Download pdf - Senior Studies Guide 2018 - Trinity College Beenleigh Studies Guide 2018.pdf · Trinity College 2018 Senior Studies Guide 2 TABLE OF CONTENTS ... Television and New Media ... A Pass

nat

Senior Studies Guide

2018 For students entering

Year 11, 2018 Year 12, 2019

Trinity College 2018 Senior Studies Guide

2

TABLE OF CONTENTS PART 1: ....................................................................................................................................................3

Introduction .......................................................................................................................................... 3 Entering Senior Secondary School ..................................................................................................... 3 Queensland Certificate of Education ................................................................................................... 5 QCE Credit Table ................................................................................................................................ 6 The Senior Statement and QCS Test .................................................................................................. 7 Senior Statement ................................................................................................................................. 7 After You Complete Senior Studies ..................................................................................................... 8 Class Work and Home Study .............................................................................................................. 9 Assessment Programs ........................................................................................................................ 9 Vocational Education ......................................................................................................................... 10 How to Choose Subjects ................................................................................................................... 11 How to Choose Subjects With a View to University Entrance ........................................................... 12 How to Choose Subjects With a View to TAFE Entrance ................................................................. 12

Subject Overview ................................................................................................................................. 13 Academic Subjects ............................................................................................................................ 13 Senior Subject Curriculum ................................................................................................................. 14

PART 2: Subject Outline – Authority Subjects ................................................................................. 15 Ancient History .................................................................................................................................. 15 Biology ............................................................................................................................................... 16 Chemistry........................................................................................................................................... 17 Drama ................................................................................................................................................ 18 English ............................................................................................................................................... 19 Film, Television and New Media ....................................................................................................... 20 Home Economics .............................................................................................................................. 21 Information Technology Systems ...................................................................................................... 22 Japanese ........................................................................................................................................... 23 Legal Studies ..................................................................................................................................... 24 Mathematics A ................................................................................................................................... 25 Mathematics B ................................................................................................................................... 26 Mathematics C ................................................................................................................................... 27 Modern History .................................................................................................................................. 28 Physical Education ............................................................................................................................ 29 Physics .............................................................................................................................................. 30 Science21 .......................................................................................................................................... 31 Study of Religion ............................................................................................................................... 32 Study of Society ................................................................................................................................. 33 Visual Arts.......................................................................................................................................... 34

Authority Registered Subjects ........................................................................................................... 35 English Communication ..................................................................................................................... 35 Prevocational Mathematics ............................................................................................................... 36 Religion and Ethics ............................................................................................................................ 37

Vocational Subjects ............................................................................................................................ 39 Certificate II in Automotive Service Technology (AUR20512) ........................................................... 39 Certificate I in Construction (CPC10111) .......................................................................................... 41 Certificate II in Creative Industries – Media (CUF20107) .................................................................. 42 Certificate II in Electrotechnology (UEE22011) ................................................................................. 43 Certificate II in Engineering Pathways (MEM20413) / Certificate III in Engineering – Technical (CAD) (MEM30505) ...................................................................................................................................... 45 Certificate II in Health Support Services (HLT23215) / Certificate III in Health Services Assistance (HLT33115) ....................................................................................................................................... 47 Certificate II in Hospitality (SIT20316)/ Certificate II in Tourism (SIT20116) .................................... 49 Certificate II in Information, Digital Media and Technology (ICT20115) ........................................... 50 Certificate II in Salon Assistant – Hairdressing or Barbering (SHB20216) ....................................... 51 Certificate II in Skills for Work and Vocational Pathways (FSK20113) ............................................. 53 Certificate II in Telecommunications Technology (ICT20315) .......................................................... 54 Certificate II in Visual Arts (CUA20715) ............................................................................................ 55 Certificate III in Business (BSB30115) .............................................................................................. 56 Certificate III In Fitness (SIS30315) with Cert II Sport and Recreation embedded (SIS20115) ....... 57 Certificate III in Hairdressing (SIH30416) .......................................................................................... 59 Diploma of Business (BSB50215) ..................................................................................................... 60


3

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 learning and teaching, 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.

Subject levies are applied to all subjects offered by the College. The levies for the coming academic year are mailed to parents before the end of Semester 2 of this year. Please visit the College website or the Parent Portal for the current year’s subject levies.

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 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 Course. Two-year Subject courses 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 parent(s) a Student Education and Training (SET) 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 Curriculum and Assessment Authority (QCAA). To this end, a formal SET Plan/Subject Selection interview is offered to all Year 10 students, where their academic performance and behavioural record are reviewed, as part of the Subject Selection process. For a student seeking to enter Year 11 or Year 12, performance in their Course 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 a particular student’s academic performance and commitment to study, the student may be required to participate in a more formal review of their progress in their 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 Course which, in the opinion of the College, is inadvisable on the basis of previous results achieved, they will be encouraged to reconsider their subject selection.


4

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 individual subject descriptors later in this booklet. If a student does not meet a pre-requisite requirement for a subject they wish to take, they need to either:

change their subject selection to remove the particular subject, or

seek approval from the relevant Curriculum Leader to have the requirement waived and to enrol in the subject.

If approval to enrol is not granted by the relevant Curriculum Leader, and the student still wishes to enrol in the subject, they may apply to the Assistant Principal of Curriculum for permission. The Assistant Principal of 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 Curriculum Leader or the Assistant Principal of Curriculum to enrol in the subject, will not be permitted to retain that subject in their proposed Course of Study. Students whose subject selections contravene Subject Selection Rules must re-choose unless specific exemptions are granted in their case by the Assistant Principal of Curriculum. Enquires about the material covered in this booklet should be directed to:

Mr Craig Hirst – Assistant Principal of Curriculum Telephone: 07 3442 5222

E-mail: [email protected] New enrolment enquiries should be directed to The Enrolment Officer

Ms Dana Fusi – Enrolment Officer Telephone: 07 3442 5250

E-mail: [email protected]

Visit our Website: http://www.trinitycollege.qld.edu.au

mailto:[email protected]


5

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 and 12 subjects offered at Trinity College are QCE Core Subjects. Students 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 Curriculum and Assessment Authority (QCAA)

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 student sits 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 Attainment showing the competencies and/or qualification achieved. A student who completes all of the prescribed requirements will be awarded a nationally recognised Certificate. This certificate is prepared by the College and issued to the student upon completion of the course.

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 Curriculum and Assessment 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 QCAA will also issue a Queensland Certificate of Education for all students who have banked 20 credits by achieving a Sound Achievement or higher in five subjects over the four semesters of Years 11 and 12. 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.


6

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




7

THE SENIOR STATEMENT AND QCS TEST

Subject Results Queensland Core Skills (QCS) Test

The Senior Statement:

Is issued by the Queensland Curriculum and Assessment Authority (QCAA)

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 12 students

Is based on 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 students rank order position based on overall achievements in Authority Subjects

Uses the results of a students 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%



Band 25 = about next 2%

Indicate a students 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


8

AFTER YOU COMPLETE SENIOR STUDIES

UNIVERSITY DEGREE, ASSOCIATE DEGREE AND ASSOCIATE DIPLOMA STUDIES

Students considering university need to ensure the subjects they select will meet eligibility requirements for the university courses they are considering. Eligibility requirements for courses are detailed in the 2019 QTAC Tertiary Prerequisites booklet. 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(s) 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 are eligible for a QCE and/or have a completed VET Certificate, your application will be considered on that basis. If you are 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 Subjects or Stand Alone VET courses).


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

Prevocational 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 Subjects or Authority Registered Subjects VET subjects) can articulate to work, TAFE and/or Apprenticeship placement.

A MIXED Course Pathway (selecting a combination of Authority Subjects, Authority Registered Subjects, 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 VET Leader Alicki Bellas. 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.


9

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 courses, 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. 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 insupportable.


10

VOCATIONAL EDUCATION

Trinity College 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 the College 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 recognised by employers, TAFE and private Colleges throughout Australia.

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.

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 awarded each competency. 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. 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.

Trinity College is committed to completing the outlined training and assessment once students have started study in their chosen qualification(s) or course(s) from the course start date, and meeting all of their student responsibilities. Students who enter the course after the start date will have a negotiated package of units that will lead to a Statement of Attainment. In the event of losing the specialist trainer, and the RTO being unable to obtain a suitable replacement, the College, will, if possible, arrange for agreed training and assessment to be completed through another RTO (Fees may be incurred).

Should a student start in a VET course late (i.e. after course commencement, Term 1 Year 11), a student may not obtain the full qualification. Where a student has been deemed competent in an individual unit of competency(ies) the student will be issued a Statement of Attainment (SOA).

SCHOOL-BASED APPRENTICESHIPS OR TRAINEESHIPS (SATS)

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 (SATs) are arranged through the school.

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. This is a formal indentured process with agreement needed between all parties: parents, employer, registered training provider and the College.

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 a one-week blocks of Industry Placement where they apply the skills they have learnt in their VET courses whilst at school.

Many of our students have attained excellent reports from the industry placements that they have attended. It is important to understand that Industry Placement is NOT a guarantee of employment or apprenticeship, but a stepping stone to providing support to those students involved in the process. Some students have gained part-time work while others have been offered apprenticeships at the completion of their schooling.

To be eligible for the Industry Placement (IP) Program, students should study mostly non OP subjects and at least one VET course.

Students are asked to organise their own placements for IP Week, however Trinity College may be able to connect students to various businesses.

Non-VET students (who do not meet the above criteria) may apply to the VET Coordinator Miss Alicki Bellas ([email protected]) or the Assistant Principal of Curriculum Mr Craig Hirst ([email protected]) for inclusion in the IP Program. Authority Subjects continue to run during IP weeks.




11

HOW TO CHOOSE SUBJECTS

The purpose of this guide is to ensure that the subject choices made are the right ones for each students desired pathway. Students must take responsibility for the direction of their 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. 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.

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. 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.


12

HOW TO CHOOSE SUBJECTS WITH A VIEW TO UNIVERSITY ENTRANCE

REQUIREMENTS FOR UNIVERSITY ENTRANCE:

A student must have completed two years full-time senior 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 semesters work in a subject)

A student must sit for the Queensland Core Skills Test in Year 12 If you are interested in any university courses, check that you have included the necessary pre-requisite subjects. The booklet 2019 QTAC Tertiary Prerequisites 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.

HOW TO CHOOSE SUBJECTS WITH A VIEW TO TAFE ENTRANCE

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 Subjects, Authority-Registered Subjects 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 of Curriculum, Mr Craig Hirst.

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”. 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 VET Leader Alicki Bellas.

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.


13

SUBJECT OVERVIEW

ACADEMIC SUBJECTS

These subjects are all accredited by the Queensland Curriculum and Assessment Authority (QCAA) either as Authority Subjects or Authority Registered 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 enrol in 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 VOCATIONAL SUBJECTS

Ancient History Biology Chemistry Drama English Film, Television and New Media Home Economics Information Technology Systems Japanese Legal Studies Mathematics A Mathematics B Mathematics C Modern History Physical Education Physics Science21 Study of Religion Study of Society Visual Art

Certificate I in Construction Certificate II in Automotive Certificate II in Creative Industries - Media Certificate II in Electrotechnology Certificate II in Engineering Pathways and Certificate III in Engineering (CAD) Certificate II in Hospitality and Certificate II in Tourism Certificate II in Information, Digital Media and Technology Certificate II in Engineering Pathways Certificate II in Salon Assistant - Hairdressing or Barbering Certificate II in Skills for Work and Vocational Pathways Certificate II in Telecommunications Technology Certificate II in Visual Arts Certificate II in Health Support Services and Certificate III in Health Services Assistant (through St Francis) Certificate III in Business Certificate III in Hairdressing Certificate III in Fitness (including Cert II Sport and Rec embedded) Diploma in Business

AUTHORITY-REGISTERED SUBECTS

English Communication Prevocational Mathematics Religion and Ethics

IMPORTANT: All students entering Years 11 and 12 must study English or English Communication, Study of Religion or Religion and Ethics, Mathematics A or B or Prevocational Mathematics.

SUGGESTIONS FOR STUDENTS:

1. SEEKING TO PURSUE A UNIVERSITY QUALIFICATIONS – Choose at least FIVE (5) Authority Subjects (left column).

2. NOT PURSUING UNIVERSITY QUALIFICATIONS – Choose mostly Authority Registered Subjects and and/or Vocational Subjects (right column).

On the following pages are descriptions of the subjects on offer for the 2018 and 2019 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

what areas of further study follow from the subject


14

SENIOR SUBJECT CURRICULUM

DEPARTMENT CURRICULUM

LEADER SUBJECT OFFERINGS

Religious Education

Miss Alexandra Walls

Religion and Ethics Study of Religion

English

Mrs Tenille Lucas English English Communication

Humanities Mr Tiarnan Greene Ancient History Business Management Certificate III in Business Certificate II in Tourism Certificate II in Skills for Work and Vocational Pathways Diploma in Business Japanese Legal Studies Modern History Study of Society

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

Physical Education

Mr Joshua Lennox Physical Education Certificate III Fitness (including Cert II in Sport and Rec embedded)

Science Mr Warren Segal Biology Chemistry Physics Science21

Technology Mrs Natalie Falvey Home Economics Information Technology Systems Certificate I in Construction Certificate II in Automotive Certificate II Engineering Pathways Certificate II in Hospitality Certificate II in Information, Digital Media and Technology

Certificate III in Engineering Pathways (CAD)

The Arts

Mr Dominic Sauvage Certificate II in Creative Industries – (Media) Certificate II in Visual Arts Drama Film, Television and New Media

Visual Art

Vocational Education

Miss Alicki Bellas Certificate II in Electrotechnology Certificate II in Salon Assistant – Hairdressing or Barbering Certificate III in Hairdressing

Certificate II in Telecommunications Technology

Certificate II in Health Support Services and Certificate III in Health Services Assistant (through St Francis)

Assistant Principal of Curriculum: Mr Craig Hirst

Guidance Counsellor: Ms Esther Routley

Learning Support Leader: Mrs Sandy Corles

VET Leader: Miss Alicki Bellas


15

PART 2: SUBJECT OUTLINE – AUTHORITY SUBJECTS

SUBJECT ANCIENT HISTORY

STATUS OP / Authority Subject

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 A minimum of a “C” Level of Achievement in Year 10 History and English.

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

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.


16

SUBJECT 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 and online research in Biology each week

PRE-REQUISITES A minimum of a “B” Level of Achievement in Year 10 Science and a minimum of a “B” Level of Achievement in Year 10 English.

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.


17

SUBJECT 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 and online research in Chemistry each week.

PRE-REQUISITES A minimum of a “B” Level of Achievement in Year 10 Science and a minimum of a “B” Level of Achievement in Year 10 English.

COURSE OUTLINE 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.


18

SUBJECT DRAMA


COURSE DESCRIPTION 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 lifelong 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 such as Performing and Creative Arts, Journalism, Communication, Law, Business, Social Work, Politics, Education and many more.

PRE-REQUISITES A minimum of a “C” Level of Achievement in Year 10 English. It is recommended that students have studied Drama in Year 10 and achieved a “C” Level of Achievement or higher.

COURSE OUTLINE The focus of the course is 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 into hybrid forms.

Topics covered will include:

European and Australian Realism

Social and Political Theatre aimed at educating and empowering

Cinematic Theatre

Physical Theatre

Classic Texts – like Shakespeare and those of the Ancient Greeks

Absurdism

Post Modern Theatre

ASSESSMENT 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

FURTHER STUDIES Drama is an Authority Subject (OP) which contributes to the OP score and it addresses any 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).


19

SUBJECT 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 Subject) or English Communication (Authority Registered Subject). Students must consider carefully the two courses and decide upon their choice, remembering their abilities and their post school goals.

PRE-REQUISITES A minimum of a “C” Level of Achievement in Year 10 English.

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. The folio of student work completed through Year 11 and 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.

FURTHER STUDIES A satisfactory Level of Achievement in four semesters of English is a mandatory pre-requisite for most courses offered by Universities.


20

SUBJECT FILM, TELEVISION AND NEW MEDIA


COURSE DESCRIPTION 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 A minimum of a “C” Level of Achievement in Year 10 English. It’s recommended, but not essential, that students have studied Media Studies in Year 10.

COURSE OUTLINE Over the course of Years 11 and 12 students will study to following topics:

True Blue Aussie Images! (Australian Film)

Pump up the Volume! (Music Videos)

Reality Bites! (Reality Television)

Generation Y Not? (Youth and the Media)

Hooray for Hollywood! (Hollywood Films)

Art Cinema – Ahead of its Time! (Art House Films) You Can’t Say That! (Mock-documentaries)

ASSESSMENT A range of assessment tasks are used across the two years of the course including:

A feature article

A 3-column script, storyboard and creation of a music video

Design and creation of a lifestyle program

Investigative report

Creation of an interactive media text

Design, write and produce a short film

Analysis and evaluation of an art house film

Design and produce a non-narrative/art video

Design and pitch a concept for a short mock-documentary

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

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 Stagehand


21

SUBJECT NAME HOME ECONOMICS


COURSE DESCRIPTION This subject focuses on a practical approach to solving everyday living problems through the development of theoretical knowledge and practical management skills. In Home Economics practical skills are extended to include the planning and execution of complex tasks in the area of food and textiles, as well as the development of attitudes and skills required for promoting the wellbeing of individuals and families.

SUGGESTED PREREQUISITES

A minimum of a “C” Level of Achievement in Year 10 English. A “C” Level of Achievement or higher in Home Economics in Year 10 is also recommended.

COURSE OUTLINE The two year course covers the following semester topics:

Contemporary food issues for Australians

Contemporary textile and fashion issues for Australians today

Living sustainably

Living independently

ASSESSMENT Research Essays

Exams

Practical Performance Assessments

SPECIALIST EQUIPMENT Enclosed shoes (leather similar not canvas, runners or sports shoes).

FURTHER STUDIES 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.


22

SUBJECT 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.

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

PREREQUISITES A minimum of a “C” Level of Achievement in Year 10 English

ASSESSMENT Extended written tasks

Practical responses

Web page design

Game design

Multi-media presentations

Other valid assessment techniques

SPECIALIST EQUIPMENT

A pen drive / flash stick (min 2Gb) will be required as well as a set of stereo headphones (cheap ones are fine). One rewriteable DVD will also be required for some project work. Students without these items will not participate in the units of work involving this equipment.

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.


23

SUBJECT JAPANESE


COURSE DESCRIPTION

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.

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.

SUGGESTED PREREQUISITES

Senior Japanese is a continuation of the Junior Japanese course. Students must have achieved a minimum of a “C” Level of Achievement in Year 10 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:

Family and Community

Leisure, Recreation and Human Creativity

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 TAFE or Tertiary level may enable students to have exciting careers in:

Tourism

Defence Forces

Commerce

Banking

Police Service

Hospitality

Law

Industry

Medical Services

Education

Trade

Translation & Interpretation The Diplomatic Service

Public Service and many more


24

SUBJECT LEGAL STUDIES


COURSE DESCRIPTION In Legal Studies, students develop and understanding of the ways in which the legal system can affect the lives of Australian citizens. By examining historical and social factors that have led society to create a legal system, students develop knowledge and understanding of frameworks which regulate and shape our society. By analysing Australian and international legal systems, students consider the impacts that legal decisions can have on Australian society and how diverse groups influence and are influenced by the legal system. Legal Studies enables students to have confidence in approaching and accessing the legal system and provides them with better appreciation of the relationship between social and legal structures. Through inquiry, analysis, examination and problem solving, students can make decisions which may benefit themselves and the community now and in the future. The immediate relevance of Legal Studies to students’ lives should promote and motivate students to make constructive judgements and informed commentaries on the law, its system and processes, from practical and critical social perspectives. Students examine and justify their own opinions and attitudes to legal and social issues needing resolution, preparing them to participate in society as active informed citizens.


COURSE OUTLINE Legal Studies consists of both core and elective units of study.

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

ASSESSMENT short-response tests

extended response tests

extended research response (spoken and written)

extended response to stimulus

FURTHER STUDIES The study of Legal Studies at a Tertiary level may enable students to have exiting careers in:

Law Education Real Estate

Social Work Human Resources Public Service

Police Service Government Agencies Industrial Relations

Security Banking Humanitarian organisations


25

SUBJECT 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

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 (Extension) or Mathematics in Year 10 and have achieved at least a “C” Level of Achievement.

COURSE OUTLINE 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 Each semester, there will be:

one Extended Modelling Task

two examinations

Each assessment is graded according to three criteria:

Knowledge and Procedures

Modelling and Problem Solving

Communication and Justification


26

SUBJECT 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 Students must have studied Year 10 Mathematics A (Extension) and achieved a minimum of a “C” Level of Achievement, or studied Year 10 Mathematics and attained a minimum of a “B” Level of Achievement.

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


one Extended Modelling Task;

two examinations

The assessment is graded according to three criteria:



Communication and Justification

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.


27

SUBJECT 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.

PRE-REQUISITES A minimum of a “B” Level of Achievement in Year 10 Mathematics (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


one Extended Modelling Task

two examinations

The assessment is graded according to three criteria:



Communication and Justification.

FURTHER STUDIES Mathematics and Statistics

Mathematics and Science education

Natural and physical sciences, especially physics and chemistry

Medical and health sciences, including human biology, biomedical, nanoscience and forensics

Engineering sciences, including avionics, chemical, civil, communications, electrical, mechanical and mining

Information technology and computer science, including electronic and software

Mathematical applications in:

energy and resources — management and conservation

climatology

design and built environment

industry, manufacturing and trades

business and tourism

economics and commerce

statistics and data analysis.


28

SUBJECT 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.

PRE-REQUISITES A minimum of a “C” Level of Achievement in Year 10 History and English.

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 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.


29

SUBJECT 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.


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

Exercise Physiology

Training Principles

Sociology

Sport Psychology

ASSESSMENT Examinations

Multi-modal presentations

Research Assignments

Practical based assessment

FURTHER STUDIES Assist in study pathways related to becoming a:

Physical Education Teacher

Exercise Physiologist

Sports Scientist

Physiotherapist

Dietician


30

SUBJECT 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.

Through this Physics course, students should develop the following:

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

An ability to engage in solving Physics and Engineering problems in everyday contexts

An ability to understand and appreciate Physics principles encountered in everyday life

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

An ability to communicate Physics understandings

An appreciation of the issues and impacts of Physics and Engineering

PRE-REQUISITES A minimum of a “B” Level of Achievement in both Year 10 Science and Mathematics Extension as well as a “B” Level of Achievement or higher in Year 10 English.

Mathematics 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 and online research in Physics each week.

COURSE OUTLINE The course is context based and focusses on the Physics of:

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 STUDIES 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.


31

SUBJECT SCIENCE21


COURSE DESCRIPTION Science21 is an interdisciplinary science course that aims to develop in students a broad understanding of the relevant science in today’s scientific and technological age. The interdisciplinary nature of Science21 enables students to become knowledgeable and active participants in a scientifically rich society. A course of study in Science21 is academically rigorous and complements student learning in the established science disciplines of Physics, Chemistry, Biology and Earth Science.

Science21 deals with themes in real-world contexts that are of intrinsic interest and importance to students — the way the human body works, the ways we communicate, our place in the universe, our environment, our enjoyment of both synthesised and natural things.

A course in Science21 develops:

knowledge and understanding of science

skills in scientific investigative processes

appreciation of scientific issues and the impacts of science

the capacity to communicate about science

PRE-REQUISITES A minimum of a “C” Level of Achievement in Year 10 Science and English.

COURSE OUTLINE Over the course of two years, students will explore a variety of multi-disciplinary topics including:

Forensic Science

Colonising Mars

Health issues in the 21st Century

Local Environments

Transportation

Genetic Engineering

Climate Change

Natural Disasters

These contexts will be studied in-depth and assessment will reflect this degree of rigour.

The Contexts studied engage the students in how the perception of Science is shaped by the media and how Science has impacted on, and will continue to impact, the human sphere in the 21st Century.

ASSESSMENT Written Tasks: exams, unseen essays

Extended Response Tasks: assignments, essays, field studies


Collection of Work: summary and analysis of a newspaper or magazine article from a scientific perspective; scientific analysis of a real-world scenario, report on a short practical activity

FURTHER STUDIES Science21 is a multi–disciplinary science subject. It is beneficial to students considering Primary or Lower to Middle School teaching as a career or to those who are interested in and performed well at Science but my not see the Sciences as a career option.


32

SUBJECT 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 A minimum of a “B” Level of Achievement in Year 10 Religion and a minimum of a “C” Level of Achievement in Year 10 English.

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, synthesize and evaluate information about religion)

Research and Communication: (ability to gather, select, sort, organize 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.


33

SUBJECT 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.

This subject requires research skills, essay writing skills, oral skills and wide reading of current affairs.

PRE-REQUISITES A minimum of a “C” Level of Achievement in both Year 10 History and English.

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: “How is Social Behaviour Viewed?” This unit requires students to identify various methods of cultural communication used by a range of social and ethnic groups. In particular, students will focus on India and examine the wide range of social behaviours and customs exhibited across the country. Also, students investigate popular culture and the significant influence it has on our daily identity. Assessment tasks used during this topic include individual research, a multi-modal presentation and an extended written response task.

Semester 3: “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 4: “Who is in control? Examining Power and Social Change” Students will expand upon their understanding of various social theorists in order to view events and circumstances from perspectives other than those based on their personal experiences. In particular, students examine gender in Afghanistan and the ongoing oppression of women. Additionally, students will explore the Islamic religion and the effect globalization has had on faith throughout multicultural nations across the globe. In class work will be supplemented with an extended written response task and research multi-modal presentation.

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.


34

SUBJECT VISUAL ARTS


COURSE DESCRIPTION Visual Art 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.

Students have the opportunity to experience many different forms of making art through 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 A minimum of a “C” Level of Achievement in Year 10 English. It is recommended that students have studied Visual Art in Year 10 and demonstrated a “C” level of achieve or higher.

COURSE OUTLINE Art is divided into two distinct areas of study.

Semester 1 and 2 (Year 11) Diversification

Semester 3 and 4 (Year 12) Specialisation

These areas are covered in the following topics:

Collection

Observing reality

Beauty and the sublime

Environment, nature and other living things

Personal extension

ASSESSMENT 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.


35

AUTHORITY REGISTERED SUBJECTS

SUBJECT ENGLISH COMMUNICATION

STATUS Authority Registered Subject / Non OP

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.

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


36

SUBJECT PREVOCATIONAL MATHEMATICS


COURSE DESCRIPTION Prevocational Mathematics is designed to help students improve their numeracy by building confidence and success in making meaning of Mathematics.

The study of Prevocational 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.

Having completed the course, students of Prevocational 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 There are no pre-requisites for this subject.

COURSE OUTLINE 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.


37

SUBJECT RELIGION AND ETHICS


COURSE DESCRIPTION Religion and Ethics 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 enhances students’ understanding of how personal beliefs, values and spiritual identity are shaped and influenced by factors such as family, culture, gender, race, class and economics. It allows for flexible programs of study that recognise the varied needs and interests of students investigating topics such as spirituality, purpose and destiny life choices, moral and ethical issues and justice. Within this study area, the focus is on students gaining knowledge and developing an ability to reflect on, critique and communicate this knowledge in relation to their lives and the world in which they live. The learning experiences and assessment tasks (are) practical and experimental.

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 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

Gender and Spirituality

Good and Evil

Heroes and Role Models

Life Choices

Origins, Purpose and Destiny

Peace Studies

Religious Citizenship Religions of the World:

Sacred Stories

Social Justice

Spirituality and Ritual

ASSESSMENT Assessment is continuous throughout the 2 year course of study and is designed to measure student achievement in the areas of knowledge and understanding, applying and examining and producing and evaluating. Assessment techniques may include; projects, investigations, extended response to stimulus and examinations. Methods for presenting responses include written, spoken and multimodal.


38

FURTHER STUDIES A course of study in Religion and Ethics can establish a basis for further education and employment in any field, as it helps students develop the skills and personal attributes necessary for engaging efficiently, effectively and positively in future life roles. The focus on citizenship, the sense of community and service, ethical principles, moral understanding and reasoning, and the responsibilities of the individual within the community provide students with skills and attitudes that contribute to lifelong learning, and a basis for engaging with others in diverse settings, including further education and the workforce.


39

VOCATIONAL SUBJECTS COURSE CERTIFICATE II IN AUTOMOTIVE SERVICE

TECHNOLOGY (AUR20512)

STATUS VET Subject/ Non OP

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.

NOTE: This course is currently offered by an external Registered Training Organization (RTO), TAFE Queensland Gold Coast. (RTO # 0083) As this qualification is delivered and trained by an external provider, we are unable to provide a Semester Report for students undertaking this course. You will need to contact the RTO directly for information regarding the progress of your child at any stage during the course.

PRE-REQUISITES There are no pre-requisites for study in this course.

COURSE OUTLINE

Students will complete the following nationally recognised vocational units in this course:

AURAEA2002 Apply environmental and sustainability best practice in an automotive workplace

AURASA2002 Apply safe working practices in an automotive workplace

AURETR2015 Inspect and service batteries

AURTTA1003 Use and maintain basic measuring devices

AURTTD2002 Inspect and service steering systems

AURTTD2004 Inspect and service suspension systems

AURTTE2004 Inspect and service engines

AURTTK2002 Use and maintain workplace tools and equipment

AURTTA1002 Carry out workshop practice activities

AURTTF2001 Service petrol fuel systems

AURTTA2004 Carry out servicing operations

AURTTQ2003 Service final drive (driveline)

AURTTQ2001 Service final drive assemblies

AURTTX2002 Inspect and service transmissions (manual)

AURTTB2001 Inspect and service braking systems

TLID1001A Shift materials safely using manual handling methods

AURTTC2001 Inspect and service cooling systems

AURTTA1001 Remove and tag steering, suspension and brake system components

VPC200 Vocational placement – 200 hours

AURATA2001 Identify basic automotive faults using troubleshooting processes

AURAFA2003 Communicate effectively in an automotive workplace

NB: Units may change based on training regulation requirements


40

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


Automotive uniform to be purchase through the uniform shop. Steel cap boots. Please check eligibility for VETiS Funding with Alicki Bellas (VET Leader).

PATHWAYS FROM THE QUALIFICATION

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.


41

COURSE 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. 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.

Areas of the industry they will cover are:

Carpentry

Concreting

Brick and block laying

Tiling

This course is delivered by Trinity College (RTO: # 30527)

PRE-REQUISITES Year 10 Industrial Technology and Design is recommended but not essential.

COURSE OUTLINE

The competencies covered throughout this course are:

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

CPCCOHS1001 Work safely in the construction industry

CPCCCM2005B Use construction tools and equipment

CPCCCM1012A Work effectively and sustainably in the construction industry

CPCCCM1013A Plan and organise work

CPCCCM1014A Conduct workplace communication

CPCCCM1015A Carry out measurements and calculations

CPCCVE1011A Undertake a basic construction project.

CPCCCM2001A Read and interpret plans and specifications

CPCCCM2004A Handle construction materials

CPCCCM2006B Apply basic levelling procedures

NB: Units may change based on training regulation requirements.

ASSESSMENT Folio of work

Written theory books

Observations with checklists

Practical skill performance

Work placement feedback or evidence gathered through work placement, project assessment and teacher questioning.


Construction uniform to be purchase through the uniform shop. Steel cap boots.

FURTHER STUDIES Further construction fields: Certificate II in Construction Diploma in Construction Diploma in Engineering Diploma in Surveying


42

COURSE CERTIFICATE II IN CREATIVE INDUSTRIES – MEDIA (CUF20107)


COURSE DESCRIPTION This qualification prepares students to perform a range of mainly routine tasks in the creative industry sectors, to work under direct supervision, and to use limited practical skills and fundamental operational knowledge in a defined context. It is, in essence, a preparatory qualification that can be used as a pathway into a higher level media qualification. It provides students with employability skills such as communication, teamwork, problem solving, planning/organising, initiative and enterprise.

This course is delivered by Trinity College (RTO: # 30527)

PRE-REQUISITES A strong interest in Media Industries. Sound achievement in Junior Media Studies is also beneficial.

COURSE OUTLINE

This qualification allows learners to develop some skills and knowledge to prepare for an entry level position within the creative industry sector. For example: community radio production assistant, community television production assistant.

The course will be structured as follows:

CUAIND201 Develop and apply creative arts industry knowledge

CUAWHS302 Apply work health and safety practices

BSBWOR203 Work effectively with others

BSBCRT101 Apply critical thinking techniques

SITXCOM002 Show social and cultural sensitivity

CUASOU203 Assist with sound recordings

CUASOU202 Perform basic sound editing

CUACAM201 Assist in a basic camera shoot

CUAPOS201 Perform basic vision and sound editing

ICTICT204 Operate a digital media technology package


ASSESSMENT

Assessment for this course includes but is not limited to completing practical tasks, Hands-on activities, group work, responding to case studies, short response tasks and project/folio work.


43

COURSE CERTIFICATE II IN ELECTROTECHNOLOGY (UEE22011)


COURSE DESCRIPTION By studying the UEE22011 Certificate II in Electrotechnology qualification, students will have the option of studying further qualifications including UEE30811 Certificate III in Electrotechnology, UEE32211 Certificate III in Air Conditioning and Refrigeration or other relevant qualifications. Any units that students achieve competency in can be credit transferred towards an Electrotechnology Apprenticeship if that/those units are applicable.

You will also learn fundamental workplace safety as well as basic skills and knowledge to prepare you for an apprenticeship in the Electrotechnology field.

This course is delivered by TAFE Gold Coast (RTO# 0083).

PRE-REQUISITES Energy Skills Queensland recommends that students have completed Year 10 with passes in Mathematics, English and Science and have a minimum entry age of 14

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

Students will complete the following nationally recognised vocational units in this course:


UNIT CODE UNIT NAME

UEENEEE020B Provide basic instruction in the use of electrotechnology apparatus

UEENEED101A Use computer applications relevant to a workplace

UEENEEE102A Fabricate, assemble and dismantle utilities industry components

UEENEEE105A Fix and secure electrotechnology equipment

VPC210 Vocational placement

UEENEEE107A Use drawings, diagrams, schedules, standards, codes and specifications

UETTDRRF06B Perform rescue from a live LV panel

UEENEEK142A Apply environmentally and sustainable procedures in the energy sector

UEENEEE104A Solve problems in DC. Circuits

UEENEEE101A Apply Occupational Health and Safety regulations, codes and practices in the workplace

UEENEEE141A Use of routine equipment/plant/technologies in an energy sector environment

UEENEEE148A Carry out routine work activities in an energy sector environment

UEENEEE179A Identify and select components, accessories and materials for energy sector work activities

HLTCPR211A Perform CPR

UEENEEE020B Provide basic instruction in the use of electrotechnology apparatus

UEENEED101A Use computer applications relevant to a workplace

UEENEEE102A Fabricate, assemble and dismantle utilities industry components

UEENEEE105A Fix and secure electrotechnology equipment

VPC210 Vocational placement

UEENEEE107A Use drawings, diagrams, schedules, standards, codes and specifications

UETTDRRF06B

Perform rescue from a live LV panel

http://tafegoldcoast.edu.au/course-search/display/unit.php?id=46648






















44

ASSESSMENT

Electrotechnology students may be assessed using a variety of techniques:

Practical based tests and assignments

Demonstration of skills using particular electrical equipment

Completion of electrical simulations

Written and practical case studies/assignments/tests.

Compulsory Work placement is required.

As this qualification is delivered and trained by an external provider, we are unable to provide a Semester Report for students undertaking this course. You will need to contact the RTO directly for information regarding the progress of your child at any stage during the course.


Students will require protective clothing, steel capped boots, Casio FX82 scientific calculator, a ring binder with suitable ruled paper, and a pen. Students are to bring the calculator on the first day.

An optional text book “Electrical Trade Principles” (approximately $105.00) by Jeffrey Hampson and Steven Hanssen can be obtained through most bookstores (not available from TAFE Queensland Gold Coast).

Please check eligibility for VETiS Funding with Alicki Bellas (VET Leader).

FURTHER STUDIES

Graduates of this course will gain credits towards the underpinning knowledge of a Trade Certificate (first year apprenticeship) in the Electrotechnology trade. Students can also follow a pathway to the UEE30811 Certificate III in Electrotechnology (Electrician) qualification.


45

COURSE CERTIFICATE II IN ENGINEERING PATHWAYS (MEM20413)/CERTIFICATE III IN ENGINEERING – TECHNICAL (CAD) (MEM30505)


COURSE DESCRIPTION

This school-based program is designed to give students an introduction to an engineering or related working environment. Students will gain skills and knowledge in the areas of engineering industry. The focus is on engineering tools and equipment to produce or modify objects. Students will gain skills and knowledge in the areas of 2D and 3D detail drawings and bills of material, print, plot and email data, manage CAD symbol libraries.

Career opportunities in the manufacturing and engineering industry include:

Designer Diesel fitter

Fitter & turner Lab Tech

Machinist Moulder

Metal fabrication worker Sheet metal worker

Pattern Maker

Engineer CAD Draftsperson/ operator

Technical officer

This courser is delivered by Trinity College staff, through SkillsTech (RTO# 31396)

PRE-REQUISITES Year 10 Industrial Technology and Design is recommended but not essential.

COURSE OUTLINE

Certificate II in Engineering Pathways:

MEM13014A Apply principles of occupational health and safety in the work environment

MEMPE005A Develop a career plan for the engineering and manufacturing industry

MEMPE006A Undertake a basic engineering project

MSAENV272B Participate in environmentally sustainable work practices

MEM16006A Organise and communicate information

MEM16008A Interact with computing technology

MEM18001C Use hand tools

MEM18002B Use power tools/hand held operations

MEMPE001A Use engineering workshop machines

MEMPE002A Use electric welding machines

MEMPE003A Use oxy-acetylene and soldering equipment

MSAPMSUP106A Work in a team


46

Certificate III in Engineering – Technical (CAD)

MEM16006A Organise and communicate information

MEM16008A Interact with computing technology

MSAENV272B Participate in environmentally sustainable work practices

MEM09002B Interpret technical drawing

MEM07024B Operate and monitor machines/processes (3D printing)

MEM12024A Perform computations

MEM09202A Produce freehand sketches

MEM30031A Operate computer-aided design (CAD) system to produce basic drawing elements

MEM30032A Produce basic engineering drawings

MEM30033A Use computer-aided design (CAD) to create and display 3-D models


ASSESSMENT Folio of work

Written theory books

Observations with checklists Practical skill performance Work placement feedback or evidence gathered through work placement, project assessment and teacher questioning As this qualification is delivered by an external provider, we are unable to provide a Semester Report for students undertaking this course. You will need to contact the RTO directly for information regarding the progress of your child at any stage during the course. Please check eligibility for VETiS Funding with Alicki Bellas (VET Leader).

FURTHER STUDIES Certificate III (apprenticeship) in a specialist manufacturing or engineering area of the student’s choice

Certificate IV in Engineering Drafting

Certificate IV in Engineering

Diploma and Advanced Diploma in Engineering

Greatly assist towards other University Engineering Studies

* Students may receive credit for relevant competencies when completing further studies.

http://tafeskillstech.edu.au/course-search/display/unit.php?id=1763









47

COURSE CERTIFICATE II IN HEALTH SUPPORT SERVICES (HLT23215) / CERTIFICATE III IN HEALTH SERVICES ASSISTANCE (HLT33115)

STATUS VET Subject/ Non OP – St Francis Health Hub

COURSE DESCRIPTION At St Francis College, you can learn and develop in-demand practical skills, highly valued by universities and health industry employers and delivered by TAFE Queensland Brisbane (RTO# 0275) . Year 11 & 12 Study Option (4 QCE Points) HLT23215 Certificate II in Health Support Services We will teach you skills within a variety of areas in the Healthcare environment. This qualification will enable you to support clients as well as other staff thus improving the effectiveness of health services. Year 12 Study Option (8 QCE Points) HLT33115 Certificate III in Health Services Assistance We will teach you how to care directly for clients along with being able to work effectively with a range of health workers. In both of these courses, you will also complete a First Aid Certificate while learning to work effectively with others. You will be able to communicate with others using the principles of cultural safety and will learn how to effectively apply work place health and safety practices along with other essential skills. Students will be required to complete 40 hours work experience or

vocational placement..

PRE-REQUISITES There are no pre-requisites for study in this course. Sound achievement in Math and English is beneficial.

COURSE OUTLINE

Certificate II Health Support Services:

CHCCOM005 Communicate and work in health or community services

CHCDIV001 Work with diverse people

HLTINF001 Comply with infection prevention and control policies and procedures

HLTWHS001 Participate in workplace health and safety

HLTAID003 Provide first aid

CHCCCS010 Maintain a high standard of service

HLTFSE001 Follow basic food safety practices

HLTFSE002 Provide ward or unit bases food preparation and distribution

CHCCCS026 Transport individuals

CHCCCS020 Respond effectively to behaviours or concern

HLTHSS004 Handle and move equipment, goods and mail

CHCCCS012 Prepare and maintain beds

AND Work Experince – 40 hours


48


Certificate III Health Services Assistance:

CHCCOM005 Communicate and work in health or community services

CHCDIV001 Work with diverse people

HLTINF001 Comply with infection prevention and control policies and procedures


HLTAAP001 Recognise healthy body systems

BSBWOR301 Organise personal work priorities and development

BSBMED301 Interpret and apply medical terminology appropriately

CHCCCS020 Respond effectively to behaviours of concern

CHCCCS026 Transport individuals

CHCCCS010 Maintain a high standard of service

HLTHSS004 Handle and move equipment, goods and mail

HLTFSE001 Follow basic food practices


HLTAID001 Provide cardiopulmonary resuscitation

CHCAGE001 Facilitate the empowerment of older people OR

CHCDIS007 Facilitate the empowerment of people with a disability

AND Vocational Placement - 40 hours

ASSESSMENT Written theory

In class practical assessment

Work experience / vocational placement.


Nursing uniform which will be supplied by St Francis Please check eligibility for VETiS Funding with Alicki Bellas (VET Leader).


Assistant Nurse

Diploma of Nursing

Bachelor of Nursing

* Students may receive credit for relevant competencies when completing further studies.


49

COURSE CERTIFICATE II IN HOSPITALITY (SIT20316)/ CERTIFICATE II IN TOURISM (SIT20116)


COURSE DESCRIPTION This course is designed to provide students with an insight into the hospitality/ tourism industry and the opportunities that it presents to young people. This is a highly practical course which gives students an opportunity to complete the full Certificate II in Hospitality and Certificate II in Tourism. The course offers studies in the structure and nature of the hospitality/ tourism industry as well as providing entry level training in a number of hospitality/ tourism fields such as food and beverage preparation and service, front and back house staff, retail travel, tourist attractions, tour guidance etc. Students will be required to undertake compulsory work experience at Beenleigh Bowls Club during scheduled doubles and IP week.

This course is delivered by Trinity College (RTO # 30527)

PREREQUISITIES Year 10 Home Economics is recommended but not essential.

COURSE OUTLINE


BSBWOR203 Work effectively with others

SITHCCC002 Prepare and present simple dishes

SITHCCC003 Prepare and present sandwiches

SITHCCC006 Produce appetisers and salads

SITHFAB002 Provide responsible service of alcohol

SITHFAB003 Operate a bar

SITHFAB005 Prepare and serve espresso coffee

SITHIND002 Source and use information on the hospitality industry

SITHIND003 Use hospitality skills effectively

SITXCCS003 Interact with customers

SITXCOM002 Show social and cultural sensitivity

SITXFSA001 Use hygienic practices for food safety

SITXWHS001 Participate in safe work practices

SITTIND001 Source and Use Information on the Tourism and Travel Industry

SITXCCS002 Provide Visitor Information

HLTAID003 First Aid

SITXCOM003 Provide a briefing or scripted commentary


ASSESSMENT Hospitality/ Tourism students may be assessed during a variety of techniques including: - Computer based tests and assignment - Tourism and Hospitality simulations - Oral presentations and role play activities - Field reports Some practical assessments will be held outside school hours and are compulsory. Students must be committed to participation in theoretical and practical lessons and industry placement.


Chef uniform ordered by Trinity College for practicals and visits to tourism and hospitality venues. Students will also require black leather shoes, black trousers and white collared long sleeve shirt and black tie.


50

COURSE CERTIFICATE II IN INFORMATION, DIGITAL MEDIA AND TECHNOLOGY (ICT20115)


COURSE DESCRIPTION This subject provides the foundation of knowledge and skills required to work in the IT industry. 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 Information, Digital Media and Technology.


PREREQUISITIES Year 10 ICT is recommended but not essential.

COURSE OUTLINE


BSBSUS201 Participate in environmentally sustainable work practices

BSBWHS201 Contribute to health and safety of self and others

ICTICT201 Use computer operating systems and hardware

ICTICT202 Work and communicate effectively in an ICT environment

ICTICT203 Operate application software packages

ICTICT204 Operate a digital media technology package

ICTWEB201 Use social media tools for collaboration and engagement

CUADIG303 Produce and prepare photo images

CUAPOS201 Perform basic vision and sound editing

CUASOU202 Perform basic sound editing

ICPDMT321 Capture a digital image

ICTICT207 Integrate commercial computing packages

ICTSAS203 Connect hardware peripherals

ICTSAS209 Connect and use a home based local wireless network


ASSESSMENT Assessment will consist of a combination of individual and group work involving:

Presentations

Product design, development and construction projects

Case study reports

Research projects

Simulations

Thematic and integrated tasks

Checklists and exams


A pen drive / flash stick (min 2Gb) will be required as well as a set of stereo headphones (cheap ones are fine). One rewriteable DVD will also be required for some project work. Students without these items will not participate in the units of work involving this equipment.

FURTHER STUDIES ICT30115 Certificate III in Information, Digital Media and Technology

Diploma in Media

Bachelor in Information Technology (Digital Media)

Bachelor of Computer Science

Bachelor of Creative Arts (Digital Media)

Bachelor of Media


51

SUBJECT NAME CERTIFICATE II IN SALON ASSISTANT – HAIRDRESSING OR BARBERING (SHB20216)


COURSE DESCRIPTION

This is a preparatory qualification which provides a defined and limited range of basic skills and knowledge used in hairdressing salons or in barbers by individuals who provide assistance with client services. These routine and repetitive tasks are completed under direct supervision and with guidance from hairdressers or barbers who manage the client service.

The combined skills and knowledge do not provide for a job outcome as a hairdresser and this qualification is intended to prepare individuals for further training.

The course is delivered by Matters in Grey (RTO# 1685).

PRE-REQUISITES There are no pre-requisites for study in this course.

COURSE OUTLINE

Units of competency include 8 compulsory and 4 electives from the list below:

Compulsory


SHBHBAS001 Provide shampoo and basin services

SHBHDES001 Dry hair to shape

SHBHIND001 Maintain and organise tools, equipment and work areas

SHBXCCS001 Conduct salon financial transactions

SHBXCCS003 Greet and prepare clients for salon services

SHBXIND001 Comply with organisational requirements within a personal

services environment

SHBXIND002 Communicate as part of a salon team

Electives

SHBHBAS002 Provide head, neck and shoulder massages for relaxation

SHBHCLS001 Apply hair colour products

SHBHDES002 Braid hair

SHBHIND002 Research and use hairdressing industry information

SHBHREF005 Rinse and neutralise chemically restructured hair

SHBXCCS004 Recommend products and services

SIRRMER001 Produce visual merchandise displays

SIRRINV001 Receive and handle retail stock

SIRXSLS001 Sell to the retail customer

Work placement is compulsory for this course.


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.


52

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.


Hairdressing uniform to be purchase through the Trade Training Centre. Closed black shoes.

As this qualification is delivered and trained by an external provider, we are unable to provide a Semester Report for students undertaking this course. You will need to contact the RTO directly for information regarding the progress of your child at any stage during the course. Please check eligibility for VETiS Funding with Alicki Bellas (VET Leader).


53

COURSE CERTIFICATE II IN SKILLS FOR WORK AND VOCATIONAL PATHWAYS (FSK20113)


COURSE DESCRIPTION

This qualification is designed for students who require foundation skills development to prepare for workforce entry or vocational training pathways. It is ideal for students who wish to enter the workforce and undertake simple workplace tasks. Industry Placement Week is compulsory in this course.


PREREQUISITIES None

COURSE OUTLINE

UNITS OF COMPETENCY

FSKLRG09 Use strategies to respond to routine workplace problems

FSKLRG11 Use routine strategies for work-related learning

FSKNUM14 Calculate with whole numbers and familiar fractions, decimals and percentages for work

FSKNUM15 Estimate, measure and calculate with routine metric measurements for work

FSKRDG10 Read and respond to routine workplace information

FSKOCM07 Interact effectively with others at work

FSKWTG09 Write routine workplace texts

FSKDIG03 Use digital technology for routine workplace tasks

FSKLRG10 Use routine strategies for career planning

FSKLRG07 Use strategies to identify job opportunities


FSKOCM05 Use oral communication skills for effective workplace presentations

BSBITU203 Communicate electronically

ICTSAS206 Detect and protect from spam and destructive software


ASSESSMENT Assessment for this course includes but is not limited to

completing practical tasks, hands-on activities, group work, responding to case studies, short response tasks project/folio work


It is suitable for students who require:

A pathway to employment or vocational training

Reading, writing, numeracy, oral communication and learning skills at Australian Core Skills Framework (ACSF) Level 3

Entry level digital literacy and employability skills

A vocational training and employment plan.

Foundation Skills Training Package qualifications may not be listed as an entry requirement for vocational qualifications.


54

COURSE CERTIFICATE II IN TELECOMMUNICATIONS TECHNOLOGY (ICT20315)

STATUS VET Subject/ Non OP - Year 12 only

COURSE DESCRIPTION

Telecommunications is an industry that is constantly evolving; new technology is impacting on our lives in ways never before imagined. In this program, students will gain both theoretical and practical knowledge of indoor and outdoor installation, operation and maintenance of domestic, commercial and industrial telecommunication equipment and products. This program suits new entrants with limited industry experience. Students will undertake extensive practical work in a simulated commercial environment while learning the theoretical knowledge about cabling rules. Students will also be trained to use typical commercial telecommunications equipment, in preparation for future employment positions.

This course is delivered by Aurora Training (RTO: # 32237) over a 12-

month period. If this subject is selected for year 11, students must select another subject in year 12.

PRE-REQUISITES

Sound understanding in Mathematics.

COURSE OUTLINE

ICTWHS204 Follow work health and safety and environmental policy and

procedures

ICTTEN207 Install and test internet protocol devices in convergence networks

BSBSUS201 Participate in environmentally sustainable work practices

ICTTEN201 Use electrical skills in telecommunications work

ICTTEN202 Use hand and power tools

ICTWOR201 Work effectively in telecommunications technology

BSBCUS201 Deliver a service to customers

ICTCBL214 Fix aerial cable

ICTRFN202 Install a terrestrial antenna

ICTTEN203 Install and configure a small or home office network

ICTCBL209 Joint and terminate coaxial cable

ICTCBL201 Install customer cable support systems

ICTICT206 Install software applications

ICTSAS203 Connect hardware peripherals

ICTTEN205 Build and maintain a secure network


ASSESSMENT Theory tasks

Practical assessments

Work placement

SPECIALIST EQUIPTMENT

Telecommunications uniform to be purchase through the uniform shop. Steel cap boots.

EMPLOYMENT OPPORTUNITIES

Cabler and Installer

Telecommunications Equipment Operator

Security Alarm Installer

Equipment Installer


55

COURSE CERTIFICATE II IN VISUAL ARTS (CUA20715)


COURSE DESCRIPTION

This qualification provides students with the opportunity to develop their basic creative and technical skills that underpin visual arts and craft practice. During the course, students will undertake a number of creative projects using a variety of techniques, such as:

Drawing Painting Print making Sculpting

With each major projects students will be researching, developing, and evaluating their pieces. This course will be delivered by Trinity College (RTO # 30527). PENDING APPLICATION APPROVAL.

PRE-REQUISITES Art in year 10 is beneficial, however not necessary.

COURSE OUTLINE


CUAACD101 Use basic drawing techniques

CUAPPR201 Make simple creative work

CUARES202 Source and use information relevant to own arts practice

BSBDES201 Follow a design process

CUADRA201 Develop drawing skills

CUAPAI201 Develop painting skills

CUAPRI201 Develop printmaking skills

CUASCU201 Develop sculptural skills


ASSESSMENT Portfolios of creative work

Major projects such as painting, sculptures etc

Journals


Certificate III in Visual Arts


56

COURSE CERTIFICATE III IN BUSINESS (BSB30115)


COURSE DESCRIPTION The program covers the skills and knowledge required of a worker entering the Business Services industry and/or pursuing further tertiary business pathways (e.g. Certificate IV, Diploma and Bachelor of Business). In particular, ‘Business in Schools’ involves: • Solving interesting problems using critical and creative thinking

• Leadership, Innovation and teamwork

• Organising work priorities and personal development

• Managing risks in the workplace

• Delivering a service to customers and recommending and promoting products and services

• Designing and producing business documents

• Exploring and developing a micro business

• Financial Literacy – Developing personal money management skills

This course is currently offered by an external Registered Training Organisation (RTO), Binnacle Training (RTO # 31319). As this qualification is delivered by an external provider, we are unable to provide a Semester Report for students undertaking this course. You will need to contact the RTO directly for information regarding the progress of your child at any stage during the course.

This course is Fee for Service.

PRE-REQUISITES Students must have good quality written and spoken communication skills and an enthusiasm / motivation to participate in a range of projects.

COURSE OUTLINE

The following topics are units over the two year course:

BSBWHS302 Apply knowledge of WHS legislation in the workplace

BSBCUS301 Deliver and monitor a service to customers

BSBINN301 Promote innovation in a team environment

BSBITU306 Design and produce business documents

BSBPRO301 Recommend products and services

BSBWOR301 Organise personal work priorities and development

BSBFLM312 Contribute to team effectiveness

BSBWRT301 Write simple documents

BSBCRT301 Develop and extend critical and creative thinking skills

BSBWHS303 Participate in WHS hazard identification, risk

assessment and risk control

BSBLED301 Undertake e-learning

BSBSMB201 Identify suitability for micro business

FNSFLT301 Be MoneySmart

BSBSMB302 Develop a micro business proposal


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

Practical tasks / experience

Hands-on activities involving customer service

Group work

e-Learning projects

FURTHER STUDIES The Certificate III in Business will be used by students seeking to enter the Business Services industries and/or pursuing further tertiary pathways (e.g. Certificate IV, Diploma and Bachelor of Business). E.g. Small Business Owner, Project Manager and Marketing Manager.


57

COURSE CERTIFICATE III IN FITNESS (SIS30315) WITH CERT II SPORT AND RECREATION EMBEDDED (SIS20115)

STATUS VET Subject / Non OP

COURSE DESCRIPTION The College of Health and Fitness works in partnership with Trinity College to provide an opportunity for students to undertake their Certificate III in Fitness (with Cert II Sport and Recreation embedded).

By undertaking this course at high school, students will not only gain specific skills for a career in Fitness, but also more generic skills in communication, problem solving and occupational health and safety.

This course is currently offered by an external Registered Training Organisation (RTO), The College of Health and Fitness (RTO # 30798).

As this qualification is delivered by an external provider, we are unable to provide a Semester Report for students undertaking this course. You will need to contact the RTO directly for information regarding the progress of your child at any stage during the course.

PRE-REQUISITES There are no entry requirements to this qualification, however sound achievement in English is beneficial.

COURSE OUTLINE

The following topics are units over the two year course:

Cert II in Sport and Recreation SIS20115

BSBWOR202 Organise and complete daily work activities



SISXCAI002 Assist with activity sessions

SISXCCS001 Provide quality service

SISXEMR001 Respond to emergency situations

SISXIND001 Work effectively in sport, fitness and recreation

environments

SISXIND002 Maintain sport, fitness and recreation industry knowledge

BSBRSK401 Identify risk and apply risk management processes

SISXFAC002 Maintain sport, fitness and recreation facilities

SISXCAI006 Facilitate groups

SISXFAC001 Maintain equipment for activities

BSBCMM201 Communicate in the workplace

http://www.thecollegeofhealthandfitness.qld.edu.au/fitness-courses/sis30313-certificate-iii-in-fitness

http://www.thecollegeofhealthandfitness.qld.edu.au/fitness-courses/sis30313-certificate-iii-in-fitness


58

Cert III in Fitness SIS30315

SISFFIT001 Provide health screening and fitness orientation

SISFFIT002 Recognise and apply exercise considerations for specific

populations

SISFFIT003 Instruct fitness programs

SISFFIT004 Incorporate anatomy and physiology principles into

fitness programming delivery

SISFFIT005 Provide healthy eating information

SISFFIT0014 Instruct exercise to older clients

SISXCCS001 Provide quality service (Cert II core)

SISXFAC001 Maintain equipment for activities (Cert II Electives)

SISXIND001 Work effectively in sport, fitness and recreation

environments (Cert II core)

BSBRSK401 Identify risk and apply risk management processes (Cert

II electives)

HLTAID003 Provide first aid (Cert II core)

HLTWHS001 Participate in workplace health and safety (Cert II core)

SISFFIT006 Conduct fitness appraisals

SISXCAI006 Facilitate groups (Cert II Elective)

SISFFIT011 Instruct approved community fitness programs

BSBCMM201 Communicate in the workplace (Cert II electives)


ASSESSMENT Includes but is not limited to:

Participate in workplace health and safety

Work effectively in sport, fitness and recreation environments

Maintain equipment for activities

Conduct basic warm-up and cool-down programs

Incorporate anatomy and physiology principles into fitness programming

Instruct approved community fitness programs

Identify risk and apply risk management processes

Instruct exercise to older clients (possibly outside class hours)

Provide healthy eating information


Direct pathway into Certificate IV in Fitness with the College of Health and Fitness

8 QCE Credits

Assists in study pathways related to becoming a:

Personal Trainer

Sports Development officer

Physical Education Teacher

Exercise PhysiologistPhysiotherapist Dietitian

Please check eligibility for VETiS Funding with Alicki Bellas (VET Leader).


59

COURSE CERTIFICATE III IN HAIRDRESSING (SIH30416)

STATUS VET Subject/ Non OP – Statement of attainment only

COURSE DESCRIPTION This qualification reflects the role of individuals employed as hairdressers working as part of a team in a hairdressing environment, and who are competent in communicating in the workplace, consulting with clients, selling products and services, and designing and applying a broad range of technical hairdressing services on clients.

These individuals possess a range of well-developed skills where discretion and judgment is required and are responsible for their own outputs.

This qualification is suitable for an Australian Apprenticeship pathway, however, it is not suitable for VETiS delivery.

This course is delivered by Matters in Grey (RTO #1685)

As this qualification is delivered and trained by an external provider, we are unable to provide a Semester Report for students undertaking this course. You will need to contact the RTO directly for information regarding the progress of your child at any stage during the course.

Note: at the end of this course, students will obtain a statement of attainment. In order to achieve full Certificate III, students are required to continue on with an apprenticeship.

PRE-REQUISITES Certificate II in Hairdressing

COURSE OUTLINE

A total of 32 units must be completed in this course. These include:

21 core units

7 elective units comprised of o All 3 units from either

Group A – General Hairdressing Group B – Men’s Hairdressing

o 4 units from Group C – General Elective Units.

In all cases selection of electives must be guided by the job outcome sought, local industry requirements and the characteristics of this qualification (as per the AQF descriptors).

ASSESSMENT Written and practical assessment is used to complete the required units of competency.


Hairdressing uniform to be purchase through the Trade Training Centre. Closed black shoes. This course is Fee for Service.


After achieving SIH30111 Certificate III in Hairdressing, individuals may undertake:

SIH40111 Certificate IV in Hairdressing

SIB50210 Diploma of Salon Management

SIH70111 Vocational Graduate Certificate in Hairdressing Creative Leadership


60

COURSE DIPLOMA OF BUSINESS (BSB50215)


COURSE DESCRIPTION

The course will develop great skills and knowledge in addition to achieving a viable option for tertiary entry. Students undertaking this course will develop skills and knowledge around a wide range of business functions. Successful completion will identify your students as a person who can use well-developed skills and a broad knowledge base to solve a range of unpredictable problems, and analyse and evaluate information from a variety of sources. They will be able to provide leadership and guidance to others, and have responsibility for the output of others. NOTE: This course is currently offered by an external Registered Training Organization (RTO), Train Assess Australia (RTO # 1831). As this qualification is delivered by an external provider, we are unable to provide a Semester Report for students undertaking this course. You will need to contact the RTO directly for information regarding the progress of your child at any stage during the course.

PRE-REQUISITES Sound achievement in English and Mathematics at a year 10 level.

COURSE OUTLINE

BSBADM502 Manage meetings

BSBHRM501 Manage human resources

BSBHRM506 Manage recruitment, selection and induction processes

BSBLED502 Manage programs that promote personal effectiveness

BSBMKG501 Identify and evaluate marketing opportunities

BSBRSK501 Manage risk

BSBSMB402 Plan small business finances

BSBSMB403 Market the small business


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

Practical tasks / experience

Hands-on activities involving planning and organising a major event

Group work

Projects and theoretical tests


Nil. This course is Fee for Service.


Further training pathways from this qualification include: Advanced Diploma, Bachelors in business and strategic leadership pathways within university.