area of

hospitality in Australia and overseas • Work casually in the hospitality industry

such as restaurant service work whilst

studying at university • Apprenticeships – many scholarships are

available for chefs at TAFE or at

Registered Training Organisations • Hospitality Management Degrees at

University

ADDITIONAL INFORMATION This subject will include a fee of $100.00 per

year for year 10, 11 and 12, to cover the cost

of consumables which will be provided for

the students. Costs of excursions will need

to be considered before entering the subject. Excursions may occur once per semester

and may cost up to $50.00. The unit of competency, SITHFAB002

Provide responsible service of alcohol, will be

outsourced to a private provider at additional

cost to the student of $42.00. Alternately

students can attain this unit of competency

themselves and provide the school with a

copy of the Statement of Attainment for credit

transfer. Participation in this subject will require

students to attend school functions outside of

school hours (i.e. night, early mornings, and

weekends). These functions are compulsory

and students will be given adequate notice to

allow arrangements for other commitments to

be made. Students will be provided with a basic

Hospitality uniform, but will require their own

black leather shoes, black skirt (girls only) or

black trousers (boys and girls) for Hospitality

Function work.

Students will be required to complete work

experience for this course.



33

ASSUMED KNOWLEDGE: At least a ’C’ standard in Year 9 Mathematics.

COURSE DESCRIPTION AND CONTENT 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. LEARNING ACTIVITIES 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



Students will be required to undertake: • Problem-solving and modelling task • Examination FUTURE PATHWAYS AND LEARNING

OPTIONS A course of study in General Mathematics can


employment in the fields of business,

commerce, education, finance, IT, social

science and the arts. ADDITIONAL INFORMATION Students must have their own scientific

calculator.



General Mathematics Mathematics

General

34

ASSUMED KNOWLEDGE: It is recommended that students have achieved a ‘B’ or above in Year 9 XL Mathematics.

COURSE DESCRIPTION AND CONTENT 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.

LEARNING ACTIVITIES By the conclusion of the course of study, students will: • 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


• Evaluate the reasonableness of solutions • Justify procedures and decisions by

explaining mathematical reasoning

• Solve problems by applying mathematical concepts and techniques drawn from Algebra, Functions, relations and their graphs, Calculus and Statistics




OPTIONS A course of study in Mathematical Methods


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. ADDITIONAL INFORMATION Students must have their own scientific

calculator.



Mathematical Methods Mathematics

General

35

ASSUMED KNOWLEDGE: It is recommended that students have achieved a ‘A’ grade in Year 9 XL Mathematics.

COURSE DESCRIPTION AND CONTENT 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.

LEARNING ACTIVITIES By the conclusion of the course of study,

students will: • 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

• Communicate using mathematical,

statistical and everyday language and

conventions • Evaluate the reasonableness of solutions • 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 ASSESSMENT TASKS The assessment programs will involve a range



OPTIONS A course of study in Specialist Mathematics


employment in the fields of science, all

branches of mathematics and statistics,

computer science, medicine, engineering,

finance and economics. ADDITIONAL INFORMATION Students must have their own scientific

calculator. Students that enrol in Specialist

Mathematics must also be completing

Mathematical Methods.



Specialist Mathematics Mathematics

General

36

Essential Mathematics Mathematics

ASSUMED KNOWLEDGE: An understanding of concepts covered in Year 9 Mathematics.

COURSE DESCRIPTION AND CONTENT

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.

LEARNING ACTIVITIES By the conclusion of the course of study, students will: • Select, recall and use facts, rules,

definitions and procedures drawn from Number, Data, Location and time, Measurement and Finance

• Comprehend mathematical concepts and techniques drawn from Number, Data, Location and time, Measurement and Finance


• Evaluate the reasonableness of solutions • Justify procedures and decisions by

explaining mathematical reasoning • Solve problems by applying mathematical

concepts and techniques drawn from Number, Data, Location and time, Measurement and Finance



Students will be required to undertake: • Problem-solving and modelling task • Common internal assessment • Examination FUTURE PATHWAYS AND LEARNING

OPTIONS A course of study in Essential Mathematics


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. ADDITIONAL INFORMATION Students must have their own scientific

calculator.



Applied

37

ASSUMED KNOWLEDGE: It is recommended that students have achieved a ‘C’ grade or

higher in Year 9 Science and a ‘C’ grade or higher in Year 9 English.

COURSE DESCRIPTION AND CONTENT Biology is the study of the natural systems of

the living world. It is characterised by a view

of life as a unique phenomenon with

fundamental unity. Living processes and

systems have many interacting factors that

make quantification and prediction difficult. TOPICS THAT WILL BE COVERED IN THE

COURSE INCLUDE: Year 10 (Introduction) • Classification; Cells; Genetics; Body

Systems Year 11 (Unit 1 & 2) • Cells & Multicellular Organisms,

Maintaining the Internal Environment Year 12 (Unit 3 & 4) • Biodiversity and the Interconnectedness

of Life, Heredity and the continuity of life LEARNING ACTIVITIES This subject places significant importance

on: • A deep understanding of the required

knowledge skills for each unit • Researching and solving scientific

problems • Practical laboratory work • Field work ASSESSMENT TASKS The assessment programs will involve a



undertake: • Data test • Student experiment • Research investigation • Examination


OPTIONS A course of study in Biology can establish a


the fields of medicine, forensics, veterinary,

food and marine sciences, agriculture,

biotechnology, environmental rehabilitation,

biosecurity, quarantine, conservation and

sustainability. ADDITIONAL INFORMATION This subject is a prerequisite for many

science-based university courses. It is expected that students will need to

complete approximately two hours of

homework/study each week due to the

demands of this subject. All students in Year 10 will undertake

MSL20116 Certificate II in Sampling and

Measurement which is currently funded under

the Queensland Annual Investment Plan for

Vocational Education Training in Schools

(VETiS). The VET investment budget provides

funding for students to complete one VETiS

qualification.

Fee for Service cost may apply if students

have already accessed their VETiS funding for

another qualification.



Biology Science

General

38

ASSUMED KNOWLEDGE: It is recommended that students have achieved a ‘C’ grade or higher in both Year 9 Science and Mathematics.

COURSE DESCRIPTION AND CONTENT Chemistry is the investigation of the material

universe through the exploration of the

substances of which matter is composed,

the investigation of their properties and

reactions, and the use of such reactions to

form new substances. TOPICS THAT WILL BE COVERED IN THE

COURSE INCLUDE: Year 10 (Introduction) • Rates of reactions; Acids and bases;

Biochemistry; The mole Year 11 (Unit 1 & 2) • Chemical fundamentals; Molecular

interactions and reactions Year 12 (Unit 3 & 4) • Equilibrium, acids and redox reactions;

Structure, synthesis and design LEARNING ACTIVITIES This subject places significant importance



problems • Practical laboratory work • Field work ASSESSMENT TASKS The assessment programs will involve a





OPTIONS A course of study in Chemistry can establish a


the fields of forensic science, environmental

science, engineering, medicine, pharmacy and

sports science. ADDITIONAL INFORMATION This subject is a prerequisite for many

science-based university courses. It is expected that students will need to



demands of this subject. All students in Year 10 will undertake







qualification.






Chemistry Science

General

39

ASSUMED KNOWLEDGE: It is recommended that students have achieved a ‘C’ grade or

higher in Year 9 Science and a ‘B’ grade or higher in Year 9 Advanced Mathematics.

COURSE DESCRIPTION AND CONTENT Physics is the study of the nature and

properties of matter and energy and how

they interact with each other. It is an

investigative and experimental science that

involves formulating and testing hypotheses

through analysing phenomena in order to

understand how the universe works. TOPICS THAT WILL BE COVERED IN THE

COURSE INCLUDE: Year 10 (Introduction) • Forces; Electricity; Heat, light and sound;

Energy Year 11 (Unit 1 & 2) • Thermal, nuclear and electrical Physics;

Linear motion and waves Year 12 (Unit 3 & 4) • Gravity and electromagnetism; Revolution

in modern Physics LEARNING ACTIVITIES This subject places significant importance



problems • Practical laboratory work • Collecting data ASSESSMENT TASKS The assessment programs will involve a





OPTIONS A course of study in Physics can establish a


the fields of science, engineering, medicine

and technology. ADDITIONAL INFORMATION This subject is a prerequisite for many

science-based university courses.

It is expected that students will need to



demands of this subject.

All students in Year 10 will undertake







qualification.






Physics Science

General

40

Aquatic Practices Science

ASSUMED KNOWLEDGE: It is recommended that students have achieved a ‘C’ grade or higher in Year 9 Science and Maths. It is highly recommended that students enjoy physical activity and the Marine environment. The ability to swim is also an advantage.

COURSE DESCRIPTION AND CONTENT Marine and Aquatic Practices incorporates a

study of the sea, inland waters and

associated catchment areas. Topics within these areas may include: Year 10 (Introduction) • Aquaponics; Indigenous studies;

Great Barrier Reef; Boat building Year 11 (Formative) • Ecosystems, Shipwrecks, Aquariums,

Water Pollution, Snorkelling, First Aid Year 12 (Summative) • Environmental threats & sustainability,

Marine Careers, Canoeing, Weather &

tides and Food from the sea LEARNING ACTIVITIES Students will be involved in many different

learning experiences, including: • Collecting, analysing, organising and

communicating information • Working with others and in teams • Performing complex skills in activities

such as boat building, fishing and

construction of fishing equipment • Acknowledging and participating in

Indigenous sea and water resource

management practices




undertake: • Project • Investigation • Extended response • Examination • Performance


OPTIONS A course of study in Aquatic Practices can


employment in the fields of recreation,

tourism, fishing and aquaculture. The subject

also provides a basis for participating in and

contributing to community associations, events

and activities, such as yacht and sailing club

races and competitions and boating shows. ADDITIONAL INFORMATION It is expected that students will need to complete approximately two hours of homework/study each week due to the demands of this subject. A $50 levy applies for this subject.



Applied

41

ASSUMED KNOWLEDGE: Highly Recommended Pre-requisites - A ‘B’ standard or above in Year 9 English is highly recommended.

COURSE DESCRIPTION AND CONTENT This subject allows students an opportunity

to build their expression and communication

of ideas - working with movement to build

physical and cognitive understanding. Even

if a student has no plan on pursuing a direct

career in Dance, the skills learnt within this

subject are highly transferrable - improving

their chances of employability once

graduating from school. Dance ATAR places a focus on the

theoretical components of the art form, with

specific emphasis on contemporary dance.

Unlike Dance in Practice, Dance ATAR

works on the purpose of the art form - its

origins in history and culture, through

practical and theoretical study. Dance ATAR

delves into ‘why’ we dance - and how this

has transformed over time, paying tribute to

the pioneers who have shaped dance, as we

know it. LEARNING ACTIVITIES Students will learn and be assessed in the

following areas: Unit 1 - Moving bodies • Genres - Contemporary - At least one other genre Unit 2 - Moving through environments • Genres - Contemporary - At least one other genre Unit 3 - Moving statements • Genres - Contemporary - At lease one other genre Unit 4 - Moving my way • Genres - Fusion of movement styles ASSESSMENT TASKS The assessment programs will involve a range


Students will be required to undertake: • Demonstrate an understanding of dance

concepts

• Apply literacy skills • Organise and apply the dance concepts • Analyse and interpret dance concepts and

skills • Apply technical skills • Realise meaning through expressive skills • Create dance to communicate meaning • Evaluate dance, justifying the use of dance

concepts and skills FUTURE PATHWAYS AND LEARNING

OPTIONS Dance is a General Subject and can lead to

and benefit careers in diverse fields such as,

arts administration and management (e.g.

artist manager, arts administrator, booking

agent, copyright/royalties manager, tour

manager, venue manager, events and

festival), manager/producer, arts and cultural

advisor/administrator, communication (e.g.

writer, communication strategist, arts editor,

blogger/vlogger), creative industries, (e.g.

professional performer, choreographer,

choreologist, independent artist and

practitioner, artistic director, costume

designer, dance technologist, dance

videographer, producer, rehearsal director,

theatre technician, stage manager), education

(e.g. educator in schools, private studios,

universities and professional dance company

education programs), public relations (e.g.

campaign manager, publicist, creative

director), research (e.g. dance researcher and

academic, dance journalist/critic), science and

technology (e.g. dance health professional

with further specialised training in areas of

medicine, health, therapy). ADDITIONAL INFORMATION As part of this course students will have the opportunity to be involved in school and community performances. For further information, please contact Jacalene McIntosh - [email protected]



Dance The Arts

General

42

ASSUMED KNOWLEDGE: Film, Television and New Media aims at increasing students’ receptiveness to messages in media. In doing this the course examines how programs and films represent the world, the contexts in which these texts are transmitted, the organisations and technologies that produce and distribute them and the way audiences respond.

COURSE DESCRIPTION AND CONTENT Film, Television & New Media is a General

subject offering four (4) semester units of

study in Years 11 and 12. The school offers

new digital facilities and a studio for

production. The subject critically evaluates

all aspects of media and offers students the

opportunity to produce films, documentaries,

TV shows, animations and clips. The key concepts are: • Technologies: the tools and associated

processes that are used to create

meaning • Representations: constructions of

people, places, events, ideas and

emotions • Audiences: individuals and groups of

people for whom moving-image products • Institutions: the organisations and

people whose operational processes and

practices • Languages: systems of signs and

symbols organised through codes and

conventions LEARNING ACTIVITIES What do you do in Film, Television & New

Media? Students studying this course: • Explore a range of products commercial

and non-commercial, independent and

mainstream • Make productions for real audiences,

e.g. Local audiences, film festival or

competitions • Interact with guest speakers from industry

or online and attend excursions • Discuss, analyse and evaluate concepts

and ideas • Design products, investigate and

compare, complete storyboards • Use editing technologies to manipulate

and juxtapose images • Plan and organise for productions, work

in groups and solve technical and other

problems



Students will be required to undertake: • Case study investigation • Multi-platform project • Stylistic project • Examination - extended response FUTURE PATHWAYS AND LEARNING

OPTIONS A course of study in Film, Television & New

Media can establish a basis for further

education and employment in the fields of

information technologies, creative industries,

cultural institutions, and diverse fields that use

skills inherent in the subject, including

advertising, arts administration and

management, communication, design,

education, film and television, and public

relations.

ADDITIONAL INFORMATION There is a significant written component in the

course. Written assignments supplement the

practical components and are sometimes

required to work on projects outside class

time.



Film, Television & New Media The Arts

General

43

ASSUMED KNOWLEDGE: Enthusiasm and willingness to explore Music through composition, performance and musicology. Skills in playing at least one instrument (including voice). It is highly recommended that students have taken Music in Year 10 or have been involved in instrumental music.

COURSE DESCRIPTION AND CONTENT As Music is an integral part of our way of life,

the Senior Music program has been

designed to enable students to know music

and to be able to work with music. Senior

Music encompasses performance,

knowledge about music,

composition/arranging, aural and listening

skills, and appreciation of musical

compositions/styles. Senior music is not only

geared for further music studies, but for

social and aesthetic pleasures. LEARNING ACTIVITIES The music selected for this course covers a

variety of styles: 20th Century, Art Music,

Jazz, Vocal, Instrumental, Contemporary,

Country, Non-Western, Folk, Australian

Music, Rock’n’Roll and Music for Film and

Musical Theatre. Learning activities include: • Learning an instrument or singing • Learning how to read and write music • Use of software – such as Garageband,

iMovie and Mixcraft • Aural skills – melodic and rhythmic • Reflection on your own and other

students work • Music appreciation and analysis • Solo and ensemble performance • Awareness of music from other cultures • Create your own songs and record them • Perform in front of live audiences • Participate in practical exploration of

performance skills • View and discuss live/taped or student

performance • Develop skills and techniques or

rehearsal, group dynamics, working

individually and in groups • Refine rehearsal procedures • Seek opportunities to perform for peers

outside their class group • Attend live performances • Workshops with industry professionals



Students will be required to undertake: • Performance • Composition • Integrated project • Examination FUTURE PATHWAYS AND LEARNING

OPTIONS A course of study in Music can establish a


the fields of arts administration,

communication, education, creative industries,

public relations and science and technology. ADDITIONAL INFORMATION Students are required to supply: • Music book and Clear Sleeved Folder • A device which will facilitate recording

(Apple preferred) • USB Stick As part of this course students will be involved

in school and community performance that

may require extracurricular commitments from

students. These opportunities will also give

students industry standard experiences.



Music The Arts

General

44

ASSUMED KNOWLEDGE: Sound Achievement in Visual Art and English is recommended, however students who have shown enthusiasm and willingness to perform at a high standard in art are encouraged to take this course.

COURSE DESCRIPTION AND CONTENT Visual Art students will work through a

powerful and imaginative course where they

will create images and objects, communicate

ideas and create meaning and

understanding from informed perspectives.

On their personal journey of exploration and

expression, Visual Art students engage with

a range of concepts and learning

experiences. Students also develop linguistic

and non-linguistic skills and knowledge

through using diverse media and

current/emerging technologies. LEARNING ACTIVITIES • Higher-order thinking and problem solving

in both individual and group settings • Drawing, painting, printmaking,

photography, digital media (2D) • Sculpture, textiles, installation art, mixed

media, design and wearable art (3D) • Cross-arts project and event

management ASSESSMENT TASKS The assessment programs will involve a



undertake the following assessment tasks

through the Inquiry Learning Process: Investigations: Research and developing of

ideas through both a reverse chronology

approach and inquiry based approach; Projects: Leading students through a range of

learning experiences which produce both

experimental and resolved works; Examinations: Both internal and external.


OPTIONS A course of study in Visual Art can establish a


the fields of arts practice, design, craft, and

information technologies; broader areas in

creative industries and cultural institutions;

and diverse fields that use skills inherent in the

subject, including advertising, arts

administration and management,

communication, design, education, galleries

and museums, film and television, public

relations, and science and technology. ADDITIONAL INFORMATION This subject will include a fee of $60 per

annum to cover the cost of art materials

provided for each student. This includes: A4

Visual Diary and unlimited access to all Visual

Art resources. Websites: TAFE QLD www.tafe.qld.gov.au Griffith University www.griffith.edu.au Queensland University of Technology

www.qut.edu.au Metropolitan South Institute of TAFE www.msit.tafe.gov.au University of Queensland www.uq.edu.au



Visual Art The Arts

General

45

Dance in Practice The Arts

ASSUMED KNOWLEDGE: Enthusiasm and willingness to perform, appreciate and choreograph in dance.

COURSE DESCRIPTION AND CONTENT This subject allows students an opportunity

to build their expression and communication

of ideas - working with movement to build

physical and cognitive understanding. Even

if a student has no plan on pursuing a direct

career in Dance, the skills learnt within this

subject are highly transferrable - improving

their chances of employability once

graduating from school. Dance in Practice places a focus on the

practical components of the art form, with

specific emphasis on jazz, hip-hop and

contemporary dance. Unlike Dance ATAR,

Dance in Practice works on the within ‘doing’

the art form - learning through performing

and creating. Dance in Practice delves into

‘how’ we dance - through project

management, creation and performance of

works as well as teaching and production. LEARNING ACTIVITIES Students learn to choreograph and perform

dance works through a range of styles and

genres such as: • Jazz • Contemporary • Hip Hop • Lyrical As well as opportunities to work in design

areas: • Costume • Make-up • Set Relevant workplace health and safety

practices are also applied and assessed

throughout the program.

ASSESSMENT TASKS The types of assessment tasks include: • Product • Performance • Project


OPTIONS Dance in Practice is an Applied subject and

can lead to and benefit careers in diverse

fields such as arts administration and

management (e.g artist manager, arts

administrator, booking agent,

copyright/royalties manager, tour manager,

venue manager, events and festival),

manager/producer, arts and cultural

advisor/administrator, communication (e.g.

writer, communication strategist, arts editor,

blogger/vlogger), creative industries, (e.g.

professional performer, choreographer,

choreologist, independent artist and

practitioner, artistic director, costume

designer, dance technologist, dance

videographer, producer, rehearsal director,

theatre technician, stage manager), education

(e.g. educator in schools, private studios,

universities and professional dance company

education programs), public relations (e.g.

campaign manager, publicist, creative

director), research (e.g. dance researcher and


technology (e.g. dance researcher and


technology (e.g. dance health professional

with further specialised training in areas of

medicine, health, therapy). ADDITIONAL INFORMATION As part of this course students will have the

opportunity to be involved in school and

community performances. For further information, please contact

Jacalene McIntosh - [email protected]



Applied

46

Drama in Practice The Arts

ASSUMED KNOWLEDGE: Enthusiasm and willingness to explore drama through creating it, performing it and responding to it. A preparedness to work in groups and ensure attendance at all group rehearsals for performance.

COURSE DESCRIPTION AND CONTENT Drama in Practice gives students

opportunities to plan, create, adapt, produce,

perform, appreciate and evaluate a range of

dramatic works or events in a variety of

settings. A key focus of this syllabus is

engaging with school and/or local community

contexts and, where possible, interacting

with practising artists. As students gain practical experience in a

number of onstage and offstage roles,

including actor/performer, designer,

scriptwriter, director, stage technician,

publicity manager and stage manager, they

recognise the role drama plays and value

the contribution it makes to the social and

cultural lives of local, national and

International communities. LEARNING ACTIVITIES Students learn to create and perform drama

works through a range of styles and genres

such as: • Acting (stage and/or screen) • Directing • Scriptwriting • Playbuilding (Improvisation) • Theatre through the ages • Community theatre and viewing live

theatre As well as opportunities to work in design

areas such as: • Costume • Make-up • Set (Technical design and production) Relevant workplace health and safety

practices are also applied and assessed

throughout the program.

UNDERPINNING FACTORS The below five underpinning factors, overlap

and interact, are derived from current

education, industry and community

expectations, and inform and shape Drama in

Practice. 1. Applied learning 2. Community connections 3. Core skills for work 4. Literacy 5. Numeracy Drama in Practice cover all of the

underpinning factors in some way and

students are provided with a variety of

opportunities to learn through and about the

five underpinning factors across the four-unit

course of study. ASSESSMENT TASKS The assessment programs will involve a



undertake: • Project • Performance • Product • Extended response • Investigation FUTURE PATHWAYS AND LEARNING

OPTIONS A course of study in Drama in Practice can establish a basis for further education and employment in the drama and theatre industry in areas such as performance, theatre management and promotions. ADDITIONAL INFORMATION As part of this course students will have the

opportunity to be involved in school and

community performances that would require

extracurricular commitments from students.

These opportunities will also give students

industry standard experiences.



Applied

47

Media Arts in Practice The Arts

ASSUMED KNOWLEDGE: You must be prepared to have FUN with technology. The subject requires a willingness to embrace computer technology in an enjoyable manner, and a desire to learn how to use it as a visual communication tool. Students do not need to be highly skilled in art or computer technology to select this subject.

COURSE DESCRIPTION AND CONTENT Fun in Media Arts In Practice provides

learning experiences that require the use of

a variety of extraordinary and unique

technologies suitable for solving unusual

design problems. Students doing this course

will venture into the worlds of: Digital

Photography, Digital Photo Editing, Graphic

Design, Digital Sound, 2D and 3D

Modelling, Digital Game Creating and Digital

Animation. The emphasis is on ‘real-life’ problem

solving from a variety of design fields with

the student using the appropriate industry

standards software, media and materials to

arrive at an appropriate solution. The course

requires students to explore ways in which to

“Unlock Their Minds” in order to produce

solutions to a variety of problems requiring

visual solutions. Software and hardware

used in this course mirror practices used in

industry. LEARNING ACTIVITIES Learning experiences will be based on PC

and iPad computer systems and will be

centred around the ability to use the

appropriate computer technology to solve a

variety of real world design problems. Over

the two year course the students will gain

extensive experience and see the Fun

involved in the following Media Arts In

Practice areas: Digital Photography, Digital

Photo Editing, Graphic Design, Digital

Sound, 2D and 3D Modelling, Digital Game

Creation, Laser Technology, Video Editing

and Digital Animation.



Students will be required to undertake: • Project • Product • Extended response • Investigation FUTURE PATHWAYS AND LEARNING

OPTIONS A course of study in Media Arts in Practice can


employment in a dynamic, creative and global

industry that is constantly adapting to new

technologies.



Applied

48

Music in Practice The Arts

ASSUMED KNOWLEDGE: Enthusiasm and willingness to perform, record, compose and produce within Music. Skills in playing at least one instrument are preferred but not necessary (including voice).

COURSE DESCRIPTION AND CONTENT Music is a unique and powerful aural art

form that uses sound and silence as a

means of personal expression. It is a very

powerful medium because it affects a wide

range of human functions and activities,

including personal, social, cultural and

entertainment pursuits. Musicians fulfil many roles in a

community - as makers/creators, performers,

presenters, journalists, technicians,

administrators and managers. Music in

Practice provides opportunities for students

to explore these and other roles through

active engagement with music and music

productions, and, where possible, by

interacting with practising artists. Students

in Music in Practice will participate in a

number of tasks developed to simulate the

current music industry. They will participate

in practical and theoretical exploration of

performance and composition skills, while

developing an understanding of music

technologies and recording practice. At the

conclusion of year 12, students will have

developed a portfolio of work which can be

utilised for entry into a tertiary music course. LEARNING ACTIVITIES Students develop skills and techniques such

as: • Designing, recording and mixing an

album • Writing music through digital and practical

means • Developing performance repertoire and

skills • Exploration of varying music styles and

practices • Practical and theoretical application of

digital music technologies • Understanding of music industry practice

and trends • Composing music for media



Students will be required to undertake: • Project • Performance • Product (Composition) • Extended response • Investigation FUTURE PATHWAYS AND LEARNING

OPTIONS A course of study in Music in Practice can


employment in areas such as performance,

critical listening, music management and

music promotions. ADDITIONAL INFORMATION As part of this course students will be involved

in school and community performances that

may require extra-curricular commitments

from students. These opportunities will also

give students industry standard experiences.



Applied

49

Visual Art in Practice The Arts

ASSUMED KNOWLEDGE: Sound Achievement in Visual Art and English is recommended, however students who have shown enthusiasm and willingness to perform at a high standard in art are encouraged to take this course.

COURSE DESCRIPTION AND CONTENT Visual Arts in Practice foregrounds the role

visual arts plays in the community and how

students may become involved in community

arts activities. This subject focuses on

students engaging in art-making processes

and making virtual or physical visual

artworks for a purpose. Students will create images, objects,

environments or events to communicate

aesthetic meaning and interact with their

audience and the community. LEARNING ACTIVITIES Students can develop skills and techniques

such as: • Collaborating, researching, planning,

organising, negotiating, documenting

and communicating • Devising arts work(s) in response to

stimuli • Painting and Drawing • Printmaking • Sculpture • Ceramics ASSESSMENT TASKS The assessment programs will involve a



undertake: • Project • Product • Extended response • Investigation


OPTIONS A course of study in Visual Arts in Practice can


employment in a range of fields, including

design, styling, decorating, illustrating,

drafting, visual merchandising, make-up

artistry, advertising, game design,

photography, animation or ceramics. ADDITIONAL INFORMATION This subject will include a fee of $60 per

annum to cover the cost of art materials

provided for each student. This includes: A3

Visual Diary, consumable resources and art

making products. Websites: TAFE QLD www.tafe.qld.gov.au Griffith University www.griffith.edu.au Queensland University of Technology

www.qut.edu.au University of Queensland www.uq.edu.au



Applied

50

Vet Academy of Dance Industries - Certificate IV in Dance The Arts CUA40113

ASSUMED KNOWLEDGE: Acceptance into the qualification is based on a successful application and audition.

COURSE DESCRIPTION AND CONTENT The Certificate IV in Dance at Ormeau

Woods SHS aims to provide aspiring

dancers with authentic training and a

nationally recognised qualification whilst

allowing the students to complete high

school. Our program’s philosophy is that

students should not have to sacrifice their

education and development to pursue dance

at an industry standard. We aim to build an

expert dancer who is developed as a whole

person. Core learning areas: • Techniques within Jazz, Contemporary,

Ballet • Jazz Genre Studies (Musical Theatre,

Fosse, and Broadway) • Contemporary Genre Studies (such as,

Cunningham, Graham, and Horton) • Commercial Dance (Hip Hop, Break Dance

and Jazz) • Showgirl Technique (Cruise ship and other

related contract work) • Contemporary Artistry (Improvisation,

Partnering, and History) • Health Studies (Nutrition, Psychology, and

Anatomy) • Physical Conditioning (Yoga, Pilates, and

Personal Training) • Career Planning (such as, Producing, CV,

Head shots, and Show Reel) • Art of Making and Education

(Choreography Design, and Teaching) • Related Studies (Aerial, Acrobatics,

Production, Vocal, Speech and Acting) LEARNING ACTIVITIES The below units outline the areas of learning for students undertaking a Certificate IV in Dance. • CUAPRP404 Develop self as artist • CUAWHS401 Apply movement and

behavioural principles to physical conditioning

• CUAPRF405 Rehearse technique for performance

• CUAPRF404 Refine movement skills for performance

• CUADAN407 Develop expertise in dance performance technique

• CUADAN303 Develop dance partnering techniques

• CUACHR403 Develop choreography skills

• CUARES401 Research dance concepts • CUADAN409 Develop expertise in

contemporary dance technique • CUADAN403 Develop expertise in jazz

dance technique • BSBCRT402 Collaborate in a creative

process • CUACIR301 Perform basic on-ground

acrobatic techniques • CUADTM403 Apply safe dance teaching

methods • CUAPRF503 Prepare for performances in

a competitive environment This is a three year course. The RTO guarantees that the student will be provided with every opportunity to complete the certificate as per the rights and obligations outlined in the enrolment process and VET information provided on the student drive. Students successfully achieving all qualification requirements will be provided with a qualification and record of results. Students who achieve at least one unit (but not the full qualification) will receive a Statement of Attainment. ASSESSMENT TASKS All assessment tasks are competency based

and will not receive an A-E rating.

Assessment methods include: • Direct Observation of class work,

performances, involvement in

professional or community events, etc. • Direct Questioning in either verbal or

written form • Product – the process and creation of

dance choreography • Learning Journal of experiences • Third-Party Report received by a certified

institution (other than OWSHS)



51


OPTIONS Certificate IV in Dance is a subject suited to

students who are interested in pathways

beyond school that lead to tertiary studies,

vocational education or work experience in

the area of Dance can lead to and benefit

careers in diverse fields such as: • Creative industries, e.g. professional

performer, choreographer, choreologist,

independent artist and practitioner, artistic

director, costume designer, dance

technologist, dance videographer,

producer, rehearsal director, theatre

technician, stage manager • Arts administration and management,

e.g. artist manager, arts administrator,

booking agent, copyright/royalties

manager, tour manager, venue manager,

events and festivals • Manager/producer, arts and cultural

advisor/administrator • Communication, e.g. writer,

communication strategist, arts editor,

blogger/vlogger • Public relations, e.g. campaign manager,

publicist, creative director • Research, e.g. dance researcher and

academic, dance journalist/critic • Science and technology, e.g. dance

health professional with further

specialised training in areas of

medicine, health, therapy ADDITIONAL INFORMATION Approximately $200 per term cost is incurred

for the student’s involvement in excursions

and incursions. Students must apply for a

USI number (www.usi.gov.au) to be able to

receive course certification. Please see Enrolment Process through the below link or direct your enquiry to the Program Coordinator Jacalene McIntosh on [email protected] http://www.ormeauwoodsshs.eq.edu.au/

Curriculum/Excellenceprograms/Pages/Senior

-iDance-Program.aspx



52

FURTHER INFORMATION

Principal Ross Wallace [email protected] Deputy Principal (year 11 and 12) Dan Finn [email protected] Deputy Principal (year 10 and 12) Megan Herbert [email protected] Deputy Principal (year 7 and 9) Nicole Norfolk [email protected] Deputy Principal (year 7 and 8) Matthew Silcock [email protected]

Head of Department

Differentiation Michelle Davis [email protected] English Melissa Hines [email protected] Health and Movement Studies Warren Camps [email protected] Humanities Carmel Naidoo [email protected] Innovation Technology & Interactive Learning Glen Armstrong [email protected] Junior Secondary Kate Harper [email protected] Mathematics Hemant Prahaladh [email protected] Science Janelle Norton [email protected] Senior Secondary Tricia Smits [email protected] Student Support Services Joel McCarthy [email protected] The Arts Terry Antcliffe [email protected] Wellbeing Tracy Kenny [email protected]

Guidance Officer Alan Fraser [email protected] Industry Liaison Officer Linda Whyte [email protected]

The Year 10 component of these courses do not contribute to a students’ ATAR but provides

students with a solid foundation in the skills and content needed in Year 11 and Year 12 ATAR

course of study.

“Please be aware that all costs associated with courses and information provided

is correct at the time of publication but subject to change”



PDS Declaration

VET Na-onal Provider No. 32255

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