TABLE OF CONTENTS Foreword from College Principal ............................................................................... 4 PREFACE .............................................................................................................. 5 USING THIS BOOKLET ......................................................................................... 6 CURRICULUM OVERVIEW ..................................................................................... 7 QUEENSLAND CERTIFICATE OF EDUCATION ........................................................... 9 QCE REQUIREMENTS ........................................................................................... 9 QCE POINTS EXAMPLE ....................................................................................... 11 HOW IS ATAR CALCULATED? ................................................................................. 15 RELIGION ........................................................................................................... 16 STUDY OF RELIGION ......................................................................................... 17 RELIGION AND ETHICS...................................................................................... 19 MATHEMATICS .................................................................................................... 21 GENERAL MATHEMATICS ................................................................................... 22 MATHEMATICAL METHODS ................................................................................. 24 SPECIALIST MATHEMATICS ................................................................................ 25 ESSENTIAL MATHEMATICS ................................................................................. 26 ENGLISH ............................................................................................................ 28 ENGLISH ......................................................................................................... 29 LITERATURE ..................................................................................................... 30 ESSENTIAL ENGLISH ......................................................................................... 32 ELECTIVES ......................................................................................................... 33 LEGAL STUDIES ................................................................................................ 34 MODERN HISTORY ............................................................................................ 36 ECONOMICS..................................................................................................... 38 GEOGRAPHY..................................................................................................... 40 TOURISM ......................................................................................................... 41 BIOLOGY ......................................................................................................... 43 CHEMISTRY...................................................................................................... 45 PHYSICS .......................................................................................................... 47
ENGINEERING .................................................................................................. 51 SCIENCE IN PRACTICE ...................................................................................... 53 PHYSICAL EDUCATION ...................................................................................... 55 SPORT AND RECREATION .................................................................................. 57 MUSIC EXTENSION ........................................................................................... 58 MUSIC............................................................................................................. 59 DRAMA ............................................................................................................ 61 VISUAL ART ..................................................................................................... 63 VISUAL ART IN PRACTICE .................................................................................. 65 YOUR PATHWAY .................................................................................................. 68 VET PATHWAYS ................................................................................................ 69 CERTIFICATE III IN AVIATION – REMOTE PILOT.................................................... 71 CPC20220 – CERTIFICATE II IN CONSTRUCTION PATHWAYS .................................. 72 MEM20422 CERTIFICATE II IN ENGINEERING PATHWAYS....................................... 74 CERTIFICATE III IN FITNESS .............................................................................. 75 CERTIFICATE III BUSINESS................................................................................ 78 CERTIFICATE III IN INFORMATION TECHNOLOGY.................................................. 80 VOCATIONAL EDUCATIONAL PROGRAMS.............................................................. 81 SCHOOL-BASED TRAINEESHIPS AND APPRENTICESHIPS ........................................ 82 SUMMARY ........................................................................................................ 83 USEFUL WEBSITES ........................................................................................... 84 USEFUL CONTACTS ........................................................................................... 85
FOREWORD FROM COLLEGE PRINCIPAL Mr Chris Gabbett
Subject choice for Year 11 should be made with ATAR, Queensland Certificate of Education and potential vocational pathways in mind. Students will begin to see a clear pathway to university and other tertiary courses from Year 11. They should be cognisant of all tertiary pre-requisites from a subject and grade perspective. It is very important that guidance is taken by teachers, parents and tertiary providers to ensure that the correct decisions are made. It is also very important though that students choose subjects they are interested in and they can succeed at.
Chris Gabbett Principal
PREFACE ‘Be who God meant you to be and you will set the world on fire!’- St Catherine of Siena As a College, it is our desire to develop students who will not simply be a part of this world but will influence it in all areas of life; carpentry, business, arts, politics, education, medicine, science, mathematics or electrician. Our hope is that you will leave our College with more than just knowledge or information – but with abilities to think critically, innovate and create. The world that you will lead, influence and be a part of has not yet even been imagined. Therefore, we must endeavour to prepare you not just with information, but with skills, ethics and morals. We aim to prepare you with a sense of service and a passion for life-long and life-wide learning. My hope is that students at MMCC will learn for life and have a living, vibrant Catholic faith that is active in the world in which they live. While you may not yet know what path the future holds for you, I encourage you to take every opportunity to give of your best effort in all that you do. The purpose of this handbook is to assist you in gaining some background information to the options available is you embark on your final two years of secondary school. There are some exciting possibilities available to you and I look forward to walking this journey with you. “Imagination is more important than knowledge. For knowledge is limited to all we now know and understand, while imagination embraces the entire world, and all there ever will be to know and understand.” - Albert Einstein
Mr Chris Bracken Dean of Senior Studies
USING THIS BOOKLET
This booklet is designed to give students
more numerous and varied all the time.
and
they
Universities are decreasing the number of
undergo the task of choosing a learning
prerequisites that they require for entry
pathway for Year 11 and 12. The choices
into their courses. The QCE system is now
to be made are complex and challenging;
more
however, armed with up-to-date and
academic programs. All this helps to
relevant information, an appropriate plan
reduce the pressure of choosing the
can be established. It is the heart of the
“perfect”
College that every student is able to
outset. This is not to say that making the
navigate the Senior Phase of Learning in
right choice initially is not important, but
such
their
there is the option to change and adapt
and
along the way. Students without clearly
their
a
parents
direction
way
as
to
opportunities
to
grow,
as
maximise develop
accommodating
academic
course
from
the
beyond MMCC.
subjects that they are passionate about,
these pages is a great place to begin, be sure
to
explore
other
sources
of
information along the way. For subject specific
information,
converse
with
should
to
defined
power. Whilst the information within
goals
change
prepare for the life that awaits them
As with any major decision, knowledge is
career
of
choose
or enjoy, or subjects with which they have experienced success previously. It is also useful to choose a variety of subjects from different disciplines that enable students to keep their options open. Finally,
we
encourage
students
and
teachers of those subjects; they will be
parents to work together, along with the
more
College to develop a plan for the exciting
than
happy
to
unpack
the
curriculum and assessment requirements
journey.
with you. The Dean of Senior Studies and Careers Coordinator can provide advice of a more general nature and are happy to discuss
the
advantages
of
different
academic programs. It may be the case that students are yet to discover what they believe they are to do in life and, let’s face it, few of us as fifteen-year-olds had a clear picture of what we wanted to do the following year, let alone have our vocation sorted. It’s important
to
remember
that
the
pathways to career goals are becoming
6
CURRICULUM OVERVIEW Students in Years 11 and 12 begin to
in School funding. (VETiS). If a student
study
wishes to do more than one Certificate
a
more
specialised
course
of
subjects, with their choice of subjects
course, then additional cost will need to be
based
on
paid. We encourage students not use Vetis
and/or
career
their
intended pursuits
educational at
a
post-
funding for some certificates, as they may
secondary level. The College offers a
wish to use this Vetis funding later in
range
life for more expensive courses. Those
of
subjects
based
on
QCAA
syllabuses, and Vocational education and
students who are participating in an
training (VET) courses.
SBA can also do one Certificate
There
are
two
categories
of
course for free. The school-based
QCAA
traineeship is covered under a different
subjects – General and Applied subjects.
funding program.
General subjects are suited to students who are interested in pathways beyond senior secondary schooling that lead
Some students may wish to complete
primarily
alternate studies as part of their academic
to
tertiary
studies.
Applied
subjects are suited to students who are
program.
primarily interested in pathways beyond
options
senior secondary schooling that lead to
certificates, or a University Head Start
vocational
program. Students may also wish to
education
and
training
or
are
TAFE
of
such
learning
subjects,
external
complete a School Based Traineeship or
work.
Apprenticeship. In such circumstances, a
All Senior students at MMCC complete
will study five timetabled subjects, with
either Study of Religion or Religion and
the sixth subject being a Pathways line for
Ethics. In addition, students need to
SBA module work completion.
choose five other subjects to complete their timetable. It is also compulsory for
A Pathways class will appear on every
students to study English or Essential
elective line. Students can only select a
English and at least one Mathematics
Pathways line if they are completing or
subject. In addition, most students will
enrolled in any of the following:
choose three elective subjects. This will satisfy the requirements for students to achieve an ATAR (Australian Tertiary Admission Rank).
Certificate II in Engineering
Pathways,
Certificate III in Business and Certificate III in Fitness
and
Certificate
• • •
School Based Apprenticeship or Traineeship Diploma External Certificate or Tafe course of 12 months or longer
At MMCC, we also offer Certificate courses such as
Examples
III
in
Information
Technology. Students can access one of these courses for free which is covered under the Vet
Due to the length required to complete a of a University HeadStart (one trimester), it does not qualify for a Pathways Line.
STUDENTS MUST STUDY: Mathematical Methods
Religion & Ethics
English
OR
OR
OR
General Mathematics
Study of Religion
Essential English
OR Essential Mathematics
AND CHOOSE
3 ELECTIVES
OR
2 Electives
AND an additional learning option [SBA, Diploma, External certificate course in consultation with College Careers Team.
QUEENSLAND CERTIFICATE OF EDUCATION
The QCE is Queensland’s senior secondary schooling qualification. To be issued with a QCE, students need to complete the set amount of learning, at the set standard, in a set pattern, while meeting literacy and numeracy requirements. The Queensland Certificate of Education (QCE) is Queensland’s senior secondary schooling qualification. It is internationally recognised and provides evidence of senior schooling achievements. The flexibility of the QCE means that students can choose from a wide range of learning options to suit their interests and career goals. Most students will plan their QCE pathway in Year 10 when choosing senior courses of study. MMCC will help students develop their individual plan and a QCAA learning account will be opened. To receive a QCE, students must achieve the set amount of learning, at the set standard, in a set pattern, while meeting literacy and numeracy requirements. The QCE is issued to eligible students when they meet all the requirements, either at the completion of Year 12, or after they have left school.
QCE REQUIREMENTS
As well as meeting the below requirements, students must have an open learning account before starting the QCE and accrue a minimum of one credit from a Core course of study while enrolled at a Queensland school.
Within the set pattern requirement, there are three categories of learning — Core, Preparatory and Complementary. When the set standard is met, credit will accrue in a student’s learning account. Students are required to attain at least 20 points over the two years in Year 11 and 12.
To meet the set pattern requirement for a QCE, at least 12 credits must be accrued from completed Core courses of study. The remaining 8 credits may accrue from a combination of Core, Preparatory or Complementary courses of study. For most students, all 20 points will be achieved from the Core category of learning.
The literacy and numeracy requirements for a QCE meet the standards outlined in the Australian Core Skills Framework (ACSF) Level 3. To meet the literacy and numeracy requirement for the QCE, a student must achieve the set standard in one of the literacies and one of the numeracy learning options outlined below:
QCE POINTS EXAMPLE
Here is an example of how QCE points are calculated.
In the above example: •
The student has passed at least Unit 1 in Literature. This gives the student the literacy tick.
•
For Units 1 and 2, one point is allocated when a student achieves a satisfactory standard (s). The student must achieve at least a C standard to get a point.
•
Units 1 and 2 are completed in Year 11.
•
For Units 3 and 4, two points are given when a student has achieved a C standard or better for both units. If a student does not achieve a C standard for Unit 3, but achieves a B standard for Unit 4, they will not be allocated any points. The student needs to achieve at least a C standard in both Units 3 and 4 to receive the two points.
•
In Literature, for Unit 1 and 2, the student achieved a satisfactory standard. Therefore, two points are allocated. For Units 3 and 4, the student achieved an A standard. Another two points can be allocated. The student has achieved the four points in total for Literature.
•
The student has achieved four points for Maths Methods, Psychology, Geography and Philosophy and Reason.
•
In Dance, the student achieved a satisfactory standard for Units 1 and 2. Therefore, they would receive two points. However, since the student did not achieve a C standard or better in Unit 3 and 4, they were allocated no points. Instead of receiving four points, the student received the two points from Unit 1 and 2.
•
In calculating the total points, the student has reached 20 points required.
•
Since the student has demonstrated literacy and numeracy competency, along with attaining 20 points, the student will be awarded their QCE certificate.
YEAR 11 & 12 CURRICULUM OVERVIEW
12
WHAT IS ATAR? Across Australia, the ATAR is a standard measure of a student’s overall academic achievement in relation to that of other students. It is intended to assist tertiary institutions to select applicants into their courses. The ATAR is a percentile rank, not a mark. This rank indicates a student’s position relative to other students in their age group in any given year. It is expressed as a number on a 2000-point scale from 99.95 down to 0.00 in steps of 0.05. An ATAR of 80.00 does not mean a student got 80%. It indicates that the student placed in the top 20% of students in Queensland in their Year 12 age group.
What are the eligibility requirements for an ATAR? To be eligible for an ATAR, a student must: • • •
complete five General subjects (Units 3 and 4); or complete four General subjects (Units 3 and 4) plus one Applied subject (at Units 3 and 4) or a VET course at AQF Certificate III level or higher; and accumulate results within a five-year period.
Students must also satisfactorily complete (i.e. achieve a minimum grade of C or higher) an English subject (one of English, English as an Additional Language, English and Literature Extension, Literature, or Essential English). While students must satisfactorily complete an English subject to be eligible for an ATAR, the result in English will only be included in the ATAR calculation if it is one of the student’s best five scaled results.
YEAR 11 & 12 CURRICULUM OVERVIEW
13
VET QUALIFICATIONS AND ATAR
Completed VET Certificates III, IV or higher can make two possible contributions
to
obtaining
university entrance: Certificate III or higher can be used in conjunction with the results of 4 General subjects to calculate an ATAR.
The
contribution
of
a
Certificate course is not overly high. Certificate III or higher can be used as stand-alone entry to university courses
from
universities
for
specific courses. The decision to offer
entrance,
based
on
a
completed VET Certificate, lies with the universities. Students should consult university websites or the Queensland
Tertiary
Admissions
Centre (QTAC) for details when this information is updated each year. Some
universities
may
also
consider a completed Certificate III or
higher
requirements
to for
have a
met
the
satisfactory
result in English.
14
HOW IS ATAR CALCULATED? A student’s ATAR score is calculated based on an aggregate of scaled results from your five best ATAR eligible inputs from three different schemes:
OPTION 1
5 General Subjects (at units 3 & 4)
OPTION 2
4 General Subjects (at units 3 & 4)
OPTION 3
4 General Subjects (at units 3 & 4)
• PLUS an APPLIED SUBJECT (at units 3 & 4)
• PLUS 1 COMPLETED VET QUALIFICATION AT CERTIFICATE III or ABOVE.
THE KEY STEPS IN THE ATAR CALCULATION PROCESS ARE:
꞊
STEP 1 QCAA provides QTAC with student’s subject results (Units 3 and 4 only) and completed VET qualifications.
꞊
STEP 2 The subject scaling process is undertaken.
꞊
STEP 3 The best five scaled subject results (from eligible inputs) are added together to create a best five Subject Aggregate.
꞊
STEP 4 Students are placed in a descending order of merit based on their Best five Subject Aggregates.
꞊
STEP 5 Determine how many students are to be in each of the 2000 ATAR bands (based on the Queensland Year 12 population). For example, if the Queensland Year 12 population is approximately 60,000 students, then approximately 30 students will be placed in each ATAR band.
꞊
STEP 6 Assign students to each ATAR band. The top 30 students are assigned ATAR 99.95, the next 30 students are assigned 99.90, and so on.
Further information on ATAR can be found at https://www.qtac.edu.au/studentresources/atar
15
RELIGION
STUDY OF RELIGION
General Senior Subject Study of Religion is the investigation and study of religious traditions and how religion has influenced, and continues to influence, people’s lives. As religions are living traditions, a variety of religious expressions exists within each tradition. Religious beliefs and practices also influence the social, cultural and political lives of people and nations. Students become aware of their own religious beliefs, the religious beliefs of others, and how people holding such beliefs are able to co-exist in modern society. In this subject, students study the five major world religions of Judaism, Christianity, Islam, Hinduism and Buddhism; and Australian Aboriginal spiritualities and Torres Strait Islander religion. Each tradition is explored through the lens of the nature and purpose of religion, sacred texts that offer insights into life, and the rituals that mark significant moments and events in the religion itself and in the lives of adherents. Nature and purpose of religion, sacred texts, and rituals provide the foundations for understanding religious ethics and the ways religion functions in society and culture. Throughout the course of study, students engage with an inquiry approach to learning about religions, their central beliefs and practices, and their influence on individuals, groups and society. PATHWAYS Study of Religion allows students to develop critical thinking skills, including those of analysis, reasoning and evaluation, as well as communication skills that support further study and postschool participation in a wide range of fields. The subject contributes to students becoming informed citizens, as religion continues to function as a powerful dimension of human experience. Through recognising the factors that contribute to different religious expressions, students develop empathy and respect for the ways people think, feel and act religiously, as well as a critical awareness of the religious diversity that exists locally and globally. A course of study in Study of Religion can establish a basis for further education and employment in such fields as anthropology, the arts, education, journalism, politics, psychology, religious studies, sociology and social work.
17
STRUCTURE Unit 1 Religion, purpose
Unit 2 meaning
and Religion and Ritual
Unit 3
Unit 4
Religious ethics
Religion—Rights and Relationships
ASSESSMENT Schools devise assessments in Units 1 and 2 to suit their local context. In Units 3 and 4 students complete four summative assessments. The results from each of the assessments are added together to provide a subject score out of 100. Students will also receive an overall subject result (A–E).
SUMMATIVE ASSESSMENT Unit 3
Unit 4
Summative internal assessment 1 (IA1): Examination — extended response to stimulus
25%
Summative internal assessment 3 (IA3): Investigation — inquiry response
25%
Summative internal assessment 2 (IA2): Investigation — inquiry response
25%
Summative external assessment (EA): Examination — short response to stimulus
25%
.
18
RELIGION AND ETHICS
WATCH NOW
Applied Senior Subject Religion and Ethics allows students to explore values and life choices and the ways in which these are related to beliefs and practices as they learn about religion, spirituality and ethics. In addition, it enables students to learn about and reflect on the richness of religious, spiritual and ethical worldviews. In this syllabus, religion is understood as a faith tradition based on a common understanding of beliefs and practices. In a religious sense, beliefs are tenets, creeds or faiths; religious belief is belief in a power or powers that influence human behaviours. Ethics refers to a system of moral principles; the rules of conduct or approaches to making decisions for the good of the individual and society. Both religion and ethics prompt questions about values, the determination of a moral course of action, and what personal and community decisions can be considered when confronted with situations requiring significant decisions. Religion and Ethics focuses on the personal, relational and spiritual perspectives of human experience. It enables students to investigate and critically reflect on the role and function of religion and ethics in society and to communicate principles and ideas relevant to their lives and the world. Learning experiences should be practical and experiential in emphasis and access the benefits of networking within the community. Schools may consider involvement with religious communities, charities, welfare and service groups and organisations. The syllabus enables students to interact with the ideas and perspectives of members of the wider community who may express beliefs and values different from their own.
PATHWAYS A course of study in Religion and Ethics can establish a basis for further education and employment in such fields as anthropology, the arts, education, journalism, politics, psychology, religious studies, sociology and social work. STRUCTURE Unit 1
Unit 2
Unit 3
Unit 4
Social Justice
Peace
World Religions and Spiritualities
Meaning, Purpose and Expression
19
ASSESSMENT Schools devise assessments in Units 1 and 2 to suit their local context. In Units 3 and 4 students complete four summative assessments. SUMMATIVE ASSESSMENT Unit 3
Unit 4
Assessment D1: Project — Religious and spiritual diversity
Assessment C1: Investigation — Religious or spiritual expression
Response requirements
Response requirements
Product
One of the following:
One of the following:
•
Multimodal (at least two modes delivered at the same time): up to 5 minutes, up to 6 A4 pages, or equivalent digital media
•
Spoken: up to 4 minutes, or signed equivalent
•
Written: up to 600 words
•
Multimodal (at least two modes delivered at the same time): up to 7 minutes, up to 10 A4 pages, or equivalent digital media
•
Spoken: up to 7 minutes, or signed equivalent
•
Written: up to 1000 words
Evaluation One of the following:
•
Multimodal (at least two modes delivered at the same time): up to 4 minutes, up to 4 A4 pages, or equivalent digital media
•
Spoken: up to 3 minutes, or signed equivalent
•
Written: up to 400 words
Assessment D2: Extended response — Expressions of spirituality Response requirements One of the following:
•
Multimodal (at least two modes delivered at the same time): up to 7 minutes, up to 10 A4 pages, or equivalent digital media
•
Spoken: up to 7 minutes, or signed equivalent
•
Written: up to 1000 words
Assessment C2: Project — Meaning and purpose Response requirements Product One of the following:
•
Multimodal (at least two modes delivered at the same time): up to 5 minutes, up to 6 A4 pages, or equivalent digital media
•
Spoken: up to 4 minutes, or signed equivalent
•
Written: up to up to 600 words
Evaluation One of the following:
•
Multimodal (at least two modes delivered at the same time): up to 4 minutes, up to 4 A4 pages, or equivalent digital media
•
Spoken: up to 3 minutes, or signed equivalent
•
Written: up to 400 words
20
MATHEMATICS
GENERAL MATHEMATICS
WATCH NOW
General senior subject General Mathematics’ major domains are Number and algebra, Measurement and geometry, Statistics, and Networks and matrices, building on the content of the P–10 Australian Curriculum. General 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. Students build on and develop key mathematical ideas, including rates and percentages, concepts from financial mathematics, linear and non-linear expressions, sequences, the use of matrices and networks to model and solve authentic problems, the use of trigonometry to find solutions to practical problems, and the exploration of real-world phenomena in statistics. PATHWAYS A course of study in General Mathematics can establish a basis for further education and employment in the fields of business, commerce, education, finance, IT, social science and the arts.
22
STRUCTURE Unit 1
Unit 2
Unit 3
Unit 4
Algebra Consumer arithmetic Shape and measurement Linear equations and their graphs
Application of linear
Bivariate data analysis 1 Bivariate data analysis 2 Time series analysis Growth and decay in sequences Earth geometry and time zones
Loans, investments, and annuities 1 Loans, investments, and annuities 2 Graphs and networks Networks and decision mathematics 1 Networks and decision mathematics 2
equations and their graphs Applications of trigonometry Matrices Univariate data analysis 1 Univariate data analysis 2
ASSESSMENT Schools devise assessments in Units 1 and 2 to suit their local context. In Units 3 and 4 students complete four summative assessments. The results from each of the assessments are added together to provide a subject score out of 100. Students will also receive an overall subject result (A–E). SUMMATIVE ASSESSMENTS Unit 3
Unit 4
Summative internal assessment 1 (IA1): Problem-solving and modelling task
20%
Summative internal assessment 2 (IA2): Examination
15%
Summative internal assessment 3 (IA3): Examination
15%
Summative external assessment (EA): 50% Examination
23
MATHEMATICAL METHODS
WATCH NOW
General Senior subject Mathematical Methods’ major domains are Algebra, Functions, relations and their graphs, Calculus and Statistics. Mathematical 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. Students learn topics that are developed systematically, with increasing levels of sophistication, complexity and connection, and build on algebra, functions and their graphs, and probability from the P–10 Australian Curriculum. PATHWAYS A course of study in Mathematical Methods can establish a basis for further education and employment in the fields of natural and physical sciences (especially physics and chemistry), mathematics and science education, medical and health sciences (including human biology, biomedical science, nanoscience and forensics) and engineering (including chemical, civil, electrical and mechanical engineering, avionics, communications and mining).
24
STRUCTURE Unit 1
Unit 2
Unit 3
Unit 4
Surds and quadratic functions Binomial expansion and cubic functions Functions and relations Trigonometric functions Probability
Exponential functions Logarithms and logarithmic functions Introduction to differential calculus Applications of differential calculus Further differentiation
Differentiation of exponential and logarithmic functions Differentiation of trigonometric functions and differentiation rules Further application of differentiation Introduction to integration Discrete random variables
Further integration Trigonometry Continuous random variables and the normal distribution Sampling and proportions Interval estimates and proportions
25
SUMMATIVE ASSESSMENTS Unit 3
Unit 4
Summative internal assessment 1 (IA1): Problem-solving and modelling task
20%
Summative internal assessment 2 (IA2): Examination
15%
Summative internal assessment 3 (IA3): Examination
15%
Summative external assessment (EA): 50% Examination
SPECIALIST MATHEMATICS
WATCH NOW
General senior subject Specialist Mathematics’ major domains are Vectors and matrices, Real and complex numbers, Trigonometry, Statistics and Calculus. Specialist Mathematics is designed for students who develop confidence in their mathematical knowledge and ability and gain a positive view of themselves as mathematics learners. Students learn topics that are developed systematically, with increasing levels of sophistication, complexity and connection, building on functions, calculus, statistics from Mathematical Methods, while vectors, complex numbers and matrices are introduced. Functions and calculus are essential for creating models of the physical world. Statistics are used to describe and analyse phenomena involving probability, uncertainty and variation. Matrices, complex numbers and vectors are essential tools for explaining abstract or complex relationships that occur in scientific and technological endeavours. PATHWAYS A course of study in Specialist Mathematics can establish a basis for further education and employment in the fields of science, all branches of mathematics and statistics,
26
computer science, medicine, engineering, finance and economics. STRUCTURE Specialist Mathematics is to be undertaken in conjunction with, or on completion of, Mathematical Methods. Unit 1
Unit 2
Unit 3
Unit 4
Combinatorics Vectors in the plane Introduction to proof Algebra of vectors in two dimensions Matrices
Complex numbers, Complex arithmetic and algebra Circle and geometric proofs Trigonometry and functions Matrices and transformations
Mathematical induction, and trigonometric proofs Further complex numbers Vectors in two and three dimensions Vector calculus Further matrices
Integration techniques Rates of change and differential equations Statistical inference Application of integral calculus Modelling motion
SUMMATIVE ASSESSMENTS Unit 3
Unit 4
Summative internal assessment 1 (IA1): Problem-solving and modelling task
20%
Summative internal assessment 2 (IA2): Examination
15%
Summative internal assessment 3 (IA3): Examination
15%
Summative external assessment (EA): 50% Examination
ESSENTIAL MATHEMATICS Applied senior subject Essential Mathematics’ major domains are Number, Data, Location and time, Measurement and Finance. Essential Mathematics benefits students because they develop skills that go beyond the traditional ideas of numeracy. Students develop their conceptual understanding when they undertake tasks that require them to connect mathematical concepts, operations and relations. They learn to recognise definitions, rules and facts from everyday mathematics and data, and to calculate using appropriate mathematical processes.
27
PATHWAYS A course of study in Essential Mathematics can establish a basis for further education and employment in the fields of trade, industry, business and community services. Students 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. STRUCTURE Unit 1
Unit 2
Unit 3
Unit 4
Number Representing data Managing Money
Data Collection Graphs Time and Motion
Measurement Scales, Plans and Models Probability and Relative Frequencies
Bivariate Graphs Summarising and Comparing Data Loans and Compound Interest
ASSESSMENT Schools devise assessments in Units 1 and 2 to suit their local context. In Units 3 and 4 students complete four summative assessments. Schools develop three summative internal assessments and the common internal assessment (CIA) is developed by the QCAA. SUMMATIVE ASSESSMENTS Unit 3
Unit 4
Summative internal assessment 1 (IA1): Problem-solving and modelling task
Summative internal assessment 3 (IA3): Problem-solving and modelling task
Summative internal assessment 2 (IA2): Common internal assessment (CIA)
Summative internal assessment (IA4): Examination
YEAR 11 & 12 CURRICULUM OVERVIEW
27 28
ENGLISH
WATCH NOW - Lilliana
ENGLISH General senior subject English focuses on the study of both literary texts and non-literary texts, developing students as independent, innovative and creative learners and thinkers who appreciate the aesthetic use of language, analyse perspectives and evidence, and challenge ideas and interpretations through the analysis and creation of varied texts. Students are offered opportunities to interpret and create texts for personal, cultural, social and aesthetic purposes. They learn how language varies according to context, purpose and audience, content, modes and mediums, and how to use it appropriately and effectively for a variety of purposes. Students have opportunities to engage with diverse texts to help them develop a sense of themselves, their world and their place in it. PATHWAYS A course of study in 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.
30
STRUCTURE Unit 1
Unit 2
Unit 3
Unit 4
Perspectives and texts • Examining and creating perspectives in texts • Responding to a variety of nonliterary and literary texts • Creating responses for public audiences and persuasive texts
Texts and culture • Examining and shaping representations of culture in texts • Responding to literary and nonliterary texts, including a focus on Australian texts • Creating imaginative and analytical texts
Textual connections • Exploring connections between texts • Examining different perspectives of the same issue in texts and shaping own perspectives • Creating responses for public audiences and persuasive texts
Close study of literary texts • Engaging with literary texts from diverse times and places • Responding to literary texts creatively and critically • Creating imaginative and analytical texts
SUMMATIVE ASSESSMENTS Unit 3
Unit 4
Summative internal assessment 1 (IA1): Extended response — persuasive spoken response
25%
Summative internal assessment 3 (IA3): Extended response — imaginative written response
25%
Summative internal assessment 2 (IA2): Extended response — written response for a public audience
25%
Summative external assessment (EA): Examination — analytical written response
25%
LITERATURE General senior subject Literature focuses on the study of literary texts, developing students as independent, innovative and creative learners and thinkers who appreciate the aesthetic use of language, analyse perspectives and evidence, and challenge ideas and interpretations through the analysis and creation of varied literary texts. Students engage with language and texts through a range of teaching and learning experiences to foster the skills to communicate effectively. They make choices about generic structures, language, textual features and technologies to participate actively in the dialogue and detail of literary analysis and the creation of imaginative and analytical texts in a range of modes, mediums and forms. Students explore how literary texts shape perceptions of the world and enable us to enter the worlds of others. They explore ways in which literary texts
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may reflect or challenge social and cultural ways of thinking and influence audiences.
PATHTHWAYS A course of study in Literature 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. STRUCTURE Unit 1
Unit 2
Unit 3
Unit 4
Introduction to literary studies • Ways literary texts are received and responded to
Texts and culture • Ways literary texts connect with each other — genre, concepts and contexts
Literature and identity • Relationship between language, culture and identity in literary texts
Independent explorations • Dynamic nature of literary interpretation
• Ways literary texts connect with each other — style and structure
• Power of language to represent ideas, events and people
• How textual choices affect readers • Creating analytical and imaginative texts
• Creating analytical and imaginative texts
• Creating analytical and imaginative texts
• Close examination of style, structure and subject matter • Creating analytical and imaginative texts
SUMMATIVE ASSESSMENTS Unit 3
Unit 4
Summative internal assessment 1 (IA1): • Examination — analytical written response
25%
Summative internal assessment 3 (IA3): • Extended response — imaginative written response
25%
Summative internal assessment 2 (IA2): • Extended response — imaginative spoken/multimodal response
25%
Summative external assessment (EA): • Examination — analytical written response
25%
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Extension English and Literature (YEAR 12 only) General senior subject English & Literature Extension provides students with ways they might understand themselves and the potential that literature has to expand the scope of their experiences. The subject assists students to ask critical questions about cultural assumptions, implicit values and differing world views encountered in an exploration of social, cultural and textual understandings about literary texts and the ways they might be interpreted and valued. In English & Literature Extension, students apply different theoretical approaches to analyse and evaluate a variety of literary texts and different ways readers might interpret these texts. They synthesise different interpretations and relevant theoretical approaches to produce written and spoken extended analytical and evaluative texts. The nature of the learning in this subject provides opportunities for students to work independently on intellectually challenging tasks. Students engage with a wide breadth of literature, and primarily, identify their own texts for independent study. PATHWAYS A course of study in Extension English and Literature promotes open-mindedness, independent learning, critical awareness and intellectual flexibility — skills that prepare students for local and global citizenship, and for lifelong learning across a wide range of contexts.
STRUCTURE
Unit 3 Summative internal assessment 1 (IA1): • Reading and defence Summative internal assessment 2 (IA2): • Defence of a complex transformation
Unit 4 20%
20%
Summative internal assessment 3 (IA3): 35% • Academic research paper Summative external assessment (EA): • Examination — extended response
25%
PREREQUISITE Entry into this subject is through application to Dean of Senior Studies, and students should have achieved at least a B in English and/or Literature in Year 11.
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ESSENTIAL ENGLISH Applied senior subject Essential 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. Students recognise language and texts as relevant in their lives now and in the future and learn to understand, accept, or challenge the values and attitudes in these texts. Students engage with language and texts to foster skills to communicate confidently and effectively in Standard Australian English in a variety of contemporary contexts and social situations, including everyday social, community, further education and work-related contexts. They choose generic structures, language, language features and technologies to best convey meaning. They develop skills to read for meaning and purpose, and to use, critique and appreciate a range of contemporary literary and non-literary texts. PATHWAYS A course of study in Essential 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. STRUCTURE Unit 1
Unit 2
Unit 3
Unit 4
Language that works Responding to a variety of texts used in and developed for a work context Creating multimodal and written texts
Texts and human experiences Responding to reflective and nonfiction texts that explore human experiences Creating spoken and written texts
Language that influences Creating and shaping perspectives on community, local and global issues in texts Responding to texts that seek to influence audiences
Representations and popular culture texts Responding to popular culture texts Creating representations of Australian identifies, places, events and concepts
SUMMATIVE ASSESSMENTS Unit 3
Unit 4
Summative internal assessment 1 (IA1): Extended response — spoken/signed response
Summative internal assessment 3 (IA3): Extended response — Multimodal response
Summative internal assessment 2 (IA2): Common internal assessment (CIA)
Summative internal assessment (IA4): Extended response — Written response
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ELECTIVES
HUMANITIES LEGAL STUDIES
General senior subject alternate sequence Legal 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. Students study the foundations of law, the criminal justice process and the civil justice system. They critically examine issues of governance, explore contemporary issues of law reform and change, and consider Australian and international human rights issues. PATHWAYS A course of study in Legal Studies can establish a basis for further education and employment in the fields of law, law enforcement, criminology, justice studies and politics. 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 develop are universally valued in business, health, science, and engineering industries.
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STRUCTURE Legal Studies is delivered using the QCAA Alternative Sequence (AS). AS Unit 1
AS Unit 2
AS Unit 3
AS Unit 4
Balance of probabilities • Civil law foundations • Contractual obligations • Negligence and the duty of care
Law, governance and change • Governance in Australia • Law reform within a dynamic society
Beyond reasonable doubt • Legal foundations • Criminal investigation process • Criminal trial process • Punishment and sentencing
Human rights in legal contexts • Human rights • The effectiveness of international law • Human rights in Australian contexts
SUMMATIVE ASSESSMENTS AS Unit 1 Summative – internal Assessment 1: Examination – Combination Response (25%)
AS Unit 2 Summative Internal Assessment 3: Investigation – argumentative essay (25%)
AS Unit 3 Summative – internal Assessment 1: Examination – Combination Response (25%)
AS Unit 4 Summative Internal Assessment 3: Investigation – argumentative essay (25%)
AS Unit 1 Summative Internal Assessment 2: Investigation Inquiry Report (25%)
AS Unit 2 Summative – external assessment: Examination – Combination Response (25%)
AS Unit 3 Summative Internal Assessment 2: Investigation Inquiry Report (25%)
AS Unit 4 Summative – External Assessment: Examination – Combination Response (25%)
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MODERN HISTORY
General senior subject alternate sequence Modern History provides opportunities for students to 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 enables students to empathise with others and make meaningful connections between the past, present and possible futures. Students learn that the past is contestable and tentative. Through inquiry into ideas, movements, national experiences and international experiences they discover how the past consists of various perspectives and interpretations. PATHWAYS A course of study in Modern History can establish a basis for further education and employment in the fields of history, education, psychology, sociology, law, business, economics, politics, journalism, the media, writing, academia and strategic analysis.
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STRUCTURE Unit 1
Unit 2
Unit 3
Unit 4
Ideas in the modern world Australian Frontier Wars and Colonialism Russian Revolution, 1905–1920s
Movements in the modern world African American Civil Rights Movement Anti – Apartheid Movement in South Africa
National experiences in the modern world Germany,1914–1945 - The Rise of Hitler Soviet Union 1924 – 1953 – The Rise of Stalin
International experiences in the modern world Cold War Australian engagement with Asia since 1945
SUMMATIVE ASSESSMENTS Unit 3
Unit 4
Summative internal assessment 1 (IA1): Examination — essay in response to historical sources
25%
Summative internal assessment 3 (IA3): Investigation — historical essay based on research
25%
Summative internal assessment 2 (IA2): Independent source investigation
25%
Summative external assessment (EA): Examination — short responses to historical sources
25%
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ECONOMICS
General senior subject The discipline of economics is integral to every aspect of our lives: our employment opportunities, business operations and living standards. The subject challenges us to use evidence and be innovative when solving problems in a world of complex global relationships and trends, where a knowledge of economic forces and flows leads to better decisions. In Economics, decision-making is core: how to allocate and distribute scarce resources to maximise well-being. Economic literacy is essential for understanding current issues: to make informed judgments and participate effectively in society. Students develop knowledge and cognitive skills to comprehend, apply analytical processes and use economic knowledge. They examine data and information to determine validity and consider economic policies from various perspectives. Economic models and analytical tools are used to investigate and evaluate outcomes to draw conclusions. In the process, students appreciate ideas, viewpoints and values underlying economic issues.
PATHWAYS The Economics Alternative Sequence (AS) is suited to students who are interested in pathways beyond school that lead to tertiary studies, vocational education or work. A course of study in Economics can establish a basis for further education and employment in the fields of economics, econometrics, management, data analytics, business, accounting, finance, actuarial science, law and political science. Economics is an excellent complement for students who want to solve realworld science or environmental problems and participate in government policy debates. It provides a competitive advantage for career options where students are aiming for management roles and developing their entrepreneurial skills to create business opportunities as agents of innovation.
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STRUCTURE Unit 1 Economic Problems and Flows • Topic 1 – The Economic problem • Topic 2 – Economic flows in an open economy • Topic 3 – Modified markets – public and merit goods • Topic 4 – Inequality in Australia
Unit 2 International Economics • • •
Topic 1 – International Economic Issues Topic 2 – The Global Economy Topic 3 – Global impacts of resource misallocation
Unit 3 Economic Problems and Markets • Topic 1 – The Australian Economy • Topic 2 – Market forces • Topic 3 – Market failure and consequences • Topic 4 – Market concentration issues
Unit 4 Contemporary Macro Economics •
•
Topic 1 – Macroeconomics objectives and theories Topic 2 – Economic Management
ASSESSMENT AS Unit 1 Summative – internal Assessment 1: Examination – Combination Response (25%)
AS Unit 2 Summative Internal Assessment 3: Examination – Extended Response to Stimulus (25%)
AS Unit 3 Summative – internal Assessment 1: Examination – Combination Response (25%)
AS Unit 4 Summative Internal Assessment 3: Examination – Extended Response to Stimulus (25%)
AS Unit 1 Summative Internal Assessment 2: Investigation Research Report (25%)
AS Unit 2 Summative – internal Assessment 1: Examination – Combination Response (25%)
AS Unit 3 Summative Internal Assessment 2: Investigation Research Report (25%)
AS Unit 4 Summative – external Assessment 1: Examination – Combination Response (25%)
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GEOGRAPHY
WATCH NOW
General senior subject Geography teaches us about the significance of ‘place’ and ‘space’ in understanding our world. These two concepts are foundational to the discipline, with the concepts of environment, interconnection, sustainability, scale and change building on this foundation. By observing and measuring spatial, environmental, economic, political, social and cultural factors, geography provides a way of thinking about contemporary challenges and opportunities. Teaching and learning in Geography are underpinned by inquiry, through which students investigate places in Australia and across the globe. When students think geographically, they observe, gather, organise, analyse and present data and information across a range of scales.
PATHWAYS The Geography Alternative Sequence (AS) is suited to students who are interested in pathways beyond school that lead to tertiary studies, vocational education or work. A course of study in Geography can establish a basis for further education and employment in the fields of urban and environmental design, planning and management; biological and environmental science; conservation and land management; emergency response and hazard management; oceanography, surveying, global security, economics, business, law, engineering, architecture, information technology, and science. These pathways draw on the skills acquired through understanding and using spatial technologies.
COURSE STRUCTURE Unit 1 – Planning Sustainable Places •
•
Managing challenges facing a megacity Responding to challenges facing a place in Australia
Unit 2 – Responding to risk and vulnerability in hazard zones • Ecological hazard zones • Natural hazard zones
Unit 3 – Responding to land cover transformations •
•
Land cover transformations and climate change Responding to local land cover transformations
Unit 4 – Managing population change • •
Population challenges in Australia Global population change
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ASSESSMENT AS Unit 1 Summative Internal Assessment 1: Examination Combination Response (25%) AS Unit 1 Summative Internal Assessment 2: Investigation – Field Report (25%)
AS Unit 2 Summative Internal Assessment 3: Investigation Data Report (25%)
AS Unit 3 Summative Internal Assessment 1: Examination Combination Response (25%)
AS Unit 2 Summative Internal Assessment 4: Investigation Data Report (25%)
AS Unit 2 Summative External Assessment: Examination Combination Response (25%)
AS Unit 3 Summative Internal Assessment 2: Investigation – Field Report (25%)
AS Unit 4 Summative External Assessment: Examination Combination Response (25%)
TOURISM
WATCH NOW
Applied Senior Subject Rationale Tourism is one of the world’s largest industries, directly employing approximately 105 million people and accounting for 9.8% of the global gross domestic product. Tourism is also one of Australia’s most important industries, assuming increasing value as a source of expanding business and employment opportunities. ‘Tourism industry’ is an umbrella term used to describe the complex and diverse businesses and associated activities that provide goods and services to tourists who may be engaging in entertainment, culture, conferences, adventure, shopping, dining, challenges and self-development or visiting friends and relatives. The Tourism Applied syllabus is designed to give students a variety of intellectual, technical, operational and workplace skills. It enables 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.
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PATHWAYS A 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.
COURSE OUTLINE Students will study 3 core units over the 2-year program: • Tourism as an industry • The travel experience • Sustainable tourism.
Students will also study selected electives from the following: •
Technology and Tourism
•
Forms of Tourism
•
Tourist Destinations and Attractions
•
Tourism Marketing
•
Types of Tourism
•
Tourism Client groups
ASSESSMENT Assessment will comprise 4 pieces of assessment in Year 11 and 4 pieces of assessment in Year 12. Assessment each year will be: •
Project
•
Investigation
•
Extended Response to Stimulus
•
Examination
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SCIENCE BIOLOGY
General senior subject Biology provides opportunities for students to engage with living systems. Students develop their understanding of cells and multicellular organisms. They engage with the concept of maintaining the internal environment. They study biodiversity and the interconnectedness of life. This knowledge is linked with the concepts of heredity and the continuity of life. Students learn and apply aspects of the knowledge and skills of the discipline (thinking, experimentation, problem-solving and research skills), understand how it works and how it may impact society. They develop their sense of wonder and curiosity about life; respect for all living things and the environment; understanding of biological systems, concepts, theories and models; appreciation of how biological knowledge has developed over time and continues to develop; a sense of how biological knowledge influences society.
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PATHWAYS A course of study in Biology can establish a basis for further education and employment in the fields of medicine, forensics, veterinary, food and marine sciences, agriculture, biotechnology, environmental rehabilitation, biosecurity, quarantine, conservation and sustainability. STRUCTURE Unit 1
Unit 2
Unit 3
Unit 4
Cells and multicellular organisms Cells as the basis of life Multicellular organisms
Maintaining the internal environment Homeostasis Infectious diseases
Biodiversity and the interconnectedness of life Describing biodiversity Ecosystem dynamics
Heredity and continuity of life DNA, genes and the continuity of life Continuity of life on Earth
SUMMATIVE ASSESSMENTS Unit 3
Unit 4
Summative internal assessment 1 (IA1): Data test
10%
Summative internal assessment 2 (IA2): Student experiment
20%
Summative internal assessment 3 (IA3): Research investigation
20%
Summative external assessment (EA): 50% Examination
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CHEMISTRY
General senior subject Chemistry is the study of materials and their properties and structure. Students study atomic theory, chemical bonding, and the structure and properties of elements and compounds. They explore intermolecular forces, gases, aqueous solutions, acidity, and rates of reaction. They study equilibrium processes and redox reactions. They explore organic chemistry, synthesis, and design to examine the characteristic chemical properties and chemical reactions displayed by different classes of organic compounds. Students develop their appreciation of chemistry and its usefulness; understanding of chemical theories, models and chemical systems; expertise in conducting scientific investigations. They critically evaluate and debate scientific arguments and claims to solve problems and generate informed, responsible and ethical conclusions, and communicate chemical understanding and findings through the use of appropriate representations, language and nomenclature. PATHWAYS A course of study in Chemistry can establish a basis for further education and employment in the fields of forensic science, environmental science, engineering, medicine, pharmacy, and sports science.
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STRUCTURE Unit 1
Unit 2
Unit 3
Unit 4
Chemical fundamentals — structure, properties and reactions Properties and structure of atoms Properties and structure of materials Chemical reactions — reactants, products and energy change
Molecular interactions and reactions Intermolecular forces and gases Aqueous solutions and acidity Rates of chemical reactions
Equilibrium, acids and redox reactions Chemical equilibrium systems Oxidation and reduction
Structure, synthesis and design Properties and structure of organic materials Chemical synthesis and design
SUMMATIVE ASSESSMENTS Unit 3
Unit 4
Summative internal assessment 1 (IA1): Data test
10%
Summative internal assessment 2 (IA2): Student experiment
20%
Summative internal assessment 3 (IA3): Research investigation
20%
Summative external assessment (EA): 50% Examination
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PHYSICS
General senior subject Physics provides opportunities for students to engage with classical and modern understandings of the universe. Students learn about the fundamental concepts of thermodynamics, electricity and nuclear processes; and about the concepts and theories that predict and describe the linear motion of objects. Further, they explore how scientists explain some phenomena using an understanding of waves. They engage with the concept of gravitational and electromagnetic fields, and the relevant forces associated with them. They study modern physics theories and models that, despite being counterintuitive, are fundamental to our understanding of many common observable phenomena. Students develop appreciation of the contribution physics makes to society: understanding that diverse natural phenomena may be explained, analysed and predicted using concepts, models and theories that provide a reliable basis for action; and that natter and energy interact in physical systems across a range of scales. They understand how models and theories are refined, and new ones developed in physics; investigate phenomena and solve problems; collect and analyse data; and interpret evidence. Students use accurate and precise measurement, valid and reliable evidence, and scepticism and intellectual rigour to evaluate claims; and communicate physics understanding, findings, arguments and conclusions using appropriate representations, modes and genres.
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PATHWAYS A course of study in Physics can establish a basis for further education and employment in the fields of science, engineering, medicine and technology. STRUCTURE Unit 1
Unit 2
Unit 3
Unit 4
Thermal, nuclear and electrical physics Heating processes Ionising radiation and nuclear reactions Electrical circuits
Linear motion and waves Linear motion and force Waves
Gravity and electromagnetism Gravity and motion Electromagnetism
Revolutions in modern physics Special relativity Quantum theory The Standard Model
SUMMATIVE ASSESSMENTS Unit 3
Unit 4
Summative internal assessment 1 (IA1): Data test
10%
Summative internal assessment 2 (IA2): Student experiment
20%
Summative internal assessment 3 (IA3): Research investigation
20%
Summative external assessment (EA): 50% Examination
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ENGINEERING
General senior subject Engineering includes the study of mechanics, materials science and control technologies through real-world engineering contexts where students engage in problem-based learning. Students learn to explore complex, open-ended problems and develop engineered solutions. They recognise and describe engineering problems, determine solution success criteria, develop and communicate ideas and predict, generate, evaluate and refine real-world-related solutions. Students justify their decision-making and acknowledge the societal, economic and environmental sustainability of their engineered solutions. The problem-based learning framework in Engineering encourages students to become self-directed learners and develop beneficial collaboration and management skills. PATHWAYS A course of study in Engineering can establish a basis for further education and employment in the fields of science, engineering and technology
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STRUCTURE Unit 1
Unit 2
Unit 3
Unit 4
Engineering fundamentals Students learn about engineering’s role in solving global and local societal problems in order to improve the human condition.
Emerging technologies Students explore the needs of contemporary and future societies. Students investigate the emergence of new materials, processes and machines developed to solve problems in relation to rapidly evolving needs.
Civil structures Students investigate civil structures to examine the benefits and the social and environmental consequences of their construction and use.
Machines and mechanisms Students investigate the functional requirements of machines and mechanisms and establish a working knowledge of their operation in realworld contexts.
SUMMATIVE ASSESSMENTS Unit 3
Unit 4
Summative internal assessment 1 (IA1): Engineered solution
25%
Summative internal assessment 1 (IA3): Engineered solution
25%
Summative internal assessment 2 (IA2): Examination – Combination response
25%
Summative internal assessment 2 (IA4): Examination – Combination response
25%
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SCIENCE IN PRACTICE
Applied senior subject The core of Science in Practice focuses on ‘Scientific literacy and working scientifically’, ‘Workplace health and safety’, and ‘Communication and self-management’. Science in Practice uses a contextualised approach, where modules of work deliver the core through electives — ‘Science for the workplace’, ‘Resources, energy and sustainability’, ‘Health and lifestyles’, ‘Environments’, and ‘Discovery and change’. Learning experiences within modules of work are interdisciplinary, including aspects of at least two science disciplines — Biology, Chemistry, Earth and Environmental Science and Physics. The objectives of the course ensure that students apply what they know and understand to plan investigations, analyse research and evaluate evidence. PATHWAYS A course of study in Biology can establish a basis for further education and employment in the fields of food and marine sciences, agriculture, animal welfare, environmental rehabilitation, biosecurity, quarantine, and recreation and tourism.
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STRUCTURE
SUMMATIVE ASSESSMENTS
YEAR 11 & 12 CURRICULUM OVERVIEW
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HEALTH & PHYSICAL EDUCATION
PHYSICAL EDUCATION
WATCH NOW - Abbi
General senior subject Physical Education provides students with knowledge, understanding and skills to explore and enhance their own and others’ 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 optimise their engagement and performance in physical activity as they develop an understanding and appreciation of the interconnectedness of these dimensions. 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 movement strategies.
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PATHWAYS A 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. STRUCTURE Unit 1
Unit 2
Unit 3
Unit 4
Motor learning, functional anatomy, biomechanics in physical activity
Sport psychology and equity in physical activity
Tactical awareness and ethics in physical activity
Energy, fitness and training in physical activity
SUMMATIVE ASSESSMENTS Unit 3
Unit 4
Summative internal assessment 1 (IA1): Project — folio
25%
Summative internal assessment 3 (IA3): Project — folio
25%
Summative internal assessment 2 (IA2): Investigation — report
25%
Summative external assessment (EA): Examination — combination response
25%
SPORT AND RECREATION
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. What will students learn? In studying Sport & Recreation, students will learn about sport and recreation in the community, sport, recreation and healthy living, health and safety in sport and recreation activities, and personal and interpersonal skills in sport and recreation activities. Students will complete the following assessments: • • • • •
project investigation extended response performance examination.
Pathways Studying Sport & Recreation can lead to fitness, outdoor recreation, education, sports administration, community health, recreation, and sport performance.
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THE ARTS
MUSIC
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Music is an intellectually engaging intersection of lateral thought and practice. Creative and expressive communication is central to the course of study. The study of music combines the development of cognitive, psychomotor and affective domains through making and responding to music. The development of musicianship through making (composing and performance) and responding (musicology) is at the centre of the study of music. Through composition, performance and musicology, students use and apply music elements and concepts. They apply their knowledge and understanding to convey meaning and/or emotion to an audience. Students use essential literacy skills to engage in a multimodal world. They demonstrate practical music skills and analyse and evaluate music in a variety of contexts, styles and genres. Pathways: Music is a General subject suited to students who are interested in pathways beyond school that lead to tertiary studies, vocational education or work. A course of study in Music can establish a basis for further education and employment in the fields of arts administration and management, communication, education, creative industries, public relations and science and technology. Objectives: By the conclusion of the course of study, students will:
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• demonstrate technical skills • explain the use of music elements and concepts • use music elements and concepts • analyse music • apply compositional devices • apply literacy skills • interpret music elements and concepts • evaluate music to justify the use of music elements and concepts • realise music ideas • resolve music ideas
AS Unit 1
AS Unit 2
AS Unit 3
AS Unit 4
Designs
Identities
Innovations
Narratives
How the treatment and combination of different music elements enable musicians to design music that communicates meaning through performance and composition.
How musicians use musical emblements, concepts and practices to communicate cultural, political social and personal identities and messages when performing, composing and responding to music.
How musicians incorporate innovative music practices to communicate meaning when performing and composing.
How musicians manipulate music elements to communicate narrative when performing, composing and responding to music.
SUMMATIVE ASSESSMENTS AS Unit 1 Summative – internal Assessment 1: Performance (20%)
AS Unit 2 Summative Internal Assessment 3: Integrated project (35%)
AS Unit 3 Summative – internal Assessment 1: Performance (20%)
AS Unit 4 Summative Internal Assessment 3: Integrated Project (35%)
AS Unit 1 Summative Internal Assessment 2: Composition (20%)
AS Unit 2 Summative – external assessment: Examination – Extended Response (25%)
AS Unit 3 Summative Internal Assessment 2: Composition (20%)
AS Unit 4 Summative – External Assessment: Examination – Extended Response (25%)
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MUSIC EXTENSION (Year 12 only) In Music Extension, students follow an individual program of study designed to continue the development of refined musicianship skills. Music Extension encourages students to investigate music concepts and ideas relevant to their specialisation.
There are three branches or specialisations of Music Extension students can follow in Year 12: Composition, Musicology or Performance. •
In the Composition specialisation, students create and resolve new music works. They demonstrate use of music concepts and manipulate music concepts to express meaning and/or emotion to an audience through resolved compositions.
•
In the Musicology specialization, students investigate and analyse music works and ideas. They synthesise analytical information about music, and document sources and references about music to support research.
•
In the Performance specialisation, students realise music works, demonstrating technical skills and understanding. They make decisions about music, interpret music elements and concepts, and realise music ideas in their performances
Pathways Music Extension prepares students for a future of unimagined possibilities, helping them to become selfmotivated and emotionally aware. As a unique means of expression, music makes a profound contribution to personal, social and cultural identities. As they develop highly transferable and flexible skills, students become adaptable and innovative problem-solvers and collaborative team members who make informed decisions. As enquirers, students develop their ability to analyse and critically evaluate. Literacy in Music Extension is an essential skill for composers, musicologists and performers, and learning in Music Extension prepares students to engage in a multimodal world
STRUCTURE Unit 3 Summative internal assessment 1 (IA1): • Performance • Composition • Investigation (Musicology) Summative internal assessment 2 (IA2): • Performance • Composition • Investigation (Musicology)
Unit 4 20%
20%
Summative internal assessment 3 (IA3): 35% • Performance project • Composition project • Musicology project Summative external assessment (EA): • Examination — extended response
25%
PREREQUISITE Entry into this subject is through application to Dean of Senior Studies, and students should have achieved at least a B in Music in Year 11
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DRAMA
General senior subject Drama fosters creative and expressive communication. It interrogates the human experience by investigating, communicating and embodying stories, experiences, emotions and ideas that reflect the human experience. It engages students in imaginative meaning-making processes and involves them using a range of artistic skills as they make and respond to dramatic works. Students experience, reflect on, understand, communicate, collaborate and appreciate different perspectives of themselves, others and the world in which they live. They learn about the dramatic languages and how these contribute to the creation, interpretation and critique of dramatic action and meaning for a range of purposes. They study a range of forms, styles and their conventions in a variety of inherited traditions, current practice and emerging trends, including those from different cultures and contexts. PATHWAYS A course of study in Drama can establish a basis for further education and employment in the field of drama, and to broader areas in creative industries and cultural institutions, including arts administration and management, communication, education, public relations, research and science and technology.
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STRUCTURE Unit 1
Unit 2
Unit 3
Unit 4
Share How does drama promote shared understandings of the human experience? cultural inheritances of storytelling oral history and emerging practices a range of linear and non-linear forms
Reflect How is drama shaped to reflect lived experience? Realism, including Magical Realism, Australian Gothic associated conventions of styles and texts
Challenge How can we use drama to challenge our understanding of humanity? Theatre of Social Comment, including Theatre of the Absurd and Epic Theatre associated conventions of styles and texts
Transform How can you transform dramatic practice? Contemporary performance associated conventions of styles and texts inherited texts as stimulus
SUMMATIVE ASSESSMENTS Unit 3
Unit 4
Summative internal assessment 1 (IA1): Performance
20%
Summative internal assessment 2 (IA2): Project — dramatic concept
20%
Summative internal assessment 3 (IA3): Project — practice-led project
35%
Summative external assessment (EA): 25% Examination — extended response
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VISUAL ART
General senior subject Visual Art provides students with opportunities to understand and appreciate the role of visual art in past and present traditions and cultures, as well as the contributions of contemporary visual artists and their aesthetic, historical and cultural influences. Students interact with artists, artworks, institutions and communities to enrich their experiences and understandings of their own and others’ art practices. PATHWAYS A course of study in Visual Art can establish a basis for further education and employment in the fields of arts practice, design, craft, and information technologies; broader areas in creative industries and cultural institutions; and diverse fields that use skills inherent in the subject, including advertising, arts administration and management, communication, design, education, galleries and museums, film and television, public relations, and science and technology.
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STRUCTURE Unit 1
Unit 2
Unit 3
Unit 4
Art as lens Through inquiry learning, the following are explored: Concept: lenses to explore the material world Contexts: personal and contemporary Focus: People, place, objects Media: 2D, 3D, and time-based
Art as code Through inquiry learning, the following are explored: Concept: art as a coded visual language Contexts: formal and cultural Focus: Codes, symbols, signs and art conventions Media: 2D, 3D, and time-based
Art as knowledge Through inquiry learning, the following are explored: Concept: constructing knowledge as artist and audience Contexts: contemporary, personal, cultural and/or formal Focus: studentdirected Media: studentdirected
Art as alternate Through inquiry learning, the following are explored: Concept: evolving alternate representations and meaning Contexts: contemporary and personal, cultural and/or formal Focus: continued exploration of Unit 3 student-directed focus Media: studentdirected
SUMMATIVE ASSESSMENTS Unit 3
Unit 4
Summative internal assessment 1 (IA1): Investigation — inquiry phase 1
15%
Summative internal assessment 2 (IA2): Project — inquiry phase 2
25%
Summative internal assessment 3 (IA3): Project — inquiry phase 3
35%
Summative external assessment (EA): 25% Examination
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VISUAL ART IN PRACTICE
Applied senior subject Visual 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. In studying Visual Arts in Practice, students will learn about: • • •
visual mediums, technologies and techniques visual literacies and contexts artwork realisation
PATHWAYS Studying Visual Arts in Practice can lead to: • • • • •
advertising animation ceramics decorating design
• • • •
drafting illustrating make-up artistry photography
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STRUCTURE
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YEAR 11 & 12 CURRICULUM OVERVIEW
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YOUR PATHWAY
YOUR PATHWAY
WATCH NOW - Andrea
At Mary MacKillop Catholic College we believe that education is based on the principals that bring fullness of life as we walk with our students to deliver them to the path they want. Career development and vocational education training are an integral part of the learning curriculum for our students. Today, career development incorporates everything we do, and it is an important step in preparing students through participation in education and work experience, steps to successfully transition students with the assistance of employers and industry, from school to further education, training and employment. The Your Pathway section of the website gives you access to the College Careers Portal which is a valuable tool to assist students and their families to discover and navigate their chosen pathway. The work experience program conducted with students early in Year 10, is an outstanding opportunity for students to discover the world of work and expand their knowledge of career opportunities.
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USQ Head Start program is strongly supported by the College, and is offered to our Year 10, 11 and 12 students. It is an academic extension program where students can study one university course during a semester, allowing them to get a head start on their university studies early. The benefits of completing a Head Start course include university credits, direct entry for some courses, accumulating QCE points and saving money, as it’s free.
VET PATHWAYS
Students in Year 10, 11 and 12 have the opportunity to complete a school-based apprenticeship and traineeship. Students combine training with working in a real job, for a real boss with a real wage. Students work towards completing a certificate qualification, learning skills at work and under the guidance of a training provider. To start a school-based apprenticeship or traineeship, you must find an employer and have the support of your parents or guardians and your school. The College also receives information from local businesses seeking students to work for them. Just like applying for any other job, students will be required to submit a job application which includes a resume and cover letter. Students may be required to undertake an interview and work experience before being offered a traineeship by the business.
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There are significant benefits in a student undertaking a school-based apprenticeship/traineeship. These include: •
An education and a job
•
Learn the latest knowledge and skills
•
Get paid while you learn
•
Work towards achieving a nationally recognised qualification
•
Hands on experiences in a real job
•
Skills and experience to help you go on to tertiary study
•
Attain QCE points
•
A great way to transition from school to work
•
A sense of achievement
•
A great start to your career
Our College VET Coordinator will assist students with additional information.
YEAR 11 & 12 CURRICULUM OVERVIEW
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CERTIFICATE III IN AVIATION – REMOTE PILOT
Nationally recognised Certificate III qualification.
This course is delivered by Skills Generation (RTO 41008) and designed in line with the competencies developed by Industry Skills Australia. The AVI30419 qualification is the industry standard for those wishing to enter the unmanned industry and begin operating drones for business purposes. In addition to the Certificate III qualification, students will have the opportunity to undertake additional study to obtain their Civil Aviation Safety Authority Remote Pilot License (CASA RePL). RTO
41008 Skills Generation Pty Ltd.
COST
The AVI30419 qualification is VETiS funded under the Queensland Governments VET Investment Budget. If a student is not eligible for VETiS funding, please speak with your VET Coordinator for a fee for service price. When completing the AVI30419 Certificate III as a standalone course, the cost of the Civil Aviation Safety Authority (CASA) Remote Pilot License is covered by VETiS funding. If the student is ineligible for VETiS funding the cost for the CASA License is an additional $600.00 per person.
P REREQUISITES
Not Applicable.
DELIVERY
This course is delivered over 4 school terms by Skills Generation approved and CASA licensed trainers/assessors. Training is delivered in accordance with relevant regulatory requirements of CASA and national operating standards. Classes are timetabled by the school and may include after-hours attendance for flying practice. Attendance in the after-school component is mandatory if classes are scheduled at this time.
ASSESSMENT
Resources and assessments are submitted through Skills Generation’s e-portal and all content remains the intellectual property of Skills Generation. Students must have a fully charged laptop for every timetabled session. Course work includes written projects, online tests, and practical assessments of remote piloting skills. Students are required to manage their online submissions; as well as meeting the deadlines of their assessments.
QCE
Successful completion of AVI30419 awards up to 6 QCE credits when all units of competency are completed.
ATAR
This course can contribute to ATAR calculation upon successful completion.
AP P LICATIO N
Through the school’s VET Coordinator / careers Counseller. A USI number will be required for enrolment purposes. To create or recover a student’s USI number, please visit www.usi.gov.au. Students will need to use their full legal name prior to application.
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CPC20220 – CERTIFICATE II IN CONSTRUCTION PATHWAYS
Description This is a two-year practical course that requires students to become competent in skills necessary for entry into several building and construction trades. The units of competency cover: •
essential work health and safety requirements
•
the industrial and work organisation structure
•
communication skills
•
work planning
•
basic use of tools and materials.
PATHWAYS This qualification provides an introduction to the construction industry, its culture, occupations, job roles and workplace expectations. Completion of this qualification is a useful step towards the following career pathways: •
Carpenter
•
Painter
•
Bricklayer
•
Plumber
•
Tiler
•
Civil Construction.
•
Plasterer
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COST This course is VETiS funded. Therefore, this course will be free for students who have not used up their VETiS funding. If students have already used their VETiS funding, the cost of the course will be $1800 (subject to change per year, as specified by DGT Employment and Training).
STRUCTURE This program is delivered at the student’s school as part of their timetabled classes by DGT Employment and Training qualified trainers and assessors. Secondary school students are enrolled as a student with DGT Employment and Training, and their qualification or statement of attainment is issued by DGT Employment and Training. Training and assessment are via DGT Employment and Training’s blended mode of delivery which comprises both on-line training and face to face classroom-based training at the school workshop. DGT Employment and Training trainers and assessors attend the school on a structured basis throughout the school year. DGT Employment and Training are responsible for all training and assessment.
Unit Code
Unit Name
CPCCWHS1001#
Prepare to work safely in the construction industry
CPCCCM2005*
Use construction tools and equipment
CPCCOM1014
Conduct workplace communication
CPCCOM2001*
Read and interpret plans and specifications
CPCCCM2004*
Handle construction materials
CPCCCM1011
Undertake basic estimation and costing
CPCCOM1012
Work effectively and sustainably in the construction industry
CPCCOM1013 CPCCVE1011*
CPCCOM1015 CPCCCA2002* CPCCCM2006
Plan and organise work Undertake a basic construction project Apply WHS requirements, policies and procedures in the construction industry Carry out measurements and calculations Use carpentry tools and equipment Apply basic levelling procedures
CPCCWF2002*
Use wall and floor tiling tools and equipment
CPCCWHS2001
Elective units are subject to change prior to the commencement of the program. This is to ensure alignment to current industry practices. # Mandatory Workplace Health and Safety (WHS) training - The unit CPCCWHS1001 Prepare to work safely in the construction industry is designed to meet WHSQ regulatory authority requirements for General Construction Induction Training (GCIT) and must be achieved before access to any building and construction work site. Successful completion of this unit of competency as part of this Blue Dog Training VETiS program will result in the student being issued with a Workplace Health and Safety Queensland Construction Induction ‘White Card’.
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MEM20422 CERTIFICATE II IN ENGINEERING PATHWAYS
DGT Employment and Training - RTO: 1719 Description This is a two-year practical course that requires students to become competent in skills necessary for entry into several engineering trades. This qualification: • •
will equip graduates with knowledge and skills that will enhance their prospects of employment in an engineering or related working environment delivers broad-based underpinning skills and knowledge in a range of engineering and manufacturing tasks that will enhance the graduate’s entry-level employment prospects for apprenticeships, traineeships or general employment in an engineeringrelated workplace.
PATHWAYS Completion of this qualification is a useful step towards the following career pathways: • Diesel Fitter • Fabrication • Sheet Metal Worker • Fitter and Turner/Machinist
COST This course is VETiS funded. Therefore, this course will be free for students who have not used up their VETiS funding. If students have already used their VETiS funding, the cost of the course will be $1800 (subject to change per year, as specified by DGT Employment and Training). STRUCTURE This program is delivered at the student’s school as part of their timetabled classes by DGT Employment and Training qualified trainers and assessors. Secondary school students are enrolled as a student with DGT Employment and Training, and their qualification or statement of attainment is issued by DGT Employment and Training. Training and assessment are via DGT Employment and Training’s blended mode of delivery which comprises both online training and face to face classroom-based training at the school workshop. DGT Employment and Training trainers and assessors attend the school on a structured basis throughout the school year. DGT Employment and Training are responsible for all training and assessment.
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Core
MEM13014A MEMPE005 MSAENV272 MEMPE006A
Elective
MSAPMSUP106 MEMPE002A MEM16008A MEMPE004A MEM16006A MEM18001C MEM18002B MEMPE001A
Apply principles of occupational health and safety in the work environment Develop a career plan for the engineering and manufacturing industry Participate in environmentally sustainable work practices Undertake a basic engineering project
Work in a team Use electric welding machines Interact with computing technology Use fabrication equipment Organise and communicate information Use hand tools Use power tools/handheld operation Use engineering workshop machines
NOTE: Elective units are subject to change prior to the commencement of the program. This is to ensure alignment to current industry practices. Notes: *Prerequisite units of competency - An asterisk (*) against a unit of competency code in the list above indicates there is a prerequisite requirement that must be met. Prerequisite unit(s) of competency must be assessed before assessment of any unit of competency with an asterisk.
CERTIFICATE III IN FITNESS
WATCH NOW
Applied senior subject Students gain the entry-level skills required of a Fitness Professional. Students deliver fitness programs within their school community. A Language, Literacy and Numeracy (LLN) Screening process is undertaken at the time of initial enrolment (or earlier) to ensure students have the capacity to effectively engage with the content.
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SKILLS ACQUIRED • Client screening and health assessment • Instructing and monitoring fitness programs • Working with specific population clients • Exercise science and nutrition WHAT STUDENTS ACHIEVE? •
Certificate III in Fitness (SIS30321) through Binnacle Training RTO (31319)
•
First Aid qualification and CPR certificate
•
Direct pathway into Certificate IV in Fitness
•
Maximum 8 QCE Credits (QLD schools)
•
Students may be able to improve their chances of gaining tertiary entrance.
COST Estimated cost is $365 for the two-year course. Units of Competency UNIT CODE
UNIT TITLE
BSBWOR202
Organise and complete daily work activities
BSBTEC201
Use business software applications
BSBTEC202
Use digital technologies to communicate in a work environment
BSBTEC203
Research using the internet
ICTICT203
Operate application software packages
BSBSUS201
Participate in environmentally sustainable work practices
SISXCCS001
Provide quality service
SISXCAI002
Assist with activity sessions
HLTAID011
Provide First Aid
HLTWHS001
Participate in workplace health and safety
SISXEMR001
Respond to emergency situations
SISXIND001
Work effectively in sport, fitness and recreation environments
SISXIND002
Maintain sport, fitness and recreation industry knowledge
SISFFIT047
Use anatomy and physiology knowledge to support safe and effective exercise
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SISFFIT052
Provide healthy eating information
BSBSUS211
Participate in sustainable work practices
BSBPEF301
Organise personal work priorities
BSBOPS304
BSBOPS304 Deliver and monitor a service to customers
SISFFIT032
Complete pre-exercise screening and service orientation
SISFFIT033
Complete client fitness assessments
SISFFIT040
Develop and instruct gym-based exercise programs for individual clients
SISFFIT035
SISFFIT035 Plan group exercise sessions
SISFFIT036
SISFFIT036 Instruct group exercise session
NOTE: Elective units are subject to change prior to the commencement of the program. This is to ensure alignment to current industry practices is at its optimum.
IMPORTANT Program Disclosure Statement (PDS)
THIS DOCUMENT IS TO BE READ IN CONJUNCTION WITH BINNACLE TRAINING'S PROGRAM DISCLOSURE STATEMENT (PDS). THE PDS SETS OUT THE SERVICES AND TRAINING PRODUCTS BINNACLE TRAINING PROVIDES AND THOSE SERVICES CARRIED OUT BY THE 'PARTNER SCHOOL' (I.E. THE DELIVERY OF TRAINING AND ASSESSMENT SERVICES). TO ACCESS BINNACLE'S PDS, VISIT: HTTP://WWW.BINNACLETRAINING.COM.AU/RTO.PHP AND SELECT ‘RTO FILES’.
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CERTIFICATE III BUSINESS
WATCH NOW – Ash Jones
Applied senior subject Students develop key enterprise skills – including leadership and innovation, customer service, personal management, teamwork and financial literacy – through project-based learning. A Language, Literacy and Numeracy (LLN) Screening process is undertaken at the time of initial enrolment (or earlier) to ensure students have the capacity to effectively engage with the content. SKILLS ACQUIRED •
Leadership & Organisation
•
Customer Service
•
Personal Management
•
Teamwork
•
Financial Literacy
WHAT STUDENTS ACHIEVE? •
Certificate III in Business (BSB30120) through Binnacle Training RTO (31319)
•
Financial Literacy elective: FNSFLT401
•
Direct pathway into Certificate IV in Business with Sarina Russo
•
Students may be able to improve their chances of gaining tertiary entrance
COST •
Estimated cost is $265 for the two-year course.
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Units of Competency CODE
TITLE
CORE / ELECTIVE
BSBPEF201
Support personal wellbeing in the workplace
CORE
BSBWHS311
Assist with maintaining workplace safety
CORE
BSBSUS211
Participate in sustainable work practices
CORE
BSBTWK301
Use inclusive work practices
CORE
BSBXCM301
Engage in workplace communication
CORE
BSBCRT311
Apply critical thinking skills in a team environment
CORE
BSBPEF301
Organise personal work priorities
L (GROUP B)
BSBXTW301
Work in a team
L (GROUP C)
BSBTEC301
Design and produce business documents
L (GROUP A)
BSBWRT311
Write simple documents
L (GROUP A)
BSBTEC303
Create electronic presentations
L (GROUP A)
BSBOPS304
Deliver and monitor a service to customers
L (GROUP D)
E = Imported elective; L = Listed elective. Elective units are subject to change prior to the commencement of the program. This is to ensure alignment to current industry practices is at its optimum and adequate resources provided by School (as Third Party).
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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CERTIFICATE III IN INFORMATION TECHNOLOGY
WATCH NOW – Mick W
The Certificate III in IT is a 2-year program that develops a broad set of fundamental skills through units such as introductory-level programming techniques, IP ethics and privacy of information, diagnostic testing and client service. The program is suitable for serious IT enthusiasts and affords meaningful insights into some of the more common specialisations so that participants can either use this base knowledge and skills to pursue a career or further study in specialist fields; software engineering, gaming, coding, programming, technical support, data management, network management, information security and more. The program composition can easily be customised to exclude and include certain units (permissible substitute electives) in order to create a particular flavour or specialisation the school and student cohort may require. BSBXTW301 ICTICT213 ICTICT214 ICTSAS303 ICTSAS308 BSBCRT301 ICTWEB306 BSBXCS301 ICTSAS305 BSBXCS303 ICTPRG302 ICTICT313
Work in a team Use computer operating systems and hardware Operate application software packages Care for computer hardware Run standard diagnostic tests Develop and extend critical and creative thinking skills Develop web presence using social media Protect own personal online profile from cyber security threats Provide ICT advice to clients Securely manage personally identifiable information and workplace information Apply introductory programming techniques Identify IP, ethics and privacy policies in ICT environments
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VOCATIONAL EDUCATIONAL PROGRAMS
In place of a sixth subject, students have the choice to attend a Vocational Certificate course such as a traineeship or studying at TAFE in Toowoomba. This requires the student to attend the workplace or TAFE during school hours. The College recognises that training students for involvement in vocational areas requires collaboration between school, home, training organizations and industry. The two options offered are; a course with the TAFE or a traineeship/ apprenticeship. Most of these courses run for 18 months to 2 years. Students are encouraged to discuss their options with the Your Pathways team at the College.
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SCHOOL-BASED TRAINEESHIPS AND APPRENTICESHIPS
WATCH NOW
One valuable option for students is to undertake a school-based traineeship/apprenticeship. Students will receive a qualification and get paid for their work. The College will assist students who secure school-based traineeships or apprenticeships that operate parallel to their senior schooling. However, the College is not responsible for finding Traineeship placements. The components of the School Based Traineeships are: •
Students will complete a normal Year 11 and 12 schooling.
•
Students will be involved in paid part-time work associated with the traineeship. The student will be required to complete set hours of work in order and complete the required modules to attain their qualifications.
•
Students will undertake vocational training with a registered training organisation to complete appropriate vocational certificates.
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WATCH NOW
SUMMARY Senior schooling in Queensland is changing to help give students the skills for success in work and life in the future. Across senior subjects, students will acquire 21st century skills to support them as lifelong learners, valued employees, innovators and engaged global citizens. Under the new QCE system, students can still choose from a wide range of subjects and courses to suit their work and study goals. Assessment will change in QCAA General subjects with the introduction of common external assessments. There will also be a new way to rank students who wish to apply for university. The Australian Tertiary Admission Rank (ATAR) will be used to rank eligible Year 12 graduates, rather than the Overall Position (OP). ATARs will be calculated and issued by the Queensland Tertiary Admissions Centre (QTAC). Visit QTAC for details: www.qtac.edu.au/for-schools/atar-information
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USEFUL WEBSITES
This website provides further information on ATAR https://www.qtac.edu.au/atar/ This website provides further information on the QCE certificate. https://myqce.qcaa.qld.edu.au/about-the-qce.html This website provides information on the Head Start Program offered by University of Southern Queensland. https://www.usq.edu.au/study/school-leaver/programs/head-start This website offers information regarding the TAFE courses available in Toowoomba. https://tafeqld.edu.au/courses/study-locations/darling-downs-and-southwest/toowoomba.html This website offers specific information on the subjects offered by QCAA. https://www.qcaa.qld.edu.au/senior/senior-subjects
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USEFUL CONTACTS
Mr Chris Bracken (Dean of Senior Studies)
For all enquiries regarding academic processes and online learning platforms. christopher.bracken@twb.catholic.edu.au
Mrs Leisa Radley (Director of Formation) For all enquiries regarding Study of Religion, Religion and Ethics and Praxis leisa.radley@twb.catholic.edu.au Miss Lilliana Cowen (Middle Leader-English) For all enquiries regarding English, Essential English and Literature. lilliana.cowen@twb.catholic.edu.au Mr Jared Nielsen (Middle Leader – Science & Technologies) For all enquiries regarding Design, Digital Technology, Construction, Engineering Pathways, & Science. jared.nielsen@twb.catholic.edu.au Mr Malcolm Langerak (Middle Leader-Mathematics) For all enquiries regarding Mathematics in Year 11 and 12 malcolm.langerak@twb.catholic.edu.au
Mrs Liz Frame (Middle Leader - Humanities) For all enquiries regarding Humanities liz.frame@twb.catholic.edu.au Mrs Genevieve Duncan (Middle Leader-The Arts and Sport)
For all enquiries regarding the Creative Arts. genevieve.duncan@twb.catholic.edu.au
Mrs Kelli Pacey (Learning Support)
For assistance in making suitable subject choices for students who may require learning support or have needs which need to be catered for within a specialised learning framework. kelli.pacey@twb.catholic.edu.au
Mrs Andrea Goddard (Career Development Practitioner) For
enquires regarding Careers and Pathways andrea.goddard@twb.catholic.edu.au
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