Senior Learning Community Pathways 2017-18

ACADEMIC PATHWAYS/ A guide for students, parents and carers Years 7-12

YEARS 7-9 YEARS 10-12 HONOURS TRADITIONAL SPORTING EXCELLENCE PERFORMING ARTS EXCELLENCE WORKPLACE PRACTICES SCHOOL-BASED APPRENTICESHIPS LIFE SKILLS

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CONSIDER YOUR FUTURE/ You are currently laying the foundation for the rest of your life.

Rise to your future.

As you journey through school, you are laying the foundation for your hopes and dreams through the choices you make. As a College, we challenge you to be intentional in your decisions about the opportunities provided to you.

Build a strong foundation with us, so that when you leave you have paved the way to a bright future.

Navigating through the ATAR, QCE, external exams, university entrance, TAFE admission and entry into apprenticeships and the workforce can be complex. There are decisions that need to be made that can influence and impact your progress into your post-school pathways. At Hillcrest, we have a Pathways Team to guide you through these processes. In addition to this support, we have constructed a number of programs tailored to meet the common pathways that are open to you.

The Pathways, outlined in this booklet, allow you to engage in learning experiences that will begin to build your future. We provide a purposed curriculum to enable Year 7 to 12 students to meet a diverse range of needs.

I encourage you to read through the information so you can consider the pathway that best suits you.

If it is your desire to reach the very highest academic outcomes, you can achieve this at Hillcrest. If it is your desire to begin an apprenticeship while still at school, you can achieve this at Hillcrest. If it is your desire to strive for excellence in your sport as well as academics, you can achieve this at Hillcrest. If it is your desire to progress to university or TAFE, you can achieve this at Hillcrest.

If you are ready to rise to your future, you can achieve this at Hillcrest.

Join us on the journey‌

Dirk van Bruggen Head of Senior Learning Community (Years 7 to 12)

PATHWAYS IN YEARS 7-9/

NEW HORIZONS & YOUNG INNOVATORS At Hillcrest Christian College, we offer an extensive range of subject choices for students in Years 7 to 12.

As part of our subject offerings, we guarantee to offer each subject as listed on the provided line structure irrespective of the number of students who choose it.

Students currently in the Senior Learning Community or new to the College can plan for their Senior Year’s journey with certainty. They can also look at acceleration into these year levels from an early age because our timetable structure will remain consistent year to year.

The framework on which the Hillcrest Christian College curriculum in Prep to Year 9 is based is the Australian Curriculum. This curriculum supports students in learning about themselves and their world, and assists in the development of literacy and numeracy outcomes. It is also designed to develop students’ technology, information and communication skills. Christian Living forms an integral part of the curriculum studied at Hillcrest Christian College. Gospel values and a Christian worldview underpin the curriculum studied.

To assist students in planning their courses, we offer support to ensure that each child can develop a learning plan that will maximise the opportunity for them to achieve their goals and dreams through their learning experiences.

This commences in the later part of Year 9 and continues with each student through to the completion of their studies at the end of Year 12.

Years 7 to 9 provides a unique distinctive, in that we have New Horizons and Young Innovators Programs for our gifted and talented students. This program is offered to students based on an individual student meeting the criteria and their willingness to commit to the program.

Considerations in choosing a pathway in Years 7 to 9 As education is for life and living and not just to achieve a credential to assure a good job, we suggest that students undertake a broad general education during the beginning years in the Senior Learning Community.

• The scientific, mathematical and technical components of education will prepare students to function in an increasingly technological society but of themselves do not necessarily enable us to live fully.

• The performing and creative arts are a vital aspect of a student’s total development as they express and celebrate the human spirit.

• In an age of increased leisure, the practical subjects not only provide an outlet for students’ creative potential, but also enable them to use free time constructively.

• Subjects do not need to be studied in Year 8 or 9 for them to be studied in Years 10, 11 and 12. Indeed, many subjects may be taken up at University level without previous experience. Therefore, we suggest that students experience a wide variety of subjects and courses, considering that there are a few restrictions.

Elective choices (Years 7 to 9) Electives available for students to explore in Years 7 to 9 include: ART DANCE DIGITAL MEDIA DRAMA FRENCH DESIGN FOOD & NUTRITION MUSIC PHYSICAL EDUCATION ENGINEERING & TECHNOLOGY

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NEW HORIZONS & YOUNG INNOVATORS YEARS 7-9/ Students in these programs want to seize opportunities and shape a College experience that will have meaning. Our academic approach combines intellectual, emotional, and spiritual development. We seek to challenge young people to become a lifelong learner dedicated to the common good.

The goal of the New Horizons and Young Innovators Programs is to support students in creating learning experiences that develop 21st Century skills; creativity, communication and collaborative skills, problem solving capabilities and the ability to self-assess their own learning. These are the skills that students will need in tomorrow’s workforce.

“Whosoever desires constant success must change his conduct with the times.”

- NICCOLO MACHIAVELLI

Our goal is to provide innovative and creative learning opportunities that cater to the students’ strengths and allows them to extend themselves in a rich and dynamic learning environment.

This will be achieved through programs that: • Acknowledge and foster academic excellence in all its forms; • Recognise that some students need a range of different opportunities to truly excel; • Use digital technology to enhance learning for all students; • Reflect sound educational experience and research combined with an innovative approach.

Specific New Horizons initiatives may include: • New Horizon Projects • School based STEM Action Research Projects: Years 7-12 Mathematics & Science initiatives • Various external academic competitions

Horizons Program (Yearlong) “Excellence is the result of caring more than others think is wise, risking more than others think is safe, dreaming more than others think is practical and expecting more than others think is possible.”

- RONNIE OLDHAM

The program has a variety of criteria for selection. It is aimed at providing a learning environment that will nurture young men and women who are identified as: • highly / exceptionally gifted with an established IQ of at least 135 and above (three standard deviations above the norm and beyond); • being emotionally ready for the rigour of the program; • able to embed knowledge and skills after only one or two exposures; • having an academic profile that reflects compatibility with the full-time program, measured by RAVENS, SLOSSON, OLSATs, NAPLAN, ICAS and other standardised tools; • demonstrating consistent performance in school reports with levels of mastery that fall in the range A and A+; • twice-exceptional or underachieving students, where placement is appropriate; • possessing high standards of engagement, conduct and task commitment.

Young Innovators Program (Project based) APPLICATIONS FOR THE YOUNG INNOVATORS PROGRAM Application for the Young Innovators Program is open to Years 7-9 students who want to take great ideas and make them a reality, by doing something innovative and creative.

Areas can include but are not exclusive to: • Arts, Media and Literature • Business Entrepreneurship • Health and Nutrition • Social Entrepreneurship • Science, Technology and Engineering

Ongoing involvement Neither the New Horizons or Young Innovators Programs have guaranteed ongoing placement. Involvement will be based on an individual student’s ongoing match with the program and personal success.

These programs stand on the shoulders of solid research, many years of firsthand experience and emerging trends in international education.

Recommendations for student placement occurs once the data-gathering and comparison process is completed.

Students in the program undertake a reevaluation each year to ascertain their ongoing commitment and suitability for the New Horizons and Young Innovators Programs.

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PATHWAYS IN YEARS 10-12/ What are any deadlines for decisions?

The Queensland Government has announced a transition to revitalised senior assessment and tertiary entrance systems. Navigating through the ATAR, QCE, external exams, university entrance, TAFE admission and entry into apprenticeships and the workforce can be complex.

The following are the key dates for Years 9 and 10

There are decisions that need to be made that can influence and impact your progress into your post-school pathway. At Hillcrest, we have a Pathways Team to guide you through these processes. In addition to this support, we will provide any specific information that students, parents or carers may seek to help the transition to the new system.

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Selection of subjects (first round): OCTOBER, YEAR 9

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If looking to accelerate subjects: (e.g. start Year 11 Art in Year 10) NOVEMBER, YEAR 9

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Enrolment in Certificate or Diploma courses: JANUARY, YEAR 10

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Commencement of Traineeships: FEBRUARY, YEAR 10

As part of the implementation of the new system there have been changes to some existing subjects and creation of new subjects. The table below is gives an overview of these changes.

EXISTING SUBJECT Business Communication and Technology

NEW SUBJECT

CHANGE

Business

Replacement subject with similar content

English Literature

New subject

English Communication

Essential English

English ESL

English as an Additional Language

Graphics/Technology Studies

Design

Home Economics

Food and Nutrition

Information Processing Technology

Digital Technology

Mathematics A

General Mathematics

Mathematics B

Mathematics Methods

Mathematics C

Specialist Mathematics

Science21

Earth and Environmental Studies

Technology Study

Industrial Technology Skills Engineering

New subject

Where do I start?

Who can I talk to for advice?

In starting to look at potential pathways to the completion of Year 12 students should: • Read and discuss the possible pathways; • Meet with the Careers Coordinator and Director of Pathways to look at options; • Select a pathway and then consider courses and subjects; • Make an initial selection of subjects and possible TAFE courses.

There is a team who can help you. They include: Director of Pathways – Mr Paul Wotton Pathways Advisor – Mrs Lorna Henderson Director of Academic Performance and Innovation – Mr Darren Rackemann Deputy Head of Community – Mr Peter Fernance Head of Community – Mr Dirk van Bruggen

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HONOURS/ While being intense, the rewards outweigh the challenges so students can achieve the best possible ATAR in order to compete for a place in Medical, Law School or similar degrees.

HONOURS SUBJECTS UNIVERSITY SUBJECTS HIGH ATAR SCORES EARLY UNIVERSITY ENTRANCE

The Honours Program is designed for students of high academic ability.

Students choosing this program should be selfmotivated, resilient and determined to push themselves and their peers.

Students who complete this program often form a closeknit group who support each other and strive to achieve their very best. It is expected that these students would demonstrate high grades throughout Years 10 to 12.

Completing up to six subject subjects in Year 12 allows students to broaden their subject choices, which

creates flexibility when their ATAR is determined.

To successfully undertake this program, students must work in a sustained and focused way while they are completing their studies.

Students who are looking to challenge themselves by choosing this program are likely to apply to university.

As it is expected that these students will be working at the highest levels it is most relevant for students who are looking for entry into university degrees such as Medicine, Engineering, Law and Advanced Arts.

TYPICAL COURSE

PARTNERSHIPS

OPPORTUNITIES

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English (11/12) / English Extension (Year 12)

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Mathematics Methods

This program works in partnership with a variety of universities and institutions to offer early or guaranteed entry and a taste of university.

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3 Elective subjects from Science/Social Sciences, Engineering, Specialist Mathematics or the Arts

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University subject – e.g. Griffiths Chemistry

Students undertaking the Honours Program in Year 11 and 12 have a higher subject loading than in other programs.

This means less study lessons across both semesters whilst having more work to complete and requires a significant amount of commitment and effort by the students to ensure that they meet the demands of the program.

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May also include an accelerated subject (e.g. studying Year 11 English in Year 10)

(5 QCAA & 1 UNIVERSITY SUBJECT)

Current partnerships include:

Many students in this program enrol in five full subjects in Year 12, and choose to undertake extension subjects or university courses. Students may choose from all subjects offered at Hillcrest.

The average score for students in this program is expected to be in the 90s including ATARs of above 99, with many students achieving Honours in their subjects.

TRADITIONAL/ This course enables students to achieve the best possible results for all assessment pieces, while giving them confidence in what they can produce in the lead up to tertiary studies.

UNIVERSITY ENTRANCE TAFE ENTRANCE DIPLOMA OPTIONS EXTERNAL STUDIES

The Traditional Pathway is the most popular pathway that Hillcrest offers. It allows students to choose from the full variety of subjects that we offer providing that they have the necessary prerequisites. Where a subject is not on offer, students can remain at Hillcrest and be enrolled in that subject at another institution or through Distance Education.

The Traditional Pathway is designed to position students for tertiary admission through an ATAR (Australian Tertiary Admissions Rank) for university entrance or a TAFE (Tertiary and

Further Education) entrance score for VET (Vocational Education and Training).

The Traditional Pathway is suitable for students who are seeking to go on to University or Diploma courses, and allows them to achieve a good ATAR score including ATARs in the high 90s.

This course is very well suited for those students wishing to complete a traditional Year 12 program and enter into a University, or to transition straight to the workforce post-school.

TYPICAL COURSE

(6 SUBJECTS) •

English or in special circumstances Essential English

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Mathematics Methods or Essential Mathematics

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4 Elective Subjects

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Occasionally a University subject e.g. Griffith Chemistry

PARTNERSHIPS

OPPORTUNITIES

This Pathway provides an additional opportunity in partnership with a variety of universities and institutions to offer early or guaranteed entry and a taste of university in order to help students improve their options at the end of Year 12.

Students choose to complete five subjects in Year 12 that will provide them the widest range of opportunities for post-secondary pathways.

This program is useful for students who may not be sure of their future pathway as it keeps nearly all pathway options open. Students in the Traditional Pathway who are looking at university entrance, can achieve competitive ATARs, with highly focused and academically capable students consistently gaining an ATAR in the 90s.

Current partnerships include:

SPORTING EXCELLENCE/ This program will enable students to achieve the best possible results, while giving them confidence to continue to aspire to achieve their sporting goals.

2 OR 3-YEAR STUDY OPTION FIVE YEAR 12 SUBJECTS EXCELLENCE SPORTS PROGRAM PREPARATION FOR OVERSEAS STUDY UNIVERSITY ENTRANCE TAFE ENTRANCE

The Sporting Excellence Program is designed for students who are pursuing a pathway that involves participating at a national or international level in a chosen sport. For many students this may include seeking entrance to institutions in the United States or other countries overseas. It allows students to choose from the full variety of subjects that we offer providing that they have the necessary prerequisites. For the full range of subjects, please see the final page of this booklet.

The Sporting Excellence Program is designed to position students for tertiary admission through an ATAR (Australian

Tertiary Admissions Rank) for university entrance, TAFE (Tertiary and Further Education) entrance score for VET (Vocational Education and Training) or entrance to overseas universities and Institutions. The program is suitable for sport students and provides them the opportunity to achieve good ATAR scores.

TYPICAL COURSE

(5 SUBJECTS & SPECIALIST SPORT)

PARTNERSHIPS

OPPORTUNITIES

Current partnerships include:

Students study five subjects in Year 12 often alongside an extensive sport training and development program. Their subjects and study program is structured to provide maximum opportunity to pursue their sporting endeavour after Year 12.

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GRIFFITH UNIVERSITY ON CAMPUS COURSES

Mathematics Methods or Essential Mathematics

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USA UNIVERSITY ENTRANCE PROGRAMS

3 Elective subjects (May need to include a social science)

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SPORTS EXCELLENCE PROGRAMS IN SELECTED AREAS

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University subject e.g.

Griffiths Biology or Physical Education

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One subject less to balance outside commitments

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English

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SOUTHERN CROSS UNIVERSITY

This program is useful for students who may not be sure of their future pathway as it keeps nearly all pathway options open. Students in the Sporting Excellence Program who are looking at university entrance, can achieve competitive ATARs, which will provide opportunity to gain admission to university both in Australia and overseas.

Note: there are special entry requirements for students seeking entry into colleges in the United States.

PERFORMING ARTS EXCELLENCE/ This program enables students to focus on their performances so they can build skills and experience, while giving them confidence to continue to aspire to achieve in their academic studies.

2 OR 3 YEAR STUDY OPTION EXTERNAL ARTS PROGRAMS PREPARATION FOR PROFESSIONAL PERFORMANCES UNIVERSITY ENTRANCE TAFE ENTRANCE

The Performing Arts Excellence Program is designed to focus on students who are perusing a possible pathway that involves a high level of commitment and time in their chosen area of the Arts.

For many students this may include seeking entrance to institutions such as WAPA, NIDA or commercial production companies. It allows students to choose from the full variety of subjects that we offer providing that they have the necessary prerequisites.

The Performing Arts Excellence Program is designed to position students for tertiary admission through an ATAR (Australian Tertiary Admissions Rank)

for university entrance, TAFE (Tertiary and Further Education) entrance score for VET (Vocational Education and Training) or entrance to production companies.

The program is suitable for most performing arts students and provides them the opportunity to achieve a good ATAR scores.

TYPICAL COURSE

(5 SUBJECTS & SPECIALIST PERFORMANCE) •

English

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Mathematics Methods or essential Mathematics

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3 Elective subjects - often including Dance, Drama or Music. Extension Music in Year 12

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One subject less to balance outside commitments

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Specialist programs internal or external tutors or teacher’s sessions

PARTNERSHIPS

OPPORTUNITIES

Current partnerships include:

Students study five subjects in Year 12 often alongside an extensive performance and training development program. Their subjects and study program is structured to provide maximum opportunity to pursue their performance career after Year 12.

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GRIFFITH UNIVERSITY ARTS PROGRAM

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AMEB EXAMINATIONS

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ON CAMPUS TUTORS AND TEACHERS

This program enables students to extend their studies over three years in 11 and 12 should their external commitments require a significant amount of their time. It is beneficial for students who may not be sure of their future pathway as it keeps nearly all pathway options open.

WORKPLACE PRACTICES/ CASE STUDY/ By completing my Certificate III in Health Services Assistance in the Workplace Practices Program, I have learnt a lot about nursing and also developed new skills related to my career pathway.

WORKPLACE BASED LEARNING ACCESS TO VET ACCESS TO DIPLOMA COURSES

The Workplace Practices Program provides students with the opportunity to develop their employability skills, specific industry skills and knowledge and understanding of the workplace within their chosen career pathway. It also provides students with practical experience within the workplace in their chosen industry and exposure to potential future employers, while remaining at school and gaining their QCE. The Workplace Practices Program is designed for students wishing to complete a VET Course and/or Work Placement as part of their

QCE in Year 12 in order to better prepare them for their future career pathway.

Students undertake a VET Course or Work Placement, alongside school-based subjects.

Students choosing this program pre-dominantly do so as a means for entry into TAFE, employment or a post-school apprenticeship.

It is possible to construct an ATAR if the student compiles a Certificate III course and gains the necessary subject credits.

TYPICAL COURSE

(3-4 SUBJECTS & CERTIFICATE COURSE) •

Essential English or English

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Mathematics Methods or Essential Mathematics

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3 or 4 Electives

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Cert II, III or Diploma course – Diploma in Business, Certificate in industry courses

PARTNERSHIPS

OPPORTUNITIES

This program provides an additional opportunity in partnership with a variety of certificate and diploma courses that enhance opportunities for work or TAFE placement at the end of Year 12.

Students in the Workplace Practices Program have the advantage of being able to build their subjects choices around their career pathway.

CERTIFICATES/DIPLOMAS • • • • •

Nursing Hospitality Early Childhood Media Business

For example, students wishing to become an electrician ca do a Certificate II in Electrotechnology (Electrical), learn about the trade in Workplace Practices and write about it in Essential English (VET), while undertaking one other subject.

Students have found this is a great way to learn as they focus their studies on their chosen career pathway.

SCHOOL-BASED APPRENTICESHIPS/ CASE STUDY/ I completed my QCE while being paid to work in a business and completing a Certificate course, which lead to a full time apprenticeship.

START AN APPRENTICESHIP TRANSITION INTO WORK

The School-Based Apprenticeship Program is designed specifically for students who wish to complete a School Based Apprenticeship as part of their Year 10 to 12 program. This program is designed with the intention of leading into a full time apprenticeship post-school.

Students participating in the School Based Apprenticeships Program will attend school for a minimum

of three days a week, during which they complete their QCE subjects in class and in the Pathways Centre. On the other two days they will undertake VET and their school-based apprenticeship.

Students completing this program may still gain their QCE. Students choosing this program should strongly consider entering into an apprenticeship when they finish school.

TYPICAL COURSE

(4 SUBJECTS & APPRENTICESHIP) •

English or Essential English

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Mathematics Methods or Essential Mathematics

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3 or 4 Electives

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Cert II, III or School-Based Apprenticeship

PARTNERSHIPS

OPPORTUNITIES

This program provides an additional opportunity in partnership with a variety of certificate courses and apprenticeships that enhance opportunities for work placement at the end of Year 12.

Students complete Essential Mathematics and Essential English tailored around their School Based Apprenticeship, delivered flexibility to the students in order to minimise the impact of their time out of school.

APPRENTICESHIP/CERTIFICATE • • • • •

Building/Construction Electrical Hospitality Mechanical Nursing

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Business

Hillcrest works closely with apprenticeship-brokers in obtaining School Based Apprenticeships as well as ongoing support throughout the year and during the transition from school into a full time apprenticeship. Hillcrest has been very successful in matching employers with school leavers.

LIFE SKILLS/ Students in the Life Skills Program are able to run their own business, publish a book, work in a cafĂŠ, design or be involved in Operation Christmas Child.

PURPOSED CURRICULUM LEARNING SUPPORT CERTIFICATE COMPLETION

The Life Skills Program is designed for students whose specific learning needs make traditional learning a challenge. These students will have been identified in Years 7 to 9 and will possibly have been on an adjusted program with learning support.

This is a practical learning program that prepares students for the workplace and life after school. In addition to core subjects, students are enrolled in Food and Nutrition, and Creative Arts.

Students may be taught in smaller classes and provided with additional learning support. Where a student is coping well with

a subject, they may be able to select that subject from the Traditional Program.

Students may complete their QCE through this program, however they can also exit school early if an opportunity for employment or specialised support arises.

This course is not designed to generate an ATAR for university entrance or a TAFE score for higher level TAFE. However, if the student completes a Certificate II or a partial Certificate III, they will have an opportunity to apply for TAFE. Places are limited and are by application to the Director of Pathways.

TYPICAL COURSE

PARTNERSHIPS

OPPORTUNITIES

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TAFE Course on or off campus opportunities

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Essential English or special program

CERTIFICATE COURSES • Hospitality • Early Childhood • Business • Horticulture

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Essential Mathematics or QCAA Mathematics entry level

As with our other programs, the Life Skills Program has the flexibility of allowing students to enrol in their choice of subjects as well as participating in Pastoral Care, Christian Living, Personal Development and Work Placement.

(2-3 SUBJECTS & CERTIFICATE COURSE)

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One or two electives dependant on skills and abilities

In Year 10 to 12, courses are housed in flexible subject outlines, which allow assessment to be completed through group activities, project based learning, folios of evidence and discussions.

Preparation for the world beyond school will see VET added through selected competencies. In Year 12, students undertake studies in Integrated Learning, Essential English, Community Studies and Research Project.

SUBJECTS/ COURSES ON OFFER ACCOUNTING ANCIENT HISTORY BIOLOGY BUSINESS [Incorporating Business Communication & Technologies] CHEMISTRY DANCE DESIGN [Incorporating Graphics, Design Technology and Textiles] DRAMA EARTH & ENVIRONMENTAL STUDIES [Science21] ENGINEERING [New course confirmed] ENGLISH LITERATURE [New course being considered] ENGLISH EXTENSION [Year 12 Only] ESSENTIAL ENGLISH [English Communication]

ENGLISH AS AN ADDITIONAL LANGUAGE

FILM, TELEVISION & NEW MEDIA

[English ESL]

FOOD AND NUTRITION [Home Economics] FRENCH DIGITAL TECHNOLOGY [Information Processing & Technology] INDUSTRIAL TECHNOLOGY SKILLS LEGAL STUDIES ESSENTIAL MATHEMATICS [Pre-Vocational] GENERAL MATHEMATICS [Mathematics A] MATHEMATICS METHODS [Mathematics B] SPECIALIST MATHEMATICS [Mathematics C] MODERN HISTORY MUSIC MUSIC EXTENSION [Year 12 Only] PSYCHOLOGY PHYSICAL EDUCATION PHYSICS VISUAL ART

New subjects are being developed for implementation in 2017/18:

BUSINESS AND ECONOMICS BUSINESS/ Students will explore the ways a business can manage resources (using communication skills and technologies).

It will replace and Business Communication & Technology.

TECHNOLOGY DESIGN/ Students will study a design process to develop solutions to commercial needs that require the balancing of technical, commercial, human, cultural and aesthetic requirements. It will incorporate the subjects of: Graphics, Technology Studies, Home Economics (textiles) and Information Technology Systems.

DIGITAL TECHNOLOGY/ Students will use computational thinking to solve problems and develop solutions. It will incorporate the subjects of Information Processing and Technology and Information Technology Systems.

ENGINEERING/ Students will study a problem solving process that focuses on the technical and commercial requirements of projects through a range of engineering contexts. It will incorporate the subject Engineering Technology.

FOOD AND NUTRITION/ Students will study the production, processing, consumption and marketing of food and the nature of food and human nutrition through a problem solving process. It will incorporate the subject Home Economics (nutrition and food).

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FAQS/ Why is it time to change the current systems?

The senior assessment system in its current form began in the early 1980s. The tertiary entrance system, commonly known as the OP system, was introduced in 1992.

There is strong support among Queensland universities for eligible Year 12 students to be provided with an ATAR rather than an OP as this is used throughout the rest of Australia.

When will the new systems start?

The new senior assessment system will start with students entering Year 11 in 2019 who can graduate from Year 12 in 2020.

What will be different about the new assessment system?

A system of 100% school-based assessment has operated in Queensland for more than 40 years.

In the new system, each subject’s result will be based on a student’s achievement in three school-based assessments and one external assessment that is set and marked by the Queensland Curriculum and Assessment Authority (QCAA).

This is fewer assessments than students sit currently — emphasising quality over quantity.

In the new system, the external assessment results will contribute 25% towards a student’s result in most subjects. In mathematics and science subjects, it will generally contribute 50%.

The school-based assessments will not be scaled by the results of the external assessment when calculating a student’s subject result.

Will students be subject to more assessment and high stakes exams under the new system?

Year 12 students typically complete up to seven assessment tasks in each subject. Under the new model, students will be expected to complete four pieces of assessment per subject in Year 12. Three will be school-based assessments and one will be externally set and graded. All four assessments will count towards a student’s final result.

Why will there be 50% external assessment in Mathematics and Science subjects but 25% in others?

Variation between subjects reflects the kinds of learning particular to those subjects and how achievement is most appropriately assessed. It would be inappropriate to assess all subjects in the same way.

What certificates will students receive under the new system at the end of Year 12?

The Queensland Certificate of Education (QCE) will remain as Queensland’s Senior School Qualification. Students who are eligible will continue to be awarded one at the end of Year 12. Students will also still receive a Senior Statement which shows all studies and the results achieved that may contribute to the award of a QCE.

What will be different about the new tertiary entrance system?

The ATAR (Australian Tertiary Admissions Rank) is a rank order of students than the OP. It is a number between 0.00 and 99.95 with increments of 0.05, whereas the OP consists of 25 bands. The ATAR is commonly used in other states and territories.

ATARs will also be calculated by comparing student results. But instead of the QCS Test there will be a process of intersubject scaling. Scaling is necessary so that student results in different types of subjects can be compared.

What about the students who will finish school before the changes are introduced?

Families with children who will be completing school under the current system can be assured that it remains fair and reliable. In no way will it be compromised by the changes.

How will procedures be applied for students who will be in Senior under the current and new systems?

The QCAA is currently considering options for measuring the achievements of students who, for various reasons, will complete their senior studies over three years and consequently be taught and assessed under the current and new assessment systems.

JOIN US ON OUR JOURNEY/

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HILLCREST CHRISTIAN COLLEGE 21 Bridgman Drive, Reedy Creek Qld 4227 PO Box 2503, Burleigh Waters Qld 4220 07 5655 0930 | slc@hillcrest.qld.edu.au | hillcrest.qld.edu.au Hillcrest Christian College is an Interdenominational Ministry of Reedy Creek Baptist Church and is operated by Hillcrest Christian College Ltd. CRICOS No. 01043C.

ACN 010381334 PRINTED JULY 2017

ABN 68 947 459 366