Trinity College Studies... · Trinity College Senior Studies Guide 3 PART 1: INTRODUCTION This handbook is provided for students entering Year 11, who are considering the most

Trinity College BEENLEIGH

Senior Studies Guide

2014

For students entering

Year 11, 2014

Year 12, 2015

Trinity College Senior Studies Guide

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TABLE OF CONTENTS

PART 1: .................................................................................................................................................... 3 Introduction ........................................................................................................................................... 3 Entering Senior Secondary School ....................................................................................................... 3 Queensland Certificate of Education .................................................................................................... 5 QCE Credit Table ................................................................................................................................. 6 After You Complete Senior Studies: Articulated Pathways .................................................................. 7 How to Choose Subjects ...................................................................................................................... 8 Class Work and Home Study ................................................................................................................ 9 Assessment Programs .......................................................................................................................... 9

Subject Overview .................................................................................................................................. 10 Academic Subjects ............................................................................................................................. 10 Senior Subject Curriculum .................................................................................................................. 11 Vocational Education .......................................................................................................................... 12

PART 2: Subject Discriptors - Authority Subjects ............................................................................ 14 Ancient History .................................................................................................................................... 14 Biology ................................................................................................................................................ 15 Business Management ....................................................................................................................... 16 Business Communication and Technologies ...................................................................................... 18 Chemistry ............................................................................................................................................ 19 Drama ................................................................................................................................................. 20 English ................................................................................................................................................ 21 Film, Television and New Media ......................................................................................................... 22 Home Economics ................................................................................................................................ 24 Information Technology Systems ....................................................................................................... 25 Japanese ............................................................................................................................................ 26 Legal Studies ...................................................................................................................................... 27 Mathematics A .................................................................................................................................... 29 Mathematics B .................................................................................................................................... 30 Mathematics C .................................................................................................................................... 31 Modern History.................................................................................................................................... 32 Physics ................................................................................................................................................ 33 Physical Education ............................................................................................................................. 34 Study of Religion ................................................................................................................................. 35 Study of Society .................................................................................................................................. 36 Visual Art ............................................................................................................................................. 37

Authority Registered Subjects ............................................................................................................ 38 Creative Arts ....................................................................................................................................... 38 English Communication ...................................................................................................................... 39 Pre-Vocational Mathematics ............................................................................................................... 40 Religion and Ethics ............................................................................................................................. 41

Vocational Subjects .............................................................................................................................. 42 Certificate II in Automotive Service Technology (AUR20512) ............................................................ 42 Certificate II in Business (BSB20112) ................................................................................................ 43 Certificate I in Construction (CPC10111) .......................................................................................... 44 Certificate II in Hairdressing (WHR20109) ......................................................................................... 47 Certificate II in Hospitality (SIT20212) ................................................................................................ 49 Certificate II in Information, Digital Media & Technology (ICA20111) ................................................ 50 Certificate II in Manufacturing Technology (MSA20208) .................................................................... 51 Certificate II in Sport and Recreation (SIS20310) .............................................................................. 54 Certificate II in Tourism (SIT20112) .................................................................................................... 56 Certificate II in Workplace Practices (30981QLD) .............................................................................. 57

Appendix A ............................................................................................................................................ 59 How to Choose Subjects For Years 11 and 12 .................................................................................. 59 The Senior Statement and QCS Test ................................................................................................. 60 Senior Statement ................................................................................................................................ 60 How to Choose Subjects With a View to University Entrance ............................................................ 61

Appendix B ............................................................................................................................................ 62 Choosing Senior Subjects with a view to TAFE entry ........................................................................ 62


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PART 1:

INTRODUCTION

This handbook is provided for students entering Year 11, who are considering the most appropriate course for their studies at Trinity College during the Senior Phase of Learning. The contents of this handbook should be studied thoroughly to gain an accurate understanding of the nature, scope, requirements and relative difficulty of each subject. Students are able to select from a wide range of subject areas to create an individual program of study that best serves their needs and aspirations. The College has a tradition of excellence in teaching and learning, in which the needs of the individual student is the central focus of the learning process. At Trinity College a number of support structures exist so that students and their parents are fully aware of the choices available and the applications of the selected course work. It is very much our intention to have parent‘s integrally and frequently involved in the subject selection process of their child. The course offerings shown in this handbook are prospective in that the actual availability of courses in any particular year will be subject to demand and the capacity of the College to run the course.

ENTERING SENIOR SECONDARY SCHOOL

Subject Selections On the basis of choices made by students, the timetable for next year will be created in such a way as to maximise the degree to which student‘s preferences can be satisfied. For some very few students, it may not be possible to accommodate their particular subject combination. Students in this category will be required to re-consider their Subject Program. Two-year Subject Programs of current Year 11 students continuing into Year 12 are always preserved.

Review of Academic Performance All Year 10 students, within a framework of transition into the Senior Phase of Learning are required to co-sign with their parents and teachers a Student Education and Training (S.E.T) Plan. This plan will nominate their chosen pathway of learning options. All students will be required to meet minimum standards of this contractual arrangement, by ‗banking‘ learning outcomes and achievements with the Government Agency, the Queensland Studies Authority. To this end, a formal interview with Year 10 students, reviewing their academic performance and behavioural record will be conducted by the College on request once Subject Selections close. For a student seeking to enter Year 11 or Year 12, performance in his/her Program of Study in the previous year is of great interest to the College in determining if particular subjects, or a subject combination, are appropriate for the student to take. Continuing on into the third and fourth Semester (Year 12) of an Authority Subject commenced in Year 11 should be considered conditional upon satisfactory application and/or achievement in the two Semesters in Year 11. Where the College has concerns regarding particular student‘s academic performance and commitment to study, the student may be required to participate in a more formal review of his/her progress in his/her current studies and may also be required to show cause why he/she should commence or continue Senior study in the following year. Where the student has selected a Subject Program which, in the opinion of the College, is inadvisable on the basis of previous results achieved, he/she will be encouraged to reconsider his/her subject choices.


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Pre-Requisite Requirements and Subject Selection Rules Pre-requisite requirements are subjects, units of study or Levels of Achievement that, in the opinion of the College, need to be studied or attained before a student can expect success in a future subject. Pre-requisite requirements for subjects are outlined in the subject descriptions later in this booklet. If a student does not meet a pre-requisite requirement for a subject he/she wishes to take, he/she needs to either:

change his/her subject selection to remove the particular subject, or

seek approval from the relevant Academic Coordinator to have the requirement waived and to enrol in the subject.

If approval to enrol is not granted by the relevant Academic Coordinator, and the student still wishes to enrol in the subject, he/she may apply to the Assistant Principal – Curriculum for permission. The Assistant Principal - Curriculum may allow the student to enrol in the subject provisionally for the first semester, which will be reviewed at the end of this semester. A student who does not meet the pre-requisite requirements for a subject and who does not have approval from either the Academic Coordinator or the Assistant Principal - Curriculum to enrol in the subject, will not be permitted to retain that subject in their proposed program of study. Students whose selections contravene Subject Selection Rules must re-choose unless specific exemptions are granted in their case by the Assistant Principal - Curriculum. Enquires about the material covered in this booklet should be directed to:

Mr Michael Darcy Assistant Principal – Curriculum Trinity College Scott Street, Beenleigh QLD 4207

or by Telephone: 07 3442 5222

Facsimile: 07 3442 5200 E-mail [email protected]

Internet home page: http://www.trinitycollege.qld.edu.au New enrolment enquiries should be directed to The Enrolment Registrar by contacting the front office.

mailto:[email protected]

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


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QUEENSLAND CERTIFICATE OF EDUCATION

Students studying in Years 11 and 12 will be working towards obtaining a Queensland Certificate of Education (QCE).

Gaining a QCE after Year 12, if completed is NOT automatic

A significant amount of learning must be credited

A set, minimum standard of achievement must be reached in each course undertaken

All Year 11/12 subjects offered at Trinity College are QCE Core Subjects. Student can elect to engage in QCE Enrichment and Advanced courses (and have the results banked towards their QCE). A Pass (Sound) in the Year 9 National Literacy and Numeracy Tests will meet the minimum requirements for a QCE Literacy and Numeracy Standard. Students taking senior courses at Trinity College will receive some or all of the following documents at the completion of the course.

The Queensland Certificate of Education (QCE)

The QCE:

is issued by the Queensland Studies Authority (QSA)

is always part of the Student Education Profile

is recognised nationally and internationally

usually represents two years of Senior schooling (Years 11 and 12)

shows a student's levels of achievement in Authority and Authority Registered subjects

VHA = very high achievement HA = high achievement SA = sound achievement LA = limited achievement VLA = very limited achievement

shows results in other forms of learning such as Enrichment and Advanced courses.

may show the student's Queensland Core Skills Test grade (on an A–E scale)—if the students at the test.

will record achievements in accredited Vocational Education and Training (VET) courses.

is used by employers and tertiary institutions to select students for employment and/or tertiary courses.

Vocational Education and Training (VET) Statement of Attainment or Certificate If a student has achieved a Vocational Education and Training qualification while taking a Senior subject (VET or Authority Registered subject) at Trinity College, the student is issued with a Statement of Results showing the subject taken and the qualification achieved. A student who completes all of the prescribed requirements will be awarded a nationally recognised Certificate. This certificate is prepared by the QSA and provided to the student once issued to the College.

Tertiary Entrance Statement Where a student has banked 20 semesters of credit in Core, Preparatory, Advanced or Enrichment subjects (12 of the units must have been taken in only 3 Core/OP subjects), the Queensland Studies Authority issues a Senior Statement. The statement shows an OP (Overall Position) on a 25-point scale, and may show up to five FPs (Field Positions) each on a 10-point scale. The purpose of the Senior Statement is to allow universities to decide whom they will admit to their courses. The QSA will also issue a Queensland Certificate of Education for all students who have banked 20 credits by passing each of the 20 semesters of subjects above. Students who are not eligible for a QCE at the end of Year 12 will receive a Certificate of Attainment only as part of their Senior Statement.


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QCE CREDIT TABLE

CORE PREPARATORY ENRICHMENT ADVANCED

Credit Credit Credit Credit

Authority or Authority-registered subject 4

VET Certificate I (maximum of 2 can count)

2

A recognised Certificate of award in areas such as music, dance, drama, sport and community development

1

A one semester University subject achieved while at school

2

Senior external examination

4

An employment skills development program (only 1 can count

2

A negotiated workplace, community or self-directed learning project

1

A two semester University subject achieved while at school

4

VET Certificate II

4

A re-engagement program (only 1 can count 2

Structured workplace or community learning

1

Competencies in a diploma or advanced diploma over at least one semester (or its equivalent

2

VET Certificate III-IV 8

Authority extension subject 2

School-based apprenticeship and traineeship

4

Tailored training program 4

International learning program 4

MINIMUM OF 12 CREDITS

MAXIMUM OF 4 CREDITS




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AFTER YOU COMPLETE SENIOR STUDIES: ARTICULATED PATHWAYS

University Degree, Associate Degree and Associate Diploma Studies Before you begin your Senior studies, you will be supplied with a statement of eligibility for the Tertiary Entrance Statement. Eligibility issues should be addressed by considering the information in the booklet Tertiary Pre-requisites 2016. However, there are fewer university places than students who are eligible for entry, so you must aim to do very well in the subjects you choose.

Choose your Senior subjects mainly on the basis of your strengths and interests.

TAFE Institute Certificate Courses Your QCE and Senior Statement and/or a completed VET Certificate will be considered by the TAFE Institute. Colleges will also be interested in the commitment you show, the work experience you have gained and the kinds of skills you have developed in your studies, including Core and Preparatory subjects.


TAFE Institute Associate Diploma, Diploma and Advanced Diploma Courses If you were eligible for a QCE and or a completed VET Certificate, your application will be considered on that basis. If you were not eligible for a Tertiary Entrance Statement, your application will be decided on the basis of your QCS Test results and the results of all subjects shown on your QCE , but especially Core subjects (that is, Authority Subjects, Authority-registered, school or Stand Alone VET subjects).


Employment, Traineeship, Apprenticeship Your QCE and Senior Statement will be considered by any employer. Employers will also be interested in the commitment you show, the work experience you have gained and the kinds of skills you have developed in your studies including Core, Preparatory, Advanced and Enrichment.


Outcomes / Pathways Senior studies at Trinity College may lead into the following outcomes:

Degree courses at University

Apprenticeships or Traineeships

Associate Diploma, Diploma or Advanced Diploma courses at TAFE Institute

Certificate or Advanced Certificate courses at TAFE Institutes

Pre-vocational courses at TAFE Institutes

Full-time employment

Part-time study, part-time employment

An OP Pathway (selecting 5 or more Authority subjects) can articulate to a university placement, TAFE, Apprenticeship or employment.

A VET Pathway (selecting a majority of Authority Registered or Authority Registered VET subjects) can articulate to work, TAFE and/or apprenticeship placement.

A MIXED course pathway (selecting a combination of Authority, Authority Registered, VET subjects) can articulate to work, TAFE or in some cases university courses, depending on the academic success of the student.

Trinity College provides vocational and careers counselling services to assist students both in Subject Selection and in making plans for the years immediately following Year 12. Students seeking vocational guidance and information should consult the College Counsellor in the first instance. Trinity College graduates have been consistently successful over the years in gaining entry to university and TAFE courses, and in finding places in both employment and apprenticeships in industry and business.


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HOW TO CHOOSE SUBJECTS

The purpose of this guide is to ensure that the subject choices made are the right ones for each student‘s desired pathway. You must take responsibility for the direction of your education. There are a number of factors to be considered before any decisions can be made:

Your Ability, Interests and Talents It is possible to have unrealistic expectations just as much as it is possible to expect too little. Your academic performance up until now is a good indication of your academic ability and must be considered. However, there are interests and talents you use every day which, when taken together with academic ability, can lead to an honest and realistic decision about future study options.

The Value of a Course for you Personally Education is a process of personal growth. It should not be limited to a career-oriented means to an end. If you choose a set of subjects on a career basis alone without seeing their value for your individual growth, you are likely to become disillusioned and not to reach your full potential. Often it is those people who have an appreciation of the value of the subjects they have chosen who best succeed. In addition, people often benefit from a variety of subjects types. E.g. Your primary interest may be in humanities, but you also have strong abilities in technological areas. You may choose to accompany your humanities courses with others in the technological area. Such combinations often help to extend the individual‘s personal abilities rather than limit them.

Your Vocational Interests It is important to realise which vocational opportunities are open to you as a result of your Subject Selections. The College library has available an extensive array of materials on vocational opportunities. If you have in mind a specific vocation, it is essential that you consider the implications of the course selection that you make. For many people, though, vocational direction is still undecided. It is, therefore, very important that you choose subjects which will allow you to perform to your full potential.

The best reasons you could have for including a particular subject in your subject package is that you are interested in it, and you will be able to do well in it. Just because others have done well in particular subjects or are interested in them, does not mean that they will suit you as well. Similarly, just because they are pre-requisites for a tertiary course you might be interested in some time in the future, does not automatically mean that you will enjoy and do well in these subjects now.

Always make your first priority to choose the subjects that you will enjoy and that you will be able to achieve success in.


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CLASS WORK AND HOME STUDY

Each course of study at Trinity College operates according to a well-designed, organised and monitored plan. In each course the teacher has planned the work to be achieved during each lesson, the knowledge and skills to be introduced or developed, the learning experiences through which these might occur and the outcomes which should be produced. It is the clear expectation of the College that students will make the best possible use of the learning experiences provided in their classes in order to achieve success. Teachers cannot accept student behaviour which does not contribute to the learning intended for the class period. Students are required to be prepared for class, to be actively involved in class and to contribute to class activities in a productive way. During their time at Secondary school students are encouraged and expected to develop skills in guiding their own learning and as they get older are required to assume greater responsibility for their own education. It is the clear expectation of the College that all students will not only complete all homework assigned by their teacher before their next lesson, but will also undertake study and revision of the material covered in the subject as part of an overall plan of preparation for later assessment. Teachers cannot accept that homework be left uncompleted by students. Given these expectations, it is clear that students are required to make a substantial commitment to their schoolwork outside of school hours. This may need to be a factor in students and their parents making decisions about extensive part-time employment. The College supports girls and boys in their primary occupation as students, and asks that parents reinforce this message at home. The following would be a guide to the minimum time an average student would need to devote to their homework and study during a typical week:

Year 11 — 2 ½ hours five times per week Year 12 — 3 hours five times per week

ASSESSMENT PROGRAMS

Assessment is an integral part of the ongoing development of student knowledge and skills in any course of study at Trinity College. A well-designed course of study has, as one of its major learning experiences, an integrated program of assessment which enables students and teachers to be informed and to modify programs, as necessary throughout the learning process. The timing of assessment throughout the year is made on educational considerations and cannot be varied without affecting the quality and validity of the assessment program. In order to assist in assessment planning, students will receive a Semester Planner at the beginning of each Semester, for their course of study. The planner shows what material will be covered, relevant assessment items and due dates. Assessment due dates for all subjects are also placed on the College Calendar on the College Portal. Prior to the Mid-Semester Exam Block and prior to the End of Semester Exam Block, students receive an Exam Timetable for that period. It is the clear expectation of the College that students participate genuinely in all assessment programs, by preparing adequately for assessment items and by completing them on time to a standard which represents their best efforts. Teachers cannot accept that assessment items are missed or submitted late, except through exceptional circumstances. Due to the planned, sequential nature of assessment programs, it is important that students are not absent from school without legitimate reason. Absence from school when assessment is due or conducted should only be on medical or other serious grounds. A Medical Certificate or similar documentation is required to explain absence in this instance. Similarly, absence on days leading up to assessment, in order to prepare or complete assessment items, is unacceptable.


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SUBJECT OVERVIEW

ACADEMIC SUBJECTS

These subjects are all accredited by the Queensland Studies Authority (QSA) either as Authority subjects, Authority-registered subjects, or recorded school subjects. Only the Authority subjects can be used in establishing OP eligibility. Students pursuing an OP may choose one (1) Authority-registered subject, but must carefully check prerequisites. Students who do not intend to pursue an OP may still enroll in some Authority subjects. The subjects which will ultimately be offered in Year 11 will depend on the demands of students as there will be some threshold numbers for various subjects in order for the class in that subject to be viable.

AUTHORITY SUBJECTS AUTHORITY-REGISTERED SUBECTS

Ancient History Biology Business Management Business Communication Technology Chemistry Drama English Film, Television and New Media Home Economics Information Technology Systems Japanese Legal Studies Mathematics A Mathematics B Mathematics C Modern History Physics Physical Education Study of Religion Study of Society Visual Art

Creative Arts English Communication Prevocational Mathematics Religion and Ethics

VOCATIONAL SUBJECTS

Certificate II in Automotive Servicing Technology Certificate II in Business Certificate I in Construction Certificate II in Hairdressing Certificate II in Hospitality Certificate II in Information, Digital Media and Technology Certificate II in Manufacturing Technology Certificate II in Sport and Recreation Certificate II in Tourism Certificate II in Workplace Practices

IMPORTANT: All students entering Years 11 and 12 must study the following subjects: English or English Communication, Study of Religion or Religion and Ethics, Maths A or B or Pre-vocational Maths.

Suggestions for Students:

1. SEEKING TO PURSUE UNIVERITY QUALIFICATIONS – Choose at least FIVE (5) from the left column (Authority Subjects).

2. NOT PURSUING UNIVERSITY QUALIFICATIONS – Choose mostly from the right column.

On the following pages are descriptions of the subjects on offer for the 2014 and 2015 Academic years. In each subject listing you will find information on:

what type of subject it is (OP eligible / non OP eligible),

what the course is about,

what pre-requisite study or skills are required for entry,

what form the assessment in that subject will take, and

what areas of further study naturally follow from the subject.


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SENIOR SUBJECT CURRICULUM

DEPARTMENT ACADEMIC COORDINATOR SUBJECTS OFFERED

English Mrs Cathy Agius (acting) English English Communication

Humanities Miss Elizabeth Bale Ancient History Business Communication & Technologies Business Management Certificate II in Business Certificate II in Tourism Certificate II in Workplace Practices Legal Studies Modern History Study of Society

Lote Miss Jenny Dodd Japanese

Mathematics Mrs Fiona Swan Mathematics A Mathematics B Mathematics C Prevocational Mathematics

Physical Education Mr Paul Gardner Certificate II in Sport and Recreation Physical Education

Religious Education Miss Sharon Parsons Religious Education Study of Religion

Science Mr Warren Segal Biology Chemistry Physics

Technology Ms Natalie Clarke Home Economics Information Technology Systems Certificate II in Hospitality Certificate II in Information, Digital Media and Technology Certificate II in Manufacturing Technology

The Arts Ms Lisa Rachow Creative Arts Drama Film, Television and New Media Visual Art

Vocational Education

Mrs Emily Sill Certificate II in Automotive Servicing Technology Certificate I in Construction Certificate II in Hairdressing

Year Level Coordinators:

Year 11, 2013 & Year 12, 2014 Mrs Jasmine Brown Year 12, 2013 & Year 11, 2014 Mr Matthew Mackle

College Guidance Counsellor: Mrs Esther Raath

Assistant to the Principal – Curriculum: Mr Michael Darcy

The Curriculum link on the College Home Page can be found at www.trinitycollege.qld.edu.au

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


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VOCATIONAL EDUCATION

All Vocational Education and Training in Australia is categorised according to the Australian Qualifications Framework (AQF). The Australian Qualifications Framework has a number of levels of training from Certificate I right through to Doctorate qualifications. Trinity College is accredited to offer an extensive range of Vocational qualifications at the Certificate I and Certificate II level. This accreditation means that Trinity College can offer students nationally recognised courses which are equivalent to the courses being offered by TAFE Colleges and other private Colleges. These courses have been designed by industry and require Trinity to consult with industry to ensure that the courses we offer are of the highest possible standard. Since these courses are nationally recognised, students who complete individual competencies or entire Certificate courses will be given credit by employers, TAFE and private Colleges throughout Australia. Students wishing to complete further studies in their chosen vocational area after the completion of Year 12, should have the length of their course reduced. The assessment conducted in these subjects involves competency-based assessment, i.e. students must demonstrate that they are competent at a particular task before they are allowed to progress to the next level. These courses also allow for the recognition of skills and knowledge that students have previously acquired through formal training/education, work experience or life experience - this is known as Recognition of Prior Learning. This means that students who already have some skills can move on to more advanced units rather than having to repeat work that they already know. These vocational courses are provided without expensive tuition fees charged by other providers, to students, i.e. students are studying the same course offered by TAFE Colleges and private Colleges. These vocational courses are embedded in some Authority Registered (SAS) subjects and in the VET subject offered by the College. Whilst Authority Registered and VET subjects do not contribute towards a student‘s OP Score, they all contain some of the Common Curriculum Elements (CCE‘s) which assist in the preparation of students for the Queensland Core Skills Test (QCS). Students completing a non-OP pathway who still wish to study at university or undertake study in some, but not all, TAFE courses are required to complete the QCS test and apply through the normal procedures. These students, upon application, will be awarded a Tertiary Entrance Rank (TER) or a notional OP. This TER is calculated on those COMPLETE certificates a student studying a SAS may achieve at the end of Year 12. The TER is then applied when assessing a student‘s suitability for a university or particular TAFE course. Therefore, it is important that all students actively participate in completing all preparation sessions for the QCS test. Vocational Education and Training provides students with another pathway into the career of their choice. Consequently, those students who complete a non-OP course and wish to sit the QCS test in Year 12, are encouraged to do so.

School-Based Apprenticeships (SBA) or Traineeships Vocational Education and Training (VET) students have the opportunity to include in their studies, training and learning external to the school. School Based Apprenticeships and Traineeships (SBAT‘s) are not offered by the school, but are arranged through the school and our local network of organisations.

Students are generally work-trained off campus, at a work site, and receive external instruction from a separate provider as well. This is often one day a week. After two (2) years, students often move into a full apprenticeship, having completed the equivalent of the first six (6) months under the SBAT scheme.

Parents and students should contact the Vocational Education and Training Coordinator, Mrs Emily Sill, to discuss the SBAT programs further. This is a formal indentured process with agreement needed between all parties: parents, employer, training provider and school.


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Industry Placement Program (IP WEEK) This program caters for VET students who wish to pursue careers other than those offered through tertiary institutions.

Industry Placement or Structured Work Placement allows students to gain invaluable knowledge and skills through ongoing involvement with industries of their choice. Students participate in two one-week blocks of Industry Placement where they apply the skills they have learnt in their VET courses whilst at school. In other words, Industry Placement provides the on-the-job training for the skills that students have learnt while at school. VET students are offered two opportunities each year to attend industry placement.

Many of our students have attained excellent reports from the industry placements that they have attended. Some students have gained part-time work while others have been offered apprenticeships at the completion of their schooling. This benefits both the industry and the student as industry has the opportunity to employ a competent worker, while the student can progress into his/her future career. It is important to understand that Industry Placement is NOT a guarantee of employment or apprenticeships, but a stepping stone to providing support to those students involved in the process.

Pre-Requisites To be eligible for the Industry Placement (IP) Program, students should study mostly non OP subjects and at least one with a VET component. Students who study Workplace Practices will be given preference, as two weeks of structured industry placement are embedded into this course. Students who study Hospitality, Sport and Recreation or Manufacturing are advised to complete at least one of the Industry Placements over the two years of study. The student must also commit to a career path/industry placement which matches one VET industry area, e.g. Hospitality, Carpentry. The student must commit to attending the best placement option arranged. There is no place in the course for students who do not commit to full attendance. Trinity College organises all placements on behalf of students. Non-VET students (who do not meet the above criteria) may apply to the VET Coordinator or the Assistant Principal – Curriculum, for inclusion in the IP Program. Authority subjects continue to run during IP weeks.


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PART 2: SUBJECT DISCRIPTORS - AUTHORITY

SUBJECTS

ANCIENT HISTORY

Course Description While the ancient world may seem remote and divorced from the problems of the present, in many ways this is not so. The complex problems of living in a society governed by law and organised by various kinds of political institutions - the nature and impact of various cultural and religious developments; the responses of societies to social and economic challenges - these issues were just as challenging in the past as they are today. Studying Ancient History not only enables students to understand the links between the past and the contemporary world, it also gives them the opportunity to see alternatives to what they are experiencing today and helps them to have a deeper understanding of the issues which currently confront them. History is not simply, "knowing facts". Throughout the course the emphasis is on "doing" history - on being involved in the process of investigation. The student will need to ask not only "What happened?" but "Why?" and "What were the results?" This subject requires library research, extra reading and both written and oral work. Success in this subject will require an ongoing commitment to regular revision and study.

Pre-Requisites It is desirable that they should have attained a minimum of a Sound (C) Achievement in Year 10 Study of Society and Environment. A result of Sound (C) Achievement in English in Year 10 is recommended as well.

Course Outline During the two-year course, students undertake depth and bridging courses in the following units:

Studies in Archaeology

Studies in Changing Practices in Society and Government in the Greek World

Personalities in History

Studies of Conflict

Studies of the Arts Whatever areas are chosen, students must be aware of and apply themselves to, the principles and procedures of the historian: questioning, searching for, gathering and analysing different types of evidence and drawing conclusions.

Assessment Ancient History is designed to enable students to demonstrate a broad range of abilities, all of which will have application in the adult world. To determine a Level of Achievement the student may be assessed in any or all of the following ways: objective short answer tests, essay tests, research assignments, response to stimulus materials such as primary and secondary sources and oral work.

Further Studies Study of Ancient History in the Senior school will lead to many different areas and open up many career opportunities. After Year 12 students will be able to continue studies in the classics at university level. A foundations course in Ancient Greek is most useful for anyone considering a course in medicine or science. Similarly, a foundation course in Latin which is the basis of modern English, French, Italian and Spanish, can lead to a greater understanding of language which will lead to careers in the theatre, education, speech therapy and writing. As Ancient History is a disciplined subject, the research and analytical skills acquired are highly valued in such diverse occupations as Accountancy, Banking, Stockbroking, Insurance, Publishing, Journalism, Broadcasting, Advertising, Public Relations, Archaeology, Economics, Politics, Psychology, Social Work, Medicine and Law.


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BIOLOGY

Course Description Biology is the study of the natural systems of the living world. The living organisms that make up these natural systems are very complex and their study incorporates knowledge and techniques from the areas of Physics, Chemistry, Social Sciences and Mathematics as well as pure Biology.

Most people have a natural curiosity about living things and Biology will increase your knowledge of the world around you. Biotechnology is in the news more frequently and we need some understanding of what it is all about. This understanding will enable you to see the consequences of the technology and make informed judgements. The Biology course contains a lot of reading. Therefore, students would be expected to have a high-level reading ability. Students should have the ability to think logically and be able to solve problems. Students need to commit to their studies and be prepared to spend at least three hours of home study in Biology each week

Course Outline Building Blocks of Life – Cell Biology

Fully Functional – Physiology and Anatomy

When Things go Wrong – Disease and Immunity

The World Around Us – Ecology

The Secret Life of Plants – Botany

To the Extreme – Homeostasis

Microbiology

Designer Babies – Reproduction and Genetics

From Humble Beginnings – Evolution

Assessment Written Tasks: exams, unseen essays

Extended Response Tasks: assignments, essays, field studies

Extended Experimental Investigations: practical reports, data analysis

Further Studies Many career opportunities exist in Biologically related areas such as Medicine, Veterinary Science, Agriculture, Forestry, Nursing, Environmental Science, Marine Biology, Medical Technology, Food Technology and many more. Biology is the first step toward many of these careers.


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BUSINESS MANAGEMENT

Course Description As students, young people in one way or another are actively involved with business organisations. It is upon these personal experiences that a meaningful and systematic study of Business Management can be based. An individual‘s involvements with business organisations are numerous and varied, including participation as an employee, a manager, an entrepreneur, a concerned citizen, a consumer, a voter or a social group member. To help prepare young adults to interact with and perform these roles effectively, there needs to be a critical understanding of how business organisations work and are managed — their goals, strategies, structures, technologies, environments and the motivations and interests of the people involved.

Business Management provides students with the opportunity for a systematic and coherent study of the business organisation, its management and its effectiveness. The context of business provides a realistic setting in which the student‘s understanding of organisations and management can be developed as it applies not only to the business organisation but also to the student‘s personal life.

This subject also encourages students to consider self-employment and the establishment and running of a business as a challenging and rewarding lifestyle. Successfully running one‘s own business is a possible complementary or alternative career pathway to tertiary study and the professions.

Why Study Business Management? The study of Business Management aims to give students:

an understanding of the nature and purpose of business

an introduction to the theoretical and practical knowledge of the process of management

the technical knowledge and skills involved in the activities of Marketing, Operations Management, Human Resource Management and Financial Management

an appreciation of what determines the effectiveness of one‘s role as consumer, employee, manager and entrepreneur

the communication and interpersonal skills of working in groups and managing people in order to achieve goals

an insight into what is required to establish and manage a small business or organisation

an awareness that self-employment and the knowledge and running of a small business is a challenging and rewarding lifestyle, although there are risks associated with starting a new business

Pre-Requisites There are no pre-requisites for study in this course.

Course Outline This syllabus comprises 6 areas of study in Business Management.

These units of study include:

Management Practices

Marketing Management

Operations Management

Human Resource Management

Financial Management

Business Development


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Assessment A variety of traditional and non-traditional assessment methods will be used.

These include:

Examinations

Assignments

Case studies

Presentations, including both spoken and multimodal

Development and presentation of business plans

Development of research instruments, e.g. questionnaires, interviews, surveys

Learning logs of personal experiences

How Can Parents Help? Students will be assisted in their study of Business Management by providing a supportive and challenging learning environment and by showing interest and encouraging students in their work. Parents might also consider:

Showing an interest in what their students learn by encouraging them to share their learning with other family members

Talking to their students about the units of study, the assessment program and deadlines

Discussing their student‘s progress with the student and relevant school personnel;

Drawing attention to issues confronting Business Management locally, nationally and globally, as presented by and in the media

Supporting school business ventures

Further Studies Universities, TAFE and other private providers offer a wide range of Business Courses. The study of Business Management would be particularly useful to those students planning future studies in the areas of Commerce, Accounting, Management and Business or Education.


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BUSINESS COMMUNICATION AND TECHNOLOGIES

Course Description Business Communication and Technologies (BCT) offers students opportunities to engage in and understand a range of business administrative practices through real-life situations and simulations. The course is designed to provide a foundation in the study of business and to prepare students for further education, training and employment. Business Communication and Technology fosters intellectual, social and moral development by encouraging students to think critically about the role of ethical responsibilities of business in society.


Course Outline Business Communication and Technology encompasses theoretical and practical aspects of business in contexts students will encounter throughout their lives.

The underpinning practices of Business Communication and Technologies are integral to all business relationships and dealings, and shape the development of students‘ knowledge and skills.

Our course in Business Communication and Technology will include the following 7 topics of study within a specific context:

Business Environments

Workplace Health, Safety and Sustainability

Organisation and Work Teams

Managing Workplace Information

Financial Administration

Social Media

Events Administration

Assessment Students are assessed against the standards described below:

Knowing and Understanding Business involves the retrieval, comprehension and use of information and skills associated with selected topics of study and underpinning practices, to develop and understanding of business knowledge.

Investigating Business Issues involves exploring and dissecting business data and information to identify and analyse business issues.

Evaluating Business Decisions involves communicating and synthesising understandings gained to make judgements about performance of businesses. This dimension involves drawing conclusions, making decisions, providing recommendations to solve problems and justifying solutions and/or actions.

Assessment techniques include:

Exams

Reports

Multimodal presentations

Assignments

Other Points of Interest This subject compliments the Business Management course perfectly. It enables students to gain knowledge in both the management and administrative functions of Business.


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CHEMISTRY

Course Description Chemistry is the science of matter. More than ever people need to understand their physical selves and their environment. Since both of these consist of matter, Chemistry can be seen as a central component of all branches of natural science. Through this Chemistry course, students should develop the following:

The skills to engage in informed Chemistry inquiry and investigation techniques safely beyond the school context

An ability to engage in solving Chemistry problems in everyday contexts

An ability to understand and appreciate the Chemistry encountered in everyday life

A capacity to work as part of a team engaging in co-operative activities

An ability to communicate chemical understandings

An appreciation of the issues and impacts of Chemistry Maths B as a companion subject is highly desirable and recommended. Students should have the ability to think logically and be able to solve problems. They need to commit to their studies and be prepared to spend at least three hours of home study in Chemistry each week

Course Outline The laboratory is the focus of the course. A large proportion of class time is spent doing practical experiments which illustrate the principles of Chemistry. It is important that students develop some of the manipulative skills used by chemists. The course is context based and looks at the chemistry of:

Materials - Properties, Bonding and Structure

Water - Properties and Quality Testing

Forensic Science

Shipwrecks and Salvage

Pool Chemistry

Fuels and Transport

New Materials

Assessment Supervised Assessments: exams, unseen essays

Extended Response Tasks: assignments, reports, articles, presentations


Further Studies Universities and TAFE institutions offer a wide range of courses for which Chemistry is useful or is a pre-requisite. The Sciences and Health Sciences as well as strands of Engineering all contain a Chemistry component.


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DRAMA

Course Description The Senior Drama Program at Trinity College provides an enriching cultural experience for our Year 11 and Year 12 students, affording them the opportunity to develop expressive skills which will enhance their ability to participate in the social, academic and spiritual functioning of this school and its wider community. Whilst catering for students who wish to extend their learning and enjoyment of drama, it will make tertiary level Arts courses more accessible for some students, while for others, it will enrich their enjoyment and knowledge in the Performing Arts. The study of Drama is beneficial for developing many different skills that are crucial to a variety of career choices and skills in manipulating the elements of Drama and developing a life long appreciation of the Arts. Any student who studies Drama will have the opportunity to develop a high level of interpersonal and communication skills, enabling them to move into careers that require self-discipline, creativity and problem solving skills and the ability to work effectively in a team. Processes and skills developed in the course will be of value to those students who wish to pursue studies in any of the Arts areas, Journalism, Communication, Law, Business, Social Work, Politics, Education and many more. The new Senior Drama Work Program based on the 2014 Drama Syllabus is currently being re-written ready for implementation next year. The focus of the course will be to explore significant dramatic styles through the study of both heritage and contemporary topics and texts investigating how various theatrical styles developed initially and how they have evolved. Topics covered will include:

European and Australian Realism

Social and Political Theatre aimed at educating and empowering

Cinematic Theatre

Comedy and Tragedy

Physical Theatre

Classic Texts - like Shakespeare and those of the Ancient Greeks


By the conclusion of the course, students should demonstrate proficiency in the dimensions of Forming, Presenting and Responding.

Assessment Practical Task requirements range from 3-6 minutes in length depending on the task.

Assessment tasks will include:

Presenting Tasks – that consist of rehearsed and polished performances

Forming Tasks – include scriptwriting, directing and improvisation

Responding Tasks – viewing and reviewing live theatre performances or play texts

Written Task requirements - Year 11 – Responding: 800 - 1000 words; Forming: 800 -1000 words Year 12 – Responding: 1000 - 1200 words; Forming: 1000 -1200 words

Further Studies Drama is an Authority Subject (OP) which contributes to the OP score and it addresses 33 out of 49 of the Common Elements (the basis of the Queensland Core Skills Test). Universities both in Queensland and interstate offer a wide range of specialised Drama courses: National Institute of Dramatic Arts - NIDA (Sydney); Victorian College of the Arts - VCA (Melbourne); University of Queensland (St. Lucia, Brisbane); Queensland University of Technology (Kelvin Grove, Brisbane); Griffith University (Nathan, Brisbane); University of Southern Queensland (Toowoomba); James Cook University (Townsville).


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ENGLISH

Course Description The ability to communicate effectively is essential if people are to successfully engage in the modern world. English is no longer restricted to just reading and writing. Students need to be able to speak effectively, read both written and visual texts, listen closely for understanding and write to express ideas and emotions. They must be able to do this for a range of purposes and under a range of conditions. An ability to organise one‘s time and to work independently when required will assist enjoyment and achievement in this subject. At Trinity College, students have two options for the study of English. They may choose either English (Authority) or English Communication (Authority Registered). Students must consider carefully the two courses and decide upon their choice, remembering their abilities and their post school goals.

Pre-Requisites There are no pre-requisites for this course, however, a minimum of ‗C‘ standard in Year 10 English is recommended.

Course Outline The aim of English is to promote the language maturity of students by:

Developing their capacity to use language appropriately, effectively and critically in a variety of social contexts

Developing their understanding of how language works

Developing their appreciation of language and its use In Senior English, students will be involved in a wide range of language activities, including reading, writing, viewing, listening and speaking to further develop skills and abilities they have developed. In Years 11 and 12, students will study a range of communication media and other texts that will develop their communicative and expressive skills through written and spoken activities. Units of work are built around ―organising centres‖ such as a novel, a film, a particular theme, a play or an oral unit.

Assessment The assessment of student performance and learning experiences involve students in actively using language for genuine purposes. Assessment throughout Year 11 is formative and does not count towards the Exit Level of Achievement at the end of Year 12. The folio of student work completed through Year 12 will contain a variety of written and spoken tasks completed under a range of conditions. It is the Year 12 folio of written and spoken tasks which will determine the student‘s Exit Level of Achievement. To obtain a minimum ‗C‘ standard, the student needs to achieve a passing grade in both the written and spoken tasks.

Further Studies A satisfactory level of achievement in English is often a mandatory pre-requisite for many of the courses offered by Universities.


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FILM, TELEVISION AND NEW MEDIA

Why Study Film, Television and New Media? For most of us, film, television and new media are our primary sources of information and entertainment. They are important channels for education and cultural exchange. Moving-image media enable us to understand and express ourselves as Australian and global citizens, consumers, workers and imaginative beings. The "information" and "creative" industries are already among the largest employers and drivers of the economy in many countries. Their significance in our lives seems set only to increase, given that moving-image media will play an increasingly prominent part in our work and leisure. Investigating "new" media is more than just investigating changes in technology and the ways it is used; it deals with existing technologies and developments in formats, genres and ways of representing the world. It also involves examining the "new" ways in which local and global communities interact with and through the media as well as "new" issues associated with access, ownership, control and regulation.

Pre-Requisites There are no pre-requisites to study this course, although having studied Media Studies in Junior school is beneficial.

Course Outline Students study the design, production and critique of products by using five key concepts that operate in the contexts of production and use. These key concepts are:

Technologies: the tools and associated processes that are used to create meaning in moving-image media production and use.

Representations: constructions of people, places, events, ideas, and emotions that are applied to create meaning in moving-image media production and use.

Audiences: individuals and groups of people for whom moving-image products are made, and who make meanings when they use these products.

Institutions: the organisations and people whose operational processes and practices enable or constrain moving-image media production and use.

Languages: systems of signs and symbols organised through codes and conventions to create meaning in moving-image media production and use.

Assessment Achievement in Film, Television and New Media is judged by matching a student‘s achievement in the assessment tasks with the exit criteria of the subject. These criteria are: Design, Production and Critique.

Designs include: using oral and written treatments, character outlines, screen shots for websites, character images, three-column scripts, film script/screenplay, shooting script/shot list, storyboard.

Production (whole or part) include: whole or sequence of a video, animation, whole or segment of camera footage, editing, soundtrack.

Critiques include: extended writing (such as analytical essay, research assignment, report, feature article); oral presentation (such as interview, report, seminar, debate, voiceover on a production, director‘s commentary); moving-image media format.


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What do Students do? Students, for example, could:

Explore a range of products and contexts such as historical and contemporary, Australian and international, commercial and non-commercial, independent and mainstream, established media and new media

Make productions for real audiences, such as a local or school audience, an audience associated with a film festival or competition or an online audience for their products

Interact with guest speakers from industry or online

Take part in excursions to cinemas, film, TV and animation studios.

Discuss, analyse and evaluate concepts and ideas

Complete a storyboard based on a film script/screenplay identifying different shots, angles, composition, timing and transitions

Design a product for two different audiences, e.g. alternative, mainstream, fringe, resistant, niche, minority, youth, local, global

Investigate how community standards, decisions about public funding, and political decisions affect production and use

Compare the social and cultural conventions used in creating meaning in products made in two different countries

Use editing technologies to manipulate and juxtapose images produced by others to create various meanings and critique these

Make a product that incorporates the principles for successful interactivity

Plan and organise for production

Work effectively in groups

Solve technical and other problems

How Can Parents Help? Parents can help students by providing a supportive environment in the home and by showing an interest in what students are doing from day-to-day. They can:

support and keep informed about the Film, Television and New Media program in the school

attend school Film, Television and New Media screenings of student work; view films in cinemas and on DVDs and encourage students to attend live screenings of moving-image media

be considerate of the practical demands of the subject in terms of physical effort and time, especially the out-of-hours commitment sometimes required.

Further Studies By continuing with further study, students could gain the following possible positions:

Actor Announcer Audio-visual Technician Copywriter Film and TV Assistant - Producers Sound Mixer Scriptwriter Playwright Broadcasting - Technician

Stagehand Camera Operator Film and Television Editor Film, Stage and Television - Director Sign writer Telecommunications -Technician Web Designer/Developer Writer Journalist

Film and TV Lighting Operator Desktop Publisher Make-up Artist Projectionist Multimedia Developer Screen Printer Graphic Designer Disc Jockey News Reporter


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HOME ECONOMICS

Course Description Home Economics is an applied field of study which recognises the inter-relationships which exist among individuals, families and society. The unifying theme is the management of human and material resources. The programs are inter-disciplinary, being drawn from areas such as Biological, Physical and Social Sciences, Economics, Art and Design.


Course Outline: Year 11 Semester 1 Area of Study: Nutrition and Food and Individuals, Families and Communities Topic: Contemporary Food Issues for Australians Year 11 Semester 2 Area of Study: Textiles and Fashion and Individuals, Families and Communities Topic: Contemporary textile and fashion issues for Australians today. Year 12 Semester 3 Area of Study: Textiles and Fashion, Nutrition and Families and Communities Topic: Living Sustainably Year 12 Semester 4 Area of Study: Textiles and Fashion, Nutrition and Food and Individuals, Families

and Communities Topic: Living Independently

Assessment Assessment is continuous throughout the course and includes three-dimensions Knowledge and Understanding, Reasoning and Communication Processes and Practical Performance over four (4) Semesters. To determine a student‘s level of achievement, they will complete supervised written assessments, research assessments, practical performance and product assessments.

Further Studies This course would be of value to students wishing to continue their studies in Nutrition and Health or Food Technology.

Suggested courses: Bachelor of Education (Secondary) Home Economics

Bachelor of Health Science - Family and Consumer Studies, Nutrition and Dietetics or Public Health

Bachelor of Nursing

Food Technology

Bachelor of Environmental Health/Bachelor of Food Science and Nutrition This course could also lead to careers in Child Care, Fashion Design and Creation, Dressmaking, Cookery Demonstration, Home Economics Teaching.


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INFORMATION TECHNOLOGY SYSTEMS

Course Description Information Technology Systems (ITS) seeks to prepare students to meet this rapid change and be responsive to emerging technologies and trends, as well as understand specialist and technical aspects of the area. It also provides students with the opportunity to develop skills for related areas of employment seeking ‗IT enabled‘ workers.

Information Technology Systems (ITS) is a practical discipline that helps prepare students to meet the frequent and rapid change in the area of Information Technology (IT), and to be responsive to emerging technologies and trends. IT involves the use of technologies that allow people to manipulate and share information in its various forms (text, graphics, sound and video), and the range of technological devices that perform these functions.

Why Study Information Technology Systems? The ITS course provides students with the knowledge, skills, processes and understandings of the systems that support IT. These IT systems include those that support the development of information (documents or websites), and those that support technology (computers or networks).

The course develops a fluency in IT that is more comprehensive than IT literacy alone. Fluency with IT allows students to focus their studies through:

Complex problem solving

Emphasising management skills (for detailed projects)

Working individually and in teams

Communicating effectively

Developing productive relationships with clients

Considering the social and ethical issues related to their studies


Course Outline - The subject matter is organised in 5 interwoven threads: Theory and Techniques

The Problem-solving Process

Project Management

Client Relationships

Social and Ethical Issues Contexts provide a focus for developing the subject matter and include:

Computer Support

Game Design and Development

Multimedia

Mobile Technology

Web Design and Development

A range of extension material gives students opportunities to explore the diversity of the IT industry.

Assessment Information Processing and Technology students may be assessed by a variety of criteria:

Extended written tasks

Practical responses

Web page design

Game design

Multi-media presentations

Other valid assessment techniques

Further Studies This course provides an excellent foundation for University studies in Computing, Information Technology and Software Design. The course is given advanced standing by some Universities. This means that students may be given credit for parts of the first year University course in Information Technology. Studying develops good problem solving skills which will benefit them in their everyday lives.


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JAPANESE

Course Description Japanese is a valuable language for Australians to learn. Asian languages have an important place in the curriculum offerings of Queensland schools because of Australia's location within the Asia-Pacific region. For Queensland, the study of Japanese is especially important, given the strong cultural, economic and political ties with Japan.

Japanese is a unique language that incorporates three character-based scripts. A student with a good foundation in Japanese will develop their skills quickly. The language also reflects the complexity and cultural heritage of Japanese society, enabling students to develop sensitivity towards the values and perspectives of the Japanese people.

Pre-Requisites Senior Japanese is a continuation of the Junior Japanese course. The subject is only available to students who have studied Japanese in Year 10. It is recommended that students have achieved a minimum of a Sound Achievement in Junior Japanese.

Course Outline Senior Japanese focuses on the 4 macro-skills of Listening, Speaking, Reading and Writing. These are practised through activities which use the language in various life-like situations:

LISTENING - Recorded dialogues, songs, videos

SPEAKING - Role plays, interviews, group discussions and debates

READING - Articles from newspapers, magazines, advertisements, short stories, letters

WRITING - Letters, postcards, diary entries, advertisements, articles

These skills are developed through the following topics which are studied over the 4 Semester course.

Year 11

Family and Community

Leisure, Recreation and Human Creativity.

Year 12

School and Post- School Options

Social Issues.

Assessment The 4 macro-skills are assessed at the end of each term throughout Years 11 and 12. Assessment items vary in context, style and length.

Further Studies Universities and TAFE institutes offer a wide range of Japanese courses. Combining Japanese studies with other competences and degrees can enhance career prospects. As a result, it is now possible to undertake the study of Japanese parallel with most degree courses. Some Universities also award prospective tertiary students with two extra rank points if they have completed Senior Japanese with an Exit Level of Achievement of an SA or higher. The study of Japanese at the TAFE or Tertiary level may enable students to have exciting careers in:

Tourism Defence Forces Commerce Banking Police Service

Hospitality Law Industry Medical Services Translation & Interpretation

The Diplomatic Service Education Trade Public Service and many more


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LEGAL STUDIES

Course Description Legal Studies focuses on ‗legal awareness‘. It focuses on studies of legal issues arising out of common social situations and community matters, and the resulting consequences for the individual and society, rather than knowledge of the law as such. The subject has been designed for students who, whatever their post-school destinations, wish to develop understandings, skills, abilities and attitudes about legal situations and issues so as to be better able to participate in the social processes of their communities.

What are the benefits? Responsible citizens should develop a basic understanding of the operation of our legal system in order to understand the interplay of 'law in society'. Students need to be equipped to act responsibly in situations that necessitate balanced approaches to rights and responsibilities. Legal Studies provides students with basic legal knowledge and awareness of the range of regulatory laws (rules) and the procedures for empowering students‘ and adults‘ contribution to, and participation in, responsible citizenship.

How do students learn? Students examine the nature and functions of our legal system, the processes of law making and its implementation, especially in relation to issues and situations that are likely to have an impact on their daily lives. This subject will be of benefit to those students who have an interest in:

acquiring knowledge of the relationship between law and society

acquiring knowledge of citizens‘ rights and responsibilities

understanding the historical development of our legal heritage and developing skills in the use of this information

communicating with others about legal matters in socially relevant situations

responsible community membership

Course Outline: Legal Studies consists of both core and elective units of study.

The core areas of study provide the foundation knowledge and understanding of the Australian legal system, laws and processes for developing and organising a course of study in Legal Studies.

There are 4 core areas of study including:

The Legal System

Human Rights

Introduction to Civil Obligations

Criminal Law

There are 9 possible elective areas of study including:

Civil Wrongs (Torts) and the Law

Employment and the Law

Environment and the Law

Family and the Law

Housing and the Law

Indigenous Australians and the Law

International Law

Sport and the Law

Technology and the Law


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How Do Students Learn? Students need to be involved in a wide range of learning activities to achieve the aims and objectives of this course. Together with many of the more traditional teaching and learning activities, students will be involved in activities that include case studies, mock trials, debates and discussions, interviews and polls, community investigations, field trips, statistical analyses, simulation activities, guest speakers and audio-visual presentations. These will often relate to particular issues and situations in local communities involving ‗real life‘ experiences.

Assessment A wide range of assessment techniques are used to determine the relationships between student achievement and the exit criteria of the course. These criteria are:

Factual knowledge and understanding of the legal system

Investigation of legal issues encountered in society

Evaluation of the social relevance or justification of legal outcomes

Communication of ideas and information Assessment techniques used by schools often include short-answer tests, essays, assignments, practical exercises, real or simulated problem solving, seminar and media presentations as well as reports on field experiences.


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MATHEMATICS A

Course Description The focus of Mathematics A is on Mathematics in the context of life related applications. The core focuses on three strands of Mathematics: Financial Maths, Applied Geometry and Statistics and Probability. Networks and Queuing and further work on Statistics are offered through extensions. The study of Mathematics A emphasises the development of each student‘s ability to utilise mathematical knowledge, procedures and language to solve problems, validate results from mathematical models and communicate mathematical representations and solutions.

Why Study Mathematics A?

Provides the student with a Senior level pass in Mathematics as it is an Authority subject with QSA

Mathematics A is a prerequisite for many courses at University, including Nursing and Teaching

Improves prospects for employment in Commerce, Trades and Defence Forces

Develops confidence in dealing with mathematically related problems and situations

It is useful at a personal level (financial, spatial etc)

The study of Mathematics can enhance our understanding of the world in general and our ability to participate in a rapidly changing society

Pre-Requisites Students should have studied either Mathematics A (Extension) or Mathematics in Year 10 and have achieved at least a C- on the Semester 2 report.

Course Outline At Trinity College, we have 9 lessons per fortnight in Mathematics A. Year 11 study is formative, whilst Year 12 is summative. Topics covered in Mathematics A are:

Managing Money

Elements of Applied Geometry

Linking 2 and 3 Dimensions

Maps and Compasses - Land Measurement

Networks and Queuing

Data Collection and Presentation

Exploring and Understanding Data

Assessment This course will utilise a system of continuous assessment. After each assessment item has been administered, results will be recorded on an individual student profile sheet. A range of assessment instruments will be used to measure achievements. 3 criteria are applied to student performances:

Knowledge and Procedures

Modelling and Problem Solving

Communication and Justification Assessment will be both formative and summative, with formative components being administered to Year 11, while Year 12 will provide the summative data for Exit Levels of Achievement.


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MATHEMATICS B

Course Description Mathematics B is designed to increase a student‘s confidence in using Mathematics to solve problems on a more complex level and to provide the basis for further studies. It is concerned with modes of thinking which provide ways of modelling situations in order to explore, describe or control our social and physical environment. Students are given the opportunity to appreciate and experience the power which has been given to Mathematics by computer technology.

Pre-Requisites A student is eligible to enrol in a Mathematics B course, if he/she achieves a result of at least C in Year 10 Mathematics A (Extension), or at least a B in Year 10 Mathematics.

It is not possible to study both Mathematics A and Mathematics B.

Course Outline Topics covered in Mathematics B:

Introduction to Functions

Rates of Change

Periodic Functions and Applications

Exponential and Logarithmic Functions

Optimisation

Financial Mathematics

Integration

Applied Statistical Analysis

Assessment This course will utilise a system of continuous assessment. After each assessment item has been administered, results will be recorded on an individual student profile sheet. A range of assessment instruments will be used to measure achievements. Three criteria are applied to student performances:



Communication and Justification Assessment will be both formative and summative, with formative components being administered to Year 11, while Year 12 will provide the summative data for Exit Levels of Achievement.

Further Studies In recent years, the range of career opportunities requiring an advanced level of mathematical competence has expanded dramatically. No longer are careers in fields such as Physical Sciences, Engineering and Accounting the only ones requiring a high level of training in Mathematics. Advances in technology have resulted in an increased need for, and use of, mathematical skills as important tools in fields such as Geography, Biology, Environmental Science, Art, Economics, Fashion Design and Management. Mathematics underpins most industry, trade and commerce, social and economic planning, and communication systems. It is predicted that demand in Australia for mathematically skilled people will rise, creating a significant labour market problem, unless more people are willing to undertake further mathematical study.


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MATHEMATICS C

Course Description Mathematics is an integral part of a general education. It enhances understanding of the world and the quality of participation in a rapidly changing society. It is a truly international system for the communication of ideas and concepts, and has developed over many thousands of years through contributions by scholars of both ancient and present-day cultures around the world. Mathematics C is a companion subject to Mathematics B. It aims to extend the competency and confidence of students in Mathematics beyond the scope of Mathematics B, to build on and combine many of the concepts introduced in Mathematics B, and to provide further opportunities for students to participate more fully in lifelong learning.

Why Study Mathematics C? Provides the student with a Senior level pass in Mathematics as it is an Authority subject with

QSA

Mathematics C is a highly recommended subject for many courses at University, including Engineering and the Sciences

Develops critical thinking and problem solving skills

Advances in technology have resulted in an increased need for mathematical skills as important tools in fields such as Geography, Biology, Art, Economics and Management

Mathematics C provides students with an excellent grounding to competently approach studies at University level

Skills developed help immeasurably when applying for new jobs, especially those requiring aptitude tests

Pre-Requisites Students should have achieved at least a B in Year 10 Mathematics A (Extension).

Course Outline Topics covered in Mathematics C:

Introduction to Groups

Real and Complex Number Systems

Matrices and Applications

Vectors and Applications

Calculus

Structures and Patterns

Conics

Dynamics

Assessment Each semester, there will be one extended Modelling Task and two examinations. The assessment is graded according to 3 criteria:



Communication and Justification.

Assessment will be both formative and summative, with formative components being administered to Year 11, while Year 12 will provide the summative data for Exit Levels of Achievement.


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MODERN HISTORY

Course Description This subject is a study of change and of continuity in human affairs. Students learn about the causes and effects of significant historical events over the last 200 years and how these events have helped to shape their world. The subject equips students to understand contemporary trends around the world which will determine the future. They should be able to make sense of what they see and hear of the world around them. The course also aims to develop in the students the skills of the social sciences. As a consequence, students will learn to make objective assessments, to detect bias, to argue rationally and logically and to express informed views on social issues. Modern History is an academic subject and should not be considered as a `soft' option. This subject requires library research and reading beyond the text book. The student will need to present logical and sustained arguments both orally and in written form.

Pre-Requisites A result of Sound Achievement in Study of Society and Environment and English in Year 10 is recommended, as well as an interest in people and change. An increasing commitment to keep abreast of current events is expected. Students who do not meet these requirements should consult the Academic Coordinator before applying.

Course Outline During the two-year course, students undertake depth and bridging studies based on 16 themed units. Units may include:

Studies of Conflict

Studies of Hope

Studies of Power

Areas of Study include Hitler‘s rise to power, Mao Zedong in China, the Cold War, the Vietnam War, the Arab-Israeli Conflict, Reconciliation and Gender Developments among others

Assessment The same types of assessment are used in Modern History as with Ancient History. The student will encounter objective short answer tests, essays, research assignments, response to primary and secondary documents, oral and group work.

Further Studies Studies in Modern History may help students gain employment in the Travel industry, Journalism, Advertising, Public Relations, Teaching, Public Service and research work in a variety of fields such as Consumerism and Industrial Relations. Studies in numerous tertiary courses are also greatly aided by knowledge of Modern History and the skills developed through the study e.g. Anthropology, Archaeology, Architecture, Art, Commerce and Economics, Education, English, Geography, Government, Law, History, Journalism, Multimedia Studies, Psychology and Social Work.


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PHYSICS

Course Description Physics is the study of the natural laws of the universe. It helps us to understand how and why things behave as they do in the everyday world around us. Physics is also valuable and often a requirement for many other careers in Applied Science and Technology. The study of Physics is one of the most effective ways of developing the habit of logical thinking. While you do not have to understand electronics to turn on a T.V., or optics to use a microscope, or sound to play a guitar, some knowledge of all these aspects of Physics would help you to appreciate these and the many other examples of our everyday contact with the physical world. Physics can provide a better understanding and greater enjoyment of our hobbies such as Photography, Music and Sport. Maths B is an essential companion subject. Students should have the ability to think logically and be able to solve problems. Students need to commit to their studies and be prepared to spend at least three hours of home study in Physics each week.

Course Outline Cars – Speed and Safety

Physics in the Home

Physics of Sport

Visiting the Reef

Amusement Park Physics

Car Audio/Sounds of Music

Medical Physics

The Search for Understanding

Assessment Supervised Assessments: exams, unseen essays.

Extended Response Tasks : assignments, reports, articles, presentations


Further Study Physics is required for tertiary courses in Engineering, Surveying and some other Science courses. Requirements vary from one institution to the next and from year to year. Some courses require one of Physics or Chemistry. Physics is often recommended for any Trade course or Apprenticeship which involves Electricity or Electronics.


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PHYSICAL EDUCATION

Course Description Physical Education is a subject that deals with the areas of Health Education and Physical Education. It involves students in:

Learning about and practising ways of maintaining healthy lifestyles. The knowledge and methodologies are drawn from the physical, biological, behavioural and social sciences.

Learning pre-requisite skills of, and participating in skilful physical activities such as Sports, Dance and outdoor pursuits.

Learning how to improve performance in these activities and examining their place in Australian society. The knowledge and methodologies of these aspects of students‘ learning are drawn from study commonly called ―Human Movement Studies‖.

It is important that, upon leaving school, students are able to accept increasing responsibility for their decisions concerning their own health. It is also important that students are able to make informed decisions as to their involvement in those physical activities that comprise a significant aspect of Australian culture. Furthermore, they should learn how to improve their own performance in the activities chosen and to appreciate the cultural values and ethics that are evident in them.

Pre-Requisites A commitment to participate fully in both the practical and theoretical components of the course. At least a Sound Achievement in English is also recommended.

Course Outline The course has both theoretical and practical components spread across the 4 Semesters. Included in the program are the following units:

Lawn Bowls

Touch Football

Softball

Modern Dance

Biomechanics

Nutrition

Exercise Physiology

Training Principles

Sociology (sport, money, power and the media).

Sport Psychology

Assessment Some Year 11 units not revisited in Year 12 are retained to allocate the student Exit Level of Achievement. Many are preparatory and it is the Year 12 work that forms the bulk of the grades to determine your achievement level. Specific criteria as determined by the Queensland Studies Authority are our guide in awarding Levels of Achievement. Essays, research assignments, examinations, practical observations and practical results as judged against set times, distances and levels are all used to assess student ability.

Further Studies TAFE certificates (Level 1 and 2) are an avenue to pursue further studies and be employable in the Recreation and Tourist industries. Fitness Leader courses as run by various organisations can lead to opportunities in the fitness industry such as Personal Training, Gym Management and Instructor. Tertiary courses in Human Movement, Recreation and Education can lead to careers in Elite Sports Training and Testing, Community Recreation, Teaching, Resort Activities, Applied Science Research, Injury Rehabilitation and Sports Psychology. The opportunities and branches that Physical Education can act as an introduction to are constantly growing as health, fitness and sport and recreation take on a more significant part of our society and economy.


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STUDY OF RELIGION

Course Description Through the study of Religion, students can learn to understand the causes and processes of change and continuity that have shaped today‘s world and the role Religion plays in this. Study of Religion can help students become more effective global citizens by developing their knowledge, skills and values, and developing their understanding through critical inquiry, debate and reflection and empathetic engagement with the standpoint of others. Students explore and critique the role Religion has played and continues to play in the world. They learn about Religion by:

Looking at it as part of complex social, political and cultural dialogues

Engaging in conversation and debate

Developing knowledge, analysis and critical thinking

Exploring justice issues such as equity, gender, ethnicity and inclusivity.

Pre-Requisites There are no pre-requisite requirements for this subject.

Course Outline The course is designed around 3 core components:

Australian Religious Perspectives

World Religions

The Nature and Significance of Religion 5 elective topics (a minimum of 4 of these electives will be studied):

Religion-state Relationships

Ritual

Sacred Texts

Ultimate Questions

Religion, Values and Ethics The 3 core components contain significant ideas and concepts that are central to the study of Religion and will be integrated throughout all elective topics studied.

Assessment Students are assessed by a variety of techniques so that they have an opportunity to demonstrate their best. Judgments are made about a student‘s Exit Level of Achievement, using 3 criteria:

Knowledge and understanding (ability to recall explicit information about religion, and comprehend and apply information in familiar and unfamiliar contexts)

Evaluative processes (ability to analyse, synthesise and evaluate information about religion) Research and communication (ability to gather, select, sort, organise and present

information about religion) A variety of assessment techniques are used including oral/multimodal presentations, essays, research assignments, short response tests and response to stimulus tasks.

Further Studies The skills developed in this subject, particularly the research and writing skills, would be invaluable to any student planning to study at university in any field, particularly in the Social Science and Humanities fields.


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STUDY OF SOCIETY

Course Description This course offers students a chance to reach a broad understanding of the society in which they live. It encourages students to develop a positive self-concept by helping them to see themselves as valuable members of a community. Students will be encouraged to develop a tolerant view of the diverse nature of our society. Study of Society draws on such disciplines as History, Geography, Economics, Sociology, Anthropology, Law, Psychology, Political Science, and Government. This subject requires research skills, essay writing skills, oral skills and wide reading of current affairs. Students who have achieved well in subjects such as History, Geography, Languages, English and Maths would find this a rewarding challenge. Students who find the above subjects difficult would struggle with this course.

Pre-Requisites It is desirable that they should have attained a minimum of a Sound Achievement in Year 10 Study of Society and Environment. A result of Sound Achievement in English in Year 10 is recommended as well.

Course Outline Semester 1: "What Shapes the Individual?" Students study how small groups (e.g. the family, peers) and large groups (e.g. the media) influence the individual. The focus is on psychology, personality development and adolescent development. We look at many case studies: types of families; the effects of deprivation e.g. psychopathic behaviour. Students choose one area to research in depth.

Semester 2: "Who Gets What and Why?" In this unit, the focus is on why complete equality does not exist among members of a group. Students will study the class structure of various societies, and social groups in Australia in particular. Various Brisbane suburbs will be visited for a social mapping exercise. Students will also look at particular advantaged and disadvantaged groups such as the aged, the poor, politicians and the business elite.

Semester 3: "Rights and Responsibilities in Society" In a society where students are required to vote at 18, it is important that they are familiar with their rights and responsibilities as individuals in our political and legal systems. Students study our political and legal systems, looking in particular at their rights and responsibilities. Political leadership, decision making, methods of social control and the activities of pressure groups are examined. Controversial legal issues are also investigated.

Semester 4: "How Do People Investigate Social Issues?" Students are offered the opportunity to demonstrate their research skills. Three independent research projects on relevant issues chosen by the student himself or herself will be undertaken this semester. The emphasis on independent work makes Semester 4 excellent preparation for tertiary studies.

Assessment A range of assessment techniques will be used in Year 11 and 12 including:

Examinations

Essays, both seen and unseen

Research reports including

Spoken and multimodal presentations

Practical exercises - e.g. book reviews, orals, excursion reports, collection and analysis of news articles, social mapping surveys.

Further Studies Study of Society provides a good base for tertiary studies in the areas of: Bachelor of Arts (Teaching, Police work, Public Service etc.), Journalism, Psychology, Social Work, Government/Political Studies, Occupational Therapy, Physiotherapy, Nursing, Public Relations.

Study of Society is a rewarding subject for those students who need to develop skills of research for further tertiary studies. Study of Society is particularly useful for any student entering university because of the focus on research and investigation skills.


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VISUAL ART

Course Description Visual Arts education encourages personal fulfilment through art experiences. It transmits appreciation of artistic heritage and develops an awareness of the role of art in society. The study of Visual Art develops an aesthetic sensitivity and the enjoyment of making art. It is important that every young person should have access to a range of art experiences as part of their preparation for life in the areas of work and leisure. Students have the opportunity to experience many different forms of making art ranging from the following Drawing, Painting, Ceramics, Sculpture, Printmaking, Photography, Mixed Media, Fibre Arts, Electronic Imaging, Graphic Design, Costume and Set Design. Students are encouraged to experiment with all the available media but have the greater option of working within the media that they decide that they are most competent in.

Pre-Requisites It is recommended that students wishing to take Visual Arts in Year 11 and 12 have achieved significantly appropriate results in both Junior English and Junior Art.

Course Outline Art is divided into two distinct areas of study.

Semester 1 and 2 (Year 11) Diversification and

Semester 3 and 4 (Year 12) Specialisation.

Semesters 1 & 2 – Year 11 COLLECTION - Students will respond to the concept of collections, through the focus of Still Life and Found Objects, exploring the nature of collections through numerous media in the creation of an experimental folio.

OBSERVING REALITY - Students will respond to the concept of observing reality, through the focus of the human form and portraiture, exploring the nature of the human form and portraiture through numerous media in the creation of a resolved folio and a formative body of work. Semesters 3 and 4- Year 12 BEAUTY AND THE SUBLIME - Students determining their own focus will explore the nature and meaning of beauty and the sublime - objects and places. Students will build on previous media in the creation of a summative body of work. ENIRONMENT, NATURE AND OTHER LIVING THINGS - Students determining their own focus will explore the nature and meaning of the environment, nature and other living things. Students will build on previous media in the creation of a summative body of work. PERSONAL EXTENSION - Students resolve another making or appraising work that contributes to either beauty and the sublime or the environment, nature and other living things body of work.

Assessment Students are assessed on their Making and Appraising abilities. Assessment included:

Folios of experimental and resolved artwork and bodies of work built up within the specific units studied.

Appraising and responses to artworks. These may take the form of extended writing assignments (essays and oral presentations, exams short answer response, analytical essays in exam conditions).

Further Studies Many universities and TAFE institutions offer a wide range of courses enabling students the further opportunities to study Art in some form at a tertiary level. Areas include: Architecture, Arts Administration, Engineering, Interior decoration, Town Planning, Animation, Performing Arts, Fine Arts, Graphic Artist, Gallery Management, Jewellery Design, Film, TV, Video Production.


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AUTHORITY REGISTERED SUBJECTS

CREATIVE ARTS

Course Description: Creative Arts is a course designed to give students the opportunity to create artworks that reflect a personal response to their experiences of the world around them. Students learn how to develop ideas, which become concepts or themes for various folios of work and whilst honing their art making skills and learning new practices in order to resolve individual art works with the folio. Whilst the course is closely modelled on the making aspects of Visual Art Course, Creative Arts has a further emphasis on making and theoretical investigations, while still conducted in the process of developing folios of artworks, are simplified and are not assessed. Assessment focuses on a folio of work accompanied by a diary documenting process. Creative Arts does not contribute to an O.P (Overall Position)

Pre-requisites There are no pre-requisites for this course.

Course Outline Creative Art is divided into two areas of study.

Semester 1 and 2 (Year 11)

Semester 3 and 4 (Year 12)

Semesters 1 & 2 – Year 11 COLLECTION - Students will respond to the concept of collections, through the focus of Still Life and Found Objects, exploring the nature of collections through media of installations, found objects and sculpture. OBSERVING REALITY - Students will respond to the concept of observing reality, through the focus of the human form and portraiture, through the media of drawing, photography and painting. Semesters 3 & 4 - Year 12 BEAUTY AND THE SUBLIME - Students determining their own focus will explore the nature and meaning of beauty and the sublime - objects and places through the media of wearable art and ceramics. ENVIRONMENT, NATURE AND OTHER LIVING THINGS - Students determining their own focus will explore the nature and meaning of the environment, nature and other living things through the media of printmaking and photography. Students are assessed on their Making and documentation of process. Assessment includes:

Folios of experimental and resolved artwork and bodies of work built up within the specific units studied accompanied by the documentation of their processes and concepts


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ENGLISH COMMUNICATION

Course Description English Communication is designed to help students in the Senior years to improve their potential for effective participation in life roles - those related to work, to personal and community life and to leisure and recreation. English Communication does NOT contribute towards an Overall Position (OP).

Pre-requisites There are no pre-requisites for this course.

Course Outline Students will develop abilities to compose and comprehend English language text which:

directly relate to workplace competencies, e.g. business letters, directories, manuals, schedules and compendiums.

provide information and opinion on matters of current community and national interest, e.g. newspapers, magazines, documentaries, non-fiction prose.

provide enjoyment, e.g. film, television, radio drama, prose fiction and biographies, magazines, song lyrics and poems.

The 3 components of Work, Community and Leisure are the corner stones of the course and are addressed over the senior years of study. The Work component focuses on communication skills related to the workplace. The Community component includes current issues of local and national significance drawn from the mass media. This component deals with the importance of media in shaping community opinion, with advertising and consumerism and with the associated skills of collecting, analysing and organising information and presenting it in appropriate forms. The Leisure component of the course gives students the opportunity to study and respond to language as used in literature, magazines, drama, cinema, television and radio.

Assessment The assessment tasks used are varied and will include a range of the following activities:

Short answer questions

Multiple choice definitions

Personal records and logs

Work related documents

Written responses

Presentations

Demonstrations

Role plays

Interviews

Giving, receiving and acting upon instructions

Mime and other forms of communication by movement or gesture


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PRE-VOCATIONAL MATHEMATICS

Course Description Pre-vocational Mathematics is designed to help students improve their numeracy by building confidence and success in making meaning of mathematics.

The study of Pre-vocational Mathematics provides students with opportunities to:

Develop mathematical knowledge and skills as well as the ability to communicate effectively

Learn that workplace Mathematics is often very different from school Mathematics, because of particular requirements in different industries where mathematical skills are adapted to ensure efficiency.

Why Study Pre-Vocational Mathematics? The most obvious daily use of Mathematics at a personal level involves number, quantification

and spatial judgments. In caring for our homes and in making purchases we count, measure and carry out computations. In reading maps or house plans and in judging how much paint is needed to finish the decorating, we use estimation, measurement and spatial skill

As Mathematics is an integral part of everyday life, this Study Area Specification has been designed to provide students with relevant and practical Mathematics for life after school. This course provides a suitable challenge for those students who prefer and enjoy learning activities with practical and real-life applications

The program of study incorporates a thematic approach to learning that will foster an attitude of success for those students who may have experienced difficulty with Mathematics of a more theoretical nature

The Pre-vocational Mathematics course consists of 5 Core topics. These Core topics address the important mathematical areas that students need to understand in their lives

Having completed the course, students of Pre-vocational Mathematics should have developed:

Capability in a range of basic arithmetic skills such as estimation, approximation, computation, as well as representation of spatial concepts

The ability to use Mathematics to assist in making informed decisions in real-life contexts

The ability to understand the management of their financial affairs in an informed way

The understanding and utilisation of mathematical information which is presented in a variety of forms

Positive attitudes to the learning and practice of Mathematics and its relationship to employment

The ability to relate Mathematics to employment requirements

Skills developed help immeasurably when applying for new jobs, especially those requiring aptitude tests

Pre-Requisites While there are no pre-requisites for this subject, it is primarily for students who have not achieved a C result in the Year 10 Mathematics course.

Course Outline At Trinity College, we have 9 lessons per fortnight in Pre-vocational Mathematics. Year 11 study is formative, whilst Year 12 is summative.

Topics of Study

Number

Data

Location and Time

Measurement

Finance

Themes of Study

This subject is studied on a thematic basis rather than a theoretical approach. Themes of study include Mathematics and the Body, Financial Mathematics, Rural Mathematics and Lifestyle Mathematics.

Assessment Assessment in this course is criteria based, with students being awarded a level of achievement. Assessment is class-based tests or assignment work.


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RELIGION AND ETHICS

Course Description Religion and Ethics is a SAS subject and as such does not contribute to an OP but can contribute 4 credit points to the Queensland Certificate of Education. Students who do not choose Study of Religion will study Religion and Ethics in Years 11 and 12.

Religion and Ethics provides for a program of study that encourages students to explore their personal values and life choices and the ways in which these are related to their beliefs. Within this study area, the focus is on students gaining knowledge and developing the ability to reflect on, critique and communicate this knowledge in relation to their lives and the world in which they live.

The aims of the course are:

To encourage students to recognise and reflect on the personal, relational and spiritual dimensions of human experience

Develop a critical awareness of ethical issues related to the values, belief systems or religious traditions of the student and the community

To assist students to know and understand the influence that values, belief systems, religious traditions have on their own and other people‘s behaviour

To foster an appreciation of and respect for diverse value systems, beliefs and cultures, and the contribution of religion, religious groups, welfare and service groups to society

Pre-Requisites There are no pre-requisite requirements for this subject.

Course Outline The structure of the course is presented in terms of:

The study area core Electives

The study area core provides a common body of concepts and skills that support further student learning. It is designed to allow students to achieve an understanding of the 3 dimensions of human experience:

Personal

Relational

Spiritual

The elective topics (listed below) provide the focus and context through which the three core dimensions are explored. Electives that may be offered by the College are:

The Australian Scene

Ethics and Morality

Exploring the Meaning of Life

Gender and Spirituality

Good and Evil

Heroes and Role Models

Life Choices

Origins, Purpose and Destiny

Peace Studies

Religious Citizenship

Religions of the World: o Indigenous Australian Spirituality o Buddhism o Christianity o Hinduism o Islam o Judaism

Sacred Stories

Social Justice

Spirituality and Ritual

Assessment

Assessment is continuous throughout the two year course of study and is designed to measure student achievement in the areas of knowledge and understanding, processing and communication. Assessment techniques may include: research assignments, written tests, oral presentations, response to stimulus.


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VOCATIONAL SUBJECTS

CERTIFICATE II IN AUTOMOTIVE SERVICE TECHNOLOGY (AUR20512)

Course Description The Certificate II in Automotive Service Technology has been designed as a qualification for those persons interested in working in the automotive industry. Likely functions in the automotive industry for those who achieve this qualification include working within clearly defined contexts and under supervision, providing assistance to other operators. Functions at this level include performing a limited range of automotive mechanical tasks; inspecting and servicing vehicle components including engines, exhaust and braking systems; using automotive tools and equipment; testing, servicing and charging batteries. The skills acquired will enable students to move straight into a Certificate III in Mechanical Technology or a Certificate III in Automotive Specialist. As this course is run by an external provider, there are additional charges for enrolled students.

What are the Benefits? By studying the Certificate II in Automotive Service Technology qualification students will have the option of studying further qualifications including AUR30612 Certificate III in Light Vehicle Mechanical Technology or other relevant qualifications. If students secure a School Based Traineeship they will be able to apply for RPL through the nominated Registered Training Organization for the competencies that they have already attained.


Language, Literacy and Numeracy Advice The National Reporting System informs the identification and description of underpinning English language, literacy and numeracy features and requirements within competency standards. The learner's language, literacy and numeracy levels are expected to be equivalent to Level 2 of the National Reporting System. Reading and writing - a learner will be able to read and comprehend a range of simple texts and write a range of short texts in a number of contexts which may be interrelated. Oral communication - a learner will be able to use and respond to language around every day subject matter which may include some unfamiliar aspects for a range of purposes in a number of contexts which may be interrelated. Numeracy and mathematics - a learner will be able to deal easily with straightforward calculations either manually and/or using a calculator.

Course Outline By completing the Certificate II in Automotive Service Technology qualification students will have completed 20 units of competency consisting of 13 core units and 7 elective units. The composition of core and elective units are yet to be finalised by the RTO. This information will be updated once the RTO releases the course details.

Assessment Automotive Service Technology students may be assessed using a variety of techniques:

Practical based tests and assignments

Demonstration of skills using particular salon equipment

Completion of salon simulations

Written and practical case studies/assignments/tests.

NOTE: This course is currently offered by an external Registered Training Organization (RTO), Gold Coast Institute of TAFE (GCIT). There is an additional cost charged by the RTO for students to study this course. At present, as part of this program, students are required to complete a School-Based Traineeship whilst enrolled in this course.

Students are also required to purchase additional pieces of uniform that are specific to this course.

Further Studies This qualification satisfies the training & skills requirements for a number of occupations including: Mechanics Assistant, a Specialist Service Person in the light automotive, agricultural and mining industries. Students can also follow a pathway to Certificate III in Mechanical Technology or a Certificate III in Automotive Specialist.


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CERTIFICATE II IN BUSINESS (BSB20112)

Course Description Certificate II Business is a practical subject which will be of benefit to students who are interested in entering the workforce, particularly those who are interested in pursuing a career in business, most likely in an office environment. Most of the work completed in class is practical and allows students to get ‗hands on‘ with a wide variety of technologies. A number of modules are studied, when completed successfully, allow students to gain a Certificate II in Business.

What are the Benefits? Employers expect students wishing to enter the business workforce to already have a wide range of technical skills such as keyboarding, advanced word processing, information handling and clerical skills. This course has been designed by industry to meet their needs. In addition, more general skills such as teamwork, problem-solving, communication and customer service are also taught and developed as part of this course.

In a workforce governed by new technology, this highly specialised course helps students to take the transitional step from school to work with confidence and experience. Whilst this course of study has a strong vocational orientation, it also provides opportunities for students to develop important skills which they will need in daily life. In addition to this, students who successfully complete the vocational competencies of this subject will be eligible to receive a nationally recognised Certificate II in Business.

Any modules successfully completed by students will be listed on their QCE along with the details of any Certificate courses completed. Students will receive credit for the work covered in this course nationally at TAFE Colleges and in courses offered by other private providers.


Course Outline This course is organised around nationally recognised modules in Business as well as 4 core units: Introduction to Business Environments; Promotion, Sales and Marketing; Human Resource Management and Career Pathways. Students will complete the following nationally recognised vocational units in this course. The modules are mostly studied together, with some modules studied around a focus activity, e.g. organising a student-run conference.

BSBWHS201A Contribute to health and safety of self and others

BSBWOR204A Use business technology

FNSACC301A Process financial transactions and extract interim reports

BSBITU201A Produce simple word processed documents

BSBITU202A Create and use spreadsheets

BSBITU301A Create and use databases

BSBCUS201B Deliver a service to customers

BSBIND201A Work effectively in a business environment

BSBINM202A Handle mail

BSBITU203A Communicate electronically

BSBSMB201A Identify suitability for micro business

BSBITU309A Produce desktop published documents

Assessment Business students may be assessed using a variety of techniques:

Computer-based tests and assignments

Demonstration of skills using particular office equipment

Completion of business simulations

Written and practical case studies/assignments/tests

Further Studies This course would be of value to students wishing to pursue entry-level full-time or part-time employment in the business sector and those who wish to study further in this area before seeking employment. Vocational modules contained in this course are nationally recognised and students may use these to gain credit towards further TAFE studies in this area.


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CERTIFICATE I IN CONSTRUCTION (CPC10111)

Course Description This qualification was developed primarily to provide a general Vocational Education and Training (VET) in Schools option for students interested in manufacturing below the technician and professional levels. This qualification was required because many current VET in Schools qualifications are more narrowly targeted and therefore best suit students who have a good idea what they want to do after they leave school. The Certificate I in Construction offers students an opportunity to study at a basic level the principles of manufacturing practice and to apply this knowledge to practical projects.

Why Study Certificate I in Construction The obvious rationale for the study of Certificate I in Construction is that the very purpose of schooling is to prepare students with the skills and concepts they need in order to negotiate and enjoy their life beyond school. For schools and their communities, other significant benefits include:

From an early age students begin to identify their strengths and interests, they are encouraged to make positive learning choices and supported to plan their transition from learning into work.

The Certificate I in Construction area allows teachers to develop strategies that are inclusive of all learning styles, thus catering for all students and, ultimately, engaging a greater number of students across a range of subject areas.

Certificate I in Construction provides a curriculum design structure that supports and enriches all curriculum areas, including thinking.

This learning supports the long term vision of a ‗knowledge economy‘- the development of a creative, innovative, enterprising and highly skilled workforce.


Course Outline Certificate I in Construction provides a context within which to develop general competencies essential for students to become effective learners and make a positive contribution to their community.

During the course, students learn how to apply OHS requirements, policies and procedures in the construction industry. Work effectively and sustainably in the construction industry. Plan and organise work. Conduct workplace communication. Carry out measurements and calculations. Read and interpret plans and specifications for the following industries:

Carpentry Use carpentry tools and equipment. Handle carpentry materials. Erect and dismantle formwork for footings and slabs on ground. Handle construction materials.

Concreting Erect and dismantle formwork for footings and slabs on ground. Carry out concreting to simple forms. Handle construction materials.

Brick and Block Laying Handle and prepare bricklaying and block laying materials. Use bricklaying and block laying tools and equipment. Handle construction materials.

Tiling Handle wall and floor tiling materials. Use wall and floor tiling tools and equipment. Prepare surfaces for tiling application. Handle construction materials.


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Topics of Study The recommended subject matter stated in each topic of study is a recommended guide to the expected level of detail required in the delivery of each topic of study.

There is no prescribed number of topics to be studied in any one semester. However, all topics must be studied at least once throughout the course.

The course structure and pedagogy provide extensive opportunities to develop the key competencies listed below:

CPCCOHS2001A Apply OHS requirements, policies and procedures in the construction industry

CORE

CPCCOHS1001A Work safely in the construction industry CORE CPCCCM2005A Use construction tools and equipment CORE CPCCCM1012A Work effectively and sustainably in the construction industry CORE CPCCCM1013A Plan and organise work CORE CPCCCM1014A Conduct workplace communication CORE CPCCVE1011A Undertake a basic construction project. CORE CPCCCM2001A Read and interpret plans and specifications CORE CPCCCM1015A Carry out measurements and calculations ELECTIVE CPCCCM2004A Handle construction materials ELECTIVE CPCCCM2006A Apply basic levelling procedures ELECTIVE

Assessment The Year 11-12 Work Program advocates assessment for learning, as this is a type of quality assessment has had world-wide success in enhancing teaching and improving student learning. Assessment for learning gives students opportunities to produce work that leads to development of their knowledge, understanding and skills. Teachers decide how and when to assess student achievement, as they plan the work students will do, using a range of appropriate assessment strategies including self-assessment and peer-assessment.

Effective Assessment The main purpose of assessment is to improve student learning. Assessment is an ongoing process of gathering and using evidence of student achievement.

Effective Assessment Enables:

Students to better understand their progress towards goals and become more knowledgeable and self-directed in their learning

Teachers to make more informed judgments about student progress and design more effective teaching programs, and

Parents and carers to better understand and support student learning and achievement.


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Effective Assessment Emphasizes Assessment for learning – teachers using evidence of student progress to inform their teaching

is an essential and integrated part of teaching and learning

reflects a belief that all students can improve

involves setting learning goals with students

helps students know and recognise the standards for which they are aiming

involves students in self-assessment

provides feedback to help students understand the next steps in learning and plan how to achieve them

involves teachers, students and parents in reflecting on assessment data.

Assessment as learning – students reflecting on and evaluating their progress to inform future learning goals, and

Assessment of learning – teachers using evidence of student learning to make individual and collective judgments on student achievement against specific curriculum goals and standards.

Assessment Arrangements Folio of work, written theory books, and observations with checklists, work placement feedback or evidence gathered through work placement, project assessment and teacher questioning.

Other Points of Interest Certificate I in Construction experiences are designed to equip students with skills, habits and dispositions that will help sustain them for life. Successful students of Certificate I in Construction are characterised by their ability to be:

Team workers

Independent inquirers

Self-managers

Reflective learners

Effective participators

Knowledgeable consumers

Creative thinkers

In designing their futures, students further develop important skills and concepts that include an understanding of the market place, goal setting, decision-making, problem solving, planning, prioritising, sequencing and reflection. This process encourages students to make well informed decisions about learning both within and beyond formal schooling.

Study of Certificate I in Construction during the compulsory years of schooling prepares students for further study in many senior secondary subjects. These subjects include any of the Construction Industry Fields, Applied Technology, VET specific courses and Enterprise-related subjects. Please note that students are required to purchase additional equipment and parts of the uniform that are specific for use in this course.


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CERTIFICATE II IN HAIRDRESSING (WHR20109)

Course Description The Certificate II in Hairdressing has been designed as a qualification for those persons providing general assistance in a hairdressing salon. Likely functions in the hairdressing industry for those who achieve this qualification include working within clearly defined contexts and under supervision, providing assistance to other operators. Functions at this level include performing a limited range of hairdressing tasks, interacting with customers and providing customer service, following workplace safety procedures, demonstrating effective hairdressing environment work practices, providing assistance to colleagues and developing hairdressing industry knowledge. The skills acquired will enable students to move straight into a Hairdressing Apprenticeship (Certificate III) or a full-time Certificate III in Hairdressing. As this course is run by an external provider, there are additional charges for enrolled students.

What are the Benefits? The Certificate II in Hairdressing gives students practical and theoretical knowledge equivalent to a first year apprentice. Students gain practical skills to perform varied activities in a working salon, including application treatments, communication techniques, product knowledge, basic styling skills, head and shoulder massage as well as receiving and directing clients.


Language, Literacy and Numeracy Advice The National Reporting System informs the identification and description of underpinning English language, literacy and numeracy features and requirements within competency standards. The learner's language, literacy and numeracy levels are expected to be equivalent to Level 2 of the National Reporting System. Reading and Writing - a learner will be able to read and comprehend a range of simple texts and write a range of short texts in a number of contexts which may be interrelated. Oral Communication - a learner will be able to use and respond to language around every day subject matter which may include some unfamiliar aspects for a range of purposes in a number of contexts which may be interrelated. Numeracy and Mathematics - a learner will be able to deal easily with straightforward calculations either manually and/or using a calculator.

Course Outline This course is organized around nationally recognized modules in Hairdressing. Students will complete the following nationally recognised vocational units in this course. The modules are mostly studied together, with some modules studied around a focus activity. Students complete the 9 core competencies below as well as 4 elective units.

WRHCS201A Prepare clients for salon services WRHCS202B Maintain tools and equipment WRHCS204A Maintain and organise work areas WRHCS205A Follow personal health and safety routines at work WRHCS206A Perform head, neck and shoulder massage WRHHD201A Dry hair to shape SIRXCOM001A Communicate in the workplace SIRXIND001A Work effectively in a retail environment SIRXOHS001A Apply safe working practices


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Assessment Hairdressing students may be assessed using a variety of techniques:

Practical based tests and assignments

Demonstration of skills using particular salon equipment

Completion of salon simulations

Written and practical case studies/assignments/tests. Please not that this course is offered by an external registered training organisation (RTO), Matters in Gray. Students are required to complete a six month placement in a hairdressing salon after completing the initial six month theory and practical course offered through the La Valla Trade Training Centre. Students are also required to purchase additional uniform items that are specific to this VET course.

Further Studies Once students have completed the Certificate II in Hairdressing, students can enter the workforce as a Salon Assistant or continue onto the pathway of a Certificate III in Hairdressing and Hairdressing Apprenticeship.


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CERTIFICATE II IN HOSPITALITY (SIT20212)

Course Description This course has, as its focus, the skills required for entry into the Catering and Hospitality industry. Embedded in the course are the Nationally Recognised ―Core Units of Competency‖ which, if completed successfully, will allow students to gain Certificate II in Hospitality (Operations), an industry recognised course. The course also deals with practical catering and related theory.

Pre-Requisites A pre-requisite for Hospitality Practices is a commitment to participate fully in both the practical and theoretical components of the course. It is likely that this subject would require students on some limited occasions during the two years to be involved in practical activities out of normal school hours. It would not be possible to enrol in this subject unless the student was prepared to meet these requirements.

Course Outline The course has both theoretical and practical components, integrated across the four semesters. Included in the program are the following industry training modules: Common Core Competencies:

BSBWOR203B Work effectively with others SITHIND201 Source and use information on the hospitality industry SITHIND202 Use hospitality skills effectively SIXTCC202 Interact with customers SITXFSA101 Participate in safe work practices SITXFSA101 Use hygienic practices for food safety Electives Competencies:

SITHFAB206 Serve food and beverage SITHFAB010C Prepare and serve non-alcohol beverages SITHFAB201 Provide responsible service of alcohol SITHFAB012B Prepare and serve espresso coffee SITHCCC102 Prepare simple dishes Additional Practical Units could include topics such as:

Knife skills

Restaurant preparation and service

Special events, practical cookery, appetisers, entrees, soups, salads, garnishes, meat, poultry and seafood

Prepare and serve espresso coffee

Demonstration of a variety of practical skills

Assessment Assessment is continuous throughout the course and may include items such as: examinations, industry placement reports, practical cookery skills. Assessment is competency-based.

Work placements Students studying this course will be expected to complete up to 1-2 weeks of work placements gaining experience in local industry environments.

Further Studies This course would be of value to students wishing to pursue full-time employment in the catering/food industry and those who wish to study further in this area before seeking employment. The Core Units of Competency embedded in this course can also be found in TAFE Qld courses, and credit has been arranged between the Queensland Studies Authority and TAFE Qld for these Units.


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CERTIFICATE II IN INFORMATION, DIGITAL MEDIA & TECHNOLOGY (ICA20111)

Course Description Certificate II Information Technology, Digital Media & Technology (IT) is a highly practical subject, preparing students who are interested in pursuing work in an IT environment. Students will encounter ‗hands-on‘ experience of the relevant technologies, software applications and basic problem solving techniques. In completing the 14 set competencies, students will gain a Certificate II in IT.

What are the Benefits? This subject provides the foundation of knowledge and skills required to work in the IT industry. It also provides foundation employment and general computing skills, which enable participation in the IT environment. In addition, skill such as team work, problem-solving and communication are also taught and developed throughout this course.

Furthermore, students who successfully complete the competencies of this subject will be eligible to receive a nationally recognised Certificate II in IT. Any completed competencies will be listed on their QCE along with the details of any Certificate courses completed. Students will receive credit for the work covered in this course nationally at TAFE and other providers.


Course Outline The topics covered are:

Core: BSBOHS201A Participate in OHS processes BSBSUS201A Participate in environmentally sustainable work practices ICAICT201A Use computer operating systems and hardware ICAICT202A Work and communicate effectively in an IT environment ICAICT203A Operate application software packages ICAICT204A Operate a digital media technology package ICAWEB201A Use social media tools for collaboration and engagement

Elective (7 – examples below): CUFPOS201A Perform basic vision and sound editing ICAICT205A Design basic organisational document using computing packages ICAICT207A Integrate commercial computing packages ICAICT209A Interact with ICT clients ICAICT211A Identify and use basic current industry-specific technologies ICASAS202A Apply problem-solving techniques to routine IT malfunctions ICAWEB302A Build simple websites using commercial programs

Assessment IT students may be assessed using a variety of techniques including:

Computer-based tests and assignments

Demonstration of skills using particular ITC equipment

Completion of IT simulations


Further Studies This subject and qualification may allow students to pursue entry level employment in the IT sector. However, students who complete the Certificate II in IT qualification may be given the opportunity to commence a VET qualification at a higher level through either TAFE or a private provider.


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CERTIFICATE II IN MANUFACTURING TECHNOLOGY (MSA20208)

Course Description This qualification was developed primarily to provide a general Vocational Education and Training (VET) in Schools option for students interested in manufacturing below the technician and professional levels. This qualification was required because many current VET in Schools qualifications are more narrowly targeted and therefore best suit students who have a good idea what they want to do after they leave school. The Certificate II in Manufacturing Technology offers students an opportunity to study at a basic level the principles of manufacturing practice and to apply this knowledge to practical projects.

Why Study Certificate II in Manufacturing Technology? The obvious rationale for the study of Manufacturing Technology is that the very purpose of schooling is to prepare students with the skills and concepts they need in order to negotiate and enjoy their life beyond school. For schools and their communities, other significant benefits include:

From an early age students begin to identify their strengths and interests, they are encouraged to make positive learning choices and supported to plan their transition from learning into work

The Manufacturing Technology area allows teachers to develop strategies that are inclusive of all learning styles, thus catering for all students and, ultimately, engaging a greater number of students across a range of subject areas

Manufacturing Technology provides a curriculum design structure that supports and enriches all curriculum areas, including thinking

This learning supports the long term vision of a ‗knowledge economy‘- the development of a creative, innovative, enterprising and highly skilled workforce

Pre-Requisites There are no pre-requisites for this course.

Course Outline Certificate II in Manufacturing Technology provides a context within which to develop general competencies essential for students to become effective learners and make a positive contribution to their community.

During the Course, Students Learn to:

Source, select and sequence information about issues in a selected industry, developing competence in collecting, analysing, and organising information

Debate, describe, discuss and explain issues in written, graphic and oral form, developing competence in communicating ideas and information

Plan, prepare and present project work and planning folio to meet a range of needs, developing competence in planning and organising activities

Cooperate with individuals and groups, developing competence in working with others and teams

Design, implement and evaluate solutions to practical situations in a specific focus industry, developing competence in solving problems

Plan, develop and modify projects including costing, quantities, measurement and time, developing competence in using mathematical ideas and techniques

Experiment with and prepare practical projects using appropriate materials and equipment, developing competence in using technology


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Topics of Study The recommended subject matter, stated in each topic of study, is a recommended guide to the expected level of detail required in the delivery of each topic of study. There is no prescribed number of topics to be studied in any one semester. However, all topics must be studied at least once throughout the course. The course structure and pedagogy provide extensive opportunities to develop the key competencies listed below:

MSAPMOHS200A Work Safely CORE MSACMS200A Apply Competitive Manufacturing Practices CORE MSACMT251A Apply Quality Standards CORE MSACMT280A Undertake Root Cause Analysis CORE MSACMT271A Use Sustainable Environmental Practices CORE MSACMC210A Manage the Impact of Change on Own Work ELECTIVE MSAPCII295A Operate Manufacturing Equipment ELECTIVE MSAPC296A Make a Small Furniture Item from Timber ELECTIVE MSAPCII298A Make an Object from Metal ELECTIVE MSAPCII299A Make an Object from Plastic ELECTIVE

Assessment The Year 11-12 Work Program advocates assessment for learning, as this is a type of quality assessment that has had world-wide success in enhancing teaching and improving student learning. Assessment for learning gives students opportunities to produce work that leads to development of their knowledge, understanding and skills. Teachers decide how and when to assess student achievement, as they plan the work students will do, using a range of appropriate assessment strategies including self-assessment and peer-assessment.

The main purpose of assessment is to improve student learning. Assessment is an ongoing process of gathering and using evidence of student achievement.

Effective Assessment The main purpose of assessment is to improve student learning. Assessment is an ongoing process of gathering and using evidence of student achievement.

Effective assessment enables:

Students to better understand their progress towards goals and become more knowledgeable and self-directed in their learning

Teachers to make more informed judgments about student progress and design more effective teaching programs

Parents and carers to better understand and support student learning and achievement

Effective Assessment Emphasizes Assessment for learning – teachers using evidence of student progress to inform their teaching

is an essential and integrated part of teaching and learning

Reflects a belief that all students can improve

Involves setting learning goals with students

Helps students know and recognise the standards for which they are aiming

Involves students in self-assessment

Provides feedback to help students understand the next steps in learning and plan how to achieve them

Involves teachers, students and parents in reflecting on assessment data

Assessment as learning – students reflecting on and evaluating their progress to inform future learning goals

Assessment of learning – teachers using evidence of student learning to make individual and collective judgments on student achievement against specific curriculum goals and standards


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Assessment Arrangements Folio of work, written theory books, and observations with checklists, work placement feedback or evidence gathered through work placement, project assessment and teacher questioning.

Other Points of Interest Certificate II in Manufacturing Technology experiences are designed to equip students with skills, habits and dispositions that will help sustain them for life. Successful students of Manufacturing Technology are characterised by their ability to be:

Team workers

Independent inquirers

Self-managers

Reflective learners

Effective participators

Knowledgeable consumers

Creative thinkers In designing their futures, students further develop important skills and concepts that include: an understanding of the market place, goal setting, decision-making, problem solving, planning, prioritising, sequencing and reflection. This process encourages students to make well informed decisions about learning both within and beyond formal schooling. The study of Certificate II in Manufacturing Technology during the compulsory years of schooling prepares students for further study in many senior secondary subjects. These subjects include Applied Technology, Manufacturing, Design Graphics, Automotive Technology, Electronics, Catering, Design in Metal, Design in Wood, Food and Nutrition, Textiles and Fashion Design, Computer Graphics and Design, VET specific courses and Enterprise-related subjects.


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CERTIFICATE II IN SPORT AND RECREATION (SIS20310)

Course Description The Certificate II in Sport and Recreation will predominantly be used by students seeking to enter the sport, fitness and recreation industry as a Sports Coach, Athlete, Volunteer or Activity Assistant.

Students participate in the delivery of a range of sporting activities and programs within the school. Graduates will be competent in a range of essential skills – such as preparing and conducting sessions, providing quality customer service, using business technology and applying workplace health and safety.

Upon successful completion, students are certified with 5 Queensland Certificate of Education (QCE) Credits:

Nationally recognized qualifications – Certificate II in Sport and Recreation (4 Credits - Core);

Recreation Short Course (1 Credit – Enrichment)

This program also includes the HLTFA301C Apply First Aid certificate.

Students may also choose to continue their study e.g. by completing the Certificate III and/or IV in Fitness at another RTO upon completion of this subject.

Pre-Requisites Students must have a passion for and/or interest in pursuing a career in the sport or fitness industries. They must have good quality written and spoken communication skills and an enthusiasm/motivation to participate in physical activity sessions.

Course Outline The theoretical and practical components spread across the four semesters. Included in the program are the following units:

Year 11 Year 12

Term 1

Bronze Medallion

Health and Safety

Plan a work schedule for program/event Term 2

Bronze Medallion (continued)

Respond to emergencies

Collecting information

Using technology to process information Term 3

General Coaching Principles (primary school coaching)

The Sport & Recreation Industry

Equipment use and maintenance

Review of OHS and work tasks

Work experience Term 4

Tennis

Conducting a tournament

First Aid

Term 1

Volleyball/Touch

Working effectively

General officiating principles Term 2

Gym training principles and programming at a commercial gym

Preparing and conducting sessions

Using equipment


Gym training principles and programming at a commercial gym (continued)

Training journal

Fitness testing

Assessment finalisation


Recreation community games

Developing a booklet on local sport and recreation programs and providing recommendations


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The competencies to be delivered over the two years are listed below:

SISOHS101A Follow occupational health and safety policies Core BSBWOR202A Organise and complete daily work activities Core SISXEMR201A Respond to emergency situations Core SISXIND101A Work effectively in sport and recreation environments Core HLTFA301C Apply first aid Core SISXCAI102A Assist in preparing and conducting sport or recreation sessions Elective BSBINM201A Process and maintain workplace information Elective BSBWOR204A Use business technology Elective ICAU2006B Operate computing packages Elective SISXFAC201A Maintain sport and recreation equipment for activities Elective SISXCAI101A Provide equipment for activities Elective

Program delivery will combine both theory and practical components in a real sport environment. This involves the delivery of a range of sport programs to students at the school.

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

Practical tasks

Hands-on activities involving clients (e.g. primary school)

Group work

Work experience

Use of external facilities

Industry Placement (IP) or Structured Work Placement (SWP) allows students to gain invaluable knowledge and skills through ongoing involvement with industries of their choice. Students must participate in four one-week blocks of IP over the two years of the course, where they apply the skills they have learnt in their VET courses whilst at school. In other words, IP provides the on-the-job training for the skills that students have learnt while at school. Students are offered two opportunities each year to attend IP.

Many of our students have attained excellent reports from IP they have attended. Some students have gained part-time work while others have been offered apprenticeships at the completion of their schooling. This benefits both the industry and the student as industry has the opportunity to employ a competent worker while the student can progress into his/her future career. It is important to understand that IP is NOT a guarantee of employment or apprenticeships, but a stepping stone to providing support to those students involved in the process.

To be eligible for the IP Program, students should study mostly non OP subjects and at least one with a VET component. Students who study Workplace Practices will be given preference, as the structured IP is embedded in this course.

The student must also commit to a career path or IP which usually matches a one VET industry area, e.g. Hospitality, Carpentry. Finally, the student must commit to attending the best placement option arranged. There is no place in the course for students who do not commit to full attendance.

Non-VET students (who do not meet the above criteria) may apply to the VET Coordinator or the Assistant Principal – Curriculum, for inclusion in the IP Program. Authority subjects continue to run during IP weeks.

Further Study Students undertaking Certificate II in Sport and Recreation Studies may be interested in the following career pathways:

Sports Coordinator Resort Management

Event Management Sport and Recreation Officer

Group Leader


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CERTIFICATE II IN TOURISM (SIT20112)

Course Description The Certificate II in Tourism course is designed to give students an insight into the Tourism industry and the opportunities that it presents to young people. The course offers studies in the structure and nature of the tourism industry as well as providing entry-level training in a number of tourism fields, including Retail Travel, Tourist Attractions, Tour Information Services, Tour Wholesaling and Tour Guiding. This entry-level training provides a foundation for further studies which would be completed at a tertiary institution, private colleges or on the job.

Employers expect students wishing to enter the tourism field to have some knowledge of the industry as well as highly developed customer service and communication skills. This course has been designed by industry to meet their needs as well as providing a general education about Australia and other countries and an awareness of cultural differences.

Students are able to gain a Certificate II in Tourism through successful study in a number of nationally recognised competencies offered in this subject.

Course Outline The following units of competency will be undertaken as part of the Certificate II in Tourism:

SITTIND201 Source and use information on the tourism and travel industry

SITXCCS202 Interact with customers

SITXCOM201 Show social and cultural sensitivity

SITXWHS101 Participate in safe work practices

SITTTSL301 Provide advice on international destinations

SITTTSL302 Provide advice on Australian destinations

BSBSUS201A Participate in environmentally sustainable work practices

SITXCCS201 Provide visitor information

CULEVP201A Assist with the presentation of public activities and events

SITXCOM401 Manage conflict

TLII3010A Provide travel information to customers

Assessment Tourism students may be assessed using a variety of techniques including:

Computer based tests and assignments

Tourism simulations


Oral presentations and role play activities

Field reports

Further Studies This course would be of value to students wishing to pursue entry-level full-time or part-time employment in the tourism sector and those who wish to study further in this area before seeking employment. Vocational modules contained in this course are nationally recognised and students may use these to gain credit towards further TAFE studies in this area.


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CERTIFICATE II IN WORKPLACE PRACTICES (30981QLD)

Course Description Workplace Practices is a nationally recognised certificate course which allows the students to work towards a Certificate II in Workplace Practices. The subject has been introduced to address the consistent concern expressed by industry regarding the need for persons entering the workforce to have a ―hands-on‖ understanding of workplace culture and of general workplace practices. In simple terms, it is designed to give students the knowledge and skills they need to ‗hit the ground running‘ and to make a positive impression when they first enter employment. Students participate in extensive (at least 80 hours, over two years) of structured work placement as part of this course.

Who is Eligible to Study this Subject? Students who are following a non-OP pathway, that is, those who are considering entering the world of work directly after leaving school, should consider taking this subject. It is strongly recommended that students who wish to participate in Structured Industry Placement (IP) also study Workplace Practices.


Course Outline The following units of competency make up Certificate II in Workplace Practices:

BSBCMM201A Communicate in the workplace

BSBIND201A Work effectively in a business environment

BSBOHS201A Participate in OHS processes

GENENP201C Undertake an individual or team enterprise project

GENJAS201C Manage personal employment options

GENPCD201C Manage career planning and further learning

GENSWL201C Participate in structured workplace learning 2

How is the Subject Organised? The subject works on the sequentially developed model of pre-work placement, work placement and post-work placement.

The Pre-work Placement Component is Designed for Students to Focus on: Developing an appreciation of workplace culture by undertaking visits to industry work sites to

gain an understanding of generic workplace expectations and requirements

Developing generic knowledge and skills for the workplace that would assist students in preparing to optimize their personal contribution to the effectiveness of a workplace environment

The Post-work Placement Component is Designed for Students to Focus on: Negotiating the world of work by developing knowledge of job seeking methods/strategies

Understanding education/training/employment options by exploring labour market trends and the Vocational Education and Training (VET) system to develop an appreciation of future employment and further education/training options

Assessment

Students will be assessed using a range of assessment instruments including exams, assignments, folios and observation both on and off the work site.


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VET Department

Industry Placement (IP) Policy 2014

Rationale All students enrolled into a Certificate II in Workplace Practices (30627QLD) are required to complete IP, giving them an opportunity to experience the work industry. The requirements for each course are outlined in this document.

Certificate II in Workplace Practices (39081QLD) (2 years) Students undertaking this course must complete two (2) full time weeks of IP (2 weeks per year).

Traineeships, Apprenticeships and employment are not to be counted towards these weeks. If a student cannot participate in IP due to health or other extenuating circumstances, special consideration must be lodged with the Academic Coordinator, VET Coordinator or Assistant Principal – Curriculum for approval.

If a student enrols during the progress of the course, the Academic Coordinator will discuss options regarding IP. This discussion will continue if the subject change has been approved to decide how the student will satisfy the requirements for this course.

Log Books Before attending IP, students are issued with a Log Book that they need to fill in as evidence of their attendance and experience. Without submitting this completed Log Book upon their return to school, the week cannot be counted. Therefore it is vital that Log Books are completed and returned to the subject teacher as soon as the student returns to school.


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APPENDIX A

HOW TO CHOOSE SUBJECTS FOR YEARS 11 AND 12

With a View to University Entrance

Requirements for University Entrance:

A student must have completed two years full-time study.

At least three of the subjects must have been studied over all four semesters.

A student must have a minimum of 20 semester units in Authority Subjects (1 unit = 1 semester's work in a subject).

A student must sit for the Queensland Core Skills Test in Year 12. At the completion of Year 12, a student will receive a QCE.

The Student Education Profile consists of: Four components reported on two documents.

1 Subject Results Reported on the QCE (issued by the Queensland Studies Authority). 2 Queensland Core Skills Test result.

3 Overall Position (O.P.) Reported on the Senior Statement.

4 Field Positions (F.P.)

In addition to the Student Education Profile, students will receive a Senior Statement by the QSA which will provide extra information on specific areas of student achievement, which may be of use to students, parents and future employers.


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THE SENIOR STATEMENT AND QCS TEST

Subject Results Queensland Core Skills (QCS) Test

The Senior Statement:

Is issued by the Queensland Studies Authority (QSA)

Is always part of the QCE Is recognised nationally and

internationally Usually represents two years of senior

schooling (Years 11 and 12) Shows a student's levels of achievement

in Authority and Authority Registered subjects

VHA = Very High Achievement HA = High Achievement SA = Sound Achievement LA = Limited Achievement VLA = Very Limited Achievement

May show the student's Queensland Core Skills Test grade (on an A–E scale)—if the student sat the test

May also record achievements in accredited vocational education and training (VET)

Is used by employers and tertiary institutions to select students for employment and/or tertiary courses.

Is a state wide test available for Year Twelve students

Is based in common elements of the Queensland senior curriculum

Consists of four papers using three modes of response: extended writing, multiple choice, and short response

Must be taken to be eligible for OP's and FP's

Provides each student taking it with a result for the QCE

Individual results in the QCS Test are reported on a 5-point scale from A (highest) to E (lowest).

SENIOR STATEMENT

Overall Position (OP) Field Position (FP)

Indicates a student's rank order position based on overall achievements in Authority Subjects

Uses the results of a student's best 100 weighted semester units (WSUs) in Authority Subjects studied during Years 11 and 12

Requires the study of at least three Authority Subjects for all four semesters

Involves scaling using QCS Test results Uses equal weightings for all subjects An OP is reported as one of 25 bands

from 1 (highest) to 25 (lowest) for eligible students

Band 1 = about top 2% Bands 2-6 = about next 15% Bands 7-21 = about next 70% Bands 22-24= about next 11% Band 25 = about next 2%

Indicate a student's rank order position based on overall achievements in Authority Subjects in up to five fields

Are calculated only when students are eligible for an OP

Require completion of at least 60 weighted semester units (WSUs) of relevant Authority Subjects

Involve scaling using QCS Test results Uses unequal weightings for subjects. Up to 5 field positions reported in bands 1

(highest) to 10 (lowest) for each field position

FP A extended written expression 1 - 10

FP B short written communication 1 - 10

FP C basic numeracy 1 - 10

FP D solving complex problems 1 - 10

FP E practical performance 1 - 10


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HOW TO CHOOSE SUBJECTS WITH A VIEW TO UNIVERSITY ENTRANCE

A Four-Stage Process 1. Make your initial choice of subjects mainly on the basis of your strengths and your

interests. These will be the subjects for which you are likely to get good results and in which you are interested. The choice you make here is in itself a good guide to your likely career interests.

2. If you might be interested in any university courses, check that you have included the

necessary pre-requisite subjects. The booklet Summary of Selection Criteria for Entry to Universities and Colleges in 2012 shows this information under the heading "Pre-requisite Subjects." If you need to change your list, do so now. But do not ignore your strengths and interests. There is no point in doing a pre-requisite subject if you are going to fail at it.

3. Note that what counts is your ability to do well in your subjects. Check again that the subjects

are ones that you are likely to get good results for.

4. If you might be interested in any university courses, read the booklet Summary of Selection Criteria for Entry to Universities and Colleges in 2014. Look under the column Fields used for selection within OP. Now list the field positions which may be used for the courses you are interested in.

We will provide you with a printout from QSA software which will indicate your actual eligibility. YOU must check this against what you require. (You may wish to check this in advance using your own calculation.)

A THREE STAGE PROCESS

First Make your initial choice of subjects mainly on the basis of your strengths and your interests. Remember that you do not have to have a Tertiary Entrance Statement to gain entry to TAFE.

Second If you are interested in TAFE courses, check that you have included the necessary pre-requisite subjects for the courses you are interested in. The booklet Tertiary Prerequisites shows this information for Diploma and Advanced Diploma courses at TAFE under the heading ―Pre-requisite Subjects‖. Pre-requisite requirements for other TAFE courses are listed with the course description in the TAFE Student Handbook. If you need to change your list do so now. But do not ignore your strengths and interests. There is no point in doing a pre-requisite subject if you are not going to do well in it. Students who are unsure of their vocational interests could make use of the Career Interest Tests and other Vocational Guidance Instruments administered by the College Counsellor.

Third Note that what counts is your ability to do well in your subjects. Check again that the subjects you have chosen are ones in which you are likely to get good results.


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APPENDIX B

CHOOSING SENIOR SUBJECTS WITH A VIEW TO TAFE ENTRY

Remember: If you do the subjects you‘re best at, i.e. that you are interested in, then you are more likely to get better results, and it‘s the results you get in the subjects that are most important.

If you aim for TAFE Diploma or Advanced Diploma courses, as outlined in the Trinity College Senior Studies Guide, you should be aiming to gain results of High Achievement or better in some of your subjects in Years 11 and 12. If aiming for TAFE Certificate level courses, you would need Sound Achievements. Achieving at this level in senior subjects does not come about without effort — you must be prepared to put in the work required and to do so consistently throughout Years 11 and 12.

Be aware that, along with the nationally recognised VET Certificates which students are able to gain through study in the various Authority, Authority-registered and VET subjects offered at Trinity may also give you a ―head-start‖ on some courses at TAFE — both Certificate level and Diploma courses. This Advanced Standing gives you credit at TAFE for subjects completed successfully at school. Details of these arrangements can be obtained from the Assistant Principal –Curriculum.

Documents

Trinity College Studies... · Trinity College Senior Studies Guide 3 PART 1: INTRODUCTION This handbook is provided for students entering Year 11, who are considering the most