MORANBAH STATE HIGH SCHOOL · Schooling, and the subject selection process for Year 11 electives. I encourage you to take the time to read the information contained in this handbook

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A Message

MORANBAH STATE HIGH

SCHOOL

Registered Training Organisation

RTO ID: 30402

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A Message from the Principal –

Mrs Felicity Roberts

Senior Schooling at our school supports the distinct nature of young adolescence, and

offers a connected, engaging curriculum to guide young people in a safe and secure

environment. The Moranbah Community is very proud of its local secondary school,

and I know that we are preparing children to be citizens for tomorrow’s world. We are

committed to ensuring that “every day, in every classroom, every student is

learning, achieving and valued”.

As Principal of the school, I am committed to developing a first class education system that meets the unique

needs of your child. I am committed to our vision that will ensure Pathways for Diverse Futures and value the

work undertaken in our Junior School to ensure No Student is Invisible (one of our central priorities).

This booklet has been compiled in an attempt to answer the many questions you may have about the

philosophy of Senior Schooling and curriculum available at Moranbah State High School. For Year 10 students,

the choice of subjects for entry into Year 11 must be made only after careful consideration of your ability, past

achievement and future vocational and educational goals. You will find included in the booklet:

Information about our Senior Schooling Programs, including a snapshot of what we offer and information

about QCE.

A statement on all subjects by the Heads of Department/Subject Area Coordinators

A guide on how to pick Senior Schooling Electives for Year 11.

An Education and Career Planning (ECP) meeting will occur with all Senior Schooling students at Moranbah

State High School, every year, involving students, parents/ guardians and a school representative. These

individual meetings with students and parents aim to ensure that the best possible course of study is chosen

by each student, and that support is given to students throughout their time at MSHS.

I hope that you find this booklet useful in answering your questions about the programs on offer in Senior

Schooling, and the subject selection process for Year 11 electives. I encourage you to take the time to read the

information contained in this handbook and contact me if you have any questions about our school.

We have a great school and fantastic students and I am proud to be leading such an amazing organisation.

Felicity Roberts

Principal

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Contents Our Curriculum Offerings ........................................................................................................................................................ 5

A snapshot of what we offer .................................................................................................................................................. 6

Choosing Subjects ................................................................................................................................................................... 7

Senior Education and Training Plan (SET Plan) ....................................................................................................................... 8

Queensland Certificate of Education (QCE) ............................................................................................................................ 9

Queensland Curriculum and Assessment Authority ............................................................................................................. 11

University Pathways ............................................................................................................................................................. 13

School of Distance Education ............................................................................................................................................... 13

VET – Vocational Education and Training ............................................................................................................................. 14

2017 Timetable Structure ..................................................................................................................................................... 16

School-Based Apprenticeships and Traineeships ................................................................................................................. 16

Year 10 Subject Offerings ..................................................................................................................................................... 18

Subject: English ................................................................................................................................................................. 19

Subject: Mathematics ....................................................................................................................................................... 21

Subject: Science ................................................................................................................................................................ 23

Subject: Junior Humanities and Civics and Citizenship ..................................................................................................... 25

Subject: Business .............................................................................................................................................................. 27

Subject: Digital Technologies ............................................................................................................................................ 29

Subject: Drama ................................................................................................................................................................. 31

Subject: Home Economics ................................................................................................................................................ 33

Subject: Junior Graphics ................................................................................................................................................... 34

Subject: Manufacturing .................................................................................................................................................... 35

Subject: Sports Development Studies .............................................................................................................................. 37

Subject: Visual Art ............................................................................................................................................................. 39

Year 11 & 12 Authority Subject Offerings ............................................................................................................................. 40

Subject: Biology ................................................................................................................................................................ 41

Subject: Business Communication and Technologies ....................................................................................................... 43

Subject: Chemistry ............................................................................................................................................................ 45

Subject: Drama ................................................................................................................................................................. 47

Subject: English ................................................................................................................................................................. 49

Subject: Geography ........................................................................................................................................................... 51

Subject: Senior Graphics ................................................................................................................................................... 51

Subject: Information Technology Systems ....................................................................................................................... 53

Subject: Legal Studies ....................................................................................................................................................... 56

Subject: Mathematics A .................................................................................................................................................... 58

Subject: Mathematics B .................................................................................................................................................... 60

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Subject: Modern History ................................................................................................................................................... 62

Subject: Physical Education .............................................................................................................................................. 64

Subject: Physics ................................................................................................................................................................. 66

Subject: Visual Art ............................................................................................................................................................ 68

Year 11 & 12 Authority Registered Courses ......................................................................................................................... 70

Subject: Agricultural Practices SAS ................................................................................................................................... 71

Subject: ARTS IN PRACTICE ............................................................................................................................................... 73

Subject: Business SAS........................................................................................................................................................ 75

Subject: Engineering Skills SAS ......................................................................................................................................... 77

Subject: English Communication ...................................................................................................................................... 79

Subject: Furnishing (Woodwork) SAS ............................................................................................................................... 81

Subject: Information & Communication Technology ....................................................................................................... 83

Subject: Industrial Graphics .............................................................................................................................................. 84

Subject: INDUSTRIAL TECHNOLOGY SKILLS ...................................................................................................................... 86

Subject: Marine & Aquatic Practices ................................................................................................................................ 87

Subject: Physical Recreation ............................................................................................................................................. 89

Subject: Prevocational Mathematics ................................................................................................................................ 91

Subject: Science in Practice .............................................................................................................................................. 93

Subject: Social and Community Studies............................................................................................................................ 95

Year 11 & 12 Preparatory Courses ........................................................................................................................................ 97

Subject: QSmart ................................................................................................................................................................ 98

Year 11 & 12 Vocational Education and Training (VET) Subjects ....................................................................................... 100

Certificate II in Business .................................................................................................................................................. 101

Certificate III Fitness ....................................................................................................................................................... 103

Certificate II in Information, Digital Media and Technology .......................................................................................... 106

Year 11 & 12 M-Step Programs .......................................................................................................................................... 108

M-STEP Education – Certificate III in Education Support, CHC30213 ..................................................................... 109

M-STEP Engineering ........................................................................................................................................... 112

M-STEP Enterprise – Business / Hospitality .................................................................................................................... 114

Pathways for Diverse Futures ............................................................................................................................................. 116

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Our Curriculum Offerings

Moranbah SHS offers its students a wide variety of courses throughout the Senior Phase

of Learning, incorporating Years 10 to 12. There are four types of senior courses offered

at Moranbah SHS:

Authority Courses (OP)

Authority Registered Courses (SAS)

Preparatory Courses

Vocational Education & Training Certificates

Authority Courses

These courses, approved by the Queensland Studies Authority (QCAA), are offered state

wide in Queensland secondary schools and colleges and are used in the calculation of

OPs (Overall Position). OPs are used to gain entry into tertiary institutions such as

universities. They contribute to the Queensland Certificate of Education (QCE) if the

required level of achievement is attained.

Authority Registered Courses

Authority registered courses are those based on QCAA developed Study Area Specifications (SAS). They are not used in

the calculation of an OP. Authority registered courses emphasise practical skills and knowledge relevant to specific

industries. They contribute to the QCE if the required level of achievement is attained.

Preparatory Courses

These courses are approved by QCAA and contribute to QCE points if the required level of achievement is obtained. They

are not used in the calculation of OP.

Vocational Education and Training (VET) Certificates

Students achievement is accredited vocational education competencies (based on industry-endorsed competency

standards) may give advanced standing towards a traineeship or apprenticeship and/or credit on entry to courses at TAFE

institutes and other registered training organisations. VET certificates contribute to the QCE if the required competence is

attained.

Students should keep the following points in mind:

Students study six (6) courses unless undertaking a School-Based Traineeship or Apprenticeship or Work Placement, in

which case they may elect to up student five (5) courses. Students who require an OP (Overall Position) for tertiary

entrance into a university course must choose at least five (5) Authority courses within their choice of six (6) courses.

Students not requiring an OP may study any combination of Authority, Authority Registered or VET Certificates.

All students should consult with the Deputy Principal (Senior School), Head of Department Senior School or VET

Coordinator about course choices which suit their needs. Once course choices are made, students should complete the

Subject Selection Online Form via OneSchool, indicating their preferred courses for Year 10. All students at Moranbah

SHS must study one (1) course from the English curriculum area and one (1) course from the Mathematics curriculum

areas. To comply with the Australian Curriculum, Year 10 students will also be required to undertake Science and History

as part of their compulsory schooling from 2013.

In order to offer a diverse curriculum, some courses may be organised with the assistance of the Brisbane School of

Distance Education (BSDE), Virtual Schooling Service (VSS) or other institutions e.g. TAFE and Private Registered Training

Organisations (RTO). This may depend on the class size and/or human/material resources. Please note – students need

to be very self-motivated to undertake these external courses and should limit the number they attempt.

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A snapshot of what we offer

The following outlines the Authority, Authority Registered and VET courses offered at Moranbah SHS.

This is not an exhaustive list. Some courses may not be offered due to student numbers and staffing

requirements. Some courses may be undertaken through Distance Education.

Authority Courses

Biology

Business Communication and Technology

Chemistry

Drama

English

Graphics

Information Technology Systems

Japanese

Legal Studies

Mathematics A

Mathematics B

Modern History

Physical Education

Physics

Visual Art

Authority Registered Courses

Arts in practice

Business Studies

Engineering Studies

English Communication

Furnishing Studies

Industrial Graphics

Information and Communication

Technologies

Industrial Technology Studies

Marine and Aquatic Practices

Prevocational Mathematics

Social and Community Practices

Sport and Recreation

Qsmart

Vocational Education and Training

Certificate II in Business

Certificate III in Education Support

Certificate I in Engineering

Certificate II in Engineering Pathways *

Certificate I in Financial Services

Certificate I and II in Hospitality

Certificate I and II in Information, Digital

Media and Technology

Certificate II in Resources and Infrastructure

Work Preparation*

Certificate II in Skills for Work and

Vocational Pathways

Certificate III Fitness*

* These certificate courses are offered through External Registered Training Organisations.

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Choosing Subjects

It is important that students choose senior courses carefully as their decisions may affect the types of occupations

they choose in the future, as well as their success and feelings about school.

We suggest students choose subjects which:

They enjoy

They achieve good results in

Reflect their interests and abilities

Help them reach their goals

Develop both life and work skills and knowledge for later life

Questions parents can ask their children

How well have you coped with similar subjects in the past?

Do you wish to undertake tertiary studies at university after Year 12? If you do, then you must study a

minimum of five (5) Authority Subjects out of six (6) to be selected. This is because only Authority Subjects

are used in the calculation of the Overall Position (OP).

If you know which tertiary course you would like to study, check the pre-requisite subjects necessary for

entry into that course in the QTAC guide.

If you do not know which tertiary course you are interested in, or if you wish to undertake tertiary studies,

where possible, choose subjects that keep as many options open as possible.

If you do not wish to study at a tertiary institution after Year 12 and you want to acquire skills that may help

you get a job after year 12, then a selection of Authority Registered Subjects and VET Certificates may be

advisable.

Vocational Education Certificates could provide a pathway to a job that attracts you. Success in these types

of certificates may give you advanced standing (credit) to a higher level course that you are interested in eg:

a Cert II in Community Services Work may lead to a Certificate III in Children’s Services.

After considering all the factors above, try to choose your best subjects and the ones you enjoy the most.

Make your senior years of school enjoyable.

Read carefully all of the subject descriptions in this booklet. Look at the type of assessment, abilities

required etc. Further queries regarding subjects may be directed to relevant teachers, the Guidance Officer

or a member of Administration.

Do your research

Take these steps to ensure you understand the content and requirements of each subject:

Read subject descriptions and course outlines carefully

Talk to Heads of Departments and teachers of each subject

Look at books and materials used in the subject

Listen carefully at subject selection talks

Talk to students who are already studying the subject

Check subject prerequisite expectations

Fully understand the requirements of the subject assignments, exams, safety, trips, camps etc.

Need further assistance in making decisions?

Contact the school to arrange an appointment with the Deputy Principal, Heads of Department, the Guidance

Officer or relevant teacher. More information can be found at http://www.QCAA.qld.edu.au

http://www.qsa.qld.edu.au/

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Senior Education and Training Plan (SET Plan)

The Queensland government introduced laws in 2006, which requires young people to be “learning or

earning”. All young people will be required to complete Year 10 at school and go on to undertake a

further two years of education and/or training, until they achieve a Queensland Certificate of

Education, Senior Statement or Certificate III vocational qualification or turn 17, (which comes first).

Young people will be exempt from these requirements if they gain full-time employment. The aim is

to encourage as many young people as possible to complete 12 years of schooling or equivalent.

A senior Education and Training (SET) Plan is developed to map a student’s future education and/or

employment goals and their QCE pathway. Moranbah SHS works with students to develop and then

implement their SET Plans. This plan assists them to make good choices about further learning and

work.

The SET Plan is designed to:

Work as a “road map” to help students achieve their learning goals during the Senior Phase of

Learning

Include flexible and co-ordinated pathway options

Assist students to examine further options across education, training and employment sectors

Help students to communicate with their parents/carers, Guidance Officer or teachers about

their intended pathways

In their personalised plan, students will be able to list a variety of different learning pathways, some of

which they may access outside the current formal structure of our school. This allows them to create

more options and flexibility in their learning. The plan can be altered if they decide to change

direction and explore different learning pathways.

How to complete SET Plans

Students can access their SET Plans through One School by logging into their Managed Internet

Service (MIS) account. Through the One School application, students can also set goals and targets

relating to each of their subjects. They can also access their academic results and add a range of other

information relating to their

education. Once this is completed,

students can print a report displaying

their career information in a user-

friendly document. Students having

difficulty accessing their information

on One School need to contact their

ICT Co-ordinator.

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Queensland Certificate of Education (QCE)

The QCE is awarded to eligible students – usually at the end of Year 12

Students can still work towards a QCE after Year 12 or if they leave school

Learning options are grouped into four categories- Core, Preparatory, Enrichment and Advanced

The QCE offers flexibility in what, where and when learning occurs

Students with special needs may be eligible to receive a QCIA (Queensland Certificate of Individual

Achievement)

Eligibility for a 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 10, 11 and 12. Others may not achieve it until after

they finish Year 12.

To achieve a QCE, a student needs at least twenty (20) credit points in a set pattern. At least 12 credits must come

from completed Core courses. An additional 8 credits can come from a combination of any courses. Students must

achieve a Sound, Pass or equivalent to receive QCE credits. Literacy and numeracy requirements must be met.

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 an Authority Subject is one semester

(amount of learning) at Sound Achievement (set standard) or a credit for a Certificate II qualification 25% (amount of

learning) of the competencies (set standard). Some learning achievements will be recorded, 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 an Authority subject does not meet the set standard to be a credit.

Flexibility

This certificate will recognise 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 needs to take place at

school. Some learning can be with a registered training provider, in a workplace or with a community group.

Students who do not meet the QCE requirements at the end of Year 12 can continue to work towards their

certificate (however credits expire after nine years). The QCAA will award a QCE in the following July or December,

once a student becomes eligible.

Senior Education Profile

Students in Queensland are issued with a Senior Education Profile when they complete Year 12. All students receive

a Senior Statement, and eligible students receive a Queensland Certificate of Education (QCE) and/or a Tertiary

Entrance Statement. Students who continue to study towards a QCE after completing Year 12 will receive a

Statement of Results when they become eligible for a QCE.

Students can access their Learning Accounts throughout the Senior Phase of Learning by logging on to the Student

Connect website at https://studentconnectQCAA.qld.edu.au/ . Students use their Learning Unique Identifier (LUI)

number to access information relating to their courses and credit points. Students can obtain their LUI number

through the school office.

https://studentconnectqsa.qld.edu.au/

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To be eligible for the QCE, students must complete 20 credits, at a set standard, in a set pattern.

Core (at least 12

credits needed from

completed core)

Credit Preparatory (Max

of 6 credits can

contribute)

Credit Enrichment (Max

of 8 credits can

contribute)

Credit Advanced (Max of 8

credits can

contribute

Credit

Authority of

Authority registered

subject

4 Certificate I

vocational

qualification –

maximum of 2 can

count

2 or 3

A level of a

recognised

certificate or award

in areas such as

music, dance,

drama, sport and

community

development

1

A one-semester

university subject

undertaken while at

school

2 A Senior External

Examination 4

VET Certificate II 4

VET Certificate III-IV* 8 Employment skills

development

program – only 1

can count

2

A negotiated

community or self-

directed project

1

A two-semester

university subject

undertaken while at

school

4

School-based

apprenticeships 2

School-based

traineeships 4

Tailored training

program 4

A re-engagement

program – only 1

can count

2 160 hours (20 days)

of structured

workplace learning

than an employer

endorses

2

Competencies in a

diploma or

advanced diploma

(per competency)

1 International learning

program

4 Short course in

literacy and

numeracy

developed by QCA

(per course)

1 per

course

Achieve the required standard….

Course of Study Set Standard Literacy Numeracy

Authority subjects and

Authority registered subjects

At least a Sound Level of

Achievement


Achievement in a semester of

an Authority or Authority

registered English subject; or


Achievement in a semester of

an Authority or Authority

registered Mathematics

subject; or

Vocational education and

training Competence

Competence in VET

vocational literacy 3

(39153QLD) or

Competence in VET

vocational numeracy 3

(39163QLD) or

University courses / subjects /

units undertaken while still at

school

At least a pass as defined by

the course

A pass in a literacy course

recognised by the QCAA or

A pass in a numeracy course

recognised by the QCAA or

International learning course

of study


the course


Achievement in the Literacy

strand of Authority

Registered Literacy and

Numeracy; or


Achievement in the Literacy

strand of Authority

Registered Literacy and

Numeracy; or

Recognised awards and

certificates Awarded

At least a C on the

Queensland Core Skills Test

At least a C on the

Queensland Core Skills Test

Workplace, community and

self-directed


the course

At least a C in QSMART

Course 1 & 2

*Some certificates III and IV are exempt and will attract less than 8 credits

+Some other rules may apply. Please check the QCE Handbook – available on the QCAA website

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Queensland Curriculum and Assessment Authority

Queensland’s system of externally moderated school based assessment

A brief outline of the system

Queensland’s system of assessment for senior students involves the use of externally-moderated school-based

assessment and a method for deriving tertiary entrance ranks using the results of a standardised test, the

Queensland Core Skills Test (QCS), to scale the results from school-based assessment. The system is managed

by the Queensland Curriculum and Assessment Authority (QCAA), an independent statutory body, and involves

a number of levels of quality assurance. The elements of the system are:

1. Syllabi developed and approved by the QCAA

Syllabi prescribe:

Objectives to be achieved by students and core content to be taught to students

Standards for the award of the five levels of achievement by the end of Year 12

The contents of folios of assessed student work by the end of Year 12

2. Approved Work Programs

Work programs developed by schools are approved by the QCAA and include:

The core content of the syllabus

Additional content, consistent with the syllabus and suited to the needs of students in a school

Learning experiences selected by a school, suited to the needs of students

Assessment program to be administered by the school including examples of assessment

3. Monitoring of standards at the end of Year 11

At the end of Year 11 schools send sample folios of assessed student work for each subject to the

QCAA. This work is assessed and schools advised whether the:

Approved work program has been followed

Assessment instruments are effective

Correct judgements about the standards being achieved by the students are being made

4. Verification of standards at the end of Year 12

QCAA reviews a prescribed sample of student folios against the standards outlined in the syllabus

QCAA advises Principals of the final distribution of Levels of Achievement based on the written

advice of the panels and, if necessary, additional folios of students work selected by the QCAA

5. Queensland Core Skills Test (QCS Test)

The Queensland Core Skills (QCS) Test assesses the Common Curriculum Elements experienced by

students when they study combinations of subjects over Years 11 and 12

The QCS Test comprises of two multiple-choice papers, a short response paper and a writing task

and is sat over two consecutive days by all eligible students in August of each year by Year 12

students

Students receive an A-E grade on the QCS Test

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6. Tertiary Entrance Ranks

Queensland uses a profile of tertiary entrance ranks – a main rank on a 1-25 point scale called an

Overall Position (OP) and five subsidiary ranks on 1-10 point scales called Field Positions

The ranks are constructed by using group results on the QCS test to scale the externally-moderated

school-based assessments

7. Comparison of moderated standards with standards on the Core Skills Test

The QCAA compares students’ distribution of results on the Queensland Core Skills (QCS) Test with

the distribution of results from externally-moderated school-based assessment

This is a quality assurance process and provides an opportunity to identify any anomalies that may

be related to a school’s assessment program. If this is the case additional training is provided by

the QCAA to the relevant school

8. Random Sampling

An additional quality assurance process is conducted each year with the QCAA taking a random

sample of Year 12 folios from schools across the state for review by different panels

This provides a further opportunity to provide input to schools if any issues are identified with

school-based assessment

9. Outcomes of the system

A student is awarded one of five levels of achievement in a subject at the end of Year 12. This level

of achievement represents the same standard regardless of the school attended by the student

Eligible students receive an Overall Position and up to five Field Positions (FP). These ranks are used

by universities and colleges to technical and further education to select students for tertiary courses.

Quality Assurance

The Queensland system is based on a rigorous framework of quality assurance of educational standards. The

results of students individually, and overall, are reviewed at a number of stages in the process. This quality

assurance process ensures that teachers and students receive useful and effective feedback on their

performance. For teachers, this provides essential professional development in the area of assessment and

consequently flows onto students. Elements of this quality assurance framework include:

Syllabi and work programs are quality assured by an external body – the QCAA

The products, students’ work, are sampled routinely by the QCAA, twice before the end of Year 12 with

provision for additional sampling and rectification if this is warranted

Different measures of students’ achievement are compared and adjustments are made where necessary

After-the-event training of teachers in schools occurs where this is warranted

The system has built-in continuous improvement of curriculum and assessment practices, teachers and

standards of student achievement in each school

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University Pathways

Overall Position (OP) – Who needs an OP and how is it calculated?

An OP is needed by anyone who is thinking of continuing with his/her studies after Year 12 at a tertiary

institution.

This is calculated by taking the performance in the equivalent of the students best five Authority subjects for

the full two years and the reminder can be made up of eight semester units of other Authority subjects. A

student’s OP is dependent on how well they achieve in their subjects. Students need to choose subjects in

which they have the best chance of doing well and which they will enjoy. The Overall Position (OP) will be

reported in 25 bands, with the highest being OP1.

Queensland Core Skills Test (QCS)

The QCS test is compulsory for all students who wish to receive an OP. The QCS test is closely related to the

skills being taught in the senior curriculum. It is used to compare the level of achievement of students in

different subjects as part of the process of calculation OPs.

Students at Moranbah SHS undertake comprehensive QCS preparation looking at strategies for success as well

as revising skills that are commonly tested. They sit practice tests in all four exam areas in Year 11 and Year 12.

Our students attend workshops run by Brisbane-based company Mighty Minds and have their practice tests

marked by professional QCS markers who provide students with individualised written feedback offering

positive comments, as well as advising on areas for improvement.

University Experience

Every year students are given the opportunity to attend the James Cook University Residential Experience

Program and spend four days in Townsville living on campus and attending simulated lectures in students’

chosen fields. This is a great opportunity for students to explore the university and investigate all the options

that it offers, as well as being able to talk to students who are currently studying in their areas of interest.

School of Distance Education

Where Moranbah SHS cannot offer a subject due to timetabling structure or low student numbers, Distance

Education and Virtual Schooling can be a viable alternative.

Brisbane School of Distance Education subjects provide students with extensive materials including lesson

notes, exercises, activities and assignments and these are to be completed under the direction of the SDE

teacher in accordance with a Work Rate Calendar. In addition, students have a timetabled lesson with their

teacher via the internet / teleconference on a regular basis (usually two lessons per week).

Many courses are currently available via SDE. The SDE website has a comprehensive list –

http://www.brisbanesde.qld.edu.au.

To perform well in SDE courses, students generally need to be:

Self-directed with the ability to work independently as well as being prepared to collaborate with other

students and the teacher

Competent users of technology or willing to acquire the necessary skills

Self-motivated and punctual to online lessons.

http://www.brisbanesde.qld.edu.au/

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VET – Vocational Education and Training

WHAT IS VET?

Vocational Education and Training (VET) is education and training to successfully enter the workforce.

Moranbah State High School is a Registered Training Organisation (RTO 30402) that is authorised to

deliver nationally accredited training to year 10, 11 and 12 students.

MORANBAH STATE HIGH SCHOOL’S SCOPE

VET qualifications are nationally recognised and each VET qualification achieved will accumulate QCE

points. In 2018, we intend to offer the following VET qualifications:

RII20115 Certificate II in Resources and Infrastructure Operations (M-Step

Engineering course in partnership with CQ University, RTO 40939)

MEM20413 Certificate II in Engineering Pathways (M-Step – Engineering course)

BSB20115 Certificate II in Business

ICT20115 Certificate II in Information, Digital Media and Technology (M-Step Business

course)

SIS30315 Certificate III in Fitness (in partnership with Binnacle Training- RTO 31319)

CHC30215 Certificate III in Education Support (M-Step Education course)

FSK20113 Certificate II in Skills for Work and Vocational Pathways

SIT20216 Certificate II in Hospitality (in partnership with Blue Print Career

Development RTO 30978)

MEM10105 Certificate I in Engineering (M-Step Engineering course)

NB: Delivery of qualifications is based on student interest and some courses may not be

delivered if there is insufficient student numbers.

UNITS OF COMPETENCY

Within each Certificate, is a number of compulsory and/or elective units of competency that student’s

must demonstrate their ability in.

Each unit of competency identifies a discrete workplace requirement and includes the knowledge and

skills that underpin competency as well as language, literacy and numeracy, and occupational health

and safety requirements. The unit of competency does not specify the content, only the outcomes.

Each unit of competency will be outlined in a Skills Checklist where students can explicitly determine

the elements of competency and the performance criteria. To be determined “Competent”, a student

must demonstrate a consistent ability to apply knowledge and skills to an industry standard.

EVIDENCE GATHERING TECHNIQUES

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Throughout the Certificate course, evidence will be gathered to determine competence through a

range of techniques, including:

Observations with checklists

Projects and portfolios

Questioning

Reports from workplace supervisor

VOCATIONAL OUTCOMES

On successful completion of the vocational units of competency in your Certificate course, you should:

Be able to carry out a range of entry-level employment tasks within a position;

Possess a range of skills, attitudes and knowledge that will assist you in roles not specifically

related to employment e.g. as a student and as a citizen in general; and

Be eligible for appropriate credit into related courses offered by a number of other training

providers, including TAFE Queensland, where such courses, or the relevant parts thereof, are

based on the same industry competency standards.

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2017 Timetable Structure

The Senior School timetable has a unique structure – quite different to that of our Junior Secondary

School.

Monday: 8.50am – 3pm

Tuesday, Thursday and Friday: 8.00am – 3.00pm

Wednesday: “Access Day” based on Negotiated Learning. Students can study a variety of

Certificate III courses, structured work placement, School-based Traineeships or

Apprenticeships, at supervised study sessions at school or with parent permission, studying at

home.

Students will complete their Maths and English lessons with one of their chosen electives.

Wednesday will remain an “Access Day” for students with the focus being Negotiated Education Time.

NET – Negotiated Education Time

All Senior Students in 2017 are required to be engaged in training or study on Wednesdays. Parents

can opt for students to not attend school on Wednesdays, but this must be approved through the

Deputy Principal/HoD of Senior Schooling.

Supervised Study classes will be conducted at school. Students at these study sessions have the

opportunity to access teachers for assistance with assessment.

17

School-Based Apprenticeships and Traineeships

A school-based apprenticeship or traineeship (SAT) is a contract of training and paid employment where a

school student's timetable or curriculum reflects a combination of work, training and school study. This

allows the student to complete Year 12 while gaining experience in industry and working towards a

nationally recognised vocational qualification.

Students enrolled in SATs are primarily Year 11 or 12

students. Traineeships are normally completed

during Year 11 and 12, whereas apprenticeships

continue after Year 12. SATs are only available to

students when an industry representative has the

willingness and the human resource requirements to

offer a vacancy. Students are normally required to

work one day per week, depending on the type of

industry. School-based trainees at Moranbah SHS

are currently working in areas such as Hospitality,

Information Technology, Hairdressing, Medical

Administration, Childcare, Automotive and Diesel

Fitting.

So how does one commence a school-based

traineeship? Firstly, a vacancy must be identified.

Businesses can contact the school if they wish to

take on a trainee or if they wish to know more about traineeships. Students have also been known to

alert us of potential traineeships. A selection process may be needed if there are many applicants for the

one position. There will be a period of work experience prior to signing into a SAT to make sure both

employer and employee are happy with the role. As SATs are school-based, and the potential trainee will

be representing Moranbah SHS in the community, past performance at school may be used to help assess

suitability for a SAT candidate. Once the candidate is assessed as suitable, a meeting with an

Apprenticeship Centre is organised to finalise paperwork and ensure that all parties are committed.

Traineeships are not just for those students who want to fast track their way to the workforce. OP eligible

students with tertiary aspirations and students with disabilities are finding that school-based traineeships

have benefits for them. Most completed school-based traineeships are worth 4 credits towards a QCE,

some are worth more.

Students who complete school-based traineeships will have real work experience, paid employment, a

nationally recognised vocational qualification and an increased sense of worth as they prepare for their

post school future.

18

Year 10 Subject Offerings

19

DEPARTMENT:

ENGLISH

HEAD OF DEPARTMENT:

MRS AMY KIRK

COMPULSORY

What is the Course About?

In Year 10, students interact with peers, teachers, individuals, groups and community members in a range of face-to-

face and online/virtual environments. They experience learning in familiar and unfamiliar contexts, including local

community, vocational and global contexts. Students engage with a variety of texts for enjoyment. They interpret,

create, evaluate, discuss and perform a wide range of literary texts in which the primary purpose is aesthetic, as well

as texts designed to inform and persuade. These include various types of media texts, including newspapers, film

and digital texts, fiction, non-fiction, poetry, dramatic performances and multimodal texts, with themes and issues

involving levels of abstraction, higher order reasoning and intertextual references. Students develop critical

understanding of the contemporary media, and the differences between media texts. The range of literary texts for

Foundation to Year 10 comprises Australian literature, including the oral narrative traditions of Aboriginal and Torres

Strait Islander peoples, as well as the contemporary literature of these two cultural groups, and classic and

contemporary world literature, including texts from and about Asia.

What are the main topics covered?

Semester Unit Assessment Task

1

1

News Media Bias: Students analyse the use of bias in media texts in order to

communicate the importance of recognising truth in media. Students present as the

‘expert’ to a year 10 audience.

1

2

Poetry: Students analyse poetry as a representation of human reactions and

relationships. Students must convince the ‘editors’ of a poetry anthology text that their

poem should be included in the text, using evidence from their poem to support their

opinions.

2

3

Shakespeare: Students will read Romeo and Juliet and write a short story. Students will

demonstrate their understanding and interpretation of text through narrative.

2

4

Novel: Students will read a novel and demonstrate their understanding of character

development, plot, setting and authorial intent through an analytical essay under exam

conditions.

How are students assessed?

The English curriculum is built around the three interrelated strands of Language, Literature and Literacy. The

teaching and learning program at MSHS balances and integrates all three strands. Together the strands focus on

developing students’ knowledge, understanding and skills in listening, reading, viewing, speaking, writing and

creating. The following standards are expected of Year 10 students at the end of the course:

SUBJECT: ENGLISH QCAA STATUS:

ACARA COMPULSORY/ELECTIVE

20

Receptive modes (listening, reading and viewing)

By the end of Year 10, students evaluate how text structures can be used in innovative ways by different authors.

They explain how the choice of language features, images and vocabulary contributes to the development of

individual style. They develop and justify their own interpretations of texts. They evaluate other interpretations,

analysing the evidence used to support them. They listen for ways features within texts can be manipulated to

achieve particular effects.

Productive modes (speaking, writing and creating)

Students show how the selection of language features can achieve precision and stylistic effect. They explain

different viewpoints, attitudes and perspectives through the

development of cohesive and logical arguments. They develop

their own style by experimenting with language features,

stylistic devices, text structures and images. Students create a

wide range of texts to articulate complex ideas. They make

presentations and contribute actively to class and group

discussions, building on others' ideas, solving problems,

justifying opinions and developing and expanding arguments.

They demonstrate understanding of grammar, vary vocabulary

choices for impact, and accurately use spelling and

punctuation when creating and editing texts.

How do students learn?

In the Australian Curriculum, the general capabilities encompass the knowledge, skills, behaviours and dispositions

that, together with curriculum content in each learning area and the cross-curriculum priorities, will assist students

to live and work successfully in the twenty-first century.

There are seven general capabilities:

Literacy

Numeracy

Information and communication technology (ICT) capability

Critical and creative thinking

Personal and social capability

Ethical behavior

Intercultural understanding.

At MSHS we acknowledge that students have multiple, diverse, and changing needs that are shaped by individual

learning histories and abilities as well as personal, cultural and language backgrounds and socio-economic factors.

What are the costs involved?

There are no costs involved in this course.

For whom is this course best suited?

This course is compulsory for all students in Year 10.

Where can this course lead to after Year 12?

This course is a requirement for all Senior English studies. This course must be studied to be eligible to complete

Senior English and English for Communication. The study of Year 10 English prepares students for the senior study

of all English subjects.

21

DEPARTMENT:

MATHEMATICS

HEAD OF DEPARTMENT:

MRS MAREE LEWIS

COMPULSORY


The Foundation to Year 10 Australian Curriculum: Mathematics provides students with the skills to be

confident, creative users and communicators of mathematics, able to investigate, represent and interpret

situations both at school and in their lives outside of school. The curriculum focuses on developing

increasingly sophisticated and refined mathematical understanding, fluency, logical reasoning, analytical

thought and problem-solving skills.


The Mathematics Curriculum is organised around three content strands and four proficiency strands.

The content strands are:

Number and Algebra

Measurement and Geometry

Statistics and Probability

Number and Algebra Measurement and Geometry Statistics and Probability

Number and place value

Real numbers

Money and financial

mathematics

Patterns and algebra

Linear and non-linear

relationships

Using units of

measurement

Geometric reasoning

Pythagoras and

trigonometry

Chance

Data representations

and interpretation


Students will be assessed twice per term using a variety of assessment techniques. Written assignments

and exams are the usual modes of assessment. The students will be assessed using the proficiency

strands listed below. They describe the actions in which students can engage in when learning and using

the content.

The proficiencies are:

Understanding

Fluency

Problem Solving

Reasoning


Students have three seventy minutes mathematics lessons per week. They will learn Mathematics by engaging

with a variety of resources and activities including textbooks, electronic media and hands on materials.

Teachers will need to demonstrate that they understand the mathematics, be fluent when using mathematics,

SUBJECT: MATHEMATICS QCAA Status:

ACARA Compulsory/Elective

22

be able to solve problems that range in complexity and be able to mathematically reason to judge the validity

of solutions.


Scientific Calculator $20

What senior schooling subjects does this course prepare you for?

Mathematics A, Mathematics B, Mathematics C, QSMART and Prevocational Mathematics

Where careers can this course lead to after Year 12?

All careers require Mathematics in some form. The aim of our mathematics curriculum is to educate

students to be active, thinking citizens, interpreting the world mathematically, and using mathematics to

help form their predictions and decisions about personal and financial priorities. Mathematics also

enables and enriches study and practice in many other disciplines. In a democratic society, there are

many substantial social and scientific issues raised or influenced by public opinion, so it is important that

citizens can critically examine those issues by using and interpreting mathematical perspectives. We

believe that mathematics has its own value and beauty and it is intended that students will appreciate the

elegance and power of mathematical thinking, experience mathematics as enjoyable, and encounter

teachers who communicate this enjoyment – in this way, positive attitudes towards mathematics and

mathematical learning is encouraged.

23

DEPARTMENT:

SCIENCE

HEAD OF DEPARTMENT:

MRS AMY GILBERT

COMPULSORY


Science is a dynamic, hands-on, investigative core subject that develops students understanding of the nature

of the world today and a scientific approach to thinking, decision making and problem solving. To be an active

participant in today’s society all students will need an understanding of such key issues as genetics, the

environment, the chemical compounds and their reactions that are vital to human life, our use of energy and

the basic forces that underpin the universe. The science course at Moranbah State High School will give

students this understanding as well as important thinking skills to work with new ideas.

The Year 10 Science Course aims to provide students with the thinking skills and knowledge to make better

decisions and to better understand the world in which they live. An understanding of science is critical to being

an informed citizen of today. The course is divided into the four key areas of Chemistry, Biology, Physics and

Earth Science while developing an understanding and skills in applying, the processes of working scientifically.


Within these core components student investigate more specific topics such as:

Evolution & Natural Selection

Genetics & Inheritance

Atomic structure within the Periodic Table

Chemical Reactions

Reaction Rates

Galaxies, Stars and Solar Systems

Energy Conservation

Motion of Objects


Students are assessed through a variety of modes, to ensure every opportunity to demonstrate their

knowledge of Science principles. Assessment items used in Junior Science include:

Supervised Exams – multiple choice, short answer and extended response

Assignments – research reports and assignments

Scientific Investigations and Experiments


Students will develop a deep knowledge of science through real life inquires. They will design and analyse the

safety features in vehicles, report on the role of genetics in human disease, evaluate human impact on the

environment and experiment with chemical to explain how and why reactions occur. Students will develop their

scientific skills by creating questions that can be investigated and through their laboratory work.

SUBJECT: SCIENCE QCAA Status:


24


There are no associated excursions

with this subject. However, students

may be involved in field work that

may incur a small cost.

For whom is this course best

suited?

Junior Science is a compulsory

subject studied in Year 10 for two

full semesters. It provides exposure

to all the science strands offered in

Senior Science, better preparing

students transitioning from Year 10

to Year 11. This enables them to

make informed decisions about future pathways of study in the Science strand.


Science education is invaluable preparation for future education, the Core skills test and life in general. Science

develops more effective decision making processes and analytical skills. In addition Junior Science provides a

basic foundation to all Senior Science subjects and consequently careers associated with these science strands.

Some of these possible occupations include:

Medicine

Nursing

Environmental Engineer

Veterinary Nurse

Veterinarian

Agriculture & Aquaculture

Biochemistry


Geologist

Forensic scientist

Chemical Engineer

Metallurgist

Geologist

Mining engineer

Farm manager

Arborist

Chemical and gas plant operator

Laboratory worker

Dietitian

Pathologist

Biochemist

Urban Planner

Agriculture

Surveyor

Sports Scientist

Dental therapist

And many more…..

25

DEPARTMENT:

HUMANITIES

HEAD OF DEPARTMENT:

MR JAMON BULL

COMPULSORY


Humanities is a subject which centres on human fascination with the way people interact with each other and

with environments. Humanities, which is made up of the National Curriculum subjects History, Geography and

Civics & Citizenship promotes the investigation of controversial and challenging issues and promotes critical

thinking in the development of optimistic future visions. This subject encourages young people to be active

participants in their world. Students bring to Humanities their understandings about what it means to be active

and informed citizens at this time but to also study the past. They appreciate and apply different perspectives

to deepen their understandings. Students develop abilities to reflect on the values of our world, its societies

and cultures and the history that informs these.

A range of interrelated concepts associated with particular key values and processes underpin Humanities.

These are drawn from specific disciplines including history, geography, economics, politics, sociology,

anthropology, law, psychology and ethics; and studies, such as Aboriginal, Torres Strait Islander, Asian,

Australian, civics and citizenship, enterprise, environmental, futures, gender, global, media, rural, peace, and

others.


GEOGRAPHY:

Geography is about the study of human and natural characteristics of places, and the interactions between

them. It is a rich and complex discipline which includes two vital dimensions:

The spatial dimension, which focuses on where things are and why they are there

The ecological dimension, which considers how humans interact with environments.

LEGAL STUDIES:

Legal Studies focuses on enhancing students’ ability to recognise the diverse legal situations and issues that

arise in their everyday lives. These situations and issues often have legal implications that affect the rights and

obligations of themselves and other community members. Students will gain knowledge to understand legal

frameworks that regulate and shape society. Legal Studies enables students to formulate personal views of the

world and understand how the law affects their world. Through critical analysis, examination and problem

solving, they are empowered to make decisions that can benefit themselves and the community.

HISTORY:

History is an essential characteristic of any society, and historical knowledge is fundamental to understanding

ourselves and others. It promotes the understanding of societies, events, movements and developments that

have shaped humanity from earliest of times. It helps students appreciate how the world and its people have

changed, as well as the significant continuities that exist to the present day.

BUSINESS/ECONOMICS:

SUBJECT: JUNIOR HUMANITIES

AND CIVICS AND CITIZENSHIP

QCAA Status:


26

Business/Economics offers students opportunities to engage in and understand a range of business

administrative practices through real-life situations and simulations. The course is designed to provide a

foundation in the study of business and to prepare students for further education, training and employment.

Business/ Economics fosters intellectual, social and moral development by encouraging students to think

critically about the role and ethical responsibilities of business in society.


Using a comprehensive range of assessment techniques and related instruments allows students multiple

opportunities and a range of contexts in which to demonstrate learning outcomes. A variety of assessment

instruments should support different learning styles. The assessment tasks developed in specific situations

provide opportunities for students to negotiate assessment and approach assessment in different ways.


Humanities develops life skills in many ways by applying the processes of investigating, creating,

communicating, participating and reflecting, which enable students to function in, critique and improve the

world in which they live, now and in the future.

Student based learning activities and the development of skills will be the emphasis of the course.


For Humanities there is very little cost involved. It is requested, however, that students have a working USB

drive with them in addition to the usual stationary equipment.


All students must participate in this course.

Where can this course lead to after Year 12? By participating in the Humanities subject, students have an

opportunity on which direction they would study in the senior years of schooling.

27

DEPARTMENT:

HUMANITIES

HEAD OF DEPARTMENT:

MR JAMON BULL

ELECTIVE


Business activity affects the daily lives of all Australians as they work, spend, save, invest, travel and

play. It influences jobs, incomes and opportunities for personal enterprise.

“Business” refers to enterprising endeavours undertaken to meet human needs and wants. Business,

economic and legal activities impact on and present a range of challenges to individuals and

members of groups and organisations in their roles as active and informed citizens, consumers,

workers or entrepreneurs. These challenges may include:

participating as an active and responsible citizen in business environments in response to

individual, group, local, national and global needs

making consumer decisions to meet the needs and wants of self and others

managing scarce resources to meet the necessary business, economic and legal requirements

for sustainability

entering into contractual agreements and managing personal finances, investments and

records

owning or managing a business, enterprise or venture.


Introduction to BCT – International Business Communication

Introduction to Accounting – computerized basic bookkeeping system (MYOB)

Introduction to Economics – Global economy


Students are assessed against standards described in terms of:

Knowledge and Understanding

Research Skills

Communication skills


The learning experiences reflect the active and practical nature of the course. Together with many of

the more traditional teaching and learning activities, students may be involved in activities which

include analysing and evaluating case studies, using computers and the internet, undertaking

research activities, completing assignments and projects, and conducing discussions.

The learning experiences often present student with realistic bookkeeping situations and encourage

them to develop their knowledge and skills and express opinions about bookkeeping issues and

situations.

SUBJECT: BUSINESS QCAA Status:

SCHOOL Compulsory/Elective

28


Costs for this subject are covered by the Student Resource Scheme. Students will require a display

folder, calculator, ream of white paper and USB.


Business education is important for students in their secondary schooling. In this phase of schooling,

they gain a degree of independence in accumulating and managing finances, making decisions about

goods and services, and acquiring legal rights and responsibilities as citizens. Students studying

business will develop effective decision-making skills related to consumer behaviour and the

management and evaluation of personal financial matters. The skills will result in improved economic,

consumer and financial literacy. Business Studies can lead to Business Communication and

Technologies, Accounting, Legal Studies and Economics in year 11 and 12.


Some possible occupations associated with Business Studies are:

Business Manager

Operating your own Business

Marketing/Advertising

Human Resources

Accounting/Accounts

Administration

Finance services

Banking

Taxation services

Superannuation services

29

DEPARTMENT:

DIGITAL TECHNOLOGIES

HEAD OF DEPARTMENT:

MRS JO MCGRATH ELECTIVE


Digital Technologies provides students with the opportunity to use computational thinking and

information systems to define, design and implement digital solutions.

The overarching idea behind Technologies is about creating preferred futures. The Technologies

curriculum provides students with opportunities to consider how solutions that are created now will

be used in the future. Students will identify the possible benefits and risks of creating solutions. They

will use critical and creative thinking to weigh up possible benefits and risks of creating solutions.

They will use critical and creative thinking to weigh up possible short and long-term impacts.

As students’ progress through the Technologies curriculum, they will begin to identify possible and

probable futures, and their preferences for the future. They develop solutions to meet needs

considering impacts on liveability, economic prosperity and environmental sustainability.

How ideas are explored?

Digital Technologies looks at:

Digital systems – the components of digital systems:

hardware, software and networks and their use

Representation of data – how data are represented and

structured symbolically

Collecting , managing and analysing data

Creating digital solutions by:

o Investigating and defining

o Generating and designing

o Producing and implementing

o Evaluating

o Collaborating and managing

To achieve the required learning outcomes, students will explore areas of Website & App Design,

Coding e.g. Arduino, Game Development, and Robotics.

In this course, students are assessed on Knowledge and Understanding, and Processes & Production

Skills. Assessment techniques include:

Digital Projects – used assess student’s abilities to create digital solutions to problems

by addressing the specific content; creating, designing and producing solution;

documenting the process.

SUBJECT: DIGITAL TECHNOLOGIES QCAA Status:

SCHOOL SUBJECT Compulsory/Elective

30

Research – used to assess student’s abilities to research, collect, analyse, interpret and

draw conclusions about data/information.

Collection of work – To assess the student’s responses to a series of focused tasks,

within a single context.

Exam – used to assess a student’s responses that are produced independently and in a

set timeframe.


Costs for this subject are covered by the Student Resource Scheme. Refer to the Stationary List for

any additional requirements for this course

Where can this course lead to?

Digital Technologies is an ideal pathway for those interested in Information Communication

Technologies and Information Technology Systems which is offered in Years 11 and 12. A course of

study in areas of Digital Technologies post Year 12 can establish a basis for further education and

employment in the fields of science, technologies, engineering and mathematics.

31

DEPARTMENT:

ENGLISH/DRAMA/VISUAL ARTS

HEAD OF DEPARTMENT:

MRS AMY KIRK ELECTIVE


Drama is an art form which challenges students to make meaning of their world. It provides

students with opportunities to ask questions, challenge perspectives and explore different

experiences in real and imagined contexts. Through Drama students develop personal and social skills

including non-verbal and verbal, individual and group communication and self-management skills.


The focus of the course is on students making, presenting and responding to drama across a

variety of styles. To do this students are introduced to the building blocks of all drama ‘The Elements

of Drama’ which they will develop through to the completion of Senior Drama. Units undertaken

include:

Improvisation Issue Based Drama Documentary Drama

Script Writing Production Process Drama

Puppetry Clowning Scripted Drama


Junior Drama is assessed through three dimensions Forming Drama, Presenting Drama and

Responding to Drama.

Forming could involve writing a script.

Presenting could be acting in a short play, improvised activities or group activities in

front of an audience.

Responding to drama could be exams or written assignments.


Students are involved in ‘hands on’ learning through teaching methods and learning experiences

such as small improvised activities, discussion, listening, individual and group activities in front of an

audience, using stimuli, presentations of devised and scripted drama as well as self and peer

evaluation.


Students will be expected to attend live performances in Moranbah and in Mackay to complete

the course and often there will be some fee associated. There is no text required for the course

however students will need to purchase stage blacks (black pants and shirt) which will be used

across the course.

SUBJECT: DRAMA QCAA Status:

SCHOOL SUBJECT Compulsory/Elective

32


The course is recommended to any student interested in the ‘make believe’, imagined world or who

have a vivid imagination. It is also highly recommended for students wanting to build confidence and

develop communication skills.


Senior Drama

Where careers can this course lead to after Year 12?

Careers which the study of drama support include but are not limited to:

publicity

entertainment

administration

design

multimedia/audio-visual

law

politics

teaching

journalism

33

DEPARTMENT:

TECHNOLOGY

HEAD OF DEPARTMENT:

MRS JO MCGRATH

ELECTIVE


Home Economics comes under the Design and Technologies learning area. In a Food & Textiles context, this

course provides students the opportunity to use design thinking and technologies to generate and produce

designed solutions for authentic needs and opportunities. The overarching idea behind Technologies is about

creating preferred futures. The Technologies curriculum provides students with opportunities to consider how

solutions that are created now will be used in the future. Students will identify the possible benefits and risks

of creating solutions. They will use critical and creative thinking to weigh up possible short and long-term

impacts.

What ideas are explored?

Home Economics looks at:

Technologies and society – the use, development and impact of technologies in people’s

lives

Technologies contexts – technologies and design across a range of technologies contexts

Creating designed solutions by:

o Investigating and defining

o Generating and designing


o Evaluating

o Collaborating and Managing


Students are assessed on Knowledge and Understanding, and Processes & Production Skills.

Assessment techniques include:

Design Projects – used to assess the student’s abilities to plan, produce and evaluate design

solutions by critiquing, exploring and investigating needs and opportunities; generating and

developing ideas and safely applying appropriate technologies.

Research – used to assess student’s abilities to research, collect, analyse, interpret and draw

conclusions about data/information.

Collection of work – to assess a student’s response to a series of focused tasks, within a

single context.


Costs for this subject are covered by the Student Resource Scheme. Refer to the Stationary List for

any additional requirements for this course.


Home Economics is an ideal pathway to Certificate II Hospitality, Certificate II Tourism and Certificate II

Business which is offered in the MSTEP Enterprise program in Years 11 & 12. There are opportunities to

explore Design in tertiary studies, vocational education or work post Year 12.

SUBJECT: HOME ECONOMICS QCAA Status:


34

DEPARTMENT:

HUMANITIES

HEAD OF DEPARTMENT:

MR JAMON BULL

ELECTIVE


The Junior Graphics subject is based on freehand sketching, manual drafting and CAD drawing. Graphics

students are exposed to various concepts and procedures for representation of real life objects through

graphical interpretation.


These key elements include:

Introduction to the design and drafting industry

Basic design concepts

Drawing interpretation and production- manual drafting/ freehand sketching

Identification and interpretation- drafting standards and conventions

2D drawing production using computer aided designing and drafting systems

3D drawing production using computer aided designing and drafting systems


The general objectives are specified in terms of the knowledge, reasoning and presentation abilities, as well as

attitudes and values that students should acquire in Senior Graphics. Many assessment techniques and

instruments are used, including minor folios of graphical responses to tasks, visual presentations, tests.


Learning experiences that students will undertake include:

Knowledge and skills to interpret and draw various forms of graphical presentations using manual drafting

formats.

Knowledge and skills to identify and interpret drafting standards and conventions used in technical

presentations.

Equips students with the skills to draw in a 2D and 3D CAD environment and produce or modify 2D and 3D

drawings manually.


It is expected that students entering the Graphics course will have an acceptable standard of drawing

equipment. There is a levy of $25 charged to cover the cost of consumables used in Senior Graphics.


Interest and or skill in graphics is highly recommended


Junior Graphics leads students towards careers in Trades, Drafting and Industrial Design.

SUBJECT: JUNIOR GRAPHICS QCAA Status:


35

DEPARTMENT:

ITD

HEAD OF DEPARTMENT:

MS JO MCGRATH

ELECTIVE


The Course is designed around tools, materials, processes and safety. Students will be bought into contact

with various hand and machine tools, so that they can expand their skills in the design and manufacture of

articles using a range of materials e.g. Wood, metal.

The course looks at:

Technologies contexts – technologies across a range of manufacturing contexts

Creating designed solutions by:


o Evaluating

Key elements include:

Drawing interpretation and setting out

Selection and application of hand tools

Selection and application of static machinery

Surface preparation and finishing

Students are assessed on Processes & Production Skills. Assessment techniques include:

Design Projects – used to assess a student’s ability to plan, produce and evaluate their product

and safety applying appropriate technologies.

Collection of work – To assess student’s responses to a series of focused tasks, within a single

context.


Costs for this subject are covered by the Student

Resource Scheme. Refer to the Stationary List

for any additional requirements for this course

Where can this course lead to?

This unit is designed to be primarily, a hands on practical unit with a small theory related component.

Manufacturing is a subject which will lead to a future in the trade areas of trade Carpentry, Cabinetmaking,

Engineering and various other trades and professions and provide skills for the home handyperson.

Manufacturing is an ideal pathway for those students wishing to pursue entry into MSTEP Engineering in Year 11.

SUBJECT: MANUFACTURING QCAA Status: SCHOOL Compulsory/Elective

36

37

DEPARTMENT:

SCIENCE /PE

HEAD OF DEPARTMENT:

MRS AMY GILBERT

ELECTIVE


Sports Development Studies at Moranbah State High School is a school based subject designed to give

students an opportunity to develop and enhance their skills and understandings of a large variety of sports.

This subject provides students with opportunities to be physically active and gain extensive knowledge in all

aspects of games including coaching and officiating. Students experience the benefits of participation through

a safe supportive environment. Sports Development Studies encourages students to use the skills they develop

to make their own good choices in relation to physical activity and health.


Year

Level Term 1 Term 2 Term 3 Term 4

10 History and Rules

Waterpolo

Tournament

Organisation

Oz Tag/Table Tennis

Tournament

Preparation

Volleyball

Peer Coaching

Softball


Assessment will be ongoing throughout the year and students will be assessed on the following assessable

elements:

Knowledge, Skills and Participation

Officiating and Umpiring

Reflection and Use of Tactics and Strategies

Assessment will take many forms. It will include practical performances, written exams, essay and oral

presentations, multimedia productions using digital technology.

Students are expected to participate in all aspects of the Health and Physical Education course, including

practical courses. If illness or injury prevents this, a note from a parent or guardian explaining the nature of the

illness or injury is expected. If non-participation is going to be of an extended period, a medical certificate is

required. Students are expected to wear hats at all times during outdoor activities.


Students will develop their knowledge of HPE concepts through both theory and practical elements. Students

will be required to participate in all physical activities. They will develop their knowledge of theory concepts

through teacher directed learning activities, group work and individual reflection.

Students will be required to be actively participating in all aspects of the course.

SUBJECT: SPORTS DEVELOPMENT

STUDIES

QCAA Status:


38


Students may incur small costs associated with pool entry for specific units throughout SDS. Students may also

be invited to attend the Queensland Schools Cup Volleyball competition in Brisbane. Students will be selected

from Year 9/10 SDS classes and this excursion is by invitation only.


Junior SDS provides a strong basis and introduction to Senior Physical Education subjects. It focuses on the

physical activities and therefore students should have a keen interest in sport and a want to actively

participation in these activities. Junior SDS prepares students for Senior Physical Education subjects of Physical

Recreation, Physical Education and Certificate III Fitness.


By studying SDS students are developing knowledge and skills for the following career pathways:

Health & Nutrition

Medicine

Physiotherapy

Chiropractic

Fitness Developers

Sport Scientist

Sport Medicine

Coaching

39

DEPARTMENT:

ENGLISH/VISUAL ART/ LOTE/DRAMA

HEAD OF DEPARTMENT:

MRS TRACEY HOCKING

ELECTIVE


Visual Art is a powerful and pervasive means which students use to make images and objects, communicating

aesthetic meaning and understanding from informed perspectives. Visual Communication is the most dominant

mode in a mediatised world, and young people need to be able to make sense of it and be discriminating. Students

develop linguistic and non-linguistic skills and knowledge’s through using diverse media and current/emerging

technologies.


Each term students will learn the skills and techniques of a specific media area. Each media area is developed

around a topic of inquiry. The units that are studied in Year 10 include;

Painting and mixed media

Printmaking

Sculpture

Drawing and painting


Initially students are assessed on ‘The Essentials’ year 8 and 9 syllabus document. This requires assessing student’s

ability in the 5 assessable elements; Knowledge and Understanding, Creating, Presenting, Responding and reflecting.

Towards the end of year 10 students are introduced to the senior syllabus assessment criteria; Visual Literacy,

Application and Appraising.


Students learn through making artworks that address the topic of inquiry and the chosen media area, the

documentation of information, ideas, experiments and processes in a visual diary and through learning how to read

and respond to art texts.


The majority of the consumable materials are covered by the Art Department however students will be required to

purchase a visual diary. Students will also have opportunities to work with professional artists through Flying Arts as

well as attend art exhibitions. While funding is available to cover most of the cost of these activities, students may

be asked to pay a small fee to attend.


Students are encouraged to enrol who have an interest in Visual Art and are achieving a ‘C’ or higher in English.


This subject prepares you for either Visual Art or Creative Art in senior schooling. Visual Art is the OP based

Authority subject and Creative Art is the Certificate II in Visual Arts, a nationally recognised qualification.

What careers can this course lead to after Year 12?

The study of Visual Art and Creative Art can lead to the following careers; architect, artist, craftsperson, fashion

designer, dressmaker, engraver, florist, graphic designer, hairdresser, interior designer, industrial designer, jeweller,

landscape architect, makeup artist, multimedia developer, photographer, screen printer, set designer, teacher, or the

film and television industry.

SUBJECT: VISUAL ART QCAA Status:


40

Year 11 & 12 Authority Subject Offerings

41


Biology is the study of the natural systems of the living world. It is characterised by a view of life as a unique

phenomenon with fundamental unity. Living processes and systems have many interacting factors that make

quantification and prediction difficult. An understanding of these processes and systems requires integration of

many branches of knowledge.

The study of Biology provides students with opportunities to:

gain insight into the scientific manner of investigating problems pertaining to the living world

experience the processes of science, which lead to the discovery of new knowledge

develop a deeper understanding and an enhanced aesthetic appreciation of the living world.

Participation in Biology enables students to engage in creative scientific thinking and to apply their knowledge

in practical situations. The study of Biology will help students foresee the consequences for the living world of

their own, and society’s, activities. This will enable them to participate as informed and responsible citizens in

decision-making processes, the outcomes of which will affect the living world both now and in the future.


Biology 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. Specific topics studied in the biology course:

Cellular Biology

Plant Physiology

Animal Physiology

Reproduction

Genetics

Ecology

Diversity & Evolution


Students are assessed through a variety of modes, to ensure student have every opportunity to demonstrate

their knowledge of Biology Principles. Assessment items used in Senior Biology include:

Supervised Exams – assess the content knowledge of students by requiring them to understand and

evaluate Biology principles

Extended Response Task – assess the understanding and evaluating of biological principles through

extended responses under exam conditions

Extended Experimental Investigations – students design their own experimental investigation


Students of Biology will participate in a wide range of activities to develop their knowledge of biology and

their ability to solve problems arising in their everyday experiences. The course places considerable emphasis

SUBJECT: BIOLOGY QCAA STATUS: AUTHORITY SUBJECT QCE CREDIT: 4

DEPARTMENT: SCIENCE HEAD OF DEPARTMENT:

MRS AMY GILBERT QCAA NO: 042

42

upon practical work conducted within a laboratory and in the field. There is a minimum time commitment for

field work of ten hours. Field work is integrated with the study of the key concepts to help students better

understand biological phenomena. During practical activities students learn to examine collected data, suggest

hypotheses that explain observations, and design and conduct experiments.


The costs associated include a compulsory camp to meet the mandatory Field Study requirement of the

syllabus. In the past this has been approximately $500. Students are also expected to purchase a Lab Coat

(approximately $25).


This course is best suited for students who have a keen interest in Science, in particular Life Sciences. As this is

an Authority Subject it is best suited to students wishing to receive an OP at the completion of Year 12.


Biology provides a foundation for a variety of career pathways. These include:

Medicine

Nursing

Environmental

Veterinary

Agriculture & Aquaculture

Biochemistry

43


Business Communication and Technologies (BCT) offers students opportunities to engage in and understand a

range of business administrative practices through real-life situations and simulations. The course is designed

to provide a foundation in the study of business and to prepare students for further education, training and

employment. Business Communication and Technologies fosters intellectual, social and moral

development by encouraging students to think critically about the role and ethical responsibilities of

business in society.


Business Communication and Technologies encompasses theoretical and practical aspects of business in

contexts students will encounter throughout their lives.

The underpinning practices of Business Communication and Business Technologies are integral to all business

relationships and dealings, and shape the development of students’ knowledge and skills.

A course in Business Communication and Technologies can be designed using a selection of topics of study:

Business environments

Managing people

International business

Workplace health, safety and

sustainability

Organisation and work teams

Managing workplace information

Financial administration

Social media

Events administration

School-developed issues study.



Knowing and understanding business

Investigating business issues

Evaluating business decisions.

Knowing and understanding business involves the retrieval, comprehension and use of information and skills

associated with selected topics of study and underpinning practices, to develop an understanding of business

knowledge.

Investigating business issues involves exploring and dissecting business data and information to identify and

analyse business issues.

Evaluating business decisions involves communicating and synthesising understandings gained to make

judgments about the performance of businesses. This dimension involves drawing conclusions, making

decisions, providing recommendations to solve problems and justifying solutions and/or actions.

SUBJECT: BUSINESS

COMMUNICATION AND

TECHNOLOGIES

QCAA STATUS: AUTHORITY QCE Credit: 4

DEPARTMENT: HUMANITIES/

BUSINESS/ LOTE

HEAD OF DEPARTMENT:

MR JAMON BULL QCAA NO: 63

44

Assessment techniques include short and/or extended responses, research assignments, projects and reports.

Multimodal presentations such as seminar presentations, multimedia presentations, debates and reports may

also be used.


In this subject, students examine the broader social, cultural and environmental implications of business

activities with a focus on the essential skills of communication and the use of business-specific technologies.

Business Communication and Technologies requires students to engage in learning activities requiring higher-

order cognition. They interpret and analyse business issues to evaluate proposed business solutions and

recommendations from the perspectives of an employer, employee or self-employed individual across a range

of business situations.

Students may be involved in activities that include: evaluating case studies; investigations and inquiry learning;

manipulating and using business technologies; participating in excursions to suitable venues and

communicating using a variety of modes.


Costs for this subject are covered by the Student Resource Scheme. Students will require a display folder, ream

of white paper and USB.

It is strongly recommended that students studying BCT participate in the school’s laptop program or have their

own device with them at school.


This subject would suit students that wish to learn the basics of running a business in today’s active world. As

there is a strong emphasis on knowledge, understanding, investigating business issues and evaluating business

decisions, students who perform well in English and IT and are genuinely interested in the working of a

business will be most suited to the course. Prior knowledge of Business Studies is helpful but not a pre-

requisite.


Some possible university degrees and occupations associated with Business Communication and Technologies

are:

Accounts Administration

Business Administration/Management

Banking/Finance

Public Relations

Tourism

Public Relations

Industrial Relations

Human Resources

45


Chemistry provides a platform in which people can interact with and explore matter. Chemistry helps us to

understand the links between the macroscopic properties of the world, and the subatomic particles and forces that

account for those properties. Understanding and applying chemical concepts, models, procedures and intellectual

processes aids in human kind’s management of the planets limited resources and could provide the key to our

continuing survival.

The Senior Chemistry course is designed to provide students with a contemporary and coherent understanding of

matter and its interactions. It focuses on investigating the physical and chemical properties of substances, chemical

reactions and chemical processes; the interaction of energy and matter; and attempts to explain and predict events

at an atomic and molecular level.


The Senior Chemistry Course is designed to help students develop:-

The capacity to work scientifically in chemistry contexts

The skills to engage in informed chemistry inquiry and investigation

techniques safely beyond the school context

An ability to engage in solving chemistry problems in everyday contexts

An ability to use technology productively in chemistry contexts

An ability to understand and appreciate the chemistry encountered in

everyday life

A capacity to work as part of a team in engaging cooperative activity

An ability to communicate chemical understandings

An appreciation of the issues and impacts of chemistry

Students will develop their knowledge and understanding of the structure of

matter and its reactions through the study of the following topics:

Introduction to Chemistry – A unit designed to immerse the students in the knowledge and skills necessary for

their study of chemistry

Electron Structure, Periodicity and Bonding – A unit to develop their knowledge of the structure of matter

allowing them to explain the behaviour of elements

Rust Buckets – A contextualised unit in which students will develop their skills of working scientifically while

learning about the reactions that occur in the process of corrosion

Nuclear Chemistry – A unit to develop their understanding of the structure of the nucleus of an atom and the

energy that it contains

Thermochemistry – A contextualised unit that allows students to develop an understanding of the energy

processes involved in chemical reactions

Wine Chemistry – A contextualised unit to further develop the skills of working scientifically while investigate the

reactions that occur during the process of wine making

Reaction Rates and Equilibrium – Students develop a deeper understanding of the factors that can influence

chemical reactions

SUBJECT: CHEMISTRY QCAA STATUS: AUTHORITY SUBJECT QCE Credit: 4



46

Energy – A unit that explores the chemicals that are used to meet the energy demands of society (locally and

globally)


Schools use a wide range of assessment techniques to determine the relationships between student achievement

and the exit criteria of the course (Knowledge and conceptual understanding, Investigative processes, and

Evaluating and concluding). Assessment techniques in this syllabus are grouped under categories and may include:

Extended Experimental Investigations — within this mandatory category, instruments are developed to

investigate a hypothesis or to answer a practical research question

Supervised Assessments — within this mandatory category, instruments such as written tests are used, and

conducted under supervised conditions to ensure authentication of student work

Extended Response Tasks — within this category, instruments are developed in response to a chemistry

question, circumstance or issue and, while they are essentially non-experimental, they may draw on primary

experimental data.


In selecting learning experiences, teachers have many opportunities to offer interesting activities, especially:

researching from primary and secondary sources

accessing and using computers, including internet research

interpreting data, from wide-ranging sources including media

analysing current strategies or policies of the issue being investigated

analysing strategies and evaluating effectiveness or improvements

applying the principles of research ethics

formulating hypotheses and testing them through fieldwork, experiments, interviews and research

predicting the impact of recommendations of a science report/experiment

proposing and/or implementing strategies for improvement

solving problems

sharing information mutually beneficial to the group

advocating for change.


Costs associated with course are based on compulsory elements required to complete all elements of the course.

This includes excursions and laboratory equipment. Students are required to purchase a Lab Coat (approximately

$25)


This course is best suited for students who have a keen interest in Science, in particular Chemical Sciences. As this is



Chemistry provides a foundation for a variety of career pathways. Some of these include:


Geologist

Forensics

Nursing

Medicine

Chemical Engineer

Metallurgist

47


Drama involves forming (creating), presenting and responding. Students learn as artists by critically applying and

analysing the dramatic languages (elements of drama, skills of performance, styles and their conventions) to

create and present arts works which communicate a particular meaning to audiences. They also learn as

audiences, by responding critically to performance and text.


The course focuses on the transition from performer to creator to audience to critic and students are provided

with a diverse range of drama experiences. Over the two year program students will be introduced to the

dramatic languages through a variety of styles within the heritage (before 1980) and contemporary (after 1980)

dramatic styles. Students will perform, design, direct, work as ensemble, devise, write scripts, analyse,

experiment with sound, image and lighting, movement and voice.


Students will be assessed in Forming (creating), Presenting (performing) and Responding. A wide range of

assessment techniques are used. These include dramatic exploration through improvisation and practical

demonstration, creative writing through scriptwriting, extended writing through critical essay and text analysis,

as well as design concepts, oral seminars and performance of scripted drama or student-devised drama.


Throughout the two year

course students are involved in

collaborating in groups to

manage tasks, working as

artists in the making of

creative work (Forming),

rehearsing, polishing and

performing dramatic action

(Presenting) and

communicating from a

position outside or after the

drama (Responding).


“Acceptance and positive support goes hand in hand with creative thinking” Wesley Enoch, Queensland

Theatre Company Artistic Director. Students will be expected to attend live performances in Moranbah and in

Mackay to complete the course and often there will be some fee associated. There is no text required for the

SUBJECT: DRAMA QCAA STATUS: AUTHORITY QCE Credit: 4

DEPARTMENT: ENGLISH/DRAMA/ART HEAD OF DEPARTMENT:

MRS AMY KIRK QCAA NO: 88

48

course however students will need to purchase stage blacks (black pants and shirt) which will be used across

the course.


The course is an authority subject and therefore does contain both practical and written components. It is

recommended that students who choose this course are prepared for both components and therefore it is

recommended students are also in board English or received a C or above in Semester Two Year 10 English.

Students choosing drama need to be aware of the collaborative and practical demands of the course. In

particular they need to consider the effort and time, especially out-of-hours commitment which is required

with group tasks.


Drama provides students with a range of skills transferable to a variety of pathways. With a focus on innovative

thinking, communication and team work this course prepares students for further education, training and work

in a variety of fields. Careers which the study of drama support include but are not limited to publicity,

entertainment, administration, design, multimedia/audio-visual, law, politics, teaching and journalism. Students

who are interested in continuing in the creative field can continue their study at university, TAFE or leading

entertainment training centres such as NIDA.

49


Senior English recognises and promotes effective communication skills in Standard Australian English to enable

individuals to share in and contribute to current and future local, national and global communities and cultures.

Senior English requires students to write, speak or sign, view, listen, and think critically. In studying literary and

non-literary texts, and through creating their own texts, students will conceptualise, imagine, appreciate,

experiment, speculate, reflect, make decisions, hypothesise, analyse and evaluate.


Students studying English courses will learn to:

examine a range of literary and non-literary works in English, in various modes and mediums across

diverse cultures and periods

interpret, analyse, evaluate, respond to and construct a wide range of texts through reading, listening,

viewing, speaking, writing and shaping

communicate effectively in Standard Australian English for various social and cultural purposes and

audiences

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

meaning

control language (written, spoken, signed, visual), using grammar, punctuation, vocabulary and spelling.

There will be a range and balance in the texts that students read, listen to and view. Australian texts by

Indigenous and non-Indigenous writers will be included as will texts from different times, places and cultures.

Texts will encompass traditional, contemporary and translated works.

Students at Moranbah State High School will be studying:

Semesters Topic Genre Assessed

1

Expressions of Self Autobiographical Writing

Representations of Others Biographical Film Critique

Developing Empathy Short Story

Gender Representations Play Script

2 Ways of Reading Poetry Anthology Exam

What makes ‘Good’ Literature? Mayltical Essay - exam

3

Representations and Values in Advertising Report

Shakespearean Texts Persuasive Reflective

Man’s inhumanity to man Short story

4

Roles & Relationships Monologue

Reading literacy texts Analytical essay

Australian identity in film Panel Response

SUBJECT: ENGLISH QCAA STATUS: AUTHORITY QCE Credit: 4

DEPARTMENT:

ENGLISH/DRAMA/ART

HEAD OF DEPARTMENT:


50


Assessment in senior English is standards-based and is designed to help students demonstrate achievement in

the dimensions of the syllabus. The dimensions used are Understanding and responding to contexts,

Understanding and controlling textual features and Creating and evaluating meaning.


Students learn by working with language and texts. Learning experiences in English are designed to cater for

the diverse range of learning styles, interests and abilities of senior students. They may include:

individual, small group and whole class activities such as workshops, conferencing, debates and

discussions

reading, analysing and producing texts

attending plays, films and forums

listening to and interacting with guest speakers and experts.


There are no excursions for this course however there are Arts Councils organised by the school that help

develop knowledge and understanding of concepts covered in this course. It is advisable that students attend

these.


Students in this course need to have achieved a C or higher in English in Year 10 and require an OP for their

chosen career. This course requires a lot of time and commitment in order to achieve. Students of English

must be diligent, organised and have a love of literature, literacy and language.


Any student wishing to attend university needs to obtain a sound achievement or better in Senior English. In

addition, there are various careers which successful completion of Senior English may lead to, here are some

examples:

Actor/Actress

Barrister

Editor

Announcer

Director

Desktop Publisher

Archivist

Journalist

Lecturer

Teacher

Librarian

Public Relations Officer

51


Graphics engages students in solving design problems and presenting their ideas and solutions as graphical

products. Students explore design problems through the lens of a design process where they identify and

explore a need or opportunity of a target audience; research, generate and develop ideas; produce and

evaluate solutions. Students communicate solutions in the form of graphical representations using industry

conventions where applicable.


These contextual units include:

Foundation

Studies:

Students develop their skill and understanding in

i. Design process

ii. Graphic roll in above process

iii. Graphic techniques and methods of presentation.

Production

Graphics:

Students explore items from the manufacturing/construction/marketing

industries and the graphic representations most suitable for these items.

Built

Environment:

Facilities and equipment for public usage;

Investigation of drafting in the construction industry

Business

Graphics:

Designing and marketing a product and a business;

business and marketing of a product


The general objectives are specified in terms of the knowledge and understanding, analysis and application,

synthesis and evaluation for both problem analysis (written text) and graphic representations (annotated with

written text).

Many assessment techniques and instruments are used, including;

i. Design folio for problem solving

ii. Graphic folio for problem solving and design solution

iii. Written tests


Learning experiences that students will undertake include:

Student-based research assignments

CAD and graphics software

Hypothesising graphical solutions for solving design and graphical problems

Collecting, analysing, organising and interpreting written and graphical data

Translating descriptive data into written text and graphical form

Translating from one graphical form to another

What resources are required?

Students require access to a computer which are able to run AutoCAD, minimum version 2016. A free copy for

educational purposes is available online for download. As the versions of AutoCAD require different minimum

SUBJECT: GEOGRAPHY QCAA STATUS: AUTHORITY QCE CREDIT: 4 SUBJECT: SENIOR GRAPHICS QCAA STATUS: AUTHORITY QCE CREDIT: 4

DEPARTMENT: TECHNOLOGY HEAD OF DEPARTMENT:

MS JO MCGRATH QCAA NO: 76

52

specifications for installation on student computers, please visit the AutoCAD website to determine the

minimum specifications required to run the AutoCAD suite.

Please note that 3D modelling is also used during the course, and the minimum specifications of the student’s

computer need to cater for this. Students will also require a 3-button scroll mouse and earphones for listening

to multimedia tutorials.


Design element of the subject is most suited to students completing ‘OP’ eligible pathways. This element is

research and evaluation based involving a large amount of written technical text in solving complex problem

situations.

Graphics element of the subject is most suited to students who have completed Junior graphics. This is

recommended for lead in to the graphical component of the subject. If this is not the case students will need

to be highly organized and motivated to cope with the accelerated learning required to learn both the graphic

representation types, becoming proficient in hand drawn methods and AutoCAD use.

Students who have had no previous experience with Junior graphics will need to be able to cope with

independent learning to be able to acquire the basic skills to use the AutoCAD software. Students will need to

access and interpret online instructional resources, e.g. YouTube to aid their learning of AutoCAD.


Graphics contributes to the development of technical literacy and develops the communication, analytical and

problem solving skills required for a large range of educational and vocational aspirations, including the fields

of graphic design, industrial design, built environmental design (architecture, landscape architecture and

interior design), engineering, urban and regional planning, surveying and spatial sciences, and building

paraprofessionals.

53


MR MICHAEL YOUNG

QCAA NO: 65


Information Technology Systems (ITS) is a practical discipline which prepares students to respond to emerging

technologies and information technology (IT) trends. Students develop the knowledge of, and skills in, the

systems supporting IT. Systems range from those supporting the development of information, such as

documents or websites, to those supporting technology, such as computers or networks.

Information Technology Systems prepares students to cope with, and harness to their advantage, the changes

and significant opportunities associated with IT. This subject may lead to employment in such areas as IT

support, graphic and multimedia manipulation, or tertiary study in the fields of multimedia design, games

design, website design and animation.


Subject matter in Information Technology Systems is organised in five interwoven elements:

Theory and techniques

Problem-solving process

Project management

Client relationships

Social and ethical issues.

Contexts provide a focus for developing the subject matter into units of work. They include:

Animation

Game design

Graphic design

Interactive media

Multimedia

Networking

Web design.



Knowledge and communication

Design and development

Implementation and evaluation.

Knowledge and communication refers to the comprehension, understanding and communication of the terms,

concepts, principles and design processes associated with information technology. Design and development

involves determining the intended purpose, the needs of the client and proposing and testing possible

solutions. It requires research, analysis, synthesis and ongoing testing related to the process of design and

development and the associated documentation. Implementation and evaluation focuses on the quality of the

solution. Quality and effectiveness are evaluated against client needs and defined criteria formulated during

the design and development phase.

SUBJECT: INFORMATION

TECHNOLOGY SYSTEMS QCAA STATUS: AUTHORITY QCE CREDIT: 4

54

SUBJECT: JAPANESE QCAA STATUS: AUTHORITY QCE CREDIT: 4

DEPARTMENT: ENGLISH/ ART/

DRAMA

HEAD OF DEPARTMENT:

MRS AMY KIRK

QCAA NO. 9

What is the course about?

The study of Japanese in Years 11 and 12 is primarily concerned with further enhancing students’ abilities to

communicate in the language. It also aims to help students deepen their appreciation and understanding of

Japanese culture. By building bridges of communication between Japan and Australia. Japanese pathways not

available to the monolingual.


This course will develop a balanced approach to the four macro-skills of listening, reading, speaking and

writing. The program will involve further study of the three Japanese scripts. Cultural studies will be an integral

part of the course.

Students of Japanese will study:

Year 11 Year 12

Student Exchange

Family Life & Celebrations

Leisure & Fitness

Social & Environmental Issues

Accommodation & Transport

Tourism & Part-time Jobs

The Last Year of School

Plan for the Future


During each term, students will be assessed on their ability to communicate in the language in the four macro-

skills: listening, speaking, reading and writing.


Students of Japanese shall engage with and acquire the language by writing, listening, speaking, reading and

living the language. They will also be immersed in the grammar and functions of the language such as formal

and informal speech.

Students may be involved in learning activities such as listening to dialogue, writing in a variety of genres,

conversing with partners and reading various texts.

Learning activities will also revolve around encountering, analysing and exploring Japanese culture.


The purchase of a translation dictionary is essential. Senior Japanese students have access to cultural

exchanges in Japan (at cost). Moranbah State High students visited Japan in 2006 and 2008, and Sydney in

2010.

All other costs for this subject are covered by the Student Resource Scheme.

55


Students who perform well in English and have a genuine interest in learning about other cultures are likely to

enjoy and perform well in the study of Japanese. Further, it is essential that students have achieved in the C

range or above in Year 10 Japanese. Please be aware that there is a spoken component to Japanese, so

students will be required to speak in front of an audience.


Japanese opens up a variety of pathways to successful students. These include:

Interpreter;

Translator;

Businessperson (Trading with Japan);

Diplomat;

Teacher;

Tourism

Further study of Japanese is also available at university.

56

What is the course about?

Legal Studies focuses on enhancing students’ ability to recognise the diverse legal situations and issues that

arise in their everyday lives. These situations and issues often have legal implications that affect the rights and

obligations of themselves and other community members. Students will gain knowledge to understand legal

frameworks that regulate and shape society.

Legal Studies enables students to formulate personal views of the world and understand how the law affects

their world. Through critical analysis, examination and problem solving, they are empowered to make decisions

that can benefit themselves and the community.

This subject will be of benefit to students who have an interest in:

Acquiring knowledge of the relationship between law and society;

Acquiring knowledge of citizens’ rights and responsibilities;

Understanding the historical development of Australia’s legal system;

Developing skills in using legal information;

Communicating with others about legal matters;

Being a responsible and informed citizen of Australia and the world.


Students examine the nature and functions of the Australian legal system, the processes of lawmaking and its

implementation, especially in issues and situations that are likely to have an impact on their daily lives. Legal

Studies is organised around six sections of study:

The legal system — How does the legal system meet society’s needs?

Crime and society — What is crime? How should society and the criminal justice system respond to it?

Civil obligations — How does civil law impact on citizens in society?

You, the law and society —Covers several topics including Renting and Buying, Family Law and

Human Rights.

Independent inquiry – Undertaken in year 12, students investigate a controversial contemporary legal

issue of their choice.

Law in a changing society.


Judgments are made about a student’s exit level of achievement, using three criteria:

Knowledge and understanding (ability to retrieve and comprehend information, and to select,

organise and communicate information to an audience)

Investigating Legal Issues (ability to research and analyse legal situations and issues)

Responding to Legal Issues (ability to critically review the legal system’s attempts to achieve just, fair

and equitable outcomes.)

SUBJECT: LEGAL STUDIES QCAA STATUS: AUTHORITY QCE CREDIT: 4


BUSINESS/ LOTE

HEAD OF DEPARTMENT:


57

A variety of assessment techniques are used, including short and extended responses, non-written

presentations, and responses to stimulus materials.


Students will be involved in a wide range of learning activities to achieve the aims and objectives of this course.

These include activities such as case studies, mock trials, debates and discussions, interviews and polls,

community investigations, field trips, statistical analyses, simulation activities and interacting with guest

speakers.

As part of the course, students undertake an independent study, which is an in-depth investigation of a current

legal issue facing Australian society.


As Legal Studies is a theory-based subject, very little cost is involved. It is requested, however, that students

have a working USB drive with them in addition to the usual stationary.


Consider this subject if you have a genuine interest in the above, and have achieved at least a C or higher in

Junior English and Humanities.


Legal Studies opens up a range of doors, academically, for those wanting to pursue tertiary education. Most

university degrees prominently feature research, essay writing skills and public speaking skills, which Legal

Studies is renowned for cultivating. Ultimately, studying Legal Studies could be the first step on the path to

having a career as a Solicitor or Barrister, Paralegal, Human Rights Lawyer, Public Servant, Police Officer,

Teacher, Journalist, or Officer of the Court.

58


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.

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 strand

Elements of applied geometry

Linking two and three dimensions

Statistics and probability strand

Data collection and presentation

Exploring and understanding data

The elective topics are:

Maps and compasses — Land measurement

Operations research — Linear programming


Schools use a wide range of assessment techniques to determine the relationships between student

achievement and the exit criteria of the course (Knowledge and procedures, Modelling and problem solving, and

Communication and Justification). Assessment techniques in this syllabus are grouped under categories and

may include:

extended modelling and problem solving tasks — within this category, students provide a response to a

specific task or issue, which could be set in a context that highlights a real-life application of mathematics

report — within this category, assessment tasks are typically an extended response to a practical or

investigative task, such as an experiment in which data are collected, analysed and modelled, a

mathematical investigation, a field activity, or a project

SUBJECT: MATHEMATICS A QCAA STATUS: AUTHORITY QCE CREDIT: 4

DEPARTMENT: MATHEMATICS HEAD OF DEPARTMENT:

MRS MAREE LEWIS QCAA NO: A36

59

supervised test — within this category, tests are conducted under supervised conditions and commonly

include tasks requiring quantitative and/or qualitative responses.


Learning experiences derived from the Mathematics A Syllabus include life-related applications of mathematics

with real and simulated situations, use of instruments, and opportunities for modelling and problem solving.

Students should be involved in a variety of activities including those which require them to write, speak, listen

or devise presentations in a variety of forms to assist in developing mathematical understanding.


Students are required to pay the resource contribution scheme for access to a textbook.


This course is best suited for those students who have achieved a “C” or better in Year 10 Mathematics.

Mathematics A is for those students who want to be OP Eligible but do not require ”specialist” mathematical

courses. e.g. Engineering, Medicine etc. Maths A is also for those students who want to complete a trade at the

end of their schooling.


This course is the minimum prerequisite requirement for most university courses that do not require specialist

Mathematics. Most employers looking for apprentices look favourably on students who have successfully

completed the Mathematics A course.

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Mathematics is an integral part of a general education. It enhances understanding of the world and the quality

of participation in a rapidly changing society. It is a truly international system for the communication of ideas

and concepts, and has developed over many thousands of years through contributions by scholars of both

ancient and present-day cultures around the world.

Mathematics B aims to provide the opportunity for students to participate more fully in lifelong learning and to

appreciate that Mathematics is a:

unique and powerful way of viewing the world to investigate patterns, order, generality and uncertainty

way of thinking in which problems are explored through observation, reflection and logical, inductive or

deductive reasoning

powerful, concise and unambiguous symbolic system with written, spoken and visual components

creative activity with its own intrinsic value, involving invention, intuition and exploration.


The Mathematics B course consists of seven core topics:

Introduction to functions

Rates of change

Periodic functions & applications

Exponential & logarithmic functions & applications

Introduction to integrations

Applied statistical analysis

Optimisation


Schools use a wide range of assessment techniques to determine the relationships between student

achievement and the exit criteria of the course (Knowledge and procedures, Modelling and problem solving, and

Communication and Justification). Assessment techniques in this syllabus are grouped under categories and

may include:

extended modelling and problem solving tasks — within this category, students provide a response

to a specific task or issue, which could be set in a context that highlights a real-life application of

mathematics

report — within this category, assessment tasks are typically an extended response to a practical or

investigative task, such as an experiment in which data are collected, analysed and modelled, a

mathematical investigation, a field activity, or a project

supervised test — within this category, tests are conducted under supervised conditions and

commonly include tasks requiring quantitative and/or qualitative responses.


SUBJECT: MATHEMATICS B QCAA Status: AUTHORITY QCE Credit: 4 PTS


MRS MAREE LEWIS QCAA NO: A37

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Learning experiences derived from the Mathematics B syllabus will involve life-related applications of

mathematics with real and simulated situations, use of instruments, technology and, opportunities for

modelling and problem solving. Learning experiences may require students to work individually, in small

groups or as a class. Students should be involved in a variety of activities including those which require them

to write, speak, listen or devise presentations in a variety of forms.


Graphic Calculator $ 180 as well as hire of text.


This course is best suited for those students who have achieved a “B” or better in Year 10 Mathematics

(Extension). Mathematics B is for those students who are OP eligible and intend on progressing on to tertiary

study that requires “specialist” mathematics e.g. Engineering, Medicine etc. Maths B is also for those students

who are capable and want to complete an Electrical Apprenticeship at the end of their schooling.


This course is the minimum prerequisite for some university courses that require specialist Mathematics.

Employers looking for Electrical apprentices look very favourably on students who have successfully completed

the Mathematics B course.

http://cloud.graphicleftovers.com/28224/670175/complex-mathematics-background.jpg

62


In history, as in our everyday lives, people ask meaningful questions, collect evidence, sift through it, analyse

and evaluate it, to produce satisfactory answers to problems of living. These answers provide a context for our

own lives and establish a range of values that shape our attitudes, beliefs and behaviours. Through the study of

Modern History, students can understand why our modern world is the way it is. They can understand the

processes of change and continuity that have shaped today’s world, their causes, and the roles people have

played in those processes. They can understand that there are relationships between our needs and interests

and a range of historical topics, people and events. At a personal level, Modern History helps students to

identify their social location, their place in time and their heritage within a distinctive culture. Students develop

these understandings through processes of critical inquiry, debate and reflection, and by empathising with the

views of others.


The Modern History syllabus offers students an extensive range of themes and inquiry topics.

There are 16 themes in all, each offering a wide choice of inquiry topics. Themes develop broad concepts, such

as conflict, power, change, cooperation, the environment. The themes selected for study are developed

through inquiry topics that allow students to understand and investigate the concept of the theme in a specific

context.

Inquiry topics in Modern History focus predominantly on the 20th century and later. The course that students

study will include:

Year 11

The Birth of Imperialism

The British Empire in Africa, Australia, New Zealand and the Americas

20th Century Indigenous Struggle Against ‘White Power’

From Meiji Japan to the Japanese Empire

Australia’s Changing Foreign Policy

Year 12

The Origins and Outcomes of World War I and the Rise of Hitler

The Holocaust and Jewish Flight to the Middle East

Conflict in Indo-China, 1945 – 1975

The End of the Third Reich and the Rise of Communism in Europe and Asia

Religion, the Evolution of Terrorism and the Modern World


Assessment in senior Modern History is criterion-based and is designed to help students to demonstrate

achievement in the objectives of the syllabus. The criteria used are Planning and using a historical research

process, Forming historical knowledge through critical inquiry, and Communicating historical knowledge.

Students will be assessed in each of four categories of assessment: test essays in response to historical sources,

SUBJECT: MODERN HISTORY QCAA STATUS: AUTHORITY QCE CREDIT: 4


BUSINESS/ LOTE

HEAD OF DEPARTMENT:


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research assignments in response to inquiry questions, multimodal presentations that may include non-written

and visual presentations such as video, PowerPoint or interactive CD-ROM materials, and short response tests

and response to stimulus tests.


Historical study is based on inquiry. While the teaching of history may involve expository and text-based

teaching, the main approach to learning is student inquiry. Students are actively involved in locating,

interpreting, analysing and evaluating historical sources, both primary and secondary. In Modern History,

sources can include academic texts, diaries, letters, speeches, cartoons, journal articles, newspaper reports,

documentary television programs, artefacts and everyday items. Using the inquiry approach, students identify

historical questions for investigation, develop research questions to investigate inquiry topics, locate, analyse

and evaluate sources, and reach conclusions or make judgments about the question they have identified.

All of the themes in the Modern History syllabus use an inquiry process that identifies five aspects:

Definitions

Sources

Backgrounds, changes and continuities (motives and causes)

Effects, interests and arguments

Reflections and responses.


Currently, other than note books and folders, there are no additional costs attached to this course however the

senior history staff are working to include an overseas trip with the course in 2014.


Consider this subject if you have a genuine interest in the above topics and have achieved a C or higher in

Junior Social Science or English.


The course provides students with research skills and investigation techniques that can be applied to many

career paths including: Lawyer, Museum Curator, Politician, Historian, Librarian, Professional Researcher, Writer,

Journalist, Teacher, Academic, and builds the foundation skills for any University course.

64


In Australia, participating in and watching physical activity is culturally significant and deeply embedded in the

national psyche. Physical activity is central to maintaining health, providing avenues for social interaction,

developing self-worth and promoting community involvement.

Physical Education would interest students who are physically active, enjoy a range of sports; participate in

sport as a coach, or who would like to further their knowledge of the physical culture of Australia. It provides a

foundation for students who wish to pursue further study in human movement related fields such as:

sport development, management, marketing, sales, sponsorship and fundraising

sport and physical activity policy development

sport journalism

sport psychology and coaching

athlete conditioning and management

personal training

primary, middle and senior school teaching


In Physical Education, physical activity serves as both a source of content and data and the medium for

learning. Learning is based on engagement in physical activity with students involved in closely integrated

written, oral, physical and other learning experiences explored through the study of selected physical activities.

Physical Education focuses on the complex interrelationships between psychological, biomechanical,

physiological and sociological factors in these physical activities.

Students study four physical activities over the course. Subject matter is drawn from three focus areas which

are:

Learning physical skills – Biomechanics, Psychology of Learning

Processes and effects of training & exercise – Training Programs, Energy Systems and Exercise

Physiology

Equity and access to exercise, sport and physical activity in Australian society – Figueroa’s

Framework


Assessment in Physical Education encourages students to be active, critically reflective and research orientated

learners. Through the use of personalisation, assessment students are able to make meaning of complex

understandings by providing connections with their real-life contexts.

The three main assessment types used in Physical Education are:

Supervised Written Exams – Extended written responses completed under exam conditions

Research Tasks – Reports, Assignment written from an analytical or persuasive stance

Mulitmodel Tasks – Oral Presentations that utilise video evidence, graphs, table or other materials to

assist in the delivery of material

SUBJECT: PHYSICAL EDUCATION QCAA STATUS: AUTHORITY SUBJECT QCE CREDIT: 4

DEPARTMENT: HPE HEAD OF DEPARTMENT:


65

Physical Performance – participation in physical activities each lesson

Students are assessed across the three dimensions of Acquiring, Applying and Evaluating.


By learning in, about and through physical activity, students become intelligent performers and physically

educated. Students develop skills and understandings that allow them to contribute in an informed and critical

way to varied physical activity contexts and roles. As students study increasingly complex and sophisticated

subject matter they are encouraged to further develop as self-directed, interdependent and independent

learners.

In Physical Education, the dimensions of acquiring, applying and evaluating group the general objectives so

that once skills and knowledge are acquired, they can be applied to a range of physical activity contexts and

then evaluated to improve performance and strengthen and broaden understanding. Evaluation and reflection

are used continually to provide feedback for future acquisition and application of behaviours, performance,

knowledge and skills.


Costs associated with the course are minimal and will be advised as student progress through the course


This course is best suited for students who have a keen interest in Sport and Physical Education. As this is an

Authority Subject it is best suited to students wishing to receive an OP at the completion of Year 12.


Physical Education provides a foundation for a variety of career pathways. Some of these include:

Defence Forces

Physiotherapy

Nutrition

Dietician

Sports Medicine

Sports Journalism

Fitness Instructor

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The general objectives are a summary of what students should be able to achieve as a result of completing the

course. They stem from a view of science and science education, the rationale and the global aims.

The objectives of the syllabus are categorised in the following dimensions:

Knowledge and conceptual understanding

Investigative processes

Evaluating and concluding

Attitudes and values.

The general objectives represent aspects of Physics that help students develop their scientific literacy. As students

engage with the objectives in conjunction with each other, they also hone their abilities in working scientifically.

Progress in all dimensions should occur concurrently. Students become critically aware of the complexity and

interconnectedness of physics and human influences on the planet. They develop an understanding of the historical

influences of physics, current developments and implications for physics in the future.

Progress in all dimensions should occur concurrently. Progress in any one dimension at times may be dependent on

the qualities and skills developed in another. The complexity and sophistication of learning experiences in all

dimensions must increase over the duration of the course.

The general objectives within the dimension Attitudes and values relate to the affective elements that the course

aims to encourage. They are not directly assessed for the awarding of exit levels of achievement.


The syllabus provides a framework on which courses of study in Physics are constructed. The organising principles

are:

range of complexity

accommodation of individual and group differences

sequencing and development of key concepts and key ideas.

The units covered in the Physics program are as follows:

The Need for Speed – speed/velocity/acceleration/motion

Good Vibrations – light/waves/reflection/refraction

Seeing and Hearing is Believing – optics/sound

Opposites Attract – electricity/electrostatics/circuits

Stanwell Power Station – thermal properties of coal/heat/thermodynamics

Medical Physics – technologies behind diagnosis and treatment

At the Amusement Park – application of physics at the amusement park

Intergalactic Golf – investigating other planets and their properties

To Infinity & Beyond – rockets/satellites/space travel

From Plum Pudding’s to Schrodinger’s Cat – atomic and modern physics/quantum mechanics

Electronics – semiconductor theory

SUBJECT: PHYSICS QCAA STATUS: AUTHORITY QCE CREDIT: 4



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Schools use a wide range of assessment techniques to determine the relationships between student achievement

and the exit criteria of the course (Knowledge and conceptual understanding, Investigative processes, and

Evaluating and concluding).

Assessment techniques in this syllabus are grouped under categories and may include:

Extended Experimental Investigations — within this mandatory category, instruments are developed to

investigate a hypothesis or to answer a practical research question

Supervised Assessments — within this mandatory category, instruments such as written tests are used, and

conducted under supervised conditions to ensure authentication of student work

Extended Response Tasks — within this category, instruments are developed in response to a chemistry

question, circumstance or issue and, while they are essentially non-experimental, they may draw on primary

experimental data.


In selecting learning experiences, teachers have many opportunities to offer interesting activities, especially:

researching from primary and secondary sources

accessing and using computers, including internet research

undertaking national science initiatives and competitions

developing decision-making skills

interpreting data, from wide-ranging sources including media

analysing current strategies or policies of the issue being investigated

analysing strategies and evaluating effectiveness or improvements

applying the principles of research ethics

formulating hypotheses and testing them through fieldwork, experiments, interviews and research

predicting the impact of recommendations of a science report/experiment

proposing and/or implementing strategies for improvement

solving problems

engaging in active research projects, independently and with groups and teams

participating in forum discussions and debates

sharing information mutually beneficial to the group

advocating for change.


Costs associated with course are based on compulsory elements required to complete all elements of the course.

This includes excursions, laboratory equipment and materials required as a part of the course.


This course is best suited for students who have a keen interest in Science, in particular Physical Sciences. As this is



Chemistry provides a foundation for a variety of career pathways. Some of these include:

Engineering

Surveyor

Radiation therapist

Meteorologist

Metallurgist

Technicians (Air Force, Army, Medical Lab)

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Visual Art relates to the creative thinking, critical analysis and problem-solving processes involved in producing,

displaying and appreciating artworks. Throughout the course students will be introduced to concepts (ideas)

that they are required to create a body of work around. The body of work consists of a visual diary, media

experiments, and resolved artworks. Each body of work has a research assignment that is linked to the chosen

concept. In Year 11 the media areas are selected by the teacher and in Year 12 students can select the media

area or work across several areas. Media areas include;


Using the inquiry processes of researching, developing, resolving and reflecting, students explore and express

concepts and chosen focuses through a range of contexts and media areas. In Year 11 the concepts include;

‘Urban Environment’, ‘Sense of Self’, ‘Beyond the Red Bucket’ and ‘Evolving Self’. In Year 12 the concepts

include; ‘Existence’ and ‘Emergence’ with the addition of an extension body of work at the end of the year.


Students are assessed in two ways; Making and Appraising. The Making assessment involves the creation of a

body of work which is made up of a visual diary, media experiments and resolved artworks. Making work is

assessed on two criteria; Visual Literacy and Application. Appraising assessment involves researched based

assignments that explore the chosen concepts and focuses and link back to the body of work. Appraising

assessment is based on the Appraising criteria.


In Making artworks, students define and solve visual problems by using visual language and expression

(including visual elements, principles of composition, sign and symbolism) relevant to concepts, focuses,

contexts and media. 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 areas 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, focuses,

contexts and media

SUBJECT: VISUAL ART QCAA STATUS: AUTHORITY QCE CREDIT: 4

DEPARTMENT:

ENGLISH/DRAMA/VISUAL ART

HEAD OF DEPARTMENT:


Drawing Painting Photography

Printmaking Ceramics Sculpture

Textile and fibre art Installation Performance art

Electronic imaging Film and animation Sound art

Wearable art Graphic illustration Television

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analysing, interpreting, synthesising and evaluating information to discern meanings

making informed judgments

justifying positions when determining the aesthetic value of artworks

using suitable visual arts terminology, language and referencing conventions.


The majority of the consumable materials are covered by the Art Department however students will be

required to purchase a visual diary and any additional materials that they wish to use for their artworks that the

school does not have. This usually only refers to materials that are not normally used in the art making process.

Students will also have opportunities to work with professional artists through Flying Arts as well as attend art

exhibitions. While funding is available to cover most of the cost of these activities, students may be asked to

pay a small fee to attend.


The course is an authority subject and

therefore does contain both practical and

written components. It is recommended that

students who choose this course are prepared

for both components and therefore is

recommended students are also in board

English or achieve above C average in year 10

English.

Students also need to be aware that the

creation of artworks can sometimes be a very

time consuming process and therefore need to

be willing to put in extra time out of class.


“The Arts are fundamental resources through which the world is viewed, meaning is created and the mind is

developed,” Elliot W. Eisner, Professor of Education and Art, Stanford University, 1997.

Visual Art prepares young people for a future in the workforce by requiring them to seek creative solutions to

complex design problems, think divergently and use higher order learning skills to articulate an informed and

individualised aesthetic (style/expression). At a time when creativity is sought by industry, visual art

significantly contributes to the design and manufacture of images and objects needed for living.

Students who wish to continue their study in the Creative Industries can go on to study Visual Art, Graphic

Design, Digital Imaging, Photography, Illustration and Animation, Film and TV at University or TAFE.

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Year 11 & 12 Authority Registered Courses

71


Agricultural Practices provides opportunities for students to explore, experience and learn knowledge and

practical skills valued in agricultural workplaces and other settings. Through these learning experiences,

students build their understanding of expectations for work in agricultural settings and develop an

understanding of career pathways, jobs and other opportunities available for participating in and contributing

to agricultural activities.

Agricultural Practices includes two areas of study, ‘Animal studies’ and ‘Plant studies’, which focus on building

knowledge and skills suited to practical situations in agricultural workplaces. Schools decide whether to include

one or both of the areas of study in their course of study. Learning in the selected areas of study is delivered

through units of work set in specific animal and plant contexts, such as poultry, vegetables or conservation

areas.


Students will undertake a course of study which includes the core units:

Animal industries

o Information fundamental for success in animal industries.

o Employment opportunities are available in animal industries

o Nutrition requirements of stock

o Maintaining animal health and welfare are requirements for success in animal industries.

Plant Studies

o Information fundamental for success in plant industries.

o Employment opportunities are available in plant industries

o Nutrition and environmental requirements of plants

o Maintaining plant health for success in plant industries.

Safety and management practices

o Rules, regulations and recommendations - Commonwealth and State rules, regulations and

recommendations control agricultural contexts and activities, and observations of workplace

work health and safety requirements

o Equipment maintenance and operation – check, clean and store equipment and use equipment

o Management practices – sustainable practices, working with others, personal management skills


The key dimensions of this course in which students are assessed encompass:

Knowing and Understanding – demonstrating procedures to complete tasks in agricultural activities,

describing and explaining concepts, ideas and processes relevant to agricultural activities.

Analysing and applying – analysing agricultural information, applying knowledge, understanding and

skills relevant to agricultural activities, using appropriate language conventions and features for

communication of agricultural information.

Producing and Evaluating – planning processes for agricultural activities, making decisions and

recommendations with evidence for agricultural activities and evaluating processes and decisions

regarding safety and effectiveness.

Students will experience a range of assessment techniques that include Projects, Collection of work,

Investigations, Extended response to stimulus and Examinations.

SUBJECT: AGRICULTURAL

PRACTICES SAS

QCAA STATUS: AUTHORITY

REGISTERED QCE CREDIT: 4


MR MICHAEL YOUNG QCAA NO: 6400

72


A subject levy may be charged to cover the cost of consumables used in Agricultural Studies. To ensure the

Health and Safety requirements of the course are met, students will also need to provide and wear during

practical lessons:

Sturdy footwear (slip-on/canvas shoes are NOT allowed)

Long sleeved work shirts and/or overalls

Hat and Sunscreen


There is no prerequisite for this course. It is assumed that you will have an interest and willingness to explore,

experience and learn knowledge and practical skills that are valued in agricultural workplaces. Class and

assessment tasks involve physical activity which is conducted outdoors.


A course of study in Agricultural Practices can establish a basis for further education and employment in

agriculture, aquaculture, food technology, environmental management and agribusiness. The subject also provides

a basis for participating in and contributing to community associations, events and activities, such as agricultural

shows.

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DEPARTMENT:

ENGLISH AND THE ARTS

HEAD OF DEPARTMENT:



The Arts are the common thread of life in all communities and mirrors of society’s aspirations. They have the

capacity to engage, inspire and enrich the lives of students, exciting the imagination and encouraging them to

reach their creative and expressive potential. They provide opportunities for students to learn how to create,

design, represent, express, communicate and share their imagined and conceptual ideas, emotions,

observations and experiences.

In this syllabus, the term ‘the arts, embraces studies in and across the visual, performing and media arts –

dance, drama media arts, music and visual arts. Through this borad-based, interdisciplinary course of study,

students explore the core of arts literacies and arts processes, apply techniques and processes, analyse and

create artworks, and investigate artists’ purposes and audience interpretations. They have the opportunity to

engage with creative industries and arts professionals as they gain practical skills, use essential terminology

and make choices to communicate ideas through their art-making.

Semesters 1 and 2 of the course are designed to allow students to begin their engagement with the course

content, i.e. the knowledge, understanding and skills of the subject. Course content, learning experiences and

assessment increase in complexity across the four semesters as students develop greater independence as

learners. Semesters 3 and 4 consolidate student learning.

What are the main Core topics covered?

The core is what all students who undertake a four-semester course of study in this subject will have the

opportunity to learn. The core of this subject consists of two interrelated topics:

Arts literacies

o Arts communication – arts-specific terminology and communication skills;

o Arts principles – genres, forms and/or styles, elements and/or mediums, structures, conventions,

functions and/or purposes;

o Aesthetic appreciation – description, analysis and interpretation of artworks, evaluation of

aesthetic choices, reflective skills, provision of critiques

Arts processes

o Integration of art forms – conceptualisation and planning of artworks, refinement and

modification of arts ideas and art-making processes, decision-making and problem-solving

skills, organisation of resources;

o Arts technologies, techniques and skills – technologies specific to chosen art forms, techniques

and skills specific to the chosen art forms, techniques and skills common to multiple disciplines;

o Artwork realisation – production skills, presentation skills, curatorial skills

o Arts careers – interdisciplinary arts careers (music theatre, arts management and promotion),

business, marketing and entrepreneurial skills, planning skills, project management skills.

What are the main elective topics covered?

The electives in this subject are the art forms of dance, drama media arts, music and visual arts. The selection

of electives is dependent on:

o Interests and abilities of student cohort or individual students

o Expertise of teachers

o Available facilities and resources

Each student must engage with at least two elective art forms in each contextualised unit, and explore at least

three different art forms over the four-semester course of study.

SUBJECT: ARTS IN PRACTICE QCAA STATUS: AUTHORITY


74



Knowing and Understanding – of concepts and ideas related to arts literacies and arts processes.

Students retrieve long-term memory and constructing meaning from oral, written, visual, aural and

physical texts, including artworks.

Analysing and applying – application, investigation and analysis of arts literacies and arts processes.

Students gather and dissect information about arts concepts and ideas to find meaning, determine

relationships and identify patterns, similarities and differences in an overall structure.

Creating and Evaluating – generation and communication of arts ideas. Students plan and manage arts

resources and sources, and synthesise arts literacies, practices and information.


A subject levy is applicable to cover the cost of consumables used in Arts in Practice.


Students who are interested in the Arts and who have studied at least one of Art, Drama, Dance, Media Arts or

Music in junior school. An interest in the Arts is a significant indicator of possible success in this subject.


A course of study in Arts in Practice can establish a basis for further education and employment by providing

students with the knowledge and skills that will enhance their employment prospects in the creative arts and

entertainment industries, and help them to understand the different careers available. With additional training

and experience, potential employment opportunities may be found in areas such as arts management and

promotions, arts advertising and marketing, theatre and concert performance, multimedia, video game and

digital entertainment design, screen and media, and creative communications and design.

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BUSINESS/ LOTE

HEAD OF DEPARTMENT:

MR JAMON BULL QCCA NO: 6035


Business study area specification is designed to provide an understanding of the world of business in both

public and private sectors. Students have the opportunity to understand issues associated with workplace

culture and practices, and develop the skills, processes and attitudes crucial for making valid decisions.

Skills implicit in business and personal effectiveness include working in teams, demonstrating effective

communication, organisational and interpersonal skills, and using a range of technologies.

The Business study area specification is designed to help students develop:

a knowledge and understanding of business environments

the skills required for effective participation in the workforce and as active and informed citizens

an awareness and appreciation of the importance of working in teams, effective communication,

organisational and interpersonal skills

the ability to effectively apply a range of business technologies

an awareness of their individual abilities, to foster personal growth, self-reliance and a sense of

personal worth and esteem

an awareness of moral, ethical and social responsibility in personal and business contexts

the knowledge, skills and attitudes necessary to participate as valued members of society and which

enhance employability, enjoyment of life, preparedness for further studies and lifelong learning.


The three aspects of the study area core include:

Collaborative work environments - working with business colleagues and customers

Technologies - use of various technologies in business environments

Business Basics - understanding and managing business organisational issues.

Accounting applications

Cash management

Business and personal finance

Business and personal insurance

Retail

Business venture and entrepreneurship

Sales and marketing

Information management

Human resource management

Career development


Assessment is designed to enable students to demonstrate achievement of the objectives of the course,

namely, Knowledge and Understanding (recall facts and demonstrate understanding), Practical Skills (prepare

and produce) and Communication. Students will be awarded a level of achievement based upon standards

achieved in these two criteria.

Assessment in this subject is through a series of projects. Techniques will include objective and short-answer

responses, projects which include folio, multimedia presentations, case study reports, practical tasks, non-

written presentations and procedural applications such as financial records and reports.

SUBJECT: BUSINESS SAS QCCA STATUS: AUTHORITY


76


Students will be exposed to a wide variety of learning experiences using activities that are largely experiential,

practically oriented and realistic.

These may include:

simulations involving business procedures

using equipment available within the school

developing resources for use by others, e.g. brochures for charities,

using a variety of computer software

participating in small group workshops

participating in industry simulation games and competitions

undertaking case studies of local businesses, retail outlets

liaising with appropriate industry representatives, organisations and/or industrial unions


Costs for this subject are covered by the Student Resource Scheme. Students will require a display folder, ream

of white paper and USB.

It is strongly recommended that students studying Business participate in the school’s laptop program or have

their own device with them at school.


Students who have a pathway planned into the

business pathways. Students who learn best in a

practical program and are interested in a

business focus are best suited to this subject.


This course allows students a practical training

foundation into the business administration

industries.

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This course focuses on the underpinning industry practices and production processes required to create,

maintain and repair predominantly metal products in the engineering manufacturing industry. This subject

provides a unique opportunity for students to experience the challenge and personal satisfaction of

undertaking practical work while developing beneficial vocational and life skills.

The subject includes two core topics — ‘Industry practices’ and ‘Production processes’. Industry practices are

used by manufacturing enterprises to manage the manufacturing of products from raw materials. Production

processes combine the production skills and procedures required to create products. Students explore the

knowledge, understanding and skills of the core topics through selected industry-based electives.




learners. Semesters 3 and 4 consolidate student learning.



opportunity to learn. The core of this subject consists of two interrelated topics, and explores:

Industry practices

o Manufacturing enterprises – the importance in relation to the economy and employment

o Workplace health and safety - legislation, rules and procedures which must be followed in

manufacturing industry workplaces

o Personal and interpersonal skills - teamwork and communication skills, are essential for effective

participation in engineering workplaces

o Product quality - quality of products depend on customer expectations of value, which affects

industry production processes

Production processes

o Specifications - communicated through industry-specific drawings and technical information

o Tools – their specific functions and are selected and safely operated for particular procedures

o Materials - selected and safely manipulated based on industry-specific applications

What are the main elective topics covered?

The electives in this subject are based on engineering industry specialisations that require tradespeople with

specific knowledge, understanding and skills when using tools and materials to create or maintain products.

Each elective predominantly relates to a common current engineering trade qualification described in the

industry training packages.



Knowing and Understanding – describing industry practices in manufacturing tasks, demonstrating

fundamental production skills, interpreting drawings and technical information.

SUBJECT: ENGINEERING SKILLS

SAS



78

Analysing and applying – tasks to organise materials and resources, selecting and applying production

skills and procedures to manufacturing tasks, using visual representations and language conventions

and features to communicate particular purposes

Producing and Evaluating – planning and adapting production processes, creating products from

specifications, evaluating industry practices, production processes and products and make

recommendations.

Students will experience a range of assessment techniques that include: manufacturing products to required

standards, Individual demonstration of practical skills and examinations.


A subject levy is applicable to cover the cost of consumables used in Engineering. To ensure that the Health

and Safety requirements of the course are met, students will also need to provide and wear:

Sturdy footwear (slip-on/canvas shoes are NOT allowed)

Long sleeved work shirts ( short sleeve shirts do not meet the required safety standards)

Long trousers are essential ( shorts do not meet the required safety standards)

It is recommended that each student has his/her own safety glasses


Junior engineering is highly recommended (and, if this is not the case) students will need to be highly

organized and motivated to cope with the accelerated learning required.


By doing manufacturing tasks, students develop transferable skills relevant to a range of industry-based

electives and future employment opportunities. They understand industry practices, interpret specifications,

including 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 they create using predefined specifications.

A course of study in Engineering Skills can establish a basis for further education and employment. With

additional training and experience, potential employment opportunities may be found in engineering trades as,

for example, a sheet metal worker, metal fabricator, welder, maintenance fitter, and metal machinist, locksmith,

air-conditioning mechanic, refrigeration mechanic or automotive mechanic.

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English is the principal spoken language and the predominant written language of personal and public life.

Proficiency in and understanding of English allows people to share in and contribute to current and future local,

national and global communities and cultures.

Effective communication is integral to our society. New technologies, the influences of globalisation and the

restructured workplace require students to be able to interpret, construct and make judgments about

meanings in texts in preparation for lifelong learning. The English Communication Study Area Specification

(2004) is designed to allow students to develop and use these skills in the areas of work, community and

leisure.


Semesters Topic Genre Assessed

1 Social Media Persuasive Speech

Exploring Cultures Travel Guide

Conflict and Resolution Letter - exam

2 Pardon me, your being positioned Eulogy

The Hero in Me Motivational Speech

Presentations of Identity Film Review

3 Versions of the truth Persuasive Speech

How to buy a Car Tutorial

Moving on & Moving out Procedural guide - exam

4 The world of work Folio & Job interview

The Entrepreneur in me Brochure, Speech, Letter to Author

Memoirs of me Valedictory speech


An exit level of achievement will be awarded on completion of the program of study for English

Communication. The criteria on which students will be judged are derived from the general objectives of the

course: knowledge of contextual factors, knowledge of textual features, and knowledge and understanding of

texts.

In order to enable students to demonstrate their knowledge and control of the three assessment criteria within

the contexts of work, community and leisure, tasks will provide opportunities for students to use their

knowledge of:

How texts are shaped by purpose, context and social situation

SUBJECT: ENGLISH

COMMUNICATION



DEPARTMENT:

ENGLISH/DRAMA/VISUAL ART

HEAD OF DEPARTMENT:

MRS AMY KIRK QCAA NO: 638 6125

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How textual features are selected for particular purposes and audiences

How texts reflect different values, beliefs and attitudes.

Students will complete a variety of written and spoken/signed tasks in real-life contexts for particular purposes

and audiences. Assessment will be conducted in both individual and group situations. The three assessment

criteria and integrally related, and will be applied holistically to the body of work completed by the student in

order to determine the exit level of achievement.


Students learn by working with language and texts. Learning experiences in English communication are

designed to cater for the diverse range of learning styles, interests and abilities of senior students. They may

include:

Individual, small group and whole class activities such as workshops, conferencing, debates and

discussions.

Reading, analysing and producing texts.

Viewing plays, films and forums

Listening to and interacting with guest speakers and experts.


There are no costs involved with this course.


This course is best suited for students who are not pursuing tertiary study.


English Communication can establish a basis for students’ further learning as well as developing essential

communication skills to enhance employment opportunities. This study area specification offers students

opportunities, within the contexts of work, community and leisure, to use language to perform tasks, use

technology, express identity, and interact in groups, organisations and the community. It focuses on

developing students’ understanding and use of language systems to communicate effectively. Students will

have the opportunity to:

Make meanings in and of everyday, mass-media

and literary texts, understanding the influence of

cultural contexts and social situations

Develop abilities in speaking (signing), listening,

reading, viewing, writing and shaping practices,

responsive to and effective in diverse social

contexts

Become confident, effective and critical users of

texts and language, making judgments to accept

or challenge meanings.

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The Furnishing Skills subject focuses on the underpinning industry practices and production processes required

to manufacture furnishing products with high aesthetic qualities. The furnishing industry comprises a wide

range of fields, including soft furnishing, commercial and household furniture-making, cabinet-making and

upholstering. Furnishing products can be manufactured from a range of materials such as textiles, timber,

polymers, composites and metals. This subject provides a unique opportunity for students to experience the

challenge and personal satisfaction of undertaking practical work while developing beneficial vocational and

life skills.

The subject includes two core topics — ‘Industry practices’ and

‘Production processes’. Industry practices are used by

manufacturing enterprises to manage the manufacturing of

products from raw materials. Production processes combine the

production skills and procedures required to create products.

Students explore the knowledge, understanding and skills of the

core topics through selected industry-based.




• Industry practices

o Manufacturing enterprises – the role they play to the economy

o Workplace health and safety – legislation, rules and procedures relevant to manufacturing

workplaces

o Personal and interpersonal skills - including teamwork and communication skills, are essential

for effective participation in manufacturing workplaces

o Product quality - The quality of products depends on customer expectations of value, which

affects industry production processes

• Production processes

o Communication - communicated through industry-specific drawings and technical information


o Tools – their functions and are selected and safely operated for particular procedures

o Materials - selected and safely manipulated based on industry-specific applications



Knowing and Understanding – describing industry practices in manufacturing tasks, demonstrating

fundamental production skills, interpreting drawings and technical information.

Analysing and applying – tasks to organise materials and resources, selecting and applying production

skills and procedures to manufacturing tasks, using visual representations and language conventions

and features to communicate particular purposes

Producing and Evaluating – planning and adapting production processes, creating products from

specifications, evaluating industry practices, production processes and products and make

recommendations.

SUBJECT: FURNISHING

(WOODWORK) SAS




MR MICHAEL YOUNG QCAA NO:

82

Students will experience a range of assessment techniques that include projects and practical demonstrations

that include theory component. The weight of skills learnt in Year 11; and Year 12 is a consolidation year

where students demonstrate their application of their skills independantly.


A subject levy is applicable to cover the cost of consumables used in Furnishings. To ensure the Health and

Safety requirements of the course are met, students will also need provide and wear:

• Sturdy footwear (slip-on/canvas shoes are NOT allowed)


Junior Wood working studies is highly recommended; and, if this is not the case, students will need to be

highly organized and motivated to cope with the accelerated learning required.


Furnishing Studies leads students towards careers in Timber Based Trades, Building and Construction Trades.

83


Information and Communication Technology (ICT) focuses on engagement with information and communication

technology through a variety of contexts derived from work, study and leisure environments of today. These

environments are transformed by the increasing changes to and impact of ICT.

Information and Communication Technology equips students to work with the emerging technology that requires

constant adaption by those who engage with it directly, and those whose lives and communities are affected by its

innovations.

This subject may lead to further education or employment in the fields of ICT operations, help desk, sales support,

digital media support, office administration, records and data management and call centres.


The subject matter is arranged into three broad strands: Hardware; Software; and ICT in Social Contexts; these

strands are studied in various contexts such as:

Animation Document production

Audio & Visual Production Online Communication

Data Management Website Production

Digital Imaging


Students complete one project or extended response to stimulus for each term. They are assessed against the following

students:

Knowing and understanding

Analysing and applying

Producing and evaluating

Knowing and understanding refers to students being familiar with the concepts and ideas, knowledge, understanding

and skills used in solving ICT problems with ICT contexts. Analysing and applying refers to the analysis of ICT problems

and the selection, application and organisation of knowledge, understanding and skills in ICT contexts to carry out and

complete tasks. Producing refers to utilising ICT to carry out a plan for solving given ICT problems that meet certain

specifications. Evaluating refers to the reflection on the students’ problem-solving process and solutions to consider

ways to improve future responses to ICT problems.

SUBJECT: INFORMATION &

COMMUNICATION TECHNOLOGY





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The Industrial Graphics Skills subject focuses on the underpinning industry practices and drafting processes

required to produce the technical drawings used in a variety of industries, including building and construction,

engineering and furnishing. It provides a unique opportunity for students to experience the challenge and

personal satisfaction of producing technical drawings and models while developing beneficial vocational and

life skills.

The subject includes two core topics — ‘Industry practices’ and ‘Drafting processes’. Industry practices are used

by manufacturing enterprises to manage the manufacturing of products from raw materials. Drafting processes

combine drawing skills and procedures with knowledge of materials and tools to produce industry-specific

technical drawings. Students explore the knowledge, understanding and skills of the core topics through

selected industry-based electives.




learners. Semesters 3 and 4 consolidate student learning from Semesters 1 and 2.




• Industry practices

o Manufacturing enterprises – the role they play to the economy

o Workplace health and safety – legislation, rules and procedures relevant to manufacturing

workplaces

o Personal and interpersonal skills - including teamwork and communication skills, are essential

for effective participation in manufacturing workplaces

o Product quality - The quality of products depends on customer expectations of value, which

affects industry production processes

• Drafting processes

o Drawing skills and procedures - manual and computerised drawing skills and procedures are

used to draft drawings


o Tools and Materials - knowledge of tools, production procedures and materials is required to

draft effective drawings for use in manufacturing processes


The key dimensions of this course in which students are assessed encompass

Knowing and Understanding

o Describing industry practices in drafting and modelling tasks

o Demonstrating fundamental drawing skills

o Interpreting drawings and technical information

SUBJECT: INDUSTRIAL GRAPHICS QCAA STATUS: AUTHORITY




85

Analysing and applying

o Analysing drafting tasks to organise information

o Selecting and applying drawing skills and procedures in drafting tasks

o Using language conventions and features to communicate particular purposes

Producing and Evaluating

o Construct models form drawings

o Create technical drawings from industry requirements

o Evaluate industry practices, drafting processes and drawings and make recommendations

Students will experience a range of assessment techniques that include projects, practical demonstrations and

examinations.


A subject levy may be applicable to cover the cost of consumables used in Industrial Graphics. Students need

to have computers which are able to run AutoCAD, minimum version 2016. A free copy for educational

purposes is available online for download. As the versions of AutoCAD require different minimum

specifications for installation on student computers, please visit the AutoCAD website to determine the

minimum specifications required to run the AutoCAD suite. Students will also require a 3-button scroll mouse

and earphones for listening to multimedia tutorials.


Students who intend to go into trade based work will benefit from the exposure to reading workshop plans.

Junior graphics is highly recommended (and, if this is not the case) students will need to be highly organized

and motivated to cope with the accelerated learning required. Students will need to access online

instructional resources, e.g. YouTube to aid their learning of AutoCAD software.


Industrial Graphics leads students towards careers in many Trade areas, Drafting and Industrial Design.

86

DEPARTMENT:

TECHNOLOGY

HEAD OF DEPARTMENT:



Industrial technology skills are the skills used by manufacturing industries that transform raw materials into

products wanted by society. The subject will provide students with opportunities to explore, experience and

learn knowledge and practical skills required to manufacture products in the engineering and furnishing

industries.

During the course, students will 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.

Students 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, students 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 they create.


Assessment in Industrial Technology Skills gives students opportunities to develop and demonstrate their

knowledge, understanding and skills. Assessment instruments include:

projects which provide authentic opportunities for students to demonstrate their learning in both

industry practices and production processes,

Practical demonstrations, e.g. welding exercises to produce a bracket

Examinations, e.g. short response safety test In Year 12

Students will be expected to complete four assessment instruments, including at least two projects and one

practical demonstration.


A subject levy is applicable to cover the cost of consumables.


Students who have studied at least one Industrial Technology and Design junior school.


This subject contributes four credits towards the Queensland Certificate of Education (QCE) if students receive

a Sound Achievement or higher at the completion of 4 semesters of study. A course of study in Industrial

Technology Skills can establish a basis for further education and employment in manufacturing industries, and

help students understand the different careers available. With additional training and experience, potential

employment opportunities may be found in the industry areas of building and construction, engineering and

furnishing.

SUBJECT: INDUSTRIAL

TECHNOLOGY SKILLS



87


MRS AMY GILBERT QCAA NO:


Marine and Aquatic Practices provide opportunities for students to contribute to society as active and

informed citizens. It provides opportunities for all students, including those with a general interest in marine

environment and those intent on careers directly involved in marine science or maritime studies, such as

oceanographer, coastal management, ships master, surfboard manufacturer, clothing retailer or navy diver.

Marine and Aquatic Practices embraces theoretical understandings and practical applications in a range of

marine and coastal activities.


Throughout the two year unit students will develop a deep knowledge of Marine and Aquatics practices. The

topics that are being offered in this course are:

Safety Afloat

Snorkelling

First Aid

Recreational Fishing

Commercial Fishing

Aquaculture

Radioing and Navigation

Boating

These topics are aimed to improve knowledge of safety, skill and also provide opportunities to receive

qualifications they can transfer to every situation.


In Marine and Aquatic Practices, students use scientific practice to design, plan, implement and evaluate coast

and marine enterprises, activities and equipment. Marine and Aquatic Practices involves aspects of ‘working

scientifically’ and ‘working technologically’.

Assessment in Marine and Aquatic Practices will vary according to the electives selected by the school.

Assessment techniques may include teacher observation of student skills, performance presentations, oral

presentations, tests, short and extended written responses or a community project. Assessment is designed to

enable students to demonstrate achievement of the objectives of the course, namely, Knowledge and

understanding, Practical Skills, and Work preparedness. Students will be awarded a level of achievement based

upon standards achieved in each of these criteria.


Marine and Aquatic Practices has been developed with an outcomes focus. Learning activities may include:

• Collecting, analysing, organising and evaluating the quality and validity of information

• Planning and organising excursions

SUBJECT: MARINE & AQUATIC

PRACTICES



88

• Making presentations such as seminars, debates, multimedia and practical demonstrations

• Participating in practical skills

• Undertaking a course such as a first aid or boat licence


The Science Department supplies all necessary scientific equipment required to support this work program. In

addition, links between community organisations are promoted and fostered to enhance the resources

available to students studying this course of study. All students also have access to electronic and print media.

However, the subject will incur a subject cost- approximately $50 per student as this will pay for certificates

and extra resources e.g. workbooks, which are required to effectively teach Marine and Aquatic Practices.

Students will also incur a cost for an excursion related to compulsory components of the course. Other items

not covered by the Science department will need to be purchased by students as the course progresses.


Marine and Aquatic Practices is a school based subject and is aimed at students interested in a Vocational

Education Pathway. Students need to have a genuine interest in the topics/units listed above.


Marine and Aquatic Practices aids students who have intent on careers directly involved in marine science or

maritime studies. Possible occupations include:

Oceanographer

Coastal management

Ships master

Professional Fisherman

Boat Operator

Deckhand

Surfboard manufacturer

Clothing retailer or navy diver

89


Recreation provides students with an opportunity to participate in physical activity, while developing skills

necessary for and beneficial to life. Whether these skills are oriented towards work, fitness or recreation,

students will develop their interpersonal skills, to learn and function in varied situations, and to acquire specific

knowledge and skills related to further training and employment.

Students will be involved in many different learning experiences, including: engaging in and observing

recreation activities; planning and organising activities; working with others and in teams; making decisions

and solving problems; gathering and comprehending information from a range of sources; organising and

analysing information; conducting surveys; using technology; compiling reports; and communicating ideas and

information in a variety of modes and genres.


The concepts covered within this course are

linked to the Recreation Industry and assist in

building a better understanding and

appreciation of this within the community.

Students will be participating in activities that

have a Recreation focus, some of these activities

include Badminton, Squash, Lawn Bowls and

Lifesaving.

These physical activities are complimented by

theoretical components that build on student

knowledge. These topics include coaching,

tournament planning, making healthy decisions,

First Aid and Bronze Medallion courses.


The focus of the assessment in Recreation is strongly based on the physical activity being undertaken, it

provides a foundation for the task to be implemented. Assessment may be in the form of assignments, peer

coaching, presentations, exams or physical performance. It is through these tasks that students demonstrate

their appreciation and understanding of sport and recreation in Australian society.

Students will be assessed on the three dimensions of Acquiring, Applying and Evaluating.

SUBJECT: PHYSICAL RECREATION QCAA STATUS: AUTHORITY REGISTERED QCE CREDIT: 4



90


Students develop many skills when undertaking the Recreation course. These skills include:

Designing Coaching sessions

Preparing and implementing tournaments

Participation in a wide range of physical activities

Completion of certified courses

Marketing and promoting events and physical activities

Developing group and team work skills

Peer teaching


Students will be participating in an excursion as a part of the course. Minor costs will also be incurred

throughout the course as students use community recreation venues when participating in physical

activities.


As this subject is a SAS (Authority Registered) subject, it is best suited to students who have a keen

interest in Sport and Recreational Activities, who wish to take a vocational pathway.


Recreation provides a foundation for a variety of career pathways. Some of these include:

• Sports Coach

• Health Promotion

• Personal Training

• Defence Forces

• Fitness Instructor

91


Prevocational Mathematics is designed to help students improve their numeracy by building their confidence

and success in making meaning of mathematics. It aims to help students overcome difficulties with, or negative

attitudes towards, mathematics, so that they can use mathematics efficiently and critically to make informed

decisions in their daily lives.

Numeracy is more than being able to operate with numbers. It requires mathematical knowledge and

understanding, mathematical problem-solving skills, literacy skills and positive beliefs and attitudes. When

students become numerate they are able to manage a situation or solve a problem in real contexts such as

everyday life, work or further learning.


Students study five topics (number, data, location and time, measurement and finance) that are integrated into

teaching and learning contexts that they find relevant. Students respond to these contexts by identifying or

locating, acting upon, interpreting, and communicating mathematical ideas and information. Students learn to

represent these ideas and information in a number of ways. Because these contexts foster cooperation, and are

supportive, enjoyable and non-competitive, students develop positive attitudes towards the use of

mathematics.

Students’ confidence improves when they have sufficient time to discuss and discover how to solve problems,

guess at answers, take chances, try things out, be wrong, and most importantly, experience success. Students

learn that there is rarely one way of doing things and that workplace mathematics is often very different from

school mathematics because each industry adapts mathematical skills differently. As students become more

confident in using mathematics, they willingly contribute to class and group discussions — they question,

propose, argue, challenge, seek advice and clarification, and become aware of the benefits of working

independently and in groups.


Assessment in Prevocational Mathematics is designed to enable students to demonstrate achievement in all

aspects of the objectives of knowing, applying and explaining. The SAS advises that examinations not be used

or kept to a minimum because they can undermine students’ confidence. If they are used then they should be

open-book exams, and a teacher should provide support throughout the exam.

To determine a student’s level of achievement, a wide range of tasks is used. These tasks are practical and

relate to the world of work, personal organisation, and interpreting society. They are conducted mostly in class

time so that students can be fully supported by the teacher. Contextualised assessment may require students

to give, for example:

• short written answers (comprising one word, a sentence or a paragraph)

• extended written answers (comprising at least three paragraphs; not essays)

SUBJECT: PREVOCATIONAL

MATHEMATICS




MRS MAREE LEWIS QCAA NO:

92

• non-written responses (such as informal spoken answers to teacher questions; an oral presentation of

results; roleplays; demonstrations of particular practical skills, techniques or processes; simple diagrams;

sketches; digital photographs; flow charts; a three-dimensional model).


Prevocational Mathematics builds students’ confidence and success with mathematics by suggesting activities

in which they:

• develop knowledge about and apply mathematical concepts in contexts that are meaningful to them

• learn practical skills and techniques that may lead to further engagement in industry, education and

leisure

• explain their reasoning and the significance of their solutions

• experience mathematics in a range of workplaces, such as through work experience or work placement

• work cooperatively in groups and/or independently to achieve goals.


Text hire


This course is best suited for those students who have not achieved well in Junior Maths and who are not

planning to go onto tertiary study or to pursue an apprenticeship.


Students who successfully complete the PVM course can go on to confidently use every day mathematics in a

workplace. The aim of PVM is to ensure that students have the mathematics to be competent at any job that

requires basic numeracy.

93


Science and technology play significant and increasing roles in modern society. To have an informed voice in

charting the future of society, and to effectively participate in society and everyday life, students need to be

scientifically literate. Science in Practice contributes to the development of scientifically literate individuals,

who can:

discuss science issues

identify science questions and investigate and draw scientific, evidence-based conclusions

challenge claims made by others about scientific matters

make informed decisions about the environment and their own health and wellbeing.

The scientific skills developed in Science in Practice are relevant to employment in many fields and may form

the basis of further training and education, e.g. animal welfare, biotechnology, food technology, forensics,

health and medicine, the pharmaceutical industry, recreation and tourism, research and the resources sector.


The specific topics covered in Science in Practice include:

Mythbusters

Aquaculture

Energy

Sport & Performance

Mining & Environment

Water Studies

Students will also participate in at least 10 hours of practical field work.


Assessment in Science in Practice has a strong practical component where students are involved in the “doing”

of science. Students may produce science products, perform science activities, and participate in science

investigations and experiments. Students will have the opportunity to use technology in both learning and

assessment contexts.

The standards for Science in Practice are described in the dimensions: Knowing, Investigating and Connecting.


Through the processes of practical and investigative approaches, students will be required to:

think critically about the scientific basis of contemporary issues

develop and apply their knowledge in a broad range of relevant practical situations

foresee consequences for their own and society’s activities on the living and physical world

SUBJECT: SCIENCE IN PRACTICE QCAA STATUS: AUTHORITY




94

participate as informed and responsible citizens in decision-making processes

use community and industry resources

work effectively in teams.


Field work involved in the study of this course will incur a cost.


This course is best suited for students who have an interest in Science. As this is an SAS - Authority

Registered subject it is best suited to students wishing to study a Vocational Education Pathway.


Science in Practice provides a foundation for a variety of career pathways. Some of these include:

Mining

Aquaculture & Agriculture

Park Ranger

Animal Attendant

Farming

95

The role of Social and Community Studies

People interact in a variety of social, cultural, economic and environmental contexts. It is therefore important

for our to understand how their identities are shaped by life opportunities and influenced by factors such as

culture, gender, race, class, belief systems and economic status. The Social and Community Studies subject

deals with the skills students need to function efficiently, effectively and positively in current and future life

roles. It encourages students to recognise that emotional and social wellbeing are significant to individuals,

families, the community and society as a whole.

Social and Community Studies fosters personal development and social skills which lead to self-reliance, self-

management and concern for others. It fosters appreciation of, and respect for, cultural diversity and

encourages responsible attitudes and behaviours required for effective participation in the community and for

thinking critically, creatively and constructively about their future role in it.

Three interrelated and interdependent areas of life skills are identified — personal, interpersonal, and

citizenship skills. These life skills are core to the organised program of learning. Life skills encompass social

skills, communication skills (e.g. verbal and non-verbal communication, effective speaking, active listening),

respect for and interaction with others, building rapport, problem solving and decision making, self-

management, building self-esteem, self-confidence and resilience, workplace skills, learning and study skills.

What does the course explore?

Today’s society – influence of families and community experiences on personal identity; cultural

groups and belief systems, government and social organisations shaping today’s society; and the

impact of globalisation

Health – Recreation and Leisure – maintaining and improving personal hygiene, health and general

wellbeing which contributes to a healthy life; the importance of recreation and leisure activities and its

association with cultural expression and integration; and achieving a balance between work, family and

leisure

Money Management – understanding that needs, wants and resources are central to the decision

making of individuals and communities; income earned and spent determines how needs and wants are

met and our standard of living; and the importance of responsible consumer behaviour

Legally it could be you – exploring the role of law in daily life and how it influences and determines a

person’s choice; knowledge of law is necessary in order to operate effectively as a member of society;

and the responsibilities of individuals and groups in regards to appropriate behaviours

Australia’s Place in the World – The role of globalisation and how it is shaping Australia’s place in,

and relationship with the world economy; limited resources and unlimited wants is a global issue; and

Australia’s resource endowment has given it an advantage in the world market.

Into Relationships – development of personal skills to help individuals grow and develop; personal

identity is shaped by critically reflecting on factors that influence our lives, e.g. gender, cultural, racial

and economic status; and a person’s relationships with others differ depending on roles, experiences

and values.

Health – Food and Nutrition – eating is essential for personal health and wellbeing; people have

different food needs and need to accept responsibility for their personal health and wellbeing; eating

and cooking habits are determined by cultural, socioeconomic and other factors; and global trends in

food and nutrition shape our attitudes to health and nutrition.

SUBJECT: SOCIAL AND

COMMUNITY STUDIES



DEPARTMENT: HUMANITIES HEAD OF DEPARTMENT:

MR JAMON BULL QCAA NO:

96


Assessment in Social and Community Studies will vary according to the electives selected by the school.

Assessment techniques may include teacher observation of student skills, performance presentations, oral

presentations, tests, short and extended written responses or a community project.

Assessment is designed to enable students to demonstrate achievement of the objectives of the course,

namely, Knowledge and understanding, Applying and Examining and Producing and Evaluating. Students will be

awarded a level of achievement based upon standards achieved in each of these criteria.


The cost involved in participating in studying Social and Community Studies varies depending on what is being

studied. Costs for excursions and some materials to complete projects should be expected.


Consider this subject if you have a genuine interest in the above topics.


A course of study in Social and Community Studies can establish a basis for further education and employment,

as it helps students develop the personal, interpersonal and citizenship skills and attributes necessary in all

workplaces. It allows them to manage change, to be resilient and adaptive, and to develop strategies so that

they can cope with the demands, not only of everyday life, but also of continuing studies, employment and

future careers.

97

Year 11 & 12 Preparatory Courses

98


An increasing number of students in the senior phase of learning choose to combine school studies and trade

training. The time demands on students choosing to pursue a school-based apprenticeship or traineeship (SAT)

are challenging, with competing expectations from their SAT obligations, additional structured work placement

and the study of school subjects like English, Mathematics and Science. Timetabling challenges mean that

some SAT students are not even offered a science subject opportunity.

Existing options for the senior study of Mathematics and Science

do not provide the flexibility to offer equal opportunity for

students pursuing the SAT pathway. These traditional subjects

tend to be either geared toward university entry or targeted at a

level below the standard required for successful transition to an

Engineering or Electrical apprenticeship or traineeship.

This course delivers the need for a futures-oriented applied mathematics and science course that is hands-on

in nature and contextualised by experiences in real workplaces. It provides students with opportunities to

further develop the key competencies in contexts that arise naturally from the subject matter of a SAT and

from a practical and investigative approach to learning.

This course of study has been devised to assist students in developing knowledge, skills, attitudes and values

that are transferable to a career in an Engineering or Electrical trade. In an industry context students will

develop:

scientific knowledge, scientific process and numeracy skills

confidence when successfully using these skills in both every day and work contexts

knowledge, practical skills and work-related practices which are essential for effective participation in

the workforce (Employability Skills)

the ability to communicate effectively.


Course content is arranged by eight content organisers that make up a mathematical toolbox and a scientific

toolbox, specific to Engineering and Electrical SATs.

M. The Mathematical Toolbox

MN Numeracy

MM Measurement

MA Algebra for Engineering and Electrical

trades

MF Finance

S. The Scientific Toolbox

SD Dynamics SM Materials

SUBJECT: QSMART QCAA STATUS: SCHOOL BASED QCE CREDIT: 4


MRS MAREE LEWIS QCAA NO:

99

SE Electricity SC Electrolysis and Corrosive Environments

The intention of this course is that the content organisers within each toolbox be studied, not as stand-alone,

but in combination, through a number of units that are written in the context of the Engineering and Electrical

trade fields. The content organiser, and therefore the content within each organiser, will be revisited in

different units during the course.

The Importance of Numeracy

Feedback from all Industry and training representatives involved in the development of this course has been

that basic workplace numeracy skills are vital and could be improved in the majority of students.

Hence, Numeracy is a thread that will be taught both explicitly and by embedding it into the context of units.

The teaching and learning of numeracy is a process that will occur over the entirety of this course and will be

independently assessed.


The assessment techniques most suited to the judgment of student achievement in this course are described in

this section. The criteria to which each technique is best suited are also indicated. Where students undertake

assessment in a group or team, instruments must be designed so that teachers can validly assess the work of

individual students and not apply a judgment of the group product and processes to all individuals.

The following categories of assessment techniques should be considered and should be based on practical,

work-related situations:

practical project

portfolio

supervised assessment

structured workplace learning journal


The range of learning experiences provided for students in QSMART Course should allow students to

demonstrate the general objectives and criteria of this course. They should provide variety, challenge and

reward to maintain students’ interest.


This course is best suited for those students who have achieved a “C” in Mathematics in Year10. Students

should undertake QSMART if they wish to go on to complete a trade and do not require an OP.


QMEA Science and Mathematics and Related Technologies for Engineering and Electrical Apprentices

(QSMART) is the second of two innovative courses in mathematics and science designed to offer equal

opportunity for educational excellence for students enrolled in the senior phase of learning and contracted, or

seeking to be contracted, to a SAT in Engineering and Electrical trades. This course is not exclusive to students

in Engineering or Electrical SATs, but has primarily been designed with these students in mind.

100

Year 11 & 12 Vocational Education and Training (VET) Subjects

101

DEPARTMENT: SENIOR SCHOOLING HEAD OF DEPARTMENT:

MR MORRIS

STATUS: VET

What is this Certificate about?

The Certificate II in Business is designed for students who are seeking to gain an understanding of business

fundamentals with an interest in gaining entry level employment in administrative or customer service role.

Through studying the Certificate II in Business students will gain the necessary skills, knowledge and

confidence to work effectively in an organisational environment which requires co-operation and team work,

adherence to organisational goals and values and skills to work within a clearly prescribed framework.

Certificate II in Business will be taught in a simulated work environment combining the traditional business

practices and principles with computing components. The integrated approach allows students to keep abreast

of current business and technological trends.

What are the competencies covered?

BSB20115 Certificate II in Business

BSBWHO201 Contribute to health and safety of self and others

BSBIND201 Work effectively in a business environment

BSBINM201 Process and maintain workplace information

BSBINM202 Handle mail

BSBCMM201 Communicate in the workplace

BSBITU201 Produce simple word processed documents

BSBITU202 Create and use spreadsheets

BSBITU203 Communicate electronically

BSBWOR202 Organise and complete daily work activities

BSBWOR203 Work effectively with others

BSBWOR204 Use business technology

BSBCUS201 Deliver a service to customers

What do students learn?

Students will learn to use a range of business communication technologies. Workplace health, safety and

sustainability issues will also be covered. Hands-on learning is encouraged and students will be given multiple

opportunities to learn in the simulated work environment.


Students are assessed using various forms of competency-based assessment including:

Activities Sheet

Case Studies

Team Projects

Observations

Practical Tests

Self and Peer Assessment

CERTIFICATE II IN BUSINESS QUALIFICATION CODE: BSB20115 QCE Credit: 4

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What costs are associated with this certificate?

All costs for these certificates are covered as part of the Student Resource Scheme. Students will require a

display folder, ream of white paper and USB.

Students studying Certificate II in Business should have a laptop computer – either through the School’s

Laptop Program or their own personal device.

For whom is this certificate best suited?

This certificate is suited to students who:

are thinking of obtaining an apprenticeship or traineeship after school

are interested in developing a practical skills base for diploma and degree level courses

enjoy practical based learning environments

want to keep their options open after completing Year 12

want to obtain part-time work in an industry

Where can this certificate lead to after Year 12?

This certificate can lead to Certificate III and IV in Business or employment in the following occupations:

Administration Assistant

Clerical Worker

Data Entry Operator

Office Junior

Receptionist

Retail

Tourism

Secretarial

Banking and Finance

Human Resources

Public Relations

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Certificate III in Fitness will be delivered and assessed in conjunction with the Registered Training

Organisation, Binnacle Training, RTO ID: 31319.


Binnacle’s Certificate III in Fitness ‘Fitness in Schools’ program is offered as a senior subject where students

deliver a range of fitness programs and services to clients within their school community. Graduates will be

competent in a range of essential skills – such as undertaking client health assessments, planning and

delivering fitness programs, and conducting group fitness sessions in indoor and outdoor fitness settings,

including with older adult clients. QCE Credits: Successful completion of Certificate III in Fitness contributes

eight (8) credits towards a student’s QCE.

This program also includes the following:

First Aid qualification and CPR certificate; plus optional sport-specific coach/official accreditation.

A range of career pathway options including an alternative entry into university.

Direct pathway into Certificate IV in Fitness (Personal Trainer) with Australian Institute of Personal

Trainers (AIPT).


CORE (9)

SISFFIT001 Provide health screening and fitness orientation

SISFFIT002 Recognise and apply exercise considerations for specific populations

SISFFIT003 Instruct fitness programs

SISFFIT004 Incorporate anatomy and physiology principles into fitness programming

SISFFIT005 Provide healthy eating information

SISFFIT014 Instruct exercise to older clients

SISXCCS001 Provide quality service

SISXFAC001 Maintain equipment for activities

SISXIND001 Work effectively in sport, fitness and recreation environments

ELECTIVES*

Group C - Gym Instructor (4)

BSBRSK401 Identify risk and apply risk management processes

CERTIFICATE III FITNESS QUALIFICATION CODE: SIS30315 QCE CREDIT: 8 POINTS


MRS AMY GILBERT

STATUS: VET

BINNACLE TRAINING RTO 31319

http://www.aipt.edu.au/

http://www.aipt.edu.au/

104

HLTAID003 Provide first aid

HLTWHS001 Participate in workplace health and safety

SISFFIT006 Conduct fitness appraisals

PLUS (additional 3)

SISFFIT011 Instruct approved community fitness programs

SISSSPT303A Conduct basic warm-up and cool-down programs

SISXIND002 Maintain sport, fitness and recreation industry knowledge

SISSSCO101 Develop and update knowledge of coaching practices


Learning experiences include:

Learning about the sport, fitness and recreation

industry.

Following health and safety standards in the

workplace.

Providing quality customer service.

Using and maintaining fitness and sport

equipment.

Delivering community fitness programs.

Developing coaching and officiating skills

Conducting a risk assessment on fitness

activities.

Providing client screening and health

assessments.

Providing healthy eating information to clients.

Instructing and monitoring fitness programs.

Delivering warm-up and cool-down sessions

Planning and delivering gym programs.

Working with specific population clients, including

older adults.

Developing skills in exercise science, including

anatomy and physiology.

Industry-recognised First Aid qualification and

CPR certificate.


Program delivery will combine both class-based tasks and practical components in a real gym environment at

the school. This involves the delivery of a range of fitness programs to clients within the school community

(students, teachers, and staff).

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

Practical tasks

Hands-on activities involving participants/clients

Group work

Practical experience within the school sporting programs and fitness facility

Log Book of practical experience

Evidence contributing towards competency will be collected throughout the course. This process allows a

student’s competency to be assessed in a holistic approach that integrates a range of competencies.

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NOTE: This program involves a mandatory ‘outside subject’ weekly component of 90 minutes per week

across a minimum of 5 consecutive weeks – delivering fitness programs and services to a variety of

clients, including older adults.


The costs associated with this subject include a course fee to Binnacle, First Aid Certificate fee and additional

costs associated with delivering the course. The fee for this subject is $372.


Students must have a passion for and/or interest in pursuing a career in the fitness and sport industries. They

must have good quality written and spoken communication skills and an enthusiasm / motivation to

participate in physical activity sessions.

Each student must obtain a (free) ‘Working with Children’

Student Blue Card (application to be completed as part of the

enrolment process). A student’s official enrolment is unable

to be finalised until their Student Blue Card has been issued.


The Certificate III in Fitness will predominantly be used by

students seeking to enter the fitness industry and/or as an

alternative entry into University. For example:

Exercise Physiologist

Teacher – Physical Education

Sport Scientist

Students may also choose to continue their study by

completing the Certificate IV in Fitness with

Australian Institute of Personal Trainers (AIPT) for

a Binnacle-exclusive price offer.

IMPORTANT

PROGRAM DISCLOSURE

STATEMENT (PDS)

This Subject Outline is to be read in conjunction with Binnacle Training's Program Disclosure

Statement (PDS). The PDS sets out the services and training products Binnacle Training

provides and those services carr ied out by the 'Partner School' ( i.e. the delivery of training

and assessment services).

To access Binnacle's PDS, vis it: http://www.binnacletraining.com.au/rto.php and select

‘RTO Files’.

http://fitlink.edu.au/

http://fitlink.edu.au/

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

106


Students undertaking a Certificate II will build on their basic knowledge and skills, and learn advanced skills for

commonly used programs. They will also learn how to analyse, solve problems, adjust and make decisions on

problems in a simulated IT environment. Industry standard programs are used, which will assist those students

who are seeking a future in the IT industry.


Core units

BSBWHS201 Contribute to health and safety of self and others

BSBSUS201 Participate in environmentally sustainable work practices

ICTICT201 Use computer operating systems and hardware

ICTICT202 Work and communicate effectively in an ICT environment

ICTICT203 Operate application software packages

ICTICT204 Operate a digital media technology package

ICTWEB201 Use social media tools for collaboration and engagement

Elective units

ICTICT205 Design basic organisational documents using computing packages

ICTSAS206 Detect and protect from spam and destructive software

ICTSAS301 Run standard and diagnostic tests

ICTICT206 Install software applications

ICTICT207 Integrate commercial computing packages

BSBITU302 Create electronic presentations

BSBITU201 Produce simple word processed documents


Students will work with professional programs for:

Desk top publishing – business document design

Graphic development, editing, design, presentation and various file format configuration

Video creation, editing and presentation

Audio editing and presentation

Website design

CERTIFICATE II IN INFORMATION,

DIGITAL MEDIA AND TECHNOLOGY

QUALIFICATION CODE:

ICT20115

QCE CREDIT:

4 POINTS

DEPARTMENT: SENIOR SCHOOLING HEAD OF DEPARTMENT:

MR PAUL MORRIS STATUS: VET

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

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

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




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


http://training.gov.au/Training/Details/ICTSAS206

http://training.gov.au/Training/Details/ICTSAS301



http://training.gov.au/Training/Details/BSBITU302

http://training.gov.au/Training/Details/BSBITU201

107


Students are assessed using various forms of tasks and tools within a simulated work environment, with the

main focus at Certificate II level being skills development.

• Worksheets

• Log book

• Folio of work

• Practical application projects

• Observations

• Practical tests

• Self and peer assessment


All costs for these certificates are covered as part of the Student Resource Scheme. Students will require a

display folder, ream of white paper, headphones and USB. Students require a laptop computer – either

through the School’s Laptop Program or their own personal device.


Successful completion of this qualification provides you with basic computing skills to support a wide range of

varying industry occupations with role titles such as office assistant, records assistant, and junior office support.

108

Year 11 & 12 M-Step Programs (Moranbah Senior Training Education Pathways Program)

These programs will only be delivered if there is sufficient student interest and

suitably qualified trainers available to deliver the programs.

An application process is required.

109

MORANBAH SENIOR TRAINING & EDUCATION PATHWAYS M-STEP Education

M-STEP Education provides students with the opportunity to work in several educational support roles, including after

school care and teacher aid work. Students pursuing an OP pathway can also complete M-STEP Education.

Certificate courses will include:

Certificate III Education Support, CHC30213

Senior First Aid

Working with Children Blue Card

Pathway – Education, Childcare, Teacher Aide

M-STEP Engineering

M-STEP Engineering provides students with the opportunity to participate in specialist training,

supported by industry, to gain nationally accredited qualifications while still gaining points

towards their QCE.


Cert I in Engineering, MEM10105

Certificate II in Engineering Pathways, MEM20413

Cert II in RIO, RII20115 (delivered in partnership with CQ University – RTO 40939)

Pathways - Electrical, Boiler Making, Diesel Fitting, Warehousing, Mechanical

M-STEP Enterprise - Hospitality

M-STEP Enterprise - Hospitality provides students with the opportunity to engage in a real-

life café, gaining experience in Hospitality and Retail and the full operations of maintaining

a successful business. This program allows students to achieve nationally recognised

qualifications while still gaining points towards their QCE.


Cert II in Business, BSB20115

Cert II in Hospitality, SIT20316 (delivered in partnership with Blue Print Career

Development – RTO 30978)

Cert II in Tourism, SIT20116 (delivered in partnership with Blue Print Career

Development- RTO 30978)

Pathways – Waiter/Waitress, Chef, retail worker, business owner, motel / hotel service,

tourism industry and further study.

M-STEP EDUCATION – CERTIFICATE III IN EDUCATION SUPPORT, CHC30213

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DEPARTMENT: SENIOR SCHOOLING PROGRAM MANAGER:

MR PAUL MORRIS

STATUS: VET

QCE: 8 POINTS


This program is designed for students wishing to work as a teacher aide in a school or go

on to study Education at university to become a teacher. Students will have the

opportunity to complete part of the required work placement at Bright Kids After School

and Vacation Care. If successful in the application process, students have the opportunity

to apply for paid employment and will also allow them to put into practice the

knowledge they have learnt in a 'real-life’ environment.

What are the competencies covered

CHCECE006 Support behaviour of children and young people

CHCEDS001 Comply with legislative, policy & industrial requirements in the education environment

CHCEDS002 Assist implementation of planned educational programs

CHCEDS003 Contribute to student education in all developmental domains

CHCEDS004 Contribute to organisation and management of classroom or centre

CHCEDS005 Support the development of literacy and oral language skills

CHCEDS006 Support the development of numeracy skills

CHCEDS007 Work effectively with students and colleagues

CHCEDS017 Contribute to the health and safety of students

CHCEDS018 Support students with additional needs in the classroom environment

CHCDIV001 Work with diverse people

CHCDIV002 Promote Aboriginal and/or Torres Strait Islander cultural safety

HLTAID003 Provide first aid (delivered by an external provider which will be advised by letter; credit

transferred to CHC30213)

CHCEDS008 Comply with school administrative requirements

CHCEDS011 Search and assess online information

CHCEDS012 Set up and sustain individual and small group learning areas

CHCECE026 Work in partnership with family care for children


Certificate III in Education Support provides you with the skills you need to work in a variety of education

settings, and work with students with different needs. You will learn how to guide students to improve their

numeracy and literacy skills, assist children work through their learning plans and work with students with

different needs.


For each unit of competency, students read through a Student

Textbook, complete class activities, attend vocational placement

and complete assessment tasks as provided by the teacher.

111


Students will be required to pay the subject fees as outlined in the Student Resource Scheme. This fee will

include the text ‘Supporting Education: The Teaching Assistant’s Handbook as well as Senior First Aid and

Asthma and Anaphylaxis training.


Students who enrol in this course will need to apply for a Blue Card (working with children check) and will be

expected to have sound literacy and numeracy skills. Students will need to be prepared to complete work

placement for this course, sometimes outside of school hours.


Students may choose to go on to further study in Education at university or seel employment in the following

fields; Aboriginal and/or Torres Strait Islander education worker, Indigenous language and culture teaching

assistant, Education assistant, Education assistant (special needs), Education support worker, Home tutor,

Homeland teaching assistant, Language worker, Literacy worker, Support worker (working with children with

disabilities), Teacher aide, Teacher assistant

112

DEPARTMENT: SENIOR SCHOOLING PROGRAM MANAGER:

MR PAUL MORRIS

STATUS: VET

QCE: 10 POINTS

What is this Program about?

The Moranbah Senior Training Education Program – Engineering is a program designed to target those students

with the aptitude, ability, interest and maturity to take part in part-time school and part-time work at the

Coalfields Training Excellence Centre (CTEC). This program aims to:

Prepare students in a comprehensive manner to be thinking and behaving like an effective apprentice

tradesperson.

Have students’ complete Certificate I Engineering, Certificate II in Engineering Pathways and Certificate

II in Resources and Infrastructure Operations; and

Have student’s complete additional training such as Generic Inductions to improve their employability

prospects.

Students in M-Step Engineering have an alternative schooling structure. They:

Engage in a Maths, English and ONE elective subject on Mondays and Tuesdays

Commit to being in School-Based Traineeships, Apprenticeships, Structured Work Placement or part-

time work on Wednesdays; and

Engage in the M-Step Engineering training at the Coalfields Training Excellence Centre (CTEC) on

Thursdays and Friday.

The M-STEP program aims at getting students that are chosen, a dedicated pathway in a trade based career (for

example, Electrician, Diesel Fitter, Boiler Maker, Auto Electrician).

What are the Certificates achieved?

MEM10105 - Certificate I in Engineering (2 QCE points)

MEM20413 – Certificate II in Engineering Pathways (4

QCE points)

RII20115 - Certificate II Resources and Infrastructure

Work Preparation (4 QCE points)

Entry Requirements – What do students need to do to be

a part of this program?

Entry into all M-Step courses is through an application

process. Students must:

1. Submit a written application addressing selection criteria and their resume

2. Provide Year 10 report cards and attendance data

3. Provide Statements of Support from three teachers.

Applications are due at the beginning of Term 4 of the calendar year and students are notified of their

acceptance into the program by mid-Term 4.

M-STEP ENGINEERING

113


The M-STEP Engineering program allows the students to engage in both theoretical and practical content.

Theoretical competencies include content delivered from topics such as Occupational Health and Safety;

working with others; planning tasks, and; quality control. Practical competencies are delivered via the

fabrication of a wide range of projects. Students utilise and learn about a large range of hand tools and power

tools; as well as pneumatic and hydraulic machinery and welding equipment. Students are also able to identify

specialist areas such as diesel fitting, boiler making, and electrical to then engage in specialist training for the

specific areas.

Students engage in a range of learning activities including:

Exercises and projects individually, as well as projects for the community.

Online Theory


Students are assessed through both practical and theoretical assessment as well as on-the-job training.


The subject fees are outlined in the student resource scheme

Students are also responsible for the purchase of the M-Step (Engineering) uniform including work shirt,

pants, steel capped boots and jacket. All safety gear is provided as part of the course.

The RII20115 - Certificate II in Resources and Infrastructure Work Preparation is

delivered by CQ University Australia (RTO Code: 40939), and upon completion,

students will be awarded with this qualification. This course is fully funded by the

Queensland Government under the VET in Schools (VETiS) program. Please note,

that students who enrol in this course will exhaust their VETiS government funding and will not be

eligible for further VETiS courses. For more information about this course or CQ University, visit

www.cqu.edu.au/tafe.


Students who have chosen a dedicated pathway into a trade based engineering industry.

Where can this certificate lead to after

Year 12?

Apprenticeships into a range of

fields such as Electrician, Boiler-

maker, Diesel Fitter, Mechanic.

http://www.cqu.edu.au/tafe

114


The Moranbah Senior Training Education Program – Hospitality and Business are programs designed to target

those students with the aptitude, ability, interest and maturity to take part in part-time school and part-time

work. This program aims to:

Prepare students to be business-minded and able to work in the multi-functional environments

Have students’ complete Business, Hospitality & Tourism certificates that will enable them to have the

skills to work in a range of environments

Have student’s work in creative settings to simulate the running of a business or hospitality enterprise

*Students must have a keen interest in working in the hospitality/business/tourism sectors (indicated in their

Senior Education and Training (SET) Plan).

Students in M-Step Enterprise have an alternative schooling structure. They:

Engage in a Maths, English and ONE elective subject on Mondays and Tuesdays

Commit to being in School-Based Traineeships, Apprenticeships, Structured Work Placement or part-

time work on Wednesdays; and

Engage in the M-Step training on Thursdays and Friday, including operation of Rhino Cafe.

What are the Certificated achieved?

BSB20115 - Certificate II Business (4 QCE credits)

SIT20316 - Cert II in Hospitality (4 QCE credits)

SIT20116 - Cert II in Tourism (4 QCE credits)

Entry Requirements – What do students need to do to be a part of this program?

Entry into all M-Step courses is by application

process. Students must:

1. Submit a written application addressing

selection criteria and their resume

2. Provide Year 10 report cards and

attendance data

3. Provide Statements of Support from

three teachers.

Applications are due at the beginning of Term 4

of the calendar year and students are notified of

their acceptance into the program by mid-Term

4.

M-STEP ENTERPRISE – BUSINESS / HOSPITALITY

DEPARTMENT: SENIOR SCHOOLING PROGRAM MANAGER: MR PAUL

MORRIS

STATUS: VET

QCE: 12 CREDITS

115


Students will learn about occupational health and safety processes, designing and developing business

documents, creating and using databases, creating electronic presentations, maintaining financial records,

organising schedules, as well as other important administration skills. Students will gain the skills and

knowledge for individuals to safely perform foundational digital literacy tasks using a personal computer and a

range of software applications and digital devices. Students will work and gain experience in running a

simulated or real life business and engage with real-life training both online and in an interactive classroom.

Students will learn a range of skills across all areas of hospitality including customer service, communicating in

the work place and responsible service of alcohol and gambling. Students learn through theoretical and

practical teachings. Students are expected to have a part time job in the hospitality industry or be

available for out of school work experience to complete practical aspects of the course.


Exercises and projects individually, as well as projects for the community.

Practical Shifts

Online Theory


The fees for this course are outlined in the student resource scheme

M-Step Hospitality Uniform costs

Certificate II in Hospitality and Certificate II in Tourism is delivered in partnership with Blue Print

Career Development, RTO ID: 30978, under the VETis program. Please note, that students who enrol

in this course will exhaust their VETis government funding and will not be eligible for further VETis

courses.


Students who have a pathway planned into the hospitality, business and/or tourism industries. Students who

learn best in a practical program that focuses on online delivery and interactive activities.


This course allows students a practical training foundation into business, waiter/waitress, chef, retail worker,

business owner, motel/hotel service, tourism industry and further study.

116

Pathways for Diverse Futures

Please feel free to contact our School Office on

(07)4949211 to discuss your child’s future and ways we

can create a pathway tailored to their needs.

Documents

MORANBAH STATE HIGH SCHOOL · Schooling, and the subject selection process for Year 11 electives. I encourage you to take the time to read the information contained in this handbook