2017 2018 Senior Curriculum Handbook May 2016€¦ · The Gap State High School Senior Curriculum Handbook 4 A message about Senior Schooling Participation in the senior years can

YEAR 11 - 2017 YEAR 12 - 2018

The Gap State High School

Senior Curriculum Handbook 2

Contents Page

Glossary of Terms 3

A message about Senior Schooling 4

Senior Phase of Learning 4

What Next 5

Dimensions of Learning 6

Queensland Certificate of Education 12

Senior Education and Training Plan (SET) 13

The Australian Qualifications Framework (AQF) 16

Choosing Senior Subjects 18

Selection Rank 19

Senior Studies Options 21

Subject Selection 22

The Process of Subject Selection 23

Changing Subjects 24

Alphabetical Index of Subjects 25

Other Booklets providing further important information and issued to students include:

Tertiary Pre‐requisites for study commencing 2017 The following websites will also assist in decision making:

Queensland Curriculum and Assessment Authority

QCAA Student Connect service which gives you access to your learning account and results, as well as information and links to help you explore your future education, training and career pathways

JobGuide

QTAC – Queensland Tertiary Admissions Centre

Universities and TAFE websites

Visit the Apprenticeships and Traineeships Info Website for information about school‐based apprenticeships and traineeships



Glossary of Terms

The following brief explanation of terms may help make subject selection easier. Seek further clarification if needed from school.

Advanced standing refers to the credit granted to a student towards an accredited course or training program on the basis of previous study, experience or competencies held.

Articulation is the process used to progress from one level of qualifications to another.

The Australian Qualifications Framework (AQF) shows all the qualifications issued in post‐compulsory education in Australia and how these qualifications relate to each other.

Credit transfer recognises previous formal study or training based on documented evidence of achievement. For instance, modules assessed as competent in Authority and Authority‐registered subjects may attract credit towards study in a TAFE qualification.

Queensland Certificate of Education (QCE) is the qualification issued to students at the end of Year 12 having achieved the set requirements.

Field Positions (FPs) rank order positions in a field against all other students eligible for a result in that field. These are dimensions of study that emphasise particular knowledge and skills. FPs are used for tertiary entrance only when there is a need to select students from within the same OP band.

Overall Position (OP) indicates students’ rank order position in the state reported in bands from 1 (highest) to 25. See the guidance officer or school counsellor for details of eligibility rules for an OP.

Queensland Core Skills (QCS) Test is conducted over two days in third term for Year 12 students. To be eligible for an OP and FPs students must sit the QCS Test. If students are not eligible for an OP or FPs the test is voluntary. For students not eligible for an OP, sitting for the test may improve their selection rank.

Prerequisite. A subject or qualification required for eligibility for entry to a particular course of study or employment.

Queensland Tertiary Admissions Centre (QTAC) acts on behalf of universities and TAFE institutes and some private institutions to publish course information, to provide application materials, and to receive and process applications.

Recognition of prior learning (RPL) is the process used to assess the competencies a person has gained from past experience and training. RPL is a form of assessment and each person is treated individually.

Recommended (or desirable) subjects are not essential, but are likely to make future courses easier to understand and increase chances of success.

Selection ranks are calculated for tertiary applicants who are not school leavers or are senior students not eligible for an OP. For senior students who are not eligible for an OP, the selection rank is determined by results recorded on the Senior Certificate, the Queensland Core Skills Test.



A message about Senior Schooling

Participation in the senior years can be extremely rewarding as students experience: personal growth knowledge development increased responsibility leadership fun fulfillment.

Few people ever regret these years. Most are glad of the additional opportunities that a senior standard of education has given them. However, it should be realised the Senior Phase of Learning is a very different educational experience from previous years. The subjects are much more demanding both in respect to the quantity and quality of work required. Students need to be realistic in terms of their previous results, efforts and future interests.

This booklet is designed to assist students and parents make informed decisions. It is part of a process designed to expose both students and parents to as much knowledge, experience and advice as possible.

This process includes:

A GOALS unit (Understanding Future Options) in Semester 1. This unit focuses on identifying interests and strengths, exploring possible options and initial planning for the future.

a brief overview of the mechanism of subject selection including ‐ choosing wisely, the timetable and its effect on subject selections and the distribution of this Senior Curriculum Handbook;

Heads of Department (HOD) talks in Term 2

Career and Transition Day on Friday 27 May 2016

Subject Market and Subject Selection Parent Evening in Term 3 – 20 July 2016

Student and parent Senior Education and Training Plan interviews Friday 17 June 2016

Queensland Curriculum and Assessment Authority (QCAA) publications.

Senior Phase of Learning

Students at The Gap State High School will embark on their Senior Phase of Learning of Semester 1 in Year 11. Students will need to prepare themselves for the next phase in their educational pathway. The next four pages provide an insight into how students can prepare themselves for the senior years.











Dimensions of Learning (DOL)

The Gap State High School is committed to the implementation of Robert Marzano’s ‘Dimensions of Learning’ as a whole school policy. DOL is a comprehensive, practical framework for teaching thinking and engendering values, attitudes and perceptions which enable students to realize their full cognitive abilities.

The five dimensions are ‘Attitudes and Perceptions’, ‘Acquiring and Integrating Knowledge’, ‘Extending and Refining Knowledge’, ‘Using Knowledge Meaningfully’ and ‘Habits of Mind’

Queensland Certificate of Education (QCE) Students in Year 10 will work towards a Queensland Certificate of Education (QCE). The Queensland Certificate of Education (QCE) is a school‐based qualification awarded to young people at the completion of the senior phase of learning, usually at the end of Year 12. It confirms a student’s achievement of:

a significant amount of learning as set standard of achievement meeting literacy and numeracy requirements

Laws In January 2006, major elements of the Youth Participation in Education and Training Act 2003 were introduced. A young person’s compulsory participation phase starts when he/she stops being of compulsory school age (ie turns 16 or completes Year 10 whichever comes first) and ends when the person:

gains a Senior Certificate, Certificate III or Certificate IV or

has participated in eligible options for 2 years after the person stopped being of compulsory

school age or

turns 17 The Compulsory Participation Phase requires the student to be enrolled with a school or other provider and that the student complies with all attendance requirements. There are exemptions to this and they apply if: the young person is in paid employment for at least 25 hours each week. Eligibility for QCE To be eligible for a QCE, a student must be enrolled with a school and registered with the Queensland Studies Authority. For most students the QCE will be achieved over Years 11 and 12. Others may not achieve it until after they finish Year 12.

The total amount of learning required is at least twenty credits. This reflects an amount of learning that could be reasonably achieved by most young people over a two‐year, full‐time program of study in the Senior Phase of Learning. What is a credit? A credit is the minimum amount of learning at the set standard that can contribute to the QCE. A credit has two elements: an amount of learning and a set standard.

For example, a credit for a school subject is one semester (amount of learning) at Sound Achievement (set standard) or a credit for a Certificate II qualification is 25% (amount of learning) of the competencies (set standard). Some learning achievements will be recorded in the Learning Account but will not be a credit because they either do not have the required amount of learning or they do not meet the set standard.



For example, a Very Limited Achievement in a school subject does not meet the set standard to be a credit. Flexibility The QCE recognises more learning options. Students can design a program of study to match their career goals. There is more flexibility in what, where and when learning occurs. Not all the learning need take place at school. Some learning can be with a registered training provider, in a workplace or with a community group. Learning options and requirements The QCE offers flexibility in what is learnt, as well as where and when learning occurs. Students have a wide range of learning options; these can include senior school subjects, vocational education and training, workplace and community learning, as well as university subjects undertaken while at school. To be awarded a QCE, students must have at least 20 credits in the required pattern, and fulfil literacy and numeracy requirements. Monitoring progress – learning accounts When a student is registered, the QCAA opens a learning account for them. The learning account records details of learning and results of any completed studies. Students are able to access their learning account through the Student Connect website. Awarding a QCE Most students are awarded a QCE at the end of Year 12. Students who do not meet the QCE requirements at the end of Year 12 can continue to work towards their certificate — their learning account remains open, regardless of their age (however, credits expire after 9 years). The QCAA will award a QCE in the following July or December, once a person becomes eligible. All students who finish Year 12 receive a transcript of their learning account in the form of a Senior Statement, which is issued in December. After finishing Year 12 students who become eligible for the award of a QCE will receive a Statement of Results. A Statement of Results is a cumulative transcript of their learning account. These will be issued every July and December. Tertiary entrance and the QCE The requirements for a QCE are different to those for tertiary entrance. See the Tertiary Entrance section of the QCAA website for more information on pathways to tertiary study. Further details on QCE can be obtained from the Queensland Curriculum and Assessment Authority

(QCAA) website




Queensland Certificate of Education

Stages of the senior phase of learning

leading to …. May 2016

a Senior Statement This reports all learning undertaken and the results achieved during the senior phase of learning

a QCE This confirms a significant amount of leaning at a set standard, which meets literacy and numeracy requirements

an OPThis indicates a student’s rank order position based on overall achievement in QCAA subjects

a QCIA (Certificate of Post-Compulsory School Education) This certifies achievements by students with special needs on individualized learning programs

a VET certificate This certifies competence in a course or qualification level

1. SET Plan Each student needs to identify and plan what they will study and learn during the senior phase of learning (usually Years 10, 11 and 12) Planning can start at any time. Schools and other learning providers will work with each young person to help them develop a plan to meet immediate and longer-term learning and employment goals. Students will develop a Senior Education and Training (SET) Plan. The SET Plan is agreed between each student, their parents or carers and the school. The SET plan or career education plan is implemented and courses are planned around the agreed approach. Schools and learning providers will help monitor progress against the plan.

2. Register Every young Queenslander must be registered with the Queensland Curriculum and Assessment Authority (QCAA) in Year 10 or in the year before they turn 16, whichever comes first. Registration automatically opens an individual leaning account and a learner unique identifier (LUI) is allocated to each student.

3. Learning account (LUI) An individual, online learning account records a student’s progress towards a Queensland Certificate of Education (QCE). It records what, where and when learning is undertaken during the senior phase of learning (usually Years 10, 11 and 12) and the results that have been achieved. The learning account is viewed online through the Career Information Service. Students can access the Career Information Service (CIS) to view their learning account and results as well as key information on training and pathways through https://studentconnect.qcaa.qld.edu.au/ Unique Student Identifier (USI) From January 2015, students will be able to track VET National Vocational Education and Training anywhere in Australia. It is mandatory that all students pursuing vocational training are to create a USI. It is a simple process and can be completed at: http://www.usi.gov.au/Students/Pages/default.aspx



Senior Education and Training Plan (SET)

Schools are required to initiate the development of a SET Plan with each Year 10 student. The SET Plan is a confidential document, negotiated between student, parents/carers and the school or learning provider.

A SET Plan is designed to map individual learning pathways through the Senior Phase of Learning. The SET Plan may:

work as a ‘road map’ to help students achieve your learning goals during the Senior Phase of Learning,

include flexible and coordinated pathway options, assist to examine further learning options across education, training and employment

sectors, help to communicate with your parents/carers about learning pathways, and help to communicate with personnel from the school or learning provider about learning

pathways.

1. Thinking About the Future Make connections between where the student is now and where he/she wants to go by understanding about:

the skills you need to learn, personal skills such as: ‐ being responsible ‐ respecting others ‐ making choices ‐ working in a team ‐ taking a leadership role,

how to communicate, life skills such as:

‐ budgeting ‐ goal setting,

how different societies and communities function; the world of work, and the value of artistic expression.

2. Exploring Options Explore options by taking advantage of the resources available, such as:

print materials, career exhibitions, specialised career programs, websites relating to career and future options, subject selection evenings, work experience and placement programs; specialist personnel such as Guidance Officers or Career Counsellors, and vocational education options including traineeships and apprenticeships (school‐based, part

or full‐time).

3. Documenting the Plan Before documenting a Plan, think about the following:

achievements so far, including: ‐ school results, ‐ literacy & numeracy tests, ‐ qualifications eg: first aid certificate, music exams, sport awards, ‐ workplace learning (paid and unpaid), ‐ participation in arts, clubs and sporting activities ‐ community service, and ‐ individual skills and abilities.



Next: use the information gathered to start discussing your learning pathways; realise and accept that additional support in identified areas may be needed, seek information from different sources, not just from the school, find out about the costs involved with learning and training options, learn and understand job requirements including skills and attributes valued by employers,

and write down life and career goals then work out how to reach them.

4. Implementing the Plan This is where a SET Plan becomes ALIVE and you actively work towards goals. But, remember! If the Plan is not everything you thought it would be, it is not too late to change. It can always be redesigned on different learning pathways. A SET Plan is more than a piece of paper. It is the end product of a good career education process and involves four stages: The initial three stages lead towards the development of a Plan with a school or learning provider. The fourth stage relates to implementing and adapting a SET Plan. The stages are described as:

Stage 1. Thinking About the Future Stage 2. Exploring Options Stage 3. Documenting the Plan Stage 4. Implementing the Plan

Individual needs will determine how much assistance is required from others.



Subject Selection & its role in the SET Plan

Decision Action

Interests What subjects What subjects do I enjoy? might I enjoy?

�

Talk to present Year 11 students.

Talk to teachers.

Read this Handbook.

Read work program objectives.

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Ability What are my Do I have the previous academic ability to do

results? the subject?

�

Review previous results.

Look at work program assessment section.

Compare textbooks.

Compare the research and assignments.

Attitude What is my Am I a worker? commitment to study?

Have I developed effective study habits in Years 8‐10?

�

Reality Check

The Senior Phase is much more difficult than the Junior Phase of Learning.

Would I study/do homework three hours per day or would work placement be useful in combination with my chosen subjects

Goals What are my long Do I want to go term goals? on to Tertiary study?

�

Think about where you are headed? What are you doing to get there? What do you need to know or do?

What mix of Authority and Authority‐Registered, VET subjects is needed in the selection to achieve these goals?

Senior Education and Training Plan (SET Plan)

Choose subjects that are aligned to assist and support SET plan goals/pathway.



The Australian Qualification Framework

Table 1 www.aqf.edu.au



Students leaving school have a number of ways in which they can move towards their career goals. Such options known as pathways, enable students to undertake full‐time study or combine work with study to help them obtain qualifications necessary for desired occupations. There are many ways to move up the ladder within an industry or to change jobs as a result of further education or training. This section outlines some of the features of Australia’s education and training system that can help young people improve their job prospects or satisfaction over time. People who gain recognised qualifications have a better chance of obtaining jobs which offer the potential for more variety and, generally, higher levels of pay. The Australian Qualifications Framework (AQF) has been developed to provide a national system for qualifications from the three education sectors in Australia ‐ school, vocational education and training (TAFE and private providers), and higher education (universities). It is possible to progress from one level of qualifications to another within a particular sector (eg Certificate IV to diploma at TAFE), or from one sector to another (eg Diploma at TAFE or a private provider to a Bachelor Degree at university) depending on results and institutional policies. The progression from one level to another is called articulation. Depending on the qualification and field of study, you may gain credit (also called advanced standing) based on your previous course for part of your next course.



Choosing Senior Subjects

It is important to choose senior subjects carefully as your decisions may affect the types of occupations you choose in the future, your success at school and your feelings about school. Even though there are many factors to consider, choosing your course of study can be made easier if you go about the task calmly and logically, and follow a set of planned steps.

Overall Plan As an overall plan you are advised to choose subjects: you enjoy in which you have achieved good results which reflect your interests and abilities which help you reach your career and employment goals which will develop skills, knowledge and attitudes useful throughout your life.

These are quite general points, so it is wise to look in more detail at the guidelines outlined below.

1. Find out about career pathways It is helpful if you have a few career ideas in mind before choosing subjects. If you are uncertain about this at present then select subjects that will keep several career options open to you. Your guidance officer will be able to help you get started.

You will also need to find out about the various pathways you can take to obtain qualifications you will need to get a job in the occupational areas in which you are interested. Once you know about the different pathways you can select the most appropriate one for you.

2. Find out about the full list of subjects offered The Gap State High School offers the following types of subjects:

Authority Subjects

These subjects, approved by the Queensland Curriculum and Assessment Authority (QCAA), are offered statewide in Queensland secondary schools and colleges. Achievements in these subjects are recorded on the Senior Statement and are used in the calculation of OPs and Tertiary Selection ranks. Some Authority subjects may have accredited vocational units of competency and these will also appear on your Senior Statement.

Students who do not achieve a Sound Achievement in Year 10 subject may find related Authority subjects in Year 11 and Year 12 difficult.

Your Overall Position (OP) is dependent on how well you achieve in your authority subjects. You need to choose subjects in which you have the best chance of doing well and which you will enjoy.

Many Authority subjects may be taken in Year 11 without prior study of similar subjects. It would be very difficult, however, to attempt subjects such as Mathematics B or C, Chemistry, Physics, Music and Chinese without successful background study in related Year 10 subjects.

Authority‐registered subjects Authority‐registered subjects are those based on QCAA developed Study Area Specifications or developed by

the school for which a school study plan or work program is accredited. Achievements in these subjects are recorded on the Senior Statement. They are not used in the calculation of an Overall Position but may be used in the calculation of a Tertiary Selection Rank. Authority‐registered subjects emphasise practical skills and knowledge relevant to specific industries.

Vocational Education & Training & recorded subjects A Recorded subject is a subject other than an Authority or Authority‐registered subject, offered by a school or

other educational institutions and approved by the QCAA. Recorded subjects include approved TAFE subjects or qualifications from specialist accredited agencies, eg in music and dance.

3. Consult Achievements in Authority, Authority Registered and Recorded subjects are considered in the determination of a student’s eligibility for a Queensland Certificate of education (QCE). Read Talk to others Look and listen carefully/displays and talks about subjects



4. Choose a combination of subjects that suits your needs and abilities Traps to avoid Do not select subjects simply because someone has told you that they ‘will help you get a better OP’. Consider other peoples’ opinions of the subjects but do not make your decision on these only. Check the

subjects out for yourself.

Tertiary entrance If you wish to study degree or diploma courses at university or TAFE after Year 12: Ensure you select prerequisite subjects required for your preferred courses. These are listed in Tertiary

Prerequisites 2015. Most students gain entry to university on the basis of an Overall Position. To be eligible for an OP, in the 4

semesters of Years 11 and 12 you must complete 20 semester units of Authority subjects (the equivalent of 5 Authority subjects). At least three subjects must remain unchanged throughout Years 11 and 12. You must also sit for the Queensland Core Skills Test.

A small number of Year 12 students who are ineligible for an OP gain entry to tertiary courses on the basis of a tertiary selection rank. Most of these students apply for diploma and advanced diploma courses. A completed Certificate II or III qualification increases this ranking.

Vocational education Consider taking subjects with vocational education units of competency in them if: The subject relates to or could provide a pathway to a job that attracts you. Success in the subject may give you advanced standing (credit) in a higher level course in which you are

interested. You are interested in the subject and think you would enjoy studying it.

5. Be prepared to ask for help If you and your parents are still uncertain about the combination of subjects you have chosen, check again with some of the many people available to talk to ‐ teachers, Heads of Departments, the Guidance Officer, Deputy Principals and Principal. Don’t be afraid to seek their assistance. They are all prepared to help.

Selection Rank

Students who aren't eligible for an OP, but wish to gain entry to tertiary courses can apply to QTAC for a selection rank based on "schedules", which are specifically developed for this purpose. For more information on schedules and tertiary entrance options, visit the Queensland Tertiary Admissions Centre (QTAC).

Young people with qualifications including the International Baccalaureate, AQF Certificate III, Certificate IV, Diploma, Advanced Diploma, music, dance, and speech and drama, can also apply to QTAC. QTAC will then use schedules to assess students and offer tertiary places.

Students who complete Queensland Year 12 and do not qualify for an Overall Position (OP) can still gain entry to courses offered at tertiary institutions through the Queensland Tertiary Admissions Centre (QTAC). All applicants, whether they have an OP or are OP ineligible, must still satisfy specified prerequisites. Prerequisites may be subject requirements or portfolio/audition requirements for creative and performing arts courses. OP ineligible students will be allocated a QTAC selection rank, based on their results recorded on the Senior Certificate and their results in the Queensland Core Skills (QCS) Test provided that students have at least 20 semester units of study.

What is a selection rank? A selection rank, like an OP, is a measure that places students in order of merit for entry to tertiary courses. The difference is the scale used. Where OP’s are based on a scale from 1 (highest) to 25 (lowest), selection ranks are based on a scale from 99 (highest) to 1 (lowest).

Selection ranks for OP ineligible students are calculated from schedules, which are developed by the Queensland Studies Authority (QCAA) and QTAC in consultation with tertiary institutions. The schedules take into account student results reported on the Senior Certificate and the QCS Test.

How are selection ranks determined for OP ineligible students? To calculate a selection rank for an OP ineligible student, QTAC uses the achievement levels for Authority, Authority‐registered and approved Vocational Educational and Training (VET) modules reported on the Senior Statement only. Only the best 20 semester units of study are used.

OP Ineligible students with fewer than 20 semester units of Authority, Authority‐registered and VET modules will have ranks calculated pro‐rata from these schedules based on a proportion of their studies. For example, a



student with a grade average of 4.00 from 16 semester units of study would be assessed on these new schedules with a grade average of 3.2 (based on 16/20ths of 4.00).

Results in the QCS Test are also used, if the test was sat. Please note that a poor result in the QCS Test cannot have a negative effect on a student's QTAC selection rank. The QCS Test result can only be used to moderate the rank upwards.

Students completing Year 12 with fewer than 20 semester units of Authority, Authority‐registered and VET subjects will not be eligible for a selection rank on the basis of the OP ineligible schedules.

To estimate your selection rank you can use the OP Ineligible estimator: http://www.qtac.edu.au/Downloads/Schools/OPIneligibleEstimator.2011Data.22Feb12.xls

NB. Results produced by the Estimator are intended as a guide only. The ranks shown in the schedules and the numerical equivalents are based on Queensland Senior studies completed in 2010.

Which institutions recognise applications from OP ineligible students? All tertiary institutions participating in QTAC welcome applications from OP ineligible students provided that prerequisite subjects and other requirements have been met.

How do I find out what selection rank I have been given? QTAC selection ranks for current Year 12 applicants who are OP ineligible will be available via QTAC’s Current Applicant online service from approximately the last week in December. Current Year 12 students who are not QTAC applicants can call QTAC on 1300 GO QTAC (1300 467 822) to find out their rank.

How to apply OP ineligible students apply for tertiary courses through QTAC. Our Guidance Officer, Mr Gilmore can assist students prepare their QTAC tertiary study applications.

Australian Tertiary Admission Rank

The Australian Tertiary Admission Rank (ATAR) allows tertiary admissions centres to compare students from across Australia when they apply for tertiary places.

In Queensland, all students who complete Year 12 are considered tertiary eligible, not just those who are eligible for an OP. In other states, only students who get the equivalent of an OP are considered tertiary eligible and receive an ATAR. Therefore, in Queensland, only OP‐eligible students get an ATAR.

Because participation rates at school, subject weightings, statistical adjustments and eligibility rules for a tertiary entrance rank vary significantly from state to state, ATARs are calculated using the entire potential Year 12 population as a base. The model used provides an estimate of the achievement of the senior student population within the statewide population. It estimates the achievement of students at school compared to the overall population, including those not at school, and ranks them within this population.

The ATAR is calculated in Queensland using the same underlying fine‐grained scale as the OP, but broken up in a different way. An ATAR is a percentile ranking of the achievement of OP‐eligible students within the total population.

Each state is responsible for determining ATARs for its students and every year an independent statistician analyses each state's calculations to determine if there are anomalies or practices that seem to be inappropriate.

Occasionally, where it is not possible to separate applicants for very popular courses in Queensland using OPs and FPs, the ATAR may be used.



Senior Studies Options

Work Experience Work Experience (observation) is offered during the school holidays to students in Years 11 and 12. There is a fee for this service.

In order to participate students are required to undertake a pre‐placement program which covers a number of areas including:

Workplace Health and Safety Approaches to employers: telephone, letter, in person

Industrial Relations Discrimination and harassment

The school is a member of the Worklinks Group (Brisbane North‐West) Inc. Web address www.worklinks.com.au Worklinks run a number of programs to make students more competitive in the job market at the end of Year 12 and help boost a student’s confidence with job seeking.

All Work Experience must be arranged through the school. Students are charged a fee for this, so as to arrange the insurance documents.

School of Distance Education Subjects not offered in our curriculum may be accessed through the School of Distance Education. This requires the student to work independently and communicate regularly with the subject teacher. University Level Studies Universities offer some form of study programs to talented Year 12 students. UQ – Enhanced Studies program – one semester QUT – START program – two semesters Griffith – GUEST program – one semester

Students will be able consider which programs are most suited to their needs and interests. Nominations are based on results and consultation with parents.

A one‐semester university subject achieved while at school represents two (2) credits towards a QCE.

Vocational Education and Training (VET) in Schools The Queensland Certificate of Education recognizes many learning options. Students can design a program of study to match their career goals. There is more flexibility in what, where and when learning occurs. Not all the learning need take place at school some learning can be with a registered training provider (RTO), in a workplace or with a community group. These courses will be on a user pays basis.

Competency‐based training All Vocational Education and Training (VET) is competency based training (CBT). CBT is all about what a person knows and what they can do, regardless of how they obtained the training. Competencies can be recorded on a training record and can lead to an AQF qualification. They can be obtained through:

Vocational education subjects Some Authority and Authority‐registered subjects Structured workplace learning and industry placement School‐based apprenticeships and traineeships Courses at institutes of TAFE or other registered training organisations Paid or unpaid work Life experiences A combination of the above

The process used to assess the competencies a person has gained from past experience and training is called Recognition of Prior Learning (RPL).

The school will recognise all qualifications issued by any other RTO (Registered Training Organisation). The school will seek clarification of the certification from the relevant RTO where there is some ambiguity.



Subject Selection

In the Senior Phase of Learning, students are required to study the equivalent of six (6) subjects and GOALS.

An English subject (English or English Communication), a Mathematics subject (Pre‐Vocation Mathematics, Mathematics A or Mathematics B) and both are compulsory.

Subjects offered are:

Authority Subjects (OP eligible)

Accounting Information Processing and Technology (IPT)

Ancient History Legal Studies

Biological Science Mathematics A

Business Communication and Technologies Mathematics B

Business Management Mathematics C

Chemistry Modern History

Chinese Music

Drama Music Extension (Performance) Year 12 only

Economics Physical Education

English Physics

Film, Television and New Media Science21

Geography Study of Society

Graphics Technology Studies

Home Economics Visual Art

Authority Registered Subjects

English Communication Industrial Technology Studies

Creative Arts Pre Vocational Mathematics

Other Options

Vocational Education and Training (VET) courses

Brisbane North West Trade Training Centre

Certificate I in Construction

Certificate II in Hospitality

Certificate III in Fitness

Certificate III in Business

Certificate II in Engineering

Certificate II in Electrotechnology

Certificate II in Auto‐Mechanical

School‐based Traineeship (SAT)

Other Certificate level qualification through Registered Training Organisation



The Process of Subject Selection

Factors affecting Subject Availability The ability to place you in the subjects of your choice depends upon a number of limiting factors including: the demand for a particular subject by sufficient numbers of students to form a class; the combinations of subjects selected by some students; the number of students in the year level which determines the number of classes available for each subject. the availability of resources and teachers with subject expertise.

Prerequisites/Entry Level Standards From past experience we have found students' Year 9 and 10 results are a good indicator of students' ability to successfully undertake authority subjects in their senior years. Students who have worked hard in the junior years, and obtained the levels of achievement such as those in the table below have the best chance of success in the senior school. This table is a guide whereby parents and students can judge whether the students possess the necessary skills to proceed in a particular subject.

Students may gain an indication of their possible achievement level in a subject by asking class teachers about their present performance.

Senior Phase of Learning Junior Phase of Learning pre-requisites/Entry Level Standards

English A mid‐Sound Achievement or better in English

Chinese Study in the subject to Year 10 level

Ancient History Modern History Study of Society Geography Legal Studies Economics

A Sound Achievement or better in English to fulfill the communication requirement of all these subjects.

Mathematics A A Sound Achievement in Junior Mathematics

Mathematics B Mathematics C

A High or Very High Achievement in Junior Mathematics

Accounting

A Sound Achievement or better in Mathematics and English. E‐Commerce and Consumer Studies would be an initial advantage.


A Sound Achievement or better in English

Information Processing & Technology

A Sound Achievement or better in English and Mathematics

Graphics

A Sound Achievement or better in Graphics at Year 10 level ‐ an interest in Computing

Technology Studies The ability to carry out independent research, design skills as well as practical skills

Chemistry Physics

A High level of achievement or better in Mathematics and Science is highly recommended.

Biological Science

A High level of achievement or better in English and Science is highly recommended

Science21 A High level of achievement or better in Mathematics and Science is highly recommended.

Drama Film, Television and New Media Visual Art

A Sound achievement or better in English

Music A Sound Achievement or better in English ‐ able to read Music



Changing Subjects

You may change subjects during the first two (2) weeks of Year 11. After this date subjects can only be changed at the end of semester. Once a semester is completed the results for the subjects taken during the semester appear on the Senior Statement. Students should be aware that some subjects are developmental, i.e. the first semester covers foundation work on which later semesters draw. Permission to change subjects will depend upon factors such as student ability, attitude, pre‐requisites for further study after Year 12, existing class sizes and school facilities.

When changing subjects it is important to check how the change will affect your eligibility for a QCE. To monitor the progress of your QCE it is wise to access your learning account on https://studentconnect.qcaa.qld.edu.au/ , using your LUI (Learner Unique Identification) and password. When changing an authority subject always check how the change will affect your eligibility for an OP and the impact on your field positions. To remain eligible, students need to study 20 semester units of Authority subjects with three (3) of these subjects studied for four (4) semesters and an additional eight semester units from other Authority Subjects. Be aware, some universities state a pre‐requisite of 4 semesters of study for some courses. If in doubt check with the Guidance Officer, Deputy Principal, the QTAC Guide, or Tertiary Prerequisites.

A set procedure has been established within the school for changing subjects ‐ firstly consult the Guidance Officer. Administration make final decisions on subject changes.



Alphabetical Index of Subjects

Subject Authority

(OP eligible)

Authority Registered / VET (OP ineligible)

Page

Accounting 68

Ancient History 41

Biological Science 31

Business Management 68

Certificate III in Business 70

Certificate 1 in Construction 59

Certificate III in Fitness 66

Certificate II Hospitality 61

Chemistry 32

Chinese 29

Creative Arts (by application only – Tech crew) 54

Drama 48

Economics 42

English 27

English Communication 28

Film, Television and New Media 49

Geography 43

GOALS (Gap Outdoor Adventure and Leadership Studies) 63

Graphics 56

Hospitality SAS 62

Home Economics 60

Industrial Technology Studies 57

Information Processing and Technology (IPT) 55

Legal Studies 44

Mathematics A 36

Mathematics B 37

Mathematics C 38

Modern History 45

Music 50

Music Extension (Year 12 only) 51

Physical Education 65

Physics 33

Pre‐Vocational Mathematics 39

Science 21 34

School Based Apprenticeships and Traineeships (SATs) 79

Study of Society 46

Technology Studies 58

Tertiary Programs (TAFE/University) 76

Trade Training Centre Courses 72

VET certificate programs with other RTO’s 71

Visual Art 52

Visual Art Studies (Creative Arts SAS) 53



Languages

Head of Department

Mr Glenn Manser

Subjects English

English Communication

Languages Other Than English – Chinese

Please contact either the Head of Department or your class teacher if you wish to discuss any

aspect of the subjects listed in this faculty.



English

Authority Subject

Why study English? What is studied? English is a subject that promotes the students’ use of language for a variety of personal and public purposes and increases their knowledge of the particular uses of language in literature and the mass media. The senior English course builds on and promotes the language growth achieved by students during their years of compulsory schooling.

Years 11 and 12 The Senior program is essentially literature based with a variety of texts utilised. Student choice is maximised wherever possible through the choice of texts to be studied.

How do students learn? How are students assessed? The learning experiences in which students engage are carefully planned to develop and refine students’ portable knowledge about language and how it is used in a range of texts and situations within the culture. These experiences provide them with an ability to use language by transferring their explicit learnings from one context to another. Learning about language necessitates explicit teaching about its features, patterns and convention and its uses in different cultural contexts and social situations. Through experimenting with these patterns and conventions in a variety of contexts, students develop their ability to think about language and through language and to use language effectively taking account of its dynamism.

Various techniques are used to evaluate students’ progress over the two‐year course. Decisions on their Exit Levels of Achievement are based on performance in six (6) tasks, two (2) predominantly spoken and four (4) predominantly written which are completed in the student’s Year 12. The final piece, either written or spoken, will be chosen according to the specific needs of the student. The spoken tasks may include: speaking performances with a public

purpose, eg debating live/recorded speaking performances, eg

thematic slide/tape presentations literary/artistic speaking performances, eg

dramatic interview in role as character from novel, play or poem

The written tasks may include: imaginative (biographical) text analytical response expository text reflective text persuasive text At least 30% of written work must be undertaken under conditions which allow the teacher to confirm the authorship of all work submitted by the student.

Selection AdviceA mid-Sound Achievement or better in Junior English is a prerequisite for Senior English.



English Communication

Authority Registered Subject

Why study English Communication? What is studied?

English Communication aims to develop students’ ability to:

understand and appreciate Australia’s linguistic and cultural diversity

develop positive attitudes to and strategies for engagement in lifelong learning

gain knowledge, understanding and an appreciate of various forms of text

reflect on their own and other people’s knowledge, values and practices

communicate appropriately and effectively, with confidence

play and work independently and as members of a group

Years 11 and 12 Students experience learning outcomes in:

Work

Community

Leisure

How do students learn? How are students assessed?

Learning experiences in English Communication should allow students to achieve the objectives of the study area specification and should be conducted within real and/or simulated situations. Students should work with print, visual and multimodel texts drawn from contexts relating to work, community and leisure. These texts should:

be directly related to the workplace, eg business letters, memos, newsletters, emails, web pages, directories, manuals, schedules

provide information and opinion on matters of current community and national interest, eg newspapers, magazines, e‐zines, documentaries, films and other non‐fiction texts

provide enjoyment eg film, television, computer games, radio, drams, live theatre, concerts, fiction, biographies, magazines, song lyrics and poems.

In the assessment of student achievement, the following guidelines will be applied:

There should be a balance of written and spoken tasks – approximately 50‐70% of tasks should be predominantly spoken/signed and/or practical (both individual and group) and 50‐30% should be predominantly written.

Tasks that require written responses should vary in length. In any given unit, responses ranging from 250 to 600 words may be appropriate depending on the task and conditions under which the task is carried out.

Tasks that require spoken, signed or practical responses may also vary in length from 3‐5 minutes per person for both individual and group presentations. The length of the response should match the task and conditions under which the task is carried out.

Selection Advice

For those students who do not achieve a sound level of achievement in Junior English.

For those students wishing to pursue TAFE studies or apprenticeships



Chinese

Authority Subject

Why study Chinese? What is studied?

It contributes to students’ personal, educational, intellectual and cultural development. It promotes clear and critical thinking, clarity of expression, cognitive flexibility and problem‐solving ability, all of which have important applications for other learning areas. It enhances career opportunities when combined with other vocational areas, for example in law, the arts, science and technology, and commerce. It provides an awareness and understanding of the nature and purpose a language in general and thereby improves students’ use and understanding of English. It fosters cross‐cultural understanding and develops a respect for people of other languages and cultures. It increases self‐esteem through the acquisition of new and different communication skills and through learning to interact with people of other cultures.

Years 11 and 12 Students study a range of real life situations and tasks that are based on a number of key themes. These themes include family and community, leisure, recreation and human creativity, school and post‐school options and social issues.


Students learn to communicate in the language using the skills of listening, speaking, reading and writing for practical purposes. To enhance their ability to communicate, they also focus on grammatical and other structures of the languages. Through the study of themes, students gain an understanding and appreciation of the culture of the people. By the end of Year 12, students should be able to listen to and comprehend a wide range of spoken language; speak confidently and sustain a conversation on everyday topics; read, understand and respond to a wide variety of material; write with sufficient clarity and accuracy to satisfy their communication needs.

Students are assessed in the four skills (Listening, Speaking, Reading, Writing) each semester. There are tests during and at the end of the semester. Each skill is weighed equally. The student's performance at the end of the course is the main indicator for the exit level of achievement. The four skills are tested through listening and reading comprehensions, role‐plays and conversations, and writing essays, letters and paragraphs.

Selection Advice The student will: Gain practical language skills which can be used to communicate with native speakers. Develop a better understanding of English through studying grammar structures. Gain skills and attitudes towards language learning which helps learning other languages.



Science

Head of Department

Mr Gordon Dellit

Subjects Biological Science

Chemistry

Physics

Science 21

Please contact either the Head of Department or your class teacher if you wish to discuss any aspect of the subjects listed in this faculty.



Biological Science

Authority Subject

Why study Biological Science? What is studied? Biological Science is the study of the natural systems of

the living world. There are two broad aspects to these

natural systems. One is concerned with the study of

the many different kinds of organisms and their

interactions with each other and with the non‐living

parts of their environment. The other aspect is the

study of the internal structure of organisms and the

processes which maintain life.

The study of Biological Science provides students with

an understanding of the ways scientists seek solutions

to problems pertaining to the living world and how the

processes of science lead to the discovery of new

knowledge. It also develops and enhances skills which

can be used to solve problems arising in students’

everyday experiences.

Biological Science helps students understand the

workings of their own bodies and provides them with

an interest in the living world around them and an

appreciation of their relationships with this world. The

study of Biological Science encourages students to

consider their responsibilities towards their world.

Biological Science is concerned with the study of the

phenomenon of life in all its manifestations. It

encompasses studies of the origin, development,

functioning and evolution of living systems and the

consequences of intervention in those systems.

Areas within Biological Science are:

Organisms, Populations and Communities

Ecosystems

Diversity of Organisms

Cell Biology

Physiology of Plants

Physiology of Animals

Reproduction, Growth and Development

Genetics

Evolution.

How do students learn? How are students assessed? Students of Biological Science will participate in a wide

range of activities to develop their knowledge of

Biological Science and their ability to solve problems

arising in their everyday experiences.

The course places considerable emphasis upon

practical work conducted within a laboratory and in

the field. There is a minimum time commitment for

fieldwork of ten hours. During practical activities

students learn to examine collected data, suggest

hypotheses that explain observations and design and

conduct experiments.

Students undertaking this subject need to be well

organized and self motivated.

The assessment program will include a variety of

assessment techniques which are integrated with the

learning experiences.

These are three categories of assessment:

Extended Response (ER)

Written task (WT) and

Extended Experimental Investigation (EEI).

Students will complete three pieces of assessment, per

semester.

The achievement level awarded each student on exit

from the course will be based on the fullest and latest

information about student performance on the

dimensions of understanding biology, investigating

biology and evaluating biological issues as outlined in

the current syllabus.

Selection Advice A B level of achievement or better in English and Science is highly recommended.



Chemistry

Authority Subject

Why study Chemistry? What is studied? Chemistry provides an understanding of the materials around us and why they behave as they do. Being central to understanding of matter in our material universe, it also bridges links with other branches of natural science. The modern chemical approach seeks an understanding of natural phenomena in the test tube, in the crust of the earth or in living organisms and in terms of the events at the atomic and molecular level. Chemistry remains a growing discipline with exciting and unexpected developments on its frontiers. A knowledge of chemistry can assist students in understanding and interpreting many experiences in their everyday surroundings, thus enriching their daily lives. Chemistry is intimately involved in extractive, refining and manufacturing industries which provide our food, clothing and many articles we use daily. These industries are important to our economy. Students should come to appreciate the impact of chemical knowledge and technology on their society. Responsible decisions on possible future environmental impact of activities can be made, among other things, in light of the fullest understanding of the chemical consequences of those activities. Problems have sometimes arisen in the past because of the limitations of our chemical understanding. The solutions to these problems will usually require the application of chemical knowledge. An understanding of chemistry will assist students to participate as informed and responsible citizens in making decisions in which economic benefit and the quality of the environment are considered. The senior subject Chemistry will provide a foundation for students who will proceed to tertiary level courses in science, the applied sciences, engineering or the health sciences.

Chemistry is the study of matter and its interactions. Students should come to understand that no real distinction can be made between ‘chemicals’ and matter. During the course, students should acquire knowledge of the following core topics:

Materials Properties, Bonding and Structure

Chemical Periodicity

Reacting Quantities and Chemical Analysis

Energy and Rates of Chemical Reactions

Gases and the Atmosphere

Oxidation and Reduction

Chemical Equilibrium.

Organic Chemistry

Real world contexts provide the delivery mechanism for the units. Within the contexts, clear links are made to the key concepts which are developed and expanded within the topics covered in the text book.

Students will learn about the applications of chemistry and their industrial and economic importance. They will be exposed to chemical issues relating to society and to recent developments and discoveries in chemistry.

How do students learn? How are students assessed? Students will participate in a wide range of activities to develop their knowledge of Chemistry and their ability to think and solve life‐related problems. They will be involved in practical experiments designed to develop basic laboratory skills as well as illustrating and amplifying theories discussed in class. Their laboratory experiences and exposure to industry will acquaint them with workplace health and safety practices when dealing with chemicals and help them develop an appreciation for chemical safety within the home and environment.

A variety of assessment instruments including Supervised Assessment (exams), Response to stimulus tasks and Extended Experimental Investigations (practical projects with laboratory reports) will be used to assess students’ performance in the dimensions of:

Knowledge and Conceptual Understanding

Investigative Processes

Evaluating and Concluding in line with the structure of the Senior Syllabus in Chemistry.

Selection Advice A B level of achievement or better in Mathematics and Science is highly recommended.



Physics

Authority Subject

Why study Physics? What is studied? Physics is the fundamental science in that its principles are used to varying extents in other science disciplines. It is more mathematical than other sciences and so students of Physics can expect to use concepts from mathematics subjects.

Knowledge of physics has led to developments in technology and remains a basis for technology in the foreseeable future. Telecommunications, electrical appliances and computers have had a profound impact on social structures. Through the application of its findings, physics is also indirectly responsible for generating much of the intellectual and material wealth of our way of life. A knowledge of physics is useful to people in exercising responsibilities as citizens, confronting technologies, understanding the physical and social environments, pursuing hobbies and appreciating the challenge of a particular way of knowing the world.

The subject Physics is an appropriate choice for students with a sound background in mathematics and science at Year 10 level. Physics is valuable background knowledge to professional studies in science, engineering, medicine, pharmacy, physiotherapy and agriculture and as such should be a primary choice for students who anticipate entering these courses. It is certainly a desirable choice for students who intend to pursue secondary science teaching, paramedical and health‐care courses or various trade apprenticeships, especially in applied electrical fields.

Physics is the study of all forms of force, matter and energy which are known to exist as part of nature. The subject matter of physics underlies each of the modern disciplines of science and thus is a vital component of the science curriculum at our school. The core topics covered in the Physics course are:

Force and Motion Energy and Momentum Electricity and Magnetism Optics Atomic and Nuclear Physics

Accordingly, through a course of study in Physics, students should develop: • the capacity to work scientifically in Physics • the skills to engage in informed scientific inquiry and investigation techniques safely beyond the school context to solve Physics problems • an ability to understand and appreciate the Physics encountered in everyday life • a capacity to work as part of a team engaging in cooperative activity • an ability to communicate understandings of Physics • an appreciation of the issues and impacts of Physics.

How do students learn? How are students assessed? Students will be involved in a range of learning activities. Typical learning experiences encountered in a Physics course include: demonstration/lecture, problem‐solving sessions, written reports, audiovisual observation and analysis, laboratory activities and experiments, computer simulations and interfacing, independent study and library research.

A significant part of the study of Physics will be spent in observation and measurement exercises as well as mathematical analysis of quantitative problems and models. Often an assignment on one or more topics is completed. Each student will be expected to develop manipulative skills in practical work and to learn the correct care and operation of precision equipment. Laboratory safety is of prime importance in the use of all physics equipment, especially where electrical topics are studied.

Students will be given the opportunity to display achievement of the course objectives through a variety of assessment instruments. These will vary according to the work program of the school. Formal examinations accompanied by assignments, projects and practical reports are common. Tests and examinations will be assessed against criteria within the dimensions of:

Knowledge and Conceptual Understanding. Investigative Processes. Evaluating and Concluding.




Science21

Authority Subject

Why study Science21 What is studied?

iPods, the internet, television, cars, medical advances, electricity….. without science, none of these would have been possible. For life in the 21st century, science is vital. Science provides convenience, increases living standards, enhances health and wellbeing and helps us understand the world — essential in today’s global society. Science21 is an inter‐disciplinary science subject to help you understand your world and the roles that sciences — Physics, Chemistry, Biology and Earth Science — play in our everyday lives. The subject represents essential scientific knowledge for life in the 21st century It may be studied by any student in Year 11 and/or 12. Science21 is not just for students intending to pursue a career in science. Even if you choose a different profession, the analytical and creative thinking skills, the application of scientific processes and techniques, and the communication and information literacy that you will develop will help you in your chosen career.

Science21 integrates the science disciplines in new and exciting ways. Over the course of your study, you will cover five focus areas:

Structure and properties of matter

Living systems

Earth and space

Energy

Information and communication. Within these focus areas, you will study topics such as various forms of technology; genetics and infectious diseases; natural disasters; contributions of famous scientists including Einstein, Darwin and Newton; climate change and global warming; space; alternative energies; and biodiversity. Using processes based on real scientific inquiry, you will ask questions, devise practical methods of gathering scientific data, evaluate issues and assess the impacts of science, today and in the future. The units of inquiry in The Gap SHS Science21 course are:

Life, the Universe and Everything

Survive the Drive

Local Creek Study

Sustainable Futures

What’s your poison

Finding Earth 2 – Mars or Bust

CSI: The Gap

Weapons through the Ages

How do students learn? How are students assessed? In these units students have a very active role in a range of learning experiences which includes the development and practice of behaviours such as gathering, analysing and communicating information. The learning experiences may include: carrying out laboratory activities conducting field work and independent

research constructing models media analysis participating in role‐plays and simulations using computers.

A wide variety of assessment methods gives everyone scope to succeed. These may include:

supervised tests, including multiple‐choice, short and extended response questions, and responses to stimulus

extended practical investigations, involving gathering and analysis of data obtained through controlled experiments or field observations

extended research tasks, involving gathering and analysis of secondary research data

collection of work, involving a collection of short, related research activities.




Mathematics

Head of Department

Mr Peter Barbarossa

Subjects Mathematics A

Mathematics B

Mathematics C

Pre-Vocational Mathematics

Please contact either the Head of Department or your class teacher if you wish to discuss any aspect of the subjects listed in this faculty.



Mathematics A

Authority Subject

Why study Mathematics A? What is studied?

Mathematics is an integral part of a general education. It can enhance understanding of our world and the quality of our participation in a rapidly changing society. Mathematics A emphasises the development of positive attitudes towards the student’s involvement in mathematics. This development is encouraged through the use of relevant personal and work‐related learning experiences. There is also a focus on the development of mathematical knowledge and understanding through investigative and explorative approaches to learning.

In Years 11 and 12 The Mathematics A course follows the QCAA syllabus.

Mathematics continues to develop in response to changes in society and in turn, it influences further societal development. The Mathematics A Syllabus contains core and elective topics which relate to the mathematics used in personal and work situations.

The core topics include: Financial mathematics strand

Managing money 1

Managing money 2 Applied geometry stand

Elements of applied geometry

Linking two and three dimensions Statistics and probability strand

Data collection and presentation

Exploring and understanding data

How do students learn? How are students assessed? A variety of learning experiences is provided. At different times throughout the course, students may be involved in small group work, individual research and study, manipulation of instruments, discussions or practical work. Instruction will also be given by teacher exposition and questioning. The students are encouraged to discuss alternate strategies for the solution of a problem, determine the logical weaknesses in an argument, use correct mathematical terminology and solution to a problem. Homework is set each night to help the student assimilate the work covered in class, to appreciate the importance of perseverance in problem solving and to develop study habits necessary for success in post‐secondary education.

Students are assessed in a variety of ways and generally these assessment methods will reflect the objectives of the course. Pen and paper tests are set each term and may include short answer, multiple choice and extended answer questions. Alternative assessment may involve construction of models, written and technology‐based assignments, construction of questionnaires and oral presentations on prepared subjects. The three criteria:

Communication and Justification,

Knowledge and Procedures and

Modelling and Problem Solving. are assessed in all aspects of the course.

Selection Advice A Sound Achievement or better in Junior Mathematics is highly recommended for those intending to use every‐day mathematics on a regular basis.



Mathematics B

Authority Subject

Why study Mathematics B What is studied? The course is designed to cater for a range of post‐secondary situations including direct entry into the work force, all forms of vocational training and most tertiary courses. Mathematics B provides a course of study which builds upon the students’ previous experiences, and provides them with a stimulating challenge and an opportunity for intellectual growth consistent with their ability.

In Years 11 and 12 The Mathematics B course follows the QCAA syllabus

Introduction of Functions: relations, graphical representations, linear and quadratic functions, continuity, transformations of graphs and function types

Periodic functions and applications: trigonometric ratios and equations, radian measure, graphs, identities and calculus

Applied Statistics: graphical displays, population parameters, sample statistics, probability distribution and normal distributions

Experimental and logarithmic functions: index and logarithmic laws and equations, exponential functions, calculus, development of models, growth functions including compound interest and annuities.

Rates of change: limits, derivatives, graphs

Integration: definite and indefinite integrals, area under a curve

Optimisations using derivatives: greatest and/or least values of functions, applications to real life situations.

How do students learn? How are students assessed? A variety of learning experiences is provided. At different times throughout the course, students may be involved in small group work, individual research and study, manipulation of instruments, discussions or practical work. Instruction will also be given by teacher exposition and questioning. Students are encouraged to discuss alternate strategies for the solution of a problem, determine the logical weaknesses in an argument, use correct mathematical terminology and solution to a problem. Homework is set each night to help the student assimilate the work covered in class, to appreciate the importance of perseverance in problem solving and to develop study habits necessary for success in post‐secondary education.

Students are assessed in a variety of ways and generally these assessment methods will reflect the objectives of the course. Pen and paper tests are set each term and may include short answer, multiple choice and extended answer questions. Alternative assessment may involve written and technology based assignments, oral presentations or research. The three criteria:

Communication and Justification, Knowledge and Procedures and Modelling and Problem Solving

are assessed in all aspects of the course.

Selection Advice Students selecting this option should be of a High or Very High Achievement in Junior Mathematics and intending to enter tertiary courses requiring Mathematics B as a pre‐requisite.



Mathematics C

Authority Subject

Why study Mathematics C? What is studied? The course is designed for students who are confident in mathematics. Mathematics C provides a course of study which enables students to experience the spectrum of mathematical endeavour – the theoretical definition of a system, the development of the properties of the system, its relationship to other systems and its application to the physical world.

In Years 11 and 12 the Mathematics C course follows the QCAA syllabus.

Groups: finite and infinite groups, group axioms.

Number systems: complex numbers, isomorphic forms, de Moivre’s Theorem and applications of complex numbers.

Matrices: definition, operative laws, group properties, determinants and applications of matrices including solution of equations.

Vectors: vector space axioms, operation of addition and scalar multiplication, scalar product of two vectors and application of vectors.

Calculus: integration, Simpson’s rule, approximations, first order differential equations.

Structures and Patterns: arithmetic and geometric progressions, permutations, combinations, finite differences and patterns.

How do students learn? How are students assessed? A variety of learning experiences is provided. At different times throughout the course, students may be involved in small group work, individual research and study, manipulation of instruments, discussions or practical work. Instruction will also be given by teacher exposition and questioning. The students are encouraged to discuss alternate strategies for the solution of a problem, determine the logical weaknesses in an argument, use correct mathematical terminology and solution to a problem. Homework is set each night to help the student assimilate the work covered in class, to appreciate the importance of perseverance in problem solving and to develop study habits necessary for success in post secondary education.

Students are assessed in a variety of ways and generally these assessment methods will reflect the objectives of the course. Pen and paper tests are set each term and may include short answer, multiple choice and extended answer questions. Alternative assessment may involve written and technology based assignments, oral presentations or research. The three criteria:

Communication and Justification,

Knowledge and Procedures and

Modelling and Problem Solving are assessed in all aspects of the course.

Selection Advice A High or Very High Achievement in Junior Mathematics is highly recommended..



Pre-Vocational Mathematics


Why study Pre Vocational Mathematics? What is studied?

Numeracy is the effective use of Mathematics to meet the general demands of life, in paid work and for the participation in community and civic life. Pre‐Vocational Mathematics is designed to help student improve their numeracy by building their confidence with success in Mathematical situations. On successful completion of this course students will be able to:

carry out a range of mathematical techniques and operations applicable to all vocational and industry areas

possess a range of skills, attitudes and knowledge which will assist you in roles not specifically related to.

In Years 11 and 12 Pre Vocational Mathematics is a course of study based on five topics that are grouped into three categories according to the purposes and functions of using mathematics in various contexts. These categories are:

Interpreting society: this relates to interpreting and reflection on numerical and graphical information of relevance to self, work or the community

Personal organisation: this relates to the numeracy requirements for personal matters involving money, time and travel.

Practical purposes: this relates to the physical world in terms of designing, making and measuring


A variety of teaching strategies as employed to help build student confidence and success in using Mathematics in everyday contexts. The strategies include:

Teacher exposition followed by individual student assistance

Group discussion of Mathematical concepts and applications

Computer laboratory lessons

Classroom lessons with Scientific calculators

Individual assistance with investigations, assignments and model making

Information is gathered through the process of continuous assessment and measures student achievement in all topics of study area specifications. The assessment instruments include:

open book examinations

individual assignments

group projects

oral presentations

computer assignments using mathematical software

assignments using calculators

making models The criteria used to determine levels of

achievement are:

Knowing

Applying

Explaining

Selection Advice Pre-Vocational Mathematics is designed to help students meet the demands of life in paid work and for the participation in community life.



Humanities

Head of Department

Ms Jo-Anne Cameron

Subjects Ancient History

Economics

Geography

Legal Studies

Modern History

Study of Society





Ancient History

Authority Subject

Why study Ancient History? What is studied? Ancient History assists students to acquire:

an understanding and appreciation of the forces and identities who have shaped great civilisations of the past.

an appreciation of the legacy of ancient cultures and the link between them and the present.

skills of investigation and making judgments based on evidence which may be applied to everyday life.

the ability to present information and conclusions, either in written or oral form with accuracy, clarity and coherence.

To have some knowledge of the achievements, problems and legacies of past civilisations as well as the ability to make reasoned judgments based on evidence are valuable attributes for all students, no matter what career or tertiary studies they are considering pursuing. Certainly, students who are considering careers or further study in the following fields should consider the inclusion of Ancient History in their course selection: Journalism, Law, Politics and Government, Archaeology, Sociology, Anthropology, Education, Librarianships, Curatorial Work in Museums or Art Galleries, Research Officers and Diplomatic Service.

During the two year course, students undertake inquiry based studies and bridging topics selected from the following themes: Studies of archaeology Studies of funerary practices A study of pharaonic power in Egypt Studies of changing practices in society and

government in the Greek world Studies of the arts A study of political centrism in Rome The influence of groups in ancient societies Studies of everyday life in the ancient and

medieval worlds Studies of Tudor England

How do students learn? How are students assessed? The focus of Ancient History is on having students doing and developing those processes and skills which are integral to the process of historical inquiry. This will involve students in:

investigating evidence from primary and secondary sources.

reading, recording and interpreting information from sources such as texts, library books, videos, and websites.

framing questions for investigation, formulating hypotheses, researching relevant sources, making judgments about the issue under investigation and expressing those judgments in written and/or oral form.

interacting with the teacher and others during questioning, discussions and excursions.

Achievement in Ancient History is determined by a student’s performance in the following criteria:

Planning and Using an Historical Research Process

Forming Historical Knowledge through Critical Inquiry

Communicating Historical Knowledge

Students complete a maximum of three (3) items of assessment each semester. Techniques will vary between objective, short answer tests, essay tests, research assignments, responses to stimulus materials and multi‐modal presentations.

Selection Advice No prior knowledge of History is needed do this subject. The course requires individual effort in reading, research and essay writing and students should be proficient in these areas. A Sound Achievement or better in English is highly recommended if the communication requirements of this subject are to be fulfilled.



Economics

Authority Subject

Why study Economics? What is studied?

To understand the economic environment in which we live and the economic forces that act on our lives, it is important that all citizens should achieve a basic level of economic literacy. As citizens, we all have to make decisions on a wide variety of economic problems of local, state, national and even international significance. If we are to exercise political power responsibly and effectively, we need to understand our economy and learn to think about economic issues objectively and rationally. Studies in Economics may help students pursue careers in Economics, Business, Administration, Commerce, Law and Investment.

During the two year course, the following units are examined:

Markets and models

Environmental economics

Contemporary micro‐economic issues

Labour Contemporary macro‐economic management

Population Systems and development

International economics

Globalisation and trade


Economics is designed to encourage and challenge students, to develop their sense of inquiry and their critical thinking and problem‐solving skills. In their studies of Economics, students will engage in learning experiences that involve: interpreting information — for example,

being able to extrapolate or summarise economic information provided in written, graphic or other visual form.

assessing the appropriateness of economic decisions or policies for a variety of purposes and social groups.

expressing opinions on various viewpoints about solutions to economic problems.

developing a commitment to the application of economic principles in solving personal economic problems and in exercising influence as a citizen and a voter.

Achievement in Economics is determined by a student’s performance in the following dimensions:

Knowledge and understanding

Investigation

Synthesis and evaluation Students are assessed by a variety of techniques so that they have every opportunity to show their best performance. All summative assessment will occur in Year 12. Techniques in Year 11 become learning experiences for students whose performance should therefore benefit when similar techniques are re‐applied in Year 12. The course provides flexibility in assessment and requires a variety of assessment types, including extended writing, short response and non‐written techniques.

Selection Advice No prior knowledge of Economics is needed to do this subject. The course requires individual effort in reading, research and essay writing and students should be proficient in these areas. A Sound Achievement or better in English is highly recommended if the communication requirements of this subject are to be fulfilled.



Geography

Authority Subject

Why study Geography? What is studied? Studies in Geography help us live our day to day lives by informing us about our local area and other parts of the world. Senior Geography students develop many useful skills. An important skill is making decisions, for example, about where to locate things or how we should manage our environment. When pursuing inquiries in Geography, students undertake such activities as fieldwork, working with maps, statistics, photographs, and satellite images, computing and presenting written and/or oral reports.

Studies in Geography may assist a young person gain employment as a town planner, surveyor, travel agent, cartographer, journalist, teacher, real estate agent, meteorologist, flight attendant, public servant, public relations officer, etc. Moreover, geographical skills along with geographical knowledge may assist students to enter various tertiary courses including Architecture, Civil Engineering, Economics and Commerce, Education, Geography, History, Journalism, Psychology, Social Work, Surveying, Tourism, Environmental Science or Environmental Law.

Senior Geography is organised around the following four themes: Theme 1: Managing the natural environment Theme 2: People and development Theme 3: Social environments Theme 4: Resources and environments Each theme offers a range of core and elective topics and these are selected on the basis of teacher and student preferences and resource availability.

How do students learn? How are students assessed? Learning in Geography takes place in a variety of settings, including the classroom, library, school grounds, local community and field study excursions. Fieldwork is especially important in Geography because it enables students to develop skills in order to find out about environments first hand. Possible fieldtrips include North Stradbroke Island, the Gold Coast/North Coast. Students use a wide range of data as the basis of their studies. Increasingly the sources of data include electronic sources, as well as library and field research.

Achievement in Geography is determined by a student’s performance in the following criteria:

Knowledge and Understanding Analytical Processes Decision Making Processes

Research and Communication Students are assessed by a variety of techniques so that they have every opportunity to show their best performance. Most summative assessment will occur in Year 12, except for the knowledge component of core units that have been studied in Year 11. The course provides flexibility in assessment and requires a variety of assessment types, including reports, short response and non‐written techniques.

Selection Advice No prior knowledge of Geography is needed do this subject. The course requires individual effort in reading, research and essay writing and students should be proficient in these areas. A Sound Achievement or better in English is highly recommended if the communication requirements of this subject are to be fulfilled.



Legal Studies

Authority Subject

Why study Legal Studies? What is studied?

In the 21st Century, significant issues of a legal and political nature face individuals. Members of society need to be better informed of their rights, responsibilities and their legal position. Through involvement in the senior Legal Studies curriculum, students will be better equipped to recognise the various legal situations and issues that arise in their lives every day. Legal Studies is aimed at assisting individuals to develop the knowledge, the thinking and practical skills, and the attitudes and values which will enhance their awareness and ability to participate actively as more informed proactive and critical members of our democratic society. By the conclusion of the course students should have developed: an ability to recognise common social situations which

have legal implications for their daily lives. awareness of their legal rights and responsibilities. an appreciation of the interrelationships among

individuals, society and the law in Queensland and Australia.

understanding the processes and structure of the Australian legal system so that they may be informed and responsible members of the community in which they live

the capacity to explore legal implications of controversial social issues.

an appreciation of the interdependence of legal issues in local, Queensland, Australian, international and global communities.

During the two year course, students will study the following: The Legal System: How does the organisation of

the legal system meet society’s needs? Crime and Society: What is a crime? How should

society and the criminal justice system respond to it?

Civil Obligations: How does the law impact on citizens in a society? Agreements (Contract Law); Civil wrongs (Torts)

Independent study: Students choose a subject of interest and delve into this issue following guidelines for this section of study.

Teacher’s choice of the following (two to be selected) – Environmental Law, Renting and Buying, Employment, Sport, Family, Consumers, Technology, Rights and Responsibilities.

Students in the course may be provided with the opportunity to enrol in the Certificate IV in Justice Administration. Refer to the Senior Schooling Section of this document for more information.


The learning experiences involved in Legal Studies reflect the active and practical nature of the course. Learning experiences focus on developing students’ abilities to understand and evaluate realistic legal situations. Students are encouraged to develop their knowledge and skills in factual situations and express informed opinions about legal decisions related to these common social situations. The learning experiences that students will take part in include:

Legal case method – individual cases presented to illustrate legal principles

Case study – use legal case method approach to examine cases.

Mock trials

Role‐plays and simulations

Debates and discussions

Visits and investigations within the community

Interviews and surveys Collection and interpretation of newspaper and journal articles

Students achievement is determined by their performance in the following dimensions:

Dimension 1 – Knowing and understanding the law

Dimension 2 – Investigating legal issues

Dimension 3 – Responding to the law Students will undertake a maximum of four (4) assessment items per semester. The assessment techniques will be varied between objective/short answer tests, extended response tasks, inquiry task, non‐written presentations, independent study and response to stimulus tasks.

Selection Advice This course requires student motivation and abilities in reading and interpreting, research and essay writing, students will need to be skilled in these areas. A Sound Achievement or better in English is highly recommended if the communication requirements of this subject are to be filled.



Modern History

Authority Subject

Why study Modern History? What is studied? Modern History assists students to acquire:

an understanding of the world in which we live by examining its historical origins and the people, forces and influences which have affected human motivation and achievement.

a critical appreciation of their cultural heritage.

inquiry and research skills which allow them to make judgments based on historical evidence and which may be applied to everyday life.

the ability to present information and conclusions, either in writing or speaking, with accuracy, clarity and coherence.

To have an understanding of the contemporary world as well as the ability to make reasoned judgments based on evidence are valuable attributes for all students, no matter what career or tertiary studies they are considering pursuing.

Certainly, students who are considering careers or further study in the following fields should consider the inclusion of Modern History in their course selection: Journalism, Law, Politics and Government, Archaeology, Sociology, Anthropology, Education, Librarianships, Curatorial Work in Museums or Art Galleries, Research Officers and Diplomatic Service.

During the two year course, students undertake inquiry based studies and bridging topics selected from the following themes:

Studies of power

Studies of conflict

People and environments in history

National history

The history of ideas and beliefs

These involve students in examining the lives and actions of particular individuals and groups in Australia and a range of European, American, Asian and African nations during the twentieth and twenty‐first centuries.

How do students learn? How are students assessed? The focus of Modern History is on having students doing and developing those processes and skills which are integral to the process of historical inquiry. This will involve students in:

investigating evidence from primary and secondary sources.

reading, recording and interpreting information from sources such as texts, library books, videos and websites.

framing questions for investigation, formulating hypotheses, researching relevant sources, making judgments about the issue under investigation and expressing those judgments in written and/or oral form.

interacting with the teacher and other students through questioning, discussions, debates, role plays and excursions.

Achievement in Modern History is determined by a student’s performance in the following criteria:

Planning and Using an Historical Research Process

Forming Historical Knowledge through Critical Inquiry

Communicating Historical Knowledge Students complete a maximum of three (3) items of assessment each semester. Techniques will vary between objective, short answer tests, essay tests, research assignments, responses to stimulus materials and multi‐modal presentations.

Selection Advice No prior knowledge of History is needed do this subject. The course requires individual effort in reading, research and essay writing and students should be proficient in these areas. A Sound Achievement or better in English is highly recommended if the communication requirements of this subject are to be fulfilled.



Study of Society

Authority Subject

Why study Study of Society? What is studied? Study of Society assists students to acquire:

an understanding of Australian and other societies and the similarities and differences between them.

an understanding that human behaviour is the outcome of the interaction of many forces ‐ biological, environmental, social, personal, interpersonal and psychological.

an ability to understand and apply the techniques and methodology of social scientists.

an ability to present information and conclusions, either in written or oral forms, with accuracy, clarity and coherence.

To have an understanding of the factors and forces that influence individuals and society as well as the ability to make reasoned judgments based on evidence are valuable attributes for all students, no matter what career they are considering pursuing. Certainly, students who are considering further study or careers in the following fields should consider the inclusion of SOS in their course selection: Psychology, Sociology, Anthropology, Journalism, Law, Criminology, Politics and Government, Social Work, Diplomatic Service, Health Care Services, Personnel Management, Advertising, Teaching or Research Work.

During the two year course, students undertake topics selected from the following semester units:

What shapes the individual? Examining the process of socialisation of the individual.

How is social behaviour viewed? Examining how culture is created and shaped by individuals and communities and how communities and individuals can shape culture.

Who gets what and why? Examining how inequitable practices are established, sustained and challenged within and across structures in Australian society.

Who is in control? Examining power and social change.

How do students learn? How are students assessed? Students participate in a range of learning experiences to acquire knowledge about society and to develop the skills of inquiry, critical thinking and problem solving. These include: active research through field‐based and excursion‐

based activities and constructing and administering surveys and interviews.

text and media analysis. collecting, analysing, organising and evaluating

information by engaging in group and individual work, including field work.

preparing written and oral presentations, using a variety of media and technology.

examining controversial social issues and evaluating the range of social responses to them.

Achievement in SOS is determined by a student’s performance in the following dimensions: Knowledge and Understanding Critical Processes Communication

The following instruments are used in different semesters to determine a student’s Level of Achievement: objective and short answer tests; essays, unseen or seen topics, written under exam conditions; response to stimulus (eg newspaper articles) questions; 1000 ‐ 1500 word written research assignment; 10‐15 minute seminar presentation accompanied by support materials.

Selection Advice No prior knowledge of Study of Society is needed do this subject. The course requires individual effort in reading, research and essay writing and students should be proficient in these areas. A Sound Achievement or better in English is highly recommended if the communication requirements of this subject are to be fulfilled.



The Arts

Head of Department

Ms Sandra Leadle

Subjects Drama

Film, Television and New Media

Music

Music Extension Year 12 only

Visual Art Creative Arts





Drama

Authority Subject

Why study Drama? What is studied?

Drama is the making and communicating of meaning involving performers and audiences, engaging in a suspension of disbelief. It provides a medium for personal exploration, social criticism, celebration and entertainment. It is explored through the dimensions of Forming, Presenting and Responding.

Students who study Drama are actively participating in an experiential mode of learning that blends intellectual higher order thinking and emotional experience and offers a unique means of enquiry that contributes to knowing and understanding themselves and the world. Drama provides students with a range of skills transferable to a variety of pathways. Now and in the future, drama supports workers who are innovative thinkers, adept communicators and excellent team players.

Drama explores and celebrates the human presence drawing on experiences from real life, the imagination and the realms of media. Students study dramatic languages (elements of drama, skills of performance, styles and their conventions, contexts and texts) across a range of forms and styles. The dramatic languages are the foundations and working materials of drama by which dramatic meaning and action is created. This mode of learning and expression integrates oral, kinesthetic, visual and aural dimensions and sign systems. Students explore, analyse, understand, manipulate and use aspects of dramatic languages within the general objectives of Forming, Presenting and Responding.


Students are involved in:

Collaborating in groups to manage tasks

Working as artists in the making of creative work (Forming) – examples are improvisation, roleplay, devising, dramaturgy (shaping of text for performance), play building, playwriting, script writing, directing, designing

Rehearsing, polishing and performing dramatic action (Presenting) – examples are dialogue, dramatic monologues, student‐devised drama work, collage drama, documentary drama, physical theatre, visual theatre, a complete short scheme, a one‐act play, a one‐person show, a recognized play text

Communicating from a position outside or after the drama (Responding) – examples: seminar, evaluation/reflection, discussion, tutorial, forum, interview, dramaturgy, extended writing

A wide range of assessment techniques are used to judge student achievement within the three dimensions; Forming, Presenting and Responding. Assessment techniques may include; dramatic exploration (improvisation, workshop, practical demonstration), creative writing (scriptwriting, dramatic treatment), design (design concept), performance of scripted drama or student‐devised drama, oral (seminar), extended writing (critical essay, text analysis). Achievement in Drama is judged by matching a student’s achievement in the assessment tasks with the exit criteria of the subject.

Selection Advice A Sound achievement or better in English and Drama in Year 10 is required for Senior Drama. In selecting Senior Drama, students need to be aware that assessment is equally weighted across the three dimensions and that all tasks are therefore significant, not just the practical components of the course. Senior Drama is highly recommended for all people‐centered careers, including Human Resource Development, Business Management, Public Relations, Psychology, Occupational Therapy, Teaching and Journalism. It leads directly to several careers which are part of the growing Creative Industries. From Arts Administration, directing for film and stage to dramaturgy, radio and television presenting as well as Youth and Community Arts worker, the future of the arts in Australia has never been more promising..



Film, Television and New Media

Authority Subject

Why study Film, Television and New Media?

What is studied?

Film, Television and New Media are our primary sources of information and entertainment. They are important channels for education and cultural exchange. They are fundamental to our self‐expression and representation as individuals and as communities.

The course takes a cultural approach in which productions are made and media texts examined within political, historical, cultural and social contexts.

The ‘information’ and ‘creative’ industries that produce, distribute and exhibit entertaining, informative and educational content are already among the largest employers and drivers of the economy in many countries.

The units of study throughout the two‐year course are based on a developmental understanding of these five key concepts of media ‐ Technologies, Representations, Audiences, Institutions and Languages.

Technologies are the tools and processes used to create productions.

Representations are the constructions of people, places and ideas to create meaning.

Audiences are the people who make meaning out of the productions.

Institutions are the organisations who enable or constrain moving image production and use

Languages create meaning in moving‐image media productions.

Unit topics may include Film Language/ Production Techniques of Film Making/ Australian Film and Television Industry/ Documentaries/ Reality TV/ Hollywood Film Industry/ Film and Television genres/ Art House/ and Non‐traditional film.

How do students learn? How are students assessed? Students are given a wide variety of learning experiences ranging from designing scripts and practical production tasks to critical and theoretical analysis of texts.

The key concepts of the course are used to study moving‐image products and their contexts of production and use. These are applied by students to design, produce and critique their own and other’s products. Emphasis is placed on the learning of theoretical concepts through research, investigation and practical application working with and on student’s prior knowledge. Practical work includes individual and group processes relating to planning, creating proposals and using technology.

Assessment is based on student achievement in the following three criteria:‐

Design – Students apply the key concepts to create proposals for products using preproduction formats including film treatments, scripts and storyboards.

Production – Students apply the key concepts to create products such as visual narrative, documentaries and short experimental films, using production practices.

Critique – Students apply the key concepts to analyse and evaluate products and their contexts of production and use. Film reviews, research essays and exams are some of the tasks that may be used to assess this criterion.

Selection Advice A Sound achievement or better in English in Year 10 is required for Film, Television and New Media. In selecting Film, Television and New Media, students need to be aware that assessment is equally weighted across the three criteria and that all tasks are therefore significant, not just the practical components of the course. Students should be aware that this subject requires a great deal of time outside of class to complete practical tasks, good organization and time management skills are also necessary.

Film Television and New Media is recommended for students who display interest and skills in creative and technological aspects of media. The course helps develop a range of vocational skills including working with others in a team, planning and organising activities, using technology and aesthetics, imaginative and lateral problem solving. Good time management skills are an asset in meeting production schedule deadlines. It can lead to careers in areas such as; journalism, public relations, advertising, marketing, scriptwriting, media critique, film and television production, graphic design and many more. Tertiary intuitions offer Certificate courses, Diploma and Advanced Diploma courses and Degree courses such as Bachelor of Digital Media Production, Bachelor of Film and Television Production, Bachelor of Multi Media and many more.



Music

Authority Subject

Why study Music? What is studied? Studying music fosters students’ expression of their creativity and individuality through listening to, composing and performing music to communicate feelings, thoughts and ideas. Music is a unique means of expression, of knowing and communicating experience, and therefore makes a profound contribution to personal, social and cultural identities. Whether for career, commercial purposes or leisure, students will have the opportunity to gain the basis for a lifelong positive engagement with music. Students of music become adaptable and innovative problem solvers, making informed decisions and, as inquirers, develop their ability to deconstruct and critically evaluate. The study of music sharpens sensitivity and perception and raises the level of appreciation of music. The discipline and commitment of music‐making builds students’ self‐esteem, personal motivation and independence as well as providing opportunities for the refinement of their collaborative teamwork skills.

Senior Units – Years 11 and 12Three units are studied each year and include examples of both popular and art music styles. Each unit focuses on developing skills within the dimensions of musicology, composing and performing. Unit topics are:

1. Something Borrowed 2. Something Blue 3. Something Australian 4. Something New 5. …and a Musical Point of View

Importantly, in the performing dimension, students may be able to utilise their ensemble performances within instrumental and choral programs as assessment opportunities. This allows students to link their co‐curricular involvement with their music classroom studies and enhance their overall achievement. As well as developing capabilities in traditional forms of musical expression, students are encouraged to become adept in using various music‐related technologies and applying their broad music knowledge, skills and insights to express themselves in a rapidly changing music‐making environment.

How do students learn? How are students assessed? Students engage in a variety of activities to enhance their learning of repertoire, composing and performing skills. Some activities include: Listening to music recordings; attending concerts and theatrical productions; score‐reading music examples; reviewing and critiquing performances and compositions; exploring innovative music‐making techniques through electronic and new music media; improvising; performing in small groups, solo and large ensembles.

Peer tutoring and group work is a focus in all aspects of learning.

Students are assessed in each of the dimensions – musicology, composition and performance Year 11 students complete two assessment tasks within each dimension, totalling six (6) assessment tasks per year. Year 12 students complete two assessment tasks in each dimension and a further student negotiated task for the final unit of study in one of the dimensions. Totally seven (7) assessment tasks for the year. Students are able to choose which dimension they address in the final unit of study. Students are assessed through a variety of media: Assignments and or written examinations, which focus on

the analysis and critical evaluation of music styles and genres. Assignments may require formal written responses, oral or multimedia presentations.

Composition tasks require the student to create music that is within a context and/or genre, and which expresses style.

Students perform in one or more modes – instrumental, vocal or conducting.

Performing tasks are designed to best suit students’ skills, interest and experience.

Selection AdviceA Sound achievement or better in English and Music in Year 10 is required for Senior Music. In selecting Senior Music, students need to be aware that assessment is equally weighted across the three dimensions and that all tasks are therefore significant, not just the practical components of the course. Students develop musicianship through experience in and appreciation of a range of music contexts, styles and genres. They acquire a unique set of knowledge, understanding, skills, techniques and attitudes necessary for intelligent and critical listening, thinking, creating and performing in and about music. For students to be successful at Senior level, it is advisable for them to be actively learning an instrument and/or involved in the school co‐curricular music program.



Music Extension Year 12 only

Authority Subject

Why study Music Extension? What is studied?

Music Extension is a ONE (1) year course designed for Year 12 music students who have demonstrated a very high level of expertise in performance, composition or musicology. Students must be studying Senior Music to be eligible for this course. The aim of the course is to provide students with the opportunity to further develop skills in these areas such that the course of study may act as a catalyst for further involvement with music beyond the school environment. When students engage in Music Extension they combine critical thinking, higher‐level problem solving, astute analysis and evaluation and deep understanding with their attitudes, thoughts and feelings, they develop the capacity to communicate complex music ideas through their chosen specialisation.

The course allows students to choose one of the following three specialisations – Performance, Composition or Musicology. Students develop their skills in relation to their chosen specialisation. Students may research contexts, genres and styles; deconstruct musical works; rehearse and reflect on their developing work; discuss and experiment with music ideas; develop a deeper level of understanding of repertoire.


The following activities are used in the Music Extension program: Tutorials with the class teacher to develop

audiation, research and specific skills relevant to the chosen specialisation

Individualised instruction with the student’s principal teacher

Individual sessions (practice, research or composing)

All students are required to complete three formal assessment tasks.

1. Realising Task 1 (Developing and expressing music ideas for an audience – performance, composition or musicological study)

2. Investigating Task (An assignment involving research into an area relevant to the chosen specialisation.

3. Realising Task 2

Selection Advice Entry into Music Extension subject requires the student to have studied two semesters of Year 11 Music and have concurrent enrolment in Year 12 Music. Music Extension is designed for students interested in exploring in greater depth one of the three areas of study in Classroom music – Composition, Performance or Musicology.



Visual Art

Authority Subject

Why study Visual Art? What is studied? Visual Art involves the production of artworks (making) and the appreciation of artworks (appraising) through the processes of researching, developing and resolving. When students study this subject they make visible ideas, thoughts, feelings and observations of their world through display and exhibition of made images and objects. As students define, communicate and discern meanings they come to understand the purposes and intents of visual artworks in various cultures and societies. They develop the capacity to critically reflect on and challenge representations of cultural values, beliefs and customs and to make informed judgments when ascribing aesthetic value to visual artworks.

Using the processes of researching, developing and resolving, students explore concepts through a study of a range of media, knowledge, skills, techniques and processes, not restricted to preconceived understandings of the visual art discipline. Students are encouraged to work across media from those listed below. Ceramics, Costumes and Stage Design, Fibre Arts, Sculpture, Installation, Drawing & Painting, Printmaking, Graphic Design, Environmental Design, Multi‐media, Photographic Arts, Performance Arts, Electronic Imaging, Product Design. Media offered will be subject to the availability of resources.

How do students learn? How are students assessed? In making artworks, students define and solve visual problems by using visual language including visual elements, principles of composition, sigh and symbolism) and contexts. This involves students in:

Observing, collecting, compiling and recording visual, verbal and sensory information and ideas from specific sources and contexts selecting, exploring, manipulating and exploiting materials,

Techniques, processes and technologies in particular media to communicate meanings

Translating and interpreting ideas through media manipulation to invent images and objects.

In appraising artworks, students determine and communicate meanings. This involves them in:

Demonstrating knowledge and understanding of artworks in contexts that relate to concepts and media

Analysing, synthesising and evaluating sensory information to discern meanings

Making informed judgments Justifying positions when determining the aesthetics

value of artworks Using suitable terminology, language and referencing conventions.

Schools use a wide range of assessment techniques to judge student achievement. These include:

Teacher observation and student‐teacher consultation in relation to art making folios and/or visual journals, focused analysis, short response writing such as objective tests, and extended writing such as essays and critiques.

Achievement in Visual Art is judged by matching a student’s achievement in the assessment tasks with the exit criteria of the subject. These criteria are:

Visual Literacy, Application, and Appraising.

Selection AdviceVisual Art aims to promote critical, cultural and aesthetic understanding of the visual art experience and is therefore recommended for students who display skills and interests in creative, technological, and intellectual aspects of visual art media. The course helps develop a range of personal and social life skills such as communication, cooperation, informed engagement and enjoyment of visual arts, which help students, explore, challenge and shape their world.

A visual arts course can lead on to vocational / career opportunities in fields such as: arts administration, interior/landscape/fashion etc. design, architecture, artist, graphic designer, photography and many, many more.

Courses which give certificate, diploma and bachelor degrees such as Bachelor of Creative Industries (visual art or fine art), Bachelor of Photography are available at several universities and TAFE colleges.



Visual Art Studies (Creative Arts SAS)


Why study Visual Art Studies? What is studied?

Visual Art Studies involves the production of artworks (making) and the appreciation of artworks (appraising) through the processes of researching, developing and resolving. When students study this subject they make visible ideas, thoughts, feelings and observations of their world through display and exhibition of made images and objects.

As students define, communicate and discern meanings they come to understand the purposes and intents of visual artworks in various cultures and societies. They develop the capacity to critically reflect on and challenge representations of cultural values, beliefs and customs and to make informed judgments when ascribing aesthetic value to visual artworks.

With strong emphasis on practical content, Visual Arts Studies students will explore art making processes and skills, investigate solutions to art making problems and make choices to communicate purpose through artworks. They will use technologies and processes individually and/or in groups to express ideas that serve particular purposes. Students will build knowledge of processes used in arts areas, essential terminology and workplace health and safety practices. They will demonstrate practical aspects of art making in the completion of art works, working independently or in a group, and within specified timeframes.

Media offered will be subject to the availability of resources.


The study area specification recognises that the needs and interests of students vary considerably.

Through this course it is anticipated that students will gain confidence and self‐esteem, and value their contribution to the social and cultural life of the school community. It is the intention of this course to foster a sense of achievement in the completion and appreciation of their art. In doing so, students develop a positive attitude to learning and are encouraged to maintain their interest in art in life‐long pursuits beyond school.

Assessment is predominantly practical in nature and mostly oral or in the form of demonstration and folio work. Students are encouraged to explain what they are doing and talk about the choices they make in creating artworks.

Written assessment takes the form of short responses, often research for background knowledge of projects, designer‐artists, processes and so on. Written tasks are generally structured short‐answer questions. Unlike Visual Arts, in this subject lengthy written assessment tasks and extensive documentation of art making, such as journals, is not required.

Selection Advice An alternative to Visual Arts, Visual Arts Studies when successfully completed, contributes four credits towards the QCE.

A visual arts course can lead on to vocational / career opportunities in fields such as: arts administration, interior/landscape/fashion etc. design, architecture, artist, graphic designer, photography and many, many more.

Courses which give certificate, diploma and bachelor degrees such as Bachelor of Creative Industries (visual art or

fine art), Bachelor of Photography are available at several universities and TAFE colleges. An alternative to Visual Arts, Visual Arts Studies when successfully completed, contributes four credits towards QCE. With strong emphasis on practical content, students will explore art making processes and skills, investigate solutions to art making problems and make choices to communicate purpose through artworks. They will use technologies and processes individually and/or in groups to express ideas that serve particular purposes. Students will build knowledge of processes used in arts areas, essential terminology and workplace health and safety practices. They will demonstrate practical aspects of art making in the completion of art works, working independently or in a group, and within specified timeframes. The study area specification recognises that the needs and interests of students vary considerably. Assessment is predominantly practical in nature and mostly oral or in the form of demonstration and folio work. Students are encouraged to explain what they are doing and talk about the choices they make in creating artworks. Written assessment takes the form of short responses, often research for background knowledge of projects, designer‐artists, processes and so on. Written tasks are generally structured short‐answer questions. Unlike Visual Arts, in this subject lengthy written assessment tasks and extensive documentation of art making, such as journals, is not required. Through this course it is anticipated that students will gain confidence and self‐esteem, and value their contribution to the social and cultural life of the school community. It is the intention of this course to foster a sense of achievement in the completion and appreciation of their art. In doing so, students develop a positive attitude to learning and are encouraged to maintain their interest in art in life‐long pursuits beyond school.



Technologies

Head of Department

Mr Ross Duncan

Subjects Information Processing and Technology (IPT)

Graphics Industrial Technology Studies

Technology Studies Cert I Construction Home Economics

Certificate II in Hospitality

Please contact either the Head of Department or your class Teacher if you wish to discuss any aspect of the subjects listed in this faculty.



Information Processing and Technology

Authority Subject

Why study IPT? What is studied? IPT covers a wide range of topics with a strong focus on problem solving, communication and documentation. A study of this course will contribute in a significant way to the general education of students, whether or not they intend proceeding to further studies or employment specific to information technology.

Students graduating into the workforce with IT skills are proving to be invaluable to their employers. Skilled IT personnel are in high demand both in Australia and overseas with an increasing number of diverse employment opportunities being created daily.

The course covers the following topics:

Relational Information Systems (30%) ‐ focuses on the design of information systems, methods for developing these systems, and the production of a working information system.

Algorithms & Software Programming (40%) ‐ involves the study of algorithm design and software development. Students will gain expertise and skill in the design, development and evaluation of computer programs that solve practical problems

SQL – Structured Query Language (10%)‐

involves querying or extracting

informationfrom databases

IIS– Intelligent Information Systems (10%)‐an

introduction to Artificial Intelligence

Human computer interaction (5%) ‐

focuses on developing an understanding

of the differing interfaces that enable

human interaction with the computer Social and ethical implications (5%)‐ is aimed at

helping students develop an understanding of the impact that developments in information technology have on themselves and communities


In studying IPT, students engage in a wide variety of

practical and theoretical learning experiences which

include: retrieving information from databases;

designing, implementing, testing, evaluating and

writing documentation for information systems, and

other computer programs; participating in class

critically evaluating media reports and articles; undertaking case studies to investigate existing or proposed systems.

The criteria used to determine levels of

achievement are:

Knowledge & Application

Analysis & Synthesis

Evaluation & Communication Each criterion is of equal importance in determining a student’s level of achievement. A variety of assessment techniques will be used and could include: examinations, folios, major and minor projects (software development following the design‐develop‐ evaluate cycle) oral presentations.

Selection AdviceThere are NO prerequisites for this subject. However students need to have a high level of literacy and numeracy skills.



Graphics

Authority Subject

Why study Senior Graphics? What is studied? Senior Graphics is about solving design problems graphically and presenting graphical products. You will use a design process to identify and explore the design needs or opportunities of target audiences; research, generate and develop ideas; and produce and evaluate graphical solutions. You will solve graphical problems in 2 design areas: Industrial design (mechanical) and Built environment design (architecture, landscape architecture and interior design). Graphics contributes to your understanding and proficient use of technologies. It develops communication, analytical and problem‐solving skills. A course of study in Graphics can establish a basis for further education and employment in graphic design, industrial design, built environment design (architecture, landscape architecture and interior design), engineering, urban and regional planning, surveying and spatial sciences, and building paraprofessionals.

As you study Graphics, you will learn to:

use design processes in the graphical contexts of Industrial Design and Built Environment Design

formulate design ideas and solutions using the design factors, which include

o user‐centred design o design elements and principles of design o technologies o legal responsibilities o design strategies o project management o sustainability o materials

create and communicate design solutions in the form of graphical representations, including a range of sketches and drawings

apply industry conventions where applicable

develop design solutions for a range of audiences, including corporate clients and end‐users.

How do students learn? How are students assessed? Students develop and present graphical representations of ideas and solutions for design problems. They will sketch and draw freehand, develop spatial cognition and visualisation, produce technical graphical representations in 2‐D and 3‐D formats and use existing and emerging technologies. Students will plan and produce graphical representations in simulated real‐world contexts. To do this, they will interpret, generate and create visual communications for particular purposes and audiences. Students will then make judgments and justify decisions about the graphical representations they produce.

Assessment in Graphics gives you opportunities to demonstrate the knowledge and understanding, analysis and application, and synthesis and evaluation applicable to solving design problems and representing ideas and solutions graphically. Assessment instruments include:

Design folios record the design process you have used to solve a design problem. These folios will contain some written information, but will mostly consist of graphical representations of your ideas and solutions. Students complete 2 Design Folios in both Years 11 and 12.

Examinations will mostly require you to sketch and draw ideas and solutions in response to small design problems or aspects of larger ones. Students complete 1 exam in Year 11 and 2 exams in Year 12.

Selection Advice It is desirable for students to have completed Years 9 and 10 Graphics and be proficient in its use.



Industrial Technology Studies


Why study Industrial Technology Studies?

What is studied?

Industrial Technology Skills are the skills used by manufacturing industries that transform raw materials into products wanted by society. Australia, as one of the most developed economies in the world, has strong manufacturing industries that provide employment for many people. This course will provide you with opportunities to explore, experience and learn knowledge and practical skills required to manufacture products in a variety of industries, including Building and Construction, Engineering and Furnishing. It provides a unique opportunity for you to experience the challenge and personal satisfaction of undertaking practical work while developing beneficial vocational and life skills. This subject can establish a basis for further education and employment in manufacturing industries, and help students understand the different careers available. With additional training and experience, potential employment opportunities may be found in the industry areas of Aeroskills, Automotive, Building and Construction, Engineering, Furnishing, Industrial Graphics and Plastics.

You will study industry practices and production processes used by enterprises to manufacture products from raw materials. Your learning will be focus on core and elective knowledge, understanding and skills, and includes the study of manufacturing enterprises, workplace health and safety, personal and interpersonal skills, product quality, specifications, tools and materials. You will study the core through industry‐based electives. Each elective relates to a current manufacturing trade qualification and the related knowledge, understanding and skills required to use tools and materials to create or maintain products in that industry area of specialisation. Your school will select electives in response to local industry needs, available resources and teacher expertise. The range of possible electives includes: • Bricklaying, Plastering and painting, Concreting, Carpentry, Tiling, Landscaping

• Sheet metal working, Welding and fabrication, Fitting and machining

• Cabinet‐making, Furniture finishing, Furniture‐making, Glazing and framing, Upholstery

How do students learn? How are students assessed? You will undertake manufacturing tasks both individually and collaboratively. Manufacturing tasks are industry‐related learning experiences that range from skill exercises focused on specific production procedures to the manufacture of completed functional products that meet customer expectations of product quality at a specific price and time. Through a range of manufacturing tasks you will understand industry practices, interpret technical drawings, demonstrate and apply safe practical production processes with hand/power tools and machinery, communicate using oral, written and graphical modes, organise, calculate and plan production processes and evaluate the products you create.

Student exit achievement levels are based on the fullest

and latest information in three criteria:

Knowing and Understanding

Analysing and Applying

Producing and Evaluating

Industrial Technology Skills Assessment Techniques

include:

1. Project – class project based including a weekly logbook and product evaluation

2. Practical Demonstration ‐ practical application of a

specific set of teacher‐identified production skills

and procedures. Responses are completed

individually in a set time frame.

Each of the three criteria is of equal importance in determining a student’s exit level of achievement.

Selection AdviceIt is advantageous to have studied Product Design and Manufacture or Systems and Control in

Years 9 and 10.



Technology Studies

Authority Subject

Why study Technology Studies? What is studied? Technology Studies is problem solving through design. It is aimed at preparing students for life in a society increasingly dependent upon the use of technology. Throughout the course, students are required to solve a human need or problem within a social context by drawing upon the appropriate resources available to them and considering the varied constraints they may encounter. They are exposed to a range of intellectual challenges while developing practical skills, associated with tools and equipment. A course of study in Technology Studies can establish a basis for further education and employment in the fields of industrial design, product design, civil engineering, mechanical engineering, electrical engineering, architecture and project management.

The core subject matter in Technology Studies is designprocess and design factors. All core subject matter is included in Year 11 and then revisited and further developed in Year 12. Design process Design processes are ways of thinking and working that are used to define a design problem and develop viable and innovative solutions that are produced and evaluated against design criteria. Design is a process that helps students develop creativity and innovation. The design process will include:

Exploring a design problem Applying design factors Developing ideas Producing products Evaluating solutions against design criteria

Design factors Design factors describe the knowledge used when making decisions to solve real‐world design problems. The design factors are integral to a design process and therefore are part of the core subject matter for this subject.

How do students learn? How are students assessed? Using a design process students will investigate design problems from a variety of contexts, while considering the human needs of individuals and communities, or in response to identified opportunities.

Students will explore and analyse design factors to develop ideas and produce products through the practical application of manufacturing technologies and materials. Products are created because they meet a need and confirm your design decisions.

Through studying Technology Studies students will develop the skills to manage resources and risks effectively to develop solutions to design problems. You will critique and evaluate ideas and products against design criteria, justify design decisions and make recommendations for improvement.

Student exit achievement levels are based on the fullest andlatest information in the criteria:

Analysing design problems

Applying design factors and communicating

Synthesising and evaluating designs

Year 11 students complete:

2Design folios (800‐1000 words) showing the description of their design problem solving procedure.

One Report (600‐1000 words) related to the designproblem

the practical outcomes of their design problem verified by photographic evidence

Year 12 students complete:

2 Design folios (1000‐1500 words) showing the description of their design problem solving procedure.

One Report (800‐1200 words) related to the designproblem

the practical outcomes of their design problem verified by photographic evidence

Selection AdviceIt is advantageous to have studied Product Design and Manufacture, Systems and Control or Graphics

in Years 9and10.



CPC10111 Certificate I in Construction COURSE OVERVIEW (Information current as of 31 May 2016)

This pre‐vocational course in construction is recommended as a pre‐apprenticeship pathway to a building and construction trade qualification. The Certificate I in Construction is essentially a two year practical course requiring students to become competent in skills necessary for entry into several building and construction trades. Throughout this course students undertake a range of practical projects and activities to provide evidence of their competency within each of the units of study (refer to table below). Possible career outcomes of this course include: • Construction worker • Carpenter • Bricklayer • Tiler • Plasterer • Painter • Plumber CREDIT FOR THE QUEENSLAND CERTIFICATE OF EDUCATION The qualification contains 11 units of competency. The completion of all 11 units will earn a student 3 credit points towards their Queensland Certificate of Education (QCE). Students will receive a Statement of Attainment for partial completion of the qualification or a Certificate if all units are satisfactorily completed. COURSE STRUCTURE Bluedog Training, a partner Registered Training Organisation will have responsibility for course compliance, training, assessment, reporting and recording student results. This course will be offered as a stand ‐ alone VET certificate course delivered by teachers at the school in partnership with RTO trainers and assessors. This is a competency based course with most of the units using online theory and practical components covered through practical projects, activities or student demonstration. The students will be assessed as either competent or not yet competent. Below is a table of the Units of Competencies students will undertake.

National Code Unit of Competency Title Core/Elective

CPCCOHS1001A Work safely in the construction industry (White Card) CORE

CPCCOHS2001 Apply OHS requirements, policies and procedures in the construction industry

CORE

CPCCCM1012A Work effectively and sustainably in the construction industry

CORE

CPCCCM1014A Conduct workplace communication CORE

CPCCCM2005B Use construction tools and equipment CORE

CPCCCM1013A Plan and organise work CORE

CPCCCM2001A Read and interpret plans and specifications CORE

CPCCVE1011A Undertake a basic construction project CORE

CPCCCM2004A Handle construction materials ELECTIVE

CPCCCM1015A Carry out measurements and calculations ELECTIVE

CPCCCM1011A Undertake basic estimation and costing ELECTIVE



Home Economics

Authority Subject

Why study Home Economics? What is studied? Senior Home Economics has a unique place in school curriculum in that it focuses on the well‐being of individuals and families in everyday activities. In all cultural contexts, people need to have food, textiles and shelter as well as satisfactory ways of meeting social, emotional, physical, financial, and intellectual aspects of well‐ being. Students will develop and understanding of the interdependence of their everyday living with that of others human beings, and the connections between their lives and broader issues in society such as ecological sustainability and social justice. This subject empowers people to become active and informed members of society.

In the 2 year course of study, students must engage in between four and six units of work, with one substantial unit of 30 to 40 hours in each year level. Units can be based around one or more areas of study. These units will include topics such as the effect food and food choices have on health; the impact of living environments on individuals and families; and developing management skills associated with consumer use of foods, textiles and housing.

How do students learn? How are students assessed? The course incorporates an informed, action‐ oriented approach that encourages the development of the critical‐thinking skills and critical reflection on those issues that impact on individuals and family well‐being. Students will collect, analyse, organize and evaluate the quality and validity of information from a range of sources. They will plan and organize activities related to the production of quality products, considering both time and resources, and evaluate these plans and their implementation. As a result of such activities they will develop skills in team building and working with others, in a variety of settings.

Judgments will be made about a student’s level of achievement using the following exit criteria: 1. Knowledge and Understanding (recall knowledge

through defining, describing, and explaining previously learned factual information/demonstrate understanding by interpreting and illustrating key concepts and processes)

2. Reasoning and Communicating Processes (use critical thinking skills to research and analyse issues, and apply relevant information to develop and support arguments, make recommendations and draw conclusions. Effective use of language modes and conventions for the intended purpose and audience)

3. Practical Performance (refine a range of practical skills in producing quality products and/or plans, organise, adapt, perform, and evaluate processes and actions)

Selection AdviceHome Economics is recommended for students who wish to develop a range of skills that can positively affect their health and well‐being, and can be utilized in everyday life activities. The course also helps develop social and vocational skills including communicating with others, working in a team, planning and organizing activities, using technology and aesthetics, decision making and problem solving. Good time management skills are an asset in meeting practical production deadlines. Further education and career opportunities in areas such as:‐ social work, human resources management, health/early childhood education, dietetics, public relations, food/fashion/interior design, hospitality, food science and technology, nursing and medical fields, can flow from studies in this course.


SIT20316 Certificate II in Hospitality

COURSE OVERVIEW (Information current as of 10 May 2016)

SIT20316 Certificate II in Hospitality is a great foundation for a career in the Hospitality Industry. It provides students with the basic operational knowledge and practical work skills to perform a variety of food and beverage activities in a wide scope of hospitality related positions. It is suitable for students seeking employment opportunities in such places as restaurants, hotels, motels, catering operations, clubs, pubs, cafes and coffee shops. For students aspiring to complete further study, the Certificate II may be used as credit towards courses such as a Certificate III in Hospitality and a Diploma of Hospitality. An essential requirement of the Certificate II is for students to complete twelve shifts of work placement over the two‐year course of study. This may include part‐time, paid, or unpaid work. Work placement allows students to gain knowledge directly with those working in the Industry. It provides opportunities for students to be involved in realistic situations that will allow them to apply the underpinning skills and knowledge they have learnt during the course. CREDIT FOR THE QUEENSLAND CERTIFICATE OF EDUCATION The qualification contains 12 units of competency and completion of all 12 units will earn a student 4 credit points towards the Queensland Certificate of Education (QCE). Credits awarded for partial completion of the Certificate II will be based on the percentage of competencies attained (25%, 50%, and 75%). Students will receive a Statement of Attainment for partial completion of the qualification or a Certificate if all units are satisfactorily completed. COURSE STRUCTURE Training Direct, a partner Registered Training Organisation will have responsibility for course compliance, training, assessment, reporting and recording student results. This course will be offered as a stand ‐ alone VET certificate course delivered by teachers at the school in partnership with RTO trainers and assessors. Students will work through learning materials and will undertake practical activities in a simulated work environment, coupled with evidence from work placements to demonstrate their capabilities across a range competencies. Students enrolling in this course will be charged a fee for each year of enrolment. Fees for 2017‐ 2018 are yet to be determined (eg. In 2016 $40/year). Below is a table of the Units of Competencies students will undertake. We may negotiate different electives to meet our site specific requirements.


SITHIND002 Source and use information on the hospitality industry CORE

BSBWOR203 Work effectively with others CORE

SITXCCS003 Interact with customers CORE

SITXWHS001 Participate in safe work practices CORE

SITXCOM002 Show social and cultural sensitivity CORE

SITHIND003 Use Hospitality skills effectively CORE

SITXFSA001 Use hygienic practices for food safety GROUP A

SITHCCC003 Prepare and present sandwiches GROUP B

SITXFIN001 Process financial transactions GROUP B

SITHFAB002 Provide responsible service of alcohol GROUP B

SITHFAB004 Prepare and serve non‐alcoholic beverages GROUP B

SITHFAB005 Prepare and serve espresso coffee GROUP B



Leadership and Personal Development

Head of Department

Mr Michael Brown

Subjects GOALS

Please contact either the Head of Department or your class Teacher if you wish to discuss

any aspect of the subjects listed in this faculty.



GOALS (Gap Outdoor Adventure and Leadership Studies)

Why study GOALS? What is studied?

The Gap State High School works towards the vision of ‘Educating the whole person’. GOALS contributes to the implement of this vision by concentrating on developing student’s personal and social competencies. GOALS is based on axioms and research that indicate life success is not only contingent on intelligence or academic education but also well‐developed personal and social competencies. A person’s propensity for success can be enhanced by developing these competencies. Research also shows that development of these competencies may lead to improved academic results, improved learning culture, improved attendance and reduced disciplinary actions. In a world where positions and titles do not draw spontaneous respect, and where people are wary of those who intend to influence them, an ability to lead will garner success. Accordingly, the program also aims to instill a sense of leadership in students in the hope that wherever their life’s journey takes them they will have the skills to work confidently and cooperatively with others. That they will seek to lead if the situation calls, and when they lead they will do so honorably, ethically and according to preconceived values.

During Year 11 students study: Leadership, Philosophy and Spirituality, Leadership Training Centre challenges, Health, and are given the opportunity to attain a First Aid Certificate (HLTFA301C Apply First Aid). Students undertake a Leadership Camp in Term 4. In Year 12 students study: Challenges and Opportunities, QCS preparations, Life Skills and a resuscitation refresher.


The program largely employs experiential education strategies. It aims to stretch and challenge students in unfamiliar and often adventurous settings and in contexts of perceived danger and where outcomes are real and immediate. In Years 11 and 12 experiential education is balanced with classroom learning. In Year 12 students benefit from several guest presenters who expand on the challenges and opportunities beyond school years and the life skills necessary for success

Depending on the specific subject area, students are assessed by written examination, practical assessment (e.g. CPR), oral presentations, and teacher discernment of leadership qualities, or combinations of the foregoing as appropriate. Student’s assessment is purposeful and varied and structured to allow students to demonstrate the learning outcomes in a variety of contexts.



Health, Physical Education and Sport

Head of Department

Mr Richard James

Subjects Physical Education





Physical Education

Authority Subject

Why study Senior Physical Education? What is studied? Physical Education involves students learning in, about and through physical activity. Physical Education focuses on the complex interrelationships between motor learning and psychological, biomechanical, physiological and sociological factors that influence individual and team physical performances, together with the wider social attitudes to and understandings of physical activity. Students focus on the study of physical activity in its varying contexts in Australian society. Through engagement with and in physical activity students become self‐directed, interdependent and independent learners. While Physical Education provides opportunities for students to expand and explore more deeply the understandings of their previous experience in this area of learning, there are no prerequisites required to study PE at senior school level.

Students will be involved in learning in, about and through physical activities that comprise a complete process of learning, simultaneously covering the general objectives of Acquiring, Applying, Evaluating and Appreciating. Students explore the three focus areas of Physical Education using climbing, athletics, volleyball and soccer as the physical vehicles for learning and assessment. The three focus area of Physical Education are: How are skills learned, implemented, maintained and

enhanced? How can an understanding of physiology of exercise,

training and program development improve team and individual performance?

How do socio‐cultural understandings of sport, physical activity and exercise influence personal, team and community participation, appreciation and values, within Australian society?

How do students learn? How are students assessed? Students learn practically by undertaking physical activities and applying theory to practice. They also learn the theory in the classroom that enables enhanced physical practice. Each week six lessons are assigned to the course. Usually about half the course time each week is spent actually performing in a physical activity while the remaining time is spent learning the theoretical aspects of the course.

Students will be involved in learning in, about and through physical activities that comprise a complete process of learning, simultaneously covering the general objectives of Acquiring, Applying, Evaluating and Appreciating. Physical, written and oral modes of assessment are all used. Criterion 1 ‐ Acquiring This refers to abilities to acquire knowledge, understandings, values, attitudes, capacities and skills about, through and in physical activity, through processes such as gathering, recalling and comprehending information. Criterion 2 ‐ Applying This refers to abilities to apply knowledge, understandings, values, attitudes, capacities and skills about, through and in physical activity, through processes such as interpreting, analysing and synthesising information. Criterion 3 ‐ Evaluating This refers to abilities to apply knowledge, understandings, values, attitudes, capacities and skills about, through and in physical activity through processes such as hypothesising, justifying and appraising information.



SIS30310 Certificate III in Fitness Vocational Education and Training (VET) VCA is a VET subject. Students will be streamed into Cert III in Fitness or Certificate II in Community Activities depending on capacity and motivations.

COURSE OVERVIEW The Fitness Studies Course provides students with the opportunity to complete the SIS30313 Certificate III in Fitness. The qualification is offered to students in the senior phase of learning who have an interest in the fitness industry. This qualification provides the skills and knowledge for an individual to be competent in a range of activities and functions requiring autonomous work within a defined range of exercise instruction situations and activities. Work may be undertaken in locations such as gyms, fitness facilities, pools, community facilities and in outdoor environments.

Students in Years 11 and 12 may enrol in this course. The delivery and assessment may be in a simulated work or industry environment with a high degree of supervision. The units are suitable for the school to contextualise to local industry activities. This qualification provides articulation to studies in Certificate IV and Diploma in Fitness qualifications.

CREDIT FOR QUEENSLAND CERTIFICATE OF EDUCATION The qualification contains 15 units of competency and completion of all 15 units will earn a student 8 credit points towards their Queensland Certificate of Education. Partial completion of the Certificate III will be based on the percentage of competencies attained (25%, 50%, and 75%) e.g. completion of 8 units will earn 4 credits. Students will receive a Statement of Attainment for partial completion of the qualification or a Certificate if all units are satisfactorily completed.

COURSE STRUCTURE The Metropolitan Schools Training Unit (MSTU) will be the Registered Training Organisation with responsibility for training, assessment, compliance, reporting and recording student results. This course will be delivered as a stand‐alone VET certificate course delivered by qualified teachers at the school with the support of a course coordinator appointed by MSTU. It will be delivered through class‐based tasks that will simulate a specific industry environment. In addition, students may be involved in work experience over the two years. Students will be charged an annual fee for enrolment. Fees for 2015/2016 are yet to be determined. (In 2015 the fee is likely to be $135 and probably around $80 in 2016).


SISFFIT301A Provide fitness orientation and health screening Core

SISFFIT302A Provide quality service in the fitness industry Core

SISFFIT303A Develop and apply an awareness of specific population to exercise delivery

Core

HLTAID003 Provide first aid Core

SISFFIT305A Apply anatomy and physiology principles in a fitness context Core

SISXFAC201A Maintain sport and recreation equipment for activities Core

SISXIND101A Work effectively in sport and recreation environments Core

SISXOHS101A Follow occupational health and safety policies Core

SISXRSK301A Undertake risk analysis of activities Core

SISFFIT306A Provide healthy eating information to clients in accordance with recommended guidelines

Core

SISFFIT307A Undertake client health assessment Gym Instruction

SISFFIT308A Plan and deliver gym programs Gym Instruction

SISFFIT304A Instruct and monitor fitness programs Gym Instruction

SISXCAI306A Facilitate groups Cross Sector

SISFFIT309A Plan and deliver group exercise programs Fitness

Certificate III in Fitness has 15 Unit, 10 Core units, and five elective units. Some choice may be available in the electives dependent on physical and human resources available.



Senior Schooling

Head of Department

Mr Ross Muir

Accounting Business Management

Certificate III in Business Vocational Education and Training (VET)

Work Experience School Based Traineeships and Apprenticeships (SATs)

TAFE and other Registered Training Organisations




Accounting

Authority Subject

Why study Accounting? What is studied?

Accounting introduces students to the world of finance in a systematic manner. People use accounting information to help evaluate performance; to make decisions; and to report on the operation of an organisation from both an internal and external perspective. Students benefit from learning how to control their own finances and also those of small businesses. Accounting can lead students into careers in: Banking, International Trade, Accounting, Business Ownership, Information Technology, Finance, Government, Taxation and Management.

The accounting procedures taught are consistent with the practices of professional bodies. During the course, students will study:

Principles of double‐entry accounting;

Preparation of accounting records and reports to show cash flow, profit and financial position;

Use of technologies relevant to the preparation of accounting records and reports – accounting packages, spread sheets and electronic business;

Control of the major financial elements of a business – cash, credit transactions, inventories and non‐current assets; and

Analysis and interpretation of reports in order to make decisions.


Together with many of the more traditional teaching and learning activities, students may be involved in activities which include

Practice class sets;

Group work;

Participation in a 3 day business simulation workshop ‐ ECOMAN;

Debates and discussions;

Research activities;

Case studies;

Use of computers;

Projects and assignments;

Collection and interpretation of newspaper and magazine articles;

Guest speakers;

Videos;

Statistics and data analysis; and

MYOB Software Package.

The criteria used to determine levels of achievement are:

Knowledge and procedural practices;

Interpretation and evaluation; and

Applied practical processes.

Competency within the language component will be taken into consideration within each assessment item. Each criterion is of equal importance in determining a student’s level of achievement. Assessment techniques used include: objective/short answer response items; extended response items; practical application items; response to stimulus materials; computer based tests; assignments; and projects.

Selection Advice There are NO prerequisites for this subject. Accountancy is central to every business activity. Students who have studied Junior E‐Commerce will find this of advantage only in the earlier stages of the course. A High Level of Achievement in Year 10 English and Mathematics is desirable.



Business Management

Authority Subject Why study Business Management? What is studied?

Studying Business Management inspires you to be creative and innovative as you learn how businesses are managed and understand the important role that managers play in business. In Business Management, you will explore the main functions of businesses and the ways that these functions work together to achieve business goals. You will work in partnerships, small groups and teams as you navigate through the decisions that business managers often face. You will participate in practical and authentic business situations. This may involve you using innovation and creativity to develop feasibility studies or undertake business ventures.

As you study Business Management, you will explore key concepts relating to:

management practices;

marketing management;

operations management;

human resource management;

finance management; and

business development. Business Management lets you learn about these areas of study in relevant contexts, such as international business, small‐to‐medium enterprise, industry‐specific and not‐for‐profit management.

How will you learn? How will you be assessed? In Business Management, you will investigate

case studies which may be based on local, national and global business contexts to identify the key issues that impact businesses.

You will collect and organise business information which you can then analyse to look for trends, patterns or relationships.

Simulating the role of a business manager, you will suggest management strategies and recommendations aimed at achieving business objectives.

Working in partnerships, small groups and teams on short‐ and long‐term projects, you will learn and develop communication and management strategies which are essential for business managers. You may enact these strategies in class, through business ventures or in assessment tasks and identify how business managers enact these strategies in the business situations you study.

You will participate in a 3 day business simulation workshop – ECOMAN.

Assessment in Business Management allows you to demonstrate your knowledge and understanding in business situations.

By analysing the strategies you see in business situations, you may evaluate how effective they are and propose recommendations.

You will have a chance to present this information to audiences through writing and speaking, or by combining modes for a presentation. These communication skills will be useful for a future in business management.

In Business Management, assessment instruments include feasibility studies, extended responses and examinations and oral presentations. ‐ Feasibility Studies involve proposing a start‐up

business or a new business idea. By analysing existing or competing businesses, you will determine the viability of your business idea or start‐up business.

‐ Extended responses include responses to research or stimulus materials, such as business venture reports, essays, articles, speeches or presentations.

‐ Examinations may be extended response tests or short response tests, which include short answer responses.

‐ Oral presentations to address industry issues. In Year 12, you will complete between five and seven assessment responses, including at least one feasibility study and at least one supervised extended response test.

Selection Advice A course of study in Business Management can contribute 4 credits towards the Queensland Certificate of Education (QCE), and open a door to further education and employment in small-to-medium enterprise, business management, human resource management, financial management, commerce, marketing and operations management and corporate systems management.



BSB30110 Certificate III in Business*^

COURSE OVERVIEW The Business Studies Course provides students with the opportunity to complement their Business Studies curriculum by undertaking BSB30115 Certificate III in Business. This qualification reflects the role of individuals who are required to apply a broad range of competencies in a varied work context using some discretion, judgment and relevant theoretical knowledge. They may provide technical advice and support to a team. Successful completion of the qualification will enable students to seek work in different industry sectors.

This course will help students to develop their skills in customer service, occupational health and safety, as well as learning how to create documents, presentations and publications, organise their work priorities and identify opportunities for personal development. Possible job titles relevant to this qualification include: customer service adviser; data entry operator; general clerk; receptionist; or word processing operator.

This qualification provides entry to studies at Certificate IV in Business level or a range of other Certificate IV qualifications.

Completion of a Certificate III in Business provides students with a Queensland Tertiary Admission Centre (QTAC) ranking. Tertiary level combined Diploma/Degrees are also available in the following areas:

Diploma of Business/Bachelor of Business Diploma of Business/Bachelor of Business Administration Diploma of Business/Bachelor of Commerce

CREDIT FOR QUEENSLAND CERTIFICATE OF EDUCATION The qualification contains 12 units of competency and completion of all 12 units will earn a student 8 credit points towards their Queensland Certificate of Education. Partial completion of the Certificate III will be based on the percentage of competencies attained (25%, 50%, and 75%) e.g. completion of 6 units will earn 4 credits. Students will receive a Statement of Attainment for partial completion of the qualification or a Certificate if all units are satisfactorily completed. COURSE STRUCTURE Binnacle Training are The Registered Training Organisation (RTO) for this qualification. This course is delivered as a VET certificate course by qualified teachers at the school. Students may be required to attend tutorials, on‐line activities, workshops and work experience outside of their normal class time and to submit a range of assessment. Students need to be prepared to commit to the extra study hours and required out‐of‐class activities.

Unit number & Unit Name Core/Elective

BSBWHS302 Apply knowledge of WHS legislation in the workplace Core

BSBCRT301 Develop and extend critical and creative thinking skills Elective

BSBINN301 Promote innovation in a team environment Elective

BSBFLM312 Contribute to team effectiveness Elective

BSBWHS303 Participate in WHS hazard identification, risk assessment and risk control Elective

BSBSMB201 Identify suitability for micro business Elective

BSBCUS301 Deliver and monitor a service to customers Elective

BSBWRT301 Write simple documents Elective

BSBITU306 Design and produce business documents Elective

BSBWOR301 Organise personal work priorities and development Elective

BSBSMB 302 Develop a micro business proposal Elective

FNSFLT301 Be MoneySmart Elective

BSBLED301 Undertake E‐Learning Elective *‐Certificate courses will only be offered if minimum enrolment numbers are reached and the appropriate physical and human resources to deliver the course under AQTF guideline. ^‐there are administration fees and other school fees associated with this course.



VET Certificate programs through other Registered Training Organisations

Brisbane North West Trade Training Centre The Brisbane North‐West Trade Training Centre (BNWTTC) is a facility that will allow students of The Gap State High School (Lead School), Mitchelton State High School, Everton Park State High School, Mt Maria College and Northside Christian College, to build their skills and enhance their opportunities to access employment and training in Engineering, Electrotechnology and Renewable Energy industries.

Courses Students will be able to select from the fields of:

Engineering – Certificate II in Engineering will provide students with a broad‐based foundation of competencies in a range of metal engineering skills such as basic machining, fabrication and use of hand and power tools. This will enhance the student’s entry‐level employment prospects into apprenticeships and traineeships.

Electrotechnology ‐ The Electrotechnology industry covers all aspects of electrical, electronic and communications technologies. People working in the industry install, service, repair and maintain electrical and electronic equipment for industrial, commercial and domestic purposes.

‐ Certificate II in Electrotechnology will allow students to develop knowledge and skills in Electrical Principals and Electrical wiring practices including assembly & disassembly electrical components.

‐ Certificate II in Automotive Mechanical allows students to develop knowledge and skills in critical areas relating to light vehicles (e.g. air conditioning, underbody, braking, exhaust, servicing).

Program Students will commence courses in Year 11 in their chosen fields. They will attend the TTC one day per week from 8.00 am to 2 pm, for 2 years, to complete their alternative program. In addition to these nationally recognised qualifications, BNWTTC Trade students may apply for an Australian School based Apprenticeship (SAT) should they become available. All students accessing the BNWTTC will be eligible for ‘credits’ towards their Queensland Certificate of Education upon successful completion of their program. Cost: Free (Subsidised through VETiS funding model) The Trade Training Centre also offers Trade Taster courses for Year 10 students throughout the year. This course is designed to give students the opportunity to obtain some experience in the trade areas to assist students with determining if the Certificate II courses offered to senior students are suitable for them. Students must acknowledge this choice in their SET plan. Students must obtain enrolment form from Mr Muir


Brisbane North West Trade Training Centre (Mitchelton) Course Duration of

Course Competencies Career Pathways

Cert II in Automotive Vocational Preparation AUR20712 (12 units) Term 1‐2

6 months AURAEA2002 – Apply environmental and sustainability best practice in an auto workplace AURAFA2003 – Communicate effectively in an automotive workplace AURASA2002 – Apply safe working practices in an automotive workplace AURETR1003– Apply automotive electrical system fundamentals AURETR2015 – Inspect and service batteries AURTTA2004 – Carry out servicing operations AURTTD2004 – Inspect and service suspension systems AURTTK2002 – Use and maintain tools and equipment AURTTQ2003 – Service final drive (driveline) AURLTA1001 – Apply automotive mechanical system fundamentals AURTTA2005 – Select and use bearings, seals, gaskets, sealants and adhesives. AURAFA2004 – Solve routine problems in an automotive workplace

Trades assistant Vehicle service assistant Automotive service assistant Trainee serviceperson Braking system technology specialist Cooling system technology specialist Cylinder head re‐condition specialist Driveline system technology specialist Steering and suspension specialist

Cert II in Automotive Servicing Technology AUR20512 (20 units) Term 3‐4

12 months Units listed above (AUR20712) with the addition of the following: AURATA2001 – Identify basic automotive faults using troubleshooting processes AURTTB2001 – Inspect and service braking systems AURTTD2002 – Inspect and service steering systems AURTTE2004 – Inspect and service engines AURTTC2001 – Inspect and service cooling systems AURTTX2002 – Inspect and service transmissions (manual) AURTTX2003 – Inspect and service transmissions (automatic) AURTTZ2002 – Repair exhaust system components

Trades assistant Vehicle service assistant Automotive service assistant Trainee serviceperson Braking system technology specialist Cooling system technology specialist Cylinder head re‐condition specialist Driveline system technology specialist Steering and suspension specialist Mechanic (light vehicle) Automotive Mechanical Diagnosis specialist Automotive Mechanical Overhauling Automotive Air‐Conditioning specialist Automotive Electrician Diesel Fitter Diesel Mechanic Mechanic (heavy road transport)



Course Duration of Course

Competencies Career Pathways

Cert II Engineering 12 months MEM13014A ‐ Apply principles of occupational health and safety in the work environment MEM16006A – Organise and communicate information MEM18001C – Use hand tools MEM18002B – Use power tools/hand held operations MEMPE001A – Use engineering workshop machines MEMPE002A – Use electric welding machines MEMPE003A – Use oxy=acetylene and soldering equipment MEMPE005A – Develop a career plan for the engineering and manufacturing industry MEMPE006A – Undertake a basic engineering project MEMPE007A – Pull apart and re‐assemble engineering mechanisms MSAENV272B – Participate in environmentally sustainable work practices MSAPMSUP106A – Work in a team

Boilermaker; CAD Expert; Engineering Drafting; Fitter and Turner; Heavy Engineering Technician; Light or Heavy Fabrication Worker; Locksmith; Mechanical Engineer; Metallurgical and Laboratory Technician; Sheet‐Metal Worker; Specialist Technician; Supervisor; Welder.

Cert Electro‐Technology 12 months UEENEEE101A ‐ Apply Occupational Health and Safety regulations, codes and practices in the workplace UEENEEE104A ‐ Solve problems in D.C. circuits UEENEEE141A ‐ Use of routine equipment/plant/technologies in an energy sector environment UEENEEE148A ‐ Carry out routine work activities in an energy sector environment UEENEEE179A ‐ Identify and select components, accessories and materials for energy sector work activities UEENEEK142A ‐ Apply environmentally and sustainable procedures in the energy sector UEENEEC001B ‐ Maintain documentation CPCCOHS1001A ‐ Work safely in the construction industry HLTAID001 ‐ Provide cardiopulmonary resuscitation UEENEED101A ‐ Use computer applications relevant to a workplace UEENEEE102A ‐Fabricate, assemble and dismantle utilities industry components UEENEEE105A ‐ Fix and secure electrotechnology equipment UEENEEP024A ‐ Attach cords and plugs to electrical equipment for connection to a single phase 230 Volt supply

Data and Voice Telecommunications; Electrician; Electrical/electronics designer; Electrical Fitter; Electrical Mechanic; Electronics Technician; Equipment Manufacturer/repairer; Instrumentation Technician; Renewable Energy Technician; Security Systems Specialist.


Queensland TAFE

How does it work? TAFE Queensland offer the opportunity for high school students in Years 11 and 12 a range of training options. How do students participate in courses? Study should be identified in the SET Plan Prior commencement of TAFE courses schools/students must complete New Students details form to Mr Muir by the end of September. The school will receive notification in October of students who have been successful in gaining a place in programs for the following year. Students will be sent a letter to their home address over the holidays advising them of successful enrolment. Once fees have been paid for students timetables are issued before the commencement of the year’s classes. What Fees do students pay? School students who undertake a nationally recognized VET qualification at TAFE as part of their senior studies may incur varied fees depending on the type and qualification level selected (e.g. Cert III Beauty Services). For certain courses no tuition fees are charged at all. Given the wide range of courses on offer it is advised that parents and must student consult the TAFE Queensland website regarding delivery and potential fees attached to courses. These fees are to be paid prior to the commencement of TAFE program. The letter sent home to students confirming their place in the program (TAS Parental Permission) explains how they can enroll and pay fees. This arrangement is between parents and TAFE Queensland. Please not that there are payment plans available to parents also regarding these fees. Skillstech Skillstech Australia is Queensland’s leading TAFE Institute with respect so automotive, building and construction, electro‐technology, gas, resources, utilities, manufacturing and engineering. Courses are predominately subsidised under the VETis funding. However please be advised that certain courses may attract administrative fees. Transport Students must make their own transport arrangements to other training organisations. For more detailed information visit www.translink.com.au and use the “Journey Planner” to find out exactly how public transport can help you get to other RTO’s.



External VET Offerings: Information current as of June 2015

DISCLAIMER: institutions are subject to changing offerings All courses have fees and charges associated with them, and this should be checked thoroughly at the time of enrolment

Queenslan

d TAFE

Brisbane North Institute of TAFE (BNIT)

http://www.bn.tafe.qld.gov.au/resources/pdf/brochures-forms-publications/schools-program.pdf

Campuses

Bracken Ridge

Caboolture

Grovely

Ithaca

Redcliffe

Courses

Induction to Nursing & Aged care (Yr 12 Sem 1 only)

Certificate III Visual Art

Certificate III Information, Digital Media and Technology

Certificate III in Design Fundamentals

Certificate III in Hospitality

Certificate III in Animal Studies

Certificate III in Children's Services

“Double Scoop”(Certificate III in Tourism & Certificate III in Events)

“Cook your way around the world” (Certificate II in Hospitality [Kitchen Operations])

Courses

Certificate III in Beauty Services

Certificate III in Visual Arts


Certificate II in Hairdressing

Certificate III in Interior Design

Certificate III in Media

“Future Business Leaders” (Certificate III Business & Certificate III Business Administration)

Certificate III in Educational Support

Southbank Institute of Technology (STEP)

http://www.southbank.edu.au/site/schools/downloads/step-brochure-2012.pdf

Campus

Southbank

Courses

Certificate III in Events

Certificate IV in Justice Studies


Certificate III in Hospitality

Certificate III Children's Services

Certificate IV in Business


Certificate III in Health Service Assistance

Courses

Certificate III in Visual Arts

Units from Certificate IV in Photo Imaging

Certificate IV in Interactive Digital Media

Certificate III in Beauty

Units from Diploma of Tourism

Units from Certificate IV Graphic Design

Skills Tech

http://www.skillstech.tafe.qld.gov.au/resources/schools/vet-in-schools-program-guide.pdf

Campuses

Bracken Ridge

Eagle Farm

Alexandra Hills

Acacia Ridge

Mt Gravatt

Salisbury

Courses

Certificate I in Construction

Certificate II in Auto Electrical

Certificate II in Auto Mechanical

Certificate II in Furniture Making

Certificate I in Engineering (diesel fitting)

Courses

Certificate I in Plumbing

Certificate II in Data and Voice Communications

Certificate II in Electro Technology

Certificate II in Engineering (metal Fabrication)

Computer aided Drafting

Certificate I in Engineering (fitting) Metropolitan South

Institute of TAFE (MSIT)

http://www.msit.tafe.qld.gov.au/resources/pdf/courses/partnership_schools.pdf

Campuses

Alexandra Hills

Loganlea

Mt Gravatt

Yeronga

Courses:


(photo imaging)

Certificate III in Fashion Design


Certificate III in Live production, Theatre, and Events

Certificate III in Events

Certificate III in Tourism

Certificate III in Media (Animation & motion graphics)

Certificate III in Music Foundation

Certificate III in Performing Arts

Certificate II in Health Support Services

Certificate II in Animal Studies

Certificate II in Horticulture

Certificate II in Retail

Courses

Certificate III in Visual Arts & Contemporary Crafts

Certificate III in Allied Health

Certificate III in Aged Care work

Certificate III in Children's Services

Certificate III in Information Technology

Certificate II in Hairdressing

Certificate III in Design Fundamentals (graphic & digital arts)

Certificate III in Accounts Administration

Certificate III in Business(Legal)

Certificate III in Media (Film and TV production)

Certificate II in Applied Fashion (design and technology)

Jazz Music Institute http://www.jazz.qld.edu.au/courses/certificates/

Campus

Bowen Hills

Courses

Certificate III Music Performance

Certificate IV in Music Performance Queensland School of

Beauty Therapy

Campus

Toowong

Courses

Certificate II in Nail Technology

Certificate II in Retail Make‐up and Skincare

Certificate II in Beauty Services

Certificate IV in Beauty Therapy

Diploma of Beauty Therapy Brisbane and North‐West

Trade Training Centre Campus

Mitchelton

Courses

Certificate II in Electro Technology

Certificate I in Engineering



Tertiary Programs There are a number of tertiary programs on offer for Year 11 and 12 students from tertiary institutions. 1. Enhances Studies Program UQ (ESP) ‐ Year 12 only The University of Queensland offer a range of subjects at university Level to students in a number of courses for Semester 1 in Year 12. Information will be distributed to students in Semester 2 of Year 11. Online at:

http://www.uq.edu.au/esp/ 2. Start at QUT Program – Year 12 only The Queensland University of Technology offer a range of subjects in a number of courses to students for both Semesters in Year 12. Information will be distributed to students in Semester 2 of Year 11. Online at:

http://www.scholarships.qut.edu.au/commencing/start/index.jsp 3. GUESTs Griffith Program – Year 12 only Griffith University offers a range of subjects in a number of courses to students for both semesters in Year 12. Information will be distributed to students in Semester 2 of Year 11. Online at:

http://www.griffith.edu.au/admissions/guests‐program



School Based Apprenticeships and Traineeships (SATs)

Why do (SATs) What is SAT?

School‐based apprenticeships and traineeships (SATs) allow students to train and do paid work in a chosen traineeship or apprenticeship while still at school completing the Senior Phase of Learning. Specific training related to the SAT may occur at the worksite, at school, TAFE or a private training college. A SAT represents one of the student’s six subjects.

Students undertaking SATs:

Attend work part‐time (usually one day per week and maybe for some days during the school holidays)

Attend school part‐time (but are still considered full‐time secondary students)

Usually undertake the off‐the‐job‐training component of their apprenticeship/traineeship during school time.

Benefits for students: How is SAT assessed?

Up to six (6‐8) credit points towards a QCE – Certificate III competencies demonstrated (2) and on the job component completed (4)

A head start in the job market

Completion or progress toward the completion of a vocational (VET) qualification.

Paid employment for the time spent at work.

Training with a registered training organisation

An easier move from school to work

Gaining first‐hand experience in the industry

Using a VET qualification to access further courses.

Successful students complete either a Certificate II or Certificate III. This certificate is a nationally endorsed training package qualification endorsed by the National Training Quality Council (NTQC). Assessment is competency based. Once competency in a unit is demonstrated students move onto the next unit.

Selection advice School‐based apprenticeships/traineeships are a competitive market. Students need to exhibit the necessary soft skills required in the work market. Step 1: Choose the right apprenticeship or traineeship. Traineeships and apprenticeships are regularly

advertised in the school notices and newsletter. Further access to lists of all apprenticeships or traineeships can be found at: www.trainandemploy.qld.gov.au

Step 2: Talk to the school to confirm your interest and discuss the possibility of combining the SAT with your school program.

Step 3: Find an employer. Positions are advertised regularly through employment agencies or find someone you know to offer one to you.

Step 4: A training provider is selected by the employer. Step 5: Enter into a Training Contract signed by the student, parent, employer, school and training provider.

Documents

2017 2018 Senior Curriculum Handbook May 2016€¦ · The Gap State High School Senior Curriculum Handbook 4 A message about Senior Schooling Participation in the senior years can