year 11 subject handbook 2021...english, literature, english and literature extension or english as...
TRANSCRIPT
Year 11 Subject Handbook 2021
Disclaimer: General, Applied, and Applied (Essential) subject courses of study and assessment are subject to approval by the Queensland Curriculum and Assessment Authority. The information in this handbook is subject to change without notice due to human and physical resource allocations.• Some courses identified in this handbook will attract a fee. Where a fee applies it has been mentioned in the course brief
throughout this handbook. • Students may be asked to pay these fees direct to the external provider, or to the school who will pay the external provider
on behalf of the students enrolled. • Fees will be invoiced within the first month of course commencement, invoices will be sent home with payment instructions
and due dates. Please note only financial students can stay enrolled in a course to receive a certificate of qualification.• The subjects timetabled for year 11 depend on there being sufficient students taking each subject on the list. If you have
chosen a subject which cannot be offered, you will be contacted and assisted to make another selection.
MANY PATHWAYS.NO LIMITS.
2 | Bellbird Park State Secondary College
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Message from the Principal
“This is an important time in a student’s life,
as you now need to make some informed decisions about your
future, especially your course of study in Years 11 and 12.
We wish every young person success as they travel through
their senior years. Our hope is for families to become involved in the learning and
extracurricular opportunities offered to
our seniors.”
We would like to welcome our Year 10s in continuing their journey into the Senior Phase of Learning at Bellbird Park SSC. This is an important time in a student’s college life, as you now need to make some informed decisions about your future, especially your course of study in Years 11 and 12.
Our school motto of ‘Many Pathways. No Limits’ captures the purpose of senior school that students exit with meaningful and personalised credentials. We have taken this personalisation one-step further to assist students with selecting an Academic Pathway, a Phoenix Pathway, or a blended pathway. In any case, students must be enrolled into courses which aim for the appropriate individual certification including:
• a Queensland Certificate of Education, or• a Queensland Certificate of Individual Achievement • an Australian Tertiary Admission Rank (ATAR) • a Certificate II or better
There are opportunities for you to learn more about what is on offer at Bellbird Park SSC and your future career pathways, including:
• Attending all information nights offered by our senior schooling team• Head of Department talks about subject offerings at the school• Attendance at our Subject and Career Expos • Attending Tertiary open days• An interview with your parents and key school staff at a SET Plan
interview • Participation in your Certificate II in Skills for Work and Vocational
Pathways Course• Conversations with your parents and caregivers
The students at Bellbird Park SSC are spoilt for choice with our wide range of subject offerings designed to meet the needs of all our students, which embodies our school vision, values and motto. The Senior Phase of Learning Subject Selection handbook provides information to assist students and families with these decisions. It includes information from the Queensland Curriculum and Assessment Authority as well as the guidelines surrounding the certification of student results. It also provides a succinct description of each of the subjects offered by the school.
We wish every child success as they travel through their senior years. Our hope is for families to become involved in the learning and extracurricular opportunities offered to our seniors. There are many staff members whose role it is to help students in learning, in extending their options and in overcoming any difficulties. Senior school is a wonderful experience but a challenging one. The core business is to achieve academically so that all students leave with successful outcomes and the best chances to do well in their future working lives.
We look forward to working with all our Year 10 families throughout SET Planning and the next two years of the senior phase of learning. We wish you all well in the next part of your educational journey!
Michael West Principal
4 | Bellbird Park State Secondary College
Introduction ..................................................................................................................... Page 5
Senior Education Profile ................................................................................................ Page 5
Senior Statement ............................................................................................................ Page 5
Queensland Certificate of Education (QCE) ................................................................ Page 5
Queensland Certificate of Individual Achievement (QCIA) ........................................ Page 5
Senior subjects .............................................................................................................. Page 5
Underpinning factors .................................................................................................... Page 5
Australian Tertiary Admission Rank (ATAR) ............................................................... Page 5
Vocational education and training (VET) .................................................................... Page 6
Applied and Applied (Essential) syllabuses ............................................................... Page 7
General syllabuses ........................................................................................................ Page 8
QCAA Senior Subjects at Bellbird Park ...................................................................... Page 9
Subject Selection Guidelines ....................................................................................... Page 10
Essential Laptop Program 2021 ................................................................................... Page 11
Prerequisites .................................................................................................................. Page 15
Helpful Pathways ........................................................................................................... Page 16
Pathways to Success .................................................................................................... Page 17
WesTEC .......................................................................................................................... Page 26
Curriculum Structure ..................................................................................................... Page 27
English ............................................................................................................................ Page 28
Health and Physical Education ..................................................................................... Page 30
Humanities and Social Sciences .................................................................................. Page 38
Mathematics ................................................................................................................... Page 43
Science ............................................................................................................................ Page 47
Technologies ................................................................................................................... Page 52
The Arts ........................................................................................................................... Page 67
CONTENTS
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Students in Queensland are issued with a Senior Education Profile (SEP) upon completion of senior studies. This profile may include a:
• Senior Statement• Queensland Certificate of Education (QCE)• Queensland Certificate of Individual Achievement (QCIA)
For more information about the SEP see www.qcaa.qld.edu.au/senior/certificates-qualifications/sep
SENIOR EDUCATION PROFILE
The Senior Statement is a transcript of a student’s learning account. It shows all QCE-contributing studies and the results achieved that may contribute to the award of a QCE. If a student has a Senior Statement, then they have satisfied the completion requirements for Year 12 in Queensland.
SENIOR STATEMENT
The Queensland Certificate of Individual Achievement (QCIA) reports the learning achievements of eligible students who complete an individual learning program. At the end of the senior phase of learning, eligible students achieve a QCIA. These students have the option of continuing to work towards a QCE post-secondary schooling.
QUEENSLAND CERTIFICATE OF INDIVIDUAL ACHIEVEMENT
Applied and Applied (Essential) syllabusesApplied subjects are suited to students who are primarily interested in pathways beyond senior secondary schooling that lead to vocational education and training or work.
General syllabusesGeneral subjects are suited to students who are interested in pathways beyond senior secondary schooling that lead primarily to tertiary studies and to pathways for vocational education and training and work.
SENIOR SUBJECTS
The calculation of an Australian Tertiary Admission Rank (ATAR) will be based on a student’s:• best five General subject results or• best results in a combination of four General subject results plus an Applied subject result or a Certificate III or higher
VET qualification.The Queensland Tertiary Admissions Centre (QTAC) has responsibility for ATAR calculations.Eligibility for an ATAR will require satisfactory completion of a QCAA English subject. Satisfactory completion will require students to attain a result that is equivalent to a Sound Level of Achievement in one of five subjects — English, Essential English, Literature, English and Literature Extension or English as an Additional Language. While students must meet this standard to be eligible to receive an ATAR, it is not mandatory for a student’s English result to be included in the calculation of their ATAR.
AUSTRALIAN TERTIARY ADMISSION RANK (ATAR)
Students may be eligible for a Queensland Certificate of Education (QCE) at the end of their senior schooling. Students who do not meet the QCE requirements can continue to work towards the certificate post-secondary schooling. The QCAA awards a QCE in the following July or December, once a student becomes eligible. Learning accounts are closed after nine years; however, a student may apply to the QCAA to have the account reopened and all credit continued.
QUEENSLAND CERTIFICATE OF EDUCATION (QCE)
INTRODUCTION
Studies in VET may be undertaken at school or through a registered training provider (RTO) which specialise in the specific vocational training area being delivered. VET qualifications gained are nationally recognised. VET studies focus on work skills and allow students to enter the workforce and/or move on to further vocational or academic studies. Some of the courses will attract Vocational Education Training in Schools (VETIS) funding which will assist in the resources used to deliver these extensive qualifications.
School-Based Apprenticeship and/or Traineeship (SAT) • Part-time School-based apprenticeships and traineeships provide students with the opportunity to commence their
chosen apprenticeship or traineeship prior to leaving school. • These are based on industry standards and can lead to nationally recognised qualifications. • On completion of the apprenticeship or traineeship, students are eligible to receive a nationally recognised qualification.
Any competencies that are completed prior to leaving at the end of Year 12 can contribute to the Queensland Certificate of Education.
Structured Work Placement/Work Experience • Structured Work Placement is not paid work. • The program provides students with the opportunity to experience the workplace in an area that they feel they may be
interested in pursuing in the future. • While at work, it is possible to gain credit towards competencies that they are studying at school. • The Senior Schooling Office manages these programs and all enquiries should be directed to the office.
TAFE at Schools Program • A range of vocational courses (Certificate qualifications) are offered to senior secondary students by TAFE.• Each of the Institutes will advertise expressions of interest in 2020 to commence in 2021.• Students must complete an Expression of Interest Form at SETPLAN in 2020 to be eligible to commence in 2021.• Students will receive an enrolment pack from TAFE and enrolment will be confirmed when payment of fees is received
by TAFE (before the course commences).
Brisbane School of Distance Education• BSDE offers high quality accredited programs to students throughout Queensland.• BSDE integrates traditional learning with online interactive technology to deliver educational programs.• Students can only study a BSDE subject if not offered at BPSSC e.g. French, Chinese, Philosophy & Reasoning.
Classes are conducted before school (8am-9am) and students must be motivated and responsible for their learning. For more information discuss with the Senior Schooling HOD.
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VOCATIONAL EDUCATION & TRAINING (VET
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Applied and Applied (Essential) syllabuses are developmental four-unit courses of study.
Units 1 and 2 of the courses are designed to allow students to begin their engagement with the course content, i.e. the knowledge, understanding and skills of the subject. Course content, learning experiences and assessment increase in complexity across the four units as students develop greater independence as learners.
Units 3 and 4 consolidate student learning. Results from assessment in Applied subjects contribute to the award of a QCE and results from Units 3 and 4 may contribute as a single input to ATAR calculation.
COURSE OVERVIEW
Applied syllabuses use four summative internal assessments from Units 3 and 4 to determine a student’s exit result.Schools should develop at least two but no more than four internal assessments for Units 1 and 2 and these assessments should provide students with opportunities to become familiar with the summative internal assessment techniques to be used for Units 3 and 4. Applied syllabuses do not use external assessment.
The matrix is shared with students and used as a tool for making judgments about the quality of students’ responses to the instrument. Schools develop assessments to allow students to demonstrate the range of standards.
Essential English and Essential Mathematics — Common internal assessmentFor the two Applied (Essential) syllabuses, students complete a total of four summative internal assessments in Units 3 and 4 that count toward their overall subject result. Schools develop three of the summative internal assessments for each of these subjects and the other summative assessment is a common internal assessment (CIA) developed by the QCAA.
The CIA for Essential English and Essential Mathematics is based on the learning described in Unit 3 of the respective syllabus. The CIA is:
• developed by the QCAA• common to all schools• delivered to schools by the QCAA• administered flexibly in Unit 3• administered under supervised conditions• marked by the school according to a common marking scheme developed by the QCAA.
The CIA is not privileged over the other summative internal assessment.
ASSESSMENT
APPLIED & APPLIED (ESSENTIAL)SYLLABUSES
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General syllabuses are developmental four-unit courses of study.
Units 1 and 2 provide foundational learning, allowing students to experience all syllabus objectives and begin engaging with the course subject matter. It is intended that Units 1 and 2 are studied as a pair. Assessment in Units 1 and 2 provides students with feedback on their progress in a course of study and contributes to the award of a QCE.Students should complete Units 1 and 2 before starting Units 3 and 4.
Units 3 and 4 consolidate student learning. Assessment in Units 3 and 4 is summative and student results contribute to the award of a QCE and to ATAR calculations.
COURSE OVERVIEW
Units 1 and 2 assessmentsSchools decide the sequence, scope and scale of assessments for Units 1 and 2. These assessments should reflect the local context. Teachers determine the assessment program, tasks and marking guides that are used to assess student performance for Units 1 and 2. Schools report satisfactory completion of Units 1 and 2 to the QCAA, and may choose to report levels of achievement to students and parents/carers using grades, descriptive statements or other indicators.
Units 3 and 4 assessmentsStudents complete a total of four summative assessments — three internal and one external — that count towards the overall subject result in each General subject.
Schools develop three internal assessments for each senior subject to reflect the requirements described in Units 3 and 4 of each General syllabus.
The three summative internal assessments need to be endorsed by the QCAA before they are used in schools. Students’ results in these assessments are externally confirmed by QCAA assessors. These confirmed results from internal assessment are combined with a single result from an external assessment, which is developed and marked by the QCAA. The external assessment result for a subject contributes to a determined percentage of a students’ overall subject result. For most subjects this is 25%; for Mathematics and Science subjects it is 50%.
Instrument-specific marking guidesEach syllabus provides instrument-specific marking guides (ISMGs) for summative internal assessments.The ISMGs describe the characteristics evident in student responses and align with the identified assessment objectives. Assessment objectives are drawn from the unit objectives and are contextualised for the requirements of the assessment instrument.
External assessmentExternal assessment is summative and adds valuable evidence of achievement to a student’s profile.For each General subject, external assessment is:
• common to all schools• administered under the same conditions at the same time and on the same day by every school in Queensland• developed and marked by the QCAA according to a commonly applied marking scheme.
The external assessment contributes a determined percentage (see specific subject guides — assessment) to the student’s overall subject result and is not privileged over summative internal assessment.
ASSESSMENT
GENERAL SYLLABUSES
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ENGLISH MATHEMATICSApplied
• Essential EnglishGeneral
• English
Applied• Essential Mathematics
General• General Mathematics• Mathematical Methods• Specialist Mathematics
HEALTH & PHYSICAL EDUCATION SCIENCESApplied
• Sport & RecreationGeneral
• Health• Physical Education
Vocational Education and Training• Certificate III in Sport and Recreation• Certificate III in Sport and Recreation - Rugby
League
Applied• Science in Practice
General• Biology• Chemistry• Physics
HUMANITIES & SOCIAL SCIENCES THE ARTSApplied
• Social & Community Studies• Tourism
General• Ancient History• Legal Studies• Modern History
Applied• Dance in Practice• Drama in Practice• Media Arts in Practice• Music in Practice• Visual Arts in Practice
General• Film, Television & New Media• Visual Art
TECHNOLOGIES BUSINESS & ITApplied
• Industrial Technology SkillsGeneral
• DesignVocational Education and Training
• Certificate I in Construction• Certificate II in Engineering Pathways• Certificate II in Hospitality• Certificate III in Childcare Services
Applied• Information & Communication Technology
Vocational Education and Training• Certificate III in Business
SENIOR SCHOOLINGVocational Education and Training
• Certificate II in Vocational Pathways & Skills for Work
Short Course• Literacy• Numeracy
QCAA SENIOR SUBJECTS AT BELLBIRD PARK
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This information is designed to assist Year 10 students to make an appropriate subject selection for the next two years. Students and parents are urged to carefully read this in conjunction with the Senior Curriculum Handbook. Please feel free to consult members of the school staff at any time about these very important decisions.
Subject Selection Rules: Year 11 and 12 students at Bellbird Park:
• Study 6 subjects in both Year 11 and Year 12 • Study either English OR Essential English; • Study either Essential Mathematics, General Mathematics OR Mathematical Methods • Students intending to study Specialist Mathematics must also study Mathematical Methods • Students intending to study a VET qualification, School Based Traineeship or Apprenticeship that requires a day off
Campus will select subjects that are from the Applied and VET categories only. • Students must meet prerequisites requirements listed below by demonstrating the level of achievement on their report
card to be eligible to select the subject for Year 11 and Year 12. • The subjects that will be timetabled at Bellbird Park SSC for Year 11 depend on there being sufficient students taking
each subject on the list. If you have chosen a subject which cannot be offered, you will be contacted and assisted to make another selection.
SUBJECT SELECTION GUIDELINES
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SUBJECT SELECTION GUIDELINES ESSENTIAL LAPTOP PROGRAM 2021
It is essential that students in Year 11 for 2021 access their learning for each of their classes with a device (laptop). There are two options for acquiring a laptop for 2021:
Option 1:
Purchase my own laptop that meets college specifications and bring to the IT Help Desk in the Information Services building for connection in the first week of Year 11 in 2021. BYOx Responsible Use Policy document to be completed and signed by both student and parent/caregiver.
Option 2:
Hire a BPSSC Laptop for $200 a year and collect it from the IT Help Desk in the Information Services building in the first week of Year 11 in 2021. Student Laptop Charter document to be completed and signed by both student and parent/caregiver.
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The Student Laptop Charter Agreement must be signed and returned to the Administration Building before an invoice can raised for payment. On receipt of the agreed payment amount, the laptop will be issued.
The student and, parent or guardian must carefully read this charter before signing it. Any questions should be addressed to the school and clarification obtained before the charter is signed.
This document may be amended. The current version can be found at Bellbird Park State Secondary College’s website.
In signing below, I acknowledge that I,• have spent time navigating the Office of the Children’s eSafety Commissioner’s website in an effort to help
my child have safe, positive experiences online• understand that all damage must be reported to the school immediately• accept all policies and guidelines as per the Responsible Behaviour Plan for Students• understand my responsibilities regarding the use of the laptop and the internet• acknowledge that I understand and agree with all of the conditions detailed in the Student Laptop Charter• agree to the provision of a medium Bluecoat internet filtering management profile with the assignment
of the laptop• understand that failure to comply with the Student Laptop Charter will result in recall of the laptop and/
or loss of access for home use• agree to contribute the prescribed amount to the Student Resource Scheme for my child to access the
laptop, charger and carry bag• understand that protecting data is the responsibility of the student. Student needs to ensure a backup is
completed regularly (a daily backup is highly recommended - to an external hard drive)• understand that it is the student’s responsibility to protect the laptop and carry bag from damage. The
cost of repairs are the responsibility of the parent and will be invoiced to them• understand that if the laptop is stolen or lost it is the responsibility of the parent and will be invoiced• understand that the laptop, charger and carry bag must be returned prior to the student ceasing enrolment
at the school• understand that the laptop, charger and carry bag must be returned to the school if at any time the
contribution fee is in arrears• understand that the laptop, charger and carry bag must be returned in good order and condition subject
to normal wear and tear. Parents will be invoiced for any repairs
After reviewing and understanding the responsibility outlined in the Student Laptop Charter Agreement, I• agree to the provision of elevated user privileges associated with the assignment of the student laptop• agree to be invoiced $200 and understand that a minimum of $100 needs to be paid before laptop,
charger and carry bag can be issued• agree to have the balance paid in full by end of Term 3 Oct 2021
NAME SIGNATURE DATEStudent
___ / ___ / ______Parent/Carer
___ / ___ / ______
STUDENT LAPTOP CHARTER AGREEMENT
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BYOx RESPONSIBLE USE POLICY
BYOX SPECIFICATIONSBellbird Park State Secondary College has the following minimum requirements for a Windows device:
4GB RAM 128GB SSD storageWindows 10 11’’ screen
6 hours battery life Keyboard
Please note:• Apple MacBooks and AirBooks are accepted, but not preferred• iPads, Chromebooks, Android tablets are not an acceptable BYOx device
BYOX RESPONSIBLE USE POLICYThis document defines the Responsible Use Policy for student use of all BYOx devices at Bellbird Park State Secondary College. Its main purpose is to encourage the mature and responsible use through the provision of clear usage guidelines.
The Queensland Department of Education, Training and Employment deems the following to be responsible use and behaviour by a student:
• developing appropriate literacy, communication and information skills;• authoring text, artwork, audio and visual material for publication on the Intranet or Internetfor educational
purposes as supervised and approved by the school;• conducting general research for school activities and projects;• communicating or collaborating with other students, teachers, parents or experts in relation toschool
work;• researching and learning through the Department’s e-learning environment.
The Queensland Department of Education, Training and Employment deems the following to be irresponsible use and behaviour by a student:
• use the IT resources in an unlawful manner• download, distribute or publish offensive messages or pictures;• insult, harass or attack others or use obscene or abusive language;• deliberately waste printing and Internet resources;• damage any electronic devices, printers or the network equipment;• commit plagiarism or violate copyright laws;• use unsupervised internet chat or send chain letters or Spam e-mail (junk mail)• access mobile / cellular data networks during school time which bypasses school filters
In addition to this Bellbird Park State Secondary College states that:• Users are responsible for the security, maintenance and integrity of their individually owned devices and
their network accounts.• Students using the system must not at any time attempt to access other computer systems, accounts or
unauthorised drives or files or to access other people’s devices without permission.• Students must not record, photograph or film any students or school personnel without the express
permission of the individual/s concerned and the supervising teacher.• Students must get permission before copying files from another user. Copying files or passwords belonging
to another user without their express permission may constitute plagiarism and/or theft.• Copying of software, information, graphics, or other data files may violate copyright laws and students
may be subject to prosecution from agencies to enforce such copyrights.• Devices must not be used to display or disseminate material that could cause offense to others.
STUDENT LAPTOP CHARTER AGREEMENT
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Consequences if BYOx Responsible Use Policy is breached align with the Bellbird Park State Secondary College Responsible Behaviour Plan for Students.
The following is to be READ and COMPLETED by both the STUDENT and PARENT/LEGAL GUARDIAN:• We agree to abide by the above rules.• We have read and understood the BYOx Responsible Use Policy and the Student Code of Conduct.• We are aware that any breaches of the Responsible Behaviour Plan for Students may result in my/
my child’s immediate removal from the system for a specified period as per the school’s Behaviour Management Plan and in relation to the severity of the offence.
NAME SIGNATURE DATEStudent
___ / ___ / ______Parent/Carer
___ / ___ / ______
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PREREQUISITES
FACULTY SUBJECT PREREQUISITES Laptop required
Head of Department Contact
EnglishGeneral English B in English General Year 10 Yes Mrs Melissa See
Mathematics
General Mathematics
B in Year 10 Maths General Year 10 Yes Mr Ben Robson
Mathematical Methods
B in Year 10 Maths Extension Year 10 Yes Mr Ben Robson
Specialist Mathematics
B in Extension Maths Year 10*must also choose Mathematical Methods
Yes Mr Ben Robson
Science
Biology B in General English Year 10+ B in Introduction to General Science
Yes Mrs Gouri Sharma
Chemistry B in General English Year 10+ B in Introduction to General Science + B in General Maths
Yes Mrs Gouri Sharma
Physics B in General English Year 10+ B in Introduction to General Science Year 10+ B in General Maths Year 10
Yes Mrs Gouri Sharma
Humanities
Ancient History B in English General Year 10+ B in General History Year 10
Yes Mr Ben Kiehne
Legal Studies B In English General Year 10+ B in General Legal Year 10
Yes Mr Ben Kiehne
Modern History B in English General Year 10+ B in General History Year 10
Yes Mr Ben Kiehne
The ARTS
Film, Television & New Media
B in English General Year 10+ B in Media Arts Year 10Portfolio of work if not studied in Year 10
Yes Mr Trent Crausaz
Visual Arts B in English General + B in Visual ArtsPortfolio of work if not studied in Year 10
Yes Mr Trent Crausaz
Health & Physical Education
Health B in English General Year 10+ B in General Health Year 10
Yes Ms Hayley Wilkinson
Physical Education B in English General Year 10+ B in General Physical Education Year 10
Yes Ms Hayley Wilkinson
TechnologiesDesign B in General English Year 10
+ B in Introduction to General Design Year 10Yes Mr Paul Terechow
Bellbird Park State Secondary College School requires that students meet mandatory prerequisites for entry into senior General subjects for Year 11 and Year 12. Prerequisites are applied to ensure students select courses in which they have the most capability to be successful.
PREREQUISITES - GENERAL
There are no prerequisites for entry into Applied Subjects and Vocational Education and Training Qualifications. The list below outlines the helpful pathways in grade 10 that prepare students with skills required for transition into the senior
APPLIED & VET SUBJECTS
FACULTY SUBJECT HELPFUL PATHWAYS Laptop required
Head of Department Contact
English Essential English Completion of Year 10 English General or English Essentials
Yes Mrs Melissa See
Mathematics Essential Mathematics
Completion of Year 10 Maths General or Maths Essentials
Yes Mr Ben Robson
Science Science in Practice Completion of Year 10 General Science or Applied Science
Yes Mrs Gouri Sharma
Humanities
Social & Community Studies
Completion of a Year 10 History subject Yes Mr Ben Kiehne
Tourism Completion of a Year 10 History subject Yes Mr Ben Kiehne
The ARTS
Dance in Practice Completion of Year 10 Subject from The Arts Yes Mr Trent Crausaz
Drama in Practice Completion of Year 10 Subject from The Arts Yes Mr Trent Crausaz
Media Arts in Practice Completion of Year 10 Subject from The Arts Yes Mr Trent Crausaz
Music in Practice Completion of Year 10 Subject from The Arts Yes Mr Trent Crausaz
Visual Arts in Practice Completion of Year 10 Subject from The Arts Yes Mr Trent Crausaz
BusinessInformation and Communication Technology Skills
Completion of Year 10 Business or Information, Communication and Technology
Yes Mr Edward Chan
Health and Physical Education
Sport and Recreation Completion of General Health or Core HPE subject, students cannot select this if they have completed the Certificate II in Sport and Recreation in Year 10
Yes Ms Hayley Wilkinson
FACULTY VET QUALIFICATION
HELPFUL PATHWAYS Laptop required
Head of Department Contact
Business Certificate III in Business
Completion of Year 10 Business Yes Mr Edward Chan
Health & Physical Education
Cert III in Sport and Recreation
Completion of Year 10 Sport and Recreation or General Health or General Physical Education
Yes Ms Hayley Wilkinson
Science Cert II in Sampling and Measurement
Completion of Year 10 General Science or Science
Yes Ms Gouri Sharma
Technologies
Cert I in Construction Completion of Year 10 Manufacturing or Design
Yes Mr Paul Terechow
Cert II in Engineering Pathways
Completion of Year 10 Manufacturing or Design
Yes Mr Paul Terechow
Cert II in Hospitality Completion of Year 10 Hospitality, Health or Food and Nutrition
Yes Mr Paul Terechow
Cert III in Early Childhood Education
Completion of Year 10 studies + Application to study reviewed by HOD
Yes Mr Paul Terechow
Industrial Technology Skills
Completion of Year 10 Manufacturing or Design
Yes Mr Paul Terechow
HELPFUL PATHWAYS
If is important to choose senior subjects carefully as your decisions may affect not only the types of careers you can follow later but also your success at school and feelings about school. Even though there are many factors to consider, choosing your course of study can be made easier if you go about the task calmly and logically, and follow a set of planned steps. Find out as much as you can about:
• Careers • Subjects • Courses • Pre-requisites for subject selection and further courses P ASK the Guidance Officer, the HOD Senior School, Deputy Principal and other teachers. P LISTEN carefully to the special talks given to all Year 10 students. P COLLECT information from teachers and HODs. P BRING your parents to the Subject Expo.
Subject choices should cover pre-requisites and reflect your abilities • Read subject descriptions and course outlines in this booklet. • Attend the Subject Expo and Pathways Evening. • Talk to Heads of Departments and teachers of each subject. • Look at books and materials used in the subject. • Listen carefully at subject selection talks. • Talk to students who are already studying the subject.
Advice to students • Do not take any notice of the subjects your friends select – make up your own mind. • Do not select a subject just because a favoured teacher takes it – both you and the teacher could be moved. • Select your subjects in light of your interests, ability, willingness to work, career plans and subjects you must take.
Consider Vocational Education and Training If you are interested in developing work related skills and vocational areas of study for future employment you should consider the range of high level certificate courses available while you are at school. Success in this area of study will give you advanced standing (credit) in a higher level of vocational education and training course that you are interested in, developing practical skills and gaining qualifications that can lead to employment after Year 12.
Be prepared to ask for help After following these suggestions, you and your parents may still be confused or uncertain about the combination of subjects you have chosen. It is wise at this stage to check again with some of the many people available to talk
CHOOSING YOUR SUBJECTS
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PATHWAYS TO SUCCESS
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PATHWAYS TO SUCCESS
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WHICH PATHWAY?
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Perio
d (Ge
nera
l Sub
jects)
• Be
pres
ent a
t all b
lock e
xams
and
exter
nal e
xams
and V
ET M
axim
iser
Sess
ions
• Co
mplet
e Aca
demi
c/QCE
revie
w wi
th a s
taff m
embe
r in th
e midd
le an
d at th
e en
d of e
ach U
nit in
Year
11 an
d Yea
r 12
• Co
mplet
e all a
sses
smen
t on o
r befo
re
the du
e date
to th
e bes
t of y
our a
bility
• Be
pres
ent a
t all b
lock e
xams
and V
ET
Maxim
iser S
essio
ns
• Co
mplet
e Aca
demi
c/QCE
revie
w wi
th a s
taff m
embe
r in th
e midd
le an
d at th
e en
d of e
ach U
nit in
Year
11 an
d Yea
r 12
• Pa
rticipa
te in
chos
en cl
asse
s to t
he
best
of yo
ur ab
ility
• At
tempt
to su
cces
sfully
mee
t indiv
idual
learn
ing go
als in
each
chos
en cl
ass.
• Me
et wi
th QC
IA C
ase M
anag
er ea
ch
term
(+ pl
us su
ppor
t req
uired
) to
revie
w lea
rning
goals
.
Path
way S
pecifi
c Tas
ks:
Path
way S
pecifi
c Tas
ks:
Path
way S
pecifi
c Tas
ks:
Path
way S
pecifi
c Tas
ks:
• At
tend a
t leas
t one
Univ
ersit
y Ope
n Day
or
TSS
expo
durin
g Yea
r 11 a
nd 12
• De
velop
optio
ns of
Univ
ersit
y cou
rse
prefe
renc
es by
the e
nd of
Year
11•
Comp
lete Q
TAC
(Univ
ersit
y/TAF
E)
entra
nce a
pplic
ation
by du
e date
in Ye
ar 12
• At
tend a
t leas
t one
TAFE
/Univ
ersit
y Ope
n Da
y or T
SS ex
po du
ring Y
ear 1
1 and
12•
Deve
lop op
tions
of TA
FE/U
niver
sity c
ourse
pr
efere
nces
by th
e end
of Ye
ar 11
• Co
mplet
e QTA
C (U
niver
sity/T
AFE)
en
tranc
e app
licati
on by
due d
ate in
Year
12•
Have
a co
nfirm
ed pa
thway
prior
to fin
ishing
Ye
ar 12
• Co
mplet
e car
eer I
ntervi
ew w
ith a
Senio
r Sc
hooli
ng te
am m
embe
r by T
erm
4 of y
ear
11•
Atten
d at le
ast o
ne TA
FE O
pen D
ay or
TS
S ex
po du
ring Y
ear 1
1 and
12•
Stud
ents
shou
ld aim
to ha
ve a
part
time
job by
the e
nd of
seme
ster 1
in ye
ar 11
• St
uden
ts sh
ould
have
enga
ged i
n wor
k ex
perie
nce p
lacem
ent/ v
olunte
ering
/part-
time w
ork
• St
uden
ts sh
ould
aim to
deve
lop co
ntacts
fro
m the
ir pre
ferre
d car
eer c
hoice
(tra
des
peop
le, sm
all bu
sines
s own
ers e
tc.)
• Ma
intain
an up
to da
te re
sume
• Ha
ve a
confi
rmed
pathw
ay pr
ior to
finish
ing
Year
12•
Comp
lete s
hort
cour
ses r
eleva
nt to
your
ch
osen
care
er e.
g. W
hite C
ard,
First
Aid
Certifi
cate,
Res
pons
ible S
ervic
e of A
lcoho
l
• De
velop
indiv
idual
learn
ing go
als ba
sed o
n int
eres
ts an
d des
ired s
kills
• Co
mplet
e sho
rt co
urse
Liter
acy/N
umer
acy
if req
uired
• En
gage
in w
ork e
xper
ience
plac
emen
t/ vo
luntee
ring/p
art-t
ime w
ork (
If this
fits y
our
identi
fied g
oals)
• Ma
ke co
nnec
tions
with
disa
bility
agen
cies
to he
lp wi
th po
ssibl
e car
eer c
hoice
• Ha
ve a
confi
rmed
pathw
ay pr
ior to
finish
ing
Year
12
Othe
r Tas
ks:
Othe
r Tas
ks:
Othe
r Tas
ks:
Othe
r Tas
ks:
• Dr
ivers
Licen
ce•
Drive
rs Lic
ence
•
Drive
rs Lic
ence
• Ga
in dr
ivers
licen
ce (w
here
poss
ible)
SENIOR PATHWAYS OUTLINEAc
adem
ic Pa
thwa
yBl
ende
d Pa
thwa
yPh
oeni
x Pat
hway
LIFE
Pat
hway
Desti
natio
n:Un
iversi
tyTA
FEDe
fence
For
ce
(Deg
ree)
Desti
natio
n:Un
iversi
tyTA
FEDe
fence
For
ce
(Tra
de)
Trad
e
Desti
natio
n:TA
FETr
ade
Wor
kforce
Defen
ce F
orce
(N
on-Te
chnic
al)
Desti
natio
n:Co
mmun
ityW
orkfo
rce
Disa
bility
Age
ncies
Quali
ficat
ions
Ach
ieved
in th
is Pa
thwa
y:Qu
alific
atio
ns A
chiev
ed in
this
Path
way:
Quali
ficat
ions
Ach
ieved
in th
is Pa
thwa
y:Qu
alific
atio
ns A
chiev
ed in
this
Path
way:
Quee
nslan
d Cer
tifica
te of
Educ
ation
(Q
CE)
Austr
alian
Tertia
ry Ad
miss
ions R
ank
(ATA
R)Ce
rtifica
te II,
III, IV
Quee
nslan
d Cer
tifica
te of
Educ
ation
(Q
CE)
Austr
alian
Tertia
ry Ad
miss
ions R
ank
(ATA
R)Ce
rtifica
te I, I
I or I
II, IIII
Scho
ol-Ba
sed T
raine
eship
Scho
ol-Ba
sed A
ppre
ntice
ship
Quee
nslan
d Cer
tifica
te of
Educ
ation
(Q
CE)
Certifi
cate
I, II o
r III
Scho
ol-Ba
sed T
raine
eship
(SBT
)Sc
hool-
Base
d App
renti
cesh
ip (S
BA)
Quee
nslan
d Cer
tifica
te of
Indivi
dual
Achie
veme
nt (Q
CIA)
(Stat
emen
t of
Achie
veme
nt an
d Stat
emen
t of
Partic
ipatio
n)Lif
e Skil
ls
Prog
ram
of L
earn
ing:
Prog
ram
of L
earn
ing:
Prog
ram
of L
earn
ing:
Prog
ram
of L
earn
ing:
ATAR
:6 s
ubjec
ts wi
th a c
ombin
ation
of:
• 6 G
ener
al Su
bjects
• 5 G
ener
al Su
bjects
+ 1
Appli
ed•
5 Gen
eral
Subje
cts +
1 VE
T Qu
alific
ation
*only
5 Ge
nera
l Sub
jects
coun
t towa
rds
an AT
AR. C
onsid
er se
lectin
g an A
pplie
d Su
bject
or V
ET Q
ualifi
catio
n to r
educ
e ac
adem
ic loa
d rela
ted to
Bloc
k Exa
ms
and E
xtern
al Ex
ams.
ATAR
:6 s
ubjec
ts wi
th a c
ombin
ation
of:
• 4 G
ener
al Su
bjects
+ 2
Appli
ed
Subje
cts
• 4 G
ener
al Su
bjects
+ 2
VET
Quali
ficati
ons
• 4 G
ener
al +
1 App
lied +
1 VE
T Qu
alific
ation
sNO
ATA
R:6 s
ubjec
ts wi
th a c
ombin
ation
of:
• 3 G
ener
al Su
bjects
+ 3
Appli
ed/V
ET•
2 Gen
eral
Subje
cts +
4 Ap
plied
/VET
• 1 G
ener
al Su
bject
+ 5 A
pplie
d/VET
No A
TAR:
6 sub
jects
with
a com
binati
on of
:•
Appli
ed S
ubjec
ts +
VET
Quali
ficati
ons
• Ap
plied
+ V
ET +
SBT
• Ap
plied
+ V
ET +
SBA
No A
TAR.
No
QCE.
• Ind
ividu
alise
d Lea
rning
Goa
ls de
velop
ed in
6 su
bjects
that
must
includ
e:•
Esse
ntials
Eng
lish
• Es
senti
als M
athem
atics
• LIF
E Pa
thway
Clas
s•
Plus
3 su
bjects
with
a co
mbina
tion o
f:•
Appli
ed S
ubjec
ts +
VET
Quali
ficati
ons
Prog
ram
Pre
requ
isite
s:Pr
ogra
m P
rere
quisi
tes:
Prog
ram
Pre
requ
isite
s:Pr
ogra
m P
rere
quisi
tes:
Stud
ents
selec
ting G
ener
al su
bjects
in
this p
athwa
y mus
t mee
t eac
h Gen
eral
Subje
ct’s e
ntry p
rere
quisi
tes ou
tlined
on
the C
olleg
e’s P
rere
quisi
tes do
cume
nt.
Stud
ents
selec
ting G
ener
al su
bject
in thi
s path
way m
ust m
eet e
ach G
ener
al Su
bject’
s entr
y pre
requ
isites
outlin
ed on
the
Coll
ege’s
Pre
requ
isites
docu
ment.
Stud
ents
must
have
impa
irmen
ts or
dif
ficult
ies in
lear
ning t
hat a
re no
t prim
arily
du
e to s
ocioe
cono
mic,
cultu
ral o
r ling
uistic
fac
tors.
Stud
ents
in ev
ery P
athw
ay a
re e
xpec
ted
to a
ttend
at le
ast 9
5%, e
ngag
e fu
lly in
the
prog
ram
of in
struc
tion
and
com
plete
all a
sses
smen
t to
a sa
tisfa
ctory
(C o
r abo
ve) s
tand
ard.
St
uden
ts wh
o fa
il to
mee
t the
abo
ve e
xpec
tatio
ns w
ill ha
ve th
eir e
nrolm
ent r
eview
ed a
nd th
is m
ay re
sult i
n ca
ncell
ation
.
www.bellbirdparkssc.eq.edu.au | 21
PATHWAY REQUIREMENTS FOR SUCCESS
Acad
emic
Path
way
Blen
ded
Path
way
Phoe
nix P
athw
ayLI
FE P
athw
ayAc
adem
ic Ta
sks:
Acad
emic
Task
:Ac
adem
ic Ta
sks:
Acad
emic
Task
s:•
Enga
ge in
regu
lar in
depe
nden
t stud
y to
revie
w an
d rev
ise cl
assw
ork
• Co
mplet
e all a
sses
smen
t on o
r befo
re
the du
e date
to th
e bes
t of y
our a
bility
• Be
pres
ent a
t all b
lock e
xams
and
exter
nal e
xams
and V
ET M
axim
iser
Sess
ions
• En
gage
in in
depe
nden
t stud
y prio
r to
the Ye
ar 12
Exte
rnal
Exam
inatio
n Pe
riod
• Co
mplet
e Aca
demi
c/QCE
revie
w wi
th a s
taff m
embe
r in th
e midd
le an
d at th
e en
d of e
ach U
nit in
Year
11 an
d Yea
r 12
• En
gage
in re
gular
inde
pend
ent s
tudy
to re
view
and r
evise
clas
swor
k•
Comp
lete a
ll ass
essm
ent o
n or b
efore
the
due d
ate to
the b
est o
f you
r abil
ity•
Enga
ge in
inde
pend
ent s
tudy p
rior
to the
Year
12 E
xtern
al Ex
amina
tion
Perio
d (Ge
nera
l Sub
jects)
• Be
pres
ent a
t all b
lock e
xams
and
exter
nal e
xams
and V
ET M
axim
iser
Sess
ions
• Co
mplet
e Aca
demi
c/QCE
revie
w wi
th a s
taff m
embe
r in th
e midd
le an
d at th
e en
d of e
ach U
nit in
Year
11 an
d Yea
r 12
• Co
mplet
e all a
sses
smen
t on o
r befo
re
the du
e date
to th
e bes
t of y
our a
bility
• Be
pres
ent a
t all b
lock e
xams
and V
ET
Maxim
iser S
essio
ns
• Co
mplet
e Aca
demi
c/QCE
revie
w wi
th a s
taff m
embe
r in th
e midd
le an
d at th
e en
d of e
ach U
nit in
Year
11 an
d Yea
r 12
• Pa
rticipa
te in
chos
en cl
asse
s to t
he
best
of yo
ur ab
ility
• At
tempt
to su
cces
sfully
mee
t indiv
idual
learn
ing go
als in
each
chos
en cl
ass.
• Me
et wi
th QC
IA C
ase M
anag
er ea
ch
term
(+ pl
us su
ppor
t req
uired
) to
revie
w lea
rning
goals
.
Path
way S
pecifi
c Tas
ks:
Path
way S
pecifi
c Tas
ks:
Path
way S
pecifi
c Tas
ks:
Path
way S
pecifi
c Tas
ks:
• At
tend a
t leas
t one
Univ
ersit
y Ope
n Day
or
TSS
expo
durin
g Yea
r 11 a
nd 12
• De
velop
optio
ns of
Univ
ersit
y cou
rse
prefe
renc
es by
the e
nd of
Year
11•
Comp
lete Q
TAC
(Univ
ersit
y/TAF
E)
entra
nce a
pplic
ation
by du
e date
in Ye
ar 12
• At
tend a
t leas
t one
TAFE
/Univ
ersit
y Ope
n Da
y or T
SS ex
po du
ring Y
ear 1
1 and
12•
Deve
lop op
tions
of TA
FE/U
niver
sity c
ourse
pr
efere
nces
by th
e end
of Ye
ar 11
• Co
mplet
e QTA
C (U
niver
sity/T
AFE)
en
tranc
e app
licati
on by
due d
ate in
Year
12•
Have
a co
nfirm
ed pa
thway
prior
to fin
ishing
Ye
ar 12
• Co
mplet
e car
eer I
ntervi
ew w
ith a
Senio
r Sc
hooli
ng te
am m
embe
r by T
erm
4 of y
ear
11•
Atten
d at le
ast o
ne TA
FE O
pen D
ay or
TS
S ex
po du
ring Y
ear 1
1 and
12•
Stud
ents
shou
ld aim
to ha
ve a
part
time
job by
the e
nd of
seme
ster 1
in ye
ar 11
• St
uden
ts sh
ould
have
enga
ged i
n wor
k ex
perie
nce p
lacem
ent/ v
olunte
ering
/part-
time w
ork
• St
uden
ts sh
ould
aim to
deve
lop co
ntacts
fro
m the
ir pre
ferre
d car
eer c
hoice
(tra
des
peop
le, sm
all bu
sines
s own
ers e
tc.)
• Ma
intain
an up
to da
te re
sume
• Ha
ve a
confi
rmed
pathw
ay pr
ior to
finish
ing
Year
12•
Comp
lete s
hort
cour
ses r
eleva
nt to
your
ch
osen
care
er e.
g. W
hite C
ard,
First
Aid
Certifi
cate,
Res
pons
ible S
ervic
e of A
lcoho
l
• De
velop
indiv
idual
learn
ing go
als ba
sed o
n int
eres
ts an
d des
ired s
kills
• Co
mplet
e sho
rt co
urse
Liter
acy/N
umer
acy
if req
uired
• En
gage
in w
ork e
xper
ience
plac
emen
t/ vo
luntee
ring/p
art-t
ime w
ork (
If this
fits y
our
identi
fied g
oals)
• Ma
ke co
nnec
tions
with
disa
bility
agen
cies
to he
lp wi
th po
ssibl
e car
eer c
hoice
• Ha
ve a
confi
rmed
pathw
ay pr
ior to
finish
ing
Year
12
Othe
r Tas
ks:
Othe
r Tas
ks:
Othe
r Tas
ks:
Othe
r Tas
ks:
• Dr
ivers
Licen
ce•
Drive
rs Lic
ence
•
Drive
rs Lic
ence
• Ga
in dr
ivers
licen
ce (w
here
poss
ible)
Acad
emic
Path
way
Blen
ded
Path
way
Phoe
nix P
athw
ayLI
FE P
athw
ayDe
stina
tion:
Unive
rsity
TAFE
Defen
ce F
orce
(D
egre
e)
Desti
natio
n:Un
iversi
tyTA
FEDe
fence
For
ce
(Tra
de)
Trad
e
Desti
natio
n:TA
FETr
ade
Wor
kforce
Defen
ce F
orce
(N
on-Te
chnic
al)
Desti
natio
n:Co
mmun
ityW
orkfo
rce
Disa
bility
Age
ncies
Quali
ficat
ions
Ach
ieved
in th
is Pa
thwa
y:Qu
alific
atio
ns A
chiev
ed in
this
Path
way:
Quali
ficat
ions
Ach
ieved
in th
is Pa
thwa
y:Qu
alific
atio
ns A
chiev
ed in
this
Path
way:
Quee
nslan
d Cer
tifica
te of
Educ
ation
(Q
CE)
Austr
alian
Tertia
ry Ad
miss
ions R
ank
(ATA
R)Ce
rtifica
te II,
III, IV
Quee
nslan
d Cer
tifica
te of
Educ
ation
(Q
CE)
Austr
alian
Tertia
ry Ad
miss
ions R
ank
(ATA
R)Ce
rtifica
te I, I
I or I
II, IIII
Scho
ol-Ba
sed T
raine
eship
Scho
ol-Ba
sed A
ppre
ntice
ship
Quee
nslan
d Cer
tifica
te of
Educ
ation
(Q
CE)
Certifi
cate
I, II o
r III
Scho
ol-Ba
sed T
raine
eship
(SBT
)Sc
hool-
Base
d App
renti
cesh
ip (S
BA)
Quee
nslan
d Cer
tifica
te of
Indivi
dual
Achie
veme
nt (Q
CIA)
(Stat
emen
t of
Achie
veme
nt an
d Stat
emen
t of
Partic
ipatio
n)Lif
e Skil
ls
Prog
ram
of L
earn
ing:
Prog
ram
of L
earn
ing:
Prog
ram
of L
earn
ing:
Prog
ram
of L
earn
ing:
ATAR
:6 s
ubjec
ts wi
th a c
ombin
ation
of:
• 6 G
ener
al Su
bjects
• 5 G
ener
al Su
bjects
+ 1
Appli
ed•
5 Gen
eral
Subje
cts +
1 VE
T Qu
alific
ation
*only
5 Ge
nera
l Sub
jects
coun
t towa
rds
an AT
AR. C
onsid
er se
lectin
g an A
pplie
d Su
bject
or V
ET Q
ualifi
catio
n to r
educ
e ac
adem
ic loa
d rela
ted to
Bloc
k Exa
ms
and E
xtern
al Ex
ams.
ATAR
:6 s
ubjec
ts wi
th a c
ombin
ation
of:
• 4 G
ener
al Su
bjects
+ 2
Appli
ed
Subje
cts
• 4 G
ener
al Su
bjects
+ 2
VET
Quali
ficati
ons
• 4 G
ener
al +
1 App
lied +
1 VE
T Qu
alific
ation
sNO
ATA
R:6 s
ubjec
ts wi
th a c
ombin
ation
of:
• 3 G
ener
al Su
bjects
+ 3
Appli
ed/V
ET•
2 Gen
eral
Subje
cts +
4 Ap
plied
/VET
• 1 G
ener
al Su
bject
+ 5 A
pplie
d/VET
No A
TAR:
6 sub
jects
with
a com
binati
on of
:•
Appli
ed S
ubjec
ts +
VET
Quali
ficati
ons
• Ap
plied
+ V
ET +
SBT
• Ap
plied
+ V
ET +
SBA
No A
TAR.
No
QCE.
• Ind
ividu
alise
d Lea
rning
Goa
ls de
velop
ed in
6 su
bjects
that
must
includ
e:•
Esse
ntials
Eng
lish
• Es
senti
als M
athem
atics
• LIF
E Pa
thway
Clas
s•
Plus
3 su
bjects
with
a co
mbina
tion o
f:•
Appli
ed S
ubjec
ts +
VET
Quali
ficati
ons
Prog
ram
Pre
requ
isite
s:Pr
ogra
m P
rere
quisi
tes:
Prog
ram
Pre
requ
isite
s:Pr
ogra
m P
rere
quisi
tes:
Stud
ents
selec
ting G
ener
al su
bjects
in
this p
athwa
y mus
t mee
t eac
h Gen
eral
Subje
ct’s e
ntry p
rere
quisi
tes ou
tlined
on
the C
olleg
e’s P
rere
quisi
tes do
cume
nt.
Stud
ents
selec
ting G
ener
al su
bject
in thi
s path
way m
ust m
eet e
ach G
ener
al Su
bject’
s entr
y pre
requ
isites
outlin
ed on
the
Coll
ege’s
Pre
requ
isites
docu
ment.
Stud
ents
must
have
impa
irmen
ts or
dif
ficult
ies in
lear
ning t
hat a
re no
t prim
arily
du
e to s
ocioe
cono
mic,
cultu
ral o
r ling
uistic
fac
tors.
Stud
ents
in ev
ery P
athw
ay a
re e
xpec
ted
to a
ttend
at le
ast 9
5%, e
ngag
e fu
lly in
the
prog
ram
of in
struc
tion
and
com
plete
all a
sses
smen
t to
a sa
tisfa
ctory
(C o
r abo
ve) s
tand
ard.
St
uden
ts wh
o fa
il to
mee
t the
abo
ve e
xpec
tatio
ns w
ill ha
ve th
eir e
nrolm
ent r
eview
ed a
nd th
is m
ay re
sult i
n ca
ncell
ation
.
22 | Bellbird Park State Secondary College
TRAD
E RE
ADY
PATH
WAY
- Blen
ded/
Phoe
nix P
athw
ay S
tude
nts
Desc
riptio
n of c
ourse
of st
udy
Poss
ible P
ost S
choo
l Path
ways
Comp
ulsor
y Sub
jects
Optio
nal C
ourse
s/Sub
jects
Furth
er S
tudy
A pr
ogra
m of
learn
ing fo
r stud
ents
who a
re in
teres
ted in
a ca
reer
/job/
appr
entic
eship
in an
y of th
e buil
ding
and c
onstr
uctio
n tra
de re
lated
fields
.
• Ca
binet
Make
r•
Carp
enter
• Fit
ter an
d Tur
ner
• El
ectric
ian•
Shop
Fitte
r•
Draft
s per
son
• Bo
at bu
ilder
• Co
nstru
ction
wor
ker
• Bo
iler M
aker
• W
elder
•
Plum
ber
• Ge
nera
l Math
s or E
ssen
tial
Maths
• Ge
nera
l Eng
lish o
r Ess
entia
l En
glish
• Ce
rtifica
te I in
Con
struc
tion
• Ce
rtifica
te II i
n Eng
ineer
ing
Pathw
ays*
• Ind
ustria
l Tec
hnolo
gy S
kills
*This
cour
se of
stud
y utili
ses V
ETis
Fund
ing an
y othe
r cer
tifica
te II
quali
ficati
ons s
electe
d will
requ
ire
full fe
e for
servi
ce.
• Ad
dition
al SB
T/SB
A in
a Tra
de
relat
ed Q
ualifi
catio
n•
Certifi
cate
III in
Busin
ess
• Di
ploma
of E
ngine
ering
(CAD
)•
Bach
elor o
f Eng
ineer
ing•
Maste
r Tra
desm
an- L
icenc
ed
Build
er•
Bach
elor o
f Pro
ject
Mana
geme
nts
CHIL
DCAR
E Re
ady-
Blen
ded/
Phoe
nix P
athw
ay S
tude
nts
Desc
riptio
n of c
ourse
of st
udy
Poss
ible P
ost S
choo
l Path
ways
Comp
ulsor
y Sub
jects
Optio
nal C
ourse
s/Sub
jects
Furth
er S
tudy
A pr
ogra
m of
learn
ing fo
r stud
ents
who a
re in
teres
ted in
a ca
reer
/job i
n the
Chil
dcar
e Ind
ustry
.
• Ch
ildca
re E
duca
tor•
Early
Year
s Tea
cher
• Na
nny/A
u pair
• Ou
tside
Sch
ool H
ours
Care
ed
ucato
r (O.
S.C.
H)
• Ge
nera
l Math
s or E
ssen
tial
Maths
• Ge
nera
l Eng
lish o
r Ess
entia
l En
glish
• Ce
rtifica
te III
in Ch
ildca
re
Educ
ation
• Ce
rtifica
te II i
n Hos
pitali
ty*
*This
cour
se of
stud
y utili
ses V
ETis
Fund
ing an
y othe
r cer
tifica
te II
quali
ficati
ons s
electe
d will
requ
ire
full fe
e for
servi
ce.
• So
cial &
Com
munit
y Stud
ies•
Spor
t and
Rec
reati
on•
Tour
ism
• Di
ploma
in C
hildc
are
• Ba
chelo
r of E
duca
tion-
Early
Ye
ars
EVEN
T/HO
SPITA
LITY
Rea
dy- B
lende
d/Ph
oeni
x Pat
hway
Stu
dent
s
Desc
riptio
n of c
ourse
of st
udy
Poss
ible P
ost S
choo
l Path
ways
Comp
ulsor
y Sub
jects
Optio
nal C
ourse
s/Sub
jects
Furth
er S
tudy
A pr
ogra
m of
learn
ing fo
r stud
ents
who a
re in
teres
ted in
a ca
reer
/job
in Ev
ents,
Hos
pitali
ty ou
r Tou
rism
indus
try.
• Ch
ef/Ba
ker
• Ev
ent P
lanne
r•
Trav
el Ag
ent
• Fli
ght A
ttend
ant
• Ba
r/Café
atten
dant
• Ca
tering
assis
tant
• Fo
od an
d bev
erag
e atte
ndan
t•
Fron
t offic
e ass
istan
t•
Porte
r•
Room
atten
dant
• Ge
nera
l Math
s or E
ssen
tial
Maths
• Ge
nera
l Eng
lish o
r Ess
entia
l En
glish
• Ce
rtifica
te II i
n Hos
pitali
ty*•
Tour
ism
*This
cour
se of
stud
y utili
ses V
ETis
Fund
ing an
y othe
r cer
tifica
te II
quali
ficati
ons s
electe
d will
requ
ire
full fe
e for
servi
ce.
• Ce
rtifica
te III
in Bu
sines
s•
Socia
l & C
ommu
nity S
tudies
• Ce
rtifica
te III
in Ho
spita
lity
• Di
ploma
of H
ospit
ality
and H
otel
Mana
geme
nt •
Bach
elor o
f Hos
pitali
ty an
d Hote
l Ma
nage
ment
• Di
ploma
of E
vents
SPECIALITY PROGRAMS OF LEARNINGIN YEAR 11 & 12 - ONSITE STUDY
www.bellbirdparkssc.eq.edu.au | 23
TRAD
E RE
ADY
PATH
WAY
- Blen
ded/
Phoe
nix P
athw
ay S
tude
nts
Desc
riptio
n of c
ourse
of st
udy
Poss
ible P
ost S
choo
l Path
ways
Comp
ulsor
y Sub
jects
Optio
nal C
ourse
s/Sub
jects
Furth
er S
tudy
A pr
ogra
m of
learn
ing fo
r stud
ents
who a
re in
teres
ted in
a ca
reer
/job/
appr
entic
eship
in an
y of th
e buil
ding
and c
onstr
uctio
n tra
de re
lated
fields
.
• Ca
binet
Make
r•
Carp
enter
• Fit
ter an
d Tur
ner
• El
ectric
ian•
Shop
Fitte
r•
Draft
s per
son
• Bo
at bu
ilder
• Co
nstru
ction
wor
ker
• Bo
iler M
aker
• W
elder
•
Plum
ber
• Ge
nera
l Math
s or E
ssen
tial
Maths
• Ge
nera
l Eng
lish o
r Ess
entia
l En
glish
• Ce
rtifica
te I in
Con
struc
tion
• Ce
rtifica
te II i
n Eng
ineer
ing
Pathw
ays*
• Ind
ustria
l Tec
hnolo
gy S
kills
*This
cour
se of
stud
y utili
ses V
ETis
Fund
ing an
y othe
r cer
tifica
te II
quali
ficati
ons s
electe
d will
requ
ire
full fe
e for
servi
ce.
• Ad
dition
al SB
T/SB
A in
a Tra
de
relat
ed Q
ualifi
catio
n•
Certifi
cate
III in
Busin
ess
• Di
ploma
of E
ngine
ering
(CAD
)•
Bach
elor o
f Eng
ineer
ing•
Maste
r Tra
desm
an- L
icenc
ed
Build
er•
Bach
elor o
f Pro
ject
Mana
geme
nts
CHIL
DCAR
E Re
ady-
Blen
ded/
Phoe
nix P
athw
ay S
tude
nts
Desc
riptio
n of c
ourse
of st
udy
Poss
ible P
ost S
choo
l Path
ways
Comp
ulsor
y Sub
jects
Optio
nal C
ourse
s/Sub
jects
Furth
er S
tudy
A pr
ogra
m of
learn
ing fo
r stud
ents
who a
re in
teres
ted in
a ca
reer
/job i
n the
Chil
dcar
e Ind
ustry
.
• Ch
ildca
re E
duca
tor•
Early
Year
s Tea
cher
• Na
nny/A
u pair
• Ou
tside
Sch
ool H
ours
Care
ed
ucato
r (O.
S.C.
H)
• Ge
nera
l Math
s or E
ssen
tial
Maths
• Ge
nera
l Eng
lish o
r Ess
entia
l En
glish
• Ce
rtifica
te III
in Ch
ildca
re
Educ
ation
• Ce
rtifica
te II i
n Hos
pitali
ty*
*This
cour
se of
stud
y utili
ses V
ETis
Fund
ing an
y othe
r cer
tifica
te II
quali
ficati
ons s
electe
d will
requ
ire
full fe
e for
servi
ce.
• So
cial &
Com
munit
y Stud
ies•
Spor
t and
Rec
reati
on•
Tour
ism
• Di
ploma
in C
hildc
are
• Ba
chelo
r of E
duca
tion-
Early
Ye
ars
EVEN
T/HO
SPITA
LITY
Rea
dy- B
lende
d/Ph
oeni
x Pat
hway
Stu
dent
s
Desc
riptio
n of c
ourse
of st
udy
Poss
ible P
ost S
choo
l Path
ways
Comp
ulsor
y Sub
jects
Optio
nal C
ourse
s/Sub
jects
Furth
er S
tudy
A pr
ogra
m of
learn
ing fo
r stud
ents
who a
re in
teres
ted in
a ca
reer
/job
in Ev
ents,
Hos
pitali
ty ou
r Tou
rism
indus
try.
• Ch
ef/Ba
ker
• Ev
ent P
lanne
r•
Trav
el Ag
ent
• Fli
ght A
ttend
ant
• Ba
r/Café
atten
dant
• Ca
tering
assis
tant
• Fo
od an
d bev
erag
e atte
ndan
t•
Fron
t offic
e ass
istan
t•
Porte
r•
Room
atten
dant
• Ge
nera
l Math
s or E
ssen
tial
Maths
• Ge
nera
l Eng
lish o
r Ess
entia
l En
glish
• Ce
rtifica
te II i
n Hos
pitali
ty*•
Tour
ism
*This
cour
se of
stud
y utili
ses V
ETis
Fund
ing an
y othe
r cer
tifica
te II
quali
ficati
ons s
electe
d will
requ
ire
full fe
e for
servi
ce.
• Ce
rtifica
te III
in Bu
sines
s•
Socia
l & C
ommu
nity S
tudies
• Ce
rtifica
te III
in Ho
spita
lity
• Di
ploma
of H
ospit
ality
and H
otel
Mana
geme
nt •
Bach
elor o
f Hos
pitali
ty an
d Hote
l Ma
nage
ment
• Di
ploma
of E
vents
SPECIALITY PROGRAMS OF LEARNINGIN YEAR 11 & 12 - ONSITE STUDY
BUSI
NESS
/IT R
eady
- Blen
ded/
Phoe
nix P
athw
ay S
tude
nts
Desc
riptio
n of
cour
se o
f stu
dyPo
ssib
le Po
st S
choo
l Pat
hway
sCo
mpu
lsory
Sub
jects
Op
tiona
l Cou
rses
/Sub
jects
Furth
er S
tudy
A
prog
ram
of lea
rning
for s
tuden
ts wh
o are
inter
ested
in an
care
er/jo
b in
the IT
/Bus
iness
indu
stry.
• Ge
nera
l Cler
k•
Acco
unts
Paya
ble C
lerk
• Ju
nior P
erso
nal A
ssist
ant
• Of
fice A
ssist
ant
• Re
cepti
onist
• Ac
coun
ts Cl
erk
• Ge
nera
l Math
s or E
ssen
tial
Maths
• Ge
nera
l Eng
lish o
r Ess
entia
l En
glish
• Ce
rtifica
te III
in Bu
sines
s•
Infor
matio
n, Co
mmun
icatio
n and
Te
chno
logy
• So
cial &
Com
munit
y Stud
ies•
Tour
ism
• Ce
rtifica
te II i
n Hos
pitali
ty•
Certifi
cate
I in C
onstr
uctio
n•
Certifi
cate
II in E
ngine
ering
Pa
thway
s**T
his co
urse
of st
udy u
tilise
s VET
is Fu
nding
an
y othe
r cer
tifica
te II q
ualifi
catio
ns se
lected
wi
ll req
uire f
ull fe
e for
servi
ce.
• Di
ploma
in B
usine
ss•
Bach
elor o
f Bus
iness
SPOR
T RE
ADY
PATH
WAY
-Blen
ded/
Phoe
nix P
athw
ay S
tude
nts
Desc
riptio
n of
cour
se o
f stu
dyPo
ssib
le Po
st S
choo
l Pat
hway
sCo
mpu
lsory
Sub
jects
Op
tiona
l Cou
rses
/Sub
jects
Furth
er S
tudy
A pr
ogra
m of
learn
ing fo
r stud
ents
who a
re in
teres
ted in
a ca
reer
in
spor
t or r
ecre
ation
.
• Fir
st Ai
d Cler
k•
Comm
unity
/Club
Coa
ch•
Spor
ts De
velop
ment
Offic
er•
Custo
mer S
ervic
e in S
port
• Re
creati
on of
ficer
• Ac
tivity
oper
ation
offic
er•
Spor
t and
Rec
reati
on at
tenda
nt•
Comm
unity
activ
ities o
fficer
• Ge
nera
l Math
s or E
ssen
tial
Maths
• Ge
nera
l Eng
lish o
r Ess
entia
l En
glish
• Ce
rtifica
te III
in Sp
ort a
nd
Recre
ation
• Ph
ysica
l Edu
catio
n•
Healt
h •
Socia
l and
Com
munit
y Stud
ies•
Spor
t and
Rec
reati
on (if
not
comp
leted
Cer
t II in
Spo
rt an
d Re
creati
on in
Y10
)
• Ce
rtifica
te IV
, Dipl
oma,
Adva
nced
Dipl
oma i
n Spo
rt an
d Re
creati
on•
Diplo
ma of
Spo
rt De
velop
ment
• Ba
chelo
r of S
ports
Man
agem
ent
• Ba
chelo
r of S
ports
Stud
ies•
Bach
elor o
f Spo
rt an
d Exe
rcise
Sc
ience
RUGB
Y LE
AGUE
REA
DY P
ATHW
AY-B
lende
d/Ph
oeni
x Stu
dent
sDe
scrip
tion
of co
urse
of s
tudy
Poss
ible
Post
Sch
ool P
athw
ays
Com
pulso
ry S
ubjec
ts
Optio
nal C
ours
es/S
ubjec
tsFu
rther
Stu
dy
A pr
ogra
m of
learn
ing fo
r stud
ents
who a
re in
teres
ted in
a ca
reer
in
spor
t or r
ecre
ation
and r
ugby
lea
gue.
• Fir
st Ai
d Cler
k•
Rugb
y Lea
gue C
oach
• Ru
gby L
eagu
e Refe
ree
• Sp
orts
Deve
lopme
nt Of
ficer
• Cu
stome
r Ser
vice i
n Spo
rt/Ru
gby L
eagu
e•
Recre
ation
offic
er•
Activ
ity op
erati
on of
ficer
• Sp
ort a
nd R
ecre
ation
atten
dant
• Co
mmun
ity ac
tivitie
s offic
er
• Ge
nera
l Math
s or E
ssen
tial
Maths
• Ge
nera
l Eng
lish o
r Ess
entia
l En
glish
• Ce
rtifica
te III
in Sp
ort a
nd
Recre
ation
–Rug
by Le
ague
• Ph
ysica
l Edu
catio
n•
Healt
h •
Socia
l and
Com
munit
y Stud
ies•
Spor
t and
Rec
reati
on (if
not
comp
leted
Cer
t II in
Spo
rt an
d Re
creati
on in
Y10
)
• Ce
rtifica
te IV
, Dipl
oma,
Adva
nced
Dipl
oma i
n Spo
rt an
d Re
creati
on•
Diplo
ma of
Spo
rt De
velop
ment
• Ba
chelo
r of S
ports
Man
agem
ent
• Ba
chelo
r of S
ports
Stud
ies•
Bach
elor o
f Spo
rt an
d Exe
rcise
Sc
ience
24 | Bellbird Park State Secondary College
CR
EATI
VE IN
DU
STR
IES
REA
DY
PATH
WAY
- Ble
nded
/Pho
enix
Stu
dent
sDe
scrip
tion
of co
urse
of s
tudy
Poss
ible
Post
Sch
ool P
athw
ays
Com
pulso
ry S
ubjec
ts
Optio
nal C
ours
es/S
ubjec
tsFu
rther
Stu
dyA
prog
ram
of lea
rning
for s
tuden
ts wh
o are
inter
ested
in a
care
er/jo
b in
the cr
eativ
e and
enter
tainm
ent
indus
try.
• Ph
otogr
aphe
r •
Film
make
r•
Comm
unity
danc
er
• Co
mmun
ity ac
tor
• Fr
ont o
f hou
se m
anag
er•
Lighti
ng de
signe
r/tec
hnici
an
• Ga
ffer
• Th
eatre
ushe
r •
Arts
admi
nistra
tion
• Pr
ogra
m de
sign
• Fa
shion
Des
igner
•
Assis
tant M
usic
Mana
ger
• As
sistan
t Sou
nd M
ixer
• W
orkin
g Mus
ician
• Ge
nera
l Math
s or E
ssen
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Maths
•
Gene
ral E
nglis
h or E
ssen
tial
Engli
sh
A co
mbina
tion o
f: •
Danc
e in P
racti
ce
• Dr
ama i
n Pra
ctice
• Fil
m, Te
levisi
on an
d New
Med
ia•
Media
Arts
in P
racti
ce
• Mu
sic in
Pra
ctice
•
Visu
al Ar
t•
Visu
al Ar
ts in
Prac
tice
• Ce
rtifica
te III
in Ab
origi
nal a
nd
Torre
s Stra
it Isla
nder
Cult
ural
Arts
• Ce
rtifica
te IV
in:
• Mu
sic In
dustr
y, Vi
sual
Art,
Scre
en an
d Med
ia, P
hotog
raph
y an
d Pho
to Im
aging
• Di
ploma
in D
ance
, Scre
en an
d Me
dia, M
usic
Indus
try, V
isual
Art
• Ba
chelo
r of A
rts•
Bach
elor o
f Cre
ative
Arts
www.bellbirdparkssc.eq.edu.au | 25
SPECIALITY PROGRAMS OF LEARNINGIN YEAR 11 & 12 - OFFSITE STUDY
HEAL
TH R
EADY
PAT
HWAY
- Blen
ded/
Phoe
nix P
athw
ay S
tude
nts
Desc
riptio
n of
cour
se o
f stu
dyPo
ssib
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st S
choo
l Pat
hway
sCo
mpu
lsory
Sub
jects
Op
tiona
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rses
Furth
er S
tudy
A
prog
ram
of lea
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for s
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ts wh
o are
inter
ested
in an
imme
diate
care
er/jo
b or p
ost s
choo
l path
way i
n a h
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care
envir
onme
nt.
• He
alth c
are a
dmini
strati
on
supp
ort
• Ho
spita
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t•
Patho
logy c
ourie
r•
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logist
• Or
derly
and w
ard a
ssist
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• Ph
ysica
l ther
apy a
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nera
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s or E
ssen
tial
Maths
• Ge
nera
l Eng
lish o
r Ess
entia
l En
glish
• He
alth
• So
cial a
nd C
ommu
nity S
tudies
• Ce
rtifica
te II i
n Hea
lth S
uppo
rt Se
rvice
s- W
esTE
C* an
d whe
n co
mplet
ed tr
ansit
ion in
to a
Certifi
cate
III in:
• He
alth S
ervic
es A
ssist
ant
• Ind
ividu
al Su
ppor
t•
Diplo
ma of
Nur
sing
*This
cour
se of
stud
y utili
ses V
ETis
Fund
ing
any o
ther c
ertifi
cate
II qua
lifica
tions
selec
ted
will r
equir
e full
fee f
or se
rvice
.
• Ce
rtifica
te IV
in M
edica
l Pra
ctice
As
sistan
t•
Bach
elor o
f Nur
sing
• Ba
chelo
r of M
idwife
ry •
Bach
elor o
f Hea
lth S
cienc
e
BEAU
TY R
eady
- Blen
ded/
Phoe
nix P
athw
ay S
tude
nts
Desc
riptio
n of
cour
se o
f stu
dyPo
ssib
le Po
st S
choo
l Pat
hway
sCo
mpu
lsory
Sub
jects
Op
tiona
l Cou
rses
Furth
er S
tudy
A pr
ogra
m of
learn
ing fo
r stud
ents
who a
re in
teres
ted in
an im
media
te ca
reer
/job i
n the
beau
ty ind
ustry
.
• Ha
irdre
sser
• Be
autic
ian•
Make
-up a
rtist
• Ph
arma
cy- M
ake u
p
• Ge
nera
l Math
s or E
ssen
tial
Maths
• Ge
nera
l Eng
lish o
r Ess
entia
l En
glish
• Ce
rtifica
te II i
n Hair
dres
sing-
W
esTE
C*•
SBA/
SBT
in Ha
irdre
ssing
• TA
FE co
urse
•
Socia
l & C
ommu
nity S
tudies
• To
urism
•
Certifi
cate
III in
Busin
ess
*This
cour
se of
stud
y utili
ses V
ETis
Fund
ing
any o
ther c
ertifi
cate
II qua
lifica
tions
selec
ted
will r
equir
e full
fee f
or se
rvice
.
• Ce
rtifica
te III
in Ha
irdre
ssing
• Ce
rtifica
te IV
in H
airdr
essin
g •
Diplo
ma of
Salo
n Man
agem
ent
• Ha
ir Dre
ssing
App
renti
cesh
ip
AVIA
TION
Rea
dy B
lende
d/Ph
oeni
x Pat
hway
Stu
dent
sDe
scrip
tion
of co
urse
of s
tudy
Poss
ible
Post
Sch
ool P
athw
ays
Com
pulso
ry S
ubjec
ts
Optio
nal C
ours
esFu
rther
Stu
dy
A pr
ogra
m of
learn
ing fo
r stud
ents
who a
re in
teres
ted in
an im
media
te ca
reer
/job i
n the
aviat
ion in
dustr
y.
• Ai
rcraft
main
tenan
ce en
ginee
r•
Aviat
ion m
anag
er•
Cabin
crew
staff
•
Comm
ercia
l aer
oplan
e pilo
t•
Comm
ercia
l heli
copte
r pilo
t•
Pilot
in co
mman
d•
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te pil
ot
• Ge
nera
l Math
s or E
ssen
tial
Maths
• Ge
nera
l Eng
lish o
r Ess
entia
l En
glish
• Ce
rtifica
te III
in Av
iation
W
esTE
C*•
Tour
ism
• So
cial &
Com
munit
y Stud
ies•
Food
and N
utritio
n•
Infor
matio
n & C
ommu
nicati
on
Tech
nolog
y
• Di
ploma
in A
viatio
n (Co
mmer
cial
Pilot
Lice
nce –
Aer
oplan
e)•
Diplo
ma in
Avia
tion (
Comm
ercia
l Pi
lot Li
cenc
e – H
elico
pter)
• Ba
chelo
r of A
viatio
n ma
nage
ment
• Ba
chelo
r of A
viatio
n (Fli
ght
Oper
ation
s)
26 | Bellbird Park State Secondary College
WesTEC - TRADE TRAINING CENTRE
WesTEC is a modern, well-equipped facility where students can undertake accredited Certificate training while still at school. The centre partners with six local schools (Forest Lake State High School, Springfield Central State High School, Redbank Plains State High School, Woodcrest State College, Bundamba State Secondary College and Bellbird Park State Secondary College) to provide specialised vocational training in many trade and service fields. Our successful partnership with training organisations aim to achieve positive educational outcomes for Year 10, 11 and 12 students.
Certificate II Automotive Vocational Preparation
• 4 Terms, 1 day per week. • VETis Funded.
Certificate II Engineering Pathways• 4 Terms, 1 day per week. • VETis Funded.
Certificate II Plumbing• 4 Terms, 1 day per week. • VETis Funded.
Certificate II Retail Cosmetics• 4 Terms, 1 day per week. • VETis Funded.
Certificate II Salon Assistant• 4 Terms, 1 day per week. • VETis Funded.
Certificate II Electrotechnology• 4 Terms, 1 day per week.• VETis Funded.
Certificate II Health Support Services
• 2 Terms, 1 day per week.• VETis funded.
Certificate III Health Services Assistant
• Students must have completed Certificate II Health Support Services to be enrolled in this course.
• 1 Term, 1 day per week.• 3 days work placement
organised by Mater.• $750 payable to Mater
Education.
Certificate II Logistics• 2 Terms, 1 day per week.• VETis funded.
Certificate II Tourism / Certificate III Events (Dual Course)
• 2 Terms, 1 day per week.• Partially VETis funded + $400
Fee for Service.
Certificate III Aviation (Remote Pilot)
• 4 Terms, 1 day per week.• VETis funded. $200 CASA
Remote Pilot Licence fee.
See your school Senior Schooling or VET HOD for more
information or to enrol.
www.bellbirdparkssc.eq.edu.au | 27
WesTEC - TRADE TRAINING CENTRE
Curriculum Structure Overview
Year 11 Curriculum Structure
ENGLISH MATHEMATICS ELECTIVES
n English n 3 x 70 minute lessons a weekn All year
n Mathsn 3 x 70 minute lessons a weekn All year
n Electives x 4n 3 x 70 minute lessons a weekn All year
CURRICULUM STRUCTURE
28 | Bellbird Park State Secondary College
ESSENTIAL ENGLISH
OVERVIEWEssential English develops and refines students’ understanding of language, literature and literacy to enable them to interact confidently and effectively with others in everyday, community and social contexts. In General English, students will:
• engage with language and texts to foster skills to communicate confidently and effectively in English • communicate in everyday, social, community, further education and work-related contexts• choose structures, language, language features and technologies to best convey meaning • develop skills to read for meaning and purpose• use, critique and appreciate a range of contemporary literary and non-literary texts• produce texts for a variety of purposes and audiences
OBJECTIVESBy the conclusion of the course of study, students will:
• use patterns and conventions of genres to achieve particular purposes when constructing texts• use appropriate roles and relationships with audiences• construct and explain representations of identities, places, events and concepts• make use of and explain the ways cultural assumptions, attitudes, values and beliefs underpin texts and influence
meaning• explain how language features and text structures shape meaning and invite particular responses• select and use subject matter to support perspectives• use language features to achieve particular purposes across modes.
PATHWAYSA course of study in Essential English is suited to students who are interested in pathways beyond Year 12 that lead to vocational education or work.
SUBJECT TYPE QCE CREDITS HELPFUL PATHWAYS FEES/EQUIPMENTAPPLIED 4 Completion of Year 10
English General or English Essentials
General stationery
LEARNING EXPERIENCES & ASSESSMENTUNIT 1 UNIT 2Language that works Texts and human experiencesAssessment: Formative extended response - spoken/signed responseTime: Three weeks’ notice of task Length: Spoken/signed presentation of 4–6 minutes
Assessment: Formative extended response - Multimodal responseTime: Three weeks’ notice of task Length: Multimodal presentation of 4–6 minutes
Assessment: Formative short response examinationTime: 1½ hours plus 15 minutes of planning timeLength: 400–600 words
Assessment: Formative extended response - Written responseLength: 500–800 words, Four weeks’ notice of task
UNIT 3 UNIT 4Language that influences Representations and popular culture textsAssessment: Summative extended response - spoken/signed Time: Three weeks’ notice of task Length: Spoken/signed presentation of 4–6 minutes
Assessment: Summative extended response - Multimodal Time: Three weeks’ notice of task Length: Multimodal presentation of 4–6 minutes
Assessment: Summative common internal assessment (CIA) - short response examinationTime: 1½ hours plus 15 minutes of planning timeLength: 400–600 words
Assessment: Summative extended response - Written responseLength: 500–800 words, Four weeks’ notice of task
APPLIED
www.bellbirdparkssc.eq.edu.au | 29
OVERVIEWEssential English develops and refines students’ understanding of language, literature and literacy to enable them to interact confidently and effectively with others in everyday, community and social contexts. In General English, students will:
• engage with language and texts to foster skills to communicate confidently and effectively in English • communicate in everyday, social, community, further education and work-related contexts• choose structures, language, language features and technologies to best convey meaning • develop skills to read for meaning and purpose• use, critique and appreciate a range of contemporary literary and non-literary texts• produce texts for a variety of purposes and audiences
OBJECTIVESBy the conclusion of the course of study, students will:
• use patterns and conventions of genres to achieve particular purposes when constructing texts• use appropriate roles and relationships with audiences• construct and explain representations of identities, places, events and concepts• make use of and explain the ways cultural assumptions, attitudes, values and beliefs underpin texts and influence
meaning• explain how language features and text structures shape meaning and invite particular responses• select and use subject matter to support perspectives• use language features to achieve particular purposes across modes.
PATHWAYSA course of study in Essential English is suited to students who are interested in pathways beyond Year 12 that lead to vocational education or work.
SUBJECT TYPE QCE CREDITS HELPFUL PATHWAYS FEES/EQUIPMENTAPPLIED 4 Completion of Year 10
English General or English Essentials
General stationery
LEARNING EXPERIENCES & ASSESSMENTUNIT 1 UNIT 2Language that works Texts and human experiencesAssessment: Formative extended response - spoken/signed responseTime: Three weeks’ notice of task Length: Spoken/signed presentation of 4–6 minutes
Assessment: Formative extended response - Multimodal responseTime: Three weeks’ notice of task Length: Multimodal presentation of 4–6 minutes
Assessment: Formative short response examinationTime: 1½ hours plus 15 minutes of planning timeLength: 400–600 words
Assessment: Formative extended response - Written responseLength: 500–800 words, Four weeks’ notice of task
UNIT 3 UNIT 4Language that influences Representations and popular culture textsAssessment: Summative extended response - spoken/signed Time: Three weeks’ notice of task Length: Spoken/signed presentation of 4–6 minutes
Assessment: Summative extended response - Multimodal Time: Three weeks’ notice of task Length: Multimodal presentation of 4–6 minutes
Assessment: Summative common internal assessment (CIA) - short response examinationTime: 1½ hours plus 15 minutes of planning timeLength: 400–600 words
Assessment: Summative extended response - Written responseLength: 500–800 words, Four weeks’ notice of task
ENGLISH
OVERVIEWGeneral English promotes open-mindedness, imagination, critical awareness and intellectual flexibility – skills that prepare students for local and global citizenship, and for lifelong learning across a wide range of contexts. In General English, students will:
• explore how literary and non-literary texts shape perceptions of the world • analyse perspectives and challenge ideas and interpretations through the analysis and creation of texts• learn how to use language appropriately and effectively for a variety of purposes• engage with diverse texts to develop a sense of their world and their place in it
OBJECTIVESBy the conclusion of course of the study students will:
• use patterns and conventions of genres to achieve particular purposes when constructing texts• create and analyse perspectives and representations of concepts, identities, times and places• make use of and analyse the ways cultural assumptions, attitudes, values and beliefs underpin texts and invite
audiences to take up positions• use aesthetic features and stylistic devices to achieve purposes and analyse their effects in texts• select, organise and synthesise subject matter to support perspectives and purpose in texts• make language choices for particular purposes and contexts• use grammar, language structures and mode-appropriate features for particular purposes
PATHWAYSA course of study in General English is suited to students who are interested in pathways beyond school that lead to tertiary studies, vocational education or work.
SUBJECT TYPE QCE CREDITS PREREQUISITES FEES/EQUIPMENTGENERAL 4 B in English General General stationery
GENERAL
LEARNING EXPERIENCES & ASSESSMENTUNIT 1 UNIT 2Perspectives and texts Texts and cultureAssessment: Formative extended response - written response for a public audienceTime: 5 weeks notification and preparationLength: Written: 1000–1500 words
Assessment: Formative examination - imaginative written responseTime: 2 hours plus planning (15 minutes) Length: Written: 800–1000 words
Assessment Details: Formative extended response - persuasive spoken responseTime: 4 weeks notification and preparationLength: Spoken: 5–8 minutes
Assessment: Formative Examination - analytical written responseTime: 2 hours plus planning time (15 minutes) Length: 800–1000 words.
UNIT 3 UNIT 4Textual connections Close study of literary textsAssessment: Summative extended response - written response for a public audienceTime: 5 weeks notification and preparationLength: Written: 1000–1500 words
25% Assessment: Summative Examination - imaginative written responseTime: 2 hours plus planning (15 minutes) Length: Written: 800–1000 words
25%
Assessment: Summative extended response - persuasive spoken responseTime: 4 weeks notification and preparationLength: Spoken: 5–8 minutes
25% Assessment: Summative External Examination - analytical written responseTime: 2 hours plus planning time (15 minutes) Length: 800–1000 words.
25%
30 | Bellbird Park State Secondary College
SIS3015 CERTIFICATE III IN SPORT & RECREATION - GENERAL STRAND
OVERVIEWRegistered Training Organisation: Binnacle Training (RTO Code: 31193)
DESCRIPTION• Binnacle’s Certificate III in Sport and Recreation ‘Sport in Schools’ program is offered as a senior subject where
students participate in the delivery of a range of sport activities and programs within the school. • Graduates will be competent in a range of essential skills – including officiating games or competitions, coaching
beginner participants to develop fundamental skills, communication and customer service in sport, and using social media tools for participant engagement.
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.PATHWAYSA course of study in Cert III can lead to careers in fields such as; Personal Training, Physical Education Teaching, Exercise Physiology, Sports Science, a Sporting Coach, Sports Development officer or a Certificate IV in Fitness or Sport and Recreation. ASSESSMENT• All assessment tasks are completed online • Each term, a specific number of assessment tasks are due for completion.• The teacher will regularly review completion of assessments. • If gaps are identified, students will be required to finalise their assessment in their own time or during exam block,
before the next school term commences.DELIVERYBinnacle is responsible for the quality of training and assessment provided by the school. The school is responsible for the delivery of training and assessment services (teacher).
SUBJECT TYPE QCE CREDITS HELPFUL PATHWAYS FEES/EQUIPMENTVET 7 Completion of Year 10 Sport
and Recreation or General Health or General Physical
Education
$300 (incl. CPR/First Aid) or $50 for those that completed
Cert II in 2020General Stationery
VET
www.bellbirdparkssc.eq.edu.au | 31
COMPETENCIESThe certificate III qualification comprises 9 core and 6 elective competencies.UNIT CODE TITLE CORE/ELECTIVE HLTWHS001 Participate in workplace health and safety CoreBSBWHS303 Participate in WHS hazard identification, risk assessment and
risk controlCore
SISXEMR001 Respond to emergency situations CoreBSBWOR202 Organise and complete daily work activities Certificate 2 Course inclusionSISXCCS001 Provide quality service CoreSISXCAI002 Assist with activity sessions Certificate 2 Course inclusionSISXIND001 Work effectively in sport, fitness and recreation environments Certificate 2 Course inclusionSISXIND002 Maintain sport, fitness and recreation industry knowledge ElectiveFSKLRG11 Use routine strategies for work-related learning Certificate 2 Course inclusionFSKDIG03 Use digital technology for routine workplace tasks Certificate 2 Course inclusionSISSSOF101 Develop and update officiating knowledge Certificate 2 Course inclusionHLTAID003 Provide First Aid CoreSISXFAC001 Maintain equipment for activities Certificate 2 Course inclusionBSBRSK401 Identify risk and apply risk management processes ElectiveSISSSCO101 Develop and update knowledge of coaching practices ElectiveICTWEB201 Use social media tools for collaboration and engagement CoreBSBWOR204 Use business technology Elective (General)BSBWOR301 Organise personal work priorities and development CoreSISXCAI003 Conduct non-instructional sport, fitness or recreation sessions CoreSISXCAI004 Plan and conduct programs CoreBSBADM307 Organise schedules Elective (General)SISXCAI006 Facilitate groups Elective (General)
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** Certificate 2 units are only completed if they did NOT complete Certificate 2 in 2020
TOPICS OF STUDYTERM 1 TERM 2 TERM 3 TERM 4• The Sport, Fitness and
Recreation Industry• Introduction to Anatomy
and Physiology• Developing Officiating
Practices
• Work Health and Safety in Sport & Fitness
• Delivering Community Sport Programs
• First Aid and CPR certificate
• Customer Service in the Sport Industry
• Conducting Modified Games for a Sport
• Work Effectively in the Sport, Fitness and Recreation Industry
• Conducting Warm Ups and Cool Downs
• Using and Maintaining Equipment
Finalisation of qualification: SIS20115 Certificate II in Sport and Recreation
TERM 5 TERM 6 TERM 7 TERM 8• Developing Coaching
Practices• Community Coaching
General Principles Accreditation
• Planning and Conducting Non-instructional Sessions
• Facilitating Groups
• Planning and Conducting Sport Programs
• Using Social Media Tools for Participant Engagement
Finalisation of qualification: SIS30115 Certificate III in Sport and Recreation
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’.
32 | Bellbird Park State Secondary College
OVERVIEWRegistered Training Organisation: Binnacle Training (RTO Code: 31193)
DESCRIPTION• Binnacle's Sport Specialty Rugby League Strand involves sport-specific foundational (e.g. Level 1) accreditation
(officiating and/or coaching). • Students assist with Rugby League events and competitions within their school/community. • The focus is on serving the community through coaching and refereeing rather than playing the game themselves. • This course includes the NRL Level 1 Referee and NRL Modified Games Coaching accreditations.
ENTRY REQUIREMENTS Students must have prior experience in Club Level Rugby League or have represented the school in the past two years. Students must demonstrate 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.
A mouthguard must be worn. Students must wear a mouthguard when participating in Rugby League. The department strongly recommends that students wear custom-fitted mouthguards. Further information can be found from the Australian Dental Recommendations here: https://www.ada.org.au/Your-Dental-Health/Teens-12-17/Mouthguards or further information justifying their necessity can be found http://sma.org.au/sma-site-content/uploads/2018/04/MouthGuard.pdfPATHWAYSSuccessful completion of this course could lead to the following careers; First Aid Clerk, Rugby League Coach, Rugby League Referee, Sports Development Officer, Customer Service in Sport/Rugby League, Recreation officer, Activity operation officer, Sport and Recreation attendant, Community activities officer.ASSESSMENT• All assessment tasks are completed online • Each term, a specific number of assessment tasks are due for completion.• The teacher will regularly review completion of assessments. • If gaps are identified, students will be required to finalise their assessment in their own time or during exam block,
before the next school term commences.DELIVERYBinnacle is responsible for the quality of training and assessment provided by the school. The school is responsible for the delivery of training and assessment services (teacher).
SUBJECT TYPE QCE CREDITS HELPFUL PATHWAYS FEES/EQUIPMENTVET 7 Completion of Year 10 Sport
and Recreation or General Health or General Physical
Education
$325 (incl. CPR/First Aid and NRL refereeing Course) or
$75 for those that completed Cert II in 2020
General StationeryMouth guard required
SIS3015 CERTIFICATE III IN SPORT & RECREATION - RUGBY LEAGUE STRANDVET
www.bellbirdparkssc.eq.edu.au | 33
COMPETENCIESThe certificate III qualification comprises 9 core and 6 elective competencies.UNIT CODE TITLE CORE/ELECTIVE HLTWHS001 Participate in workplace health and safety CoreBSBWHS303 Participate in WHS hazard identification, risk assessment and
risk controlCore
SISXEMR001 Respond to emergency situations CoreBSBWOR202 Organise and complete daily work activities Certificate 2 Course inclusionSISXCCS001 Provide quality service CoreSISXCAI002 Assist with activity sessions Certificate 2 Course inclusionSISXIND001 Work effectively in sport, fitness and recreation environments Certificate 2 Course inclusionSISXIND002 Maintain sport, fitness and recreation industry knowledge Elective FSKLRG11 Use routine strategies for work-related learning Certificate 2 Course inclusionFSKDIG03 Use digital technology for routine workplace tasks Certificate 2 Course inclusionSISSSOF101 Develop and update officiating knowledge Certificate 2 Course inclusionHLTAID003 Provide First Aid CoreSISXFAC001 Maintain equipment for activities Certificate 2 Course inclusionBSBRSK401 Identify risk and apply risk management processes ElectiveSISSSCO101 Develop and update knowledge of coaching practices ElectiveICTWEB201 Use social media tools for collaboration and engagement CoreBSBWOR204 Use business technology Elective (General)BSBWOR301 Organise personal work priorities and development CoreSISXCAI003 Conduct non-instructional sport, fitness or recreation sessions CoreSISXCAI004 Plan and conduct programs CoreBSBADM307 Organise schedules Elective (General)SISXCAI006 Facilitate groups Elective (General)
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** Certificate 2 units are only completed if they did NOT complete Certificate 2 in 2020
TOPICS OF STUDYTERM 1 TERM 2 TERM 3 TERM 4• The Sport, Fitness and
Recreation Industry• Introduction to Anatomy
and Physiology• Developing Officiating
Practices
• Work Health and Safety in Sport & Fitness
• Delivering Community Sport Programs
• First Aid and CPR certificate
• Customer Service in the Sport Industry
• Conducting Modified Games for a Sport
• Work Effectively in the Sport, Fitness and Recreation Industry
• Conducting warm ups and cool downs
• Using and Maintaining Equipment
Finalisation of qualification: SIS20115 Certificate II in Sport and Recreation
TERM 5 TERM 6 TERM 7 TERM 8• Developing Coaching
Practices• Community Coaching
General Principles Accreditation
• Planning and Conducting Non-instructional Sessions
• Facilitating Groups
• Planning and Conducting Sport Programs
• Using Social Media Tools for Participant Engagement
Finalisation of qualification: SIS30115 Certificate III in Sport and Recreation
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’.
34 | Bellbird Park State Secondary College
SPORT AND RECREATION
OVERVIEWApplied Sport & Recreation provides students with opportunities to learn in, through and about sport and active recreation activities, examining their role in the lives of individuals and communities. In Applied Sport and Recreation, students will:
• examine the relevance of sport and active recreation in Australian culture, employment growth, health and wellbeing• consider factors that influence participation in sport and recreation, and how physical skills can enhance participation
and performance in sport and recreation activities• explore how interpersonal skills support effective interaction with others, and the promotion of safety in sport and
recreation activities• examine technology in sport and recreation activities, and how the sport and recreation industry contributes to
individual and community outcomes.OBJECTIVESBy the conclusion of the course of study, students should:
• demonstrate physical responses and interpersonal strategies in individual and group situations in sport and recreation activities
• describe concepts and ideas about sport and recreation using terminology and examples• manage individual and group sport and recreation activities• apply strategies in sport and recreation activities to enhance health, wellbeing, and participation for individuals and
communities• evaluate strategies that seek to enhance health, wellbeing, and participation in sport and recreation activities and
provide recommendations• use language conventions and textual features to achieve particular purposes• evaluate individual and group physical responses and interpersonal strategies to improve outcomes in sport and
recreation activities.PATHWAYSA course of study in Sport & Recreation can establish a basis for further education and employment in the fields of fitness, outdoor recreation and education, sports administration, community health and recreation and sport performance.
SUBJECT TYPE QCE CREDITS HELPFUL PATHWAYS FEES/EQUIPMENTAPPLIED 4 Completion of General Health or HPE
subject. Students cannot select this if they have completed the Certificate II in Sport
and Recreation in Year 10.
Mouth guard requiredGeneral stationery
APPLIED
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* Evidence must include annotated records that clearly identify the application of standards to performance.
LEARNING EXPERIENCES & ASSESSMENTUNIT 1 UNIT 2Event Management – Mini Games Sociology – Money, Media and PowerAssessment: Project task (Minor Games)Time: 12 weeks, including 12 lessons of class timeLength: Written component: 400-700 wordsSpoken component: 1.5 minutes – 3.5 minutesPerformance component: 2 minutes – 4 minutes
Assessment: Investigation TaskTime: 10 weeks, including 10 lessons of class timeLength: Written component: 600-800 words
Assessment: Performance Task (Ultimate Disc and European Handball)Time: 8 weeksLength: Performance component: 2 minutes – 4 minutes
Assessment: Striking Games (Cricket/Softball and AFL)Time: 8 weeksLength: Performance component: 2 minutes – 4 minutes
UNIT 3 UNIT 4Training for Fitness – Strength and Conditioning Sports NutritionAssessment: Project Task (Strength and Conditioning)Time: 12 weeks, including 12 lessons of class timeLength: Written component: 500-900 wordsSpoken component: 2.5 minutes – 3.5 minutesPerformance component: 2 minutes – 4 minutes
Assessment: Investigation TaskTime: 10 weeks, including 10 lessons of class timeLength: Written component: 600-1000 words
Assessment: Performance Task (Fitness & Badminton)Time: 8 weeksLength: Performance component: 2 minutes – 4 minutes
Assessment: Performance Task (Basketball & Table Tennis)Time: 8 weeksLength: Performance component: 2 minutes – 4 minutes
36 | Bellbird Park State Secondary College
OVERVIEW• Health provides students with a contextualised strengths-based inquiry of the various determinants that create and
promote lifelong health, learning and active citizenship. • Drawing from the health, behavioural, social and physical sciences, the Health syllabus offers students an action,
advocacy and evaluation-oriented curriculum.• Health uses an inquiry approach informed by the critical analysis of health information to investigate sustainable health
change at personal, peer, family and community levels.OBJECTIVESBy the conclusion of the course of study, students will:
• recognise and describe information about health-related topics and issues• analyse and interpret information about health-related topics and issues• investigate and synthesise information to develop action strategies• evaluate and reflect on implemented action strategies to justify recommendations that mediate, advocate and enable
health promotion.PATHWAYSA course of study in Health can establish a basis for further education and employment in the fields of health science, public health, health education, allied health, nursing and medical professions.
SUBJECT TYPE QCE CREDITS PREREQUISITES FEES/EQUIPMENTGENERAL 4 B in English General
+ B in General HealthGeneral stationery
LEARNING EXPERIENCES & ASSESSMENTUNIT 1 UNIT 2Resilience as a personal health resource AlcoholAssessment: Formative internal assessmentAnalytical ExpositionTime: 4 weeks of class timeLength: 1500 - 2000 words
Assessment: Formative internal assessmentAction ResearchTime: 4 weeks of class timeLength: 1500 - 2000 words
Assessment: Formative internal assessmentWritten ExaminationTime: 120 minutes and 15 minutes planning timeLength: 800 - 1000 words
Assessment: Formative internal assessmentWritten ExaminationTime: 2 hours and 15 minutes planning timeLength: 800 - 1000 words
UNIT 3 UNIT 4Road Safety Relationships post-schoolingAssessment: Summative internal assessment 1Action ResearchTime: 4 weeks of class timeLength: 1500 - 2000 words
25% Assessment: Summative internal assessment 3Analytical ExpositionTime: 4 weeks of class timeLength: 1500 - 2000 words
25%
Assessment: Summative internal assessment 2Written ExaminationTime: 120 minutes and 15 minutes planning timeLength: 800 - 1000 words
25% Assessment: Summative external assessment 4Written ExaminationTime: 120 minutes and 15 minutes of planning timeLength: Up to 1000 words
25%
HEALTHGENERAL
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OVERVIEW• Physical Education provides students with knowledge, understanding and skills to explore and enhance their own and
others’ health and physical activity in diverse and changing contexts.• Physical Education provides a philosophical and educative framework to promote deep learning in three dimensions:
about, through and in physical activity contexts. Students learn how body and movement concepts and the scientific bases of biophysical, sociocultural and psychological concepts and principles are relevant to their engagement and performance in physical activity. They engage in a range of activities to develop movement sequences and strategies.
OBJECTIVESBy the conclusion of the course of study, students will:
• recognise and describe information about health-related topics and issues• comprehend and use health approaches and frameworks• analyse and interpret information about health-related topics and issues• critique information to distinguish determinants that influence health status• investigate and synthesise information to develop action strategies• evaluate and reflect on implemented action strategies to justify recommendations that mediate, advocate and
enable health promotion.PATHWAYSA course of study in Physical Education can establish a basis for further education and employment in the fields of exercise science, biomechanics, the allied health professions, psychology, teaching, sport journalism, sport marketing and management, sport promotion, sport development and coaching.
SUBJECT TYPE QCE CREDITS PREREQUISITES FEES/EQUIPMENTGENERAL 4 B in English General
+ B in General Physical EducationGeneral stationery
LEARNING EXPERIENCES & ASSESSMENTUNIT 1 UNIT 2Motor Learning, functional anatomy, biomechanics and physical activity
Sport Psychology, equity and physical activity
Assessment: Project FolioTime: 4 weeks of class timeLength: Up to 2000 words
Assessment: Formative Internal AssessmentMultimodal PresentationTime: 9 – 11 minsLength: 4 weeks of class time
Assessment: Topic 2 Investigation ReportTime: 4 weeks of class timeLength: Up to 2000 words
Assessment: Topic 2 Investigation ReportTime: 4 weeks of class timeLength: Up to 2000 words
UNIT 3 UNIT 4Tactical awareness integrated with one selected ‘Invasion’ or ‘Net and court’ physical activity
Energy, fitness, training and physical activity
Assessment: Summative Internal Assessment 1Project FolioTime: 4 weeks of class timeLength: Up to 2000 words
25% Assessment: Summative Internal Assessment 3Multimodal PresentationTime: 9 – 11 minsLength: 4 weeks of class time
25%
Assessment: Summative Internal Assessment 2Investigation ReportTime: 4 weeks of class timeLength: Up to 2000 words
25% Assessment: Summative External Assessment Examination – Combination ResponseTime: 120 mins
25%
PHYSICAL EDUCATION GENERAL
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SOCIAL & COMMUNITY STUDIES
OVERVIEWSocial & Community Studies focuses on personal development and social skills which lead to self-reliance, self-management and concern for others. It fosters appreciation of, and respect for, cultural diversity and encourages responsible attitudes and behaviours required for effective participation in the community and for thinking critically, creatively and constructively about their future. Social and Community Studies students:
• develop personal, interpersonal, and citizenship skills, encompassing social and communication skills• learn how to build rapport and conduct respectful interactions with others• problem solving, decision making, self-esteem, self-confidence, resilience, workplace skills, learning and study skills.• investigate the dynamics of society and the benefits of working with others in the community. • develop and value social, community and workplace participation skills.
OBJECTIVESBy the conclusion of the course of study, students will:
• recognise and describe concepts and ideas in the development of personal, interpersonal and citizenship skills• recognise and explain the ways life skills relate to social contexts• explain issues and viewpoints related to social investigations• organise information and material related to social contexts and issues• analyse and compare viewpoints about social contexts and issues• apply concepts and ideas to make decisions about social investigations• use language conventions and features to communicate ideas and information, according to purposes• plan and undertake social investigations• communicate the outcomes of social investigations, to suit audiences• appraise inquiry processes and the outcomes of social investigations.
PATHWAYSA course of study in Social & Community Studies can establish a basis for further education and employment, as it helpsstudents develop the skills and attributes necessary in all workplaces.
SUBJECT TYPE QCE CREDITS HELPFUL PATHWAYS FEES/EQUIPMENTAPPLIED 4 Completion of a Year 10
History subjectGeneral stationery
APPLIED
LEARNING EXPERIENCES & ASSESSMENTUNIT 1 UNIT 2Module 1: Today's society Module 3: The world of work
Module 2: Legally – it could be you Module 4: Money ManagementUNIT 3 UNIT 4Module 5: The Arts and the community Module 7: Into relationships Investigation Examination Module 6: Health - food and nutrition InvestigationProject
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TOURISM
OVERVIEWTourism studies enable students to gain an appreciation of the role of the tourism industry and the structure, scope and operation of the related tourism sectors of travel, hospitality and visitor services. Tourism students:
• examine the socio-cultural, environmental and economic aspects of tourism• identify and interrogate tourism opportunities, problems and issues across global, national and local contexts.• develop and apply tourism-related knowledge and understanding • plan projects, analyse issues and opportunities, and evaluate concepts and information.
OBJECTIVESBy the conclusion of the course of study, students will:
• recall terminology associated with tourism and the tourism industry• describe and explain tourism concepts and information• identify and explain tourism issues or opportunities• analyse tourism issues and opportunities• apply tourism concepts and information from a local, national and global perspective• communicate meaning and information using language conventions and features relevant to tourism contexts• generate plans based on consumer and industry needs• evaluate concepts and information within tourism and the tourism industry• draw conclusions and make recommendations.
PATHWAYSA course of study in Tourism can establish a basis for further education and employment in businesses and industries such as tourist attractions, cruising, gaming, government and industry organisations, meeting and events coordination, caravan parks, marketing, museums and galleries, tour operations, wineries, cultural liaison, tourism and leisure industry development, and transport and travel.
SUBJECT TYPE QCE CREDITS HELPFUL PATHWAYS FEES/EQUIPMENTAPPLIED 4 Completion of a Year 10
History subject$50 subject levy
General stationery
APPLIED
LEARNING EXPERIENCES & ASSESSMENTUNIT 1 UNIT 2Module 1: Introduction to Tourism Module 3:Theme Parks and Attractions
Module 2: Tailoring the Travel Experience Module 4: Niche Tourism UNIT 3 UNIT 4Module 5: Procedures and Protocols Module 7 World Tourism Project Extended responseModule 6: Employment and Employability ExaminationInvestigation
40 | Bellbird Park State Secondary College
ANCIENT HISTORYGENERAL
OVERVIEWAncient History provides opportunities for students to study people, societies and civilisations of the past, from the development of the earliest human communities to the end of the Middle Ages. Students:
• explore the interaction of societies, the impact of individuals and groups on ancient events and ways of life• study the development of social organisation, systems of law, governance and religion.• analyse and interpret archaeological and written evidence and written and textual sources• develop increasingly sophisticated skills and understandings of historical issues and problems. • investigate the problematic nature of evidence• pose increasingly complex questions about the past and formulate reasoned responses.• construct arguments, challenge assumptions, and think both creatively and critically.
OBJECTIVESBy the conclusion of the course of study, students should:
• comprehend terms, issues and concepts• devise historical questions and conduct research• analyse evidence from historical sources to show understanding• synthesise evidence from historical sources to form a historical argument• evaluate evidence from historical sources to make judgments• create responses that communicate meaning to suit purpose.
PATHWAYSA course of study in Ancient History can establish a basis for further education and employment in the fields of archaeology, history, education, psychology, sociology, law, business, economics, politics, journalism, the media, health and social sciences, writing, academia and research.
SUBJECT TYPE QCE CREDITS PREREQUISITES FEES/EQUIPMENTGENERAL 4 B in English General
+ B in General HistoryGeneral stationery
LEARNING EXPERIENCES & ASSESSMENTUNIT 1 UNIT 2Investigating the ancient world Personalities in their time
Digging up the Past (Archaeology) Independent source investigation
Alexander the GreatInvestigation — historical essay based on research
Beliefs, Rituals and Funerary PracticesExamination — short responses to historical sources
Cleopatra Examination — essay in response to historical sources
UNIT 3 UNIT 4Reconstructing the ancient world People, Power and Authority
Han Dynasty ChinaSummative internal assessment 1 (IA1):Examination — essay in response to historical sources
25% Ancient Rome- Civil War and the breakdown of the Republic Summative internal assessment 3 (IA3):Investigation — historical essay based on research
25%
Fifth Century AthensSummative internal assessment 2 (IA2):Independent source investigation
25% QCAA to advise Summative internal assessment (IA4):Examination — short responses to historical sources
25%
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LEGAL STUDIESGENERAL
OVERVIEWLegal Studies focuses on the interaction between society and the discipline of law and explores the role and development of law in response to current issues. Students study the legal system and how it regulates activities and aims to protect the rights of individuals, while balancing these with obligations and responsibilities. Legal studies students:
• study the foundations of law, the criminal justice process and the civil justice system. • critically examine issues of governance, explore contemporary issues of law reform and change• consider Australian and international human rights issues.• develop skills of inquiry, critical thinking, problem-solving and reasoning. • identify and describe legal issues, explore information and data, analyse, evaluate to make informed and ethical
decisions or propose recommendations, and create responses that convey legal meaning. • question, explore and discuss tensions between changing social values, justice and equitable outcomes.
OBJECTIVESBy the conclusion of the course of study, students will:
• comprehend legal concepts, principles and processes• select legal information from sources• analyse legal issues• evaluate legal situations• create responses that communicate meaning.
PATHWAYSA course of study in Legal Studies can establish a basis for further education and employment in the fields of law, law enforcement, criminology, justice studies and politics. The knowledge, skills and attitudes students gain are transferable to all discipline areas and post-schooling tertiary pathways. The research and analytical skills this course develops are universally valued in business, health, science and engineering industries.
SUBJECT TYPE QCE CREDITS PREREQUISITES FEES/EQUIPMENTGENERAL 4 B In English General
+ B in General LegalGeneral stationery
LEARNING EXPERIENCES & ASSESSMENTUNIT 1 UNIT 2Beyond reasonable doubt Balance of probabilities• Legal foundations• Criminal investigation process• Criminal trial process • Punishment and sentencing
• Civil law foundations• Contractual obligations • Negligence and the duty of care
UNIT 3 UNIT 4Law, governance and change Human rights in legal contextsGovernance in Australia(IA1) Examination — combination response
25% Human rightsThe effectiveness of international lawHuman rights in Australian contexts(IA3) Investigation — argumentative essay
25%
Law reform within a dynamic society(IA2) Investigation — inquiry report
25% (EA) Examination — combination response 25%
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OVERVIEWModern History students gain historical knowledge and understanding about some of the main forces that have contributed to the development of the Modern World and to think historically and form a historical consciousness in relation to these same forces. Modern History students learn to:• make meaningful connections between the past, present and possible futures.• understand that the past is contestable and tentative. • discover how the past consists of various perspectives and interpretations.• gain a range of transferable skills that will help them become empathetic and critically-literate citizens • embrace a multicultural, pluralistic, inclusive, democratic, compassionate and sustainable future.OBJECTIVES
By the conclusion of the course of study, students will:• comprehend terms, concepts and issues• devise historical questions and conduct research• analyse evidence from historical sources to show understanding• synthesise evidence from historical sources to form a historical argument• evaluate evidence from historical sources to make judgments• create responses that communicate meaning to suit purpose.
PATHWAYSA course of study in Modern History can establish a basis for further education and employment in the fields of history, education, sociology, law, business, economics, politics, journalism, the media, writing, academia and strategic analysis.
SUBJECT TYPE QCE CREDITS PREREQUISITES FEES/EQUIPMENTGENERAL 4 B in English General
+ B in General HistoryGeneral stationery
LEARNING EXPERIENCES & ASSESSMENTUNIT 1 UNIT 2Ideas in the modern world Movements in the modern worldAustralian Frontier Wars 1788–1930sExamination — short responses to historical sources
African-American Civil Rights MovementInvestigation — historical essay based on research
The Russia RevolutionIndependent source investigation
Women’s Movements since 1893Examination — essay in response to historical sources
UNIT 3 UNIT 4National experiences in the modern world International experiences in the modern worldChina 1931-76(IA1) Examination — essay in response to historical sources
25% Australia’s engagement with Asia since 1945(IA3) Investigation — historical essay based on research
25%
Germany,1914–1945(IA2) Independent source investigation
25% QCAA to advise topic (IA4) Examination — short responses to historical sources
25%
MODERN HISTORYGENERAL
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ESSENTIAL MATHEMATICS
OVERVIEWEssential Mathematics benefits students because they develop skills that go beyond the traditional ideas of numeracy.
In Essential Mathematics students will:• connect mathematical concepts, operations and relations. • learn to recognise definitions, rules and facts from everyday mathematics and data.• calculate using appropriate mathematical processes.• interpret and use mathematics to make informed predictions and decisions about personal and financial priorities.• use estimation, problem-solving and reasoning, which develops students into thinking citizens.
OBJECTIVESBy the conclusion of the course of study, students will:
• 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.
PATHWAYSA course of study in Essential Mathematics can establish a basis for further education and employment in the fields of trade, industry, business and community services. Students learn within a practical context related to general employment and successful participation in society, drawing on the mathematics used by various professional and industry groups.
SUBJECT TYPE QCE CREDITS HELPFUL PATHWAYS FEES/EQUIPMENTAPPLIED 4 Completion of Year 10 Maths
General or Maths EssentialsGeneral stationeryScientific calculator
APPLIED
LEARNING EXPERIENCES & ASSESSMENTUNIT 1 UNIT 2Number, data and graphs Money, travel and dataAssessment: Problem solving and modelling taskTime: 5 weeks including 8 lessons of class time Length: 8 pages, up to 1000 words
Assessment Details: Problem solving and modelling taskTime: 5 weeks including 8 lessons of class time Length: 8 pages, up to 1000 words
Assessment: Unit 1 Exam Time: 60 minutes and 5 minutes perusal
Assessment Details: Unit 2 Exam Time: 60 minutes and 5 minutes perusal
UNIT 3 UNIT 4Measurement, scales and data Graphs, chance and loansAssessment: Problem solving and modelling taskTime: 5 weeks including 8 lessons of class time Length: 8 pages, up to 1000 words
Assessment: Problem solving and modelling taskTime: 5 weeks including 8 lessons of class time Length: 8 pages, up to 1000 words
Assessment: Common Internal Assessment Time: 60 minutes and 5 minutes perusal
Assessment: Unit 4 Exam Time: 60 minutes and 5 minutes perusal
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GENERAL MATHEMATICS
OVERVIEWGeneral Mathematics is designed for students who want to extend their mathematical skills beyond Year 10 but whose future studies or employment pathways do not require calculus. In General Mathematics, student will study key mathematical ideas, including:
• rates and percentages, concepts from financial mathematics, • linear and non-linear expressions• use of matrices, networks and trigonometry to model and solve authentic problems, and• exploration of real-world phenomena in statistics.
OBJECTIVESBy the conclusion of course of the study students will:
• select, recall and use facts, definitions and procedures• comprehend mathematical concepts and techniques• communicate using mathematical and everyday language• evaluate the reasonableness of solutions,• justify procedures and decisions by explaining mathematical reasoning• solve problems by applying mathematical concepts and techniques
PATHWAYSA 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.
SUBJECT TYPE QCE CREDITS PREREQUISITES FEES/EQUIPMENTGENERAL 4 B in Year 10 Maths General $25 for mathspace.co/au
General stationeryScientific calculator
GENERAL
LEARNING EXPERIENCES & ASSESSMENTUNIT 1 UNIT 2Money, measurement and relations Applied trigonometry, algebra, matrices and univariate
dataAssessment: Problem solving and modelling task Time: 4 weeks including 3 lessons of class time Length: 10 pages, up to 2000 words
Assessment: Unit 2 Exam Time: 120 minutes and 5 minutes perusal
Assessment: Unit 1 Exam Time: 120 minutes and 5 minutes perusal
Assessment: Year 11 Exam Part A 90 minutes + 5 minutes perusal Part B 90 minutes + 5 minutes perusal
UNIT 3 UNIT 4Bivariate data, sequences and change, and Earth geometry
Investing and networking
Assessment: Problem solving and modelling task report Time: 4 weeks including 3 lessons of class timeLength: 10 pages, up to 2000 words
20% Assessment: Unit 4 exam Time: 120 minutes and 5 minutes perusal
15%
Assessment: Unit 3 exam Time: 120 minutes and 5 minutes perusal
15% Assessment: External exam Part A 90 minutes + 5 minutes perusal Part B 90 minutes + 5 minutes perusal
50%
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OVERVIEWGeneral Mathematics is designed for students who want to extend their mathematical skills beyond Year 10 but whose future studies or employment pathways do not require calculus. In General Mathematics, student will study key mathematical ideas, including:
• rates and percentages, concepts from financial mathematics, • linear and non-linear expressions• use of matrices, networks and trigonometry to model and solve authentic problems, and• exploration of real-world phenomena in statistics.
OBJECTIVESBy the conclusion of course of the study students will:
• select, recall and use facts, definitions and procedures• comprehend mathematical concepts and techniques• communicate using mathematical and everyday language• evaluate the reasonableness of solutions,• justify procedures and decisions by explaining mathematical reasoning• solve problems by applying mathematical concepts and techniques
PATHWAYSA 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.
SUBJECT TYPE QCE CREDITS PREREQUISITES FEES/EQUIPMENTGENERAL 4 B in Year 10 Maths General $25 for mathspace.co/au
General stationeryScientific calculator
LEARNING EXPERIENCES & ASSESSMENTUNIT 1 UNIT 2Money, measurement and relations Applied trigonometry, algebra, matrices and univariate
dataAssessment: Problem solving and modelling task Time: 4 weeks including 3 lessons of class time Length: 10 pages, up to 2000 words
Assessment: Unit 2 Exam Time: 120 minutes and 5 minutes perusal
Assessment: Unit 1 Exam Time: 120 minutes and 5 minutes perusal
Assessment: Year 11 Exam Part A 90 minutes + 5 minutes perusal Part B 90 minutes + 5 minutes perusal
UNIT 3 UNIT 4Bivariate data, sequences and change, and Earth geometry
Investing and networking
Assessment: Problem solving and modelling task report Time: 4 weeks including 3 lessons of class timeLength: 10 pages, up to 2000 words
20% Assessment: Unit 4 exam Time: 120 minutes and 5 minutes perusal
15%
Assessment: Unit 3 exam Time: 120 minutes and 5 minutes perusal
15% Assessment: External exam Part A 90 minutes + 5 minutes perusal Part B 90 minutes + 5 minutes perusal
50%
MATHEMATICAL METHODS
OVERVIEWMathematical Methods enables students to see the connections between mathematics and other areas of the curriculum and apply their mathematical skills to real-world problems, becoming critical thinkers, innovators and problem-solvers. In Mathematical Methods, students will study key mathematical ideas including:
• algebra, functions and their graphs• linear and non-linear expressions• using calculus to develop an understanding of the physical world • use statistics to describe and analyse phenomena involving uncertainty and variation• develop effective models of the world and solve complex and abstract mathematical problems
OBJECTIVESBy the conclusion of course of the study students will:
• select, recall and use facts, definitions and procedures• comprehend mathematical concepts and techniques• communicate using mathematical and everyday language• evaluate the reasonableness of solutions,• justify procedures and decisions by explaining mathematical reasoning• solve problems by applying mathematical concepts and techniques
PATHWAYSA course of study in Mathematical Methods can establish a basis for further education and employment in the fields of natural and physical sciences, mathematics and science education, medical and health science, engineering (including chemical, civil, electrical and mechanical engineering, avionics), psychology and business.
SUBJECT TYPE QCE CREDITS PREREQUISITES FEES/EQUIPMENTGENERAL 4 B in Year 10 Maths Extension $25 for mathspace.co/au
Graphics calculatorGeneral stationery
LEARNING EXPERIENCES & ASSESSMENTUNIT 1 UNIT 2Algebra, statistics and functions Calculus and further functionsAssessment: Problem solving and modelling taskTime: 4 weeks including 3 lessons of class time Length: 10 pages, up to 2000 words
Assessment: Unit 2 Exam Time: 120 minutes and 5 minutes perusal
Assessment: Unit 1 Exam Time: 120 minutes and 5 minutes perusal
Assessment: Year 11 Exam Part A 90 minutes + 5 minutes perusal (tech free)Part B 90 minutes + 5 minutes perusal (tech active)
UNIT 3 UNIT 4Further calculus Statistics and further functionsAssessment: Problem solving and modelling task report Time: 4 weeks including 3 lessons of class timeLength: 10 pages, up to 2000 words
20% Assessment: Unit 4 exam Time: 120 minutes and 5 minutes perusal
15%
Assessment: Unit 3 exam Time: 120 minutes and 5 minutes perusal
15% Assessment: External exam Part A 90 minutes + 5 minutes perusal (tech free)Part B 90 minutes + 5 minutes perusal (tech active)
50%
GENERAL
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SPECIALIST MATHEMATICSGENERAL
OVERVIEWSpecialist Mathematics is designed for students who develop confidence in their mathematical knowledge and ability, and gain a positive view of themselves as mathematics learners. They will gain an appreciation of the true nature of mathematics, its beauty and its power.In Specialist Mathematics, students will study key mathematical ideas including:
• building on the topics of functions, calculus and statistics from Mathematical Methods• vectors, complex numbers and matrices• using functions and calculus to create models of the physical world • use statistics to describe and analyse phenomena involving probability, uncertainty and variation• using matrices, complex numbers and vectors to explain abstract or complex relationships
OBJECTIVESBy the conclusion of course of the study students will
• select, recall and use facts, definitions and procedures• comprehend mathematical concepts and techniques• communicate using mathematical and everyday language• evaluate the reasonableness of solutions,• justify procedures and decisions by explaining mathematical reasoning• solve problems by applying mathematical concepts and techniques
PATHWAYSA 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.
SUBJECT TYPE QCE CREDITS PREREQUISITES FEES/EQUIPMENTGENERAL 4 B in Extension Maths Graphics calculator
General stationery
LEARNING EXPERIENCES & ASSESSMENTUNIT 1 UNIT 2Combinatorics, vectors and proof Complex numbers, trigonometry, functions and
matricesAssessment: Problem solving and modelling taskTime: 4 weeks including 3 lessons of class time Length: 10 pages, up to 2000 words
Assessment: Unit 2 Exam Time: 120 minutes and 5 minutes perusal
Assessment: Unit 1 Exam Time: 120 minutes and 5 minutes perusal
Assessment: Year 11 Exam Part A 90 minutes + 5 minutes perusal (tech free)Part B 90 minutes + 5 minutes perusal (tech active)
UNIT 3 UNIT 4Mathematical induction, and further vectors, matrices and complex numbers
Further calculus and statistical inference
Assessment: Problem solving and modelling task report Time: 4 weeks including 3 lessons of class timeLength: 10 pages, up to 2000 words
20% Assessment: Unit 4 exam Time: 120 minutes and 5 minutes perusal
15%
Assessment: Unit 3 exam Time: 120 minutes and 5 minutes perusal
15% Assessment: External exam Part A 90 minutes + 5 minutes perusal (tech free)Part B 90 minutes + 5 minutes perusal (tech active)
50%
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OVERVIEWSpecialist Mathematics is designed for students who develop confidence in their mathematical knowledge and ability, and gain a positive view of themselves as mathematics learners. They will gain an appreciation of the true nature of mathematics, its beauty and its power.In Specialist Mathematics, students will study key mathematical ideas including:
• building on the topics of functions, calculus and statistics from Mathematical Methods• vectors, complex numbers and matrices• using functions and calculus to create models of the physical world • use statistics to describe and analyse phenomena involving probability, uncertainty and variation• using matrices, complex numbers and vectors to explain abstract or complex relationships
OBJECTIVESBy the conclusion of course of the study students will
• select, recall and use facts, definitions and procedures• comprehend mathematical concepts and techniques• communicate using mathematical and everyday language• evaluate the reasonableness of solutions,• justify procedures and decisions by explaining mathematical reasoning• solve problems by applying mathematical concepts and techniques
PATHWAYSA 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.
SUBJECT TYPE QCE CREDITS PREREQUISITES FEES/EQUIPMENTGENERAL 4 B in Extension Maths Graphics calculator
General stationery
LEARNING EXPERIENCES & ASSESSMENTUNIT 1 UNIT 2Combinatorics, vectors and proof Complex numbers, trigonometry, functions and
matricesAssessment: Problem solving and modelling taskTime: 4 weeks including 3 lessons of class time Length: 10 pages, up to 2000 words
Assessment: Unit 2 Exam Time: 120 minutes and 5 minutes perusal
Assessment: Unit 1 Exam Time: 120 minutes and 5 minutes perusal
Assessment: Year 11 Exam Part A 90 minutes + 5 minutes perusal (tech free)Part B 90 minutes + 5 minutes perusal (tech active)
UNIT 3 UNIT 4Mathematical induction, and further vectors, matrices and complex numbers
Further calculus and statistical inference
Assessment: Problem solving and modelling task report Time: 4 weeks including 3 lessons of class timeLength: 10 pages, up to 2000 words
20% Assessment: Unit 4 exam Time: 120 minutes and 5 minutes perusal
15%
Assessment: Unit 3 exam Time: 120 minutes and 5 minutes perusal
15% Assessment: External exam Part A 90 minutes + 5 minutes perusal (tech free)Part B 90 minutes + 5 minutes perusal (tech active)
50%
SCIENCE IN PRACTICE
OVERVIEWScience in Practice develops critical thinking skills through the evaluation of claims using systematic reasoning and enhanced scientific understanding of natural and physical world. In this course students will:
• learn through a contextual interdisciplinary approach• develop ways of thinking and viewing and interacting with the world that engages the analytical approach to scientific
inquiry• plan investigation, analyse research and evaluate evidence• engage in practical activities such as experiments• develop problem solving skills.
OBJECTIVESBy the conclusion of the study students will:
• describe and explain scientific facts, concepts and phenomena in a range of situations• analyse data, situations and relationships.• communicate using scientific terminology, diagrams, conventions and symbols.• plan scientific activities and investigations• evaluate reliability and validity of plans and procedures and data and information. • draw conclusions and make recommendations using scientific evidence.
PATHWAYSA course of study in Science in Practice is inclusive and caters for wide range of students with a variety of backgrounds, interests and career aspirations. It can be establish a basis for further education in many fields eg animal welfare, food technology, health and medicine, research, recreation and tourism.
SUBJECT TYPE QCE CREDITS HELPFUL PATHWAYS FEES/EQUIPMENTAPPLIED 4 Completion of Year 10 Maths
General or Maths Essentials$70 for Cert II S&M course. $40 to cover for field study
General stationery
APPLIED
LEARNING EXPERIENCES & ASSESSMENTUNIT 1 UNIT 2Energy and Sustainability Health and LifestyleAssessment: Student Experiment Time: 10 hours class timeLength: 500-800 words
Assessment: ExaminationTime : 50 minutes plus 10 minutes perusal Length: up to 500 words
Assessment: Project Time: 6 weeks + 10 hours class timeLength: 400 - 700 words
Assessment: Collection of work Time : 8 weeks Length: series of tasks related to the topic
UNIT 3 UNIT 4Science in the workplace Science of movingAssessment: Student Experiment Time: 10 hours class timeLength: 600-1000 words
Assessment: Project Time: 6 weeks + 10 hours class timeLength: 500 - 900 words
Assessment: Collection of work Time : 8 weeks Length: series of tasks related to the topic
Assessment: ExaminationTime : 50 minutes plus 10 minutes perusal Length: up to 500 words
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MSL20118 CERTIFICATE II IN SAMPLING & MEASUREMENTVET
OVERVIEWRegistered Training Organisation: Binnacle Training (RTO Code: 31193)DESCRIPTION
• Perform a range on sampling and measurement activities.• Covers laboratory, production and/or field operations.• Industry sectors include construction, manufacturing, resources and the environment.
PATHWAYSIncludes samplers and testers, production personnel, plant operators, production operators, field assistants, drivers, sample couriers and many others.DELIVERY
• At School • In the fieldASSESSMENT
• All assessment tasks are completed online.• Each term, a specific number of assessment tasks are due for completion.• The teacher will regularly review completion of assessments. • If gaps are identified, students will be required to finalise their assessment in their own time or during exam block,
before the next school term commences.SUBJECT TYPE QCE CREDITS HELPFUL PATHWAYS FEES/EQUIPMENT
VET 4 Completion of Year 10 General Science or Science
Included in Science and Practice subject fee
COMPETENCIESThe Certificate II in Sampling and Measurement qualification comprises 4 core and 4 elective competencies.UNIT CODE TITLE CORE/ELECTIVE MSL912001 Work within a laboratory or field workplace(induction) CoreMSL943004 Participate in laboratory/field workplace safety CoreMSMENV272 Participate in environmentally sustainable work practices CoreMSL922001 Record and present data CoreMSL952001 Collect routine site samples ElectiveMSL972001 Conduct routine site measurements ElectiveMSL973013 Perform basic tests ElectiveMSL973014 Prepare working solutions Elective
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
TOPICS OF STUDYTERM 1 TERM 2 TERM 3 TERM 4Workplace InductionLaboratory/Workplace Safety (skills needed within the workplace)
Environmentally Sustainable work practices (resource usage and tracking)
Record and Present and Data (graphing and recording quantitative data)
Collect Routine Site Samples (in the field)
TERM 5 TERM 6 TERM 7 TERM 8Conduct Routine Site Measurements (eg. Water temperature, pH of soil)
Perform Basic Tests (food science)
Prepare Working Solutions (making up basic solutions e.g. saline solution)
Finalisation of qualification:
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’.
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COMPETENCIESThe Certificate II in Sampling and Measurement qualification comprises 4 core and 4 elective competencies.UNIT CODE TITLE CORE/ELECTIVE MSL912001 Work within a laboratory or field workplace(induction) CoreMSL943004 Participate in laboratory/field workplace safety CoreMSMENV272 Participate in environmentally sustainable work practices CoreMSL922001 Record and present data CoreMSL952001 Collect routine site samples ElectiveMSL972001 Conduct routine site measurements ElectiveMSL973013 Perform basic tests ElectiveMSL973014 Prepare working solutions Elective
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
TOPICS OF STUDYTERM 1 TERM 2 TERM 3 TERM 4Workplace InductionLaboratory/Workplace Safety (skills needed within the workplace)
Environmentally Sustainable work practices (resource usage and tracking)
Record and Present and Data (graphing and recording quantitative data)
Collect Routine Site Samples (in the field)
TERM 5 TERM 6 TERM 7 TERM 8Conduct Routine Site Measurements (eg. Water temperature, pH of soil)
Perform Basic Tests (food science)
Prepare Working Solutions (making up basic solutions e.g. saline solution)
Finalisation of qualification:
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’.
BIOLOGY
OVERVIEWBiology provides opportunities for students to engage with living systems. In this course
• Students develop understanding of cells and multicellular organisms.• Study biodiversity and interconnectedness of life. • Learn and apply the knowledge and skills of the disciple (thinking, experimentation, problem solving and research
skills), understand how it works and how it may impact the society. • Students will plan and carry out fieldwork study, laboratory and other research investigations. They will interpret
evidence and use evidence based arguments when evaluating claims. • Please note there is a compulsory field study related to assessment and course completion of this subject.
OBJECTIVESBy the conclusion of the course of study, students will:
• Describe and explain scientific concepts, theories, models and systems within their limitations.• Analyse evidence• Interpret evidence• Evaluate process, claims and conclusions• Communicate understandings, findings, arguments and conclusions.
PATHWAYSA 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, biosecurity, quarantine, conservation and sustainability.
SUBJECT TYPE QCE CREDITS PREREQUISITES FEES/EQUIPMENTGENERAL 4 B in General English
+ B in Introduction to General Science
$70 for compulsory field study
General stationeryScientific calculator
GENERAL
LEARNING EXPERIENCES & ASSESSMENTUNIT 1 UNIT 2Cells and multicellular organisms Maintaining the internal environmentAssessment: Data test Time: 60 minutes plus 10 minutes perusal Length: up to 500 words
Assessment: Research investigation Time: 10 hours class time Length: Written report 1500-2000 words.
Assessment: student experiment Time: 6 weeks including 10 hours class time Length: Written report 1500-2000 words.
Assessment: Year 11 Exam (unit 1 and 2)Part A 90 minutes + 10 minutes perusal Part B 90 minutes + 10 minutes perusal
UNIT 3 UNIT 4Biodiversity and the interconnectedness of life Heredity and continuity of life Assessment: Data test Time: 60 minutes plus 10 minutes perusal Length: up to 500 words
10% Assessment: Research investigation Time: 10 hours class timeLength: Written report 1500-2000 words.
20%
Assessment: Student Experiment Time: 6 weeks including 10 hours class time Length: Written report 1500-2000 words
20% Assessment: External exam Part A 90 minutes + 5 minutes perusal Part B 90 minutes + 5 minutes perusal
50%
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CHEMISTRY
OVERVIEWChemistry is the study of materials and their properties and structure. In this course students will
• study atomic theory, chemical bonding and the structure and properties of elements and compounds.• explore intermolecular forces, gases, aqueous solutions, acidity and rates of reactions.• study equilibrium process and redox reactions.• explore organic chemistry, synthesis and design to examine the characteristics displayed by different organic
compounds. • develop understanding of chemical theory and usefulness of chemistry. • critically evaluate scientific arguments and claims in order to solve problems and generate responsible conclusions• communicate chemical understanding though the use of appropriate representations, language and nomenclature.
OBJECTIVESBy the conclusion of course of the study students will
• describe and explain scientific concepts, theories, models and systems and their limitations• analyse evidence• interpret evidence• investigate phenomena• evaluate processes, claims and conclusions• communicate understandings, findings, arguments and conclusions.
PATHWAYSA 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.
SUBJECT TYPE QCE CREDITS PREREQUISITES FEES/EQUIPMENTGENERAL 4 B in General English
+ B in Introduction to General Science
+ B in General Maths
General stationeryGraphics calculator
LEARNING EXPERIENCES & ASSESSMENTUNIT 1 UNIT 2Chemical fundamentals – structure, properties and reactions
Molecular interactions and reactions
Assessment: Research Investigation Time; 10 hours class time Length: 1500 – 2000 words
Assessment: Data test Time: Time : 60 minutes plus 10 minutes perusal Length: up to 500 words.
Assessment: Student Experiment Time: 8 hours class timeLength: 1500 – 2000 words
Assessment: Year 11 Exam Part A 90 minutes + 5 minutes perusal Part B 90 minutes + 5 minutes perusal
UNIT 3 UNIT 4Equilibrium, acids and redox reactions Structure, synthesis and designAssessment: Data testTime : 50 minutes plus 10 minutes perusal Length: up to 500 words
10% Assessment: Research Investigation Time; 10 hours class time Length: 1500 – 2000 words
20%
Assessment: Student ExperimentTime: 10 hours class timeLength: 1500 – 2000 words
20% Assessment: External exam Part A 90 minutes + 5 minutes perusal Part B 90 minutes + 5 minutes perusal
50%
GENERAL
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LEARNING EXPERIENCES & ASSESSMENTUNIT 1 UNIT 2Chemical fundamentals – structure, properties and reactions
Molecular interactions and reactions
Assessment: Research Investigation Time; 10 hours class time Length: 1500 – 2000 words
Assessment: Data test Time: Time : 60 minutes plus 10 minutes perusal Length: up to 500 words.
Assessment: Student Experiment Time: 8 hours class timeLength: 1500 – 2000 words
Assessment: Year 11 Exam Part A 90 minutes + 5 minutes perusal Part B 90 minutes + 5 minutes perusal
UNIT 3 UNIT 4Equilibrium, acids and redox reactions Structure, synthesis and designAssessment: Data testTime : 50 minutes plus 10 minutes perusal Length: up to 500 words
10% Assessment: Research Investigation Time; 10 hours class time Length: 1500 – 2000 words
20%
Assessment: Student ExperimentTime: 10 hours class timeLength: 1500 – 2000 words
20% Assessment: External exam Part A 90 minutes + 5 minutes perusal Part B 90 minutes + 5 minutes perusal
50%
OVERVIEWPhysics provides opportunities for students to engage with classical and modern understandings of the universe. In this course students will:
• learn the fundamental concepts of thermodynamics, electricity and nuclear processes• learn about the concepts and theories that predict and describe linear motion of objects• study modern physics theories and models• develop appreciation of contribution of physics to the society• understand how models and theories are refined to investigate phenomena and solve problems • use accurate and precise measurements, valid and reliable evidence to evaluate claims.
OBJECTIVESBy the conclusion of the course of study, students will:
• describe and explain scientific concepts, theories, models and systems and their limitations• analyse evidence• interpret evidence• investigate phenomena• evaluate process, claims and conclusions.
PATHWAYSA course of study in Specialist Mathematics can establish a basis for further education and employment in the fields of science, medicine, engineering and technology.
SUBJECT TYPE QCE CREDITS PREREQUISITES FEES/EQUIPMENTGENERAL 4 B in General English
+ B in Introduction to General Science
+ B in General Maths
Graphics calculator General stationery
LEARNING EXPERIENCES & ASSESSMENTUNIT 1 UNIT 2Thermal, nuclear and electrical physics Linear motion and wavesAssessment: Data test Time: Time : 60 minutes plus 10 minutes perusal Length: up to 500 words
Assessment : Research Investigation Time; 10 hours class time Length: 1500 – 2000 words
Assessment: Student Experiment Time: 8 hours class timeLength: 1500 – 2000 words
Assessment: Year 11 Exam Part A 90 minutes + 5 minutes perusal Part B 90 minutes + 5 minutes perusal
UNIT 3 UNIT 4Gravity and electromagnetism Revolutions in modern physicsAssessment: Data testTime : 50 minutes plus 10 minutes perusal Length: up to 500 words
10% Assessment: : Research Investigation Time; 10 hours class time Length: 1500 – 2000 words
10%
Assessment: Student ExperimentTime: 10 hours class timeLength: 1500 – 2000 words
20% Assessment: External exam Part A 90 minutes + 5 minutes perusal Part B 90 minutes + 5 minutes perusal
50%
PHYSICSGENERAL
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CPC10111 CERTIFICATE I IN CONSTRUCTIONVET
OVERVIEWRegistered Training Organisation: Blue Dog Training (RTO Code: 31193)
DESCRIPTION• This qualification provides an introduction to the construction industry, its culture, occupations, job roles and
workplace expectations. • The units of competency cover essential work health and safety requirements, the industrial and work organisation
structure, communication skills, work planning, and basic use of tools and materials. • The qualification is built around a basic construction project unit that integrates the skills and embeds the facets of
employability skills in contextENTRY REQUIREMENTS
• To be eligible to partake in the course, students must be; aged 15 years or older and currently enrolled in secondary school.
• Students must not already be completing a VETiS course with another registered training organisation. PATHWAYS
• This qualification delivers broad-based underpinning skills and knowledge in a range of the construction industry.• The skills achieved will assist in successfully undertaking a Certificate II pre-vocational program or job outcome
qualification, or will facilitate entry into an Australian Apprenticeship.• The unit CPCCOHS1001A Work safely in the construction industry is designed to meet OHS regulatory authority
requirements for OHS induction and must be achieved before access to any building and construction work site.ASSESSMENT
• All assessment tasks are completed online • Each term, a specific number of assessment tasks are due for completion.• The teacher will regularly review completion of assessments. • If gaps are identified, students will be required to finalise their assessment in your their time or during exam block,
before the next school term commences.DELIVERY
• Blue Dog is responsible for the quality of training and assessment provided by the school. The college is responsible for the delivery of training and assessment services (teacher).
COST• In Queensland, Vocational Education Training in Schools (VETiS) is funded by the Queensland Government through
the Department of Employment, Small Business and Training. This funding is for school students to complete only one approved VETiS qualification while at school. Therefore, it is very important that students take the time to consider their training options before committing to a course of study which will use up their one subsidised VETiS training entitlement.
• Students who complete a VETiS qualification at school are still eligible to access further Queensland Government subsidised training post-school.
• CPC10111 Certificate I in Construction cost $1200 GST free if not VETis funded. SUBJECT TYPE QCE CREDITS HELPFUL PATHWAYS FEES/EQUIPMENT
VET 3 Completion of Year 10 Manufacturing or Design
As per cost notes above. General stationery
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COMPETENCIESThe Certificate I in Construction qualification comprises of 8 core and 3 elective competencies.UNIT CODE TITLE CORE/ELECTIVE CPCCCM1012A Work effectively and sustainably in the construction industry CoreCPCCCM1013A Plan and organise work CoreCPCCCM1014A Conduct workplace communication CoreCPCCCM2001A Read and interpret plans and specifications CoreCPCCCM2005B Use construction tools and equipment CoreCPCCWHS1001 Prepare to work safely in the construction industry CoreCPCCOHS2001A Apply OHS requirements, policies and procedures in the construction industry CoreCPCCVE1011A Undertake a basic construction project CoreCPCCCM2004A Handle construction materials ElectiveCPCCCM1011A Undertake basic estimation and costing ElectiveCPCCCM1015A Carry out measurements and calculations Elective
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
TOPICS OF STUDYSEMESTER 1 SEMESTER 2CPCCWHS1001 - Prepare to work safely in the construction industryCPCCOHS2001A - Apply OHS requirements, policies and procedures in the construction industryCPCCCM1012A - Work effectively and sustainably in the construction industryCPCCCM1014A - Conduct workplace communicationOngoing construction and practical projects.
CPCCCM2004A - Handle construction materialsCPCCCM1013A - Plan and organise workCPCCCM1011A - Undertake basic estimation and costingCPCCCM2005B - Use construction tools and equipmentOngoing construction and practical projects.
SEMESTER 3 SEMESTER 4CPCCCM1015A - Carry out measurements and calculationsCPCCCM2001A - Read and interpret plans and specificationsCPCCVE1011A - Undertake a basic construction projectOngoing construction and practical projects.
Reapplication and repetition of practical knowledge in varying applications.
Finalisation of theoretical and practical modules for qualification.
IMPORTANT Program Disclosure Statement (PDS)
This qualification is run in partnership with Blue Dog Training. Students are enrolled as a student with Blue Dog Training and this RTO issues their qualification or Statement of Attainment. A school student who completes this training may qualify for VETIS funding under the Department of Education and Training VET in School (VETiS) program.
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OVERVIEWRegistered Training Organisation: Blue Dog Training (RTO Code: 31193)
DESCRIPTION• This qualification applies to a learning and assessment environment where access to structured on-the-job learning
in a workplace may not be available. • The qualification is intended for people interested in exposure to an engineering or related working environment with
a view to entering into employment in that area. • This qualification will equip graduates with knowledge and skills which will enhance their prospects of employment in
an engineering or related working environment.DESCRIPTION
• To be eligible to enrol in the course, students must be; aged 15 years or older and currently enrolled in secondary school.
• Students must not already be completing a VETiS course with another registered training organisation. PATHWAYSThis qualification delivers broad-based underpinning skills and knowledge in a range of engineering and manufacturing tasks which will enhance the graduates’ entry-level employment prospects for apprenticeships, traineeships or general employment in an engineering-related workplace.ASSESSMENTAll assessment tasks are completed online
• Each term, a specific number of assessment tasks are due for completion.• The teacher will regularly review completion of assessments. • If gaps are identified, students will be required to finalise their assessment in your their time or during exam block,
before the next school term commences.DELIVERYBlue Dog is responsible for the quality of training and assessment provided by the school. The college is responsible for the delivery of training and assessment services (teacher).COSTIn Queensland, Vocational Education Training in Schools (VETiS) is funded by the Queensland Government through the Department of Employment, Small Business and Training. This funding is for school students to complete only one approved VETiS qualification while at school. Therefore, it is very important that students take the time to consider their training options before committing to a course of study which will use up their one subsidised VETiS training entitlement. Students who complete a VETiS qualification at school are still eligible to access further Queensland Government subsidised training post-school.
MEM20413 - Certificate II in Engineering Pathways Cost: $1200 GST Free if not VETiS fundedSUBJECT TYPE QCE CREDITS HELPFUL PATHWAYS FEES/EQUIPMENT
VET 4 Completion of Year 10 Manufacturing or Design
$80 subject levyGeneral stationery
MEM20413 CERTIFICATE II IN ENGINEERING PATHWAYSVET
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COMPETENCIESThe Certificate II Engineering Pathways qualification comprises 4 core and 8 elective competencies.UNIT CODE TITLE CORE/ELECTIVE MEM13014A Apply principles of occupational health and safety in the work environment CoreMEMPE005A Develop a career plan for the engineering and manufacturing industry CoreMEMPE006A Undertake a basic engineering project CoreMSAENV272B Participate in environmentally sustainable work practices CoreMEM16006A Organise and communicate information ElectiveMEM16008A Interact with computing technology ElectiveMEM18001C Use hand tools ElectiveMEM18002B Use power tools/hand held operations ElectiveMEMPE001A Use engineering workshop machines ElectiveMEMPE002A Use electric welding machines ElectiveMEMPE003A Use oxy-acetylene and soldering equipment ElectiveMSAPMSUP106A Work in a team Elective
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.
TOPICS OF STUDYSEMESTER 1 SEMESTER 2MEM13014A - Apply principles of occupational health and safety in the work environmentMEM16008A - Interact with computing technologyMEM18001C - Use hand toolsMEMPE005A - Develop a career plan for the engineering and manufacturing industryOngoing engineering and practical projects.
MSAENV272B - Participate in environmentally sustainable work practicesMEMPE006A - Undertake a basic engineering projectMEM18002B - Use power tools/hand held operationsMEMPE002A - Use electric welding machinesOngoing engineering and practical projects.
SEMESTER 3 SEMESTER 4MEM16006A - Organise and communicate informationMEMPE003A - Use oxy-acetylene and soldering equipmentMSAPMSUP106A - Work in a teamMEMPE001A - Use engineering workshop machinesOngoing engineering and practical projects.
Reapplication and repetition of practical knowledge in varying applications.
Finalisation of theoretical and practical modules for qualification.
IMPORTANT Program Disclosure Statement (PDS)
This qualification is run in partnership with Blue Dog Training. Students are enrolled as a student with Blue Dog Training and this RTO issues their qualification or Statement of Attainment. A school student who completes this training may qualify for VETIS funding under the Department of Education and Training VET in School (VETiS) program.
INDUSTRIAL TECHNOLOGY SKILLS
OVERVIEWIndustrial Technology Skills focuses on the practices and processes required to manufacture products in a variety of industries.Students understand industry practices; interpret specifications, including technical information and drawings; demonstrate and apply safe, practical production processes with hand/power tools and machinery; communicate using oral, written and graphical modes; organise, calculate and plan production processes; and evaluate the products they create using predefined specifications. Students develop transferable skills by engaging in manufacturing tasks that relate to business and industry, and that promote adaptable, competent, self-motivated and safe individuals who can work with colleagues to solve problems and complete practical work.OBJECTIVESBy the conclusion of the course of study, students should:
• describe industry practices in manufacturing tasks• demonstrate fundamental production skills• interpret drawings and technical information• analyse manufacturing tasks to organise materials and resources• select and apply production skills and procedures in manufacturing tasks• use visual representations and language conventions and features to communicate for particular purposes• plan and adapt production processes• create products from specifications• evaluate industry practices, production processes and products, and make recommendations.
PATHWAYSA course of study in Industrial Technology Skills can establish a basis for further education and employment in manufacturing industries. Employment opportunities may be found in the industry areas of aeroskills, automotive, building and construction, engineering, furnishing, industrial graphics and plastics.
SUBJECT TYPE QCE CREDITS HELPFUL PATHWAYS FEES/EQUIPMENTAPPLIED 4 $80 subject levy
General stationery
APPLIED
LEARNING EXPERIENCES & ASSESSMENTUNIT 1 UNIT 2Automotive (body repair) FurnishingAutomotive body repair refers to the repair, maintenance and re-manufacturing of the body of cars, heavy vehicles and other vehicles in the automotive industry.
Cabinet-making, Furniture finishing, Furniture-making
Component 1: Product — completed project Component 2: Multimodal — completed individually
Component 1: Product — completed project Component 2: Multimodal — completed individually
UNIT 3 UNIT 4Industrial Graphics (Engineering Drafting) Plastics
Industrial Graphics (Engineering Drafting)Working drawings and plansEngineering drafting includes the production of technical drawings such as open and in-line for assemblies, sectioned assemblies, component drawings, assembled pictorials, subassemblies, preliminary sketches, concept diagrams, simulations, instructional diagrams, detailed sections and 3D printed components.
Thermoplastics fabrication includes, but is not limited to, 3D printed products, injection moulded products, rotational moulded products, plastic welding, plastic vehicle panels and heat and fabrication techniques such as folding and vacuum-forming to create household products.
Component 1: Product — completed project 25% Component 1: Product — completed project 25 %Component 2:Exam — completed individually 25% Component 2: Multimodal — completed individually 25 %
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STRUCTUREThe Industrial Technology Skills course is designed around:
• core topics, which are integrated throughout the course• elective topics, organised in industry areas, and manufacturing tasks related to the chosen electives.
CORE TOPICS ELECTIVE TOPICS• Industry practices• Production processes
Aeroskills • Aeroskills mechanical• Aeroskills structures
Automotive • Automotive mechanical• Automotive body repair• Automotive electrical
Building and construction • Bricklaying• Plastering and painting• Concreting• Carpentry• Tiling• Landscaping
Engineering • Sheet metal working• Welding and fabrication• Fitting and machining
Furnishing • Cabinet-making• Furniture finishing• Furniture-making• Glazing and framing• Upholstery
Industrial graphics • Engineering drafting• Building and construction drafting• Furnishing drafting
Plastics • Thermoplastics fabrication• Thermosetting fabrication
ASSESSMENTFor Industrial Technology Skills, assessment from Units 3 and 4 is used to determine the student’s exit result, and this consists of four instruments, including:
• at least two projects• at least one practical demonstration (separate to the assessable component of a project).
SUMMATIVE ASSESSMENTSPROJECT PRACTICAL
DEMONSTRATIONEXAMINATION
A response to a single task, situation and/or scenario. A task that assesses the practical application of a specific set of teacher-identified production skills and procedures.
A response that answers a number of provided questions, scenarios and/or problems.
A project consists of a product component and atleast one of the following components:• written: 500–900 words
Students demonstrate production skills and procedures in class under teacher supervision.
60–90 minutes50–250 words per item
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DESIGN
OVERVIEWDesign focuses on the application of design thinking to envisage creative products, services and environments in response to human needs, wants and opportunities. Designing is a complex and sophisticated form of problem-solving that uses divergent and convergent thinking strategies that can be practised and improved. Designers are separated from the constraints of production processes to allow them to appreciate and exploit new innovative ideas.
Students learn how design has influenced the economic, social and cultural environment in which they live. They understand the agency of humans in conceiving and imagining possible futures through design. Collaboration, teamwork and communication are crucial skills needed to work in design teams and liaise with stakeholders. They learn the value of creativity and build resilience as they experience iterative design processes, where the best ideas may be the result of trial and error and a willingness to take risks and experiment with alternatives.
Students learn about and experience design through exploring needs, wants and opportunities; developing ideas and design concepts; using drawing and low-fidelity prototyping skills; and evaluating ideas and design concepts. They communicate design proposals to suit different audiences.
OBJECTIVESBy the conclusion of the course of study, students should:
• describe design problems and design criteria• represent ideas, design concepts and design information using drawing and low-fidelity prototyping• analyse needs, wants and opportunities using data• devise ideas in response to design problems• synthesise ideas and design information to propose design concepts• evaluate ideas and design concepts to make refinements• make decisions about and use mode-appropriate features, language and conventions for particular purposes and
contexts.PATHWAYSA course of study in Design can establish a basis for further education and employment in the fields of architecture, digital media design, fashion design, graphic design, industrial design, interior design and landscape architecture.
SUBJECT TYPE QCE CREDITS PREREQUISITES FEES/EQUIPMENTGENERAL 4 B in General English
+ B in Introduction to General Design
General stationery
GENERAL
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LEARNING EXPERIENCES & ASSESSMENTUNIT 1 UNIT 2Design in practice• Experiencing design• Design process• Design styles
Commercial design• Explore — client needs and wants• Develop — collaborative design
Formative internal assessment 1:• Examination — design challenge
Formative internal assessment 3:• Project
Formative internal assessment 2:• Project
Formative internal assessment:• Examination — design challenge
UNIT 3 UNIT 4Human-centred design• Designing with empathy
Sustainable design• Explore — sustainable design opportunities• Develop — redesign
Summative internal assessment 1 (IA1): • Examination — design challenge
15% Summative internal assessment 3 (IA3): • Project
25%
Summative internal assessment 2 (IA2): • Project
35% Summative internal assessment (IA4): • Examination — design challenge
25%
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OVERVIEWRegistered Training Organisation: Axiom College
DESCRIPTIONThis qualification reflects the role of individuals who have a defined and limited range of hospitality operational skills and basic industry knowledge. They are involved in mainly routine and repetitive tasks and work under direct supervision. This qualification provides a pathway to work in various hospitality settings, such as restaurants, hotels, motels, catering operations, clubs, pubs, cafés, and coffee shops.ENTRY REQUIREMENTS As part of the selection criteria for this program it is highly recommended that students: be in years 10, 11 or 12, have basic English skills (written and verbal communication), be enrolled, have regular attendance and remain in school for the duration of the program. Please note that the unit of competency, Use hospitality skills effectively (SITHIND003) has a mandatory requirement for students to undertake twelve (12) industry shifts (service periods) to be deemed competent. These shifts must expose students to the full range of experiences that are prescribed in the unit of competency. A part-time job in the hospitality industry that exposes students to a wide range of skills and process will be beneficial in achieving competence.PATHWAYSIndividuals will exit these qualifications with skills for fundamental jobs in the tourism, travel and hospitality industries. Students can also progress to Certificate III and higher qualifications and gain credit for common units of competency in those qualifications.ASSESSMENT• All assessment tasks are completed online • Each term, a specific number of assessment tasks are due for completion.• The teacher will regularly review completion of assessments. • If gaps are identified, students will be required to finalise their assessment in their own time or during exam block,
before the next school term commences.DELIVERYAxiom College is responsible for the quality of training and assessment provided by the school. The school is responsible for the delivery of training and assessment services (teacher).COSTIn Queensland Vocational Education Training in Schools (VETiS) is funded by the Q.L.D Government through the Department of Employment, Small Business and Training. This funding is for school students to complete only one approved VETiS qualification while at school. Therefore, it is very important that students take the time to consider their training options before committing to a course of study which will use up their one subsidised VETiS training entitlement. Students who complete a VETiS qualification at school are still eligible to access further Queensland Government subsidised training post-school.SIT20316-Certificate II Hospitality- Students with VETiS funding available would enrol into this course at no charge utilizing their VETiS funding. Full cost of $1,792.00 payment if not VETiS funded.
SUBJECT TYPE QCE CREDITS HELPFUL PATHWAYS FEES/EQUIPMENTVET 4 Completion of Year 10
Hospitality, Health or Food and Nutrition
General stationery
SIT20316 CERTIFICATE II HOSPITALITYVET
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COMPETENCIESThe Certificate II Hospitality qualification comprises 6 core and 6 elective competencies.UNIT CODE TITLE CORE/ELECTIVE BSBWOR203 Work effectively with others CoreSITHIND002 Source and use information on the hospitality industry CoreSITHIND003 Use hospitality skills effectively CoreSITXCCS003 Interact with customers CoreSITXCOM002 Show social and cultural sensitivity CoreSITXWHS001 Participate in safe work practices CoreSITXFSA001 Use hygienic practices for food safety ElectiveSITHCCC002 Prepare and present simple dishes ElectiveSITHCCC003 Prepare and present sandwiches ElectiveSITHFAB002 Provide responsible service of alcohol ElectiveSITHFAB004 Prepare and serve non-alcoholic beverages ElectiveSITHFAB005 Prepare and serve espresso coffee Elective
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
TOPICS OF STUDYSEMESTER 1 SEMESTER 2SITXWHS001- Participate in safe work practicesBSBWOR203- Work effectively with othersSITHIND002- Source and use information on the hospitality industrySITXCCS003- Interact with customers
SITXCOM002- Show social and cultural sensitivitySITXFSA001-Use hygienic practices for food safetySITHCCC002- Prepare and present simple dishesSITHCCC003 Prepare and present sandwiches
SEMESTER 3 SEMESTER 4SITHFAB002- Provide responsible service of alcoholSITHFAB004- Prepare and serve non-alcoholic beveragesSITHFAB005- Prepare and serve espresso coffeeSITHIND003- Use hospitality skills effectively
Reapplication and repetition of practical knowledge in varying applications.
Finalisation of theoretical and practical modules for qualification:
IMPORTANT Program Disclosure Statement (PDS)
This qualification is run in partnership with Axiom College. Students are enrolled as a student with Axiom College and this RTO issues their qualification or Statement of Attainment. A school student who completes this training may qualify for VETIS funding under the Department of Education and Training VET in School (VETiS) program
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OVERVIEWRegistered Training Organisation: Axiom College
DESCRIPTIONThis qualification reflects the role of workers in a range of early childhood education settings who work within the requirements of the Education and Care Services National Regulations and the National Quality Standard. They support the implementation of an approved learning framework, and support children’s wellbeing, learning and development. Depending on the setting, educators may work under direct supervision or autonomously. It is compulsory for students to undertake work placement, or be employed within the industry, to complete the practical assessments for some of the units. A minimum of 120 hours is required in centre based care to complete the course. ENTRY REQUIREMENTSTo be eligible to partake in the course, students must be aged 15 years or older and currently enrolled in secondary school, permanently reside in Queensland, an Australian citizen, Australian permanent resident (includes humanitarian entrant), temporary resident with the necessary visa and work permits on the pathway to permanent residency, or a New Zealand citizen. Students must not already be completing a VETiS course with another registered training organisation. Prior to work placements students will require a Blue Card and working with children check. PATHWAYSPotential pathways include being an; Assistant Educator in long day care, child care centres, occasional care, Kindergarten and/or preschool programs. Family Day Care educator, in home care provider, playgroup supervisor or nanny.ASSESSMENT• All assessment tasks are completed online • Each term, a specific number of assessment tasks are due for completion.• The teacher will regularly review completion of assessments. • If gaps are identified, students will be required to finalise their assessment in their own time or during exam block,
before the next school term commences.DELIVERY
Axiom College is responsible for the development and provision of training and assessment provided by the school. The school is responsible for the delivery of training and assessment services (teacher).COSTThe cost of this qualification is $700 ($350 per year) is subsidised by the partnership agreement for delivery between BPSSC and Axiom College.
CHC30113-Certificate III Early Childhood Education Full cost payment of $3,328.00 if not completed at school.SUBJECT TYPE QCE CREDITS HELPFUL PATHWAYS FEES/EQUIPMENT
VET 8 Completion of Year 10 studies & Application to study
reviewed by HOD
$350 per year subject levy General stationery
CHC30113 CERTIFICATE III EARLY CHILDHOOD EDUCATION VET
COMPETENCIESThe Certificate III Early Childhood qualification comprises 15 core and 3 elective competencies.UNIT CODE TITLE CORE/ELECTIVE BSBINN301 Promote innovation in a team environment ElectiveBSBSUS301 Implement and monitor environmentally sustainable work practices ElectiveBSBWOR301 Organise personal work priorities and development ElectiveCHCDIV001 Work with diverse people ElectiveCHCDIV002 Promote Aboriginal and/or Torres Strait Islander cultural safety CoreCHCECE001 Develop cultural competence CoreCHCECE002 Ensure the health and safety of children CoreCHCECE003 Provide care for children CoreCHCECE004 Promote and provide healthy food and drinks CoreCHCECE005 Provide care for babies and toddlers CoreCHCECE006 Support behaviour of children and young people ElectiveCHCECE007 Develop positive and respectful relationships with children CoreCHCECE009 Use an approved learning framework to guide practice CoreCHCECE010 Support the holistic development of children in early childhood CoreCHCECE011 Provide experiences to support children's play and learning CoreCHCECE012 Support children to connect with their world ElectiveCHCECE013 Use information about children to inform practice CoreCHCECE014 Comply with family day care administration requirements ElectiveCHCECE015 Attend to daily functions in home based child care ElectiveCHCECE017 Foster the holistic development and wellbeing of the child in early childhood ElectiveCHCLEG001 Work legally and ethically CoreCHCPRT001 Identify and respond to children and young people at risk CoreCHCPRT003 Work collaboratively to maintain an environment safe for children and young people ElectiveCHCSAC004 Support the holistic development of children in school age care ElectiveHLTAID004 Provide an emergency first aid response in an education and care setting CoreHLTWHS001 Participate in workplace health and safety CoreSRCCRO008B Interact positively with infants, toddlers and parents in a recreation environment Elective
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.TOPICS OF STUDYSEMESTER 1 SEMESTER 2CHCECE002- Ensure the health and safety of children CHCECE004- Promote and provide healthy food and drinks BSBWOR301- Organise personal work priorities and development CHCLEG001- Work legally and ethically CHCPRT001- Identify and respond to children and young people at risk HLTWHS001- Participate in workplace health and safety CHCECE001-Develop cultural competence CHCDIV001- Work with diverse people
CHCDIV002- Promote Aboriginal and/or Torres Strait Islander cultural safety CHCECE007- Develop positive and respectful relationships with children CHCECE009- Use an approved learning framework to guide practice CHCECE013- Use information about children to inform practice CHCECE011- Provide experiences to support children's play and learning CHCECE010- Support the holistic development of children in early childhood
SEMESTER 3 SEMESTER 4CHCECE003- Provide care for children CHCECE005- Provide care for babies and toddlers HLTAID004- Provide an emergency first aid response in an education and care setting CHCPRT003- Work collaboratively to maintain an environment safe for children and young people
Reapplication and repetition of practical knowledge in varying applications.
Finalisation of theoretical and practical modules for qualification:
IMPORTANT Program Disclosure Statement (PDS)
This qualification is run in partnership with Axiom College. Students are enrolled as a student with Axiom College and this RTO issues their qualification or Statement of Attainment. A school student who completes this training may qualify for VETIS funding under the Department of Education and Training VET in School (VETiS) program
64 | Bellbird Park State Secondary College
OVERVIEWRegistered Training Organisation: Binnacle Training (RTO Code: 31193)
DESCRIPTION• Binnacle’s Certificate III in Business (BSB30115) provides students with the knowledge and skills to explore
business careers in a variety of fields such as a marketing, customer services, accounting and stockbroking. • You will be trained in developing teams and individuals, establishing networks, customer services strategies and
innovation in the business world. • You will walk away from this course with the know-how to really make your mark in a business setting. • Students develop key enterprise skills – including leadership, teamwork, customer service, personal management
and financial literacy. PATHWAYS
• This course provides students with intermediate level skills and competencies for work in a range of business related roles where students are capable of working unsupervised in routine processes.
• Occupations may include an entrepreneur, administrator, team leader and project manager. • The Certificate III in Business qualification can contribute toward an ATAR (Australian Tertiary Admissions Rank)
and progress into a tertiary qualification.
ASSESSMENT• All assessment tasks are completed online • Each term, a specific number of assessment tasks are due for completion.• The teacher will regularly review completion of assessments. • If gaps are identified, students will be required to finalise their assessment in their own time or during exam block,
before the next school term commences.
SUBJECT TYPE QCE CREDITS HELPFUL PATHWAYS FEES/EQUIPMENTVET 8 Completion of Year 10
Business Studies$210 subject levyGeneral stationery
BSB30115 CERTIFICATE III IN BUSINESSVET
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COMPETENCIESThe Certificate III Business qualification comprises 1 core and 11 elective competencies.UNIT CODE TITLE CORE/ELECTIVE BSBWHS302 Apply knowledge of WHS legislation in the workplace CoreBSBCUS301 Deliver and monitor a service to customers ElectiveBSBFLM312 Contribute to team effectiveness ElectiveBSBITU312 Create electronic presentations ElectiveBSBWOR301 Organise personal work priorities and development ElectiveBSBPRO301 Recommend products and services ElectiveBSBWRT301 Write simple documents ElectiveBSBITU306 Design and produce business documents ElectiveFNSFLT205 Develop knowledge of the Australian financial system and markets ElectiveFNSFLT401 Be MoneySmart through a career in small business ElectiveBSBLED301 Undertake e-learning ElectiveBSBITU314 Design and produce spreadsheets ElectiveOptional Elective - ICTWEB20
Use social media tools for collaboration and engagement Elective
Optional Elective - FNSFLT301
Be MoneySmart Elective
TOPICS OF STUDYTERM 1 TERM 2 TERM 3 TERM 4Topic #1 - Introduction to the Business Services and Travel/Tourism Industries Topic #2 - eLearning Topic #3 - Personal Work Priorities
Topic #1 - Contribute to Team Effectiveness
Topic #1 - Workplace Health and Safety
Elective A Topic #1 - Designing and Producing Spreadsheets Topic #2 - Be MoneySmart Through a Career in Small Business
Elective BTopic #1 – Designing and Producing Spreadsheets Topic #2 - Financial Literacy
TERM 5 TERM 6 TERM 7 TERM 8Elective ATopic #1 - Knowledge of the Australian Financial System
Elective BTopic #1 - Social Media Tools
Topic #1 - Creating Electronic Presentations Topic #2 - Provide a Service to a Customer Group Topic #3 - Report on Service Delivery
Topic #1 - Plan and Develop Business Documents Topic #2 - Plan, Draft and Finalise Promotional Material
Finalisation of qualification: BSB30115
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’.
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INFORMATION COMMUNICATION TECHNOLOGY
OVERVIEWInformation & Communication Technology (ICT) focuses on the knowledge, understanding and skills related to engagement with information and communication technology through a variety of elective contexts derived from work, study and leisure environments of today.
Students are equipped with knowledge of current and emerging hardware and software combinations, an understanding of how to apply them in real-world contexts and the skills to use them to solve technical and/or creative problems. They develop knowledge, understanding and skills across multiple platforms and operating systems, and are ethical and responsible users and advocates of ICT, aware of the social, environmental and legal impacts of their actions.
Students apply their knowledge of ICT to produce solutions to simulated problems referenced to business, industry, government, education and leisure contexts.OBJECTIVESBy the conclusion of the course of study, students should:
• identify and explain hardware and software requirements related to ICT problems • identify and explain the use of ICT in society• analyse ICT problems to identify solutions • communicate ICT information to audiences using visual representations and language conventions and features • apply software and hardware concepts, ideas and skills to complete tasks in ICT contexts • synthesise ICT concepts and ideas to plan solutions to given ICT problems • produce solutions that address ICT problems • evaluate problem-solving processes and solutions, and make recommendations.
PATHWAYSA course of study in Information & Communication Technology can establish a basis for further education and employment in many fields, especially the fields of ICT operations, help desk, sales support, digital media support, office administration, records and data management, and call centres.
SUBJECT TYPE QCE CREDITS HELPFUL PATHWAYS FEES/EQUIPMENTAPPLIED 4 Completion of Year 10
Business or Information, Communication and
Technology
General stationery
APPLIED
LEARNING EXPERIENCES & ASSESSMENTUNIT 1 UNIT 2Module 1: Web DevelopmentAssessment: Project Practical and Written: 400-700 words
Module 3: Digital ImagingAssessment: Extended Response Multi-modal: 3-5 mins
Module 2: AnimationAssessment: Extended Response Written: 500-800 words
Module 4: Digital ImagingAssessment: ProjectPractical and Written: 400-700 words
UNIT 3 UNIT 4Module 5: Web Development 2 Module 6: Game Development 2Assessment: Project Practical and Written 500-900 words
Assessment: Project Practical and Written: 500-900 words
Assessment: Extended ResponseWritten: 600-1000 words
Assessment: Extended Response Multi-modal: 4-7 mins
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OVERVIEWDance in Practice focuses on experiencing and understanding the role of dance in and across communities and, where possible, interacting with practising performers, choreographers and designers. Students will:
• create, perform and produce dance works in class, school and community contexts• understand and respond to their own and others’ dance works• explore and apply techniques, safe dance practices, and processes and technologies to express dance ideas • gain practical and technical skills in a variety of genres• employ terminology specific to dance
These experiences foster creativity, help students develop problem-solving skills, and heighten their imaginative, emotional, aesthetic, analytical and reflective experiences.OBJECTIVESBy the conclusion of the course of study, students should:
• interpret and demonstrate the technical and expressive skills required for dance genres• explain, analyse, and evaluate dance and dance works• apply dance concepts and ideas through performance and production of dance works• use language conventions and features to achieve particular purposes• generate, plan and modify creative processes to produce dance works• create communications and make decisions to convey meaning to audiences
PATHWAYSA course of study in Dance in Practice can establish a basis for further education and employment in dance education, dance teaching, choreography, performance and event production.
SUBJECT TYPE QCE CREDITS HELPFUL PATHWAYS FEES/EQUIPMENTAPPLIED 4 Completion of Year 10
Subject from The Arts$40 subject levy
General stationery
LEARNING EXPERIENCES & ASSESSMENTUNIT 1 UNIT 2Jazz: Musical Theatre Jazz: Broadway and Bob
FosseContemporary: Postmodern Popular Dance: Hip Hop
Assessment: Project (performance + design folio) Time: 5 weeksLength: 30 seconds- 1 minute 30 (performance- choreography)Length: variable conditions design folio)
Assessment: Performance Time: 3 weeksLength: 1-2 minutes
Assessment: Performance Time: 4 weeksLength: 1-2 minutes
Assessment: Project (performance + teaching performance) Time: 6 weeksLength: 30 seconds- 1 minute 30 (performance)Length: variable conditions (teaching performance)
Assessment: Investigation (podcast)Time: 4 weeksLength: 3-4 minutes
Assessment: Extended Response (review)Time: 3 weeksLength: 3-4 minutes
UNIT 3 UNIT 4Ballet Jazz: Musical Theatre Contemporary: Postmodern
Assessment: Investigation Time: 4 weeksLength: 600-1000 words
Assessment: Project (performance + teaching performance) Time: 6 weeksLength: variable conditionsOptional excursion to QPAC
Assessment: PerformanceTime: 7 weeksLength: 2-3 minutesAssessment: ProductTime: 8 weeksLength: 2-3 minutes
DANCE IN PRACTICEAPPLIED
OVERVIEWWhether the purpose is to entertain, persuade or educate, engaging in drama enables students to experience, reflect on, communicate and appreciate different perspectives of themselves, other and the world they live in.Drama in Practice gives students opportunities to plan, create, produce, perform and appreciate a range of dramatic works in a variety of settings. In Drama in Practice, student will:
• engage with school and local community contexts to devise and present original works.• gain practical experience in a number of onstage/offstage roles including performer, designer, scriptwriter, director,
technician, publicist and stage manager.• recognise the role drama plays and the value it has in our social and cultural lives.
OBJECTIVESBy the conclusion of the course of study, students should:
• apply dramatic principles and practices when engaging in drama activities and/or with dramatic works• analyse the use of dramatic principles and practices to communicate meaning for a purpose• plan and modify dramatic works using dramatic principles and practices to achieve purposes• create dramatic works that convey meaning to audiences• evaluate the application of dramatic principles and practices to drama activities or dramatic works.
PATHWAYSA course of study in Drama in Practice can establish a basis for further education and employment in the theatre & events industries in areas such as performance, design, arts administration, technical production and stage management. Drama in Practice also develops communication and collaboration skills highly valued in the workplace.
SUBJECT TYPE QCE CREDITS HELPFUL PATHWAYS FEES/EQUIPMENTAPPLIED 4 Completion of Year 10
Subject from The ArtsBlack long sleeved shirt,
Black long sleeved trousers/leggings, General stationery.
LEARNING EXPERIENCES & ASSESSMENTUNIT 1 UNIT 2Play building Theatre through the ages / Career pathwaysAssessment: Investigation of a theatre/drama artist or companyAssessment Type: Multimodal PresentationTime: 3 weeks’ notice of task Length: 3-5 min
Assessment: Extended response to live/recorded performance.Assessment Type: WrittenTime: 3 weeks’ notice of task Length: 500-800 words
Assessment: Group devised performance based on stimulus.Assessment Type: PerformanceTime: 5 weeks’ notice of task Length: 1 ½ - 2 ½ min per member
Assessment: Project: Interpretation of scripted scene.Assessment Type: Performance & Product Time: 5 weeks’ notice of task Length: ½- 2 min (performance), Variable (product)
UNIT 3 UNIT 4Contemporary theatre / Acting Design and production / Community theatre
Assessment 1: Extended Response to live/recorded performance.Assessment Type: WrittenTime: 3 weeks’ notice of task Length: 600-1000 words
Assessment: Investigation of the benefits of Drama participation in the community.Assessment Type: Multimodal PresentationTime: 3 weeks’ notice of class Length: 4-7 min
Assessment: Scripted performanceAssessment Type: PerformanceTime: 5 weeks’ notice of task Length: 2-4 min per member
Assessment: Project: Production of verbatim performance. Assessment Type: Performance & Product Time: 5 weeks’ notice of taskLength: 1 ½- 2 ½ min (performance), Variable (product)
DRAMA IN PRACTICEAPPLIED
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OVERVIEWWhether the purpose is to entertain, persuade or educate, engaging in drama enables students to experience, reflect on, communicate and appreciate different perspectives of themselves, other and the world they live in.Drama in Practice gives students opportunities to plan, create, produce, perform and appreciate a range of dramatic works in a variety of settings. In Drama in Practice, student will:
• engage with school and local community contexts to devise and present original works.• gain practical experience in a number of onstage/offstage roles including performer, designer, scriptwriter, director,
technician, publicist and stage manager.• recognise the role drama plays and the value it has in our social and cultural lives.
OBJECTIVESBy the conclusion of the course of study, students should:
• apply dramatic principles and practices when engaging in drama activities and/or with dramatic works• analyse the use of dramatic principles and practices to communicate meaning for a purpose• plan and modify dramatic works using dramatic principles and practices to achieve purposes• create dramatic works that convey meaning to audiences• evaluate the application of dramatic principles and practices to drama activities or dramatic works.
PATHWAYSA course of study in Drama in Practice can establish a basis for further education and employment in the theatre & events industries in areas such as performance, design, arts administration, technical production and stage management. Drama in Practice also develops communication and collaboration skills highly valued in the workplace.
SUBJECT TYPE QCE CREDITS HELPFUL PATHWAYS FEES/EQUIPMENTAPPLIED 4 Completion of Year 10
Subject from The ArtsBlack long sleeved shirt,
Black long sleeved trousers/leggings, General stationery.
LEARNING EXPERIENCES & ASSESSMENTUNIT 1 UNIT 2Play building Theatre through the ages / Career pathwaysAssessment: Investigation of a theatre/drama artist or companyAssessment Type: Multimodal PresentationTime: 3 weeks’ notice of task Length: 3-5 min
Assessment: Extended response to live/recorded performance.Assessment Type: WrittenTime: 3 weeks’ notice of task Length: 500-800 words
Assessment: Group devised performance based on stimulus.Assessment Type: PerformanceTime: 5 weeks’ notice of task Length: 1 ½ - 2 ½ min per member
Assessment: Project: Interpretation of scripted scene.Assessment Type: Performance & Product Time: 5 weeks’ notice of task Length: ½- 2 min (performance), Variable (product)
UNIT 3 UNIT 4Contemporary theatre / Acting Design and production / Community theatre
Assessment 1: Extended Response to live/recorded performance.Assessment Type: WrittenTime: 3 weeks’ notice of task Length: 600-1000 words
Assessment: Investigation of the benefits of Drama participation in the community.Assessment Type: Multimodal PresentationTime: 3 weeks’ notice of class Length: 4-7 min
Assessment: Scripted performanceAssessment Type: PerformanceTime: 5 weeks’ notice of task Length: 2-4 min per member
Assessment: Project: Production of verbatim performance. Assessment Type: Performance & Product Time: 5 weeks’ notice of taskLength: 1 ½- 2 ½ min (performance), Variable (product)
OVERVIEWMedia Arts in Practice focuses on the role media arts plays in the community in reflecting and shaping society’s values, attitudes and beliefs. It provides opportunities for students to create and share media artworks that convey meaning and express insight. Furthermore, students learn to be ethical and responsible users of and advocates for digital technologies, and aware of the social, environmental and legal impacts of their actions and practices.
Students learn how to apply media technologies in real-world contexts to solve technical and/or creative problems. They develop knowledge, understanding and skills from three core topics:
• Media technologies,• Media communications,• Media in society.
OBJECTIVESBy the conclusion of the course of study, students should:
• identify and explain media art-making processes• interpret information about media arts concepts and ideas for particular purposes• demonstrate practical skills, techniques and technologies required for media arts• organise and apply media art-making processes, concepts and ideas• analyse problems within media arts contexts• use language conventions and features to communicate ideas and information about media arts, according to
context and purpose• plan and modify media artworks using media art-making processes to achieve purposes• create media arts communications that convey meaning to audiences• evaluate media art-making processes and media artwork concepts and ideas.
PATHWAYSA course of study in Media Arts in Practice can establish a basis for further education and employment in a dynamic, creative and global industry that is constantly adapting to new technologies.
SUBJECT TYPE QCE CREDITS HELPFUL PATHWAYS FEES/EQUIPMENTAPPLIED 4 Completion of Year 10
Subject from The Arts$50 subject levy, General
stationery
LEARNING EXPERIENCES & ASSESSMENTUNIT 1 UNIT 2Moving Image Media Interactive Media & CuratingAssessment: Product – Short FilmTime: 3 weeks’ notice of task Length: Variable
Assessment: Project – New MediaTime: 5 weeks’ notice of task Length: 400 – 700 words (Written) | 1 ½ - 3 ½ minutes (Spoken)
UNIT 3 UNIT 4Moving Image Media Interactive Media & Curating
Assessment: Product – AnimationTime: 3 weeks’ notice of task Length: Variable
Assessment: Project – ShowreelTime: 5 weeks’ notice of taskLength: 3 – 6 minutes (Multimodal) | Variable (Product)
NOTE: A project consists of at least two different assessable components from the following: written, spoken, multimodal, product. Product/s assesses the application of a range of skills in the production of media artwork/s.
MEDIA ARTS IN PRACTICEAPPLIED
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OVERVIEWMusic in Practice provides students with opportunities to develop their skills in performance, composition and responding to music by studying several elective modules that connect with potential pathways across the music industry. In this course students will:
• develop performance, theoretical and aural skills • create music using notation and music technology • engage with industry professionals and community members • explore and engage with core music principles to create, perform, analyse and evaluate their own and others music • learn about Workplace Health and Safety (WHS) issues relevant to the music industry.
OBJECTIVESBy the conclusion of the course of study, students should:
• identify, interpret, analyse, explain and demonstrate music principles and practices in their own and others’ music works
• apply technical and expressive skills to performance and production of music works• use language conventions and features to communicate ideas and information about music, according to context and
purpose• plan, create and modify music works using music principles and practices to achieve purposes and communicate
music ideas to audiences• evaluate the application of music principles and practices to music works and music activities.
PATHWAYSA course of study in Music in Practice can establish a basis for further education and employment in areas such as performance, critical listening, music management and music promotions.
SUBJECT TYPE QCE CREDITS HELPFUL PATHWAYS FEES/EQUIPMENTAPPLIED 4 Completion of Year 10
Subject from The ArtsGeneral stationery,
headphones
LEARNING EXPERIENCES & ASSESSMENTUNIT 1 UNIT 2Protest Music The Music Industry Contemporary MusicAssessment: ProjectWritten component + Product (Composition)Conditions: 400-700 words + Product (variable conditions)Time: 8 weeks
Assessment: InvestigationConditions: Multimodal, 3-5 minutesTime: 4 weeks
Assessment: PerformanceConditions: Minimum of 2 minutes of total performance time Time: 4 weeksAssessment: Performance
Conditions: Minimum of 2 minutes of total performance timeTime: 4 weeksUNIT 3 UNIT 4Music for the screen Community MusicAssessment: PerformanceConditions: Minimum 2 minutes of total performance timeTime: 5 weeks
Assessment: InvestigationConditions: Written, 600-1000 wordsTime: 5 weeks
Assessment: Product (Composition)Conditions: minimum 2 minutes manipulating existing sounds or minimum 32 bar/1minute arranging and creating an original pieceTime: 6 weeks
Assessment: Project (Written and Performance)Conditions: 500-900 words + Performance (variable conditions)Time: 8 weeks
MUSIC IN PRACTICEAPPLIED
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OVERVIEWVisual Arts in Practice focuses on students engaging in art-making processes and making virtual or physical visual artworks. Visual artworks are created for a purpose and in response to individual, group or community needs. Students explore and apply the materials, technologies and techniques used in art-making. They use information about design elements and principles to influence their own aesthetic and guide how they view others’ works. They also investigate information about artists, art movements and theories, and use the lens of a context to examine influences on art-making. Students reflect on both their own and others’ art-making processes. They integrate skills to create artworks and evaluate aesthetic choices. Students decide on the best way to convey meaning through communications and artworks. They learn and apply safe visual art practices.OBJECTIVESBy the conclusion of the course of study, students should:
• recall terminology and explain art-making processes• interpret information about concepts and ideas for a purpose• demonstrate art-making processes required for visual artworks• apply art-making processes, concepts and ideas• analyse visual art-making processes for particular purposes• use language conventions and features to achieve particular purposes• generate plans and ideas and make decisions• create communications that convey meaning to audiences• evaluate art-making processes, concepts and ideas.
PATHWAYSA course of study in Visual Arts in Practice can establish a basis for further education and employment in a range of fields, including design, styling, decorating, illustrating, drafting, visual merchandising, make-up artistry, advertising, game design, photography, animation or ceramics.
SUBJECT TYPE QCE CREDITS HELPFUL PATHWAYS FEES/EQUIPMENTAPPLIED 4 Completion of Year 10
Subject from The Arts$80 subject levy4 x art journals
General stationery
LEARNING EXPERIENCES & ASSESSMENTUNIT 1 UNIT 2The Sketchbook Project (2D) The Production Line (2D) Wearable Art (3D)Assessment: Project Product component + written componentConditions: 400–700 words, 9 weeks
Assessment: ProductConditions: Variable conditions, 9 weeks
Assessment: ProjectProduct component + multimodal component (non-presentation)Conditions: 400–700 words, 14 weeks
UNIT 3 UNIT 4Functional ceramics (3D) The Urban Landscape (2D)
Assessment: ProjectProduct component + multimodal component (non-presentation)Conditions: 8 A4 pages max (or equivalent), 16 weeks
Assessment: ProjectProduct component + multimodal component (presentation)Conditions: 4–7 minutes, 8 weeks
Assessment: ProductTime: 4 weeksConditions: Variable conditions, 4 weeks
VISUAL ARTS IN PRACTICEAPPLIED
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OVERVIEWFilm, Television & New Media fosters creative and expressive communication. It explores the five key concepts of technologies, representations, audiences, institutions and languages. Students creatively apply film, television and new media key concepts to individually and collaboratively make moving-image media products, and investigate and respond to moving-image media content and production contexts. OBJECTIVESBy the conclusion of the course of study, students will:
• explain the features of moving-image media content and practices• symbolise conceptual ideas and stories• construct proposals and construct moving-image media products• apply literacy skills• analyse moving-image products and contexts of production and use• structure visual, audio and text elements to make moving-image media products• experiment with ideas for moving-image media products• appraise film, television and new media products, practices and viewpoints• synthesise visual, audio and text elements to solve conceptual and creative problems.
PATHWAYSA course of study in Film, Television & New Media can establish a basis for further education and employment in the fields of film and television industries, news and radio media, information technologies, creative industries, cultural institutions, advertising, arts administration management, communication, design, education and public relations.
SUBJECT TYPE QCE CREDITS PREREQUISITES FEES/EQUIPMENTGENERAL 4 B in English General
+ B in Media ArtsPortfolio of work if not
studied in Year 10
$50 subject levyGeneral Stationery
FILM, TELEVISION & NEW MEDIAGENERAL
LEARNING EXPERIENCES & ASSESSMENTUNIT 1 UNIT 2Foundation Story formsFormative assessment 1 (FA1):Extended Response – analysis of a media productConditions: 1000-1500 words
Formative assessment 3 (FA3):Film Project – design, production and distributionVariable Design Conditions, Production length: up to 5min
Formative assessment 2 (FA2)Film Project – design, production and distribution.Variable Design Conditions, Production length: up to 5min
Formative assessment 4 (FA4):Extended Response – examinationConditions: 2hr exam, 800-1000words
UNIT 3 UNIT 4Participation IdentitySummative internal assessment 1 (IA1):Case study investigationConditions: 1000-1500 words
15% Summative internal assessment 3 (IA3):Stylistic projectVariable Design Conditions, Production length: up to 5min
35%
Summative internal assessment 2 (IA2):Multi-platform projectVariable Design Conditions, Production length: up to 5min
25% Summative external assessment (EA):Examination – extended responseConditions: 2hr exam, 800-1000 words
25%
OVERVIEWFilm, Television & New Media fosters creative and expressive communication. It explores the five key concepts of technologies, representations, audiences, institutions and languages. Students creatively apply film, television and new media key concepts to individually and collaboratively make moving-image media products, and investigate and respond to moving-image media content and production contexts. OBJECTIVESBy the conclusion of the course of study, students will:
• explain the features of moving-image media content and practices• symbolise conceptual ideas and stories• construct proposals and construct moving-image media products• apply literacy skills• analyse moving-image products and contexts of production and use• structure visual, audio and text elements to make moving-image media products• experiment with ideas for moving-image media products• appraise film, television and new media products, practices and viewpoints• synthesise visual, audio and text elements to solve conceptual and creative problems.
PATHWAYSA course of study in Film, Television & New Media can establish a basis for further education and employment in the fields of film and television industries, news and radio media, information technologies, creative industries, cultural institutions, advertising, arts administration management, communication, design, education and public relations.
SUBJECT TYPE QCE CREDITS PREREQUISITES FEES/EQUIPMENTGENERAL 4 B in English General
+ B in Media ArtsPortfolio of work if not
studied in Year 10
$50 subject levyGeneral Stationery
OVERVIEWGeneral Visual Art is designed for students to interrogate the human experience and challenge society’s understandings of the world around them, encouraging and provoking alternative ways of seeing, thinking and doing. Students learn to pose and solve problems, work independently and in collaboration, and create and convey meaning from various viewpoints. Visual Art uses an inquiry learning model, developing critical and creative thinking skills and individual responses through developing, researching, reflecting and resolving. The subject prepares young people for participation in the 21st century by fostering curiosity and imagination and teaching students how to generate and apply new and creative solutions when problem-solving in a range of contexts. Through the critical thinking and literacy skills essential to both artist and audience, learning in Visual Art empowers young people to be discriminating, and to engage with and make sense of what they see and experience.OBJECTIVESBy the conclusion of the course of study, students will:
• implement ideas and representations• apply literacy skills• analyse and interpret visual language, expression and meaning in artworks and practices• evaluate art practices, traditions, cultures and theories• justify viewpoints• experiment in response to stimulus• create meaning through the knowledge and understanding of materials, techniques, technologies and art processes• realise responses to communicate meaning
PATHWAYSA course of study in General Visual Art can lead to and benefit careers in diverse fields such as: advertising, arts administration and management, project and events management, journalism and communications creative and design industries, education, gallery and museum roles, film and television content development, app and game design and development, digital and web content design and production, science and technology modelling, medicine, etc.
SUBJECT TYPE QCE CREDITS PREREQUISITES FEES/EQUIPMENTGENERAL 4 B in English General
+ B in Visual ArtsPortfolio of work if not
studied in Year 10
$100 subject levy4 x art journals
General stationery
VISUAL ARTGENERAL
LEARNING EXPERIENCES & ASSESSMENTUNIT 1 UNIT 2Art as Lens Art as CodeFormative Internal Assessment 1: InvestigationConditions: 10 weeks, teacher-directed stimulus experience
Formative Internal Assessment 2: ProjectConditions: 13 weeks
Formative Internal Assessment 3: Extended Written Conditions: 6 weeks, 800 – 1000 words open book exam Content: Artists studied Units 1 and 2UNIT 3 UNIT 4Art as Knowledge Art as AlternateSummative IA1 – Investigation (Inquiry Phase 1)Conditions: 4 weeks, teacher-directed stimulus experience
15% Summative IA3 – Project (Inquiry Phase 3)Conditions: 8 weeks, informed by IA1 and IA2
35%
Summative IA2 – Project (Inquiry Phase 2)Conditions: 8 weeks, informed by IA1 investigation
25%
Instrument 4: EA – External Assessment - Examination (EA): 25%*Media Areas and Mode: Variable based on student choice
74 | Bellbird Park State Secondary College
OVERVIEWRegistered Training Organisation: Binnacle Training (RTO Code: 31193)
DESCRIPTIONThis subject provides foundational skills to prepare students for workforce entry or vocational training pathways. It develops the reading, writing, numeracy, oral communication and learning skills of each student. It also includes a range of digital literacy skills and employability skills that prepare students for the workforce and other future pathways.PATHWAYSA pathway to employment or vocational training.
SUBJECT TYPE QCE CREDITS HELPFUL PATHWAYS FEES/EQUIPMENTVET 4 Completion of Year 9 Studies General stationery
FSK20113 CERTIFICATE II SKILLS FOR WORK & VOCATIONAL PATHWAYSVET
COMPETENCIESThe FSK20113 qualification comprises 8 core and 6 elective competenciesUNIT CODE TITLE CORE/ELECTIVE FSKRDG10 Read and respond to routine workplace information COREFSKOCM07 Interact effectively with others at work COREFSKLRG11 Use routine strategies for work-related learning COREFSKLRG09 Use strategies to respond to routine workplace problems COREFSKNUM14 Calculate with whole numbers and familiar fractions, decimals and percentages
for workCORE
FSKNUM15 Estimate, measure and calculate with routine metric measurements for work COREFSKWTG09 Write routine workplace texts COREFSKDIG03 Use digital technology for routine workplace tasks COREFSKRDG08 Read and respond to routine visual and graphic texts ELECTIVEFSKNUM19 Interpret routine tables, graphs and charts for work ELECTIVEFSKNUM20 Use basic functions of a calculator ELECTIVEFSKNUM11 Read and use familiar maps, plans and diagrams for work ELECTIVEICTICT106 Operate presentation packages ELECTIVESIRXHWB001 Maintain personal health and wellbeing ELECTIVE
CORE Choose 1 class in each line below
Line 1 q General English q Essential English
Line 2q General Mathematicsq Mathematics Methods
q Essential Mathematics
OTHER Choose 1 class in each line belowLine 7 q Skills for Work & Vocational PathwaysLine 8 q Pathways
YEAR 11 SUBJECT SELECTION - 2021NAME PATHWAYS
NAME SIGN DATE
Student
ParentPathways Teacher
ELECTIVES Choose 1 elective in each line belows Total of 4 electives s Each elective is 3 lessons all year
Line 3
q Physicsq Ancient Historyq Physical Education
q Science in Practiceq Dance in Practiceq Social & Community
Studiesq Visual Arts in Practiceq Industrial Technology Skills
q Certificate III in Childcareq Certificate I in Construction
Line 4
q Chemistryq Modern Historyq Film & Television
q Media Arts in Practiceq Tourismq Science in Practiceq Industrial Technology Skills
q Certificate III in Sport & Recreation-General
q Certificate II in Hospitalityq Certificate II in Engineering
Pathwaysq Certificate III in Business
Line 5
q Biology q Designq Legal Studies
q Music in Practiceq Tourismq Social & Community
Studies
q Certificate III in Sport & Recreation- Rugby League
q Certificate II in Hospitalityq Certificate I in Constructionq Certificate III in Business
Line 6
q Specialist Mathematicsq Healthq Visual Art
q Drama in Practiceq Information Communication Technologiesq Tourismq Sport & Recreationq Visual Arts in Practice
q Certificate III in Businessq Certificate II in Engineering
Pathwaysq Certificate II in Hospitality
MANY PATHWAYS.NO LIMITS.