Redbank Plains State High School...Redbank Plains State High School − Senior Subject Handbook Year 11-– 12 2021 Page 3 of 102 Message from the Principal The Senior phase of learning

Redbank Plains State High School − Senior Subject Handbook – Year 11-12 2021

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Table of Contents

MESSAGE FROM THE PRINCIPAL .......................................................................................................................... 3 ESSENTIAL TECHNOLOGY FOR LEARNING ......................................................................................................... 4 2020 SENIOR SCHOOL PATHWAYS ........................................................................................................................ 6

TARGETS & KEY TASKS FOR PATHWAY A, B & C ......................................................................................................... 7 YEAR 11 (2021) AND 12 (2022) PATHWAY A SUBJECTS AVAILABLE ............................................................................. 8 YEAR 11 (2021) AND 12 (2022) PATHWAY B AND C SUBJECTS AVAILABLE .................................................................. 8

CAREER PLANNING .................................................................................................................................................. 9 STUDENT LEARNING ACCOUNT ................................................................................................................................... 9 CHOOSING SENIOR SUBJECTS IN YEARS 11 AND 12 .................................................................................................... 9

CAREER PLANNING SUPPORT PERSONNEL ...................................................................................................... 10 SENIOR EDUCATION PROFILE .............................................................................................................................. 11

STATEMENT OF RESULTS .......................................................................................................................................... 11 QUEENSLAND CERTIFICATE OF EDUCATION (QCE) .................................................................................................... 11 QUEENSLAND CERTIFICATE OF INDIVIDUAL ACHIEVEMENT (QCIA) .............................................................................. 11

SENIOR SUBJECTS ................................................................................................................................................. 11 UNDERPINNING FACTORS ......................................................................................................................................... 12 VOCATIONAL EDUCATION AND TRAINING (VET) .......................................................................................................... 12 AUSTRALIAN TERTIARY ADMISSION RANK (ATAR) ELIGIBILITY .................................................................................... 13

QUEENSLAND CERTIFICATE OF EDUCATION (QCE) ......................................................................................... 14 SET AMOUNT OF LEARNING ....................................................................................................................................... 16 SET STANDARD OF LEARNING .................................................................................................................................... 16 LITERACY AND NUMERACY REQUIREMENT .................................................................................................................. 16 QCE CREDIT FOR CORE COURSES OF STUDY ............................................................................................................ 16 PREPARATORY COURSES OF STUDY .......................................................................................................................... 17 COMPLEMENTARY COURSES OF STUDY ..................................................................................................................... 17

INCOMPATIBLE SENIOR SUBJECTS .................................................................................................................... 18 DUPLICATION OF LEARNING IN APPLIED SUBJECTS AND VET QUALIFICATIONS .............................................................. 18 DUPLICATION OF LEARNING IN VET QUALIFICATIONS .................................................................................................. 19 QUALIFICATIONS FROM THE SAME TRAINING PACKAGE — CATEGORY OF LEARNING AND QCE CREDIT ........................... 19

QCIA (QUEENSLAND CERTIFICATE OF INDIVIDUAL ACHIEVEMENT) ............................................................. 20 GENERAL SYLLABUSES ........................................................................................................................................ 21

STRUCTURE ............................................................................................................................................................. 21 ASSESSMENT ........................................................................................................................................................... 21

APPLIED SYLLABUSES .......................................................................................................................................... 22 STRUCTURE ............................................................................................................................................................. 22 ASSESSMENT ........................................................................................................................................................... 22

SENIOR EXTERNAL EXAMINATIONS .................................................................................................................... 23 ASSESSMENT ........................................................................................................................................................... 23

QCAA SENIOR SYLLABUSES ................................................................................................................................ 23 GENERAL SYLLABUS SUBJECTS ........................................................................................................................ 24 GENERAL SUBJECT PREREQUISITES YEAR 11 2020 ........................................................................................ 25

Accounting .......................................................................................................................................................................... 26 Ancient History .................................................................................................................................................................... 27 Biology ................................................................................................................................................................................ 28 Business .............................................................................................................................................................................. 29 Chemistry ............................................................................................................................................................................ 30 Dance .................................................................................................................................................................................. 31 Design (Technology and Design) ........................................................................................................................................ 32 Design (Textiles and Design) .............................................................................................................................................. 33 Digital Solutions .................................................................................................................................................................. 34 Drama ................................................................................................................................................................................. 35 English ................................................................................................................................................................................ 36 Film, Television & New Media ............................................................................................................................................. 37


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Food & Nutrition .................................................................................................................................................................. 38 Geography .......................................................................................................................................................................... 39 Health .................................................................................................................................................................................. 40 Japanese ............................................................................................................................................................................. 41 Legal Studies ...................................................................................................................................................................... 42 Mathematics: General Mathematics .................................................................................................................................... 43 Mathematics: Mathematical Methods .................................................................................................................................. 44 Mathematics: Specialist Mathematics ................................................................................................................................. 45 Modern History .................................................................................................................................................................... 46 Music ................................................................................................................................................................................... 47 Physical Education .............................................................................................................................................................. 48 Physics ................................................................................................................................................................................ 49 Psychology .......................................................................................................................................................................... 50 Visual Art ............................................................................................................................................................................. 51

APPLIED SYLLABUS SUBJECTS .......................................................................................................................... 52 Building and Construction Skills .......................................................................................................................................... 53 Dance in Practice ................................................................................................................................................................ 54 Drama in Practice ................................................................................................................................................................ 55 Early Childhood Studies ...................................................................................................................................................... 56 Engineering Skills ................................................................................................................................................................ 57 Essential English ................................................................................................................................................................. 58 Fashion ............................................................................................................................................................................... 59 Furnishing Skills .................................................................................................................................................................. 60 Hospitality Practices ............................................................................................................................................................ 61 Industrial Graphics Skills ..................................................................................................................................................... 62 Industrial Technology Skills ................................................................................................................................................. 63 Information & Communication Technology .......................................................................................................................... 64 Mathematics: Essential Mathematics .................................................................................................................................. 65 Media Arts in Practice ......................................................................................................................................................... 66 Science in Practice .............................................................................................................................................................. 67 Sport & Recreation .............................................................................................................................................................. 68 Sport & Recreation - Football (Soccer) ................................................................................................................................ 69 Sport & Recreation - Rugby League.................................................................................................................................... 70 Sport & Recreation - Volleyball ........................................................................................................................................... 71 Tourism ............................................................................................................................................................................... 72 Visual Arts in Practice ......................................................................................................................................................... 73 School to Work .................................................................................................................................................................... 74

VOCATIONAL EDUCATION AND TRAINING QUALIFICATIONS ......................................................................... 75 Vocational Education and Training in Schools (VETiS) Certificate Courses .............................................................. 76 CPC10111 Certificate I in Construction (VCT) ........................................................................................................... 77 BSB20115 Certificate II in Business (VBS) ................................................................................................................ 78 CUA20215 Certificate II in Creative Industries (VCI ) ................................................................................................ 79 SIS30315 Certificate III in Fitness (VRF) ................................................................................................................... 80 HLT23215 Certificate II in Health Support Services (VSS) and CHC22015 Certificate II in Community Services and CHC32015 Certificate III in Community Services (VCS) ............................................................................................ 83 Mater Education Healthcare Programs ...................................................................................................................... 86 SIT20316 Certificate II in Hospitality (VHT) ............................................................................................................... 89 SIR20216 Certificate II in Retail Services (VRT) ........................................................................................................ 90 FSK20113 Certificate II in Skills for Work and Vocational Pathways (VSW) ............................................................. 91

VOCATIONAL EDUCATION SOA CERTIFICATES (SHORT COURSES) .............................................................................. 92 HLTAID003 Provide first aid ....................................................................................................................................... 92 HLTAID004 Provide an emergency first aid response in an education and care setting ........................................... 92 SITHFAB002 Provide responsible service of alcohol (RSA) ...................................................................................... 92 CPCCWHS1001 Prepare to Work Safely in the Construction Industry (White Card) ................................................ 93

SENIOR ACCESS ..................................................................................................................................................... 94 VOCATIONAL EDUCATION AND TRAINING (VET) CERTIFICATE COURSES ................................................... 94 VET AND YOUR USI (UNIQUE STUDENT IDENTIFIER) ........................................................................................ 95 SCHOOL-BASED APPRENTICESHIPS AND TRAINEESHIPS .............................................................................. 98 STUDENT WORK EXPERIENCE ............................................................................................................................. 99 BYOX (BRING YOUR OWN DEVICE) .................................................................................................................... 100


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Message from the Principal The Senior phase of learning encompasses Years 10, 11 and 12 and it is the final step on your pathway to the completion of your secondary education. Senior education involves total commitment to your studies to maximise your chances of accessing further education or the job of your choice.

For your school studies to have a purpose, all students in Year 11 and 12 must achieve at least a passing grade in their subjects. For non-ATAR students the key goal is to attain a Queensland Certificate of Education (QCE) requiring 20 credits in a set pattern of learning approved by the Queensland Curriculum and Assessment Authority (QCAA). To attain a QCE or a useful ATAR, Senior students must have regular attendance (95% recommended), engage in the program of instruction and complete all assessment. From 2021, students must bring a student owned laptop that will be their prime learning tool. This will enable them to access their texts and will be their main means of assignment preparation and submission.

Choosing the most appropriate pathway is a very important decision. The three pathways available to students are:

ATAR Pathway The goal of students on this pathway is to attend university. Students must enrol in 6 General subjects or 5 General subjects and a Certificate III course. Students wishing to enrol in a General subject must achieve at least a B level in the nominated Year 10 prerequisite subjects. Students in this program will earn an Australian Tertiary Admission Rank (ATAR) at the end of Year 12 and, if they obtain 20 credits, a QCE.

Para-professional/Trade Pathway The goal of students completing the paraprofessional/trade pathway is either to enrol in further tertiary education at a Certificate IV or diploma level, or to transition to work to complete an apprenticeship or traineeship that commenced at school. Students can choose a mix of General, Applied and Vocational Education (VET) subjects and may participate in school based traineeships or apprenticeships. Students who obtain 20 credits will receive a QCE.

Employment Pathway The goal of students in the employment pathway is to participate in further tertiary studies at a Certificate III level or to transition into fulltime employment. Students can choose a mix of Applied and Vocational Education (VET) subjects and may also engage in work experience, trade experience opportunities and/or school based traineeships and apprenticeships. Students who obtain 20 credits will receive a QCE.

Success in the Senior phase of learning requires commitment, focus and effective partnerships. These partners include the student, parents and family, Access teacher, Deputy Principals, Guidance Officers, Senior Schooling staff, VET HOD, Pathways and Transition managers, Deans and teaching staff.

I look forward to your success as you undertake this exciting phase of your learning at Redbank Plains State High School. Please make sure you make the most of the opportunities provided. Tom Beck (Executive Principal)

Respect Excel Attend Learn


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Essential Technology for Learning I am writing this page in both my role as Principal and my role as the parent of a Year 12 student taking an ATAR pathway at his local state high school. In my comments I am very conscious of the costs of technology and the issues of equity and fairness. Historical perspectives In Queensland government schools, tuition (teaching) has always been free but the materials to support learning have always been provided by parents. This includes textbooks, exercise books, materials for subjects such as Manual Arts, Art and Home Economics, a share of sporting equipment, a share of computing resources and the cost of photocopying worksheets. When I was a boy at my local state high school, my parents were given a book list and they went to a book shop to have it filled. As times changed this became impractical, schools have provided these materials as part of a resource hire scheme. Over the past few years, the cost of these materials has gone up, well in excess of the school fees charged, with many Senior textbooks costing over $90 each due to limited print runs. We are now facing the prospect that for many Senior subjects the only “texts” available are electronic, with no “hard copy” textbooks published. The nature and purpose of Senior studies Whether we like it or not, Senior secondary study is part of a competitive process for a limited number of university places and “good” jobs. More and more study and learning is taking place online and the ability to access these materials makes the difference between success and failure at school. In addition, the policies of the Queensland Curriculum and Assessment Authority require Senior students to submit assessment items electronically, and the vast majority of certificate courses now only offer learning online. My children’s state high school, like nearly all others, has moved to a Bring Your Own Device (BYOX) expectation for all year levels. My son in Year 12 and my daughter in Year 9 both use their laptops for most of their writing and notetaking and all their assessment. Like me, they find composing, drafting and final submission much easier on a laptop as editing and correction is quicker, enabling a final copy that is free from grammatical errors. The time they save by not handwriting multiple drafts, they can put into the quality of their work. All their work must be submitted in electronic form and this is mandatory for all QCAA subjects in Year 11 and 12 across the state. If they were not doing their work on their laptops my children would be greatly disadvantaged against students who had them. They would take longer to do tasks, would produce work of a lesser quality and would not be able to research material to the level required to achieve high grades. They are competing for the same jobs and tertiary places as every other student across the state. It is a fact you will get a lower grade without a personal laptop than you would get if you had one. If you submit a hand-written job application, most employers will reject it straight away.


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School support for student laptops The school has spent hundreds of thousands of dollars to enable student owned laptops to join the school network in every part of the school. We also have centralised “follow me” printing so that students’ work can be printed on any device around the campus. The school is also funding, at no charge to parents, a range of digital resources including the electronic textbooks managed by readcloud and support materials supplied by Education Perfect. These resources are used at other schools, have a proven record of improving student outcomes and can only be accessed effectively by a student-owned laptop. With a student owned device, students can compose, use their electronic textbook and research any topic on the web from any room (or in the grounds) at school. This provides the opportunity for enhanced outcomes and a seamless transfer of learning between school and home and the development of the digital skills essential in many workplaces. The school’s recommendation Redbank Plains State High School believes that to be successful in a competitive educational environment, all Year 11 and 12 students need to have their own laptop that they use in all classrooms and for home tasks and assignments. Those on an ATAR pathway to university study will not be able to complete the course successfully without one. Some key texts (textbooks) are only available as eBooks and soon, nearly all, will only be available in electronic form. This will have the advantage of lightening students’ bags as textbooks will be held electronically on the device or in the cloud. It is not possible to study at a university without a personal laptop, so a purchase of a reliable device in Years 11 and 12 will equip a student for university and, most importantly, help make sure they get there! In Year 11 in 2021 the learning program of all Senior subjects at Redbank Plains State High School will assume the possession of a personal laptop. To sum up, if you want your student to have the best chance to achieve the main purpose of a Senior education, a good job or a place in a good course at university or TAFE, they will need to have a personal laptop computer that they bring to school every day. If you want them to have a chance at competing with other students at this school, and at all other schools, for limited opportunities, they will need to have a personal laptop computer they bring to school every day. Tom Beck (Principal)


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2020 Senior School Pathways

Redbank Plains State High School Senior Student Pathways

Students progressing through Year 11 and 12 must maintain their QCE eligibility. To accumulate the required 20 QCE credits, students must maintain at least satisfactory

achievement ratings (SA) in all subjects and/or complete VET certificates

ATAR Pathway (Pathway A)

Para-professional / Trade Pathway

(Pathway B) Employment Pathway

(Pathway C)

Destination: University Destinations: TAFE and/or Apprenticeships Destination: Employment

Student eligible for ATAR and QCE Student eligible for QCE Student Eligible for QCE

Study 5 or more General Subjects (preferably 6). ATAR requires: Best five QCAA General Subjects or Best four QCAA General Subjects + the best

result in a: QCAA Applied Subject or Certificate III or Certificate IV or Diploma or Advanced Diploma.

Study a mix of General Subjects (3 or less), Applied Subjects and VET subjects. Student may apply for School-based

Apprenticeship or Traineeship (SAT) and/or may use one-off VETiS funding.

Study a mix of Applied subjects and VET subjects.

Student may apply for School-based Traineeships (SAT) and/or may use one-off VETiS funding.

Student who has met the prerequisites for an academic program (achieving a B level in the relevant prerequisite subject).

Student may apply to the Deputy Principal for approval to pursue a School-based Apprenticeship or Traineeship (SATs) program.

To enrol in a General Subject student must achieve a B level in the relevant prerequisite subject.

Student must have achieved at least a C level in all remaining subjects and/or completed VET certificates.

Student, whose chosen post school pathway is employment, will enrol in a combination of Applied Subjects and / or VET Certificate courses.

Student may participate in work oriented programs.

All students in years 11 & 12 must attend at least 95%, engage fully in the program of instruction and complete all assessment to a satisfactory standard. Students who fail to meet the above expectations will have their enrolment reviewed and this may result in cancellation. Support may be given to explore alternative options.


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Targets & Key Tasks for Pathway A, B & C ATAR Pathway − Pathway A: Targets: To go to university students should be aiming for a minimum:

• B average or higher in all subjects • Aim for the highest personal result as well as the highest place in the cohort you can achieve

Key Tasks: • Complete a review of SET Plan / University options and subjects with nominated staff member during

Year 11 • Attend at least one university Open Day or TSS expo during Year 11 and 12 • Develop options of university course preferences by the end of Year 11.

Para-Professional/Trade Pathway − Pathway B: Targets: To go to TAFE, University or an Apprenticeship students should be aiming to:

• Study no more than 3 General Subjects including English • Study a combination of Certificate II, III and IV courses depending on your target • Complete your Certificate III or IV by October of Year 12 • Achieve a B average across all subjects • Progress in an Apprenticeship (Certificate III).

Key Tasks: • Complete career Interview with Guidance Officer by Term 3 of year 12 • Attend at least one TAFE Open Day during year 11 and 12 • Complete a detailed list of TAFE course preferences by the end of year 11.

Employment Pathway − Pathway C: Targets: To gain employment students should be aiming to:

• Study a combination of Applied Subjects and Certificate II and III courses • Achieve at least a C average across all subjects.

Key Task 1: Skills/Qualifications: • Students should complete their QCE with two or three Certificate Based Courses (CERTIFICATE II or

higher) • Complete short courses relevant to your chosen career eg. White Card, First Aid Certificate, RSA • Complete Traineeships.

Key Task 2: Work Experience/Employment History • Students should aim to have a part time job by the end of semester 1 in year 11 • Students should complete required hours of work experience over 2 years through ‒ certificate

courses, traineeships, independently sought placements, work experience placement/ volunteering role / part-time work

• Complete courses through a suite of “8” options, e.g. GenR8, StyL8, WesTEC Trade Training Centre or other providers

• Maintain an up to date resume. Key Task 3: Connections/Networks

• Students should aim to develop contacts from their preferred career choice (trades people, small business owners etc.).


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Year 11 (2021) and 12 (2022) Pathway A Subjects Available

General Subjects QCE Credits General Subjects QCE

Credits

Accounting 4 Geography 4

Ancient History 4 Health 4

Biology 4 Japanese 4

Business 4 Legal Studies 4

Chemistry 4 General Mathematics 4

Dance 4 Mathematical Methods 4

Design (Technology & Design) 4 Specialist Mathematics 4

Design (Textiles & Design) 4 Modern History 4

Digital Solutions 4 Music 4

Drama 4 Physical Education 4

English 4 Physics 4

Film, Television and New Media 4 Psychology 4

Food and Nutrition 4 Visual Art 4

Year 11 (2021) and 12 (2022) Pathway B and C Subjects Available

Applied Subjects QCE Credits Applied Subjects QCE

Credits

Building & Construction Skills 4 Industrial Technology Skills 4

Dance in Practice 4 Information and Communication Technology

4

Drama in Practice 4 Media Arts in Practice 4

Early Childhood Studies 4 Science in Practice 4

Engineering Skills 4 Sport & Recreation 4

Essential English 4 Sport & Recreation - Rugby League 4

Essential Mathematics 4 Sport & Recreation - Soccer 4

Fashion 4 Sport & Recreation - Volleyball Studies 4

Furnishing Skills 4 Tourism 4

Hospitality Practices 4 Visual Arts in Practice 4

Industrial Graphics Skills 4


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Vocational Education Certificates QCE Credits Vocational Education Certificates QCE

Credits

Building and Construction – CPC10111 Certificate I in Construction

3 Hospitality – SIT20316 Certificate II in Hospitality

4

Business – BSB20115 Certificate II in Business

4 Retail – SIR20216 Certificate II in Retail Services

4

Creative Industries − CUA20215 ‒ Certificate II in Creative Industries

4 Workplace Skills – FSK20113 Certificate II in Skills for Work and Vocational Pathways

4

Fitness – SIS30315 Certificate III in Fitness

8

Health – HLT23214 Certificate II in Health Support Services, and

CHC22015 Certificate II in Community Services, and

CHC32015 Certificate III in Community Services

8

Career Planning Commencing in year 10, all students will develop a Senior Education and Training (SET) plan. The SET plan helps each student structure their learning around their abilities, interests and pathways. The SET plan then maps out what, where and how a student will study during their senior phase of learning – usually years 10, 11 and 12, and includes, where possible, their post-year 12 aims and ambitions. Although we recognise that some of the choices may change, this plan will include: • Initial subject selection • Strengths/hurdles • Academic record • Commitments • Career goals • Support networks • School-based pathways

The SET plan is agreed upon between the student their parents or carers and the school at interviews. A teacher and the student will review the SET plan to monitor the student’s progress. The plan can be updated at any time. Students new to the school may also be asked to complete a SET Plan.

Student Learning Account Your QCAA student learning account will allow you to track your progress towards achieving a QCE. Information in your learning account will include your personal details such date of birth, home and email addresses, subject and course enrolments and final results. To access Learning Accounts visit the myqce website https://myqce.qcaa.qld.edu.au/ and select the Student Portal.

Choosing Senior Subjects in Years 11 and 12 Choose subjects:

you enjoy in which you have demonstrated some ability or aptitude. Consider your levels of achievement in related

year 10 subjects which help you to reach your course or career goals which will develop skills, knowledge and attitudes useful throughout your life.

https://myqce.qcaa.qld.edu.au/


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Career Planning Support Personnel ACCESS TEACHER Your Access teacher will assist with subject selection, monitoring and review of SET Plans and career planning. Interviews will be held with all Year 10 students in Term 3 to assist in developing SET Plans. GUIDANCE OFFICERS Students and parents have the opportunity of seeking assistance from Guidance Officers on subject selection and changes (Years 11 and 12), career planning, variable progression (doing Senior over three years instead of two), accelerated studies, undertaking university subjects in Year 12 and any other related issue. DEPUTY PRINCIPAL STUDENT SUPPORT Deputy Principal Student Support provides support to students with disabilities. HEAD OF DEPARTMENT, SENIOR SCHOOLING – Academic Pathways The Head of Department provides support to students on a university or tertiary study pathway. This occurs through the ATAR Mentoring programme, workshops and lessons designed to build academic confidence and study skills, and monitoring student progress in the senior years. HEAD OF DEPARTMENT, SENIOR SCHOOLING – VET Pathways The Head of Department assists students in participating in work experience, structured work place learning, school-based apprenticeships/traineeships, undertaking TAFE courses and courses with private providers, preparation for University and training and any other alternate pathways. Teachers in the Senior Study Room support students undertaking school-based apprenticeships and traineeships, extended work experience, out-of-school study or programs etc. These teachers monitor student progress and engagement and they provide tutorial assistance to students where necessary. HEAD OF DEPARTMENT, VOCATIONAL EDUCATION AND TRAINING (VET) The Head of Department, VET assists students in participating in VET/ Certificate courses, optimising QCE credits and maximising opportunities for success. Students are able to get assistance when applying for their USI (Unique Student Identifier) from HOD. DEPUTY PRINCIPALS The Deputy Principals have overall management responsibilities pertaining to the relevant year levels and maintain a close interest in student achievement, attendance and welfare. The Deputy Principals provide referral for students to the relevant support personnel and outside agencies. SUPPORT STAFF There are various other support personnel available to support students from a range of different cultures. These include a Community Education Counsellor (supporting Indigenous students), a Pacific Islander Liaison Officer and an English as an Additional Language (EALD) teacher.


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Senior Education Profile Students in Queensland are issued with a Senior Education Profile (SEP) upon completion of senior studies. This profile may include a:

• statement of results • Queensland Certificate of Education (QCE) • Queensland Certificate of Individual Achievement (QCIA).

For more information about the SEP see: www.qcaa.qld.edu.au/senior/certificates-qualifications/sep .

Statement of results Students are issued with a statement of results in the December following the completion of a QCAA-developed course of study. A new statement of results is issued to students after each QCAA-developed course of study is completed. A full record of study will be issued, along with the QCE qualification, in December or July after the student meets the requirements for a QCE.

Queensland Certificate of Education (QCE) Students may be eligible for a Queensland Certificate of Education (QCE) at the end of their senior schooling. Students who do not meet the QCE requirements can continue to work towards the certificate post-secondary schooling. The QCAA awards a QCE in the following July or December, once a student becomes eligible. Learning accounts are closed after nine years; however, a student may apply to the QCAA to have the account reopened and all credit continued.

Queensland Certificate of Individual Achievement (QCIA) The Queensland Certificate of Individual Achievement (QCIA) reports the learning achievements of eligible students who complete an individual learning program. At the end of the senior phase of learning, eligible students achieve a QCIA. These students have the option of continuing to work towards a QCE post-secondary schooling.

Senior subjects The QCAA develops four types of senior subject syllabuses — General, Applied, Senior External Examinations and Short Courses. Results in General and Applied subjects contribute to the award of a QCE and may contribute to an Australian Tertiary Admission Rank (ATAR) calculation, although no more than one result in an Applied subject can be used in the calculation of a student’s ATAR. Extension subjects are extensions of the related General subjects and are studied either concurrently with, or after, Units 3 and 4 of the General course. Typically, it is expected that most students will complete these courses across Years 11 and 12. All subjects build on the P–10 Australian Curriculum.

General syllabuses General subjects are suited to students who are interested in pathways beyond senior secondary schooling that lead primarily to tertiary studies and to pathways for vocational education and training and work. General subjects include Extension subjects.

Applied syllabuses Applied subjects are suited to students who are primarily interested in pathways beyond senior secondary schooling that lead to vocational education and training or work.

https://www.qcaa.qld.edu.au/senior/certificates-qualifications/sep


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Senior External Examination The Senior External Examination consists of individual subject examinations provided across Queensland in October and November each year by the QCAA.

Short Courses Short Courses are developed to meet a specific curriculum need and are suited to students who are interested in pathways beyond senior secondary schooling that lead to vocational education and training and establish a basis for further education and employment. They are informed by, and articulate closely with, the requirements of the Australian Core Skills Framework (ACSF). A grade of C in Short Courses aligns with the requirements for ACSF Level 3. For more information about the ACSF see: https://www.education.gov.au/australian-core-skills-framework.

Underpinning factors All senior syllabuses are underpinned by:

• literacy — the set of knowledge and skills about language and texts essential for understanding and conveying content

• numeracy — the knowledge, skills, behaviours and dispositions that students need to use mathematics in a wide range of situations, to recognise and understand the role of mathematics in the world, and to develop the dispositions and capacities to use mathematical knowledge and skills purposefully.

General syllabuses and Short Courses In addition to literacy and numeracy, General syllabuses and Short Courses are underpinned by:

• 21st century skills — the attributes and skills students need to prepare them for higher education, work and engagement in a complex and rapidly changing world. These include critical thinking, creative thinking, communication, collaboration and teamwork, personal and social skills, and information & communication technologies (ICT) skills.

Applied syllabuses In addition to literacy and numeracy, Applied syllabuses are underpinned by:

• applied learning — the acquisition and application of knowledge, understanding and skills in real-world or lifelike contexts

• community connections — the awareness and understanding of life beyond school through authentic, real-world interactions by connecting classroom experience with the world outside the classroom

• core skills for work — the set of knowledge, understanding and non-technical skills that underpin successful participation in work.

Vocational education and training (VET) Queensland students can access VET programs through their school if it:

• is a registered training organisation (RTO) • has a third-party arrangement with an external provider who is an RTO * (RPSHS provides courses via a

number of external formats) • offers opportunities for students to undertake school-based apprenticeships or traineeships.

https://www.education.gov.au/australian-core-skills-framework


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Australian Tertiary Admission Rank (ATAR) eligibility

What is the ATAR? The ATAR is the standard measure of overall school achievement used in all other Australian states and territories. It is a rank indicating a student’s position overall relative to other students. The ATAR is expressed on a 2000-point scale from 99.95 (highest) down to 0, in increments of 0.05. ATARs below 30 will be reported as ‘30.00 or less’.

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

satisfactorily completed an English subject completed five general subjects, or four general subjects plus one applied subject or VET course at AQF certificate III or above accumulated their subject results within a five-year period.

English requirement Eligibility for an ATAR will require satisfactory completion of a QCAA English subject. Satisfactory completion will require students to attain a result that is equivalent to a Sound Level of Achievement in one of five subjects — English, Essential English, Literature, English and Literature Extension or English as an Additional Language. While students must satisfactorily complete an English subject to be eligible for an ATAR, the result in English will only be included in the ATAR calculation if it is one of the student’s best five subjects.

ATAR Calculation The calculation of an Australian Tertiary Admission Rank (ATAR) will be based on a student’s:

• best five General subject results or • best results in a combination of four General subject results plus an Applied subject result or a Certificate III or higher VET

qualification. The Queensland Tertiary Admissions Centre (QTAC) has responsibility for ATAR calculations. The ATAR will be calculated by combining a student’s best five subject scaled scores. Scaled scores will be derived from a student’s subject results as reported to QTAC by the Queensland Curriculum and Assessment Authority (QCAA), using a process of inter-subject scaling.

Inter-subject scaling Inter-subject scaling is where raw scores for a given subject are adjusted so the results for that subject can be compared fairly with the results of any other subject. If a student of a given ability studies an easier Maths subject they might get a 90/100. But if the same student studied a harder Maths subject they might only get a 70/100. However, if scaling works, they should end up with the same scaled score for inclusion in their ATAR calculation. If subjects were not scaled, students could maximise their ATAR by studying what they believe are the easiest possible subjects to get the highest possible best five subject results to comprise their ATAR. Inter-subject scaling will not enhance or diminish a student’s performance in their subjects. The student’s ranking relative to other students in their subjects does not change. Scaling simply allows for performances to be compared across all subjects, and then only for the purposes of including these in the calculation of a student’s ATAR. Students should choose subjects that:

they enjoy think they will achieve well in that are subject prerequisites for tertiary courses that they will be seeking entry to.

VET and the ATAR Each VET qualification level (certificate III or higher) will have a single scaled score that can be included in a student’s ATAR. For example, a Certificate III in Hospitality and a Certificate III in Laboratory Skills will each have the same scaled score; this will be regardless of the duration or area of study of the certificate III. It is expected that the scaled score for a completed VET diploma will be higher than that for a completed VET certificate IV, which in turn will be higher than the scaled score for a completed VET certificate III.

Transition Students For students with results across the old OP and new ATAR systems, translation tables will be used to convert subject results from the previous OP system to allow these to be considered in the new ATAR system.

Changes to subjects and Subject Prerequisites Changes to senior subjects will accompany the introduction of the ATAR in Queensland. These changes include the redevelopment of Authority subjects (renamed General subjects), and revision of Authority-registered subjects (renamed Applied subjects).


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Queensland Certificate of Education (QCE)

April 2018 November 2019


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Set amount of learning To meet QCE requirements, a student must accrue 20 credits from learning options. Different types and amounts of learning contribute different amounts of credit to the QCE. Credit accrues when the set standard is achieved. (see Set standard of learning below)

Set standard of learning Contributing studies must meet the set standard to accrue credit to the QCE. The set standard includes:

• satisfactory completion • a grade of C or better • qualification completion • a pass or equivalent.

Partial completion of a course of study may contribute some credit to the QCE.

Literacy and numeracy requirement The literacy and numeracy requirements for a QCE meet standards outlined in the Australian Core Skills Framework (ACSF) Level 3. Learning options to meet literacy and numeracy requirements for a QCE.

Courses of study Literacy Numeracy Set Standard General or applied subjects

QCAA General or Applied English subjects for Unit 1, Unit 2, or a Unit 3 and 4 pair: • English • English & Literature Extension • English as an Additional Language • Literature • Essential English

QCAA General or Applied Mathematics subjects or Unit 1, Unit 2, or a Unit 3 and 4 pair: • General Mathematics • Mathematical Methods • Specialist Mathematics • Essential Mathematics

Satisfactory completion in Unit 1 or Unit 2 or A grade of C or better in a Unit 3 and 4 pair.

Short Courses QCAA Short Course in Literacy QCAA Short Course in Numeracy Grade of C or better Vocational education and training (VET)

FSK20113 Certificate II in Skills for Work and Vocational Pathways

FSK Certificate II in Skills for Work and Vocational Pathways

Completion of qualification

Senior External Examination

Senior External Examination: QCAA English subject

Senior External Examination: QCAA Mathematics subject

Grade of C or better

QCE credit for Core courses of study Credit for the Queensland Certificate of Education (QCE) for Core courses of study is accrued when the set standard has been met for: • General subjects • Applied subjects • vocational education and training (VET) Certificate II, III and IV qualifications • on-the-job component of school-based apprenticeships. QCE credit for a General subject

General subjects Set standard QCE credits Unit 1 Satisfactory 1 Unit 2 Satisfactory 1 Units 3 and 4 Grade of C or better 2 Maximum credit available 4 Extension subjects Set standard QCE credits Units 3 and 4 Grade of C or better 2 Maximum credit available 2

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


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QCE credit for an Applied subject

Applied subjects Set standard QCE credits Unit 1 Satisfactory 1 Unit 2 Satisfactory 1 Units 3 and 4 Grade of C or better 2 Maximum credit available 4

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

Qualification level Hours of learning QCE credits Certificate II Not applicable 4 Certificate III and IV 440 hours or more 8 Certificate III and IV 385 – 439 hours 7 Certificate III and IV 330 – 384 hours 6 Certificate III and IV Fewer than 330 hours 5

QCE credit accrued for VET qualifications is based on the recommended hours of learning as determined by the Queensland Government, Department of Employment, Small Business and Training. QCE credit for vocational education and training (VET) — completed qualification and partial qualification completion

VET qualification Competencies complete QCE credits Certificate II 100% complete 4 (maximum credit available for a 75% complete 3 completed course is 4 credits) 50% complete 2 25% complete 1 <25% complete 0 Certificate III 100% complete 8 Example shows an 8 credit 75% complete 6 Certificate III (maximum credit 50% complete 4 available for a completed course is 25% complete 2 5–8 credits ) <25% complete 0

Preparatory courses of study Preparatory courses of study provide foundational learning for further education and training and include VET Certificate I qualifications with a maximum of four credits to the QCE being allowed.

Preparatory courses Standard QCE credits Vocational education and training (VET) Certificate I qualification

Certificate I completed 2 (for 199 nominal hours or less) 3 (for 200 nominal hours or more)

Complementary courses of study Complementary courses of study are usually offered by organisations other than those offering Core or Preparatory courses of study. Complementary courses of study may go beyond the scope and/or depth of what is considered senior schooling. Complementary courses of study accrue a maximum of eight credits to the QCE. More information about Complementary courses of study is available on the QCAA website.


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Incompatible Senior Subjects Students may not select both of the subjects in the pairs:

Building and Construction Skills and CPC202011 Certificate II in Construction Pathways

Design (Technology & Design) and Design (Textiles and Design)

Engineering Skills and MEM20413 Certificate II in Engineering Pathways (TAFE)

English and Essential English

Furnishing Skills and MSM20516 Certificate II in Furniture Making Pathways (LamIN8)

Hospitality Practices (Applied) and SIT20316 Certificate II in Hospitality

Industrial Technology Skills and MSM20216 Certificate II in Manufacturing Technology

Information and Communication Technology

and ICT20115 Certificate II in Information, Digital Media and Technology (TAFE, SAT)

Essential Mathematics and General Mathematics or Mathematical Methods or Specialist Mathematics

General Mathematics and Essential Mathematics or Specialist Mathematics

Mathematical Methods and Essential Mathematics

Specialist Mathematics and Essential Mathematics or General Mathematics

Sport & Recreation (Applied) and Sport & Recreation (Rugby League) or Sport & Recreation (Volleyball) or Sport & Recreation (Soccer)

Sport & Recreation (Applied) and SIS20115 Certificate II in Sport and Recreation


and BSB20115 Certificate II in Business or

HLT23215 Certificate II in Health Support Services (AllevE8)


FSK20113 Certificate II in Skills for Work and Vocational Pathways


NOTE: Students applying for courses in other institutions MUST seek approval of HOD Senior Schooling and Deputy Principal before enrolling.

Duplication of learning in Applied subjects and VET qualifications The QCAA considers Applied subjects and VET qualifications at Australian Qualifications Framework (AQF) Level 2 that have similar subject matter and learning goals to be a duplication of learning. Students may enrol in any VET qualification. However, when a student is enrolled in both the identified Applied subject and VET qualification that has been listed as having similar learning, credit for the QCE is determined by the QCAA. Relevant Applied subjects and related qualifications are identified on the QCAA website and apply to students at the time of enrolment in a course. This information is updated annually.


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Duplication of learning in VET qualifications To ensure the requirements for the amount and breadth of learning for a QCE are met, limitations are placed on the amount of QCE credit that can contribute to the QCE for some VET qualifications. When a student completes or partially completes multiple qualifications from the same VET training package, the highest level qualification in the Core category of learning will contribute credit to a QCE. All completed qualifications are recorded on the statement of results.

Qualifications from the same training package — category of learning and QCE credit

Certificate I Certificate II Certificate III or Certificate IV

Category of learning Maximum QCE credit

Preparatory 2-3 Core 4 Core 5-8 (from Certificate III) Core 4 (from Certificate II) Core 5-8 (from Certificate III) partially

completed Core (0-4 additional credit from partial completion of

the Certificate II accrues for new learning)

Certificate III

New

lear

ning

with

in

Cer

tific

ate

III

New learning 8/16 units of competency recorded as competent

4 QCE credits

(50% new learning

8 QCE credits (4 + 4) Certificate II

New

lear

ning

with

in C

ertif

icat

e II

New learning 8 units of

competency

4 QCE

Lear

ning

tran

sfer

red

from

C

ertif

icat

e II

VET credit transfer

No further QCE credit

credits 8 units of competency

recorded as credit transfer

Example of QCE credit for Certificates II and III with VET credit transfer from different training packages.


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QCIA (Queensland Certificate of Individual Achievement)

The Queensland Certificate of Individual Achievement recognises the achievements of students who are on individualised learning programs. This is by invitation only, organised by the Deputy Principal Student Support. Components of the QCIA Statement of Achievement This section certifies the student’s demonstrated knowledge and skills according to their individual educational program. The free-form text statements show achievement information under five curriculum organisers. Schools choose some or all of the following five curriculum organisers: • Communication and technologies • Community, citizenship and the environment • Leisure and recreation • Personal and living dimensions • Vocational and transition activities. Statement of Participation Activities undertaken as part of the student’s senior schooling are shown here. There is no explanation of the activity or any achievements or standards that might be associated with the activity.

The Queensland Certificate of Individual Achievement (QCIA) recognises and reports the learning achievements of students who are undertaking an individual learning program. How the QCIA works To be eligible, students must have impairments or difficulties in learning that are not primarily due to socioeconomic, cultural and/or linguistic factors. Schools identify eligible students and decide the best certification option for each student. Consultation with students and their parents/carers should be central to this decision-making process. The individual learning program for the QCIA does not have credit value nor does it contribute towards the Queensland Certificate of Education (QCE) or the required pattern of learning for the QCE. If a student is eligible for the QCIA, they may record some QCE-contributing study in their learning account, for example a course from preparatory learning or vocational education and training (VET). This learning is recorded on the Senior Statement and cannot be duplicated on the QCIA. However, to receive the QCIA a student must be undertaking an individual learning program.

For more information visit the QCAA website at www.qcaa.qld.edu.au or email [email protected] or telephone (07) 3864 0299


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General syllabuses Structure The syllabus structure consists of a course overview and assessment.

General syllabuses course overview General syllabuses are developmental four-unit courses of study. Units 1 and 2 provide foundational learning, allowing students to experience all syllabus objectives and begin engaging with the course subject matter. It is intended that Units 1 and 2 are studied as a pair. Assessment in Units 1 and 2 provides students with feedback on their progress in a course of study and contributes to the award of a QCE. Students should complete Units 1 and 2 before starting Units 3 and 4. Units 3 and 4 consolidate student learning. Assessment in Units 3 and 4 is summative and student results contribute to the award of a QCE and to ATAR calculations.

Extension syllabuses course overview Extension subjects are extensions of the related General subjects and include external assessment. Extension subjects are studied either concurrently with, or after, Units 3 and 4 of the General course of study. Extension syllabuses are courses of study that consist of two units (Units 3 and 4). Subject matter, learning experiences and assessment increase in complexity across the two units as students develop greater independence as learners. The results from Units 3 and 4 contribute to the award of a QCE and to ATAR calculations.

Assessment Units 1 and 2 assessments Schools decide the sequence, scope and scale of assessments for Units 1 and 2. These assessments should reflect the local context. Teachers determine the assessment program, tasks and marking guides that are used to assess student performance for Units 1 and 2. Units 1 and 2 assessment outcomes provide feedback to students on their progress in the course of study. Schools should develop at least two but no more than four assessments for Units 1 and 2. At least one assessment must be completed for each unit. Schools report satisfactory completion of Units 1 and 2 to the QCAA, and may choose to report levels of achievement to students and parents/carers using grades, descriptive statements or other indicators.

Units 3 and 4 assessments Students complete a total of four summative assessments — three internal and one external — that count towards the overall subject result in each General subject. Schools develop three internal assessments for each senior subject to reflect the requirements described in Units 3 and 4 of each General syllabus. The three summative internal assessments need to be endorsed by the QCAA before they are used in schools. Students’ results in these assessments are externally confirmed by QCAA assessors. These confirmed results from internal assessment are combined with a single result from an external assessment, which is developed and marked by the QCAA. The external assessment result for a subject contributes to a determined percentage of a students' overall subject result. For most subjects this is 25%; for Mathematics and Science subjects it is 50%.

Instrument-specific marking guides Each syllabus provides instrument-specific marking guides (ISMGs) for summative internal assessments. The ISMGs describe the characteristics evident in student responses and align with the identified assessment objectives. Assessment objectives are drawn from the unit objectives and are contextualised for the requirements of the assessment instrument. Schools cannot change or modify an ISMG for use with summative internal assessment. As part of quality teaching and learning, schools should discuss ISMGs with students to help them understand the requirements of an assessment task.


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External assessment External assessment is summative and adds valuable evidence of achievement to a student’s profile. External assessment is:

• common to all schools • administered under the same conditions at the same time and on the same day • developed and marked by the QCAA according to a commonly applied marking scheme.

The external assessment contributes a determined percentage (see specific subject guides — assessment) to the student’s overall subject result and is not privileged over summative internal assessment.

Applied syllabuses Structure The syllabus structure consists of a course overview and assessment.

Applied syllabuses course overview Applied syllabuses are developmental four-unit courses of study. Units 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 units as students develop greater independence as learners. Units 3 and 4 consolidate student learning. Results from assessment in Applied subjects contribute to the award of a QCE and results from Units 3 and 4 may contribute as a single input to ATAR calculation. A course of study for Applied syllabuses includes core topics and elective areas for study.

Assessment Applied syllabuses use four summative internal assessments from Units 3 and 4 to determine a student’s exit result.

Schools should develop at least two but no more than four internal assessments for Units 1 and 2 and these assessments should provide students with opportunities to become familiar with the summative internal assessment techniques to be used for Units 3 and 4.

Applied syllabuses do not use external assessment.

Instrument-specific standards matrixes For each assessment instrument, schools develop an instrument-specific standards matrix by selecting the syllabus standards descriptors relevant to the task and the dimension/s being assessed. The matrix is shared with students and used as a tool for making judgments about the quality of students’ responses to the instrument. Schools develop assessments to allow students to demonstrate the range of standards.

Essential English and Essential Mathematics — Common internal assessment Students complete a total of four summative internal assessments in Units 3 and 4 that count toward their overall subject result. Schools develop three of the summative internal assessments for each senior subject and the other summative assessment is a common internal assessment (CIA) developed by the QCAA. The CIA for Essential English and Essential Mathematics is based on the learning described in Unit 3 of the respective syllabus. The CIA is:

• developed by the QCAA • common to all schools • delivered to schools by the QCAA • administered flexibly in Unit 3 • administered under supervised conditions • marked by the school according to a common marking scheme developed by the QCAA.

The CIA is not privileged over the other summative internal assessment.

Summative internal assessment — instrument-specific standards The Essential English and Essential Mathematics syllabuses provide instrument-specific standards for the three summative internal assessments in Units 3 and 4. The instrument-specific standards describe the characteristics evident in student responses and align with the identified assessment objectives. Assessment objectives are drawn from the unit objectives and are contextualised for the requirements of the assessment instrument.


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Senior External Examinations Senior External Examinations course overview A Senior External Examination syllabus sets out the aims, objectives, learning experiences and assessment requirements for each of these subjects. Results are based solely on students’ demonstrated achievement in examinations. Work undertaken before an examination is not assessed. The Senior External Examination is for:

• low candidature subjects not otherwise offered as a General subject in Queensland • students in their final year of senior schooling who are unable to access particular subjects at their school • adult students (people of any age not enrolled at a Queensland secondary school)

− to meet tertiary entrance or employment requirements − for personal interest.

Senior External Examination results may contribute credit to the award of a QCE and contribute to ATAR calculations. For more information about the Senior External Examination, see: www.qcaa.qld.edu.au/senior/see.

Assessment The Senior External Examination consists of individual subject examinations that are held once each year in Term 4. Important dates and the examination timetable are published in the Senior Education Profile (SEP) calendar, available at: https://www.qcaa.qld.edu.au/downloads/senior/sep_calendar_2019.pdf Results are based solely on students’ demonstrated achievement in the examinations. Work undertaken before an examination is not assessed. Results are reported as a mark and grade of A–E. For more information about results, see the QCE and QCIA policy and procedures handbook, Section 10.

QCAA senior syllabuses

List of subjects within syllabus areas: Mathematics General General Mathematics Mathematical Methods Specialist Mathematics Applied Essential Mathematics

English General English Applied Essential English

Humanities General Accounting Ancient History Business Geography Japanese Legal Studies Modern History Applied Tourism

Technologies General Design (Technology & Design) Design (Textiles & Design) Digital Solutions Food & Nutrition Applied Engineering Skills Fashion Furnishing Skills Hospitality Practices Industrial Graphics Skills Industrial Technology Skills Information & Communication Technology Health and Physical Education General Health Physical Education Applied Early Childhood Studies Sport & Recreation Sport & Recreation (Football aka Soccer) Sport & Recreation (Rugby) Sport & Recreation (Volleyball)

Science General Biology Chemistry Physics Psychology Applied Science in Practice The Arts General Dance Drama Film, Television & New

Media Music Visual Art Applied Dance in Practice Drama in Practice Media Arts in Practice Visual Arts in Practice

Note: Subject listings are presented on the following pages in alphabetical order under General syllabus subjects, Applied syllabus subjects and Vocational Education and Training Qualifications.

https://www.qcaa.qld.edu.au/senior/see

https://www.qcaa.qld.edu.au/downloads/senior/sep_calendar_2019.pdf


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General syllabus subjects

Accounting ................................................... 27 Ancient History ............................................ 28 Biology ........................................................ 29 Business ...................................................... 30 Chemistry .................................................... 31 Dance .......................................................... 32 Design (Technology & Design) .................... 33 Design (Textiles & Design) .......................... 34 Digital Solutions ........................................... 35 Drama ......................................................... 36 English ........................................................ 37 Film, Television & New Media ..................... 38 Food & Nutrition .......................................... 39 Geography ................................................... 40 Health .......................................................... 41 Japanese ..................................................... 42 Legal Studies ............................................... 43 Mathematics: General Mathematics ........... 44 Mathematics: Mathematical Methods .......... 45 Mathematics: Specialist Mathematics .......... 46 Modern History ............................................ 47 Music ........................................................... 48 Physical Education ...................................... 49 Physics ........................................................ 50 Psychology .................................................. 51 Visual Art ..................................................... 52


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General Subject Prerequisites Year 11 2020

Subject 2020 Prerequisite Accounting A minimum requirement of a C in year 10 English

and a B in year 10 Business Studies recommended.

Ancient History B in Core History or C in History Extension plus B in year 10 English recommended.

Biology B in year 10 Core Science or History or a C in year 10 Extension Science. B in Core Maths or a C in year 10 Extension Maths. C in year 10 English.

Business A minimum requirement of a C in year 10 English and a B in Year 10 Business Studies recommended.

Chemistry B in year 10 Core Science or History or a C in year 10 Extension Science. B in Core Maths or a C in year 10 Extension Maths. C in year 10 English.

Dance B in year 10 Dance and C in English. B in year 10 English is recommended.

Design (Technology & Design)

A minimum requirement of a C in year 10 English. (B in English is recommended.)

Design (Textiles & Design)

At least a B in year 10 English.

Digital Solutions A minimum requirement of a C in year 10 English and a B in year 10 Digital Media Studies recommended.

Drama B in year 10 Drama and C in English. (B in English is recommended.)

English At least a B in year 10 English.

Film, Television and New Media

A minimum requirement of a C in year 10 English and a B in year 10 Digital Media Studies recommended.

Food and Nutrition A minimum of a B in year 10 English. Highly recommended a minimum of a C in year 10 Science. .

Geography Minimum C in English, (B in English recommended). Recommended studying Geography in year 10.

Health B standard in year 10 History or English. At least C standard year 10 Health recommended.

Legal Studies B in Law or B in year 10 English / History.

General Mathematics At least B in year 10 Core Maths.

Mathematical Methods

At least a B in Extension Maths.

Specialist Maths At least a B in Extension Maths.

Modern History B in Core History or C in Extension History and B in year 10 English recommended.

Music B in year 10 Music and C in English. B in English is recommended.

Physical Education B standard in year 10 HPE (RLS, VOL or SDP). C standard in History or English.

Physics B in year 10 Core Science or History or a C in year 10 Extension Science. B in Core Maths or a C in year 10 Extension Maths. C in year 10 English.

Psychology B in year 10 Core Science or History or a C in year 10 Extension Science. B in Core Maths or a C in year 10 Extension Maths. C in year 10 English.

Visual Art B in year 10 Art and C in English. (B in English is recommended.)


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Accounting A BYOX device is a requirement of this course. General senior subject Accounting provides opportunities for students to develop an understanding of the essential role of organising, analysing and communicating financial data and information in the successful performance of any organisation.

Students learn fundamental accounting concepts in order to understand accrual accounting and managerial and accounting controls, preparing internal financial reports, ratio analysis and interpretation of internal and external financial reports. They synthesise financial data and other information, evaluate accounting practices, solve authentic accounting problems, make decisions and communicate recommendations.

Students develop numerical, literacy, technical, financial, critical thinking, decision-making and problem-solving skills. They develop an understanding of the ethical attitudes and values required to participate effectively and responsibly in a changing business environment.

Pathways A course of study in Accounting can establish a basis for further education and employment in the fields of accounting, business, management, banking, finance, law, economics and commerce.

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

• describe accounting concepts and principles • explain accounting concepts, principles and processes • apply accounting principles and processes • analyse and interpret financial data and information to draw conclusions • evaluate accounting practices to make decisions and propose recommendations • synthesise and solve accounting problems • create responses that communicate meaning to suit purpose and audience.

Prerequisites Minimum result of a C in year 10 English and a B in year 10 Business Studies recommended.

Structure Unit 1 Unit 2 Unit 3 Unit 4

Real world accounting • Accounting for a service

business — cash, accounts receivable, accounts payable and no GST

• End-of-month reporting for a service business

Management effectiveness • Accounting for a trading

GST business • End-of-year reporting for

a trading GST business

Monitoring a business • Managing resources for

a trading GST business — non-current assets

• Fully classified financial statement reporting for a trading GST business

Accounting — the big picture • Cash management • Complete accounting

process for a trading GST business

• Performance analysis of a listed public company

Assessment Assessment for Units 1 and 2 will mirror the assessment requirements of Units 3 and 4, so as to develop the skills required for those Units. In Units 3 and 4 students complete four summative assessments. The results from each of the assessments are added together to provide a subject score out of 100. Students will also receive an overall subject result (A–E).

Summative assessments Unit 3 Unit 4

Summative internal assessment 1 (IA1): • Examination — combination response

25% Summative internal assessment 3 (IA3): • Project — cash management

25%

Summative internal assessment 2 (IA2): • Examination — short response

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

25%


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Ancient History A BYOX device is a requirement of this course. General senior subject Ancient History provides opportunities for students to study people, societies and civilisations of the past, from the development of the earliest human communities to the end of the Middle Ages. Students explore the interaction of societies, and the impact of individuals and groups on ancient events and ways of life, and study the development of some features of modern society, such as social organisation, systems of law, governance and religion. Students analyse and interpret archaeological and written evidence. They develop increasingly sophisticated skills and understandings of historical issues and problems by interrogating the surviving evidence of ancient sites, societies, individuals and significant historical periods. They investigate the problematic nature of evidence, pose increasingly complex questions about the past and formulate reasoned responses. Students gain multi-disciplinary skills in analysing textual and visual sources, constructing arguments, challenging assumptions, and thinking both creatively and critically.

Pathways A course of study in Ancient History can establish a basis for further education and employment in the fields of archaeology, history, education, psychology, sociology, law, business, economics, politics, journalism, the media, health and social sciences, writing, academia and research.


• comprehend terms, issues and concepts • devise historical questions and conduct research • analyse historical sources and evidence • synthesise information from historical sources and evidence • evaluate historical interpretations • create responses that communicate meaning.

Prerequisites B in Core History or C in History Extension plus B in year 10 English recommended.


Investigating the ancient world • Digging up the past • Ancient societies —

Beliefs, rituals and funerary practices.

Formative

assessment/s: FA1: Examination -

Short Response to historical sources aligned with topic 1.

FA2: Investigation – Independent Source Investigation.

Personalities in their time • Cleopatra • Boudica Formative assessment/s: FA3: Historical essay base on research. FA4: Examination – Essay in response to historical sources.

Reconstructing the ancient world • The Bronze Age Aegean • Fifth Century Athens

(BCE) Summative internal assessment 1 (IA1): Examination — essay in response to historical sources. 25% Summative internal assessment 2 (IA2): Independent source investigation. 25%

People, power and authority Schools choose one study of power from: • Ancient Rome — Civil War and the

breakdown of the Republic QCAA will nominate one topic that will be the basis for an external examination • Augustus Summative internal assessment 3 (IA3): Investigation — historical essay based on research. 25% Summative external assessment (EA): Examination — short responses to historical sources. 25%



Summative internal assessment 1 (IA1): • Examination — essay in response to historical

sources

25% Summative internal assessment 3 (IA3): • Investigation — historical essay based on research

25%

Summative internal assessment 2 (IA2): • Independent source investigation

25% Summative external assessment (EA): • Examination — short responses to historical sources

25%


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Biology A BYOX device is a requirement of this course. General senior subject Biology provides opportunities for students to engage with living systems. Students develop their understanding of cells and multicellular organisms. They engage with the concept of maintaining the internal environment. They study biodiversity and the interconnectedness of life. This knowledge is linked with the concepts of heredity and the continuity of life. Students learn and apply aspects of the knowledge and skills of the discipline (thinking, experimentation, problem-solving and research skills), understand how it works and how it may impact society. They develop their sense of wonder and curiosity about life; respect for all living things and the environment; understanding of biological systems, concepts, theories and models; appreciation of how biological knowledge has developed over time and continues to develop; a sense of how biological knowledge influences society. Students plan and carry out fieldwork, laboratory and other research investigations; interpret evidence; use sound, evidence-based arguments creatively and analytically when evaluating claims and applying biological knowledge; and communicate biological understanding, findings, arguments and conclusions using appropriate representations, modes and genres.

Pathways A course of study in Biology can establish a basis for further education and employment in the fields of medicine, forensics, veterinary, food and marine sciences, agriculture, biotechnology, environmental rehabilitation, biosecurity, quarantine, conservation and sustainability.


• describe and explain scientific concepts, theories, models and systems and their limitations • apply understanding of scientific concepts, theories, models and systems within their limitations • analyse evidence • interpret evidence • investigate phenomena • evaluate processes, claims and conclusions • communicate understandings, findings, arguments and conclusions.

Prerequisites B in year 10 Core Science or History or a C in year 10 Extension Science. B in Core Maths or a C in year 10 Extension Maths. C in year 10 English.


Cells and multicellular organisms • Cells as the basis of life • Multicellular organisms

Maintaining the internal environment • Homeostasis • Infectious diseases

Biodiversity and the interconnectedness of life • Describing biodiversity • Ecosystem dynamics

Heredity and continuity of life • DNA, genes and the

continuity of life • Continuity of life on Earth

Assessment Schools devise assessments in Units 1 and 2. These will mirror the Year 12 assessment program. In Units 3 and 4 students complete four summative assessments. The results from each of the assessments are added together to provide a subject score out of 100. Students will also receive an overall subject result (A–E).

Summative assessments Unit 3 Unit 4 Summative internal assessment 1 (IA1): • Data test

10% Summative internal assessment 3 (IA3): • Research investigation

20%

Summative internal assessment 2 (IA2): • Student experiment

20%

Summative external assessment (EA): 50% • Examination


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Business A BYOX device is a requirement of this course. General senior subject Business provides opportunities for students to develop business knowledge and skills to contribute meaningfully to society, the workforce and the marketplace and prepares them as potential employees, employers, leaders, managers and entrepreneurs. Students investigate the business life cycle, develop skills in examining business data and information and learn business concepts, theories, processes and strategies relevant to leadership, management and entrepreneurship. They investigate the influence of, and implications for, strategic development in the functional areas of finance, human resources, marketing and operations. Students use a variety of technological, communication and analytical tools to comprehend, analyse, interpret and synthesise business data and information. They engage with the dynamic business world (in both national and global contexts), the changing workforce and emerging digital technologies.

Pathways A course of study in Business can establish a basis for further education and employment in the fields of business management, business development, entrepreneurship, business analytics, economics, business law, accounting and finance, international business, marketing, human resources management and business information systems.


• describe business environments and situations • explain business concepts, strategies and processes • select and analyse business data and information • interpret business relationships, patterns and trends to draw conclusions • evaluate business practices and strategies to make decisions and propose recommendations • create responses that communicate meaning to suit purpose and audience.

Prerequisites A minimum requirement of a C in year 10 English and a B in Year 10 Business Studies recommended.

Structure Unit 1 Unit 2 Unit 3 Unit 4 Business creation • Fundamentals of

business • Creation of business

ideas

Business growth • Establishment of a

business • Entering markets

Business diversification • Competitive markets • Strategic development

Business evolution • Repositioning a business • Transformation of a

business




25% Summative internal assessment 3 (IA3): • Extended response — feasibility report

25%

Summative internal assessment 2 (IA2): • Investigation — business report

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

25%


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Chemistry A BYOX device is a requirement of this course. General senior subject Chemistry is the study of materials and their properties and structure. Students study atomic theory, chemical bonding, and the structure and properties of elements and compounds. They explore intermolecular forces, gases, aqueous solutions, acidity and rates of reaction. They study equilibrium processes and redox reactions. They explore organic chemistry, synthesis and design to examine the characteristic chemical properties and chemical reactions displayed by different classes of organic compounds. Students develop their appreciation of chemistry and its usefulness; understanding of chemical theories, models and chemical systems; expertise in conducting scientific investigations. They critically evaluate and debate scientific arguments and claims in order to solve problems and generate informed, responsible and ethical conclusions, and communicate chemical understanding and findings through the use of appropriate representations, language and nomenclature. Students learn and apply aspects of the knowledge and skills of the discipline (thinking, experimentation, problem-solving and research skills), understand how it works and how it may impact society.

Pathways A course of study in Chemistry can establish a basis for further education and employment in the fields of forensic science, environmental science, engineering, medicine, pharmacy and sports science.





Chemical fundamentals — structure, properties and reactions • Properties and structure of

atoms • Properties and structure of

materials • Chemical reactions —

reactants, products and energy change

Molecular interactions and reactions • Intermolecular forces and

gases • Aqueous solutions and

acidity • Rates of chemical

reactions

Equilibrium, acids and redox reactions • Chemical equilibrium

systems • Oxidation and reduction

Structure, synthesis and design • Properties and structure of

organic materials • Chemical synthesis and

design



Summative internal assessment 1 (IA1): • Data test


20%


20%



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Dance A BYOX device is a requirement of this course. General senior subject Dance fosters creative and expressive communication. It uses the body as an instrument for expression and communication of ideas. It provides opportunities for students to critically examine and reflect on their world through higher order thinking and movement. It encourages the holistic development of a person, providing a way of knowing about oneself, others and the world. Students study dance in various genres and styles, embracing a variety of cultural, societal and historical viewpoints integrating new technologies in all facets of the subject. Historical, current and emerging dance practices, works and artists are explored in global contexts and Australian contexts, including the dance of Aboriginal peoples and Torres Strait Islander peoples. Students learn about dance as it is now and explore its origins across time and cultures. Students apply critical thinking and literacy skills to create, demonstrate, express and reflect on meaning made through movement. Exploring dance through the lens of making and responding, students learn to pose and solve problems, and work independently and collaboratively. They develop aesthetic and kinaesthetic intelligence, and personal and social skills.

Pathways A course of study in Dance can establish a basis for further education and employment in the field of dance, and to broader areas in creative industries and cultural institutions, including arts administration and management, communication, education, public relations, research, and science and technology.


• demonstrate an understanding of dance concepts and skills • apply literacy skills • organise and apply the dance concepts • analyse and interpret dance concepts and skills • apply technical skills • realise meaning through expressive skills • create dance to communicate meaning • evaluate dance, justifying the use of dance concepts and skills

Prerequisites B in year 10 Dance and C in English. B in year 10 English is recommended.


Moving bodies How does dance communicate meaning for different purposes and in different contexts? • Genres: Contemporary at least one other genre

• Subject matter: meaning, purpose and

context historical and cultural

origins of focus genres

Moving through environments How does the integration of the environment shape dance to communicate meaning? • Genres: Contemporary at least one other genre

• Subject matter: physical dance

environments including site-specific dance

virtual dance environments

Moving statements How is dance used to communicate viewpoints? • Genres: Contemporary at least one other

genre • Subject matter: social, political and

cultural influences on dance

Moving my way How does dance communicate meaning for me? • Genres: fusion of movement

styles • Subject matter: developing a personal

movement style personal viewpoints

and influences on genre

Assessment Unit 1 and 2 assessment will prepare students for Year 12 assessment. Tasks will include Performance, Choreography and Extended Response to a stimulus. In Units 3 and 4 students complete four summative assessments. The results from each of the assessments are added together to provide a subject score out of 100. Students will also receive an overall subject result (A–E).


Summative internal assessment 1 (IA1): • Performance

20% Summative internal assessment 3 (IA3): • Project — dance work

35%

Summative internal assessment 2 (IA2): • Choreography

20%

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


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Design (Technology and Design) A BYOX device is a requirement of this course. General senior subject Design focuses on the application of design thinking to envisage creative products, services and environments in response to human needs, wants and opportunities. Designing is a complex and sophisticated form of problem-solving that uses divergent and convergent thinking strategies that can be practised and improved. Designers are separated from the constraints of production processes to allow them to appreciate and exploit new innovative ideas. Students learn how design has influenced the economic, social and cultural environment in which they live. They understand the agency of humans in conceiving and imagining possible futures through design. Collaboration, teamwork and communication are crucial skills needed to work in design teams and liaise with stakeholders. They learn the value of creativity and build resilience as they experience iterative design processes, where the best ideas may be the result of trial and error and a willingness to take risks and experiment with alternatives. Students learn about and experience design through exploring needs, wants and opportunities; developing ideas and design concepts; using drawing and low-fidelity prototyping skills; and evaluating ideas and design concepts. They communicate design proposals to suit different audiences.

Pathways A course of study in Design can establish a basis for further education and employment in the fields of architecture, digital media design, fashion design, graphic design, industrial design, interior design and landscape architecture.


• describe design problems and design criteria • represent ideas, design concepts and design information using drawing and low-fidelity prototyping • analyse needs, wants and opportunities using data • devise ideas in response to design problems • synthesise ideas and design information to propose design concepts • evaluate ideas and design concepts to make refinements • make decisions about and use mode-appropriate features, language and conventions for particular

purposes and contexts.

Prerequisites A minimum requirement of a C in year 10 English. (B in English is recommended.)

Structure Unit 1 Unit 2 Unit 3 Unit 4 Design in practice • Experiencing design • Design process • Design styles

Commercial design • Explore — client needs

and wants • Develop — collaborative

design

Human-centred design • Designing with empathy

Sustainable design • Explore — sustainable

design opportunities • Develop — redesign


Summative assessments Unit 3 Unit 4 Summative internal assessment 1 (IA1): • Examination — design challenge

15% Summative internal assessment 3 (IA3): • Project

25%

Summative internal assessment 2 (IA2): • Project

35% Summative external assessment (EA): • Examination — design challenge

25%

Note: Only ONE of Design (Technology and Design) and Design (Textiles and Design) may be selected – not both.


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Design (Textiles and Design) A BYOX device is a requirement of this course. General senior subject Design focuses on the application of design thinking to envisage creative products, services and environments in response to human needs, wants and opportunities. Designing is a complex and sophisticated form of problem-solving that uses divergent and convergent thinking strategies that can be practised and improved. Designers are separated from the constraints of production processes to allow them to appreciate and exploit new innovative ideas. Students learn how design has influenced the economic, social and cultural environment in which they live. They understand the agency of humans in conceiving and imagining possible futures through design. Collaboration, teamwork and communication are crucial skills needed to work in design teams and liaise with stakeholders. They learn the value of creativity and build resilience as they experience iterative design processes, where the best ideas may be the result of trial and error and a willingness to take risks and experiment with alternatives. Students learn about and experience design through exploring needs, wants and opportunities; developing ideas and design concepts; using drawing and low-fidelity prototyping skills; and evaluating ideas and design concepts. They communicate design proposals to suit different audiences.

Pathways A course of study in Design can establish a basis for further education and employment in the fields of architecture, digital media design, fashion design, graphic design, industrial design, interior design and landscape architecture.


• describe design problems and design criteria • represent ideas, design concepts and design information using drawing and low-fidelity prototyping • analyse needs, wants and opportunities using data • devise ideas in response to design problems • synthesise ideas and design information to propose design concepts • evaluate ideas and design concepts to make refinements • make decisions about and use mode-appropriate features, language and conventions for particular


Prerequisites A minimum of a B in year 10 English.

Structure Unit 1 Unit 2 Unit 3 Unit 4 Design in practice • Experiencing design • Design process • Design styles

Commercial design • Explore — client needs

and wants • Develop — collaborative

design

Human-centred design • Designing with empathy

Sustainable design • Explore — sustainable

design opportunities • Develop — redesign


Summative assessments Unit 3 Unit 4 Summative internal assessment 1 (IA1): • Examination — design challenge

15% Summative internal assessment 3 (IA3): • Project

25%

Summative internal assessment 2 (IA2): • Project

35% Summative external assessment (EA): • Examination — design challenge

25%

Note: Only ONE of Design (Technology and Design) and Design (Textiles and Design) may be selected – not both.


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Digital Solutions A BYOX device is a requirement of this course. General senior subject Digital Solutions enables students to learn about algorithms, computer languages and user interfaces through generating digital solutions to problems. Students engage with data, information and applications to create digital solutions that filter and present data in timely and efficient ways while understanding the need to encrypt and protect data. They understand computing’s personal, local and global impact, and the issues associated with the ethical integration of technology into our daily lives. Students use problem-based learning to write computer programs to create digital solutions that: use data; require interactions with users and within systems; and affect people, the economy and environments. They develop solutions using combinations of readily available hardware and software development environments, code libraries or specific instructions provided through programming. Students create, construct and repurpose solutions that are relevant in a world where data and digital realms are transforming entertainment, education, business, manufacturing and many other industries.

Pathways A course of study in Digital Solutions can establish a basis for further education and employment in the fields of science, technologies, engineering and mathematics.


• recognise and describe elements, components, principles and processes • symbolise and explain information, ideas and interrelationships • analyse problems and information • determine solution requirements and criteria • synthesise information and ideas to determine possible digital solutions • generate components of the digital solution • evaluate impacts, components and solutions against criteria to make refinements and justified

recommendations • make decisions about and use mode-appropriate features, language and conventions for particular


Prerequisites A minimum requirement of a C in year 10 English and a B in year 10 Digital Media Studies recommended.

Structure Unit 1 Unit 2 Unit 3 Unit 4 Creating with code • Understanding digital

problems • User experiences and

interfaces • Algorithms and

programming techniques • Programmed solutions

Application and data solutions • Data-driven problems

and solution requirements

• Data and programming techniques

• Prototype data solutions

Digital innovation • Interactions between

users, data and digital systems

• Real-world problems and solution requirements

• Innovative digital solutions

Digital impacts • Digital methods for

exchanging data • Complex digital data

exchange problems and solution requirements

• Prototype digital data exchanges


Summative assessments Unit 3 Unit 4 Summative internal assessment 1 (IA1): • Investigation — technical proposal

20% Summative internal assessment 3 (IA3): • Project — folio

25%

Summative internal assessment 2 (IA2): • Project — digital solution

30% Summative external assessment (EA): • Examination

25%


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Drama A BYOX device is a requirement of this course. General senior subject Drama fosters creative and expressive communication. It interrogates the human experience by investigating, communicating and embodying stories, experiences, emotions and ideas that reflect the human experience. It engages students in imaginative meaning-making processes and involves them using a range of artistic skills as they make and respond to dramatic works. Students experience, reflect on, understand, communicate, collaborate and appreciate different perspectives of themselves, others and the world in which they live. They learn about the dramatic languages and how these contribute to the creation, interpretation and critique of dramatic action and meaning for a range of purposes. They study a range of forms, styles and their conventions in a variety of inherited traditions, current practice and emerging trends, including those from different cultures and contexts. Students learn how to engage with dramatic works as both artists and audience through the use of critical literacies. The study of drama develops students’ knowledge, skills and understanding in the making of and responding to dramatic works to help them realise their creative and expressive potential as individuals. Students learn to pose and solve problems, and work independently and collaboratively.

Pathways A course of study in Drama can establish a basis for further education and employment in the field of drama, and to broader areas in creative industries and cultural institutions, including arts administration and management, communication, education, public relations, research and science and technology.


• demonstrate an understanding of dramatic languages • apply literacy skills • apply and structure dramatic languages • analyse how dramatic languages are used to create dramatic action and meaning • interpret purpose, context and text to communicate dramatic meaning • manipulate dramatic languages to create dramatic action and meaning • evaluate and justify the use of dramatic languages to communicate dramatic meaning • synthesise and argue a position about dramatic action and meaning.

Prerequisites B in year 10 Drama and C in English. (B in English is recommended.)


Share How does drama promote shared understandings of the human experience? • cultural inheritances of

storytelling • oral history and emerging

practices • a range of linear and non-linear

forms

Reflect How is drama shaped to reflect lived experience? • Realism, including Magical

Realism, Australian Gothic • associated conventions of

styles and texts

Challenge How can we use drama to challenge our understanding of humanity? • Theatre of Social Comment,

including Theatre of the Absurd and Epic Theatre

• associated conventions of styles and texts

Transform How can you transform dramatic practice? • Contemporary performance • associated conventions of styles

and texts • inherited texts as stimulus

Assessment Unit 1 and 2 assessment (Yr 11) will mirror Unit 3 and 4 (Yr 12) assessment. Tasks will include Performances and Projects in which students view and analyse performances, enact key moments and capture images in a storyboard. In Units 3 and 4 students complete four summative assessments. The results from each of the assessments are added together to provide a subject score out of 100. Students will also receive an overall subject result (A–E).


Summative internal assessment 1 (IA1): • Performance

20% Summative internal assessment 3 (IA3): • Project — practice-led project

35%

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

20%



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English A BYOX device is a requirement of this course. General senior subject English focuses on the study of both literary texts and non-literary texts, developing students as independent, innovative and creative learners and thinkers who appreciate the aesthetic use of language, analyse perspectives and evidence, and challenge ideas and interpretations through the analysis and creation of varied texts. Students are offered opportunities to interpret and create texts for personal, cultural, social and aesthetic purposes. They learn how language varies according to context, purpose and audience, content, modes and mediums, and how to use it appropriately and effectively for a variety of purposes. Students have opportunities to engage with diverse texts to help them develop a sense of themselves, their world and their place in it. Students communicate effectively in Standard Australian English for the purposes of responding to and creating texts. They make choices about generic structures, language, textual features and technologies for participating actively in literary analysis and the creation of texts in a range of modes, mediums and forms, for a variety of purposes and audiences. They explore how literary and non-literary texts shape perceptions of the world, and consider ways in which texts may reflect or challenge social and cultural ways of thinking and influence audiences.

Pathways A course of study in English promotes open-mindedness, imagination, critical awareness and intellectual flexibility — skills that prepare students for local and global citizenship, and for lifelong learning across a wide range of contexts.

Objectives By the conclusion of the course of study, students will: • use patterns and conventions of genres to achieve particular purposes in cultural contexts and social situations • establish and maintain roles of the writer/speaker/signer/designer and relationships with audiences • create and analyse perspectives and representations of concepts, identities, times and places • make use of and analyse the ways cultural assumptions, attitudes, values and beliefs underpin texts and invite audiences to

take up positions • use aesthetic features and stylistic devices to achieve purposes and analyse their effects in texts • select and synthesise subject matter to support perspectives • organise and sequence subject matter to achieve particular purposes • use cohesive devices to emphasise ideas and connect parts of texts • make language choices for particular purposes and contexts • use grammar and language structures for particular purposes • use mode-appropriate features to achieve particular purposes.

Prerequisites At least a B in year 10 English.


Perspectives and texts • Examining and creating

perspectives in texts • Responding to a variety

of non-literary and literary texts

• Creating responses for public audiences and persuasive texts

Texts and culture • Examining and shaping

representations of culture in texts

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

• Creating imaginative and analytical texts

Textual connections • Exploring connections

between texts • Examining different

perspectives of the same issue in texts and shaping own perspectives

• Creating responses for public audiences and persuasive texts

Close study of literary texts • Engaging with literary texts

from diverse times and places

• Responding to literary texts creatively and critically

• Creating imaginative and analytical texts



Summative internal assessment 1 (IA1): • Extended response — written response for a public

audience

25% Summative internal assessment 3 (IA3): • Extended response — imaginative written

response

25%

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

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

25%


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Film, Television & New Media A BYOX device is a requirement of this course. General senior subject Film, Television & New Media fosters creative and expressive communication. It explores the five key concepts of technologies, representations, audiences, institutions and languages. Students learn about film, television and new media as our primary sources of information and entertainment. They understand that film, television and new media are important channels for educational and cultural exchange, and are fundamental to our self-expression and representation as individuals and as communities. Students creatively apply film, television and new media key concepts to individually and collaboratively make moving-image media products, and investigate and respond to moving-image media content and production contexts. Students develop a respect for diverse perspectives and a critical awareness of the expressive, functional and creative potential of moving-image media in a diverse range of global contexts. They develop knowledge and skills in creative thinking, communication, collaboration, planning, critical analysis, and digital and ethical citizenship.

Pathways A course of study in Film, Television & New Media can establish a basis for further education and employment in the fields of information technologies, creative industries, cultural institutions, and diverse fields that use skills inherent in the subject, including advertising, arts administration and management, communication, design, education, film and television, and public relations.


• explain the features of moving-image media content and practices • symbolise conceptual ideas and stories • construct proposals and construct moving-image media products • apply literacy skills • analyse moving-image products and contexts of production and use • structure visual, audio and text elements to make moving-image media products • experiment with ideas for moving-image media products • appraise film, television and new media products, practices and viewpoints • synthesise visual, audio and text elements to solve conceptual and creative problems.

Prerequisites A minimum requirement of a C in year 10 English and a B in year 10 Digital Media Studies recommended.


Foundation • Concept: technologies How are tools and associated processes used to create meaning? • Concept: institutions How are institutional practices influenced by social, political and economic factors? • Concept: languages How do signs and symbols, codes and conventions create meaning?

Story forms • Concept: representations How do representations function in story forms? • Concept: audiences How does the relationship between story forms and meaning change in different contexts? • Concept: languages How are media languages used to construct stories?

Participation • Concept: technologies How do technologies enable or constrain participation? • Concept: audiences How do different contexts and purposes impact the participation of individuals and cultural groups? • Concept: institutions How is participation in institutional practices influenced by social, political and economic factors?

Identity • Concept: technologies How do media artists experiment with technological practices? • Concept: representations How do media artists portray people, places, events, ideas and emotions? • Concept: languages How do media artists use signs, symbols, codes and conventions in experimental ways to create meaning?



Summative internal assessment 1 (IA1): • Case study investigation

15% Summative internal assessment 3 (IA3): • Stylistic project

35%

Summative internal assessment 2 (IA2): • Multi-platform project

25%



Page 38 of 102

Food & Nutrition A BYOX device is a requirement of this course. General senior subject Food & Nutrition is the study of food in the context of food science, nutrition and food technologies, considering overarching concepts of waste management, sustainability and food protection. Students explore the chemical and functional properties of nutrients to create food solutions that maintain the beneficial nutritive values. This knowledge is fundamental for continued development of a safe and sustainable food system that can produce high quality, nutritious solutions with an extended shelf life. Their studies of the food system include the sectors of production, processing, distribution, consumption, research and development. Students actively engage in a food and nutrition problem-solving process to create food solutions that contribute positively to preferred personal, social, ethical, economic, environmental, legal, sustainable and technological futures.

Pathways A course of study in Food & Nutrition can establish a basis for further education and employment in the fields of science, technology, engineering and health.


• recognise and describe food and nutrition facts and principles • explain food and nutrition ideas and problems • analyse problems, information and data • determine solution requirements and criteria • synthesise information and data to develop ideas for solutions • generate solutions to provide data to determine the feasibility of the solution • evaluate and refine ideas and solutions to make justified recommendations for enhancement • make decisions about and use mode-appropriate features, language and conventions for particular


Prerequisites A minimum of a B in year 10 English. At least a C in Science is highly recommended.

Structure Unit 1 Unit 2 Unit 3 Unit 4 Food science of vitamins, minerals and protein • Introduction to the food

system • Vitamins and minerals • Protein • Developing food solutions

Food drivers and emerging trends • Consumer food drivers • Sensory profiling • Labelling and food safety • Food formulation for

consumer markets

Food science of carbohydrate and fat • The food system • Carbohydrate • Fat • Developing food

solutions

Food solution development for nutrition consumer markets • Formulation and

reformulation for nutrition consumer markets

• Food development process


Summative assessments Unit 3 Unit 4 Summative internal assessment 1 (IA1): • Examination


30%

Summative internal assessment 2 (IA2): • Project — folio


25%


Page 39 of 102

Geography A BYOX device is a requirement of this course. General senior subject Geography focuses on the significance of ‘place’ and ‘space’ in understanding our world. Students engage in a range of learning experiences that develop their geographical skills and thinking through the exploration of geographical challenges and their effects on people, places and the environment. Students investigate places in Australia and across the globe to observe and measure spatial, environmental, economic, political, social and cultural factors. They interpret global concerns and challenges including responding to risk in hazard zones, planning sustainable places, managing land cover transformations and planning for population change. They develop an understanding of the complexities involved in sustainable planning and management practices. Students observe, gather, organise, analyse and present data and information across a range of scales. They engage in real-world applications of geographical skills and thinking, including the collection and representation of data.

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


• explain geographical processes • comprehend geographic patterns • analyse geographical data and information • apply geographical understanding • synthesise information from the analysis to propose action • communicate geographical understanding.

Prerequisites Minimum C in English, (B in English recommended). Recommended studying Geography in year 10.


Responding to risk and vulnerability in hazard zones • Natural hazard zones • Ecological hazard

zones Formative assessment/s: FA1: Examination –

combination response. FA2: Investigation – Data

report (Data/ images/ITCs)

Planning sustainable places • Responding to

challenges facing a place in Australia

• Managing the challenges facing a megacity

Formative assessment/s: FA3: Investigation – field

report. FA4: Examination – Combination response.

Responding to land cover transformations • Land cover transformations

and climate change • Responding to local land

cover transformations Summative internal assessment 1 (IA1): Examination — combination response. 25% Summative internal assessment 2 (IA2): Investigation — field report. 25%

Managing population change • Population challenges in

Australia • Global population change Summative internal assessment

3 (IA3): Investigation — data report.

25%. Summative external assessment (EA): Examination — combination

response. 25%


Summative assessments Unit 3 Unit 4 Summative internal assessment 1 (IA1): • Examination — combination response

25% Summative internal assessment 3 (IA3): • Investigation — data report

25%

Summative internal assessment 2 (IA2): • Investigation — field report


25%


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Health A BYOX device is a requirement of this course. General senior subject Health provides students with a contextualised strengths-based inquiry of the various determinants that create and promote lifelong health, learning and active citizenship. Drawing from the health, behavioural, social and physical sciences, the Health syllabus offers students an action, advocacy and evaluation-oriented curriculum. Health uses an inquiry approach informed by the critical analysis of health information to investigate sustainable health change at personal, peer, family and community levels. Students define and understand broad health topics, which they reframe into specific contextualised health issues for further investigation. Students plan, implement, evaluate and reflect on action strategies that mediate, enable and advocate change through health promotion.

Pathways A course of study in Health can establish a basis for further education and employment in the fields of health science, public health, health education, allied health, nursing and medical professions.

Objectives By the conclusion of the course of study, students will: • recognise and describe information about health-related topics and issues • comprehend and use health approaches and frameworks • analyse and interpret information about health-related topics and issues • critique information to distinguish determinants that influence health status • organise information for particular purposes • investigate and synthesise information to develop action strategies • evaluate and reflect on implemented action strategies to justify recommendations that mediate, advocate and enable health

promotion • make decisions about and use mode-appropriate features, language and conventions for particular purposes and contexts.

Prerequisites B standard in year 10 History or English. At least C standard year 10 Health recommended.

Structure Unit 1 Unit 2 Unit 3 Unit 4 Resilience as a personal health resource

Peers and family as resources for healthy living

Community as a resource for healthy living

Respectful relationships in the post-schooling transition

Focusing on building resilience

Focusing on body image Focusing on road safety Focusing from a life course perspective

Assessment Assessment for Units 1 and 2 will mirror the assessment requirements of Units 3 and 4, so as to develop the skills required for those Units. In Units 1 and 2 students complete four formative assessments. Students will receive an overall subject result (A-E).

Formative assessments Unit 1 Unit 2 Formative internal assessment 1 (FA1): • Investigation – action research

Formative internal assessment 3 (FA3): • Investigation − analytical exposition

Formative internal assessment 2 (FA2): • Examination – extended response

Formative internal assessment 4 (FA4): • Examination – extended response

In Units 3 and 4 students complete four summative assessments. The results from each of the assessments are added together to provide a subject score out of 100. Students will also receive an overall subject result (A–E).


Summative internal assessment 1 (IA1): • Investigation — action research

25% Summative internal assessment 3 (IA3): • Investigation —analytical exposition

25%

Summative internal assessment 2 (IA2): • Examination — extended response


25%

Costs: Whilst there are no direct costs involved with the course, students will be required to supply their own material for their action research projects. There may be excursions as part of the course –TBA.


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Japanese A BYOX device is a requirement of this course. General senior subject Japanese provides students with the opportunity to reflect on their understanding of the Japanese language and the communities that use it, while also assisting in the effective negotiation of experiences and meaning across cultures and languages. The need to communicate is the foundation for all language development. People use language to achieve their personal communicative needs — to express, exchange, interpret and negotiate meaning, and to understand the world around them. The central goal for additional language acquisition is communication. Students do not simply learn a language — they participate in a range of interactions in which they exchange meaning and become active participants in understanding and constructing written, spoken and visual texts.

The ability to communicate in an additional language such as Japanese is an important 21st century skill. Students develop knowledge, understanding and skills that enable successful participation in a global society. Communication in an additional language expands students’ horizons and opportunities as national and global citizens.

Additional language acquisition contributes to and enriches intellectual, educational, linguistic, metacognitive, personal, social and cultural development. It requires intellectual discipline and systematic approaches to learning, which are characterised by effective planning and organisation, incorporating processes of self-management and self-monitoring.

Pathways A course of study in Japanese is suited to students who are interested in pathways beyond school that lead to tertiary studies, vocational education or work. A course of study in Japanese can establish a basis for further education and employment in many professions and industries. For example, those which value the knowledge of an additional language and the intercultural understanding it encompasses, such as business, hospitality, law, science, technology, sociology and education.


• comprehend Japanese to understand information, ideas, opinions and experiences • identify tone, purpose, context and audience to infer meaning, values and attitudes • analyse and evaluate information and ideas to draw conclusions and justify opinions, ideas and perspectives • apply knowledge of Japanese language elements, structures and textual conventions to convey meaning

appropriate to context, purpose, audience and cultural conventions • structure, sequence and synthesise information to justify opinions, ideas and perspectives • use strategies to maintain communication and exchange meaning in Japanese.

Prerequisites A minimum requirement of a C in Junior Japanese studies.

Structure Unit 1 Unit 2 Unit 3 Unit 4 My world • Family/carers and friends • Lifestyle and leisure • Education

Exploring our world • Travel • Technology and media • The contribution of

Japanese culture to the world

Our Society • Roles and relationships • Socialising and connecting

with my peers • Groups in society

My future • Finishing secondary

school, plans and reflections

• Responsibilities and moving on


Summative assessments Unit 3 Unit 4 Summative internal assessment 1 (IA1): • Examination — short response

15% Summative internal assessment 3 (IA3): • Extended response

30%



25%


Page 42 of 102

Legal Studies A BYOX device is a requirement of this course. General senior subject Legal Studies focuses on the interaction between society and the discipline of law and explores the role and development of law in response to current issues. Students study the legal system and how it regulates activities and aims to protect the rights of individuals, while balancing these with obligations and responsibilities. Students study the foundations of law, the criminal justice process and the civil justice system. They critically examine issues of governance, explore contemporary issues of law reform and change, and consider Australian and international human rights issues. Students develop skills of inquiry, critical thinking, problem-solving and reasoning to make informed and ethical decisions and recommendations. They identify and describe legal issues, explore information and data, analyse, evaluate to make decisions or propose recommendations, and create responses that convey legal meaning. They question, explore and discuss tensions between changing social values, justice and equitable outcomes.

Pathways A course of study in Legal Studies can establish a basis for further education and employment in the fields of law, law enforcement, criminology, justice studies and politics. The knowledge, skills and attitudes students gain are transferable to all discipline areas and post-schooling tertiary pathways. The research and analytical skills this course develops are universally valued in business, health, science and engineering industries.


• comprehend legal concepts, principles and processes • select legal information from sources • analyse legal issues • evaluate legal situations • create responses that communicate meaning.

Prerequisites B in Law or B in year 10 English / History.

Structure Unit 1 Unit 2 Unit 3 Unit 4 Beyond reasonable doubt • Legal foundations • Criminal investigation

process • Criminal trial process • Punishment and

sentencing Formative assessment/s FA1: Examination –

Combination Response. FA2: Investigation –

Inquiry report.

Balance of probabilities • Civil law foundations • Contractual obligations • Negligence and the

duty of care Formative assessment/s FA3: Examination –

Combination Response. FA 4: Investigation –

argumentative essay.

Law, governance and change • Governance in Australia • Law reform within a

dynamic society Summative internal

assessment 1 (IA1): Examination — combination

response. 25%. Summative internal assessment 2 (IA2): Investigation — inquiry

report. 25%.

Human rights in legal contexts • Human rights • The effectiveness of

international law • Human rights in Australian

contexts Summative internal assessment 3

(IA3): Investigation — argumentative

essay. 25%. Summative external assessment

(EA): Examination — combination

response. 25%


Summative assessments Unit 3 Unit 4 Summative internal assessment 1 (IA1): • Examination — combination response

25% Summative internal assessment 3 (IA3): • Investigation — argumentative essay

25%

Summative internal assessment 2 (IA2): • Investigation — inquiry report


25%


Page 43 of 102

Mathematics: General Mathematics A BYOX device is a requirement of this course. General senior subject General Mathematics’ major domains are Number and algebra, Measurement and geometry, Statistics, and Networks and matrices, building on the content of the P–10 Australian Curriculum. General Mathematics is designed for students who want to extend their mathematical skills beyond Year 10 but whose future studies or employment pathways do not require calculus. Students build on and develop key mathematical ideas, including rates and percentages, concepts from financial mathematics, linear and non-linear expressions, sequences, the use of matrices and networks to model and solve authentic problems, the use of trigonometry to find solutions to practical problems, and the exploration of real-world phenomena in statistics. Students engage in a practical approach that equips learners for their needs as future citizens. They learn to ask appropriate questions, map out pathways, reason about complex solutions, set up models and communicate in different forms. They experience the relevance of mathematics to their daily lives, communities and cultural backgrounds. They develop the ability to understand, analyse and take action regarding social issues in their world.

Pathways A course of study in General Mathematics can establish a basis for further education and employment in the fields of business, commerce, education, finance, IT, social science and the arts.


• select, recall and use facts, rules, definitions and procedures drawn from Number and algebra, Measurement and geometry, Statistics, and Networks and matrices

• comprehend mathematical concepts and techniques drawn from Number and algebra, Measurement and geometry, Statistics, and Networks and matrices

• communicate using mathematical, statistical and everyday language and conventions • evaluate the reasonableness of solutions • justify procedures and decisions by explaining mathematical reasoning • solve problems by applying mathematical concepts and techniques drawn from Number and algebra,

Measurement and geometry, Statistics, and Networks and matrices.

Prerequisites At least B in year 10 Core Maths.

Structure Unit 1 Unit 2 Unit 3 Unit 4 Money, measurement and relations • Consumer arithmetic • Shape and

measurement • Linear equations and

their graphs

Applied trigonometry, algebra, matrices and univariate data • Applications of

trigonometry • Algebra and matrices • Univariate data analysis

Bivariate data, sequences and change, and Earth geometry • Bivariate data analysis • Time series analysis • Growth and decay in sequences • Earth geometry and time zones

Investing and networking • Loans, investments and

annuities • Graphs and networks • Networks and decision

mathematics

Assessment Assessment for Units 1 and 2 will mirror the assessment requirements of Units 3 and 4, so as to develop the skills required for those units. In Units 3 and 4 students complete four summative assessments. The results from each of the assessments are added together to provide a subject score out of 100. Students will also receive an overall subject result (A–E).

Summative assessments Unit 3 Unit 4 Summative internal assessment 1 (IA1): • Problem-solving and modelling task

20% Summative internal assessment 3 (IA3): • Examination

15%

Summative internal assessment 2 (IA2): • Examination

15%



Page 44 of 102

Mathematics: Mathematical Methods A BYOX device is a requirement of this course. General senior subject Mathematical Methods’ major domains are Algebra, Functions, relations and their graphs, Calculus and Statistics. Mathematical Methods enables students to see the connections between mathematics and other areas of the curriculum and apply their mathematical skills to real-world problems, becoming critical thinkers, innovators and problem-solvers. Students learn topics that are developed systematically, with increasing levels of sophistication, complexity and connection, and build on algebra, functions and their graphs, and probability from the P–10 Australian Curriculum. Calculus is essential for developing an understanding of the physical world. The domain Statistics is used to describe and analyse phenomena involving uncertainty and variation. Both are the basis for developing effective models of the world and solving complex and abstract mathematical problems. Students develop the ability to translate written, numerical, algebraic, symbolic and graphical information from one representation to another. They make complex use of factual knowledge to successfully formulate, represent and solve mathematical problems.

Pathways A course of study in Mathematical Methods can establish a basis for further education and employment in the fields of natural and physical sciences (especially physics and chemistry), mathematics and science education, medical and health sciences (including human biology, biomedical science, nanoscience and forensics), engineering (including chemical, civil, electrical and mechanical engineering, avionics, communications and mining), computer science (including electronics and software design), psychology and business.


• select, recall and use facts, rules, definitions and procedures drawn from Algebra, Functions, relations and their graphs, Calculus and Statistics

• comprehend mathematical concepts and techniques drawn from Algebra, Functions, relations and their graphs, Calculus and Statistics

• communicate using mathematical, statistical and everyday language and conventions • evaluate the reasonableness of solutions • justify procedures and decisions by explaining mathematical reasoning • solve problems by applying mathematical concepts and techniques drawn from Algebra, Functions, relations and their

graphs, Calculus and Statistics.

Prerequisites At least a B in Extension Maths.


Algebra, statistics and functions • Arithmetic and geometric

sequences and series 1 • Functions and graphs • Counting and probability • Exponential functions 1 • Arithmetic and geometric

sequences

Calculus and further functions • Exponential functions 2 • The logarithmic function 1 • Trigonometric functions 1 • Introduction to differential

calculus • Further differentiation and

applications 1 • Discrete random variables 1

Further calculus • The logarithmic

function 2 • Further

differentiation and applications 2

• Integrals

Further functions and statistics • Further differentiation and

applications 3 • Trigonometric functions 2 • Discrete random variables 2 • Continuous random variables and

the normal distribution • Interval estimates for proportions



Summative internal assessment 1 (IA1): • Problem-solving and modelling task


15%


15%



Page 45 of 102

Mathematics: Specialist Mathematics A BYOX device is a requirement of this course. General senior subject Specialist Mathematics’ major domains are Vectors and matrices, Real and complex numbers, Trigonometry, Statistics and Calculus. Specialist Mathematics is designed for students who develop confidence in their mathematical knowledge and ability, and gain a positive view of themselves as mathematics learners. They will gain an appreciation of the true nature of mathematics, its beauty and its power. Students learn topics that are developed systematically, with increasing levels of sophistication, complexity and connection, building on functions, calculus, statistics from Mathematical Methods, while vectors, complex numbers and matrices are introduced. Functions and calculus are essential for creating models of the physical world. Statistics are used to describe and analyse phenomena involving probability, uncertainty and variation. Matrices, complex numbers and vectors are essential tools for explaining abstract or complex relationships that occur in scientific and technological endeavours. Student learning experiences range from practising essential mathematical routines to developing procedural fluency, through to investigating scenarios, modelling the real world, solving problems and explaining reasoning.

Pathways A course of study in Specialist Mathematics can establish a basis for further education and employment in the fields of science, all branches of mathematics and statistics, computer science, medicine, engineering, finance and economics.


• select, recall and use facts, rules, definitions and procedures drawn from Vectors and matrices, Real and complex numbers, Trigonometry, Statistics and Calculus

• comprehend mathematical concepts and techniques drawn from Vectors and matrices, Real and complex numbers, Trigonometry, Statistics and Calculus

• communicate using mathematical, statistical and everyday language and conventions • evaluate the reasonableness of solutions • justify procedures and decisions, and prove propositions by explaining mathematical reasoning • solve problems by applying mathematical concepts and techniques drawn from Vectors and matrices, Real and

complex numbers, Trigonometry, Statistics and Calculus.

Prerequisites At least a B in Extension Maths.

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

Unit 1 Unit 2 Unit 3 Unit 4 Combinatorics, vectors and proof • Combinatorics • Vectors in the plane • Introduction to proof

Complex numbers, trigonometry, functions and matrices • Complex numbers 1 • Trigonometry and

functions • Matrices

Mathematical induction, and further vectors, matrices and complex numbers • Proof by mathematical

induction • Vectors and matrices • Complex numbers 2

Further statistical and calculus inference • Integration and applications

of integration • Rates of change and

differential equations • Statistical inference


Summative assessments Unit 3 Unit 4 Summative internal assessment 1 (IA1): • Problem-solving and modelling task


15%


15%



Page 46 of 102

Modern History A BYOX device is a requirement of this course. General senior subject Modern History provides opportunities for students to gain historical knowledge and understanding about some of the main forces that have contributed to the development of the Modern World and to think historically and form a historical consciousness in relation to these same forces. Modern History enables students to empathise with others and make meaningful connections between the past, present and possible futures. Students learn that the past is contestable and tentative. Through inquiry into ideas, movements, national experiences and international experiences they discover how the past consists of various perspectives and interpretations. Students gain a range of transferable skills that will help them become empathetic and critically-literate citizens who are equipped to embrace a multicultural, pluralistic, inclusive, democratic, compassionate and sustainable future.

Pathways A course of study in Modern History can establish a basis for further education and employment in the fields of history, education, psychology, sociology, law, business, economics, politics, journalism, the media, writing, academia and strategic analysis.


• comprehend terms, issues and concepts • devise historical questions and conduct research • analyse historical sources and evidence • synthesise information from historical sources and evidence • evaluate historical interpretations • create responses that communicate meaning.

Prerequisites B in Core History or C in Extension History and B in year 10 English recommended.


Ideas in the modern world • French Revolution,

1789–1799 • Age of Imperialism,

1848–1914

Movements in the modern world • Australian Indigenous

rights movement since 1967

National experiences in the modern world • Germany,1914–1945 • Israel, 1948–1993

International experiences in the modern world • Terrorism, anti-terrorism and

counter-terrorism since 1984

Formative assessment/s: FA1: Examination – Short response to historical sources. FA2: Investigation – Independent source

• African-American civil rights movement, 1954–1968

Formative assessment/s: FA3: Historical Essay based on research. FA4: Examination – essay in response to historical sources.

Summative internal assessment 1 (IA1): Examination — essay in response to historical sources. 25%. Summative internal assessment 2 (IA2): Independent source investigation. 25%.

• Australian engagement with Asia since 1945

Summative internal assessment 3 (IA3):

Investigation — historical essay based on research. 25%.

Summative external assessment (EA): Examination — short responses to

historical sources. 25%.



Summative internal assessment 1 (IA1): • Examination — essay in response to

historical sources

25% Summative internal assessment 3 (IA3): • Investigation — historical essay based on research

25%

Summative internal assessment 2 (IA2): • Independent source investigation

25% Summative external assessment (EA): • Examination — short responses to historical sources

25%


Page 47 of 102

Music A BYOX device is a requirement of this course. General senior subject Music fosters creative and expressive communication. It allows students to develop musicianship through making (composition and performance) and responding (musicology). Through composition, performance and musicology, students use and apply music elements and concepts. They apply their knowledge and understanding to convey meaning and/or emotion to an audience. Students use essential literacy skills to engage in a multimodal world. They demonstrate practical music skills, and analyse and evaluate music in a variety of contexts, styles and genres.

Pathways A course of study in Music can establish a basis for further education and employment in the fields of arts administration, communication, education, creative industries, public relations and science and technology.


• demonstrate technical skills • explain music elements and concepts • use music elements and concepts • analyse music • apply compositional devices • apply literacy skills • interpret music elements and concepts • evaluate music to justify the use of music elements and concepts • realise music ideas • resolve music ideas.

Prerequisites B in year 10 Music and C in English. B in English is recommended.

Structure Unit 1 Unit 2 Unit 3 Unit 4 Designs Through inquiry learning, the following is explored: How does the treatment and combination of different music elements enable musicians to design music that communicates meaning through performance and composition?

Identities Through inquiry learning, the following is explored: How do musicians use their understanding of music elements, concepts and practices to communicate cultural, political, social and personal identities when performing, composing and responding to music?

Innovations Through inquiry learning, the following is explored: How do musicians incorporate innovative music practices to communicate meaning when performing and composing?

Narratives Through inquiry learning, the following is explored: How do musicians manipulate music elements to communicate narrative when performing, composing and responding to music?

Assessment Unit 1 and 2 assessment (Yr 11) will mirror Unit 3 and 4 (Yr 12) assessment. Units 1 and 2 assessment will include a Performance, Composition, an Integrated Project (including analysis) and an Extended Response Exam. In Units 3 and 4 students complete four summative assessments. The results from each of the assessments are added together to provide a subject score out of 100. Students will also receive an overall subject result (A–E).

Summative assessments Unit 3 Unit 4 Summative internal assessment 1 (IA1): • Performance

20% Summative internal assessment 3 (IA3): • Integrated project

35%

Summative internal assessment 2 (IA2): • Composition

20%



Page 48 of 102

Physical Education A BYOX device is a requirement of this course. General senior subject Physical Education provides students with knowledge, understanding and skills to explore and enhance their own and others’ health and physical activity in diverse and changing contexts. Physical Education provides a philosophical and educative framework to promote deep learning in three dimensions: about, through and in physical activity contexts. Students optimise their engagement and performance in physical activity as they develop an understanding and appreciation of the interconnectedness of these dimensions. Students learn how body and movement concepts and the scientific bases of biophysical, sociocultural and psychological concepts and principles are relevant to their engagement and performance in physical activity. They engage in a range of activities to develop movement sequences and movement strategies. Students learn experientially through three stages of an inquiry approach to make connections between the scientific bases and the physical activity contexts. They recognise and explain concepts and principles about and through movement, and demonstrate and apply body and movement concepts to movement sequences and movement strategies. Through their purposeful engagement in physical activities, students gather data to analyse, synthesise and devise strategies to optimise engagement and performance. They engage in reflective decision-making as they evaluate and justify strategies to achieve a particular outcome.

Pathways A course of study in Physical Education can establish a basis for further education and employment in the fields of exercise science, biomechanics, the allied health professions, psychology, teaching, sport journalism, sport marketing and management, sport promotion, sport development and coaching.

Objectives By the conclusion of the course of study, students will: • recognise and explain concepts and principles about movement • demonstrate specialised movement sequences and movement strategies • apply concepts to specialised movement sequences and movement strategies • analyse and synthesise data to devise strategies about movement • evaluate strategies about and in movement • justify strategies about and in movement • make decisions about and use language, conventions and mode-appropriate features for particular purposes and contexts.

Prerequisites B standard in year 10 HPE (RLS, VOL or SDP). C standard in History or English.


Motor learning, functional anatomy, biomechanics and physical activity • Motor learning integrated with a

selected physical activity • Functional anatomy and

biomechanics integrated with a selected physical activity

Sport psychology, equity and physical activity • Sport psychology

integrated with a selected physical activity

• Equity — barriers and enablers

Tactical awareness, ethics and integrity and physical activity • Tactical awareness

integrated with one selected ‘Invasion’ or ‘Net and court’ physical activity

• Ethics and integrity

Energy, fitness and training and physical activity • Energy, fitness and training

integrated with one selected ‘Invasion’, ‘Net and court’ or ‘Performance’ physical activity



Summative internal assessment 1 (IA1): • Project — folio


30%

Summative internal assessment 2 (IA2): • Investigation — report


25%

Costs: Year 11, Term 4 – Green Fees / Driving Range – approximately $20 to $30.


Page 49 of 102

Physics A BYOX device is a requirement of this course. General senior subject Physics provides opportunities for students to engage with classical and modern understandings of the universe. Students learn about the fundamental concepts of thermodynamics, electricity and nuclear processes; and about the concepts and theories that predict and describe the linear motion of objects. Further, they explore how scientists explain some phenomena using an understanding of waves. They engage with the concept of gravitational and electromagnetic fields, and the relevant forces associated with them. They study modern physics theories and models that, despite being counterintuitive, are fundamental to our understanding of many common observable phenomena. Students develop appreciation of the contribution physics makes to society: understanding that diverse natural phenomena may be explained, analysed and predicted using concepts, models and theories that provide a reliable basis for action; and that natter and energy interact in physical systems across a range of scales. They understand how models and theories are refined, and new ones developed in physics; investigate phenomena and solve problems; collect and analyse data; and interpret evidence. Students use accurate and precise measurement, valid and reliable evidence, and scepticism and intellectual rigour to evaluate claims; and communicate physics understanding, findings, arguments and conclusions using appropriate representations, modes and genres. Students learn and apply aspects of the knowledge and skills of the discipline (thinking, experimentation, problem-solving and research skills), understand how it works and how it may impact society.

Pathways A course of study in Physics can establish a basis for further education and employment in the fields of science, engineering, medicine and technology.




Structure Unit 1 Unit 2 Unit 3 Unit 4 Thermal, nuclear and electrical physics • Heating processes • Ionising radiation and

nuclear reactions • Electrical circuits

Linear motion and waves • Linear motion and force • Waves

Gravity and electromagnetism • Gravity and motion • Electromagnetism

Revolutions in modern physics • Special relativity • Quantum theory • The Standard Model


Summative assessments Unit 3 Unit 4 Summative internal assessment 1 (IA1): • Data test


20%


20%



Page 50 of 102

Psychology A BYOX device is a requirement of this course. General senior subject Psychology provides opportunities for students to engage with concepts that explain behaviours and underlying cognitions. Students examine individual development in the form of the role of the brain, cognitive development, human consciousness and sleep. They investigate the concept of intelligence; the process of diagnosis and how to classify psychological disorder and determine an effective treatment; and the contribution of emotion and motivation on individual behaviour. They examine individual thinking and how it is determined by the brain, including perception, memory, and learning. They consider the influence of others by examining theories of social psychology, interpersonal processes, attitudes and cross-cultural psychology. Students learn and apply aspects of the knowledge and skill of the discipline (thinking, experimentation, problem-solving and research skills), understand how it works and how it may impact society.

Pathways A course of study in Psychology can establish a basis for further education and employment in the fields of psychology, sales, human resourcing, training, social work, health, law, business, marketing and education.


• describe and explain scientific concepts, theories, models and systems and their limitations • apply understanding of scientific concepts, theories, models and systems within their limitations • analyse evidence • interpret evidence • investigate phenomena • evaluate processes, claims and conclusions • communicates understandings, findings, arguments and conclusions.



Individual development • Psychological science A • The role of the brain • Cognitive development • Human consciousness

and sleep

Individual behaviour • Psychological science B • Intelligence • Diagnosis • Psychological disorders

and treatments • Emotion and motivation

Individual thinking • Localisation of function in

the brain • Visual perception • Memory • Learning

The influence of others • Social psychology • Interpersonal processes • Attitudes • Cross-cultural psychology



Summative internal assessment 1 (IA1): • Data test


20%


20%



Page 51 of 102

Visual Art A BYOX device is a requirement of this course. General senior subject Visual Art provides students with opportunities to understand and appreciate the role of visual art in past and present traditions and cultures, as well as the contributions of contemporary visual artists and their aesthetic, historical and cultural influences. Students interact with artists, artworks, institutions and communities to enrich their experiences and understandings of their own and others’ art practices. Students have opportunities to construct knowledge and communicate personal interpretations by working as both artist and audience. They use their imagination and creativity to innovatively solve problems and experiment with visual language and expression. Through an inquiry learning model, students develop critical and creative thinking skills. They create individualised responses and meaning by applying diverse materials, techniques, technologies and art processes. In responding to artworks, students employ essential literacy skills to investigate artistic expression and critically analyse artworks in diverse contexts. They consider meaning, purposes and theoretical approaches when ascribing aesthetic value and challenging ideas.

Pathways A course of study in Visual Art can establish a basis for further education and employment in the fields of arts practice, design, craft, and information technologies; broader areas in creative industries and cultural institutions; and diverse fields that use skills inherent in the subject, including advertising, arts administration and management, communication, design, education, galleries and museums, film and television, public relations, and science and technology.


• implement ideas and representations • apply literacy skills • analyse and interpret visual language, expression and meaning in artworks and practices • evaluate art practices, traditions, cultures and theories • justify viewpoints • experiment in response to stimulus • create meaning through the knowledge and understanding of materials, techniques, technologies and art processes • realise responses to communicate meaning.

Prerequisites B in year 10 Art and C in English. (B in English is recommended.)


Art as lens Through inquiry learning, the following are explored: • Concept: lenses to explore

the material world • Contexts: personal and

contemporary • Focus: People, place,

objects • Media: 2D, 3D, and time-

based

Art as code Through inquiry learning, the following are explored: • Concept: art as a coded

visual language • Contexts: formal and

cultural • Focus: Codes, symbols,

signs and art conventions

• Media: 2D, 3D, and time-based

Art as knowledge Through inquiry learning, the following are explored: • Concept: constructing

knowledge as artist and audience

• Contexts: contemporary, personal, cultural and/or formal

• Focus: student-directed • Media: student-directed

Art as alternate Through inquiry learning, the following are explored: • Concept: evolving alternate

representations and meaning • Contexts: contemporary and

personal, cultural and/or formal • Focus: continued exploration of

Unit 3 student-directed focus • Media: student-directed

Assessment Unit 1 and 2 assessment (Yr 11) will mirror Unit 3 and 4 (Yr 12) assessment. Year 11 tasks will include Projects (Experimental and Inquiry-based Folios), Investigations (written reports or multimodal presentations) and extended response exams. In Units 3 and 4 students complete four summative assessments. The results from each of the assessments are added together to provide a subject score out of 100. Students will also receive an overall subject result (A–E).


Summative internal assessment 1 (IA1): • Investigation — inquiry phase 1

15% Summative internal assessment 3 (IA3): • Project — inquiry phase 3

35%

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

25%



Page 52 of 102

Applied syllabus subjects

Building and Construction Skills .......................... 54 Dance in Practice ................................................ 55 Drama in Practice ................................................ 56 Early Childhood Studies ...................................... 57 Engineering Skills ................................................ 58 Essential English ................................................. 59 Fashion ............................................................... 60 Furnishing Skills .................................................. 61 Hospitality Practices ............................................ 62 Industrial Graphics Skills ..................................... 63 Industrial Technology Skills ................................. 64 Information & Communication Technology 65 Mathematics: Essential Mathematics ................. 66 Media Arts in Practice ......................................... 67 Science in Practice .............................................. 68 Sport & Recreation .............................................. 69 Sport & Recreation (Football - Soccer) 70 Sport & Recreation (Rugby) ................................ 71 Sport & Recreation (Volleyball)............................ 72 Tourism ............................................................... 73 Visual Arts in Practice ......................................... 74

School to Work 75


Page 53 of 102

Building and Construction Skills A BYOX device is a requirement of this course. Applied senior subject Building and Construction Skills focuses on the underpinning industry practices and construction processes required to create, maintain and repair the built environment. Students learn to meet customer expectations of quality at a specific price and time. In addition, they understand industry practices; interpret specifications, including information and drawings; safely demonstrate fundamental construction skills and apply skills and procedures with hand/power tools and equipment; communicate using oral, written and graphical modes; organise, calculate and plan construction processes; and evaluate the structures they create using predefined specifications. Students develop transferable skills by engaging in construction tasks that relate to business and industry, and that promote adaptable, competent, self-motivated and safe individuals who can work with colleagues to solve problems and complete practical work.

Pathways A course of study in Building & Construction Skills can establish a basis for further education and employment in civil, residential or commercial building and construction fields. These include roles such as bricklayer, plasterer, concreter, painter and decorator, carpenter, joiner, roof tiler, plumber, steel fixer, landscaper and electrician.

Objectives By the conclusion of the course of study, students should: • describe industry practices in construction tasks • demonstrate fundamental construction skills • interpret drawings and technical information • analyse construction tasks to organise materials and resources • select and apply construction skills and procedures in construction tasks • use visual representations and language conventions and features to communicate for particular purposes • plan and adapt construction processes • create structures from specifications • evaluate industry practices, construction processes and structures, and make recommendations.

Structure The Building & Construction Skills course is designed around core and elective topics.

Core topics Elective topics

• Industry practices • Construction processes

• Carpentry • Bricklaying • Concreting

Assessment For Building and Construction Skills, assessment from Units 3 and 4 is used to determine the student’s exit result, and consists of four instruments, including: • at least two projects • at least one practical demonstration (separate to the assessable component of a project).

Project Practical demonstration Examination

A response to a single task, situation and/or scenario.

A task that assesses the practical application of a specific set of teacher-identified production skills and procedures.

A response that answers a number of provided questions, scenarios and/or problems.

A project consists of a product component and at least one of the following components: • written: 500–900 words • spoken: 2½–3½ minutes • multimodal non-presentation: 8 A4 pages max (or

equivalent) presentation: 3–6 minutes

• product: continous class time.

Students demonstrate production skills and procedures in class under teacher supervision.

• 60–90 minutes • 50–250 words per item


Page 54 of 102

Dance in Practice A BYOX device is a requirement of this course. Applied senior subject Dance in Practice focuses on experiencing and understanding the role of dance in and across communities and, where possible, interacting with practising performers, choreographers and designers. Students create, perform and produce dance works in class, school and community contexts, and use their senses as a means of understanding and responding to their own and others’ dance works. This fosters creativity, helps students develop problem-solving skills, and heightens their imaginative, emotional, aesthetic, analytical and reflective experiences. Students explore and apply techniques, processes and technologies individually and in groups to express dance ideas that serve particular purposes. Students explore safe dance practices for themselves and groups. They gain practical and technical skills, employ terminology specific to dance, investigate ways to solve problems, and make choices to communicate through dance and about dance.

Pathways A course of study in Dance in Practice can establish a basis for further education and employment in dance education, dance teaching, choreography, performance and event production.

Objectives By the conclusion of the course of study, students should:

• recall terminology, concepts and ideas associated with dance • interpret and demonstrate the technical and expressive skills required for dance genres • explain dance and dance works • apply dance concepts and ideas through performance and production of dance works • analyse dance concepts and ideas for particular purposes, genres, styles and contexts • use language conventions and features to achieve particular purposes • generate, plan and modify creative processes to produce dance works • create communications and make decisions to convey meaning to audiences • evaluate dance works.

Structure The Dance in Practice course is designed around core and elective topics. Students explore at least two dance genres across Units 1 and 2 and again in Units 3 and 4, and three genres across the four units.

Core Electives

• Dance performance • Dance production • Dance literacies

Ballet Contemporary Jazz Tap Ballroom Popular dance World dance

Assessment For Dance in Practice, assessment from Units 3 and 4 is used to determine the student’s exit result, and consists of four instruments, including:

• at least one project, arising from community connections • at least one performance, separate to an assessable component of a project.

Project Performance Product Extended response Investigation


A technique that assesses the physical demonstration of identified skills.

A technique that assesses the production of a design solution and folio or choreographic work.

A technique that assesses the interpretation, analysis / examination and/or evaluation of ideas and information in provided stimulus materials.

A response that includes locating and using information beyond students’ own knowledge and the data they have been given.

The Project in Dance in Practice requires: • a dance performance: 1½ –

2 minutes • at least one other

component from the following written: 500–900 words spoken: 2½–3½ mins multimodal

• non-presentation: 8 A4 pages max (or equivalent)

• presentation: 3–6 minutes • product: variable

conditions.

• Dance performance: 2–3 minutes

• Production performance:variable conditions

• Teaching performance: variable conditions

• Design solution and folio:variable conditions

• Choreographic work: 2–3 minutes

Presented in one of the following modes: • written: 600–1000 words • spoken: 3–4 minutes • multimodal non-presentation: 10 A4

pages max (or equivalent) presentation:

4–7 minutes.

Presented in one of the following modes: • written: 600–1000 words • spoken: 3–4 minutes • multimodal non-presentation: 10

A4 pages max (or equivalent)

presentation: 4–7 minutes.


Page 55 of 102

Drama in Practice A BYOX device is a requirement of this course. Applied senior subject Drama in Practice gives students opportunities to plan, create, adapt, produce, perform, appreciate and evaluate a range of dramatic works or events in a variety of settings. Students participate in learning activities that apply knowledge and develop creative and technical skills in communicating meaning to an audience. Students learn essential workplace health and safety procedures relevant to the drama and theatre industry, as well as effective work practices and industry skills needed by a drama practitioner.

Pathways A course of study in Drama in Practice can establish a basis for further education and employment in the drama and theatre industry in areas such as performance, theatre management and promotions.

Objectives By the conclusion of the course of study, students should: • identify and explain dramatic principles and practices • interpret and explain dramatic works and dramatic meanings • demonstrate dramatic principles and practices • apply dramatic principles and practices when engaging in drama activities and/or with dramatic works • analyse the use of dramatic principles and practices to communicate meaning for a purpose • use language conventions and features and terminology to communicate ideas and information about drama, according to purposes • plan and modify dramatic works using dramatic principles and practices to achieve purposes • create dramatic works that convey meaning to audiences • evaluate the application of dramatic principles and practices to drama activities or dramatic works.

Structure The Drama in Practice course is designed around core and elective topics.

Core Electives

• Dramatic principles

• Dramatic practices

• Acting (stage and screen) • Career pathways (including arts

entrepreneurship) • Community theatre

• Contemporary theatre • Directing • Playbuilding • Scriptwriting

• Technical design and production • The theatre industry • Theatre through the ages • World theatre

Assessment For Drama in Practice, assessment from Units 3 and 4 is used to determine the student’s exit result, and consists of four instruments, including: • at least one project, arising from community connections • at least one performance (acting), separate to an assessable component of a project.

Project Performance Product Extended response Investigation

A response to a single task, situation and/or scenario that contains two or more components.

A technique that assesses the physical demonstration of identified skills.

A technique that assesses the production of a design solution.

A technique that assesses the interpretation, analysis/examination and/or evaluation of ideas and information in provided stimulus materials.


At least two different components from the following: • written: 500–900 words • spoken: 2½–3½ minutes • multimodal non-presentation: 8 A4 pages max (or


• performance onstage (stage acting) 2–4 minutes: individual 1½–3 minutes: group

• performance onstage (screen acting) 2–3 minutes: individual 1½–2 ½ minutes: group

• performance offstage (directing, designing) 4–6 minutes: individual (excluding actors

delivering text) • workshop performance (other): variable

conditions • product: variable conditions.

• acting performance (stage) 3–5 minutes:

individual 2–4 minutes:

group • acting performance

(screen) 2½–3½ minutes:

individual 2–3 minutes:

group • directing

performance 5–7 minutes:

individual (excluding actors delivering text)

• variable conditions

Presented in one of the following modes: • written: 600–1000

words • spoken: 3–4 minutes • multimodal non-presentation:

10 A4 pages max (or equivalent)


Presented in one of the following modes: • written: 600–

1000 words • spoken: 3–4

minutes • multimodal non-

presentation: 10 A4 pages max (or equivalent)



Page 56 of 102

Early Childhood Studies A BYOX device is a requirement of this course. Applied senior subject Early Childhood Studies focuses on learning about children aged from birth to five years. Students explore play-based learning activities from two perspectives: they use theories about early childhood learning and devise play-based learning activities responsive to children’s needs. Students examine the interrelatedness of core concepts and ideas of the fundamentals and practices of early childhood learning. They plan, justify and evaluate play-based learning activities responsive to the needs of children as well as evaluating contexts in early childhood learning. This enables students to develop understanding of the multifaceted, diverse and significant nature of early childhood learning.

Pathways A course of study in Early Childhood Studies can establish a basis for further education and employment in health, community services and education. Work opportunities exist as early childhood educators, teacher’s aides or assistants in a range of early childhood contexts.


• describe concepts and ideas related to fundamentals of early childhood • explain concepts and ideas of practices of early childhood learning. • analyse concepts and ideas of the fundamentals and practices of early childhood learning • apply concepts and ideas of the fundamentals and practices of early childhood learning • use language conventions and features to communicate ideas and information for specific purposes • plan and justify play-based learning activities responsive to children’s needs • evaluate play-based learning activities in response to children’s needs • evaluate contexts in early childhood learning.

Structure The Early Childhood Studies course is designed around core topics embedded in at least four elective topics.


• Fundamentals of early childhood • Practices in early childhood

• Play and creativity • Literacy and numeracy skills • Being in a safe place • Health and physical wellbeing • Indoor and outdoor learning environments

Assessment For Early Childhood Studies, assessment from Units 3 and 4 is used to determine the student’s exit result, and consists of four instruments, including:

• two projects • two other assessments.

Project Investigation Extended response Examination





At least two different components from the following: • written: 500–900 words • spoken: 2½–3½ minutes • multimodal: 3–6 minutes • performance: continuous

class time • product: continuous class

time.

Presented in one of the following modes: • written: 600–1000 words • spoken: 3–4 minutes • multimodal: 4–7 minutes.




Page 57 of 102

Engineering Skills A BYOX device is a requirement of this course. Applied senior subject Engineering Skills focuses on the underpinning industry practices and production processes required to create, maintain and repair predominantly metal products in the engineering manufacturing industry. Students understand industry practices, interpret specifications, including technical information and drawings, demonstrate and apply safe and 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. Students develop transferable skills by engaging in manufacturing tasks that relate to business and industry, and that promote adaptable, competent, self-motivated and safe individuals who can work with colleagues to solve problems and complete practical work.

Pathways A course of study in Engineering Skills can establish a basis for further education and employment in engineering trades. With additional training and experience, potential employment opportunities may be found, for example, as a sheet metal worker, metal fabricator, welder, maintenance fitter, metal machinist, locksmith, air-conditioning mechanic, refrigeration mechanic or automotive mechanic.


• describe industry practices in manufacturing tasks • demonstrate fundamental production skills • interpret drawings and technical information • analyse manufacturing tasks to organise materials and resources • select and apply production skills and procedures in manufacturing tasks • use visual representations and language conventions and features to communicate for particular purposes • plan and adapt production processes • create products from specifications • evaluate industry practices, production processes and products, and make recommendations.

Structure The Engineering Skills course is designed around core and elective topics.


• Industry practices • Production processes

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

Assessment For Engineering Skills, assessment from Units 3 and 4 is used to determine the student’s exit result, and consists of four instruments, including:

• at least two projects • at least one practical demonstration (separate to the assessable component of a project).

Project Practical demonstration Examination A response to a single task, situation and/or scenario.



A project consists of a product component and at least one of the following components: • written: 500–900 words • spoken: 2½–3½ minutes • multimodal non-presentation: 8 A4 pages max (or






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Essential English A BYOX device is a requirement of this course. Applied senior subject Essential English develops and refines students’ understanding of language, literature and literacy to enable them to interact confidently and effectively with others in everyday, community and social contexts. Students recognise language and texts as relevant in their lives now and in the future and learn to understand, accept or challenge the values and attitudes in these texts. Students engage with language and texts to foster skills to communicate confidently and effectively in Standard Australian English in a variety of contemporary contexts and social situations, including everyday, social, community, further education and work-related contexts. They choose generic structures, language, language features and technologies to best convey meaning. They develop skills to read for meaning and purpose, and to use, critique and appreciate a range of contemporary literary and non-literary texts. Students use language effectively to produce texts for a variety of purposes and audiences and engage creative and imaginative thinking to explore their own world and the worlds of others. They actively and critically interact with a range of texts, developing an awareness of how the language they engage with positions them and others.

Pathways A course of study in Essential English promotes open-mindedness, imagination, critical awareness and intellectual flexibility — skills that prepare students for local and global citizenship, and for lifelong learning across a wide range of contexts.


• use patterns and conventions of genres to achieve particular purposes in cultural contexts and social situations • use appropriate roles and relationships with audiences • construct and explain representations of identities, places, events and concepts • make use of and explain the ways cultural assumptions, attitudes, values and beliefs underpin texts and

influence meaning • explain how language features and text structures shape meaning and invite particular responses • select and use subject matter to support perspectives • sequence subject matter and use mode-appropriate cohesive devices to construct coherent texts • make mode-appropriate language choices according to register informed by purpose, audience and context • use language features to achieve particular purposes across modes.


Language that works • Responding to a variety of

texts used in and developed for a work context

• Creating multimodal and written texts

Texts and human experiences • Responding to reflective

and nonfiction texts that explore human experiences

• Creating spoken and written texts

Language that influences • Creating and shaping

perspectives on community, local and global issues in texts

• Responding to texts that seek to influence audiences

Representations and popular culture texts • Responding to popular

culture texts • Creating representations of

Australian identifies, places, events and concepts

Assessment Assessment for Units 1 and 2 will mirror the assessment requirements of Units 3 and 4, so as to develop the skills required for those Units. In Units 3 and 4 students complete four summative assessments. Schools develop three summative internal assessments and the common internal assessment (CIA) is developed by the QCAA.


Summative internal assessment 1 (IA1): • Extended response — spoken/signed response

Summative internal assessment 3 (IA3): • Extended response — Multimodal response

Summative internal assessment 2 (IA2): • Common internal assessment (CIA)

Summative internal assessment (IA4): • Extended response — Written response


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Fashion A BYOX device is a requirement of this course. Applied senior subject Fashion explores what underpins fashion culture, technology and design. Students use their imaginations to create, innovate and express themselves and their ideas, and to design and produce design solutions in a range of fashion contexts. Students learn to appreciate the design aesthetics of others while developing their own personal style and aesthetic. They explore contemporary and historical fashion culture; learn to identify, understand and interpret fashion trends; and examine how the needs of different markets are met. Students engage in a design process to plan, generate and produce fashion items. They investigate textiles and materials and their characteristics and how these qualities impact on their end use. They experiment with combining textiles and materials and how to make and justify aesthetic choices. They investigate fashion merchandising and marketing, the visual literacies of fashion and become discerning consumers of fashion while appraising and critiquing fashion items and trends as well as their own products.

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


• identify and interpret fashion fundamentals • explain design briefs • demonstrate elements and principles of fashion design and technical skills in fashion contexts • analyse fashion fundamentals • apply fashion design processes • apply technical skills and design ideas related to fashion contexts • use language conventions and features to achieve particular purposes • generate, modify and manage plans and processes • synthesise ideas and technical skills to create design solutions • evaluate design ideas and products • create communications that convey meaning to audiences.

Structure The Fashion course is designed around core and elective topics. The elective learning occurs through fashion contexts.


• Fashion culture • Fashion technologies • Fashion design

• Adornment Accessories Millinery Wearable art

• Collections • Fashion designers

• Fashion in history • Haute couture • Sustainable clothing • Textiles • Theatrical design • Merchandising

Assessment For Fashion, assessment from Units 3 and 4 is used to determine the student’s exit result, and consists of four instruments, including:

• two projects • one extended response.

Project Investigation Extended response Product A response to a single task, situation and/or scenario.



A response applies identified skill/s in fashion technologies and design processes.

A project consists of a product component and at least one of the following components: • written: 500–900 words • spoken: 2½–3½ minutes • multimodal: 3–6 minutes • product: 1–4.



• products 1–4

Note: Students will be required to supply their own materials for practical projects


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Furnishing Skills A BYOX device is a requirement of this course. Applied senior subject Furnishing Skills focuses on the underpinning industry practices and production processes required to manufacture furnishing products with high aesthetic qualities. Students understand industry practices; interpret specifications, including technical information and 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. Students develop transferable skills by engaging in manufacturing tasks that relate to business and industry, and that promote adaptable, competent, self-motivated and safe individuals who can work with colleagues to solve problems and complete practical work.

Pathways A course of study in Furnishing Skills can establish a basis for further education and employment in the furnishing industry. With additional training and experience, potential employment opportunities may be found in furnishing trades as, for example, a furniture-maker, wood machinist, cabinet-maker, polisher, shopfitter, upholsterer, furniture restorer, picture framer, floor finisher or glazier.



Structure The Furnishing Skills course is designed around core and elective topics.

Core topics Elective topics • Industry practices • Production processes

• Cabinet-making • Furniture finishing • Furniture-making

• Glazing and framing • Upholstery

Assessment For Furnishing Skills, assessment from Units 3 and 4 is used to determine the student’s exit result, and consists of four instruments, including:





A project consists of a product component and at least one of the following components: • written: 500–900 words • spoken: 2½–3½ minutes • multimodal non-presentation: 8 A4 pages max

(or equivalent) presentation: 3-6 minutes





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Hospitality Practices A BYOX device is a requirement of this course. Applied senior subject Hospitality Practices develops knowledge, understanding and skills about the hospitality industry and emphasises the food and beverage sector, which includes food and beverage production and service. Students develop an understanding of hospitality and the structure, scope and operation of related activities in the food and beverage sector and examine and evaluate industry practices from the food and beverage sector. Students develop skills in food and beverage production and service. They work as individuals and as part of teams to plan and implement events in a hospitality context. Events provide opportunities for students to participate in and produce food and beverage products and perform service for customers in real-world hospitality contexts.

Pathways A course of study in Hospitality Practices can establish a basis for further education and employment in the hospitality sectors of food and beverage, catering, accommodation and entertainment. Students could pursue further studies in hospitality, hotel, event and tourism or business management, which allows for specialisation.


• explain concepts and ideas from the food and beverage sector • describe procedures in hospitality contexts from the food and beverage sector • examine concepts and ideas and procedures related to industry practices from the food and beverage sector • apply concepts and ideas and procedures when making decisions to produce products and perform services for

customers • use language conventions and features to communicate ideas and information for specific purposes. • plan, implement and justify decisions for events in hospitality contexts • critique plans for, and implementation of, events in hospitality contexts • evaluate industry practices from the food and beverage sector.

Structure The Hospitality Practices course is designed around core topics embedded in a minimum of two elective topics.


• Navigating the hospitality industry • Working effectively with others • Hospitality in practice

• Kitchen operations • Beverage operations and service • Food and beverage service

Assessment For Hospitality Practices, assessment from Units 3 and 4 is used to determine the student’s exit result, and consists of four instruments, including:

• at least two projects • at least one investigation or an extended response.

Project Investigation Extended response Examination A response to a single task, situation and/or scenario.




A project consists of a product and performance component and one other component from the following: • written: 500–900 words • spoken: 2½–3½ minutes • multimodal: 3–6 minutes • product and performance:

continuous class time


Presented in one of the following modes: • written: 600–1000 words • spoken:

3–4 minutes • multimodal: 4–7 minutes.

• 60–90 minutes • 50–250 words per

item

Note: Students will be required to participate in practical work at an industry level, not all practical items produced will be for personal consumption.


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Industrial Graphics Skills A BYOX device is a requirement of this course. Applied senior subject Industrial Graphics Skills focuses on the underpinning industry practices and production processes required to produce the technical drawings used in a variety of industries, including building and construction, engineering and furnishing. Students understand industry practices, interpret technical information and drawings, demonstrate and apply safe practical modelling procedures with tools and materials, communicate using oral and written modes, organise and produce technical drawings and evaluate drawings using specifications. Students develop transferable skills by engaging in drafting and modelling tasks that relate to business and industry, and that promote adaptable, competent, self-motivated and safe individuals who can work with colleagues to solve problems and complete tasks.

Pathways A course of study in Industrial Graphics Skills can establish a basis for further education and employment in a range of roles and trades in the manufacturing industries. With additional training and experience, potential employment opportunities may be found in drafting roles such as architectural drafter, estimator, mechanical drafter, electrical drafter, structural drafter, civil drafter and survey drafter.


• describe industry practices in drafting and modelling tasks • demonstrate fundamental drawing skills • interpret drawings and technical information • analyse drafting tasks to organise information • select and apply drawing skills and procedures in drafting tasks • use language conventions and features to communicate for particular purposes • construct models from drawings • create technical drawings from industry requirements • evaluate industry practices, drafting processes and drawings, and make recommendations.

Structure The Industrial Graphics Skills course is designed around core and elective topics.


• Industry practices • Drafting processes

• Building and construction drafting • Engineering drafting • Furnishing drafting

Assessment For Industrial Graphic Skills, assessment from Units 3 and 4 is used to determine the student’s exit result, and consists of four instruments, including:





A project consists of a technical drawing (which incldues a model) component and at least one of the following components: • written: 500–900 words • spoken: 2½–3½ minutes • multimodal non-presentation: 8 A4 pages max (or

equivalent) presentation: 3-6 minutes





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Industrial Technology Skills A BYOX device is a requirement of this course. Applied senior subject Industrial Technology Skills focuses on the practices and processes required to manufacture products in a variety of industries. Students understand industry practices; interpret specifications, including technical information and 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. Students develop transferable skills by engaging in manufacturing tasks that relate to business and industry, and that promote adaptable, competent, self-motivated and safe individuals who can work with colleagues to solve problems and complete practical work.

Pathways A course of study in Industrial Technology Skills can establish a basis for further education and employment in manufacturing industries. Employment opportunities may be found in the industry areas of aeroskills, automotive, building and construction, engineering, furnishing, industrial graphics and plastics.



Structure The Industrial Technology Skills course is designed around:

• core topics, which are integrated throughout the course • elective topics, organised in industry areas, and manufacturing tasks related to the chosen electives.

Core topics Industry area Elective topics

• Industry practices • Production processes

Aeroskills • Aeroskills mechanical • Aeroskills structures

Automotive • Automotive mechanical • Automotive body repair

• Automotive electrical

Building and construction • Bricklaying • Plastering and painting • Concreting

• Carpentry • Tiling • Landscaping

Engineering • Sheet metal working • Welding and fabrication

• Fitting and machining

Furnishing • Cabinet-making • Furniture finishing • Furniture-making

• Glazing and framing • Upholstery

Industrial graphics • Engineering drafting • Building and construction drafting

• Furnishing drafting

Plastics • Thermoplastics fabrication • Thermosetting fabrication

Assessment For Industrial Technology Skills, assessment from Units 3 and 4 is used to determine the student’s exit result, and this consists of four instruments, including:


Project Practical demonstration Examination A response to a single task, situation and/or scenario. A task that assesses the practical application

of a specific set of teacher-identified production skills and procedures.


A project consists of a product component and at least one of the following components: • written: 500–900 words • spoken: 2½–3½ minutes • multimodal non-presentation: 8 A4 pages max (or equivalent) presentation: 3–6 minutes

• product: continuous class time.




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Information & Communication Technology A BYOX device is a requirement of this course. Applied senior subject Information & Communication Technology (ICT) focuses on the knowledge, understanding and skills related to engagement with information and communication technology through a variety of elective contexts derived from work, study and leisure environments of today. Students are equipped with knowledge of current and emerging hardware and software combinations, an understanding of how to apply them in real-world contexts and the skills to use them to solve technical and/or creative problems. They develop knowledge, understanding and skills across multiple platforms and operating systems, and are ethical and responsible users and advocates of ICT, aware of the social, environmental and legal impacts of their actions. Students apply their knowledge of ICT to produce solutions to simulated problems referenced to business, industry, government, education and leisure contexts.

Pathways A course of study in Information and Communication Technology can establish a basis for further education and employment in many fields, especially the fields of ICT operations, help desk, sales support, digital media support, office administration, records and data management, and call centres.

Objectives By the conclusion of the course of study, students should: • identify and explain hardware and software requirements related to ICT problems • identify and explain the use of ICT in society • analyse ICT problems to identify solutions • communicate ICT information to audiences using visual representations and language conventions and features • apply software and hardware concepts, ideas and skills to complete tasks in ICT contexts • synthesise ICT concepts and ideas to plan solutions to given ICT problems • produce solutions that address ICT problems • evaluate problem-solving processes and solutions, and make recommendations.

Prerequisites A “C” grade in Year 10 Mathematics and Year 10 English.

Structure The Information & Communication Technology course is designed around:

• core topics integrated into modules of work • using a problem-solving process • three or more elective contexts.

Core topics Elective contexts

• Hardware • Software • ICT in society

• Animation • Application development • Audio and video production • Data management • Digital imaging and modelling • Document production

• Network fundamentals • Online communication • Website production

Assessment For Information & Communication Technology, assessment from Units 3 and 4 is used to determine the student’s exit result, and consists of four instruments, including:

• at least two projects • at least one extended response.

Project Extended response A response to a single task, situation and/or scenario. A technique that assesses the interpretation, analysis /

examination and/or evaluation of ideas and information in provided stimulus materials.

A project consists of a product component and at least one of the following components: • written: 500–900 words • spoken: 2½–3½ minutes • multimodal: 3–6 minutes • product: continuous class time.



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Mathematics: Essential Mathematics A BYOX device is a requirement of this course. Applied senior subject Essential Mathematics’ major domains are Number, Data, Location and time, Measurement and Finance. Essential Mathematics benefits students because they develop skills that go beyond the traditional ideas of numeracy. Students develop their conceptual understanding when they undertake tasks that require them to connect mathematical concepts, operations and relations. They learn to recognise definitions, rules and facts from everyday mathematics and data, and to calculate using appropriate mathematical processes. Students interpret and use mathematics to make informed predictions and decisions about personal and financial priorities. This is achieved through an emphasis on estimation, problem-solving and reasoning, which develops students into thinking citizens.

Pathways A course of study in Essential Mathematics can establish a basis for further education and employment in the fields of trade, industry, business and community services. Students learn within a practical context related to general employment and successful participation in society, drawing on the mathematics used by various professional and industry groups.


• select, recall and use facts, rules, definitions and procedures drawn from Number, Data, Location and time, Measurement and Finance

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

• communicate using mathematical, statistical and everyday language and conventions • evaluate the reasonableness of solutions • justify procedures and decisions by explaining mathematical reasoning • solve problems by applying mathematical concepts and techniques drawn from Number, Data, Location

and time, Measurement and Finance.


Number, data and graphs • Fundamental topic:

Calculations • Number • Representing data • Graphs

Money, travel and data • Fundamental topic:

Calculations • Managing money • Time and motion • Data collection

Measurement, scales and data • Fundamental topic:

Calculations • Measurement • Scales, plans and models • Summarising and

comparing data

Graphs, chance and loans • Fundamental topic:

Calculations • Bivariate graphs • Probability and relative

frequencies • Loans and compound

interest

Assessment Assessment for Units 1 and 2 will mirror the assessment requirements of Units 3 and 4, so as to develop the skills required for those units. In Units 3 and 4 students complete four summative assessments. Schools develop three summative internal assessments and the common internal assessment (CIA) is developed by the QCAA.




Summative internal assessment 2 (IA2): • Common internal assessment (CIA)

Summative internal assessment (IA4): • Examination


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Media Arts in Practice A BYOX device is a requirement of this course. Applied senior subject Media Arts in Practice focuses on the role media arts plays in the community in reflecting and shaping society’s values, attitudes and beliefs. It provides opportunities for students to create and share media artworks that convey meaning and express insight. Students learn how to apply media technologies in real-world contexts to solve technical and/or creative problems. When engaging with school and/or local community activities, they gain an appreciation of how media communications connect ideas and purposes with audiences. They use their knowledge and understanding of design elements and principles to develop their own works and to evaluate and reflect on their own and others’ art-making processes and aesthetic choices. Students learn to be ethical and responsible users of and advocates for digital technologies, and aware of the social, environmental and legal impacts of their actions and practices.

Pathways A course of study in Media Arts in Practice can establish a basis for further education and employment in a dynamic, creative and global industry that is constantly adapting to new technologies.


• identify and explain media art-making processes • interpret information about media arts concepts and ideas for particular purposes • demonstrate practical skills, techniques and technologies required for media arts • organise and apply media art-making processes, concepts and ideas • analyse problems within media arts contexts • use language conventions and features to communicate ideas and information about media arts, according to

context and purpose • plan and modify media artworks using media art-making processes to achieve purposes • create media arts communications that convey meaning to audiences • evaluate media art-making processes and media artwork concepts and ideas.

Prerequisites A “C” grade in Year 10 English.

Structure The Media Arts in Practice course is designed around core and elective topics.

Core Electives

• Media technologies • Media communications • Media in society

Audio Curating Graphic design Interactive media Moving images Still image

Assessment For Media Arts in Practice, assessment from Units 3 and 4 is used to determine the student’s exit result, and consists of four instruments, including:

• at least two projects, with at least one project arising from community connections • at least one product, separate to an assessable component of a project.

Project Product Extended response Investigation


A technique that assesses the application of skills in the production of media artwork/s.



At least two different components from the following: • written: 500–900 words • spoken: 2½–3½ minutes • multimodal non-presentation: 8 A4

pages max (or equivalent) presentation: 3–6 minutes

• product: variable conditions.

• variable conditions Presented in one of the following modes: • written: 600–1000 words • spoken: 3–4 minutes • multimodal non-presentation: 10 A4

pages max (or equivalent)



pages max (or equivalent) presentation: 4–7 minutes.


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Science in Practice A BYOX device is a requirement of this course. Applied senior subject Science in Practice develops critical thinking skills through the evaluation of claims using systematic reasoning and an enhanced scientific understanding of the natural and physical world. Students learn through a contextual interdisciplinary approach that includes aspects of at least two science disciplines — Biology, Chemistry, Earth and Environmental Science or Physics. They are encouraged to become scientifically literate, that is, to develop a way of thinking and of viewing and interacting with the world that engages the practical and analytical approaches of scientific inquiry. Students plan investigations, analyse research and evaluate evidence. They engage in practical activities, such as experiments and hands-on investigations. Through investigations they develop problem-solving skills that are transferable to new situations and a deeper understanding of the nature of science.

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

Objectives By the conclusion of the course of study students should:

• describe and explain scientific facts, concepts and phenomena in a range of situations • describe and explain scientific skills, techniques, methods and risks • analyse data, situations and relationships • apply scientific knowledge, understanding and skills to generate solutions • communicate using scientific terminology, diagrams, conventions and symbols • plan scientific activities and investigations • evaluate reliability and validity of plans and procedures, and data and information • draw conclusions, and make decisions and recommendations using scientific evidence.

Structure The Science in Practice course is designed around core topics and at least three electives.

Core topics Electives

• Scientific literacy and working scientifically • Workplace health and safety • Communication and self-management

Science for the workplace Environments Resources, energy and sustainability Discovery and change Health and lifestyles

Assessment For Science in Practice, assessment from Units 3 and 4 is used to determine the student’s exit result, and consists of four instruments, including: • at least one investigation based on primary data • a range of assessment instruments that includes no more than two assessment instruments from any one technique.

Project Investigation Collection of work Extended response Examination



A response to a series of tasks relating to a single topic in a module of work.



At least two different components from the following: • written: 500–900 words • spoken: 2½–3½ minutes • multimodal non-presentation: 8 A4


presentation: 3–6 min • performance: continuous

class time • product: continuous class

time.


words • spoken: 3–4 min • multimodal non-presentation:

10 A4 pages max (or equivalent)


At least three different components from the following: • written: 200–300 words • spoken: 1½ –2½ mins • multimodal non-presentation: 6 A4


presentation: 2–3 min • performance: continuous

class time • test: 20–30 minutes 50–250 words per item.

Presented in one of the following modes: • written: 600–1000 words • spoken: 3–4 minutes • multimodal non-presentation: 10

A4 pages max (or equivalent)


• 60–90 minutes

• 50–250 words per item


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Sport & Recreation A BYOX device is a requirement of this course. Applied senior subject Sport & Recreation provides students with opportunities to learn in, through and about sport and active recreation activities, examining their role in the lives of individuals and communities. Students examine the relevance of sport and active recreation in Australian culture, employment growth, health and wellbeing. They consider factors that influence participation in sport and recreation, and how physical skills can enhance participation and performance in sport and recreation activities. Students explore how interpersonal skills support effective interaction with others, and the promotion of safety in sport and recreation activities. They examine technology in sport and recreation activities, and how the sport and recreation industry contributes to individual and community outcomes. Students are involved in acquiring, applying and evaluating information about and in physical activities and performances, planning and organising activities, investigating solutions to individual and community challenges, and using suitable technologies where relevant. They communicate ideas and information in, about and through sport and recreation activities. They examine the effects of sport and recreation on individuals and communities, investigate the role of sport and recreation in maintaining good health, evaluate strategies to promote health and safety, and investigate personal and interpersonal skills to achieve goals.

Pathways A course of study in Sport & Recreation can establish a basis for further education and employment in the fields of fitness, outdoor recreation and education, sports administration, community health and recreation and sport performance.


• demonstrate physical responses and interpersonal strategies in individual and group situations in sport and recreation activities • describe concepts and ideas about sport and recreation using terminology and examples • explain procedures and strategies in, about and through sport and recreation activities for individuals and communities • apply concepts and adapt procedures, strategies and physical responses in individual and group sport and recreation activities • manage individual and group sport and recreation activities • apply strategies in sport and recreation activities to enhance health, wellbeing, and participation for individuals and communities • use language conventions and textual features to achieve particular purposes • evaluate individual and group physical responses and interpersonal strategies to improve outcomes in sport and recreation activities • evaluate the effects of sport and recreation on individuals and communities • evaluate strategies that seek to enhance health, wellbeing, and participation in sport and recreation activities and provide

recommendations • create communications that convey meaning for particular audiences and purposes.

Structure The Sport & Recreation course is designed around core and elective topics.


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

• Challenge and adventure activities – Mountain Biking, Hiking Camping, Orienteering

• Games and sports, Basketball, Netball, Futsal, Soccer • Lifelong physical activities- Fitness • Sport and recreation physical activities

Assessment For Sport & Recreation, assessment from Units 3 and 4 is used to determine the student’s exit result, and consists of four instruments, including: one project (annotated records of the performance is also required) one investigation, extended response or examination. Students will complete assessment in Units 1 and 2 that reflect assessment used in units 3 and 4

Project Investigation Extended response Performance Examination




A response involves the application of identified skill/s when responding to a task that involves solving a problem, providing a solution, providing instruction or conveying meaning or intent.


At least two different components from the following: • written: 500–900 words • spoken: 2½–3½ minutes • multimodal: 3–6 minutes • performance: 2–4 mins.*


words • spoken: 3–4 minutes • multimodal: 4–7 mins.


words • spoken:

3–4 minutes • multimodal: 4–7 mins.

• 2–4 minutes* • 60–90 minutes • 50–250 words per

item

Evidence must include annotated records that clearly identify the application of standards to performance. Costs: Camp in Year 11 – approximately $70. Students who choose Sport & Recreation MUST be prepared to undertake the trips mentioned as requirements of the course.


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Sport & Recreation - Football (Soccer) A BYOX device is a requirement of this course. Applied senior subject Sport & Recreation provides students with opportunities to learn in, through and about sport and active recreation activities, examining their role in the lives of individuals and communities. Students examine the relevance of sport and active recreation in Australian culture, employment growth, health and wellbeing. They consider factors that influence participation in sport and recreation, and how physical skills can enhance participation and performance in sport and recreation activities. Students explore how interpersonal skills support effective interaction with others, and the promotion of safety in sport and recreation activities. They examine technology in sport and recreation activities, and how the sport and recreation industry contributes to individual and community outcomes. Students are involved in acquiring, applying and evaluating information about and in physical activities and performances, planning and organising activities, investigating solutions to individual and community challenges, and using suitable technologies where relevant. They communicate ideas and information in, about and through sport and recreation activities. They examine the effects of sport and recreation on individuals and communities, investigate the role of sport and recreation in maintaining good health, evaluate strategies to promote health and safety, and investigate personal and interpersonal skills to achieve goals.








• Challenge and adventure activities- Orienteering • Games and sports- Football (aka Soccer) • Lifelong physical activities- Fitness • Sport and recreation physical activities












words • spoken:



item

Evidence must include annotated records that clearly identify the application of standards to performance. Costs: Students are required to purchase training and playing uniforms from the Uniform Shop. $50.00 for travel costs for students who play in games in the YAGERA competition is also part of fees for this subject. Students may be required to pay additional costs for other higher level competitions VIKINGS FUTSAL, Met Finals etc-


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Sport & Recreation - Rugby League A BYOX device is a requirement of this course. Applied senior subject Sport & Recreation provides students with opportunities to learn in, through and about sport and active recreation activities, examining their role in the lives of individuals and communities. Students examine the relevance of sport and active recreation in Australian culture, employment growth, health and wellbeing. They consider factors that influence participation in sport and recreation, and how physical skills can enhance participation and performance in sport and recreation activities. Students explore how interpersonal skills support effective interaction with others, and the promotion of safety in sport and recreation activities. They examine technology in sport and recreation activities, and how the sport and recreation industry contributes to individual and community outcomes. Students are involved in acquiring, applying and evaluating information about and in physical activities and performances, planning and organising activities, investigating solutions to individual and community challenges, and using suitable technologies where relevant. They communicate ideas and information in, about and through sport and recreation activities. They examine the effects of sport and recreation on individuals and communities, investigate the role of sport and recreation in maintaining good health, evaluate strategies to promote health and safety, and investigate personal and interpersonal skills to achieve goals.








• Challenge and adventure activities Orienteering • Games and sports- Rugby League • Lifelong physical activities- Fitness • Sport and recreation physical activities












words • spoken:



item

Evidence must include annotated records that clearly identify the application of standards to performance. Costs: Students enrolling in this subject are agreeing to purchase training and playing uniforms from the Uniform Shop. A fee for travel costs (approx. $50.00) will also be charged to all students which will cover the fees for participation in either the YAGERA /CISSSA OR Broncos Cup competitions.


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Sport & Recreation - Volleyball A BYOX device is a requirement of this course. Applied senior subject Sport & Recreation provides students with opportunities to learn in, through and about sport and active recreation activities, examining their role in the lives of individuals and communities. Students examine the relevance of sport and active recreation in Australian culture, employment growth, health and wellbeing. They consider factors that influence participation in sport and recreation, and how physical skills can enhance participation and performance in sport and recreation activities. Students explore how interpersonal skills support effective interaction with others, and the promotion of safety in sport and recreation activities. They examine technology in sport and recreation activities, and how the sport and recreation industry contributes to individual and community outcomes. Students are involved in acquiring, applying and evaluating information about and in physical activities and performances, planning and organising activities, investigating solutions to individual and community challenges, and using suitable technologies where relevant. They communicate ideas and information in, about and through sport and recreation activities. They examine the effects of sport and recreation on individuals and communities, investigate the role of sport and recreation in maintaining good health, evaluate strategies to promote health and safety, and investigate personal and interpersonal skills to achieve goals.








• Challenge and adventure activities- Orienteering • Games and sports- Volleyball • Lifelong physical activities- Fitness • Sport and recreation physical activities












words • spoken:



item

Evidence must include annotated records that clearly identify the application of standards to performance. Costs: Students are required to purchase training and playing uniforms from the Uniform Shop. A $50.00 for travel costs for students who play in games in the YAGERA competition is also part of fees for this subject. Students may be required to pay additional costs for other higher level competitions- Eg Met Finals, QVA Schools Cup, SVL.


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Tourism A BYOX device is a requirement of this course. Applied senior subject Tourism studies enable students to gain an appreciation of the role of the tourism industry and the structure, scope and operation of the related tourism sectors of travel, hospitality and visitor services. Students examine the socio-cultural, environmental and economic aspects of tourism, as well as tourism opportunities, problems and issues across global, national and local contexts. Students develop and apply tourism-related knowledge and understanding through learning experiences and assessment in which they plan projects, analyse issues and opportunities, and evaluate concepts and information.

Pathways A course of study in Tourism can establish a basis for further education and employment in businesses and industries such as tourist attractions, cruising, gaming, government and industry organisations, meeting and events coordination, caravan parks, marketing, museums and galleries, tour operations, wineries, cultural liaison, travel agencies, tourism and leisure industry development, as well as transport and travel.


• recall terminology associated with tourism and the tourism industry • describe and explain tourism concepts and information • identify and explain tourism issues or opportunities • analyse tourism issues and opportunities • apply tourism concepts and information from a local, national and global perspective • communicate meaning and information using language conventions and features relevant to tourism contexts • generate plans based on consumer and industry needs • evaluate concepts and information within tourism and the tourism industry • draw conclusions and make recommendations.

Structure The Tourism course is designed around interrelated core topics and electives.

Core topics Elective topics Current Unit Topics

• Tourism as an industry

• The travel experience

• Sustainable tourism

• Technology and tourism • Forms of tourism • Tourist destinations &

attractions • Tourism Marketing • Types of tourism • Tourism client groups

Semester 1 & 2 • Introduction to Tourism • Tailoring the Travel experience • Theme parks & Attractions • Niche & Cultural Tourism

Semester 3 & 4 • Employment & Employability • Procedures & Protocols • World Tourism • Future of Tourism

Assessment Assessment in Tourism allows you opportunities to demonstrate knowledge and understanding, analysing and applying, and planning, evaluating and drawing conclusions and recommendations about tourism issues and opportunities from a local, national and global perspective. For Tourism, assessment from Units 3 and 4 is used to determine the student’s exit result, and consists of four instruments from at least three different assessment techniques, including projects, investigations, extended response to stimulus and examinations.

Project Investigation Extended response Examination A response to a single task, situation and/or scenario.




At least two different components from the following: • written: 500–900 words • spoken: 2½–3½ minutes • multimodal non-presentation: 8 A4 pages max

(or equivalent) presentation: 3–6 minutes

• performance: continuous class time • product: continuous class time.







• 60–90 minutes • 50–250 words per

item


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Visual Arts in Practice A BYOX device is a requirement of this course. Applied senior subject Visual Arts in Practice focuses on students engaging in art-making processes and making virtual or physical visual artworks. Visual artworks are created for a purpose and in response to individual, group or community needs. Students explore and apply the materials, technologies and techniques used in art-making. They use information about design elements and principles to influence their own aesthetic and guide how they view others’ works. They also investigate information about artists, art movements and theories, and use the lens of a context to examine influences on art-making. Students reflect on both their own and others’ art-making processes. They integrate skills to create artworks and evaluate aesthetic choices. Students decide on the best way to convey meaning through communications and artworks. They learn and apply safe visual art practices.

Pathways A course of study in Visual Arts in Practice can establish a basis for further education and employment in a range of fields, including design, styling, decorating, illustrating, drafting, visual merchandising, make-up artistry, advertising, game design, photography, animation or ceramics.


• recall terminology and explain art-making processes • interpret information about concepts and ideas for a purpose • demonstrate art-making processes required for visual artworks • apply art-making processes, concepts and ideas • analyse visual art-making processes for particular purposes • use language conventions and features to achieve particular purposes • generate plans and ideas and make decisions • create communications that convey meaning to audiences • evaluate art-making processes, concepts and ideas

Structure The Visual Arts in Practice course is designed around core and elective topics.

Core Electives

• Visual mediums, technologies, techniques • Visual literacies and contexts • Artwork realisation

2D 3D Digital and 4D Design Craft

Assessment For Visual Arts in Practice, assessment from Units 3 and 4 is used to determine the student’s exit result, and consists of four instruments, including:

• at least two projects, with at least one project arising from community connections • at least one product (composition), separate to an assessable component of a project.

Project Product Extended response Investigation


A technique that assesses the application of idenified skills to the production of artworks.



A project consists of: • a product component: variable

conditions • at least one different component

from the following written: 500–900 words spoken: 2½–3½ minutes multimodal non-presentation: 8 A4

pages max (or equivalent) presentation: 3–6 mins.

• variable conditions Presented in one of the following modes: • written: 600–1000 words • spoken: 3–4 minutes • multimodal non-presentation: 10 A4




pages max (or equivalent) presentation: 4–7 minutes.


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School to Work A BYOX device is a requirement of this course.

Aims of Subject

The School-To-Work subject is a fundamental aspect of the Special Education Program.

• This subject aims to develop essential personal and social capabilities such as communication, resilience, self-confidence, leadership, teamwork, goal setting and initiative.

• School to Work aims to progress understanding of Work place environments, safety, training and pathways through short work experience placements.

• Students will develop competence and safety management in the local community. This outcome includes how outdoor education can teach students to assess risk and make judgements.

• Enhance wellbeing through guided reflection on involvement in group and individual activities that are challenging and adventurous.

• This subject aims to put students in longer and more regular work placements with the view to negotiating a school-based apprenticeship or traineeship for the student.

Prerequisite Subjects

Prerequisite: Verified Disability Enrolment following consultation with Deputy Principal Student Support.

Units Getting motivated and Life Beyond school • Work placement – Resume writing, personal presentation, workplace health

and safety and communication • Living skills - time management, budgeting and money, respectful

relationships, first aid and using public transport safely in the community • Communication – Group dynamic skills and leadership, outdoor exploration

knowledge and skills and Environmental awareness • Health and the outdoors, safety and wellbeing • Participation in 3 day Camp, excursions and extracurricular activities • Employment options and pathways – traineeships • Assistance in attaining documents useful for the school to work transition

Industry White Card Learners Permit TAFE courses

It is hoped that a school based traineeship or apprenticeship may be negotiated following a successful work experience placement.

Assessment Requirements

Assessments will include: • formal – Resume writing, workbooks, presentations and research tasks • Informal – observations, practice interviews, small group games,

participation in camp and first aid scenarios

Course costs $130 for activities and resources - details of breakdown below

Term 1 Social day excursion $10

Term 2 Hike and Bike excursion day $10

Camp (3 Days) $80 Cycle park Pedal Prix excursion $10

Term 3 Cycle park excursion $10

RACQ Pedal Prix Race day $10


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Vocational Education and Training Qualifications Vocational Education and Training Qualifications

Building and Construction – CPC10111 Certificate I in Construction ...................... 78 Business – BSB20115 Certificate II in Business ......................................................... 79

Creative Industries − CUA20215 ‒ Certificate II in Creative Industries ...................... 80

Fitness – SIS30315 Certificate III in Fitness ................................................................ 82 Health – HLT23214 Certificate II in Health Support Services, and ............................. CHC22015 Certificate II in Community Services, and CHC32015 Certificate III in Community Services

84

Mater Education Brochure for VETiS Healthcare Programs ......................................... 87 Hospitality – SIT20316 Certificate II in Hospitality ...................................................... 90 Retail – SIR20216 Certificate II in Retail Services ....................................................... 91 Workplace Skills – FSK20113 Certificate II in Skills for Work and Vocational Pathways ......................................................................................................................

92

Vocational Education SOA Certificates (short courses if demand is sufficient)

First Aid - HLTAID003 Provide first aid, HLTAID004 Provide an emergency first aid response in an education and care setting ...................................................................

93

RSA - SITHFAB002 Provide responsible service of alcohol (RSA) .............................. 93 White Card - CPCCWHS1001 Prepare to work safely in the construction industry (White Card) .................................................................................................................

94


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Vocational Education and Training in Schools (VETiS) Certificate Courses Vocational Education and Training in Schools (VETiS) is a program that enables students to gain nationally recognised qualifications while at school. Students learn skills and knowledge required for specific industries. VETiS can be undertaken in years 10, 11 and 12, and can count towards the Queensland Certificate of Education. VETiS programs provide you with the opportunity to gain:

• practical hands-on training • valuable skills for greater employability • credit towards a Queensland Certificate of Education (QCE) • real trade skills and qualifications while completing high school • a competitive edge in the employment marketplace • credit towards further study.

Students applying for courses in other institutions MUST seek approval from the HOD of Senior Schooling – Vocational Pathways - Amy Luxton. Please note that some courses run by outside providers may attract additional fees. Students and caregivers will be notified prior to enrolment. Vocational placement (work experience) is a mandatory part of several programs offered, and is intended to provide the student with industry experience. Vocational placement will usually occur during the school holidays, with some exceptions. Some of the courses offered through our current providers are:

Certificate II Plumbing – TAFE QLD • 1 day per week, 4 terms. • 80 hours compulsory placement in school

holidays. • Course is VETiS funded.

Certificate I Construction – TAFE QLD

• 1 day per week, 4 terms. • Opportunity for 1-2 weeks work experience. • Course is VETiS funded.

Certificate II Engineering – TAFE QLD

• 1 day per week, 4 terms. • Opportunity for 1-2 weeks work experience. • Course is VETiS funded.

Certificate II Automotive – TAFE QLD

• 1 day per week, 4 terms. • Opportunity for 1-2 weeks work experience. • Opportunity to apply for TEC & AccesR8. • Course is VETiS funded.

Certificate II Salon Assistant – TAFE QLD

• 1 day per week, 4 terms. • Course is VETiS funded.

Certificate II Retail Cosmetics – TAFE QLD • 1 day per week, 4 terms. • Course is VETiS funded.

Certificate II Logistics – Strategix

• 1 day per week, 2 terms. • Opportunity for work experience organised by

Strategix. • Course is VETiS funded.

Certificate III Aviation – SCS Training

• 1 day per week, 4 terms. • Course is VETiS funded. • $200 for remote pilot licence payable directly to

the Training Organisation. Certificate II Health Support Services – Mater Education

• 1 day per week, 2 terms. • Opportunity for 2 days work placement in

school holidays. • Course is VETiS funded.

Certificate III Health Services Assistant – Mater Education

• 1 day per week, 1 term. • Cost is $750, students must have completed

the Certificate II in Health Support Services.

Certificate II/III Tourism/Events – Prestige Service Training

• 1 day per week, 2 terms. • Certificate II in Tourism is VETiS funded.

Certificate III in Events will have a cost of $400.

A BYOX device is a requirement of these courses.


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RTO 0275

Vocational Education and Training

CPC10111 Certificate I in Construction (VCT)

A BYOX device is a requirement of this course.

Qualification Description / Aims of Subject CPC10111 Certificate 1 in Construction provides an introduction to the construction industry, its culture, occupations, job roles and workplace expectations. The units of competency cover essential work health and safety requirements, the industrial and work organisation structure, communication skills, work planning, and basic use of tools and materials. The qualification is built around a basic construction project unit that integrates the skills and embeds the facets of employability skills in context. Entry Requirements / Prerequisite Subjects There are no entry requirements for this qualification. Duration and location This is a two-year course delivered in Years 11 and 12 on site at Redbank Plains State High School campus. Course Units The qualification contains 11 units of competency and completion of all 11 units will earn 3 credits towards the Queensland Certificate of Education. The CPC10111 Certificate 1 in Construction applies to all building sectors. It has been developed as an induction certificate leading into Certificate II. In order to achieve this qualification a student needs to be competent in all competencies. The units of competency include the following:

Unit Code Unit Name CPCCCM1012A Work effectively and sustainably in the construction industry CPCCCM1013A Plan and organise work CPCCCM1014A Conduct workplace communication CPCCCM2001A Read and interpret plans and specifications CPCCCM2005B Use construction tools and equipment CPCCWHS1001 Prepare to work safely in the construction industry CPCCOHS2001A Apply OHS requirements, policies and procedures in the construction industry CPCCVE1011A Undertake a basic construction project CPCCCM1011A Undertake basic estimation and costing CPCCCM1015A Carry out measurements and calculations CPCCCM2006B Apply basic levelling procedures

RTO Obligation The RTO guarantees that the student will be provided with every opportunity to complete the qualification. We do not guarantee employment upon completion of this qualification. Students who are deemed competent in all 11 units of competency will be awarded a Qualification and a record of results. Students who achieve at least one unit of competency (but not the full qualification) will receive a Statement of Attainment. Delivery Modes A range of delivery modes will be used during the teaching and learning of this qualification. These include:

• face-to-face instruction • guided learning. • work-based learning

Fees / Course Costs / Materials Course costs are covered by student fees, however if a student wishes to obtain a White Card (General Safety Induction) through Work links (External provider), then a cost of $45.00 for the card will need to paid prior to enrolling in the course. Assessment The course is of two years’ duration. Assessment will be in the form of Competency Based Training (CBT). Competency refers to the skills, knowledge and attitudes required to perform a task to an industry defined standard. Active participation in workshop is required. The assessment techniques may include a variety of activities including written responses, spoken, practical tasks, portfolio of activities and integrated projects, completed both independently and in team. Work Placement Students are provided with the opportunity to do structured workplace learning where required by their qualification. Pathways There are no specific job outcomes to this qualification, but the skills achieved will assist in successfully undertaking a Certificate II pre-vocational program or job outcome qualification, or will facilitate entry into an Australian Apprenticeship. Homework / Study requirements Completion of workbooks/logbooks as needed Conditions • Student must have a USI (Unique Student Identification) and be enrolled prior to course commencement. • This course runs over a period of two years and as a result, students enrolling in VET courses mid-semester or mid-course may not

achieve the completed certificate, only a statement of attainment for those units completed and partial QCE credits if a Certificate II or higher.

• Must - follow WHS policies regarding wearing of closed black leather shoes during practical work. • To complete this course, students need to access the online course requirements – a laptop for class work is required.

http://www.google.com.au/url?sa=i&rct=j&q=nationally+recognised+training+logo&source=images&cd=&cad=rja&uact=8&ved=0CAcQjRw&url=http://www.mets.org.au/Pages/ChildrensServices/Diploma-OSHC.aspx&ei=BZCIVZycBdPX8gX2pIKYAw&bvm=bv.96339352,d.dGc&psig=AFQjCNGiXoVqT3vVT7yWnDEtRlA-YmYO4w&ust=1435099517865862


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RTO 0275


BSB20115 Certificate II in Business (VBS)


Qualification Description / Aims of Subject The BSB20115 Certificate II in Business Services provides students with the opportunity to work under direct supervision to perform a range of routine tasks in varied work contexts. This course will help students work effectively in a business environment both independently and effectively with others, to develop their skills in customer services, as well as use business technology to learning how to create documents, presentations, publications and more. Job roles include administration assistant and receptionist.

Refer to training.gov.au for specific information about the qualification. Entry Requirements / Prerequisite Subjects There are no entry requirements for this qualification. Duration and location This is a two-year course delivered in Years 11 and 12 on site at Redbank Plains State High School campus. Course Units The qualification contains 12 units of competency and completion of all 12 units will earn 4 credits towards the Queensland Certificate of Education. The units of competency include the following:

Unit Code Unit Title BSBITU211 Produce digital text documents BSBWOR204 Use business technology BSBCMM201 Communicate in the workplace BSBIND201 Work effectively in a business environment BSBSUS201 Participate in environmentally sustainable work practices BSBWHS201 Contribute to health and safety of self and others BSBWOR203 Work effectively with others BSBSMB201 Identify suitability for micro business BSBCUS201 Deliver a service to customers BSBWOR202 Organise and complete daily work activities BSBITU212 Create and use spreadsheets BSBITU312 Create electronic presentations


• face-to-face instruction • work-based learning

• guided learning • computer access.

Fees / Course Costs / Materials − There are no additional costs involved in this course. Assessment The course is based on competency-based assessment which is the process of collecting evidence and making judgements on whether the student can consistently demonstrate knowledge and skill, and the application of that knowledge and skill to the standard of performance required in the work place. The assessment techniques may include a variety of activities including written responses, spoken/multimodal presentations, practical tasks, portfolio of activities and integrated projects, completed both independently and in team. Work Placement Students are provided with the opportunity to do structured workplace learning where required by their qualification. Pathways − This qualification may articulate into a Certificate III, Diploma or the workforce. Homework / Study requirements − Completion of written and practical activities as needed. Conditions • Student must have a USI (Unique Student Identification) and be enrolled prior to course commencement. • This course runs over a period of two years and as a result, students enrolling in VET courses mid-semester or mid-course may not





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RTO 40548


CUA20215 Certificate II in Creative Industries (VCI )


Qualification Description / Aims of Subject The CUA20215 Certificate II in Creative Industries is a general introduction to the creative industries for students hoping to work in the industry (e.g. performance, events, stagecraft, audio design etc.). The course provides students with fundamental industry and basic knowledge at entry level. This qualification reflects the role of individuals with the skills and knowledge to perform in a range of varied activities in the creative industries where there is a clearly defined range of contexts. Activities are of limited complexity with required actions clearly defined.

Refer to training.gov.au for specific information about the qualification. Entry Requirements / Prerequisite Subjects There are no entry requirements for this qualification. Duration and location This is a two-year course delivered in Years 11 and 12 on site at Redbank Plains State High School campus. Course Units The qualification contains 10 units of competency (3 Core, 7 Elective) and completion of all 10 units will earn 4 credits towards the Queensland Certificate of Education. The units of competency include the following:

Unit Code Unit Title CUAWHS302 Apply work health and safety practices BSBWOR203 Work effectively with others CUAIND201 Develop and apply creative arts industry knowledge BSBCRT101 Apply critical thinking techniques ICTWEB201 Use social media tools for collaboration and engagement CUAFOH201 Undertake routine front of house duties CUAFOH202 Usher patrons CUASOU201 Develop basic audio skills and knowledge CUASOU202 Perform basic sound editing CUASOU203 Assist with sound recordings




Fees / Course Costs / Materials There are no course costs involved. Students will require: headphones USB stick 1 x A4 book 1 x A5 book. Assessment The course is based on competency-based assessment which is the process of collecting evidence and making judgements on whether the student can consistently demonstrate knowledge and skill, and the application of that knowledge and skill to the standard of performance required in the work place. Assessment techniques may include independent written work – quizzes, computer based and booklets, demonstrating practical skills in industry through work or simulated activities, observations; group work, role plays. Work Placement Students are provided with the opportunity to do structured workplace learning where required by their qualification. Pathways This qualification may articulate into the workforce. Homework / Study requirements Completion of workbooks/logbooks as needed. Due to the nature of the course, students will be occasionally required to complete activities and projects outside of normal school hours. Students will be given adequate notice of these times with notes provided to parents. • Student must have a USI (Unique Student Identification) and be enrolled prior to course commencement. • This course runs over a period of two years and as a result, students enrolling in VET courses mid-semester or mid-course may not


• Follow WHS policies regarding wearing of closed black leather shoes during practical work. • To complete this course, students need to access the online course requirements – a laptop for class work is required.



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Vocational Education and Training SIS30315 Certificate III in Fitness (VRF)

A BYOX device is a requirement of this course. Partnership Agreement to deliver

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 carried out by the 'Partner School' (i.e. the delivery of training and assessment services). To access Binnacle's PDS, visit: http://www.binnacletraining.com.au/rto.php and select ‘RTO Files’.

REGISTERED TRAINING ORGANISATION Binnacle Training (RTO Code: 31319)

Subject Type Vocational Education and Training (VET) Qualification

Nationally Recognised Qualification SIS30315 Certificate III in Fitness

Course Length 2 years

Reasons to Study the Subject

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 the Certificate III in Fitness contributes a maximum of eight (8) credits towards a student’s QCE. A maximum of eight credits from the same training package can contribute to a QCE. This program also includes the following:

• First Aid qualification and CPR certificate; plus coaching accreditation. • A range of career pathway options including direct pathway into Certificate IV in Fitness (Personal Trainer).

ENTRY REQUIREMENTS Students must have a passion for and/or interest in pursuing a career in the fitness and sport industries. They must have good quality written and spoken communication skills

and an enthusiasm / motivation to participate in physical activity sessions. Each student must obtain a (free) ‘Working with Children’ Student Blue Card (application to be completed as part of the enrolment process). A student’s official enrolment is

unable to be finalised until their Student Blue Card has been issued.

SIS30315 CERTIFICATE III IN FITNESS Subject Selection Handbook

http://www.binnacletraining.com.au/rto.php


Page 81 of 102

Topics of Study / Learning Experiences

TERM 1 TERM 2 TERM 3 TERM 4

• The Sport, Fitness and Recreation Industry

• Introduction to Anatomy and Physiology

• Developing Coaching Practices

• Conducting Health Assessments

• Work Health and Safety in Sport & Fitness

• Delivering Community Fitness Programs

• First Aid and CPR certificate

• Customer Service in the Fitness Industry

• Conducting Group Fitness Sessions

• Anatomy and Physiology – Musculoskeletal and Cardiovascular Systems

• Learning Gym Exercises • Fitness Programming and

Instruction • Work Effectively in the

Sport, Fitness and Recreation Industry

TERM 5 TERM 6 TERM 7 TERM 8

• Anatomy and Physiology – Digestive System & Energy Systems

• Nutrition – Providing Healthy Eating Information

• Training Older Clients • Training Other Specific Population Clients

• First Aid and/or CPR certificate

Finalisation of qualification: SIS30315 Certificate III in Fitness

Learning and Assessment

Program delivery will combine both class-based tasks and practical components in a real gym environment at the school. This involves the delivery of a range of fitness programs to clients within the school community (students, teachers, and staff). A range of teaching/learning strategies will be used to deliver the competencies. These include:

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

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

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

• TERM 5, 6 or 7: 60 minutes per week across a minimum of 5 consecutive weeks – delivering fitness programs and services to an adult client, undertaken at the school gym or an alternate fitness facility sourced by the school.

Continued over page.



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• TERM 6: A minimum of one session (60 minutes) – delivering a gentle exercise session to an older adult client (age 50+),

undertaken at the school gym or an alternate fitness facility sourced by the school. All other practical experiences have been timetabled within class time. Students will keep a Log Book of these practical experiences (minimum 40 hours).

Pathways

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

• Exercise Physiologist • Teacher – Physical Education • Sport Scientist

Students eligible for an Australian Tertiary Admission Rank (ATAR) may be able to use their completed Certificate III to contribute towards their ATAR. For further information please visit https://www.qcaa.qld.edu.au/senior/australian-tertiary-admission-rank-atar

Students may also choose to continue their study by completing the Certificate IV in Fitness.

Cost

• $290.00 = Binnacle Training course fee • $40.00 = First Aid Certificate costs

• Cost of excursions to other outside venues to participate in and to conduct fitness activities will be advised via a permission letter which will be distributed closer to the excursion date.

• All texts and reprographics are provided by the school.

NOTE: A payment of $165 is required before 31 October 2019. Instalment details for the remaining amount will be advised by letter.

For further information, contact the HPE Department at Redbank Plains SHS, 3432 1222.

1300 303 715 [email protected]

binnacletraining.com.au RTO Code: 31319


https://www.qcaa.qld.edu.au/senior/australian-tertiary-admission-rank-atar


Page 83 of 102

Vocational Education and Training HLT23215 Certificate II in Health Support Services (VSS) and CHC22015 Certificate II in Community Services and CHC32015 Certificate III in Community Services (VCS)


COMMUNITY SERVICES PROGRAM INFORMATION

Course Code & Title

CHC32015: Certificate III in Community Services (incorporating CHC22015: Certificate II in Community Services and HLT23215: Certificate II in Health Support Services)

Registered Training Organisation

Connect ‘n’ Grow (RTO Code: 40518)

IT Platform The CNG Hub

Third Party Arrangements

These qualifications are delivered by way of partnership agreement with the nominated secondary school (‘Partner School’). The Partner School is authorised to deliver training under the auspices of Connect ‘n’ Grow. For further information in relation to the qualifications please contact Connect ‘n’ Grow directly.

Venue Assessment and training will be conducted at the school’s Health Training Centre.

Mode of Delivery Blended delivery - Face-to-face using an online platform

Course Length 2 Years

Prerequisites HLT23215 Certificate II in Health Support Services and CHC22015 Certificate II in Community Services.

Reason to Study?

Health Training is linked to the largest growth industry in Australia. The dual qualification reflects the role of workers who provide support for the effective functioning of health and community services.

Learning Experiences

This qualification has been designed to include projects that prepare students for a range of tasks they perform when they enter into a health and/or community services career, including; health checks, health promotion, health administration and entry pathway for workers who provide the first point of contact and assist individuals in meeting their needs.

Certificate of Education Points

Upon successful completion students are eligible for Certificate of Education credits applicable to your State.

Fee Information See below.


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Learning & Assessment

The program can be delivered in a weekly or block mode through class-based tasks, with practical activities and practical assessment. A range of teaching/learning strategies will be used to deliver the competencies. These include:

• Multiple choice, true/false and short answer questions (online) • Practical activities and scenarios • Workplace Learning Log • Portfolio of workplace documents

Equipment and Resources

A full list of required resources is outlined in the Program Checklist and is to be provided by the Partner School. Students will need to have access to a computer, including relevant software, internet and printer access. There are no other equipment requirements of the students.

UNITS OF COMPETENCY & PROGRAM STRUCTURE

HLT23215 Certificate II in Health Support Services CHC22015 Certificate II in Community Services

Module Year 1 Cert II Module 1 HLTWHS001 Participate in workplace health and safety

HLTINF001 Comply with infection prevention and control policies and procedures

Cert II Module 2 CHCDIV001 Work with diverse people

BSBCUS201 Deliver a service to customers

BSBFLM312 Contribute to team effectiveness

HLTAID003 Provide first Aid

Cert II Module 3 CHCCOM005 Communicate and work in health or community services

BSBWOR202 Organise and complete daily work activities

CHCCOM001 Provide first point of contact

FSKOCM07 Interact effectively with others at work

EXIT POINT Upon obtaining competency of the Units in Module 1- 3 a student completes the qualification of

CHC22015 Certificate II in Community Services

Cert II Module 4 BSBADM101 Use business equipment and resources

BSBINM201 Process and maintain workplace information

BSBWOR204 Use business technology

BSBWOR203 Work effectively with others

EXIT POINT Upon obtaining competency of the Units in Module 1- 4 a student completes the qualification of

HLT23215 Certificate II in Health Support Services


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Module Year 2

Cert III Module 1 (Option 1)

CHCDIV002 Promote Aboriginal and/or Torres Strait Islander Cultural safety

Cert III Module 1 (Option 2)

CHCCDE003 Work within a community development framework

CHCCDE004 Implement participation and engagement strategies

HLTAID001 Provide cardiopulmonary resuscitation

Cert III Module 2 CHCCCS015 Provide individualised support

CHCCCS010 Maintain a High Standard of Service

BSBWOR301 Organise personal work priorities and development

Cert III Module 3 CHCCCS016 Respond to clients’ needs

HLTWHS002 Follow safe work practices for direct client care

HLTWHS006 Manage personal work stressors in the work environment

FSKLRG009 Use strategies to respond to routine workplace problems

For further information go to: www.connectngrow.edu.au

SCHOOL NOTE:

Student must have a USI (Unique Student Identification) prior to course commencement. Students enrolling in VET courses mid-semester or mid-year may not achieve the complete

certificate, only a statement of attainment for those units completed if a Certificate II or higher. Students must follow WHS policies regarding wearing of closed black leather shoes during

practical work.

http://www.connectngrow.edu.au/


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Mater Education Healthcare Programs

A BYOX device is a requirement of these courses. WesTEC is partnering with Mater Health to offering an exciting new program for students interested in studying in the health industry. Students can enrol to do the HLT23215 Certificate II in Health Support Services for 6 months and then choose to study either HLT33115 Certificate III in Health Services Assistance or HLT33015 Certificate III in Allied Health Assistance. The Certificate III has a cost attached to it.

Studying with Mater Education Mater Education is a unique and specialised healthcare education and training provider, and Queensland’s only accredited, hospital-based, independent Registered Training Organisation (RTO). Our students learn contemporary best practice and have a rare opportunity to gain experience across some of Mater’s exceptional hospitals and

healthcare services, and our carefully chosen hospital, aged care and community care partners. We offer a range of courses to help you kick-start a rewarding career in healthcare, develop and deliver our own course material, in a world-class simulation facility and learning environment, supported by a team of expert clinicians and educators.

Practical

learning Combined theoretical and simulation-based learning provide a balanced approach, to strengthen your understanding, confidence and capability in delivering contemporary bestpractice care.

Expert guidance Highly qualified educators, clinical facilitators and student services team to support you every step of the way.

Hands-on experience Workplace visits and placement give you first-hand insight into Mater’s exceptional hospitals and our carefully chosen health and community care partners.


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Essential details

VETiS Program

Qualification HLT23215 Certificate II in Health Support Services

Duration Six months

Fees Full fee (non-funded) $3050

Funding and additional costs

Eligible students are able to access VETiS funding* for the full Certificate II fee. *funded by the Queensland Government’s VET Investment Plan.

Course structure One day per week over 20 weeks (two terms) Compulsory workplace visit (2 days) at one of Mater’s exceptional hospitals

Workplace visit/ vocational experience

Workplace visit: 2 days towards the end of the program All students are required to participate in a workplace visit over two days, to one of Mater’s exceptional hospitals.

Campus locations South Brisbane, Springfield, Mitchelton

Entry requirements

To be accepted to study the Certificate III gap program, students must satisfy the following requirements: • must be in year 10, 11 or 12 • obtain approval from your school and parent/guardian • have a laptop or portable device with internet access (Wi-Fi available on

campus) • have basic computer skills • meet literacy and numeracy requirements.

Additional programs Students who identify as Aboriginal and Torres Strait Islander are eligible to take part in the “Deadly Start: Education to Employment” program, delivered in partnership with Metro North Hospital and Health Services (MNHHS). For more information, visit matereducation.qld.edu.au/VETiS/Deadly-Start

Pathways / ongoing study Mater Education offers a number of qualifications in healthcare that students may wish to study upon completion of year 12: • Diploma of Nursing (HLT54115) • Certificate III in Individual Support (CHC33015) • Certificate III in Pathology Collection

(HLT37215) • Certificate III in Allied Health Assistance

(HLT33015) • Certificate III in Health Services Assistance

(HLT33115) • and more


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VETiS Gap Program: pathways for continued study with Mater Education (optional)

Qualification HLT33115 Certificate III in Health Services Assistance

HLT33015 Certificate III in Allied Health Assistance

Duration Three months (optional) Three months (optional)

Fees $750 $750

Funding and

additional costs As part of the program you may also require:

• closed-in black shoes and black tailored pants or skirt (knee-length, preferably with pockets)

• National Police Record Check

Course structure One day per week over 10 weeks (one term)

Compulsory vocational placement (5 days) in one of Mater’s exceptional hospitals

One day per week over 10 weeks (one term)

Compulsory vocational placement (10 days) in one of Mater’s exceptional hospitals or community and health care partners

Workplace

visit/vocational

experience

Vocational placement:

5 days during school holidays

(compulsory)

Areas may include:

• acute medical

• acute surgical

• acute rehabilitation

• ward services

Vocational placement:

10 days during school holidays

(80 hours; compulsory)

Areas may include:

• physiotherapy

• occupational therapy

• podiatry

• social work

• speech pathology

Campus

locations

South Brisbane, Springfield, Mitchelton Mater South Brisbane Campus only

Entry

requirements

To be accepted to study the Certificate III gap program, students must satisfy the following requirements:

• have successfully completed the Certificate II in Health Support Services

• obtain approval from your school and parent/guardian

• have a laptop or portable device with internet access (Wi-Fi available on campus)

• have basic computer skills

• meet literacy and numeracy requirements

• satisfactorily complete a National Police Record Check

• provide proof of immunity (or obtain necessary vaccinations) for:

– Hepatitis B

– Varicella (chicken pox)

– MMR (measles, mumps and rubella)

– Pertussis (whooping cough)

– seasonal vaccinations as required (eg. influenza).


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RTO 0275


SIT20316 Certificate II in Hospitality (VHT)


Qualification Description / Aims of Subject SIT20316 Certificate II in Hospitality reflects the role of individuals who have a defined and limited range of hospitality operational skills and basic industry knowledge. They are involved in mainly routine and repetitive tasks and work under direct supervision. Hospitality aims to assist students to develop the knowledge, skills and vocational competencies essential for effective participation in the workforce in general and, in particular, the catering and hospitality industry.

Refer to training.gov.au for specific information about the qualification. Entry Requirements / Prerequisite Subjects − There are no entry requirements for this qualification. Duration and location − This is a two-year course delivered in Years 11 & 12 on site at Redbank Plains State High School campus. Course Units The qualification contains 12 units of competency and completion of all 12 units will earn 4 credits towards the Queensland Certificate of Education. The units of competency include the following:

Unit Code Unit Title SITXFSA001 Use hygienic practices for food safety SITXWHS001 Participate in safe work practices SITHCCC002 Prepare and present simple dishes SITHCCC001 Use food preparation equipment SITHKOP001 Clean kitchen premises and equipment SITHIND002 Source and use information on the hospitality industry SITTGDE001 Interpret aspects of local Australia Indigenous culture SITHCCC006 Prepare appetisers and salads BSBWOR203 Work effectively with others SITXCCS003 Interact with customers SITXCOM002 Show social and cultural sensitivity SITHIND003 Use hospitality skills effectively

RTO Obligation The RTO guarantees that the student will be provided with every opportunity to complete the qualification. We do not guarantee employment upon completion of this qualification. Students who are deemed competent in all 12 units of competency will be awarded a Qualification and a record of results. Students who achieve at least one unit of competency (but not the full qualification) will receive a Statement of Attainment. Delivery Modes − A range of delivery modes will be used during the teaching and learning of this qualification. These include:



Fees / Course Costs / Materials − There are no additional costs involved in this course. Assessment The course is based on competency-based assessment which is the process of collecting evidence and making judgements on whether the student can consistently demonstrate knowledge and skill, and the application of that knowledge and skill to the standard of performance required in the work place. Assessment techniques will be primarily based on:

• practical skills required by the 12 units • a minimum of 12 shifts of work (including customer service, food preparation and other kitchen duties). For example – outside of

school work experience in the hospitality industry or through Platters on Willow functions (both at School and outside of school hours) • written activities to support practical evidence.

Work Placement − Students are provided with the opportunity to do structured workplace learning where required by their qualification. Pathways This qualification may articulate into a Certificate III. This qualification also provides a pathway to work in various catering and hospitality settings, such as restaurants, hotels, motels, catering operations, clubs, pubs, cafés, and coffee shops. Possible job titles include: bar attendant, café attendant, catering assistant, food and beverage attendant, front office assistant, porter, room attendant. Homework / Study requirements − Completion of written and practical activities as needed. Conditions • Student must have a USI (Unique Student Identification) and be enrolled prior to course commencement. • This course runs over a period of two years and as a result, students enrolling in VET courses mid-semester or mid-course may not


• Must - follow WHS policies regarding wearing of closed black leather shoes during practical work. • Students must complete the unit SITHIND003 Use hospitality skills effectively either in the Hospitality industry as work experience,

or participate in simulated industry functions at school. Must successfully participate in a minimum of 12 functions to complete qualification.

• To complete this course, students need to access the online course requirements – a laptop for class work is required.

Note: Students will be required to participate in practical work under industry conditions, not all practical items produced will be for personal consumption.



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SIR20216 Certificate II in Retail Services (VRT)


Qualification Description / Aims of Subject SIR20216 Certificate II in Retail Services reflects the role of frontline retail team members who use a defined and limited range of operational skills to undertake workplace activities. They are involved in mainly routine and repetitive tasks and work under direct supervision of others. This qualification provides a pathway to work in a diverse range of retail settings including specialty retailers, supermarkets, department stores and quick service restaurants. Individuals with this qualification are able to perform roles such as frontline team member, customer service assistant and point-of-sale operator.

Refer to training.gov.au for specific information about the qualification. Entry Requirements / Prerequisite Subjects − There are no entry requirements for this qualification. Duration and location − This is a two-year course delivered in Years 11 & 12 on site at Redbank Plains State High School campus. Course Units The qualification contains 12 units (7 Core, 5 Elective) of competency and completion of all 12 units will earn 4 credits towards the Queensland Certificate of Education. The units of competency include the following:

Unit Code Unit Name SIRXPDK001 Advise on products and services ICTWEB201 Use social media tools for collaboration and engagement (Use until Retail social media unit is developed) SIRXCOM001 Communicate in the workplace to support team and customer outcomes SIRXCEG001 Engage the customer SIRXRSK001 Identify and respond to security risks SIRXWHS002 Contribute to workplace health and safety SITHFAB002 Provide responsible service of alcohol SIRXIND004 Plan a career in the retail industry SIRXIND001 Work effectively in a service environment SIRXIND002 Organise and maintain store environment SIRRINV001 Receive and handle retail stock SIRRFSA001 Handle food safely in a retail environment SIRXIND003 Organise personal work requirements




Fees / Course Costs / Materials There are no additional costs involved in this course. Assessment The course is based on competency-based assessment which is the process of collecting evidence and making judgements on whether the student can consistently demonstrate knowledge and skill, and the application of that knowledge and skill to the standard of performance required in the work place. The assessment techniques may include a variety of activities including independent written work – quizzes, computer based and booklets, demonstrating practical skills in industry, through work or simulated activities, observations; group work, role plays; work placement - industry placement is optional. Work Placement Students are provided with the opportunity to do structured workplace learning where required by their qualification. Pathways − This qualification may articulate into a Certificate III or the workforce. Homework / Study requirements Completion of written activities as needed and active participation in simulated activities and projects. Conditions • Student must have a USI (Unique Student Identification) and be enrolled prior to course commencement. • This course runs over a period of two years and as a result, students enrolling in VET courses mid-semester or mid-course may not





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RTO 0275


FSK20113 Certificate II in Skills for Work and Vocational Pathways (VSW)


Qualification Description / Aims of Subject FSK20113 Certificate II in Skills for Work and Vocational Pathways is designed for individuals who require further foundation skills development to prepare for workforce entry or vocational training pathways. It is suitable for individuals who require:

• a pathway to employment or vocational training • reading, writing, numeracy, oral communication and learning skills at Australian Core Skills Framework (ACSF) (Level 3) • entry level digital literacy and employability skills

Refer to training.gov.au for specific information about the qualification. Entry Requirements / Prerequisite Subjects − There are no entry requirements for this qualification. Duration and location − This is a two-year course delivered in Years 11 & 12 on site at Redbank Plains State High School campus. Course Units The qualification contains 14 units 8 Core, 6 Elective) of competency and completion of all 14 units will earn 4 credits towards the Queensland Certificate of Education. The units of competency include the following:

Unit Code Unit Title BSBWHS201 Contribute to health and safety of self and others FSKRDG01 Recognise highly familiar workplace signs and symbols FSKRDG10 Read and respond to routine workplace information FSKLRG09 Use strategies to respond to routine workplace problems FSKOCM07 Interact effectively with others at work BSBWOR202 Organise and complete daily workplace activities

BSBCMM201 Communicate in the workplace FSKDIG03 Use digital technology for routine workplace tasks FSKLRG07 Use strategies to identify job opportunities BSBIND201 Work effectively in a business environment FSKLRG11 Use routine strategies for work-related learning FSKWTG09 Write routine workplace texts

FSKNUM14 Calculate with whole numbers and familiar fractions, decimals and percentages for work FSKNUM15 Estimate, measure and calculate with routine metric measurements for work FSKLRG06 Participate in work placement - reserve

RTO Obligation The RTO guarantees that the student will be provided with every opportunity to complete the qualification. We do not guarantee employment upon completion of this qualification. Students who are deemed competent in all 14 units of competency will be awarded a Qualification and a record of results. Students who achieve at least one unit of competency (but not the full qualification) will receive a Statement of Attainment. Delivery Modes − A range of delivery modes will be used during the teaching and learning of this qualification. These include:



Fees / Course Costs / Materials There are no additional costs involved in this course. Assessment The course is based on competency-based assessment which is the process of collecting evidence and making judgements on whether the student can consistently demonstrate knowledge and skill, and the application of that knowledge and skill to the standard of performance required in the work place. Assessment will be primarily based on: written activities to support practical evidence, written activities to demonstrate numeracy and literacy skills for the workplace. Work Placement − Students are encouraged to participate in structured workplace learning where required by their qualification. Pathways − This qualification may articulate into: N/A Homework / Study requirements − Completion of written activities as needed to complete qualification. Conditions • Student must have a USI (Unique Student Identification) and be enrolled prior to course commencement. • This course runs over a period of two years and as a result, students enrolling in VET courses mid-semester or mid-course may not





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Vocational Education SOA Certificates (short courses) (short courses if sufficient demand)

Vocational Education and Training HLTAID003 Provide first aid

HLTAID004 Provide an emergency first aid response in an education and care setting

Partnership Agreement to deliver

This course will be offered as a workshop if numbers permit and RTO available.

Aims of Subject This unit describes the skills and knowledge required to provide a first aid response to a casualty. The unit applies to all workers who may be required to provide a first aid response in a range of situations, including community and workplace settings. Offered as a workshop to all students. May be a compulsory unit for other courses


Reading activities

Units HLTAID003 Provide first aid, or, HLTAID004 Provide an emergency first aid response in an education and care setting


Active participation in workshop

Homework requirements

Nil

Cost Set by RTO delivering workshop Conditions • Student must have a USI (Unique Student Identification) and be enrolled prior to course

commencement. • Follow WHS policies regarding wearing of closed black leather shoes during practical work.


SITHFAB002 Provide responsible service of alcohol (RSA)

Partnership Agreement to deliver


Aims of Subject This unit applies to any workplace where alcohol is served or sold, including all types of hospitality venues, retail liquor outlets and wineries, breweries and distilleries. The unit applies to all levels of sales personnel involved in the sale, service and promotional service of alcohol in licensed premises. Those selling or serving alcohol may include food and beverage attendants; retail liquor sales persons; winery, brewery and distillery cellar door staff and supplier sales representatives. It also applies to security staff who monitor customer behaviour and to the licensee who is ultimately responsible for RSA management. Offered as a workshop to students intending to work in alcohol related areas.


Nil

Units SITHFAB002 Provide responsible service of alcohol (RSA) Assessment Requirements

Active participation in workshop


Nil

Cost Set by RTO delivering workshop Conditions • Student must have a USI (Unique Student Identification) and be enrolled prior to course

commencement. • Follow WHS policies regarding wearing of closed black leather shoes during practical work.




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CPCCWHS1001 Prepare to Work Safely in the Construction Industry

(White Card)


Aims of Subject The Workplace Health and Safety Act requires all employees and work experience students on a

building site to hold a “White Card”. This card can only be obtained by successfully completing a Building and Construction General Safety Induction course, which fully covers unit CPCCWHS1001 Prepare to Work Safely in the Construction Industry. Offered as a workshop to students intending to work in the construction industry.


Nil

Units CPCCWHS1001 Prepare to Work Safely In The Construction Industry (White Card)


Active participation in workshop Set by RTO delivering workshop


Nil

Cost Set by RTO delivering workshop

Conditions • Student must have a USI (Unique Student Identification) and be enrolled prior to course commencement.

• Two weeks must be allowed for processing of the White Card from the date of the course. • Follow WHS policies regarding wearing of closed black leather shoes during practical work.



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Senior Access A key aspect of Senior Access is the opportunity to strengthen existing, and create new, relationships among students, teachers and families. Senior Access is about: • Adequately preparing students to access life after school through

− soft skills training − further training

− training − the workforce.

• Access to development of Senior Portfolio (completed by end of Year 12). • Access to curriculum planning and decision making for students and parents through the Senior Education and

Training Plans (Years 10 to 12). • Access to skills important to succeeding in life. • Access to opportunities for increased house and school spirit. • Access to a planned program of student support and pastoral care, developing knowledge and skills in

leadership, teamwork, relationship building, career planning, personal and cultural identity, strategies for responsible life choices and money management.

In Years 11 and 12, the Access program is organised into ATAR-eligible and non ATAR-eligible class groups. Access occurs in two seventy minute blocks: on a Tuesday (whole school assembly) and Thursday and for ten minutes at the start of each day. During the Access lesson the focus will cover key areas as listed above and during the ten minute periods at the start of each day, the focus is on daily notices, roll marking, uniform slips, etc.

Vocational Education and Training (VET) Certificate Courses Certificate courses prepare students for both employment and further education and training. Certificate courses offered at Redbank Plains S.H.S. recognise basic vocational skills and knowledge at entry and preparatory level plus:

• recognise skills and knowledge that meet nationally endorsed industry competency standards as agreed for those qualifications by the relevant industry or professional group

• include preparatory access and participation skills and knowledge such as: 1. Navigate the world of work 2. Interact with others 3. Get the work done.

VET Certificates/qualifications may be gained through a wide range of activities including workplace and school/TAFE-based training. Achievement in Certificate courses is reported as:

C= Competent NYC=Not Yet Competent WTC=Working Towards Competency

The school must have registration through QCAA/ASQA and must also have qualified trainers and assessors, equipment and resources to deliver these courses. If the school loses access to these resources, the school will attempt to provide students with alternative opportunities to complete the course and the related qualification. The school retains the right to cancel the course if it is unable to meet requirements. Students enrolling in VET courses mid-semester or mid-year may not achieve the complete certificate, only a statement of attainment for those units completed and partial QCE credits.

VET Courses Offered by External Providers Students can enrol in certificate courses at other institutions. TAFEs, Trade Training Centres, industry-based providers, or private organisations offer nationally recognised vocational training to students. For further information contact the Head of Department Senior Schooling.

Students applying for courses in other institutions MUST seek approval of HOD Senior Schooling and Deputy Principal before enrolling.

Courses run by other outside providers may attract additional fees. Students and caregivers will be notified prior to enrolment.


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Vocational placement (work experience) is a mandatory part of several programs offered, and is intended to provide the student with industry experience. Some courses have specified hours of industry experience that must be completed to gain the qualification. For example, Certificate II in Plumbing at WesTEC has a mandated work placement of 80 hours which will be undertaken during school holidays and other selected term times which do not interfere with assessment periods.

IMPORTANT: Funding rules for VETiS In general, students are only allowed to enrol in one VETiS funded program in Years 10-12. This means if a student enrols at WesTEC or TAFE in Year 10 or 11, they are not eligible for other VETiS funded training or programs, at WesTEC or another TAFE campus in Year 12. For more information see:

https://desbt.qld.gov.au/training/providers/funded/vetis

VET and Your USI (Unique Student Identifier) Information for parents and students From 1 January 2015, the Australian Government requires all students studying Vocational Education and Training (VET) to have a Unique Student Identifier (USI). This includes students who are studying VET in schools. There is no cost to the student. The USI will allow students to access their enrolment and achievement record for all VET learning online (from 1 January 2015); and no VET records will be lost. Registered Training Organisations (RTO) must have a valid USI for a student before issuing a qualification or statement of attainment. This includes school RTOs. What is a USI? • A USI is a reference number. It is made up of numbers and letters. • Creating a USI is free. • It creates a secure online record of your nationally recognised training that you can access anytime and

anywhere, and it’s yours for life. • The USI is linked to the National Vocational Education and Training (VET) Data Collection, and this means an

individual’s nationally recognised training and qualifications gained anywhere in Australia, from different training organisations, will be kept all together.

Why do students need a USI? Students will need a USI: • so that an RTO is able to issue a statement of attainment, or certificate, for nationally recognised accredited

training • for online access to their record of enrolment and achievement for VET learning • to provide evidence of their accredited VET, for example when applying for a job or further study • Students must have a USI prior to enrolment and commencing a qualification • Students who cannot provide the RTO with a USI will not be awarded the Certificate or Statement of

Attainment (SOA) Who applies for a USI? • A student can apply for a USI – check with their VET Teacher on how to apply or go to

https://www.usi.gov.au/documents/student-quick-guide

• The student must then provide the USI details to their school or they will not receive a statement of attainment or qualification.

https://desbt.qld.gov.au/training/providers/funded/vetis



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USI (Unique Student Identifier) - continued https://www.usi.gov.au/documents/student-quick-guide



Page 97 of 102


Page 98 of 102

School-Based Apprenticeships and Traineeships Downloaded and adapted from https://desbt.qld.gov.au/training/apprentices School-based apprenticeships and traineeships (SATs) allow high school students to work with an employer as paid employees (generally one day per week) while studying for their Queensland Certificate of Education and Senior Statement. At the same time, students undertake a training qualification with a registered training organisation chosen by both the employer and the student. A traineeship is usually over 12 months in a non-trade area. Apprenticeships usually last 3-4 years (continuing post school) in a trade area. Companies our school currently works alongside with are; Burger Urge, Subway, KFC, Baker’s Delight and the Coffee Club. Common traineeship qualifications include:

• Certificate III in Hospitality • Certificate III in Business • Certificate III in Retail.

Some of the benefits of an apprenticeship or traineeship are that you can:

• earn a wage while you train • learn on the job skills combined with off the job training • receive credit towards a Queensland Certificate of Education (QCE) • receive a nationally recognised qualification • start a valuable step towards a rewarding career.

A school-based apprentice's or trainee's employment and/or training arrangements must impact on their school timetable for the program to be considered school-based. Traineeship students must complete a minimum of 375 hours of paid work per 12 month period of the SAT. Students must maintain a high attendance and academic results to be eligible to maintain their SAT, as students are required to balance their school learning as well as completing a Certificate III which may contain up to 15 competencies. Due to the requirements of completing a SAT, Principal approval is required prior to sign up. Some traineeships may be incompatible with enrolment in certificate III or above courses either at school or with other training institutions. How do you apply? Traineeships are advertised through school email and student notices. Interested students must register their interest and seek approval from HOD of Senior Schooling – Vocational Pathways. Students must have an up-to-date resume and parent permission. Apprenticeships are rarely advertised through the school. If a student is aware of a business that is interested in offering them a school-based apprenticeship, please see Senior Schooling with details of the business, contact person and contact number. For further information contact the Head of Department Senior Schooling – Vocational Pathways – Amy Luxton.

https://desbt.qld.gov.au/training/apprentices


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Student Work Experience Work experience prepares students for post school options and choices. It refers to a wide variety of activities that are designed to:

• develop in students the attitudes and skills to participate in both paid and unpaid work; • increase students’ understanding of the current and future labour market; and • increase students’ understanding of the dynamic nature of work.

Prior to work experience a contract must be signed by all parties. Structured Work Placement enables students in vocational educational programs (e.g. Certificates II, III or Certificate IV courses) to learn specific skills on-the-job.

• These skills or “competencies” are agreed beforehand by the school and participating employer. • Structured Workplace Learning programs are highly recommended within Certificate courses by both

school and industry authorities. Some courses mandate a set number of hours which must be completed for the full certificate to be awarded.

Information contained in this Handbook was correct at the time

of publication. June, 2020

High Performance is Everybody's Business


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BYOX (Bring your own device)

See inside back cover for full BYOX details.

Documents

Redbank Plains State High School...Redbank Plains State High School − Senior Subject Handbook Year 11-– 12 2021 Page 3 of 102 Message from the Principal The Senior phase of learning