subject selection booklet 2020 · 4 general subjects + 1 vet course - either certificate iii, vi or...

SUBJECT SELECTION BOOKLET 2020 1

SUBJECT

SELECTION BOOKLET

2020

Version 1


Table of Contents Introduction ...................................................................................................................................................... 5

School Philosophy ............................................................................................................................................. 5

GLOSSARY ....................................................................................................................................................... 6

What is a pathway? ........................................................................................................................................... 7

What is an Australian Tertiary Admission Rank (ATAR)? ............................................................................. 8

About the QCE ................................................................................................................................................. 9

What motivates successful ............................................................................................................................ 10

Year 10 possible subject offerings ................................................................................................................. 11

Senior Subject Recommendations................................................................................................................ 12

Example Senior Programs ............................................................................................................................. 16

Key Staff Contacts .......................................................................................................................................... 17

Learning Area: English ................................................................................................................................... 19

English (General) .................................................................................................................................................... 20

English as an Additional Language (EAL) (General) ...................................................................................... 20

Essential English (Applied) ................................................................................................................................... 20

Learning Area: Mathematics ......................................................................................................................... 20

General Mathematics (General) ......................................................................................................................... 20

Mathematical Methods (General) ....................................................................................................................... 20

Specialist Mathematics (General) ....................................................................................................................... 20

Essential Mathematics (Applied)......................................................................................................................... 20

Learning Area: Science .................................................................................................................................. 20

Biology (General) .................................................................................................................................................... 20

Chemistry (General) .............................................................................................................................................. 20

Physics (General) .................................................................................................................................................... 20

Science in Practice (Applied) ............................................................................................................................... 20

Humanities ...................................................................................................................................................... 20

Accounting (General) ............................................................................................................................................ 20

Geography (General) ............................................................................................................................................. 20

Legal Studies (General) ......................................................................................................................................... 20

Modern History (General) .................................................................................................................................... 20

Philosophy and Reason (General) ....................................................................................................................... 20

Social and Community Studies (Applied) ......................................................................................................... 20

Physical Education .......................................................................................................................................... 20

Physical Education (General) ............................................................................................................................... 20

Sport and Recreation (Applied) .......................................................................................................................... 20

The Arts .......................................................................................................................................................... 20

Drama (General) ..................................................................................................................................................... 20

Film, Television and New Media (General) ...................................................................................................... 20


Music (General) ....................................................................................................................................................... 20

Visual Arts (General) ............................................................................................................................................. 20

Visual Arts in Practice (Applied) ......................................................................................................................... 20

Technologies ................................................................................................................................................... 20

Design (General) ..................................................................................................................................................... 20

Digital Solutions (General) ................................................................................................................................... 20

Industrial Technology Skills (Applied) ............................................................................................................... 20

Information and Communication Technology (Applied) .............................................................................. 20

Chinese ............................................................................................................................................................ 20

Chinese (General) ................................................................................................................................................... 20

Vocational Education and Training .............................................................................................................. 20

ICT20115 - Certificate II in Information, Digital Media and Technology .................................................. 20

Dual Certificate: BSB20115 Certificate II in Business and SIT20116 Certificate II in Tourism........... 20

SIT20416 - Certificate II in Kitchen Operations .............................................................................................. 20

SIT20316 – Certificate II in Hospitality ............................................................................................................. 20

SIT30616 - Certificate III in Hospitality ............................................................................................................. 20

BSB30115 Certificate III in Business ................................................................................................................. 20

SIS30315 Certificate III in Fitness ....................................................................................................................... 20

MEA20418 - Certificate II in Aeroskills ............................................................................................................. 20

AVI30316 – Certificate III in Aviation ................................................................................................................ 20

BSB50215 - Diploma of Business ......................................................................................................................... 20


Introduction

The senior subject selection booklet is a resource to help plan your senior education pathway. This booklet

intends to provide you with relevant information about the next stage of your secondary schooling, including

subject selection, pre requisite subjects, qualifications and tertiary entrance.

Outlined in this booklet are courses offered at Calamvale Community College for senior school students in

Year 11 for the 2020 academic year. Please note that subject selection for relevant courses will only be

operated with sufficient student numbers for the classes. The final decision regarding subject offerings is at

the discretion of the school.

This booklet is intended to help in planning your senior schooling journey. Furthermore, we have planned a

comprehensive process for parents and students to participate and elaborate in informed decision making

and course choices.

School Philosophy

Motto

Building on Success

Purpose

The primary purpose of our College is to deliver

outstanding educational outcomes in an agile and

thriving P-12 learning community where our people

are: creative and critical thinkers; problem solvers;

citizens of the world.

Values

As a core part of achieving our purpose, our four core

values underpin all elements of the day-to-day

operations of our College, with all students and staff

aware of the importance these values hold for our

community. The development of these values was

coordinated through a thorough consultation process

with students, staff and parents.

Respect Valuing ourselves, others and

the diversity of our world.

Responsibility Being accountable for one’s

actions and contributing

through the service to the

College and community.

Resilience Identifying opportunities with a

readiness to respond with

innovation to achieve a positive

outcome.

Initiative Having courage to overcome

challenges by building positive

connections with self and others

Through our values and College culture,

we aim to:

• Inspire learning

• Engage the community, and

• Challenge our people

Building on Success

Curious, Creative and Clever


GLOSSARY

QCAA Queensland Curriculum and Assessment Authority – the government body overseeing curriculum

QTAC Queensland Tertiary Admissions Centre

TAFE Technical And Further Education

RTO Registered Training Organisation – registered to deliver VET courses

QCE Queensland Certificate of Education, which is awarded to students at the end of Year 12 who have met

requirements

New QCE New senior assessment and tertiary entrance systems begin in Queensland with students entering Year

11 in 2019.

The new system includes:

a model that uses school-based assessment and external assessment

processes that strengthen the quality and comparability of school-based assessment

introduction of the Australian Tertiary Admission Rank (ATAR).

ATAR Australian Tertiary Admission Rank

IA Internal Assessment – set by and marked by Calamvale staff

EA External Assessment – set by and marked by teachers outside of the College

LUI Learner Unique Identifier – a student number that links to students’ learning accounts at QCAA

Pre-requisite Required course of study and level of achievement

LOA Level of Achievement – for example, A, B, C

General Currently known as Authority subjects. Four assessments will count towards the final grade in each

subject. General subject results will be based on your achievement in three internal assessments

(developed by your school), and one external assessment that is set and marked by the QCAA.

Applied Currently known as Authority-registered subjects. Four assessments will count towards the final grade

in each subject. Applied subject results will be based on your achievement in four internal assessments.

SETP Student Education Training Plan – a plan for the future that incorporates Career Education and the

selection of courses that will facilitate career goals. This is a formal process run by the College with

families.

VET Vocational Education and Training – courses that are skill-based and are targeted at different levels, for

example Certificate I, II, III, IV or Diploma

VETiS Vocational Education and Training in Schools – funding model that can accessed by students once in

regards to a selection of VET courses offered

SAT School-Based Apprenticeship or Traineeship

USI Unique Student Identifier – student number used for VET only

SVETE A DET Initiative. A school to work transition program. Schools plus Vocational Education and Training

leads to Employment

DET Department of Education and Training


Calamvale Community College

TERTIARY

Further studies at instituitions

such as: - University

-TAFE

-Technical college

APPRENTICESHIPS AND TRAINEESHIPS

Recognised Vocational or foundational studies

that lead to qualifications in trades

or employment

PREPARATION FOR THE WORK FORCE

- Skill preparation to join the workforce

- Start a small business.

- Apply for jobs

What is a pathway?

A Pathway is a direction selected for individual learning and selecting an appropriate pathways is vital for

student success. Careful deliberation needs to be given to the pathway selected to maximise student

potential and access to particular careers.

When selecting a pathway consider the following questions:

1. What career am I interested in?

2. What is the pathway necessary to access this career?

3. What are the educational prerequisites for the career?

4. Do the subjects I have selected contribute to my preparation for this career?

5. Beyond my chosen career, what other pathways would be accessible through this course?

What Pathway is best for me?


What is an Australian Tertiary

Admission Rank (ATAR)?

An ATAR allows tertiary admissions centres to compare students from across Australia when they apply for

tertiary places. The ATAR is a number between 0 and 99.95, in increments of 0.05 ATARs of below 30 are

not reported. ATAR’s will be calculated by QTAC for entry into courses in 2021.

An ATAR will now replace Overall Position (OPs) that have been in place in Queensland for over 30 years.

To receive an ATAR, you must study a certain combination of subjects to be eligible. If you have chosen an

appropriate combination of subjects, an ATAR will be allocated based on your performance in those subjects.

The Following combination of subjects will contribute to an ATAR:

5 General Subjects

4 General Subjects + 1 Applied

4 General Subjects + 1 VET Course - either Certificate III, VI or Diploma

Additionally, an International Baccalaureate (IB) Diploma will also generate an ATAR

Please note that at Calamvale Community College, students are required to take six subjects

with the ATAR being calculated form the five best subjects from the six. At Calamvale, every

student must study an English and Mathematics Subject.

For More information logon to:

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

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


About the QCE

The Queensland Certificate of Education (QCE) is Queensland’s senior secondary schooling qualification. The flexibility of the QCE means that students can choose from a wide range of learning options to suit their interests and career goals. At CCC students will plan their QCE pathway in Year 10 when choosing senior courses of study.

The QCE requirements

To receive a QCE, students must achieve the set amount of learning, at the set standard, in a set pattern, while meeting literacy and numeracy requirements (diagram below).

Changes to the QCE

2020 GRADUATES AND BEYOND 20 Credits are required

Unit 1 pass = 1 Credit Unit 2 pass = 1 Credit Unit 3 + 4 satisfactory standard = 2 Credits (No Splitting)

Literacy and Numeracy requirements: Satisfactory completion in Unit 1 or Unit 2

or A grade of C or better in a Unit 3 and 4 pair

Core = 12 credits from subjects completed to beginning and end –failed units will not be counted

VET = maximum of 8 credits from a Training Package, no doubling up of points from credit transfers

For further information, please refer to the QCAA link below regarding the new QCE senior assessment

system. Additionally, College staff can provide relevant information. The College is focused on

supporting students to attain their QCE and will keep families informed of any issues regarding QCE

attainment as students work through their courses of study.

https://www.qcaa.qld.edu.au/senior/new-snr-assessment-te/information-school-communities

https://www.qcaa.qld.edu.au/senior/new-snr-assessment-te/information-school-communities


What motivates successful

subject selection?

In order to maximise your performance and reach your goals, you should study the subjects that you enjoy

and in which you excel. It is a good idea to keep your options open by taking prerequisite subjects however,

if you choose subjects that you find too difficult, or that are not suited to you, you may actually reduce your

chances of success. This can impact the ATAR you achieve. If a university or TAFE course you are interested

in has a prerequisite subject you find too difficult at school, you should think about how you will be able to

achieve what is required by that course at tertiary level?

DO NOT choose your subjects for the following reasons:

1. “My friend is taking that subject.” There are usually several classes in a subject, so even if you are

doing the same subjects, you won’t necessarily be in the same class.

2. “I do/don’t really like the teacher.” There is no guarantee that you will have any particular teacher.

3. “Someone told me that the subject is fun (or easy, or interesting).” It may be

enjoyable/easy/interesting for someone but not necessarily for you. Make up your own mind based on

what you enjoy.

4. “Someone told me that the subject is boring.” See point 3.

5. “Someone told me that I do/don’t need that subject for the course I want to take at

university.” Check tertiary prerequisites or see a Guidance Officer. If you haven’t already, discuss the

answers to these questions with your parents, a Guidance Officer, your Head of Year or your ARC

teacher. You may wish to write down your answers for reference when making your subject selections.

Choose very carefully

At Calamvale Community College, ‘blocks’ of subjects i.e. groups of subjects that are programmed at the

same time on the timetable are determined AFTER the students have chosen their subjects. Subject changes

are therefore not always possible due to the continuity and depth of the program and are only permitted at

certain times. Multiple subject changes in the senior phase of learning can also impact on both a student’s

ATAR eligibility and QCE eligibility (see QCE requirements table).

For more information about the new tertiary entrance system, visit the QTAC website


ENGLISH AND MATHS HUMANITIES SCIENCE THE ARTS TECHNOLOGIES PE LANGUAGES

GENERAL SUBJECTS

☐ English ☐ Legal Studies ☐ Biology ☐ Drama ☐ Design ☐ Physical

Education ☐ Chinese

☐ EAL ☐ Modern History ☐ Chemistry ☐ Music ☐ Digital Solutions

☐ General Mathematics ☐ Geography ☐ Physics ☐ Visual Art

☐ Mathematical Methods ☐ Philosophy and

Reason ☐ Film, TV and

New Media

☐ Specialist Mathematics ☐ Accounting

APPLIED SUBJECTS

☐ Essential English ☐ Social and

Community Studies

☐ Science in

Practice

☐ Visual Arts in

Practice ☐ Industrial Technology Skills

☐ Sport and

Recreation

☐ Essential Mathematics ☐ Information and Communication

Technology

☐ Vocational Education

Training (VET) ☐ Dual Cert II Bus/Cert II Tourism

☐ Cert III in

Fitness

☐ Cert II in Kitchen Operations

☐ Cert II in IDMT

☐ Cert II in Hospitality possible entry

in Cert III in Hospitality

☐ Cert III in IDMT

☐ Cert III in Business

☐ Cert II in Aeroskills

☐ Cert III in Aviation

☐ Diploma of Business

Please Note: Information and Communication Technology is incompatible to study with Certificate II in Information, Digital Media and Technology

Year 10 possible subject offerings


Year 10 2020

To enter into a preparatory course that consists of General subjects for those students looking to achieve an ATAR, a solid grasp of literacy and numeracy

skills are required. As such, the results in Table 1 are recommended for entry into courses for Year 10 2020. Students not making Pre-Requisite levels in

Semester 2 Year 10, or into Year 11, may continue in selected subject upon Head of Program approval.

A laptop is required which meets the required specifications as outlined in the Calamvale Community College BYOD handbook for all subjects. You are

expected to have all specialist equipment (including laptops) by Week 2. If this requirement is not met then students will be required to change subjects.

Year 10 Subject Year 9 Recommendations Specialist Equipment Year 10 Semester 2 Pre-Requisite Year 11 Pre-Requisite

Essential Mathematics (Applied)

Nil Laptop Scientific Calculator (see Stationery List)

Nil C – Essential Maths

General Mathematics (General)

C – Mathematics Laptop Scientific Calculator (see Stationery List)

C – General Mathematics (General) C – General Mathematics (General)

Mathematical Methods (General)

B – Mathematics Laptop Non-CAS Graphics Calculator (see Stationery List)

C – Mathematical Methods (General) AND C – English (General) or C – EALD English (General)

C – Mathematical Methods (General) AND C – English (General) or C – EALD English (General)

Specialist Mathematics (General)

B – Mathematics Laptop Non-CAS Graphics Calculator (see Stationery List)

C – Specialist Mathematics (General) AND C – English (General) or C – EALD English (General)

C – Specialist Mathematics (General) AND C – English (General) or C – EALD English (General)

Essential English (Applied)

Nil Laptop Nil C – Essential English (Applied)

English (General) B – English Laptop

C – English (General) C –English (General)

English as an Additional Language (General)

C – English or English Enrichment

Laptop

C – EAL (General) C – EAL (General)

Science in Practice (Applied)

Nil Laptop Nil C- Science in Practice (Applied)

Biology (General) C – Science Laptop

C – Biology (General) AND C – English (General) or C – EALD English (General)

C – Biology (General) AND C – English (General) or C – EALD English (General)

Senior Subject Recommendations



Chemistry (General) C – Science Laptop

C – Chemistry (General) AND C – English (General) or C – EALD English (General); C-General Mats

C – Chemistry (General) AND C – English (General) or C – EALD English (General); C- General Maths

Physics (General) C – Science C – Maths

Laptop Non-CAS Graphics Calculator (see Stationery List)

C – Physics (General) AND C – English (General) or C – EALD English (General) C – General Mathematics (General)

C – Physics (General) AND C – English (General) or C – EALD English (General) C – General Mathematics (General)

Social and Community Studies (Applied)

Nil Laptop

Nil C – Social and Community Studies

Geography (General) C – Geography C – English

Laptop

C – Geography (General) AND C – English (General) or C – EALD English (General)

C – Geography (General) AND C – English (General)or C – EALD English (General)

Legal Studies (General)

Laptop

C – Legal Studies (General) AND C – English (General)or C – EALD English (General)

C – Legal Studies (General) AND C – English (General)or C – EALD English (General)

Modern History (General)

Laptop

C – Modern History (General) AND C – English (General) or C – EALD English (General)

C – Modern History (General) AND C – English (General) or C – EALD English (General)

Philosophy and Reason (General)

Laptop

C – Philosophy and Reason (General) AND C – English (General) or C – EALD English (General)

C – Philosophy and Reason (General) AND C – English (General) or C – EALD English (General)

Sport and Recreation (Applied)

Nil Laptop USB

C – Sport and Recreation (Applied) C – Sport and Recreation (Applied)

Physical Education (General)

C – Physical Education C- English

Laptop USB

C – Physical Education (General)

C – Physical Education (General)

Visual Arts in Practice (Applied)

Nil Laptop C – VAP (Applied) C – VAP (Applied)

Drama (General) C – Drama

Laptop C – Drama (General) C – English (General) or C – EALD English (General)

C – Drama (General) C – English (General) or C – EALD English (General)



Film Television and New Media (General)

C – Film, Television and New Media

Laptop C – Film, Television and New Media (General) C – English (General) or C – EALD English (General)

C – Film, Television and New Media (General) C – English (General) or C – EALD English (General)

Music (General) C – Music

Laptop C – Music (General) C – English (General) or C – EALD English (General)

C – Music (General) C – English (General) or C – EALD English (General)

Visual Arts (General) C – Visual Arts

Laptop C – Visual Arts (General) C – English (General) or C – EALD English (General)

C – Visual Arts (General) C – English (General) or C – EALD English (General)

Industrial Technology Skills (Applied)

C – Maths C – English

Laptop CCC Industrial shirt

C – Industrial Technology Skills (Applied) C – Essential Mathematics (Applied) C – Essential English (Applied)

C – Industrial Technology Skills (Applied) C – Essential Mathematics (Applied) C – Essential English (Applied)

Information Communication Technology (Applied)

C – Maths C – English

Laptop

C – Information Communication Technology (Applied) C – Essential Mathematics(Applied) C – Essential English (Applied)

C – Information Communication Technology (Applied) C – Essential Mathematics (Applied) C – Essential English (Applied)

Accounting (General) C – Mathematics AND C – English or C – EALD English

Laptop

C – Mathematics (General) AND C – English (General) or C – EALD English (General)

C – Mathematics (General) AND C – English (General)or C – EALD English (General)

Design (General) C – English C – Design

Laptop C – Design (General) AND C – English (General) or C – EALD English (General) C – General Maths (General)

C – Design (General) AND C – English (General)or C – EALD English (General) C – General Maths (General)

Digital Solutions (General)

C – Digital Technologies C – Maths C – English

Laptop C – Digital Solutions (General) AND C – English (General)or C – EALD English (General) C – General Maths (General)

C – Digital Solutions (General) AND C – English(General) or C – EALD English (General) C – General Maths (General)

Please note: Students taking Mathematical Methods or Specialist Mathematics in Year 11 and 12 MUST have a Non-CAS Graphics Calculator for use in External Exams.


Vocational Education and Training Certificate III Aviation Nil Laptop Competency Achieved and 92%

Attendance Competency Achieved and 92% Attendance

Certificate II in Aeroskills

Successful Aeroskills Signature Program Application

Laptop Successful review of application Competency Achieved and 92% Attendance

Successful review of application Competency Achieved and 92% Attendance

Certificate II Hospitality Successful Hospitality Signature Program Application

C – Hospitality Preparation and 92% Attendance

Competency Achieved and 92% Attendance

Certificate III Hospitality

Successful completion of Cert II Hospitality



Certificate II in Kitchen Operations

Successful Hospitality Signature Program Application



Certificate III in Business

Nil Laptop Competency Achieved and 92% Attendance


Certificate III in Fitness C – Physical Education C- English (General)

Laptop Competency Achieved and 92% Attendance


Certificate II in Business and Certificate II in Tourism

Nil Laptop Competency Achieved and 92% Attendance


Certificate II in IDMT Nil Laptop Competency Achieved and 92% Attendance


Diploma of Business Whilst there is no

specified minimum

educational achievement

standards to undertake

the Diploma of Business,

students must be aware

this is a high level

qualification equivalent to

first year university study.

Students should be

consistently achieving a

minimum of B – in English

and Math.

Laptop


Example Senior Programs Scenario 1: ATAR bound - University Pathways (6 general)

Year 10 Year 11 Year 12

Prep English English English

Prep Mathematical Methods Mathematical Methods Mathematical Methods

Prep Chemistry Chemistry Chemistry

Prep Modern History Modern History Modern History

Prep Chinese Chinese Chinese

Prep Philosophy and Reason Philosophy and Reason Philosophy and Reason

Scenario 2: ATAR bound - University Pathways (5 general + 1 Applied/Certificate*)


Prep English English English

Prep Mathematical Methods Mathematical Methods Mathematical Methods

Prep Physical Education Physical Education Physical Education

Prep Design Design Design

Prep Film, TV and New Media Film, TV and New Media Film, TV and New Media

Certificate II IDMT Certificate II IDMT Certificate II IDMT

Scenario 3: VET Certificate course


Prep Essential English Essential English Essential English

Prep General Mathematics General Mathematics General Mathematics

Prep Social and Community

Studies Social and Community Studies Social and Community Studies

Certificate II Kitchen Operations Certificate II Kitchen Operations Certificate II Kitchen Operations

Certificate III Aviation Certificate III Aviation Certificate III Aviation

Sport and Recreation Sport and Recreation Sport and Recreation

Scenario 4: Skilled Training and preparation for the work force


Prep Essential English Essential English Essential English

Prep General Mathematics General Mathematics General Mathematics

Certificate II Dual Certificate

Business and Tourism Certificate II Dual Certificate Business

and Tourism

Certificate II Dual Certificate Business

and Tourism

School-Based Traineeship

(Certificate III in Retail at

Bunnings)

School-Based Traineeship (Certificate III

in Retail at Bunnings)

School-Based Traineeship (Certificate III

in Retail at Bunnings)

Prep Visual Arts in Practice Visual Arts in Practice Visual Arts in Practice

Prep Industrial Technology Skills Industrial Technology Skills Industrial Technology Skills

*For ATAR students - can elect to do a certificate, as long as there is no off-campus work placement/components


Key Staff Contacts

For pathway planning, contact:

Heads of House

Head of Tharah Dean Stevens [email protected]

Head of Boree Lisa Batley [email protected]

Head of Cobar Louise Ferguson [email protected]

Head of Keera Alison Jordan [email protected]

For subject-specific information, contact:

Heads of Program

English Benita Sihvola [email protected]

Maths Yvette Cole [email protected]

Science Roshni Sharma [email protected]

Technology Marie Moo [email protected]

Health and Physical Education Michelle Bullion [email protected]

Humanities Matt Butterworth [email protected]

Languages Luke Lilly [email protected]

The Arts Luke Lilly [email protected]

Vocational Education Training

(VET), Hospitality & Business Alison Jordan [email protected]

Learning and Student Support

EALD Coordinator Sharon Volschenk [email protected]

Guidance Officer

Senior School Julie Dodt

Catherine Sander

[email protected]

[email protected]

mailto:[email protected]

















Learning Area: English

Year 9 Year 10 Year 11/12

Key

Recommended Pathway Available Pathway

English

English

EAL

Essential

English

English as

an Additional

Language

(General)

English

(General)

Essential

English

Prep

EAL Prep

English

Prep


What is this course about?

The subject General English focuses on the study of

both literary texts and non-literary texts. The Course

intents to develop students as independent,

innovative, creative learners and thinkers who

appreciate the aesthetic use of language. Furthermore,

students will analyse perspectives, sources of

evidence, challenge ideas, examine interpretations and

exploring the creation of varied texts.

How will I be assessed?

The assessment criteria are derived from the

objectives of the course, some of which:

Use patterns and conventions of genres, establish

and maintain roles and relationships with

audiences

Create and analyse perspectives and

representations,

make use of and analyse the ways cultural

assumptions, attitudes, values and beliefs underpin

texts

Select, synthesise, organise and sequence subject

matter to support perspectives and to achieve

particular purposes

Make language choices and use cohesive devices,

grammar and language structures, and mode-

appropriate features for particular purposes and

contexts

Students are required to complete four tasks each

year. These can be written (600-1000 words) or

spoken (3-7 mins) assignments. In Year 12, students

will complete an External Exam which will focus on

the text studied as part of Unit Four (Topic Two).

What technology requirement will I need?

• Laptop

• Computer software with word processing

applications

Please refer to the BYOD Information and

Procedures Handbook.

What will I study and what skills will I learn at

a preparatory level in Year 10?

Subject Matter

A range of literary and non-literary texts

including multi-modal

Communication processes – language modes

The English Language – using language and

understanding the language system including

grammar, language structure and how meaning is

created

Literacy – the technical skills of language and the

use of aesthetic features for purpose and effect

Language features, visual features and text

structures – how authors use these features to

create meaning

Appreciation of literature – empathy and

different perspectives

Skills

Listening, speaking, reading, viewing and writing

across a range of texts and modes

Inquiring into the aesthetic aspects of texts, and

developing an informed appreciation of literature

Expressing and developing ideas

Interpreting, comparing, analysing and evaluating

texts

Creating and editing texts using a range of text

structures and purposes

Applying reading processes and comprehension

strategies to complex texts

Cognitive Verbs

Investigate - search, inquire into, interpret and

draw conclusions about information,

Analyse - examine something in order to explain

and interpret it.

Create - reorganise or put elements together

into a new coherent whole,

Express - convey or communicate a thought,

opinion, idea or viewpoint

English (General)

GENERAL ENGLISH


UNIT 1 Perspectives and

Texts

Examining

representations of

Heroism across Time

and Place

UNIT 2 Texts and

Culture

Australian and

Indigenous

representations of

Heroism

UNIT 3 Textual

Connections

Topic 1

Conversations about

concepts in texts

Topic 2

Conversations about issues

in texts

UNIT 4 Close Study of

Literary Texts

Topic 1

Creative responses to

literary texts

Topic 2

Critical responses to

literary texts

Examining and creating

perspectives in texts

Responding to a variety

of non-literary and

literary texts

Creating response for

public audiences and

persuasive texts

Examining and shaping

representations of

culture in texts

Responding to literary

and non-literary texts,

including a focus on

Australian texts

Creating persuasive and

analytical texts

Exploring connections

between texts

Examining different

perspectives of the

same issue in texts and

shaping own

perspectives

Creating responses for

public audiences and

persuasive texts

Engaging with literary

texts from diverse times

and places


texts creatively and

critically

Creating imaginative and

analytical texts

ASSESSMENT Formative Internal

Assessment

Feature Article

(an extended response

written for a public

audience)

ASSESSMENT Formative Internal

Assessments

Persuasive Speech (an

extended response

spoken to persuade an

audience)

Examination

(an analytical response

to an unseen question)

ASSESSMENT Internal Summative

Assessments

Summative Internal

Assessment 1:

Extended Response –

Written response for a

public audience (25%)

Summative Internal

Assessment 2:


Persuasive spoken

response (25%)

ASSESSMENT Internal Summative

Assessment

Summative Internal

Assessment 3:

Examination –

Imaginative written

response (25%)

External Summative

Assessment

Examination – Analytical

written response (25%)

English (General)



The subject English as an Additional Language (EAL) is

a General subject that is designed to develop students’

knowledge, understanding and language skills in

Standard Australian English (SAE), and provides

students with opportunities to develop higher-order

thinking skills through interpretation, analysis and

creation of varied literary, non-literary, media and

academic texts.




Use patterns and conventions of genres, establish

and maintain roles and relationships with

audiences

Create and analyse perspectives and

representations, make use of and analyse the ways

cultural assumptions underpin texts

Select, synthesise, organise and sequence subject

matter to support perspectives

Make language choices, and use grammar

structures and mode-appropriate features for

particular purposes and contexts



spoken (3-7 mins) assignments. In Year 12 students

will complete an External Exam which will focus on

the text studied as part of Unit Four (Topic Two).

What will I study and what skills will I learn

at a preparatory level in Year 10?

Subject Matter

A range of literary and non-literary texts

including multi-modal

Communication processes – language skills in

Standard Australian English



grammar, language structure and how meaning

is created

Literacy – the technical skills of language and the

use of aesthetic features for purpose and effect



create meaning

Appreciation of literature – empathy and

different perspectives

Skills



Inquiring into the aesthetic aspects of texts, and

developing an appreciation of literature


Interpreting, comparing, analysing and evaluating

texts




strategies to simple and complex texts

Cognitive Verbs




and interpret it.

Create - reorganise or put elements together

into a new coherent whole,



English as an Additional Language

(EAL) (General)


UNIT 1

Language, Text and Culture

Examining representations

of social issues in literary

and non-literary texts

UNIT 2

Perspectives in Texts

Australian and Indigenous

representations and

perspectives

UNIT 3

Issues, Ideas and Attitudes

Exploring and responding

to representations of

contemporary social issues,

ideas and attitudes

UNIT 4

Close Study of Literary

Texts

Topic 1

Creative responses to literary

texts

Topic 2

Critical responses to literary

texts


representations of

culture in texts


of media and literary

texts

Creating analytical and

persuasive texts


perspectives in texts

Responding to literary,

including a focus on

Australian texts


analytical texts

Exploring

representations of

issues, ideas and

attitudes in texts


and persuasive texts

Creating analytical and

persuasive texts

Engaging with literary

texts from diverse times

and places


texts creatively and

critically


analytical texts

ASSESSMENT

Formative Internal

Assessment

Examination

(an analytical extended

response to a seen

question)

ASSESSMENT

Formative Internal

Assessments

Persuasive speech script

(an extended persuasive

written response)

Examination

(an analytical response

to an unseen question)

ASSESSMENT

Internal Summative

Assessments

Summative Internal

Assessment 1:



Summative Internal

Assessment 2:


Persuasive written

response (25%)

ASSESSMENT

Internal Summative

Assessment

Summative Internal

Assessment 3:


Imaginative spoken

response (25%)

External Summative

Assessment



English as an Additional Language (EAL) General



The subject Essential English is an Applied subject that

develops and refines students’ understanding of

language, literature and literacy to enable them to

interact confidently and effectively with others in

everyday, community and social contexts. The subject

encourages students to recognise language and texts

as relevant in their lives now and in the future and

enables them to understand, accept or challenge the

values and attitudes in these texts.




Use patterns and conventions of genres, and

appropriate roles and relationships with audiences

Construct and explain representations of

identities, places, events and concepts

Explain how language features and text structures

shape meaning

Select, sequence and use subject matter to

support perspectives

Make mode-appropriate language choices and use

language features to achieve particular purposes

across modes



spoken (4-6 mins) assignments. In Year 12, students

will complete a Common Internal Assessment (under

supervised conditions) which will focus on the learning

undertaken in Unit Three.


• Laptop

• Computer software with word processing

applications





Subject Matter

A range of texts including multi-modal and media

texts

Communication processes – language skills



grammar, language structure and how meaning is

created at the word, sentence and text levels

Literacy – the technical skills of language



create meaning

Skills




Interpreting, comparing and analysing texts




strategies to complex and simple texts

Cognitive Verbs




and interpret it.

Create - reorganise or put elements together into

a new coherent whole,





UNIT 1

Language that

Works

Examining how meaning is

communicated in

contemporary texts

developed for and used in a

work context

UNIT 2

Texts and Human

Experiences

Exploring how different

perspectives, ideas and

cultural assumptions are

communicated through

textual representations

UNIT 3

Language that

Influences

Topic 1

Creating and shaping

perspectives on community,

local and global issues in

texts

Topic 2

Responding to texts that

seek to influence audiences

UNIT 4

Representations and

Popular Culture

Texts

Topic 1

Responding to popular

culture texts

Topic 2

Creating representations of

Australian identities, places,

events and concepts


of texts used in and

developed for a work

context

Creating multimodal and

written texts

Responding to reflective

and nonfiction texts that

explore human

experiences

Creating spoken and

written text

Creating and shaping

perspectives on

community, local and

global issues in texts

Responding to texts that

seek to influence

audiences

Responding to popular

culture texts

Creating representations

of Australian identities,

places, events and

concepts

ASSESSMENT

Formative Internal

Assessment

Informative Speech

(an extended multimodal

response)

ASSESSMENT

Formative Internal

Assessments

Examination

(an analytical response to

unseen questions)

Reflective written (an

excerpt of an biography)

ASSESSMENT

Internal Summative

Assessments

Summative Internal

Assessment 1:


Spoken/signed response

Summative Internal

Assessment 2:

Common Internal

Assessment

ASSESSMENT

Internal Summative

Assessments

Summative Internal

Assessment 3:

Extended response –

Multimodal response

Summative Internal

Assessment 4:

Extended response –

Written response



Year 9 Year 10/11/12

Learning Area: Mathematics

Mathematics

Essential

Mathematics

General

Mathematics

Mathematics

Methods

Specialist

Mathematics

Companion Subject

Recommended: C minimum

Recommended: B minimum



General Mathematics is a General subject suited to

students who are interested in pathways beyond

school that lead to tertiary studies, vocational

education or work. A course of study in General

Mathematics can establish a basis for further

education and employment in the fields of business,

commerce, education, finance, IT, social science and

the arts.


Units 1 & 2 have formal internal assessment of an

assignment and exams. Units 3 & 4 have summative

internal assessments of an assignment and exams, as

well as a summative external exam (50% of final

grade).

In each assessment task, students are required to

demonstrate four criteria:

• Formulate

• Solve

• Evaluate & Justify

• Communicate


• A scientific calculator e.g.,Casio FX-82AU

Plus II

• A laptop

• Computer software designed for

mathematics

• Smartphone/Tablet



What will I study and what skills will I learn at a

preparatory level in Year 10?

Subject Matter The following is a non-exhaustive list of assumed knowledge

from the P–10 Australian Curriculum that must be learnt or

revised and maintained as required:

• solve a range of problems using percentages, rates and

ratios, surface area and volume, Pythagoras’ theorem,

simple algebraic fractions, linear and quadratic equations

• understand the connection between algebraic and

graphical representations, using appropriate technology

when necessary

• calculate and compare measures of central tendency (mean, median and mode) and measures of spread;

determine quartiles, interquartile range (IQR) and range

• construct and interpret box plots and use them to

compare datasets; compare shapes of box plots to

corresponding histograms and dot plots

• solve right-angled triangle problems, using trigonometric

ratios

• construct back-to-back stem-and-leaf plots and

histograms

• solve linear equations

• solve simultaneous equations

Skills • select, recall and use facts, rules, definitions and

procedures

• comprehend mathematical concepts and techniques

• communicate using mathematical, statistical and

everyday language and conventions

• evaluate the reasonableness of solutions

• justify procedures and decisions by explaining

mathematical reasoning • solve problems by applying mathematical concepts and

techniques

Cognitive verbs Calculate - determine or find (e.g. a number, answer) by

using mathematical processes; obtain a numerical answer

showing the relevant stages in the working;

ascertain/determine from given facts, figures or

information

Derive - arrive at by reasoning; manipulate a

mathematical relationship to give a new equation or

relationship

Solve - find an answer to, explanation for, or means of

dealing with (e.g. a problem)

Predict - give an expected result of an upcoming action

or event; suggest what may happen based on available

information



UNIT 1

Money, Measurement and

Relations

UNIT 2

Applied trigonometry,

algebra, matrices and

univariate data

UNIT 3

Bivariate data, sequences

and change , and Earth

geometry

UNIT 4

Investing and networking

Topic 1

Consumer arithmetic

Topic 2

Shape and measurement

Topic 3

Linear equations and their

graphs

Topic 1

Applications of

trigonometry

Topic 2

Algebra and matrices

Topic 3

Univariate data analysis

Topic 1

Bivariate data analysis

Topic 2

Time series analysis

Topic 3

Earth geometry and time

zones

Topic 1

Loans and investment

annuities

Topic 2

Graphs and networks

Topic 3

Networks and decision

mathematics

ASSESSMENT

Internal Formative

Assessment

ASSESSMENT

Internal Formative

Assessment

ASSESSMENT

Internal Summative

Assessment 1:

Problem-solving and

modelling task (20%)

Summative internal

assessment 2:

Examination (15%)

ASSESSMENT Summative internal

assessment 3:

Examination (15%)


External Summative Assessment:

Examination (50%)



Mathematical Methods is a General subject suited to



education or work. A course of study in

Mathematical Methods can establish a basis for

further education and employment in the fields of

natural and physical sciences (especially physics and

chemistry), mathematics and science education,

medical and health sciences (including human biology,

biomedical science, nanoscience and forensics),

engineering (including chemical, civil, electrical and

mechanical engineering, avionics, communications

and mining), computer science (including electronics

and software design), psychology and business.






grade).



• Formulate

• Solve


• Communicate


• A scientific calculator e.g., Casio FX-82AU

Plus II

• Graphics calculator (CAS or non-CAS)

(a non-CAS graphics calculator is required

for Paper 2 of the external exam)

• A laptop

• Computer software designed for

mathematics.






Subject Matter The following is a non-exhaustive list of assumed knowledge from

the P–10 Australian Curriculum that has been mastered:

• factorising, expanding and simplifying algebraic expressions

including monic quadratic expressions using a variety of strategies

• substituting values into formulas to determine an unknown

• solving problems involving linear equations, including those

derived from formulas and those that involve simple algebraic

fractions

• exploring the connection between algebraic and graphical

representations of relations such as simple quadratics, circles and

exponentials using digital technology as appropriate

• solving simple quadratic equations using a range of strategies

• solving linear simultaneous equations, using algebraic and graphical

techniques, including using digital technology

• solving linear inequalities and graphing their solutions on a number

line

• solving right-angled triangle problems using trigonometric skills

• describing the results of two- and three-step chance experiments

to determine probabilities of events and investigating the concept

of independence and conditional probability

• obtaining simple statistics from discrete and continuous data,

including mean, median, mode, quartiles, range and interquartile

range

• using scatterplots to investigate and comment on relationships

between two numerical variables

• translating word problems to mathematical form.

Skills & Objectives: • select, recall and use facts, rules, definitions and procedures


• communicate using mathematical, statistical and everyday language

and conventions


• justify procedures and decisions by explaining mathematical

reasoning

• solve problems by applying mathematical concepts and techniques

Cognitive verbs Calculate - determine or find (e.g. a number, answer) by

using mathematical processes; obtain a numerical answer

showing the relevant stages in the working;

ascertain/determine from given facts, figures or information

Correlate – to find a mutual or reciprocal relationship

Deduct – reach a conclusion that is necessarily true,

provided a given set of assumptions is true; arrive at, reach

or draw a logical conclusion from reasoning and the

information given from something known or assumed

Evaluate - make an appraisal by weighing up or assessing

strengths, implications and limitations; make judgments

about the ideas, works, solutions or methods in relation to

selected criteria; examine and determine the merit, value or

significance of something, based on criteria



UNIT 1

Algebra, statistics and

functions

UNIT 2

Calculus and further

functions

UNIT 3

Further calculus

UNIT 4

Further functions and

statistics

Topic 1

Arithmetic and

geometric sequences

and series 1

Topic 2

Functions and graphs

Topic 3

Counting and

Probability

Topic 4

Exponential functions

1

Topic 5

Arithmetic and

geometric sequences

and series 2

Topic 1

Exponential functions 2

Topic 2

The logarithmic function 1

Topic 3

Trigonometric functions 1

Topic 4

Introduction to differential

calculus

Topic 5

Further differentiation and

applications 1

Topic 6

Discrete random variables 1

Topic 1

The logarithmic

function 2

Topic 2

Further differentiation

and applications 2

Topic 3

Integrals

Topic 1

Further differentiation and

applications 3

Topic 2

Trigonometric functions 2

Topic 3

Discrete random variables

2

Topic 4

Continuous random

variables and the normal

distribution

Topic 5 Interval estimates

for proportions

ASSESSMENT

Internal Formative

Assessment

ASSESSMENT

Internal Formative

Assessment

ASSESSMENT

Summative internal

assessment 1:

Problem-solving and

modelling task (20%)

Summative internal

assessment 2:

Examination (15%)


assessment 3:

Examination



Examination (50%)



Specialist Mathematics is a General subject suited to



education or work. A course of study in Specialist

Mathematics can establish a basis for further

education and employment in the fields of science, all

branches of mathematics and statistics, computer

science, medicine, engineering, finance and economics

Companion Subject:

Specialist Mathematics is a companion subject to

Mathematical Methods






grade).



• Formulate

• Solve


• Communicate


• A scientific calculator e.g., Casio FX-82AU

Plus II

• Graphics calculator (CAS or non-CAS)

(a non CAS graphics calculator is required for

Paper 2 of the external exam)

• A laptop

• Computer software designed for mathematics.



Procedures handbook.



Subject Matter

The following is a non-exhaustive list of assumed

knowledge from the P–10 Australian Curriculum that has

been mastered:

• describe the results of two- and three-step chance

experiments

• determine probabilities of events

• substitute values into formulas to determine an

unknown

• solve right-angled triangle problems

• translate word problems to mathematical form

• factorise, expand and simplify algebraic expressions

• apply the four operations to simple algebraic

fractions with numerical denominators.

Skills

• select, recall and use facts, rules, definitions and

procedures


• communicate using mathematical, statistical and

everyday language and conventions


• justify procedures and decisions by explaining

mathematical reasoning

solve problems by applying mathematical concepts and

techniques

Cognitive verbs

Calculate - determine or find (e.g. a number,

answer) by using mathematical processes; obtain a

numerical answer showing the relevant stages in the

working; ascertain/determine from given facts,

figures or information

Derive - arrive at by reasoning; manipulate a

mathematical relationship to give a new equation or

relationship

Justify - give reasons or evidence to support an

answer, response or conclusion; show or prove

how an argument, statement or conclusion is right

or reasonable

Solve - find an answer to, explanation for, or means

of dealing with (e.g. a problem)



UNIT 1

Combinatorics, vectors

and proof

UNIT 2

Complex numbers,

trigonometry and

functions

UNIT 3

Mathematical induction,

and further vectors,

matrices and complex

numbers

UNIT 4

Further calculus

and statistical inference

Topic 1

Combinatorics

Topic 2

Vectors in the plane

Topic 3

Introduction to proof

Topic 1

Complex numbers 1

Topic 2

Trigonometry and

functions

Topic 3

Matrices

Topic 1

Proof by mathematical

induction

Topic 2

Vectors and matrices

Topic 3

Complex numbers 2

Topic 1

Integration and

applications of

integration

Topic 2

Rates of change and

differential equations

Topic 3

Statistical inference

ASSESSMENT

Internal Formative

Assessment

ASSESSMENT

Internal Formative

Assessment

ASSESSMENT

Internal Summative Assessment 1: Problem-solving and modelling task (20%) Summative internal assessment 2: Examination (15%)

ASSESSMENT

Summative internal assessment 3: Examination (15%)



Examination (50%)



Essential Mathematics is an Applied subject suited to

students who are interested in pathways beyond Year

12 that lead to tertiary studies, vocational education

or work. A course of study in Essential Mathematics

can establish a basis for further education and

employment in the fields of trade, industry, business

and community services. Students will learn within a

practical context related to general employment and

successful participation in society, drawing on the

mathematics used by various professional and industry

groups.


Units 1 & 2 have Formative Internal Assessment, both

exams and assignments.

Units 3 & 4 have Summative Internal Assessment,

both exams and assignments. Unit 3 also has a

Common Internal Assessment.



• Formulate

• Solve


• Communicate


• A scientific calculator e.g. Casio FX-82AU Plus

II

• A laptop.



What will I study and what skills will I

learn at a preparatory level in Year 10?

Subject Matter The following is a non-exhaustive list of assumed

knowledge from the P–10 Australian Curriculum that must be learnt or revised and maintained as

required:

• recall concepts of number and its operations, percentages, money, rates and ratios

• read and use graphs and scales

• recall concepts of probability, data collection and statistical data representations

• use a scientific calculator and other technology, where appropriate

• substitute numbers into formulas

translate word problems to mathematical form.

Skills

select, recall and use facts, rules, definitions and procedures

comprehend mathematical concepts and techniques

communicate using mathematical, statistical and everyday language and conventions

evaluate the reasonableness of solutions

justify procedures and decisions by explaining mathematical reasoning

solve problems by applying mathematical concepts and techniques

Cognitive verbs

Calculate - determine or find (e.g. a number,

answer) by using mathematical processes; obtain a numerical answer showing the relevant stages in the working; ascertain/determine from given

facts, figures or information

Correlate – to find a mutual or reciprocal

relationship

Deduct – reach a conclusion that is necessarily true, provided a given set of assumptions is

true; arrive at, reach or draw a logical conclusion from reasoning and the information

given from something known or assumed

Evaluate - make an appraisal by weighing up or assessing strengths, implications and limitations;

make judgments about the ideas, works, solutions or methods in relation to selected

criteria; examine and determine the merit, value or significance of something, based on criteria



UNIT 1

Number, data and

graphs

UNIT 2

Money, travel and

data

UNIT 3

Measurement,

scales and data

UNIT 4

Graphs, chance

and loans

Topic 1

Number

Topic 2

Representing data

Topic 3

Graphs

Topic 1

Managing money

Topic 2

Time and motion

Topic 3

Data

collection

Topic 1

Measurement

Topic 2

Scales, plans and models

Topic 3

Summarising and

comparing data

Topic 1

Bivariate graphs

Topic 2

Probability and relative

frequencies

Topic 3

Loans and compound

interest

ASSESSMENT

Internal Formative

Assessment

ASSESSMENT

Internal Formative

Assessment

ASSESSMENT

Summative internal

assessment 1:

Problem-solving and

modelling task

Summative internal

assessment 2:

Common internal

assessment


assessment 3:

Problem-solving and

modelling task

Summative internal

assessment 4:

Examination



Year 9 Year 10/11/12

Key

Recommended Pathway Available Pathway

Learning Area: Science

Year 9

Science

Applied

Science in

Practice

General

Physics

Chemistry

Biology



The subject Biology provides opportunities for

students to engage with living systems. In Unit 1,

students develop their understanding of cells and

multicellular organisms. In Unit 2, they engage with

the concept of maintaining the internal environment.

In Unit 3, students study biodiversity and the

interconnectedness of life. This knowledge is linked in

Unit 4 with the concepts of heredity and the

continuity of life.

Students will learn valuable skills required for the

scientific investigation of questions. In addition, they

will become citizens who are better informed about

the world around them and who have the critical skills

to evaluate and make evidence-based decisions about

current scientific issues.

Pathways

Biology is a General subject suited to students who

are interested in pathways beyond school that lead to

tertiary studies, vocational education or work. A

course of study in Biology can establish a basis for

further education and employment in the fields of

medicine, forensics, veterinary, food and marine

sciences, agriculture, biotechnology, environmental

rehabilitation, biosecurity, quarantine, conservation

and sustainability

The units studied in Year 11 and 12 are:

Cells are the basis of life

Multicellular organisms

Homeostasis

Infectious diseases

Describing biodiversity

Ecosystem dynamics

DNA, genes and the continuity of life

Continuity of life on Earth


Criteria will be instrument specific and may include:

Data test

Research and planning

Analysis of evidence

Interpretation and evaluation

Communication


For general and specific subject software

requirements and laptop device specifications





Subject Matter • Respect for all living things and the environment

• Understanding of how biological systems interact and

are interrelated, the flow of matter and energy

through and between these systems, and the

processes by which they persist and change

• Appreciation of how biological knowledge has

developed over time and continues to develop; how

scientists use biology in a wide range of applications;

and how biological knowledge influences society in

local, regional and global contexts

• Collection and analysis of qualitative and quantitative

data and the interpretation of evidence

• Ability to use sound, evidence-based arguments

creatively and analytically when evaluating claims and

applying biological knowledge

• Ability to communicate biological understanding,

findings, arguments and conclusions using appropriate

representations, modes and genres.

Cognitive Verbs

Analyse - dissect to ascertain and examine

constituent parts and/or their relationships; break

down or examine in order to identify the essential

elements, features, components or structure;

determine the logic and reasonableness of

information

Evaluate - make an appraisal by weighing up or

assessing strengths, implications and limitations;

make judgments about the ideas, works, solutions

or methods in relation to selected criteria; examine

and determine the merit, value or significance of

something, based on criteria

Explain - make an idea or situation plain or clear by

describing it in more detail or revealing relevant

facts; present a meaning with due regard to the

order of statements in the explanation; give an

account; provide additional information

Hypothesise - formulate a supposition to account

for known facts or observed occurrences;

conjecture, theorise, speculate; believe, especially

on uncertain or tentative grounds

Categorise - place in or assign to a particular class

or group; arrange or order by classes or categories;

classify, sort out, sort, separate

Biology (General)


c

What are the Units of work I will study in Year 11 & 12?

Unit 1

Cells and

multicellular

organisms

•Topic 1: Cells as the

basis of life

•Topic 2: Multicellular

organisms

Unit 2 Maintaining the

internal environment

•Topic 1: Homeostasis

•Topic 2: Infectious

diseases

Unit 3 Biodiversity and the

inter-connectedness

of life

•Topic 1: Describing

biodiversity

•Topic 2: Ecosystem

dynamics

Unit 4 Heredity and

continuity of life

•Topic 1: DNA, genes

and the continuity of life

•Topic 2: Continuity of

life on Earth

Assessment Formative internal

assessment/s


assessment/s

Assessment Summative internal

assessment 1:

Data test (10%)

Summative internal

assessment 2:

Student experiment

(20%)


assessment 3:

Research investigation

(20%)

UNIT 3 & Unit 4 - Summative external assessment: Examination (50%)

Biology (General)

E

N

G


What is this course about? The subject Chemistry is the study of materials and their

properties and structure. In Unit 1, students study atomic theory, chemical bonding, and the structure and properties of elements and compounds. In Unit 2, students

explore intermolecular forces, gases, aqueous solutions, acidity and rates of reaction. In Unit 3, students study

equilibrium processes and redox reactions. In Unit 4, students explore organic chemistry, synthesis and design

to examine the characteristic chemical properties and chemical reactions displayed by different classes of organic

compounds. Students will learn valuable skills required for the scientific

investigation of questions. In addition, they will become citizens who are better informed about the world around

them and who have the critical skills to evaluate and make evidence-based decisions about current scientific issues.

Pathways

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

in Chemistry can establish a basis for further education and employment in the fields of forensic science,

environmental science, engineering, medicine, pharmacy and sports science.


Properties and structure of atoms/materials.

Chemical reactions- reactants, products and

energy change.

Intermolecular forces and gases.

Aqueous solutions and acidity.

Rates of chemical reactions.

Chemical equilibrium systems.

Oxidation and reduction.

Properties and structure of organic materials.

Chemical synthesis and design. How will I be assessed? Criteria will be instrument specific and may

include:

Data test

Research and planning

Analysis of evidence

Interpretation and evaluation

Communication

What technology requirement will I need? For general and specific subject software requirements and

laptop device specifications

Please refer to the BYOD Information and Procedures

Handbook.

What will I study and what skills will I learn at a preparatory level in Year 10?

Subject Matter

• understanding of the theories and models used to

describe, explain and make predictions about chemical

systems, structures and properties

• understanding of the factors that affect chemical systems

and how chemical systems can be controlled to produce

desired products

• appreciation of chemistry as an experimental science that

has developed through independent and collaborative

research, and that has significant impacts on society and

implications for decision-making

• expertise in conducting a range of scientific investigations,

including the collection and analysis of qualitative and

quantitative data, and the interpretation of evidence

• ability to communicate chemical understanding and

findings to a range of audiences, including through the use

of appropriate representations, language and nomenclature.

Skills

describe, explain and apply scientific concepts, theories,

models and systems and their limitations

analyse and interpret evidence

investigate phenomena

evaluate processes, claims and conclusions

communicate understandings, findings, arguments and

conclusions

Cognitive Verbs

Analyse - dissect to ascertain and examine constituent

parts and/or their relationships; break down or

examine in order to identify the essential elements,

features, components or structure; determine the logic

and reasonableness of information

Evaluate - make an appraisal by weighing up or

assessing strengths, implications and limitations; make

judgments about the ideas, works, solutions or

methods in relation to selected criteria; examine and

determine the merit, value or significance of something,

based on criteria

Interpret - use knowledge and understanding to

recognise trends and draw conclusions from given

information; make clear or explicit; elucidate or

understand in a particular way; bring out the meaning

of, e.g. a dramatic or music work, by performance or

execution; bring out the meaning of an artwork by

artistic representation or performance; give one's own

interpretation of; identify or draw meaning from, or

give meaning to, information presented in various

forms, such as words, symbols, pictures or graphs

Predict - give an expected result of an upcoming action

or event; suggest what may happen based on available

information

Chemistry (General)



Unit 1 Chemical

fundamentals —

structure, properties

and reactions

•Topic 1: Properties and

structure of atoms


structure of materials

•Topic 3: Chemical

reactions —reactants,

products and energy

change

Unit 2 Molecular interactions

and reactions

•Topic 1: Intermolecular

forces and gases

•Topic 2: Aqueous

solutions and acidity

•Topic 3: Rates of

chemical reactions

Unit 3 Equilibrium, acids and

redox reactions


equilibrium systems

•Topic 2: Oxidation and

reduction

Unit 4 Structure, synthesis

and design


structure of organic

materials


synthesis and design


assessment/s


assessment/s


assessment 1:

Data test (10%)

Summative internal

assessment 2:

Student experiment

(20%)

Assessment

Summative internal

assessment 3:

Research investigation

(20%)


Chemistry (General)

E


What is this course about? The subject Physics provides opportunities for students to engage with the classical and modern understandings of

the universe. In Unit 1, students learn about the fundamental concepts of thermodynamics, electricity and

nuclear processes. In Unit 2, students learn about the concepts and theories that predict and describe the linear

motion of objects. Further, they will explore how scientists explain some phenomena using an understanding

of waves. In Unit 3, students engage with the concept of gravitational and electromagnetic fields, and the relevant forces associated with them. Finally, in Unit 4, students

study modern physics theories and models that, despite being counterintuitive, are fundamental to our

understanding of many common observable phenomena

Students will learn valuable skills required for the scientific investigation of questions. In addition, they will become

citizens who are better informed about the world around them, and who have the critical skills to evaluate and make

evidence-based decisions about current scientific issues.

Pathways Physics is a General subject suited to students who are

interested in pathways beyond school that lead to tertiary studies, vocational education or work. A course of study

in Physics can establish a basis for further education and employment in the fields of science, engineering, medicine

and technology. The units studied in Year 11 and 12 are:

Heating processes

Ionising radiation and nuclear reactions

Electrical circuits

Linear motion and force

Waves

Gravity and motion

Electromagnetism

Special relativity

Quantum theory

The Standard Model


Criteria will be instrument specific and may

include: • Data test

• Research and planning

• Analysis of evidence

• Interpretation and evaluation

• Communication

What technology requirement will I need? For general and specific subject software requirements and laptop device specifications. Please refer to the BYOD

Information and Procedures Handbook.



Subject Matter • understanding of the ways in which matter and energy

interact in physical systems across a range of scales

• understanding of the ways in which models and theories are refined, and new models and theories are developed in

physics; and how physics knowledge is used in a wide range

of contexts and informs personal, local and global issues

• investigative skills, including the design and conduct of investigations to explore phenomena and solve problems,

the collection and analysis of qualitative and quantitative data,

and the interpretation of evidence

• ability to use accurate and precise measurement, valid and reliable evidence, and scepticism and intellectual rigour to

evaluate claims

• ability to communicate physics understanding, findings, arguments and conclusions using appropriate

representations, modes and genres.

Skills Describe, explain and apply scientific concepts, theories,



investigate phenomena


communicate understandings, findings, arguments and

conclusions

Cognitive Verbs Derive - arrive at by reasoning; manipulate a

mathematical relationship to give a new equation or relationship

Extrapolate - infer or estimate by extending or projecting known information; conjecture; infer from what is known; extend the application of (e.g. a method or

conclusion) to an unknown situation by assuming that existing trends will continue or similar methods will be

applicable

Hypothesise - formulate a supposition to account for known facts or observed occurrences; conjecture,

theorise, speculate; believe, especially on uncertain or tentative grounds

Physics (General)



Unit 1 Thermal, nuclear

and electrical

physics

•Topic 1: Heating

processes

•Topic 2: Ionising

radiation and nuclear

reactions

•Topic 3: Electrical

circuits

Unit 2 Linear motion and

waves

•Topic 1: Linear motion

and force

•Topic 2: Waves

Unit 3 Gravity and

electromag-netism

•Topic 1: Gravity and

motion

•Topic 2:

Electromagnetism

Unit 4 Revolutions in modern

physics

•Topic 1: Special relativity

•Topic 2: Quantum theory

•Topic 3: The Standard

Model


assessment/s


assessment/s


assessment 1:

Data test (10%)

Summative internal

assessment 2:

Student experiment

(20%)

Assessment

Summative internal

assessment 3:

Research investigation (20%)


Physics (General)



Science in Practice is an Applied subject. It supports and

focusses the development of sophisticated questions about

new ideas and information. It develops critical thinking skills

through the evaluation of claims using systematic reasoning

and scientific understanding. Science in Practice is practical,

with experiments and hands-on investigations at its heart.

Practical activities engage students, producing excitement

and curiosity. Investigations develop a deeper understanding

of the nature of science and of a particular topic or

context. They foster problem-solving skills that are

transferable to new situations.

The core of Science in Practice focuses on ‘Scientific

literacy and working scientifically’, ‘Workplace health and

safety’, and ‘Communication and self-management’. Science

in Practice uses a contextualised approach, where modules

of work deliver the core through electives — ‘Science for

the workplace’, ‘Resources, energy and sustainability’,

‘Health and lifestyles’, ‘Environments’, and ‘Discovery and

change’. Learning experiences within modules of work are

interdisciplinary, including aspects of at least two science

disciplines — Biology, Chemistry, Earth and Environmental

Science and Physics. The objectives of the course ensure

that students apply what they know and understand to plan

investigations, analyse research and evaluate evidence.

Pathways

A course of study in Science in Practice is inclusive and

caters for a wide range of students with a variety of

backgrounds, interests and career aspirations. It can

establish a basis for further education and employment in

many fields, e.g. animal welfare, food technology, forensics,

health and medicine, the pharmaceutical industry,

recreation and tourism, research, and the resources sector.

A course of study for Science in Practice includes:

Core topics — ‘Scientific literacy and working

scientifically’, ‘Workplace health and safety’ and

‘Communication and self-management’ — and

their associated concepts and ideas integrated into

modules of work across Units 1 and 2, and further

developed in Units 3 and 4

Electives — at least three electives by midway

through the course (end of Unit 2) and again by

the end of the course (end of Unit 4) (see

Electives)

Modules of work — four to eight modules of

work over the four-unit course, where modules of

work must: have a practical nature, use a

contextualised approach and include learning

experiences from aspects of at least two science

disciplines (Biology, Chemistry, Earth and

Environmental Science or Physics)

Field work — at least five hours of field work by

midway through the course (end of Unit 2) and

again by the end of the course (end of Unit 4).


The three dimensions of study are:

Knowing and understanding

Analysing and applying

Planning and evaluating


For general and specific subject software requirements and

laptop device specifications, please refer to the BYOD

Information and Procedures Handbook.


learn at a preparatory level in Year 10? Subject Matter

• describe and explain scientific facts, concepts and

phenomena in a range of situations

describe and explain scientific skills, techniques,

methods and risks.

Analyse data, situations and relationships.

plan scientific activities and investigations

evaluate reliability and validity of plans and

procedures, and data and information

draw conclusions, and make decisions and

recommendations using scientific evidence.

Skills

describe and explain scientific concepts, theories,


apply understanding of scientific concepts, theories,

models and systems within their limitations



communicate understandings, findings, arguments

and conclusions

Cognitive Verbs

Communicate - convey knowledge and/or

understandings to others; make known; transmit

Describe - give an account (written or spoken) of a

situation, event, pattern or process, or of the

characteristics or features of something

Design - produce, e.g. a plan, simulation, model,

project; plan; plan or fashion; form or conceive in

the mind

Explain - make an idea or situation plain or clear by

describing it in more detail or revealing relevant

facts; present a meaning with due regard to the

order of statements in the explanation; give an

account; provide additional information

Science in Practice (Applied)


Humanities



Accounting plays an essential role in the successful

performance of any organisation. Accounting is a way of systematically organising, critically analysing and communicating financial data and information for

decision-making. The overarching context for this course is the real-world expectation that Accounting provides

real-time processing of transactions with a minimum of monthly and yearly reporting.


Real World Accounting - Accounting for a service business including end-of-month reporting

Management Effectiveness - Accounting for a

trading GST business including end-of-month reporting

Monitoring a Business - Managing resources for

a trading GST business including Fully classified financial statement reporting

Accounting: The Big Picture - Cash management, the complete accounting process for a trading GST business and Performance analysis of a

listed public company How will I be assessed?

The seven assessment criteria that apply to Accounting are:

1. Comprehend accounting concepts, principles and/or processes

2. Apply accounting principles and processes

3. Analyse and interpret financial data and information to draw conclusions

4. Evaluate accounting practices to make decisions and propose recommendations

5. Synthesise and solve accounting problems 6. Create responses that communicate meaning

to suit purpose and audience

Students are required to complete seven tasks over the two years. These can be examinations that will include a

combination of short response and extended response items based on stimulus, interpretive items and problem

solving skills. A project is undertaken that focuses on a problem-solving process and requires the application of a

range of cognitive, technical and creative skills and theoretical understandings.


For general and specific subject software requirements and laptop device specifications, please refer to the

BYOD Information and Procedures Handbook.


at a preparatory level in Year 10? Subject Matter

Personal Finance

o Personal Cash Budgeting o Making financial decisions – mobile phones

Cash Accounting for Service Business

o Source documents o Cash journals

o Statement of receipts and payments

Accounting fundamentals: o The Accounting Environment

o Accounting for business organisations o Foundations of Accounting

o Fundamental concepts and principles o Accounting for basic transactions - service

business (no GST) o Source documents and journals o Ledgers and trial balances

o Profit determination o Statement of Profit and Loss,

o Statement of Financial Position o Statement of Cash Flow

o Purpose and application of electronic accounting

Problem Solving: o Analyse and interpret accounting concepts

to solve real-life problems in varying contexts

o Project development and feedback

Skills

Apply transaction analysis and double entry principles

Apply accounting principles and processes for a service business to

o post general journal entries to the general ledger using columnar and/or T format ledger accounts

o calculate the balance of ledger accounts o prepare a trial balance

Apply computerised accounting processes for a service business (MYOB)

Apply accounting principles and processes for a

service business to calculate net profit or loss

Cognitive Verbs

Investigate, analyse, calculate, explain, deduct, compare, evaluate, deduce, construct, recognize, accuracy, communicate, interpret, evidence, analyse evidence, identify trends, draw conclusions.

Accounting (General)


Unit 1

Real world

accounting

•Topic 1: Accounting

for a service business —

cash, accounts

receivable, accounts

payable and no GST

•Topic 2: End-of-

month reporting for a

service business

Unit 2

Management

effectiveness

•Topic 1: Accounting

for a trading GST

business

Topic 2: End-of-year

reporting for a trading

GST business

Unit 3

Monitoring a

business

•Topic 1: Managing

resources for a trading

GST business — non-

current assets

•Topic 2: Fully

classified financial

statement reporting for

a trading GST business

Unit 4

Accounting

the big picture

•Topic 1: Cash

management

•Topic 2: Complete

accounting process for a

trading GST business

•Topic 3: Performance

analysis of a listed public

company

Assessment

1) Formative internal

assessment/s

Assessment


assessment/s

Assessment

Summative internal

assessment 1:

Examination —

combination response

(25%)

Summative internal

assessment 2:

Examination — short

response (25%)

Assessment

Summative internal

assessment 3:

Project — cash

management (25%)

Summative external

assessment:

Examination — short

response (25%)

Accounting (General)



In Geography, students engage in a range of learning

experiences that develop their geographical skills and

thinking through the exploration of geographical

challenges and their effects on people, places and the

environment. Students are exposed to a variety of

contemporary problems and challenges affecting

people and places across the globe, at a range of scales.

These challenges include responding to risk in hazard

zones, planning sustainable places, managing land cover

transformations and planning for population change.

This course of study enables students to appreciate and

promote a more sustainable way of life. Geography

aims to encourage students to become informed and

adaptable so they develop the skills required to

interpret global concerns and make genuine and

creative contributions to society. It contributes to their

development as global citizens who recognise the

challenges of sustainability and the implications for their

own and others’ lives.


Responding to risk and vulnerability in hazard

zones

Planning sustainable places

Responding to land cover transformations

Managing population change

Excursions

Year 10: Coastal Management excursion

Year 11: Liveability excursion

Year 12: Data survey excursion

Approximate cost $20.00-$30.00 per excursion

Pathways

A course of study in Geography can establish a basis for

further education and employment in the fields of urban

and environmental design, planning and management;

biological and environmental science; conservation and

land management; emergency response and hazard

management; oceanography, surveying, global security,

economics, business, law, engineering, architecture,

information technology, and science.



Environmental management approaches

Worldviews to approach environmental issues

Natural hazards as an environmental issue

Geological, geomorphic and atmospheric

processes, cycles and systems

Spatial distribution of hazardous zones

Natural and anthropogenic factors influencing

why some places are more at risk

Vulnerability of places in developing and

developed countries

Capacity to respond to natural hazards and

disasters

Skills

Reading process and comprehension strategies

Manipulate, adapt and transform data using

spatial technologies

Communicate different representations of

geographical information

Understand and use scientific and geographic

language and conventions

Practical field work skills

Cognitive Verbs

Analyse –looking for patterns and relationships

in data and information

Synthesise – bring information together to

propose action

Interpreting - Makes reasoned inferences based

on implicit and explicit information

Geography (General)


Unit 1

Responding to risk

and vulnerability

in hazard zones

Natural hazard zones

Ecological hazard

zones

Unit 2

Planning

sustainable places

Responding to

challenges facing a

place in Australia

Managing the

challenges facing a

megacity

Unit 3

Responding to

land cover

transformations

Land cover

transformations and

climate change

Responding to local

land cover

transformations

Unit 4

Managing

population change

Population challenges

in Australia

Global population

change

Assessment

Internal Formative

Assessment

1) Exam - Combination

Response

Assessment

Internal Formative

Assessment


Response

2) Investigation – Data

Report

Assessment Internal Summative

Assessment

IA1: Exam –

Combination

Response (25%)

IA2: Investigation – Field

Report (25%)

Assessment Internal Summative

Assessment

IA3: Investigation – Data

Report (25%)

External Summative

Assessment

Exam - Combination

Response (25%)

Geography (General)



Legal Studies focuses on the interaction between

society and the discipline of law. Students study the

legal system and how it regulates activities and aims to

protect the rights of individuals, while balancing these

with obligations and responsibilities. An understanding

of legal processes and concepts enables citizens to be

better informed and able to constructively question and

contribute to the improvement of laws and legal

processes. This is important as the law is dynamic and

evolving, based on values, customs and norms that are

challenged by technology, society and global influences.

Legal Studies explores the role and development of law

in response to current issues. The subject starts with

the foundations of law and explores the criminal justice

process through to punishment and sentencing.

Students then study the civil justice system, focusing on

contract law and negligence. With increasing

complexity, students critically examine issues of

governance that are the foundation of the Australian

and Queensland legal systems, before they explore

contemporary issues of law reform and change. The

study finishes with considering Australian and

international human rights issues. Throughout the

course, students analyse issues and evaluate how the

rule of law, justice and equity can be achieved in

contemporary contexts.


Beyond reasonable doubt

Balance of probabilities

Law, governance and change

Human rights in legal contexts

Pathways

A course of study in Legal Studies can establish a basis

for further education and employment in the fields of

law, law enforcement, criminology, justice studies and

politics.



Subject Matter

Morals and Ethics

Democracy in Australia – how our government

works

Alternatives to Democracy: Communism and

Developing Democracy

United Nations

Global Citizenship

International Law

The Court System and the High Court

Sources of Law: Common Law, Statute Law,

the Constitution

Branches of Law: Criminal Law and Civil Law

Skills

Comprehend the concepts, principles and

processes of the Australian and Queensland

legal systems

Analyse legal issues and the effects on

stakeholders within the Australian and

Queensland legal systems

Evaluate situations, making decisions and

propose recommendation/s using legal criteria

Create responses that communicate legal

meaning to suit the intended purpose, using

paragraphs and extended responses.

Cognitive Verbs

Investigate – the process of generating and

testing hypothesis


constituent parts and/or their relationships

Evaluate - examine and determine the merit,

value or significance of something, based on

criteria



Unit 1

Beyond reasonable

doubt

Legal foundations

Criminal investigation

process

Criminal trial process

Punishment and

sentencing

Unit 2

Balance of

probabilities

Civil law foundations

Contractual

obligations

Negligence and the

duty of care

Unit 3

Law, governance

and change

Governance in

Australia

Law reform within a

dynamic society

Unit 4

Human rights in

legal contexts

Human rights

The effectiveness of

international law

Human rights in

Australian contexts

Assessment

Internal Formative

Assessment

Investigation - Inquiry

Report (Crime)

Assessment Internal Formative

Assessment

Exam – Combination

Response (Contracts)

Investigation –

Argumentative Essay

(Torts)

Assessment

Internal Summative

Assessment

IA1: Exam -

Combination

Response (25%)

IA2: Investigation –

Inquiry Report

(25%)

Assessment

Internal Summative

Assessment


Argumentative essay

(25%)

External Summative

Assessment

Exam - Combination

Response (25%)




Modern History is a discipline-based subject where

students examine traces of humanity’s recent past so

they may form their own views about the Modern

World. Through Modern History, students’ curiosity

and imagination is invigorated while their appreciation

of civilisation is broadened and deepened. Students

learn that the past is contestable and tentative. They

discover how the past consists of various perspectives

and interpretations. Modern History distinguishes itself

from other subjects by enabling students to empathise

with others and make meaningful connections between

the past, present and possible futures.

Modern History is thematic based and shaped around

four of the forces that have helped to shape the

Modern World — ideas, movements, national

experiences and international experiences. In each unit,

students explore the nature, origins, development,

legacies and contemporary significance of the force

being examined.

Modern History is heavily modelled on inquiry learning.


Ideas in the Modern World

Movements in the Modern World

National experiences in the Modern World

International experiences in the Modern

World

Pathways

A course of study in Legal Studies can establish a basis

for further education and employment in the fields of

law, law enforcement, criminology, justice studies and

politics.



Subject Matter

Human Rights and the United Nations

Declaration

Invasion to Reconciliation in Australia

The Stolen Generations/Bringing Them Home

Report

American Civil Rights Movements

Mabo and Native Title

Australia and WWII

Kokoda

Migration in Australia

French Revolution

Skills

Use of the inquiry process through historical

questioning and research

Analysis and synthesis of historical sources and

evidence

Evaluation of historical interpretations to arrive

valid conclusions

Communicating in a range of forms using genre

and historical language conventions including

referencing

Self-management (self, time, planning and

organising)

Cognitive Verbs

Investigate – the process of generative and

testing hypothesis



Evaluate - examine and determine the merit,

value or significance of something, based on

criteria

Synthesise – combining ideas to form new

understandings



Unit 1

Ideas in the modern

world

Frontier Wars in

Queensland

Russian Revolution

1905–1920s (Bloody

Sunday takes place –

Russian Civil War

ends)

Unit 2

Movements in the

modern world

Women’s Movements

since 1893

Anti-Apartheid

movements in South

Africa

Unit 3

National

experiences in the

modern world

Germany (1914-1945)

WWI -WWII

China (1931-1976)

(invasion of

Manchuria begins –

Cultural Revolution

ends)

Unit 4

International

experiences in the

modern world

The Cold War 1945-1991

Australian engagement

with Asia: Australia

and the Vietnam War

Assessment

Internal Formative

Assessment

Exam - essay in response

to historical stimulus

Assessment

Internal Formative

Assessment

Investigation -

Independent Source

Investigation + Essay

Exam: Short Response to

Stimulus

Assessment

Internal Summative

Assessment

IA1: Exam – Essay in

response to

historical sources

(25%)


Independent Source

Investigation (25%)

Assessment

Internal Summative

Assessment


Historical essay

based on research

(25%)

External Summative

Assessment

Exam – Short responses

to historical sources

(25%)




Philosophy & Reason combines the discipline of

philosophy with the associated skills of critical

reasoning. The study of philosophy allows students to

recognise the relevance of various philosophies to

different political, ethical, religious and scientific

positions. It also allows them to realise that decisions

in these areas are the result of the acceptance of

certain ideas and specific modes of reasoning.

Through the study of Philosophy & Reason, students

collaboratively investigate philosophical ideas that have

shaped and continue to influence contemporary

society. These ideas include what it means to be human,

how we understand the role of reason in our individual

and collective lives and how we think about and care

for each other and the world around us.

Students learn to value plurality in terms of

perspectives and world-views as a necessary condition

for human progress.


Fundamentals of reason

Reason in philosophy

Moral philosophy and schools of thought

Social and political philosophy

Pathways

A course of study in Philosophy & Reason can establish

a basis for further education and employment in the

fields of business, communication, ethics, journalism,

law, politics, professional writing, psychology, science

research and teaching.



Subject Matter

Inductive and Deductive Reasoning

Identifying different forms of reasoning including

fallacies

Exploring the concepts about what makes the

individual and the concept of ‘us’ and ‘them’

Examining the relationship between mind and

body in philosophy

Examining the impact of scientific development in

understanding the human brain

Skills

Breaking down arguments into their

constituent parts

Identifying different forms of reasoning

Formulating coherent and logical arguments

Cognitive Verbs

Investigate – the process of generative and testing

hypothesis



Evaluate - examine and determine the merit, value

or significance of something, based on criteria

Synthesise – combining ideas to form new

understandings

Philosophy and Reason (General)


Unit 1

Fundamentals of

reason

The learning consists of

the fundamental

concepts, skills,

knowledge and

understanding of the

discipline of philosophy.

There are no discrete

topics in this unit.

Unit 2

Reason in

philosophy

Philosophy of religion

Philosophy of science

Unit 3

Moral philosophy

and schools of

thought

Moral philosophy

Philosophical schools

of though

Unit 4

Social and political

philosophy

Rights

Social philosophy

Assessment

Internal Formative

Assessment

Exam Short Response

Extended Response

Essay

Assessment

Internal Formative

Assessment

Extended Response

Essay

Assessment

Internal Summative

Assessment

IA1: Exam (25%)

IA2: Extended response

(25%)

Assessment

Internal Summative

Assessment


(25%)

External Summative

Assessment

Exam (25%)

Philosophy and Reason(General)



In Social and Community Studies, three interrelated

and interdependent areas of life skills are identified —

personal, interpersonal, and citizenship skills. These life

skills are core to the subject and provide a framework

for a course of study in Social and Community Studies.

Life skills encompass social skills, communication skills

(e.g. verbal and non-verbal communication, effective

speaking, active listening), respect for and interaction

with others, building rapport, problem solving and

decision making, self-management, building self-esteem,

self-confidence and resilience, workplace skills, learning

and study skills.

Students investigate these life skills through a variety of

electives dealing with topics such as personal

economics and consumerism, legal issues, the world of

work, workplace relations, the Arts and the

community, food and nutrition, health, recreation and

leisure, relationships and gender issues, and science and

technology. In collaborative learning environments,

students use an inquiry approach to investigate the

dynamics of society and the benefits of working with

others in the community, allowing them to establish

positive relationships and networks, and to be active

and informed citizens.


Health: Food and Nutrition

Money Management

Today’s Society

Science and Technology

Australia’s place in the world

Legally it could be you!

Into Relationships

Arts and the Community



Subject Matter

Australia’s democracy system and legal issues

Healthy eating and food pyramid

Issues in today’s society

Global and connected citizens

Skills

Verbal and non-verbal communication skills

Working in groups to collaborate

Investigations through inquiry

Comprehending different articles on a range of

issues

Cognitive Verbs

Investigate - carry out an examination or formal

inquiry in order to establish or obtain facts and

reach new conclusions; search, inquire into,

interpret and draw conclusions about data and

information

Interpret - identify or draw meaning from, or give

meaning to, information presented in various

forms, such as words, symbols, pictures or graphs

Synthesise - combine different parts or elements

(e.g. information, ideas, components) into a whole,

in order to create new understanding

Communicate - convey knowledge and/or

understandings to others; make known; transmit

Social and Community Studies

(Applied)


Unit 1

Health: Food and

Nutrition

Money Management

Unit 2

Today’s Society

Science and

Technology

Unit 3

Australia’s place in

the world

Legally it could be

you!

Unit 4

Into Relationships

Arts and the

Community

Assessment

1) Project: You are

what you eat!

A: Spoken component

B: Product component

2) Investigation

Written - report

Assessment

1) Extended response

to stimulus

Written – article

2) Examination

Short answers

Assessment

1) Investigation

Written – Report

2) Examination

Short answers

Assessment

7) Project: How to get

along with others?

A. Written component

B. Performance

C. Product component

8) Extended response to

stimulus

Written – review

Social and Community Studies (Applied)


Physical Education



Students learn experientially through three stages of

an inquiry approach to ascertain relationships

between the scientific bases and the physical activity

contexts. Students recognise and explain concepts

and principles about and through movement, and

demonstrate and apply body and movement concepts

to movement sequences and movement strategies.

Through their purposeful and authentic experiences

in physical activities, students gather, analyse and

synthesise data to devise strategies to optimise

engagement and performance. They evaluate and

justify strategies about and in movement by drawing

on informed, reflective decision-making.


Unit 1 Sport Psychology, Motor learning,

functional anatomy, biomechanics and physical

activity (Badminton)

Unit 2 Equity and physical activity (various)

Unit 3 Tactical awareness, ethics and integrity

and physical activity (Volleyball)

Unit 4 Energy, fitness and training and physical

activity (Touch)

*Practical elements subject to change dependent on

teacher.


The assessment criteria that apply to PED are:

Explaining

Demonstrating and applying

Analysing

Evaluating and Justifying

Communicating

Students are required to complete two tasks per

unit. These can be written project folios or

investigation reports (1500-2000 words), multimodal

(4-8 mins) presentations, or combination response

exams under supervised conditions.



requirements and laptop device specifications, please

refer to the BYOD Information and Procedures

Handbook.



Subject Matter Unit objectives are drawn from the syllabus objectives and are contextualised for the subject matter and requirements of the unit. Each unit objective is assessed

at least once. Students will:

recognise and explain theory topics in units 1-4 about selected physical activities

demonstrate specialised movement sequences and

movement strategies in selected physical activities

apply concepts to specialised movement sequences and movement strategies in selected physical

activities

analyse and synthesise data to devise strategies about theory topics in Units 1-4

evaluate theory topics in Units 1-4 and movement strategies

justify theory topics in Units 1-4 and movement

strategies

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

purposes and contexts

Skills

Critical thinking

Creative thinking

Communication

Collaboration and Teamwork

Information & communication technologies (ICT)

skills

Cognitive Verbs

Apply - use knowledge and understanding in response

to a given situation or circumstance; carry out or use a

procedure in a given or particular situation

Analyse - dissect to ascertain and examine constituent

parts and/or their relationships; break down or examine

in order to identify the essential elements, features,

components or structure; determine the logic and

reasonableness of information

Demonstrate - prove or make clear by argument,

reasoning or evidence, illustrating with practical

example; show by example; give a practical exhibition

Evaluate - make an appraisal by weighing up or assessing

strengths, implications and limitations; make judgments

about the ideas, works, solutions or methods in relation

to selected criteria; examine and determine the

merit, value or significance of something, based

on criteria

Synthesise - combine different parts or elements (e.g.

information, ideas, components) into a whole, in order

to create new understanding



Unit 1

Sport psychology,

Motor learning, functional anatomy,

biomechanics and physical activity

Topic 1: Motor

learning integrated with a selected physical

activity

Topic 2: Functional anatomy and biomechanics integrated

with a selected physical activity

Topic 3: Sport

psychology integrated with a selected physical

activity

Unit 2

Equity and physical

activity

Topic 1: Equity -

barriers and enabler

Unit 3

Tactical awareness,

ethics and integrity and physical activity

Topic 1: Tactical awareness integrated

with one selected ‘Invasion’ or ‘Net and

court’ physical activity

Topic 2: Ethics and integrity

Unit 4

Energy, fitness and training

and physical activity

Topic 1: Energy, fitness

and training integrated with

one selected ‘Invasion’,

‘Net and court’ or

‘Performance’ physical

activity

Assessment


assessment/s

Project – folio (50%)

Combination Exam

(25%)

Assessment


assessment/s

Investigation report

(25%)

Assessment

Summative internal

assessment 1:

Project — folio (25%) Summative

internal assessment 2:

Investigation — report (20%)

Assessment

Summative internal

assessment 3:

Project — folio (30%)

Summative external

assessment:

Examination —


(25%)

At least two categories of physical activity must be selected in Units 1 and 2.

Students should have opportunities in Units 1 and 2 to experience and respond to the

types of assessment they will encounter in Units 3 and 4.

For reporting purposes, schools should develop at least one assessment per unit, with

a maximum of four assessments across Units 1 and 2.




Sport and Recreation is an Applied ATAR Subject. An

interest in and willingness to be involved in

recreational pursuits is an advantage. Students must

be willing to climb, swim and run. It is an extremely

practical active course, with detailed written

components. Students must also be willing to coach

others and set up for carnivals and tournaments.

There are costs involved each term.


Year 11

- Water Safety

- Speedminton (Racquet sports)

- Sport Specific Training

- Indoor Cricket

Year 12

- Outdoor Education

- Archery

- Event Management

- Table Tennis

*Practical elements subject to change.


The assessment criteria that apply to Recreation are:

Acquire/Apply/Evaluate

Students are required to complete two to three tasks

per unit. These can be written projects, journal

reports (1000 words), multimodal (4-8 mins)

presentations, or performance tasks.





Handbook.



recognise and explain theory topics about

selected physical activities

demonstrate specialised movement sequences

and movement strategies in selected physical

activities

apply concepts to specialised movement

sequences and movement strategies in selected

physical activities

analyse, synthesise, evaluate and justify data to

devise strategies about theory and movement

strategies

make decisions about and use language,

conventions and mode-appropriate features for

particular purposes and contexts

Skills • Manage career and work life

• Work with roles, rights and protocols

• Communicate for work

• Connect and work with others

• Recognise and utilise diverse perspectives

• Plan and organise

• Make decisions

• Identify and solve problems

• Create and innovate

• Work in a digital world

Cognitive Verbs

Apply and demonstrate - understanding of concepts

by using them in recreation activities.

Adapt - actively engaged in modifying procedures,

strategies and physical responses for themselves

and others.

Manage - organise and monitor individuals and

groups in recreation activities i.e. using safety and

risk management principles, skills and procedures.

Apply - they demonstrate their understanding of

health promotion strategies by using these in both

personal and group recreation activities.

Use language conventions and features - use

correct grammar, spelling, punctuation, vocabulary,

text types and structures in written, oral and visual

modes to achieve particular purposes.



Unit 1

Module One

- Water Safety

Module Two

- Speedminton

Unit 2

Module Three

- Sport Specific

Training

Module Four

- Indoor Cricket

Unit 3

Module Five

- Outdoor Education

Module Six

- Archery

Unit 4

Module Seven

- Event Management

Module Eight

- Table Tennis

Examination

(50-150 words per item)

90 mins

Performance

(2-4 mins) skill application

Project

700 words

7 mins

Performance


Examination

(50-250 words per item) 90 mins

Performance


Project

900 words

7 mins

Performance




The Arts



Using traditional and contemporary texts students

develop an understanding of voice, acting, directing,

playwriting, dramaturgy, improvisation, movement and

staging. This course focuses on creativity and how to

harness and develop one’s creativity in

performance. Students participate in artist in

residency projects; work in a studio context and

within performance.


Verbatim and Documentary Storytelling

Gothic and Magical Realism

Absurd and Epic Theatre

Adaptation and Elizabethan Theatre


The course is organised around two principles;

Making and Responding.

Making: Involves the management of a range of

dramatic forms, styles and conventions to plan, create

and present drama. The ‘Forming’ stage may involve

skills such as improvisation, play building, playwriting

and directing; ‘Presenting’ includes the performance

and communication of dramatic action through

realising

Different dramatic forms and styles

The elements of drama and dramatic

conventions in performance

Acting techniques in performance

Responding: students reflect upon live performance,

or DVD’s of stage productions. Through this

reflection, students demonstrate a capacity to analyse,

synthesise and evaluate drama using the elements of

drama and performance styles.



Subject Matter

Acting skills through the teachings of specific

Drama Practitioners

Exploring the works of Shakespeare –

Directorial Vision and Adaptation

Explore the application of Docu-Drama and

Issue Based Drama

Verbatim Theatre

Reading, Development and Performance of

Published texts

Skills

Demonstrate an understanding of Dramatic

languages

Literacy skills

Analyse Dramatic languages

Interpret purpose and text to determine

Dramatic Meaning

Manipulate Dramatic languages to create

Dramatic Action

Evaluate and Justify the use of Dramatic

Languages

Cognitive Verbs

Critical thinking, analytic thinking in responding to

artworks; problem solving, reflecting and evaluating

in making artworks. Creative thinking, generating

and applying new ideas and identifying alternatives

in making artworks. Communication both written

and visual, communication in making and

responding to art works Collaboration and

teamwork, working collaboratively with others in

an art studio environment. Personal and social

skills, recognising and using diverse perspectives in

art theory and practice. Information &

communication technologies (ICT), skills utilising

technology to create and transmit arts works and

recognising digital citizenship and intellectual

property.

Drama (General)


Unit 1

Share

How does drama

promote shared

understandings of

the human

experience?

• cultural inheritances of

storytelling

• oral history and

emerging practices

• a range of linear and

non-linear forms

Unit 2

Reflect

How is drama

shaped to reflect

lived experience?

• realism, including

Magical Realism,

Australian Gothic

• associated conventions

of styles and texts

Unit 3

Challenge

How can we use

drama to challenge

our understanding

of humanity?

• theatre of Social

Comment, including

Theatre of the Absurd

and Epic Theatre


of styles and texts

Unit 4

Transform

How can you

transform dramatic

practice?

• contemporary

performance


of styles and texts

• inherited texts as

stimulus

Assessment

Performance

Practice Led

Project – Dramatic

Concept

Assessment

Practice Led

Directorial Pitch

Practice Led

Performance

Examination

Assessment

Summative internal

assessment 1:

Performance (20%)

Summative internal

assessment 2:

Project — dramatic

concept (20%)

Assessment

Summative internal

assessment 3:

Project — practice-led

project (35%)

Summative external

assessment: Examination

(25%)

Drama (General)


What is this course about? Film, Television & New Media uses an inquiry learning

model, developing critical thinking skills and creative

capabilities through the exploration of five key

concepts that operate in the contexts of production

and use.

Five key concepts:

Technologies: the study of changing technologies

and their impact and influence on media products;

Representations: the study of the construction of

media texts in particular points of view, bias, value

systems and stereotypes perpetuated by the

media and the impact of this upon society;

Audiences: the study of the role of audience

perceptions and tastes in the making and

reception of a media text;

Institutions: the study of the role of various film,

television and new media institutions in the

creation and distribution of media products;

Languages: the study of the codes and conventions

of film, television and new media texts.

How will I be assessed? The course is organised around two principles;


Making:

Project – Students will design, document and create

treatments and storyboards to demonstrate their

understanding and manipulation of filmic languages and

concepts. They will utilise practical skills to film and

edit their written work into genre sequences, trailers

and short films.

Responding:

Students will investigate, explore and analyse moving

image media through the filmic language; appraise and

evaluate these elements to effectiveness in conveying

meaning audiences. Students will also participate in an

extended response in exam conditions.





Handbook.



Subject Matter

Technical skills of camera operation, composition,

shot types, angles, camera movement recording of

action and editing

Exploring Australian Television and cinema, the

representations of these and their impact on

audiences

Understand technical, symbolic, genre, narrative

codes and conventions used in the construction of

moving-image media products

Multiplatform media

Creating preproduction documents – such as

treatments and storyboards

Auteur directors and film styles

Institutions that produce media and the

relationships with their audiences

Skills

Demonstrate an understanding of Filmic languages

Literacy skills

Analyse Film languages

Interpret moving-image media to determine

Meaning

Manipulate Film languages to create intended

meanings for an audience

Evaluate and Justify the use of Film Languages

Cognitive Verbs


artworks; problem solving, reflecting and evaluating in

making artworks.

Creative thinking, generating and applying new ideas

and identifying alternatives in making artworks.

Communication both written and visual,

communication in making and responding to art works

Collaboration and teamwork, working collaboratively

with others in an art studio environment.

Personal and social skills, recognising and using diverse

perspectives in art theory and practice.

Information & communication technologies (ICT), skills

utilising technology to create and transmit arts works

and recognising digital citizenship and intellectual

property.

Film, Television and New Media

(General)


Unit 1

Foundation

Concept: Technologies

How are tools and

associated processes used

to create meaning?

Concept: Institutions

How are institutional

practices influenced by

social, political and

economic factors?

Concept: Languages

How do signs and symbols,

codes and conventions

create meaning?

Unit 2

Story Forms

Concept: Representations

How do representations

function in story form?

Concept: Audiences

How does the relationship

between story forms and

meaning change in different

contexts?

Concept: Languages

How are media languages

used to construct stories?

Unit 3

Participation


How do technologies

enable or constrain

participation?

Concept: Audiences

How do different contexts

and purposes impact the

participation of individuals

and cultural groups?

Concept: Institutions

How is participation in

institutional practices

influenced by social,

political and economic

factors

Unit 4

Identity


How do media artists

experiment with technical

practices?

Concept: Representations

How do media artists

portray people, places,

events, ideas and

emotions?

Concept: Languages

How do media artists use

signs, symbols, codes and

conventions in

experimental ways to

create meaning?

Assessment

Formative Internal

Assessment –

Extended response:

close analysis of Film

Project

Assessment

Formative Internal

Assessment –

Project: genre

sequence – thriller

Examination

Assessment

Summative internal

assessment 1: Case study

investigation (15%)

Summative internal

assessment 2: Multi-

platform project (25%)

Assessment

Summative internal

assessment 3: Stylistic

project (35%)

Summative external

assessment: Examination

(25%)

Film, Television and New Media (General)



This course develops students’ musicianship, which

brings together knowledge and understanding of

music with the development of inner hearing,

cognition, artistic sensitivity and creativity in all music

activity and thought. This is continually developed and

informed as they work in, through and about music as

composers, musicologists and performers. Students

are exposed to a range of contexts, styles and genres

from Medieval and Renaissance through to 21st

Century video games.


Designs

Identities

Innovations

Narratives


The course is organised around two principles;


Making: When students make music, they are

informed by their knowledge and experiences as an

audience of art forms. Making in Music involves the

processes of composing and performing.

Responding: When students respond, they are

informed by their knowledge and experiences as an

artist. They analyse, critique and evaluate music and

musical performances.



requirements and laptop device specifications.


Handbook



Practical performance skills

Australian music from the First Australians to

21st Century stars.

Explore TV themes and music

Composition using voice, instruments and

technology

Skills

Demonstrate technical performance skills

Literacy skills

Analyse and interpret music

Apply compositional devices to realise and

resolve musical ideas

Evaluate and justify the use of musical elements

and concepts

Cognitive Verbs


artworks; problem solving, reflecting and evaluating

in making artworks. Creative thinking, generating

and applying new ideas and identifying alternatives

in making artworks. Communication both written

and visual, communication in making and

responding to art works Collaboration and

teamwork, working collaboratively with others in

an art studio environment. Personal and social

skills, recognising and using diverse perspectives in

art theory and practice. Information &

communication technologies (ICT), skills utilising

technology to create and transmit arts works and

recognising digital citizenship and intellectual

property.

Music (General)


Unit 1

Designs

Through inquiry

learning, the following is

explored:

How does the treatment

and combination of

different music elements

enable musicians to

design music that

communicates meaning

through performance

and composition?

Unit 2

Identities

Through inquiry


explored:

How do musicians use

their understanding of

music elements,

concepts and practices

to communicate cultural,

political, social and

personal identities when

performing, composing

and responding to

music?

Unit 3

Innovations

Through inquiry


explored:

How do musicians

incorporate innovative

music practices to

communicate meaning

when performing and

composing?

Unit 4

Narratives

Through inquiry


explored:

How do musicians

manipulate music

elements to

communicate narrative

when performing,

composing and

responding to music?


assessment/s

Performance

Composition

Assessment

Formative internal

assessment/s

Integrated project

Exam

Assessment

Summative internal

assessment 1:

Performance (20%)

Summative internal

assessment 2:

Composition (20%)

Assessment

Summative internal

assessment 3:

Integrated project (35%)

Summative external

assessment:

Examination (25%)

Music (General)



The Visual Art course provides not only for the students who have ambitions for an art or design related career,

but also develops students’ investigative and thinking skills which contributes to their ability to participate in

creative processes, problem solving and metacognition.

The course of study is organised around the inquiry learning model, with increasing independence, students

move from diversification in Year 11 to specialisation in Year 12. Students will experiment with and explore a

wide range of media in order to solve conceptual problems and communicate individual interpretations of

concepts, through focuses.


The course is organised around two principles; Making and Responding.

Making: Involves students making artworks. They are informed by their knowledge and experiences as an

audience of art forms. Responding: When students respond, they are

informed by their knowledge and experiences as both artist and audience.

The objectives recognise that when students work as artist and audience, making involves work in the art

form, while responding involves work about the art form.

What technology requirements will I need?

In order to utilise the industry standard specialist digital equipment and software provided as part of the subject

levy, student will require: a laptop capable of running Adobe Creative Cloud software; an SD card; and a USB.

As well as the utilising the Microsoft office suite of

software, students will use various programs in the Adobe Creative Cloud suite (e.g. Photoshop). This

software is provided free to students as part of the resource scheme.

For general and specific subject software requirements

and laptop device specifications, please refer to the BYOD Information and Procedures Handbook



Core learning in Visual Art units is organised in the

inquiry learning processes of developing, researching,

reflecting and resolving.

developing - how do artists generate solutions to

visual problems?

researching - how do artists react to stimulus?

reflecting - how do artists consider ideas and

information, media techniques and processes?

resolving - how do artists communicate individual

ideas as visual, written or spoken responses?

Media areas include, but are not restricted to, the

list below:

2D media 3D objects Time-based

media

• collage

• drawing

• painting

• photography

• printmaking

• ceramics

• fibre art

• installation

• sculpture

• wearable art

• electronic imaging

• film and animation

• sound art

• performance art

Skills

Making skills:

Creating meaning and communicating concepts

through visual language

Solving visual problems in making artworks

Experimenting and exploiting materials, processes,

techniques and technologies

Responding skills

Evaluating, Interpreting and Analysing artworks

Constructing informed conclusions

Justifying viewpoints

Cognitive Verbs


artworks; problem solving, reflecting and evaluating in

making artworks.

Creative thinking, generating and applying new ideas and

identifying alternatives in making artworks.

Communication both written and visual, communication

in making and responding to art works

Collaboration and teamwork, working collaboratively

with others in an art studio environment.

Personal and social skills, recognising and using diverse

perspectives in art theory and practice.

Information & communication technologies (ICT), skills

utilising technology to create and transmit arts works and

recognising digital citizenship and intellectual property.

Visual Arts (General)


Unit 1

Art as lens

Through inquiry learning,

the following are

explored:

•Concept: lenses to

explore the material

world

•Contexts: personal and

contemporary

•Focus: People, place,

objects

•Media: 2D, 3D, and time-

based

Unit 2

Art as code

Through inquiry

learning, the

following are

explored:

•Concept: art as a

coded visual language

•Contexts: formal

and cultural

•Focus: Codes,

symbols, signs and

art conventions

•Media: 2D, 3D, and

time-based

Unit 3

Art as knowledge

Through inquiry

learning, the following

are explored:

•Concept: constructing

knowledge as artist and

audience

•Contexts:

contemporary,

personal, cultural

and/or formal

•Focus: student-

directed

•Media: student-

directed

Unit 4

Art as alternate

Through inquiry learning,

the following are explored:

•Concept: evolving

alternate representations

and meaning

•Contexts: contemporary

an d personal, cultural

and/or formal

•Focus: continued

exploration of Unit 3

student-directed focus

•Media: student-directed

Assessment

Formative internal

assessments

Investigation

Project

Assessment

Formative internal

assessments

Project

Exam

Assessment

Summative internal

assessment 1:

Investigation — inquiry

phase 1 (15%)

Summative internal

assessment 2:

Project — inquiry

phase 2 (25%)

Assessment

Summative internal

assessment 3:

Project — inquiry phase 3

(35%)

Summative external

assessment:

Examination (25%)

Visual Arts (General)



This course provides students with an opportunity to

experience the role of Art in industry and the

community. The subject focusses on students engaging

in art-making processes and making visual artworks

for a purpose. Students explore art media, styles, and

techniques in areas such as Drawing, Painting,

Printmaking, Ceramics, Design (including graphic

design, murals and merchandising) and Digital Media.

Students may have the opportunity to be mentored by

visiting artists, have real life industry experiences and

be involved in community arts projects such as t-shirt

screen-printing, face painting and airbrushing.


With an emphasis on applied learning and community

connections, assessment is mainly focussed on

student’s practical tasks.

Assessment includes:

Product (the artwork itself is assessed)

Project (the artwork is assessed along with

records of the process and reflections on the

outcome and the processes)

Students will be assessed against three criteria:

Knowing and understanding;

Applying and Analysing

Evaluating; and Creating.

To successfully complete this course, the student

will require a laptop, SD card and USB.

What technology requirements will I need?

As well as the utilising the Microsoft office suite of

software, students will use various programs in the

Adobe Creative Cloud suite (e.g. Photoshop). This

software is provided free to students as part of the

resource scheme.




Handbook


Subject Matter In year 10 you will study:

A ‘House Spirit’ unit covering community arts

including

o Face Painting

o Screen printed House t shirts

o House paraphernalia

A ‘Surreal Ceramics’ unit cover traditional

media and concepts including

o Clay work

o Sculptural installation

Skills

Art Skills

Specific skills related to the media area (i.e.

screen-printing techniques, ceramic

techniques…)

Reflecting on artwork and evaluating art-

making processes

Display and curatorial skills

Skills for Work

Communicate for work

Connect and work with others

Recognise and utilise diverse perspectives

Plan and organise

Make decisions

Identify and solve problems

Create and innovate Work in a digital world

Cognitive Verbs

Collaboration and teamwork, working

collaboratively with others in community projects.

Information & communication technologies (ICT),

skills utilising technology to create digital artworks

and document art making processes and projects.

Creative thinking, generating and applying new

ideas and identifying alternatives in making

artworks.

Communication communicating through visual

artworks and about projects undertaken.

Personal and social skills, working together with

peers, “clients” and the community.




Module 1

Painting Pop

Culture

Traditional Media:

Painting

Module 2

“Something new

under the Sun”

Public Art: Sculpture

Module 3

“Public Showcase”

Traditional media:

painting

Module 4

“Figure it out”

Digital Art: digital

figure drawing

Assessment

Product: Pop Art

portrait painting

Assessment

Project: Public

sculpture for a

school / community

space

Assessment

• Extended

Response Folio

Assessment

Project: Digital

drawing folio

Module 5

“Leave your Mark”

Public Art Proposal

Module 6

“For Posterity”

Design: Graphic

design

Module 7

“On the Wall”

Public Art: Mural

painting

Module 8

“Art Every-wear”

Traditional media:

mixed media

drawing and painting

Assessment

Project: Folio Public

Art Proposal

Assessment

Project: Design of

college yearbook

cover and/or

advertising

Assessment

Project: Community

Mural

Assessment

Product:

Merchandising T-shirt/clothing

article for a music

festival



Technologies



The subject Design focuses on the application of

design thinking to envisage creative products, services

and environments in response to human needs, wants

and opportunities through the design process and

creation of prototypes.

Designing is a complex and sophisticated form of

problem solving that uses divergent and convergent

thinking strategies that can be practised and improved.


Design in Practice

Commercial Design

Human-centred Design

Sustainable Design

What technology and resource requirements

will I need?



refer to the Digital Devices Information and Procedures

Handbook. Other resources will be listed in the

subject specific Booklist.



Subject Matter

Actively engage in problem-based learning to

create new environmentally responsible

solutions

Use and apply the subject specific design

process

ICT skills in a range of software programs

Drawing to represent design concepts

Ideation to Prototyping

Students will present ideas as a spoken pitch to

clients

Skills

Critical thinking

Creative thinking

Communication – visual and written

Collaboration & teamwork

Personal & social skills

ICT skills

Ideation sketching

Design process

Drawing and representing ideas visually

Public speaking/presenting

Cognitive Verbs

Represent – portray in a non-linguistic form to

comprehend knowledge

Evaluate – make an appraisal by weighing up or

assessing strengths, implications or limitations

Synthesise – combine different parts or elements,

into a whole, to create new understanding

Design (General)


Unit 1

Design in Practice

Experiencing design

Design process

Design styles

Unit 2

Commercial Design

Explore client needs

and wants

Develop collaborative

design

Unit 3

Human-centred

Design

Design with

empathy

Unit 4

Sustainable Design

Explore sustainable

design opportunities

Develop - redesign

Assessment

Internal Formative

Assessment

1) Exam – 15%

2) Project 35%

Assessment

Internal Formative

Assessment

1) Exam – 25% Design Challenge

2) Project 25%

Assessment

Internal

Summative

Assessment

IA1: Exam – Design

Challenge (15%)

IA2: Project (35%)

Assessment

Internal Summative

Assessment

IA3: Project (25%)

External Summative

Assessment

Exam – Design Challenge

(25%)

Design (General)



The subject Digital Solutions engages students in

problem-based learning that enables them to learn

about algorithms, computer languages and user

interfaces through generating digital solutions and

evaluating impacts, components and solutions.

Digital Solutions uses a problem solving process,

which moves through a number of phases requiring

students to explore problems, develop ideas, generate

components and digital solutions and evaluate these as

well as personal, social and economic impacts.


Creating with Code

Application Data Solutions

Digital Innovation

Digital Impacts


will I need?




Handbook. Resource list requirements are listed on




Create with code to develop digital solutions

using programming languages such as HTML

and Python

Explore and engage with real world problems

in web and mobile applications, interactive

media and intelligent systems through

problem-based learning

Generate data structures, pseudocode,

interfaces and program modules for

communication and programming

requirements

Skills

Apply computational thinking processes

Generate and refine ideas


Critical and creative thinking

Collaboration & teamwork

Design process Cognitive Verbs

Analysis – Examines different perspectives on

complex issues within and between texts

Judging/Evaluating - applying both procedural and

deliberative operations to make a determination

Justify - Providing sound reasons or evidence to

support a statement

Synthesising – Assembling a system, theory,

communication, plan, set of operation into a

coherent, unique and/or complex entity



Unit 1

Creating with Code

Understanding digital

problems

User experiences

interfaces

Algorithms and

programming

Programmed solutions

Unit 2

Application Data Solutions

Data-driven

problems and

solution

requirements

Data and

programming

techniques

Prototype data

solutions

Unit 3

Digital Innovation

Interactions

between users, data

and digital solutions

Real-world problem

and solution

requirements

Innovative digital

solutions

Unit 4

Digital Impacts

Digital Methods for

exchanging data

Complex digital data

exchange problems

and solution

requirements

Prototype digital

data exchanges

Assessment

Internal Formative

Assessment

1) Project

Assessment

Internal Formative

Assessment

1) Project – group

design challenge

Assessment

Internal Summative

Assessment


Technical Proposal

(20%)

IA2: Project – Digital

Solution (30%)

Assessment

Internal Summative

Assessment

IA3: Project – Folio

(25%)

External Summative

Assessment

Exam - (25%)




The subject Industrial Technology Skills teaches the

theory, practices and skills development related to

Aerospace Industries. It provides an unique

opportunity for students to experience the challenge

and personal satisfaction of undertaking practical work

while developing beneficial vocational and life skills.

A course of study in Industrial Technology Skills can

established a basis for further education and

employment in manufacturing industries. By doing

manufacturing tasks, students develop transferable

skills relevant to a range of industries and future

employment opportunities.

The core topics studied in Year 11 and 12 are:

Industrial practices: manufacturing enterprises,

workplace health & safety, personal &

interpersonal skills, product quality

Production processes: specifications, tools,

materials

Industry electives studied in Year 11 and 12

are:

Aero skills: aero skills mechanical, aero skills

structures

Industrial Graphics: engineering drafting

Automotive mechanical

Automotive electrical


will I need?







Subject Matter

Construction of an aerospace product to a flight worthy standard

Creation of engineering drawings

Practices and knowledge of aerospace industry

Skills

Fault diagnosis, repair and modification of aircraft components

Inspection, testing, repair and modification of metal, composite, wooden and fabric aircraft structures

Making or repairing individual pieces of furniture

Drafting sketches, working drawings and 3D representations that enable built environment structures and the manufacture of mostly metal products

Producing technical drawings

Manufacture using plastic

Teamwork Cognitive Verbs

Analysis – Examining the parts of something in detail

and showing the relationship of the parts to each

other.

Interpreting - Makes reasoned inferences based on

implicit and explicit information.

Synthesis - Assembling components into a coherent,

unique and/or complex product which can be a

system, theory

Industrial Technology Skills (Applied)



The subject Information Communication Technology

(ICT) is concerned with skills in applying knowledge of

ICT to produce solutions to simulated problems

referenced to business, industry, government,

education and leisure contexts. To achieve this,

students develop knowledge, understanding and skills

across multiple platforms and operating systems. They

develop as ethical and responsible users and advocates

of ICT, with an awareness of social, environmental

and legal impacts of their actions.

The units studied in Year 11 and 12 incorporate:

Hardware, software and ICT in Society

Website production

Network fundamentals

Document production

Audio and visual production


will I need?






Please Note: This subject is incompatible

to study with Certificate II in Information,

Digital Media and Technology



Problem-solving process

Computational thinking

Website design

Audio and visual production

Document development to enhance

communication

Produce solutions to technical problems using

networks

Skills

Communication for work environments

Design, produce and maintain website

Problem-solving to produce solutions

Working with roles, rights and protocols

Design and produce using audio and visual

Manipulate digital creations

Cognitive Verbs

Analysis – Examines different perspectives on

complex issues within and between texts

Interpreting – Makes reasoned inferences based on

implicit and explicit information

Justify – Providing sound reasons or evidence to

support a statement

Information and Communication Technology

(Applied)


Chinese



Chinese is a course of study consisting of four units.

Subject matter, learning experiences and assessment

increase in complexity from Units 1 and 2 to Units 3

and 4 as students develop greater independence as

learners.


My world

Exploring our world

Our society

My future





Handbook.


learn at a preparatory level in Year 10? Students will study four units to develop

foundational reading, listening, writing and

speaking skills in Chinese.

The units studied in Year 10 are:

What is the best job in the world?

What is advertising?

What is environmental conservation?

What are our global connections?

Skills

Using spoken and written Chinese to

sustain extended interactions in a range of

contexts

Use sentence structures, conjunctions,

rhetorical questions, quotes and idioms in

spoken and written Chinese

Speaking with attention to pronunciation

and tone

Identifying key ideas and compare

information from reading and listening

Understanding and communicating the

language of numeracy in Chinese

Cognitive Verbs

Analyse

Compare

Explain

Translate

Exchange

Create

Reflect

Chinese (General)


Unit 1

My world

Family/carers and

friends

Lifestyle and leisure

Education

Unit 2

Exploring our

world

Travel

Technology and

media

The contribution of

Chinese culture to

the world

Unit 3

Our society

Roles and

relationships

Socialising and

connecting with my

peers

Individuals in society

Unit 4

My future

Finishing secondary

school, plans and

reflections

Responsibilities and

moving on

Assessment

Formative Internal

Assessment/s


Response

Assessment

Formative Internal

Assessment/s

Assessment

Summative internal

Assessment

IA1: Examination –

short response (15%)

IA2: Examination–


(30%)

Assessment

Summative Internal

Assessment 3:


(30%)

Summative External

Assessment:

Examination - Combination

Response (25%)

Chinese (General)


Vocational Education and Training

The following information is correct at time of publication


Registered Training Organisation: Calamvale

Community College (RTO Code: 31155)


The Certificate II in Information, Digital Media and

Technology course provides general computing and

employment skills that enable participation in an

information technology environment in any industry.


This is a competency based course where students

will need to demonstrate that they are competent in

the fourteen units covered. Competencies will be

demonstrated through folios of work, written

questions, case studies, teacher questioning, quizzes,

simulations and teacher observation. Students will

have multiple opportunities to demonstrate

competency in the unit.

What technology and resources requirement

will I need?

Students must bring their own laptop to school for

this course. Approved students may also apply for a

school loan laptop. Students will also need a 16GB

flash drive, an external mouse is recommended.




Handbook.

Please Note: This subject is incompatible to

study with Information and Communication

Technology

ICT20115 Certificate II in Information, Digital

Media and Technology

Competencies

UNIT CODE UNIT TITLE

BSBWHS201

Core

Contribute to health and safety of

self and others.

BSBSUS201

Core

Participate in environmentally

sustainable work practices

ICTICT201

Core

Use computer operating systems

and hardware

ICTICT202

Core

Work and communicate effectively

in an ICT environment

ICTICT203

Core

Operate application software

packages

ICTICT204

Core

Operate a digital media technology

package

ICTWEB201

Core

Use social media tools for

collaboration and engagement

ICTICT205

Elective

Design basic organisational

documents using computing

packages

ICTICT207

Elective

Integrate commercial computing

packages

ICTICT209

Elective

Interact with ICT clients

ICTICT210

Elective

Operate database applications

ICTSAS205

Elective

Maintain ICT system integrity

ICTSAS206

Elective

Detect and protect from spam and

destructive software

CUADIG303

Elective

Produce and prepare photo images

Employability Skills

Communication

Teamwork

Problem-solving

Initiative and enterprise

Planning and organising

Self-management

Learning

Technology

ICT20115 - Certificate II in Information,

Digital Media and Technology





This qualification reflects the role of individuals who

perform a range of mainly routine tasks using limited

practical skills and fundamental operational knowledge

in a defined context, working under direct

supervision. This course has been designed to assist

students to develop confidence in a range of tourism

and office administration contexts.











will I need?








Handbook.

BSB20115 Certificate II Business

Competencies


BSBCMM201

Elective

Communicate in the workplace

BSBCUS201

Elective

Deliver a service to customers

BSBIND201

Elective

Work effectively in a business

environment

BSBINM201

Elective

Process and maintain workplace

information

BSBINN201

Elective

Contribute to workplace

innovation

BSBITU211

Elective

Produce digital text documents

BSBITU212

Elective

Create and use spreadsheets

BSBITU213

Elective

Use digital technologies to

communicate remotely

BSBWHS201

Core

Contribute to health and safety of

self and others

BSBSUS201

Elective



BSBWOR202

Elective

Organise and complete daily

work activities

BSBWOR203

Elective

Work effectively with others

BSBWOR204

Elective

Use business technology


Communication

Teamwork

Problem-solving



Self-management

Learning

Technology

Dual Certificate: BSB20115 Certificate II in Business

and SIT20116 Certificate II in Tourism





This qualification reflects the role of individuals who

perform a range of mainly routine tasks using limited

practical skills and fundamental operational knowledge

in a defined context, working under direct

supervision. This course has been designed to assist

students to develop confidence in a range of tourism

and office administration contexts.











will I need?








Handbook.

SIT20116 Certificate II in Tourism

Competencies


SITTIND001

Core

Source and use information on

the tourism and travel industry

SITXCCS003

Core

Interact with customers

SITXCOM002

Core

Show social and cultural

sensitivity

SITXWHS001

Core

Participate in safe work practices

BSBCMM201

Elective

Communicate in the workplace

BSBSUS201

Elective



BSBWOR203

Elective

Work effectively with others

SITXCOM001

Elective

Source and present information

SITXCOM003

Elective

Provide a briefing or scripted

commentary

BSBITU211

Other

Produce digital text documents

BSBITU212

Other

Create and use spreadsheets


Communication

Teamwork

Problem-solving



Self-management

Learning

Technology

Dual Certificate: BSB20115 Certificate II in Business

and SIT20116 Certificate II in Tourism


SIT20416 - Certificate II in Kitchen Operations


SIT20316 – Certificate II in Hospitality


SIT30616 - Certificate III in Hospitality


Entry Qualification: BSB20115 CERTIFICATE II IN BUSINESS

CODE TITLE CORE / ELECTIVE

FNSACC313 Perform financial calculations ELECTIVE

BSBITU212 Create and use spreadsheets ELECTIVE (L1)

FNSFLT301 Be MoneySmart ELECTIVE

BSBWHS201 Contribute to health and safety of self and others CORE

BSBSUS201 Participate in environmentally sustainable work practices ELECTIVE (L2)

BSBINM201 Process and maintain workplace information ELECTIVE (L3)

BSBCMM201 Communicate in the workplace ELECTIVE (L4)

BSBITU213 Use digital technologies to communicate remotely ELECTIVE (L5)

BSBITU211 Produce digital text documents ELECTIVE (L6)

BSBWOR203 Work effectively with others ELECTIVE (L7)

BSBIND201 Work effectively in a business environment ELECTIVE (L8)

BSBWOR202 Organise and complete daily work activities ELECTIVE (L9)

BSB30115 CERTIFICATE III IN BUSINESS

CODE TITLE CORE / ELECTIVE

BSBWHS302 Apply knowledge of WHS legislation in the workplace CORE

BSBFLM312 Contribute to team effectiveness ELECTIVE (L1)

BSBWOR301 Organise personal work priorities and development ELECTIVE (L2)

BSBITU314 Design and produce spreadsheets ELECTIVE (L3)

BSBITU312 Create electronic presentations ELECTIVE (L4)

BSBPRO301 Recommend products and services ELECTIVE (L5)

BSBCUS301 Deliver and monitor a service to customers ELECTIVE (L6)

BSBWRT301 Write simple documents ELECTIVE (L7)

BSBITU306 Design and produce business documents ELECTIVE (L8)

BSBLED301 Undertake eLearning ELECTIVE

FNSFLT401 Be MoneySmart through a career in small business ELECTIVE

PLUS

FNSFLT205 Develop knowledge of the Australian financial system and markets ELECTIVE

or

ICTWEB201 Use social media tools for collaboration and engagement ELECTIVE

* Elective units are subject to change prior to the commencement of the program. This is to ensure alignment to

current industry practices is at its optimum.BE ANSWERED TO COMPLETE THIS ASSESSMENT

IMPORTANT

Program Disclosure

Statement (PDS)

This document is to be read in conjunction with Binnacle Training's Program

Disclosure Statement (PDS). The PDS sets out the services and training

products Binnacle Training provides and those services carried out by the

'Partner School' (i.e. the delivery of training and assessment services).

To access Binnacle's PDS, visit:

http://www.binnacletraining.com.au/rto.php and select ‘RTO Files’.

BSB30115

Certificate III in Business

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


IMPORTANT

PROGRAM DISCLOSURE STATEMENT

(PDS)

This Subject Outline is to be read in conjunction with Binnacle Training's Program Disclosure Statement (PDS). The PDS sets out the services and training products Binnacle Training provides and those services carried out by the 'Partner School' ( i.e. the delivery of training and assessment services).

To access Binnacle's PDS, visit: http://www.binnacletraining.com.au/rto.php and select ‘RTO Files’.

REGISTERED TRAINING ORGANISATION Binnacle Training (RTO Code: 31319)

Subject Type Vocational Education and Training

Nationally Recognised Qualifications

BSB30115 CERTIFICATE III IN BUSINESS

PLUS entry qualification: BSB20115 Certificate II in Business

Course Length 3 years

Reasons to Study the Subject

Binnacle’s Certificate III in Business ‘Business in Schools’ program is offered as a senior subject where students learn what it takes to become a Business

Professional. Students achieve skills in leadership, innovation, customer service, personal management and financial literacy – incorporating the

delivery of a range of projects and services within their school community. Micro business opportunities are also explored.

QCE Credits: Successful completion of the Certificate III in Business contributes a maximum of eight (8) credits towards a student’s QCE. A maximum

of eight credits from the same training package can contribute to a QCE.

Graduates will be able to use their Certificate III in Business

as an entry level qualification into the Business Services Industries (e.g. customer service adviser, duty manager, administration officer);

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

to improve their chances of gaining tertiary entrance.

ENTRY REQUIREMENTS

Students must have a passion for and/or interest in working the Business Services industry and/or pursuing further tertiary pathways (e.g. Certificate IV, Diploma and

Bachelor of Business). They must have good quality written and spoken communication skills and enthusiasm / motivation to participate in a range of projects.



Topics of Study / Learning Experiences

TERM 1 TERM 2 TERM 3 TERM 4

Introduction to the Business Services and Travel/Tourism Industries

Personal Management (Organising Daily Work Activities)

Working Effectively in a Business Environment

Workplace Health and Safety

Environmental Sustainability

Process and Maintain Workplace Information

Workplace Communication

Using Digital Technologies

Perform Financial Calculations

Create and Use Spreadsheets

Financial Literacy – Be MoneySmart

Finalisation of qualification: BSB20115 Certificate II in Business


Introduction to the Business Services and Travel/Tourism Industries

eLearning

Personal Work Priorities

Contribute to Team Effectiveness

Workplace Health and Safety Design and Produce Spreadsheets

Be MoneySmart through a career in small business

TERM 9a (Elective A) TERM 9b (Elective B) TERM 10 TERM 11

Knowledge of the Australian Financial System

Social Media Tools Create Electronic Presentations

Provide a Service to a Customer Group

Report on Service Delivery

Plan and develop business documents

Plan, draft and finalise promotional material

Finalisation of qualification: BSB30115 Certificate III in Business

OR


Learning and Assessment

Learning experiences will be achieved by students working alongside an experienced Business Teacher (Program Deliverer) – incorporating

delivery of a range of projects and services within their school community. This includes participation in R U OK? Mental Health Awareness Week

– Team Project and a Major Project where students design and plan for a new product or service.

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 projects

e-Learning projects

Evidence contributing towards competency will be collected throughout the program. This process allows a student’s competency to be

assessed in a holistic approach that integrates a range of competencies.

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

Pathways

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

(e.g. Certificate IV, Diploma and Bachelor of Business). For example:

Business Owner

Business Manager

Customer Service Manager

Students eligible for an Australian Tertiary Admission Rank (ATAR) may be able to use their completed Certificate III to contribute towards

their ATAR. For further information please visit https://www.qcaa.qld.edu.au/senior/australian-tertiary-admission-rank-atar

Cost

$180.00 = Binnacle Training Fee – Certificate II entry qualification

$30.00 = Binnacle Training Fee – Certificate III (Upgrade from entry qualification)

{$ insert here} Year 1X = Excursions to other outside venues to participate in and to conduct business activities.

{$ insert here} Year 1X = Excursions to other outside venues to participate in and to conduct business activities.

Final cost and notification of these excursions will be included in the permission letter which will be distributed closer to the excursion date.

All texts and reprographics are provided by the school.

For further information, contact the Head of Program VET, Alison Jordan [email protected]

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


SIS30315 CERTIFICATE III IN FITNESS PLUS entry qualification: SIS20115 Certificate II in Sport and Recreation

UNIT CODE UNIT TITLE SIS20115 Cert II Sport

SIS30315 Cert III Fitness

HLTWHS001 Participate in workplace health and safety Core E (Gym)

BSBRSK401 Identify risk and apply risk management processes E E (Gym)

BSBWHS303 Participate in WHS hazard identification, risk assessment and risk control E

SISXEMR001 Respond to emergency situations Core E

SISXCAI002 Assist with activity sessions Core

BSBWOR202 Organise and complete daily work activities Core

SISXCCS001 Provide quality service Core Core

SISXIND001 Work effectively in sport, fitness and recreation environments Core Core

SISXIND002 Maintain sport, fitness and recreation industry knowledge Core E

FSKLRG11 Use routine strategies for work-related learning E (General)

FSKDIG03 Use digital technology for routine workplace tasks E (General)

SISSSCO101 Develop and update knowledge of coaching practices E

HLTAID003 Provide first aid Core E (Gym)

SISXFAC001 Maintain equipment for activities Core

SISFFIT011 Instruct approved community fitness programs E (General)

SISFFIT001 Provide health screening and fitness orientation Core

SISFFIT003 Instruct fitness programs Core

SISFFIT004 Incorporate anatomy and physiology principles into fitness programming Core

SISFFIT006 Conduct fitness appraisals E (Gym)

SISFFIT002 Recognise and apply exercise considerations for specific populations Core

SISFFIT005 Provide healthy eating information Core

SISFFIT014 Instruct exercise to older clients Core

NOTE: Elective units are subject to change prior to the commencement of the program. This is to ensure alignment to current industry practices is at its optimum.

IMPORTANT

Program Disclosure

Statement (PDS)

This document is to be read in conjunction with Binnacle Training's Program Disclosure Statement (PDS).

The PDS sets out the services and training products Binnacle Training provides and those services carried

out by the 'Partner School' (i.e. the delivery of training and assessment services). To access Binnacle's

PDS, visit: http://www.binnacletraining.com.au/rto.php and select ‘RTO Files’.

SIS30315 Certificate III in Fitness



IMPORTANT

PROGRAM DISCLOSURE STATEMENT

(PDS)

This Subject Outline is to be read in conjunction with Binnacle Training's Program Disclosure Statement (PDS). The PDS sets out the services and training products Binnacle Training provides and those services carried out by the 'Partner School' (i .e. the delivery of training and assessment se rvices).

To access Binnacle's PDS, visit: http://www.binnacletraining.com.au/rto.php and select ‘RTO Files ’.

REGISTERED TRAINING ORGANISATION Binnacle Training (RTO Code: 31319)

Subject Type Vocational Education and Training (VET) Qualification

Nationally Recognised

Qualifications

SIS30315 Certificate III in Fitness

PLUS entry qualification: SIS20115 Certificate II in Sport and Recreation

Course Length 3 years

Reasons to Study the Subject

Binnacle’s Certificate III in Fitness ‘Fitness in Schools’ program is offered as a senior subject where students deliver a range of fitness

programs and services to clients within their school community. Graduates will be competent in a range of essential skills – such as

undertaking client health assessments, planning and delivering fitness programs, and conducting group fitness sessions in indoor and

outdoor fitness settings, including with older adult clients.

QCE Credits: Successful completion of the Certificate III in Fitness contributes a maximum of eight (8) credits towards a student’s QCE. A

maximum of eight credits from the same training package can contribute to a QCE.

This program also includes the following:

First Aid qualification and CPR certificate; plus coaching accreditation.

A range of career pathway options including direct pathway into Certificate IV in Fitness (Personal Trainer).

ENTRY REQUIREMENTS

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

skills and an enthusiasm / motivation to participate in physical activity sessions.

Each student must obtain a (free) ‘Working with Children’ Student Blue Card (application to be completed as part of the enrolment process). A student’s official enrolment is

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



Topics of Study /

Learning Experiences


The Sport, Fitness and Recreation Industry

Responding to Emergency Situations

Developing Officiating Practices

Work Health and Safety in Sport & Fitness

Customer Service in the Sport Industry

Officiating and Conducting Modified Games for a Sport

Work Effectively in the Sport, Fitness and Recreation Industry

First Aid and CPR certificate

Assist with Planning and Conducing Sport Programs

Developing Coaching Practices

Assist with Planning and Conducing Sport Programs

Using and Maintaining Sport & Fitness Equipment

Use Social Media Tools

Assist with Coaching Activities

Finalisation of qualification: SIS20115

Certificate II in Sport and Recreation


The Fitness Industry

Introduction to Anatomy and Physiology

Conducting Health Assessments

Work Health and Safety in Fitness

Delivering Community Fitness Programs

First Aid and/or CPR certificate

Customer Service in the Fitness Industry

Conducting Group Fitness Sessions

Anatomy and Physiology – Musculoskeletal and Cardiovascular Systems

Learning Gym Exercises

Fitness Programming and Instruction

Work Effectively in the Sport, Fitness and Recreation Industry


Anatomy and Physiology – Digestive System and Energy Systems

Nutrition – Providing Healthy Eating Information

Training Older Clients Training Other Specific Population Clients

First Aid and/or CPR certificate

Finalisation of qualification: SIS30315

Certificate III in Fitness


Learning and Assessment

Program delivery will combine both class-based tasks and practical components in a real gym environment at the school. This involves the delivery of a

range of fitness programs to clients within the school community (students, teachers, and staff).

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

Practical tasks

Hands-on activities involving participants/clients

Group work

Practical experience within the school sporting programs and fitness facility

Log Book of practical experience

Evidence contributing towards competency will be collected throughout the course. This process allows a student’s competency to be assessed in a

holistic approach that integrates a range of competencies.

NOTE: This program involves a mandatory ‘outside subject’ weekly component in Year 12 as follows:

TERM 9, 10 or 11: 60 minutes per week across a minimum of 5 consecutive weeks – delivering fitness programs and services to an adult client, undertaken at the school gym or an alternate fitness facility sourced by the school.

TERM 10: A minimum of one session (60 minutes) – delivering a gentle exercise session to an older adult client (age 50+), undertaken at the school gym or an alternate fitness facility sourced by the school.

All other practical experiences have been timetabled within class time. Students will keep a Log Book of these practical experiences (minimum 40

hours).

Pathways

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

For example:

Exercise Physiologist

Teacher – Physical Education

Sport Scientist

Students eligible for an Australian Tertiary Admission Rank (ATAR) may be able to use their completed Certificate III to contribute towards their

ATAR. For further information please visit https://www.qcaa.qld.edu.au/senior/australian-tertiary-admission-rank-atar

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

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


Cost

$210.00 = Binnacle Training Fee - Certificate II entry qualification

$80.00 = Binnacle Training Fee - Certificate III (Upgrade from entry qualification)

$40.00 = First Aid Certificate costs

{$ insert here} Year 1X = Excursions to other outside venues to participate in and to conduct fitness activities.

{$ insert here} Year 1X = Excursions to other outside venues to participate in and to conduct fitness activities.

Final cost and notification of these excursions will be included in the permission letter which will be distributed closer to the excursion date.

All texts and reprographics are provided by the school.

For further information, contact the Head of Program VET, Alison Jordan [email protected]


MEA20418 - Certificate II in Aeroskills


MEA20418 - Certificate II in Aviation


AVI30316 – Certificate III in Aviation


Registered Training

Organisation

Axiom College (RTO Code: 40489)

Delivered at Calamvale Community College by Axiom

College

Recommended Prior Study

Whilst there is no specified minimum educational achievement standards to

undertake the Diploma of Business, students must be aware this is a high

level qualification equivalent to first year university study.

Students should be consistently achieving a minimum of C – in English and

Math.

Course Outline

The Diploma of Business provides students with a broad understanding of

contemporary business practices. This course is competency based

providing flexibility for students to progress at their own pace.

Whilst classes are trainer led and every effort will be made to support and

mentor students, there is a significant amount of additional study required

over and above the class time for students in a diploma level course.

Assessment

Units of Competencies covered in the Course are:

Unit Code Unit Title

BSBADV507

BSBADM502

BSBADM506

BSBMGT403

BSBPMG522

BSBWOR501

BSBMGT401

BSBWOR502

Develop a media plan

Manage meetings

Manage business document design and development

Implement continuous improvement

Undertake project work

Manage personal work priorities and professional

development

Show leadership in the workplace

Lead and manage team effectiveness

QCE Points Successful completion of this course will award 8 points.

Possible Career Opportunities

Business Administrator, Human Resources Officer, Marketing Assistant,

Recruiter, Project Assistant Co-ordinator or start your own small business.

Transdisciplinary

Opportunities

Bachelor of Business, Bachelor of Commerce

Subject Levy

$1990 Special Upfront cost – or choose to utilize a payment plan (Payment

plans incur a 12% surcharge and requires provision of a credit card )

Please see payment form for options

Software BYO device for this course

BSB50215 - Diploma of Business

subject selection booklet 2020 · 4 general subjects + 1 vet course - either certificate iii, vi or...

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