Senior Secondary Curriculum Guide - Benowa State High School · 2019-04-30 · Senior Secondary Curriculum Guide . 1 Contents ... Senior School and transition to employment or further

Respect Integrity Diligence Compassion

Senior Secondary

Curriculum Guide

1

Contents

SCHOOL PHILOSOPHY ....................................................................................................................................... 3

GENERAL INFORMATION .................................................................................................................................. 3

SUBJECTS by FACULTY - Year 11 & 12 .............................................................................................................. 22

CORE SUBJECTS ........................................................................................................................................................................ 22

ELECTIVE SUBJECTS .................................................................................................................................................................. 22

ADDITIONAL PROGRAMS ................................................................................................................................ 23

SUBJECTS BY YEAR LEVEL ................................................................................................................................ 26

The ARTS ........................................................................................................................................................ 28

DANCE ...................................................................................................................................................................................... 31

DRAMA ..................................................................................................................................................................................... 34

DRAMA IN PRACTICE ................................................................................................................................................................ 37

MEDIA ARTS IN PRACTICE ........................................................................................................................................................ 38

MUSIC ....................................................................................................................................................................................... 39

MUSIC EXTENSION (Performance, Musicology or Composition) ............................................................................................. 42

MUSIC IN PRACTICE .................................................................................................................................................................. 43

CERTIFICATE II VISUAL ARTS – PHOTOGRAPHY ........................................................................................................................ 44

ART ........................................................................................................................................................................................... 46

VISUAL ART ............................................................................................................................................................................... 47

VISUAL ARTS IN PRACTICE ........................................................................................................................................................ 49

BUSINESS ....................................................................................................................................................... 50

ACCOUNTING ........................................................................................................................................................................... 51

BUSINESS STUDIES ................................................................................................................................................................... 52

BUSINESS .................................................................................................................................................................................. 54

CERTIFICATE III IN BUSINESS .................................................................................................................................................... 56

DIPLOMA OF BUSINESS ............................................................................................................................................................ 58

LAW AND JUSTICE STUDIES ...................................................................................................................................................... 59

ENGLISH ......................................................................................................................................................... 60

ENGLISH A ................................................................................................................................................................................ 62

ENGLISH B................................................................................................................................................................................. 63

ENGLISH .................................................................................................................................................................................... 64

ENGLISH AS AN ADDITIONAL LANGUAGE ................................................................................................................................ 65

LITERATURE .............................................................................................................................................................................. 67

ESSENTIAL ENGLISH .................................................................................................................................................................. 68

ENGLISH & LITERATURE EXTENSION ........................................................................................................................................ 70

LITERACY (Short Course) .......................................................................................................................................................... 71

HEALTH AND PHYSICAL EDUCATION ............................................................................................................... 72

HEALTH & PHYSICAL EDUCATION............................................................................................................................................. 72

HEALTH EDUCATION ................................................................................................................................................................ 75

PHYSICAL EDUCATION .............................................................................................................................................................. 76

SPORT AND RECREATION ......................................................................................................................................................... 77

CERTIFICATE III in FITNESS ........................................................................................................................................................ 79

INDUSTRIAL TECHNOLOGY & DESIGN, and HOSPITALITY .................................................................................. 80

EARLY CHILDHOOD STUDIES .................................................................................................................................................... 81

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ENGINEERING SKILLS (Manufacturing) ..................................................................................................................................... 83

FURNISHING SKILLS (Manufacturing) ....................................................................................................................................... 86

INDUSTRIAL GRAPHICS SKILLS .................................................................................................................................................. 88

HOSPITALITY PRACTICES .......................................................................................................................................................... 90

LANGUAGES ................................................................................................................................................... 94

JAPANESE ................................................................................................................................................................................. 94

FRENCH .................................................................................................................................................................................... 98

SPANISH ................................................................................................................................................................................. 104

ITALIAN ................................................................................................................................................................................... 107

MATHEMATICS ............................................................................................................................................. 111

GENERAL MATHEMATICS ....................................................................................................................................................... 112

MATHEMATICAL METHODS ................................................................................................................................................... 115

SPECIALIST MATHEMATICS .................................................................................................................................................... 118

ESSENTIAL MATHEMATICS ..................................................................................................................................................... 121

NUMERACY (Short Course) .................................................................................................................................................... 124

SCIENCE ....................................................................................................................................................... 125

PREPARATORY BIOLOGY......................................................................................................................................................... 127

BIOLOGY ................................................................................................................................................................................. 128

PREPARATORY CHEMISTRY .................................................................................................................................................... 131

CHEMISTRY ............................................................................................................................................................................. 132

PREPARATORY PHYSICS .......................................................................................................................................................... 134

PHYSICS .................................................................................................................................................................................. 135

MAINSTREAM SCIENCE .......................................................................................................................................................... 137

MARINE SCIENCE .................................................................................................................................................................... 138

AQUATIC PRACTICES .............................................................................................................................................................. 140

PSYCHOLOGY .......................................................................................................................................................................... 141

STUDY of SOCIETY and the ENVIRONMENT ................................................................................................... 142

HISTORY .................................................................................................................................................................................. 143

ANCIENT HISTORY .................................................................................................................................................................. 144

MODERN HISTORY .................................................................................................................................................................. 145

GEOGRAPHY ........................................................................................................................................................................... 146

LEGAL STUDIES ....................................................................................................................................................................... 147

ECONOMICS ........................................................................................................................................................................... 148

TOURISM ................................................................................................................................................................................ 149

INTERNATIONAL BACCALAUREATE ................................................................................................................ 150

PREPARATION PROGRAM (Year 10) ....................................................................................................................................... 151

INTERNATIONAL BACCALAUREATE (Year 11 and 12) ............................................................................................................. 152

Group 1: STUDIES IN LANGUAGE AND LITERATURE ............................................................................................................... 153

Group 2: LANGUAGE ACQUISITION ........................................................................................................................................ 155

Group 3: INDIVIDUALS & SOCIETIES ....................................................................................................................................... 157

Group 4: SCIENCE ................................................................................................................................................................... 161

Group 5: MATHEMATICS ........................................................................................................................................................ 164

Group 6: THE ARTS ................................................................................................................................................................. 165

IB Core Subjects...................................................................................................................................................................... 167

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SCHOOL PHILOSOPHY

CHARTER: We are a community that encourages excellence, applauds achievement and celebrates diversity.

Promoting the values of integrity, diligence, compassion and respect, we serve our school community by nurturing

and challenging students and staff to reach their personal best.

The 21st century belongs to people who can live and work in more than one country and communicate effectively

with other cultures. The world is our classroom through information and communication technologies, international

language studies and cultural exchanges. Through a varied and engaging curriculum we draw students from

across our city and around the world.

Guided by the beliefs and values expressed in the United Nations Declaration of Human Rights, we foster

international perspectives to create global citizens.

We commit to our community as an outward looking school, building local and international partnerships through:

Internationally Recognised Curriculum

Specialised Academic Programs

Diverse Courses

Flexible Vocational Pathways Extension Activities

Student Support Staff Development

School Community Partnerships

VISION: Many Pathways ~ No Limits

VALUES: Underpinning our school philosophy are four core values - Respect, Integrity, Diligence and Compassion. As

members of the Benowa State High School community, students will action these values by:

Respecting themselves, others and the school environment

Showing integrity through their actions

Being diligent in their education

Showing compassion towards others

GENERAL INFORMATION

PURPOSE OF THE CURRICULUM GUIDE

This guide provides current students, prospective student and their parents or caregivers with information

regarding the broad range of programs offered at Benowa State High School and specific course descriptions of

subjects within these programs. It is designed to assist students, parents and teachers during the course

counselling process and to help students make decisions about a suitable course of study (pathway) from Year 10 to

the completion of Year 12.

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HOW TO USE THIS CURRICULUM GUIDE

The guide is divided into three sections:

Information about Pathways Planning

General information about programs offered in the senior school

Curriculum section detailing the courses offered in Years 10-12

Parents and caregivers are encouraged to explore this guide with their son or daughter and to plan possible options

and pathways of study. We recommend that students and parents read the guide carefully prior to the subject

selection deadline. A copy of this Booklet can be found on the school website.

COUNSELLING PROCEDURES

It is important that students and parents, together with teachers, are involved in the selection of courses for

each student. Details of requirements for each year level are outline in this guide. Parents are invited to discuss

requirements with staff at any time.

Students should select courses that suit their abilities, their interests and their post-school aspirations. It is crucial

that options are kept open for as long as possible during Year 8 and Year 9 before students make selections

according to their individual and career needs.

The course counselling process includes:

Personal Development Program (PDP) lessons Information evenings for parents Student Education and Training Plan (SETP) meetings for families in Year 10 Counselling opportunities via Student Support Services and Heads of Department Some re-counselling during Term 4 based on a review of student achievement

SUBJECT AVAILABILITY

Availability of subjects offered in this guide is dependent on the number of students selecting the subject and staff

availability. If a subject chosen by a student does not proceed the student will be advised and supported to select an

alternative subject.

MATERIALS AND SERVICE CHARGES

Each year the school prepares curriculum budgets in accordance with Department of Education and Training (DET)

regulations. Within these regulations some subjects incur a subject charge to cover additional costs beyond the

standard curriculum delivery. Charges are reviewed annually and will be circulated to Parents in Term 3.

PATHWAY PLANNING

Research shows that students who select a pathway that is relevant to them are much more likely to engage

positively with learning in senior school. Decisions about pathways for students start with conversations about the

student’s interests, passions, strength and values.

Students have access to career information through the Student Education Training Plan (SETP) process (a

compulsory component of Year 10). The purpose of the SETP is to encourage students to develop the skills and

understandings required to succeed in senior school and beyond. Students are required to explore the

connection between their interests, abilities, learning styles and employment pathways. They set goals, research

how to get there and design a plan that supports achieving their goals. As part of the SETP, Year 10 students

undertake a series of presentations from Guidance Officers and have opportunities to visit Gold Coast Career

Festival, Destination Day and the annual Subject Expo. These occurrences allow for the development and

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understanding of potential employment options and pathways in which they may be interested. Year 11 and 12

students are also able to complete Work Experience by negotiation with the Careers Officer.

Whilst over 60% of our Year 12 students transition to University study, there are approximately 40% for whom this

is not a useful choice at this time in their life. It is important that parents and students consider all options available

and do not simply opt for a default University Pathway. Students choosing the University Pathway need to

understand that they will be required to commit to many hours of independent study, both in Year 11 and 12,

then at University and beyond. Students who are not suited to these demands need to strongly consider TAFE,

traineeship or apprenticeship options.

CURRICULUM PATHWAYS

Our curriculum is designed initially to allow students to select a broad direction to guide their passage through

Senior School and transition to employment or further study. Pathway Planning encourages the student to focus

on where they want to be in the future and to design a school program of subjects that support the student to

achieve this goal. Because the pathways are very broad they do not prevent students from changing directions if

their career or study interests change over time. In fact, you will observe that many of the same subject

selections can be found in the university, TAFE and employment pathways.

Pathway planning supports students to select a coherent group of subjects that build skills, competencies and

knowledge in specific areas. From these broad groupings students select a pathway that leads to a career or study

area. For example, students taking a university pathway toward Engineering will need to select Maths and Physics

courses. There may also be some Design and Technology courses that support the practical learning that is an

advantage in this area. Alternatively, a student taking a Hospitality pathway could support this direction by taking

Business and Hospitality or a TAFE schools-program course or possibly another language.

The Key Options are:

Preparing for entry to a University degree. Preparing for entry to TAFE and other training providers. Preparing for entry to Apprenticeships or Traineeships. Preparing for entry into the Defence Forces. Preparing for entry into employment.

As universities, particularly interstate and overseas, have their own entrance requirements, students are advised to

research the requirements of the university for which they are applying. Students taking this direction and

graduating in 2020 will need to complete the eligibility requirements of the Australian Tertiary Admission Rank

(ATAR).

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PATHWAYS THROUGH & BEYOND SCHOOL

SENIOR SCHOOL CURRICULUM

Senior School curriculum begins with the pathways that students select in Year 10. In Year 10 students are

encouraged to think deeply about their pathway through Senior School to further study or employment.

Therefore, students are offered a wide degree of choice to give them the flexibility to pursue the pathway that

best suits them. Students are also required to further develop their skills as independent learners so that they can

be well prepared for the challenges of Year 12 study and beyond.

YEAR 10 CURRICULUM PATTERN

The Year 10 Curriculum pattern requires:

2 Semesters of English (English A or English B) 2 Semester of Maths 1 Semester of History (Core units in Semester 1) 1 Semester of Ancient History, Modern History or Geography (Elective units in Semester 2) 2 Semesters of Science subjects (Science, Biology, Chemistry or Physics) 4 Semesters of Elective options; including TAFE Gold Coast School Program

At Year 10, learning areas l ike Maths and Science offer several options for students by dividing into subjects that

best suit particular pathways. For example, students who wish to select Chemistry or Physics in Years 11/12 need

to take pre-senior Chemistry or Physics at Year 10. In English, students are placed in either English A (standard) or

English B (an extension course) based on their Year 9 results. More information about these programs can be found

in the English section of this guide.

PATHWAY

PLANNING

SETP PDP program Careers Expo Job Guide Traineeships Support Services

QCE/ATAR

PATHWAY

QTAC application Extension Subjects Study Programs

UNIVERSITY

ENTRANCE

ATAR University Entrance TAFE

VOCATIONAL STUDY

OR EMPLOYMENT

Apprenticeships Traineeships Employment TAFE entrance

PATHWAY

QCE completion ATAR eligibility

established Study programs

QCE VOCATION

PATHWAY

QCE completion TAFE SAT Employment SETP review

QCE COMPLETION

QCE Completion (20 points)

QTAC/TAFE applications

SAT/TAFE school based program completion

Year 10 Year 11 Year 12 GOAL

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YEAR 10 SUBJECTS

Faculty Subject Year 10

Sem 1 Sem 2

Pathway in Year 11 & 12

2019, 2020

English English A QCE, ATAR

English B QCE, ATAR

Mathematics General Mathematics QCE, ATAR

Mathematical Methods QCE, ATAR

Specialist Mathematics QCE, ATAR

Social Science History QCE, ATAR

Modern History QCE, ATAR

Ancient History QCE, ATAR

Geography QCE, ATAR

SOSE QCE, ATAR

Science Science QCE, ATAR

Physics QCE, ATAR

Biology QCE, ATAR

Chemistry QCE, ATAR

Marine Science QCE, ATAR

Integrated Science QCE, ATAR

Psychology QCE, ATAR

The Arts Music QCE, ATAR

Drama QCE, ATAR

Dance QCE, ATAR

Visual Art QCE, ATAR

Business Business Studies QCE, ATAR

Law & Justice QCE, ATAR

HPE Physical Education QCE, ATAR

Industrial

Technology &

Design and

Hospitality

Early Childhood Studies QCE, ATAR

Engineering Skills (Manufacturing) QCE, ATAR

Furnishing Skills (Manufacturing) QCE, ATAR

Industrial Graphic Skills QCE, ATAR

Hospitality Practices QCE, ATAR

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Languages Immersion French (Year 11) QCE, ATAR

Japanese QCE, ATAR

Italian QCE, ATAR

Spanish QCE, ATAR

STUDENT EDUCATION & TRAINING PLAN (SETP)

The Student Education & Training Plan (SETP) is a compulsory component to be completed during Year 10 and

maps out how students will work towards a QCE, Queensland Certificate of Individual Achievement (QCIA),

Certificate I or higher qualification, and/or a viable work option during Years 11 & 12.

The SET Plan is designed to:

work as a framework to help students achieve learning goals during the Senior Phase of Learning include flexible and co-ordinated pathway options assist students to examine further options across education, training and employment sectors help students communicate with parents/carers or personnel from the school

The school will work with students to develop and then implement their SET plan. This plan is to assist students

to make good choices about further learning and work. In this personalised plan, the student will be able to list a

variety of different learning pathways, some of which may be accessed outside the current formal structure of the

school. This will allow the student to create more options and flexibility in their learning. The plan can be altered

if the student decides to change direction and explore different learning pathways.

Once the SET Plan is completed Benowa SHS will register the student and the Queensland Curriculum &

Assessment Authority (QCAA) will open a Learning Account in the student’s name. A Learner Unique Identifies (LUI)

and a password will be generated for each student which enables individual enrolments and results to be tracked

through the Student Connect web site at https: //studentconnect.qcaa.qld.edu.au/learning.html

USI INFORMATION

Year 10 students will also be required to complete the USI (Unique Student Identifier) form and return to the Head

of Senior Schooling, Ms Sarah Price. The USI is a reference number made up of 10 numbers and letters. Students

need a USI in order to receive nationally recognised training qualifications or statements of attainment. If you don’t

have a USI you will not receive your qualification or statement of attainment. Your USI will give you access to an

online record of the training you have done and a comprehensive transcript of your training.

The following resources are available in schools and give you information about occupations and the subjects and

courses needed to gain entry to these occupations.

Australia’s national career information service, called myfuture, at http://www .myfutur e.edu.au

The Job Guide accessed at http://www.jobguide.thegoodguides.com.au ; www.jobguide.education.gov.au

Information from industry groups provide information on the various pathways to jobs within these industries – start with the Australian Industry & Skills Committees at https://www.education.gov.au/AISC

Job and careers planning – Department of Education, Training and the Arts’ website at https: //employment.gov.au/job-seekers-0 www.studentconnect.qcaa.qld.edu.au

Year 10 Learning Options and advice http://www.qcaa.qld.edu.au/downloa ds/senior/yr10_guide_learning_options.pdf

Tertiary entry: Internal Year 12 students without OPs is a handout that is available from QTAC’s website at hhhttp://www.qtac.edu.au . It explains how students who are not eligible for an Overall Position (OP) can gain entry to tertiary courses through QTAC.

The Queensland TAFE Course information is available at h ttp://www.tafeqld.edu.au

http://www/

http://www.jobguide.thegoodguides.com.au/

http://www.jobguide.education.gov/

http://www.studentconnect.qcaa.qld.edu.au/

http://www.qcaa.qld.edu.au/dow

9

Education Queensland Curriculum Exchange for Students: www.wep.org.au ; www.ef.com/highschool

Queensland Curriculum & Assessment Authority: http://www .qca a.qld.edu.au

Queensland Tertiary Admissions Centre: http://www .qt ac .edu.au/

Seek Career Resources: http://www.seek.com.au/career -resources

Australian Apprenticeships: http://www .australianapprenticeships.gov.au

Queensland's career events: http://www.careersevent.com

Planning your pathway to a QCE: http://www.qcaa.qld.edu.au/downloads/senior/qce_planning_pathwa y.pdf

REMIN DER: Student Education & Training Plan can be accessed at home on https://oslp.eq.edu.au

YEAR 11 AND 12 CURRICULUM PATTERN

Subjects can only be offered when numbers are sufficient and suitable staff are available.

Students wishing to study Year 11 at Benowa State High School must carefully read the relevant sections of

this handbook before selecting six subjects and two reserve selections, of which students will only study six.

We will endeavour to give students their subjects but cannot make guarantees.

CLASSIFICATION OF SUBJECTS

Senior subjects are grouped into two categories:

General Subjects contribute to your Australian Tertiary Admission Rank (ATAR). All General subjects are weighted

equally by the Queensland Curriculum & Assessment Authority (QCAA). School work programs in these subjects are

based on QCAA syllabuses and have been accredited by the QCAA. In these subjects work will be classified as

formative (in most subjects this will be Year 11 work) or summative assessment. Formative assessment means that

this assessment does not contribute to your ATAR and in most subjects, this occurs in Year 11. Summative assessment

means this contributes towards your ATAR and for most subjects this occurs in Year 12. Students will be informed

whether assessment is formative or summative within each subject. Tertiary institutions often set some of these

subjects as prerequisites for entry into courses. The Queensland Tertiary Admissions Centre (QTAC) will issue this

booklet in July. In the meantime, see a Guidance Officer.

Applied Subjects may contribute to the ATAR. One applied subject, along with four general subjects may contribute

to an ATAR score. They may include Study Area Specifications (SAS) from the QCAA or they may be initiated wholly

by the school. Their work programs must still be accredited.

Students are able to take a full set of General subjects, a full set of Applied subjects, or a mixture of five General

plus one Applied or certificate course.

SELECTING YOUR SUBJECTS

Above all, choose subjects that you will do well in and that you enjoy.

Research has shown that to get the highest ATAR of which you are capable, you should study the subjects that you

enjoy and at which you do well. It is all very well to keep all your options open by taking specific prerequisite

subjects, however, by doing subjects that you find too difficult or that are not suited to you, you may actually

reduce your options in terms of your results and consequently the ATAR you achieve.

Please consider if a university or TAFE course you want to do has a prerequisite subject you find too difficult at

school, how will you be able to achieve what is required by that course at the university level?

At Benowa State High School, it is compulsory to study one of the English and one of the Mathematics

subjects. Some key advice to be taken into account is offered below:

http://www.wep.org.au/

http://www.ef.com/highschool

http://www/

http://www/

http://www.seek.com.au/car

http://www/

http://www.careersevent.com/

http://www/

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You need to consider how best to meet the literacy and numeracy requirements of the QCE. You may choose any combination of subjects in preference order (including English) of which you will

eventually study six (6). The school will endeavour to give you your choices in preference order but there is no guarantee.

You cannot do Specialist Mathematics unless you also do Mathematical Methods. You CAN take Mathematical Methods without Specialist Mathematics. You cannot take General Mathematics, Mathematical Methods & Specialist Mathematics altogether. Students’ results in Year 10 subjects such as Mathematics and English should be used as indicators of

success in other subjects.

IN SUMMARY Choose your subjects according to the following:

Subjects you enjoy.

Subjects in which you do well e.g. gain the highest marks.

Subjects that you need as tertiary prerequisites. Check QTAC website (www.qtac.edu.au)

Do not choose your subjects for the following reasons:

‘Your friend is taking that subject.’ In a school of this size, there are usually several classes in a subject, so

even if you are doing the same subjects as your friend, you won’t necessarily be in the same class.

‘You do/don’t like the teacher.’ There is no guarantee that you will have any particular teacher in 2017.

‘Someone told you that the subject is fun.’ It may be enjoyable for someone but not necessarily for you.

Make up your own mind.

‘Someone told you that the subject is boring.’ (See point 3).

‘Someone told you that you do/don’t need that subject for the course you want to take at uni.’ Check in

Tertiary Prerequisites or see a Guidance Officer.

Choose very carefully. At Benowa State High School ‘blocks’ of subjects (i.e. groups of subjects that are programmed at the same time on

the timetable) are determined prior to students selecting their subjects. Subject changes therefore are not always

possible and in any case are only permitted at certain times.

If you have any enquiries regarding information in this book please contact the relevant Heads of Department and/

or Directors.

THE SENIOR STATEMENT The Queensland Curriculum & Assessment Authority (QCAA) issues the Senior Statement which is an official record

of all the learning achievements in a Learning Account if you have stayed until the last day of Year 12. It details what

learning was attempted, the standard achieved and where and when the learning took place. At the end of Year 12,

the school assigns Levels of Achievement on the basis of your work in the Senior years. The Levels of

Achievement (standards achieved) marked out of 100 will be matched to reporting standards to determine the

minimum requirement for the Grades A to D and establish cut-offs for each subject. Student results will then be

reported as a grade.

The QCAA will issue the Senior Statement to young people who:

have met the requirements for the Queensland Certificate of Education, or are attending a school, and have banked at least one achievement in their Learning Account and are

enrolled at a school until the prescribed date at the end of Year 12, or have completed a pattern of study which makes them ATAR eligible.

For more information regarding the Queensland Certificate of Education and the Senior Statement:

visit the QCAA website at www.qcaa.qld.edu.au Student Connect web site at h ttps: //studentconnect.qcaa.qld.edu.au/learning.html.

http://www.qtac.edu.au/

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

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AUSTRALIAN TERTIARY ADMISSION RANK (ATAR) If you are considering going to university, make sure that you will be eligible for an Australian Admission

Tertiary Rank (ATAR). Most school leavers who enter university will do so via their ATAR in 2021. Make sure

that you consult Tertiary prerequisites to check the subjects specified by Universities for entry to particular

courses .

The Queensland Tertiary Admissions Centre (QTAC) will be responsible for calculating students' ATARs. QTAC

will calculate ATARs based on either: a) a student's best five General (currently Authority) subject results, as is

currently the case for the OP system, or b) a student's best results in a combination of four General subject

results, plus an applied learning subject result. Although most students wishing to gain an ATAR will study six

general subjects, it is possible to study a minimum of general subjects plus two others from those listed below

in the table.

The ATAR is a much finer grained rank order of students than the OP. It is a number between 0.00 and 99.95

with increments of 0.05, whereas the OP consisted of 25 bands. Please note that the ATAR is commonly used

in other states and territories.

CALCULATING ATARs

OR

Best five QCAA General subjects Best four QCAA General subjects

+

The best result in a:

QCAA Applied (currently Authority-registered

subject or Subject Area Syllabus subject)

OR

Certificate 111

OR

Certificate IV

OR

Diploma

OR

Advanced diploma

If a student is eligible for an ATAR in both categories, QTAC will use their highest ATAR.

In the new system of tertiary entrance, 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 (new subject), English and

Literature Extension (renamed), or English as an Additional Language. While students must meet this standard

to be eligible to receive an ATAR, it won't be mandatory for a student's English result to be included in the

calculation of their ATAR.

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THE NEW QCE SYSTEM

STUDENTS GRADUATING IN 2020

Queensland’s system of senior assessment is set to change, commencing with Year 11 students in 2019. To keep

pace with a transforming society and economy, Department of Education and Training (DET) has moved to

strengthen our current system and enhance its fairness and reliability. In response to advice from educational

experts, a new world class curriculum (including new syllabuses) and assessment system have been developed.

Subjects will be divided into two categories; General and Applied. Both categories will contribute to a student’s

attaining an Australian Tertiary Admission Rank (ATAR) – not an OP as it currently stands.

When the changes are in place, students will complete a total of four assessments that count towards their final

grade in each subject. Three school-based assessment results will be combined with one external assessment

(common to all schools) for all General subjects. The external assessment results will contribute 25% towards a

student’s result in most subjects and will be developed and marked by QCAA. In mathematics and science subjects,

it will generally contribute 50%.

The school-based assessments will not be scaled by the results of the external assessment when calculating a

student’s subject result. The Queensland Tertiary Admissions Centre (QTAC) will calculate tertiary entrance ranks by

comparing student results through a process of inter-subject scaling.

After confirmation and external assessment marking have been completed, QCAA will determine the final subject

result for each student. Subject results will be calculated by combining the school –based assessment marks with the

external assessment mark. The final subject result will be expressed as a numerical value (out of 100).

Subject results and other learning that can contribute towards tertiary entrance will be provided to QTAC so it may

be scaled to calculate ATARs for ranking purpose.

Eligible students will continue to receive a QCE.

A comparison table highlighting the differences between the current system and the new system has been included below for your perusal. Additional information regarding the new QCE system will be communicated to the school community via newsletter and school website as it becomes available.

STUDENT EDUCATION PROFILE (SEP)

The Student Education Profile (SEP) issued by the Queensland Studies Authority, is made up of the Queensland

Certificate of Education, the Senior Statement and the Overall Position and Field Positions.

QUEENSLAND CERTIFICATE OF EDUCATION (QCE)

The QCE is Queensland’s senior school-based qualification, awarded to eligible students on completion of the

senior phase of learning, usually at the end of Year 12. The qualification is internationally recognised and offers

flexibility in what is learnt, as well as where and when learning occurs. This allows students to tailor their senior

pathway to suit their interests and support their future goals.

The QCE is achievable for students and recognises a broad range of learning, including senior school subjects,

vocational education and training (VET), workplace and community learning recognised by the Queensland

Curriculum & Assessment Authority (QCAA), and university subjects undertaken while at school.

To be awarded a QCE, a student needs to demonstrate a significant amount of learning, to a set standard and in a

set pattern, while meeting literacy and numeracy requirements. These requirements are measured in terms of

credits. Credits are banked when the set standard has been met.

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Students must have at least 20 credits in the required pattern to be awarded a QCE.

If a student hasn’t achieved enough credit to qualify for a QCE by the end of Year 12, they can add to their

learning account for up to seven years after leaving school. Once they achieve 20 credits and have completed the

QCE requirements, the QCAA will award their QCE in the following July or December.

COURSES OF STUDY

A wide variety of courses of study may contribute towards the QCE. Contributing studies are classified into four

categories:

Core courses are usually undertaken by students during the senior phase of learning and include General and Applied subjects, Extension subjects, Certificates II, III & IV, School-based Apprenticeships and recognized studies by QCAA as core.

Preparatory courses are generally used as stepping stones to further study or training. Complementary courses provide learners with opportunities to develop their skills and knowledge at a

higher level. Such courses go beyond the scope and depth of typical senior secondary schooling. To gain credit for one

or two semester university subjects, diplomas or advanced diploma courses in VET, the student must undertake these courses as part of a school program in partnership with a tertiary education institution.

Different types and amounts of learning attract different amounts of credit towards the QCE. Credit is assigned when

a minimum standard of achievement has been reached. A young person must achieve at least 20 credits to be

eligible for a QCE. A minimum of 12 credits must come from completed Core courses of study. The remaining 8

credits may come from a combination of Core, Preparatory, or Complementary courses, a maximum of 4 credits

from Preparatory courses of studies and a maximum of 8 credits from Complementary courses of study. Partial

completion of a Core course of study may also contribute some credit.

QCAA Short Courses• QCAA Short Course in Aboriginal & Torres Strait Islander Languages• QCAA Short Course in Career Education

up to 1

University subjects up to 4

Diplomas and Advanced Diplomas up to 8

Recognised studies categorised as Complementary as recognised by QCAA

QCAA Short Courses• QCAA Short Course in Literacy• QCAA Short Course in Numeracy

up to 1

Certificate I qualifications up to 3

Recognised studies categorised as Preparatory as recognised by QCAA

COURSE QCE CREDITS PER COURSE

QCAA General subjects and Applied subjects up to 4

QCAA Extension subjects up to 2

Certificate II qualifications up to 4

Certificate III and IV qualifications (includes traineeships) up to 8

School-based apprenticeships up to 6

Recognised studies categorised as Core as recognised by QCAA

About the QCE

Queensland Curriculum & Assessment AuthorityApril 2018

As well as meeting the below requirements, students must have an open learning account before starting the QCE, and accrue a minimum of one credit from a Core course of study while enrolled at a Queensland school.

20 credits from contributing courses of study, including:

• QCAA-developed subjects or courses

• vocational education and training (VET) qualifications

• non-Queensland studies• recognised studies.

Satisfactory completion, grade of C or better, competency or qualification completion, pass or equivalent.

Students must meet literacy and numeracy requirements through one of the available learning options.

12 credits from completed Core courses of study and 8 credits from any combination of:

• Core• Preparatory (maximum 4)• Complementary (maximum 8).

The Queensland Certificate of Education (QCE) is Queensland’s senior secondary schooling qualification. It is internationally recognised and provides evidence of senior schooling achievements.

The flexibility of the QCE means that students can choose from a wide range of learning options to suit their interests and career goals. Most students will plan their QCE pathway in Year 10 when choosing senior courses of study. Their school will help them develop their individual plan and a QCAA learning account will be opened.

To receive a QCE, students must achieve the set amount of learning, at the set standard, in a set pattern, while meeting literacy and numeracy requirements. The QCE is issued to eligible students when they meet all the requirements, either at the completion of Year 12, or after they have left school.

Set amount20 credits

Literacy &numeracyrequirement

met

Set pattern12 + 8 credits

Set standardachieved

Within the set pattern requirement, there are three categories of learning — Core, Preparatory and Complementary. When the set standard is met, credit will accrue in a student’s learning account.

To meet the set pattern requirement for a QCE, at least 12 credits must be accrued from completed Core courses of study. The remaining 8 credits may accrue from a combination of Core, Preparatory or Complementary courses of study.

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

To meet the literacy and numeracy requirement for the QCE, a student must achieve the set standard in one of the literacy and one of the numeracy learning options:

• QCAA General or Applied English subjects• QCAA Short Course in Literacy• Senior External Examination in a QCAA English

subject• FSK20113 Certificate II in Skills for Work and

Vocational Pathways• International Baccalaureate examination in

approved English subjects• Recognised studies listed as meeting literacy

requirements

• QCAA General or Applied Mathematics subjects• QCAA Short Course in Numeracy• Senior External Examination in a QCAA

Mathematics subject• FSK20113 Certificate II in Skills for Work and

Vocational Pathways• International Baccalaureate examination in

approved Mathematics subjects• Recognised studies listed as meeting numeracy

requirements

For more information about the QCE requirements, see the following factsheets, which are available on the QCAA website at www.qcaa.qld.edu.au:

• QCE credit and duplication of learning• QCE credit: completed Core requirement• QCE literacy and numeracy requirement.

QCE requirements

More information

Set pattern

Literacy & numeracy

Core: At least 12 credits must come from completed Core courses of study

Preparatory: A maximum of 4 credits can come from Preparatory courses of study

Complementary: A maximum of 8 credits can come from Complementary courses of study

Literacy Numeracy

Set amount

Set pattern

Set standard

Literacy & numeracy

15

16

17

ALTERNATIVE PATHWAYS (Offered to Senior Secondary Students)

Because of the Education and Training Reforms and the greater flexibility offered through the new QCE system, students can now embrace a number of different pathways to education and training while still attending school. For example students can:

undertake a school based traineeship or apprenticeship attend a course at TAFE or with a Private Provider to begin or even complete a Certificate I – IV or

Diploma course enrol in subjects at university

ATTENDANCE POLICY

At Benowa State High School our clear objective is for every student to attend school all day, every day. We believe

student’s social, academic and personal development is greatly enhanced by attending school.

Every Day Counts

Every Day Counts is a state wide initiative addressing the issue of student attendance at school. Every Day Counts

promotes four key messages:

all children should be enrolled at school and attend on every school day schools should monitor, communicate and implement strategies to improve regular school attendance addressing the issue of truancy as it can place a student in unsafe situations and impact on their

future employability and life choices Attendance at school is the responsibility of everyone in the community.

GROUNDS FOR CANCELLATION OF ENROLMENT

The Principal can cancel the enrolment of a post compulsory age student (post Year 10 or 16 years of age) if the

student displays persistent refusal to participate in the program of instruction.

SCHOOLS PROGRAM (TAFE Gold Coast)

TAFE Queensland Gold Coast’s Schools Programs gives Year 10*, Year 11 and

Year 12 high school students the opportunity to attend TAFE one day a week to

gain credit points towards a QCE. On successful completion of a one year

program, students gain a Certificate I, or a Certificate II and Certificate III over

one to two years.

TAFE Queensland Gold Coast Schools Programs have been designed in close

consultation with business and industry. When students complete their studies, they will have the necessary

skills and knowledge to ensure they have a competitive advantage when entering the workforce or moving onto

further education.

Students must be turning 15 at the commencement of their course & express interest for courses only applicable to their grade level

*For timetable purposes students need to attend TAFE courses on Fridays ONLY There are a number of 6 month courses; if a student enters one of these they need to have a plan

for the following semester.

TAFE Course offerings for 2018 are not available at the time of publication.

These will be available at the Subject Expo Wednesday 1st August 2018.

18

PREREQUISITES FOR ENTRY

Parents and students have given feedback that there is a need for more specific information about what students

need to achieve to indicate that they could successfully cope with the requirements of a Senior subject. The

Prerequisites for Success are designed to guide parents and students in making the best decisions possible when

selecting pathways and subjects that support them. Students’ pathway choices need to be based on evidence of their

own abilities as well as their aspirations.

Prerequisites for entry are the standards and skills that students need to demonstrate in Year 10 in order to

predict success in subjects that follow on into Years 11 and 12.

The requirements are listed in the Senior Secondary Curriculum Guide under the relevant Learning Area subjects.

Students entering Year 11 will have to demonstrate the requirements for success to automatically be accepted in

to Year 11 subjects and follow on Year 12 subjects. Students who do not meet the prerequisites for entry at the

time SETP counselling occurs m ay be Provisionally Recommended if they receive endorsement from the relevant

Head of Department.

QCE PREREQUISITES FOR ENTRY – YEARS 11 & 12

GENERAL SUBJECTS REQUIRED SUBJECT(S)

MINIMUM

GRADE

REQUIRED

QCE

CREDITS

Accounting English A or B

General Mathematics (Maths A) or higher

C

C

4

Ancient History Geography or

Ancient History or

Modern History

C 4

Biology Preparatory Biology

Preparatory Chemistry

Preparatory Physics

Preparatory Marine Science

English A or B

Immersion Science

General Mathematics (Maths A)

Mathematical Methods (Maths B)

Integrated Science

B

B

B

B

B

B

B

C

B

4

Business English A or B


C

C

4

Chemistry Preparatory Biology


B

B

4

19

Preparatory Physics


English A or B



Immersion Science

Integrated Science

B

A

C

A

B

B

B

Dance English A or B

Dance skills based on individual merit

C 4

Drama Nil NA 4

Economics English A or B


C

C

4

English English A or B (Year 10) C 4

English as an Additional Language English A or B (Year 10) C 4

Literature English A (Year 10)

OR English B (Year 10)

OR English A or B (Year 10)

A

B

C PLUS B

standard

Extra

Credit task

4

English & Literature Extension (Year

12 only)

English or Literature (Year 11) B+ 2

French French (Year 9) C 4

French Extension (Year 12 only) French (Year 12) C 2

Geography Geography or

Modern History or

Ancient History

C 4

Health English A or B C 4

Italian Italian (Year 9 & 10) C 4

Japanese Japanese (Year 9 & 10) C 4

Legal Studies English A or B C 4

Marine Science Preparatory Biology


Preparatory Physics

B

B

B

4

20


Integrated Science

Immersion Science

English A or B



B

B

B

C

B

C

General Mathematics General Mathematics (Maths A) Year 10 C 4

Mathematical Methods Mathematical Methods (Maths B) Year 10 B+ 4

Specialist Mathematics Mathematical Methods (Maths B) Year 10 B+ 4

Modern History Geography or

Ancient History or Modern History

C 4

Music Music Year 9 or 10 OR through audition. Must

be able to read & write Music.

C 4

Music Extension (Year 12 only) By Audition Only 2

Physical Education English A or B

Year 10 PEO

C

B

4

Physics Preparatory Biology


Preparatory Physics


Integrated Science

English A or B


Specialist Mathematics (Maths C)

A

A

B

B

A

C

B

B

4

Spanish Spanish (Year 9 & 10) C 4

Visual Art English A or B

Examples of Art works

C 4

21

APPLIED SUBJECTS REQUIRED SUBJECT(S) GRADE

REQUIRED

QCE

CREDITS

Aquatic Practices General Science

Preparatory Biology

Preparatory Physics



A

C

C

C

C

4

Business Studies Nil N/A 4

Certificate III in Business (Year 11 &

12)

English A or B C Up to 8

Certificate III in Fitness Nil N/A Up to 8

Certificate II in Visual Arts -

Photography

Nil – Folio Application N/A 4

Diploma of Business (Year 11 & 12) Nil – via application N/A Up to 8

Drama in Practice Nil N/A 4

Early Childhood Studies Good safety record N/A 4

Engineering Skills Good safety record N/A 4

Essential English Nil N/A 4

Furnishing Skills Good safety record N/A 4

Hospitality Practices Good safety record N/A 4

Industrial Graphics Skills Nil N/A 4

Media Arts in Practice Art – Folio Application C 4

Essential Mathematics

Enrolled in General Mathematics (Maths A)

Year 10

N/A 4

Music in Practice Nil

Music performance skills based on individual

merit

N/A 4

Sport & Recreation Nil N/A 4

Tourism Nil N/A 4

Visual Arts in Practice English A or B C 4

Short Course - Numeracy Nil N/A 1

Short Course - Literacy Nil N/A 1

22

SUBJECTS by FACULTY - Year 11 & 12

CORE SUBJECTS

ENGLISH

HOD – Matt Pickersgill

[email protected] English English as an Additional Language Literature English & Literature Extension Essential English

MATHEMATICS

HOD – Ben Callum

[email protected] General Mathematics Mathematical Methods Specialist Mathematics Essential Mathematics

ELECTIVE SUBJECTS

SCIENCE

HOD – Rob Keen [email protected] Biology Chemistry Physics Marine Science Aquatic Practices

SOCIAL SCIENCE

HOD – Renee Larkin [email protected] Modern History Ancient History Geography Legal Studies Economics Tourism

THE ARTS

HOD – Bettianne Stuart [email protected] Dance Drama Music Visual Art Music Extension Media Arts In Practice Drama In Practice Music In Practice Certificate II in Visual Arts - Photography Visual Art In Practice

BUSINESS

HOD – Justin Hinton [email protected] Accounting Business Certificate III Business Diploma of Business Business Studies (SAS)

HEALTH & PHYSICAL EDUCATION

HOD – Ian Hutchison [email protected] Physical Education Health Sport and Recreation Certificate III in Fitness

LANGUAGES

HOD – Cathryn Cooper [email protected] French French Extension Japanese Italian Spanish

INDUSTRIAL TECHNOLOGY & DESIGN and HOSPITALITY

HOD – Brian McErlean [email protected] Early Childhood Studies Engineering Skills Furnishing Skills Hospitality Practices Industrial Graphics Skills

Bold type indicates a General Subject

Plain italic type indicates an Applied Subject

Plain type indicates an AQTF certificate course

mailto:[email protected]









23

ADDITIONAL PROGRAMS

Benowa State High school offers 4 types of accelerated learning programs;

Program 1

This program compacts Years 8, 9 and 10 into two years. E.g. Science in Years 8 and 9.

Program 2

This program provides subject acceleration course but no compaction. Students are promoted beyond their age

groups, according to their ability. E.g. Year 10 English student/s studying QCE (Year 11) English.

Program 3

This extension program takes students further and deeper within their subject without changing year group. E.g.

Year 12 students completing two extra semesters in Music Extension, French Extension and/or English Extension.

Program 4

This program is run in conjunction with Universities allows students to undertake tertiary subjects whilst still

enrolled in Year 12 . Successful completion of these subjects enables the student to gain early credits for tertiary

course and may guarantee early entry to selected University courses.

EDUCATION PROGRAMS FOR IDENTIFIED LEARNING NEEDS

Benowa State High School provides for students with disabilities and for students who require learning support.

By working in partnership with parents, teachers and service providers the school ensures that all students gain a

broad, balanced education that prepares them for effective participation in our society.

These programs may involve:

Lesson support in the mainstream classroom Modified programs and negotiated expectations between students, teachers, co-ordinators and parents Access to outside programs Links with support agencies for post-school transition

INTERNATIONAL STUDENT PROGRAM

The International Student Program at Benowa SHS has been running successfully for over 25 years and is overseen

in conjunction with Education Queensland International. The program is made up of students who come to Australia

on a 571 student visa who elect to study at Benowa SHS in a range of programs. These include a Study Abroad

program where students in this program stay for a minimum period of 3 months up to a maximum of 12

months and the Graduate Program where students come and complete Year 12 and continue on to Australian

universities.

Students pay full international academic fees and most participate in the homestay program where they live

with families connected to Benowa State High School.

PEER SUPPORT

Benowa SHS offers a comprehensive Peer Support program where students are trained in communication and

interpersonal skills. Benowa’s Peer Support Program provides our school community with evidence based, peer

led approach to enhance the mental, social and emotional wellbeing of young people.

The program provides students with a supportive learning environment in which to develop the skills,

understandings, attitudes and strategies to improve mental wellbeing. It develops key skills in resilience,

assertiveness, decision making, problem solving and leadership.

24

Programs offered include:

Peer Tutoring Program Year 8 Care Class “buddy” program One – to – one peer mentoring Lunch time activity program

Requests for assistance can be referred directly to the school Student Services Department or Guidance Officer.

ASSESSMENT POLICY

Benowa SHS is committed to an educational philosophy that encourages all students to achieve personal excellence

by developing their talents and abilities.

An assessment policy must provide a framework which ensures justice and equity for all students. Assessment

incorporates all measures used by Benowa SHS to determine student performance. Assessment policy and

procedures employed by the school comply with the policies and procedures set down by the Queensland

Curriculum & Assessment Authority (QCAA).

At all times, decisions related to assessment matters will be based on the professional discretion of class teachers

and the relevant Head of Department, sometimes in consultation with Administration. It is intended that this

policy will inform all matters related to assessment. A more comprehensive and detailed description of the

Assessment Policy can be found on the school’s website or relevant smart phone application.

25

Assignment completed YES NO

Assessment submitted, via “Turnitin” Unforeseen circumstances, Parent to phone

school and contact relevant HOD

Complete “Application for Extension – Other

than Examination” Form & submit to

relevant Head of Department (HOD). Support

documentation attached

Appendix F letter generated & sent to Parents

Possible “No Credit” assigned for Semester

ASSIGNMENT ASSESSMENT FLOWCHART

Assessment marked, standard assigned,

feedback given

Standard of Achievement awarded on

evidence sighted/demonstrated Assessment submitted, via “Turnitin”


feedback given

YES NO

Exam completed YES NO


feedback given Phone call to school by Parent

Complete “Missed Examination” Form &

submit to relevant Head of Department

(HOD)

HOD decision to allow opportunity to sit early

or late exam. Student informed of decision

HOD decision enacted. Subsequent result &

grading applied

EXAMINATION ASSESSMENT FLOWCHART

26

SUBJECTS BY YEAR LEVEL The subjects listed below are offered for study by students at Benowa SHS.

Year 10 Page

Art 46

Preparatory Biology 127

Business Studies 52

Preparatory Chemistry 131

Dance 31

Drama 34

Early Childhood Studies 81

Engineering Skills (Manufacturing) 83

English A 62

English B 63

French (Year 11) 99

Furnishing Skills (Manufacturing) 86

Health and Physical Education 72

History 143

Hospitality Practices 90

Industrial Graphics Skills 88

Italian 107

Japanese 94

Law and Justice 59

Preparatory Marine Science 138

General Mathematics 112

Mathematical Methods 115

Specialist Mathematics 118

Music 39

Preparatory Physics 134

Psychology 141

Mainstream Science 137

Spanish 104

27

Year 11 & 12 Page Year 11 & 12 Page

Accounting 51 Industrial Graphics Skills 89

Ancient History 144 Italian 108

Aquatic Practices 140 Japanese 95

Biology 128 Legal Studies 147

Business 54 Literacy – Short Course 71

Business Studies 53 Literature 67

Certificate III in Business 56 Marine Science 138

Diploma of Business 58 General Mathematics 112

Chemistry 132 Mathematical Methods 115

Dance 32 Specialist Mathematics 118

Drama 35 Essential Mathematics 121

Drama in Practice 37 Media Arts in Practice 38

Early Childhood Studies 81 Modern History 145

Economics 148 Music 40

Engineering Skills 84 Music Extension (Year 12 only) 42

English 64 Music in Practice 43

English as an Additional language 65 Numeracy – Short Course 124

Essential English 68 Certificate II Visual Arts - Photography 44

English & Literature Extension (Year 12 only) 70 Physical Education 76

Certificate III in Fitness 79 Physics 135

French (Year 12) 100 Spanish 105

French Extension (Year 12 only) 102 Sport & Recreation 77

Furnishing Skills 86 Tourism 149

Geography 146 Visual Art 47

Health Education 75 Visual Art in Practice 49

Hospitality Practices 92

28

The ARTS

YEAR 10 YEAR 11 YEAR 12

Year 10

VISUAL ART

VISUAL ART

(General)

VISUAL ART in

PRACTICE

(Applied)

VISUAL ART in

PRACTICE

(Applied)

CERT II in VISUAL ARTS

PHOTOGRAPHY

(VET)

CERT II in VISUAL ARTS PHOTOGRAPHY

(VET)

MEDIA ARTS in

PRACTICE

(Applied)

MEDIA ARTS in

PRACTICE

(Applied)

DANCE

(General)

DANCE

(General)

DRAMA

(General)

DRAMA

(General)

DRAMA in PRACTICE

(Applied)

DRAMA in PRACTICE

(Applied)

MUSIC EXTENSION

Performance, Composition or Musicology

(General)

Year 10

MUSIC

MUSIC

(General)

MUSIC

(General)

MUSIC in PRACTICE

(Applied)

VISUAL ART

(General)

Year 10

DANCE

Year 10

DRAMA

(OP)

MUSIC in PRACTICE

(Applied)

ART

DIGITAL

DANCE

MUSIC

AUDITION

DRAMA

29

SENIOR SECONDARY THE ARTS

LEARNING AREA

GENERAL

results may contribute to an Australian Tertiary Admission Rank (ATAR) calculation

results contribute to the Queensland Certificate of Education (QCE)

incudes external assessment

APPLIED

no more than one Applied subject can contribute to an ATAR calculation(two may be chosen in combination with 4 General Subjects and students will be given an ATAR)

results contribute to the QCE

School Based Assessment

Dance

Drama

Music

Visual Art

Drama in Practice

Media Arts in Practice

Music in Practice

Visual Arts in Practice

Music Extension

VET Qualification Photography – Cert II

30

The ARTS

Prerequisites: Subject Requirements Results QCE

Drama in Practice Nil N/A 4

Certificate II in Visual Arts -

Photography

Nil – Folio Application N/A 4

Media Arts in Practice Art – Folio Application

Year 10 Art

C

4

Music in Practice Nil

Music performance skills

based on individual merit

N/A 4

Visual Art in Practice English

English Communication

C

C

4

Visual Art English

Examples of Art works

C 4

Music Music Year 9 or 10 OR through

audition. Must be able to read

& write Music.

C 4

Music Extension

AMEB exam Yr11

By Audition Only 2

2

Dance English

Dance skills based on

individual merit

C 4

Drama Nil NA 4

31

DANCE CODE: DAN Year 10

Course Overview:

Dance is an important human activity through which students can capture and express ideas, learn about other

cultures, develop self-confidence, improve social skills, enhance physical wellbeing and develop an appreciation of

other artistic forms. You should choose this subject if you have an interest in expressing your ideas about the

world, you have a passion for dancing or you want to improve your fitness and flexibility.

Units of Work:

Term 1: Fit to Dance

Introduction to Dance fitness and Cheerleading.

Term 2: Pushing the Boundaries

Exploring Contemporary Dance technique and creating new works.

Term 3: Ballroom Blitz

A medley of Latin and Modern Ballroom styles, performed to the latest music.

Term 4: Production – What’s in what’s out?

Student’s choice of styles, putting it all together.

Types of Assessment:

Choreography:

Creating movements to convey themes interpret music and visually entertain.

Performance:

Development of technical and expressive dance skills.

Appreciation:

Viewing, analysing, discussing and writing about dance.

Requirements:

A USB, black dance shirt, black ¾ or full length dance pants and an IPod/Laptop or MP3 Player.

Pre requisite Subjects:

Sound Achievement or better in English.

Excursions:

Students are provided with opportunities to view live performances and work with professional artists at times

throughout the year.

Performances:

Students are given opportunities to take part in live performances throughout the year, culminating with Dance Night

in November.

Possible Career Pathways:

Dancer, Entertainer, Teacher, Childcare Worker, Pre School Teacher, Choreographer, Events Management, Lecturer,

Researcher, Writer, Arts Lawyer, Presenter, Agent, Journalist, Editor, Hospitality Industry, Fitness Trainer, Yoga

Instructor, Physiotherapist, Naturopath, Medical Rehabilitation, Sports Psychology.

32

DANCE CODE: DAN Years 11 & 12

Subject Type: General, QCE

Cost: The fee component of this subject is covered by student school levy fees.

Prerequisites: C achievement in Year 10 English, Dance skills based on individual merit

OVERVIEW

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 exploring 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

Dance is a General subject suited to students who are interested in pathways beyond school that lead to tertiary

studies, vocational education or work. A course of study in 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.

The demand for creativity in employees is rising in a world of rapid technological change. As more organisations

value work-related creativity and diversity, the processes and practices of dance develop transferable 21st century

skills essential for many areas of employment. As people are asked to think innovatively and differently,

unconventionally and from new perspectives, the role of ‘the creative’ across many workplaces is increasingly in

demand. Diverse pathways may include fields such as psychology, social work, counselling, law, journalism and

human relations.

Tertiary studies, vocational education or work experience in the area of Dance can lead to and benefit careers in

diverse fields such as:

arts administration and management, e.g. artist manager, arts administrator, booking agent, copyright/royalties manager, tour manager, venue manager, events and festivals manager/producer, arts and cultural advisor/administrator

communication, e.g. writer, communication strategist, arts editor, blogger/vlogger creative industries, e.g. professional performer, choreographer, choreologist, independent artist and

practitioner, artistic director, costume designer, dance technologist, dance videographer, producer, rehearsal director, theatre technician, stage manager

education, e.g. educator in schools, private studios, universities and professional dance company education programs

public relations, e.g. campaign manager, publicist, creative director research, e.g. dance researcher and academic, dance journalist/critic science and technology, e.g. dance health professional with further specialised training in areas of

medicine, health, therapy.

33

ASSESSMENT

Units Unit Description:

Assessment:

Unit 1: 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

Formative internal assessment/s

Unit 2: 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


Unit 3: 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

Summative internal assessment 1:

Performance (20%)


Choreography (20%)

Unit 4: 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 and style


Dance work (35%)

Units 3 & 4 Summative external assessment: Examination (25%)

34

DRAMA CODE: DRA Year 10

Course Overview:

Drama is one of the oldest art forms known. It has its origin in the impulse to imitate, symbolise and ritualise

experiences in an attempt to understand and control them. Drama provides a medium for exploration, social

criticism, celebration and entertainment. It enables students to define and shape their own identity within social

and cultural contexts.

You should choose Drama if you enjoy working in groups, working actively and creatively, expressing ideas through

voice and movement or writing and designing.

Units of Work:

Term 1: The Maiden Voyage – Titanic and Improvisation

Adopt the role of a real-life passenger on the Titanic as we re-enact the many events through improvisation –

including the ship’s infamous sinking.

Term 2: Our First Encounters – Small Poppies and Theatre for Young People

Do you remember your first day of school? In this play you take on the role of a five-year-old starting school,

performing it to primary school audiences.

Term 3: A Journey of the Mind – Page to Stage Translation

Develop and perform strange, creepy or absurd versions of the classic tales of Alice in Wonderland and The

Wizard of Oz, based on a subculture of your choice.

Term 4: A Tour of Teen Angst – Theatre for Adolescent

Delve into modern Queensland-based plays about 15-year-old Year 10 students, targeting your own age group as an

audience.


Presenting: Extended Improvisation

Responding: Reflection and analysis (Essay)

Forming: Production Journal

Presenting: Group performance

Forming: Scripted Scene

Presenting: Group Performance

Responding: Analysis of Senior Drama Festival (Essay)

Presenting: Group performance

Responding: Play Analysis (Open-book exam)

Requirements:

USB and Black Drama Pants


Nil - This is a foundation subject for the Senior Authority Drama Subject.

35

Excursions:

Students are provided with opportunities to view live performances throughout the year.

Performances:

Students are given opportunities to take part in live performances throughout the year during several Drama Nights.


Actor, Director, Events Management, Teacher, Researcher, Television Presenter, Lawyer, Arts Writer, Tourism, Public

Speaking, Politics, Marketing, Advertising, Journalist, Agent, Presenter, Dramaturge, Lighting and Sound Designer,

Theatre Technician, Artist, Playwright, Screenwriter, Lecturer, Events Management, Editor, Producer, Educator.

DRAMA CODE: DRA Years 11 & 12



Prerequisites: Nil

OVERVIEW

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

Drama is a General subject suited to students who are interested in pathways beyond school that lead to tertiary

studies, vocational education or work. A course of study in 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.

The demand for creativity in employees is rising in a world of rapid technological change. As more organisations

value work-related creativity and diversity, the processes and practices of Drama develop transferable 21st century

skills essential for many areas of employment. As people are asked to think innovatively and differently,

unconventionally and from new perspectives, the role of ‘the creative’ across many workplaces is increasingly in

demand. Diverse pathways may include fields such as psychology, social work, counselling, law, journalism and

human relations.

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Tertiary studies, vocational education or work experience in the area of drama can lead to and benefit careers in


arts administration and management, e.g. artist manager, arts administrator, booking agent, copyright/royalties manager, tour manager, venue manager, events and festivals manager/producer, arts and cultural advisor/administrator

communication, e.g. writer, communication strategist, arts editor, blogger/vlogger creative industries, e.g. professional performer, actor, director, dramaturge, independent artist, artistic

director, costume designer, producer, rehearsal director, theatre technician, stage manager, dialect coach, radio presenter

education, e.g. educator in schools, corporate, private studios, community, universities and professional drama company education programs

public relations, e.g. campaign manager, publicist, creative director research, e.g. researcher and academic, journalist/critic science and technology, e.g. drama health professional with further specialised training in areas of

medicine, health, therapy.

ASSESSMENT


Assessment:

Unit 1: 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


Unit 2: Reflect How is drama shaped to reflect lived experience?

Realism, including Magical Realism, Australian Gothic

Associated conventions of styles and texts


Unit 3: Challenge How can we use drama to challenge our understanding of humanity?

Theatre of Social Comment, including Theatre of the Absurd and Epic Theatre



Performance (20%)


Project – dramatic concept (20%)

Unit 4: Transform How can you transform dramatic practice?

Contemporary performance


Inherited texts as stimulus


Project – practice-led project (35%)


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DRAMA IN PRACTICE CODE: DRP Years 11 & 12

Subject Type: Applied , QCE


Prerequisites: Nil

OVERVIEW

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. Actor, Director, Events

Management, Teacher, Researcher, Television Presenter, Lawyer, Arts Writer, Tourism, Public Speaking, Politics,

Marketing, Advertising, Journalist, Agent, Presenter, Dramaturge, Lighting and Sound Designer, Theatre Technician,

Artist, Playwright, Screenwriter, Lecturer, Events Management, Editor, Producer, Educator.

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 each year includes consists of at least 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.

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.

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

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MEDIA ARTS IN PRACTICE CODE: MAP Years 11 & 12

Subject Type: Applied, QCE


Prerequisites: Art – Folio Application, C achievement in Year 10 Art

OVERVIEW

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 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. Graphic artist, Computer graphics,

Illustrator, Cartoonist, Fashion Design, Industrial design, Sign-writing, Printing industries, Marketing, Promotions,

Events management. Working with Apple computers students are introduced to graphic design programs and

mediums, terminology and techniques required for print and publication industries. These include illustration, page

layout, design elements, computer graphics, digital imaging.

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 consists of at least four instruments per year, 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.



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MUSIC CODE: MUS Year 10

Course Overview:

Music is a subject which enables students to develop personally in many ways. It can provide an expressive outlet,

and a way of getting to know others. Students will find music a most enjoyable subject that assists in balancing their

school course.

You should choose this subject if you have an interest in expressing your ideas about the world, love performing

and/or composing music and you have a passion for music. Students will encounter music in a variety of ways

and have the opportunity to play and sing music of all types, to create their own compositions and to learn to listen

to music and to understand a variety of musical styles.

Units of Work:

Term 1: Arrange This!

Throughout this unit students will be involved in practical ensemble sessions and learn how to arrange for a variety of

styles.

Term 2: Sound and Vision

Sound and Vision will look at how and why music is used in film and study its effectiveness.

Term 3: Jazz

Through the study of J azz students will learn about improvisation as well as how J azz has impacted on many music

styles and genres.

Term 4: Music Now

In this unit, students will look at significant musical works of today.


Performing: Students communicate to audiences through playing, singing and conducting of music, in solo and

ensemble situations.

Composing: Students combine musical elements to create music that is in a specific context and/or genre.

Listening: Students listen, analyse, discuss and write about music.

Requirements: USB


Year 9 Music Excellence is a direct pathway for Year 10 Music – however students may choose this subject after

completing another excellence course or the mainstream program. An ability to read music is required.

This subject forms part of the foundation for Senior General Music.

Excursions:

Students are provided with opportunities to view live performances throughout the year.

Performances:

Students are given opportunities to take part in live performances throughout the year.


Solo Performer, Concert Manager, Composer, Music Publisher, Screen composer, Studio Manager, Music Teacher,

Record Producer, Recording Engineer, Music Copyist, Studio Teacher, Musicology, Orchestra Musician, Tour

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Operator, Instrument production-repair, Ethnomusicology, Teacher, Childcare, Tour Manager, Backstage Crew, Event

Management, Sound or Lighting Engineer, Radio Presenter, Programmer, Television Production Team, TV Presenter,

Journalist, Music Director.

MUSIC CODE: MUS Years 11 & 12



Prerequisites: C achievement in Music Year 9 or 10 OR through audition. Must be able to read & write Music.

OVERVIEW

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

Music is a General subject suited to students who are

interested in pathways beyond school that lead to tertiary

studies, vocational education or work. A course of study

in 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. The demand for

creativity from employees is rising in a world of rapid

technological change. As more organisations value work-

related creativity and diversity, the processes and practices of Music develop transferable 21st century skills

essential for many areas of employment. Specifically, the study of Music helps develop creative and critical thinking,

collaboration, ICT skills, social/personal skills and communication — all of which is sought after in modern

workplaces.

Tertiary studies, vocational education or work experience in the area of music can lead to and benefit careers in diverse fields such as:

arts administration and management, e.g. artist manager, arts administrator, booking agent,

copyright/royalties manager, music accountant, orchestra manager, production music manager, record

producer, studio manager, tour manager, venue manager

communication, e.g. music copyist, music editor, music librarian, print music manager, sound archivist

education, e.g. arts educator, instrumental teacher, studio teacher, university music academic

creative industries, e.g. backing musician, composer, conductor, creative entrepreneur, instrument

repairer, music director, performer, presenter, recording engineer, repetiteur, stage manager

public relations, e.g. creative director, music lawyer, music merchandiser

science and technology, e.g. music therapist, music video clip director, new media artist, producer,

programmer, sound designer.

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ASSESSMENT


Assessment:

Unit 1: 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?


Unit 2: 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?

Assessment: Formative internal assessment/s

Unit 3: Innovations Through inquiry learning, the following is explored:

How do musicians incorporate innovative music practices to communicate meaning when performing and composing?

Assessment:


Performance (20%)


Composition (20%)

Unit 4: 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: Summative internal assessment 3: Integrated project (35%) Summative external assessment: Examination (25%)


42

MUSIC EXTENSION (Performance, Musicology or Composition) Year 12 only CODE: MUX Year 12



Prerequisites: By Audition ONLY (AMEB exam Year 11)

OVERVIEW

Music Extension (Performance, Musicology and Composition) are an extension of the Music General senior syllabus.

It provides an opportunity for students with specific abilities in music to extend their expertise. Students select one

specialisation only, and follow an individual program of study designed to continue the development of refined

musicianship skills. Music Extension encourages students to investigate music concepts and ideas relevant to their

specialisation.

In the Performance specialisation (Making), students realise music works, demonstrating technical skills and

understanding. They make decisions about music, interpret music elements and concepts, and express music ideas

to realise their performances.

In the Composition specialisation (making), students create and resolve new music works. They demonstrate use of

music concepts and manipulate music concepts to express meaning and/or emotion to an audience through resolved

compositions. In the Musicology specialisation (responding), students investigate and analyse music works and ideas.

They synthesise analytical information about music, and document sources and references about music to support

research. In the Performance specialisation (making), students realise music works, demonstrating technical skills

and understanding. They make decisions about music, interpret music elements and concepts, and express music

ideas to realise their performances.

PATHWAYS

Music Extension is an Extension subject suited to students who are interested in pathways beyond school that lead

to tertiary studies, vocational education or work. A course of study in Music Extension can establish a basis for

further education and employment in the fields of performing arts and music.

Tertiary studies, vocational education or work experience in the area of music can lead to and benefit careers in


arts administration and management, e.g. artist manager, arts administrator, booking agent, copyright/royalties manager, music accountant, orchestra manager, production music manager, record producer, studio manager, tour manager, venue manager

communication, e.g. music copyist, music editor, music librarian, print music manager, sound archivist, musicologist, music journalist

education, e.g. arts educator, instrumental teacher, studio teacher, university music academic creative industries, e.g. backing musician, chamber musician, composer, conductor, creative

entrepreneur, instrument repairer, music director, performer, presenter, recording engineer, repetiteur, stage manager

public relations, e.g. creative director, music lawyer, music merchandiser science and technology, e.g. music therapist, music video director, new media artist, producer,

programmer, sound designer.

43

ASSESSMENT


Assessment:

Units 1 and 3: Explore

Key idea 1: Initiate best practice Key idea 2: Consolidate best practice

Composition specialisation assessment

Musicology specialisation assessment

Performance specialisation assessment

Summative internal assessment 1: Composition 1 (20%) Summative internal assessment 2: Composition 2 (20%)

Summative internal assessment 1: Investigation 1 (20%) Summative internal assessment 2: Investigation 2 (20%) Summative internal assessment 1: Performance 1 (20%) Summative internal assessment 2: Performance 2 (20%)

Units 2 and 4: Emerge Key idea 3: Independent best practice

Composition specialisation assessment

Musicology specialisation assessment

Performance specialisation assessment

Summative internal assessment 3: Composition project (35%) Summative internal assessment 3: Musicology project (35%) Summative internal assessment 3: Performance project (35%)

Assessment (all specialisations)

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

MUSIC IN PRACTICE CODE: MUP Years 11 & 12



Prerequisites: Nil, Music performance skills based on individual merit.

OVERVIEW

Music in Practice gives students opportunities to engage with music and music productions, and, where possible,

interact with practising artists.

Students are exposed to authentic music practices in which they learn to view the world from different perspectives,

and experiment with different ways of sharing ideas and feelings. They gain confidence and self-esteem, and

contribute to the social and cultural lives of their school and local community. They gain practical, technical and

listening skills to communicate in and through their music.

Students explore and engage with the core of music principles and practices as they create, perform, produce and

respond to their own and others’ music works in class, school and community settings.

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PATHWAYS

A course of study in Music in Practice can establish a basis for further education and employment by giving students

the knowledge and skills that should enhance their employment prospects in the music industry in areas such as

performance, critical listening, music management and music promotions. With additional training and experience,

potential employment opportunities may include musician, band or recording group member, music journalist,

media composer, DJ, sound or studio engineer, songwriter or arranger, music sales and merchandising staff, record

producer, concert promoter, entertainment manager, tour manager or music director.

Structure:

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

Core Electives

Music principles

Music practices

Community music

Contemporary music

Live production and performance

Music for film, TV and video games

Music in advertising

The music industry

Music technology and production

Performance craft

Practical music skills

Songwriting

Music for Juniors

For Music in Practice, assessment consists of at least four instruments, including:

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

Project Performance Product (Composition)

Extended response Investigation


A technique that assesses the physical demonstration of identified skills.

A technique that assesses the application of skills to create music.



CERTIFICATE II VISUAL ARTS – PHOTOGRAPHY CODE: PGO Years 11 & 12



Prerequisites: Nil, Folio application

OVERVIEW

This qualification reflects the role of individuals who are developing the basic creative and technical skills that

underpin visual arts and craft practice.

This sector covers the operation of cameras and lighting equipment for commercial, domestic portrait, media,

wedding, illustrative, institutional and art photography.

Qualification - https://training.gov.au/Training/Details/CUA20715 Job Roles - https://www.myskills.gov.au/courses/details?Code=CUA20715

Entry requirements - Nil

https://training.gov.au/Training/Details/CUA20715

https://www.myskills.gov.au/courses/details?Code=CUA20715

45

PATHWAYS

Labour Market Information

Performing Arts Technicians (ANZSCO code 399500)

Performing Arts Technicians group of occupations. Labour market information in this section relates to that group.

Structure:

Total number of units = 9 (4 core units) plus (5 elective units)

Core Electives

BSBWHS201 Contribute to health and safety of self and others

CUAACD101 Use basic drawing techniques

CUAPPR201 Make simple creative work

CUARES202 Source and use information relevant to own arts practice

3 x elective units from Certificate 2 in Visual Arts

BSBDES201 Follow a design process

ICTICT204 Operate a digital media technology package

CUADIG203 Develop video arts skills

2 x elective units from Certificate 3 in Visual Arts Group A

electives :

CUAPHI305 Use wet darkroom techniques to produce

monochrome photographs

CUAPHI302 Capture photographic images

Assessment

Assessments will be formative and conducted on the job, where skills, knowledge and understanding may be demonstrated in the simulated workplace environment.

Projects/tasks and work evidence will be progressively gathered by the assessor for units of competency until sufficient valid evidence is gathered to make assessment decisions on competency. Submission of written work is based on the requirements of the units of competency. Evidence of skills and knowledge will be gathered simultaneously.

Project –

Observations Questions Review of product

/service

against

specifications

Review folio of

work against

specifications

Safety induction

checklist


A technique that assesses the simulated work environment.


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

A technique that assesses the application of skills in the final production of visual artworks and the accuracy to specified instructions.

A technique that assesses the application of health and safety in the workplace.

https://www.border.gov.au/Trav/Work/Empl/ANZSCO/About

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ART CODE: ART Year 10

Course Overview:

Year 10 is part of a three year senior course. It allows for the developing maturity of students to consolidate

skills and techniques studied in semester one and then leading into more conceptually challenging art work.

You should choose this subject if you like to express your ideas in a variety of art media and learning the

appropriate techniques to do this.

Units of Work:

Term 1: Reinventing the Renaissance

Focus:

Painting and Appropriation

Accompanying Written Task

Term 2: Pop Culture in the 21st Century

Focus:

2D Media and Experimentation

Term 3: A Window into Twentieth Century Modernism

Focus:

Drawing focusing on appropriate contemporary modernist artist

Appraising - Interview

Term 4: 3D Psychological Journeys

Focus:

Sculpture – Form and Meaning

Types of Assessment: Responding and Reflecting:

The written tasks reinforce research into practical areas studying both traditional and contemporary art.

Creating and Presenting:

Students make images and objects to express personal responses to researched ideas.

Knowledge and Understanding:

Showing an understanding of art practices in producing art works; researching and writing about art.

Requirements:

Coloured pencils, 2B and 6B pencils, Eraser, Glue stick, Sharpener.

Pre Requisite Subjects:

Nil - This subject forms part of the foundation for Senior Authority Visual Art and Applied Art subjects.

Excursions:

Students are provided with opportunities to view in-house exhibitions and professional artists. E.g. Gallery

Excursions.

Exhibitions:

Students produce art to be displayed in the school and annual art exhibition.

47


Architect/ Interior or exterior/ Designer/Artist/ Gallery Director/Appraiser/ Researcher/Industrial Design/ Animator/

Graphic Artist/ Computer Design/ Photographer/ Make Up Artist, Set Designer/ Fashion Designer/Antiquarian/ Art

Historian/ Tattoo Artist.

VISUAL ART CODE: ART Years 11 & 12



Prerequisites: C achievement in Year 10 English, Examples of Art works.

OVERVIEW

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

Visual Art is a General subject suited to students who are interested in pathways beyond school that lead to tertiary

studies, vocational education or work. A course of study in 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.

The processes and practices of Visual Art, such as self-directed learning and creative problem solving, develop

transferable 21st century skills that are highly valued in many areas of employment. Organisations increasingly seek

employees who demonstrate work-related creativity, innovative thinking and diversity.

Tertiary studies, vocational education or work experience in the area of visual arts can lead to and benefit careers in


advertising, e.g. art director, brand specialist, content marketer, photographer, graphic artist arts administration and management, e.g. art project manager, agent, events manager communication, e.g. writer, communication strategist, journalist, sign writer, art editor, blogger/vlogger,

web content producer creative industries, e.g. visual artist, illustrator, photographer, screenwriter design, e.g. architect, fashion designer, environmental designer, fashion marketer, graphic designer,

industrial designer, interior designer, stage designer, textiles designer education, e.g. specialist classroom teacher, lecturer, private teacher

48

galleries and museums, e.g. curator, registrar, exhibition designer, director, public programs officer, conservator

film and television, e.g. animator, storyboard artist, post-production specialist, art director, production buyer, concept artist, costume designer, camera operator, Foley editor, producer

public relations, e.g. campaign manager, publicist, creative director science and technology, e.g. visual translator, medical illustrator, computer game developer/programmer,

digital communication specialist, digital content producer, multimedia designer, web designer, computer graphics modeller, forensic photograph

ASSESSMENT


Assessment:

Unit 1: 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


Unit 2: 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


Unit 3: 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


Investigation - inquiry phase 1 (15%)


Project – inquiry phase 2 (25%)

Unit 4: 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

Summative internal assessment 3: Project inquiry phase 3 (35%)


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VISUAL ARTS IN PRACTICE CODE: VAP Years 11 & 12



Prerequisites: C achievement in Year 10 English Communication or English

OVERVIEW

Visual Arts in Practice focuses on students engaging in art-making processes and 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.

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 Design

Assessment

For Visual Arts in Practice, assessment 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.

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.

Project Product Extended response Investigation


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



50

BUSINESS


(General)

(General)

(General)

(General)

(VET)

(VET)

(VET)

(VET)

(Applied)

(Applied)

51

ACCOUNTING COD: ACC Years 11 & 12


Cost: Competition costs

Prerequisites: Minimum C in English & minimum C in General Mathematics (Maths A) or higher

A BYOD device capable of running a spreadsheeting program and computerised accounting software

OVERVIEW:

What is Accounting?

Accounting is a universal discipline, encompassing the successful management of financial resources of the public sector, businesses and individuals. It is foundational to all organisations across all industries, and assists in discharging accountability and financial control. Accounting is a way of systematically organising, critically analysing and communicating financial data and information for decision-making.

The overarching context for this syllabus is the real-world expectation that Accounting provides real-time processing of transactions with a minimum of monthly and yearly reporting. Digital technologies are integral to Accounting, enabling real-time access to vital financial information.

Why study Accounting?

When students study this subject, they:

develop an understanding of the essential role Accounting plays in the successful performance of any organisation;

learn fundamental Accounting concepts in order to understand accrual accounting, managerial and accounting controls, preparing internal financial reports, ratio analysis and interpretation of internal and external financial reports;

should be able to synthesise financial and other information, evaluate accounting practices, solve authentic accounting problems and make and communicate recommendations.

Accounting is for students with a special interest in business, commerce, entrepreneurship and the personal management of financial resources. The numerical, literacy, technical, financial, critical thinking, decision-making and problem-solving skills learned in Accounting enrich the personal and working lives of students. Problem-solving and the use of authentic and diversified accounting contexts provide opportunity for students to develop an understanding of the ethical attitudes and values required to participate more effectively and responsibly in a changing business environment.

Course Outline:

Accounting is a course of study consisting of four units. Subject matter, learning experiences and assessment increase in complexity from Units 1 and 2 to Units 3 as 4 as students develop greater independence as learners. Units 1 and 2 provide foundational learning and should be completed before students begin Unit 3. Unit 1 Real world accounting Topic 1 Accounting for a service business – cash, accounts receivable, accounts payable Topic 2 End-of-month reporting for a service business Unit 2 Management effectiveness Topic 1 Accounting for a trading GST business Topic 2 End-of-year reporting for a trading GST business

Unit 3 Monitoring a business Topic 1 Managing resoures for a trading GST business – non-current assets Topic 2 Fully classified financial statement reporting for a trading GST business Unit 4 Accounting – the big picture Topic 1 Cash management Topic 2 Complete accounting process for a trading GST business Topic 3 Performance analysis of a listed public company

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Learning Experiences:

Students will participate in variety of learning activities including:

Case Studies Guest Speakers

Inquiry approach Analytical tools

Assessment:

Criteria - students will be assessed on their ability to:

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

Accounting students will be assessed using a variety of techniques:

Examination combination response – multiple choice, practical response and extended response items

Examination short response – short response items and interpretive items

Project - students will use technology (computerised accounting package, spreadsheet and word processing software) to generate practical and written responses

75% Internal Assessment / 25% External Exam

Unit 3 Unit 4

Summative internal assessment 1 (IA1):

Examination — combination response

25% Summative internal assessment 3 (IA3):

Project — cash management

25%


Examination — short response

25% Summative external assessment (EA):


25%

Future Options:

Accounting is a General subject suited to students who are interested in pathways beyond school that lead to tertiary studies, vocational education or work.

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

As the universal language of business (Helliar 2013), Accounting provides students with a variety of future opportunities, enabling a competitive advantage in entrepreneurship and business management in many types of industries, both locally and internationally.

BUSINESS STUDIES CODE: BSO Year 10

Rationale:

Business Studies is a preparatory course for a range of Business subjects in Year 11 including Accounting, Business,

Business Studies and Economics. It enables students to gain knowledge of the fundamentals of influencing

consumers, financial management, economic performance and living standards, and the Australian democratic

Government. Students will begin to focus on the necessary skills that will assist them in gaining success in their

senior years.

53

Course Outlines:

Units covered in Year 10 BS0 include:

Influencing and Managing Consumer, Operations and Productivity

Accounting Principles

Economic Performance & Living Standards Market Concentration

(Skills preparation for Year 11)

Course Aims:

Business Studies builds on the basic knowledge established in Business Enterprise Education, however most students

should be able to achieve positive outcomes with an appropriate application to study. Students who are interested

in entering the business world as owners, managers or employees who deal with finances and financial decisions

making should consider selecting the subject.

Business Studies will prepare students for a variety of pathways including further education, training and

employment. The subject will help students to:

Learn practical skills that are highly sought after by employees

Make decision and predictions based on gathered knowledge

Develop relevant life skills such as managing personal finances and making budgeting decisions

Communicate business information Apply investigative and problem solving skills in

the business context

Costs:

Additional funds may be required for printing after the initial allocation has been depleted.

Assessment:

All assessment items will allow students to build on skills required for Accounting, Business Organisation and

Management, and Economics in Year 11.

Extended research response assignment – Research Report and Research Essay Short Response Exam Short Response and extended to stimulus exam

BUSINESS STUDIES CODE: BBS Year 11 & 12

Subject type: Applied, QCE QCE: 4 points Cost: Possible additional printing.

Prerequisites: BYOD device with Word Processing, Spreadsheeting and PowerPoint Presentation software installed.

Course Overview:

The subject Business Studies provides opportunities for students to develop practical business knowledge,

understanding and skills for use, participation and work in a range of business contexts. The business sector is

estimated to employ over 2 million Australians and is growing at the rate of approximately 5% per year. Exciting

and challenging career opportunities exist in the business sector across a range of business contexts.

A course of study in Business Studies consists of core ‘Business practices’ and ‘Business functions’ delivered through

elective ‘Business contexts’. Students will explore business functions and develop business practices required to

produce solutions to real life or simulated problems and successfully participate in future employment.

Business practices and functions bind an organisation together, enable it to operate and connect it to its customers,

stakeholders and community.

54

Areas of Study

Business fundamentals Financial literacy Business communication Business technology

Working in administration Working in finance Working with customers Working in marketing

Contexts covered

Entertainment Retail Tourism

Real Estate Sports Management Health and Wellbeing

Assessment:

Projects Extended response to stimulus assignments Examinations

Future options:

This course can establish a basis for further education and employment in office administration, data entry, retail,

sales, reception, small business, finance administration, public relations, property management, events

administration and marketing.

BUSINESS CODE: BUS Years 11 & 12


Cost: Excursion costs

Prerequisites: Minimum C in English & minimum C in General Mathematics (Maths A) or higher

Overview: What is Business?

Business is multifaceted. It is a contemporary discipline with representation in every aspect of society

including individuals, community and government. Business, as a dynamic and evolving discipline, is

responsive to environmental changes such as emerging technologies, globalisation, sustainability,

resources, economy and society.

The study of business is relevant to all individuals in a rapidly changing, technology-focused and

innovation-driven world. Through studying Business, students are challenged academically and exposed

to authentic and real-life practices. The knowledge and skills developed in Business will allow students to

contribute meaningfully to society, the workforce and the marketplace and prepare them as potential

employees, employers, leaders, managers and entrepreneurs of the future.

Students investigate the business life cycle from the seed to post-maturity stage and develop skills in

examining business data and information. Students learn business concepts, theories, processes and

strategies relevant to leadership, management and entrepreneurship. A range of business environments

and situations is explored. Through this exploration, students investigate the influence on and

implications for strategic development in the functional areas of finance, human resources, marketing

and operations.

55

Why study Business?

Business equips students with:

Becoming critical observers of business practices by applying an inquiry process in undertaking investigations of business situations.

Using a variety of technological, communication and analytical tools to comprehend, analyse,

interpret and synthesise business data and information.

Evaluation strategies using criteria that are flexible, adaptable and underpinned by communication,

leadership, creativity and sophistication of thought.

Fostering ambition and success, while being mindful of social and ethical values and responsibilities.

Developing interpersonal and leadership skills through a range of individual and collaborative activities in

teaching and learning.

Developing students’ confidence and capacity to participate as members or leaders of the global

workforce through the integration of 21st century skills.

Engaging with the dynamic business world (in both national and global contexts), the changing

workforce and emerging digital technologies.

Giving students a competitive edge in the workplace as socially responsible and ethical members of

the business community, and as informed citizens, employees, consumers and investors.

Course Outline - Areas of Study

Unit 1: Business creation • Topic 1: Fundamentals of business • Topic 2: Creation of business ideas

Unit 2: Business growth Topic 1: Establishment of a business

Topic 2: Entering markets

Unit 3: Business diversification Topic 1: Competitive markets Topic 2: Strategic development

Unit 4: Business evolution Topic 1: Repositioning a business Topic 2: Transformation of business

Learning Experiences

Students will participate in variety of learning activities including:

Case Studies Excursions Guest Speakers

Inquiry approach Analytical tools University experience days

Assessment

Syllabus objectives - students will be assessed on their ability to:

1. describe business environments and situations.

2. explain business concepts, strategies and processes.

3. select and analyse business data and information.

4. interpret business relationships, patterns and trends to draw conclusions.

5. evaluate business practices and strategies to make decisions and propose recommendations.

6. create responses that communicate meaning to suit purpose and audience.

56

A variety of assessment modes will be used. These will include:

Examination – combination response Investigation – feasibility report Investigation – business report

Extended response – feasibility report External assessment - Examination

75% Internal Assessment / 25% External Exam

Unit 3 Unit 4




Extended response — feasibility report

25%


Investigation — business report



25%

Future Options:

Business is a General subject suited to students who are interested in pathways beyond Year 12 that lead to

tertiary studies, vocational education or work. The study of Business provides opportunities for students to

pursue entrepreneurial pathways and a wide range of careers in the public, private and not-for-profit

sectors. 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.

CERTIFICATE III IN BUSINESS ASQA Code BSB30115 CODE: VBU Years 11 & 12

RTO Code: 31319 RTO Name: Binnacle Training

Subject Type: Vocational Education & Training QCE: up to 8 points.

Cost: $210.00 = Binnacle Training Fees (payable within 30 days) +

$20 for Year 11 = For conducting business activities; and

$20 for Year 12 = For conducting business activities.

Prerequisites: Minimum C in English and good quality written and spoken communication skills. BYOD device with

Word Processing, Spreadsheeting and PowerPoint Presentation software installed.

Course Overview

Binnacle’s Certificate III in Business ‘Business in Schools’ program is offered as a senior subject where students learn

what it takes to become a Business Professional. Students achieve skills in leadership, innovation, customer

service, personal management and financial literacy – incorporating the delivery of a range of projects and

services within their school community. Micro business opportunities are also explored.

Graduates will be able to use their Certificate III in Business

as an entry level qualification into the Business Services Industries (e.g. customer service adviser, duty

manager, administration officer);

to pursue further tertiary pathways (e.g. Certificate IV, Diploma or Bachelor of Business); and

to improve their chances of gaining tertiary entrance.

57

Qualification structure

12 Units of competency comprising of 1 core unit and 11 elective units:

FNSFLT205 Develop knowledge of the Australian financial system and markets

BSBLED301 Undertake eLearning BSBITU304 Produce spreadsheets FNSFLT401 Be MoneySmart through a career in

small business BSBFLM312 Contribute to team effectiveness BSBWHS302 Apply knowledge of WHS legislation

in the workplace

BSBWOR301 Organise personal work priorities and development

BSBINN301 Promote innovation in a team environment

BSBPRO301 Recommend products and services BSBCUS301 Deliver and monitor a service to

customers BSBWRT301 Write simple documents BSBITU306 Design and produce business

documents

Learning Strategies

A range of teaching/learning strategies will be used to deliver the competencies. These include:

Solving interesting problems Leadership Innovation and teamwork Undertaking e-Learning Organising work priorities and personal

development Assessing risks

Delivering a service to customers Recommending products and services Designing and producing business documents Examining business opportunities Financial literacy – Be MoneySmart, First

Business

Assessment

A range of assessment strategies will be used including:

Practical tasks / experience Hands-on activities involving customer service

Group projects e-Learning projects

Evidence contributing towards competency will be collected throughout the program. This process allows a

student’s competency to be assessed in a holistic approach that integrates a range of competencies.

NOTE: From time to time, project delivery may require a mandatory ‘outside subject’ component (e.g. before

or after school).

Future Options: The Certificate III in Business will be used by students seeking to enter the Business Services industries and/or pursuing further tertiary pathways (e.g. Certificate IV, Diploma and Bachelor of Business). For example:

Business Owner

Business Manager

Customer Service Manager 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 www.qcaa.qld.edu.au/senior/new-snr-assessment-te/tertiary-entrance

http://www.qcaa.qld.edu.au/senior/new-snr-assessment-te/tertiary-entrance

http://www.qcaa.qld.edu.au/senior/new-snr-assessment-te/tertiary-entrance

58

DIPLOMA OF BUSINESS ASQA Code BSB50215 CODE: PAT Years 11 & 12

***Application process only – application forms located on school website under Business***

Subject Type: Vocational Education & Training QCE: up to 8 points

Prerequisites:

Students go through an application process to be able to enrol in this course. Applications are reviewed by both

Benowa State High School and Prestige Service Training. Application forms can be obtained on the night of the

Subject Expo or from HOD Business. Also, a BYOD device with Word Processing, Spreadsheeting and PowerPoint

Presentation software installed.

Cost:

$1990.00. Payment plans on offer via Prestige Service Training. Price subject to change depending by the provider.

Benowa State High School, in partnership with Prestige Service Training, facilitate the Diploma of Business Schools

Program.

Course Competencies

BSBADM502 Manage meetings BSBADM506 Manage business document design

& development BSBFIM501 Manage budgets & financial plans BSBHRM506 Manage recruitment, selection &

induction process

BSBMGT516 Facilitate continuous improvement BSBMKG501 Identify & evaluate marketing

opportunities BSBPMG522 Undertake project work BSBWOR501 Manage work priorities &

professional development

Assessment

A range of teaching/learning strategies will be used to deliver the competencies. These include:

Practical tasks / experience Group work

Hands-on activities Pprojects

Evidence contributing towards competency will be collected throughout the program. This process allows a

student’s competency to be assessed in a holistic approach that integrates a range of competencies.

NOTE: From time to time, project delivery may require a mandatory ‘outside subject’ component (e.g. before

or after school).

Future Options:

The Certificate III in Business will be used by students seeking to enter the Business Services industries and/or

pursuing further tertiary pathways (e.g. Bachelor of Business). For example:

Small Business Owner Middle management within small or large business Project Manager Operations Manager Financial advisor Marketing Manager

59

LAW AND JUSTICE STUDIES CODE: LJO Year 10

Costs:

Subject to availability, students may have the opportunity to participate in excursions to the Queensland Police

Museum, the John Tong Centre and Boggo Road Gaol as well as smaller visits to local areas for the purposes of

case study. Approximate excursion costs are $45.

Rationale:

Law and Justice Studies is a preparatory subject for Year 11 Legal Studies. This course will focus on introductory legal

concepts and assessment techniques. It enables students to gain knowledge relating to legal principles that will

lead them towards a more successful outcome in Year 11 and 12 Legal Studies.

Course Aims:

Current issues in law will be raised throughout the course and students with an interest in news and current issues

will find the course offers a high degree of relevance for them. The course will develop:

Knowledge of legal issues and terminology Writing skills Presentation skills

The ability to investigate and evaluate legal issues

Research and referencing skills

Course Outline:

Units covered in Year 10 LJS include:

Our Legal System: Past, Present and Future Civil Law in a Social World

Crime and Punishment Employment Law: Are you work ready?

Assessment:

All assessment items will allow students to build on skills required for Legal Studies in Year 11 and 12:

Assessment type/conditions

Short response exam Multimodal assignment Extended response to stimulus exam

Response to stimulus exam Short answer and extended response exam

60

ENGLISH


Year 10

ENGLISH B

Year 10

ENGLISH A

Year 12 ENGLISH & LITERATURE EXTENSION (concurrent with English or

Literature) By invitation only.

(General)

Year 11

LITERATURE

(General)

Year 12

LITERATURE

(General)

Year 11

ENGLISH

(General)

Year 12

ENGLISH

(General)

Year 11 ENGLISH AS AN ADDITIONAL

LANGUAGE

(General)

Year 12 ENGLISH AS AN ADDITIONAL

LANGUAGE

(General)

Year 11 ESSENTIAL

ENGLISH

(Applied)

Year 12 ESSENTIAL

ENGLISH

(Applied)

(OR)

Short Course

LITERACY

Minimum prerequisites must be met for enrolment in English courses.

Students may study both Literature and English concurrently. English and English as an Additional Language cannot be studied concurrently. Continued enrolment in an English subject requires a passing grade in Years 11 and 12. Students will be moved to Essential English if they have failed a semester in a more complex English

course, to help ensure a passing grade and QCE attainment.

61

SUBJECT Prerequisites

English & Literature

Extension

By invitation only

Application-based review

Minimum result of 85% for Year 11 English or Literature (equivalent of a B+ or higher)

Literature A in Year 10 English A or B in Year 10 English B

or

C in Year 10 English A or B plus B-standard Extra Credit entry task completed

English C in Year 10 English A or B

English as an

Additional Language

(EAL)

C in Year 10 English A or B

Student listed as having English as an Additional Language in school enrolment

Essential English Nil

ENGLISH

English learning area subjects offer students opportunities to enjoy language and be empowered as functional,

purposeful, creative and critical language users who understand how texts can convey and transform personal and

cultural perspectives. In a world of rapid cultural, social, economic and technological change, complex demands are

placed on citizens to be literate within a variety of modes and mediums. Students are offered opportunities to

develop this capacity by drawing on a repertoire of resources 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.

All Senior English courses are designed to promote increasing student independence. Due to this, strict drafting

guidelines and expectations are set for students for all assignments. There is an increased focus on preparing for

examinations with unseen questions throughout Years 10-12.

Cognitive verb skills assessed and taught within Senior English include:

analysing applying commenting comparing contrasting comprehending creating and devising critiquing

describing discussing emphasising examining explaining identifying inferring investigating

justifying organising and

sequencing selecting and

synthesising using language

features and genres for effect and purpose

62

ENGLISH COURSES - OVERVIEW

SUBJECT YEAR LEVEL TYPE Focus

English & Literature Extension

12 only General QCE Theorised study of literature using contemporary literary theory. Must be studied in addition to English or Literature.

Literature 11-12 General QCE In-depth study of literary texts – greater focus on wider reading and creative genres

English 11-12 General QCE Study of language, texts and literature (both literary and non-literary)

English as an Additional Language (EAL)

11-12 General QCE Study of language, texts and literature with conditions and texts catering for students with English as their second language.

Essential English 11-12 Applied QCE Study of language and texts in society; focus on everyday application of language skills.

English B 10 Australian Curriculum

Extension Year 10 English course designed to prepare students for Literature or English. Greater focus on literary texts and conceptual thinking.

English A 10 Australian Curriculum

Standard Year 10 English course designed to prepare students for English, EAL or Essential English. Greater focus on accessible texts and enhancing essential skills.

ENGLISH A CODE: ELA Year 10

Prerequisites: Nil.

Description: This course is the standard Year 10 English subject. If students achieve a B-minus or lower in Year 9

English for their overall result, they will be automatically placed in Year 10 English A. This course will prepare

students for Year 11 & 12 English, Essential English or English as an Additional Language. It assesses the same skills as

Year 10 English B, and is marked to the same standards, but features more accessible texts and concepts.

Course overview:

Unit Texts Assessment Weighting

Myths and Legends

Greek and Roman myths and legends (short stories) Wonder Woman by Patty Jenkins (film) Various supporting texts and excerpts from mythological texts

Imaginative writing – narrative based on a myth (600-1000 words)

20%

Myths and Movies

Reflective feature article (600-900 words)

20%

Addiction –

Poetry and

Persuasion

Poems and songs relating to themes of addiction

Non-literary texts (e.g. articles) relating to issues

of addiction in society.

Poetry exam – multiple choice and short response (300-400 words total)

10%

Persuasive speaking – speech and interview (3 min prepared, 2-3 minutes spontaneous)

10%

Twelve Angry

Men

Twelve Angry Men by Reginald Rose (play) Various supporting texts

Informative spoken – analysis (5-6 minutes)

20%

Animal Farm Animal Farm by George Orwell (novel) Various supporting texts

Literature exam – analytical essay (500-700 words)

20%

63

ENGLISH B CODE: ELB Year 10

Prerequisites: Overall B grade for Year 9 English.

Description: This course is an extension Year 10 English subject. If students achieve a mid-range B or higher in Year 9

English for their overall result, they will be automatically placed in Year 10 English B. This course will prepare

students for Year 11 & 12 English or Literature. It assesses the same skills as Year 10 English A, and is marked to the

same standards, but features more complex texts and concepts.

Course overview:


Crime Fiction

Analysis

Farewell My Lovely by Raymond Chandler (novel)

Veronica Mars by Rob Thomas (TV episode)

Various supporting texts and excerpts from

crime fiction (noir and neo-noir genres)

Reflective feature article

(700-900 words)

20%

Crime Fiction

Writing

Imaginative writing – original

narrative

(800-1200 words)

20%

Addiction –

Poetry and

Persuasion

Poems and songs relating to themes of addiction

Non-literary texts (e.g. articles) relating to issues

of addiction in society.

Poetry exam – multiple choice and

short response

(300-400 words total)

10%

Persuasive speaking – panel

discussion

(4-5 minutes per student in

spontaneous group discussion)

10%

Romeo & Juliet Romeo & Juliet by William Shakespeare (play)

Various supporting texts

Imaginative spoken – monologue

(5-6 minutes)

20%

To Kill a

Mockingbird

To Kill a Mockingbird by Harper Lee (novel)

Various supporting texts

Literature exam – analytical essay

(500-700 words)

20%

64

ENGLISH CODE: ENG Years 11 & 12



Prerequisites: Overall C grade for Year 10 English A or B.

Description: The subject English focuses on the study of both literary texts and non-literary texts, developing

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

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

creation of varied texts. This is the standard Senior English course.

At this stage students are expected to:

demonstrate initiative and independence and take responsibility for their learning

take responsibility for drafting and editing their work

As this course features External Assessment and 50% total weighting for examinations, it is essential that students

read prescribed texts thoroughly, complete all classroom preparatory activities and use homework and study time

effectively.

Year 11 Course Overview:


Perspectives

in text –

Humanity and

the wild

Into the Wild by Jon Krakauer (novel)

Wild by Jean-Marc Vallée (film)

Grizzly Man by Werner Herzog (documentary)

Various supporting texts and excerpts


(1000-1500 words)

25%

Perspectives

in text – The

Crucible

The Crucible by Arthur Miller (play)



(800-1000 words)

25%

Texts and

culture –

Ownership

and

appropriation

Various texts relating to culture including

poetry, essays and other supporting texts (e.g.

Get Out film, Maya Angelou poetry, Zadie

Smith essays).

Non-literary texts (e.g. articles) relating to

culture in modern society.

Persuasive spoken response

(5-8 minutes)

25%

Texts and

culture –

Jasper Jones

Jasper Jones by Craig Silvey (novel)


Exam – imaginative written

response

(800-1000 words)

25%

65



Textual

connections –

Never Let Me

Go and Blade

Runner

Never Let Me Go by Kazuo Ishiguro (novel)

Blade Runner by Ridley Scott (film)



(1000-1500 words)

25%

Textual

connections –

Issues in

society

Indigenous Australian poetry

Talking to My Country by Stan Grant (non-

fiction)

Cleverman (TV episode)


Persuasive spoken response

(5-8 minutes)

25%

Close study of

literary texts –

Fahrenheit

451

Fahrenheit 451 by Ray Bradbury (novel)


Exam – imaginative written

response

(800-1000 words)

25%

Close study of

literary texts -

Macbeth

Macbeth by William Shakespeare (play)


EXTERNAL ASSSESSMENT –

analytical essay

(800-1000 words)

25%

ENGLISH AS AN ADDITIONAL LANGUAGE CODE: EAL Years 11 & 12



Prerequisites: Overall C grade for Year 10 English A or B. Students must be listed as having English as an Additional

Language in school enrolment.

Description: The subject English as an Additional Language is designed to develop students’ knowledge,

understanding and language skills in Standard Australian English (SAE), and provides students with opportunities to

develop higher-order thinking skills through interpretation, analysis and creation of varied literary, non-literary,

media and academic texts. Students who have passed Year 10 English but have struggled with the English language

should choose this subject, as it is specifically designed to assist students with their English language ability.



effectively. Students must take responsibility for their learning and drafting.

66



Language, text

and culture -

issues

Various non-literary texts relating to culture Persuasive written assignment

(800-1200 words)

25%

Language, text

and culture –

Black Panther

and The Bitter

Side of Sweet

Black Panther by Ryan Coogler (film)

The Bitter Side of Sweet by Tara Sullivan

(novel)


Exam – analytical written response

(800-1000 words)

25%

Perspectives

in texts –

Jasper Jones

Jasper Jones by Craig Silvey (novel)



(800-1000 words)

25%

Perspectives

in texts –

Australian film

Australian films such as: The Sapphires,

Muriel’s Wedding, Romulus My Father


Imaginative spoken response (5-8

minutes)

25%



Issues, ideas

and attitudes

– Never Let

Me Go and

Blade Runner

Never Let Me Go by Kazuo Ishiguro (novel)

Blade Runner by Ridley Scott (film)


Exam – analytical written response

(800-1000 words)

25%

Textual

connections –

Issues in

society

Indigenous Australian poetry

Talking to My Country by Stan Grant (non-

fiction)

Cleverman (TV episode)


Persuasive written response

(800-1200 words)

25%

Close study of

literary texts -

Creative

Persepolis by Marjane Satrapi (graphic novel)

The Boat by Nam Le (short stories)


Imaginative spoken response (5-8

minutes)

25%

Close study of

literary texts -

Macbeth

Macbeth by William Shakespeare (play)



analytical essay

(800-1000 words)

25%

67

LITERATURE CODE: LIT Years 11 & 12



Prerequisites:

Overall A grade in Year 10 English A

OR overall B grade in Year 10 English B

OR overall C grade in Year 10 English A or B plus B-standard Extra Credit entry task completed

Description: The subject Literature focuses on the study of 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 literary texts.

Students who have enjoyed and excelled in Year 10 English are encouraged to study Literature. It is ideal for

students who are able to critically analyse literary texts and write creative responses which prompt emotional

and critical reactions from audiences.



effectively. Students must take responsibility for their learning and drafting.



Introduction

to literary

studies – The

Great Gatsby

The Great Gatsby by F. Scott Fitzgerald (novel)


Exam – analytical written

response

(800-1000 words)

25%

Introduction

to literary

studies -

Hamlet

Hamlet by William Shakespeare (play)


Imaginative spoken response –

creative performance

(5-8 minutes)

25%

Intertextuality

– 1984 & The

Handmaid’s

Tale

Nineteen Eighty-Four by George Orwell (novel)

The Handmaid’s Tale by Bruce Miller (TV

episodes)

Various supporting texts and excerpts relating

to dystopian fiction


(800-1000 words)

25%

Intertextuality

– Dystopian

Fiction

Various texts and excerpts relating to dystopia

Poetry relating to themes of dystopian fiction

(including T.S. Eliot, Bob Dylan, Conrad Aiken)

Imaginative written response –

original narrative

(1500-2000 words)

25%

68



Literature and

identity –

Black Medea

Black Medea by Wesley Enoch (play)


Exam – analytical written

response

(800-1000 words)

25%

Literature and

identity – A

Streetcar

Named Desire

A Streetcar Named Desire by Tennessee

Williams (play)

Poems by Gwen Harwood (and/or Kate

Tempest, Christina Rossetti - TBD)


Imaginative spoken response –

creative performance

(5-8 minutes)

25%

Independent

explorations –

Gothic

Literature

Short stories by Edgar Allan Poe

Glitch (TV series) and/or Picnic at Hanging Rock

(film)


Imaginative written response –

original narrative

(1500-2000 words)

25%

Independent

explorations –

The

Poisonwood

Bible

The Poisonwood Bible by Barbara Kingsolver

(novel)



analytical essay

(800-1000 words)

25%

ESSENTIAL ENGLISH CODE: ENE Years 11 & 12

Subject Type: Applied QCE (can fulfil English ATAR eligibility requirements, and/or contribute towards an ATAR

depending on student subject selection and achievement)


Prerequisites: Nil.

Description: The subject Essential English develops and refines students’ understanding of language, literature and

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

contexts. The subject encourages students to recognise language and texts as relevant in their lives now and in the

future and enables them to understand, accept or challenge the values and attitudes in these texts. Students who

have failed Year 10 English will be automatically placed in this course.

This is a more accessible course designed to ensure students learn the necessary language, reading and

communication skills required for a variety of contemporary contexts (including everyday, social, community, further

education and work-related contexts). While it does not feature QCAA External Assessment, it does have a Common

Internal Assessment (CIA) to ensure comparability of grades across schools. The CIA examination requires students

to respond to texts under supervised conditions.

Although more support and assistance can be given to students in applied subjects, there is an expectation that

students complete classroom activities at all times. In Essential English, students must:

take responsibility for their learning take responsibility for drafting and editing their work

69


Unit Texts Assessment

Language that

works

Texts relating to work contexts (television and film

excerpts, articles, short stories, etc.), reflecting different

beliefs, attitudes and values surrounding work and

business.

Spoken presentation –

business pitch

(4-6 minutes)

Short Response Examination

(Total of 400-600 words)

Texts and human

experiences - Lion

Lion by Garth Davis (film) and excerpts from A Long Way

Home by Saroo Brierley (non-fiction book)

Various supporting texts and excerpts relating to identity

and overcoming adversity

Multimodal response

(4-6 minutes)

Texts and human

experiences -

Touching the Void

Touching the Void by Joe Simpson (non-fiction book)

Various supporting texts and excerpts relating to survival

and overcoming adversity

Extended written response

(500-800 words)


Unit Texts Assessment

Language that

influences

Texts relating to contemporary community issues

(television and film excerpts, articles, short stories, etc.),

reflecting different beliefs, attitudes and values.

Spoken presentation –

community event or campaign

pitch

(4-6 minutes)

Short Response Examination

(Total of 400-600 words)

Representations

and popular

culture texts –

Music study

Australian songs, lyrics and music videos from a range of

artists, genres and backgrounds (e.g. Jessica Mauboy,

Midnight Oil, Cold Chisel, Illy, Yothu Yindi)

Multimodal response

(4-6 minutes)

Representations

and popular

culture texts –

Novel study

The Story of Tom Brennan by J.C. Burke or Deadly, Unna?

by Phillip Gwynne (TBD)


Extended written response

(500-800 words)

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ENGLISH & LITERATURE EXTENSION CODE: ENX Year 12



Prerequisites: To be invited to apply students must achieve a minimum result of 85% for Year 11 English or

Literature (equivalent of a B+ or higher). Students submit a written application after attending an information

night, and teacher feedback on work ethic is also considered. Only the most suitable student applicants are

invited to study the course. After applications are reviewed, successful candidates are offered positions in this

subject. Students study this course in addition to Year 12 English or Literature.

Description: The English & Literature Extension course offers more challenge than other English courses and builds

on the literature study students have already undertaken. It is a highly academic, theoretical subject that is ideal for

hardworking students who excel in English and are pursuing tertiary education.

In English & Literature Extension, students apply different theoretical approaches to analyse and evaluate a variety

of literary texts and different ways readers might interpret these texts. They synthesise different interpretations and

relevant theoretical approaches to produce written and spoken/signed extended analytical and evaluative texts. The

nature of the learning in this subject provides opportunities for students to work independently on intellectually

challenging tasks.

Students ideal for this subject have strong:

organisation skills independence and resilience critical thinking and questioning skills

research skills analysis skills


Unit Content and texts Assessment Weighting

Ways of

reading –

Author and

Reader

Author and Reader-Centred Approaches to reading,

including: Auteur Theory, Subjective Criticism,

Reader-Response Theory, New Historicism, Post-

Structuralism

Application to various literary texts (film)

Extended response - Reading and

defence

(1500-2000 words total )

20%

Ways of

reading – Text

and World-

Context

Text and World-Context-Centred Approaches to

reading, including: Structuralism, Post-Structuralism,

Genre Theory, Feminism, Gender Theory, Marxist

Criticism, Postcolonial Criticism, Queer Theory,

Ecocriticism

Application to various literary texts (poetry)

Extended response – Complex

transformation and defence

(Transformation: 100-800 words)

(Defence: 8-10 minutes)

20%

Exploration and

evaluation

In addition to previous content, further theoretical

approaches, such as: Postmodernism, Psychoanalytic

Criticism

Application to various literary texts (novels, short

stories, poetry and excerpts)

Extended response – Academic

research paper

(2500-3000 words)

35%


Theorised exploration of a short text

(800-1000 words)

25%

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LITERACY (Short Course) Access Department CODE: SCL Years 11 & 12

Duration: 1 semester course. Once students have completed the Literacy Short Course they can;

Complete Numeracy Short Course or

Certificate II or III

Subject Type: Applied, QCE (1 point)

Cost: Nil

Prerequisites: Students who are unlikely to successfully complete Essential English.

Description: This Short Course in Literacy is a one-unit course, developed to meet a specific curriculum need. Results

in Literacy do not contribute to an Australian Tertiary Admission Rank (ATAR) calculation.

The course focuses on aspects of literacy and does not replace the study of any subject from the current suite of

English syllabuses. It is informed by, and articulates closely with, the literacy requirements of the Year 9 Literacy

Indicators.

Literacy is integral to a person’s ability to function effectively in society. It involves the integration of speaking,

listening and critical thinking with reading and writing.

Students learn strategies to develop and monitor their own learning, select and apply reading and oral strategies to

comprehend and make meaning in texts, demonstrate the relationships between ideas and information in texts,

evaluate and communicate ideas and information, and learn and use textual features and conventions.

Students identify and develop a set of knowledge, skills and strategies needed to shape language according to

purpose, audience and context. They select and apply strategies to comprehend and make meaning in a range of

texts and text types, and communicate ideas and information in a variety of modes. Students understand and use

textual features and conventions, and demonstrate the relationship between ideas and information in written, oral,

visual and multimodal texts.

Classwork: 3 hours per week Homework: 1 hour per week.

Course Overview:

Topic Texts Assessment

Personal identity and education

Various short written, oral, visual and multimodal texts – literary and non-literary.

1A: Extended response – written (500-800 words) 1B: Student learning journal

The work environment

Various short written, oral, visual and multimodal texts – literary and non-literary.

2A: Extended response – spoken/signed (4-6 minutes) 2B: Reading comprehension task

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HEALTH AND PHYSICAL EDUCATION


HEALTH & PHYSICAL EDUCATION (1 YEAR PREP. COURSE) CODE: PEO Year 10

Cost: TBA – (Camp, outside providers, transport)

Overview: Year 10 Health and Physical Education will offer students a choice of Physical Education, Health Education and Sport & Recreation. All three offerings will prepare students for future study within the Health and Physical Education faculty area by introducing a range of cognitive skills. All three subjects take an inquiry approach to learning. All three subjects will have an emphasis on learning by doing as a means of developing the skills and knowledge necessary for future study.

Students will be able to pick one of the choices in Semester 1 and then one in Semester 2. (They may select Sport & Rec in both semesters)

Semester 1 Semester 2

Health

Sport & Recreation

Physical Education

Sport & Recreation

Year 11

CERTIFICATE III

FITNESS

(VET)

Year 12

CERTIFICATE III

FITNESS

(VET)

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Prerequisites: Enrolment in this subject requires: A willingness to display FULL participation in ALL areas of the course The ability to conduct themselves demonstrating cooperative and safe behaviour FULL and correct sports uniform for practical lessons Physical Education - Minimum ‘B’ standard in Year 9 HPE and at least a very good level of behaviour and

participation in Year 9HPE Health - Minimum ‘C’ standard in Year 9 English. Sport & Recreation – At least very good level of effort and behavior in Year 9 HPE.

Pathway: Physical Education (General Subject) Health Education (General Subject) Sport and Recreation (Applied Subject) Certificate III in Fitness Work in the Health, Outdoor Education or Fitness Industry

Course Content: Year 10 Health

Description: The knowledge, understanding and skills taught through Health enable students to explore and enhance their own and others’ health in diverse and changing contexts. 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. Studying year 10 health gives students a practical approach in preparing them for Senior Health. Students will participate in a variety of learning experiences both at school and within the community to explore and develop an understanding of health issues.

Unit 1 Unit 2 Personal Health

What is Health? Ottawa Charter for Health Promotion Social Determinants of Health Managing and Improving Personal Health

Community Health Social Justice – determining health

inequities Nutrition Environmental influences on health

Assessment – Exam – Multiple choice and short response Assessment - Action Research Project

Year 10 Physical Education In Year 10, in preparation for further study students studying will: engage students in a range of physical activities to develop movement sequences and strategies. Through this the students will develop an understanding of how body and movement concepts are relevant to physical activity. Students will reflect back upon their own personal physical learning experiences to examine various constraints upon learning.

Unit 1 Unit 2

Motor learning integrated with Golf

Utilising technology (iPads and performance analysis

software) students will explore the process of skill

learning with regards to learning models and practice

and feedback concepts.

This is a very practical unit that will allow students to

go through the process of learning a new activity as a

means of embedding their learning.

Tactical awareness and Invasion Sports

Students will play a range of invasion games that will

allow them to examine concepts surrounding the

development of decision making (reading play,

stimulus and response, reaction / recovering, on the

ball / off the ball, awareness of space) and principles

of play (fundamental movement strategies, setting

up attack, defending against attack, creating,

defending and exploiting space). Students will reflect

upon the constraints that limit our ability to discover

movement solution to physical activity problems.

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ASSESSMENT – Both units allow students to achieve through reflection and evaluation of performance not

just their competency in performing the activity.

Project folio to demonstrate practical performance

and demonstrate understanding of motor learning

concepts.

Project folio to demonstrate practical performance

and demonstrate understanding of motor learning

concepts.

Year 10 Sport & Recreation

Sport & Recreation uses a variety of sport and practical activities to teach lifelong skills in and amongst the community. Studying year 10 Recreation develops skills needed for Senior Recreation and Certificates in Sport and Rec and Fitness. The theory components enable students to be active in the community, explore healthy living and provide an understanding of possible jobs in the sporting industry.

Unit 1: Sport and Rec in the Community Unit 2: Sport and Rec and Healthy Living Topic 1:

Basic coaching principles Coaching younger grades Assisting at primary schools Australian Institute of Sport online certificate

Benefits of fitness and sport Participation in sport and recreation The dimensions of Health

Unit 3: Health and Safety in Sport and Rec activities Unit 4: Personal and Interpersonal skills in Sport and Rec activities

Tournament preparation Safety strategies in sport management Technology in sport Design and running tournaments for House

competitions.

Continuation of unit 3. Design and running of tournaments for

House competitions. TIP Sports day

Practical activities will be drawn from the following:

Golf Ice skating/hockey Aquathon (run, swim, run) Diving Lawn Bowls Crossfit

Basketball Baseball Track & Field Weight training Tennis Archery

Futsal Badminton Volleyball Netball Orienteering Group fitness (PCYC)

Assessment:

Practical Assessment involves physical performance in drills and applied game situations where student performance is matched against skill criteria sheets. In some units, Tournament and Game play results will also contribute to the final grade.

Theoretical assessment occurs towards the end of each term and is based on a variety of assessment techniques including written and oral exams, reports, power-point and multi-media presentations and peer teaching.

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HEALTH EDUCATION CODE: HED Years 11 & 12



OPTIONAL $160 for Grade 11 Camp to Maroon Outdoor Education Centre. (students cannot attend camp if any

school levy fees are outstanding).

Prerequisites: Minimum ‘C’ standard in Year 10 English required for enrolment in Health Education.

Overview:

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 of 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.

Structure

Year 11

Unit title Unit description Assessment Weight towards ATAR

Resilience as a personal

health resource

Students are introduced to

and explore the broad notion

of health, focusing on

resilience as a personal health

resource.

Exam

Analytical Exposition

N/A

N/A

Peers and family as

resources for healthy

living

Alcohol (elective)

Body image (elective)

Students develop their skills to

plan, implement and evaluate

an action strategy to

advocate, mediate and enable

change in relation to alcohol

use or body image in a peer

and family health context

Extended response examination

Action Research

N/A

N/A

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Year 12

Community as a resource

for healthy living

Homeless (elective)

Road safety (elective)

Anxiety (elective)

Students plan, implement,

evaluate and reflect on an

action strategy to advocate,

mediate or enable change in

relation to one of the

electives.

Summative internal assessment 1

(IA1): Investigation – action research


(IA2): Examination – extended

response

25%

25%

Respectful relationships in

the post-schooling

transition

Students investigate the role

of respectful relationships as a

general resistance resource in

the post schooling transition

from a life perspective


(IA3): Investigation – analytical

exposition

Summative external assessment

(EA): Examination

25%

25%

PHYSICAL EDUCATION CODE: PED Years 11 & 12



Prerequisites: Minimum C standard in Year 10 English & minimum B standard in Year 10 Physical Education.

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.

Students are provided with 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 activities as they develop an understanding and appreciation of the interconnectedness of these dimensions.

The subject enables students to 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 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

Physical Education is a General subject suited to students who are interested in pathways that lead to tertiary

studies, vocational education or work. 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.

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Structure Year 11


Unit 1

Motor learning, functional

anatomy, biomechanics

and physical activity.

Motor learning integrated

with a selected physical

activity.

Function anatomy and

biomechanics integrated with

a selected physical activity.

Formative internal assessment

Project – folio

Formative internal assessment

Examination

N/A N/A

Unit 2

Sport psychology, equity


Sport psychology with a selected physical activity. Equity – barriers and enablers.

Formative internal assessment Project – folio Formative internal assessment Investigation – report

N/A N/A

Year 12

Unit 3

Tactical awareness, ethics

and integrity and physical

activity.

Tactical awareness integrated

with one select ‘Invasion’ or

‘Net and court’ physical

activity.

Ethics and integrity


(IA1): Project – folio


(IA2): Investigation – report

25%

20%

Unit 4

Energy, fitness and training


Energy, fitness and training

integrated with one selected

‘Invasion’, Net and court’ or

‘Performance’ physical

activity.


(IA3): Project – folio

Summative external assessment (EA):

Examination – combination response.

30%

25%

SPORT AND RECREATION CODE: RCJ Years 11 & 12



Prerequisites: A minimum of Very Good level of Effort and Behaviour in Year 10 and/or Junior HPE.

Sport and Recreation is a practical based subject that allows students to develop knowledge and skills through the

participation in a wide range of activities and sports. 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.

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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.

Structure

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

Core topics 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

Active play and minor games

Challenge and adventure activities

Games and sports

Lifelong physical activities

Rhythmic and expressive movement activities

Sport and recreation physical activities

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Assessment

A range of assessment methods are used throughout the course. These will include;

Project Investigation Extended response Performance Examination


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


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.

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

At least two different components from the following: Written:500-900 words spoken 2 ½-3 ½ minutes multimodal: 3-6 minutes performance: 2-4 minutes.*

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

Presented in one of the following modes: written: 600-1000 words spoken : 3-4 minutes.

2-4 minutes* 60-90 minutes 50-250 words per item

CERTIFICATE III in FITNESS CODE: VFT Years 11 & 12

Subject Type: VET

Cost: approx. $350 per year

Prerequisites: Nil

Course Overview:

This course will suit students wanting to pursue a career in the Fitness industry or those who simply enjoy being

active and would like to learn new skills to apply to their own personal health and fitness.

Developed in consultation with the Human Performance Centre, the Cert III Fitness will teach you the essential skills

to kick-start a career in the fitness industry. Taught by our qualified staff at school and supported by industry

experts, you will learn how to incorporate the latest health, fitness and training principles into developing program

for yourself and others. You will also learn the most up to date dietary information. In addition you will gain an

understanding of how to work effectively in teams, apply risk management strategies and how to operate within

sport, fitness and recreational environments.

On the practical level you will gain qualifications in First Aid as well as working in a variety of different fitness

environments (including the Gym, PCYC, Crossfit, Outdoor, HPC) to focus on strength and conditioning, flexibility,

prehab and rehab, and effective circuit training.

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INDUSTRIAL TECHNOLOGY & DESIGN, and HOSPITALITY

Year 10

INDUSTRIAL

GRAPHICS SKILLS

GRAPHICS SKILLS

GRAPHICS SKILLS

Not offered in 2019

Not offered in 2019

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EARLY CHILDHOOD STUDIES CODE: ECO Year 10

The Year 10 Early Childhood Studies course is designed to offer students the opportunity to develop knowledge,

attitudes and skills relates to child development, parenting and childcare. Students interested in careers relating to

childcare or teaching, or those who just want to be competent parents, are encouraged to take this course. Year 10

Early Childhood lays the foundations to the senior Early Childhood program.

The course encompasses four units of work:

Semester1

Term 1:

Contraception Stages of the life cycle

Term 2:

From adulthood to parenthood Relationships Childbirth

The challenges of parenting Pregnancy Birthing Options

Semester 2

Term 3:

Virtual baby take home experience Nutritional requirements for children Babies are beautiful! Child-rearing practices

Promoting the consumption of nutritious food and snacks

Breast feeding V’s Bottle feeding Introducing solids

Term 4:

Entertaining toddlers and children (bands, TV programs, books, games, toys, Holiday Entertainment Programs and playgrounds)

Growth & Development – fine motor skills/gross motor skills

Planning parties for children Parenting Styles Types of Families Functions of Families

Assessment:

Written exams, oral presentations, folio, written assignments, posters and brochures.

Desirable Attributes:

Students are required to have a genuine interest in caring for and educating young children. Students should enjoy

working closely with young children.

EARLY CHILDHOOD STUDIES CODE: ECJ Year 11 & 12



Prerequisites: Students are required to have a genuine interest in all areas of Early Childhood Studies. Students

should have an interest in working closely with young children.

Overview: This Year 11 & 12 Early Childhood Studies course is designed to offer students the opportunity to

develop knowledge, attitudes and skills related to child development, parenting, childcare and educating young

children.

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Students interested in careers relating to childcare or teaching, or who just want to be competent parents are

strongly encouraged to select this course. The subject encourages students to be advocates for the wellbeing of

children by appreciating the significance of these interactions in order to help children develop into confident,

independent and caring adults.

Early Childhood Studies focuses on learning about children aged from birth to five years. A cornerstone of the

subject is the significance of play to a child’s development. Play involves opportunities in which children explore,

imagine, investigate and engage in purposeful and meaningful experiences to make sense of their world. 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.

Pathways : A course of study in Early Childhood Studies can establish a basis for further education and employment

in health, community services and education. Depending on qualifications, opportunities exist as early childhood

educators, teacher aides or assistants in early childhood settings, childcare facilities, kindergartens and early learning

centres.

Unit 1 Year 11 Exploring the Growth and Development of Children Fundamentals of Early Childhood Conception to Birth Growth and Development of children Physical Development Social and Emotional Development of Children Children with Special Needs Children and their wellbeing Nature vs Nurture Practices in Early Childhood Learning Play Based Learning Prep Visits Parenting (Virtual Baby Take Home Experience) Assessment

Assignment Project

Assignment Investigation Unit 2 Year 11 The Power of Play Play and Creativity Creativity, self-expression and problem solving Learning through scientific thinking Learning through numeracy, literacy and the arts Planning and implementing play-based learning opportunities Indoor and Outdoor Learning Environments Outdoor Play Indoor Play Children’s Parties Assessment

Assignment Project

Assignment Extended response to stimuli Unit 3 Year 12 Literacy and Numeracy. Keeping Children Safe Fundamentals of Early Childhood Growth and Development Intellectual and Language Development and Children Practices in the Early Childhood Learning Environment Books and Children

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Poetry and Children Numeracy Skills for Children Writing a book for children Prep Visits Accident Prevention and the Safety of Children Domestic Violence Internet Safety Playground Investigation Assessment

Assignment Project

Assignment Investigation Unit 4 Year 12 Healthy Kids Are Happy Kids. Early Childhood Careers. Healthy Eating and Nutrition for Children Reducing the risk of Children’s health problems Children’s Health and Physical Well Being Mental Health Working with culturally diverse families and children Careers related to Early Childhood Policies, Frameworks and Guidelines related to Early Childhood Assessment

Assignment Extended response to stimuli

Assignment Project

Student Activities: Experience in Year 11 will be predominantly teacher directed, moving towards increased student

directed activities in Year 12.

Theory note taking Evaluation of DVDs Research Photo Boards Role Playing Excursions and work experience to local

Childcare Centres, TAFE, Prep rooms, Primary schools.

Worksheets Guest Speakers Oral Reports Classroom Debates Virtual Baby Experience

ENGINEERING SKILLS (Manufacturing) CODE: ESO Year 10

Prerequisites: A satisfactory safety record.

Overview:

This Year 10 course is recommended for current Year 9 Industrial Technology and Design students and those with a

possible interest in design and the trade industry. Students who have not studied ITD and who are keen to work

safely can also do this course. It is anticipated that this course will encourage students to undertake further

personal development, training and education in a range of areas related to the engineering trades.

Course Outline:

Year 10 is a preparatory year for Years 11 and 12 Engineering Skills. Senior units will not be accredited to students

in Year 10. It is not mandatory or a prerequisite for Year 11 and 12. There is no cost for Year 10.

Most of the work is practical but students will engage in regular workshop theory lessons and weekly log books.

84

Student activity for both Units

Upkeep of student Log Book. Safety in the Engineering workshop. Study of new technologies in trade engineering.

Use of workshop drawings, numeracy and literacy skills for the workplace, use of portable power tools and cutting

machines.

Projects for Assessment- Assessment instruments will include practical work, weekly log book, practical tests, and

teacher observation.

Semester 1

Fitting -Back Scratcher, laser cutter. Welding and Fitting- Tri Square, Fitting and Machining-BBQ tongs, Metal Turning- Canon

Semester 2

Student own design Electronics project-eg electronic dice design. Toys with cam- Laser cutter work ** Shoes with Leather uppers must be worn at all times in workshops.

ENGINEERING SKILLS CODE : ESK Years 11 & 12



**Maximum Students for Safe Working Environment: 19

Prerequisites: Nil - A satisfactory safety record.

**Students with available VETIS funding may have the opportunity to complete a free accredited certificate course

with the provider Core Industry Australia. USI number required before course commencement.

Equipment Needed:

Overalls are compulsory. Students must provide their own overalls at their own expense. Students not willing to

purchase overalls should not choose this subject.

Overview:

This subject provides a unique opportunity for students to experience the challenge and personal satisfaction of

undertaking practical work while developing beneficial vocational and life skills.

The subject includes two core topics — ‘Industry practices’ and ‘Production processes’. Industry practices are used

by manufacturing enterprises to manage the manufacturing of products from raw materials. Production processes

combine the production skills and procedures required to create products. By doing manufacturing tasks, students

develop transferable skills relevant to a range of industry-based electives and future employment opportunities.

They understand industry practices, interpret specifications, including technical drawings, and demonstrate and

apply safe practical production processes with hand/power tools and machinery.

85

Pathways

A course of study in Engineering Skills can establish a basis for further education and employment. With additional

training and experience, potential employment opportunities may be found in engineering trades as, for example, a

sheet metal worker, metal fabricator, welder, maintenance fitter, metal machinist, locksmith, air-conditioning

mechanic, refrigeration mechanic or automotive mechanic. Designing is NOT part of the course. Students must

complete projects from designated drawings.

Successful completion of this subject will provide four credit points for the Queensland Certificate of Education

(QCE).

Students will be required to use the online Onguard Safety Software.

** Year 11 & 12 Projects mentioned below are examples only. Projects will be negotiated.

Unit 1 – Year 11

Safety instruction on all machines – possible projects include: Meat mallet, (Metal lathe, milling machine, dull press, taps and (Metal lathe, milling machine, dull press, taps and dies). Introduction to Oxy and arc welding

Fitting – sliding bevel Log Book

Unit 2 – Year 11

Welding Fabrication eg. garden seat Student own design eg. cricket stumps, metal dice Intro to MIG welding and oxy cutting Nut man (welding figurine project) Log Book.

Unit 3 – Year 12

Hand truck. Turning exercise Tool maintenance eg sharpening dull bit Log Book

Unit 4 – Year 12

Collapsible shovel Metal DICE Setting up with dial indicator Assessment: Log Book On-going assessment of practical work

Dimensions:

The subject includes two core topics — ‘Industry practices’ and ‘Production processes’.

** Shoes with Leather uppers must be worn at all times in workshops.

Assessment: Years 11 and 12.

Assessment instruments will include practical work, weekly log book, practical tests, and teacher observation.

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FURNISHING SKILLS (Manufacturing) CODE: MFO Year 10

Prerequisites: Nil - A satisfactory safety record

Overview:

This Year 10 course is recommended for any student with a possible interest in furnishing trades, for example,

cabinet making, and wood machining. It is anticipated that this course will encourage students to undertake further

personal development, training and education in a range of areas related to the furnishing industry.

Year 10 is a preparatory year for Years 11 and 12. Senior semester units will not be accredited to students in Year

10. It is not mandatory or a prerequisite for Year 11 and 12. There is no cost for Year 10.

The Year 10 projects will include small furniture items and student design choices. The use of portable power tools

will be minimal until the commencement of Year 11.

Assessment:

Student activity for both Units:

Upkeep of student work booklet. Safety in the furnishing workshop. Study of historical and emerging trends in

furniture design. Use of workshop drawings, numeracy and literacy skills for the workplace, use of portable power

tools and cutting machines.

Projects for Assessment- This will be on-going assessment of practical work, weekly log book, practical tests, and

teacher observation.

Semester 1

Toolbox- jointing and laser cutter design

Table –carcase construction

Semester 2

Framing-Chess board with drawers

Wood turning –bowl or student choice

Design-Student choice with laser cutter design.



FURNISHING SKILLS CODE : FSK Years 11 & 12



**Maximum Students for Safe Working Environment: 19.

Prerequisites: Nil - A satisfactory safety record.

**Students with available VETIS funding may have the opportunity to complete free accredited certificate courses

with provider the Core Industry Australia. USI number required before course commencement.

87

Overview:

The Furnishing Skills subject focuses on the underpinning industry practices and production processes required to

manufacture furnishing products with high aesthetic qualities. The furnishing industry comprises a wide range of

fields, including soft furnishing, commercial and household furniture-making, cabinet-making and upholstering.

This subject provides a unique opportunity for students to experience the challenge and personal satisfaction of

undertaking practical work while developing beneficial vocational and life skills.

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, shop fitter, upholsterer,

furniture restorer, picture framer, floor finisher or glazier.

Designing is NOT part of the course. Students work from set drawings.


(QCE).

Student will be required to use Onguard Safety Software.

Assessment:

Student activity for all Year 11 & 12 units:

Upkeep of student work booklet. Developing and acquiring knowledge of: historical, current and emerging trends in

the furnishing industry; safety in the workplace; identity of roles of management, employer associations, unions,

time management and workplace structures; workshop drawings; mathematics skills for the workplace; materials;

and using power tools and equipment, such as routers, planes, wood lathes, sanders, band saws, radial arm saws and

drills. Also covered: Introduction to Materials, Occupational Health and Safety, Workplace Environment Calculations,

Hand Tools and Equipment, Drawing, and Introduction to the Furnishing Industry, Power Tools and Equipment, Basic

Construction, Communications and Information Technology.

Unit 1

Framing-Picture Frame

Students will Individually manufacture a framing exercise e.g. picture frame, using quick construction methods as specified on a basic technical drawing

Furniture piece eg. planter box.

Unit 2

Furniture Making In a team,

manufacture a multipurpose kitchen accessory from specifications. eg. Treasure chest,

Cutting Board Unit Furniture Making

Individually manufacture a jewellery box from specifications for sale to customers.

Practical demonstration: Individual manufacture of a woodwork joint suitable for jewellery box and as specified in provided specification.

Unit 3 Furniture Making

.Coffee Table

production journal with photographs

Practical demonstration: Students manufacture, assemble a drawer from specifications.

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Unit 4

Cabinet Making.

Students will individually manufacture a cabinet e.g. TV Cabinet or first aid cabinet using industry standard techniques, as specified on a basic technical drawing.

Multimodal - non-presentation Individually produced annotated production journal with photographs

Practical Demonstration: Students manufacture, assemble, and hinge a door from specifications.

Assessment: Years 11 and 12.


Dimensions:

The subject includes two core topics — ‘Industry practices’ and ‘Production processes’.


INDUSTRIAL GRAPHICS SKILLS CODE : GPH Year 10

Pre-requisites: A laptop with minimum 8 gig Ram and 128 gig hard drive. Core I5 minimum. More powerful

computers would be preferred. Students cannot study this computer drafting course without a suitable laptop.

Mac computers are not compatible with the school software.

Year 9 Graphics and some competence in computer aided drafting would be beneficial but not essential. Students

will use Archicad, Inventor, Autocad and Revit. This software will be provided free to students. Students will need to

use laptops for homework and finishing off class tasks.

Overview:

Year 10 is a preparatory year for the yr 11/12 Industrial Graphics Skills Subject Area Syllabus (SAS). Industrial

Graphics Skills will provide opportunities to explore, experience and learn knowledge and practical skills required to

produce the technical drawings used in a variety of industries, including building and construction, engineering and

furnishing. It provides a unique opportunity to experience the challenge and personal satisfaction of undertaking

practical work while developing beneficial vocational and life skills.

Students will undertake CAD drafting tasks both individual and collaboratively. Drafting tasks are industry-related

learning experiences that range from skill exercises focused on specific technical drawing procedures to the

completion of functional working drawings.

Semester1 Industry Practices and Drafting Processes:

Emphasis on product quality, drawing skills and procedures.

Introduction to Autocad and Archicad software, orthographic drawings, developments, tangents, and 3D

rendered drawings.

Sketching-continual throughout the year.

Semester 2

Building and construction: Archicad Software – House drawings.

Engineering and Furnishing Drafting: Inventor software –advanced 3D drawings, Sectioning, specifications

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Assessment: Assessment in Industrial Graphics Skills gives students opportunities to develop and demonstrate their

knowledge, understanding and skills. Assessment instruments include:

projects, which provide authentic opportunities to demonstrate learning in both industry practices and drafting processes, e.g. measure, draw and prototype a component of a machine using a 3D printer

practical demonstrations, e.g. preparing orthographic views from a digital model examinations: short response drawing test.

INDUSTRIAL GRAPHICS SKILLS CODE : GSK Year 11 & 12


The Industrial Graphics Skills subject focuses on the underpinning industry practices and drafting processes required to produce the technical drawings used in a variety of industries, including building and construction, engineering and furnishing. It provides a unique opportunity for students to experience the challenge and personal satisfaction of producing technical drawings and models while developing beneficial vocational and life skills. By doing drafting and modelling tasks, students develop transferrable skills relevant to a range of industry-based electives and future employment opportunities. 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. Unit 1: Introduction to drafting basics in the manufacturing industry The unit introduces students to the industry practices and drafting processes associated with drafts people, who use drawing skills and procedures to create technical drawings (specifications) that facilitate the manufacture of quality products in manufacturing enterprises. Examination Drawing skills and procedures • Short response test- CAD, Sketching - 2D & 3D Unit 2: Working cooperatively in drafting workplaces The unit introduces students to the industry practices associated with drafters, who work in teams using drawing skills and procedures to create technical drawings (specifications) that facilitate the manufacture of quality products in manufacturing enterprises. Quality product outcomes are facilitated through accurate, industry relevant drawings. Effective teamwork in the drafting workplace requires the communication of clearly defined work roles and expectations. Examination Project In pairs or a small team, students work cooperatively to create a set of technical drawings for a simple multicomponent product, e.g. toy parts, mechanical parts, bench vice, skate board, etc. • Product component Pairs or Small Team: Set of technical drawings. Individual: Construct a model: 3D printout or model of an appropriately sized component of the multicomponent product for assembly. • Multimodal — non-presentation Individual annotated logbook documenting the development of the drawings to indicate the use of industry practices and drafting processes. Practical demonstration Individually, students animate the assembly of a multi-component engineering product to indicate the correct production line assembly sequence for a new worker induction presentation. Allocated time: 10 hours

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Unit 3: Architectural Drawing The unit builds on previous learning of industry practices and drafting processes used in the creation of technical drawings for the manufacturing industry. The building and construction industry contributes significantly to the Australian economy. Drafters play a vital role in facilitating the construction of quality structures that meet industry and governing body requirements. Examination Project Individually, students create a set of technical drawings for a building or house developed from a basic sketch and a picture. Allocated time: 40 hours • Multimodal — non-presentation Individual digital portfolio documenting the development of the drawings to indicate the use of industry practices and drafting processes. • Product component Technical drawings of the proposed Extension Unit 4: Engineering drafting for product development The unit builds on previous learning of industry practices and drafting processes and animating used in the creation of technical drawings for the manufacturing industry. Product quality depends on drafts people understanding industry-specific tools and materials. When materials become unavailable or production processes are modified, technical drawings are created that maintain product quality in recognition of customer expectations. Examination Project Individual: Produce a set of technical drawings of a product using a modified component. Construct a Model: Students manufacture the modified component using CAM (3D Print) to support the drawing modifications of interrelated product components. • Product component. Set of technical drawings to facilitate manufacture and 3D printed model of the modified component. • Multimodal — non-presentation Printed folio of planning sketches documenting the development of the drawings to indicate the use of industry practices and drafting processes. Practical demonstration Students produce a set of technical drawings for a complex multipart engineered product (eg. piston and connecting rod, roller bracket, bottle jack, ball valve etc.) Examination Course coverage of drafting processes and industry practices. • Short response test

Dimensions:

The subject includes two core topics — ‘Industry practices’ and ‘Production

HOSPITALITY PRACTICES CODE : HPO Year 10

Description of Course:

Year 10 Hospitality is a subject designed for students who have a genuine love of food preparation,

entertaining, nutrition and catering. It incorporates many skills used in everyday life and during many social

occasions. Students are required to supply their own ingredients for cookery each week. (Average cost: $15.00 per

week).

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Semester 1 Term 1

Around the World:

Types of menus Styles of food service Orient Express: Discover Asian

cuisine American Pie: Discover the cuisine of

the Americans Design Brief: Plan and prepare a

Cultural Foods Buffet (combination of Chinese, Japanese, Mexican, Italian, Thai, Malaysian etc.)

Planning menus Advance Australia Fare: Discover

Australian cuisine European Vacation: Discover

European cuisine Out of Africa: Discover African

cuisine Setting up a Buffet table, serving and

making tea and coffee, and preparing and serving cold drinks

Students prepare and serve the food Term2

Nuts About Nutrition:

The Technology Design Process (investigating, designing, producing and evaluating)

Characteristics of employees Food Stuff: Discovering nutrients Bad Taste: Discover dietary related

disease

An introduction to the Hospitality Industry

Kitchen safety Science Fiction: Discover food myths What’s Hot?: Discover nutritional

issues Food for Thought: Discover the

impact of technology An introduction to the Hospitality Industry

Semester 2 Term 3

Make a Meal of It:

Start Me Up: Discover breakfast The Night Shift: Discover dinner Snack Attack: Discover snacks and

junk food Table setting

In the Bag: Discover lunch It’s a Wrap: Discover fresh versus

packaged Preparing and serving meals Plan a function: Design and prepare

a two course meal and invite guests.

Term 4

Techno Food:

Makes Sense: Discover sensory evaluation

Branded!: Discover food products Labelled: Discover labelling Packaging and marketing Design Brief: Design your own food

product Service styles

Hot Properties: Discover properties of food

All Wrapped Up: Discover packaging Product development New and emerging foods Food from other cultures Cultural awareness

Assessment:

Written exams, assignments, design briefs, practical cooking exam, Functions.


Students are required to have a genuine interest in food preparation, food presentation and the Hospitality Industry.

** Shoes with Leather uppers must be worn at all times in kitchens.

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HOSPITALITY PRACTICES CODE: HPJ Years 11 & 12


Cost: The fee component of this subject is covered by student school levy fees. Students can expect to pay between

$10 - $20 per week for their own ingredients.

Prerequisites: Nil. It is an advantage if Year 9 Food Studies or Year 10 Hospitality has been studied – but not

essential.

Overview:

This Year 11, and 12 subject aims to develop an appreciation of the role that catering plays in our society as a leisure, domestic, vocational, and commercial activity. Hospitality includes food preparation and cooking, presentation and serving of foods. Students are supplied with a professional chef’s uniform and an apron to wear during functions. Hospitality offers a range of exciting and challenging long-term career opportunities across a range of businesses. The industry is dynamic and uses skills that are transferrable across sectors and geographic borders. Hospitality Practices enables students to develop knowledge, understanding and skills of the hospitality industry and to consider a diverse range of post school options. The Hospitality Practices syllabus emphasises the food and beverage sector, which includes food and beverage production and service. Through this focus, students develop an understanding of hospitality and the structure, scope and operation of related activities in the food and beverage sector. A course of study consists of three core topics — navigating the hospitality industry, working effectively with others, and hospitality in practice. The core topics describe concepts and ideas and the associated knowledge, understanding and skills fundamental to the hospitality industry, and are delivered through electives. The three electives — kitchen operations, beverage operations and service, and food and beverage service — represent key employment areas within the food and beverage sector, enabling students to develop a solid understanding of the sector. The subject enables students to 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. Students develop awareness of industry workplace culture and practices and develop the skills, processes and attitudes desirable for future employment in the sector. They have opportunities to develop personal attributes that contribute to employability, including the abilities to communicate, connect and work with others, plan, organise, solve problems, and navigate the world of work. 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.


(QCE).

Unit 1 - Study area core:

The Hospitality industry, Workplace health, hygiene, and safety procedures in the Hospitality industry. Coffee shop,

coffee culture, kiosks and mobile beverage operations.

Elective areas chosen:

Food production, beverage production, food and beverage service.

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Focus on learning experiences:

Intro to the Hospitality industry, Safety and hygiene, Knife skills, Food production, Coffee making, Running a

coffee shop, Function.

Unit 2 - Study area core: International Cuisine

Actual Project, Buffet.

Elective areas chosen food production, beverage production, food and

beverage service.

Focus of Learning Experiences

Working in a team, working with colleagues and customers, personal

presentation, effective communication, food production, themed

function, legislation, marketing, sustainability.

Unit 3 - Study area core: Dining Experience Different types of Dining

establishments.

Implementation of different menus; Table D’Hote; A la carte; set

menu.

Elective areas chosen:

Food production, beverage production, food and beverage service.

Focus of learning experiences:

Overview of the hospitality industry, kitchen safety and hygiene, culinary terms, knife skills, team work, customer

expectations, food presentation, food production, functions, restaurants.

Unit 4 - Study area core: Event Management

Catering for large events, Hospitality event management, Communication in the Hospitality Industry.

Elective areas chosen: Small Business

Food production, beverage production, food and beverage service, specialised Cultural study, specialty cookery.

Focus of learning experiences:

Working in a socially diverse environment, food from other cultures, food production, receiving and storing goods,

working in a team, food production and presentation, preparing and serving beverages, waiting skills, running a

function, work experience, career opportunities, specialty cookery, and sustainability.

Assessment:

A variety of the following tasks will be used over the four semesters: restaurants, functions, group work; theory

exams; investigations; actual projects; case study; folios.


A genuine interest in cooking and serving food; ability to work independently in groups; enthusiasm and willingness

to participate in extracurricular activities; ability to adhere to workplace health and safety regulations; work

experience in the hospitality industry is supported and encouraged.

** Shoes with Leather uppers must be worn at all times in kitchens.

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LANGUAGES


JAPANESE CODE: JAP Year 10

The year 10 Program covers units of work which prepare students to continue their language studies to a Senior

level. Students enhance their ability to communicate in Japanese and to discuss topics that are relevant to everyday

life as well as have fun and be creative.

This program is a prerequisite for the authority subject of Senior Japanese

Prerequisites: Students should have attained at least a C in Japanese as preparation for this course.

Bonus Rank Scheme:

The Bonus Rank Scheme is for current Year 12 students. Students who complete Year 12 Japanese with a C (Sound

Achievement) or better will receive 2 bonus rank points at selected Australian Universities (eg. Griffith University and

University of Queensland).

Year 11

Year 12

FRENCH

Year 11

SPANISH

Year 12

ITALIAN

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Description of Courses:

Semester 1 – Term 1

Unit: My Family, My future

This unit encourages students to evaluate the

characteristics of the relationships they have with

various people in their lives. In examining their family

unit in comparison to others, students develop a deep

understanding of cultural differences, and the influence

of culture on lifestyle in relation to a range of topics.

Students work towards becoming more tolerant of others and also investigate a range of occupations that they may

consider in the future.


Unit: Out and About

In this unit, students study a range of language used in everyday situations; to shop, discuss the weather, ask for

directions and attend social events. Students also experience a range of Japanese traditional past times such as;

calligraphy, green tea ceremony and origami.


Unit: Pop Culture

In this unit, students explore various aspects of Japanese Pop culture including; Japanese fashion, jpop, karaoke,

manga and anime. Students examine popular culture and interests of Japanese people in comparison to leisure

activities from different interest groups, especially those relevant to teenagers.


Unit: Folktales

The study of traditional folk tales provides students with a platform to develop their knowledge, understanding and

appreciation of literary techniques and Japanese writing including kanji.

Student Assessment:

Students will be assessed in Listening, Speaking, Reading and Writing skills. These skills are weighted equally and

will be assessed at least once a semester.

JAPANESE CODE: JAP Years 11 & 12



Prerequisites: Year 10 Japanese (Year 10 Japanese exit rating of Sound Achievement or above is recommended).

When run as a composite class due to lower student numbers, both years 11 and 12 study the same topics, in which

case the Year 11 and 12 topics may be the reverse of those stipulated below.

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Overview:

The Japanese program in the senior school places emphasis on practical and communicative use of language within

our global society. All units of study have been devised to enhance students’ ability and confidence to engage in

everyday conversations and activities in Japanese. Students will develop these skills by participating in listening,

speaking, reading and writing class activities. The senior Japanese course not only focuses on elements of language

such as grammar, functions and vocabulary, but also aims to increase students’ awareness and understanding of the

unique Japanese culture. Again another important attribute for effective participation in our global society.



Semester 1 – Year 11

Unit 1: 私のくらし — My world

In Unit 1, students compare and contrast lifestyles and education in Australian and Japanese-speaking communities,

schools, homes and peer-group contexts. They communicate their understanding and experiences of relationships

through the use of information and ideas in texts and language, such as formal and informal spoken language, and

develop a variety of strategies to maintain communication. Students generate and compare information about their

own and others’ personal identities, and the cultural values related to personal and wider community lifestyles,

leisure and education.

Unit requirements

In Unit 1, 私のくらし — My world, subject matter is organised into three topics that require a notional 55 hours of

teaching, learning and assessment in total, with a suggested:

15 hours on Unit 1 Topic 1: Family/carers and friends 40 hours on Unit 1 Topic 2: Lifestyle and leisure and Unit 1 Topic 3: Education.


Unit 2: 私達のまわり — Exploring our world

In Unit 2, students move beyond their personal world to how they engage with the world.

They do this by exploring options for personal travel and tourism in Japanese-speaking

countries and Australia, and by considering the associated cultural conventions. Their study focuses on the

increasingly central role and impact of technology and media in their own lives and the lives of Japanese-speaking

peers. Students consider the ways that Japanese culture has contributed to the world, and reflect upon their

experiences, compare options and express preferences, while appreciating diverse cultural values. This provides the

opportunity to develop knowledge and understanding of a range of language elements and textual structures; to

communicate similarities and differences; and to develop opinions about travel, technology and media, and the

contribution of Japanese culture in the wider world.

Unit requirements

In Unit 2, 私達のまわり — Exploring our world, subject matter is organised into three topics that require a notional 55

hours of teaching, learning and assessment in total, with a minimum of 5 hours on any single topic:

Unit 2 Topic 1: Travel Unit 2 Topic 2: Technology and media Unit 2 Topic 3: The contribution of Japanese culture to the world.

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Year 11 and 12 topics may be interchanged if a composite class is formed due to low enrolment numbers, but all

topics will be covered by the end of Year 12.




Unit 3: 私達の社会 – Our society

In Unit 3, students investigate their place in society. They reflect on roles and relationships in society and how they

and their peers retain a sense of connectedness and belonging. Consideration is also given to stereotyping of groups

in the community and how identity is linked or challenged by their place in their own and other Japanese-speaking

communities. They learn how to express opinions about pressures and social expectations amongst their peers. As

they comprehend, analyse, interpret and consider topics affecting their current and future society, students develop

knowledge and understanding of a range of language elements. Students deepen their appreciation of cultural

perspectives, as they are offered opportunities to use Japanese to synthesise how society impacts on themselves

and their peers.

Unit requirements

In Unit 3, 私達の社会 — Our society, subject matter is organised into three topics that require a notional 55 hours

of teaching, learning and assessment in total, with a suggested:

15 hours on Unit 3 Topic 1: Roles and relationships 40 hours across Unit 3 Topic 2: Socialising and connecting with my peers and Unit 3 Topic 3: Groups in

society.

Suggestions for Japanese resources and texts are

incorporated in the subject matter.


Unit 4: 私の将来 — My future

In Unit 4, students focus on their final year of school and

their post-school future. This includes end-of-school

celebrations, students’ plans for their immediate future

and how these plans, responsibilities and aspirations compare with those of young Japanese speakers. As students

research and discuss, and then create texts relevant to school leavers, they consolidate their knowledge and

understanding of a range of language elements, structures and text types. Students are offered opportunities to use

Japanese, to explore their perspectives on issues relevant to their futures and to the futures of their peers, and to

reflect on the end of their school lives.

https://www.pexels.com/photo/mt-fuji-248195/

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Unit requirements

In Unit 4, 私の将来 — My future, subject matter is organised into two topics that require a notional 55 hours of


27 hours on Unit 4 Topic 1: Finishing secondary school, plans and reflections 28 hours on Unit 4 Topic 2: Responsibilities and moving on.

Assessment

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

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

added together to provide a subject score out of 100. Students will also receive an overall subject result (A–E).

Unit 3 Unit 4




Extended response

30%





25%

Year 11 Assessment Program should mirror Year 12 Assessment Program

Suggestions for Japanese resources and texts are incorporated in the subject matter.



FRENCH CODE: FRE Years 10 & 11



Prerequisites: SA or above in Year 9 French Immersion Accelerated programme Semester 1

Overview:

Following an intensive language study throughout the French Immersion Programme, student progress is

accelerated through the senior programme. ie. Year 10 Sem. 2= Grade 11 French, Year 11 = Grade 12 French, Year 12

= French Extension programme. The focus of the Senior French Program is on practical and communicative use of

language in today’s world. The topics studied give students competence in a wide range of situations in which they

may need to use French.

They also become more aware of other cultures, enabling them to benefit more from their travels and interact more

effectively with people from other nations.

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YEAR 10 STUDENTS

YEAR 11 FRENCH

Additional language acquisition provides insight into the purpose and nature of language in general and promotes

greater sensitivity to, and understanding of, linguistic structures, including the linguistic structures of English. As

students develop the ability to explore cultural diversity and similarities between another language and their own,

this engagement with other languages and cultures fosters intercultural understanding. Language acquisition occurs

in social and cultural settings. It involves communicating across a range of contexts for a variety of purposes, in a

manner appropriate to context. As students experience and evaluate a range of different text types, they reorganise

their thinking to accommodate other linguistic and intercultural knowledge and textual conventions. This informs

their capacity to create texts for a range of contexts, purposes and audiences. Central to the capacity to evaluate and

create texts are the skills of critical and creative thinking, intellectual flexibility and problem-solving. Acquiring an

additional language provides the opportunity to develop these interrelated skills, and requires students to use

language in a meaningful way through the exchange of information, ideas and perspectives relevant to their life

experiences. 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.

Unit 1: Ma vie — My world

Unit description

In Unit 1, students compare and contrast lifestyles and education in Australian and French-speaking communities,


through the use of information and ideas in texts and language, such as formal and informal spoken language, and

develop a variety of strategies to maintain communication. Students generate and compare information about their

own and others’ personal identities, and the cultural values related to personal and wider community lifestyles,

leisure and education.

The subject matter engages students with aspects of language and textual conventions — to communicate

similarities and differences, and to develop opinions about the lives and interests of young people — in familiar and

unfamiliar school and home environments.

Unit requirements

In Unit 1, Ma vie — My world, subject matter is organised into three topics that require a notional 55 hours of


15 hours on Unit 1 Topic 1: Family/carers and friends 40 hours on Unit 1 Topic 2: Lifestyle and leisure and Unit 1 Topic 3: Education.

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Unit 2: L’exploration du monde — Exploring our world

Unit description

In Unit 2, students move beyond their personal world to how they engage with the world. They do this by exploring options for personal travel and tourism in French-speaking countries and Australia, and by considering the associated cultural conventions. Their study focuses on the increasingly central role and impact of technology and media in their own lives and the lives of French-speaking peers. Students consider the ways that French culture has contributed to the world, and reflect upon their experiences, compare options and express preferences, while appreciating diverse cultural values. This provides the opportunity to develop knowledge and understanding of a range of language elements and textual structures; to communicate similarities and differences; and to develop opinions about travel, technology and media, and the contribution of French culture in the wider world.

Unit requirements

In Unit 2, L’exploration du monde — Exploring our world, subject matter is organised into three topics that require a

notional 55 hours of teaching, learning and assessment in total, with a minimum of 5 hours on any single topic:

Unit 2 Topic 1: Travel

Unit 2 Topic 2: Technology and media

Unit 2 Topic 3: The contribution of French culture to the world.

Assessment

All assessments in Unit 1 are school based. Benowa State High School will devise at least one but no more than two

assessment instruments.

Students will have opportunities in Units 1 and 2 to experience and respond to the types of assessment they will

encounter in Units 3 and 4 (Year 12 French).

Instruments with similar specifications and conditions to Summative internal assessment 2 (Year 12 French):

Examination — combination response, or Summative internal assessment 3 (Year 12 French): Extended response,

would enable students to demonstrate their ability across the unit objectives, unit topics and the mandatory

language elements.

The availability of this course will depend on the number of students who wish to enrol our year 11 French program.

YEAR 11 STUDENTS


YEAR 12 FRENCH Unit 3: Notre société — Our society

Unit description



in the community and how identity is linked or challenged by membership of these groups in their own and French-

speaking communities. They learn how to express opinions about pressures and social expectations among their

peers. As they comprehend, analyse, interpret and consider topics affecting their current and future society,

students develop knowledge and understanding of a range of language elements.

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Students deepen their appreciation of cultural perspectives, as they are offered opportunities to use French to

synthesise how society impacts on themselves and their peers.

Unit requirements

In Unit 3, Notre société — Our society, subject matter is organised into three topics that require a notional 55 hours

of teaching, learning and assessment in total, with a suggested:

15 hours on Unit 3 Topic 1: Roles and relationships

40 hours across Unit 3 Topic 2: Socialising and connecting with my peers and Unit 3 Topic 3: Groups in

society.

Unit 4: Mon avenir — My future

Unit description

In Unit 4, students focus on their final year of school and their post-school future. This includes end-of-school

celebrations, students’ plans for their immediate future and how these plans, responsibilities and aspirations

compare with those of young French speakers. As students research and discuss, and then create texts relevant to

school leavers, they consolidate their knowledge and understanding of a range of language elements, structures and

text types. Students are offered opportunities to use French, to explore their perspectives on issues relevant to their

futures and to the futures of their peers, and to reflect on the end of their school lives.

Unit requirements

In Unit 4, Mon avenir — My future, subject matter is organised into two topics that require a notional 55 hours of


27 hours on Unit 4 Topic 1: Finishing secondary school, plans and reflections 28 hours on Unit 4 Topic 2: Responsibilities and moving on.

Assessment

Unit 3 Unit 4




Extended response

30%





25%

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FRENCH EXTENSION CODE: FRX Year 12 ONLY



Prerequisites: Year 12 French.

Unit 3 -

Unit description

In Unit 3, students enter the first phase of their development of textual investigative skills in both French and

English.

This unit follows a model in which students will be guided to greater independence as learners as they work towards

analysis and evaluation of a range of texts of increasing conceptual complexity. The ability to explain how cultural

attitudes, perspectives and values underpin texts and the influence they have on an audience is a skill developed

throughout this unit.

The teacher should facilitate student development of the investigative and analytical skills required for Unit 4.

Unit requirements

This unit requires engagement with at least two areas of study. Schools choose from the following areas:

• literature, e.g. fables, novels, poems, short stories

• the arts, e.g. cinema, dance, fine arts, music, theatre

• social sciences, e.g. history, geography, politics, religion, sociology

• media studies, e.g. comparison of film and literature, documentaries

• innovation, science and technology, e.g. use of technology in medicine, communication

• business and commerce, e.g. trade and agreements between French-speaking countries and Australia.

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Unit 4: Independent investigation

Unit description

In Unit 4, students come to understand how texts can be exploited to create arguments and to make representations

underpinned by particular attitudes, perspectives and values. Students learn to analyse and evaluate how linguistic

and genre-specific features of chosen texts work to make meaning. By comparing and contrasting related texts, they

arrive at an interpretation or argument based on their intercultural understanding of the texts.

Students independently identify a new focus and/or topic of interest. This may come from the list of areas of study

identified in Unit 3 or be developed from these areas of study to reflect the student’s own interests. Students

investigate the topic negotiated with the teacher, using a variety of authentic French texts of increasing complexity.

They analyse how people, concepts and ideas are represented in texts through the use of textual features and

language choices in order to develop an argument in French. They explore and explain how values, which underpin

texts, are used to influence audiences to accept or reject particular versions of the world.

Assessment

Unit 3 Unit 4




Project — investigative folio

30%


Examination — extended response


Examination — extended response

25%

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SPANISH CODE: SPN Year 10

The year 10 Program covers units of work which prepare students to continue their language studies to a Senior

level. Students enhance their ability to communicate in Spanish and to discuss topics that are relevant to everyday

life as well as have fun and be creative.

This program is a prerequisite for the authority subject of Senior Spanish.

Prerequisites:

Students should have attained at least a C in Year 9

Spanish as preparation for this course.

Bonus Rank Scheme:

The Bonus Rank Scheme is for current Year 12

students. Students who complete Year 12 Spanish

with a C (Sound Achievement) or better will receive

2 bonus rank points at selected Australian

Universities.


Unit: Celebrations

Students will study a range of language used in

everyday situations, in particular asking for directions and attending social events. This unit will allow students to

investigate, in more depth, the Hispanic lifestyle and celebrations throughout the Hispanic world to gain a higher

level of cultural understanding of Spanish and Latin American cultures, and how to interact with others from

different cultural backgrounds.


Unit: Shopping/Clothing/Consumerism

In this unit, students will explore various aspects of Spanish and Latin American consumerism including fashion.

Students will examine popular culture and interests of Spanish and Latin American people in comparison to their

own, particularly those relevant to teenagers.


Unit: Environment

This unit introduces students to various topical environmental issues and cultural differences in people’s approach to

environmental issues in different countries.

Students will learn to express their concerns and opinions regarding the environment and will do an in-depth

research project about their chosen environmental issue


Unit: Media

Students will learn about television media in Spain and Latin America and compare it to that of Australia. They will

learn about local humour and culture through learning about the nature of television programmes either made or

broadcast in Spain and Latin America.

Students become aware of how different societies respond to various forms of media and see the cultural

differences projected through media. Students also study the differences in language use in Spanish in the context of

television and other media.

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SPANISH CODE: SPN Years 11 & 12



Prerequisites: Students should have attained at least a C in Year 10 Spanish as preparation for this course.

The Year 11 & 12 Program covers units of work which prepare students to continue their language studies to a

Senior level. Students enhance their ability to communicate in Spanish and to discuss topics that are relevant to

everyday life as well as have fun and be creative.



This program is a prerequisite for the authority subject of Senior Spanish.

Bonus Rank Scheme:

The Bonus Rank Scheme is for current Year 12 students. Students who complete Year 12 Spanish with a C (Sound

Achievement) or better will receive 2 bonus rank points at selected Australian Universities.

YEAR 11

Semester 1 – Unit 1

In Unit 1, the topics below are studied as students compare and contrast lifestyles and education in Australian and

Spanish-speaking communities, schools, homes and peer-group contexts. They communicate their understanding

and experiences of relationships through the use of information and ideas in texts and language, such as formal and

informal spoken language, and develop a variety of strategies to maintain communication. Students generate and

compare information about their own and others’ personal identities, and the cultural values related to personal and

wider community lifestyles, leisure and education.

Topic 1: Family/carers and friends

Topic 2: Lifestyle and leisure

Topic 3: Education

Assessment: Formative internal assessment Semester 2 – Unit 2

In Unit 2, students move beyond their personal world to how they engage with the world as they study the topics

below. They do this by exploring options for personal travel and tourism in Spanish-speaking countries and Australia,

and by considering the associated cultural conventions. Their study focuses on the increasingly central role and

impact of technology and media in their own lives and the lives of Spanish-speaking peers. Students consider the

ways that Spanish culture has contributed to the world, and reflect upon their experiences, compare options and

express preferences, while appreciating diverse cultural values. This provides the opportunity to develop knowledge

and understanding of a range of language elements and textual structures; to communicate similarities and

differences; and to develop opinions about travel, technology and media, and the contribution of Spanish culture in

the wider world.

Topic 1: Travel Topic Topic 2: Technology and media Topic 3: The contribution of Spanish culture to the world Assessment: Formative internal assessment Year 11 and 12 topics may be interchanged if a composite class is formed due to enrolment numbers, but all topics will be covered by the end of Year 12.

106

YEAR 12


In Unit 3, students investigate their place in society and study the topics below. They reflect on roles and

relationships in society and how they and their peers retain a sense of connectedness and belonging. Consideration

is also given to stereotyping of groups in the community and how identity is linked or challenged by membership of

these groups in their own and Spanish-speaking communities. They learn how to express opinions about pressures

and social expectations among their peers. As they comprehend, analyse, interpret and consider topics affecting

their current and future society, students develop knowledge and understanding of a range of language elements.

Students deepen their appreciation of cultural perspectives, as they are offered opportunities to use Spanish to

synthesise how society impacts on themselves and their peers.

Topic 1: Roles and relationships

Topic 2: Socialising and connecting with my peers

Topic 3: Groups in society


In Unit 4, students cover the two topics below. Students focus on their final year of school and their post-school

future. This includes end-of-school celebrations, students’ plans for their immediate future and how these plans,

responsibilities and aspirations compare with those of young Spanish speakers. As students research and discuss,

and then create texts relevant to school leavers, they consolidate their knowledge and understanding of a range of

language elements, structures and text types. Students are offered opportunities to use Spanish, to explore their

perspectives on issues relevant to their futures and to the futures of their peers, and to reflect on the end of their

school lives.

Topic 1: Finishing secondary school, plans and reflections

Topic 2: Responsibilities and moving on

Assessment

Unit 3 Unit 4




Extended response

30%





25%

Year 11 Assessment Program should mirror Year 12 Assessment Program.






107

ITALIAN CODE: ITL Year 10

The year 10 Program covers units of work which prepare students to continue their language studies to a

Senior level. Students enhance their ability to communicate in Italian and to discuss topics that are relevant to


This program is a prerequisite for the authority subject of Senior Italian.

Prerequisites: Students should have attained at least a C in Year 9 Italian as preparation for this course.

Bonus Rank Scheme:

The Bonus Rank Scheme is for current Year 12 students. Students who complete Year 12 Italian with a C (Sound



Unit: La Festa – Celebrations!

Students will study a range of language used in everyday

situations, in particular with attending social events. They

will examine a range of celebrations specific to Italy, such

as L’onomastico (name day), as well as language and social

conventions of these events. This will allow students to

develop a deeper cultural awareness of Italy and its

customs.


Unit: Environment

Students will study a range of language used to discuss the environment in Italy. The emphasis will be on issues

such as recycling, weather, seasons, pollution and environmental institutions. They will also compare and

contrast how Italy and Australia deal with environmental issues, and gain further experience with using past

tense. This will allow students to develop a deeper cultural awareness of Italian society.


Unit: Pop Culture

In this unit, students explore various aspects of Italian pop culture, including television and film, fashion, and music.

Students examine popular culture and interests of Italian people in comparison to leisure activities from different

interest groups, especially those relevant to teenagers.


Unit: Variety Shows

Students will gain an understanding of particular television viewing habits in Italy, and understand the role of

television in the lives of Italian teenagers. They will view shows such as Zecchino d’oro, Stasera pago io and Striscia la

notizia, and create their own variety show. This unit will allow students to investigate, in more depth, the Italian

lifestyle, and gain a higher level of cultural understanding.

108

ITALIAN CODE: ITL Years 11 & 12


Subject Type: General


Prerequisites: Students should have attained at least a C in Year 10 Italian as preparation for this course.

The Year 11 & 12 Program covers units of work which prepare students to continue their language studies to a

Senior level. Students enhance their ability to communicate in Italian and to discuss topics that are relevant to




This program is a prerequisite for the authority subject of Senior Italian.

Bonus Rank Scheme:

The Bonus Rank Scheme is for current Year 12 students. Students who complete Year 12 Italian with a C (Sound


Overview:

The Senior Italian program places emphasis on practical and communicative use of language within our global

society. All units of study have been devised to enhance students’ ability and confidence to engage in everyday

conversations and activities in Italian. Students will develop these skills by participating in class activities focusing on

listening, speaking, reading and writing. The senior Italian course not only focuses on elements of language such

as grammar, functions and vocabulary, but also aims to increase students’ awareness and understanding of Italian

culture.

Semester ONE - Unit 1 MY WORLD

In Unit 1, students compare and contrast lifestyles and education in Australian and Italian-speaking communities,


through information and ideas in texts and language, such as formal and informal spoken language, and develop a

variety of strategies to maintain communication. Students generate and compare information about their own and

others’ personal identities, and the cultural values related to personal and wider community lifestyles, leisure and

education.

The subject matter engages students with aspects of language and textual conventions — to communicate

similarities and differences, and to develop opinions about the lives and interests of young people — in familiar and

unfamiliar school and home environments.

Family/ and friends Lifestyle and leisure Education

Assessment Formative internal assessment/s

109

Semester TWO - Unit 2 EXPLORING OUR WORLD

In Unit 2, students move beyond their personal world to how they engage with the world. They do this by exploring

options for personal travel and tourism in Italian-speaking countries and Australia, and by considering the associated

cultural conventions. Their study focuses on the increasingly central role and impact of technology and media in

their own lives and the lives of Italian-speaking peers. Students consider the ways that Italian culture has contributed

to the world, and reflect upon their experiences, compare options and express preferences, while appreciating

diverse cultural values. This provides the opportunity to develop knowledge and understanding of a range of

language elements and textual structures; to communicate similarities and differences; and to develop opinions

about travel, technology and media, and the contribution of Italian culture in the wider world.

Travel Technology and media The contribution of Italian culture to the world

Assessment Formative internal assessment/s

Semester THREE – Unit 3 OUR SOCIETY



in the community and how identity is linked or challenged by membership of these groups in their own and Italian-

speaking communities. They learn how to express opinions about pressures and social expectations among their

peers. As they comprehend, analyse, interpret and consider topics affecting their current and future society,

students develop knowledge and understanding of a range of language elements. Students deepen their

appreciation of cultural perspectives, as they are offered opportunities to use Italian to synthesise how society

impacts on themselves and their peers.

Roles and relationships Socialising with peers Groups in Society

Assessment Summative internal assessment/s

Semester FOUR – Unit 3 MY FUTURE

In Unit 4, students focus on their final year of school and their post-school future. This includes end-of-school

celebrations, students’ plans for their immediate future and how these plans, responsibilities and aspirations

compare with those of young Italian speakers. As students research and discuss, and then create texts relevant to

school leavers, they consolidate their knowledge and understanding of a range of language elements, structures and

text types. Students are offered opportunities to use Italian, to explore their perspectives on issues relevant to their

futures and to the futures of their peers, and to reflect on the end of their school lives.

Finishing high school, plans and reflections. Responsibilities and moving on.

Assessment 1 summative internal and 1 summative external




110

Assessment

Unit 3 Unit 4




Extended response

30%





25%

Year 11 Assessment Program should mirror Year 12 Assessment Program.

Year 11 and 12 topics may be interchanged if a composite class is formed due to low student numbers, but all


111

MATHEMATICS


SPECIALIST

MATHEMATICS

(General)

Year 11

SPECIALIST

MATHEMATICS

(General)

Year 10

SPECIALIST

MATHEMATICS

(General)

(General)

(General)

(General)

Year 10

GENERAL

MATHEMATICS

(General)

GENERAL

MATHEMATICS

(General)

Year 12

GENERAL

MATHEMATICS

(General)

ESSENTIAL

ESSENTIAL

Year 11

NUMERACY

SHORT COURSE

(Applied)

Year 12

CERTIFICATE

II or III

(VET)

NUMERACY

112

MATHEMATICS

All students must study Mathematics in Year 10.

Those students who receive a high HA or above in Year 9 extension will be allowed to choose Mathematical

Methods. Those who achieve at a sound level or above may choose General Mathematics.

For those students who have selected Mathematical Methods can also select an additional subject Specialist

Mathematics in the elective line. (By Invitation)

Content and Assessment in this subject may change due to the implementation and changes of the National

Curriculum.

GENERAL MATHEMATICS CODE: MAG Year 10

Cost: $20 (approx), for a scientific calculator.

Prerequisites: A top High Achievement, or better, in Year 9 Mathematics. See Year 11 & 12 General Mathematics for

subject information.

GENERAL MATHEMATICS CODE: MAG Years 11 & 12


Cost: $20 (approx), for a scientific calculator.

Prerequisites: A top High Achievement , or better, in Year 10 Senior General Mathematics.

Overview:

General Mathematics aims to provide an understanding of important mathematical skills, techniques, and reasoning in life related situations. The course also encourages the competent use of scientific calculators, computer spreadsheets and the Internet

The focus of study is in the areas of Financial Mathematics, Statistics, Probability and Applied Geometry (including sea and air navigation, network systems and analysis of traffic and supermarket queues)

At the pass level, students are given the opportunity to develop confidence in a wide range of mathematical techniques dealing with real-life problems. Where students are able to also show competence in unfamiliar applications, they will become eligible for higher ratings

Good mathematical communication, sound English expression and justification of mathematical argument are required. In written work, good communication involves logically sequenced, fully set out and neatly presented solutions to problems

Students with a solid High Achievement, or better, in Year 10 Mathematics, should have a good chance of success in General Mathematics. If students are not successful by the end of Term One, it would be a realistic choice to move to Essential Mathematics at that stage

General Mathematics is a prerequisite for some tertiary courses

Description:

In each semester, students examine an extensive array of the real life applications of the three strands of mathematics covered in this course, namely:

Financial Mathematics Applied Geometry and Statistics and Probability

113

Student Activities:

Analysis of mathematical problems from everyday (adult) life

Making informed and justified decisions in mathematical situations

Visualisation of spatial relationships in two or three dimensions

Computer spreadsheet applications and statistical analysis using Maths Helper Software

Classwork: 3 hours per week, (including practical periods)

Development of techniques for systematic and logical problem solving

Development of skills for management of financial affairs

Development of techniques for data analysis Development of techniques for data analysis The use of scientific calculators will be routine Homework: 2½ hours per week

Assessment:

Year 11


Unit 1

Topic 1: Consumer arithmetic

Topic 2: Shape and Measurement

Topic 3: Linear equations and their graphs.

Consumer arithmetic reviews the concepts of rate and

percentage change in the context of earning and

managing money, and provides a fertile ground for the

use of spreadsheets. Shape and measurement builds on

and extends the knowledge and skills students

developed in the P–10 Australian Curriculum with the

concept of similarity and problems involving simple and

compound geometric shapes. Students apply these

skills in a range of practical contexts, including those

involving three-dimensional shapes. Linear equations

and their graphs uses linear equations and straight-line

graphs, as well as piece-wise linear graphs and step

graphs, to model and analyse practical situations.

Formative Exam 1

Formative assignment

Formative Exam 2

N/A

N/A

N/A

Unit 2

Topic 1: Applications of trigonometry

Topic 2: Algebra and matrices

Topic 3: Univariate data analysis.

Applications of trigonometry extends students’

knowledge of trigonometry to solve practical problems

involving non-right-angled triangles in both two and

three dimensions, including problems involving the use

of angles of elevation and depression and bearings in

navigation. Algebra and matrices continues the study of

algebra and introduces the new topic of matrices.

Univariate data analysis develops students’ ability to

organise and summarise univariate data in the context

of conducting a statistical investigation.

Formative Exam 3

N/A

114

Year 12

Unit title Unit description Assessment Weight towards

ATAR

Unit 3

Topic 1: Bivariate data analysis

Topic 2: Time

series analysis Topic 3: Growth

and decay in sequences

Topic 4: Earth

geometry and time zones.

Bivariate data analysis introduces students to some

methods for identifying, analysing and describing

associations between pairs of variables, including

the use of the least-squares method as a method for

analysing linear associations. Time series analysis

continues students’ study of statistics by introducing

them to the concepts and techniques of time series

analysis. Growth and decay in sequences employs

recursion to generate sequences that can be used to

model and investigate patterns of growth and decay

in discrete situations. These sequences find

application in a wide range of practical situations,

including modelling the growth of a compound

interest investment, the growth of a bacterial

population or the decrease in the value of a car over

time. Sequences are also essential to understanding

the patterns of growth and decay in loans and

investments that are studied in detail in Unit 4.

Earth geometry and time zones offers an

opportunity to use contexts relevant to students.

Summative internal

assessment 1 (IA1):

Problem-solving and

modelling task

Summative internal

assessment 2 (IA2):

Examination

20%

15%

Unit 4

Topic 1: Loans, investments and annuities

Topic 2: Graphs and networks

Topic 3: Networks and decision mathematics.

Loans, investments and annuities aims to provide

students with sufficient knowledge of financial

mathematics to solve practical problems associated

with taking out or refinancing a mortgage and

making investments. Graphs and networks

introduces students to the language of graphs and

the ways in which graphs, represented as a

collection of points and interconnecting lines, can be

used to model and analyse everyday situations such

as a rail or social network. Networks and decision

mathematics uses networks to model and aid

decision-making in practical situations

Summative internal

assessment 3 (IA3):

Examination

Summative external

assessment (EA):

15%

50%

115

MATHEMATICAL METHODS CODE: MAM Year 10

Cost: $200 (Approx.), for a Texas Ti-nspire graphics calculator.

Prerequisites: A High Achievement, or better, in Year 9 Extension Mathematics. See Year 11 & 12 Mathematics B for

subject information.

MATHEMATICAL METHODS CODE: MAM Years 11 & 12


Cost: $200 (Approx.), for a Texas Ti-nspire graphics calculator.

Prerequisites: A High Achievemen t, or better, in Year 10 Senior Mathematical Methods.

Possible subject combinations with Mathematical Methods:

Mathematical Methods alone.

Or Mathematical Methods and Specialist Mathematics (in Years 11 and 12).

Overview:

Mathematical Methods is a much more demanding subject than Year 9 Mathematics. However, students

with mid to top High Achievement, or better, in Year 9 Mathematics, should have a good chance of

success in 11 Mathematical Methods. It would therefore be a realistic choice only for those students in

the top ten percent of the year group

Mathematical Methods aims to provide an

understanding of important mathematical

skills, techniques, and reasoning in life

related and purely mathematical situations.

The course also encourages the competent

use of graphics calculators and computer

spreadsheets

The topics studied are studied at a deeper

and more detailed level than in General

Mathematics and there are more of them.

The topics include: Applied Statistical

Analysis, An Introduction to Functions,

Functions and Applications, Applied

Geometry, Rates of Change, Exponential and Logarithmic Functions, Financial Mathematics, Periodic

Functions, An Introduction to Integration, Applied Statistical Analysis, Optimisation (Derivatives) and

Optimisation (Networks)

Mathematical Methods is a much more specialised and academically demanding subject than General

Mathematics. It requires a high level of mathematical ability as well as a strong commitment to study. To

be realistic, this is why students should have a High Achievement, or better, from Year 10 Mathematics in

order to have a good chance of success in this subject

Good mathematical communication, sound English expression and justification of mathematical argument

are required. In written work, good communication involves logically sequenced, fully set out and

neatly presented solutions to problems

Mathematical Methods is required as a prerequisite for some tertiary courses

116

Description:

In each semester, students examine an extensive array of purely mathematical situations and real life applications appropriate to the particular unit being studied

The course aims to make the use of scientific calculators, graphics calculators, computer spreadsheets and other mathematical software a routine exercise

Student Activities:

Analysis of mathematical problems from everyday (adult) life

Making informed and justified decisions in mathematical situations

Visualisation of spatial relationships in two and three dimensions

Develop and analyse computer spreadsheet applications

Classwork: 3 hours per week, (including practical periods)

Analysis of functional dependencies. Development of techniques for systematic

and logical problem solving Development of skills for management of

financial affairs Development of techniques for data analysis. The use of graphics calculators and scientific

calculators will be routine

Homework: 2½ hours per week

Performance of statistical analysis using Maths Helper Software

Assessment:

Year 11


Unit 1

Topic 1: Arithmetic and geometric sequences and series 1

Topic 2: Functions and graphs

Topic 3: Counting and probability

Topic 4: Exponential functions 1

Topic 5: Arithmetic and geometric sequences and series 2.

Arithmetic and geometric sequences are

introduced and their applications are studied.

Simple relationships between variable quantities

are reviewed and these are used to introduce

the key concepts of a function and its graph.

Quadratic functions and index rules are revised.

The study of inferential statistics begins in this

unit with a review of the fundamentals of

probability and the introduction of the concepts

of conditional probability and independence.

The algebraic expansion of powers of a binomial

are found using the binomial theorem.

Formative Exam 1


Formative Exam 2

N/A

N/A

N/A

117

Unit 2

Calculus and further

functions

In Unit 2, exponential graphs are examined and

their applications in a wide range of settings are

explored. Logarithms are introduced and the

basic trigonometric functions are studied. Rates

and average rates of change are also introduced,

and this is followed by the key concept of the

derivative as an ‘instantaneous rate of change’.

These concepts are reinforced numerically by

calculating difference quotients both

geometrically, as gradients of chords and

tangents, and algebraically.

Calculus is developed to study the derivatives of

polynomial and power functions, with

applications of the derivative to curve sketching,

calculating gradients and equations of tangents

(a link to linear function assumed knowledge),

determining instantaneous velocities and solving

optimisation problems. Discrete random

variables are introduced; this supports the

development of a framework for statistical

inference.

Formative Exam 3

N/A

Year 12

Unit 3

Topic 1: The logarithmic function 2

Topic 2: Further differentiation and applications 2

Topic 3: Integrals.

Logarithmic laws and definitions are developed

and used. Logarithmic functions are explored

graphically and algebraically. The study of calculus

continues with the derivatives of exponential,

logarithmic and trigonometric functions and their

applications, together with some differentiation

techniques and applications to optimisation

problems and graph sketching. Integration, both as

a process that reverses differentiation and as a way

of calculating areas and the fundamental theorem

of calculus, is introduced.

Summative internal

assessment 1 (IA1):

Problem-solving and

modelling task

Summative internal

assessment 2 (IA2):

Examination

20%

15%

118

Unit 4

Topic 1: Further differentiation and application 3

Topic 2:

Trigonometric functions 2

Topic 3: Discrete random variables 2

Topic 4:

Continuous random variables and the normal distribution

Topic 5: Interval

estimates for proportions.

The study of calculus continues with some

differentiation techniques and applications to

optimisation problems and graph sketching. The

cosine and sine rules are established and used. Use

of discrete random variables in modelling random

processes involving chance and variation are

studied. Continuous random variables and their

applications are explored and the normal

distribution is used in a variety of contexts. The

study of statistical inference in this unit is the

culmination of earlier work on probability and

random variables. The goal of statistical inference

is to estimate an unknown parameter associated

with a population using a sample of data drawn

from that population. In Mathematical Methods,

statistical inference is restricted to estimating

proportions in two-outcome populations.

Summative internal

assessment 3 (IA3):

Examination

Summative external

assessment (EA):

15%

50%

SPECIALIST MATHEMATICS CODE: MAS Year 10

Prerequisites: Mathematical Methods must be studied in conjunction with Specialist Mathematics. Mathematical

Methods requires a High Achievement, or better, in Year 9 Extension Mathematics.

SPECIALIST MATHEMATICS CODE: MAS Years 11 & 12



Prerequisites:

Mathematical Methods must be studied in conjunction with Specialist Mathematics.

Mathematical Methods requires a H igh Achie ve men t, or better, in Year 10 Mathematical Methods.

Overview:

The Specialist Mathematics course in senior, provides an in depth extension to some topics covered in

Mathematical Methods, an introduction to a number Mathematics Topics that are not included in

Mathematical Methods and establishes a valuable introduction to tertiary Mathematics

Few tertiary institutions now require Specialist Mathematics as a prerequisite; however some Universities

offer direct or effective exemption in recognition of student's successful participation in Specialist

Mathematics (it is counted as direct Credit points for the first year tertiary course). Furthermore, reports

indicate considerably better chances of students successfully negotiating first year University Mathematics

if they have been successful in Specialist Mathematics, as well as Mathematical Methods at High School

119

Description:

Specialist Mathematics includes the following topics:

Complex Numbers Dynamics Vectors and Matrices

Differential Equations Theory of Number Systems

These are not covered in the Mathematical Methods course. They represent entirely new concepts to Senior

students, which are otherwise introduced without ceremony in first year University Maths courses, and thereafter

immediately built upon. In addition, Calculus, Trigonometry and Statistics, are significantly extended in the Specialist

Mathematics course.

Student Activities:

The course is conducted within the school context with access to computer General Mathematics applications

(currently Math Cad, Maths Helper and Spreadsheet Applications) as well as graphics calculators.

Assessment:

Year 11


Unit 1

Topic 1: Combinatorics

Topic 2: Vectors

in a plane Topic 3:

Introduction to proof.

Combinatorics provides techniques that are

useful in many areas of mathematics, including

probability and algebra. Vectors in a plane

provides new perspectives for working with two-

dimensional space, and serves as an introduction

to techniques that will extend to three-

dimensional space in Unit 3. Introduction to

proof provides the opportunity to summarise

and extend students’ studies in deductive

Euclidean geometry, and is of great benefit in

the study of other topics in the course, including

vectors and complex numbers.

These three topics considerably broaden

students’ mathematical experience and enhance

their awareness of the breadth and utility of the

subject. They contain procedures and processes

that will be required for later topics. All these

topics develop students’ ability to construct

mathematical arguments and enable students to

increase their mathematical flexibility and

versatility.

Formative Exam 1

Formative assignment Formative Exam 2

N/A

N/A N/A

120

Unit 2

Topic 1: Complex numbers 1

Topic 2:

Trigonometry and functions

Topic 3:

Matrices.

Complex numbers 1 introduces the complex

plane, complex arithmetic and complex algebra.

Trigonometry and functions builds on the nature

of proof and models periodic phenomena.

Matrices introduces basic operations and

extends to transformations in the plane.

These topics further develop the thinking

techniques and mathematical rigour introduced

in Unit 1, and provide opportunities to further

nurture curiosity about the nature and utility of

mathematics.

Formative Exam 3

N/A

Year 12


Unit 3

Topic 1: Proof by mathematical induction

Topic 2: Vectors and matrices

Topic 3: Complex numbers 2.

Proof by mathematical induction continues the

developmental concept of proof from Units 1 and

2. Unit 1 introduced a study of vectors with a focus

on vectors in two-dimensional space. Unit 2

introduced complex numbers; Unit 3 extends the

study of complex numbers to include complex

arithmetic using polar form.

In this unit, students explore applications of

matrices, study three-dimensional vectors and be

introduced to vector equations and vector calculus,

with the latter extending students’ knowledge of

calculus from Mathematical Methods. Cartesian

and vector equations, together with equations of

planes, enable students to solve geometric

problems and problems involving motion in three-

dimensional space.

These topics build on prior knowledge to enable a

greater depth of analytical thinking and

metacognition.

Summative internal

assessment 1 (IA1):

Problem-solving and

modelling task

Summative internal

assessment 2 (IA2):

Examination

20%

15%

121

Unit 4

Topic 1: Integration and applications of integration

Topic 2: Rates of

change and differential equations

Topic 3:

Statistical inference.

The study of Integration and applications of

integration and Rates of change and differential

equations examine the complex processes of

integration techniques. In this unit, students’

previous experience working with statistics in

Mathematical Methods is drawn together in the

study of statistical inference for the distribution of

sample means and confidence intervals for sample

means. The study of differentiation and integration

of functions continues, and the calculus techniques

developed in this and previous topics are applied

to simple differential equations in contexts found

in areas such as biology and kinematics.

Learning in this unit reinforces the real-world

applications of the mathematics used throughout

Specialist Mathematics. These topics build on the

critical and creative thinking techniques introduced

in the previous units to facilitate the transition to

further studies.

Summative internal

assessment 3 (IA3):

Examination

Summative external

assessment (EA):

15%

50%

ESSENTIAL MATHEMATICS CODE: MAE Years 11 & 12


Cost: $20 (approx.) for a scientific calculator.

Prerequisites: Enrolled in Year 10 General Mathematics

Overview: Essential Mathematics aims at giving students the opportunity to show competence in many

mathematical job skills.

Description: YEAR 11 TOPICS:

TAKING A GAMBLE – “What’s the chance of ...?”

POVERTY AND LITERACY – From statistics to ratios

SEEING QUEENSLAND – From scale drawings to reading maps

TRAVELLING OVERSEAS – From time zones to converting money

PLANNING TO LEAVE HOME – Calculating shared costs to rental properties

INVESTING MONEY – From bank interest to the stock market

122

YEAR 12 TOPICS:

BUYING YOUR FIRST PROPERTY – From finance to finding a property GROWING VEGETABLES – From volumes to surface area ORGANISING AN EVENT – From catering costs to pricing tickets BUILDING A NEW HOUSE – From perimeters to areas STARTING A BUSINESS – From setting prices to labour costs RENOVATING A PROPERTY – From areas to interior decorating

Student Activities:

Building up a portfolio demonstrating written mathematical competencies Projects and online tasks Computer work The use of a scientific calculator will be routine

Classwork: 3 hours per week, (including computer work). Homework: 1 hour per week.

Assessment:

Year 11


Unit 1

Topic 1: Number

Topic 2:

Representing data

Topic 3: Graphs.

The subject matter of the topics in this unit

should be applied in contexts that are

meaningful and of interest to students. A variety

of approaches can be used to achieve this

purpose. Two possible contexts that may be

used are ‘Mathematics of foods’ and

‘Mathematics of sports’. However, these

contexts may not be relevant to all students.

Suitable contexts relevant to the particular

student cohort should be chosen.

Formative Exam 1


Formative Exam 2

N/A

N/A

N/A

Unit 2

Topic 1: Managing money

Topic 2: Time

and motion Topic 3: Data

collection.

The subject matter of the topics in this unit

should be applied in contexts that are

meaningful and of interest to students. A variety

of approaches can be used to achieve this

purpose. Two possible contexts that may be

used are ‘Mathematics of independent living’

and ‘Mathematics of travel'. However, these

contexts may not be relevant to all students.

Suitable contexts relevant to the particular

student cohort should be chosen.

Formative Exam 3

N/A

123

Year 12


Unit 3

Topic 1: Measurement

Topic 2: Scales,

plans and models

Topic 3:

Summarising and comparing data.

The subject matter of the topics in this unit should

be applied in a context that is meaningful and of

interest to students. A variety of approaches can

be used to achieve this purpose. Two possible

contexts that may be used in this unit are

‘Mathematics of designs’ and ‘Mathematics of the

media’. However, these contexts may not be

relevant to all students. Suitable contexts relevant

to the particular student cohort should be chosen.

Summative internal

assessment 1 (IA1):

Summative internal

assessment (IA2)

20%

15%

Unit 4

Topic 1: Bivariate graphs

Topic 2:

Probability and relative frequencies

Topic 3: Loans

and compound interest.

The subject matter of the topics in this unit should

be applied in a context that is meaningful and of

interest to students. A variety of approaches can

be used to achieve this purpose. Two possible

contexts that may be used in this unit are

‘Mathematics of health' and ‘Mathematics of home

loans’. However, these contexts may not be

relevant to all students. Suitable contexts relevant

to the particular student cohort should be chosen.

Summative internal

assessment 1 (IA3):

Summative external

assessment (EA1)

20%

50%

124

NUMERACY (Short Course) Access Department CODE: SCN Years 11 & 12

Duration: 1 semester course. Once students have completed the in Numeracy Short Course they can;

Complete Literacy Short Course or

Certificate II or III

Subject Type: Applied, QCE (1 point)

Cost: $20 (approx.) for a scientific calculator.

Prerequisites: Students who are unlikely to successfully complete Essential Mathematics.

Overview: Students use mathematics to make sense of the world and learn to apply mathematics in a context for a

social purpose. They learn to apply numeracy skills and mathematics in structured learning situations, whether

learning towards a formal qualification, learning within a community-based program, or formal or informal on-the-

job learning and training.

Students should come to understand that learning is a purposeful activity undertaken to achieve objectives that they

value. It is an active process of gaining understanding and developing skills that draws on students’ prior knowledge

and experiences as they shape meaning.

Description: TOPICS:

whole numbers and familiar or routine fractions, decimals and percentages dates and times, including 24-hour times familiar and routine 2D and 3D shapes, including pyramids and cylinders familiar and routine length, mass, volume/capacity, temperature and simple area measures familiar and routine maps and plans familiar and routine data, tables, graphs and charts, and common chance events

Student Activities:

Building up a portfolio demonstrating written mathematical competencies Projects and online tasks Computer work The use of a scientific calculator will be routine

Classwork: 3 hours per week, (including computer work). Homework: 1 hour per week.

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SCIENCE

YEAR 9 YEAR 10 YEAR 11 YEAR 12

Year 9

SCIENCE

Full Year A or B

Achievement

Year 10

PSYCHOLOGY

YEAR 10 ELECTIVE

126

Year 10 Subject Selections for 2019:

Minimum pre-requisites must be met for enrolment into Year 10:

Continued enrolment in a Science Subject in year 10 in term 2 requires a minimum passing grade in term 1.

Students will be moved to General Science if they fail any preparatory course (Biology, Chemistry, Marine Science or Physics).

Students who are doing General Science in Year 10 can only do Aquatic Practices in Year 11.

Year 10 Subject Pre-requisites

Preparatory Biology Must have achieved a HA in Year 9 Science or Waldorf Science or a SA (C) in

Year 9 STEM Science, or French Immersion. Must also have achieved a HA (B)

in Maths and a SA (C) in English A or B.

Preparatory Chemistry Must have achieved a VHA (A) in Year 9 Science or Waldorf Science or a HA (B)

in Year 9 STEM Science or French Immersion. Must also have achieved a HA

(B) in Maths and a SA (C) in English A or B.

Preparatory Marine Science Must have achieved a HA in Year 9 Science or Waldorf Science or a SA in Year

9 STEM Science or French Immersion. Must also have achieved a HA (B) in

Maths and a SA (C) in English A or B.

Preparatory Physics Must have achieved a VHA in Year 9 Science or Waldorf Science or a HA in

Year 9 STEM Science or French Immersion. Must also have achieved a HA (B)

in Extension Maths (Mathematical Methods) and a SA (C) in English A or B.

YEAR 10 ELECTIVE SUBJECTS:

Year 10 Elective Subject Pre-requisites

Preparatory Psychology Must of have achieved a HA (B) in Year 9 Science or Waldorf Science or a SA

(C) in Year 9 STEM Science or French Immersion. Must also have achieved a

HA (B) in Maths and HA (B) in English A or B.

Year 11 Subject Selections for 2019:

Minimum pre-requisites must be met for enrolment into Year 11:

Students must obtain a B level of achievement to advance to a year 11 General Science Subject (Biology, Chemistry, Marine Science or Physics – see table below for pre-requisites).

Students doing General Science in Year 10 will not be allowed to do a General Science Subject (Biology, Chemistry, Marine Science or Physics) in Year 11.

Students doing General Science in Year 10 can only do Aquatic Practices and only if they obtain a High Level of Achievement (a “B” or “HA”).

Students must obtain a HA (B) in Psychology & other subject pre-requisites to advance to a year 11 General Science Subject

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Year 11 General Subject Pre-requisites

Biology Must have achieved a HA (B) in Preparatory Biology, Chemistry, Marine Science or Physics. Must also have achieved a SA (C) in Mathematical Methods (Maths B) or a HA

(B) in General Mathematics (Maths A) and a HA (B) in English A or B.

Chemistry Must have achieved a HA (B) in Preparatory Biology, Chemistry, Marine Science or

Physics. Must also have achieved a HA (B) in Mathematical Methods (Maths B) or a VHA

(A) in General Mathematics (Maths A) and a SA (C) in English A or B.

Marine Science Must have achieved a HA (B) in Preparatory Biology, Chemistry, Marine Science or

Physics. Must also have achieved a SA (C) in Mathematical Methods (Maths B) or a HA (B)

in General Maths (Maths A) and a SA (C) in English A or B.

Physics Must have achieved a VHA (A) in Preparatory Biology or Marine Science or a HA (B) in

Preparatory Chemistry or Physics. Must also have achieved a HA (B) in Specialist

Mathematics (Maths C) or at least a HA (B) in Mathematical Methods (Maths B) and an

SA (C) in English A or B.

SCIENCE CODE: SCI Year 10

The Senior Science subjects of Biology, Chemistry and Physics are of a very demanding nature. It is for this reason that those students who have an interest in studying one or more of these sciences and who’s marks in Year 9 science are of a HA or VHA standard can choose to study preparatory Biology, Marine Science, Psychology, Chemistry or Physics to gain skills and insight into the senior subject.

Other students will study mainstream science.

Students must study either preparatory Biology, Preparatory Chemistry, Preparatory Physics or Marine Science to

choose a Senior Science subject in Year 11.

The information below outlines the content of the courses offered.

PREPARATORY BIOLOGY CODE: BIO Year 10

Biology provides opportunities 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.

Year 10 Course Content Overview:

Term Content Covered Reference Assessment

1

Genetics

DNA, Genes and Chromosomes, DNA replication,

Mitosis and Meiosis, Introduction to Gregor Mendel,

Laws of Inheritance, Basic Genetic Crosses,

Monohybrids and Dihybrids, Co-dominance,

Incomplete Dominance and Sex-linked, Pedigree

analysis and Genetic Counselling, DNA mutations

and Genetic Disease

Pearson Science 10

DNA Extraction

Worksheets

Class Notes

Quizzes

End Term Test

128

2

Body

Systems

Overview of Body systems – Cells to organisms,

Microscopes.

Transport in cells- passive, active and facilitated

transport Structure and roll of Cell Membrane

Cardiovascular system – structure and function

Respiratory System of animals – structure and

function

Homeostasis and exercise, Effects of drugs on

Homeostasis (blood doping, performance

enhancing drugs)

Biozone 11 pages 31-57





Biozone 12 pages 85 -89

Class Notes

Quizzes

Osmosis EEI

Whole Semester

Test

3

Ecology

Introduction to Ecology, components of the

ecosystem, Biotic and abiotic factors

Biodiversity of species and ecosystems, taxa richness

Food Chains and Food Webs, Biomass Pyramids,

Organism relationships – predator/prey,

commensalism, mutualism, introduced species and

human impact

Rosser Park Excursion

Class Notes

Quizzes

Data Test using

Simpson’s

Diversity Index

End Term exam

4

Health

and

Disease

Structure of Prokaryotic and Eukaryotic Cells,

Modes of Disease Transmission, Viral Structures,

Viral Stress – Flu, HIV/AIDS, Structure of Bacteria,

Bacterial Diseases – Tuberculosis, Antibiotic

Resistance, Fungal, Protozoan and Multicellular

Parasites, Immune System and Lymphatic System,

Antibodies and Acquired Immunity, Congenital and

Genetic Diseases, Lifestyle Diseases

Biozone 11 pages 51- 55



Class Notes

Quizzes

End Term Test

BIOLOGY CODE: BIO Years 11 & 12


Prerequisites: A minimum of High Achievement (B) in Preparatory Biology, Chemistry, Marine Science or Physics. A

minimum of a High Achievement (B) in General Mathematics (Maths A) or a Sound Achievement (C) in

Mathematical Methods (Maths B). A minimum of a High Achievement (B) in English A or B.

Students unable to meet the stated minimum achievement levels above cannot be accepted into the subject.

Cost: The fee component of this subject is covered by student school levy/ fees.

Biology is the study of life and encompasses studies of the origin, development, diversity, functioning and evolution

of living systems and the consequences of intervention in those systems. Its purpose is to inspire students to seek

information and discover the wonders of the natural world.

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In this subject 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 on society. Students will 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.

Participation in a range of experiments and investigations will allow students to progressively develop their suite of

science inquiry skills while gaining an enhanced appreciation of the relationship between structure and function of

cells and multicellular organisms. Collaborative experimental work (real or virtual) also helps students to develop

communication, interaction, character and management skills.

A course of study in Biology can establish a basis for further education and employment in the fields of Medicine, Forensics,

Veterinary Science, Food and Marine Sciences, Agriculture, Biotechnology, Environmental Science, Biosecurity,

Conservation and Sustainability.

Overview/Structure:

Unit 1 Unit 2 Unit 3 Unit 4

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

Unit 1:

Topic – Cells and Multicellular Organisms

Students explore ways that Biology is used to describe and explain how the structure and function of cells and their

components are related to the need to exchange matter and energy with their immediate environment. They will

investigate the structure and function of cells and multicellular organisms. Students will examine the structure and

function of plant and animal systems at cell and tissue levels in order to analyse how they facilitate the efficient

provision or removal of materials.

Unit 2:

Topic – Maintaining the Internal Environment

In this unit students explore the ways biology is used to describe and explain the responses of homeostatic

mechanisms to stimuli and the human immune system. An understanding of personal and communal responses is

essential to appreciate personal lifestyle choices and community health. Students develop scientific skills and

conceptual understanding in homeostasis, the immune system and the relationships between global, community

and individual immunity. They examine geographical and population data to analyse strategies that may have

personal and communal consequences.

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Unit 3:

Topic – Biodiversity and the Interconnectedness of Life

In this unit students explore the ways biology is used to describe and explain: the biodiversity within ecosystems; a

range of biotic and abiotic components; species interactions; adaptations of organisms to their environment;

principles of population dynamics; and how classification systems are used to identify organisms and aid scientific

communication. An understanding of the structure of ecosystems, the processes involved in the movement of

energy and matter in ecosystems and how environmental factors limit populations is essential to appreciate the

dynamics, diversity and underlying unity of these systems. Students investigate the interactions within and between

species, and the interactions between abiotic and biotic components of ecosystems. They also investigate how

measurements of abiotic factors, population numbers, species diversity and descriptions of interactions between

species can form the basis for spatial and temporal comparisons between ecosystems. They examine and analyse

data collected from fieldwork to understand the interconnectedness of organisms, the physical environment and the

impact of human activity.

Unit 4:

Topic – Heredity and Continuity of Life

In Unit 4 students explore the ways biology is used to describe and explain the cellular processes and mechanisms that

ensure the continuity of life. An understanding of the processes and mechanisms of how life on Earth has persisted,

changed and diversified over the last 3.5 billion years is essential to appreciate the unity and diversity of life.

Students investigate different factors that affect cellular processes and gene pools. They examine different patterns of

inheritance and the genetic basis of the theory of evolution through natural selection to analyse the use of predictive

models in decision-making.

Learning Experiences and Assessment:

In Units three and four students complete four summative assessments – three internally (Data Test, Student

Experiment, and Research Investigation) and one externally (50% External Exam). The results from each of these

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

result (A-E).

Units one and two in Year 11 will mirror these summative assessments.

Unit 3 Unit 4

Summative Internal Assessment 1 (IA1):

Data Test

10% Summative Internal Assessment 3 (IA3):

Research Investigation

20%


Student Experiment

20%

Summative External Assessment (EA):

Examination

50%

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PREPARATORY CHEMISTRY CODE: CHO Year 10

Course Content:



1

Measurement - Scientific Method, Types of Errors

and percentage error, precision and accuracy, SI

units, scientific notation, significant digits, plotting

data, regression lines and lines of best fit

Periodic Table and Atomic Structure- Groups,

Valencies, Trends across and down the periodic

table, orbitals and electron configuration, atomic

and mass number, atomic structure, anions and

cations, atomic radii, ionisation energy,

electronegativity

Ionic and Covalent Compounds - Ionic and Covalent

compounds, polyatomic molecules

Text ref: Chapter 1.2 and 2.2-

2.8

Text ref: Chapter 4

Text ref: Chapter 1.3-1.5

Chapter 12.1-12.2, 12.9-12.16

Class Notes

Worksheets

Quizzes

Study Book

End Term Exam

2

Ionic and Covalent Compounds - transition metals

Chemical Equations - Balancing equations, types of

reactions, oxidation and reduction, reactivity series

of metals

The Mole - The mole, mole-mole ratios, mole-mass

ratios, limiting reagent


Text ref: Chapter 7

Text ref: Chapter 6

Class Notes

Worksheet

Quizzes

Study Book

Whole Semester

Exam

3

Carbon Chemistry - Hydrocarbons, Alkanes, Alkenes,

Alkynes, Isomerism, Cyclic Hydrocarbons and

Benzene, Substitution Reactions, Addition Reactions,

Alcohols, Aldehydes and Ketones, Ethers and Esters,

Amines and Amides

Oxidation and Reduction - Oxidation number,

oxidising and reducing agent, Balancing Redox

Equations, Electrochemistry, Gas Laws

Text ref: Chapter 20





Class Notes

Worksheets

Quizzes

Study Book

Data Test

Term Exam

4

Molarity, Reaction Rates and Equilibrium, Collision

Theory, Rate Laws, Entropy, Factors that affect the

Rate of Reaction, Activated Complex, Enthalpy,

Exothermic and Endothermic Reactions, Heat of

Reaction and Combustion, Rate Laws, Reaction

Mechanisms, Enthalpy and Entropy Calculations




Class Notes

Worksheets

Quizzes

Study Book

Whole Semester

Exam

132

CHEMISTRY CODE: CHM Years 11 & 12


Chemistry is the study of materials and their properties and structure.


Prerequisites:

A minimum of a High Achievement (B) in Preparatory Biology, Chemistry, Marine Science or Physics. A minimum

of a High Achievement (B) in Mathematical Methods ( Maths B) or a Very High Achievement (A) in General

Mathematics ( Maths A). A minimum of a Sound Achievement (C) in English A or B.

Students unable to meet these stated minimum achievement levels cannot be accepted into the subject.

Overview:

In Unit 1, students study atomic theory, chemical bonding, and the structure and properties of elements and

compounds. In Unit 2, students explore intermolecular forces, gases, aqueous solutions, acidity and rates of reaction.

In Unit 3, students study equilibrium processes and redox reactions. In Unit 4, students explore organic chemistry,

synthesis and design to examine the characteristic chemical properties and chemical reactions displayed by different

classes of organic compounds.

Students will develop their appreciation of chemistry and its

usefulness; understanding of chemical theories, models and

chemical systems.

Participation in a range of experiments and investigations will

allow students to progressively develop their suite of science

inquiry skills while gaining an enhanced appreciation of

materials, mixtures, reactions and underpinning models and

theories. Collaborative experimental work also helps students

to develop communication, interaction, and self-management

skills.

The study of Chemistry provides an excellent science basis and is

a requirement for some tertiary level courses. 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.

Unit1:

Topic: Chemical Fundamentals – Structure, Properties and Reactions

In Unit 1, students relate matter and energy in chemical reactions as they consider the breaking and reforming of

bonds as new substances are produced. The properties of a material depend on, and can be explained by the

structure of the material. A range of models at the atomic and molecular scale enable explanation and prediction of

the structure of materials, and how this structure influences properties and reactions.

Students conduct investigations to develop their understanding of patterns in the properties and composition of

materials. They explore the structure of materials by describing physical and chemical properties at the macroscopic

scale, and use models of structure and primary bonding at the atomic and subatomic scale to explain these

properties. They are introduced to the mole concept as a means of quantifying matter in chemical reactions.

https://www.pexels.com/photo/ball-shaped-circle-close-up-dark-414860/

133

Unit 2:

Topic – Molecular Interactions and Reactions

In Unit 2, students develop their understanding of the physical and chemical properties of materials including gases,

water, aqueous solutions, acids and bases. Students explore the characteristic properties of water that make it

essential for physical, chemical and biological processes on Earth, including the properties of aqueous solutions.

They investigate and explain the solubility of substances in water, and compare and analyse a range of solutions.

They learn how rates of reaction can be measured and altered to meet particular needs, and use models of energy

transfer and the structure of matter to explain and predict changes to rates of reaction. Students gain an

understanding of how to control the rates of chemical reactions, including through the use of a range of catalysts.

Students conduct investigations of chemical reactions, including the prediction and identification of products, and

the measurement of the rate of reaction. They investigate the behaviour of gases, and use the kinetic theory to

predict the effects of changing temperature, volume and pressure in gaseous systems.

Unit 3:

Topic – Equilibrium, Acids and Redox Reactions

In Unit 3, students explore the reversibility of reactions in a variety of chemical systems at different scales; acid-base

equilibrium systems and their applications; the principles of oxidation and reduction reactions; and the production of

electricity from electrochemical cells. Processes that are reversible will respond to a range of factors and can achieve

a state of dynamic equilibrium, while contemporary models can be used to explain the nature of acids and bases,

and their properties and uses.

Students conduct investigations on electrochemical cells and volumetric analysis applications. They examine

qualitative and quantitative data about acids, equilibrium and redox to analyse trends and draw conclusions.

They participate in experiments and investigations related to the principles of dynamic chemical equilibrium and

how these can be applied to chemical processes and systems; electrochemical cells, the choice of materials used and

the voltage produced by these cells; pH scale and the extent of dissociation of acids and bases; and the

concentrations of ions in an aqueous solution. Collaborative experimental work allows students to progressively

develop their science inquiry skills, while gaining an enhanced appreciation of the importance of equilibrium and

redox in the real world.

Unit 4: Topic – Structure, Synthesis and Design

In Unit 4, students explore the ways in which models and theories relate to chemical synthesis, structure and design,

and associated applications; and the ways in which chemistry contributes to contemporary debate regarding current

and future uses of local, regional and international resources. Students focus on the principles and application of

chemical synthesis, particularly in organic chemistry, and consider where and how functional groups can be

incorporated into already existing carbon compounds in order to generate new substances with properties that

enable them to be used in a range of contexts. Current and future applications of chemistry include the development

of specialised techniques to create or synthesise new substances to meet the specific needs of society, such as

pharmaceuticals, fuels, polymers and nanomaterials.

Learning Experiences and Assessment




result (A-E).

134


Unit 3 Unit 4


Data Test



20%


Student Experiment

20%


Examination

50%


Examination

50%

PREPARATORY PHYSICS CODE: PHO Year 10

Course Content:



1

Systematic and Random Errors, Precision and Accuracy,

Tolerance, SI units and Common Units, Prefixes, converting

between units, Scientific Notation, Significant Digits,

Plotting Data, Regression Lines and Lines of Best Fit, Types

of Energy and Energy Transfer and Transformation, Energy

Efficient Devices in the Home, Energy Flow Diagrams -

interpreting and drawing, Particle Model of Matter,

Structure of the Periodic Table of Elements, Working with

Atoms, Isotopes and Compounds.

Chapter 1

Chapter 7

Chapter 25

Quizzes

Study Book

End Term Exam

2

Types of Radiation, Nuclear Decay and Transmutation

Reactions, DC Circuit Fundamentals, investigate Ohm’s

Law, Circuit Construction – virtual / practical. Parallel and

Series Circuits, Linear Motion and Linear Motion Equations,

Newton’s 3 Laws of motion, Mass vs Weight.

Chapter 5

Chapter 6

Chapter 10

Quizzes

Study Book

Whole Semester

Exam

3

Features of a wave and the General Wave Equation, Types

of Electromagnetic Waves, Speed of Light, Ray Diagrams,

Reflection and Refraction, Speed of Sound, Mirrors and

Lenses, Mirror Equation, Snell’s Law, Total Internal

Reflection, Add and Subtract Vectors, Resolving vectors,

Newton’s Law of Gravitation, Momentum and Impulse.

Chapter 12

Chapter 21

Chapter 2

Chapter 14

Chapter 6

Quizzes

Study Book

Term Exam

4

Static Electricity, Types of Charge, Charging by Conduction

and Induction, Conservation of Charge, Electric Fields,

Coulomb’s Law, Electric Potential Difference, Data Analysis.

Chapter 8

Chapter 23

Chapter 13

Quizzes

Study Book

Whole Semester

Exam

135

PHYSICS CODE: PHY Years 11 & 12



Prerequisites:

A minimum of a Very High Achievement (A) in Preparatory Biology or Marine Science or a High Achievement (B)

in Preparatory Chemistry or Preparatory Physics. A minimum of a High Achievement (B) in Specialist

Mathematics (Maths C) or at least a High Achievement (B) in Mathematical Methods (Maths B) and a minimum

of a Sound Achievement (C) in English A or B is required.

Students unable to meet these minimum achievement levels cannot be accepted into the subject.

Overview:

One of the rationale behind the study of Physics at Senior Level is the study of the Universe and how it works. The

study of Physics gives students the means of enhancing their understanding of the world around them, a way

of achieving useful knowledge and skills, and a stepping stone for further study. An understanding of Physics adds

to and refines the development of students’ scientific literacy. Participating in this course of study will immerse

students in both the practical and the contextual aspects of the discipline. It will facilitate the growth of student

awareness of the construction of physical understandings from personal, social and global perspectives.

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 matter 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.

Unit1:

Topic: Thermal, Nuclear and Electrical Physics

In Unit 1, students explore the ways Physics is used to describe, explain and predict the energy transfers and

transformations that are pivotal to modern industrial societies. An understanding of heating processes, nuclear

reactions and electricity is essential to appreciate how global energy needs are met. Students investigate heating

136

processes, apply the nuclear model of the atom to investigate radioactivity, and learn how nuclear reactions convert

mass into energy. They examine the movement of electrical charge in circuits and use this to analyse and design

electrical circuits.

Throughout the unit, students develop skills in interpreting, constructing and using a range of algebraic, graphical

and symbolic representations to describe, explain and predict energy transfers and transformations.

Unit 2:

Topic: Linear Waves and Motion

In Unit 2, students develop an appreciation of how an understanding of motion and waves can be used to describe,

explain and predict a wide range of phenomena. Students describe linear motion in terms of displacement, velocity,

acceleration and time data, and examine the relationships between force, momentum and energy for interactions in

one dimension. Students also investigate common wave phenomena, using waves on springs, sound waves and

consideration of seismic waves. They compare the behaviour of these waves with the behaviour of light, leading to

an explanation of light phenomena, including constructive and destructive interference, and diffraction, in terms of a

wave model.

Throughout the unit, students also develop their understanding of motion and wave phenomena through laboratory

investigations. They develop skills in relating graphical representations of data to quantitative relationships between

variables, and continue to develop skills in planning and conducting investigations and interpreting the results.

Unit 3:

Topic: Gravity and Electromagnetism

In Unit 3, students develop a deeper understanding of motion and its causes by using Newton’s laws of motion and

the gravitational field model to analyse motion on inclined planes, and the motion of projectiles and satellites. Field

theories have enabled physicists to explain a vast array of natural phenomena and have contributed to the

development of technologies that have changed the world, including electrical power generation and distribution

systems, artificial satellites and modern communication systems. Students develop their understanding of field

theories of gravity and electromagnetism through investigations of motion and electromagnetic phenomena. Finally,

they will investigate the production of electromagnetic waves.

Throughout the unit, students develop skills in planning and conducting investigations, interpreting results and

evaluating the validity of primary and secondary data, as well as the communication of these evaluations to others in

a range of formats.

Unit 4:

Topic: Revolutions in Modern Physics

In Unit 4, students examine observations of relative motion, light and matter that could not be explained by classical

physics theories, and investigate how the shortcomings of existing theories led to the development of the special

theory of relativity and the quantum theory of light and matter. The development of quantum theory and the theory

of relativity fundamentally changed our understanding of how nature operates and led to the development of a wide

range of new technologies, including those that revolutionised the storage, processing and communication of

information. Students evaluate the contribution of the quantum theory of light to the development of the quantum

theory of the atom, and examine the Standard Model of particle physics and how it relates to the Big Bang theory.

Participation in a range of experiments and investigations will allow students to apply their understanding of

relativity, black-body radiation, wave–particle duality and the quantum theory of the atom to make and/or explain

137

observations of a range of phenomena such as atomic emission and absorption spectra, the photoelectric effect,

lasers and Earth’s energy balance.

Throughout the unit, students develop skills in planning and conducting investigations, interpreting results,

synthesising evidence to support conclusions, recognising and defining the realm of validity of physical theories and

models, and communicating these conclusions to others in a range of formats.





result (A-E).


Unit 3 Unit 4


Data Test



20%


Student Experiment

20%


Examination

50%


Examination

50%

MAINSTREAM SCIENCE CODE: SCI Year 10

Course Content: For students who do not wish to do science in Year 11 and 12 or who do not achieve a HA (B) in

Year 9 Science. Students will do one term of each of the four topics below.

Biology

Students study body systems including cardiovascular and respiratory systems, muscular and skeletal, disease, CPR

and the effects of exercise.

Chemistry

Students discover chemistry through experimentation including: lab safety, periodical law, flame test, rates of

reaction, types of chemical reactions.

Forensic Science

The topic examines the role of science in modern day forensics.

This includes the many aspects of science to investigate how crimes are investigated and solved. The Locard Principle

is used to guide students through relevant practical and theoretical work.

Marine Science

Students study marine organisms, currents, tides, oceanography, seawater properties.

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MARINE SCIENCE CODE: MAR Year 10


Prerequisites:

Students should be able to swim 50 meters freestyle and achieve a minimum of a High Achievement (B) in Junior

Science, with a good attitude and work ethic.

Course Content:



1

Oceanography, Ocean Currents, Ocean Conservation, Coastlines and Coastal Impacts, Coastal Conservation and Monitoring Impacts, Oceans and waves

Chapter 1 (Marine Science) Chapter 2 - 5 Chapter 17 - 18

End Term Exam

2

Biodiversity, Biotic components of Marine ecosystems, Abiotic components of Marine ecosystems, Adaptation, Marine environmental management

Chapter 15 – 16 Chapter 20 Chapter 22

Whole Semester Exam

3

Natural and anthropogenic influences, coral reef ecology, factors affecting coral reef ecology.

Term Exam

4

How changes due to climate and human use influence fisheries and other marine resources, fish population dynamics and fishing activities factors affecting ocean productivity. Abiotic factors that affect fish populations, relationships between abiotic and biotic factors in order to analyse change.

Whole Semester Exam

Overview:

Living on the Gold Coast with our beautiful beaches and Broadwater, allows us to educate the students in an

appreciation of Marine Biology and Oceanography, Water Safety, Snorkelling, Marine Industries, Sea Water Quality

and saving the sea. This subject deals with the Marine Environment and its importance to our survival. The students

will increase their knowledge, investigation skills and attitude, with regards to the Marine environment.

MARINE SCIENCE CODE: MRN Years 11 & 12


Cost: Year 11-$275; Year 12-$185 (to be paid before commencing).

Prerequisites:

Students should have achieved a minimum of High Achievement (B) in Preparatory Marine, Preparatory Biology,

Preparatory Chemistry or Preparatory Physics in Year 10. A minimum of a High Achievement (B) in General

Mathematics (Maths A) or a Sound Achievement (C) in Mathematical Methods (Maths B). A minimum of a Sound

Achievement (C) in English A or B.

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Marine Science is concerned with researching marine environments to determine their biological and oceanographic

features, and devising conservation strategies that may lead to a sustainable future. Marine environments are

central to the Australian way of life, contributing to our Nation’s food supply, mineral resources and trade, and to

the recreation, tourism and transport industries. Global population increases and changes in climate have the

potential to impact on the fragility of marine environments, leading to a range of issues and problems that must be

considered to ensure a sustainable future.

Marine Science provides opportunities for students to study an interdisciplinary science focusing on marine

environments and the consequences of human influences on ocean resources. In Unit 1, students develop their

understanding of oceanography. In Unit 2, they engage with the concept of marine biology. In Unit 3, students study

coral reef ecology, changes to the reef and the connectivity between marine systems. This knowledge is linked in

Unit 4 with ocean issues and resource management where students apply knowledge from Unit 3 to consider the

future of our oceans and techniques for managing fisheries. Students will learn valuable skills required for the

scientific investigation of questions. In addition, they will become citizens who are better informed about the world

around them and who have the critical skills to evaluate and make evidence-based decisions about current scientific

issues.

Unit 1: Topic: Oceanography

In Unit 1, students explore the ways marine science describes and explains how physical and chemical processes

shape and define marine environments. An understanding of oceanographic forces and actions is essential to

appreciate the processes of ocean and coastal change. Students investigate the dynamics of ocean and coastal

systems. They examine the geophysical features of the ocean and atmosphere in order to analyse change.

Unit 2:

Topic: Marine Biology

In Unit 2, students explore the ways marine science is used to describe and explain how marine organisms are

influenced by the abiotic and biotic factors of ecosystems. An understanding of sustainability is essential to

appreciate the processes that shape the future of biodiversity in marine environments. Students conduct

investigations into the diversity of marine organisms and the biotic and abiotic factors influencing marine organisms.

They examine the population data in order to analyse the factors affecting the distribution of marine organisms.

Unit 3:

Topic: Marine Systems – Connections and Change

In Unit 3, students explore the ways marine science is used to describe and explain how marine ecosystems are

formed and change due to a variety of natural and anthropogenic influences. Queensland’s Great Barrier Reef and its

associated marine protected areas are used as a focus for this exploration. An understanding of coral reef ecology

and the connectivity between marine ecosystems allows students to appreciate the processes of reef development

and change. Students conduct experiments and investigations into the factors affecting coral reef ecology. They

examine trends, patterns and relationships between abiotic and biotic factors in order to analyse change.

Unit 4: Topic: Ocean Issues and Resource Management

In Unit 4, students explore the ways marine science is used to describe and explain how changes due to climate and

human use influence fisheries and other marine resources. An understanding of fish population dynamics and fishing

activities is essential to appreciate the processes of fisheries management and the issues associated with the ‘blue

revolution’. Students conduct experiments and investigations into factors affecting ocean productivity. They examine

abiotic factors in order to analyse changes in fish populations.

140

A course of study in Marine Science can establish a basis for further education and employment in the fields of

marine sciences, biotechnology, aquaculture, environmental rehabilitation, biosecurity, quarantine, conservation

and sustainability.





result (A-E).


Unit 3 Unit 4


Data Test



20%


Student Experiment

20%


Examination

50%

AQUATIC PRACTICES CODE: AQP Years 11 & 12


Cost: Year 11-$275, Year 12-$185 (to be paid before commencing).

Prerequisites:

Students should be able to swim 50 meters freestyle and achieve a minimum of a Sound Achievement (C) in

Preparatory Marine, Preparatory Biology, Preparatory Chemistry or Preparatory Physics or achieve a Very High

Achievement (A) in General Science.

Overview: Students should develop their understanding and use of the principles of safety and management

through the other four areas of study in the commercial, environmental, recreational and cultural areas of inland

waters, the sea, and associated areas, and they should develop knowledge, understanding and practical skills

related to work practices in the marine and aquatic industry.

The opportunity exists for students to acquire a Boat Licence.

141

SCIENCE ELECTIVES

PSYCHOLOGY Code: SPY Year 10

Psychology provides opportunities for students to engage with concepts that explain behaviours and underlying

cognitions.

In Unit 1, students examine individual development in the form of the role of the brain, cognitive development,

human consciousness and sleep.

In Unit 2, students investigate the concept of intelligence, the process of diagnosis and how to classify psychological

disorder and determine an effective treatment, and lastly, the contribution of emotion and motivation on the

individual behaviour.

In Unit 3, students examine individual thinking and how it is determined by the brain, including perception, memory,

and learning.

In Unit 4, students 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

Psychology aims to develop students’:

interest in psychology and their appreciation for how this knowledge can be used to understand contemporary issues

appreciation of the complex interactions, involving multiple parallel processes that continually influence human behaviour

understanding that psychological knowledge has developed over time and is used in a variety of contexts, and is informed by social, cultural and ethical considerations

ability to conduct a variety of field research and laboratory investigations involving collection and analysis of qualitative and quantitative data and interpretation of evidence

ability to critically evaluate psychological concepts, interpretations, claims and conclusions with reference to evidence

ability to communicate psychological understandings, findings, arguments and conclusions using appropriate representations, modes and genres.

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.

After Year 10, students who have achieved a minimum of a High Achievement (B) in Psychology and other

requirements for the subjects, will be allowed to enter any of the four General Senior Science subjects in Grade

11.

142

STUDY of SOCIETY and the ENVIRONMENT

YEAR 10 YEAR 10 YEAR 11 YEAR 12

Semester 1 Semester 2

Introduction to Senior Course of Geography

Introduction to Senior Course of Ancient History

Introduction to Senior Course of Modern History

(General)

HISTORY

C – Level of

Achievement &

BELOW

HISTORY

C Level of

Achievement &

ABOVE

143

As per ACARA requirements, all students in Year 10 will be required to complete ONE Social Science subject, History,

as part of their Year 10 Course. In Semester 2 students will be streamed into introductory subjects for Modern

History, Ancient History, Geography and Global Perspectives, in preparation for Senior subject selection. Semester 2

subject offerings will align with the Australian Curriculum general capabilities and focus on developing the 21st

century skills, which students will need in Year 11 & 12.

HISTORY CODE: HIS Year 10

The Year 10 ACARA curriculum provides a study of the history of the modern world and Australia from 1918 to the

present, with an emphasis on Australia in its global context. The twentieth century became a critical period in

Australia’s, social, cultural, economic and political development. The transformation of the modern world during

a time of political turmoil, global conflict and international cooperation provides a necessary context for

understanding Australia’s development, its place within the Asia-Pacific region, and its global standing.

The content provides opportunities to develop historical understanding through key concepts, including: evidence,

continuity and change, cause and effect, perspectives, empathy, significance and contestability. These concepts

may be investigated within a particular historical context to facilitate an understanding of the past and to provide a

focus for historical inquiries. The history content at this year level involves two dimensions: Historical Knowledge and

Understanding and Historical Skills.

Semester 1 Course Overview:

Unit 1: Rights and Freedoms (1945 – the present)

Students will study how rights and freedoms have been ignored, demanded or achieved in Australia and the

broader world context.

Unit 2: The Globalising World - Popular culture (1945 – present)

Students will investigate one major global influence that has shaped

Australian society during the 20th century. The focus will be on the

influences and change in popular culture in Australia from 1950’s to

the present.

A framework for developing students’ historical knowledge,

understanding and skills is provided by inquiry questions through

the use of interpretation of sources. The key inquiry questions at this

year level are:

How did the nature of global conflict change during the twentieth century?

What were the consequences of World War II? How did these consequences shape the modern world?

How was Australian society affected by other significant global events and changes in this period?

Assessment:

A variety of the following techniques will be used over the course of the semester:

Short Response to Historical Sources Extended Response to Historical Sources Research Assignments – written and non-written /multimodal format Independent Source Investigation

144

ANCIENT HISTORY CODE: AHS Years 11 & 12


Cost: Excursion (if applicable).

Prerequisites: Minimum C in Geography or Ancient History or Modern History.

Subject Overview:

Ancient History is concerned with studying 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, enriching their appreciation of humanity and the

relevance of the ancient past.

Career Possibilities:

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. The skills developed in Ancient History can be used in

students’ everyday lives — including their work — when they need to understand situations, place them in

perspective, identify causes and consequences, acknowledge the viewpoints of others, develop personal values,

make judgments and reflect on their decisions.

Course Overview:

Year 11, Unit 1: Investigating the Ancient World.

Topic: Digging up the past Case Studies – Mungo Man, Pompeii and Herculaneum

Topic: Ancient societies — Beliefs, rituals and funerary practices Case Study - Ancient China In Qin and Han Dynasties (221 BCE - 220 CE)

Year 11, Unit 2 - Personalities in their times.

Topic: Akhenaten - ancient Egyptian pharaoh of the 18th Dynasty Topic: Nero – The fifth Roman emperor and the last of the Julio-Claudian dynasty. He is remembered as an

ineffectual, neglectful and brutal leader.

Year 12, Unit 3: Reconstructing the Ancient World

Topic: Pompeii and Herculaneum

Topic: Later Han Dynasty and The Three Kingdoms

Year 12, Unit 4: People, power and authority

Topic: Ancient Rome — the Punic Wars

Topic: Augustus

Assessment: Students will have opportunities in Units 1 and 2 to experience and respond to the types of assessment they will encounter in Units 3 and 4. Assessment techniques utilised in Ancient History include:

Unit 3 Unit 4


Examination — essay in response to historical sources


Investigation — historical essay based on research

25%


Independent source investigation


Examination — short responses to historical sources

25%

https://images.pexels.com/photos/615344/julius-caesar-rome-roman-empire-615344.jpeg?cs=srgb&dl=ancient-antique-architecture-615344.jpg&fm=jpg

145

MODERN HISTORY CODE: MHS Years 11 & 12




Subject Overview:

Modern History is a discipline-based subject where students examine traces of humanity’s recent past so they may

form their own views about the Modern World. Through Modern History, students’ curiosity and imagination is

invigorated while their appreciation of civilisation is broadened and deepened. Students learn that the past is

contestable and tentative. They discover how the past consists of various perspectives and interpretations. Modern

History distinguishes itself from other subjects by enabling students to empathise with others and make meaningful

connections between the past, present and possible futures.


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. The skills developed in Modern History can be used in students’ everyday lives —

including their work — when they need to understand situations, place them in perspective, identify causes and

consequences, acknowledge the viewpoints of others, develop personal values, make judgments and reflect on their

decisions.

Course Overview:

Year 11, Unit 1: Ideas in the Modern World

Australian Frontier Wars, 1788–1930s (First Fleet arrives in Australia – Caledon Bay Crisis ends) Xinhai Revolution, 1911–1912 (Wuchang Uprising begins – Emperor Puyi abdicates)

Year 11, Unit 2: Movements in the Modern World

African-American civil rights movement, 1954–1968 (judgment in Brown v. Board of Education delivered – Kerner Report published)

Women’s movement since 1893 (Women’s suffrage in New Zealand becomes law) Year 12, Unit 3: National experiences in the Modern World Australia, 1914–1949 (World War I begins – Robert Menzies becomes Prime Minister for the second time) Germany,1914–1945 (World War I begins – World War II ends)

Year 12, Unit 4: International experiences in the Modern World

Genocides and ethnic cleansings since 1941 (Holocaust begins) Australian engagement with Asia since 1945 (World War II in the Pacific ends)

Assessment:

Students will have opportunities in Units 1 and 2 to experience and respond to the types of assessment they will encounter in Units 3 and 4. Assessment techniques utilised in Modern History include:

Unit 3 Unit 4


Examination — essay in response to historical sources


Investigation — historical essay based on research

25%


Independent source investigation


Examination — short responses to historical sources

25%

146

GEOGRAPHY CODE: GEG Years 11 & 12


Cost: $70 per year to cover field trips for Year 11 and for Year 12 which are a COMPULSORY part of the 2 year course.


Subject Overview:

Geography teaches us about the significance of ‘place’ and ‘space’ in understanding our world. These two concepts

are foundational to the discipline, with the concepts of environment, interconnection, sustainability, scale and

change building on this foundation. By observing and measuring spatial, environmental, economic, political, social

and cultural factors, geography provides a way of thinking about contemporary challenges and opportunities.

Teaching and learning in Geography are underpinned by inquiry, through which students investigate places in

Australia and across the globe. When students think geographically, they observe, gather, organise, analyse and

present data and information across a range of scales.


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. These pathways draw on the skills

acquired through understanding and using spatial technologies.

Course Overview: Year 11, Unit 1: Responding to risk and vulnerability in hazard zones

Topic 1: Natural hazard zones Topic 2: Ecological hazard zones

Year 11, Unit 2: Planning sustainable places

Topic 1: Challenges facing a place in Australia Topic 2: Challenges facing a megacity

Year 12, Unit 3: Responding to land cover transformations Topic 1: Land cover transformations and climate Topic 2: Responding to local land cover transformations

Year 12, Unit 4: Managing population change Topic 1: Population challenges in Australia Topic 2: Global population change

Assessment:


encounter in Units 3 and 4. Assessment techniques utilised in Geography include:

Unit 3 Unit 4




Investigation — data report

25%


Investigation — field report



25%

147

LEGAL STUDIES CODE: LEG Years 11 & 12



Prerequisites: Minimum C in English A or English B.

Subject Overview:

Legal Studies focuses on the interaction between society and the discipline of law. 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. An understanding of legal processes and concepts enables citizens to be better informed and

able to constructively question and contribute to the improvement of laws and legal processes. This is important as

the law is dynamic and evolving, based on values, customs and norms that are challenged by technology, society and

global influences.


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 Legal Studies 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

Course Outline:

Year 11, Unit 1: Beyond reasonable doubt

Topic 1: Legal foundations Topic 2: Criminal investigation process Topic 3: Criminal trial process Topic 4: Punishment and sentencing Year 11, Unit 2: Balance of probabilities Topic 1: Civil law foundations Topic 2: Contractual obligations Topic 3: Negligence and the duty of care

Year 12, Unit 3: Law, governance and change

Topic 1: Governance in Australia Topic 2: Law reform within a dynamic society

Year 12, Unit 4: Human rights in legal contexts

Topic 1: Human rights Topic 2: The effectiveness of international law Topic 3: Human rights in Australian contexts

Assessment:


encounter in Units 3 and 4. Assessment techniques utilised in Legal Studies include:

Unit 3 Unit 4




Investigation — argumentative essay

25%


Investigation — inquiry report



25%

148

ECONOMICS CODE: ECN Years 11 & 12



Prerequisites: Minimum C in English A or English B & minimum C in Maths A or higher.

Subject Overview:

The discipline of economics is integral to every aspect of our lives: our employment opportunities, business

operations and living standards. Economic literacy is essential for understanding current issues: to make informed

judgments and participate effectively in society. Students develop knowledge and cognitive skills to comprehend,

apply analytical processes and use economic knowledge. They examine data and information to determine validity,

and consider economic policies from various perspectives. Economic models and analytical tools are used to

investigate and evaluate outcomes to draw conclusions. In the process, students appreciate ideas, viewpoints and

values underlying economic issues.


A course of study in Economics can establish a basis for further education and employment in the fields of economics,

econometrics, management, data analytics, business, accounting, finance, actuarial science, law and political science.

Economics is an excellent complement for students who want to solve real-world science or environmental problems and

participate in government policy debates.

Course Overview:

Year 11, Unit 1: Markets and models

Topic 1: The basic economic problem Topic 2: Economic flows Topic 3: Market forces

Year 11, Unit 2: Modified markets

Topic 1: Markets and efficiency Topic 2: Case options of market measures and strategies (Case option A: Market concentration, Case

option B: Environmental economics, Case option C: Inequality)

Year 12, Unit 3: International economics

Topic 1: The global economy Topic 2: International economic issues

Year 12, Unit 4: Contemporary macroeconomics

Topic 1: Macroeconomic objectives and theory Topic 2: Economic management

Assessment:


encounter in Units 3 and 4. Assessment techniques utilised in Economics include:

Unit 3 Unit 4




Examination — extended response to stimulus

25%


Investigation — research report



25%

149

TOURISM CODE: TMS Years 11 & 12


Cost: Excursion approx $40 per term.

Prerequisites: Nil.

Subject Overview:

Tourism is one of the world’s largest industries, directly employing approximately 105 million people and accounting

for 9.8% of the global gross domestic product.1 Tourism is also one of Australia’s most important industries,

assuming increasing value as a source of expanding business and employment opportunities. The subject is designed

to give students a variety of intellectual, technical, operational and workplace skills. It enables 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.


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, tourism

and leisure industry development, and transport and travel.

Year 11, Unit 1: Introduction to Tourism

Topic 1: Introduction to Tourism Topic 2: Ecotourism

Year 11, Unit 2: Global Tourism

Topic 1: Current Issues in World Tourism Topic 2: The Travel Itinerary

Year 12, Unit 3: Tourism Event Management and Marketing

Topic 1: International Tourism Marketing Topic 2: Tourism Event Management

Year 12, Unit 4: Tourism Employment & Employability

Topic 1: Tourism Employment & Employability

Assessment:

Students will have opportunities in Year 11 to experience and respond to the types of assessment they will encounter in Year 12 Assessment techniques utilised in Tourism include:

Project —This technique assesses a response to a single task, situation and/or scenario in a module of work that provides students with authentic opportunities to demonstrate their learning.

Investigation — Investigation includes locating and using information beyond students’ own knowledge and the data they have been given. In Tourism, investigations involve research and follow an inquiry approach. Investigations provide opportunity for assessment to be authentic and set in lifelike contexts.

Extended response —This technique assesses the interpretation, analysis/examination and/or evaluation of ideas and information in provided stimulus materials.

Examination —This technique assesses the application of a range of cognition to provided questions, scenarios and/or problems. Responses are completed individually, under supervised conditions and in a set timeframe.

150

INTERNATIONAL BACCALAUREATE

Year 11 & 12

IB Diploma Coordinator– Adrian Hays

[email protected]

CORE

Creativity Activity Service – Dave Marini

Theory of Knowledge – Judy Anderson

Extended Essay – Julien Grignon

STUDIES IN LANGUAGE and LITERATURE

HOD – Matt Pickersgill

[email protected]

Language A: Literature HL & SL

Language A: Language & Literature HL & SL

THE ARTS

HOD – Bettianne Stuart

[email protected]

Music HL

Visual Art HL

MATHEMATICS

HOD – Ben Callum

[email protected]

Mathematics HL & SL

Mathematics Studies

SCIENCES

HOD – Rob Keen

[email protected]

Biological Science HL & SL

Chemistry HL & SL

Physics HL & SL

Psychology HL & SL

INDIVIDUALS and SOCIETY

HOD – Anna Aldridge

[email protected]

History HL & SL

INDIVIDUALS and SOCIETY

HOD – Justin Hinton

[email protected]

Business and Management HL

LANGUAGE ACQUISITION

HOD – Cathryn Cooper

[email protected]

French B HL & SL

Ab Inito Japanese SL

Ab Inito Spanish SL

The program of studies leading to the International Baccalaureate (IB) Diploma is a comprehensive and rigorous pre-

university course taken in Years 11 and 12. The program aims to:

Provide a balanced and challenging academic experience, which emphasises the education of the whole

person, thus developing socially responsible citizens of the world;

Prepare students to succeed at University as well as providing an internationally accepted entrance

qualification into universities in Australia and in over 74 countries;

Promote international understanding through shared academic experience and development of global

awareness;









151

Build and reinforce a student understanding through identity and cultural awareness;

Make transfer between international schools more convenient for internationally mobile families.

The IB DP is successful and growing. IB students attend over 4000 IB World Schools in nearly 140 countries. Over 60

schools are currently offering the IB DP in Australia and Benowa State High School achieved accreditation in February

2017.

Benowa State High School will has introduced the IB DP as an alternate senior/pre-tertiary curriculum for Years 11

and 12 students. The IB DP is an exciting and challenging one. If you are a Year 9 student and have a strong

commitment to academic development and have ambitions to undertake university study the IB Diploma is the

perfect preparation for this pathway. Taking a subject for three years and working with the same teachers creates

continuity and enables deeper learning. The program provides an excellent preparation for the demands of the

university.

Entry to the IB Diploma can take place at either the beginning of year 10 in the Preparation Program or the beginning

of IB Diploma at the start of year 11.

STUDENTS MUST COMPLETE SPECIFIC REQUIREMENTS BEFORE GAINING SUCCESSFUL ADMISSION INTO THE

PREPARATION PROGRAM AND/OR IB DIPLOMA.

Further details about the IB Diploma including how to apply are available on the International Baccalaureate

section of the Benowa SHS website.

PREPARATION PROGRAM (Year 10)

Group Subject(s) Choices

Required

Group 1: Studies of Language

and Literature

PEN: Preparatory English 1

Group 2: Language Acquisition PFR: Preparatory French

PJA: Preparatory Japanese

PSP: Preparatory Spanish

1

Group 3: Individuals and

Society

PBM: Preparatory Business and Management

PHI: Preparatory History

PPS: Preparatory Psychology

1

Group 4: Sciences PBI: Preparatory Biology

PCH: Preparatory Chemistry

PPH: Preparatory Physics

1 or 2

Group 5: Mathematics PMA: Preparatory Mathematics 1

Group 6: The Arts PMU: Preparatory Music

PVA: Preparatory Visual Art

0 or 1

152

Core PCT: Preparatory Critical Thinking

PIL: Preparatory Information Literacy

PCS: Preparatory Community Service (Term 2 only)

All are

compulsory

INTERNATIONAL BACCALAUREATE (Year 11 and 12)

Group Subject(s) Choices

Required

Group 1: Studies of Language

and Literature

Language A = English

LAH: Language A: Literature HL

LAL: Language A: Literature SL

LLH: Language A: Language and Literature HL

LLS: Language A: Language and Literature SL

1

Group 2: Language Acquisition FRH: French B HL

FRS: French B SL

JAI: Japanese Ab Initio (SL only)

SPI: Spanish Ab Initio (SL only)

1

Group 3: Individuals and

Society

BMH: Business and Management HL

HYH: History HL

HYS: History SL

PSH: Psychology HL

PSS: Psychology SL

1

Group 4: Sciences BIH: Biology HL

BIS: Biology SL

CHH: Chemistry HL

CHS: Chemistry SL

PHH: Physics HL

PHS: Physics SL

1 or 2

Group 5: Mathematics MTH: Mathematics Higher Level

MTS: Mathematics Standard Level

MSS: Mathematics Studies

1

Group 6: The Arts MCH: Music HL

VIH: Visual Art HL

0 or 1

Core Creativity Activity Service (CAS)

Theory of Knowledge (TOK)

All are

compulsory

153

Extended Essay (EE)

* Other language options can be undertaken subject to availability.

Group 1: STUDIES IN LANGUAGE AND LITERATURE

YEAR 10 – PREPARATORY ENGLISH

The year 10 Preparatory English program prepares students for the Language and Literature International Diploma

Programme. The course focuses upon two areas of study; analysis of Language and the appreciation of Literature.

The course is broken into four parts that mirrors coursework that in undertaken in years 11 and 12. The Language

section incorporates the analysis and deconstruction of a range of non-literary texts that explore issues such as

media, gender, power and taboo. The Literature component involves critical readings of texts from different

cultures. It also requires students to produce a close reading analysis of texts to understand how language is used to

create meaning.

Student assessment is both analytical and creative, and requires students to explore and respond to texts in written

and spoken genres. A strong emphasis is put on independent and collaborative thinking so students actively engage,

critically reflect and create inferences from the variety of texts studied.

All other classes

Year 12

IB LANGUAGE &

LITERATURE

Year 11

IB LANGUAGE &

LITERATURE

Year 10

PREPARATORY IB

ENGLISH

Year 9

WALDORF

Year 9 FRENCH

IMMERSION

Year 9 STEM

154

YEAR 11 & 12 IB LITERATURE (HL/SL)

Language A: Literature comprises four parts—woks in translation, detailed study, literary genres and options.

Through the study of a wide range of literature, the language A: literature course encourages students to appreciate

the artistry of literature and to develop an ability to reflect critically on their reading. Works are studied in their

literary and cultural contexts, through close study of individual texts and passages, and by considering a range of

critical approaches. In view of the international nature of the IB and its commitment to intercultural understanding,

the language A: literature course does not limit the study of works to the products of one culture or the cultures

covered by any one language. The study of works in translation is especially important in introducing students,

through literature, to other cultural perspectives. The response to the study of literature is through oral and written

communication, thus enabling students to develop and refine their command of language.

The course is built on the assumption that literature is concerned with our conceptions, interpretations and

experiences of the world. The study of literature can therefore be seen as an exploration of the way it represents the

complex pursuits, anxieties, joys and fears to which human beings are exposed in the daily business of living. It

enables an exploration of one of the more enduring fields of human creativity, and provides opportunities for

encouraging independent, original, critical and clear thinking. It also promotes respect for the imagination and a

perceptive approach to the understanding and interpretation of literary works.

YEAR 11 & 12 IB LANGUAGE AND LITERATURE (HL/SL)

Language A: language and literature comprises four parts—two relate to the study of language and two to the study

of literature.

The study of the texts produced in a language is central to an active engagement with language and culture and, by

extension, to how we see and understand the world in which we live. A key aim of the language A: language and

literature course is to encourage students to question the meaning generated by language and texts, which, it can be

argued, is rarely straightforward and unambiguous. Helping students to focus closely on the language of the texts

they study and to become aware of the role of each text’s wider context in shaping its meaning is central to the

course.

The language A: language and literature course aims to develop in students skills of textual analysis and the

understanding that texts, both literary and non-literary, can be seen as autonomous yet simultaneously related to

culturally determined reading practices. The course is designed to be flexible—teachers have the opportunity to

construct it in a way that reflects the interests and concerns that are relevant to their students while developing in

students a range of transferable skills. An understanding of the ways in which formal elements are used to create

meaning in a text is combined with an exploration of how that meaning is affected by reading practices that are

culturally defined and by the circumstances of production and reception.

155

Group 2: LANGUAGE ACQUISITION

EAR 10 - PREPARATORY FRENCH CODE: PFR

By the end of this course the students will be able to apply the necessary knowledge of the French language and

culture in order to address the basic pre-requirements for the IB language B course in terms of grammar and

language structures, vocabulary, and phonetics.

The unit of lessons on Social Relationships, Media and Communication, and Cultural Identity will prepare the

students to further:

learn and use the French language in a range of context and for a variety of purposes develop an awareness of the role of language in relation to other areas of knowledge develop an awareness and appreciation of the different perspective of people from other cultures develop an awareness of the relationship between the languages and cultures with which they are

familiar

YEAR 11 &12 IB FRENCH B (HL/SL) CODE:

Students will be prepared to the IB internal and external assessment and will be provided with an accurate and

helpful feedback after their formative assessment. They will explore some links between the topics of their IB French

course and the Theory of Knowledge. The different units of lessons will contribute to the development of the

students’ approaches to learning skills (thinking, communication, social, self-management, and research skills) and to

the development of international-mindedness (each topic will allow the students to analyse it from a different

cultural perspective). During year 11 and year 12 the students will also develop the attributes of the IB learner

profile (inquirer, knowledgeable, thinker, communicator, principled, open-minded, caring, risk-taker, balanced, and

reflective).The French B course is organised around three core and three optional themes: Media and

Communication, Global Issues, Social Relationships, Cultural Diversity, and Customs and Traditions.

Year 12

IB FRENCH B

Year 11

IB FRENCH B

Year 10

FRENCH

Year 12

IB AB INITO

JAPANESE

Year 11

IB AB INITO

JAPANESE

Year 10

PREPARATORY

JAPANESE

Year 10

PREPARATORY

SPANISH

Year 11

IB AB INITO

SPANISH

Year 12

IB AB INITO

SPANISH All other classes

Year 9

WALDORF

Year 9

STEM

Year 9 FRENCH

IMMERSION

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YEAR 10 - PREPARATORY SPANISH

Having not yet started the IB Diploma, students will be encouraged to begin to consider what the nature of language

is, how it is made up, what it sounds and feels like, how and why it is used and the role and impact language choice

has. They will consider the role of language learning at a local, national and global level, and its similarities and

differences to learning other subject areas eg. Maths, Science

YEAR 10 - PREPARATORY JAPANESE

Having not yet started the IB Diploma, students will be encouraged to begin to consider what the nature of language

is, how it is made up, what it sounds and feels like, how and why it is used and the role and impact language choice

has. They will consider the role of language learning at a local, national and global level, and its similarities and

differences to learning other subject areas eg. Maths, Science

YEAR 11& 12 AB INITO – SPANISH & JAPANESE (SL ONLY)

The ab initio course is a language acquisition course for students with little or no prior experience of the language. It

is organised around three themes: Individual and Society, Leisure and Work, and Urban and Rural Environment.

Each theme has a list of topics that provide students with opportunities to practise and explore the language as well

as to develop intercultural understanding.

Through the development of receptive, productive and interactive skills, students should be able to respond and

interact appropriately in a defined range of everyday situations.

The topics to be covered are:

Individual and Society Leisure and Work Urban and rural environment

Daily Routines Employment Environmental concerns

Education Entertainment Global issues

Food and drink Holidays Neighbourhood

Personal details, appearance and

character

Media Physical Geography

Physical Health Sport Town and services

Relationships Technology Weather

Shopping Transport

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Group 3: INDIVIDUALS & SOCIETIES

YEAR 10 PREPARATORY BUSINESS AND MANAGEMENT

The year 10 Business Management course, as an IB Preparatory year, is to primarily focus on advancing the academic

skills, students require for the Diploma Programme business management subject. The Preparatory year encourages the

use of contemporary bus iness examples and case studies to help students understand and evaluate the implications of

business activity in an interconnected market and deepen their understanding of today’s complex and dynamic business

environments. Underpinning this focus are the concepts of change, culture, ethics, globalization, innovation and strategy.

Students are empowered to think critically and strategically about individual and organizational behavior, promote the

importance of exploring business issues from different cultural perspectives, and look at robust changes in business

management. It is the aim throughout the year, that students will have expanded their core critical business analysis skills

and research skills: Academic skills that will enhance their future chosen pathways for life.

YEAR 11 & 12 IB BUSINESS AND MANAGEMENT (HL)

Business management is a rigorous, challenging and dynamic discipline in the individuals and societies subject group.

The role of businesses, as distinct from other organizations and actors in a society, is to produce and sell goods and

services that meet human needs and wants by organizing resources. Profit-making, risk-taking and operating in a

competitive environment characterize most business organizations.

Year 12

IB PSYCHOLOGY

Year 11

IB PSYCHOLOGY

Year 10

PREPARATORY

PSYCHOLOGY

All other classes

Year 12

IB HISTORY

Year 11

IB HISTORY

Year 10

PREPARATORYHIST

ORY

Year 9

WALDORF

Year 9 FRENCH

IMMERSION

Year 9 STEM

Year 10

PREPARATORY

BUSINESS &

MANAGEMENT

Year 11

IB BUSINESS &

MANAGEMENT

Year 12

IB BUSINESS &

MANAGEMENT

158

Although business management shares many skills and areas of knowledge with other humanities and social

sciences, it is distinct in a number of ways. For example business management is the study of decision-making within

an organization, whereas economics is the study of scarcity and resource allocation, both on micro and macro levels.

Business management examines the use of information technology in business contexts, whereas information

technology in a global society (ITGS) critically examines its impact on other fields, such as health and government.

Business management studies business functions, management processes and decision-making in contemporary

contexts of strategic uncertainty. It examines how business decisions are influenced by factors internal and external

to an organization, and how these decisions impact upon its stakeholders, both internally and externally. Business

management also explores how individuals and groups interact within an organization, how they may be successfully

managed and how they can ethically optimize the use of resources in a world with increasing scarcity and concern

for sustainability. Business management is, therefore, perfectly placed within the individuals and societies subject

area: aiming to develop in students an appreciation both for our individuality and our collective purposes.

The Diploma Programme business management course is designed to develop students’ knowledge and

understanding of business management theories, as well as their ability to apply a range of tools and techniques.

Students learn to analyse, discuss and evaluate business activities at local, national and international levels. The

course covers a range of organizations from all sectors, as well as the socio-cultural and economic contexts in which

those organizations operate.

Emphasis is placed on strategic decision-making and the operational business functions of human resource

management, finance and accounts, marketing and operations management. Links between the topics are central to

the course, as this integration promotes a holistic overview of business management. Through the exploration of six

concepts underpinning the subject (change, culture, ethics, globalization, innovation and strategy), the business

management course allows students to develop their understanding of interdisciplinary concepts from a business

management perspective.

The course encourages the appreciation of ethical concerns, as well as issues of corporate social responsibility (CSR),

at both a local and global level. Through the study of topics such as human resource management, organizational

growth and business strategy, the course aims to develop transferable skills relevant to today’s students. These

include the ability to: think critically; make ethically sound and well-informed decisions; appreciate the pace, nature

and significance of change; think strategically; and undertake long term planning, analysis and evaluation. The

course also develops subject-specific skills, such as financial analysis.

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YEAR 10 PREPARATORY HISTORY

Students in Preparation History examine various topics catered to the needs of the rigours of History in the IB

Diploma. Students investigate key events in world history and investigate the causes behind them, the legacy they

have left and the impact on modern society.

Students also develop key academic skills including effective research and referencing methods which adhere to the

school’s academic honesty guidelines. Students also complete assessment which is designed to best replicate what

to expect during the IB Diploma in year 11 and 12.

YEAR 11 & 12 IB HISTORY (HL/SL)

History is a dynamic, contested, evidence-based discipline that involves an exciting engagement with the past. It is a

rigorous intellectual discipline, focused around key historical concepts such as change, causation and significance.

History is an exploratory subject that fosters a sense of inquiry. It is also an interpretive discipline, allowing

opportunity for engagement with multiple perspectives and a plurality of opinions. Studying history develops an

understanding of the past, which leads to a deeper understanding of the nature of humans and of the world today.

The IB Diploma Programme (DP) history course is a world history course based on a comparative and

multiperspective approach to history. It involves the study of a variety of types of history, including political,

economic, social and cultural, and provides a balance of structure and flexibility. The course emphasizes the

importance of encouraging students to think historically and to develop historical skills as well as gaining factual

knowledge. It puts a premium on developing the skills of critical thinking, and on developing an understanding of

multiple interpretations of history. In this way, the course involves a challenging and demanding critical exploration

of the past.

The DP history course is designed in such a way as to explicitly reinforce the emphasis on the development of

international-mindedness. For example, one of the key concepts that weaves throughout the course is perspectives,

and, more specifically, an emphasis on encouraging students to appreciate multiple perspectives. In addition, all

students are required to study case studies and examples from different regions of the world, with comparison of

such examples helping to ensure that the course adopts a transnational perspective. Teachers also have a great deal

of freedom to choose relevant examples to explore with their students, helping to ensure that the course

appropriately meets their students’ needs and interests regardless of their location or context.

Throughout the DP history course, students have the opportunity to explore historical events that have played a key

role in shaping the world today, deepening their understanding of the complex and interconnected nature of past

and present events. For example, students explore historical examples of many of the global challenges facing the

world today, such as conflict, rights and governance. This helps to meet one of the central aims of the course—to

increase students’ understanding of themselves and of contemporary society by encouraging reflection on the past.

160

YEAR 10 PREPARATORY PSYCHOLOGY

The Preparatory Psychology course serves as an introduction to the discipline and focuses on the scientific study of

human behaviour. Throughout the year students develop their understanding of how psychological knowledge is

generated and they develop their understanding of qualitative and quantitative research methodologies. Students

learn to critique research methodologies and consider how generalizable and valid results are. Students also develop

their awareness of ethical considerations that must be made when studying human behaviour. They are

systematically introduced to each of the levels of analysis (sociocultural, cognitive and biological) and use these

frameworks to take a closer look at specific behaviours.

YEAR 11 & 12 IB PSYCHOLOGY (HL/SL)

Psychology is the rigorous and systematic study of mental processes and behaviour. It is a complex subject which

draws on concepts, methods and understandings from a number of different disciplines. There is no single approach

that would describe or explain mental processes and behaviour on its own as human beings are complex animals,

with highly developed frontal lobes, cognitive abilities, involved social structures and cultures. The study of

behaviour and mental processes requires a multidisciplinary approach and the use of a variety of research

techniques whilst recognising that behaviour is not a static phenomenon, it is adaptive, and as the world, societies

and challenges facing societies change, so does behaviour.

At the core of the DP psychology course is an introduction to three different approaches to understanding

behaviour:

biological approach to understanding behaviour cognitive approach to understanding behaviour sociocultural approach to understanding behaviour.

The knowledge, concepts, theories and research that have developed the understanding in these fields will be

studied and critically evaluated to answer some of the questions being asked by psychologists today.

Furthermore, the interaction of these approaches to studying psychology will form the basis of a holistic and

integrated approach to understanding mental processes and behaviour as a complex, dynamic phenomenon,

allowing students to appreciate the diversity as well as the commonality between their own behaviour and that of

others.

The contribution and the interaction of the three approaches can be best understood through the options. There are

four options in the course. They focus on areas of applied psychology:

abnormal psychology (HL and SL) psychology of relationships. (HL only)

The options provide an opportunity to take what is learned from the study of the approaches to psychology and put

it into the context of specific lines of inquiry, broaden students’ experience of the discipline and develop the

students’ critical inquiry skills.

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Surrounding the approaches and the options are the overarching themes of research and ethics. A consideration of

both is paramount to the nature of the subject.

Psychologists employ a range of research methods, both qualitative and quantitative, in order to test their

observations and hypotheses. As a part of the core syllabus, DP psychology promotes an understanding of the

various approaches to research and how they have been used in order to critically reflect on the evidence as well as

assist in the design, implementation, analysis and evaluation of the students’ own investigations.

Psychology studies human beings and as such it is paramount that the ethical implications in any line of

investigation, and at all points in the course, are fully explored and understood to ensure that ethical guidelines are

followed at all times.

Group 4: SCIENCE

Year 10 PREPARATORY BIOLOGY Year 10

Biology and all Group 4 subjects are investigative and experimental; studies in Biological Science provide an

engaging, practical and relevant application of these skills.

Year 12

IB PHYSICS

Year 11

IB PHYSICS

Year 10

PREPARATORY

PHYSICS

All other classes

Year 12

IB CHEMISTRY

Year 11

IB CHEMISTRY

Year 10

PREPARATORY

CHEMISTRY

Year 9

WALDORF

Year 9 FRENCH

IMMERSION

Year 9 STEM

Year 10

PREPARATORY

BIOLOGY

Year 11

IB BIOLOGY

Year 12

IB BIOLOGY

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Students study a unit in Forensics Science where they are routinely exposed to crime situations by the media, both

realistic and sensationalised. This unit has two fundamental aims; to expose students to biology practical skills

commonly used during forensics investigation, and to encourage students to be critical of science representation in

the media. Within this unit of study, students will acquire and develop the skills of observation, microscopy,

chromatography, and DNA gel electrophoresis.

Students also study a unit in Evolution. This is a topic that is fundamental to the study of Biology, linking areas such

as genetics, molecular biology, reproduction, anatomy and classification. In this unit, students will learn about the

history of the theories of evolution comparing Darwin and Lamarck. They will explore how theories are formed and

the evidence needed for them. Students will investigate the concept of natural selection through various examples,

such as the peppered moth.

The final unit of Health and Disease is of high interest, being topical, rapidly changing, and highly relevant to

students in their everyday life. This unit provides opportunity for the study of the biology of infectious agents, their

interaction with human and other hosts and their relationship with the environment. Students will also explore the

immune system and how it fights disease, as well as, debate the current issues related to immunization.

Year 11 & 12 IB BIOLOGY (HL/SL)

Biology is the study of life. The first organisms appeared on the planet over 3 million years ago and, through

reproduction and natural selection, have given rise to the 8 million or so different species alive today. An interest in

life is natural for humans; not only are we living organisms ourselves, but we depend on many species for our

survival, are threatened by some and co-exist with many more. From the earliest cave paintings to the modern

wildlife documentary, this interest is as obvious as it is ubiquitous, as biology continues to fascinate young and old all

over the world.

The Biology course for the International Baccalaureate is a two year program where students can undertake studies

at the standard level (SL) or higher level (HL). The topics covered include: Cell and Molecular Biology, Genetics,

Ecology, Evolution and biodiversity, Human physiology, Nucleic Acids, Metabolism, Cell Respiration and

Photosynthesis, Plant Biology and Animal Physiology. There are four optional topics that the class will choose,

Neurobiology and behaviour, Biotechnology and bioinformatics, Ecology and conservation and Human physiology.

Throughout the course students will be required to complete practical activities, internal and external assessment

and a group 4 project.

Year 10 PREPARATORY CHEMISTRY Year 10

The grade 10 IB preparatory course is designed to review and consolidate the Chemistry learned in year 7-9 then

build on this knowledge to prepare students for the two year International Baccalaureate Chemistry Program. In

term one students will learn about Scientific Measurement, the structure of the atom, Bonding types, Types of

reactions, and Periodic trends. Term 2 will include Stoichiometry, Equilibrium, and Gas Laws. During term three

students will study organic chemistry. Term four concludes with Reduction Oxidation reactions.

The course includes practical lessons where students will be able to demonstrate their acquired theory knowledge

and develop their investigating skills as the 2 year IB Chemistry program includes mandatory practicals as well as a

Group 4 project where the 3 sciences collaborate to research and investigate a chosen topic.

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Year 11 & 12 IB CHEMISTRY (HL/SL)

The Chemistry course for the International Baccalaureate is a two year program where students are educated in a

range of topics at a standard or higher level. These topics include: Stoichiometric relationships, Atomic structure,

Periodicity, Chemical bonding and structure, Energetics/thermochemistry, Chemical kinetics, Equilibrium, Acids and

bases, Redox processes, Organic chemistry, Measurement and data processing. Students will then be given an

Option to study where the class will choose from Materials, Biochemistry, Energy, or Medicinal chemistry.

Throughout the course students will be required to complete Practical activities, an Individual investigation (internal

assessment—IA), and a Group 4 project to demonstrate their content knowledge.

Year 10 PREPARATORY PHYSICS

The 10 Preparatory Physics course is a one-year course designed to prepare students to undertake a course in IB HL

Physics. It is a broad based course, emphasising on general rather than in depth understanding of basic physical

concepts in the different branches of Physics. Topics covered include: Measurements and uncertainties, Mechanics,

Thermal Physics, Circular motion, Electricity, Magnetism and Imaging. Apart from understanding basic concepts,

students will be undertaking experimental investigations and communicating their results through reports and

presentations.

Year 11 & 12 IB PHYSICS (HL/SL)

The IB Physics course is a two year broad based course that aims to encourage students to be knowledgeable and

inquiring. In studying physics, students should become aware of how scientists work and communicate with each

other. To inculcate students in the scientific method, emphasis is on a practical approach through experimental

work. To allow students to be knowledgeable in Physics means that there has to be a broad based curriculum,

covering the wide range of topics representing the different branches of Physics.

The core topics are covered in Year 11 of high school. These include: Measurements and uncertainties, Mechanics,

Thermal Physics, Waves, Electricity and magnetism, Circular motion and gravitation, Atomic, nuclear and particle

physics and Energy production.

Additional higher level topics are covered in Year 12. These are: Wave phenomena, Fields, Electromagnetic

induction, Quantum and nuclear physics.

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Group 5: MATHEMATICS

COST: $200 (approx.) graphics calculator

YEAR 10 PREPARATORY MATHEMATICS

The Year 10 Preparation Maths course is aimed to enabled to prepare students to successfully navigate the rigours of

Higher Level, Standard Level or Mathematics Studies (SL) in the IB Diploma. This course includes the simple

application of calculus, logarithmic and exponential models and trigonometry.

These learnings are mandatory prior learning for all IB Mathematics courses. Student’s progress is closely monitored

in Preparation Mathematics to ascertain the best possible study option in the IB Diploma in year 11 and 12.

YEAR 11 & 12 IB MATHEMATICS HIGHER LEVEL

Mathematics Higher Level caters for students with a good background in mathematics who are competent in a range

of analytical and technical skills. The majority of these students will be expecting to include mathematics as a major

component of their university studies, either as a subject in its own right or within courses such as physics,

engineering and technology. Others may take this subject because they have a strong interest in mathematics and

enjoy meeting its challenges and engaging with its problems.

YEAR 11 & 12 IB MATHEMATICS STANDARD LEVEL

Mathematics Standard Level caters for students who already possess knowledge of basic mathematical concepts,

and who are equipped with the skills needed to apply simple mathematical techniques correctly. The majority of

IB MATHEMATICS

HIGH LEVEL

(HL)

IB MATHEMATICS

HIGH LEVEL

(HL)

PREPARATORY

MATHEMATICS

HIGH LEVEL

(HL)

Year 10 Year 11 Year 12

IB MATHEMATICS

STANDARD LEVEL

(SL)

IB MATHEMATICS

STANDARD LEVEL

(SL)

PREPARATORY

MATHEMATICS

STANDARD LEVEL

(SL)

IB MATHEMATICS

STUDIES

IB MATHEMATICS

STUDIES

165

these students will expect to need a sound mathematical background as they prepare for future studies in subjects

such as chemistry, economics, psychology and business administration.

YEAR 11 & 12 IB MATHEMATICS STUDIES (SL ONLY)

Mathematics Studies is available only at standard level, and is equivalent in status to mathematics SL, but addresses

different needs. It has an emphasis on applications of mathematics, and the largest section is on statistical

techniques. It is designed for students with varied mathematical backgrounds and abilities. It offers students

opportunities to learn important concepts and techniques and to gain an understanding of a wide variety of

mathematical topics. It prepares students to be able to solve problems in a variety of settings, to develop more

sophisticated mathematical reasoning and to enhance their critical thinking. The individual project is an extended

piece of work based on personal research involving the collection, analysis and evaluation of data. Students taking

this course are well prepared for a career in social sciences, humanities, languages or arts. These students may need

to utilize the statistics and logical reasoning that they have learned as part of the mathematical studies SL course in

their future studies.

Group 6: THE ARTS

YEAR 10 PREPARATORY MUSIC

Studying Year 10 Music helps students to reach their practical and creative potential. The course is based around

three broad areas; composition, the creation of music, musicology, the study of music in social, historical and

cultural contexts, and performance, the interpretation of music through playing, singing and conducting. Students

will experience these three areas through the study of classical, film, jazz and popular music styles both individually

and collaboratively.

YEAR 11 & 12 IB MUSIC (HL/SL)

Music functions as a means of personal and communal identity and expression, and embodies the social and cultural

values of individuals and communities. This scenario invites exciting exploration and sensitive study.

Year 12

IB MUSIC

Year 11

IB MUSIC

Year 10

PREPARATORY

MUSIC

Year 12

IB VISUAL ART

Year 11

IB VISUAL ART

Year 10

PREPARATORY

VISUAL ART


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Music, and all of its associations, may vary considerably from one musical culture to another: yet music may share

similarities. Such richness offers a variety of ways to encounter and engage with a constantly changing world.

A vibrant musical education fosters curiosity and openness to both familiar and unfamiliar musical worlds. Through

such a study of music we learn to hear relationships of pitch in sound, pattern in rhythm and unfolding sonic

structures. Through participating in the study of music we are able to explore the similarities, differences and links in

music from within our own culture and that of others across time. Informed and active musical engagement allows

us to explore and discover relationships between lived human experience and specific sound combinations and

technologies, thus informing us more fully of the world around us, and the nature of humanity.

The Diploma Programme music course provides an appropriate foundation for further study in music at university

level or in music career pathways. It also provides an enriching and valuable course of study for students who may

pursue other careers. This course also provides all students with the opportunity to engage in the world of music as

lifelong participants.

YEAR 10 PREPARATION VISUAL ART

In the Pre-IB Visual Arts course, students will develop requisite concepts, skills and techniques while exploring their

personal aesthetics in preparation for the International Baccalaureate Visual Arts program. The course addresses the

three core components of the course, namely, Visual Arts in Context (analysis of cultural contexts and perspectives

in art production), Visual Arts Methods (processes, media and techniques) and Communicating Visual Arts

(developing conceptual frameworks and visual language to create meaning). Working across a range of 2D and 3D

media and approaches to imagery, students respond to the major thematic focus areas: Sense of Self, Sense of Place,

Abstraction and Symbolic Narratives. Art historical, cultural and geo-political contexts of art production are studied

in conjunction with the Making component. Through this course, students develop the IB Learner Profile attributes,

through a range of approaches to learning and inquiry.

YEAR 11 & 12 VISUAL ART (HL/SL)

The visual arts are an integral part of everyday life, permeating all levels of human creativity, expression,

communication and understanding. They range from traditional forms embedded in local and wider communities,

societies and cultures, to the varied and divergent practices associated with new, emerging and contemporary forms

of visual language. They may have sociopolitical impact as well as ritual, spiritual, decorative and functional value;

they can be persuasive and subversive in some instances, enlightening and uplifting in others. We celebrate the

visual arts not only in the way we create images and objects, but also in the way we appreciate, enjoy, respect and

respond to the practices of art-making by others from around the world. Theories and practices in visual arts are

dynamic and ever-changing, and connect many areas of knowledge and human experience through individual and

collaborative exploration, creative production and critical interpretation.

The IB Diploma Programme visual arts course encourages students to challenge their own creative and cultural

expectations and boundaries. It is a thought-provoking course in which students develop analytical skills in problem-

solving and divergent thinking, while working towards technical proficiency and confidence as art-makers. In

addition to exploring and comparing visual arts from different perspectives and in different contexts, students are

expected to engage in, experiment with and critically reflect upon a wide range of contemporary practices and

media. The course is designed for students who want to go on to study visual arts in higher education as well as for

those who are seeking lifelong enrichment through visual arts.

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IB Core Subjects

YEAR 10 PREPARATORY CRITICAL THINKING

The Preparatory Thinking Course, develops thinking skills, in preparation for the International Baccalaureate core

component course, Theory of Knowledge. Students are introduced to major tenets of Western and Eastern

Philosophy, to explore notions of Truth, Ethics and Reality. Using the Socratic questioning method, concepts such as

Plato’s Allegory of the Cave and Theory of Forms, Kahneman’s Coherence Theory, Kuhn’s theory of Paradigm Shifts,

will be used to investigate a range of knowledge perspectives. Eastern philosophical concepts such as Lao Tsu’s

notion of Dao and Wu Wei and the Japanese aesthetic of Kintsugi also will be used to explore knowledge questions

in relation to ways of Being, notions of Truth, Beauty and the human condition. Students will engage in thoughtful

group discussions, multi-modal presentations and personal reflections from a balance of perspectives in relation to

real life situations.

YEAR 11 & 12 IB THEORY OF KNOWLEDGE (TOK)

TOK is a course about critical thinking and inquiring into the process of knowing, rather than about learning a specific

body of knowledge. It is a core element which all Diploma Programme students undertake and to which all schools

are required to devote at least 100 hours of class time. TOK and the Diploma Programme subjects should support

each other in the sense that they reference each other and share some common goals. The TOK course examines

how we know what we claim to know. It does this by encouraging students to analyse knowledge claims and explore

knowledge questions. A knowledge claim is the assertion that “I/we know X” or “I/we know how to Y”, or a

statement about knowledge; a knowledge question is an open question about knowledge.

While there are arguably many ways of knowing, the TOK course identifies eight specific ways of knowing (WOKs).

They are language, sense perception, emotion, reason, imagination, faith, intuition, and memory. Students must

Year 12

IB THEORY OF

KNOWLEDGE (TOK)

Year 11

IB THEORY OF

KNOWLEDGE (TOK)

Year 10

PREPARATORY

CRITICAL THINKING

Year 12

IB EXTENDED

ESSAY

Year 11

IB EXTENDED

ESSAY

Year 10

PREPARATORY

INFORMATION

LITERACY


Year 12

IB CREATIVITY,

ACTIVITY, SERVICE

(CAS)

Year 11

IB CREATIVITY,

ACTIVITY, SERVICE

(CAS)

Year 10

PREPARATORY

COMMUNITY

SERVICE

168

explore a range of ways of knowing, and it is suggested that studying four of these eight in depth would be

appropriate.

The WOKs have two roles in TOK:

they underlie the methodology of the areas of knowledge

they provide a basis for personal knowledge.

Discussion of WOKs will naturally occur in a TOK course when exploring how areas of knowledge operate. Since they

rarely function in isolation, the TOK course should explore how WOKs work, and how they work together, both in the

context of different areas of knowledge and in relation to the individual knower.

Areas of knowledge are specific branches of knowledge, each of which can be seen to have a distinct nature and

different methods of gaining knowledge. TOK distinguishes between eight areas of knowledge. They are

mathematics, the natural sciences, the human sciences, the arts, history, ethics, religious knowledge systems, and

indigenous knowledge systems.

YEAR 10 PREPARATORY INFORMATION LITERACY

The Information Literacy program provides students with the opportunity to develop a range of research skills which

drive critical thinking techniques across all subjects. Students learn strategies for locating sources of both digital and

print information. Hands-on techniques are taught for analysing and evaluating key elements in the materials

sourced. Effective communication of information is also integral to the learning framework, and students gain an

understanding of how to utilise information from print, media and electronic sources appropriately and ethically

through individual and collaborative activities. Digital citizenship skills form an intrinsic component of the

Information Literacy program, with a focus on responsible usage of information. Throughout the program, the main

themes of the IB Learner Profile are integrated closely so that students are well prepared to engage in the Diploma

Program in the following year.

YEAR 11 & 12 IB EXTENDED ESSAY

The extended essay is an in-depth study of a focused topic chosen from the list of available Diploma Programme

subjects for the session in question. This is normally one of the student’s six chosen subjects for those taking the IB

diploma, or a subject that a course student has a background in. It is intended to promote academic research and

writing skills, providing students with an opportunity to engage in personal research in a topic of their own choice,

under the guidance of a supervisor (an appropriately qualified member of staff within the school). This leads to a

major piece of formally presented, structured writing, in which ideas and findings are communicated in a reasoned

and coherent manner, appropriate to the subject chosen. It is mandatory that all students undertake three reflection

sessions with their supervisor, which includes a short, concluding interview, or viva voce, with their supervisor

following the completion of the extended essay.

YEAR 10 PREPARATORY COMMUNITY SERVICE

Students in Preparation Community Service plan and undertake a community service activity through a recognized

agency to develop their understanding of the requirements of a service activity. This experience will also utilize

Creativity and Activity components to give them valuable experience ahead of the CAS program in year 11 and 12 for

169

their IB Diploma. Students will also use the online Managebac platform to enter their reflections and complete this

experience to ensure they understand the requirements of CAS prior to the commencement of year 11.

YEAR 11 & 12 IB CREATIVITY, ACTIVITY, SERVICE

CAS is at the heart of the Diploma Programme. With its holistic approach, CAS is designed to strengthen and extend

students’ personal and interpersonal learning from the PYP and MYP.

CAS is organized around the three strands of creativity, activity and service defined as follows.

Creativity—exploring and extending ideas leading to an original or interpretive product or performance

Activity—physical exertion contributing to a healthy lifestyle

Service—collaborative and reciprocal engagement with the community in response to an authentic need

As a shining beacon of our values, CAS enables students to demonstrate attributes of the IB learner profile in real

and practical ways, to grow as unique individuals and to recognize their role in relation to others. Students develop

skills, attitudes and dispositions through a variety of individual and group experiences that provide students with

opportunities to explore their interests and express their passions, personalities and perspectives. CAS complements

a challenging academic programme in a holistic way, providing opportunities for self-determination, collaboration,

accomplishment and enjoyment.

CAS enables students to enhance their personal and interpersonal development. A meaningful CAS programme is a

journey of discovery of self and others. For many, CAS is profound and life-changing. Each individual student has a

different starting point and different needs and goals. A CAS programme is, therefore, individualized according to

student interests, skills, values and background.

The school and students must give CAS as much importance as any other element of the Diploma Programme and

ensure sufficient time is allocated for engagement in the CAS programme. The CAS stages offer a helpful and

supportive framework and continuum of process for CAS students.

Successful completion of CAS is a requirement for the award of the IB Diploma. While not formally assessed,

students reflect on their CAS experiences and provide evidence in their CAS portfolios of achieving the seven

learning outcomes.

The CAS programme formally begins at the start of the Diploma Programme and continues regularly, ideally on a

weekly basis, for at least 18 months with a reasonable balance between creativity, activity, and service.

All CAS students are expected to maintain and complete a CAS portfolio as evidence of their engagement with CAS.

The CAS portfolio is a collection of evidence that showcases CAS experiences and for student reflections; it is not

formally assessed.

Completion of CAS is based on student achievement of the seven CAS learning outcomes. Through their CAS

portfolio, students provide the school with evidence demonstrating achievement of each learning outcome.

Students engage in CAS experiences involving one or more of the three CAS strands. A CAS experience can be a

single event or may be an extended series of events.

Documents

Senior Secondary Curriculum Guide - Benowa State High School · 2019-04-30 · Senior Secondary Curriculum Guide . 1 Contents ... Senior School and transition to employment or further