Year 11 & 12 Curriculum Handbook

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 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 and their parent’s direction as they undergo the task of choosing a learning pathway for Year 11 and 12. The choices to be made are complex and challenging; however, armed with up-to-date and relevant information, an appropriate plan can be established. It is the heart of the College that every student is able to navigate the Senior Phase of Learning in such a way as to maximise their opportunities to grow, develop and prepare for the life that awaits them beyond MMCC.

As with any major decision, knowledge is power. Whilst the information within 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 teachers of those subjects; they will be more than happy to unpack the curriculum and assessment requirements with you. The Assistant Principal 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 more numerous and varied all the time. Universities are decreasing the number of prerequisites that they require for entry into their courses. The new QCE system is now more accommodating of change to academic programs. All this helps to reduce the pressure of choosing the “perfect” academic course from the outset. This is not to say that making the right choice initially is not important, but there is the option to change and adapt along the way. Students without clearly defined career goals should choose subjects that they are passionate about (or at least 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 parents to work together, along with the College to develop a plan for the exciting journey ahead.

CURRICULUM OVERVIEW

Students in Years 11 and 12 begin to study a more specialised course of subjects, their choice of subjects being based on their intended educational and/or career pursuits at a postsecondary level. The College offers a range of subjects based on QCAA syllabuses.

There are two categories of subjects offered at MMCC. These are General and Applied subjects. General subjects are suited to students who are interested in pathways beyond senior secondary schooling that lead primarily to tertiary studies. Applied subjects are suited to students who are primarily interested in pathways beyond senior secondary schooling that lead to vocational education and training or work.

All senior students at MMCC complete either Study of Religion or Religion and Ethics. In addition, students need to choose five other subjects to complete their timetable. It is also compulsory for students to study English or Essential English and at least one Mathematics subject. In addition, most students will choose three elective subjects. This will satisfy the requirements for students to achieve an ATAR (Australian Tertiary Admission Rank)

Some students may wish to complete alternate studies as part of their academic program. Examples of such learning options are TAFE subjects and the University of Southern Queensland’s Head Start program. Students may also wish to complete a school-based traineeship or apprenticeship. In such circumstances the College may allow a student to study only five timetabled subjects. The consequences of such decisions will be discussed prior to approval.

At MMCC, we also offer Certificate courses such as Certificate I in Construction, Certificate II in Engineering Pathways, Certificate III in Business and Certificate III in Sport and Recreational Studies. Students can access one of these courses for free which is covered under the Vet in School funding. (VETiS). If a student wishes to do more than one Certificate course, then additional cost will need to be paid. An estimated cost is around $200 per term, per course. Those students who are participating in a school-based apprenticeship/traineeship can also do one Certificate course for free. The school-based traineeship is covered under a different funding program. In summary:

Religion & Ethics OR Study of Religion

STUDENTS MUST STUDY:

English OR Essential English

AND CHOOSE

Mathematical Methods OR General Mathematics OR Essential Mathematics

3 ELECTIVES

2 Electives

OR

AND an additional learning option [TAFE/HEAD START/TRAINEESHIP/APPRENTICESHIP/ETC.]

Q UEENSLAND 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.

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.

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. In 2020, successful completion of a Certificate III scaled as an ATAR of 40; in 2021 it scaled as 39. A Certificate IV scaled as 52 in both years.

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 to have met the requirements for a satisfactory result in English.

HOW IS THE 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)

• PLUS an APPLIED SUBJECT (at units 3 & 4)

OPTION 3

4 General Subjects (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

RELIGION

General Senior Subject

Study of Religion investigates religious traditions and how religion has influenced, and continues to influence, people’s lives. Students become aware of their own religious beliefs, the religious beliefs of others, and how people holding such beliefs are able to coexist in a plural society.

Students study the five major world religions of Judaism, Christianity, Islam, Hinduism and Buddhism; and Australian Aboriginal spiritualties and Torres Strait Islander religion and their influence on people, society and culture. These are explored through sacred texts and religious writings that offer insights into life, and through the rituals that mark significant moments and events in the religion itself and the lives of adherents.

In Units 3 and 4, students study the world religions’ perspectives on social and bioethical issues, as well as religion’s relationship with the nation state and its impact on human rights.

PATHWAYS

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.

Sacred

Sacred texts

Abrahamic traditions

ASSESSMENT

Calendrical rituals

Religious ethics

Social ethics

Ethical relationships

Religion,

Religion and human rights

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

Applied Senior Subject

Religion & 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.

Religion & Ethics enhances students’ understanding of how personal beliefs, values, spiritual and moral identity are shaped and influenced by factors such as family, culture, gender and social issues. It allows for flexible courses of study that recognise the varied needs and interests of students through exploring topics such as the meaning of life, purpose and destiny, life choices, moral and ethical issues and social justice.

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.

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

Extended response

One of the following:

• Multimodal (at least two modes delivered at the same time): up to 7 minutes, or 10 A4 pages, or equivalent digital media

• Spoken: up to 7 minutes, or signed equivalent

• Written: up to 1000 words

Project

Social justice action plan

One of the following:

• Multimodal (at least two modes delivered at the same time): up to 5 minutes, or 8 A4 pages, or equivalent digital media

• Spoken: up to 4 minutes, or signed equivalent

• Written: up to 800 words

Evaluation

One of the following:

• Multimodal (at least two modes delivered at the same time): up to 4 minutes, or 6 A4 pages, or equivalent digital media

• Spoken: up to 3 minutes, or signed equivalent

• Written: up to 500 words

Investigation

One of the following:

• Multimodal (at least two modes delivered at the same time): up to 7 minutes, or 10 A4 pages, or equivalent digital media

• Spoken: up to 7 minutes, or signed equivalent

• Written: up to 1000 words

Project

One of the following:

• Multimodal (at least two modes delivered at the same time): up to 5 minutes, or 8 A4 pages, or equivalent digital media

• Spoken: up to 4 minutes, or signed equivalent • Written: up to 800 words Evaluation One of the following:

• Multimodal (at least two modes delivered at the same time): up to 4 minutes, or 6 A4 pages, or equivalent digital media

• Spoken: up to 3 minutes, or signed equivalent • Written: up to 500 words

MATHEMATICS

GENERAL MATHEMATICS

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.

STRUCTURE

Money, measurement and relations

Consumer arithmetic

Shape and measurement

Linear equations and their graphs

ASSESSMENT

Applied trigonometry, algebra, matrices and univariate data

Applications of trigonometry

Algebra and matrices

Univariate data analysis

Bivariate data, sequences and change, and Earth geometry

Bivariate data analysis

Time series analysis

Growth and decay in sequences

Earth geometry and time zones

Investing and networking

Loans, investments, and annuities

Graphs and networks

Networks and decision

mathematics

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

MATHEMATICAL METHODS

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)

STRUCTURE

Algebra, statistics and functions

Arithmetic and geometric sequences and series 1

Functions and graphs

Counting and probability

Exponential functions 1

Arithmetic and geometric sequences

SUMMATIVE

Calculus and further functions

Exponential functions 2

The logarithmic function 1

Trigonometric functions 1

Introduction to differential calculus

Further differentiation and applications 1

Discrete random variables 1

Further calculus

The logarithmic function 2

Further differentiation and applications 2

Integrals

Further functions and statistics

Further differentiation and applications 3

Trigonometric functions 2

Discrete random variables 2

Continuous random variables and the normal distribution

Interval estimates for proportions

SPECIALIST MATHEMATICS

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, computer science, medicine, engineering, finance and economics.

STRUCTURE

Specialist Mathematics is to be undertaken in conjunction with, or on completion of, Mathematical Methods. Unit

Combinatorics, vectors and proof

Combinatorics

Vectors in the plane

Introduction to proof

Complex numbers, trigonometry, functions and matrices

Complex numbers 1

Trigonometry and functions

Matrices

Mathematical induction, and further vectors, matrices and complex numbers

Proof by mathematical induction

Vectors and matrices

Complex numbers 2

Further statistical and calculus inference

Integration and applications of integration

Rates of change and differential equations

Statistical inference

SUMMATIVE ASSESSMENTS

ESSENTIAL MATHEMATICS

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.

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

Number, data and graphs

Fundamental topic: Calculations

Number

Representing data

Graphs

Money, travel and data

Fundamental topic: Calculations

Managing money

Time and motion Data collection

Measurement, scales and data

Fundamental topic: Calculations

Measurement

Scales, plans and models

Summarising and comparing data

Graphs, chance and loans

Fundamental topic: Calculations

Bivariate graphs

Probability and relative frequencies

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 2 (IA2): Common internal assessment (CIA)

Summative internal assessment 3 (IA3): Problem-solving and modelling task

Summative internal assessment (IA4): Examination

ENGLISH

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.

STRUCTURE

Perspectives and texts

Examining and creating perspectives in texts

Responding to a variety of non-literary 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

SUMMATIVE ASSESSMENTS

Summative internal assessment 1 (IA1):

Extended response — written response for a public audience

Summative internal assessment 2 (IA2): Extended response — persuasive spoken response

LITERATURE

General senior subject

25%

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

response — imaginative written response 25%

external assessment (EA):

written

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 may reflect or challenge social and cultural ways of thinking and influence audiences.

PATHWAYS

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

Introduction to literary studies

• Ways literary texts are received and responded to

• How textual choices affect readers

• Creating analytical and imaginative texts

Texts and culture

• Ways literary texts connect with each other — genre, concepts and contexts

• Ways literary texts connect with each other — style and structure

• Creating analytical and imaginative texts

SUMMATIVE ASSESSMENTS

Literature and identity

• Relationship between language, culture and identity in literary texts

• Power of language to represent ideas, events and people

• Creating analytical and imaginative texts

Independent explorations

• Dynamic nature of literary interpretation

• Close examination of style, structure and subject matter

• Creating analytical and imaginative texts

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

Language that works

Responding to a variety of texts used in and developed for a work context

Creating multimodal and written texts

Unit 2

Texts and human experiences

Responding to reflective and nonfiction texts that explore human experiences

Creating spoken and written texts

SUMMATIVE ASSESSMENTS

Unit 3

Summative internal assessment 1 (IA1): Extended response — spoken/signed response

Summative internal assessment 2 (IA2): Common internal assessment (CIA)

Unit 3

Language that influences

Creating and shaping perspectives on community, local and global issues in texts

Responding to texts that seek to influence audiences

Unit 4

Representations and popular culture texts

Responding to popular culture texts

Creating representations of Australian identifies, places, events and concepts

Unit 4

Summative internal assessment 3 (IA3): Extended response — Multimodal response

Summative internal assessment (IA4): Extended response — Written response

ELECTIVES

LEGAL STUDIES

HUMANITIES

General senior subject

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.

STRUCTURE

Beyond reasonable doubt

Legal foundations

Criminal investigation process

Criminal trial process

Punishment and sentencing

Balance of probabilities

Civil law foundations

Contractual obligations

Negligence and the duty of care

SUMMATIVE ASSESSMENTS

Law, governance and change

Governance in Australia

Law reform within a dynamic society

Human rights in legal contexts

Human rights

The effectiveness of international law

Human rights in Australian contexts

General senior subject

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.

STRUCTURE

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

SUMMATIVE ASSESSMENTS

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

Australian engagement with Asia since 1945

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.

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

ASSESSMENT

AS Unit 1 Summative – internal Assessment 1: Examination –Combination Response (25%)

AS Unit 1 Summative Internal Assessment

2: Investigation Research Report (25%)

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

AS Unit 2 Summative Internal Assessment

3: Examination –Extended Response to Stimulus (25%)

AS Unit 2 Summative – internal Assessment 1: Examination –Combination Response (25%)

AS Unit 3 Summative – internal Assessment 1: Examination –Combination Response (25%)

AS Unit 3 Summative Internal Assessment

2: Investigation Research Report (25%)

AS Unit 4 Summative Internal Assessment

3: Examination –Extended Response to Stimulus (25%)

AS Unit 4 Summative – external Assessment 1: Examination –Combination Response (25%)

GEOGRAPHY

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

•

•

• Responding to challenges facing a place in Australia

ASSESSMENT

AS Unit 1

Summative Internal Assessment 1: Examination

Combination Response (25%)

AS Unit 1

Summative Internal Assessment 2:

Investigation –Field Report (25%)

TOURISM

AS Unit 2

Summative Internal Assessment 3:Investigation Data Report (25%)

AS Unit 2

Summative External Assessment:

ExaminationCombination Response (25%)

• Responding to local land cover transformations

• Global population change

AS Unit Summative Internal Assessment 1: Examination Combination Response (25%)

AS Unit 3

Summative Internal Assessment 2: Investigation –Field Report (25%)

AS Unit 2

Summative Internal Assessment 4:Investigation Data Report (25%)

AS Unit 4

Summative External Assessment:

ExaminationCombination Response (25%)

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.

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

DESIGN

TECHNOLOGIE S

General senior subject

Design focuses on the application of design thinking to envisage creative products, services and environments in response to human needs, wants and opportunities. Designing is a complex and sophisticated form of problem-solving that uses divergent and convergent thinking strategies that can be practised and improved. Designers are separated from the constraints of production processes to allow them to appreciate and exploit new innovative ideas.

Students learn how design has influenced the economic, social and cultural environment in which they live. They understand the agency of humans in conceiving and imagining possible futures through design. Collaboration, teamwork and communication are crucial skills needed to work in design teams and liaise with stakeholders. They learn the value of creativity and build resilience as they experience iterative design processes, where the best ideas may be the result of trial and error and a willingness to take risks and experiment with alternatives.

PATHWAYS

A course of study in Design can establish a basis for further education and employment in the fields of architecture, digital media design, fashion design, graphic design, industrial design, interior design and landscape architecture.

STRUCTURE

Design in practice

Experiencing design

Design process

Design styles

Commercial design

Explore — client needs and wants

Develop — collaborative design

SUMMATIVE ASSESSMENTS

Human-centred design

Designing with empathy

Explore — sustainable design opportunities

Develop — redesign

BIOLOGY

SCIENCE

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.

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

Cells and multicellular organisms

Cells as the basis of life

Maintaining the internal environment

Homeostasis

Infectious diseases

Biodiversity and the interconnectedness of life

Heredity and continuity of life

DNA, genes and the continuity of life

Multicellular organisms

Describing biodiversity

Ecosystem dynamics

Continuity of life on Earth SUMMATIVE

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.

STRUCTURE

Chemical

Equilibrium,

Structure, synthesis and design

structure, properties and reactions

Properties and structure of atoms

Properties and structure of materials

Chemical reactions reactants, products and energy change

Intermolecular forces and gases

Aqueous solutions and acidity

Rates of chemical reactions

SUMMATIVE ASSESSMENTS

Chemical equilibrium systems

Oxidation and reduction

Properties and structure of organic materials

Chemical synthesis and design

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.

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

Thermal, nuclear and electrical physics

Heating processes

Ionising radiation and nuclear reactions

Electrical circuits

Linear motion and waves

Linear motion and force Waves

SUMMATIVE ASSESSMENTS

Gravity and electromagnetism

Gravity and motion

Electromagnetism

Revolutions in modern physics

Special relativity

Quantum theory

The Standard Model

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.

STRUCTURE

SUMMATIVE ASSESSMENTS

HEALTH & PHYSICAL EDUCATION

PHYSICAL EDUCATION

General senior subject

Physical Education provides students with knowledge, understanding and skills to explore and enhance their own and others’ health and physical activity in diverse and changing contexts. Physical Education provides a philosophical and educative framework to promote deep learning in three dimensions: about, through and in physical activity contexts. Students 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.

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.

Motor learning, functional anatomy, biomechanics and physical activity

Motor learning integrated with a selected physical activity

Functional anatomy and biomechanics integrated with a selected physical activity

Sport psychology, equity and physical activity

Sport psychology integrated with a selected physical activity

Equity — barriers and enablers

Tactical awareness, ethics and integrity and physical activity

Tactical awareness integrated with one selected ‘Invasion’ or ‘Net and court’ physical activity

Ethics and integrity

Energy, fitness and training and physical activity

Energy, fitness and training integrated with one selected ‘Invasion’, ‘Net and court’ or ‘Performance’ physical activity

SUMMATIVE ASSESSMENTS

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.

DANCE

THE ARTS

Dance fosters creative and expressive communication. It uses the body as an instrument for expression and communication of ideas. It provides opportunities for students to critically examine and reflect on their world through higher order thinking and movement. It encourages the holistic development of a person, providing a way of knowing about oneself, others and the world.

Studying Dance can lead to:

• arts administration and management

• communication

• education

• public relations

• research

• science and technology

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:

• 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

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.

understandings of the human experience? cultural inheritances of storytelling oral history and emerging practices a range of linear and non-linear forms

How is drama shaped to reflect lived experience? Realism, including Magical Realism, Australian Gothic associated conventions of styles and texts

SUMMATIVE ASSESSMENTS

our understanding of humanity? Theatre of Social Comment, including Theatre of the Absurd and Epic Theatre associated conventions of styles and texts

How can you transform dramatic practice? Contemporary performance associated conventions of styles and texts inherited texts as stimulus

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.

Concept: lenses to explore the material world

Contexts: personal and contemporary Focus: People, place, objects

Media: 2D, 3D, and time-based

Concept: art as a coded visual language

Contexts: formal and cultural

Focus: Codes, symbols, signs and art conventions

Media: 2D, 3D, and time-based

SUMMATIVE ASSESSMENTS

Concept: constructing knowledge as artist and audience

Contexts: contemporary, personal, cultural and/or formal Focus: studentdirected Media: studentdirected

representations and meaning

Contexts: contemporary and personal, cultural and/or formal

Focus: continued exploration of Unit 3 student-directed focus

Media: studentdirected

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

YOUR PATHWAY

YOUR PATHWAY

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.

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 to 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 interview and work experience before being offered a traineeship by the business.

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.

Applied senior subject

This is a 12 to 18 month course that requires students to become competent in skills necessary to operate as a drone pilot commercially. This course is a mix of theory and practical flying and is an excellent entry point into the aviation industry, as you will be completing the same subjects that pilots of manned aircraft are required to. This qualification:

PATHWAYS

Completion of this qualification is a useful step towards the following career pathways:

• Mining and Resource Sectors

• Photography / Cinematography

• Public Safety and Emergency Services

• Aerial Surveying

STRUCTURE

• Federal, State and Local Government agencies

• Specialist Civil and Military roles

• Environmental Sectors

To achieve this qualification, you must successfully complete 14 units of competency:

• 9 core units

• 5 elective units

COST

This course is VETiS funded. Therefore, this course will be free for students who have not used up their VETiS funding.

C ERTIFICATE I CONSTRUCTION

Applied senior subject

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

• Bricklayer

• Tiler

• Plasterer

COST

• Painter

• Plumber

• Civil Construction.

This course is VETiS funded Therefore, this course will be free for students who have not used up their VETiS funding.

STRUCTURE

To achieve this qualification, you must successfully complete 11 units of competency:

• 8 core units

• 3 elective units

CERTIFICATE II IN ENGINEERING PATHWA YS

Applied senior subject

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:

• Fabrication

• Fitter and Turner/Machinist

COST

• Diesel Fitter

• Sheet Metal Worker

This course is VETiS funded. Therefore, this course will be free for students who have not used up their VETiS funding.

STRUCTURE

To achieve this qualification, you must successfully complete 12 units of competency:

• 4 core units

• 8 elective units

CERTIFIC ATE 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

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

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 SE RVICES). TO ACCESS BINNACLE'S PDS, VISIT:

HTTP://WWW.BINNACLETRAINING.COM.AU/RTO.PHP AND SELECT ‘RTO FILES’.

CERTIFICATE III BUSINESS

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.

Units of Competency

Support personal wellbeing in the workplace

BSBWHS311 Assist with maintaining workplace safety

Participate in sustainable work practices

Use inclusive work practices

Engage in workplace communication

Apply critical thinking skills in a team environment

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 DE LIVERY OF TRAINING AND ASSESSMENT SERVICES).

TO ACCESS BINNACLE'S PDS, VISIT: HTTP://WWW.BINNACLETRAINING.COM.AU/RTO.PHP AND SELECT ‘RTO FILES’.

CERTIFICATE I II IN INFORMATION TECHNOLOGY

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 Work in a team

ICTICT213 Use computer operating systems and hardware

ICTICT214 Operate application software packages

ICTSAS303 Care for computer hardware

ICTSAS308 Run standard diagnostic tests

BSBCRT301 Develop and extend critical and creative thinking skills

ICTWEB306 Develop web presence using social media

BSBXCS301 Protect own personal online profile from cyber security threats

ICTSAS305 Provide ICT advice to clients

BSBXCS303 Securely manage personally identifiable information and workplace information

ICTPRG302 Apply introductory programming techniques

ICTICT313 Identify IP, ethics and privacy policies in ICT environments

WATCH NOW

CERTIFICATE III IN HOSPITALITY Applied senior subject

The nationally accredited Certificate III in Hospitality gives you a solid foundation of operational skills to work in the fast-paced hospitality industry. This course will prepare you for a career as a function host, food and beverage attendant, barista, or gaming attendant.

SKILLS ACQUIRED

• Work effectively with others.

• Provide excellent customer service.

• Practice serving skills

• Show social and cultural sensitivity.

• Participate in safe work practices.

• Deliver hospitality services in real and simulated environments

WHAT STUDENTS ACHIEVE?

• A nationally recognised qualification at Certificate III level

• Responsible Service of Alcohol interim certificate

• Strong pathways to continued studies to enhance your career opportunities COST

This course is VETiS funded. Therefore, this course will be free for students who have not used up their VETiS funding.

VOCAT IONAL 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

WATCH

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.

SCHOOL - BASED TRAINEESHIPS AND APPRENTICESHIPS

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

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

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

Mr Tim Connolly (Middle Leader-English)

For all enquiries regarding English, Essential English and Literature. tim.connolly@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 Piers Dudin (Middle Leader-Mathematics)

For all enquiries regarding Mathematics in Year 11 and 12 piers.dudin@twb.catholic.edu.au

Mrs Jessica Burke (Middle Leader-The Arts and Student Engagement)

For all enquiries regarding the Creative Arts. jessica.burke@twb.catholic.edu.au

Mrs Liz Frame (Middle Leader - Humanities)

For all enquiries regarding Humanities liz.frame@twb.catholic.edu.au

Mrs Nat Gurr (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. natalie.gurr@twb.catholic.edu.au

Ms Jennifer Stevenson (Career Development Practitioner)

For enquires regarding Careers and Pathways jennifer.stevenson@twb.catholic.edu.au