Year 11 Subject Selection Guide by peacelutherancollege

Welcome Message

The senior years of study (Years 11 and 12) are important and contribute to the range of choices available to students beyond Year 12 Although the senior years are busy, students and families at Peace Lutheran College are well supported as they journey through this learning phase and plan for their future pathways.

In Years 11 and 12, every student at Peace Lutheran College studies a compulsory core consisting of English, Mathematics, and Sport Spiritual Retreats are an integral part of the Christian Studies program, that facilitates opportunities to learn about self, others, the world, and belief systems that underpin people’s thinking and actions The Spiritual Retreat program is delivered with a Christian perspective.

Excellence is being better today than I was yesterday

In addition, students have the freedom to study four elective subjects, chosen from the disciplines of Humanities, Languages, Mathematics, Science, Technology and The Arts. A student may choose to gain a TAFE qualification, study an entry level university subject, or explore preferred subjects online. This flexibility in choosing elective subjects is a testament to our commitment to valuing and nurturing your child's interests, abilities and career aspirations.

Selecting a course of study in Year 11 is an important step towards post-school pathways and therefore students are encouraged to enrol in subjects that they will enjoy and expect to be good at.

Throughout Year 10, all students within Queensland develop a Senior Education and Training Plan (SET plan). The SET Plan is designed to assist students in selecting a pathway to ensure they are eligible to be awarded the Queensland Certificate of Education (QCE) qualification upon graduation.

At Peace Lutheran College, many pathways are available for students to gain the QCE qualification.

“Who our students are and who they are becoming is important to us”

Pathway options for Year 11 and 12 study include:

• A study program leading to tertiary study (ATAR General subjects)

• A range of Applied subjects that have more of a vocational focus

• A school-based traineeship or school-based apprenticeship

• A combination of a TAFE qualification and school subjects

• A combination of some/all of the above

• An introductory university subject

Experience has shown that student outcomes are better when students study subjects they enjoy and are interested in. When students enjoy their learning, they apply themselves with a strong work ethic. If students have career aspirations where prerequisite subjects are specified for university entrance, these subjects are to be chosen carefully.

To obtain a QCE, it is essential that students make realistic choices. This qualification is awarded upon the successful completion of subjects and limits the number of subject changes students are permitted to make in their senior years. By the end of Year 11, students are required to be in the subjects they will study until they graduate and have shown the capability of passing.

Please read this subject selection guide carefully, discuss together as a family, and feel free to contact the College to seek further information.

Mr Shane Jurecky

Yours sincerely,

Mrs Juanita Eime College Principal Deputy Principal Secondary School

Academic Support Team

Head of Mathematics and Science

of English and Languages

Head of Humanities

NickBrooking

RebeccaBolton

LouiseStout

BrodieO’Mara

Head

Head of The Arts

Head of Christian Studies

Head of Physical Education

Head of Technologies

IngeburgDell’Antonio

NatalieAndersen

MarkFernandez

MichelleLange

Head of Learning Enrichment

Pathways Support Team

Pathways Coordinator (Careers)

Indigenous

Online Learning Coordinator

RosalieAllan

SuzanneConnelly

KrystalTaylor KinesiFredsburg

Support Officer

Cultural Support Officer

Head of Year 10

JuanitaEime Deputy Principal Secondary School

Head of Year 11

AdeleWright

RebeccaBolton

Subject Selection Process

1

Each Head of Department or specialised subject teacher will visit the Year 10 cohort during the Peace Graduate Program sessions to explain their subject and subject area.

Students will have an opportunity to ask questions about the content, assessment techniques and weightings to make an informed choice.

2

Subject Awareness Subject Lines

The subject lines for 2025 will be released to students and families early in Term Three. It is important for students to consider ways they can obtain their QCE and undertake study in prerequisite subjects required for entry into a tertiary course.

The subject lines will not change. However, there is flexibility at PLC to support each student to achieve their post-school pathway.

3

Parent Partnership

The Parent/Teacher Interviews are an opportunity for students and parents to ask questions about their child’s suitability to study certain subjects. Teachers in the subject area can assist students to understand the requirements of their preferred course of study.

A Subject Selection Information Evening held on Thursday 16th August at 6 pm in the Peace Centre will provide an opportunity to support students and families to ask further questions and make informed decisions about subjects. We will have key staff members in attendance to support you. 6

4

Subject Selection

Students will use a College portal called Web Preferences to indicate their subject selections. Information will be visible for families during the process.

Students will be able to select only those subjects which they have demonstrated the ability to pass and have suitability for.

5 Subject Review

The College will review the number of students who intend to undertake a subject and consider those students who are likely to complete the full course of study for Units 1, 2, 3 and 4.

This subject review will determine those subjects deemed viable for the College to facilitate via a face-to-face delivery on campus.

For any subjects not offered as face-to-face delivery, students may have an option to undertake learning via a range of online means, including distance education.

Mentoring

All students entering Year 11 will have a meeting with their Head of Year or Deputy Principal Secondary School to confirm their subject choices and discuss an initial post-school pathway.

Students will be supported to consider whether they need to have an ATAR for direct university entry, understand any prerequisite subjects needed and explore the many ways to achieve a desired post-school pathway goal.

QCE Eligibility

Criteria

To receive a QCE, students are required to achieve 20 credits of learning, at the set standard, in a set pattern, while meeting minimum literacy and numeracy standards.

Typically, students will study six subjects across Years 11 and 12. VET and university study also contribute towards the QCE. Please ask how.

The Australian Tertiary Admission Rank (ATAR) is used only for direct entry into a preferred university course.

The Queensland Tertiary and Admissions Centre (QTAC) has the responsibility for calculating the best ATAR for each student based on the combination of subjects and study undertaken.

General and Applied Subjects

General subjects are usually those that allow a student to demonstrate they have met the expected prerequisite study for entry into a university course.

Applied subjects are more practical and hands-on. These subjects can contribute towards a student’s ATAR in a 4 General + 1 Applied subject combination.

Assessment

A rigorous quality assurance process is undertaken to ensure that all marking of Senior assessment is consistent across all schools in Queensland.

Supported by QCAA resources, the College develops internal assessment tasks that contribute to the formal assessment schedule for each subject.

For students studying QCAA General subjects for Units 1 - 4, the internal assessment is developed and marked by teachers of the College. In most subjects, internal assessment contributes 75% towards a student’s final subject result. In Mathematics and Science subjects, internal assessment contributes 50% of a student’s final subject result.

For Essential English and Essential Mathematics, students a Common Internal Assessment is administered. This assessment is developed by the QCAA and is common to all schools in Queensland.

This assessment is administered under supervised conditions and marked by teachers of the College.

Students studying QCAA General Subjects for Units 3 and 4 will be required to sit external assessments (exams) at the end of Year 12 as part of the assessment schedule for each General subject.

The assessment schedule is set and published by QCAA each year. The exam papers are marked by external QCAA approved markers and results are available after graduation.

Subject Information

The subject information on the following pages indicates the many ways students can be supported to study subjects in an area of interest.

The subject lines are provided on the next page to guide your subject selection

If there is a combination or subject that does not yet seem possible, please contact your child’s Head of Year, Head of Department or subject teacher, or Deputy Principal Secondary School.

There are many ways to achieve a desired post-school pathway

Our goal is to work in partnership with you and your child to explore the many ways they can achieve a desired post-school pathway and individual success as they journey towards graduation.

For more information about Distance Education, Flexible Learning, VET and TAFE courses, please see page 76 as a guide for the range of subjects and courses external providers may offer in 2025. Notsurewhattochoose?Comeinandseeus.

We look forward to supporting your child to grow and flourish.

2025 Subject Lines

The subject lines have been revised based on student feedback and recent cohort data collection to indicate preferred subjects for 2025.

Some subjects have requirements about the maximum number of students who can take the course of study due to available workspace, and safety and supervision requirements. Examples include: Aquatic Practices, Furnishings, Sport and Recreation, and Hospitality Practices.

If student numbers for enrolment into a subject exceed the maximum, an internal selection process will be undertaken to determine student suitability based on merit, and previous application to learning.

QCAA Senior Syllabuses at Peace

Mathematics

General:

GeneralMathematics

MathematicalMethods

SpecialistMathematics

Applied:

EssentialMathematics

Humanities

General:

Business

LegalStudies

ModernHistory

Applied:

ReligionandEthics(StartedinYear10)

Tourism

Technologies

Applied:

FurnishingSkills

HospitalityPractices

English General:

English Literature Applied: EssentialEnglish

Science

General: Biology Chemistry

Physics Psychology

Applied: AquaticPractices

HealthandPhysicalEducation

General: PhysicalEducation

Applied: SportandRecreation

TheArts

General: Applied:

Drama DramainPractice

Music MusicinPractice

VisualArt

VisualArtsinPractice

Other subjects and courses of study are available via external providers.

See Page 75 for more.

Important Considerations

Interest

Students naturally do well in subjects they are interested in and are passionate about This equates to subjects the student has a natural interest in and therefore their desire and motivation to do well is high.

When a student enjoys the subject area they are learning, they often push themselves to do additional revision, ask the teacher for further clarification, and seek other ways to understand the concepts.

Students are proactive to complete homework to a high standard and the teacher can support them to explore depth of concepts.

Suitability

A student’s suitability to undertake each Senior subject is determined by insight into how each student has performed in Year 10 and is based on academic ability, school attendance and approach to learning.

A student’s Approach To Learning, which is reported each semester during Year 10, is an indicator for success in Senior Secondary subjects. The Approach to Learning informs a professional judgement of how readily each student will access the content and demonstrate the expected outcomes of the subject

If you have concerns or questions about your child’s suitability to study a particular Senior Secondary subject of interest, please contact the subject teacher or Head of Department

Prerequisite Information

Some subject areas have minimum entry requirements to ensure students have expected foundational knowledge or skills to be successful for a two-year Senior Secondary course of study.

When a subject is not listed, there are no prerequisites.

Mathematics

SpecialistMathematicsrecommendsaB-inIntrotoMathematicalMethods

MathematicalMethodsrecommendsaB-inIntrotoMathematicalMethods

GeneralMathematicsrecommendsaCinIntrotoGeneralMathematics, or an A in Intro to Essential Mathematics (A meeting with the Head of Departmentisrequired)

English

EnglishrecommendsaCinGeneralEnglish

LiteraturerecommendsaBinGeneralEnglish

English and Literature recommend an A result in Essential English (AmeetingwiththeHeadofDepartmentisrequired)

Humanities

For Business, Modern History or Legal Studies students must be passing at a C standard in either History, Business and Legal Studies, or Intro to General English in Year 10.

Students do not need any previous experience in Business and Legal Studies to be successful in these subjects.

Science

Chemistry requires a pass in Term 1 of Year 10 (C standard result)

Physics requires a pass in Term 1 of Year 10 (C standard result)

Please note for Aquatic Practices, students may learn to snorkel in a swimming pool and then the ocean.

Technologies

As subjects in the Technologies area are creative and practical, students are recommended to demonstrate the relevant knowledge and skills for thesepractical,skills-basedsubjects.

HospitalityPracticeshasnoprerequisites.However,knowledgeandskills taughtinYear10FoodTechnologywouldbeadvantageous.

Furnishing Skills has no prerequisites. However, knowledge and skills taught in Year 10 Industrial Technology & Design (ITD) would be advantageous.

Physical Education

For entry into Physical Education, students are recommended to be passing Year 10 Intro to Physical Education at a C standard and demonstrate a positive attitude in undertaking both the theory component and physical skills component of the subject.

Students do not need any previous experience to undertake Sport and Recreation.

The Arts

There are no specific prerequisites for selecting one or all of The Arts subjects, but it is preferable that students have some previous experience with Arts subjects.

Students lacking this experience should consult the relevant subject teacher/s for advice, or speak with the Head of Department.

As subjects in The Arts are creative and practical, students should be able to demonstrate the relevant knowledge and skills (e.g. artistic/musical ability, ability to play an instrument, performance skills in front of an audience).

Please note that the General subjects of Drama, Music and Visual Art demand complex extended written responses. Therefore, a C standard for English is expected in Year 10.

Online Learning

There are many ways to study subjects and courses not listed in the subject lines on page 11. Online learning is an exciting way to access a range of subjects and courses. See more on page 75.

When applying to study via Distance Education or Flexible Learning, teachers will consider a student’s Approach to Learning in Year 10.

The Approach To Learning summarises a student’s behaviour, application and organisation. A minimum of GOOD is required to undertake online learning. This is reported each semester.

Students who wish to study online are expected to be motivated, organised, and able to manage timelines independently.

Our Graduates

Our graduates describe their Senior years at Peace Lutheran College by referring to the extensive experiences beyond the classroom, strong friendships made, and the way teachers provided outstanding support.

Peace Lutheran College is proud to note that our graduates are kind, responsible and respectful young adults who use their gifts and talents to serve the wider community.

Lifelong learners are curious, inspired and adaptable

General Mathematics

Structure

Money, measurement, algebra and linear equations

Consumer arithmetic

Shape and measurement

Similarity and scale

Algebra

Linear equations and their graphs

Applications of linear equations and trigonometry, matrices and univariate data analysis

Applications of linear equations and their graphs

Applications of trigonometry Matrices Univariate data analysis 1 Univariate data analysis 2

Bivariate data and time series analysis, sequences and Earth geometry

Bivariate data analysis 1

Bivariate data analysis 2 Time series analysis

Growth and decay in sequences Earth geometry and time zones

Investing and networking

Loans, investments and annuities 1

Loans, investments and annuities 2

Graphs and networks

Networks and decision mathematics 1

Networks and decision mathematics 2

Assessment

SchoolsdeviseassessmentsinUnits1and2tosuittheirlocalcontext. InUnits3and4studentscompletefoursummativeassessments.Theresultsfromeachofthe assessments are added together to provide a subject score out of 100. Students will also receiveanoverallsubjectresult(A-E).

SummativeAssessments

Mathematical Methods

Structure

Surds, algebra, functions and probability

Surds and quadratic functions

Binomial expansion and cubic functions

Functions and relations

Trigonometric functions

Probability

Assessment

Calculus and further functions

Exponential functions

Logarithms and logarithmic functions

Introduction to differential calculus

Applications of differential calculus

Further differentiation

Further calculus and introduction to statistics

Differentiation of exponential and logarithmic functions

Differentiation of trigonometric functions and differentiation rules Further applications of differentiation

Introduction to integration

Discrete random variables

SchoolsdeviseassessmentsinUnits1and2tosuittheirlocalcontext.

Further calculus, trigonometry and statistics

Trigonometry

SummativeAssessments

Further integration

Continuous random variables and the normal distribution

Sampling and proportions

Interval estimates for proportions Unit 3

InUnits3and4studentscompletefoursummativeassessments.Theresultsfromeachofthe assessmentsareaddedtogethertoprovideasubjectscoreoutof100.Studentswillalso receiveanoverallsubjectresult(A-E).

Specialist Mathematics

Combinatorics, proof and vectors

Combinatorics

Introduction to proof

Vectors in the plane

Algebra of vectors in two dimensions

Circle and geometric proof

Trigonometry, functions, further vectors and integral calculus

Trigonometry and functions

Vectors in two and three dimensions

Vector calculus Integration techniques

Applications of integral calculus

Assessment

Matrices and complex numbers

Matrices

Further matrices

Complex numbers

Complex arithmetic and algebra

Matrices and transformations

Further complex numbers, proof, calculus and statistical inference

Further complex numbers

Mathematical induction and trigonometric proofs

Rates of change and differential equations

Modelling motion

Statistical inference

SchoolsdeviseassessmentsinUnits1and2tosuittheirlocalcontext.

InUnits3and4studentscompletefoursummativeassessments.Theresultsfromeachofthe assessments are added together to provide a subject score out of 100. Students will also receiveanoverallsubjectresult(A-E).

SummativeAssessments

Essential Mathematics

Structure

Number, data and graphs

Fundamental topic: Calculations

Number

Representing data Managing money

Assessment

Data and travel

Fundamental topic: Calculations

Data collection Graphs Time and motion

Measurement, scales and chance

Fundamental topic: Calculations

Measurement

Scales, plans and models

Probability and relative frequencies

Graphs, data and loans

Fundamental topic: Calculations

Bivariate graphs

Summarising and comparing data

Loans and compound interest

SchoolsdeviseassessmentsinUnits1and2tosuittheirlocalcontext. InUnits3and4studentscompletefoursummativeassessments.Theresultsfromeachofthe assessmentsareaddedtogethertoprovideasubjectscoreoutof100.Studentswillalso receiveanoverallsubjectresult(A-E).

SummativeAssessments

Unit

Structure

Perspectives and texts

Texts in context

Language and textual analysis

Responding to and creating texts

Assessment

Texts and culture

Texts in contexts

Language and textual analysis

Responding to and creating texts

Textual connections

Conversations about issues in texts

Conversations about concepts in texts

Close study of literary texts

Creative responses to literary texts

Critical response to literary texts

SchoolsdeviseassessmentsinUnits1and2tosuittheirlocalcontext.

InUnits3and4studentscompletefoursummativeassessments.Theresultsfromeachofthe assessmentsareaddedtogethertoprovideasubjectscoreoutof100.Studentswillalso receiveanoverallsubjectresult(A-E).

SummativeAssessments

Structure

Introduction to literary studies

Ways literary texts are received and responded to How textual choices affect readers

Creating analytical and imaginative texts

Assessment

Intertextuality

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

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

SchoolsdeviseassessmentsinUnits1and2tosuittheirlocalcontext.

InUnits3and4studentscompletefoursummativeassessments.Theresultsfromeachofthe assessmentsareaddedtogethertoprovideasubjectscoreoutof100.Studentswillalso receiveanoverallsubjectresult(A-E).

SummativeAssessments

Essential English

Structure

Language that works Responding to texts Creating texts

Assessment

Texts and human experiences Responding to texts Creating 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 identities, places, events and concepts

SchoolsdeviseassessmentsinUnits1and2tosuittheirlocalcontext.

InUnits3and4studentscompletefoursummativeassessments.Theresultsfromeachofthe assessmentsareaddedtogethertoprovideasubjectscoreoutof100.Studentswillalso receiveanoverallsubjectresult(A-E).

SummativeAssessments

Business

Assessment

SchoolsdeviseassessmentsinUnits1and2tosuittheirlocalcontext.

InUnits3and4studentscompletefoursummativeassessments.Theresultsfromeachofthe assessmentsareaddedtogethertoprovideasubjectscoreoutof100.Studentswillalso receiveanoverallsubjectresult(A-E).

SummativeAssessments Structure

Legal Studies

Legal studies focuses on the interaction between society and the discipline of law Students study the legal system and how it regulates activities and aims to protect the rights of individuals, while balancing these with obligations and responsibilities. An understanding of legal processes and concepts enables citizens to be better informed and able to constructively question and contribute to the improvement of laws and legal processes. This is important as the law is dynamic and evolving, based on values, customs and norms that are challenged by technology, society and global influences.

Legal Studies explores the role and development of law in response to current issues.

When students begin studying Legal Studies Alternate Sequence in odd years, the subject starts with the foundations of law, focusing on civil justice systems including contract law and negligence. Students then study contemporary issues of law reform and change before examining issues of governance that are the foundation of the Australian and Queensland legal systems. With increasing complexity, students explore the criminal justice system and its processes through to punishment and sentencing. The study finishes with students critically considering Australian and international human rights issues.

The primary skills of inquiry, critical thinking, problem-solving and reasoning empower Legal Studies students to make informed and ethical decisions and recommendations. Learning is based on an inquiry approach that develops reflection skills and metacognitive awareness. Through inquiry, students identify and describe legal issues, explore information and data, analyse, evaluate to make recommendations, and create responses that convey legal meaning. They improve their research skills by using information and communication technology (ICT) and databases to access research,

commentary, case law and legislation Students analyse legal information to determine the nature and scope of the legal issue and examine different associated views, which are evaluated against legal criteria. These are critical skills that allow students to think strategically in the 21st century

Knowledge of the law enables students to have confidence in approaching and accessing the legal system and provides them with an appreciation of the influences that shape the system. Legal knowledge empowers students to make constructive judgements on, and knowledgeable commentaries about, the law and its processes. Students examine and justify viewpoints involved in legal issues, while also developing respect for diversity. Legal Studies satisfies interest and curiosity as students question, explore and discuss tensions between changing social values, justice and equitable outcomes

Legal Studies enables students to appreciate how the legal system is relevant to them and their communities. The subject enhances students’ abilities to contribute in an informed and considered way to legal challenges and change, both in Australia and globally.

Structure

Balance of probabilities

Legal foundationscivil law focus

Contractual obligations

Negligence and the duty of care

Assessment

Law, Governance and change

Law reform within a dynamic society

Governance in Australia

Beyond reasonable doubt

Legal foundationscriminal law focus

Criminal investigation process

Criminal trial process

Punishment and sentencing

SchoolsdeviseassessmentsinUnits1and2tosuittheirlocalcontext.

Human rights in legal contexts

Human rights

Australia’s legal response to international law and human rights

Human rights in Australian contexts

InUnits3and4studentscompletefoursummativeassessments.Theresultsfromeachofthe assessmentsareaddedtogethertoprovideasubjectscoreoutof100.Studentswillalso receiveanoverallsubjectresult(A-E).

SummativeAssessments

Modern History

Structure

Ideas in the Modern World Schools select two of the following topics to study in this unit:

Australian Frontier Wars, 1788 - 1930s (First Fleet arrives in Australia - Caledon Bay Crisis ends)

Age of Enlightenment, 1750s - 1789 (Encyclopedie published - French Revolution begins)

Industrial Revolution, 1760s - 1890s (Spinning Jenny inventedKinetoscope developed)

French Revolution, 1789 - 1799 (Estates General meetsNew Consulate established)

Age of Imperialism, 1848 - 1914 (Meiji Government establishedEmperor Meiji dies) Boxer Rebellion, 1905 - 1920s (Bloody Sunday takes placeRussian Civil War ends)

Xinhai Revolution and its aftermath, 1911 - 1916 (Wuchang Uprising beginsdeath of Yuan Shikai) Iranian Revolution and its aftermath, 1977 - 1980s (antiShah demonstrations take place - Iran becomes an Islamic Republic)

Arab Spring since 2010 (Tunisian Revolution begins)

Movements in the Modern World

Schools select one of the following topics in this unit:

Empowerment of First Nations

Australians since 1938 (first Day of Mourning protest takes place)

Independence movement in India, 1857 - 1947 (Sepoy Rebellion beginsIndian Independence Act 1947 becomes law)

Workers’ movement since the 1860s (Great Shoemakers Strike in New England begins)

Women’s movement since 1893 (Women’s suffrage in New Zealand becomes law)

May Fourth Movement in China and its aftermath, 1919 - 1930s

(Student protests at Beijing University begin - the New Life Movement begins)

Independence movement in Algeria, 1945 - 1962

(demonstrations in Setif begin - Algerian independence declared)

Independence movement in Vietnam, 1945 - 1975 (Vietnamese independence declared - Saigon falls to North Vietnamese forces)

Anti-apartheid movement in South Africa, 1948 - 1991 (apartheid laws start - apartheid laws end)

National experiences in the Modern World Schools select two of the following topics to study in this unit:

Australia since 1901 (Federation of Australia)

United Kingdom since 1901 (Edwardian Era begins)

France, 1799 - 1815 (Coup of 18 Brumaire begins - Hundred Days end)

New Zealand since 1841 (separate colony of New Zealand established) Germany since 1914 (World War I begins)

United States of America, 1917 - 1945 (entry into World War I - World War II ends)

Japan since 1931 (invasion of Manchuria begins)

China since 1931 (invasion of Manchuria begins)

Indonesia since 1947 (Indian Independence Act of 1947 becomes law)

Israel since 1917 (announcement of the Balfour Declaration)

South Korea since 1948 (Republic of Korea begins)

International experiences in the Modern World Schools select one of the following topics to study in this unit:

Australian engagement with Asia since 1945 (World War II in the Pacific ends)

Search for collective peace and security since 1815 (Concert of Europe begins) Trade and commerce between nations since 1833 (Treaty of amity and Commerce between Siam and the United States of America signed)

Mass migrations since 1848 (California Gold Rush begins)

Information Age since 1936 (On Computable Numbers published) Genocides and ethnic cleansings since the 1930s (Holocaust begins) Nuclear Age since 1945 (first atomic bomb detonated) Cold War and its aftermath, 1945 -2014 (Yalta Conference beginsRusso-Ukrainian War begins)

Struggle for peace in the Middle East since 1948 (ArabIsraeli War begins) Cultural globalisation since 1956 (international broadcast of the 1956 Summer Olympics in Melbourne takes place)

Structurecontinued

African-American civilrightsmovement since1954 (judgementinBrown v Boardof Educationdelivered) Environmental movementsincethe 1960s(SilentSpring published)

LGBTQIA+civilrights movementsince 1969(Stonewall Riotsbegin) Pro-democracy movementin Myanmar(Burma) since1988(People PowerUprising begins)

Inevenyears,schools selectonofthetopics fromthelistabovethat hasnotalreadybeen studiedinTopic1

Inoddyears,schools selectoneofthetopic optionsthathasbeen nominatedbytheQCAA fortheexternal assessmentandhasnot beenstudiedinTopic1

Spaceexploration sincethe1950s (publicationof articlesfocusedon spacetravel) Rightsand recognitionofFirst Peoplessince1982 (UnitedNations WorkingGroupon Indigenous Populations established) Terrorism,antiterrorismand counter-terrorism since1984(Brighton Hotelbombingtakes place)

Inevenyears,schools selectoneofthetopic optionsthathasbeen nominatedbytheQCAA fortheexternal assessmentandhasnot beenstudiedinTopic1. Inoddyears,schools selectoneofthetopics fromthelistabovethat hasnotalreadybeen studiedinTopic1

Assessment

SchoolsdeviseassessmentsinUnits1and2tosuittheirlocalcontext.

InUnits3and4studentscompletefoursummativeassessments.Theresultsfromeachofthe assessmentsareaddedtogethertoprovideasubjectscoreoutof100.Studentswillalsoreceivean overallsubjectresult(A-E).

SummativeAssessments

Unit

Where would you like your study to take you?

Religion and Ethics

Structure

Schoolscanselectfromthefollowingunitoptions UnitoptionA:AustralianIdentity UnitoptionB:SocialJustice UnitoptionC:Meaning,purposeandexpression UnitoptionD:Worldreligionsandspiritualities UnitoptionE:Peace UnitoptionF:Sacredstories

AssessmentTechniques

Project

Students provide a view on a scenario

Product/Plan/Campaign

One of the following:

Multimodal (at least two modes delivered at the same time): up to 5 minutes, or 6 A4 pages, or equivalent digital media

Spoken: up to 4 minutes, or signed equivalent

Written: up to 600 words

Evaluation

One of the following:

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

Spoken: up to 3 minutes, or signed equivalent

Written: up to 400 words

Investigation

Students investigate a question, opportunity or issue to develop a response

Extended Response

Assessment

Students respond to a stimulus related to a scenario

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

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

SchoolsdeviseassessmentsinUnits1and2tosuittheirlocalcontext.Unit1and2werestudied duringYear10.InUnits3and4studentsmaycontinuetheircourseofstudyviaDistanceEducation andcompletefoursummativeassessmentstoreceiveanoverallsubjectresult(A-E).

SummativeAssessments

Tourism

Structure

Schoolscanselectfromthefollowingunitoptions UnitoptionA:Tourismandtravel UnitoptionB:Tourismmarketing UnitoptionC:Tourismtrendsandpatterns UnitoptionD:Tourismregulation UnitoptionE:Tourismindustryandcareers

AssessmentTechniques

Investigation

Students investigate a unit related to context by collecting and examining data and information

Project

Students develop a traveller information package for an international tourism destination

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

Product

One of the following:

Multimodal (at least two modes delivered at the same time): up to 3 minutes, or 6 A4 pages, or equivalent digital media

Spoken: up to 3 minutes, or signed equivalent

Written: up to 500 words

Evaluation

One of the following:

Multimodal (at least two modes delivered at the same time): up to 3 minutes, 4 A4 pages, or equivalent digital media

Spoken: up to 3 minutes, or signed equivalent

Written: up to 500 words

Assessment

SchoolsdeviseassessmentsinUnits1and2tosuittheirlocalcontext.

InUnits3and4studentscompletefoursummativeassessments.Studentswillreceiveanoverall subjectresult(A-E).

SummativeAssessments

Biology

Structure

Cells and multicellular organisms

Cells as the basis of life

Exchange of nutrients and wastes

Cellular energy, gas exchange and plant physiology

Assessment

Maintaining the internal environment

Homeostasisthermoregulation and osmoregulation

Infectious disease and epidemiology

Biodiversity and the interconnectedness of life

Describing biodiversity and populations

Functioning ecosystems and succession

Heredity and continuity of life

Genetics and heredity

Continuity of life on Earth

SummativeAssessments

Chemistry

Structure

Chemical fundamentalsstructure, properties and reactions

Properties and structure of atoms

Properties and structure of materials

Chemical reactions - reactants, products and energy change

Assessment

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

SummativeAssessments

Unit

Physics

Physics provides opportunities for students to engage with the classical and modern understandings of the universe. In Unit 1, students learn about the concepts and theories that predict and describe the motion of objects. In Unit 2, students study physics theories and models that, despite being counterintuitive, are fundamental to our understanding of many common observable phenomena. In Unit 3, students explore how scientists explain some phenomena using an understanding of energy transfer. In Unit 4, students study electromagnetism and the theories describing the quantum nature of electromagnetism

Students will learn valuable skills required for the scientific investigation of questions. In addition, they will become citizens who are better informed about the world around them, and who have the critical skills to evaluate and make evidence-based decisions about current scientific issues

Tertiary study in any field will be aided by the transferable skills developed in this senior Science subject. It is expected that an appreciation of, and respect for, evidencebased conclusions and the processes required to gather, scrutinise and use evidence will be carried forward into all aspects of life beyond the classroom.

Upon completion of the course, students will have an appreciation for a body of scientific knowledge and the process that is undertaken to acquire this knowledge They will be able to distinguish between claims and evidence, opinion and fact, and conjecture and conclusions.

In each of the senior Science subjects, students will develop:

A deep understanding of a core body of discipline knowledge aspects of the skills used by scientists to develop new knowledge, as well as the opportunity to refine these skills through practical activities the ability to coordinate their understandings of the knowledge and skills associated with the discipline to refine experiments, verify known scientific relationships, explain phenomena with justification and evaluate claims by finding evidence to support or refute the claims.

Physics aims to develop students’: appreciation of the wonder of physics and the significant contribution physics has made to contemporary society understanding that diverse natural phenomena may be explained, analysed and predicted using concepts, models and theories that provide a reliable basis for action understanding of the ways in which matter and energy interact in physical systems across a range of scales understanding of the ways in which models and theories are refined, and new models and theories are developed in physics; and how physics knowledge is used in a wide range of contexts and informs personal, local and global issues

investigative skills, including the design and conduct of investigations to explore phenomena and solve problems, the collection and analysis of qualitative and quantitative data, and the interpretation of evidence ability to use accurate and precise measurement, valid and reliable evidence, and scepticism and intellectual rigour to evaluate claims

ability to communicate physics understanding, findings, arguments and conclusions using appropriate representations, modes and genres

Pathways

AcourseofstudyinPhysicscanestablishabasisforfurthereducationandemploymentin the fieldsofscience,engineering,medicineandtechnology.

Objectives

Bytheconclusionofthecourseofstudy,studentswill:

Describeideasandfindings

Applyunderstandings

Analysedata

Interpretevidence

Evaluateconclusions,claimsandprocesses

Investigatephenomena

Structure

Physics of motion

Linear motion and force

Gravity and motion

Assessment

Einstein’s famous equation Special relativity Ionising radiation and nuclear reactions

The Standard Model

The transfer and use of energy Heating processes Waves Electrical circuits

Electromagnetism and quantum theory

Electromagnetism Quantum theory

SchoolsdeviseassessmentsinUnits1and2tosuittheirlocalcontext.

SummativeAssessments

Psychology

Structure

Individual development

The role of the brain

Cognitive development

Consciousness, attention and sleep

Assessment

Individual behaviour

Intelligence

Diagnosis

Psychological disorders and treatments

Emotion and motivation

Individual thinking

Brain function

Sensation and perception

Memory

Learning

The influence of others

Social psychology

Interpersonal processes

Attitudes

Cross-cultural psychology

SummativeAssessments

Aquatic Practices

Structure

Schoolscanselectfromthefollowingunitoptions

UnitoptionA:Aquaticecosystems

UnitoptionB:Coastlinesandnavigation

UnitoptionC:Recreationalandcommercialfishing UnitoptionD:Aquariumsandaquaculture

UnitoptionE:Usingtheaquaticenvironment

UnitoptionF:Marinevessels

AssessmentTechniques

Technique Description

Applied Investigation

Practical Project

Students investigate research question by collecting, analysing and interpreting primary or secondary information

Students use practical skills to complete a project in response to a scenario

Response Requirements

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

Completed project One of the following:

Product: 1 Performance: up to 4 minutes

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

Assessment

SchoolsdeviseassessmentsinUnits1and2tosuittheirlocalcontext.

InUnits3and4studentscompletefoursummativeassessments.Studentswillreceiveanoverall subjectresult(A-E).

SummativeAssessments

Unit

Furnishing Skills

Structure

Schoolscanselectfromthefollowingunitoptions

UnitoptionA:Furniture-making UnitoptionB:Cabinet-making UnitoptionC:Interiorfurnishing

UnitoptionD:Productioninthedomesticfurnitureindustry

UnitoptionE:Productioninthecommercialfurnitureindustry

UnitoptionF:Productioninthebespokefurnitureindustry

AssessmentTechniques

Practical demonstration

Project

Students perform a practical demonstration when manufacturing a unit context artefact and reflect on industry practices, and production skills and procedures

Students manufacture a product and document the manufacturing process

Practical demonstration

Practical demonstration: the skills and procedures used in 3 - 5 production processes

Documentation

Multimodal (at least two modes delivered at the same time): up to 3 minutes, or 6 A4 pages, or equivalent digital media

Product

Product: 1 unit-specific product manufactured using the skills and procedures in 5- 7 production processes

Manufacturing process

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

Assessment

SchoolsdeviseassessmentsinUnits1and2tosuittheirlocalcontext.

InUnits3and4studentscompletefoursummativeassessments.Studentswillreceiveanoverall subjectresult(A-E).

SummativeAssessments

Hospitality Practices

Structure

Schoolscanselectfromthefollowingunitoptions

UnitoptionA:Culinarytrends UnitoptionB:Barandbaristabasics UnitoptionC:In-housedining UnitoptionD:Casualdining UnitoptionE:Formaldining UnitoptionF:Guestservices AssessmentTechniques

Technique Description

Practical demonstration

Students produce and present an item related to the unit context in response to a brief

Response Requirements

Practical demonstration

Practical demonstration: menu item

Planning and evaluation

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

Project

Students plan and deliver an event incorporating the unit context in response to a brief

Investigation

Students investigate and evaluate practices, skills and processes

Practical demonstration

Practical demonstration: delivery of an event

Planning and evaluation

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

Investigation and evaluation

One of the following:

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

Written: up to 1000 words

Assessment

SchoolsdeviseassessmentsinUnits1and2tosuittheirlocalcontext.

InUnits3and4studentscompletefoursummativeassessments.Studentswillreceiveanoverall subjectresult(A-E).

SummativeAssessments

Physical Education

The Physical Education syllabus is developmental and becomes increasingly complex across the four units. In Unit 1, students determine the psychological factors, barriers and enablers that influence their performance and engagement in physical activity. In Unit 2, students develop an understanding of the fundamental concepts and principles underpinning their learning of movement sequences and how they can enhance movement from a biomechanical perspective. In Unit 3, students enhance their understanding of factors that develop tactical awareness and influence ethical behaviour of their own and others’ performance in physical activity In Unit 4, students explore energy, fitness and training concepts and principles to optimise personal performance.

Students learn experientially through three stages of an inquiry approach to ascertain relationships between the scientific bases and the physical activity concepts Students recognise and explain concepts and principles about and through movement, and demonstrate and apply body and movement concepts to movement sequences and movement strategies. Through their purposeful and authentic experiences in physical activities, students gather, analyse and synthesise data to devise strategies to optimise engagement and performance. They evaluate and justify strategies about and in movement by drawing on informed, reflective decisionmaking

Physically educated learners develop the 21st century skills of critical thinking, creative thinking, communication, personal and social skills, collaboration and teamwork, and information and communication technologies skills through rich and diverse learning experiences about, through and in physical activity Physical Education fosters an appreciation of the values and knowledge within and across disciplines, and builds on students’ capacities to be self-directed, work towards specific goals, develop positive

behaviours and establish lifelong active engagement in a wide range of pathways beyond school.

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

Objectives

By the conclusion of the course of study, students will: recognise and explain concepts and principles about movement demonstrate specialised movement sequences and movement strategies apply concepts to specialised movement sequences and movement strategies analyse and synthesise data to devise strategies about movement evaluate strategies about and in movement justify strategies about and in movement make decisions about and use language, conventions and mode-appropriate features for particular purposes and contexts

Structure

Sport psychology and equity in physical activity

Sport psychology in physical activity

Equity - barriers and enablers

Assessment

Motor learning, functional anatomy and biomechanics in physical activity

Functional anatomy and biomechanics in physical activity

Motor learning with physical acitivity

Tactical awareness and ethics in physical activity

Tactical awareness in physical activity

Ethics and integrity in physical activity

Energy, fitness and training in physical activity

Energy, fitness and training integrated with physical activity

SummativeAssessments

Sport and Recreation

Structure

Schoolscanselectfromthefollowingunitoptions UnitoptionA:Aquaticrecreation UnitoptionB:Athletedevelopmentandwellbeing UnitoptionC:Challengeintheoutdoors UnitoptionD:Coachingandofficiating UnitoptionE:Communityrecreation UnitoptionF:Emergingtrendsinsport,fitnessandrecreation UnitoptionG:Eventmanagement UnitoptionH:Fitnessforsport,fitnessandrecreation UnitoptionI:Marketingandcommunicationinsportandrecreation UnitoptionJ:Optimisingleadership UnitoptionK:Outdoorleadership UnitoptionL:Sustainableoutdoorrecreation

AssessmentTechniques

Performance

Studentsinvestigate, plan,performand evaluateactivitiesand strategiestoenhance outcomesintheirunit context

Project

Studentsinvestigate, plan,performand evaluateactivitiesand strategiestoenhance outcomesintheunit context

Performance

Performance:upto4minutes

Planningandevaluation

Oneofthefollowing: Multimodal(atleasttwomodesdeliveredatthe sametime):upto3minutes,or6A4pages,or equivalentdigitalmedia

Spoken:upto3minutes,orsignedequivalent

Written:upto500words

Investigationandsessionplan

Oneofthefollowing: Multimodal(atleasttwomodesdeliveredatthe sametime):upto3minutes,6A4pages,or equivalentdigitalmedia

Spoken:upto3minutes,orsignedequivalent Written:upto500words

Performance Performance:upto4minutes

Evaluation

Oneofthefollowing:

Multimodal(atleasttwomodesdeliveredatthe sametime):upto3minutes,6A4pages,or equivalentdigitalmedia

Spoken:upto3minutes,orsignedequivalent

Written:upto500words

Assessment

SchoolsdeviseassessmentsinUnits1and2tosuittheirlocalcontext. InUnits3and4studentscompletefoursummativeassessments.Studentswillreceiveanoverall subjectresult(A-E).

SummativeAssessments

Drama

Objectives

By theconclusion ofthecourseofstudy,studentswill: demonstrate skillsofdrama applyliteracyskills interpretpurpose,contextandtext manipulatedramaticlanguages analysedramaticlanguages evaluatedramaticlanguages

Structure

Share How does drama promote shared understandings of the human experience?

Assessment

How is drama shaped to reflect lived experience? Challenge How can we use drama to challenge our understanding of humanity? Transform How can you transform dramatic practice?

SchoolsdeviseassessmentsinUnits1and2tosuittheirlocalcontext.

SummativeAssessments

Music

Structure

Designs

Through inquiry learning, the following is explored: How does the treatment and combination of different music elements enable musicians to design music that communicates meaning through performance and composition?

Assessment

Identities

Through inquiry learning, the following is explored: How do musicians use their understanding of music elements, concepts and practices to communicate cultural, political, social and personal identities when performing, composing and responding to music?

Innovations

Through inquiry learning, the following is explored: How do musicians incorporate innovative music practices to communicate meaning when performing and composing?

Narratives

Through inquiry learning, the following is explored: How do musicians manipulate music elements to communicate narrative when performing, composing and responding to music?

SchoolsdeviseassessmentsinUnits1and2tosuittheirlocalcontext.

SummativeAssessments

Visual Art

Structure

Art as lens Concept: lenses to explore the material world Contexts: personal and contemporary Focus: people, place, objects

Assessment

Art as code Concept: art as a coded visual language Contexts: formal and cultural Focus: codes, symbols, signs and art conventions

Art as knowledge Concept: constructing knowledge as artist and audience Contexts: contemporary, personal, cultural and/or formal Focus: studentdirected

Art as alternate Concept: evolving alternate representations and meaning Contexts: contemporary, personal, cultural and/or formal Focus: studentdirected

SummativeAssessments

Summative external assessment (EA) 25% Examination - extended response

Drama In Practice

Structure

Schoolscanselectfromthefollowingunitoptions

UnitoptionA:Collaboration UnitoptionB:Community UnitoptionC:Contemporary UnitoptionD:Commentary AssessmentTechniques

Technique

Devising project

Students plan, devise and evaluate a scene for a purpose and context relevant to the unit

Directorial project

Students plan, make and evaluate a director’s brief for an excerpt of a published script relevant to the unit

Devised scene

Up to 4 minutes (rehearsed)

Planning and evaluation of devised scene

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

Written: up to 600 words

Spoken: up to 4 minutes, or signed equivalent

Director’s brief

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

Planning and evaluation of the director’s brief

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

Written: up to 600 words

Spoken: up to 4 minutes, or signed eqivalent

Performance

Assessment

Students perform an excerpt of a published script or a devised scene connected to the directorial or devising project

Performance

Performance (live or recorded): up to 4 minutes

SchoolsdeviseassessmentsinUnits1and2tosuittheirlocalcontext.

InUnits3and4studentscompletefoursummativeassessments.Studentswillreceiveanoverall subjectresult(A-E).

SummativeAssessments

Music In Practice

Structure

Schoolscanselectfromthefollowingunitoptions UnitoptionA:Musicoftoday UnitoptionB:Thecuttingedge UnitoptionC:Buildingyourbrand UnitoptionD:‘Live’onstage!

AssessmentTechniques

Technique

Composition

Performance

Project

Students make a composition that is relevant to the purpose and context of the unit

Students perform music that is relevant to the unit focus

Students plan, make and evaluate a composition or performance relevant to the unit focus

Composition

Composition: up to 3 minutes, or equivalent section of a larger work

Performance Performance (live or recorded): up to 4 minutes

Composition

Composition: up to 3 minutes, or equivalent section of a larger work

Performance Performance (live or recorded): up to 4 minutes

AND

Planning and evaluation of composition or performance

One of the following:

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

Written: up to 600 words

Spoken: up to 4 minutes, or signed equivalent

Assessment

SchoolsdeviseassessmentsinUnits1and2tosuittheirlocalcontext.

InUnits3and4studentscompletefoursummativeassessments.Studentswillreceiveanoverall subjectresult(A-E).

SummativeAssessments

Visual Arts In Practice

Structure

Schoolscanselectfromthefollowingunitoptions

UnitoptionA:Lookinginwards(self)

UnitoptionB:Lookingoutwards(others)

UnitoptionC:Clients

UnitoptionD:Transformandextend AssessmentTechniques

Project

Studentsmake experimentalor prototypeartworks,or designproposalsor stylisticexperiments. Theyevaluateartworks, artstyleand/or practicesthatexplore thefocusoftheunit Studentsplanresolved artworks.

Experimentalfolio

Upto8experimentalartworks:2D,3D,digital(static) and/ortime-based

Prototypeartwork

2D,3D,digital(static)and/ortime-basedmedia:upto 4artwork/s

Designproposal

Multimodal(atleasttwomodesdeliveredatthesame time):upto5minutes,8A4pages,orequivalentdigital media,includingupto4prototypeartwork/s-2D,3D, digital(static)and/ortime-based

AND

Planningandevaluations

Oneofthefollowing:

Multimodal(atleasttwomodesdeliveredatthe sametime):upto5minutes,8A4pages,or equivalentdigitalmedia

Written:upto600words

Spoken:upto4minutes,orsignedequivalent

Project Studentsplanand deliveranevent incorporatingtheunit contextinresponsetoa brief

Investigation

Assessment

Studentsinvestigateand evaluatepractices,skills andprocesses

Practicaldemonstration

Practicaldemonstration:deliveryofanevent

Planningandevaluation

Multimodal(atleasttwomodesdeliveredatthesame time):upto5minutes,or8A4pages,orequivalent digitalmedia

Investigationandevaluation

Oneofthefollowing:

Multimodal(atleasttwomodesdeliveredatthe sametime):upto7minutes,10A4pages,or equivalentdigitalmedia

Written:upto1000words

SchoolsdeviseassessmentsinUnits1and2tosuittheirlocalcontext.InUnits3and4students completefoursummativeassessments.Studentswillreceiveanoverallsubjectresult(A-E).

SummativeAssessments

Online Learning

Students may wish to select a General Subject that is not offered in the subject selection list.

These subjects can be delivered through Brisbane or Cairns School of Distance Education, Riverside Plus (Riverside Christian College), or with the Lutheran Education Queensland shared campus model (This is referred to as Flexible Delivery). Peace provides this service for students in other Lutheran schools to undertake study in Mathematical Methods and Specialist Mathematics.

For students entering Year 11 in 2025, where a subject is not available, and the student is a suitable candidate to undertake study via online means, the College would support online study and pay the tuition fees.

Students who are interested in this mode of studying are required to meet with their Head of Year, Online Learning Coordinator, or Deputy Principal - Secondary School to investigate the subject, understand the online expectations and demonstrate the capacity to study independently. Online learning is self-directed and the subject teacher is usually only available virtually.

The full range of QCAA Senior Syllabuses can be viewed HERE.

NOTE: Students who begin online learning and who later decide to no longer study a subject in this manner are required to withdraw from the subject prior to the census date set by the external provider. This census date is often early, during the first term of each semester (Term One and Term Three). A charge for administration fees may be incurred by the family.

2024 Online Learning

The subjects below were studied online in 2024.

Year 10

Year 11

Year 12

Japanese

Digital Technology

Japanese

Dance

Marine Studies

Spanish

Chinese

Economics

Psychology

French Health

How could online learning help you to achieve your goals?

The full range of QCAA Senior Syllabuses can be viewed HERE.

Vocational options

Peace Lutheran College offers a range of opportunities for students wishing to follow a vocational education pathway. The College is in partnership with many service providers, including TAFE Queensland North, AviationAustraliaandCentral Queensland University (CQU).

Students can undertake a School Based Apprenticeship with a local employer orstudytowardsaCertificate II or III in a chosen area.

All VET courses offered to our students whilst still at school contribute to the attainment of their QCE. The majority of courses attract four (4) QCE points. Courses available to students under the VET in Schools program also align with the expected skill shortages predicted in our region over the coming years. This means their skills will be in demand by employers across Queensland.

Many of the VET courses on offer will provide students with a study pathway directly into Diploma or higher certificate courses at the completionof Year12.Thisisasuitable option for students if they:

Have a keen interest in working in a trade (For example: electrician, hairdressing,plumbing,carpentry,health care, or aviation)

Areconsideringanapprenticeship or traineeship

Arenotconsideringuniversity studies in the near future

Have decided to pursueanon-ATARpathway

Students who are interested in undertaking a VET pathway are required to make an appointment with our Pathways Coordinator (Careers) before subject selectionisfinalisedto discuss options.

Clickonthebelowlinkstofindoutmore.

CQU(StartTAFENow)

2024 Vocational Pathways

The courses below were undertaken with external providers in 2024.

TAFE

CERT I in Construction

CERT II in Automotive Vocational Preparation (Light Vehicle)

CERT II in Automotive Vocational Preparation (Heavy Vehicle)

CERT II in Retail Cosmetics

CERT II in Hospitality

CERT II in Health Support Services

CERT III in Health Services Assistance

TAFE @ CQU

CERT II Animal Care

Aviation Australia

CERT II Aircraft Line Maintenance

School Based Traineeship / Apprenticeships

CERT III in Retail

CERT III in Hospitality

Work Experience (Various employers)

How could a vocational course help you to achieve your goals?

TAFE Queensland North

Aviation Australia

CQU (Start TAFE Now)

Rosalie Allan Pathways Coordinator

07 4039 9000

rallan@plc.qld.edu.au

Peace Lutheran College, Cairns

https://www.plc.qld.edu.au/

Suzanne Connelly Online Learning Coordinator

07 4039 9000

sconnelly@plc.qld.edu.au

Peace Lutheran College, Cairns

https://www.plc.qld.edu.au/

General Enquiries

07 4039 9000

admin@plc.qld.edu.au

Peace Lutheran College, Cairns

https://www.plc.qld.edu.au/